Problem-driven learning on two continents: Lessons in pedagogic innovation across cultural divides

Wendy C. Newstetter, Kinda Khalaf, Peng Xi

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

3 Scopus citations


While internationally there is an awareness that we need new, innovative approaches to engineering education, it is unclear whether a pioneering pedagogy within one cultural context will readily transfer and find acceptance in a very different cultural context. In this paper, we report on a three-site, collaborative experiment in using problem-driven learning in an introductory engineering class. Our three sites are universities in the United States, Abu Dhabi and China. In each location, first year students in biomedical engineering begin the major by joining a team of students who tackle real-world, open-ended problems. Our paper will report on 1) the development and exchange of problems across the three sites, 2) the different constraints, realizations and outcomes of the problem-driven approach at each of using problem-driven learning as a transnational pedagogy for 21st century engineering education.

Original languageBritish English
Title of host publication2012 Frontiers in Education Conference
Subtitle of host publicationSoaring to New Heights in Engineering Education, FIE 2012 - Proceedings
StatePublished - 2012
Event42nd Annual Frontiers in Education Conference, FIE 2012 - Seattle, WA, United States
Duration: 3 Oct 20126 Oct 2012

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


Conference42nd Annual Frontiers in Education Conference, FIE 2012
Country/TerritoryUnited States
CitySeattle, WA


  • global education
  • problem-based learning


Dive into the research topics of 'Problem-driven learning on two continents: Lessons in pedagogic innovation across cultural divides'. Together they form a unique fingerprint.

Cite this