2026 ASEE Annual Conference & Exposition

Problem-Based Learning (PBL) is an effective educational method in engineering education. Through PBL, students develop skills such as critical thinking, problem-solving, teamwork, and collaboration (Lavado-Anguera et al., 2024). However, traditional PBL, often limited to one or two tasks per course, can lack context, leading to decreased motivation and superficial learning. Effective PBL requires clear role identification for students and instructors (Pan et al., 2021).
To address these issues, this study introduces the Graduate Role-Playing Internship Courses as an educational model for graduate engineering education. The courses bridge the gap between academic learning and workforce preparation by embedding professional roles and authentic industry practices into the curriculum. These courses immerse graduate students in a comprehensive environment where every activity and objective aligns with PBL goals, not just through individual tasks but within the broader context of the course.
This study investigates how the Graduate Role-Playing Internship Courses affect students' academic achievement, professional identity development, particularly their ill-structured problem-solving skills, course engagement, and self-efficacy in tasks and job-searching, which are key objectives of PBL (Bozic et al., 2014). We developed a two-semester curriculum simulating an internship experience students might gain by working with a company in an academic setting. In the first semester, students act as interns, and in the second, they transition to employees of a start-up. The instructors serve as program managers, and students eventually assume leadership roles. The courses employ PBL using real-life scenarios in a cleanroom micro/nano fabrication laboratory, providing hands-on experience to acquire the knowledge, skills, and abilities (KSAs) necessary for industry. We conduct individual interviews with all students to investigate their academic achievement, engagement, and self-efficacy. We also collect and analyze learning assessment data.
As part of a preliminary analysis based on focus group discussions and interviews, students reported stronger immersion and ownership, approaching the course as an internship rather than a class. They described significant growth not only in technical problem-solving but also in their professional identity, confidence, and readiness to transition into industry roles. This shift encouraged them to think and act more professionally, enhanced their problem-solving confidence, and fostered growth in communication, teamwork, and accountability, shaping their readiness for future careers.
This outcome aligns with Merrill (2002)'s First Principles of Instruction, particularly "Application" and "Task-Centered Learning." Further findings will be explored in subsequent analyses, and a comprehensive analysis of the course's impact will be presented in the final manuscript.