Document Type

Article

Publication Date

6-9-2026

Journal Title

Education Sciences

Volume Number

16

Issue Number

6

DOI

https://doi.org/10.3390/educsci16060915

Version

Publisher PDF: the final published version of the article, with professional formatting and typesetting

Disciplines

Engineering

Abstract

Hands-on engineering design can help bridge the gap between theoretical coursework and real-world engineering practice, particularly during the middle years of undergraduate programs. This paper presents the implementation and outcomes of an open-ended final project in ELEC 310: Embedded Systems Design at the University of San Diego. Student teams designed and prototyped smart environmental monitoring systems using STM32 microcontrollers, selecting sensors and defining system objectives under realistic constraints. Project outcomes were evaluated using prototype demonstrations, team technical reports, and post-project student reflections analyzed through inductive thematic analysis. Reflections and project artifacts suggest that debugging and hardware–software integration functioned as key learning mechanisms through which students developed system-level thinking while also supporting teamwork and confidence. Students also reported common challenges encountered in embedded systems development, including peripheral integration, timing behavior, and intermittent hardware instability. Overall, the findings suggest that tightly structured but open-ended embedded-systems projects can provide authentic design experiences that promote both technical and professional skill development.

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