Work in progress: Multi-displinary curriculum review of engineering education. UCL's integrated engineering programme

Bains, Sunny; Mitchell, John E.; Nyamapfene, Abel; Tilley, Emanuela

doi:10.1109/educon.2015.7096070

Cited by 7 publications

(7 citation statements)

References 5 publications

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“…On the other side, the most common idea of integrated engineering education is one that helps students to understand the general concepts, ideas [49] and problems [29] present in engineering as a whole. For that, they defend putting together fundamentals and theories of different engineering disciplines [4,28] and, sometimes, other disciplines outside engineering [23] in order to create an understanding of ethical, societal and financial contexts in real work scenarios [29].…”

Section: Integratedmentioning

confidence: 99%

“…It does not mean that educators must leave the technical knowledge aside, the strong disciplinary foundation is vital, and it did and will play a crucial role in society's development. However, the engineering discipline must not remain isolated, maintaining the belief that only technical knowledge is sufficient to deal with modern problems [29].…”

Section: Introductionmentioning

confidence: 99%

“…When courses leave their "silos" and are allowed to interact and borrow "ways of knowing" from other areas, students retain better the material [12] and assimilate engineering concepts and theories more [8]. Researchers have also argued that, depending on how comprehensive practices are developed, students can improve their communication, teamwork [29] and leadership skills [34].…”

Section: Introductionmentioning

confidence: 99%

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What’s in a Name? “Holistic,” Integrative,” and “Integrated” Engineering Education Through the Lens of Fink’s Taxonomy

Rodrigues

2019

PCEEA

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Some educators within engineering have used "holistic," "integrative" and "integrated" frameworks to support their initiatives. They intend to improve the connection between engineering courses, non-technical disciplines and aspects of human dimensions. The problem is that the vocabulary for these frameworks is not wholly shared, and their definitions are usually interchangeable. Associating these terms with their level of integration will facilitate communication between educators. Hence, the purpose of this paper is to explore what definitions authors give to the terms "holistic," "integrative" and "integrated" when used as frameworks, and to analyze their level of integration when compared to Fink's taxonomy. The conclusion was that "holistic" tended to incorporate most aspects of Fink’s taxonomy, "integrative" was more concerned with the integration of interdisciplinary knowledge, and "integrated" approaches were more focused on connecting the courses within engineering.

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Section: Integratedmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What’s in a Name? “Holistic,” Integrative,” and “Integrated” Engineering Education Through the Lens of Fink’s Taxonomy

Rodrigues

2019

PCEEA

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“…Over the past four years, the Faculty of Engineering Science at UCL has been implementing a multi-disciplinary curriculum review of engineering educationthe Integrated Engineering Programme (IEP)where students, from the very beginning of their degree, engage with the practical application of engineering and skills needed to undertake engineering projects effectively [1].…”

Section: Introductionmentioning

confidence: 99%

Gender differences in first-year students’ expectations towards a new engineering multidisciplinary curriculum

Direito

Tilley

Mitchell

2018

2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE)

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Research on engineering first-year students' expectations and perceptions is important to understand what influences interest, achievement and persistence. This is particularly relevant when assessing the impact of new engineering education curricula. This paper reports a quantitative analysis of a pre-degree survey targeting students' expectations at the very beginning of the new Integrated Engineering Programme, which spans across the whole UCL Faculty of Engineering Sciences. Of a cohort of approximately 700 enrolled students, 309 completed the survey. Results suggest that, on graduation, both male and female students expect to have similar opportunities, such as to be able to contribute positively to the world. They also share identical learning expectations and educational experiences regarding their time studying engineering. However, results also suggest that female students were more aware of the societal impact of engineering, and less confident in their engineering specific skills.

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“…Participating throughout the degree in interdisciplinary activities, students develop their transferable professional skills in the context of realworld engineering projects (UCL 2016m). Bains et al (2015) explain that the IEP draws on the Connected Curriculum philosophy by tapping into the institution's research-base:…”

Section: Bachelors Of Arts and Sciencesmentioning

confidence: 99%

A Connected Curriculum for Higher Education

Fung¹

2017

131

102

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Spotlights is a short monograph series for authors wishing to make new or defining elements of their work accessible to a wide audience. The series will provide a responsive forum for researchers to share key develop ments in their discipline and reach across disciplinary boundaries. The series also aims to support a diverse range of approaches to undertaking research and writing it. A Connected Curriculum for Higher EducationDilly Fung This book is published under a Creative Commons 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information: Foreword: Energising an InstitutionIt is customary, in a Foreword, to begin by sketching a large context in which the book in question might be comprehended and then perhaps to pick out one or two of its key features and end by affirming the value of the book in front of the reader. On this occasion, I shall reverse this order. Let me start, therefore, by asserting that A Connected Curriculum for Higher Education is both a splendid book and, for all those who care about higher education and universities, a crucially important book.That assertion actually contains a number of suggestions on my part. One is that this book offers important insights separately for higher education and for universities, that is to say both for students and their learning on the one hand and for universities as organisations on the other hand. Every page is packed with insights and practical suggestions for advancing students' learning and their wider experience: that is immediately evident. Furthermore, in the Connected Curriculum idea, there are the makings of a coherent vision and plan of action for institutional transformation.At the centre of the Connected Curriculum idea lies the hope and, indeed, the demonstration that it is possible, within universities, to improve the relationship between teaching and research. In a sense, of course, this thought should never have needed to be uttered. For 200 years, since the modern idea of the university was born at the end of the eighteenth and beginning of the nineteenth centuries, it has been taken for granted in many quarters that a distinguishing feature of universities is that they be institutions that not only are spaces of both teaching and research but also that those two functions are intimately intertwined. However, for the past three decades or so, huge forces (national and global) have tended to pull research and teaching apart; and so the matter of their relationship has become a matter of wide concern.It might be tempting to address this matter in a rather limited way, looking at the actual relationships between research and teachingwhich, characteristically, may be expected to vary even within the same F o re wo rD: en er g isi n g a n i ns t i t u t...

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Work in progress: Multi-displinary curriculum review of engineering education. UCL's integrated engineering programme

Cited by 7 publications

References 5 publications

What’s in a Name? “Holistic,” Integrative,” and “Integrated” Engineering Education Through the Lens of Fink’s Taxonomy

What’s in a Name? “Holistic,” Integrative,” and “Integrated” Engineering Education Through the Lens of Fink’s Taxonomy

Gender differences in first-year students’ expectations towards a new engineering multidisciplinary curriculum

A Connected Curriculum for Higher Education

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