In order to help engineering students gain fluency in professional skills, Shuman et al.
(2005) advocated a new engineering education paradigm with the words of John Prados
(1997), who said this new paradigm should be “built around active, project based learning;
horizontal and vertical integration of subject matter; introduction of mathematical and scientific
concepts in the context of application; close interaction with industry; broad use of information
technology; and a faculty devoted to developing emerging professionals as mentors
and coaches rather than all-knowing dispensers of information” (Shuman et al., 2005, p. 1).
This article studies a project with many of these elements.