From problem-based learning to practice-based education: a framework for shaping future engineers

ABSTRACT

Problem-based learning (PBL) has a history of producing strong educational results in engineering; however, global society is challenged by highly complex environmental, socio-political and technical problems summarised in the UN Sustainable Development Goals (SDGs). This obliges us to explore educational approaches that address complexity. Yet, confronting complexity is sometimes constrained within PBL structures. This conceptual paper posits practice-based education (PBE) as a whole-of-education approach embracing complexity. We present a PBE framework with three elements: (1) the context of an authentic engineering practice, (2) supporting learners’ agency in the process of becoming professionals, and (3) opportunities to work and learn simultaneously. We make the case for innovative engineering education through the implementation of PBE using the case of the Engineering Practice Academy at Swinburne University of Technology. We detail innovations in student experience as a process of becoming, curriculum and assessment, and provide advice on the application of PBE elsewhere.

KEYWORDS:

• Problem-based learning
• practice-based education (PBE) framework
• education innovation
• sustainable development goals (SDGs)

Acknowledgements

We acknowledge Professor David Radcliffe for his valuable contributions to the Engineering Practice Academy. We also acknowledge James Ayres, Danielle Bellinger, Eddie Brelsford, Chelsea Corless, Bronwyn Eager, Kate Ebbott, Matt Gaffney, Diana Muenzberg, Craig Nenke, Melanie Storer, and Sean Tinker for their contributions to the Academy.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 This paper does not elaborate the development goals in detail. More information about the goals can be found at <https://www.un.org/sustainabledevelopment/>.

2 PBL, as an acronym encompassing both problem-based learning and project-based learning, will be explored in Section 2.1

3 Our use of the phrase a ‘hybrid model of curriculum’ is distinct from the concept of ‘hybrid-learning’ as described by Jamison, Kolmos, and Holgaard (2014, 265).

4 Academy associates are students. This is distinct from the occupational category called ‘Engineering Associate’, which in Australia refers to a qualified professional (EA 2018).

Additional information

Notes on contributors

Llewellyn Mann

Llewellyn Mann is the Director of STEM Transformation at Swinburne University of Technology and the Managing Partner of the Engineering Practice Academy. He holds a BEng in Mechanical & Space Engineering, BSc in Physics and a PhD in Engineering Education from The University of Queensland. He has over 15 years of experience in engineering education leadership and research in Australia. Llewellyn’s interests include transformations in STEM education models, interpretive research methodologies in education and professional being and becoming.

Rosemary Chang

Rosemary L. Chang leads academic development in the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. She is earning her PhD (Monash University), and holds a BA(Hons) from Monash University, MEd, GradDip(TertiaryEd) & CertIV(PWE). She has 18+ years in academic appointments with expertise in: future-oriented curriculum, academics’ development, SoLT, strengthening research capability, and contemplative education. Rosemary is a practicing novelist. Her research focuses on professional and creative practice, related knowledgeability, and mindfulness approaches.

Siva Chandrasekaran

Siva Chandrasekaran is a Lecturer of Engineering Education in the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. He holds a PhD (Engineering Education), MEng/MEngSci (Electronics) & BEng (Computer Science). Siva has seven-years professional experience conducting research in curriculum pedagogies in the Asia-Pacific engineering educational sector. His teaching and research areas are Internet of Things/Industry 4.0. His research interests include creativity and innovation in learning & teaching, curriculum enhancement, and academic professional development.

Alicen Coddington

Alicen Coddington is a Research Fellow in the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. She is earning her PhD at Swinburne University, in addition to holding Masters of Design (Interior Design) from Swinburne University. Alicen practices as a design researcher who investigates the built environment as a change agent and a broker. Her research interests include being and becoming, and the sociospatial contexts of higher education working and learning environments.

Scott Daniel

Scott Daniel is a Research Fellow in the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. Scott has undergraduate degrees in physics and mathematics, and a DipEd in secondary STEM education, from Macquarie University. He also holds a GradDip in science communication from the Australian National University. After many years working in high school STEM teaching and teacher training, he recently completed his PhD in engineering education from Swinburne University. His research interests include phenomenography, engineering ethics, socio-technical thinking, and beliefs about teaching.

