Integrated Learning: one university’s approach to change James McCowan Introduction 187; Integrated Learning 190; The Integrated Learning Centre 191; Stafﬁng 193; Changing the curriculum: managing the transition from conventional delivery to Integrated Learning 194; Integration and analysis 196; Summing up 197; Acknowledgement 198;

doi:10.4324/9780203415986-38

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Integrated Learning: one university’s approach to change James McCowan Introduction 187; Integrated Learning 190; The Integrated Learning Centre 191; Stafﬁng 193; Changing the curriculum: managing the transition from conventional delivery to Integrated Learning 194; Integration and analysis 196; Summing up 197; Acknowledgement 198;

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ABSTRACT

Among the points made clear by earlier sections of this book is the rapid pace of curriculum change in the past decade or so. This change has been driven by the reports of numerous professional, academic, governmental and employer bodies which have studied engineering and engineering education (e.g. ACEC, 1994; ASEE, 1994; CAE, 1997, 1999; Felder, 1993; Heitmann et al., 1995; Meyers and Ernst, 1995; NAS, 1995; Simmons, 1995, 1996). Despite the fact that these reports reﬂect the situation in different countries, and despite the fact that they were undertaken by widely differing groups, their conclusions have remarkably common themes, particularly regarding the need for engineers to acquire a broad range of professional skills.