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Approaches to Teaching

Approaches to Teaching. Loughborough University 25-26 January 2011 Mike Clifford Roger Penlington Liz Willis. What are the key characteristics of project and practical work? What additional considerations are there when group work is involved?

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Approaches to Teaching

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  1. Approaches to Teaching Loughborough University 25-26 January 2011 Mike Clifford Roger Penlington Liz Willis

  2. What are the key characteristics of project and practical work? • What additional considerations are there when group work is involved? • If you were to develop a similar activity what would you need to take into consideration?

  3. Project Based Learning • Apply theory • Bring together key concepts and principles • Problem solving • Develop information management skills • Transferable skills such as team work, time management and presentation skills • Practical workshop skills Adapted from PBLE : a guide to learning Engineering through projects (2003) http://www.engsc.ac.uk/downloads/pble/guide2003.pdf

  4. Learning and Teaching in LaboratoriesAn Engineering Subject Centre Guide by Clara Davieswww.engsc.ac.uk/teaching-guides/ • The role and benefits of practical work in the engineering curriculum are to: • motivate students and stimulate their interest in the subject; • Help them to deepen their understanding through relating theory to practice; • provide opportunities for students to work together on analysing and solving engineering problems; • develop skills and attitudes that will enable graduates to operate effectively and professionally in an engineering workplace.

  5. Project based learning resources • PBLE : a guide to learning Engineering through projects (2003) www.engsc.ac.uk/downloads/pble/guide2003.pdf • Project Squared http://projectsquared.lboro.ac.uk/ • Involving industrialists in teaching (Including through projects) www.engcetl.ac.uk/industry/involvingindustrialists/ • Centre for Excellence in Enquiry-Based Learning (CEEBL)www.campus.manchester.ac.uk/ceebl/ • Learning Materials in a Problem Based Coursewww.materials.ac.uk/guides/pbl.asp • Problem Based Learning in Architecture www.cebe.heacademy.ac.uk/publications/briefguides/list.php

  6. Lectures • Engineering Subject Centre Guide to Lecturing www.engsc.ac.uk/downloads/LecturesGuide.pdf Mike Clifford, Mechanical Engineering, University of NottinghamCase Study: Introducing story telling, drama, costume, poetry, music and performance art to engineering lectures Gary Lock, Department of Mechanical Engineering, University of BathCase Study: 21st Century Engineering with Historical Perspective

  7. What the essays say • In 2007/08, two attributes of good engineering lecturers were most frequently cited: • approachability of lecturers • use of real-world examples in teaching • Enthusiasm and passion for the subject are, like approachability, positive traits generic to all disciplines and obviously also rate highly amongst the entrants • ‘the most important quality an engineering lecturer can have is to be genuinely interested in the subject that they teach’. Collins and Davies (2009) Feedback through student essay competitions: what makes a good engineering lecturer?

  8. Using case studies An example - Sustainability versus Heritage- A case study for use in teaching in Engineering Ethics www.engsc.ac.uk/downloads/scholarart/ethics/heritage.pdf

  9. Case Studies • "Iceberg" cases. These types of cases require the reader to apply one or more conceptual models that prompt the designation of additional, relevant information "below the surface." • "Incident" cases. The case often describes a single incident in somewhat specific detail, circumscribed by time and place. The student's task is to compare the incident with either generally accepted practices and/or his or her own experience. • "Illustrative" cases. This type of case describes an event or process factually, and the information is fairly highly structured to illustrate the situation. The student's task is to understand one or more business practices and how they are applied in the real world. "Dialogue" cases. These cases describe the interactional specifics between or among two or more individuals. The student's task is to empathize with, surface, or analyze the beliefs in the dialogue, and to look at the interactional dynamics between the actors and the consequences of style. • "Application" cases. This type of case describes the application of a technique or describes a situation in which the student can apply some known technique. • "Data" cases. These cases provide much information with no to moderate structure. Much of the information provided may be totally irrelevant to the issue or situation. The student's usual task is to find ideas in rich descriptions and/or to organize these data in some meaningful way (e.g., sifting through the data, attempting to separate symptoms from problems). • "Issue" cases. In an issue case, a matter or point is in question (e.g., is the manager's behaviour ethical?) Adapted from Lundberg, C et al., 2001, Case writing reconsidered, Journal of Management Education, Vol 25., No. 4, August

  10. Case study resources • IDEAS CETL and Ethics Case studies www.idea.leeds.ac.uk/ • Metallurgy and Materials Case Studies, NTFS project at Birmingham www.cases.bham.ac.uk/ • Enterprise and Entrepreneurship webpage – case examples of practice and case studies to use with students www.engsc.ac.uk/er/entrepreneurship/index.asp

  11. Evaluation What was the most useful of meaningful thing you learned during this session? What question(s) remain uppermost in your mind as we end this session? What was the ‘muddiest’ point in this session?

  12. Engineers without borders UK www.ewb-uk.org/ • Appropriate technology research projects used with 3rd and 4th year Mechanical Engineering students • Project examples include: designing a passive solar tracker, designing a candle-powered device to seal plastic bags, development of simple medical equipment and the design and construction of a wood-fired bread oven. Mike Clifford, The University of Nottingham www.engsc.ac.uk/downloads/awards/sustainability.pdf

  13. Industry supported design projects • Sustainable Product Design - final year module on the MEng Product Design and Manufacture degree. • Lecture programme including guest speakers • Industrial customers projects – for example manufacture and assembly of light units from JCB and Jaguar to reduce material use, impact of manufacture and recyclability. • Allen Clegg, Shahin Rahimifard, Loughborough Universitywww.engsc.ac.uk/er/sustainable/index.asp

  14. Entrepreneurship . . . encourage students to develop the skills that equip them to be enterprising, creative and productive.   These are the skills that will enable students to make an impact in the future as social entrepreneurs, enterprising employees and successful business owners. www.heacademy.ac.uk/ourwork/learning/employability/enterprise

  15. The National Commission on Entrepreneurship (2003) suggests that entrepreneurstypically have all or some of the following characteristics: • Vision • Adaptability • Persuasiveness • Confidence • Competitiveness • Risk-taking • Honesty • Perseverance • Discipline • Organization • Understanding

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