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ISSN 0037-5497International audienceMulti-Paradigm Modeling (MPM) addresses the necessity of using multiple modeling paradigms when designing complex systems. Because of its multi-disciplinary nature, the MPM field involves research teams with technical backgrounds as different as control science, model checking, modeling language engineering or system-on-chip development. In this paper, we propose to explore the MPM domain through a survey of existing techniques from different horizons. Since the heterogeneity of models is at the heart of Multi-Paradigm Modeling, we first identify the sources of this heterogeneity and introduce the problems it raises. Then we show how the different existing techniques address these problems

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Engineering accreditation bodies express a strong consensus that in addition to technical and scientific skills, engineering education also needs to promote the development of professional skills. In general, team-based projects are considered to be valuable approaches to develop such skills and have been extensively added to engineering curricula. Yet, it remains unclear which skills and to what extent students learn from these interventions. The challenge of assessing the development of those skills is an important factor in this gap. In this paper, we used a standardised self-reporting questionnaire to evaluate the development of students' self-efficacy beliefs through in-course and capstone projects. Results suggest that students only marginally develop these skills when they are not explicitly addressed as part of the project, showing ways to more effectively support student learning of professional skills. The questionnaire also proved to be an effective and scalable way to assess large classes.