Education Commons^™

Building A Successful Transatlantic Collaboration In Engineering/Technological Education; Lessons From A Six Year Journey, Donal Mchale, Mark Mcgrath, John Lawlor

Conference Papers

This paper reflects on key learning’s from the first six-years (2004-2010) of the development of a collaborative journey of two trans-Atlantic higher-educational institutions. It describes the progress towards building a sustainable and innovative international educational partnership in Engineering/Technological education between the Technological University Dublin,DublinIrelandandPurdue University,Indiana,USA.

In particular, the paper provides insight into the iterative stages of development of this relationship. It reflects on some of the key challenges and it recognises the critical enablers of success. It focuses on challenges and solutions in the following six important areas

(i) The partnership initiation stage. Key considerations and important enablers of future …

A Strategy For The Development Of Lifelong Learning And Personal Skills Throughout An Undergraduate Engineering Pogramme, Gavin Duffy, Brian Bowe

Conference papers

For many years engineering programmes have placed a stronger emphasis on the development of technical knowledge, understanding and skills at the expense of personal skills such as initiative, creativity, communication, teamwork and lifelong self-directed learning. Recent changes in accreditation criteria call for greater competences in these skills to be achieved in the undergraduate programme. An argument is presented that this requires a change from the traditional approach to engineering education to a group-based project driven one as this is compatible with concurrent development of both technical and non-technical learning outcomes. Just as a clear path of progression exists from the …

A Framework To Develop Lifelong Learning And Transferable Skills In An Engineering Programme, Gavin Duffy, Brian Bowe

Conference papers

Engineering programmes have a strong reputation in the delivery of technical knowledge and skills. Graduates need equally high levels of competence in personal and professional skills to not only meet the existing requirements of employers and professional bodies but to also help them manage the inevitable changes that society is facing in an increasingly populated world. The need to move from traditional to student-centred learning is discussed in the context of engineering education. The use of group-based, problem driven learning facilitates high integration of technical and non-technical knowledge and skills and requires more engagement with the programme from today’s student. …