Project Approaches to Learning in Engineering Education -- TABLE OF CONTENTS -- FOREWORD -- INTRODUCTION -- REFERENCE -- AFFILIATIONS -- 1. CHALLENGES OF THE IMPLEMENTATION OF AN ENGINEERING COURSE IN PROBLEM BASED LEARNING -- A PBL (PROBLEM BASED LEARNING) COURSE PROJECT -- IMPLEMENTATION CHALLENGES: TUTORS -- PROCESS ASSESSMENT AND ANALYSIS -- REFLECTIONS -- REFERENCES -- AFFILIATIONS -- 2. THE EUROPEAN PROJECT SEMESTER: A USEFUL TEACHING METHOD IN ENGINEERING EDUCATION: The EPS Formula -- INTRODUCTION -- THE NEED FOR AN INTERNATIONAL PROJECT SEMESTER -- THE EPS FORMULA -- ASSESSMENT: PROJECT REPORT AND ORAL EXAM. -- Project Characteristics -- Choice of Project: -- Problem Formulation and Team Exercise: -- FORMATION OF AND DEVELOPMENT OF PROJECT GROUPS: -- Typical Group Development Stages: -- PROJECT MANAGEMENT -- Courses Taught: -- Milestones: -- Product and Process Evaluation: -- GUIDANCE FOR PERFORMANCE OF EPS PROJECTS -- Project Performance/Implementation -- Consideration of Self and Peer Assessment -- Supervision: -- Results -- Statements -- Conclusion -- Epilogue/postscript -- Learning in Teams -- Integrated Engineering -- ASSESSMENT -- CONCLUSION -- THE FUTURE -- REFERENCES -- 3. PLEE METHODOLOGY AND EXPERIENCES AT THE UNIVERSITY OF TWENTE -- INTRODUCTION -- THE PLEE METHODOLOGY -- Definition of PLEE -- Features of PLEE -- The PLEE Programme -- Examiination in PLEE -- PLEE in Practice -- TUTORING AND SOFT SKILLS IN PLEE -- Tutoring in PLEE -- Soft skills in PLEE -- The benefits of PLEE -- How Does PLEE Affect Student Motivation to Learn? -- What Do Staff Think About PLEE? -- What Do Students Think of Their PLEE Experience? -- PLEE AND PBL -- Definition of PBL -- The Procedure Used in PBL -- The PBL Programme -- The Role of the Lecturer in PBL -- Similarities and Differences Between PLEE and PBL -- Similarities -- Differences.

Mix of PLEE and PBL -- CHALLENGES FOR PLEE IMPLEMENTATION -- Innovation Phases -- Difficulties of PLEE -- The Necessary Costs -- The New Programme -- Beliefs of the Staff -- Beliefs of the Students -- The Redesign of the Curriculum -- The necessary Equipment to Support PLEE -- Success Indicators for Implementing PLEE -- REFERENCES -- AFFILIATIONS -- 4. A PROJECT MANAGEMENT FRAMEWORK FOR PLANNING AND EXECUTING INTERDISCIPLINARY LEARNING PROJECTS IN ENGINEERING EDUCATION -- INTRODUCTION -- THE PROJECT MANAGEMENT FRAMEWORK -- Project Life Cycle -- Project HR Management -- Project Communication and Information Management -- PROJECT MANAGEMENT FRAMEWORK APPLICATION -- Stakeholders -- Preparation Phase -- Definition Phase Setup -- Start-up -- Execution Phase -- End Phase -- FINDINGS FROM STAFF'S VIEWS -- Staff Workload -- Project Theme and Interdisciplinarity -- Learning Outcomes and the PLE Methodology -- Strategies for the Improvement of PLE -- CONCLUSION -- REFERENCES -- AFFILIATIONS -- 5. EDUCATIONAL INNOVATION AND CHANGE FOR PBL -- INTRODUCTION -- THEORETICAL REFLECTION ON INNOVATION IN RELATION TO ENGINEERING EDUCATION -- CASES OF INNOVATIVE AND CONTEXTUALISED PRACTICE IN PBL -- Case 1: PBL at Aalborg University, Denmark -- Case 2: PBL at Heilbronn University, German A humble start -- Bottom Up Approach to Start the Institutional Change -- Preparing the Top Down Approach -- Case 3: PBL at Victoria University, Australia -- The VU Engineering PBL Model -- VU Engineering PBL Semester Model -- DISCUSSION AND SUMMARY -- ACKNOWLEDGEMENTS -- REFERENCES -- AFFILIATIONS -- 6. DESIGN-BASED LEARNING IN MECHANICAL ENGINEERING EDUCATION: The innovation process and the challenges of the roles of the tutor -- INTRODUCTION -- PROBLEM-BASED LEARNING (PBL) AND PROJECT-BASED LEARNING: DIFFERENCES AND SIMILARITIES.

