In vocational disciplines such as engineering, industrialists can provide students with access to real-life projects and artefacts that expose them to practice knowledge and employability skills. Assistance from Alumni role models can help students to imagine and reflect on their future self as graduate engineers. In this paper, two initiatives that aid the students’ transition from ‘novice to becoming’ civil engineering graduates are examined. (1) Graduate mentoring of student mentees during their third-year of studies and (2) a hybrid problem/ project-based series of workshops know as Civil Engineering 4 Real (CE4R). Both initiatives fostered a collaborative academic-industry partnership whereby undergraduates were introduced to an engineering practitioner community of practice. Both initiatives have exposed students to the breadth of civil engineering practice and sub-disciplines within the profession. Whilst the feedback from the students is overwhelmingly positive, there is a need to ensure both initiatives are considered with respect to the wider course curriculum.
|Number of pages||8|
|Publication status||Published - 17 Jul 2018|
|Event||7th International Symposium of Engineering Education (ISEE 2018) - UCL, London, United Kingdom|
Duration: 17 Jul 2018 → 18 Jul 2018
|Conference||7th International Symposium of Engineering Education (ISEE 2018)|
|Period||17/07/18 → 18/07/18|
- engineering identity
- community of practice
Murray, M., McQuade, R. M., & Hendry, G. (2018). Formation of an engineering identity: industrial role models & problem based learning. Paper presented at 7th International Symposium of Engineering Education (ISEE 2018), London, United Kingdom.