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Identifying teaching approaches that develop engineering students' graduate attributes
| Content Provider | Semantic Scholar |
|---|---|
| Author | Carew, Anna L. Lewis, David J. H. Letchford, Chris |
| Copyright Year | 2009 |
| Abstract | In Australia, undergraduate engineering programs are accredited, in part, on their demonstrated success in teaching and assessing students' graduate attributes. These graduate attributes are encapsulated in the Engineers Australia Stage 1 Competency Standard which lists seven professional attributes (dubbed 'the PE3s). In this paper we report some interesting findings from a conversational process for qualitatively and quantitatively mapping the teaching of the PE3s in the School of Engineering at the University of Tasmania. We conclude that the quantitative findings allowed gaps to be seen in the teaching of PE3s across years, but also raised questions about when and how much teaching effort should be devoted to graduate attribute development. The qualitative findings suggested a diverse range of approaches to teaching where in use that were judged by academic staff to preferentially develop particular PE3s. The contribution of diverse approaches to teaching to PE3 development, however, was often under- acknowledged and was largely undocumented. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://rees2009.pbworks.com/f/rees2009_submission_93.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
