Transforming engineering education: DESIGN must be the core

Hadgraft, RG

Transforming engineering education: DESIGN must be the core

Hadgraft, RG

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Publication Type:: Conference Proceeding
Citation:: Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability, SEFI 2017, 2017, pp. 245 - 253
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Hadgraft, RG https://orcid.org/0000-0002-0480-7456	en_US
dc.date.issued	2017-01-01	en_US
dc.identifier.citation	Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability, SEFI 2017, 2017, pp. 245 - 253	en_US
dc.identifier.isbn	9789899887572	en_US
dc.identifier.uri	http://hdl.handle.net/10453/125490
dc.description.abstract	There have been many reviews of engineering education over the last 15 years, yet most engineering curricula remain traditionally focused on the development of technical outcomes, with a small emphasis on design. This paper reviews many of the international reviews, to seek the common themes that need to be addressed. Examples of new curricula are provided. Although the design of new curricula is difficult enough, it is the implementation of change within our existing academic structures that is really the difficult problem to be solved.	en_US
dc.relation.ispartof	Proceedings of the 45th SEFI Annual Conference 2017 - Education Excellence for Sustainability, SEFI 2017	en_US
dc.title	Transforming engineering education: DESIGN must be the core	en_US
dc.type	Conference Proceeding
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

There have been many reviews of engineering education over the last 15 years, yet most engineering curricula remain traditionally focused on the development of technical outcomes, with a small emphasis on design. This paper reviews many of the international reviews, to seek the common themes that need to be addressed. Examples of new curricula are provided. Although the design of new curricula is difficult enough, it is the implementation of change within our existing academic structures that is really the difficult problem to be solved.

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http://hdl.handle.net/10453/125490