Developing professional skills: you can't leave it all to final year!
Date
2014
Authors
Mills, J.
Smith, E.
Editors
Bainbridge-Smith, A.
Qi, Z.T.
Gupta, G.S.
Qi, Z.T.
Gupta, G.S.
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
AAEE2014: Proceedings of the Australasian Association for Education Conference, 2014 / Bainbridge-Smith, A., Qi, Z.T., Gupta, G.S. (ed./s), pp.1-9
Statement of Responsibility
Conference Name
AAEE2014: Australasian Association for Education Conference (8 Dec 2014 : New Zealand)
Abstract
Reviews of Engineering Education have highlighted the importance of developing the professional skills required by practicing engineers, such as communication, teamwork, report writing and so on. The majority of engineering programs in Australia have at least one or two first year courses that initiate the development of these skills. However, not all of these introductory engineering practice courses explicitly teach students how to work in teams. After first year, the development of professional practice skills may be left to one or maybe two management type subjects. This paper examines an alternative model that uses a combination of practice courses and mainstream technical courses in a Civil Engineering bachelor degree program to provide explicit teaching and learning development of professional skills. It focuses particularly on the challenges of developing teamwork skills in the context of a highly culturally and linguistically diverse student body.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
2014 Mills and Smith: The authors assign to AAEE and educational non-profit institutions a non-exclusive licence touse this document for personal use and in courses of instruction provided that the article is used in full and this copyrightstatement is reproduced. The authors also grant a non-exclusive licence to AAEE to publish this document in full on the WorldWide Web (prime sites and mirrors), on Memory Sticks, and in printed form within the AAEE 2014 conference proceedings. Anyother usage is prohibited without the express permission of the authors