Formation of an engineering identity: industrial role models & problem based learning

Research output: Contribution to conferencePaper

Abstract

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.

Conference

Conference7th International Symposium of Engineering Education (ISEE 2018)
CountryUnited Kingdom
CityLondon
Period17/07/1818/07/18

Fingerprint

Industrial engineering
Students
Civil engineering
Curricula
Problem-Based Learning
Feedback
Engineers
Industry

Keywords

  • industry
  • engineering identity
  • community of practice

Cite this

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.
Murray, Michael ; McQuade, Robert Michael ; Hendry, Gillian. / 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.8 p.
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title = "Formation of an engineering identity: industrial role models & problem based learning",
abstract = "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.",
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author = "Michael Murray and McQuade, {Robert Michael} and Gillian Hendry",
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note = "7th International Symposium of Engineering Education (ISEE 2018) ; Conference date: 17-07-2018 Through 18-07-2018",

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Murray, M, McQuade, RM & 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, 17/07/18 - 18/07/18, .

Formation of an engineering identity : industrial role models & problem based learning. / Murray, Michael; McQuade, Robert Michael; Hendry, Gillian.

2018. Paper presented at 7th International Symposium of Engineering Education (ISEE 2018), London, United Kingdom.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Formation of an engineering identity

T2 - industrial role models & problem based learning

AU - Murray, Michael

AU - McQuade, Robert Michael

AU - Hendry, Gillian

PY - 2018/7/17

Y1 - 2018/7/17

N2 - 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.

AB - 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.

KW - industry

KW - engineering identity

KW - community of practice

M3 - Paper

ER -

Murray M, McQuade RM, Hendry G. Formation of an engineering identity: industrial role models & problem based learning. 2018. Paper presented at 7th International Symposium of Engineering Education (ISEE 2018), London, United Kingdom.