Design of an Integrated Project-Based Learning Curriculum: Analysis Through Fink’s Taxonomy of Significant Learning

Contribution: In this article, integrated problem-based learning and critical reflection are shown to contribute to significant learning experiences, without needing to increase course hours and course assignments. Background: With the advances in technology, such as artificial intelligence, there is a shift in teaching and learning paradigms, where integration and critical reflection of one’s learning become as important as foundational knowledge and its application. In engineering education, the trend has been to increase the hours students spend in the classroom to compensate for this shift. Intended Outcomes: In this manuscript, the design and implementation of integrated project-based learning referred to as the integrated learning stream (ILS) is discussed. The aim is to show how ILS fosters significant learning through learning communities, critical reflection, and learning how to learn. Application Design: In ILS, significant learning experiences were created by taking a holistic view of the students and their communities. The curriculum moved from being content-centered to learner-centered, providing a classroom community where there is respect for individual voices and care for society. Findings: A qualitative content analysis of students’ reflections, comments, and course artifacts found the students were able to learn materials more efficiently and apply their learnings to solve real-world problems. The students developed better habits that improved their learning and their well-being. Students’ comments demonstrated that they were feeling enjoyment from their learning experiences while being challenged to learn more.