Keynote Speaker 4
| Session | Keynote 4 |
| Date | Thursday, 17 July 2014 / 15:10 – 16:10 hrs |
| Topic | Quality Learning and Teaching and Assessment Strategies in Engineering Design: An Australian Perspective on Meeting Accreditation Requirements |
| Presenter | Prof. Lyn Brodie, Southern Queensland University |
Biography
Lyn Brodie is an Associate Professor and Associate Dean (Students) in the Faculty of Health, Engineering and Science at the University of Southern Queensland. Her research interests include engineering education, Problem Based Learning, assessment, curriculum design and the first year experience. She is a board and founding member of the USQ Teaching Academy and Director of the Engineering Education Research Group. Lyn was the academic team leader for the teaching team which successfully designed a strand of PBL courses for the faculty. Her work has been recognised through several awards including a University Award for Design and Delivery of Teaching Materials, Carrick Institute Citation and Australian University Teaching Award for Innovation in Curricula Learning and Teaching, USQ Associate Learning and Teaching Fellowships for curriculum and assessment development and recognition from the Australian Association of Engineering Educators for innovation in curricula. On several occasions Lyn has been a visiting Professor to the University of Hong Kong - Centre for Advancement of University Teaching, consulting in both PBL and online curriculum development and assessment. She is the current president for the Australasian Association for Engineering Education (AAEE).
Abstract
National and international accreditation standards and practices are critical to maintaining high quality graduates to meet an increasingly diverse range of engineering tasks. Graduates now are expected to be able to work in a globalised economy and to have their qualifications accepted internationally. A key foundation in this recognition is maintaining quality learning, teaching and assessment strategies. Design plays an important role in engineering education but are universities and the engineering curriculum sufficiently supporting and developing this skill? In Australia the declining manufacturing industry, especially in the automotive sector, will have consequences for design education. In addition the increasing focus on 'research' for universities has implications for using the vast skill set and knowledge of practicing engineers, those with relevant industry experience, in teaching undergraduates. So the question we are now faced with is - is the accreditation practice and processes sufficient to guide universities to deliver high quality graduates skilled in design?
