Many traditional engineering schools are struggling to balance the calls to provide an innovative engineering education that meet the demands of graduates and their employers with the constraints and momentum of their existing curriculum. In this paper we present the conceptual design behind a framework that integrates existing discipline-specific…

This study presents an analysis of self-reported student perceptions and experiences of authenticity during an undergraduate first-year problem-based learning (PBL) engineering module at UCL. The aim is to further understand how students perceive authentic learning experiences in order to support and maximise this kind of learning throughout their…

Accredited engineering degrees call upon students to develop a wide range of knowledge and skills. These range from technical, scientific and mathematical knowledge, through to transferable skills such as communications, teamwork, business acumen and critical analysis. Through a faculty-wide curriculum development programme we have sought to…