The project based learning (PBL) method is widespread in higher education. Most European universities, including the University of Seville, have already implemented this methodology to move towards an active learning closer to the future career of the students. The implementation of the PBL method is especially useful in architectural workshops, where real projects serve as the central hub for the learning of the students. The degree in Architecture at the University of Seville includes seven subjects named "Architectural Workshop". They are 15-week workshops distributed from the second to the fifth academic year of the degree. The main target of these subjects is the integration of the knowledge acquired by the students during the contemporary semester. In fact, most of educational areas of the degree are involved in the teaching of these subjects. However, this positive aspect greatly hinders a proper control for both teachers and students since many agents are implied in this issue. In addition, during the last years, an important lack of dedication of the students has been detected. Taking into account the exposed circumstances, an improvement in the syllabus of the subject "Architectural Workshop 5 (Infrastructures)" has been developed in the present academic year. Being based on the PBL method, new organization and control tools were implemented in order to solve the detected problems. The students evaluated the usefulness of the proposed improvement in three different phases of the subject. The results were analyzed by means of stair diagrams. In this paper (I) we present the introduction section; (II) we summarize the main aspects of the improved syllabus; (III) we study the response of the students; and finally (IV) we evaluate the new experience.
