Making connections in engineering: From classroom to professional context

Pamela Roberts
School of Chemical Sciences
Swinburne University of Technology

Is reflective writing an effective strategy for promoting students' use of understandings and skills developed in the classroom into a wider context?

This investigation session explores an innovative curriculum development for a first year engineering subject that provides an introduction to professional communication skills. In our role of teachers as researchers we aim to broaden students' understanding of professional issues in engineering, and to develop more effective ways of structuring students' learning experiences. A design project approach was selected because this provides a context which exemplifies the practice of engineering and the full range of engineering communications. This project-based curriculum development is informed by gender-inclusive theory because of the changing student population and increasing diversity of their learning needs. This innovative approach in engineering education was funded by CAUT.

Key features of the curriculum are classroom sessions in which participative activities are designed to engage students in skill development, followed by reflective writing tasks to encourage students to develop deeper understanding of their learning processes and the professional issues introduced through the activities. A fundamental issue we have been addressing during the curriculum implementation is the need to create links between the skills developed in classroom activities and their application in the context of the design project.