Abstract:
This paper looks at how the subject content, teaching method, and
assessment techniques in an energy engineering subject were aligned to
promote students' understanding of sustainability and to develop the
graduate capabilities expected of reflective practitioners. The subject was
structured as a Learning Organization [1], which emphasised student
collaboration, negotiation and responsibility for learning. Student-focused
learning and teaching methods were used to facilitate deep approaches to
students' team learning and skill development.
Combined face-to-face, web site and online discussion facilities were
developed to provide an interactive learning environment where students
learn in teams. Students demonstrate the quality of their understanding of
the multidisciplinary nature of this subject through making links between
theories of the subject and practice using self-selected case study projects
which are developed throughout the semester. The case studies require
them to develop their skills in critical reflection, analysis, synthesis,
integration, creation and the application of ideas. Students are encouraged
to be more pro-active and to consider economic, environmental, political
and social factors in their technical decisions. The paper discusses ways in
which we have examined the effectiveness of this approach by interviewing
students, and analysing their reflective portfolios, case study reports, and
feedback surveys. It therefore draws out the wider implications for
extending student-focused-teaching and learning to all engineering subjects,
including those offered by online delivery.
