Experiential Learning Strategies in a Mechanical Engineering Senior Course R. Pascual Mechanical Engineering Department, Universidad de Chile, Beauchef 850, Santiago, Chile rpascual@ing.uchile.cl R. Uribe Engineering School, Universidad de Chile, Beauchef 850, Santiago, Chile rouribe@ing.uchile.cl Abstract: This article presents an approach to enhance active and collaborative learning spaces in engineering education. The proposed strategy is a result of reflective observation of the stated output competencies and past experience. As a consequence, the course program has been reoriented to achieve the intended outcomes, in a framework of methodological strategies. The proposed methodology is focused on a group-based design project whose goal is, in our case study, to design strategies to manage critical production equipments of actual production plants. This approach includes the blend of several support techniques like: problem-solving centred classroom sessions, cutting edge research homework directly related to the real needs of the visited plants, oral presentations before classmates and external experts, extensive use of information and communication technologies (ICT), and development of concept maps. The methodology develops skills which are pertinent to new engineers in a professional environment such as: objective decision-making, team working, autonomous learning, conflict handling, and presentation and defence of initiatives. Working with several companies allows students to better understand industrial needs and constraints. The whole learning process effectively supports contextualization of concepts discussed in the classroom and provides an appropriate environment for meaningful learning. The initiatives were assessed through surveys completed by the key players in the process: students, maintenance engineers of the plants under analysis, and external experts. Results show that the application of the approach presented here is successful according to selected criteria. Keywords: Project oriented learning, meaningful learning, active learning, social-constructivist learning Introduction There is now a considerable body of research on innovative learning in engineering education. Considering the program level, Vernon [1] presents an analysis of needs and concludes that an effective learning program in engineering education should: be student-centred and project oriented, include some elements of economics and management. It should be supported by learning with applied problems, industrial visits and industrial training. It must develop communication and interpersonal skills, such as being proficient at team working and mastering a second language. Focusing on change, Andersson and Roxa [2] consider four essential motivation sources for teaching innovation: required skills in the professional market have changed, the amount and complexity of knowledge grows continually, new pedagogical methods appear in time, and current students react and get motivated differently. Likewise, Heitmann [3] emphasizes that programs should be responsive to new demands, and creative to new offers. Among those new demands, we may mention the need to act proactively to face continuous change in knowledge and technology. According to Reich [4], students trained using conventional methods are not well prepared to deal with problems which require them to apply their knowledge to new domains. This affects their capacity to function effectively in current society. As for learning theories to sustain innovative strategies, several are available. Novak and Gowin [5], based on Ausubel’s learning theory [6], advocate for meaningful and autonomous learning in opposition to learning by memorization and receptive learning. The professor should provide metacognitive spaces, that is, learning to learn and also define and apply a course program providing meaningful spaces for the students. In order to facilitate the process, they promote the use of techniques such as concepts maps. Vygotsky [7], founded on the social constructivist theory, points out that interactive communication among the actors of the learning process develops