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Higher Education Pedagogies最新文献

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Bridging the gap between teaching and research: a case study for engineering & applied science 弥合教学与科研之间的差距:工程与应用科学的案例研究
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1605836
A. Roudaut
{"title":"Bridging the gap between teaching and research: a case study for engineering & applied science","authors":"A. Roudaut","doi":"10.1080/23752696.2019.1605836","DOIUrl":"https://doi.org/10.1080/23752696.2019.1605836","url":null,"abstract":"ABSTRACT Higher education systems need to rethink the way teaching content is delivered to face the evolution of education and breakthroughs in educational online services. One way in which systems can innovate is by allowing students to apply their knowledge to real research problems. The benefits are dual: the students work on highly innovative topics and real examples; and for teaching staffs, there is a seamless integration of their research into their teaching. We present a case study in the form of an observational analysis of an Engineering & Applied Science undergraduate lecture taught in the UK at master level and teaching skills in electronic and rapid prototyping. We present the rationale chosen to better integrate research aspects in the unit and the results of an observational study: we used thematic analysis to expose eight guidelines for better integration of research in teaching as well as consideration for higher education curriculums.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"209 - 225"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1605836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45096194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Philosophies and pedagogies that shape an integrated engineering programme 形成综合工程方案的哲学和教学法
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2018.1507624
John E. Mitchell, A. Nyamapfene, K. Roach, E. Tilley
{"title":"Philosophies and pedagogies that shape an integrated engineering programme","authors":"John E. Mitchell, A. Nyamapfene, K. Roach, E. Tilley","doi":"10.1080/23752696.2018.1507624","DOIUrl":"https://doi.org/10.1080/23752696.2018.1507624","url":null,"abstract":"ABSTRACT Accredited engineering degrees call upon students to develop a wide range of knowledge and skills. These range from technical, scientific and mathematical knowledge, through to transferable skills such as communications, teamwork, business acumen and critical analysis. Through a faculty-wide curriculum development programme we have sought to implement cross-department teaching framework whereby a range of pedagogies are employed to deliver against core philosophies for a new way of teaching aimed at developing students’ knowledge, skills and attitudes while meeting a diverse range of learning outcomes. We argue that is it vital that learning takes place in the context of authentic engineering problems and processes. In this paper, we look at the philosophies, pedagogies and outcomes of an educational-based project which creates a connected curriculum that joins distinct disciplines at key points during the students’ education to provide preparation for, and experience of, professional engineering. It describes the motivation for change and described the implementation and impact of these approaches.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"180 - 196"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1507624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45654865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Going beyond metric-driven responses to surveys: evaluating uses of UKES to support students’ critical reflection on their learning gain 超越指标驱动的调查回应：评估UKES的使用，以支持学生对其学习成果的批判性反思
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1672359
Cassie Lowe, Stuart Sims, J. Winter
{"title":"Going beyond metric-driven responses to surveys: evaluating uses of UKES to support students’ critical reflection on their learning gain","authors":"Cassie Lowe, Stuart Sims, J. Winter","doi":"10.1080/23752696.2019.1672359","DOIUrl":"https://doi.org/10.1080/23752696.2019.1672359","url":null,"abstract":"ABSTRACT Genuine engagement by academic staff and students in reflective practice in a time of great institutional pressure and a neo-liberal agenda for more metrics driven practice has become increasingly difficult to set time aside for. While more and more feedback is being requested on teaching practice, the quality, validity or reliability of this feedback is not always apparent. This case study explores a project developed at a small-medium sized institution, which aimed to provide an alternative rationale for lecturers to gain richer feedback about their teaching and student experience. The UK Engagement Survey was used in an original way as a reflective tool to increase the engagement with the survey itself and thus enhance the quality of the data. This article will outline the interactive, workshop-based nature of our approach and the effects this has had on the nature of the survey data and response rate.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"448 - 461"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1672359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49299452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Should we use video technology for giving feedback? 我们应该使用视频技术进行反馈吗？
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1669480
Lynnette Matthews
