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Blended Design and Project Based Learning: a future for engineering education
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Tuesday, December 8 • 3:30pm - 4:30pm
| 6C | Workshop: Exploring Questions of Sequence in Engineering Curricula

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An Australian Bachelor of Engineering (Honours) program needs to meet Engineers Australia’ sixteen expected outcomes and the Australian Qualifications Framework’s 11 Learning Outcome Descriptors. In addition, universities may aim to incorporate the CDIO’s Syllabus, the university’s own graduate attributes etc.

The volume and range of expected outcomes pose a challenge in ensuring a coherent engineering curricula. Capodagli and Jackson (2001, page 259) described a risk of such a crowded curriculum as contributing to a 'spray and pray' approach - spraying on the training and praying it sticks. Faust and Miner (1986) noted that without theory, categories proliferate, and any a-theoretical system will eventually fall of its own weight as will classification systems that are based on inadequate theory.

What are the theories and metaphors guiding sequence in engineering curricula? 

In this workshop we aim to leverage the contributions of a group of engineering educators to explore the tensions and possibilities of a ‘blank slate’ approach to the design of a Bachelor of Engineering (Honours). We bring to the table key milestones along an optimal learning trajectory, and ask AAEE participants to help locate expected outcomes and processes optimally placed in the beginning, the middle or the end of the four years of a Bachelor of Engineering (Honours).


Tuesday December 8, 2015 3:30pm - 4:30pm
Zeally Room RACV Torquay map C5

Attendees (6)