IEC: Becoming an Engineer

Innovative Engineering Curriculum (IEC)

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In this podcast series, we explore the challenges and opportunities of engineering education in the Global South while linking our conversations to the broader international landscape.

Sep 15

Let Them Build: Trust, Responsibility, and Becoming an Engineer (feat. Prof. Schalk Els)

In this episode, we speak with Prof. Schalk Els, whose nearly three decades with the University of Pretoria’s Baja team have shown that building a vehicle can be about much more than engineering design. Schalk reflects on creating student-led environments where aspiring engineers are trusted with real responsibility, learn from one another, take managed risks, and discover what they are capable of. From developing confidence and leadership to preparing graduates for industry, the conversation explores what can happen when educators step back from simply teaching technical knowledge and instead create spaces where students can truly become engineers. Links: Baja Team Instagram: InstagramBaja Team TikTok: TuksBaja | UP Baja SAE (@tuksbaja) | TikTokBaja Team Facebook: TuksBaja | FacebookBaja Team LinkedIn: https://za.linkedin.com/company/tuksbaja Baja Team YouTube: TuksBaja | University Of Pretoria Baja SAE - YouTube TuksBaja Vehicle Team | University Of PretoriaSEA International: https://www.sae.org/events/student/about/bajaSchalk UP Staff Profile: https://www.up.ac.za/mechanical-and-aeronautical-engineering/staff-profiles/schalk-els Schalk Google Scholar: https://scholar.google.com/citations?user=5krU7wIAAAAJ&hl=enUP Vehicle Dynamics Group: https://www.up.ac.za/vehicle-dynamics-group
Aug 14

Meet the Hosts: Our Journeys into Engineering Education (feat. Prof. Lelanie Smith and Dr. Reuben Govender)

In this special episode, our hosts Prof. Lelanie Smith and Dr. Reuben Govender turn the conversation towards themselves, sharing the personal and professional journeys that brought them from mechanical engineering into engineering education. They reflect on teaching, mentorship, curriculum design, and the experiences that shifted their understanding of engineering from a primarily technical discipline towards one centred equally on people and their development. Along the way, they explore the complexities of educating engineers in the South African context, the value of community and collaboration, and the experiences that ultimately led to the IEC and this podcast. It is a conversation about their own ongoing journeys of becoming, as engineers, educators, researchers, and colleagues, and an invitation for others to join the conversation. Links: Innovative Engineering Curriculum (IEC) Meet the IEC team IEC Podcast Series South African Society for Engineering Education — SASEE Master Classes for Engineering Educators UCL Integrated Engineering Programme Royal Academy of Engineering case study on the South African IEC project Vertically Integrated Projects Consortium Baja SAE #FeesMustFall: Max Price's book Statues and Storms: Leading through change #FeesMustFall: Review by Prof Robert Morrell from Prof Adam Habib's Book
Jul 14

Thinking in Systems: Engineering, Complexity, and Social Responsibility (feat. Prof. Corrinne Shaw)

