Tracy X. P. Zou

TL;DR: A course on engineering grand challenges was designed to promote collaborative problem-solving (CPS) skills and it is found that the course facilitates the development in CPS skills and that the process, in which two teams develop arguments and integrate the initial ideas to generate a final solution, is a critical component.

TL;DR: In this article, a phenomenographic study investigates university teachers' conceptions of internationalisation of the curriculum (IoC) and five conceptions ranging in sophistication have been identified: the least sophisticated focuses on making the curriculum content internationally relevant, whereas the most sophisticated centres around developing self-awareness, awareness of others, and a change in mindset in students.

TL;DR: A three-year project aiming to develop students' teamwork skills systematically through explicit instruction, opportunities to practice, and formative feedback across the curriculum was carried out in the only chemical engineering department in Hong Kong as discussed by the authors.

TL;DR: In this paper, the authors combined peer learning within teams and learning from more capable peers to form a multi-layered peer learning model and found that in a collaborative problem-solving environment, students learned from interacting with each other, and from being challenged with alternative perspectives by peer tutors.

TL;DR: A trend towards social engagement through communities and groups, as reflected by a number of increasingly popular concepts: communities of practice,... as discussed by the authors, has been observed in professional development for academics.