Embedding Engineering Design Across Courses in an Integrated Mechanical Engineering Work-Study Curriculum

Abstract

This paper presents the redesign of several engineering design learning activities within a new and unique work-integrated mechanical engineering program structured around an extended on-the-job component. Early cohorts highlighted gaps in student preparedness for the large scale, open-ended capstone projects conducted in an industrial environments. These challenges were linked to limitations in the timing and structure of previous Design Process and Methodology training, students’ difficulty in recognizing their own biases and limitations, and misaligned expectations between academic and industrial supervisors. Drawing on Fink’s taxonomy of significant learning, experiential learning principles, and structured reflective practice, a set of coordinated changes was implemented across two third year courses. These changes included an inverted classroom design activity, a peer based critical review exercise, revised term projects emphasizing continuity across courses, and enhanced formative planning and design review steps. Preliminary feedback from students, professors, academic advisors, and industrial supervisors suggests that the new framework improves students’ integration of design knowledge, strengthens their problem solving capabilities, and enhances self-awareness in the design process. Remaining challenges related to workload perception and the evolving impact of generative artificial intelligence on assessment practices are discussed. Overall, the redesigned trajectory provides a better preparation for the engineering students to undertake complex industrial design mandates while reinforcing the program’s experiential learning philosophy.