Civil Engineering "4" Real (CE"4"R): Co-Curricular Learning for Undergraduates

Autor/inn/en	Murray, Mike; Hendry, Gillian; McQuade, Robert
Titel	Civil Engineering "4" Real (CE"4"R): Co-Curricular Learning for Undergraduates
Quelle	In: European Journal of Engineering Education, 45 (2020) 1, S.128-150 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McQuade, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1585762
Schlagwörter	Civil Engineering; Extracurricular Activities; Undergraduate Students; Engineering Education; Teamwork; Problem Based Learning; Authentic Learning; Employers; Workshops; Program Effectiveness; Cooperative Learning; Prior Learning; Foreign Countries; Student Attitudes; School Business Relationship; Professional Identity; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Ingenieurausbildung; Problem-based learning; Problemorientiertes Lernen; Lernwerkstatt; Schulung; Kooperatives Lernen; Vorkenntnisse; Ausland; Schülerverhalten
Abstract	Vocational disciplines such as engineering provide an ideal opportunity for contextualising the curriculum. The provision of co-curricular activities can stimulate students to assimilate their prior knowledge and skills whilst enhancing employability attributes. Team-based co-curricular activities linked to problem-based learning can offer students a quasi-authentic experience of engineering practice. In this paper, we provide a case study of a successful co-curricular initiative supported by local civil engineering employers. Civil Engineering "4" Real (CE"4"R) are evening workshops facilitated by practicing engineers, where student attendance is voluntary. Students use authentic documentation and collaborate in peer learning to solve industrial problems. CE"4"R has assisted student's anticipatory socialisation into their disciplinary profession. However, further research is required to establish the cognitive legacy that students gain from attending CE"4"R. There is also a need to explore the synergy that could be prompted through understanding the boundaries between CE"4"R and the programme curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01