Congratulations to the successful applicants for the 2022 AAEE Engineering Education Grants. Looking forward to great outcomes and impact from their work in the near future.
Project title: Bringing a Human Dimension to Engineering: Delivery, Outcomes and Recognition of Humanitarian Engineering Education
Project Team: Dr Jeremy Smith, The Australian National University; Dr Nick Brown, RMIT University; Dr Cris Birzer, The University of Adelaide; Dr Scott Daniel, University of Technology Sydney; George Goddard, Engineers Without Borders Australia.
(ACED Aligned)
Abstract: This project explores approaches and outcomes for embedding a human dimension in engineering education through the experiences of Humanitarian Engineering (HumEng). HumEng, now offered at over 10 Australian universities, will be evaluated and critiqued as an emerging specialisation of engineering which embeds cross-disciplinary, cross-institutional and community engagement in education programs. Surveys of recent graduates’ experiences and aspirations of HumEng and questionnaires with educators will identify the approaches, benefits, relevance, and support for HumEng education, particularly how a human dimension can be integrated with technical knowledge. Opportunities for HumEng within Engineers Australia (EA) frameworks to ensure appropriate practice and recognition will be identified through consultations with EA and discussions with international exemplars. From this research, recommendations for educators and EA will be made for further scaling and embedding of a human dimension in engineering enabling the impact from HumEng to be expanded for current students and future practice leading to a more human-focused engineering profession.
Project title: Indigenous Engineering in Australian Engineering Education – A Landscape Study
Project Team: Ashlee Pearson, The University of Melbourne; Jennifer Leigh Campbell, Griffith University; Claire Elizabeth Dixon, The University of Melbourne.
(ACED Aligned)
Abstract: The Australian Council of Engineering Deans 2017 Position Statement on embedding Aboriginal and Torres Strait Islander perspectives in the engineering curriculum outlined key priorities and recommendations. Five years on the progress against these priorities is unclear. This study provides a valuable snapshot of current initiatives and progress, formalises a national community of practice to strengthen networks and capabilities and facilitate opportunities for mutually beneficial and enduring relationships between engineering education and Indigenous communities. Led by three researchers, supported by an advisory group with Indigenous and non-Indigenous members, this study will survey the national landscape using an adaptation of a Participatory Action Research (PAR) methodology developed for a similar purpose in Canada [1],[2]. Engineering Educators and their Indigenous Community Partners whose knowledges, cultures and peoples are embedded in curriculum will be engaged to understand the initiatives being undertaken and the impact on Community of this work.
[1] Seniuk Cicek J, Steele A, Gauthier A, Adobea Mante A, Wolf P, Robinson M & Mattucci S, “Indigenizing Engineering education in Canada: critically
considered”, Teaching in Higher Education, 26:7-8, 1038- 1059, DOI: 10.1080/13562517.2021.1935847, 2021
[2] Seniuk Cicek J, Steele A, Burgart D, Rogalski P, Gauthier S, Mattucci S, Bazylak J, et al. “Indigenous Initiatives in Engineering Education in Canada: Collective Contributions.” In CEEA-ACEG 2020 Proceedings of the Canadian Engineering Education Association Conference. doi:https://doi.org/10.24908/pceea.vi0.14162, 2020
Project title: Identifying potential mismatches between students’ perceptions of industry placements and the industry’s perception of work-integrated learning
Project Team: Ivan Gratchev, Griffith University; Simon Howell, Griffith University; Hugo Espinosa, Griffith University; Saeed Shaeri, Charles Sturt University.
(ACEN Aligned)
Abstract: This project aims at investigating the students’ perceptions of industry work and how it is aligned with the current industry needs and expectations. Students and industry partners at Griffith University and Charles Sturt University will be surveyed and interviewed to identify how well students’ knowledge and skills match the current needs of the industry. The collected data (in conjunction with the QILT data) will point out the areas for improvement in the WIL programs at each university and inform other engineering schools across the country on how to better prepare students for WIL placements. The outcomes of this project will be research-based recommendations for institutions and relevant industry on how to assist students in acquiring the knowledge and critical skills required by the industry.