Project-based Learning in Engineering Design Education: Sharing Best Practices

There is growing evidence of the need to prepare engineering students for the future world in which they will practice as professionals. Educational practices that over-emphasise theory alone are outdated, as it is important for students to not only gain knowledge about engineering, but also to learn how to be an engineer. Hence a transformation in teaching and learning approaches is essential to prepare students to solve complex problems in a global world. In order for students to practice as engineers, they need to have had exposure to a number of projects that offer real-world problems, along with the complexity and uncertainty of factors that influence such problems. Students need to learn how to frame a problem, identify stakeholders and their requirements, design and select concepts, test them, and so on. Learning to apply theoretical principles is much better done when given real problems and hands-on activities in projects. This form of project-based learning calls for a different mode of interaction between staff and students, and is explained in this paper. In project-based learning, teachers facilitate and guide students through the engineering design process, while students actively engage in research and problem solving activities within a team setting. The approach presented here is part of the new re-design of the engineering curriculum at Massey University in New Zealand. Some of the challenges of implementation, and best practices, are shared in this paper. The need for a new approach Research and new trends in engineering education clearly emphasise the importance of practical application of theory, creativity and innovation as key skills required for problem solving. The world has changed rapidly in the last decade and major changes such as globalisation, technological advances, inter-connectedness, and accessibility to information influence the way current and future generations of students learn. Educators are finding it challenging to fit in new material into a full curriculum in a timely manner. For a long time the focus in engineering education was mainly on disciplinary knowledge only, but recently there has been a significant shift in focus to include more design thinking and professional P ge 24016.2 practice elements, as highlighted by professional industry bodies. Interaction with industry professionals indicates that they require engineering graduates to be able to think critically, analyse problems, create innovative solutions and communicate effectively. The Institution of Professional Engineers New Zealand (IPENZ) have stated that “There is a need for professional engineering graduates who are “rounded” and not just technical boffins -many of the existing graduates do not have strong “soft” skills. Graduates entering industry have technical knowledge that is largely theoretical, and industry needs to invest considerably to close off the knowledge gap between principles as taught and codified knowledge as used in industry 1 .” The US Accreditation Board for Engineering and Technology (ABET) have said that-“students should develop higher order thinking skills of analyses, synthesis and evaluation 2 .” Students have felt that sometimes they do not see the relevance of what they are taught to real-life practice. Hence there is a need to transform the way 21 st century students are educated and prepared for their future professional work. Project-based learning (PBL) is a successful approach that addresses some of these challenges and needs. Project-based learning is a comprehensive approach to teaching and learning that is designed to engage students in the investigation of authentic problems. Students become active learners and participate in hands-on activities, while lecturers provide guidance to students during their project work. The PBL method of learning and teaching thus requires a new mindset and a change in role for both students and teachers. The author and her colleagues have found that this method increases student motivation, and allows them to apply their theoretical knowledge in an interactive environment, where they discuss concepts with each other and also with staff. Students learn to research and define the problem clearly, explore the solution space for more than a single solution, and learn to iterate and improve their designs to arrive at an appropriate solution that meets the objectives. Students learn the key skills of problem solving progressively, starting with simpler applications through to more complex problem solving. Based on a review of the literature, experience in project-based teaching, and feedback from employers, staff and students, a number of specific recommendations are made in the following sections. These best practices and criteria for project selection outlined in this paper are relevant to many engineering disciplines and can be applied to most subjects across the curriculum. P ge 24016.3 Introduction to Project-based learning Massey University has run project-based learning (PBL) courses in the product development engineering degree for several years, and has recently expanded this method to include the engineering disciplines of electronics and computing, mechatronics, chemical engineering and food technology. The Bachelor of Engineering curriculum in these disciplines has been re-designed to include PBL courses across the four years (eight semesters), starting from the first year (Figure 1). The PBL courses in Figure 1 form the ‘project spine’ column on the left, and are integrated with fundamental and technical knowledge of the disciplines. There are two PBL courses (15 credits each) in each year (one in each semester) of the new Bachelor of Engineering degrees. Each PBL course runs for fourteen weeks and has a minimum of six contact hours per week. The PBL courses are integrated with the fundamental knowledge courses, and staff from all the courses in each year get together to plan and discuss the projects and the assessment schedules. Figure 1: The new re-designed engineering curriculum P ge 24016.4 The central focus of each PBL course is a project based around a theme such as global perspectives, creative future solutions, consumer product design, and manufacturing (Table 1). International projects are included for first year engineering students as part of their Global Perspectives course, through the Engineers without Borders (EWB) organization. The projects expose students to the design process, problem definition, contextual understanding and systems thinking approaches. Students learn to work in teams, and to plan and carry out different tasks that are required during a project. They come to understand their own and their team-mates strengths and skills. Students are expected to draw information from a variety of sources and be able to filter and summarize the relevant points. They are also expected to communicate to different audiences in oral, visual and written forms. Table 1: Project-based courses and examples Project Based Courses – Engineering Practice Semester Project Theme Project Examples Semester 1 Global Perspectives Solar cooker for a Vietnamese village; sustainable roof for huts in East Timor; water filtration system for Nepal. Semester 2 Creative Solutions – Future Focus Futuristic kitchen; futuristic transportation concepts for year 2070. Semester 3 Product Development Design of a wheelchair accessory; medical pill dispenser for the elderly; new breakfast cereal and packaging. Semester 4 Product Manufacturing Manufacturing of a coil winding machine. For example, the first project (Global Perspectives) is designed to introduce students to engineering in a global context. Specific emphasis is on: Understanding and applying the basic design process Awareness of cultural, ethical, economic and social needs Personal and professional characteristics – critical and creative thinking