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Reflections on problems of educational practice in a project course design for professional authenticity, cultural relevance, and sociotechnical integration.
- Source :
-
European Journal of Engineering Education . Dec2023, Vol. 48 Issue 6, p1015-1036. 22p. - Publication Year :
- 2023
-
Abstract
- This paper examines specific problems of educational practice that I, an undergraduate engineering educator and education researcher, have encountered in creating an interdisciplinary engineering project course. I reveal my process of theorising about problems of practice to position engineering educators' pedagogical theorising as worthy of scholarly focus. In a reflective scholarship of teaching and learning paradigm, I take the iterative design of this course as the object of inquiry, across semesters and institutional contexts. I discuss the iteration of five key dimensions of the course: (1) authenticity to engineering professional work, (2) promoting learning of teamwork skills, (3) complexities and equity dimensions of situated project-based learning environments, (4) valuing social sciences and social context reasoning for engineers, and (5) creating a responsive curriculum for students. I distil insights related to each of these dimensions. I conclude with a consideration of the interplay between these dimensions and a reflection on the form of scholarship for engineering education. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 03043797
- Volume :
- 48
- Issue :
- 6
- Database :
- Academic Search Index
- Journal :
- European Journal of Engineering Education
- Publication Type :
- Academic Journal
- Accession number :
- 173779458
- Full Text :
- https://doi.org/10.1080/03043797.2023.2201182