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Grounded in authentic, project-based activities, the programme targets stronger understanding of theoretical concepts and accelerated development of professional skills. The paper outlines the rationale for implementing these project-based activities, presents their key features, and describes their impact on students’ development of essential skills for employability and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-engineering-education-the-ucl-integrated-engineering-programme-fall-2021/589062/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-engineering-education-the-ucl-integrated-engineering-programme-fall-2021/589062.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted UCL to introduce the Integrated Engineering Programme in 2014?","Question",{"text":112,"@type":113},"UCL responded to calls for moving engineering curricula toward professional skills and practice, beyond a predominantly engineering-science model, while also revising existing programmes across eight disciplines.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the programme use project-based learning?",{"text":117,"@type":113},"Project-based learning is aligned and integrated with taught material, giving students opportunities to apply technical, professional, and interpersonal skills in an authentic and research-led environment.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the paper describe for students?",{"text":121,"@type":113},"The paper describes the impact of project-based activities on students’ development of key skills, including employability-related professional competencies such as communication, project management, and team working.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589062,1792884455,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nFALL 2021  \nThe UCL Integrated Engineering Programme1  \nSTEVE HAILES  \nLIZ JONES  \nMARTINA MICHELETTI JOHN MITCHELL ABEL NYAMAPFENE KATE ROACH EMANUELA TILLEY  \nFIONA TRUSCOTT University College London London, UK  \nABSTRACT  \nIn 2014, the UCL Faculty of Engineering Sciences introduced the Integrated Engineering Programme – a revision of eight existing degree programmes across a range of engineering disciplines. Centred on a thread of authentic project-based activities, the programme aimed to enhance the students’ understanding of key theoretical concepts and heighten the development of key professional skills. This paper provides an outline of the rationale for the various project-based activities implemented, details their key features and described the impact these activities have had on the students’ development of key skills.  \nKey words: Project Based Learning, Engineering Curriculum, Professional Practice  \nINTRODUCTION  \nEngineering schools have faced many calls to move their curricula away from the predominant engineering science-based model and increase the emphasis on professional skills and practice (Industry 2009, National Academy of Engineering 2004, Besterfield-Sacre et al. 2014, McMasters 2004, Rugarcia et al. 2000, Moore and Frazier 2017) with this agenda gaining traction worldwide including  \n1 Non-peer reviewed  \nADVANCES IN ENGINEERING EDUCATION The UCL Integrated Engineering Programme  \nin India (Joshi and White 2020) and China (Zhuang and Xu 2018, Shaoping 2017) . This has led to the foundation of new schools such as Olin College in the US and NMITE and TEDI-London in the UK, but also to significant revisions to existing curricula. To address some of these issues, the UCL Faculty of Engineering Sciences launched the Integrated Engineering Programme (IEP) across eight of its disciplines (Mitchell et al. 2019) in 2014. The Faculty covers a range of engineering disciplines including, Biochemical, Chemical, Civil, Electrical and Mechanical, as well as Computer Science and Management Science and is highly research-intensive. Typical intake is between 800 and 1000 students per year in those disciplines, with around 60% on the 4-year, integrated Master’s (MEng) route and the rest undertaking a 3-year bachelor’s degree with 50% of the total cohort classified as overseas. The majority of the programmes were well established and had been running in their previous form for many years.  \nA comparative analysis between the existing curriculum and the desired graduate attributionsas described by the literature referenced above, as well as our own focus groups with alumni and employers, suggested that strong foundations in technical knowledge remained important. However, they were no longer sufficient, and that an increased emphasis was needed on ‘employability skills’and non-technical knowledge. In particular, employers valued communication, project management and team working skills. Alumni were adamant that these must be integrated in curriculum and not as add-ons if they were to be successful.  \nThe curriculum revision took a pragmatic view of existing material and looked to construct a framework whereby traditional taught elements were supported and enhanced by threads of instruction in profession skills and projects to expose students to professional practice and draw together knowledge and skills learnt in all parts of the curriculum (Graham 2018) . In this paper, we describe our approach to implementing a faculty wide reform of an engineering curriculum, from both a pedagogical and a change management perspective.  \nPROJECT-BASED LEARNING  \nA range of options were considered to deliver the educational aspiration of the programme drawing on the small but growing body of literature of wide scale curriculum change worldwide. A number of notable examples where analysed including CDIO (Craw","cbCaitsbib5M4uYk","https://ap.wps.com/l/cbCaitsbib5M4uYk","pdf",1714191,17,"English","# Introduction\n# Project-Based Learning","[{\"question\":\"What prompted UCL to introduce the Integrated Engineering Programme in 2014?\",\"answer\":\"UCL responded to calls for moving engineering curricula toward professional skills and practice, beyond a predominantly engineering-science model, while also revising existing programmes across eight disciplines.\"},{\"question\":\"How does the programme use project-based learning?\",\"answer\":\"Project-based learning is aligned and integrated with taught material, giving students opportunities to apply technical, professional, and interpersonal skills in an authentic and research-led environment.\"},{\"question\":\"What outcomes does the paper describe for students?\",\"answer\":\"The paper describes the impact of project-based activities on students’ development of key skills, including employability-related professional competencies such as communication, project management, and team working.\"}]","ADVANCES IN ENGINEERING EDUCATION - The UCL Integrated Engineering Programme - FALL 2021 | PDF",1792066480,43]