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Aligning students and staff perspectives in an engineering design curriculum
conference contribution
posted on 2013-01-01, 00:00 authored by Sivachandran Chandrasekaran, Aleksandar Stojcevski, Guy Littlefair, Matthew JoordensMatthew JoordensThis paper focuses on the alignment of students and staff perspectives in an engineering design curriculum. Deakin University recognised the importance of student learning with engagement in design-centred education. Staff across the university are committed to ensure that students are engaged at a fairly deep learning level. Engaging students is an important aspect of learning and teaching process because it enhances the student to be self directed active learners. To measure the student engagement and staff experiences in learning and teaching process, Deakin engineering has used design based learning as one of its engineering learning principle. This study examines students perceptions of DBL in their curriculum through a paper based survey given to a cohort of senior year undergraduate engineering students. The research also illustrates the staff perceptions of DBL in engineering curriculum by conducting face-to-face interviews with them. From the analysed results, this research shows that the students and staff have an adequate experience of learning and teaching engineering through design based learning approach in an engineering design curriculum.
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Event
Research in Engineering Education. Symposium (2013 : Kuala Lumpur, Malaysia)Publisher
Universiti Teknologi MalaysiaLocation
Kuala Lumpur, MalaysiaPlace of publication
Kuala Lumpur, MalaysiaStart date
2013-07-04End date
2013-07-06ISBN-13
9781629931364Language
engPublication classification
E1 Full written paper - refereedCopyright notice
2013, The AuthorsTitle of proceedings
REES 2013 : Proceedings of the 2013 Research in Engineering Education SymposiumUsage metrics
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