PBL in Engineering Education: International Perspectives on Curriculum Change presents diverse views on the implementation of PBL from across the globe. The purpose is to exemplify curriculum changes in engineering education. Drivers for change, implementation descriptions, challenges and future perspectives are addressed. Cases of PBL models are presented from Singapore, Malaysia, Tunisia, Portugal, Spain and the USA. These cases are stories of thriving success that can be an inspiration for those who aim to implement PBL and change their engineering education practices. In the examples presented, the change processes imply a transformation of vision and values of what learning should be, triggering a transition from traditional learning to PBL. In this sense, PBL is also a learning philosophy and different drivers, facing diverse challenges and involving different actors, trigger its implementation. This book gathers experiences, practices and models, through which is given a grasp of the complexity, multidimensional, systemic and dynamic nature of change processes. Anette Kolmos, director of Aalborg PBL Centre, leads off the book by presenting different strategies to curriculum change, addressing three main strategies of curriculum change, allowing the identification of three types of institutions depending on the type of strategy used. Following chapters describe each of the PBL cases based upon how they implement the seven components of PBL: (i) objectives and knowledge; (ii) types of problems, projects and lectures; (iii) progression, size and duration; (iv) students’ learning; (v) academic staff and facilitation; (vi) space and organization; and (vii) assessment and evolution. The book concludes with a chapter summarizing all chapters and providing an holistic perspective of change processes.

Winner of the 2020 Andrew Carnegie Medal for Excellence in Nonfiction * Finalist for the 2020 Kirkus Prize for Nonfiction * Finalist for the PEN/E.O. Wilson Literary Science Writing Award A “delving, haunted, and poetic debut” (The New York Times Book Review) about the awe-inspiring lives of whales, revealing what they can teach us about ourselves, our planet, and our relationship with other species. When writer Rebecca Giggs encountered a humpback whale stranded on her local beachfront in Australia, she began to wonder how the lives of whales reflect the condition of our oceans. Fathoms: The World in the Whale is “a work of bright and careful genius” (Robert Moor, New York Times bestselling author of On Trails), one that blends natural history, philosophy, and science to explore: How do whales experience ecological change? How has whale culture been both understood and changed by human technology? What can observing whales teach us about the complexity, splendor, and fragility of life on earth? In Fathoms, we learn about whales so rare they have never been named, whale songs that sweep across hemispheres in annual waves of popularity, and whales that have modified the chemical composition of our planet’s atmosphere. We travel to Japan to board the ships that hunt whales and delve into the deepest seas to discover how plastic pollution pervades our earth’s undersea environment. With the immediacy of Rachel Carson and the lush prose of Annie Dillard, Giggs gives us a “masterly” (The New Yorker) exploration of the natural world even as she addresses what it means to write about nature at a time of environmental crisis. With depth and clarity, she outlines the challenges we face as we attempt to understand the perspectives of other living beings, and our own place on an evolving planet. Evocative and inspiring, Fathoms “immediately earns its place in the pantheon of classics of the new golden age of environmental writing” (Literary Hub).

Author argues that james Hanratty was wrongfully convicted and hanged for the murder of Michael Gregsten.

Schools and teachers are facing various challenges in a rapidly changing world. In such circumstances, discussing and sharing concerns of mutual interest regarding policy, practice and research is crucial to creating more sophisticated understandings of the various challenges as a first step in the improvement of education. While the future should not be imprisoned in the past, the past does provide valuable lessons that will undergo new iterations in constructing the future. The future will be multi-faceted and complex and the different chapters included in this book are intended to provide important contributions from which to build the future of education. The different chapters provide readers with international perspectives, frameworks and empirical evidence of legacies, continuities and changes in educational policy, practice and research in teaching, teacher education and learning. We hope that they inspire the readers to build the future and to change their own professional realities.