As the introduction of active learning techniques such as project-based learning (PjBL) becomes more widespread in engineering schools, it is important to understand the implications and development needs of staff in the transition to this mode of teaching. Through a review of education literature and a structured interview process, a set of elements that occur in the transition of staff to being a PjBL facilitator were identified. We contrast staff new to the technique with those who have been involved in this form of teaching for some time. The study presents the key skills and approaches that are developed in staff who engage in the facilitation of PjBL classes to deliver engineering education. Of foremost importance was the responsiveness of staff to be confident in supporting students’ learning in an active learning environment where the student assumes much of the control
