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Development of "Real World" Project Skills for Engineering Students

Development of "Real World" Project Skills for Engineering Students

Aaron S. Blicblau, David Richards
Copyright: © 2012 |Volume: 2 |Issue: 1 |Pages: 13
ISSN: 2155-496X|EISSN: 2155-4978|EISBN13: 9781466613959|DOI: 10.4018/ijqaete.2012010101
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MLA

Blicblau, Aaron S., and David Richards. "Development of "Real World" Project Skills for Engineering Students." IJQAETE vol.2, no.1 2012: pp.1-13. http://doi.org/10.4018/ijqaete.2012010101

APA

Blicblau, A. S. & Richards, D. (2012). Development of "Real World" Project Skills for Engineering Students. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), 2(1), 1-13. http://doi.org/10.4018/ijqaete.2012010101

Chicago

Blicblau, Aaron S., and David Richards. "Development of "Real World" Project Skills for Engineering Students," International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE) 2, no.1: 1-13. http://doi.org/10.4018/ijqaete.2012010101

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Abstract

This work investigates the possible relationship between project results at first and final years of an engineering course for the same set of students to determine appropriateness of final year projects in a working environment. To determine if any significant prediction was applicable a multiple linear regression analysis model was applied to all sets of data. The analysis of results indicates that there is no significant correlation between grades from first year projects and final year projects. In terms of predictability of performance, exposure to first year projects is more of an initial adaptation to a teaching and learning environment. It is less of a suitable predictor of grade performance in project work in final year. For students to do well in their final year project, a period in industry greatly enhances their independent learning skills resulting in an overall enhanced learning experience. The major benefits to students in their final year project are in professional and personal areas, such as improved abilities to formulate, solve difficult problems and gain skills with independent learning.

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