Balancing Curriculum Processes and Content in a Project Centred Curriculum

Crosthwaite, Caroline; Lant, Paul; Litster, J. D.

doi:10.1205/cherd.ecesample0607

Cited by 29 publications

(27 citation statements)

References 1 publication

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“…In fact, developing graduate attributes in disciplinary curricula has previously been linked with constructive alignment principles (e.g. Crosthwaite, Cameron, Lant, & Litster, 2006;Joseph & Juwah, 2012;Treleaven & Voola, 2008). In these studies, disciplinary and professional understandings of graduate attributes formed a necessary aspect of the developing curricula.…”

Section: Figure-groundmentioning

confidence: 99%

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Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Knewstubb

Ruth

2014

International Journal for Academic Development

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Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding and university-determined graduate attributes may help support a more integrated view. We reflect on the ways in which, by adopting these concepts in curriculum conversations, educational developers and university academics might together define, identify, and develop graduate attributes in disciplinary contexts in integrated ways.

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Section: Figure-groundmentioning

confidence: 99%

“…The effect of such developments works both ways. For example, Crosthwaite et al (2006) found that explicitly introducing writing skills into a chemical engineering curriculum resulted in improved written communication and better student understanding of disciplinary concepts.…”

Section: Figure-groundmentioning

confidence: 99%

Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Knewstubb

Ruth

2014

International Journal for Academic Development

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“…This paper discusses the innovative approach that the students have employed through project based learning and the same is not embedded into the curriculum. This gives the freedom to the students from the university evaluation process [2] and improves their performance as individuals.…”

Section: Introductionmentioning

confidence: 99%

Project based teaching-learning a tool for assessment of Graduate Attributes

Chandna

2015

2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE)

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Graduate Attributes (GAs) in Outcome Based Education (OBE) are the outcomes (of the stake holder especially students) which are to be assessed during their programme of studies. Some of the graduate attributes can be addressed through project based teaching learning process. The indirect assessment approach helps the students to know their strengths and weaknesses in a particular area. The paper presents a methodology adopted for the assessment of graduate attributes through typical technical (project based) events which are organized and managed by the students with assessment rubrics that provide the information about their approach of learning as well as teaching. The paper also presents the assessment through the teaching and learning process, an indirect path to assess the programme outcomes.

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“…Skills such as communication, teamwork, and the technical excellence demanded by employers are more likely to be developed when students are engaged with realistic and relevant experiences (Crosthwaite et al 2006). University projects that partner with industry to teach students have been in existence in many educational institutions in the United States and overseas for a number of years (Woodson 1979, Lumia andBildstein 1981).…”

Section: Introductionmentioning

confidence: 99%

Center for Productivity Innovation's Student Project with Industry Program at the University of Tennessee, Department of Industrial and Systems Engineering

Sawhney

Maleki

Wilck

et al. 2013

INFORMS Transactions on Education

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A robust graduate engineering education experience requires students to learn the fundamental subject knowledge, to develop their ability to apply what they know to actual projects, and to contribute to the current body of knowledge by writing theses or dissertations. At the University of Tennessee, Knoxville, Industrial and Systems Engineering students have an opportunity, in the Student Projects with Industry (SPI) program within the Center for Productivity Innovation, to develop their research ideas in conjunction with industry. The success of the SPI program is assessed by evaluating the impact of the SPI program on the preparation of the students, the academic welfare of the department, and the program's economic and social impact on the community. The SPI program provides students with simulated work experiences that enhance their leadership attributes, developing students' critical thinking capabilities, and improving their technical, organizational, and social skills. That these skills enhance students' success both in the university and in their careers is evident in measurable results, including higher student graduation rates, an increased number of publications, and a wider sponsor network for potential funding. The impact can further be measured by the millions of dollars affecting the local economy, in addition to the intangible social benefits gained.

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Balancing Curriculum Processes and Content in a Project Centred Curriculum

Cited by 29 publications

References 1 publication

Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Gestalt and figure-ground: reframing graduate attribute conversations between educational developers and academics

Project based teaching-learning a tool for assessment of Graduate Attributes

Center for Productivity Innovation's Student Project with Industry Program at the University of Tennessee, Department of Industrial and Systems Engineering

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