Contents

Chapter: Chapter 4

4.5 How important is success to each student?

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If you are teaching in a university which charges significant fees directly to every student (that is, not Scotland or Germany, for instance) then you will be increasingly concerned with student attitudes to value for money and the buying of degrees. Of course every student (and every funder of universities) should expect good value for money. Setting … Continued »

4.4 Societal issues and attitudes

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A comment: Many of the students in your class have different political, religious, cultural and ethical views from you, and also different attitudes to engineering and study. We can look at the various societal pressures on the engineering curriculum and on engineering programmes in several ways. I will divide these into three categories: Students’ views on … Continued »

4.3 Transferable skills

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The ability to think critically is the paramount transferable skill for an engineer, and it is worth expanding a little on this, because it underpins everything we should be trying to encourage the student to learn. If you have the time, I recommend that you read the short booklet by Paul et al (2006). Don’t be … Continued »

4.2 Knowhow

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Knowhow in the patent and intellectual property professions is used to signify private intellectual property, usually unpatented. It might include skills and experience with procedures and methodologies in a particular area. Knowhow is closely related to tacit knowledge – knowledge which an individual keeps in her head or her hands which is difficult to write down and codify … Continued »

4.1 Disciplinary ‘technical’ content

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A question: What does every engineer need to know? Curriculum: A group of related courses, often in a special field of study: ‘the engineering curriculum‘. In UK terminology, the modules which make up a degree programme. Syllabus: The subjects or topics studied for a particular module (USA: class): a document which lists these subjects and … Continued »

Introduction: Chapter 4

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Curriculum content Curriculum: A group of related courses, often in a special field of study: ‘the engineering curriculum‘. In UK terminology, the modules which make up a degree programme. Syllabus: The subjects or topics studied for a particular module (USA: class): a document which lists these subjects and states how the module will be assessed. What you might … Continued »