Alehossein, Habib 
ORCID: https://orcid.org/0000-0002-0276-0877
(2014)
High-impact engineering education: using the LTI to influence knowledge and skills for sustainable economy.
In: 25th Annual Conference of the Australasian Association for Engineering Education (AAEE 2014): Engineering the Knowledge Economy: Collaboration, Engagement and Employability, 8-10 Dec 2014, Wellington, New Zealand.
Abstract
Australia needs more creative graduates. Over the past decade, the Australian economy has become increasingly dependent on the mining and goods/services sectors. Growth in these areas has largely been at the expense of the manufacturing sector, which was previously the largest sector in the economy. The country’s education system has also progressed disproportionately towards the dominant service sector, mostly at the expense of a progressively-designed, innovative Engineering education system. Traditional Engineering curriculum has inappropriately progressed towards abstractness, rather than the necessary interactive, integrated experience based on practical learning. There is a need to re-evaluate the current educational infrastructure to ensure that emerging professionals are equipped to function and excel in both service and manufacturing capacities.
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Statistics for this ePrint Item |
| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Copyright © 2014 Habib Alehossein: The authors assign to AAEE and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to AAEE to publish this document in full on the World Wide Web (prime sites and mirrors), on Memory Sticks, and in printed form within the AAEE 2013 conference proceedings. Any other usage is prohibited without the express permission of the authors. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Civil Engineering and Surveying (1 Jul 2013 - 31 Dec 2021) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Civil Engineering and Surveying (1 Jul 2013 - 31 Dec 2021) |
| Date Deposited: | 30 Jun 2015 06:12 |
| Last Modified: | 06 Jan 2022 04:51 |
| Uncontrolled Keywords: | higher-order thinking, curriculum alignment, innovative pedagogy, high-impact practices, from practice to theory, problem-solving, experiential learning |
| 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 |
| Fields of Research (2020): | 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy 40 ENGINEERING > 4099 Other engineering > 409999 Other engineering not elsewhere classified |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes |
| URI: | http://eprints.usq.edu.au/id/eprint/27395 |
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