An Integrated Project-Based Learning Approach Across the Engineering Curriculum

Abstract

In engineering education, the development of practical skills is essential to enable students to apply scientific and engineering principles to real-world problem solving. Throughout the curriculum, multiple learning experiences, such as laboratory work, workshops, and projects, aim to foster both technical and interpersonal skills. This article presents a Project-Based Learning (PBL) strategy integrated throughout the engineering curriculum, designed to strengthen students' technical skills (such as engineering design and product development) and their interpersonal skills in effective communication and teamwork. Three key experiences are articulated: the first-semester project at the STEAM challenge, the science projects developed between the second and fourth semesters and presented at the Science Fair, and the final-year engineering project, which is geared toward solving real-world problems in the productive or social sectors. These experiences provide progressive immersion in design, experimentation, validation, and technical communication, aligning with the ABET-established student outcomes. Longitudinal cohort analysis reveals a systematic evolution in design and teamwork skills as students progress through their academic journey. The results suggest that the strategic repetition of the project model throughout the curriculum functions as a spiral curriculum scheme that consolidates technical memory and engineering judgment.