Abstract
Project-based learning (PBL) promotes experiential learning and critical thinking through group activities. This paper presents the experience with the PBL implementation in a III semester undergraduate course in Civil Engineering. An open ended problem, to demonstrate the application of the concepts of Fluid Mechanics in real world scenarios through working models, was given to the students. Conceptualization of the idea, technical aspects of the model, communication skill and ability to work in teams were the major outcomes of the project. These outcomes were evaluated using analytical rubrics. Overall results show that the entire class was actively involved in the PBL activity and deep learning, linking to the real world application happened outside the class room through the PBL.
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