One of the core ele- competency-based assessment, and students need to ments of the pivot was to encourage different types of demonstrate a competency in a learning outcome to receive learners: readers, listeners, and doers. [...] The are completed during the first year, but the intent is to have pedagogical value is in the serious investigation and those projects frame a student’s development over the development of ideas that may tackle a challenge. [...] There are experiments in linking having them act as hands-on coaches and mentors, and challenges across courses and between engineering and de-emphasising the need to find the one correct answer in elective courses, in developing inter-university collabora- favour of teaching students how to develop a process for tions and projects, and in creating lengthy courses for finding the right answer. [...] This is one of offering free and optional courses and refresher courses the clearest examples of a discipline that is taking calls for and modules prior to the formal beginning of the program, post-secondary to have a greater impact outside of the typically online, is a way to ensure that students from a institution seriously. [...] A remarkable feature of course Overall, what this overview demonstrates is the extraordi- design at places like Olin and the University of Saskatchewan nary breadth and depth of curriculum re-thinking that is is how they have rethought course structures in ways that occurring in the filed of engineering, ranging from admis- allow for more targeted learning and development of essential sions, to pe.
Authors
- Pages
- 18
- Published in
- Canada