In this episode, we speak with Prof. Corrinne Shaw, whose work bridges engineering management, systems thinking, and engineering education. Drawing on her research and experiences in South Africa, Corrinne explores how systems shape the way we teach, learn, and practise engineering, challenging us to question assumptions about power, transformation, and responsibility. Together, we discuss what it means to prepare engineers who can navigate complexity, think critically about the systems they work within, and contribute to more just and socially responsible futures. Links: ⁠Prof CS LinkedIn⁠Engineering as a Captive Discourse paper: Johnston, S., Lee, A., & McGregor, H. (1996). Engineering as captive discourse. Techné: Research in Philosophy and Technology (originally published as Philosophy and Technology), 1(3–4), 128–136.Paper with Prof. Bruce Kloot (podcast Ep01): Shaw, C. B., & Kloot, B. (2025). Engineering under oppressive regimes: Exploring the role of engineers during apartheid South Africa. European Journal of Engineering Education, 50(3), 493–511. https://doi.org/10.1080/03043797.2024.2419399#FeesMustFall movement: Mbembe, A. (2016). Decolonizing the university: New directions. Arts and Humanities in Higher Education, 15(1), 29‑45. https://doi.org/10.1177/1474022215618513Shaw, C., & le Roux, K. (2017). From Practitioner to Researcher: Designing the Dissertation Process for Part Time Coursework Masters Students. Systemic Practice and Action Research, 30, 433–446. https://doi.org/10.1007/s11213-016-9402-7Mingers, J. (2014). Systems thinking, critical realism and philosophy: A confluence of ideas. Routledge.“Languages and literacies in and for decoloniality in research and practice in undergraduate STEM education,” International Journal of Qualitative Studies in Education (2025): https://www.tandfonline.com/doi/full/10.1080/09518398.2025.2601559Le Roux, K., Ngoepe, M., Shaw, C., & Collier-Reed, B. I. (2022). “Language and disciplinary literacies for accessing, learning and communicating meaning: students’ experiences of the transition from school to first-year undergraduate engineering.” European Journal of Engineering Education, 47(6), 1144–1163.Ngoepe, M. N., le Roux, K., Shaw, C. B., & Collier-Reed, B. (2022). Conceptual tools to inform course design and teaching for ethical engineering engagement for diverse student populations. Science and Engineering Ethics, 28(2), 20 pages. https://doi.org/10.1007/s11948-022-00367-4Winberg, C., Engel-Hills, P., Garraway, J., & Jacobs, C. (2013). Professionals' knowledge and practice in engineering and engineering education. Higher Education, 66(2), 143–155.
May 15

Beyond Content: Preparing Engineers for Complex Real-World Practice (feat. Prof. Zach Simpson)

In this episode, we speak with Prof. Zach Simpson, whose work explores the evolving nature of engineering education, academic development, and the everyday complexities of curriculum practice. Drawing on a journey that began in educational linguistics, Zach reflects on questions of identity, belonging, and the often invisible work involved in supporting engineering academics through change. Together, we discuss how conventional teaching practices shape student participation, what it means to prepare graduates for complex workplaces, and why engineering education must continually rethink not only what is taught, but how and why it is taught. Links: ⁠Prof ZS LinkedIn⁠⁠SoTL in the South journal and conference
Apr 14

Shaping a Field: The Evolution of Engineering Education in South Africa (feat. Prof. Jenni Case)

In this episode, we are joined by Prof. Jenni Case, whose work has played a foundational role in shaping Engineering Education Research in South Africa. From her early experiences in academic development at UCT to her leadership in establishing initiatives such as CREE and SASEE, Jenni reflects on the evolution of the field and the complexities of teaching and learning in engineering. Drawing on her experiences in both South Africa and the United States, the conversation explores what it means to support educators in their practice, how context shapes educational approaches, and what kinds of futures engineering education should be preparing students for. Links: Prof. Jenni Case LinkedIn: https://www.linkedin.com/in/jenni-case-b3a44438Prof. Jenni Case Google Scholar: https://scholar.google.com/citations?hl=en&user=USeqOt0AAAAJCentre for Research in Engineering Education (CREE): https://ebe.uct.ac.za/creeVirginia Tech Profile Page: https://enge.vt.edu/People/researchfaculty/jennicase.htmlSouth African Society for Engineering Education (SASEE): https://www.sasee.org.za/Southern Journal of Engineering Education (SJEE): https://journals.uct.ac.za/index.php/sjee
Mar 14

Navigating Misalignment: Agency, Cultural Capital and Student Success in Engineering (feat. Dr Disa Mogashana)

In this episode, we speak with Dr Disa Mogashana, whose work explores how identity, structure, and access shape success in engineering education. Drawing on her own experiences as a student and her research on cultural capital and student agency, Disa reflects on the often invisible systems that determine who thrives in university spaces and who must work harder simply to belong. Our conversation moves from personal narrative to institutional practice, exploring how educators, universities, and industry can better recognise misalignment and design environments where students are supported not only academically, but relationally and structurally. Links: JSU-EWB Innovate ArticleResources on Cultural Capital: https://www.jstor.org/stable/3649652Teaching Matters (article on pages 46-48): ⁠https://drupalwebprod-files.up.ac.za/Public/2025-11/teaching-matters_vol-2.zp272198.pdf?VersionId=5Di_rBMtDitORx7dZUTRpPHmO0.EP6lg⁠Mogashana, D., Case, J.M. & Williams, K. (2022). How ADP students navigate enablements and constraints of the programme: An exploration of structure and agency. South African Journal of Higher Education, 36 (2), 204-221. ISSN 1753-5913. ⁠Mogashana, D., Basitere, M., Ivala, E.(2023). Harnessing students’ agency for easier transition and success in higher education in South Africa: A qualitative account of the role of a life coaching intervention. Journal of Student Affairs in Africa 11(1), 49-63). DOI: 10.24085/jsaa.v11i1.4206 Mogashana, D. G. (2015). The interplay between structure and agency: How academic development programme students 'make their way' through their undergraduate studies in engineering. (Thesis). University of Cape Town ,Faculty of Engineering & the Built Environment ,Department of Chemical Engineering. Retrieved from http://hdl.handle.net/11427/16601Ideological Positioning of Extended Curriculum Programmes – A Case Study of a Large South African Research University
11/18/2025

