Congratulations to the successful applicants for the 2023 AAEE Engineering Education Grants (ACED aligned). Looking forward to great outcomes and impact from their work in the near future!

 ACED Aligned Grant $20,000 Application A

Project Title: Recognising quality teaching in engineering education: How can Australian universities improve policies and culture to meet the 2035 vision?

Project Team: Dr Sarah Dart (Queensland University of Technology), Dr Alexander Gregg (University of Newcastle) and Dr Sam Cunningham (Queensland University of Technology).


The ongoing lack of value placed on quality teaching, relative to research, emphasises the need to review the mechanisms for recognising educational quality within universities in order to improve alignment between the sector’s strategic objectives and the capabilities of the workforce tasked with realising them. Building on previous work that identified the teaching capabilities required of engineering educators aligned to the sector’s 2035 vision, this project seeks to deepen understanding for how teaching capabilities are represented in promotion processes; what constitutes effective evidence in demonstrating impact; and how perceptions vary across academic contexts. Drawing upon multiple conceptual frameworks from the areas of higher education evaluation and educator capability, the project will employ document analysis of promotion policies and thematic analysis of semi-structured interviews with Australian engineering academics. Findings of the project will contribute to actionable insights for enhancing the quality of engineering education through transforming capability recognition of the engineering educator workforce in line with the 2035 vision.


ACED Aligned Grant $20,000 Application B

Project Title: Investigation of integrating generative AI into the learning and assessment of engineering across Australasian universities

Project Team: Dr. Peter Neal (UNSW), Dr. Marina Belkina (Western Sydney University), Dr. Sarah Grundy (UNSW), Dr. Ghulam Hassan (The University of Western Australia), Dr. Rezwanul Haque (University of the Sunshine Coast), Dr. Scott Daniel (University of Technology Sydney), Dr. Sasha Nikolic (University of Wollongong) and Dr. Sarah Lyden (University of Tasmania).


Generative AI has gained much attention in the higher education sector. Its advent continues to disrupt conventional approaches to learning and assessment. The ability of the technology to interpret natural language and generate a variety of texts can enhance the work of students and teachers but can also be used to subvert traditional assessment types and thus threaten the validity of engineering degrees. Therefore, it is critical to understand how AI challenges and enhances the attainment of Stage 1 Competencies. In this project, we will investigate and evaluate the integration of generative AI in a variety of engineering courses across Australasian universities. This project will produce case studies on AI implementation in engineering teaching and learning, benchmarking its current applications and effectiveness. Additionally, it will offer a roadmap for integrating generative AI in engineering education. The results will guide Australasian educators, leaders, and policymakers on AI’s place in higher education.