Getting round pegs into round holes:getting students onto the right engineering programme

Peters, M.D. (2015). Getting round pegs into round holes:getting students onto the right engineering programme. IN: Proceedings of the 43rd SEFI Annual Conference 2015 - diversity in engineering education. FRA: Société Eropéenne pour la Formation des Ingénieurs.

Abstract

Aston University offers a Foundation year in Engineering and Applied Science. The purpose of this programme is to prepare people with the necessary skills and knowledge required to enrol on an undergraduate programme in Engineering and Applied Science. It is acknowledged there are many misconceptions as to what engineering is. This is further compounded by the lack of knowledge of the different engineering disciplines both by pre-university students and careers teachers [1]. In order to ameliorate this lack of knowledge, Aston University offers a unique programme where students are given the opportunity to have a ?taste? of four Engineering Disciplines: Mechanical Engineering, Electrical Engineering, Chemical Engineering and Computer Science. Alongside these ?taster? sessions, the students study a Professional Skills module where they are expected to keep a portfolio of skills. In their portfolios they comment on their strengths and weakness in relation to six skill areas: independent enquirer, self-manager, effective participator, creative thinker, reflective learner and team worker. The portfolio gives them the opportunity to perform a self-skills audit and identify areas where they have strengths and areas which require work to improve to become a competent professional engineer. They also have talks from engineers who discuss with them their careers and the different aspects of engineering. The purpose of the ?taster? sessions, portfolio and the talks are to encourage the students to critically examine their career aspirations and choose an engineering undergraduate programme which best suits their ambitions and potential skills. The feedback from students has been very positive. The ?taster? sessions have enabled them to make an informed choice as to the undergraduate programme they would like to study. The programme has given them the technical skills and knowledge to enrol on an undergraduate programme and also the skills and knowledge to be a successful learner.

Divisions: Engineering & Applied Sciences > Electrical, Electronic & Power Engineering
Event Title: 43rd SEFI Annual Conference 2015
Event Type: Other
Event Dates: 2015-06-29 - 2015-07-02
Uncontrolled Keywords: peer assessment,portfolio,reflection,Engineering(all),Education
Full Text Link:
Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
https://www.sef ... 17/09/55842.pdf (Publisher URL)
Published Date: 2015
Authors: Peters, M.D. ( 0000-0002-0993-8391)

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