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This paper reviews design teaching at a total of 15 chemical engineering departments across Australia, Singapore, and the United Kingdom. The emphasis is on the capstone Design Project, which can be viewed as a major transition subject for students as they move into the workplace. The study shows that this subject has evolved to act as an important mechanism for teaching of transferable skills such as teamwork and oral communication. Future development of the Design Project curricula needs to focus on better integration of sustainability and peer assessment as well as accommodating the worldwide shift in curricula to more bio­based processes.

The article examines the design project workshops at 15 chemical engineering departments in Australia, Singapore and Great Britain. Among the issues being faced by institutions are the high workload required from teaching staff to provide a good design exercise and student stress. It cites several bio-focused projects in the institutions. It suggests that the incorporation of more peer assessment and a greater emphasis on sustainability would enhance further teaching in school-to-work transition.