UK and Ireland Engineering Education Research Network Conference Proceedings 2023

Using Code Snippets to Teach Programming Languages

Joshua Akingbade — 2024-06-28

Coding is a fundamental skill required in the engineering discipline, and much work exists exploring better ways of teaching coding in the higher education context. In particular, Code Snippets (CSs) are approved to be an effective way of introducing programming language units to students. CSs are portions of source code of varying size and content. They can be used in a myriad of ways, one of which is to teach the code they contain as well as its function. To further explore the use of CSs, a pedagogical summer internship project was set up at the Warwick Manufacturing Group (WMG). The scope of the considerations for the study derives from an educational standpoint. Within the evaluations made, the focus was primarily given to pieces of information which proved to provide evidence pertaining to the methodology involved in either teaching or developing teaching materials. By taking the results produced into account from a pedagogical perspective, it was found that several qualities of popular code snippet tutorials which benefit or hinder the learning process, including code length, interactivity, further support, and quality of explanation. These qualities are then combined and used to present a plan for the design of an effective learning resource which makes use of code snippets.

How can digital media enhance students' mastery of threshold concepts?

Edwina Jones — 2024-06-28

Mastery of threshold concepts is driven by students’ expanding knowledge and experience. Threshold concepts cannot be taught via the simple transfer of knowledge, but instead ‘emerge’ for students via experience, conceptualisation and self-development (Meyer and Land, 2005). This can happen at different stages via different means and students may enter a liminal state whereby they oscillate between states of understanding and being (Cousin, 2006; Meyer and Land 2005). Teaching and re-teaching threshold concepts at set points adds to the teaching load and may not be an effective way to support students’ mastery on what is a messy, unpredictable and personal journey.

The persistence of learning resources in the online space means that students can drive their own learning and development by visiting and revisiting interactive digital resources that demonstrate conceptually difficult or contradictory knowledge. Such troublesome knowledge is a feature of many fields of engineering. The transformative power of digital media can take students outside of the classroom and immerse them in other worlds.

By taking a focussed approach in this project, we will explore what transformative and troublesome knowledge means in the literature, and to a select group of students and staff at WMG. Using the findings, we will then propose digital media solutions informed by multiple perspectives.

Generative AI in Higher Education: Graduate Teaching Assistants’ Practice and Reflection on ChatGPT for Module Assessment

Nikolaos Katsanakis — 2024-06-28

The rapid evolvement of Artificial Intelligence (AI) and the launch of ChatGPT and other Generative AI tools have concerned Higher Education Institutions (HEIs), which now need to develop comprehensive pedagogical guidelines and frameworks in this emerging AI era. These advancements have sparked discussions and research on their implications on assessment design and student assessment, with multiple opposing perspectives emerging. Whilst ChatGPT is perceived as an important opportunity for enhancing student learning, it is considered as a significant threat to academic integrity and student skills development. These differing perspectives create the need for teaching staff to reflect on their pedagogical practices on ChatGPT and Generative AI and propose potential paths forward for HEIs. Although research on Generative AI and assessment design is rapidly growing, the perspective of Graduate Teaching Assistants (GTAs) as teaching staff uniquely positioned to bridge the gap between faculty and students, is under-represented. To this end, in this practice paper, GTAs reflect on their dual identities as student and tutor to evaluate differing positions to the role of ChatGPT to support or hinder assessment. By being involved in a ChatGPT project for student assessment for MSc students in Engineering degrees, the authors present their reflections on the impact that ChatGPT and Generative AI technologies may have on HEIs, with a focus on assessment design, as well as on potential paths forward for the sector. This practice paper contributes to the ongoing discussions and research on the development of pedagogical guidelines and frameworks in the Generative AI era.

