EVS30 International Battery, Hybrid and Fuel Cell Electric Vehicle Symposium 1 EVS30 Symposium Stuttgart, Germany, October 9 - 11, 2017 Consolidation of an EV Project Based Learning program integrated within a complete Bachelor Engineering Degree Alfonso Gago-Calderon 1 , Jose Ramon Andres-Diaz 2 , Antonio Gonzalez-Herrera 3 , Miguel Angel Contreras-Lopez 2 , Jose Fernandez-Ramos 4 1 (corresponding author) Universidad de Málaga, Dpt. Graphics, Design & Proyects, Escuela de ingenierías 3.0.89D. C/ Doctor Ortiz Ramos S/N agago@uma.es 2 Universidad de Málaga, Dpt. Graphics, Design & Proyects 3 Universidad de Málaga, Dpt. Civil Engineering 4 Universidad de Málaga, Dpt. Electronics. Summary After several year organizing an EV racing team with engineering student to participate in competitions a more ambitious innovative educational program has been developed. It enrols every year freshmen students from all the Industrial Engineering Grades of our University and integrate them within older students from previous years in a process that involves the design, optimization and testing of Electric vehicles. Specific activities are combined with tasks, homework and specific projects from several corner-stone courses of the degree that are adapted to this environment. It is also an opportunity to participate in activities that are not common for many students: international EV conferences, congress and competitions. Overall, they achieve better qualifications and develop more competences than conventional students. Keywords: light vehicles, education, efficiency 1 Introduction Engineering studies suffer a high dropout rate in their first years. Although there is not a single cause for this problem, some studies [1] show that there is a lot of responsibility in the contents studies in the first courses, which are common in all the engineering degrees of the European Higher Education Area (EHEA) This degree is composed of basic science subjects that are the structure of all the technological discipline. On the following courses, subjects more related to concrete engineering appear but, often, they are treated independently. This create in the student a disjointed perception and a poor understanding of their utility [2]. In many cases, student who pass the second course has not yet faced real multidisciplinary engineering problems. This type of perspective is not usually reached until the last course of the degree or even until the development of the work of end of degree. Experience shows that a significant number of students lose their motivation before reaching this level, with the consequent abandonment of studies. Some authors [3] [4] propose the development of project-based teaching (PBL) and, in particular, cornerstone courses. The methodology of these courses, in this context of EVs, propose to the students a