ISAE-Supmeca, a French engineering school, has chosen since decades to engage in work-related learning. In the framework of this orientation and as a part of a reflection on the enhancement of hybridization of teaching methods before and during the covid-19 era, our paper presents how collaborative design projects are used to promote work-related learning among students. This study aims to propose a critical analysis and a feedback of the use of Problem- and Project-Based Learning (PBL) and Collaborative Project-Based Learning (CPBL) in the engineer curriculum of ISAE-Supmeca students. Several educational research projects, carried out with partner institutions, have been providing frameworks for many students’ projects, especially CPBL, for years. The originality of our study lies on the nature of the CPBL students’ projects analyzed. Indeed, they involve students’ teams from two different academic partners with different levels and backgrounds and can run during several semesters. The projects are collaborative, multi-partner and involve the need of a proper transmission from teams to other teams. The general framework is analyzed and three projects are observed in depth in order to highlight good practices. Our study identified six good practices in three topics: collaboration between the groups forming the whole project team, project management and digital chain management. The first goal of these good practices is to enable students to have an optimized learning experience in an environment as close as possible to real professional conditions. The second goal is to help practitioners (teachers, industrial partners) to improve their working methods. © 2021 Proceedings - SEFI 49th Annual Conference: Blended Learning in Engineering Education: Challenging, Enlightening - and Lasting?. All Rights Reserved.
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