The Lived Experience of Engineering Students (feat. Prof. Curwyn Mapaling)

This episode explores how engineering students navigate the emotional, institutional, and cultural realities of university life. Our guest, Prof. Curwyn Mapaling — a psychologist working in Engineering Education — shares insights from his research into student resilience in South African institutions. Together, we examine how identity, emotion, and institutional culture shape the learning journey, and consider what engineering education might look like if designed with greater care, context, and complexity. Links: Curwyn Mapaling ResearchGate Profile: https://www.researchgate.net/profile/Curwyn-Mapaling?ev=hdr_xprfRuth Graham Report: https://rhgraham.org/resources/Crisis-and-catalyst.pdfEEES: 2024 Symposium: https://sigarra.up.pt/feup/en/noticias_geral.ver_noticia?p_nr=159571Emotions Symposium 2025 in South Africa: https://irspbl2025.org.za/emotions-in-engineering-education-symposium/Nancy Fraser - Misrecognition: https://newleftreview.org/issues/ii3/articles/nancy-fraser-rethinking-recognitionRonelle Plaatjies LinkedIn: https://www.linkedin.com/in/ronelle-plaatjes-927690235/
11/18/2025

Exploring the Evolving Landscape of Engineering Education in South Africa (feat. Prof. Karin Wolff)

In this episode, Prof. Karin Wolff, a distinguished researcher and educator in the field of engineering education, joins us to discuss the current landscape of engineering education research in South Africa, the intersection of academic and industry expectations, and emerging opportunities for growth in the field. Links: Epistemic Plane: https://youtu.be/igUFNGQIw98Semantic Wave & Cumulative Learning: https://youtu.be/EawM2rdr8Gc?si=wxvEKikPgeN3gWxc Website: https://sites.google.com/view/dr-karin-wolff-portfolio/Research-project-introduction LinkedIn: https://www.linkedin.com/in/karin-wolff-51869020/
11/17/2025

The Intersection of Engineering, Society, History and Ethics (feat. Prof. Bruce Kloot)

In this episode, we speak with Prof. Bruce Kloot about the complex relationships between engineering, society, history, and ethics. Drawing on his background in engineering, anthropology, and critical sociology, Bruce explores how power, identity, and historical context shape both engineers and the worlds they create. From extended degree programmes to engineers’ roles under apartheid, this conversation reveals why engineering is never purely technical — it is always social, and often deeply political. Links: Engineering under oppressive regimes... (C. B. Shaw & B. Kloot): https://doi.org/10.1080/03043797.2024.2419399A critical review of the educational philosophies underpinning Science and Engineering foundation programmes: https://iecurricula.co.za/wp-content/uploads/2025/11/Kloot-Case-Marshall_2007.pdfA historical analysis of academic development using the theoretical lens of Pierre Bourdieu: http://dx.doi.org/10.1080/01425692.2013.868785The Relationship Between Engineers and Society: is it currently fulfilling its potential?: https://iecurricula.co.za/wp-content/uploads/2025/11/Aslaksen_2015.pdfReconstructing engineering from practice: https://doi.org/10.1080/19378629.2010.520135

9 Episodes

In this podcast series, we explore the challenges and opportunities of engineering education in the Global South while linking our conversations to the broader international landscape.

Creator

Innovative Engineering Curriculum (IEC)
Years Active

2025 - 2026
Episodes

9
Rating

Clean
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IEC: Becoming an Engineer