Project-based engineering competition in upper-level engineering laboratory

In this paper, I discuss novel features in an upper-level engineering course that have been used to enhance technical writing and problem-solving skills.I redesigned the course in Fall 2018 to prepare students to make engineering decisions and accomplish design goals.My short-term objectives were to prepare the students to start their capstone projects senior year and improve technical writing.The laboratory course includes a number of novel features: specifications grading, interactive Jupyter lab handouts, and problem-and project-based learning.Problem-solving skills were evaluated with six problem-based learning (PBL) laboratories and a Project-based learning (PjBL) contest that had a cash prize.The technical writing skills were improved using specifications grading in all seven laboratories.Students were given a detailed rubric with a pass-fail threshold.Reports that did not meet the specification for pass, were revised and resubmitted.The specifications grading provided a method for students to learn from failure.Over 50% of students increased technical writing quality.The Jupyter notebooks helped to close the gap between rational and empirical design.In project-based learning, the students designed their own set of experiments including finite element analysis and experimental procedures.The students were graded upon their approach to the problem and quantification of uncertainties in measured and predicted values.Using the 2019-2020 senior capstone students, I found a statistically significant increase in preparation for engineering design from taking the lab course with PjBL.I discuss the impacts of specifications grading, project-based learning competition, and detail the measured improvements in technical writing throughout the semesters in Fall 2018 and Fall 2019.The impacts were measured based upon a standardized rubric and qualitative assessments.