Project-Based Learning and its Effects on Freshmen Social Skills in an Engineering Program

Abstract

This chapter reports some effects of project-based learning (PBL) on development of social skills on Industrial Engineering freshmen (first-year) students. PBL is an active learning and student-centered methodology that promotes skills development such as the 4C—Critical thinking, Communication, Collaboration and Creativity. These skills should be an integral part of the expected engineering competences needed for professional proficiency, in order to comply with a changeable world and instable marketplaces, which require competences well beyond the technical ones. Through a survey to the first-year students and interviews to recently graduated professionals, some interesting results about the effects of PBL on social skills development were acquired. Some of these results relate to the recognition of acquiring competences during the project development and the usefulness and applicabil-ity of these in their daily professional activity. Among others, these encompass the capabil-ity to lead projects and produce effective work within multidisciplinary teams, to deal with conflicts, and to provide effective oral and written communication and capability to adapt to different work environments and assuming responsibilities, reflecting and assessing the own learning and the work of others, and to respect the attitudes and work of others.