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?

Authors:
Chika Nweke, University College London, United Kingdom

About the Presenter(s)
Dr Mauryn Nweke is a University Assistant Professor/Lecturer at University College London in United Kingdom

See this presentation on the full schedule – Saturday Schedule

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