THE INNOVATION PROCESS AT TU/E AND THE TRANSFORMATION PROCESS AT THE MECHANICAL ENGINEERING DEPARTMENT -- PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING COMPARED TO DBL AT MECHANICAL ENGINEERING -- DESIGN-BASED LEARNING IN THE MECHANICAL ENGINEERING CURRICULUM -- The Background -- The Curriculum -- The DBL Meetings and Group Dynamics -- Training for Students and Tutors -- THE ROLE OF THE TUTOR IN DBL AT THE MECHANICAL ENGINEERING DEPARTMENT -- THE ASSESSMENT PROCESS IN DESIGN-BASED LEARNING: INDIVIDUAL ASSESSMENT, GROUP ASSESSMENT AND PEER ASSESSMENT -- THE IMPLICIT META-COGNITIVE ROLE OF THE TUTOR -- THE DILEMMAS OF THE ROLES OF THE TUTOR IN DBL -- CONCLUSIONS AND DISCUSSION -- NOTE -- REFERENCES -- AFFILIATIONS -- 7. THE EPS EXPERIENCE AT UPC-BARCELONA TECH -- THE EUROPEAN PROJECT SEMESTER -- UPC-Barcelona Tech and the School of Engineering of Vilanova i la Geltrú -- THE EPS AT THE SCHOOL OF ENGINEERING OF VILANOVA I LA GELTRÚ, THE SUSTAINABILITY FOCUS -- THE EPS STRUCTURE AT UPC -- The Group of Students -- Faculty and Company Supervisors -- Administrative Staff -- EPS ASSESSMENT -- STUDENTS LEARNING ASSESSMENT -- The European Credit Transfer System -- Seminars Assessment -- Interim Project Assessment -- Project Assessment -- FACULTY ASSESSMENT -- PROGRAMME ASSESSMENT -- A HISTORY OF SUCCESS -- CONCLUSIONS -- REFERENCES -- AFFILIATIONS -- 8. PORTUGUESE VERSIONS OF PBL FOR ENGINEERING EDUCATION AT UNIVERSITY LEVEL -- INTRODUCTION AND HISTORIC MARKS -- Teaching and Learning is a Complex Process. -- Assessment -- The First Cycle -- The Second Cycle -- Traineeships -- Imperial College -- University of Mozambique -- THE PORTUGUESE REVOLUTION OF APRIL 1974 -- Effects on the Education in Portugal, in Engineering Education, in particular. -- BOLOGNA DECLARATIONS OR PROCESS -- DIFFICULTIES OF IMPLEMENTATION OF THE BOLOGNA DECLARATIONS IN PORTUGAL.

IMPLEMENTATION OF THE BOLOGNA DECLARATIONS OR PROCESS IN PORTUGAL -- THE FUNDAMENTAL BASES FOR THE ENGINEERING EDUCATION AND THE CONCEPT OF UNIVERSITY ENGINEER AND. A POINT OF VIEW -- METHODS AND STRATEGIES FOR TEACHING AND LEARNING. PBL IN ENGINEERING EDUCATION. -- LEARNING STUDENT CENTRED AS REFERRED BY SOME AUTHORS -- Students are responsible for their own learning -- The Plans of Study Must Contain a Sequence of Activities Reflecting Rigorously what Happens in Engineering Practice -- SOME MORE NOTES ON THE ROLE OF THE TEACHER IN ENGINEERING EDUCATION -- CONCLUSIONS -- OPEN QUESTIONS -- NOTES -- REFERENCES -- AFFILIATIONS -- 9. STUDENT ASSESSMENT IN PROJECT BASED LEARNING -- INTRODUCTION -- PROJECT-LED EDUCATION: A CASE STUDY -- STUDENT ASSESSMENT IN PLE -- STUDENTS AND TEACHERS PERCEPTIONS OF ASSESSMENT -- Students Perceptions -- Teachers Perceptions -- CONCLUSIONS -- REFERENCES -- AFFILIATIONS -- 10. THE ROLE OF TEACHERS IN PROJECTS -- INTRODUCTION -- PROJECTS IN ENGINEERING EDUCATION -- THE IME CASE -- Motives for Implementation -- Changes of the Teaching and Learning Paradigm -- THE PREPARATION OF TEACHERS FOR PROJECTS -- Previous Experiences with Group Work -- Teacher Training for Project Approaches -- CONCLUSIONS -- REFERENCES -- AFFILIATIONS.