Some years ago problem based learning was introduced in the second year of 'Bachelor of Applied Sciences and Engineering' at the Vrije Universiteit Brussel, bearing in mind that not all students acquire knowledge in the same manner. The four learning objectives are to impart knowledge, insights, skills and attitudes. Scheduling these projects in the fourth semester had two main reasons. First, the students can bring into practice the theory they studied before. Additional theoretical knowledge as well as practical skills are needed to complete the projects. Secondly, four multidisciplinary projects in different domains have to be completed. These projects are linked to the four majors the students can choose. As a result the students get a good impression of each of these majors, concerning both education and research activities. The students work in teams of 5 to 8 persons. Some examples of projects are: building your own electric go-kart, building a windmill, water purification, building a scale model of a bridge, level control in a water tower. Not only technical solutions are important but also economical factors are evaluated. With these projects engineering skills are trained. Alternative assessment techniques such as peer and self assessment were also introduced.
Rahier, H, Bertoia, C, Hubin, A, Timmermans, J-M, Tiberghien, J, Wastiels, J, Van Mierlo, J, Vanherzeele, H & Van Biesen, L 2009, 'Multidisciplinary technology projects in the second year of bachelor in engineering at the Vrije Universiteit Brussel' SEFI annual conference 2009.
Rahier, H., Bertoia, C., Hubin, A., Timmermans, J.-M., Tiberghien, J., Wastiels, J., Van Mierlo, J., Vanherzeele, H., & Van Biesen, L. (2009). Multidisciplinary technology projects in the second year of bachelor in engineering at the Vrije Universiteit Brussel. SEFI annual conference 2009.
@misc{aff590e9b45d4a66a587ef8489747562,
title = "Multidisciplinary technology projects in the second year of bachelor in engineering at the Vrije Universiteit Brussel",
abstract = "Some years ago problem based learning was introduced in the second year of 'Bachelor of Applied Sciences and Engineering' at the Vrije Universiteit Brussel, bearing in mind that not all students acquire knowledge in the same manner. The four learning objectives are to impart knowledge, insights, skills and attitudes. Scheduling these projects in the fourth semester had two main reasons. First, the students can bring into practice the theory they studied before. Additional theoretical knowledge as well as practical skills are needed to complete the projects. Secondly, four multidisciplinary projects in different domains have to be completed. These projects are linked to the four majors the students can choose. As a result the students get a good impression of each of these majors, concerning both education and research activities. The students work in teams of 5 to 8 persons. Some examples of projects are: building your own electric go-kart, building a windmill, water purification, building a scale model of a bridge, level control in a water tower. Not only technical solutions are important but also economical factors are evaluated. With these projects engineering skills are trained. Alternative assessment techniques such as peer and self assessment were also introduced.",
keywords = "project based learning, education, peer assessment, self assessment",
author = "Hubert Rahier and Claire Bertoia and Annick Hubin and Jean-Marc Timmermans and Jacques Tiberghien and Jan Wastiels and {Van Mierlo}, Joeri and Herman Vanherzeele and {Van Biesen}, Leo",
year = "2009",
month = jul,
day = "1",
language = "English",
journal = "SEFI annual conference 2009",
}