In the Midst of a Shift: Undergraduate STEM Education and “PBL” Enactment | NSTA

In the Midst of a Shift: Undergraduate STEM Education and “PBL” Enactment

Journal of College Science Teaching—November/December 2016

In the engineering field, problem- and project-based learning, both of which are often referred to as PBL, are the dominant instructional models called for by accreditation agencies. The aim of this qualitative case study is to analyze and capture a holistic perspective of PBL course design and its implementation in two communication-intensive undergraduate engineering courses.

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