Civil Engineering 4 Real (CE4R): co-curricular learning for undergraduates

Mike Murray, Gillian Hendry, Robert McQuade

Research output: Contribution to journalArticle

Abstract

Vocational disciplines such as engineering provide an ideal opportunity for contextualising the curriculum. The provision of co-curricular activities can stimulate students to assimilate their prior knowledge and skills whilst enhancing employability attributes. Team-based co-curricular activities linked to problem-based learning can offer students a quasi-authentic experience of engineering practice. In this paper, we provide a case study of a successful co-curricular initiative supported by local civil engineering employers. Civil Engineering 4 Real (CE4R) are evening workshops facilitated by practicing engineers, where student attendance is voluntary. Students use authentic documentation and collaborate in peer learning to solve industrial problems. CE4R has assisted student’s anticipatory socialisation into their disciplinary profession. However, further research is required to establish the cognitive legacy that students gain from attending CE4R. There is also a need to explore the synergy that could be prompted through understanding the boundaries between CE4R and the programme curriculum.
Original languageEnglish
JournalEuropean Journal of Engineering Education
Early online date27 Feb 2019
DOIs
Publication statusE-pub ahead of print - 27 Feb 2019

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Civil engineering
Students
engineering
learning
student
Curricula
curriculum
Technical presentations
Socialisation
employability
synergy
documentation
engineer
employer
Engineers
profession
knowledge
experience

Keywords

  • Engineering education
  • problem-based learning
  • student learning
  • qualitative analysis
  • group interaction

Cite this

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Civil Engineering 4 Real (CE4R) : co-curricular learning for undergraduates. / Murray, Mike; Hendry, Gillian; McQuade, Robert.

In: European Journal of Engineering Education, 27.02.2019.

Research output: Contribution to journalArticle

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