Today’s engineering education should be impactful to shape up the role of the 21st century engineer. Going without vision of “nurturing Engineers and Innovators for the 21st century”, our teaching philosophy is to develop all-round innovative problem-solvers with knowledge in various disciplines, a mission that contrasts greatly with the focus on standardized testing prevalent in secondary schools and lecture-based classes. This is achieved through multi-disciplinary technical modules carefully designed to realize the importance of various engineering disciplines with up-to-date knowledge. The mission further extrapolates the scaling of such a venture to encompass all 800 engineering entrants in each cohort.
“Makers’ Move” – Value of a Learning Community Home Base
We introduced the revolutionary Undergraduate Student-initiated Experiential Learning (USEL) laboratory as a 100% student-managed and operated MakerSpace. USEL has got all the necessary tools and equipment for prototyping such as a CNC cutting machine, and high quality 3D scanning, modelling and printing machines available to students without restriction. Senior students from different engineering disciplines are recruited and trained as Senior Technical Advisors (STA) to operate the space 24 hours a day, 7 days a week.
The reconfigurable multi-purpose maker’s area serves numerous functions: a brainstorming space; a design studio; a prototyping studio; a training center; a co-op shop; and a demonstration studio. The space is also used for interactive learning activities developed by E2I, including cornerstone design courses, technical skills training
The Holistic Multi-Dimensional Learning Solution
Almost over a decade, we have successfully created a sustainable multidimensional learning pedagogy composed of physical space, credit-bearing courses and co-curricular programs to facilitate teaching and learning of 21st century competencies. Our philosophy is to provide an avenue that breaks the boundaries of time, space and requisites in the student learning process.
This is achieved through the development of virtual and physical experiential learning infrastructure in the form of a student-centered makerspace and modularized e-learning platforms. Flexibility in this design-based pedagogy nurtures students with an innovative mindset, and a holistic appreciation of multi-disciplinary engineering education, at scale
“Teaching for Innovation” – Innovative pedagogies are employed to enhance student innovation
Our teaching framework transcends the traditional boundaries of space, time and context that prevent incubation and innovation processes in a three-hour lecture, by designing courses with a precise balance of three elements. First is the spark of motivation to explore: learners are faced with authentic engineering design problems; and coached in finding solutions. Second is the culture to take risks alongside cultivating a mindset of learning from failure. Learners have the autonomy to take different directions to determine their versions of user-centered design, often taking a step further to challenge the process that results in a higher tier of appraisal. Third is the agency to build up and sustain such dynamic experiences.
“Teaching to Learn, Learning to Teach” – Transferable Skills Development in a Multi-dimensional Learning Community
Each year we establish and manage the Peer Mentoring and Senior Technical Advisor (STA) programs for over 750 first-year engineering students. Students play a significant role in the design and delivery of courses and other teaching activities under E2I.
Senior students who becomes STAs, convert some of their learning experiences in HKUST into interactive education workshops. Students connect with their local community as an Engineer through the collaboration with schools and NGOs, and reinforce their engineering knowledge and design skills in the deep reflection teaching process as “student professors”.
This double-loop learning is possible and effective only when student mentors and advisors are provided with systemic training regarding teaching, communication, teamwork, mentoring and advising skills. It is also critical for peer mentors and advisors to establish clear learning outcomes and justify why these outcomes are appropriate. Therefore, a multi-loop learning community framework has been developed: instead of training for a particular activity/program, it is more efficient to form development loops in the integrated learning community to achieve effective multi-dimensional learning via design and coordination of a professional education development body – the E2I team.