{"title":"Should we use video technology for giving feedback?","authors":"Lynnette Matthews","doi":"10.1080/23752696.2019.1669480","DOIUrl":"https://doi.org/10.1080/23752696.2019.1669480","url":null,"abstract":"ABSTRACT This study explored the use of video screencasts to supplement written feedback with a small cohort of early-career academics (n = 29) undertaking a postgraduate programme aligned to the UK Professional Standards Framework for teaching in higher education. The aims were to support the academics’ professional development following their summative assessment as well as introducing the technology to inform their own feedback practice. Whilst staff, as learners, were positive about the video feedback, only 50% would consider providing it to their students. They would, however, consider other ways to incorporate video screencasts into their teaching. In addition, the differences between the marks awarded for the first and second assessment were analysed and compared to those of a previous cohort (n = 32) that received written feedback only. The findings would suggest that in spite of positive perceptions about video feedback, there were no differences in performance between the two groups.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"476 - 487"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1669480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43580633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Using life cycle assessment in environmental engineering education 生命周期评价在环境工程教学中的应用
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1627672
S. Burnley, S. Wagland, P. Longhurst
{"title":"Using life cycle assessment in environmental engineering education","authors":"S. Burnley, S. Wagland, P. Longhurst","doi":"10.1080/23752696.2019.1627672","DOIUrl":"https://doi.org/10.1080/23752696.2019.1627672","url":null,"abstract":"ABSTRACT Life cycle assessment (LCA) is a method of assessing the environmental impacts of the manufacture and use of a product or provision of a service such as waste management. LCAs are based on quantitative science, but softer skills are also required in interpreting the results. Therefore, LCA provides an ideal opportunity for students to develop and apply both quantitative and qualitative skills in order to address complex real-world problems. In this research a simplified spreadsheet LCA tool was produced for students to assess the environmental impacts of a waste management system. Detailed feedback from face to face and distance-learning students were positive about the tool, with students welcoming the detail provided in the results and the use of a practical example to help their learning. In conclusion, LCA is an effective way of encouraging environmental and engineering students to develop and apply a wide range of transferable skills.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"64 - 79"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1627672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49183964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Using National Student Survey (NSS) qualitative data and social identity theory to explore students’ experiences of assessment and feedback 运用全国学生调查(NSS)定性数据和社会认同理论探讨学生的评价与反馈体验
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1601500
J. MacKay, K. Hughes, Hazel Marzetti, Neil Lent, S. Rhind
{"title":"Using National Student Survey (NSS) qualitative data and social identity theory to explore students’ experiences of assessment and feedback","authors":"J. MacKay, K. Hughes, Hazel Marzetti, Neil Lent, S. Rhind","doi":"10.1080/23752696.2019.1601500","DOIUrl":"https://doi.org/10.1080/23752696.2019.1601500","url":null,"abstract":"ABSTRACT Assessment and feedback are interrelated challenges for higher education, being perceived as key facets of the quality assurance of degrees, and yet commonly found to be sources of dissatisfaction for students. We performed a thematic analysis on the free-text comments of the National Student Survey for a large, Scottish, Russell Group university and found recurring themes of alienation versus belonging in how the students discussed assessment. We used Social Identity Theory to explore these themes and concluded that assessment can act as a barrier between staff and students, especially where students are not given effective feedback. When students feel their assessment excludes them from a group (such as their discipline), they express dissatisfaction and frustration. This study adds to the growing body of work encouraging a dialogic approach to ensure students are able to make the best use of feedback and suggests it may also have the encouraging side-effect of improving student satisfaction.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"315 - 330"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1601500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48799325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
Case study: suggesting choice: inclusive assessment processes 案例研究：建议选择：包容性评估过程
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1669479
C. Morris, E. Milton, R. Goldstone
{"title":"Case study: suggesting choice: inclusive assessment processes","authors":"C. Morris, E. Milton, R. Goldstone","doi":"10.1080/23752696.2019.1669479","DOIUrl":"https://doi.org/10.1080/23752696.2019.1669479","url":null,"abstract":"ABSTRACT This project aimed to explore staff and student opinions on the introduction of choice in assessment, drawing upon the principles of Inclusive Pedagogy, Disability Studies and Universal Design. The mixed methods research explored the possibility that students may feel more positively supported during the assessment and feedback process if a range of methods of assessment are available. There was overall support for the proposal, but with some reservations, for example, parity between the different modes of assessment, and student access to different forms of assessment to develop employability skills would need to be planned. Inclusive assessment and feedback processes in Higher Education are essential if the diversity of our students is to be recognised. However, this needs to be balanced with the need to develop a range of life skills. Therefore, choice in assessment methods needs to be designed with clear strategies for skills development, and targeted individualised support.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"435 - 447"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1669479","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49286702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 15
