Engineering education, research and design: breaking in and out of liminal space
File(s)
Accepted version
Author(s)
Phillips, ATM
Type
Journal Article
Abstract
Liminality is presented as a concept familiar to engineering educators
, researchers and
designers, as a state of challenge and discomfort that we must flux
in and out of in order
to advance our respective aims. Common areas for discussion in fam
iliarising engineering
learners with liminality are sought. Threshold concepts, divergent-
convergent thinking, and
the concept of design, research and education as iterative proce
sses associated with breaking
in and out of liminal space are explored. The duality of learning is discus
sed through the
acquisition and participation metaphors. The use of design courses
in leading learners in
to and out of liminal space, and in particular the Group Design Projec
ts on the Imperial
Civil Engineering MEng degree are discussed. In closing the informed
creative, as opposed
to routine design process, viewed from an engineering and a psycho
logy perspective is briefly
characterised, along with the skills and experiences that the engine
ering community would
wish engineering graduates to have.
, researchers and
designers, as a state of challenge and discomfort that we must flux
in and out of in order
to advance our respective aims. Common areas for discussion in fam
iliarising engineering
learners with liminality are sought. Threshold concepts, divergent-
convergent thinking, and
the concept of design, research and education as iterative proce
sses associated with breaking
in and out of liminal space are explored. The duality of learning is discus
sed through the
acquisition and participation metaphors. The use of design courses
in leading learners in
to and out of liminal space, and in particular the Group Design Projec
ts on the Imperial
Civil Engineering MEng degree are discussed. In closing the informed
creative, as opposed
to routine design process, viewed from an engineering and a psycho
logy perspective is briefly
characterised, along with the skills and experiences that the engine
ering community would
wish engineering graduates to have.
Date Issued
2017-02-17
Date Acceptance
2016-11-30
Citation
Journal of Professional Issues in Engineering Education and Practice, 2017, 143 (4)
ISSN
1943-5541
Publisher
American Society of Civil Engineers
Journal / Book Title
Journal of Professional Issues in Engineering Education and Practice
Volume
143
Issue
4
Copyright Statement
© 2017 American Society of Civil Engineers
Subjects
Building & Construction
0915 Interdisciplinary Engineering
1202 Building
1302 Curriculum And Pedagogy
Publication Status
Published
Article Number
02517002