Implications of student conceptions of teaching for the reform of engineering education (original) (raw)
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Assuring the Quality of Engineering Education
2015 International Conference on Learning and Teaching in Computing and Engineering, 2015
Only the foolhardy would question the importance and status that quality assurance holds in the current political climate that prevails for higher education. This paper critiques the culture of higher education quality assurance and accreditation that has emerged over the last twenty years. An underlying trend that influences quality systems for higher education is the focus on process and service. This results in quality systems that focus on documenting educational processes, and which often assume that students are a type of customer, and education a type of service.
Engineering Pedagogy Students Attitudes on Teaching Quality
Acta Technologica Dubnicae, 2016
The aim of the current survey was to make the outcomes of an analysis of mature-age student essays available in a convenient form to those who might be interested – engineering teachers and faculty management. Results of this survey are compared with a similar one conducted 8 years ago. Students presumed high expertise of their teachers, but also underlined importance of the real-world engineering examples.
The future of engineering education. VI. Making reform happen
Chemical Engineering Education, 2000
We have dealt in this series with changing conditions in technology and society that will require major reforms in engineering education, 1 instructional techniques that have been shown by theoretical and empirical research to produce learning outcomes consistent with these reforms, 2,3 ways to prepare faculty members to implement the techniques, 4 and effective techniques for assessing both teaching and educational scholarship. 5 Those were the easy matters. The real challenge is to create a favorable climate for these changes at research universities-a climate that motivates faculty members to improve their teaching and the quality of instruction in their departments, supports their efforts to do so, and rewards their successes. In this paper we suggest steps that might be taken to create such a climate.
R&E--SOURCE Engineering Pedagogy and its role in quality assurance in higher education
Professional training of engineers who teach at secondary schools and universities of technical orientation was initially focused only on technical training. Experience has shown that the success of such training depends also on whether they acquire the necessary pedagogical erudition. We consider it important that university teachers acquire the theoretical and practical pedagogical--psychological training aimed at tertiary teaching. By this, one element of quality assurance in higher education within the internal quality system is complied. In our paper, we describe the importance of teacher training of university teachers, the importance of engineering education, we point out the importance and place of IGIP (Internationale Gesellschaft für Inginieurpädagogik / International Society for Engineering Pedagogy) in this process and finally, we focus on pedagogical training of university teachers as part of quality assurance in higher education within the internal quality system at D...
When is Quality Assurance a Constructive Force in Engineering Education?
2019 IEEE Frontiers in Education Conference (FIE), 2019
Quality assurance processes in education have been a key area of engineering education development for several decades. ABET, ENQA - The European Association for Quality Assurance in Higher Education, as well as other agencies in Europe and the Asia Pacific have largely converged on a set of high level graduate outcomes, widely considered to be those most relevant to the engineering professions. We suggest that outcome assessment can be classified into four major approaches, education as a service (with the focus on identifying customers), as a process (with a focus on describing the formative impact of curriculum on learners), as a Body of Knowledge (with a focus on transmission of that knowledge and the generation of artefacts), and finally as expansion of the individual (focusing on holistic development of the intellect).
The Undergraduate Engineering Educational Quality Working Group (UEEQWG or EQG) was formed in 2010 within the School of Engineering and Built Environment at the Central Queensland University in order to provide a focal point for learning and teaching quality and its assurance in the Undergraduate Engineering Programs. Currently, there is minimal published evidence of similar and focussed approaches at other universities that do similar work within the sector. This paper outlines the activities conducted by the EQG since its inception and elaborates on key quality assurance approaches and recommendations provided by the working group to achieve the desired quality as well as efficacy of those recommendations/actions undertaken at the school level. The formation and activities of the Group are aligned with the recent AUQA recommendation which seeks emphasis on comprehensive approaches to Quality Policy and related documentation and improve staff understanding of and participation in the University's quality system (TEQSA, 2012). This article has been peer-reviewed and accepted for publication in SLEID, an international journal of scholarship and research that supports emerging scholars and the development of evidence-based practice in education. © Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
Engineering Education Quality Assurance within the School of Engineering: A Holistic Approach
Balkan Region Conference on Engineering and Business Education, 2015
BACKGROUNDQuality assurance is a key element of engineering education at Deakin University and is monitored through various mechanisms which also include the process of collecting students’ feedback within the Schools and faculties. The information received are then looked at holistically and action plan is developed to implement. This has proven to be very effective to ensure feedback received from the students has been properly addressed.PURPOSEThe School of Engineering at Deakin University, has initiated the formation of Engineering Educational Quality Working Group (QWG). The aim of QWG is to provide a focal point for learning and teaching quality and its assurance in undergraduate and postgraduate Engineering courses. The school approach complements Deakin University processes of collecting and analysing student feedback on unit curricula design, delivery and facilitator delivery performance; feedback regarding individual facilitator, unit evaluations and graduate course experi...
Reflections on enhancing the quality of engineering education
flapper presented in the International Conference on …, 2001
We are observing a trend where there is a reducing interest for the engineering profession and an increasing penetration of "learning providers" in the education market. A sweeping reform in the content and method of engineering education is long due. Actively participating in engineering education international conferences has encouraged the author to review his approach towards teaching. We hope that a "collaborative reflective work" on these changes will help in creating a more effective learning environment.
Quality Assurance in European Engineering Education: Present and Future Challenges
Engineering Education Quality Assurance, 2009
This chapter focuses on the quality assurance (QA) of higher engineering education in the United Kingdom and Europe, by considering eight challenges which are predicted by the writer to be of increasing importance in the years ahead. QA in higher education is taken here as a process that sets out to assure society, and responsible bodies within it, about the quality of educational provision for students. The purpose of the chapter is to identify the present and forthcoming challenges and changes in QA in engineering education in the United Kingdom and Europe, in the light of present circumstances as well as of the historical context.