Development of A Learner-Focused Engineering Subject

This paper examines the development of a multidisciplinary energy-engineering subject titled "Energy Conversion." By which we show that it is perfectly possible to develop an engineering subject aimed at promoting sustainability criteria, using student-focused teaching-andlearning to facilitate deep learning and skill development. The subject content, teaching methods, and student assessment techniques have been aligned to develop the graduate attributes expected of reflective practitioners. Combined face to face, web-site and TopClass facilities have also been developed to provide an interactive learning environment. Students demonstrate the quality of their understanding of the multidisciplinary nature of this subject through making links between theories of the subject and practice in the real world. This requires them to develop skills in critical reflection, analysis, synthesis, integration, creation, and the application of ideas. Students are encouraged to be more pro-active and to consider economic, environmental, political and social factors, in their technical decisions. The paper discusses ways in which we have examined the effectiveness of this approach by interviewing students, and analyzing their reflective portfolios, case study reports, and feedback surveys. It therefore draws out the wider implications for extending student-focused-teaching and learning to all engineering subjects