Curriculum design and higher order skills : challenging assumptions
Contribuinte(s) |
Davies, John |
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Data(s) |
01/09/2012
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Resumo |
This paper is based on an Australian Learning & Teaching Council (ALTC) funded evaluation in 13 universities across Australia and New Zealand of the use of Engineers Without Borders (EWB) projects in first-year engineering courses. All of the partner institutions have implemented this innovation differently and comparison of these implementations affords us the opportunity to assemble "a body of carefully gathered data that provides evidence of which approaches work for which students in which learning environments". This study used a mixed-methods data collection approach and a realist analysis. Data was collected by program logic analysis with course co-ordinators, observation of classes, focus groups with students, exit survey of students and interviews with staff as well as scrutiny of relevant course and curriculum documents. Course designers and co-ordinators gave us a range of reasons for using the projects, most of which alluded to their presumed capacity to deliver experience in and learning of higher order thinking skills in areas such as sustainability, ethics, teamwork and communication. For some students, however, the nature of the projects decreased their interest in issues such as ethical development, sustainability and how to work in teams. We also found that the projects provoked different responses from students depending on the nature of the courses in which they were embedded (general introduction, design, communication, or problem-solving courses) and their mode of delivery (lecture, workshop or online). |
Formato |
application/pdf |
Identificador | |
Publicador |
The Centre for Engineering and Design Education, Loughborough University |
Relação |
http://eprints.qut.edu.au/56827/6/56827P.pdf http://cede.lboro.ac.uk/ee2012/papers/ee2012_submission_168_gp.pdf Crosthwaite, Caroline, Jolly, Lesley, Kavanagh, Lydia J., Brodie, Lyn M., Buys, Laurie, & Jennifer, Turner (2012) Curriculum design and higher order skills : challenging assumptions. In Davies, John (Ed.) Conference Proceeedings of the 5th International Conference on Innovation, Practice and Research in Engineering Education (EE 2012), The Centre for Engineering and Design Education, Loughborough University, Coventry, United Kingdom. |
Direitos |
Copyright 2012 the authors. This work is licensed under a Creative Commons Attribution - NonCommercial - NoDerivs 3.0 Unported License (CC BY-NC-ND 3.0) |
Fonte |
School of Design; Creative Industries Faculty |
Tipo |
Conference Paper |