A Project-based Learning-Centered Assessment Stream to Maximize Learning in Mechanical Engineering Design Courses

There is a critical need to bridge the gap that exists currently in machine design and related courses in Mechanical Engineering where there is an urgent need to correlate the theoretical knowledge learned in the course to challenging real-world applications that will help with knowledge sustainability.Towards this purpose, a project-based learning-centered assessment stream (PBLCAS) method is implemented as a pilot study in Mechanical Engineering (ME) Design course.The incorporation of PBLCAS focuses on the integration of mechanical design concepts as learned through a semester long project and tied assessment methods.The advantage of such an approach is that students learn the various fundamental aspects of the course through facets of the same project or learning experience rather than entirely different and separate projects.Usually, in a traditional learning settings, providing a big, semester long project is unlikely.Planning of projects is a separate milestone that students attempt after the course contents are covered and projects are seen as one of many other evaluation methods.However, tying most of the course evaluations such as exams, homework, exercises of the main lecture to one large, authentic project may provide the most engaging and compelling element that can maximize learning, this is also conformed through the results of the pilot study. Background:Problem-based learning or PBL as it is widely known was designed and formulated originally to help students 'bridge' the gap between theoretical knowledge and applied realworld applications ( Guglielmino and Guglielmino 1984), (Guglielmino and Guglielmino 1991), (Litzler, Samuelson et al. 2014), (Litzler andYoung 2012).PBL is operationalized by means of problems that serves a number of functions.The importance of problems is that it triggers the students' motivation to study the required content knowledge, afford the content knowledge to be studied, contextualize the content knowledge and provide a work-space for students to apply this content knowledge (Barrows and Tamblyn 1980), (Albanese and Mitchell 1993), (Barrows