Aligning Engineering Curricula with Energy Industry Demands—The 3P Model of Policy, Pedagogy, and Practice
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Energy Conversion, Conservation and Nuclear Engineering Division (ECCNE) Technical Session 3
- Tagged Divisions
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Energy Conversion and Conservation and Nuclear Engineering Division (ECCNE)
- Permanent URL
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https://peer.asee.org/46538
Paper Authors
Hua Chai University of New South Wales
Hua Chai received his B.E. Degree in Electrical Engineering from North China Electric Power University, China, in 2014. He received his M.Phil. Degree in Electrical Engineering at the University of New South Wales (UNSW), Australia, in 2019. He is currently a Ph.D. student in the Energy Systems group, School of Electrical Engineering and Telecommunications, UNSW. His research interests include curriculum design and development in power engineering. As one of the pioneering Ph.D. scholars in engineering education at UNSW Engineering, his research aims to create and implement a curriculum framework for electrical power engineering programs to enhance the employability of graduates. Mr. Hua Chai also demonstrates a strong commitment to teaching as an engineering educator. His recognition is highlighted by Associate Fellowship of the Higher Education Academy, Student’s Choice Teaching Award, and UNSW Award for Outstanding Contributions to Student Learning (Sessional Staff).
Jayashri Ravishankar
University of New South Wales
orcid.org/0000-0002-9730-7265
Professor Jayashri Ravishankar is a Scientia Education Fellow and Associate Dean (Education) in the Faculty of Engineering at the University of New South Wales (UNSW), Sydney. Her teaching and research interests include power system modelling, analysis and control, renewable energy integration, smart grids and micro grids.
Jayashri has a deep interest in learning and teaching, and consistently implements strategies using technology innovations and industry partnerships to improve students’ active learning. She is institutionally and internationally recognized for the impact of her innovative, research-led and highly effective teaching and leadership. She leads best practice advanced teaching in electrical engineering through imaginative initiatives, including blended industry lectures, teamwork and flipped mode strategies. Esteem indicators include Senior Fellowship of the Higher Education Academy awarded by Advance HE (UK), UNSW Teaching Excellence Awards and the Australian Awards for University Teaching Citation.
Inmaculada Tomeo-Reyes University of New South Wales
Dr. Inmaculada Tomeo-Reyes is an education focussed academic in the School of Electrical Engineering and Telecommunications at University of New South Wales (UNSW), Australia. She is very interested in applying engineering education research to the courses she designs and runs, and consistently implements strategies to improve student engagement, collaboration, and active learning. She usually delivers very large first-year courses, so she has developed a passion for teaching first-year students and effectively teaching at scale. She is committed to student retention and wellbeing, and to developing the teaching capabilities of casual staff. Dr. Tomeo-Reyes' innovative education approaches have led to recognition at international and institutional levels, including Senior Fellowship of The Higher Education Academy, UK, in 2020 and two Vice-Chancellor's Performance Awards, one for Best Learning Experiences in 2017 and another one for Outstanding Contributions to Student Learning in 2022.
Abstract
This study introduces a “3P” model—Policy, Pedagogy, and Practice—to address the need to tackle the difficulties of current engineering curricula to adapt to the rapidly evolving demands of the industry. A mixed-method approach is employed, which combines quantitative surveys and qualitative interviews with industry professionals, policymakers, and educators. This methodology provides a holistic view of the interactions between national energy policies, industry needs, and educational strategies. Key findings highlight a significant gap in current engineering curricula, primarily due to ineffective pedagogical strategies and delayed curriculum updates. The proposed “3P” model, with the key enablers and barriers identified, can serve as a framework to integrate policy-informed competencies, innovative pedagogy, and industry-relevant skills into engineering education, which points out the necessity for rapid adaptation in educational institutions to match industry advancements. The study also explores the model’s transferability across various engineering disciplines to demonstrate its broad applicability. Recommendations focus on enhancing industry-academia collaboration, clear policy interpretation, continuous professional development for engineering academics, and strategic curriculum updates.
Chai, H., & Ravishankar, J., & Tomeo-Reyes, I. (2024, June), Aligning Engineering Curricula with Energy Industry Demands—The 3P Model of Policy, Pedagogy, and Practice Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46538
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