Theorising Engineering Education

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Theorizing STEM Education in the 21st Century

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**201**

**Chapter 14**

Reflect

*Viggo Kann*

**Abstract**

Programme Integrating Courses

A programme integrating course (PIC) is a special type of course, lasting for several academic years and aiming to strengthen programme coherence, by tying the students, instructors and programme director closer together. The first PIC was started at KTH in 2008. Since then, the concept has been polished and adopted by many engineering and masters of science programmes at KTH and at other universities. The course is built around regular (four times a year) reflection seminars in small cross-grade groups, mentored by a teacher. Each seminar has a topic, for example, study skills, procrastination, exchange studies, generic skills, minorities and equal treatment and ergonomics and mental health. Before the seminar, the students are presented with some material to read and view. Based on the texts and videos, each student should write a reflection document and read and comment some other students' reflections. At the seminar, the students will further discuss the topic and discuss the courses that they are currently taking. PIC has been evaluated and found very valuable by both the students and the teachers acting as mentors. This chapter will review the existing literature on PICs, which is mostly in Swedish.

**Keywords:** programme integrating course, self-regulated learning, programme

A vocational education, such as engineering education and teacher education, can suffer from fragmentation [1–3]. Based on interviews with 20 graduated engineers, Nilsson found that the engineers 'view their education as compartmentalized or fragmented, and they lack a main thread in the educational programme' [3]. It may even be the traditional organisation of education that causes this [4]. The gap between theory and practice in education is argued to stem from a situation where, according to Schön, 'the privileged knowledge held in the research university is broken up into territorial units. Each field of subject matter is the province of a department, and within each department, knowledge is further subdivided into courses, the provinces of individual professors' [5]. Teachers/faculty from all departments involved in a study programme will need to cooperate [6], together creating, as Guardini put it, a 'living image of what it means to be a teacher, a man of law, or an engineer' [7, 8]. Jessop et al. [4] proposed 'Taking a programme approach clarifies

coherence, reflection, engineering education

**1.1 Programme coherence and the programme triangle**

**1. Introduction**

Making Engineering Students
