Balancing curriculum design trade-offs for larger learning goals: a synthesized model

• Autores: Richard J. Aleong, Molly H. Goldstein
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 36, no. 2, 2020 (Ejemplar dedicado a: Clive L. Dym Mudd Design Workshop XI Design Education and Practice – How Process Matters), págs. 556-567
• Idioma: inglés
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• Resumen

  • Engineering educators face a number of instructional trade-off decisions that may be experienced as tensions in curriculum design.To navigate these tensions, we present a synthesized model based on experiential learning theory, novice-expert development, anddesign learning and practice. Our model highlights how different mechanisms may support students in a back-and-forth movementbetween learning general engineering tools and that of particular cases that utilize engineering tools. With this model, we focus ourattention on students’ professional and personal development towards larger system learning goals that encompass engineeringformation and students’ personal growth. In the context of an introductory engineering design and graphics course, we utilize thismodel to develop a series of reflection exercises that aim to elicit students’ thinking about connections between their courseworkand future careers. Two student reflections are presented to illustrate the model and its features for supporting critical reflectionand meaning-making of educators’ instructional practice. As engineering educators are continually challenged to navigatecurriculum decision-making, this paper highlights opportunities for curriculum reframing that balances the need for students’holistic personal and professional formation.