Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Ragavanantham Shanmugam, Fairmont State University; Madhan Gopal Perumal, The University of Texas at Dallas; Uma Maheswari Krishnamoorthy

Tagged Topics

Diversity

such as MIT and Stanford integrate these modelsinto STEM curricula, fostering real-world application and skill development [19].A study by the National Academies of Sciences found that PBL students score 10–20% higher onproblem-solving assessments than those in traditional courses. Additionally, PBL promotesessential soft skills such as teamwork and leadership. As a result, IBL and PBL have becomecornerstones of modern education, equipping students with the skills needed for success in anincreasingly complex and interconnected world. By structuring curricula around inquiry andproblem-solving, educators can equip students with technical expertise and collaborative abilitiesnecessary for careers in science, engineering, and business. The graph

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Shuyu Wang, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

Improve the Soft Skills,” Journal of Engineering Education Transformations, vol. 33, no. 3, p. 75, Jan. 2020, doi: 10.16920/jeet/2020/v33i3/147042.[3] M. Hu, J. Ji, J. Duan, and Q. Wang, “Distributed wind power virtual simulation experiment system for cultivating the ability to solve complex engineering problems,” Comput Appl Eng Educ, vol. 29, no. 6, pp. 1441–1452, 2021, doi: 10.1002/cae.22396.[4] N. Wognum, C. Bil, F. Elgh, M. Peruzzini, and W. Verhagen, “Transdisciplinary Engineering Research Challenges,” 2018.[5] R. Stroud, “Is Transdisciplinary Education Engaging the 21st Century Engineering Student?,” tjes, vol. 11, Aug. 2020, doi: 10.22545/2020/00138.[6] R. J. Lawrence, “Deciphering