Applying Project-Based Learning in Electrical Engineering: A 6 Year-long Experience

In this paper we present the experience had with active teaching/learning methods at the University of the Basque Country (UPV/EHU) during 6 academic years in a 3rd year undergraduate level of Electrical Engineering (EE). Within the subject called "Electric power utilities and renewable energies", active and conventional activities have been gathered around the backbone of a Project-Based Learning (PjBL) activity. We report the motivations behind the change of methods, the process followed to build the first PjBL scenario and the adjustments incorporated after each academic year. Moreover, we describe the qualitative and quantitative evidence gathering process used in order to assess the effects of changes introduced. Based on these evidences, we conclude that applying the selected variety of active learning tools has been positive. Qualitatively, students have been observed more active, critical and aware of the learning outcomes they gather along the process, which are more similar to their future professional tasks. Quantitatively, there has been a notable reduction of dropouts, failing grades and grades distributions. Additionally, the results given by students in satisfaction surveys have improved. Obviously, the method presents its drawbacks, which are listed jointly with the ways of dealing with them.