DI-UMONS : Dépôt institutionnel de l’université de Mons

Recherche transversale
(titres de publication, de périodique et noms de colloque inclus)
2013-04-04 - Colloque/Présentation - poster - Anglais - 1 page(s)

Vitry Véronique , Aubert Angeline , Delaunois Fabienne , "Implementing an evidence-based reform of a Material engineering curriculum " in 5th International Symposium on Materials Education, Cambridge, United Kingdom, 2013

  • Codes CREF : Enseignement des sciences de l'ingénieur (DI0132)
  • Unités de recherche UMONS : Métallurgie (F601)

Abstract(s) :

(Anglais) The employment rate of our graduates and a survey (Is there a future for teaching Metallurgy in Belgium?, V. Vitry – A. Aubert – F. Delaunois, GrantaDesign 2012) showed that our graduates met no difficulties to find jobs. However, the link between what (and how) they’ve learned at university, and the knowledge and skills they use everyday was not obvious. A first issue aroused from this study : how to guarantee a good balance between polyvalent engineering education and specialized knowledge and skills in order to enable our graduates to enjoy flexible careers ? Then, a key-step of the accreditation process of our engineering master degrees, was to review and validate the programme learning outcomes taking into account the point of view of the main stakeholders : employers, graduates, students and academics. Additional surveys, focus-groups and analysis were carried out : - with employers to evaluate the relevance of the learning outcomes and assess the graduates’ proficiency - with graduates and students to evaluate the relevance of the learning outcomes, get a self-evaluation of their proficiency and identify any need that our curriculum should cover - with the academics to match the courses outcomes with the programme outcomes, so as to identify any gap or lack in the curriculum and to check the coherence and relevance of the teaching and assessments methods with the learning outcomes. (The presentation will describe the methodology and highlight the main results with examples.) The results stressed the quality of our graduates’ technical disciplinary knowledge but put into light the need to strengthen the competence of our engineers regarding interpersonal and professional skills such as innovation, teamwork or leadership. Reaching this goal is not a question of adding new courses but requires to rethink our programme – and innovate – to better integrate “soft skills” development on one hand, and technical disciplinary expertise acquisition on the other hand.