Thinking beyond the classroom: Five years of PBL – How Project-Based Learning has transformed Engineering Studies at ETH Zurich
Five years ago, the Center for Project-Based Learning (PBL) at D-ITET was launched with the goal of providing students with a hands-on, interdisciplinary education. Since its founding, the center has implemented numerous projects, developed new teaching formats, and built valuable collaborations with industry. Michele Magno, head of PBL, offers insights into its development, successes, and vision for the future.
What milestones and achievements has PBL reached since its founding in 2020?
We are still here after five years, which is itself a testament to our success. I’m very proud that we have successfully demonstrated our value to the department, ensuring D-ITET Center for PBL’s long-term role at ETH Zurich. We developed a unique three-stage PBL education model that spans from Bachelor’s to Master’s level, making hands-on learning an integral part of the curriculum. Over the years we launched 15 new PBL courses designed to teach practical skills. We have also converted existing courses such as Embedded Systems into our “PBL format”. PBL has become a platform where research excellence and hands-on education reinforce each other in an efficient way.
Today, over 130 student theses are supported annually, with more than 400 Bachelor’s and Master’s students from various departments engaged in new PBL courses (e.g. Embedded Systems and Machine Learning on Microcontrollers), and over 300 Bachelor’s students participating in P&S courses. Over 10 large cooperative PBL flagship projects have been launched, strengthening industry collaboration and interdisciplinary research. Our approach has driven innovation beyond academia, with one startup launched and two more planned. PBL-related projects were also among the Top 3 at the 2024 Kite Award at ETH.
How have the projects evolved over the years, and what role do interdisciplinary projects play?
I started alone and in the beginning many projects were focused on smaller-scale and department-specific applications. Over time, as our team grew and we gained more experience, the projects have become larger and more interdisciplinary. PBL now actively brings together students from Electrical Engineering, Computer Science, Mechanical Engineering, Health Science, Robotics, Embedded Systems, and beyond, allowing them to work on complex, real-world challenges which require knowledge and skills from multiple fields. For example, our robotics projects now involve a combination of Sensors, energy-efficient Machine Learning, Embedded Control, Embedded Systems, Computer Science and Mechanical Engineering.
Large flagship projects are designed to address real-world challenges, such as supporting visually impaired individuals with autonomous robots. The interdisciplinary nature of these projects allows students to work on complex problems that require knowledge and skills from multiple fields. This not only enhances their learning experience but also prepares them for the challenges they will face in their professional careers. The evolution of our projects reflects our commitment to pushing the boundaries of what can be achieved through PBL, fostering innovation, and encouraging collaboration across different disciplines.
What feedback do you receive from students and industry partners regarding the PBL projects?
The feedback is very positive. Students value the opportunity to gain hands-on experience and work on real-world projects. They particularly appreciate that we do not simply have them build something, but rather educate them on how to develop excellent hands-on skills through research challenges, ensuring they understand the underlying principles and methodologies. They find that project-based learning enhances their critical thinking, problem-solving, and teamwork skills – qualities highly sought after by employers. Many companies show interest in hiring our graduates, recognizing their readiness for the workforce and ability to make immediate contributions to R&D, product development, and innovation. Overall, the Center for Project-Based Learning has shifted engineering education from a traditional model to a more dynamic, experience-driven approach. The strong support from both students and industry partners and fusing research and education, motivate us to continue refining and expanding our PBL initiatives.
“Overall, the Center for Project-Based Learning has shifted engineering education from a traditional model to a more dynamic, experience-driven approach. The strong support from both students and industry partners and fusing research and education, motivate us to continue refining and expanding our PBL initiatives.”Michele Magno, Head of Center for Project-Based Learning at D-ITET
What are your future goals for the Center for Project-Based Learning?
PBL Center has already reached many milestones, but for me, this is just the start. I envision it growing even further, increasing its impact on students and gaining greater recognition within ETH Zurich. A key goal is to deepen industry involvement in our projects – not just in research but also in teaching, for example, through mentorship. This will strengthen collaboration and give students even more opportunities to tackle real-world challenges. One step in this direction is also my own teaching journey. I am honored to have been appointed “Privatdozent” as of February 2024, allowing me to further embed project-based learning into education.
I also aim to advance PBL research, proving that research-driven education is highly effective. By integrating cutting-edge research into our PBL projects, we ensure students engage with the most relevant topics. My vision is for this to become a sustainable and scalable model for PBL education, not only at D-ITET but also together with other departments across ETH Zurich, Europe and beyond, inspiring other universities to integrate hands-on, project-based learning into their curricula. I want PBL to empower students to think beyond the classroom – to innovate, create, and solve real-world problems with confidence.
Flagship Project: Low Power Smart Glasses
In this project, students are invited to take part in designing and developing a novel, multi-sensor, and open research platform for intelligent smart glasses.
Flagship Project: Smart Sensors for Animal Well-being (with Zoo Zurich and EWS)
Students have the opportunity to work with embedded systems, hardware, and software design under space, weight, and power constraints in this project.
Flagship Project: Localization for Robotic Swarms
An energy-aware, infrastructure-free localization system can be developed for autonomous robotic swarms, targeting future missions on the lunar south pole.