Faculty Conceptualizations and Management of Predominant Tensions Encountered With Problem-Based Learning Implementation in the Early Years of Engineering Education Programs

• In Event: Measuring Problem-Based Learning Processes From the Angle of Students and Teachers

Abstract

With the increase of PBL in engineering education, the role of instructors becomes critical for implementation, yet empirical work and evidence is scarce. This phenomenographic study (n=14) provides insight into the variation in which engineering educators experienced tensions in PBL implementation as well as how they managed them. Results revealed three major tensions: (1) student discomfort with the initial transition to PBL, (2) the role of the educator as facilitator rather than teacher, and (3) the value assigned to teaching by the individual and the organization. Engineering educators managed tensions by different adjustments, be it shifting their own role, optimizing the role of content and pedagogy, or supporting students’ learning. Details, implications for practice and significance will be discussed.

Authors

• Angela van Barneveld, Purdue University

• Johannes Strobel, Purdue University

• Gregory J. Light, Northwestern University