Sense of achievement: Initial evaluation of an Integrated Engineering design cornerstone module

Abstract

Pressure from industry, professional bodies and students for a reform to the curriculum and delivery style of engineering education in the United Kingdom has been mounting for a number of years. Although there have been many excellent individual initiatives, developments that span a whole school or faculty, those encompassing a number of disciplines and departments are rare. This paper describes the curriculum development and evaluation of a year 1 module for the new Integrated Engineering Programme, which spans across the UCL faculty of engineering sciences in the UK. It describes the motivation for change, some of the approaches adopted and the achievements documented by the students.