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along the programme, as is usual in traditional engineering degrees. This structurefollows the Aalborg model [5] and besides the obvious focus on a particular subjectarea, allows for closer to reality projects. In Table 1, the shaded areas represent TMs;courses not included in the shaded areas are dedicated to general complementarysubjects, not directly related to any of the themes, and are called AutonomousCourses.Following the Aalborg model, all courses are taught in four‐hour blocks that canbe organized differently according to the course or the learning needs at any stage ofthe process, thus enhancing flexibility and allowing for reorganization of the provisionfor teaching according to students’ needs. This structure also allows for a betterarticulation with the thematic projects.Projects are developed in small groups of students, which are assigned a smallphysical space to meet and work. Students are also granted extended access tolaboratories, evenings and weekends included. Each group has a supervisor for everyproject being carried out. The supervisor’s role is to facilitate students’ progression, toguide without disclosing the solution, to help by asking meaningful directing questions.Projects are assessed through a written report and a public presentation for a jury –one of the members is the project supervisor. The presentation is followed by a periodof discussion, in which students may be individually requested to answer differentquestions. It is common practice to invite individuals from other HE institutions orfrom industry to sit as members of the jury, allowing students to gain differentperspectives on their work. Complementarily, self and peer assessment strategies arestrongly advised and have become common practice for most projects.Electrical Engineering1 st Semester 2 nd SemesterAreaCourseH/smtH/smtECTSAreaCourseTP TO TP TOECTS1 st YearM Mathematics I 80 0 8,0 M Mathematics II 60 0 6,0F Physics 60 0 6,0 M Applied Mathematics 60 0 6,0Ph Elements of Electromagnetism 50 0 4,0 Ph Elements of Thermodynamics 50 0 6,0I Them. Proj.: Applied Informatics 0 20 12,0 EL Them. Proj.: Electrical Circuits 0 30 12,0I PC: Informatics and Programming 60 0 EL PC: Circuit Analysis 50 0MNG Project Methodologies and Management 30 0 L Technical English 40 0Total 300 30,0 Total 290 30,01 st Year2 nd YearEL Them. Proj.: Analog Electronic Systems 0 30 12,0 EL Them. Proj.: Industrial Instrumentation 0 30 12,0EL PC.: Semiconductors - Devices and Applications 50 0 EL PC: Industrial Electronics 50 0EL Electronic Systems 50 0 EL Instrumentation and Measurements 50 0GC.: Option I 50 0 6,0 GC: Option II 50 0 6,0EL Them. Proj.: Digital Electronic Systems 0 30 12,0 EL Them. Proj.: Electrical Technology 0 30 12,0EL PC: Microprocessors and Microcontrollers 50 0 EL PC: Electrical Machines 50 0EL Digital Systems 40 0 EL Applied Electrotechny 50 0Total 300 30,0 Total 310 30,02 nd YearBranch:Electrical Installations3 rd YearEL Them. Proj.: Energy Distribution and Usage 0 30 12,0 EL/ME Them. Proj.: Industrial Automation 0 30 12,0EL PC: Energy Transport, Usage and Management 40 0 EL PC: Automation 60 0EL Electrical Machines, Actioning and Protections 50 0 ME Hidraulics e Pneumatics 60 0EL GC: Electrical Apparatus 40 0 4,0 GC: Option III 50 0 6,0EL Them. Proj.: Electrical Energy Installations Project 0 60 14,0 EL Them. Proj.: Special Installations Project 0 45 12,0EL PC: Electrical Installations I 80 0 EL PC.: Electrical Installations II 40 0Total 300 30,0 Total 285 30,03 rd YearBranch:Mechatronics3 rd YearRemark:ME Them. Proj.: Thermodynamics and Fluid Dynamics 0 30 12,0 ME Them. Proj.: Computer Assisted Machining 0 20 10,0ME PC: Fluid Mechanics 40 0 ME PC: Computer Assisted Production 30 0ME Thermal Machines and Heat Transfer 50 0 ME Technical Drawing 50 0ME GC: Materials Resistance and Mechanics 60 0 6,0 ME GC: Hidraulics e Pneumatics 60 0 4,0ME Them. Proj.: Materials Technology and Processes 0 30 12,0 EL/ME Them. Proj.: Mechatronics Project 0 60 16,0ME PC: Technological Processes 50 0 EL PC: Automation 60 0ME Materials 50 0 ME Elements of Mechanical Systems 50 0Total 310 30,0 Total 330 30,03 rd YearAbbreviations:The shadowed areas represent a module of a Project + Project Courses. Them. Proj. Thematic ProjectPCProject CoursesGCGeneral CoursesTPTheoretic and PracticeTOTutorial OrientationTHTotal Hours48
Table 1. Curriculum Plan for the Electrical Engineering ProgrammeOnce again following the Aalborg model, semesters are organized into three fiveweekperiods, allowing classes to be concentrated at the beginning of the semester;the end of semester is for the most part devoted to project work. At the end of eachfive‐week period there is a week without classes, dedicated to various assessmentactivities. For the assessment of projects, there is a more extended assessment periodat the end of the semester.This approach has been on the field since 2001 [4]. However, for institutionalreasons concerning the way students accessed Higher Education in Portugal at thetime, there were no projects in the first year of the original curriculum, whichconsisted exclusively of autonomous courses. Internal evaluation outcomes [4], [6]have indicated that students found it difficult to cope with the demands of projectwork dynamics, especially in the third semester. The need to develop group work, timemanaging and communication capabilities at the first year level became evident.Taking advantage of the formal adjustment to the Bologna process that took place inPortugal in 2006, two new TMs were introduced in the first year of the programme.One of the driving ideas behind the new first‐year TMs is to incorporate a nontechnicalcourse within an otherwise technically oriented module, thus creatingcontext, on the one hand, yet specifically dedicating teaching time to importanttransversal competences, such as group work strategies, time management, projectmanagement, and communicational skills.This framework, apart from the adjustments just mentioned, has been on thefield for nine years, at the time of writing. However, curricular frameworks alone arenot enough to establish a project‐based learning environment, a move that requiressignificant attitudinal changes from all the players involved. The following section willoffer the Author’s personal perspective on the challenges of such a change process.On the challenges of running a pbl environment:a personal perspectiveThe Author has been involved with the development from the beginning, first just asanother member of staff, and later as the informal coordinator of the change processand further development. He is still an involved member of staff, one that is engagedwith project supervision and facilitation of associate courses, which allows him anoverall perspective of the development.The first conclusion to be taken out of whole development is that it is, at least, ashard to keep it running than to set it up. One cannot regard such an ambitiousdevelopment as a time‐limited experiment, but rather as an on‐going process, and onethat requires time, effort and constant monitoring. Attitudinal changes do not happenovernight, and moving towards project‐based learning requires at least threedimensions of attitudinal changes: one concerning the teachers involved; oneconcerning the students’ attitude towards learning and the institution; and finally, achange in the institutional culture. The following sub‐sections will address each ofthese dimensions in turn, trying to identify the challenges of running a PBL49
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