Abstract:

Project-based approaches to teaching and learning in which students are presented with tasks stemming from real engineering problems have long been the cornerstone of engineering education, particularly in institutions with a strong focus on industry readiness. Such approaches are designed not only to help students master the technical skills required by industry, but also to promote the development of transversal or 21st century skills including adaptability, teamwork, independent learning, critical thinking and communication.

This paper describes current experiences with the implementation of interdisciplinary engineering projects in a Master’s programme in Automotive Engineering. In addition to an overview of the didactic concept and the technical content, the paper examines the effect such projects have on the development of transversal or 21st century skills. Further, it discusses the need for alignment across the curriculum in terms of learning outcomes, methodologies and assessment procedures to ensure the adequate development of these skills.

The paper concludes with a brief discussion of some of the challenges encountered in running these projects as well as a summary of student feedback and reflection on the learning outcomes of this project-based approach. In addition, potential improvements to the project design to include aspects such international collaboration, social impact and sustainability will be outlined.

Keywords:

Project-based learning, engineering education, 21st century skills.