Abstract
Many Canadian engineering programs offercourses through a pre-requisite approach: coursework,and therefore knowledge, is assumed to build throughout aprogram. The pre-requisite approach allows postsecondaryinstitutions to monitor the pathway a studenttakes throughout a program, and is assumed to be informedby knowledge journeys. In our experience, however, prerequisitesmay only be loosely based on scaffoldeddevelopment of student learning. Course pathwayssometimes place a greater emphasis on administrativeconvenience and historical relationships, rather thanreflect an up-to-date or meaningful developmental journey.These “pathways” appear to be particularly tenuous whenit comes to professional skills development, despite anincreasing emphasis on their importance (see Canada’sGraduate Attributes 6-12 (Canadian EngineeringAccreditation Board, 2017)). The pre-requisite model mayreinforce a bureaucratic approach to professional skillsdevelopment, inhibiting flexibility and innovation in coursedelivery by allowing administration, rather than learningoutcomes to guide student learning
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