“Is this in the exam?” The question makes my heart sink every time I hear it – I want my students to care for more than exams; I want them to become good engineers.
At work, I’m leading a group designing new undergraduate programmes. As well as thinking about “constructive alignment” and “learning outcomes”, we’ve been wrestling with the problem of students who would rather watch online than sit in lectures, finding the balance between group and individual work, and managing the impacts of generative AI (positive and negative).
So what? Why write a piece on engineering education for en? Well, don’t those challenges resonate with you and your church? Streaming services changes the nature of fellowship. Finding the balance of “though we are many we are one body” is hard. AI has changed how we engage with our Bibles, even though we may not realise it. I’ve found greater resonance than I expected between teaching engineers and making disciples. My reading for the Crosslands Cultivate programme is already impacting how I teach and my experience in engineering education is influencing my thinking on discipleship.
