Section: Part B. Institutional context

5 articles, from 2021

Lessons learnt from emergency teaching

Ruth Graham

Defining features of UCL’s engineering education  The engineering school at UCL (UCL Engineering) brings together ten departments of engineering, technology and computer science.  Historically, almost no connectivity existed between the undergraduate programmes offered by these departments; they operated autonomously, with most following a largely traditional, teacher-centred approach.  In 2014, UCL Engineering launched the Integrated Engineering Programme (IEP), […]

Lessons learnt from emergency teaching

Thomas Eagle

Defining features of PUC’s engineering education Like engineering schools across Chile, the Pontifical University of Chile’s Engineering school (PUC Engineering) has historically delivered long (seven-year) undergraduate engineering programmes that were dedicated almost exclusively to mathematical and scientific fundamentals.  The past decade, however, has seen a radical shift in the school’s educational approach.   A shorter five-and-a-half-year undergraduate […]

Lessons learnt from emergency teaching

Ruth Graham

Defining features of MIT’s engineering education A striking feature of the Massachusetts Institute of Technology (MIT) undergraduate curriculum is the disciplinary breadth to which students are exposed.  Regardless of their major, all MIT students are required to study what are termed General Institute Requirements (GIRs) which comprise around half of the undergraduate curriculum (17 of the 35 subjects).  While […]

Lessons learnt from emergency teaching

Ruth Graham

Defining features of Aalborg’s engineering education Since its foundation in 1974, Aalborg University has taken a distinctive problem-based learning (PBL) approach to its research and education activities.  Half of the undergraduate curriculum is devoted to group projects that each span a full semester, with the remaining half devoted to disciplinary-based ‘taught courses’.  The group projects are underpinned […]

Lessons learnt from emergency teaching

Ruth Graham

Defining features of SUTD’s engineering education  Established in 2009 in collaboration with MIT, SUTD is a specialist design and technology university, catering to a select intake of around 500 undergraduates per year.  A defining feature of the university is its multidisciplinary, active and student-centred educational approach, which is underpinned by team-based problem solving and collaboration.  All undergraduates […]