• Embedding authentic practice based learning in engineering undergraduate courses

      Whittington, C; Anderson, T; Connor, AM (School of Engineering, Macquarie University, Sydney, Australia, 2017)
      CONTEXT Authentic education, which connects the lessons with students' real lives and their prior knowledge, has the potential to create meaningful learning environments in which students see their lessons as meaningful, ...
    • From STEM to STEAM: strategies for enhancing engineering & technology education

      Connor, AM; Karmokar, S; Whittington, C (International Journal of Engineering Pedagogy, 2015)
      This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and ...
    • Full STEAM ahead: a manifesto for integrating arts pedagogics in to STEM education

      Connor, AM; Karmokar, S; Whittington, C; Walker, C (Teaching, Assessment and Learning for Engineering (TALE), 2014)
      This paper sets out to challenge the common pedagogies found in STEM education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates ...