Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/148475

Download PDF (Published version) (Adobe Acrobat PDF, -1 bytes)

Title

A reflexive course for masters students to understand and plan their own continuing professional development

Author(s)

Mann, Llewellyn;  Radcliffe, David

Abstract

The development of a course for students undertaking a Master of Engineering or Master of Project Management at the University of Queensland, is discussed. This course was specifically designed to help students plan their continuing professional development, while developing their professional skills. It utilized a work integrated learning pedagogy applied within a formal learning environment. Various evaluation methods, including surveys before and after the course, were used to evaluate the action learning intervention. It was found that the assessment developed for the course was one of the most important factors in changing the students' understandings and acceptance of need for continuous professional development.

Publication type

Conference paper

Source

Proceedings of the 'The changing landscape of engineering and technology education in a global world', the 112th American Society for Engineering Education (ASEE) Annual Conference and Exposition, Portland, Oregon, United States, 12-15 June 2005, pp. 12149-12164

Publication year

2005

FOR Code(s)

09 Engineering

Keyword(s)

Australia;  College buildings;  Colleges;  Computer simulation;  Continuing professional development;  CPD;  Curriculum development;  Engineering curriculum;  Engineering education;  Engineering research;  Postgraduate degrees;  Professional development;  Professional knowledge;  Project management;  Project management curriculum;  Students;  Surveys;  Teaching;  Universities;  University of Queensland;  Workforce

Publisher

American Society for Engineering Education

Publisher URL

http://soa.asee.org/paper/conference/paper-view.cfm?id=21020

Copyright

Copyright © 2005 American Society for Engineering Education. Published version of this paper reproduced with the kind permission of the publisher.

Full text

Peer reviewed