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@article{Phillips:2017:10.1061/(ASCE)EI.1943-5541.0000328,
author = {Phillips, ATM},
doi = {10.1061/(ASCE)EI.1943-5541.0000328},
journal = {Journal of Professional Issues in Engineering Education and Practice},
title = {Engineering education, research and design: breaking in and out of liminal space},
url = {http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000328},
volume = {143},
year = {2017}
}

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TY  - JOUR
AB  - Liminality is presented as a concept familiar to engineering educators, researchers anddesigners, as a state of challenge and discomfort that we must fluxin and out of in orderto advance our respective aims. Common areas for discussion in familiarising engineeringlearners with liminality are sought. Threshold concepts, divergent-convergent thinking, andthe concept of design, research and education as iterative processes associated with breakingin and out of liminal space are explored. The duality of learning is discussed through theacquisition and participation metaphors. The use of design coursesin leading learners into and out of liminal space, and in particular the Group Design Projects on the ImperialCivil Engineering MEng degree are discussed. In closing the informedcreative, as opposedto routine design process, viewed from an engineering and a psychology perspective is brieflycharacterised, along with the skills and experiences that the engineering community wouldwish engineering graduates to have.
AU  - Phillips,ATM
DO  - 10.1061/(ASCE)EI.1943-5541.0000328
PY  - 2017///
SN  - 1943-5541
TI  - Engineering education, research and design: breaking in and out of liminal space
T2  - Journal of Professional Issues in Engineering Education and Practice
UR  - http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000328
UR  - http://hdl.handle.net/10044/1/42919
VL  - 143
ER  -

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