Educating ´Agents of Change´

This paper describes the journey undertaken by staff and students in an undergraduate SE program. It charts the progress to a learning environment that fosters reflective practice through a problem-based (cognitive) apprenticeship based on design studios. SE students benefit through the increased opportunity to learn to make appropriate use of knowledge gained through their studies. SE staff benefit from the double-hop approach: the espoused theory of teaching is aligned with the theory in practice as innovation is introduced, evaluated then reflected on to initiate further development in the learning environment. The wisdom of our approach will be tested by the success of our graduates in engaging with the profession in practice