The aim of this presentation is to explain a 'twist' in the Problem Based Learning (PBL) approach in teaching Engineering Design (Aerospace). A common issue in modern engineering education is the compartmentalized self-sufficient modular delivery of subjects quite the opposite of the multidisciplinary aspect of technical design. Scattered subject information leads to low knowledge retention and issues with development of 'real-life' problem solving skills. Applying the conventional PBL 'open-ended' problem method in a single semester lower level undergraduate studies design module causes a lot of struggle among students. A significant portion of time is wasted on curriculum repetition and students always fall short of the design expectations. To cut short the 'fuzzy' start of the project instead of 'open-ended' problem (i.e. instead of finding the 'original' solution) 'reverse-engineering' is introduced. This paper presents the practical implications of the method to undergraduate and postgraduate students some research metrics and responds to the question of how reverse engineering encourages 'originality' among learners.
Problem based learning with a twist: “Reverse-engineering” method vs. “open-ended problems” in teaching Aerospace design to undergraduate and postgraduate students - STEM Conference 2018
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