Emily Cook

Emily Cook is Lecturer in STEM Education in the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. Emily holds a BA in Physics from Oxford University and a PhD in Radiation Physics from the Department of Medical Physics and Biomedical Engineering, UCL. Emily also has a Postgraduate Certificate in Education from the University of Warwick and over fifteen years maths, science and engineering education experience. Emily's research interests include attitudes and competencies in maths education and curriculum design.

Enda Crossin

Enda Crossin is Senior Lecturer of Work Integrated Learning in the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. Enda holds a BEng and PhD in Materials Engineering from the University of Queensland. Enda has over 15 years’ experience as an engineer in both industry and academia, and has led industry-based research projects for a range of sectors, including renewable energy, packaging and the built environment. Enda’s research interests include life cycle assessment and methods used to admit engineering students to undergraduate degrees.

Barbara Cosson

Barbara Cosson is a Gender and Diversity Consultant working with the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. Barbara holds a BA (Hons) in Sociology and Gender Studies and a PhD in Economic Sociology from Swinburne University of Technology. Barbara has more than 20 years experience as a consultant in communications, public relations, stakeholder management and consumer research. Her research interests include gender, work, and family, emotional intelligence and women in family businesses.

Jennifer Turner

Jennifer Turner is an Engineer in Residence in the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. She holds a BEng in Chemical and Biological Engineering and a MEng in Biological Engineering. She has ten years of experience working in humanitarian engineering education. Experience working with international and grass roots community development organisations and linking university students with real world development projects. Her research interests include the role engineers play in creating shared value with society, social impact, transformative change.

Andrea Mazzurco

Andrea Mazzurco is a Lecturer of Engineering Education in the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. He holds a PhD in Engineering Education from the School of Engineering Education at Purdue University, USA and a MS in Astronautical and Aeronautical Engineering from Purdue University. Andrea’s primary research interests focus on socio-technical thinking, humanitarian engineering, and moral development of engineers and engineering students.

Jacqueline Dohaney

Jacqueline Dohaney is a geologist and STEM education Research Fellow at the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. Her first career was in the geosciences, completing a BSc(Hons) from Carleton University, Ottawa and a MSc from the University of British Columbia, Canada, specialising in economic geology and volcanology. She later moved to New Zealand and completed a PhD in authentic and skills-based learning in the geosciences. Jacqueline's primary research interests include the pedagogy of situated and authentic learning, graduate skills and capabilities development, communication across the disciplines and reflective practice.

Tim O’Hanlon

Tim O'Hanlon is the Customer Experience and Insights manager at the Engineering Practice Academy, Swinburne University of technology, Melbourne, Australia. Tim holds a BDES (Hons) in Communication Design. He has experience working in design and strategy both in agencies and in-house in Australia and Japan.

Janine Pickering

Janine Pickering is a Gender and Diversity Consultant working with the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. Janine holds a BA and Master of Social Policy from the University of Melbourne, and a PhD in Economic Sociology from Swinburne University of Technology. Janine has over twenty years management and consulting experience in the science, technology and tertiary education sectors. Her research interests include gender, work, and women in STEM.

Suzanne Walker

Suzanne Walker specialises in transitional support and student progress at the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. She holds a civil engineering degree and a diploma of sustainability. Suzanne's research interests are around student transitional barriers, underrepresented student groups, and support frameworks within tertiary STEM education.

Francesca Maclean

Francesca Maclean leads the diversity and inclusion of the Swinburne Engineering Practice Academy and the Bachelor of Engineering Practice (Hons) as an Engineer in Residence. She is also a Consultant within the Integrated Cities Planning team at the independent engineering firm Arup. Francesca holds a PhD in engineering, Bachelor of Engineering (Hons)/Bachelor of Science, and founded Fifty50 to promote gender equity in STEM, named Engineers Australia’s Best Student Group in Gender Diversity in 2017.

Timothy D. Smith

Timothy D. Smith is the Operations Manager for the Engineering Practice Academy, Swinburne University of Technology, Melbourne, Australia. Timothy holds a PhD in Medicine and Information Systems from the University of Melbourne with a specialisation in complex and ill-defined systems. He has experience working in both the university and not-for-profit sectors.