A design project based approach to teaching undergraduate instrumentation

Abstract

Instead of employing traditional lecture-lab pedagogy to teach undergraduate instrumentation, an open-ended group design project based approach was used. In the approach, the project was assigned to the students in the first week of lectures and served as the foundation, motivation, and context for the entire course. Each group had a project mentor. Lectures and hands-on laboratories supported the design project. The following is discussed: (1) the challenges posed by this approach; (2) recommendations for addressing these challenges; and, (3) how the course contributes towards satisfying The Institution of Professional Engineers New Zealand Graduate Competency Profiles.