摘要：Accredited engineering degrees call upon students to develop a wide
range of knowledge and skills. These range from technical, scientific
and mathematical knowledge, through to transferable skills such as
communications, teamwork, business acumen and critical analysis.
Through a faculty-wide curriculum development programme we
have sought to implement cross-department teaching framework
whereby a range of pedagogies are employed to deliver against core
philosophies for a new way of teaching aimed at developing students’
knowledge, skills and attitudes while meeting a diverse range of
learning outcomes. We argue that is it vital that learning takes place
in the context of authentic engineering problems and processes. In
this paper, we look at the philosophies, pedagogies and outcomes of
an educational-based project which creates a connected curriculum
that joins distinct disciplines at key points during the students’ education
to provide preparation for, and experience of, professional engineering.
It describes the motivation for change and described the
implementation and impact of these approaches.
关键词：Teaching philosophies ; pedagogy development ; curriculum design ; problem-based learning ; skills-based learning ; teamwork and group-based learning
