Project-based teaching in engineering programs

Abstract

Student projects are commonly seen as the major vehicle to inculcate the generic skills now required by bodies responsible for accreditation and by employers, in addition to their traditional role in developing technical implementation skills. They might also be viewed as fostering student centred learning, which in turn may be interpreted as catering for alternative learning styles. The Capstone approach envisages a final year project as distinctly different from preceding studies. So much rides on the final year project that it is not possible for most students to fulfil all the expectations placed upon them. At the University of South Australia we have ameliorated the problem and in the process increased motivation and therefore success by incorporating project work at all stages of the program. The comparative luxury of having more time to devote to higher level activities opens the possibility of inter-institutional co-operative projects in a global environment.