Designing the Future

Goldsmith, R; Reidsema, C; Hadgraft, RG; Campbell, D; Levy, D

Designing the Future

Goldsmith, R

Reidsema, C Hadgraft, RG Campbell, D Levy, D

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Publisher:: Engineers Australia
Publication Type:: Journal Article
Citation:: Australasian Journal of Engineering Education, 2011, 17 (1)
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Goldsmith, R https://orcid.org/0000-0003-3546-8052	en_US
dc.contributor.author	Reidsema, C	en_US
dc.contributor.author	Hadgraft, RG	en_US
dc.contributor.author	Campbell, D	en_US
dc.contributor.author	Levy, D	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	Australasian Journal of Engineering Education, 2011, 17 (1)	en_US
dc.identifier.issn	1324-5821	en_US
dc.identifier.uri	http://hdl.handle.net/10453/29006
dc.identifier.uri	http://hdl.handle.net/10453/33669
dc.identifier.uri	http://hdl.handle.net/10453/33670
dc.description.abstract	While there have been improvements in Australian engineering education since the 1990s, there are still strong concerns that more progress needs to be made, particularly in the areas of developing graduate competencies and in outcomes-based curricula. This paper comments on the findings from a two-day Australian Learning and Teaching Council funded forum that sought to establish a shared understanding with the thee stakeholders (students, academics and industry) about how to achieve a design-based engineering curriculum. This paper reports on the findings from the first day's activities, and reveals that there is a shared desire for design and project-based curricula that would encourage the development of the "three-dimensional" graduate: one who has technical, personal, and professional and systems-thinking/design-based competence. In addition, the data also reveal industry willingness to engage in the engineering curriculum to enhance authentic learning experiences	en_US
dc.publisher	Engineers Australia	en_US
dc.relation.ispartof	Australasian Journal of Engineering Education	en_US
dc.title	Designing the Future	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	17	en_US
utslib.for	0999 Other Engineering	en_US
utslib.for	09 Engineering	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.issue	1	en_US
pubs.volume	17	en_US

Abstract:

While there have been improvements in Australian engineering education since the 1990s, there are still strong concerns that more progress needs to be made, particularly in the areas of developing graduate competencies and in outcomes-based curricula. This paper comments on the findings from a two-day Australian Learning and Teaching Council funded forum that sought to establish a shared understanding with the thee stakeholders (students, academics and industry) about how to achieve a design-based engineering curriculum. This paper reports on the findings from the first day's activities, and reveals that there is a shared desire for design and project-based curricula that would encourage the development of the "three-dimensional" graduate: one who has technical, personal, and professional and systems-thinking/design-based competence. In addition, the data also reveal industry willingness to engage in the engineering curriculum to enhance authentic learning experiences

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/29006