Transitions to first year engineering - diversity as an asset

Article

Brodie, Lyn and Porter, Mark. 2009. "Transitions to first year engineering - diversity as an asset." Studies in Learning Evaluation Innovation and Development. 6 (2), pp. 1-15.
Article Title

Transitions to first year engineering - diversity as an asset

ERA Journal ID20774
Article CategoryArticle
AuthorsBrodie, Lyn (Author) and Porter, Mark (Author)
Journal TitleStudies in Learning Evaluation Innovation and Development
Journal Citation6 (2), pp. 1-15
Number of Pages15
Year2009
PublisherCentral Queensland University
Place of PublicationRockhampton, Qld, Australia
ISSN1832-2050
Web Address (URL)http://sleid.cqu.edu.au/viewissue.php?id=20
Abstract

Both the tertiary education sector and engineering profession are facing numerous challenges to adequately prepare professionals to meet the future needs of society.
Higher education institutions rely heavily on the secondary school system to direct students into programs with appropriate prerequisite studies for their chosen career. However, schools are now offering a greater breadth in education at the expense of depth in specific areas. They are now catering for alternative student destinations by offering work-based and trade-oriented programs. Traditional subjects required for engineering such as physics and high level mathematics are suffering from falling numbers. Universities are struggling with the challenge of graduating students with a diverse educational background. The wide range of entry paths to formal higher education compounds this difficulty.

Diversity in the university classroom, particularly in the entry level courses, has always been viewed as a ‘difficulty’ by academics. This paper will argue that the careful integration of Problem Based Learning (PBL) into the curriculum can turn the disadvantage of diversity into an advantage. PBL can assist in meeting many of the desired graduate attributes such as teamwork, effective communication and problem solving. PBL can also help ensure that students with diverse educational backgrounds have a reasonable chance of success and that those students with a more ‘traditional’ education background are not ‘bored’ by covering basic concepts again.

Problem Based Learning, cooperative-based learning, and collaborative-based learning all offer the possibility of using student diversity to advantage.

Keywordsproblem based learning; PBL; engineering education; diversity; higher education research
ANZSRC Field of Research 2020500201. History and philosophy of engineering and technology
390203. Sociology of education
390113. Science, technology and engineering curriculum and pedagogy
Public Notes

© Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

Byline AffiliationsDepartment of Electrical, Electronic and Computer Engineering
Faculty of Engineering and Surveying
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