Balancing curriculum processes and content in a project centred curriculum - In pursuit of graduate attributes

Chemical engineering education is challenged around the world by demands and rapid changes encompassing a wide range of technical and social drivers. Graduates must be prepared for practice in increasingly diverse workplace environments in which generic or transferable attributes such as communication and teamwork together with technical excellence are mandated by prospective employers and society at large. If academe is to successfully deliver on these graduate attributes, effective curriculum design needs to include appropriate educational processes as well as course content. Conventional teacher centred approaches, stand-alone courses and retro-fitted remedial modules have not delivered the desired outcomes. Development of the broader spectrum of attributes is more likely when students are engaged with realistic and relevant experiences that demand the integration and practice of these attributes in contexts that the students find meaningful. This paper describes and evaluates The University of Queensland's Project Centred Curriculum in Chemical Engineering (PCC), a programme-wide approach to meeting these requirements. PCC strategically integrates project-based learning with more traditional instruction. Data collected shows improved levels of student attainment of generic skills with institutional and nationally benchmarked indicators showing significant increases in student perceptions of teaching quality, and overall satisfaction with the undergraduate experience. Endorsements from Australian academic, professional and industry bodies also support the approach as more effectively aligning engineering education with professional practice requirements.

Innovation as a Meta-Attribute for Graduate Engineers

This paper reviews the attitudes, skills and knowledge that engineering innovators should possess. It critically analyses and compares sets of graduate attributes from the USA, Australia and Malaysia in terms of which of these relate to the ability to innovate. Innovation can be described as an integrative, meta attribute that overarches most of the other graduate attributes. Due to the “graduate attribute paradox”, it is shown how meeting the stated attributes of graduates by industry does not necessarily satisfy the requirements of industry. It is argued that the culture of the engineering school is an important influence on fostering innovation in engineers.

Cancer knowledge and skills of interns in Australia and New Zealand in 2001: comparison with 1990, and between course types

Objective: To compare the cancer knowledge and skills of interns in 2001 who graduated from graduate medical program (GMP) courses with those from non-GMP courses, and to compare the cancer knowledge and skills of interns in 2001 with those who completed a similar survey in 1990. Design: Questionnaire survey of recently graduated interns in a random sample of Australian and New Zealand hospitals. The questionnaire was designed to allow direct comparison with the 1990 survey, and was guided by the Australian Cancer Society's Ideal Oncology Curriculum for Medical Schools. Results: 443 interns completed the survey (response rate, 62%; 42 were excluded, leaving 401 surveys for analysis: 118 from GMP courses and 283 from non-GMP courses). Interns from GMP courses felt more competent than those from non-GMP courses at discussing death (P= 0.02), breaking bad news (P= 0.04) and advising on smoking cessation (P= 0.02), but less competent at preparing a patient for a hazardous procedure (P= 0.02). Mote GMP interns would refer a breast cancer patient to a multidisciplinary clinic (83% versus 70%; P= 0.03). Knowledge about cancer risks and prognosis was significantly less in GMP interns, but GMP interns rated their clinical skills, such as taking a Pap smear, higher than non-GMP interns. The GMP and non-GMP groups did not differ in their exposure to cancer patients, but compared with 1990 interns recent graduates had less exposure to patients with cancer. Conclusions: GMP curricula appear to have successfully introduced new course material and new methods of teaching, but have not always succeeded in producing doctors with better knowledge about cancer. Recent graduates have less exposure to cancer patients than those who trained 10 years ago.

Quantitative analysis of the time courses of enzyme-catalyzed reactions

The catalytic properties of enzymes are usually evaluated by measuring and analyzing reaction rates. However, analyzing the complete time course can be advantageous because it contains additional information about the properties of the enzyme. Moreover, for systems that are not at steady state, the analysis of time courses is the preferred method. One of the major barriers to the wide application of time courses is that it may be computationally more difficult to extract information from these experiments. Here the basic approach to analyzing time courses is described, together with some examples of the essential computer code to implement these analyses. A general method that can be applied to both steady state and non-steady-state systems is recommended. (C) 2001 academic Press.

