Abstract:In line with the new policy on pedagogical innovation adopted by Victoria University (VU) Policy in 2005, engineering schools at VU decided to introduce Problem-Based Learning (PBL) into their undergraduate engineering programs. It was hoped that such an action would attract more students to engineering courses at VU with higher equivalent national tertiary entry ranking (ENTER) cut off scores, be more attractive to girls and therefore address the predominating gender imbalance in engineering professions. The … Show more
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