Teaching Numerical Problem-Solving Methods to Undergraduate Engineering Students Using Specially Designed Finite Element Codes

Hesam Khajehsaeid — 2024-06-28

Computer-Aided Engineering is an essential solution in many engineering problems in today’s industry. Modules looking into this area in the engineering courses aim to further enhance both the theoretical and practical appreciation of the numerical problem-solving methods. In such modules, students are expected to appreciate how mathematics, numerical analysis and computational technology are combined to model and simulate the behaviour of physical systems. However, when it comes to teaching, there is a significant difference between how the background theory looks and what students experience as they work with a commercial software package as they cannot see what is going on in the background of software packages and how the outputs have been achieved. In this work, the authors have proposed a method to help students comprehend how the theory is related to software packages. This is done by providing students with specially designed Finite Element codes asking them to investigate, and tailor the codes for some basic but real-life applications. The method starts with 2D problems for elementary Finite Elements, and through a few steps helps students extend the codes to 3D cases to enable them to solve real-life applications by the FE codes they have tailored themselves. This approach enables engineering students make meaningful links between the background math and the target numerical problem-solving methods. According to student surveys taken over three academic years, 85% of students believe “User FE-codes helped understand how theory translates to problem-solving tools and FE software”. There was also significant enhancement in student performance on the associated assessments.

Bringing Project Management to life: The value of experiential learning through Virtual tours and engagement with Project professionals

Lydia Adigun — 2024-06-25

This study explores the significance of experiential learning in project management education by utilising virtual tours and engaging with industry professionals. In collaboration with an external organisation, we developed a virtual tour video that showcases real world project management practices. The video provides a comprehensive view of a major project, featuring insights from more than 40 professionals. Inside the classroom, we combined this virtual tour with direct interactions with project professionals from the organisation. Students gained firsthand perspectives on how to apply theoretical concepts in practice. Feedback indicated that the virtual tour and engagement with professionals provided valuable real-world context, effectively bridging theory, and application. Students appreciated the interactive and well-structured experience. To enhance its impact further, we suggest diversifying perspectives, extending its duration, and striking a balance between theory and practical content.

Students' readiness for blended learning in UK higher education

Susan Wakenshaw — 2024-07-01

Blended learning has become a standard approach in higher education post-Covid, but its effectiveness and learning outcomes are significantly impacted by student readiness. Existing research focuses only on students' attitudes towards blended learning or teachers' readiness. This study employs a service ecosystem perspective, examining students' broader cognitive, emotional, interactional, and motivational readiness within the learning ecosystem.

Using qualitative methods, semi-structured interviews with ten Chinese-origin students at the University of Warwick were conducted to explore their blended learning experiences. The research draws insights from both organizational and individual levels, unveiling factors influencing students' blended learning readiness. Moreover, it delves into the implications of cognitive, emotional, interactional, and motivational readiness within the UK higher education ecosystem.

The study enriches the theoretical understanding of students' blended learning readiness within the learning ecosystem. Managerially, it highlights the need for a refined two-way feedback system to align with students' expectations. Collecting detailed online learning records, such as video engagement and comments, enables tailored content creation. Leveraging technology enhances interactivity; teachers can share relevant short videos to quickly introduce course concepts. Technological advancements can also optimize platform connectivity, resolving issues promptly and enhancing communication among stakeholders. At the institutional level, universities should offer IT training for teachers and management, coupled with teaching and learning guideline development. This multifaceted approach ensures preparedness for blended learning, fostering an effective and engaging educational environment.

Implementation of Enquiry-Based Activity Modules for Authentic Learning in Engineering

