"Profiles in PBL" is a web database where PBL engineering programs from around the world share the details of their PBL programs. Our goal is to showcase more than 100 PBL profiles. The profiles will serve as inspiration for PBL programs to learn from one another and for engineering educators world-wide who are considering PBL. This database has been developed in collaboration between The Aalborg UNESCO Centre and Iron Range Engineering, Itasca Community College.
Course level PBL models are designed for each department for selected courses of second and third year of engineering. Since, the institute has limited flexibility of the course design, we have developed unique system where project are designed to suit course content. Such projects are designed to suit students’ current level of understanding, institutes infrastructure and preparing students for the university examination. The staff members of various departments here are trained for the development of course level PBL models. This is a semester long programme.Second theme, is Industry based Value Addition Programmes, where industry is asked to prepare set of similar problems. These problems are used as starting point to design a course content and evaluation schemes. The content is finalised in tune with institutional vision, students’ needs and department specific objectives. This designed content is then offered to all students. The students learning is supported through the training and lab practice under the guidance of Industry experts. Once the basic training is done, students are asked to solve the pre-identified problems. At the end of the course, team of students are expected to submit the report and present in front of the peers. The programme ends with project exhibition, where all projects are placed for public and are evaluated by the industry experts. Best project are awarded appropriately. This is a four-six weeks long programme.
How is student learning facilitated within PBL?
Under-Graduate fellowship programmes; this model is supported by 13 international partner universities across the globe. In this model, Indian students are sent to various international partner universities for 42 days. The scheme starts with the list of the projects offered by partner international university. All the students are supposed to choose the problem area in which they want to work, before leaving for the fellowship. It is expected that the students should gather basic knowledge about the problem and prepare plan of work. When these students reach to the partner universities, the professor in Partner University, guides and trains students to complete project successfully. Industry-institute interface model works in tandem with the industries and pre-identified problems. The process is initiated by the industry-institute interaction, usually led by faculty of the department. This faculty visits the industry and looks for problems-pain areas of the industry. These problems are then discussed with the industry and mutual consent or understanding is made. The list of such identified problems is then shared with the students. The groups then visits to industry frequently to address the problems. In this scheme, students work in team at institute as well as in industry. One teaching faculty and industry person is allotted to the groups of students for supervision. At the end, students are supposed to submit the report to the industry. Industry to their discretion may or may not opt solution provided by the students. This model gives students industry exposure and practical problem solving skills.