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Higher Education Pedagogies Volume 4, 2019 - Issue 1
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Engineering and Applied Science Special Issue

Philosophies and pedagogies that shape an integrated engineering programme

John MitchellFaculty of Engineering Sciences, University College London, London, United KingdomCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0710-5580
ORCID Icon,
Abel NyamapfeneFaculty of Engineering Sciences, University College London, London, United KingdomORCID Iconhttps://orcid.org/0000-0001-8976-6202
ORCID Icon,
Kate RoachFaculty of Engineering Sciences, University College London, London, United KingdomORCID Iconhttps://orcid.org/0000-0002-7691-084X
ORCID Icon &
Emanuela TilleyFaculty of Engineering Sciences, University College London, London, United Kingdom
Pages 180-196 | Received 18 Sep 2017, Accepted 19 Jul 2018, Published online: 05 Oct 2019

Figures & data

Figure 1. Overall structure of the Integrated Engineering Programme.

Figure 1. Overall structure of the Integrated Engineering Programme.

Figure 2. Relationship between the IEP elements.

Figure 2. Relationship between the IEP elements.

Figure 3. Design cycle.

Figure 3. Design cycle.

Figure 4. An example of mapping the problem-based learning activities to the design cycle across the first two years of the programme.

Figure 4. An example of mapping the problem-based learning activities to the design cycle across the first two years of the programme.

Related Research Data

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