Rethinking Accreditation Criteria to focus on Design

Hadgraft, RG

Rethinking Accreditation Criteria to focus on Design

Hadgraft, RG

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Publication Type:: Conference Proceeding
Citation:: Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 2017 and 4th Innovative Practices in Higher Education Expo 2017, I-PHEX 2017, 2018, pp. 802 - 807
Issue Date:: 2018-09-17

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Field	Value	Language
dc.contributor.author	Hadgraft, RG https://orcid.org/0000-0002-0480-7456	en_US
dc.date.available	2020-09-17T19:01:35Z
dc.date.issued	2018-09-17	en_US
dc.identifier.citation	Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 2017 and 4th Innovative Practices in Higher Education Expo 2017, I-PHEX 2017, 2018, pp. 802 - 807	en_US
dc.identifier.isbn	9781538615232	en_US
dc.identifier.uri	http://hdl.handle.net/10453/129328
dc.description.abstract	© 2017 IEEE. Accreditation criteria in most countries imply that mathematics and science are the key elements of engineering. This tends to support traditional engineering curricula that emphasise lecture-driven topics in engineering science, such as statics, dynamics, materials, circuits, control, and so on, giving students in four year programs little time to really develop engineering problem solving skills for a world of sustainability and complexity. There is a pressing need to redesign engineering curricula around design and problem solving if new engineers are to grapple with complex challenges such as climate change and the need for continuous and relentless innovation. This paper proposes that a good place to start is to reimagine the accreditation criteria for engineering programs.	en_US
dc.relation.ispartof	Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 2017 and 4th Innovative Practices in Higher Education Expo 2017, I-PHEX 2017	en_US
dc.relation.isbasedon	10.1109/WEEF.2017.8467080	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Rethinking Accreditation Criteria to focus on Design	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	open_access	*
pubs.publication-status	Published	en_US

Abstract:

© 2017 IEEE. Accreditation criteria in most countries imply that mathematics and science are the key elements of engineering. This tends to support traditional engineering curricula that emphasise lecture-driven topics in engineering science, such as statics, dynamics, materials, circuits, control, and so on, giving students in four year programs little time to really develop engineering problem solving skills for a world of sustainability and complexity. There is a pressing need to redesign engineering curricula around design and problem solving if new engineers are to grapple with complex challenges such as climate change and the need for continuous and relentless innovation. This paper proposes that a good place to start is to reimagine the accreditation criteria for engineering programs.

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http://hdl.handle.net/10453/129328