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This paper explores the use of project-based learning as an effective pedagogy to integrate institutional curriculum in a mechanical engineering design course and the skills demands for the world of work. Current engineering education institutions produce engineers who are great scientists – knowledgeable in engineering science, mathematics and analytical techniques, and research, but are nonetheless mediocre in the design of components, processes, or systems. In this paper we argue that the engineering education design curriculum, through project-based learning, offers students the opportunities to experience engineering design the way it is practiced and simulated in industry. Data for the study constitutes analyses, using three categories: knowledge, skills, and values, of the students’ performance in a mechanical engineering product design course. Students were required to: Design a 21/2 axis Basic SCARA ROBOT (Selective Compliance Assembly Robot Arm) for a given application. A survey from graduate students working in industry shows that that project-based learning, enabled them to effectively function in an industrial atmosphere where designing products were the mainstay. In addition, a one-way ANOVA test shows that there were strong associations observed in the development of skills between: knowledge and skills (p = 0.001); and skills and values (p = 0.0008).
Kuppuswamy et al. (Wed,) studied this question.