and Coate (2005) conclude that one of the main differences between engineering or
'professional' programmes and those from arts and humanities is the relative
contributions of the knowledge and action domains. The knowledge domain is a
substantial component of an arts or humanities programme as these curricula tend to
be designed first and foremost by the knowledge content that is deemed necessary.
In contrast, the action domain is a more substantial component of engineering
programmes, as graduates must learn the practices and skills of an engineer. The
civil engineering curriculum at NUI Galway (Table 1) has been designed accordingly.
It is therefore imperative that teaching pedagogies allow students to practice skills as
they acquire them such that they 'learn by doing'. It is shown in the next section that
digital resources serve as very useful tools in this respect.
Important aspects of the educational ethos of the civil engineering programme at NUI
Galway include:
• a strong emphasis on the mathematical and physical sciences in the first two
years
• a fundamental grounding in computing and engineering graphics
• a clear focus on discipline-specific design
• a significant percentage of practical and laboratory work
• the use of industry-standard software in many of the modules
• the requirement for students to gain structured professional experience
• an emphasis on student development in: ethics; social responsibility;
communications; lifelong learning; and individual, team and multi-disciplinary
work
The educational ethos and overall learning experience for the students is also
enhanced through the research-active nature of the Civil Engineering discipline.
From their interaction and involvement with research-active staff and postgraduate
students, the spirit of enquiry among the undergraduates is fostered. This contributes
to their capacity for and interest in life-long learning.
2.2 Accreditation Criteria: Programme Outcomes
Through the Institution of Civil Engineers of Ireland (Charter Amendment Act 1969),
Engineers Ireland is compelled to "set up and maintain proper standards of
professional and general education and training for admission to membership or to
any category of membership of the Institution". In fulfilment of this purpose,
Engineers Ireland has formally accredited engineering degree programmes in the
Republic of Ireland since 1982. Engineers Ireland (2007) specifies the following
programme outcomes (PO) which apply to all honours Bachelor degree (Level 8)
engineering programmes aimed at satisfying the educational standard for the title of
Chartered Engineer up to 2012:
(a) The ability to derive and apply solutions from a knowledge of sciences,
engineering sciences, technology and mathematics.
(b) The ability to identify, formulate, analyse and solve engineering problems.
(c) The ability to design a system, component or process to meet specified needs, to
design and conduct experiments and to analyse and interpret data.
(d) An understanding of the need for high ethical standards in the practice of
engineering, including the responsibilities of the engineering profession towards
people and the environment.
'professional' programmes and those from arts and humanities is the relative
contributions of the knowledge and action domains. The knowledge domain is a
substantial component of an arts or humanities programme as these curricula tend to
be designed first and foremost by the knowledge content that is deemed necessary.
In contrast, the action domain is a more substantial component of engineering
programmes, as graduates must learn the practices and skills of an engineer. The
civil engineering curriculum at NUI Galway (Table 1) has been designed accordingly.
It is therefore imperative that teaching pedagogies allow students to practice skills as
they acquire them such that they 'learn by doing'. It is shown in the next section that
digital resources serve as very useful tools in this respect.
Important aspects of the educational ethos of the civil engineering programme at NUI
Galway include:
• a strong emphasis on the mathematical and physical sciences in the first two
years
• a fundamental grounding in computing and engineering graphics
• a clear focus on discipline-specific design
• a significant percentage of practical and laboratory work
• the use of industry-standard software in many of the modules
• the requirement for students to gain structured professional experience
• an emphasis on student development in: ethics; social responsibility;
communications; lifelong learning; and individual, team and multi-disciplinary
work
The educational ethos and overall learning experience for the students is also
enhanced through the research-active nature of the Civil Engineering discipline.
From their interaction and involvement with research-active staff and postgraduate
students, the spirit of enquiry among the undergraduates is fostered. This contributes
to their capacity for and interest in life-long learning.
2.2 Accreditation Criteria: Programme Outcomes
Through the Institution of Civil Engineers of Ireland (Charter Amendment Act 1969),
Engineers Ireland is compelled to "set up and maintain proper standards of
professional and general education and training for admission to membership or to
any category of membership of the Institution". In fulfilment of this purpose,
Engineers Ireland has formally accredited engineering degree programmes in the
Republic of Ireland since 1982. Engineers Ireland (2007) specifies the following
programme outcomes (PO) which apply to all honours Bachelor degree (Level 8)
engineering programmes aimed at satisfying the educational standard for the title of
Chartered Engineer up to 2012:
(a) The ability to derive and apply solutions from a knowledge of sciences,
engineering sciences, technology and mathematics.
(b) The ability to identify, formulate, analyse and solve engineering problems.
(c) The ability to design a system, component or process to meet specified needs, to
design and conduct experiments and to analyse and interpret data.
(d) An understanding of the need for high ethical standards in the practice of
engineering, including the responsibilities of the engineering profession towards
people and the environment.