Assisting engineering students along a liminal pathway and assessing their progress

Caroline Baillie, Sally A. Male

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

It is becoming increasingly clear that if we are to address intangible and global problems such as the interconnections of climate change and poverty, all professions, including engineering, must work together to understand and mitigate against their own contributions to these injustices. It is therefore critical to support engineering students to respond to problems that are not just technical in nature and to do so with justice, equity and a sense of sustainability. This article reports results from a course intended to help students learn critical thinking in order to develop an understanding of how the profession might enhance social and environmental justice. Features of the course which were shown to support the development of students’ critical thinking, were the intensive mode of teaching, a community project related to social justice (and not just community service) and an innovative application of threshold concept theory in the development of a new assessment tool which enabled the tracking of students’ progress through their liminal space of learning.

Original languageEnglish
Pages (from-to)25-34
Number of pages10
JournalAustralasian Journal of Engineering Education
Volume24
Issue number1
DOIs
Publication statusPublished - 7 Mar 2019

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