The phrase "authentic project" is correct and usable in written English.
It can be used to describe a project that is genuine, original, or true to its intended purpose or values.
Example: "The students worked on an authentic project that involved collaborating with local businesses to address community needs."
Alternatives: "genuine initiative" or "real endeavor".
(As a recent article in the Business section asks, "Are we really doing anything with all this recycling besides feeling better about the stuff we buy?") Students can smell the difference between community service that involves clocking hours for menial tasks and authentic projects that put equal emphasis on service and learning.
Cox et al. (2012) suggests that, "engaging students in authentic projects that will allow them to explore the implications of their work for engineering and for other sectors (e.g., the larger society)… [to] engage in projects that relate to engagement with diverse stakeholders" (Cox et al. 2012, page 68).
It is also through such experiences that students engage in more authentic, project-based science work.
If we want to give weight to the processes of European enlargement, we must reassure our citizens, our fellow citizens who live in those areas, that our words are not just hot air but authentic projects which will genuinely affect their situation, and that, when we talk of law and security, we will provide them with the necessary means, conditions and systems.
We use geological, structural, and chemical features of ST and its internal deposits to show that it is an authentic engineering project, without any pre-existing natural conduit that could have guided its excavators.
After mastering the skills and concepts, students participate in an authentic research project where they use computational analysis and PCR to detect transposable element insertion site polymorphism in a panel of diverse maize strains.
Following successful completion of this module, students participate in an authentic research project that exploits the extraordinary level of TE insertion site polymorphism among maize strains and the skills acquired in the first module to explore the dynamic nature of genomes.
This type of instruction at the high school level not only introduces the students to the world of the research scientist but provides the students with opportunities to conduct their own authentic research project, potentially resulting in a scientific publication before entering college.
However, many corporations are completely reluctant to do the harder work of "authentic sustainability" – projects or public policy initiatives that may cost money but make significant progress toward solving environmental problems that the companies help create.
This chapter discusses the underlying philosophy and special nature of capstone design activities utilizing authentic industrial projects as a teaching mechanism for process synthesis and analysis.
