Contents I. Introduction
A Final Year Project (FYP) in engineering, is like a capstone course in which undergraduate students are exposed to an opportunity that offers a rich and diverse learning experience. It is the only course in the entire engineering curriculum in which the students themselves come up with an idea, prepare a proposal and then (under guided supervision) are solely responsible for its completion. The first set of learning is in the practical application of all the technical and theoretical knowledge that they have gained in their first three years as an undergraduate engineering student. For example, a typical FYP in electrical/electronic engineering could involve the applications of math, design and implementation of electronic circuits, embedded programming, concepts of basic mechanical engineering and workshop practice. All of these together in one project can be considered as an excellent culmination of their undergraduate learning. Technical skills and knowledge aside, other equally important transversal competencies [1], [2] like comprehension and integration, analysis and problem solving, innovation and creativity, teamwork and leadership, effective communication, ethical and professional responsibility to name a few, all are practiced and needed for the successful completion of the project. The competence in these transversal skills is considered as important as technical skills for potential employers while hiring a university graduate [3].