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Literature Review Skills for Undergraduate Engineering Students in Large Classes
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Author(s): Elizabeth Yong (University of Adelaide, Australia)
Copyright: 2012
Pages: 22
Source title:
Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices
Source Author(s)/Editor(s): Khairiyah Mohd Yusof (Universiti Teknologi Malaysia, Malaysia), Naziha Ahmad Azli (Universiti Teknologi Malaysia, Malaysia), Azlina Mohd Kosnin (Universiti Teknologi Malaysia, Malaysia), Sharifah Kamilah Syed Yusof (Universiti Teknologi Malaysia, Malaysia)and Yudariah Mohammad Yusof (Universiti Teknologi Malaysia, Malaysia)
DOI: 10.4018/978-1-4666-1809-1.ch012
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Abstract
Writing a literature review for a design project, which may be undergraduate engineering students’ first encounter with published research on the impact of engineering solutions in a broad context, requires effective skills of interpretation and communication. Engineering Communication curriculum at The University of Adelaide is designed to enhance students’ skills in writing literature reviews. This chapter outlines the development of students’ skills in interpreting the literature and structuring a literature review; it explains the scaffolded learning approach of an Engineering Communication course, and describes means by which skill development may be facilitated in large classes. Students’ skill development can be traced from a descriptive, ‘cut-and-paste’ approach, to a relatively critical use of evidence from peer-reviewed sources, integrated into a well-structured discussion. A scaffolded approach to learning supports students’ improvement of their skills through staged-design of materials, and detailed feedback on draft attempts, according to highly specific assessment criteria. The process can be facilitated in large classes by the creation of online learning resources, including model texts and model seminar presentations.
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