Experiential learning approaches for developing professional skills in postgraduate engineering students
Paper
Paper/Presentation Title | Experiential learning approaches for developing professional skills in postgraduate engineering students |
---|---|
Presentation Type | Paper |
Authors | |
Author | Thorpe, David |
Editors | Rahman, Ataur and Ilic, Vojislav |
Journal or Proceedings Title | Proceedings of International Conference on Engineering Education and Research |
ERA Conference ID | 42888 |
Number of Pages | 8 |
Year | 2016 |
Place of Publication | Parramatta, New South Wales |
ISBN | 9780646957241 |
Web Address (URL) of Paper | https://www.westernsydney.edu.au/__data/assets/pdf_file/0005/1176746/iCEER2016_Conference_Proceedings_official.pdf |
Conference/Event | International Conference on Engineering Education and Research (ICEER 2016) |
ICEE- ICEER - International Conference for Engineering Education and Research | |
Event Details | ICEE- ICEER - International Conference for Engineering Education and Research Rank C C C C C C C C C C |
Event Details | International Conference on Engineering Education and Research (ICEER 2016) Event Date 21 to end of 24 Nov 2016 Event Location Sydney, Australia |
Abstract | The postgraduate coursework curriculum at the University of Southern Queensland includes a number of engineering management courses focused on developing professional engineering knowledge and skills, such as advanced project management, asset management, risk management and innovation management. Such skills are normally developed through traditional coursework approaches like on-line and written study materials, lectures and tutorials. While such teaching approaches have been successful, it is considered desirable to more strongly embed the professional skills taught into the learner’s future professional practice. Teaching techniques based on experiential learning have the potential to achieve this objective, through processes based on activities like having a concrete experience, reflective observation, abstract conceptualisation and active experimentation. In teaching professional skills, this approach can be delivered through activities like reflective exercises designed to aid understanding, and assignments that as well as being authentic include reflection, development and implementation of the principles taught. It is also possible to further enhance student development though using marker feedback from an experiential learning activity, such as an assignment in a particular course, to inform a subsequent learning cycle of that course. Experiential learning can be enhanced through other approaches like embodied learning, which helps learners to better understand a principle through experiencing the application of theory, and through other techniques like gaming. Advantages and disadvantages of how experiential learning approaches can be applied to improve the development of professional knowledge and skills in postgraduate students undertaking engineering management courses, along with examples of its use, are discussed. |
Keywords | experiential learning, engineering education, postgraduate, professional skills |
ANZSRC Field of Research 2020 | 409999. Other engineering not elsewhere classified |
Byline Affiliations | School of Civil Engineering and Surveying |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q3z0x/experiential-learning-approaches-for-developing-professional-skills-in-postgraduate-engineering-students
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