Project-based learning in sanitary engineering - preliminary conclusions after three years' experience

The paper describes an ongoing study based on the mandatory "Sanitary Engin eering Basic Course" that was taught for third year environmental engineeri ng students at the University of Science and Technology in Trondheim, Norwa y (NTNU) in the spring semesters of 1997, 1998 and 1999. The focus is on te aching and learning methodology (i.e, traditional individual frontal lectur e-based versus project-based in groups). Experience shows that project-base d learning (PBL) is a suitable teaching method. PBL challenges the students to stay active throughout the semester and thus results in higher learning efficiency. Simultaneously, both students and teachers need to use more ti me. Technical skills ("design calculations") were not improved, but student s clearly developed project management skills (communication, organisation, group work. etc.).