Matthew Blacklock — 2024-06-28

Engineering education in the UK is evolving, moving away from traditional lecture-based teaching towards more engaging and practical methods. The purpose of this is to develop problem-solving and teamworking skills in a practical, authentic environment. Activity-based learning is gaining popularity as a way to better prepare students for real-world challenges. Northumbria University's Mechanical and Automotive Engineering programmes have embraced this approach by introducing dedicated activity-based learning modules in 2021. Activity-based learning emphasises practical skills, integrating labs and hands-on experiences. This bridges the gap between theory and practice, helping students apply their knowledge effectively. It fosters collaboration and teamwork, encouraging students to work together to solve problems and share ideas. The engineering programmes at Northumbria University include two 20-credit activity-based learning modules in foundation year and each of the first and second years of the main programmes. These modules become more complex and interdisciplinary as students’ progress. Assessment methods include technical reports, presentations, posters, and practical demonstrations. Despite its advantages, activity-based learning presents challenges, primarily around resourcing of space, equipment and materials. To overcome this, student interns helped review and develop a student-led maker space, a central hub for practical activities. This approach ensures that activities are engaging, relevant, and academically rigorous while creating a collaborative and creative environment. In summary, activity-based learning is a promising approach to engineering education in the UK. By emphasising practical skills, teamwork, and diverse assessment techniques, it better equips students to address complex issues and drive innovation in the field. This shift in pedagogy prepares students more effectively for the demands of the modern workplace.

Weekly short assessment and individual feedback: a strategy for deeper learning in blended learning environment

Maryam Mohammad Zadeh — 2024-06-28

Assessment and feedback methods have important role in motivating students to take deep or surface approaches in their learning. Designing assessments with clear link to the teaching content and intended learning outcomes (ILOs), supports students’ approach toward deep learning. This study explored impact of the weekly short assessments with individual feedback in blended classes, on motivating students to take a deep learning approach in their studies. Constructive alignment framework was used to prepare the teaching content, in-class learning activities and assessment tasks. Series of short formative questions prepared with each question evolving around one teaching topic and its ILOs. Students’ responses to each question were followed by individual feedback and an opportunity to reflect on the received feedback to improve their work. Students’ perception towards the short formative assessment with individual feedback was collected using the Revised Study Process Questionnaire (R-SPQ-2F). Using quantitative methodology responses of the 90 Year 2 chemical and environmental engineering students were analysed. Results showed that there are significantly higher deep approach scores (Mean=2.92, SD=1.14) compared to surface approach (Mean=2.41, SD=1.15), with p-value=0.001. Students’ motives and strategies in taking either deep or surface approach is also explored. While factors of “self-satisfaction” and “interest in the course content” were the main motives for students to take deep learning approach, surface strategies such as “learning the examinable content” were remaining high. This research aims to contribute to development of an assessment method in engineering education to foster students’ deep learning, by developing their critical thinking and problem-solving skills.

Evaluation of a flipped classroom model base on students’ perceptions: An undergraduate engineering module case study

Gill Cooke — 2024-06-28

Flipped classroom approach has become popular due to the potential for creating deep learning experiences using active learning and the use of technology that facilitates the implementation of the approach (Abeysekera and Dawson, 2014). The aim of this research is to assess whether the Flipped Classroom model designed and implemented by the authors is perceived as effective by engineering students on the mandatory second year management module.

The supplemental blended learning model (Twigg, 2003) was used to create a delivery model consisting of lectures, out-of-class activities and ending with flipped classroom seminars. The fortnightly lectures and online learning material underpinned the in-class activity-led seminars which in turn aligned to the assessment. Given the requirements for students to manage their engagement with learning outside of the classroom, self-regulated learning has been considered within the study.

The authors collected the data using two online pre-validated questionnaires (Shih, Liang and Tsai, 2019) via Qualtrics and applied descriptive statistical analysis tools and the Pearson correlation analysis, using SPSS software. Results indicated that students perceived the activity led learning part of the flipped classroom (seminars) as a positive experience and are satisfied with how the experience enhanced their learning. Survey analysis revealed students reported a lack of critical engagement with the online material, inconsistently allocating time to learning nor systematically preparing for the face-to-face activity led learning seminars. There was general agreement the flipped classroom approach required more self-regulated learning skills.

The future of project management simulation exercises

David Pontin — 2024-06-28

In recent times project management has become among the most popular post graduate courses at UK Universities particularly for international students. Students consider the skill set useful for employability and transferable for a wide range of future avenues helpful in an uncertain world. However, many start this course with no workplace experience and many of the project management concepts are difficult to grasp or cannot be fully tested except within a realistic project situation. Hence project management simulations or games have become increasingly popular to help resolve this issue.

