Teaching analytic communication Engineering courses in PBL mode: A practical reflection

Abstract: Teaching a course without mathematical equations and formulas in a project-based learning (PBL) mode may not pose any threat to the content of the course, however, this may not be the case with Engineering courses that contain heavy mathematical analysis. Without proper novelty, students may engage the content superficially, while skipping all analytic content requiring critical thinking. This article discusses some practical issues related to the design and delivery of communications Engineering courses requiring intensive analytical thinking in a PBL mode. It also comments on how the course content has been reviewed based on students’ end-of-course evaluations.