EngCAT is an online educational resource that enables prospective engineering students to self-test their interest and motivation in engineering and make an informed choice about their career path. The EngCAT website can be used for careers advice – helping prospective students better understand their individual learning approaches, how they work in teams, and whether they have the skills and interest to pursue a career in engineering. This enhanced self-awareness will enable students to seek support where needed and better manage their learning to successfully progress through their program. EngCAT is designed to help the engineering industry attract students who have the required skill sets but may not otherwise have considered a career in engineering
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
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6 resources found for ‘industrial design’.
Professional education in built environment & design
Curriculum development in studio teaching
Development, deployment and educational assessment of advanced immersive learning environments for process engineering
Gender inclusive curriculum in engineering and construction management
Get Set for Success: Using online self-assessments to motivate first year engineering students to engage in and manage their learning
Measuring student experience: relationships between teaching quality instruments (TQI) and course experience questionnaire (CEQ)
Results of course experience questionnaires (CEQ) provide Australian tertiary institutions with valuable information on perceptions of their courses. Institutions also survey their students at subject level. This study aimed to determine the degree to which responses recorded on subject level Teaching Quality Indicators (TQI) are related to the CEQ, and whether TQI responses anticipate subsequent CEQ responses. This study found that TQIs at different institutions are not designed in a consistent manner and that only a small portion of the CEQ responses could be predicted by these TQI. The research established that course characteristics such as: the level of the degree, the Faculty and Department in which the course was taken, the course description, the industry and duties of those who have found employment after completing their course, all strongly influence the CEQ.