Are community newspapers really different?

Cafarella has written what amounts to a wake-up call for many journalism educators. Her paper will have varying degrees of relevance for different educators and different institutions. In some instances, she may well be reflecting the viewpoints of particular educators in particular situations but these same educators, because of institutional pressures and the very pressures of time and limited resources that Cafarella discusses in a suburban newspaper setting, are unable to implement their heart’s desire. For example, they may want to do all the things Cafarella cited, but to meet the academic requirements of their institution as opposed to the training needs of their students they must achieve a balance between the practical and the theoretical, between their own teaching and research performance, and they must be able to cope with the marking load they generate by creating endless practical assignments. Shorthand bobs up in Cafarella’s paper as a hurdle the graduate cadet must clear before being elevated to the status of graded journalist after the one-year cadetship, and I am reminded that arguments about the inclusion of shorthand in tertiary journalism courses has been debated at national and institutional levels for the past quarter of a century. In fact, shorthand is a kind of shorthand for this practice versus theory debate.

Biostatistics in Australia: Directions in the new millennium

The Biostatistics Collaboration of Australia (BCA) was formed in response to a shortage of statisticians seeking careers in the medical and health professions. The Collaboration has been successful in developing postgraduate courses (Graduate Certificate, Graduate Diploma and Masters) offered by a consortium of seven Australian Universities. These courses are available through a distance learning medium. The BCA was successful in securing funding from the Federal government to launch these courses, which commenced in March 2001. Two traineeships by the NSW Department of Health have also been awarded and a third is currently advertised. There has been close collaboration with governments, the pharmaceutical industry and research organisations to ensure that course content reflects practical problems and addresses industry needs. A second objective of the BCA is to provide ongoing workshops for practising biostatisticians to enhance professional development. These workshops serve to ring together biostatisticians from both within Australia and the Asia-Pacific region, providing a forum for discussion of current statistical thinking. (author abstract)

Securing the commercial internet: Lessons learned in developing a postgraduate course in information security management

This paper describes the inception, planning and first delivery of a security course as part of a postgraduate ecommerce program. The course is reviewed in terms of existing literature on security courses, the common body of knowledge established for security professionals and the job market into which students will graduate. The course described in this paper is a core subject for the e-commerce program. This program was established in 1999 and the first batch of students graduated in 2001. The program is offered at both postgraduate and undergraduate level. The work described here relates to the postgraduate offering. Students on this program are graduates of diverse disciplines and do not have a common e-commerce or business background.

Making developmental biology relevant to undergraduates in an era of economic rationalism in Australia

This report describes the road map we followed at our university to accommodate three main factors: financial pressure within the university system; desire to enhance the learning experience of undergraduates; and motivation to increase the prominence of the discipline of developmental biology in our university. We engineered a novel, multi-year undergraduate developmental biology program which was student-oriented, ensuring that students were continually exposed to the underlying principles and philosophy of this discipline throughout their undergraduate career. Among its key features are introductory lectures in core courses in the first year, which emphasize the relevance of developmental biology to tissue engineering, reproductive medicine, therapeutic approaches in medicine, agriculture and aquaculture. State-of-the-art animated computer graphics and images of high visual impact are also used. In addition, students are streamed into the developmental biology track in the second year, using courses like human embryology and courses shared with cell biology, which include practicals based on modern experimental approaches. Finally, fully dedicated third-year courses in developmental biology are undertaken in conjunction with stand-alone practical courses where students experience first-hand work in a research laboratory. Our philosophy is a cradle-to-grave approach to the education of undergraduates so as to prepare highly motivated, enthusiastic and well-educated developmental biologists for entry into graduate programs and ultimately post-doctoral research.

Graduate entry to medical studies: thoughts from 'down under' (editorial)

This invited editorial, reflecting on expectations of changing to graduate entry, eg enhanced maturity in the student cohort with greater self-sufficiency and taking of responsibility for learning in the context of adoption of a problem-based learning model, examines experiences of early post-change years and raises questions for contemplation by medical schools considering graduate entry.