Teachers' and Students' Perspectives about Curriculum Development in Engineering Education: a case study of a curriculum partially based on PBL
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| Natura: | Recurso digital |
| Lingua: | inglese |
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2018
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| _version_ | 1866901600639909888 |
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| author | Mesquita, D. Flores, M. A. Lima, R. M. |
| author_facet | Mesquita, D. Flores, M. A. Lima, R. M. |
| contents | The educational changes under the Bologna Process have challenged, amongst other issues, the teaching practice in Higher Education (HE). Particularly regarding to curriculum development [1], the referred challenges relates to implementing active learning strategies [2, 3], planning different ways to assess students [4] and also defining learning outcomes considering the competences that students must be able to develop [5, 6]. Furthermore, Higher Education institutions are often criticized for the lack of preparation of graduates to solve real problems [7], and several studies highlight the gap of competences identified in graduates regarding to their professional context [8, 9]. The teaching approaches influence the way that students become engaged in their own learning process. In other words, the teacher is a key element to create meaningful learning experiences to benefit of students, allowing them to develop a wide range of competences related to their professional practice [10]. All over the world, engineering programs have been innovating the teaching and learning approaches [11, 12]. A recent report developed by the New Engineering Education Transformation (NEET) initiative from the Massachusetts Institute of Technology (MIT) provides a worldwide picture of successful innovation in engineering education [13]. Three important engineering education trends were identified in this report, namely: "a tilting of the global axis of leadership in the field; a move towards socially-relevant and outward-facing curricula; and the emergence of university leaders that deliver an integrated and world-class curriculum at scale" (p.47). Thus, the MIT report and current research emphasise the importance of curriculum development in the future of engineering education, as well as the role played by teachers, students, leaders and other stakeholders in this context. With this in mind, this work focuses on the teachers' and students' perspectives about curriculum development in Engineering Education (EE). This implies to look at different dimensions such as: planning the learning process (including the learning outcomes), defining the strategies to present contents to students, as well as defining and planning the delivery of innovative teaching methodologies, creating learning environments to promote interaction between students, developing tools and materials for student support, and finally manage the assessment and evaluation processes. These dimensions are some of the criteria for the quality of teaching in HE identified by Zabalza [14]. Understand them in a specific context helps to understand how it is possible to contribute for the quality of an engineering program, in terms of practices, processes and stakeholders. Based on the need to improve engineering programs, this paper aims to analyse the perspectives of the teachers and students on curriculum development in Engineering Education, using a case study approach, focusing on three dimensions: 1) planning the learning process; 2) implementation of an interdisciplinary approach; 3) engagement of teachers in collaboration. |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_14677917 |
| institution | Zenodo |
| language | eng |
| publishDate | 2018 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Teachers' and Students' Perspectives about Curriculum Development in Engineering Education: a case study of a curriculum partially based on PBL Mesquita, D. Flores, M. A. Lima, R. M. Engineering Education Curriculum Development Project-Based Learning Academic Work The educational changes under the Bologna Process have challenged, amongst other issues, the teaching practice in Higher Education (HE). Particularly regarding to curriculum development [1], the referred challenges relates to implementing active learning strategies [2, 3], planning different ways to assess students [4] and also defining learning outcomes considering the competences that students must be able to develop [5, 6]. Furthermore, Higher Education institutions are often criticized for the lack of preparation of graduates to solve real problems [7], and several studies highlight the gap of competences identified in graduates regarding to their professional context [8, 9]. The teaching approaches influence the way that students become engaged in their own learning process. In other words, the teacher is a key element to create meaningful learning experiences to benefit of students, allowing them to develop a wide range of competences related to their professional practice [10]. All over the world, engineering programs have been innovating the teaching and learning approaches [11, 12]. A recent report developed by the New Engineering Education Transformation (NEET) initiative from the Massachusetts Institute of Technology (MIT) provides a worldwide picture of successful innovation in engineering education [13]. Three important engineering education trends were identified in this report, namely: "a tilting of the global axis of leadership in the field; a move towards socially-relevant and outward-facing curricula; and the emergence of university leaders that deliver an integrated and world-class curriculum at scale" (p.47). Thus, the MIT report and current research emphasise the importance of curriculum development in the future of engineering education, as well as the role played by teachers, students, leaders and other stakeholders in this context. With this in mind, this work focuses on the teachers' and students' perspectives about curriculum development in Engineering Education (EE). This implies to look at different dimensions such as: planning the learning process (including the learning outcomes), defining the strategies to present contents to students, as well as defining and planning the delivery of innovative teaching methodologies, creating learning environments to promote interaction between students, developing tools and materials for student support, and finally manage the assessment and evaluation processes. These dimensions are some of the criteria for the quality of teaching in HE identified by Zabalza [14]. Understand them in a specific context helps to understand how it is possible to contribute for the quality of an engineering program, in terms of practices, processes and stakeholders. Based on the need to improve engineering programs, this paper aims to analyse the perspectives of the teachers and students on curriculum development in Engineering Education, using a case study approach, focusing on three dimensions: 1) planning the learning process; 2) implementation of an interdisciplinary approach; 3) engagement of teachers in collaboration. |
| title | Teachers' and Students' Perspectives about Curriculum Development in Engineering Education: a case study of a curriculum partially based on PBL |
| topic | Engineering Education Curriculum Development Project-Based Learning Academic Work |
| url | https://doi.org/10.5281/zenodo.14677917 |