While few studies have actually examined “everyday” engineering practice, professional skills
are a critical aspect of an engineer’s job (Trevelyan, 2007, 2010). Providing students with
feedback can help them further develop these skills, and Prados (1997) has suggested such
feedback is best when given in the context of engineering projects. Projects that simulate an
industry-based engineering experience also provide students with the opportunity to participate,
to some extent, in the professional communities that they will soon officially enter.