ABSTRACT  
This paper examines the experiences, perspectives, and concerns of faculty involved 
in implementing a first-year integrated project-based engineering curriculum as they 
attempt to understand and reconcile their own and students’ views, attitudes, and 
beliefs regarding project-based learning (PjBL). A semi-structured, open-ended 
interview protocol is employed with seven mathematics and physics faculty 
participants.  Grounded theory is used to identify the following themes: divergence 
of faculty perceptions regarding the effectiveness of an integrated approach in 
teaching and learning, the value of projects, and conflicting student expectations.

		Academic Exchange Quarterly  Spring 2009: Volume 13, Issue 1  
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