Engineering design learning is one of the critical components for an engineering

degree; thus, engineering design projects are commonly included in engineering curricula

to help students cultivate design thinking and creative problem-solving skills. However,

an engineering design project is prone to the following issues if it is not appropriately

provided to engineering students. First, gender bias can occur when the design project is

perceived to be more skewed to one gender in comparison to the other. Second, major

relatedness can occur when the discipline of the design project is not related to the chosen

major and interest areas of a student. Third, ambiguity can arise from the lack of clarity

on design objectives and the scope. These issues can lead to diminished engagement and

self-efficacy for engineering students. To manage these issues, this study performed a

preliminary work to build an evaluation tool that properly assesses engineering design

projects. The evaluation tool is based on a measurement system that helps educators to

evaluate the appropriateness of the design projects through designated questionnaires.

The assessment tool for design projects in this study would help engineering educators to

better prepare and revise their design projects so that the engineering design projects can

improve student engagement and learning performance.