PO(f) address being, i.e. the development of the person as an engineer and the
engineer as a person.
Inputs such as entry standards, programme duration and structure, and resources,
including buildings, laboratories, equipment, academic and support staff, must also
be of an appropriate standard for successful accreditation. Accreditation can be
awarded for up to a maximum period of five years, after which time re-accreditation
must be sought. The accreditation process involves the submission of an
accreditation report followed by on-site assessment by an accreditation panel. It is
incumbent on staff to demonstrate, using supporting evidence, that each programme
outcome is adequately addressed by the programme curriculum.
3. Use of Digital resources in Undergraduate Teaching
Educational digital resources range from simple teaching support tools such as
photographs, images and videos, through to complete courses that are developed,
managed and delivered online. For the purposes of this paper, the integration of
digital resources is discussed under the following categories:
1) videos and animations
2) software and databases
3) learning technologies
4) the Engineering building
Videos and animations are generally used by staff as an aid to the explanation of
particular engineering concepts or principles and are therefore grouped together.
Digital images generally fall into the same category, but as their use is relatively
commonplace they are not discussed here. Software and databases are grouped
together as their integration in teaching is usually in a design context. Students
undertake design projects in the areas of structural, geotechnical, transport,
hydraulic and environmental engineering, and central to these projects is the use of
digital software packages, from Microsoft Excel to advanced finite difference/element
models, and digital databases. Learning technologies include online learning
systems, Blackboard in the case of NUI Galway, and in-class systems, such as
electronic classroom response systems, better known as 'clickers'. Both Blackboard
and clickers are used by our staff to encourage student engagement in, and out of,
the classroom. Finally, the new Engineering building is a digital resource that is
unique to NUI Galway. The building, completed in 2011, houses all of the
engineering disciplines and is the largest engineering education building in Ireland.
More importantly, it was designed to be a teaching and research tool. Hundreds of
gauges and sensors collect data relating to the building's structural behaviour,
energy performance and internal environment and these data are logged and stored
in a data repository where they can be accessed by staff and/or students.
The following sections provide examples of how these four categories of digital
resources are used by staff to enhance the student learning experience and to help
achieve programme outcomes.
3.1 Videos and Animations
In the Soil Mechanics and Geotechnical Engineering modules, videos are used as
learning support for many of the concepts covered in lectures. One of the most
engineer as a person.
Inputs such as entry standards, programme duration and structure, and resources,
including buildings, laboratories, equipment, academic and support staff, must also
be of an appropriate standard for successful accreditation. Accreditation can be
awarded for up to a maximum period of five years, after which time re-accreditation
must be sought. The accreditation process involves the submission of an
accreditation report followed by on-site assessment by an accreditation panel. It is
incumbent on staff to demonstrate, using supporting evidence, that each programme
outcome is adequately addressed by the programme curriculum.
3. Use of Digital resources in Undergraduate Teaching
Educational digital resources range from simple teaching support tools such as
photographs, images and videos, through to complete courses that are developed,
managed and delivered online. For the purposes of this paper, the integration of
digital resources is discussed under the following categories:
1) videos and animations
2) software and databases
3) learning technologies
4) the Engineering building
Videos and animations are generally used by staff as an aid to the explanation of
particular engineering concepts or principles and are therefore grouped together.
Digital images generally fall into the same category, but as their use is relatively
commonplace they are not discussed here. Software and databases are grouped
together as their integration in teaching is usually in a design context. Students
undertake design projects in the areas of structural, geotechnical, transport,
hydraulic and environmental engineering, and central to these projects is the use of
digital software packages, from Microsoft Excel to advanced finite difference/element
models, and digital databases. Learning technologies include online learning
systems, Blackboard in the case of NUI Galway, and in-class systems, such as
electronic classroom response systems, better known as 'clickers'. Both Blackboard
and clickers are used by our staff to encourage student engagement in, and out of,
the classroom. Finally, the new Engineering building is a digital resource that is
unique to NUI Galway. The building, completed in 2011, houses all of the
engineering disciplines and is the largest engineering education building in Ireland.
More importantly, it was designed to be a teaching and research tool. Hundreds of
gauges and sensors collect data relating to the building's structural behaviour,
energy performance and internal environment and these data are logged and stored
in a data repository where they can be accessed by staff and/or students.
The following sections provide examples of how these four categories of digital
resources are used by staff to enhance the student learning experience and to help
achieve programme outcomes.
3.1 Videos and Animations
In the Soil Mechanics and Geotechnical Engineering modules, videos are used as
learning support for many of the concepts covered in lectures. One of the most