Failure is an option:an innovative engineering curriculum

PurposeAdvancements and innovation in engineering design are based on learning from previous failures but students are encouraged to ‘succeed’ first time and hence can avoid learning from failure in practice. The purpose of the study was to design and evaluate a curriculum to help engineering design students to learn from failure.Design/Methodology/ApproachA new curriculum design provided a case study for evaluating the effects of incorporating learning from failure within a civil engineering course. An analysis of the changes in course output was undertaken in relation to graduate destination data covering 2006 to 2016 and student satisfaction from 2012 to 2017 and a number of challenges and solutions for curriculum designers were identified.FindingsThe design and delivery of an innovative curriculum, within typical constraints, can provide opportunities for students to develop resilience to failure as an integral part of their learning in order to think creatively and develop novel engineering solutions. The key issues identified were: the selection of appropriate teaching methods, creating an environment for exploratory learning, group and team assessments with competitive elements where practicable, and providing students with many different pedagogical approaches to produce a quality learning experience.OriginalityThis case study demonstrates how to design and implement an innovative curriculum that can produce positive benefits of learning from failure. This model can be applied to other disciplines such as building surveying and construction management. This approach underpins the development of skills necessary in the educational experience to develop as a professional building pathologist

Embedding creativity in the university computing curriculum

We explore the need for embedding creativity in the UK Higher Education computing curriculum and some of the challenges associated with this. We identify some of the initiatives and movements in this area and discuss some of the work that has been carried out. We then describe some of the ways we have tried to meet these challenges and reflect on our degree of success with respect to the goal of producing graduates who are fit for the myriad of job opportunities they will come across in a rapidly changing technology landscape. Finally, we make a number of recommendations

Embedding creativity in the university computing curriculum

We explore the need for embedding creativity in the UK Higher Education computing curriculum and some of the challenges associated with this. We identify some of the initiatives and movements in this area and discuss some of the work that has been carried out. We then describe some of the ways we have tried to meet these challenges and reflect on our degree of success with respect to the goal of producing graduates who are fit for the myriad of job opportunities they will come across in a rapidly changing technology landscape. Finally, we make a number of recommendations

Domain-independent approach to risk reduction

The popular domain-specific approach to risk reduction created the illusion that efficient risk reduction can be delivered successfully solely by using methods offered by the specific domain. As a result, many industries have been deprived from efficient risk reducing strategy and solutions. This paper argues that risk reduction is underlined by domain-independent methods and principles which, combined with knowledge from the specific domain, help to generate effective risk reduction solutions. In this respect, the paper introduces a powerful method for reducing the likelihood of computational errors based on combining the domain-independent method of segmentation and local knowledge of the chain rule for differentiation. The paper also demonstrates that lack of knowledge of domain-independent principles for risk reduction misses opportunities to reduce the risk of failure even in such mature field like stress analysis. The domain-independent methods for risk reduction do not rely on reliability data or knowledge of physical mechanisms underlying possible failure modes and are particularly well suited for developing new designs, with unknown failure mechanisms and failure history. In many cases, the reliability improvement and risk reduction by using the domain-independent methods reduces risk at no extra cost or at a relatively small cost. The presented domain-independent methods work across totally unrelated domains and this is demonstrated by the supplied examples which range from various areas of engineering and technology, computer science, project management, health risk management, business and even mathematics. The domain-independent risk reduction methods presented in this paper promote building products and systems characterised by high-reliability and resilience