DHET EEESCEP PROJECTS
Knowledge Exchange in Engineering Education and Practice
The main focus is on Staff and Curriculum development for improving communication skills of engineering graduates; staff capacity development for the world of work; application of project and problem-based learning as a Teaching and Learning Strategy; development of staff capacity to undertake postgraduate supervision; and research on Curriculum mapping as a tool for curriculum analysis.
The Masterclasses are a collaboration between SA and UK universities to deliver a suite of opportunities for engineering educators to improve their theoretical and pedagogical knowledge. The eight two-day workshops were presented in a highly interactive mode that focussed on ensuring engagement by all participants.
Each Masterclass could only accommodate 25 participants and each one was significantly over-subscribed. As to provide broader access to these workshops, we have made all the resources available on this site. In the videos, the facilitators encapsulate the essence of each session and participants provide insights into activities.
The Masterclasses were funded by the Department of Higher Education and Training (DHET) of South Africa, the UK’s Royal Academy of Engineering, and the Newton Fund, through an application made to the DHET’s Engineering Education Existing Staff Capacity Enhancement Programme (EEESCEP).
Engineering in Context
The project focuses on enhancing professional capacity for the engineering educators, particular in regard to the contextual engineering pedagogical skills and strategies (Teaching e-Portfolios). The project involves ‘high stakes’/’high impact’ strategy and plan for professional learning towards pedagogical competence for South African Engineering Faculty academic staff in different contexts of engineering.
Winberg, C., Bramhall, M., Greenfield, D., Johnson, P., Rowlett, P., Lewis, O., Waldock, J. and Wolff, K., 2018. Developing employability in engineering education: a systematic review of the literature. European Journal of Engineering Education, pp.1-16.
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