Implementation of project based learning technique to enhance engineering education

This study investigated the impact of introducing a semester project into three engineering courses where practical application of theoretical knowledge is applicable. Three courses were examined in this work: an undergraduate course in quality, a graduate course in Lean, and a graduate course in Six Sigma. For this research, student teams were given hands-on-projects that included collaboration with local companies. Surveys were conducted to assess the impact of project based learning on students' knowledge. Student responses were recorded and analyzed to determine how students felt the use of the semester project affected the course and to identify the response patterns of students between the Quality and Six Sigma courses and the Lean and Six Sigma courses. Percentage responses were considered to determine whether the use of the semester project was useful or not. For determining the students' response patterns an analysis using the Chi-Square test of independence was performed. Results suggest that students felt that the use of the semester project helped them in learning, understanding, analyzing, and applying course concepts and principles. The responses also indicated that students felt they were actively involved in the process and were able to apply the concepts for solving real-world problems. Analysis of the results shows that students were split on the results, as responded in a similar pattern in some of the aspects, while there was a greater difference between response patterns in other statements. This shows that in some aspects more work is needed in order to make the semester project more useful and make students feel more challenged and help them succeed in their career after graduation in industry.