Integrated Thinking - A Cross-Disciplinary Project-Based Engineering Education

Abstract

A new model for engineering education is implemented to introduce the professional practice and simulate a work environment in post-secondary undergraduate education. More precisely, cross-disciplinary project-based learning has been introduced into the curriculum of three undergraduate engineering programs, namely, Biotechnology, Automotive and Vehicle Technology, and Automation Engineering Technology. In this, students from the three streams undertake a collaborative effort to design an in-house electrochemical biosensor device that can be used in a series of disjoint experiments performed by the student participants of this study. An open-ended research project was issued to the students for evaluation of the course. To ensure continuous progress by the students, weekly reports, regular presentations, assignments, and lab reports were submitted towards a final grade. The entire exercise implements Bloom’s taxonomy on learning in a top-down approach, leading to a more challenging but extremely satisfying learning experience that will promote the retention of the concepts for a longer duration. By offering the students an opportunity to expand on innovative ideas that scaffold technical development through the use of experimental research and design, the project-based learning methodology will enhance the engineering learning environment for post-secondary education