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This paper focuses on the implementation of problem–based learning (PBL) in an engineering program, and argues that implementation of problem-based learning needs to be placed in a context and must be developed with careful consideration of the social, economic, and ethnic diversity of the student population and the university academic culture and prevailing norms. It includes a brief history, selected PBL models, strategies to infuse PBL in an engineering program, and suggestions for redesigning classes and courses to catalyze change in the classroom environment through student engagement. The paper also addresses the potential difficulties that could arise during implementation of PBL, particularly when instructors are new to this instructional method.

On Implementation Of Problem Based (Pbl) Pedagogy Approaches To Engineering Education: Multi–Variant Models And Epistemological Issues