Tendering and entering into binding contracts has been a part of our society for a considerable time. This arrangement may be adapted to pedagogic environments as classroom situations create the potential for entering into contracts. This paper describes a strategy for lecturers to negotiate learning contracts with students, which has been implemented to individualise student learning within a design project whilst at the same time maintaining a focus on the core skill of “design for the environment”. Negotiations were based on a supplied pro forma. Students were advised to examine their professional development profiling areas and to select areas in which they would like to acquire more expertise. Over time students develop strategies to fulfil their contract and to meet the specific assessment criteria they selected.
AAEE 2007, 18th Annual Conference of the Australasian Association for Engineering Education. Proceedings of the 18th Conference of the Australasian Association for Engineering Education (Melbourne 9-13 December, 2007) p. 1-8