A strategy for the development of lifelong learning and personal skills throughout an undergraduate engineering programme

Duffy, G. and Bowe, B. (2010) A strategy for the development of lifelong learning and personal skills throughout an undergraduate engineering programme. [Conference Proceedings]

Full text not available from this resource.
Official URL: http://www.scopus.com/inward/record.url?eid=2-s2.0...


For many years engineering programmes have placed a stronger emphasis on the development of technical knowledge, understanding and skills at the expense of personal skills such as initiative, creativity, communication, teamwork and lifelong self-directed learning. Recent changes in accreditation criteria call for greater competences in these skills to be achieved in the undergraduate programme. An argument is presented that this requires a change from the traditional approach to engineering education to a group-based project driven one as this is compatible with concurrent development of both technical and non-technical learning outcomes. Just as a clear path of progression exists from the fundamentals of science in stage one to the advanced engineering content in the final year so too should personal skills be developed in a progressive structured way. This paper presents a strategy that is currently being developed and implemented in the School of Electrical Engineering Systems in the Dublin Institute of Technology in a four year Bachelor of Engineering programme. In the group-based project-driven approach students practice communication and team work skills not in isolation to but integrated with the programme's technical content. The early stages of the programme focus on strongly developing the group learning process and introducing students to a reflective practice so they can observe and improve performance. Tutor observation fades in later years as students become more adept at managing group work and self-directed learning. This strategy is designed to progressively change a dependent freshman student into an independent graduate who is prepared for the challenges ahead. ©2010 IEEE.

Item Type: Conference Proceedings
Additional Information: Conference code: 81382; Export Date: 23 February 2015; Correspondence Address: Duffy, G.; School of Electrical Engineering Systems, College of Engineering and Built Environment, Dublin Institute of Technology, Dublin, Ireland; email: gavin.duffy@dit.ie; References: (2009) Skills in Creativity, Design and Innovation, , Expert Group on Future Skills. Needs, Forfás; Sterman, J.D., Sweeney, L.B., Understanding public complacency about climate change: Adults' mental models of climate change violate conservation of matter (2007) Climatic Change, 80, pp. 213-238. , Feb; Criteria for accrediting engineering programmes (2008) Effective for Evaluations during the 2009-2010 Accreditation Cycle, , Accreditation Board for Engineering and Technology, Engineering Accreditation Commission, Baltimore, USA; (2007) Accreditation Criteria for Engineering Education Programmes, , Engineers Ireland, Dublin, Ireland; Biggs, J.B., Tang, C., (2007) Teaching for Quality Learning at University, , 3rd ed. Maidenhead: Open University Press; Prince, M., Does active learning work? A review of the research (2004) Journal of Engineering Education, 93, pp. 223-231. , Jul; Barrows, H.S., (1988) The Tutorial Process, , Rev. ed. Springfield: Southern Illinois University School of Medicine; Tiberius, R.G., (1999) Small Group Teaching: A Trouble-shooting Guide, , London: Kogan Page; Loyens, S., Magda, J., Rikers, R., Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008) Educational Psychology Review, 20, pp. 411-427. , Dec; Savin-Baden, M., Wilkie, K., (2004) Challenging Research in Problem Based Learning, , Maidenhead: Open University Press; Prince, M.J., Felder, R.M., Inductive teaching and learning methods: Definitions, comparisons, and research bases (2006) Journal of Engineering Education, 95, pp. 123-138. , Apr; Moesby, E., Curriculum Development for Project-Oriented and Problem-Based Learning (POPBL) with Emphasis on Personal Skills and Abilities (2005) Global Journal of Engineering Education, 9, pp. 121-128; Schmidt, H.G., Loyens, S.M.M., Van Gog, T., Paas, F., Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006) (2007) Educational Psychologist, 42, pp. 91-97. , Spr; Schön, D.A., (1991) The Reflective Practitioner: How Professionals Think in Action, , Aldershot: Arena, Ashgate; Cowan, J., (1998) On Becoming An Innovative University Teacher, , Buckingham ; Philadelphia, PA: Society for Research into Higher education & Open University Press; Kolb, D.A., (1984) Experiential Learning: Experience As the Source of Learning and Development, , Englewood Cliffs ; London: Prentice-Hall; Miflin, B.M., Campbell, C.B., Price, D.A., A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula (2000) Medical Education, 34, pp. 299-306. , Apr; Gibbs, G., (1988) Learning by Doing: A Guide to Teaching and Learning Methods, , [London]: FEU; Loacker, G., (2000) Self Assessment at Alverno College, , [Milwaukee, Wis.]: Alverno College Institute; (1999) Briefing Paper, Information Skills in Higher Education, , SCONUL, The Society of College, National and University Libraries, UK
Uncontrolled Keywords: Accreditation criteria; Group based learning; Key skills; PBL; Personal competences; Reflective practice; Self-directed lifelong learning; Group-based; Life long learning; Reflective practices; Accreditation; Electrical engineering; Engineering; Knowledge engineering; Students; Engineering education
Depositing User: National Forum
Date Deposited: 08 Dec 2015 20:46
Last Modified: 08 Dec 2015 20:46
URI: http://eprints.teachingandlearning.ie/id/eprint/3982

Actions (login required)

View Item View Item


Downloads per month over past year