ABSTRACT
Engineering education can be seen as an emerging discipline but more usefully as a merging of other disciplines. In order to understand how we can help our students prepare for a changing future, we need to consider what that future might bring, the important implications of engineering on society and how future engineers will influence this. We will then need to turn this outcome into a set of learning experiences that actually cause the student to develop as a human being and, in many cases, shift their awareness of their place in the world. This handbook is intended to act as an energy source for lecturers who need to revitalize and draw strength when faced with resisting students and other faculty. It can also be seen as a collection of work representing a developing community of practitioners who have a common goal. In reflecting on this goal – why we are interested in spending our waking hours thinking and worrying about our students, Shirley Booth guides us through the ‘pedagogy of awareness’ and helps us to see the relation between teaching and learning. John Cowan completes the cycle by looking ‘Beyond reflection’. Learning, Shirley tells us, is about coming to see things in important new ways. John suggests that we need to be able to ask questions in order to do that. He evokes the need for identifying critical incidents in order to formulate ideas for improvement as a teacher. Shirley reinforces the need to discern critical aspects, to find out what is critical and what can be varied around this aspect. It is certainly our hope that we have prompted a few questions, uncovered a few critical aspects and that you will have learned something about yourself
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your students’ learning.
