The Introduction to Engineering (ITE) course is designed to stimulate students’ passion, strengthen their motivation, as well as enhancing their technical knowledge and relevant professional skills. ITE course is integrated with an Industrial Seminar and Profession (ISP) course to support the inclusion of stakeholders by inviting them to give presentations and bringing students for related site visits. Although the ISP is a one-credit course, it is very important to plan and execute the activities hand-in-hand with the ITE course. Both ITE and ISP courses have multiple sections, in which 5 sections are running parallel. As such, lecturers work together from planning, implementation, and assessment. This study describes the design and implementation of integrated cooperative problem-based learning (CPBL) activities shared between the ITE and ISP courses. The design approach follows the formative assessment principal to improve student learning. The integrated CPBL implemented is aligned constructively to ensure achievement of both the course and program learning outcomes. Data collected through observation, written work and reflection journal showed the implementation has positive impact on students’ understanding of technical knowledge and in enhancing relevant professional skills. Furthermore, much time and effort were saved when lecturers work in collaboration towards achieving common goals. Based on the potential of the integrated CPBL approach in promoting effective learning, future work could be done in incorporating the approach across other courses in the program.

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