This research study focuses on evaluating the effectiveness of a project management simulation exercise used by a leading UK University within their project management teaching programme at post-graduate level. A review of the literature included recent studies of simulation, the development of project management education thinking, experiential learning theory and the skill set required from modern project managers from the perspective of professional bodies, industry groups and academics. This produced a list of 17 skills or competences or knowledge areas including both hard skills such as schedule management and risk management and soft skills such as communication, collaboration, and innovation.

Students from the 2021-22 academic year produced quantitative data via a survey relating to their self-perception of their skill level before and after the simulation. Tutors were interviewed to obtain a deeper insight into the mechanisms of learning, the conditions required and their thoughts on future simulation design development. This qualitative data was used to develop a conceptual model for future project management simulation design.

The results show that from the student perspective this learning approach is highly effective with in almost all cases the level of competence started at below average and ended at above average after the simulation. Students consider this approach memorable and enjoyable, were fully engaged and would recommend to their peers. The problem of self-assessment was discussed but a link between student confidence and employability proposed. The conceptual model developed from the qualitative data includes not only simulation design but also game management and tutor skill development. Collaboration between industry partners, game developers and educationalists is proposed to develop the next generation of project management simulation exercises.

Control-Lab-in-a-Box: Bridging the Gap between Control Theory and Engineering Practice

James Edward Pickering — 2024-06-28

Traditional control engineering teaching methods heavily rely on abstract mathematical concepts, often leaving students puzzled about real-world applications. Common simulation tools, such as MATLAB and Simulink provide a good visual demonstration but don't necessarily bridge the gap between theory and application. The proposed ‘lab-in-a-box’ approach offers a tangible method for students to connect control theory with a practical control engineering experience. The literature has observed a shift towards such portable labs, given the advancements in compact computing devices such as Raspberry Pi and Arduino boards in electronics and control teaching. The primary goal of these labs is to deliver an authentic engineering experience with essential hardware. Evaluation of this method, through the student module evaluation questionnaire (MEQ), revealed a significant increase in student satisfaction after its introduction. While the results are promising, challenges remain, such as the initial set-up of the kits. However, the ‘lab-in-a-box’ is found to be a valuable tool in control engineering education, bridging the gap between theoretical and practical understanding. An on-going development includes updating of the kits to match future engineering challenges and needs, e.g., electrification and autonomy of vehicles.

Enhancing Engineering Education through Problem-based Learning

Negar Riazifar — 2024-06-28

Problem-based learning is a dynamic teaching approach that empowers students to actively address real-world challenges while taking charge of their own learning process. This study focuses on how problem-based learning enhances the retention of engineering concepts and principles, evidenced by higher levels of engagement and satisfaction reported by students. Through rigorous analysis of student feedback and project outcomes, this research investigates the effectiveness of problem-based learning in the context of engineering education. The results highlight the substantial positive influence of problem-based learning on both student engagement and their grasp of engineering fundamentals.

Degree Apprenticeship Education for Future Engineering Leaders: Developing reflective practice with work-based learning.

Katy Angliss — 2024-06-28

The significant growth in demand and offerings for degree apprenticeships (DA) since their introduction by the UK Government in 2014 is shaping the development of the workplace learning environment. In support of this, educational reflective practices within the workplace, together with associated academic credit requires greater research focus. For level 7 postgraduate degree students, it is relevant to examine enhancing reflective practices for work-based learning and in doing so, this paper focuses on a specific Engineering Business Management Degree Apprenticeship case study. This research discusses the outcomes for students resulting from the postgraduate DA course, with an emphasis on their work-based learning and reflective practices, investigating the research question “how can an apprenticeship degree integrate work-based learning with reflective practice?” A sample group of students close to graduation were chosen for the intervention and asked two question types covering their positive experiences and potential improvement areas for informing future practice.

