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A program revision to the Bachelor of Science in Manufacturing Engineering program at the University of Wisconsin-Stout created a series of new courses titled “Manufacturing Process Engineering I and II.” This provided an ideal subject matter to implement a problem-based learning (PBL) approach for in-depth manufacturing process engineering topics. During the Fall 2006 semester, the junior level Manufacturing Process Engineering I (MFGE-351) course was taught utilizing a facilitated problem-based learning methodology. The early results from this change in teaching method indicates that 1) students greatly appreciate the opportunity to apply theoretical content of an engineering science course to real world problems and situations they will face, 2) students researched the problems to a greater depth than in a typical lecture/lab based class, and 3) the level of enthusiasm for learning the engineering science topics is greatly increased. To properly assess learning achievement in a PBL curriculum, genuine situational assessments will be implemented along with the change in instructional technique. This paper describes the PBL approach and assessment methods used in this new course and summarizes student perceptions of their experience with the PBL methodology within the course. In addition, both the instructor and student perceptions of the shift from lecture-based to a facilitative instructional method will be discussed.

Developing Higher Order Problem Solving Skills Through Problem Based Learning (Pbl) In A Manufacturing Process Engineering Course