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An evaluation of the impact of using authentic design and build industry projects in project-based learning
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Organisations appear to go through five stages of maturity: ignorant, emergent, engaging, committed and embedded
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This document summarizes data from the 2016 Australian census about employment outcomes for engineering bachelor graduates. It finds that 25% of engineering graduates work as professional engineers, with declining employment rates in and out of the engineering field since 2011. Even for professional engineering roles, there is significant competition from non-engineers. The document raises questions about how universities portray career outcomes to students and whether engineering curricula adequately prepare students for available roles.
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Sp141002
- 1. An evaluation of the impact of using authentic design and build industry projects in project-based learning Clive Ferguson – Chisholm Institute Stuart Palmer (@s_palm ) – Deakin University
- 2. Chisholm BTech program Partnered with South East Melbourne Manufacturers’ Alliance (SEMMA) CDIO Initiative partner program A design-and-build industry project runs across both semesters in three first-year subjects
- 3. Oral presentations 0 2 4 6 8 10 Significant Notable Marginal No change Less able Figure 1: Ability to prepare for presentations 0 2 4 6 Significant Notable Marginal No change Less able Figure 2: Skills in delivering a presentation 0 1 2 3 4 5 Significant Notable Marginal No change Reduced Figure 3: Confidence in presenting in front of an audience 1 2 3 4 5 6 7 8 9 Significant Notable Marginal Equivalent Less time effective Figure 4: Did preparation for orals help your studies? 0 2 4 6 Significant Notable More than balanced Balanced No Figure 5: Time spent on oral presentation worthwhile?
- 4. Writing workshops 0 1 2 3 4 5 6 7 Significant Notable Marginal Balanced Waste of time Figure 6: How much did PET help develop your writing skills? (All) 0 1 2 3 4 5 6 7 Significant Notable Marginal Balanced Waste of time Figure 7: How much did PET help develop your writing skills? (2012) 0 1 2 3 4 5 6 7 Significant Notable Marginal Balanced Waste of time Figure 8: How much did PET help develop your writing skills? (2013)
- 5. Industry projects (1) 0 1 2 3 4 5 Extensively Substantially Notably Marginally No Figure 9: Provide context for your studies? 0 2 4 6 Considerable Significant Notable A little No Figure 10: Clearer idea of role of Engineering Technologist to put studies into context? 0 1 2 3 4 5 6 7 8 9 10 Both Industry environment Project Figure 11: What aspects have been valuable? 0 1 2 3 4 5 6 Extensive Substantial Notable A little None Figure 12: What value has this added to your studies?
- 6. Industry projects (2) 0 1 2 3 4 5 6 Significant Notable A little Not at all Figure 13: Enjoy working in a team? 0 1 2 3 4 5 6 7 All enthusiastic Most members enthusiastic Most members committed Limited to a few Very little Figure 14: Team Commitment? 0 1 2 3 4 5 Worked effectively Some leadership/ communication breakdown Deficiencies in communication structure Agreed structure; no effective leadership Poor communication & leadership Figure 15: Team Organisation and Communication 0 1 2 3 4 Severe work overload Substantial; other studies compromised Significant but worthwhile Notable but worthwhile Manageable; no adverse effects Figure 16: Time pressure
- 7. Conclusions Oral presentation program is worthwhile, Likewise for the writing workshops Industry project has worthwhile outcomes, but… …strategies must be developed to contain the significant time pressures placed on the students
- 8. Dedication Dr Brian Edmund Lloyd AM 30/6/1929 – 2/3/2014 Professional Engineer and Educator His 1989 book ‘New Pathways in Engineering Education’ described the occupational classification of engineering technologist in Australia
- 9. Thank you for your time •ow.ly/CHPPW