期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2021
期号：Proceedings of the Canadian Engineering Education Association (CEEA-ACEG) Conference June 20 - 23 PEI
页码：1
DOI：10.24908/pceea.vi0.14841
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Instructors engaging students as partners in curriculum development is a growing pedagogical approach. This can promote a two-way conversation between instructors and students and jointly benefit both sides of the partnership. This paper will take the form of a case study centered on implementation of the Students asPartners Program (SaPP) for two compulsory biomedical engineering courses at Carleton University. Reflections on student partnership and its effects will be considered from multiple perspectives: from the instructor, from the SaPP student, and from a student who took one of the courses. Generalized observations will be presented, as well as reflections that may be applicable to the engineering academic community at large.
其他摘要：Instructors engaging students as partners in curriculum development is a growing pedagogical approach. This can promote a two-way conversation between instructors and students and jointly benefit both sides of the partnership. This paper will take the form of a case study centered on implementation of the Students asPartners Program (SaPP) for two compulsory biomedical engineering courses at Carleton University. Reflections on student partnership and its effects will be considered from multiple perspectives: from the instructor, from the SaPP student, and from a student who took one of the courses. Generalized observations will be presented, as well as reflections that may be applicable to the engineering academic community at large.
其他关键词：Students as partners, pedagogical partnership, engineering education, case study, reflection.
