Syllabus

Introduction
In many engineering courses a strong focus is placed on providing students with the necessary skills to independently master various topics. In reality, however, engineers often work in teams to solve complex technical problems. One of the main goals of this course is to expose students to teamwork within a project engineering context. Another important aspect of this course is related to the pedagogical concept of problem based learning (PBL). PBL differs from instructor-led methods in that the students are instrumental in defining and solving problems. Lectures can be a part of PBL, but students are now very active in deciding the nature of the task at hand. At the same time, the instructors have the critical task of guiding the students in their problem solving path. In the PBL setting, it is only natural that some specific objectives of the task are unclear from the beginning. Establishing concrete goals and subtasks is a crucial part of the PBL learning process. In short, this course comes very close to simulating what an engineer does in the real world. Teams are responsible for carrying out the assignment for a client (typically represented by an external company) with the guidance of the appropriate instructors. The overall project engineering approach adopted in this course can be applied in nearly all engineering disciplines, although a strong focus is placed on energy technology as seen from technical, social, and economic aspects. Results generated by the team lead to follow-on studies conducted either by the client, independent consultants, or even students in the framework of a thesis project.

Learning Outcomes
Upon successfully completing this course the student should be able to: Identify the key elements of a project team such that he/she can contribute in organizing a new group; Recognize the different phases of the project life cycle; Operate in a project team in various positions (e.g. task leader) and initiate administrative activities like running meetings, recording minutes, outlining action items, etc.; Collect and select background information via databases, correspondence with companies, etc; Structure a logical method of attack, break down a real-life engineering problem into manageable parts, and assimilate the results into a coherent form; Communicate the progress of a project to peers, instructors, and clients, both in oral and written forms; Apply knowledge learned in energy-related specialization courses (see co-requisites) in order to tackle a complex engineering problem.

General Content
Block 1 Introduction and Common Lectures

Course introduction, selection of topic Background information on group dynamics, project management and technical communication Block 2 Project Activities Organize and define project Identify tasks Acquire information, select methods Submit status reports periodically Oral presentations, both for client and for all course members Final report and presentation

Assessment in Brief
Students performance will be assessed via participation in project meetings, oral presentations, and written reports. Students will also be asked to reflection on their experiences within the group and report their individual contributions towards the project. A grade of pass or fail will be assigned. A departmental examiner will be designated for each project.