Traditionally, classroom-engineering courses tend to emphasize theory, with limited integration of and application to real-world engineering practices. Additionally, students work mostly on their own, which limits their opportunities to learn the importance of working in a group and developing effective interpersonal communication skills. Employers want entry-level engineers to be sound technically and possess a variety of professional and interpersonal skills, so they can work effectively as part of teams to execute and manage actual projects, communicate well, and understand the economic, social, and political aspects of their professional activities. Engineers need these skills to maximize their importance and value in society and to fulfdl society's expectations of engineers. These professional expectations complicate engineering education in universities worldwide. This paper discusses components of an undergraduate engineering course taught at the University of New Orleans (UNO). The paper shows the importance of using actual, problem-based learning in the classroom, where students work in small groups under the direction of professional engineering practitioners, who serve as (1) supervising mentors to the students and (2) client representatives. This interactive, hands-on experience helps students understand better the application of theory in real-world projects, gain an appreciation for the business and professional practice aspects of engineering, and gives them opportunities to make valuable professional contacts. The mentors, on the other hand, enjoy giving back to their profession and, as a side benefit, they meet potential employees (and clients).
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