Engineering Education Research is a growing field, drawing on theories and practices across a range of educational and sociological fields of study. Our programme renewal approach has evolved to include a holistic view of the transformative student experience across each engineering programme.

The faculty has ethics clearance [ING-2020-14765; renewal ING-2023-14765] to evaluate all teaching, learning and assessment initiatives as of 2015 under the Stellenbosch Engineering Education Project Impact Evaluation (SEEPIE) initiative. SEEPIE is underpinned by an overarching, holistic educational framework: the CAS model.

The faculty has participated in ongoing institutional programme renewal workshops and faculty-based teaching forums and research. Our renewal ethic is embedded across curriculum, teaching, learning and assessment initiatives, many of which are supported by UCDG and FIRLT/FINLO funding. 

Key stakeholders in our faculty have actively been contributing to the development of a community of practice. Workshops and forums offer the opportunity to share, discuss, develop, implement, research and evaluate innovative engineering education initiatives in our context.

The faculty is actively engaged in liaising with Industry and our Alumni in order to gauge the efficacy of our programmes. Prof Robbie Pott and Mrs Mieke de Jager conducted an Alumni survey among Chemical & Process Engineering graduates to determine key skills gaps and needs.

Useful Readings