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"Profiles in PBL" is a web database where PBL engineering programs from around the world share the details of their PBL programs. Our goal is to showcase more than 100 PBL profiles. The profiles will serve as inspiration for PBL programs to learn from one another and for engineering educators world-wide who are considering PBL. This database has been developed in collaboration between The Aalborg UNESCO Centre and Iron Range Engineering, Itasca Community College.
Logo to be used at top center of profile (choose your institution or program logo, whichever you find most relevant)
PBL across all programs
Prof. Isam Zabalawi
Up to five pictures related to your program
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Product and Process
PBL is implemented within required courses. Students are prepared for the PBL approach during an introductory project course in semester 4, in addition to a PBL Student Guide.

Students acquire disciplinary knowledge relevant for projects in courses based on a traditional learning approach and within courses using a PBL approach based on presentations and group learning.

PBL facilitators provide individual feedback and group coaching throughout the semester. The group coaching focuses on asking stimulating and guiding questions.

Central Graphic to illustrate program flow (Example)
Program Overview
ISCED 4: Post-secondary non-tertiary education
Four Years
PBL Overview
Problems are taken from professional practice, scenarios created by faculty and in more senior couses using PBL initiated by students.
Academic staff
Space that can be reserved / shared by teams
Unique Features
PBL approach focuses on developing human potential within a culture of care
Assessment Methods
Written Exams, Oral Exams, Classroom Presentations, Exhibition/Demonstration, Performance Tasks, Portfolio, Self-assessment, Peer-assessment
Assessments are mixed individual and group assessments
Jaeger, M. and Adair, D. 2014. The Influence of Student Interest, Ability and Personal Situation on Student Perception of a Problem-Based Learning Environment, European Journal of Engineering Education, 39/1, 84-96.
Jaeger, M. and Adair, D. 2015. Using an Evidential Reasoning (ER) Approach for Portfolio Assessments in a Project-Based Learning Engineering Design Course. European Journal of Engineering Education, 40/6, 638-652.
Jaeger, M. and Adair, D. 2013. Assessment Influence on Project-Based Learning (PBL) Environment Perception, International Symposium on Project Approaches in Engineering Education, 8-9th July, 2013, Eindhoven, The Netherlands, 2013.
Jaeger, M. and Adair, D. 2014. Two Consecutive Project-Based Learning Engineering Design Courses – An Analysis of Portfolio Assessment Results, 4th Interdisciplinary Engineering Design Education Conference (IEDEC), Santa Clara, CA, 10-11th March, 2
Jaeger, M. and Adair, D. 2015. Students’ Perception of Learning Facilitation during an Interdisciplinary Engineering Design Course – A Case Study, Proceedings of 19th International Conference on Engineering Education, July 20-24, 2015, Zagreb, Za
Jaeger, M. and Adair, D. 2017. Investigating students’ perceived autonomy support, competence and relatedness, and the relationship to students’ motivation to learn, Proceedings of 6th International Research Symposium on PBL, 3-5 July 2017. PBL,
Mughrabi, A., Jaeger, M. and Soleimani, S. 2017. Using Fuzzy Analytic Hierarchy Process to Assign Weights to Project Based Learning Outcomes, Proceedings of 6th International Research Symposium on PBL, 3-5 July 2017. PBL, Social Progress and Sustaina