Interdisciplinary Project-Based Learning: Experiences and Reflections From Teaching Electronic Engineering in China

Continuous developments in the electronics industry have led to constantly changing career roles and graduate skills requirements. Students in the University of Electronic Science and Technology of China (UESTC) have complained that numerous courses in electronic engineering are heavily focused on theoretical knowledge that is disconnected from the needs of the industry. Thus, in an effort toward delivering student-centered educational programmes that meet the needs of the industry, this article introduces an innovative course that was developed using the project-based learning (PBL) method and situated in the electronic engineering undergraduate programme at UESTC. Since real-world engineering projects require teams to collaborate on ill-defined problems, we focused this innovative course on developing professional and technical skills, drawing from a range of more typical electronic engineering courses. We provide full details of two projects that were created for this PBL approach and evaluate them as practice examples that demonstrate the impact of this practical pedagogic innovation in UESTC. According to our evaluation, completed by all 40 of our enrolled students, our innovative course based on interdisciplinary PBL exercises demonstrated a significant improvement in student satisfaction and 65% of students preferred the interdisciplinary PBL course in comparison to traditional lecture-based courses.