Mitchell, J;
Nyamapfene, A;
Roach, K;
Tilley, E;
(2019)
Philosophies and pedagogies that shape an integrated engineering programme.
Higher Education Pedagogies
, 4
(1)
pp. 180-196.
10.1080/23752696.2018.1507624.
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Abstract
Accredited engineering degrees call upon students to develop a wide range of knowledge and skills. These range from technical, scientific and mathematical knowledge, through to transferable skills such as communications, teamwork, business acumen and critical analysis. Through a faculty-wide curriculum development programme we have sought to implement cross-department teaching framework whereby a range of pedagogies are employed to deliver against core philosophies for a new way of teaching aimed at developing students’ knowledge, skills and attitudes while meeting a diverse range of learning outcomes. We argue that is it vital that learning takes place in the context of authentic engineering problems and processes. In this paper, we look at the philosophies, pedagogies and outcomes of an educational-based project which creates a connected curriculum that joins distinct disciplines at key points during the students’ education to provide preparation for, and experience of, professional engineering. It describes the motivation for change and described the implementation and impact of these approaches.
| Type: | Article |
|---|---|
| Title: | Philosophies and pedagogies that shape an integrated engineering programme |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/23752696.2018.1507624 |
| Publisher version: | https://doi.org/10.1080/23752696.2018.1507624 |
| Language: | English |
| Additional information: | Copyright © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Teaching philosophies, pedagogy development, curriculum design, problem-based learning, skills-based learning, teamwork and group-based learning |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Electronic and Electrical Eng UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Engineering Science Faculty Office |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10082958 |
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