Nweke, Mauryn C;
(2024)
Evaluating Professional Skills Development Across the Engineering Undergraduate Degree Programme: An IEP Review.
In:
The Paris Conference on Education 2024: Official Conference Proceedings.
(pp. pp. 469-481).
The International Academic Forum (IAFOR)
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Abstract
The advancement of technical competency has traditionally been at the centre of engineering pedagogy in university education, however, the increasing emphasis on the need for professional skills by accreditation bodies and employers has seen pressures on the higher education system. University institutions worldwide have taken this on but in order to do so have had to shift their pedagogical approach. The attainment of technical and theoretical knowledge has long suited a teacher-centred learning style where students receive information from the educator and are expected to assimilate and absorb knowledge passively. However, the attainment of professional skills implies the need for application in professional or pseudo-professional settings in order to ascertain its procurement. This has led to the implementation of active learning or student-centered pedagogies where students play a more participatory role and hands-on role in their learning. The award-winning Integrated Engineering Programme at University College London celebrates 10 years of existence this year and has been seen to be one of the global leaders in the embedding of professional skills within the engineering curriculum. But how effective has it been? This research addresses the following questions using interviews and focus groups: 1. What are the key issues/commendations staff have of students’ application of professional skills within an engineering context? 2. What could be incorporated into year 1 learning to better prepare students for subsequent years of study? 3. How is skills-based teaching perceived by students as they progress through their degree?
| Type: | Proceedings paper |
|---|---|
| Title: | Evaluating Professional Skills Development Across the Engineering Undergraduate Degree Programme: An IEP Review |
| Event: | The Paris Conference on Education 2024 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.22492/issn.2758-0962.2024.36 |
| Publisher version: | http://dx.doi.org/10.22492/issn.2758-0962.2024.36 |
| Language: | English |
| Additional information: | Articles published under an IAFOR user license are protected by copyright. Users may access, download, copy, translate, text and data mine, redistribute, display or adapt the articles for non-commercial purposes provided that users: Cite the article using an appropriate bibliographic citation (i.e. author(s), journal, article title, volume, issue, page numbers, DOI and the link to the definitive published version on the IAFOR site). Maintain the integrity of the article. Retain copyright notices and links to these terms and conditions so it is clear to other users what can and cannot be done with the article. Ensure that, for any content in the article that is identified as belonging to a third party, any re-use complies with the copyright policies of that third party. Any translations, for which a prior translation agreement with IAFOR has not been established, must prominently display the statement: "This is an unofficial translation of an article that appeared in an IAFOR publication. IAFOR has not endorsed this translation." |
| Keywords: | Engineering Professional Skills, Engineering Education, Integrated Engineering Programme |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Biochemical Engineering |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10196261 |
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