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What should we teach? : Defining your discipline to drive curriculum renewal : an environmental engineering case study

conference contribution
posted on 06.12.2017, 00:00 authored by D Dowling, Roger HadgraftRoger Hadgraft
In Australia, the federal government, employers, and accrediting bodies, such as Engineers Australia, are calling for more clearly defined program outcomes or exit standards for engineering programs [1-3]. Engineering Schools are therefore under increasing pressure to more clearly define what graduates from four or five year engineering programs should know and be able to do. This paper describes a simple, but elegant stakeholder process that can be used to define the capabilities of a graduate who could claim in-depth technical competence in their discipline. The Defining Your Discipline (DYD) Process [4] may be used by educational institutions and industry organisations to develop practitioner-authenticated sets of graduate capabilities for their discipline. During 2010 and 2011, the DYD team worked with the members of Engineers Australia’s Environmental College to produce a set of graduate capabilities for environmental engineering programs. This work resulted in the publication of a Guide [5] that defines the profession’s expectations of the capabilities of graduates during their first two or three years of practice. These graduate capabilities are described, including the Environmental Engineering Capability Cube, a somewhat unexpected result.


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Thessaloniki, Greece


SEFI (Société Européenne pour la Formation des Ingénieurs)

Place of Publication

Brussels, Belgium

Peer Reviewed


Open Access


External Author Affiliations

Conference; RMIT University; TBA Research Institute; University of Southern Queensland;

Era Eligible


Name of Conference

European Society for Engineering Education. Conference