The positive findings highlighted the benefits of work-based learning and reflective practice for the degree apprenticeship, including the application of learning directly into the workplace and the addition of skills and behaviour competencies, whilst still achieving the master’s level knowledge and learning competencies. Potential improvement areas focus on the challenges of understanding reflective learning in the workplace, the work-life balance combining further education and finally the additional support required from employees. The resulting recommendations for academics and course leaders encompass achieving reflective learning within the curriculum, designing courses to reflect the student’s time demands when including work-based learning, designing for the KSB’s (Knowledge, skills and behaviours) and understanding the wider student network of employer and workplace environment.

Electro-Mechanical Engineer Degree Level Apprenticeships: An initial reflection on improving distance-learner engagement and motivation

Elizabeth Bishop — 2024-07-01

This concept paper discusses the proposed implementation of learning supports via motivational scaffolding as method for improving engagement and motivation of Electro-Mechanical Engineering degree-level apprentices at the University of Nottingham. The paper focuses on a block-release programme where a large proportion of learning occurs online asynchronously. These apprentices have generally entered degree-level study from background vastly different from typical undergraduate students. Combined with the management of their normal job with their university study, there is a step-change in mind set required to be successful on the programme. Anecdotal feedback has previously suggested that around half of the apprentices on the programme found it challenging to settle into a successful work pattern within the first 6 weeks of the programme.

The proposed intervention aims to provide learners with the environment to learn and excel rather than spending time finding the study materials, or working out what is required of them. The intervention was developed in conjunction with a focus group of apprentices and a scoping survey released to all cohorts on the programme. The success of the intervention will be evaluated over the next academic year through further feedback surveys, focus group discussions and comparison of grades and engagement of online content.

Lessons learnt from Degree Apprenticeship’s Design and Development Practice at WMG

Mir Seyedebrahimi — 2024-06-28

Degree apprenticeships (DAs) are a new educational route that combine work-based learning with academic study. They offer the opportunity to gain an undergraduate or postgraduate degree while working towards a professional qualification. This paper shares the lessons we learnt during the course conception, design, and delivery of Undergraduate (UG) and postgraduate (PG) Degree Apprenticeship (DA) programmes at WMG. The focus will be on the aspects of quality assurance and student experience. The quality of the learning and teaching process is essential for the success of DA programmes.

This practice report explores the development and implementation of DA programmes at WMG, focusing on quality assurance and student experience. It discusses the unique challenges and considerations in designing apprenticeship curricula that meet both academic and industry standards. The report emphasises the importance of putting students at the centre of education, establishing policies for teaching quality, and maintaining effective processes to ensure programmes success and continuous improvement.

Design and Development of a Professional Skills Coaching Framework for Engineering and Computing Degree Apprenticeship (DA) Programmes at Aston University

Jennifer Heaselgrave — 2024-06-28

Aston University has provided Work-Based Learning (WBL) courses since the 1960’s. The introduction of Degree Apprenticeship (DA) levy funding in 2015 has led to a change of focus at Aston University from delivery of traditional WBL programmes to development of more than ten level 6 and 7 Engineering and Computing programmes in the College of Engineering and Physical Sciences (EPS). These programmes were designed and developed organically over the years leading to different student support mechanisms and practice across the varying DA programmes. The growth of these programmes led to the establishment of the Aston Professional Engineering Centre (APEC) as a department in late 2020, overseeing all Engineering and Computing DA and non-DA programmes in the College. This, together with the regulatory aspects of DA programmes, in turn, led to investigating the historic role of the Professional Supervisor. This investigation combined with the prospective Ofsted New Provider Monitoring Visit (NPMV) in 2022 instigated a need for a shift from solely utilising professional supervisory roles for WBL activities to a consistent framework for skills-based, systems level thinking approaches, conducive to the corporate environment, via Professional Skills Coach adoption. This concept paper presents our innovative approach in supporting Engineering and Computing DA learners at Aston University by designing and developing a Professional Skills Coaching framework in 2022, underpinned by the pedagogical coaching approaches, as well as the way in which the model concept could be adopted by other STEM educators to support learners.

