Designing the Future

By Goldsmith, R.; Reidsema, C. et al. | Australasian Journal of Engineering Education, June 2011 | Go to article overview

Designing the Future


Goldsmith, R., Reidsema, C., Campbell, D., Hadgraft, R., Levy, D., Australasian Journal of Engineering Education


1 INTRODUCTION

This paper presents selected findings from a two-day Australian Learning and Teaching Council (ALTC) funded regional forum held in April 2009 at the University of New South Wales, as part of the ALTC project "Design based curriculum reform within engineering education". A forum was proposed for the project because of its effectiveness in focusing stakeholders towards the systemic issues necessary to improve design pedagogy throughout the curriculum (Dym et al, 2005). The forum brought together 40 leading academics from around Australia, 40 industry representatives primarily from within the Sydney basin and 20 senior students, to reconceptualise engineering curricula around a design core. An engineering design approach was used to consider how a curriculum based strongly around engineering design (that is, problem solving, engineering application and practice) might be achieved. While the forum had many aims, on the first day participants engaged in a structured workshop to identify emerging trends and needs, individual and organisational responses to these challenges, and from this, to specify the competencies which graduate engineers require. Subsequent workshop activities then identified constraints that might limit or restrict the acquisition of some of the required competencies, before arriving at strategies to overcome the constraints. It is these findings that are the focus of this paper.

The current ALTC project builds on the outcomes and recommendation of a previous ALTC project report titled "Engineers for the Future: addressing the supply and quality of Australian engineering graduates for the 21st century" (King, 2008). This report revealed that while progress has been made in addressing the concerns raised in a i995-96 review of the national engineering education system (Institution of Engineers Australia, i996), there are areas that have not progressed as expected. The areas relevant to this project are:

* high levels of student attrition

* lower incentives within the system for improving teaching than for developing research

* effects of research appointments over teaching appointments and barriers to promotion

* concerns that the balance of subjects within current engineering curricula are not adequately matched to graduates' and industry's current and future needs.

It is the last of these areas that this forum sought to address synergistically with recommendation three of the preceding ALTC project report (King, 2008):

   Engineering schools must develop best practice engineering
   education, promote student learning and deliver intended graduate
   outcomes. Curriculum will be based on sound pedagogy, embrace
   concepts of inclusivity and be adaptable to new technologies and
   inter-disciplinary areas.

The forum focused on the following milestones within this recommendation:

* increasing employer satisfaction with engineering graduates

* increasing graduate satisfaction with educational experiences and transitions to employment

* increasing recognition and empowerment of engineering educators within universities

* systematic and holistic educational design practices with learning experiences and assessment strategies that focus on delivery of designated graduate outcomes (King, 2008).

The first day's workshop activities were developed in order to converge quickly on a shared understanding of the required graduate competencies, without churning over old ground. Once the shared understanding was established (see table 4), the activities that followed sought to identify various constraints around developing some of the graduate competencies, and strategies to overcome the constraints.

2 METHODOLOGY

A unique aspect of this forum was the active involvement of a broad cross-section of participants from industry (37%), academia (49%) and students (14%), totalling 80 in all. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Designing the Future
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.