How would you describe your PBL?
Project-Based, Problem-Based and Project oriented-based
What is most important to your PBL?
Product and Process
How is PBL implemented?
PBL is implemented institution wide in all programs at the SAED
How do students acquire principles of discipline?
The School of Architecture, Engineering and Design of the Universidad Europea has implemented a mixed academic model based on Project Based Learning in all its degrees. In some courses, disciplinary knowledge is mixed with a capstone project involving two or three subjects. In others, the knowledge is related to the courses which are developed in parallel with a subject called “project” where students deal, in each semester, with a PBL. The learning of disciplinary knowledge will be both in the projects (interdisciplinary, as they will relate different areas), and in the courses. There are 2- 3 courses involved in each PBL.
How is student learning facilitated within PBL?
Students are responsible for their project, even though the tutor is responsible to facilitate and guide the process during the course. The tutor defines the main tasks she or he has to carry out during the project and the project planning, in order to verify that the technical and transversal competences are developed.
Institution Type:
Private
Degree Type:
ISCED 4: Post-secondary non-tertiary education
ISCED 5: Short-cycle tertiary education (Associate's or equivalent)
Program Length:
Four Years
Semesters in which PBL is Used:
In every semester
Hours per week on Project:
6-10
Problem structure:
Moderately structured
Formulation of problems:
UEM use problems/projects formulated from companies, faculty created or student formulated
Team composition selection:
Academic staff with student input
Projects assigned by:
Academic staff with student input
How is space dedicated to student teams for problem/project completion?
Space that can be reserved/shared by teams
Degree of Interdisciplinarity:
Medium
Role of instructor:
Expert
Developing PBL competences
Collaboration with companies in PBL
Students Clubs participation in PBL
PBL award
PBL Office for coordination
Written Exams
Oral Exams
Classroom Presentations
Exhibition/Demonstration
Performance Tasks
Portfolio
Self-assessment
Peer-assessment
How assessment is implemented :
Mixture of individual assessment and team project assessment
Terrón-López, M.-J. et al. (2016). Implementation of a project-based engineering school: increasing student motivation and relevant learning. European Journal of Engineering Education, 42(6), 618-631. doi:10.1080/03043797.2016.1209462
Terrón-López, M. J., et al. (2017). Students’ and teachers’ perceptions: initial achievements of a Project-Based Engineering School. European Journal of Engineering Education, 42(6), 1113-1127. doi:https://doi.org/10.1080/03043797.2016.1267715
Terrón López, M. J., Blanco Archilla, Y., & Velasco Quintana, P. J. (2017). A Project Based Learning Experience Using NGO Projects and A Volunteer Program Abroad. International Journal of Engineering Education, 33(2(A)), 610–621
Velasco Quintana, P. J., Gómez de Merodio, R., & Terrón López, M. J. (2017). Learning together - working together. PBL in cooperation with Companies. In A. Guerra, F. J. Rodriguez, A. Kolmos, & I. Peña Reyes (Ed.), Proceedings of the 6th Internat
M.T. Villalba de Benito, P. Lara Bercial, A. Herreros Miguel. Project-based learning applied to social projects to help teen pregnants and mothers at risk of social exclusion. Proccedings in 9th International Technology, Education and Development Con