During the last few years of teaching the subject of Graphic Engineering, traditional teaching methods have been used based on lectures and solving any problems as they arose. In the opinion of the authors, this gave a rather compartmentalised overview of engineering design. Students were assessed solely by a final exam, the final mark only being slightly influenced by the exercises set throughout the course. Being aware of this deficiency and motivated by the large number of graduates absorbed by the industrial engineering sector, two different experiences were developed built around project-based learning (PBL). It was intended to introduce a consolidated method that would bring students closer to an environment that simulated the actual working conditions in the field of engineering design. This paper describes the evolution of the methodology proposed by the authors and the results achieved. The aim of the authors is not simply to establish a methodology that will serve as an integrative component between the different degrees but as a methodology that will forge cross-links between degree subjects and enable students to develop their work more fully and endow their vocational training with a wider scope. © 2015 TEMPUS Publications.
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