Designing a competency based program to facilitate the progression of experienced engineering technologists to professional engineer status

Dowling, David (2006) Designing a competency based program to facilitate the progression of experienced engineering technologists to professional engineer status. European journal of engineering education, 31 (1). pp. 95-107. ISSN 0304-3797

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Abstract

This paper describes the pedagogical principles that underpin the design of the Master of Engineering Practice, a distance education program offered by the University of Southern Queensland. This innovative program enables experienced engineering technologists to use their workplace learning to assemble portfolios that demonstrate their achievement of many of the competencies defined for a graduate of the program. Students are required to be self-directed learners and to use reflective practices to assess their own learning. Following a self-assessment process undertaken in the first course in the program, each student prepares a Pathway to Graduation Plan
which they then follow through to graduation. Graduates of the program are able to become registered as Chartered Professional Engineers.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Author's version deposited in accordance with the copyright policy of the publisher. This is the author's final version. It is not the authorised version. The version at the DOI above is the published official version.
Faculty/School / Institute/Centre:	Historic - Faculty of Engineering and Surveying - No Department (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Engineering and Surveying - No Department (Up to 30 Jun 2013)
Date Deposited:	11 Oct 2007 00:40
Last Modified:	02 Jul 2013 22:37
Uncontrolled Keywords:	RPL, workplace learning, portfolio, reflective practice, self-assessment, learning contract
Fields of Research (2008):	13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy 09 Engineering > 0999 Other Engineering > 099999 Engineering not elsewhere classified
Identification Number or DOI:	https://doi.org/10.1080/03043790500429542
URI:	http://eprints.usq.edu.au/id/eprint/1333

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