High-impact engineering education: using the LTI to influence knowledge and skills for sustainable economy

Paper


Alehossein, Habib. 2014. "High-impact engineering education: using the LTI to influence knowledge and skills for sustainable economy." 25th Annual Conference of the Australasian Association for Engineering Education (AAEE 2014). Wellington, New Zealand 07 - 10 Dec 2014 Palmerston North, New Zealand.
Paper/Presentation Title

High-impact engineering education: using the LTI to influence knowledge and skills for sustainable economy

Presentation TypePaper
Authors
AuthorAlehossein, Habib
Journal or Proceedings TitleProceedings of the 25th Annual Conference of the Australasian Association for Engineering Education (AAEE 2014)
ERA Conference ID42271
Number of Pages8
Year2014
Place of PublicationPalmerston North, New Zealand
ISBN9780473304287
Web Address (URL) of Paperhttp://www.aaee.net.au/index.php/resources/send/7-2014/35-high-impact-engineering-education-using-the-lti-to-influence-knowledge-and-skills-for-sustainable-economy
Conference/Event25th Annual Conference of the Australasian Association for Engineering Education (AAEE 2014)
Annual Conference of the Australasian Association for Engineering Education (AAEE)
Event Details
Annual Conference of the Australasian Association for Engineering Education (AAEE)
Rank
B
B
B
B
B
B
B
B
Event Details
25th Annual Conference of the Australasian Association for Engineering Education (AAEE 2014)
Parent
Annual Conference of the Australasian Association for Engineering Education (AAEE)
Event Date
07 to end of 10 Dec 2014
Event Location
Wellington, New Zealand
Abstract

Australia needs more creative graduates. Over the past decade, the Australian economy has become increasingly dependent on the mining and goods/services sectors. Growth in these areas has largely been at the expense of the manufacturing sector, which was previously the largest sector in the economy. The country’s education system has also progressed disproportionately towards the dominant service sector, mostly at the expense of a progressively-designed, innovative Engineering education system. Traditional Engineering curriculum has inappropriately progressed towards abstractness, rather than the necessary interactive, integrated experience based on practical learning. There is a need to re-evaluate the current educational infrastructure to ensure that emerging professionals are equipped to function and excel in both service and manufacturing capacities.

Keywordshigher-order thinking, curriculum alignment, innovative pedagogy, high-impact practices, from practice to theory, problem-solving, experiential learning
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
409999. Other engineering not elsewhere classified
Public Notes

Copyright © 2014 Habib Alehossein: The authors assign to AAEE and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to AAEE to publish this document in full on the World
Wide Web (prime sites and mirrors), on Memory Sticks, and in printed form within the AAEE 2013 conference proceedings. Any other usage is prohibited without the express permission of the authors.

Byline AffiliationsSchool of Civil Engineering and Surveying
Institution of OriginUniversity of Southern Queensland
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