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Faculty on Integrated Project-Based Learning
  • Yevgeniya V. Zastavker, Olin College of Engineering
  • Casey Canfield, Franklin W. Olin College of Engineering
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This paper examines the experiences, perspectives, and concerns of faculty involved in implementing a first-year integrated project-based engineering curriculum as they attempt to understand and reconcile their own and students’ views, attitudes, and beliefs regarding project-based learning (PjBL). A semi-structured, open-ended interview protocol is employed with seven mathematics and physics faculty participants. Grounded theory is used to identify the following themes: divergence of faculty perceptions regarding the effectiveness of an integrated approach in teaching and learning, the value of projects, and conflicting student expectations.

© 2009 Rapid Intellect. This article was published in Academic Exchange Quarterly, vol. 13, iss. 1, p. 100-107 and may be found here.

Citation Information
Yevgeniya V. Zastavker and Casey Canfield. "Faculty on Integrated Project-Based Learning" (2009)
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