From Formation to Evaluation: Optimising groupwork in STEM Degree Apprenticeships

Sarah Tipper — 2024-06-28

Engineering degree apprenticeships provide three to six years of job opportunities and training that lead to university qualifications up to and equivalent of a postgraduate degree. Within an apprentice’s time in higher education (HE), many are required to complete groupwork projects which bring several benefits and some challenges. This paper explores the effects and limitations of group work in the context of degree apprenticeships whilst discussing a plethora of group selection and assessment method solutions. This includes student self-selection methods in comparison to teacher-selected and randomisation for group selection; a suitable method of selection should be unbiased and optimise advantages of collaborative working. Through understanding the most effective form of assessment for apprentices, an academic policy can be adapted and influenced – acknowledging the learning differences between undergraduate students and degree apprentices.

As part of this work, a comprehensive literature review was carried and a survey was conducted and completed by the Bsc Digital and Technology Solutions students, BEng Applied Professional Engineering Programme students among others at the University of Warwick. The results of the survey provided quantitative and qualitative data surrounding group work.

Furthermore, the paper suggests appropriate solutions to group work issues surrounding the effectiveness of group work for degree apprentices, optimal group selection-methods, group performance, ensuring equal contributions and assessment and grading methods. The paper addresses some of the problems encountered by apprentices during their studies such as the free-rider problem and unequal division of work - providing solutions towards minimising such problems, including the integration of web-based tools such as MS Planner.

Embedding Sustainability in Engineering Education World Café: Reflections for Future Practice

Ninna Makrinov — 2024-06-28

We present the reflective learning account from organising a World Café to share engineering educators’ practices in embedding sustainability education, addressing the question: is the World Café a good practical solution to share sustainability education practice in our post pandemic world? Conversations have the power to create change, in line with approaches such as Critical Pedagogy (Giroux, 2020). Our perspective as diverse engineering educators informed the workshop and our reflections and this is mirrored in our analyses. The World Café is a process which has been extensively used to encourage open communication and problem solving (Brown, Isaacs and World Café Community, 2005) and which we thought relevant to enhancing sustainability education practices. A commitment to education for sustainable development (ESD) is increasingly expected (UNESCO, 2023; AdvanceHE and QAA, 2021) and engineering educators are rising to the challenge. Learning from one another, educators shared their actions, plans and dreams around the three pillars of sustainability. Using a Word Café to discuss challenges around sustainability education proved successful. We recommend that engineering educators and conference organisers consider this approach in creating a sense of urgency around sustainability that instigates collaboration and acts as a catalyst for action. The approach can be taken further by using it as a data collection tool, co-creating knowledge from our practice.

Changing the way we teach using co-creation: Embedding employability in the engineering curriculum through the students’ perspective

Eleni Routoula — 2024-06-28

Student voice is not often included in curriculum design, leading to limited course overview and student engagement. To improve student engagement for the “Skills for Employability” module available in all courses offered at the Department of Chemical & Biological Engineering (CBE) at the University of Sheffield, we designed a student-led research project with three strands. A survey was deployed to academics, students, and alumni, our approach regarding employability was compared to that followed by 29 other universities with relevant courses, and a review of the module content was performed. Findings revealed that academics, students, and alumni are not always on the same page regarding employability or teaching practices. This project has shown that we need to actively listen to the student voice, encourage students to shape aspects of the module, and support them in understanding the link between their course and employability alongside outlining that employability skills are just as or more important as the technical skills they hold. This paper shows the approach we followed, highlights findings through all three project strands, and indicates steps, mainly proposed by students, as best practice to improve engagement and takeaways.

