Show simple item record

dc.contributor.authorCampbell, Jennifer L
dc.contributor.authorMichael, Ruby N
dc.contributor.authorCrough, Julie
dc.date.accessioned2020-12-11T01:20:52Z
dc.date.available2020-12-11T01:20:52Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/10072/400176
dc.description.abstractCONTEXT: As a practical discipline, engineering should create fit for purpose, user centred solutions. In Australia, it is increasingly important that engineering projects support the interests of Indigenous communities, who are often underrepresented in engineering and design teams (Goldfinch & Kennedy, 2013). This requires understanding of Indigenous perspectives and knowledges in engineering curriculum so that students in all disciplines (Leigh et al., 2014) become more culturally capable professionals, delivering projects that are respectful and inclusive. Currently, students have limited opportunities to learn about Indigenous perspectives within an engineering context (Goldfinch et al., 2017). PURPOSE: This project aims to support students to become more confident in understanding Indigenous perspectives and culture within a design context, by developing case study resources, class discussions and opportunities for reflection, to support the Engineers Without Borders (EWB) design challenge embedded into a first-year engineering course. APPROACH: Five EWB design challenges were selected to meet the course learning outcomes and provide the best opportunity for engagement with Indigenous perspectives. Case studies were integrated into an e-Portfolio workbook to offer examples of Indigenous engineering, community considerations and design applications. Students were asked to reflect at four key touch points during the design process and self-assess their cultural competency and understanding of Indigenous perspectives. OUTCOMES: Results suggest students interacting with workbook resources including case studies, studio discussions and reflection embedded within the curriculum and design process assists students to design solutions that are user centred, respectful of Indigenous perspectives, and therefore more fit for purpose. Students self-assessment of cultural competency increased over the teaching term by 2.5 units (1-10 scale) with the greatest increase occurring in the problem scoping phase of the design process. CONCLUSIONS: Respect and understanding of how social and cultural factors influence the design process are essential graduate attributes for professional engineers. This paper outlines an authentic approach to embedding Indigenous perspectives into a foundational engineering design challenge course, as a first step towards transforming engineering curriculum and the professional engineering landscape to be more inclusive of Indigenous perspectives.
dc.description.peerreviewedYes
dc.publisherAustralasian Association for Engineering Education (AAEE)
dc.publisher.urihttps://search.informit.org/doi/10.3316/informit.725847413523972
dc.relation.ispartofconferencenameAnnual Conference of Australasian Association for Engineering Education (AAEE 2020) "Disrupting Business as Usual"
dc.relation.ispartofconferencetitleProceedings of the Annual Conference of Australasian Association for Engineering Education (AAEE 2020): Disrupting Business as Usual in Engineering Education
dc.relation.ispartofdatefrom2020-12-06
dc.relation.ispartofdateto2020-12-09
dc.relation.ispartoflocationSydney, Australia
dc.subject.fieldofresearchOther engineering
dc.subject.fieldofresearchEngineering practice and education
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchAboriginal and Torres Strait Islander sciences
dc.subject.fieldofresearchcode4099
dc.subject.fieldofresearchcode4010
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode4506
dc.titleEmbedding Indigenous perspectives in a first-year engineering design challenge course
dc.typeConference output
dc.type.descriptionE1 - Conferences
dcterms.bibliographicCitationCampbell, JL; Michael, RN; Crough, J, Embedding Indigenous perspectives in a first-year engineering design challenge course, Proceedings of the Annual Conference of Australasian Association for Engineering Education (AAEE 2020): Disrupting Business as Usual in Engineering Education, 2020
dcterms.dateAccepted2020-11-16
dc.date.updated2020-12-10T23:49:02Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2020. The attached file is posted here with permission of the copyright owner(s) for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).
gro.hasfulltextFull Text
gro.griffith.authorMichael, Ruby N.
gro.griffith.authorCampbell, Jennifer


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record