Project-based Learning in Engineering Design Education: Sharing Best Practices
Aruna Shekar
Abstract
Abstract Educating Engineering Students: Building Problem Solving and Innovation Skills through ProjectsResearch and new trends in engineering education clearly emphasise the importance ofpractical application of theory, creativity and innovation as key skills required for problemsolving. The world has changed rapidly in the last decade and major changes such asglobalisation, technological advances, inter-connectedness, and accessibility to informationinfluence the way current and future generations of students learn. Educators are finding itchallenging to fit in new material into a full curriculum in a timely manner. Research withindustry professionals indicates that they require graduate students to be able to thinkcritically, analyse problems, create innovative solutions and communicate effectively. TheInstitute of Professional Engineers New Zealand (IPENZ) have stated that “There is a needfor professional engineering graduates who are “rounded” and not just technical boffins -many of the existing graduates do not have strong “soft” skills. Graduates entering industryhave technical knowledge that is largely theoretical, and industry needs to investconsiderably to close off the knowledge gap between principles as taught and codifiedknowledge as used in industry.” There is a need to transform the way 21st century studentsare educated and prepared for their future professional work.Project- based learning (PBL) is a successful approach that addresses some of thesechallenges and needs. The PBL method of learning and teaching requires a new mindset anda change of role for both students and teachers. Students are active learners and are involvedin hands-on activities, while teachers are facilitators who provide guidance to students, andencourage students to think and work through the problem situation. The author and hercolleagues have found that this method increases student motivation, and allows them toapply their theoretical knowledge in an interactive environment, where they discuss conceptswith 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, learn to iterate and improve theirdesigns to develop an appropriate solution that meets the objectives. Students learn the keyskills of problem solving progressively, starting with simpler applications through to morecomplex problem solving. A comparison is made of this progression in learning byexamining the three best reports from each course, starting in semester one, through tosemester three. In addition to these reports, student logbooks, reflection on practice,classroom observations and student interviews by staff have provided evidence of studentlearning.Based on a review of the literature, experience in project-based teaching, and feedback fromstaff and students, a number of specific recommendations are made on educating students onthe key design and practice skills required for the future. These best practices are relevant tomany engineering disciplines and can be applied to most subjects across the curriculum.Massey University has run PBL courses in product development engineering for severalyears, and has recently expanded this method to include all of the engineering disciplines.This allows for problem solving by a team of multi-disciplinary students. International 1projects were also included for all first year engineering students, through the Engineerswithout Borders (EWB) organisation. As a result of doing these courses, students have statedthere is an increase in their confidence in making decisions and a better understanding of howengineering principles relate to real-world problem solving. The presentation will cover: thecriteria for successful PBL, the benefits of this style of learning alongside traditionaltheoretical courses, assessment methods, recommendations, and also provide evidence of thelearning of key concepts through a range of practical examples. 2