A Phenomenological Study of Lecturers' Experiences Using Problem-Based Learning to Transform Engineering Education

• In Event: Roundtable Session 29
  In Roundtable Session: Problem-Based Education SIG Roundtable Session: Problem-Based Learning and STEM Education

Abstract

In 2009, camaraderie and perceptions that Problem-Based Learning was improving student performance inspired seven electrical engineering teachers to meet monthly to discuss pedagogy, under the guidance of their college’s learning development officer. Although not widely recognized by these teachers, their institution’s policies, professional development programs, and systems of recognition and reward helped scaffold their efforts. The institution, for example, catalyzed meetings among a core group of faculty by awarding a yearlong teaching fellowship to a key advocate for pedagogical and curricular change. Our phenomenological study of interviews with this core group reveals what it was like to be part of the group while it was confronting difficult challenges and implementing tangible change that, today, serves as an example college-wide.

Authors

• Shannon M. Chance, Dublin Institute of Technology

• Gavin Duffy, Dublin Institute of Technology

• Brian Bowe, Dublin Institute of Technology