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Full-Text Articles in Engineering
Embedding Graduate Attribute Development Into The Engineering Curriculum: Less Is More?, Long Nghiem, Thomas L. Goldfinch, Maureen E. Bell
Embedding Graduate Attribute Development Into The Engineering Curriculum: Less Is More?, Long Nghiem, Thomas L. Goldfinch, Maureen E. Bell
Long D Nghiem
'Graduate Attributes' is a term which all too frequently sends shivers down the spines of engineering academics. The idea of having to instil a diverse set of professional behaviours and attitudes in youthful engineering students, while still ensuring a level of technical competence, can be intimidating for many. With high stakes associated with accreditation, high level university policy, and external government auditing, there can be perception that addressing as many different attributes as possible in a subject is desirable. Recent research at the University of Wollongong suggests that the idea of tackling several different Graduate attributes may be ineffective. This …
Initiating Curriculum Review: The Chilean Experience, Thomas L. Goldfinch, Anna L. Carew, Christopher David Cook, Patricio Olivares, Paul Cooper, Timothy J. Mccarthy, Sharon Nightingale
Initiating Curriculum Review: The Chilean Experience, Thomas L. Goldfinch, Anna L. Carew, Christopher David Cook, Patricio Olivares, Paul Cooper, Timothy J. Mccarthy, Sharon Nightingale
Christopher Cook
This paper describes the initiation of a comprehensive engineering curriculum review at the Universidad Tecnológica Metropolitana, in Santiago, Chile. This work is being led by a team from the University of Wollongong through a World Bank contract to assist UTEM in modernising its curriculum and in enhancing the 'employability and general formation of its graduates. The paper outlines the background to the project, the structured curriculum review process proposed, and the planning and outcomes of an interactive workshop used to initiate the review. It also makes note of the difficulties faced when initiating a major curriculum review through the cultural, …
Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra
Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra
Mark Somerville
A decade or more has passed since publication of most calls for reform in engineering education. In the ensuing time, there has been significant work on the design, implementation, and transferability of appropriate methodsand techniques - accompanied by, in most cases, little discussion of the values and beliefs of the people involved. But many theories of change rely on a fundamental shift in human beliefs and values, and purport that institutionalization of methods is impossible without this shift. Given this, now may be a reasonable time to re-visit the questions: What are the values of people involved in engineering education, …
Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra
Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra
Jonathan Stolk
A decade or more has passed since publication of most calls for reform in engineering education. In the ensuing time, there has been significant work on the design, implementation, and transferability of appropriate methodsand techniques - accompanied by, in most cases, little discussion of the values and beliefs of the people involved. But many theories of change rely on a fundamental shift in human beliefs and values, and purport that institutionalization of methods is impossible without this shift. Given this, now may be a reasonable time to re-visit the questions: What are the values of people involved in engineering education, …
Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra
Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra
Debbie Chachra
A decade or more has passed since publication of most calls for reform in engineering education. In the ensuing time, there has been significant work on the design, implementation, and transferability of appropriate methodsand techniques - accompanied by, in most cases, little discussion of the values and beliefs of the people involved. But many theories of change rely on a fundamental shift in human beliefs and values, and purport that institutionalization of methods is impossible without this shift. Given this, now may be a reasonable time to re-visit the questions: What are the values of people involved in engineering education, …