Practicing education of the mineral processing engineering discipline in Henan Polytechnic University 河南理工大学选矿工程学科的实践教育
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1573642
G. Cheng, C.X. Zhang, Y.C. Fan, F.F. Li, L. Lin, X. Zhu
{"title":"Practicing education of the mineral processing engineering discipline in Henan Polytechnic University","authors":"G. Cheng, C.X. Zhang, Y.C. Fan, F.F. Li, L. Lin, X. Zhu","doi":"10.1080/23752696.2019.1573642","DOIUrl":"https://doi.org/10.1080/23752696.2019.1573642","url":null,"abstract":"ABSTRACT A plan for national education to train outstanding engineers has been put into practice at Henan Polytechnic University (HPU). Practical education is a basic characteristic of engineering education. This paper proposed ideas and models to reform the mineral processing engineering education system and also described the discipline and the objective of cultivating students for careers in mineral processing engineering. On the basis of a survey and analysis of the quality of graduate student cultivation, we established a practical teaching system of ‘four levels, seven categories’ and the effect of this system was initially apparent.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"156 - 166"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1573642","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44523581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investigating new areas of art-science practice-based research with the MA Art in Science programme at Liverpool School of Art and Design 在利物浦艺术与设计学院的艺术科学硕士课程中研究艺术科学实践研究的新领域
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1583072
Mark Roughley, Kathryn Smith, C. Wilkinson
{"title":"Investigating new areas of art-science practice-based research with the MA Art in Science programme at Liverpool School of Art and Design","authors":"Mark Roughley, Kathryn Smith, C. Wilkinson","doi":"10.1080/23752696.2019.1583072","DOIUrl":"https://doi.org/10.1080/23752696.2019.1583072","url":null,"abstract":"ABSTRACT Collaborations between artists and scientists are increasingly a feature of the cultural landscape. Traditionally this relationship is seen as art in the service of science whereby artists use their skills to visually communicate complex scientific ideas. However, a hybrid form of collaborative, experimentally-driven practice has emerged over the last 30 years where artists and scientists work together to explore the creative possibilities and speculative futures represented by the intersection of these two ‘cultures.’ The MA Art in Science programme at Liverpool School of Art and Design facilitates discussions and interactions between subjects that have traditionally been studied in isolation within Higher Education. This paper details and discusses the theoretical foundations that have informed the curriculum design and its pedagogical ethos, describes the collaborative learning experiences at the heart of the programme, and offers an insight on how the programme’s approach to transdisciplinary art-science collaborative practice could be utilised across disciplines.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"226 - 243"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1583072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43294593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
University of South Wales national cyber security academy – creating cyber graduates who can ‘hit the ground running’: an innovative project based approach 南威尔士大学国家网络安全学院——培养能够“立即投入工作”的网络毕业生:一种基于创新项目的方法
IF 2.5
Higher Education Pedagogies Pub Date : 2019-01-01 DOI: 10.1080/23752696.2019.1605837
Clare Johnson
{"title":"University of South Wales national cyber security academy – creating cyber graduates who can ‘hit the ground running’: an innovative project based approach","authors":"Clare Johnson","doi":"10.1080/23752696.2019.1605837","DOIUrl":"https://doi.org/10.1080/23752696.2019.1605837","url":null,"abstract":"ABSTRACT Higher Education institutions understand that there is a need to embed professional skills within degree programmes. However, evidence shows that graduates, whilst having developed good theoretical knowledge, lack experience and confidence when entering the workplace. Employers view the importance of degree-related skills as only a part of the skills needed to be work ready. This opinion piece discusses an innovative approach to curriculum design in the field of cybersecurity, which uses a project-based approach with limited formal teaching to develop students’ skills, and engages them with industry from the very outset of their course. Early indications show that the course has many successes to celebrate, but that it is not without its challenges.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"300 - 303"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1605837","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45971110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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