Towards Skillful Engineers: A Competence Framework for Engineering Education

Ali Jaberi — 2024-06-28

This research explores the definition of soft skills in engineering education literature and suggests a new framework for understanding the components of soft skills. The study reveals that there is a lack of consensus on what constitutes soft skills and how best to define the term in an engineering education context. The work also highlights the importance of a mutual understanding of the concepts shaping engineering soft skills to ensure meaningful measurement and attainment of competencies. The study aims to pave the way to develop relevant pedagogical interventions and assessment tools for engineering soft skills. The research methodology used in this work is a content analysis on reviewed citations, which extracts explicit definitions and components of soft skills in 93 reviewed publications. We conclude that a precise distinction between knowledge, attitude, personality traits, and skills is necessary to develop engineering soft skills further and align the expectations of the profession and engineering higher education institutions.

Research design and preliminary findings from the EUniWell MASOEE project on teaching skills to disadvantaged cohorts

Sarah Chung — 2024-06-28

The ERASMUS+ European University of Wellbeing alliance (EUniWell) has seed-funded the project “Maximising Academic and Social Outcomes in Engineering Education” (MASOEE). This initiative explores how to better teach non-technical skills with the aim of ensuring the success of students from disadvantaged backgrounds in their professional lives, making a significant contribution to societal wellbeing. It can be argued that because engineering jobs are relatively well-paid, engineering education might be considered a force for social mobility if universities reduce attainment gaps between marginalised and mainstream cohorts. To this end, we are sharing best practice for professional, business and sustainability skill teaching between the engineering faculties at the Universities of Florence (Italy), Birmingham (UK), and Linnaeus (Sweden), whilst appreciably contrasting how their disadvantaged cohorts are profiled and supported. In this paper we provide an overview of the project and present some preliminary results comparing students self-rated skills levels and engineering identity against an objective measure of disadvantage – the number of parents who attended university. We discuss our research method with emphases on methodological and contextual reflexivity. This enables us to select our procedures and acknowledge the study setting, and to offer readers insights to help them assess its transferability.

Education for Sustainable Development (ESD): A holistic approach to curriculum design, development and implementation using participatory and integrative methodologies

Tamer Panagiotis Doss — 2024-06-28

In response to the climate emergency and future Sustainable Development (SD) of our planet, HEIs must adopt integrated, holistic approaches to curriculum design that are primarily focused on developing graduates into more socially responsible, global citizens and engineers with sought-after sustainability competencies and skills, empowered to tackle complex local and global SD challenges. In line with our institutional strategic goals and commitments, we outline the use of innovative, participatory programme design methodologies involving internal and external stakeholders, in our approach to designing a new post-graduate course in Sustainable Engineering at Aston University that has the potential to fulfil these transformative goals, asking ourselves and all stakeholders throughout: “What content really matters?” “Are students doing something that is meaningful?” “How should it be taught?”. This work describes the implementation of our innovative ESD approaches to holistic curriculum design, development, implementation, and delivery. Using evaluation data from staff, students, and external stakeholders the effectiveness and impact of these programme design and delivery approaches are evaluated, and the findings are presented. Highlighted areas of good practice, as well as key lessons learned in our work can serve as potential signposts for other HEI adopters of similar or other ESD methodologies.

Designing Community-Based Placements in Engineering Education: Enabling the Student Voice

Elena Dimova — 2024-07-01

This practice paper captures the reflections of a workshop carried out at the Engineering Education Research Network Annual Symposium, in June 2023. Based on our on-going exploration of the experience of community-based placements for engineering in higher education, this opportunity supported us to gather insight from academic members of staff on the perceived role and value of this learning experience.

The reflections indicated that the contributors felt that more clarity surrounding the role of community-based placements is required; that involvement of all stakeholders in placement design is needed; and that consideration for the approaches implemented to include students in learning design is also necessary.

Making engineering education more sustainable through community-based learning and teaching

Dr. Rehan Shah — 2024-06-28

Community-based learning and teaching offers engineering students a transformative educational experience that extends beyond textbooks, labs and classrooms by engaging students in co-creation activities with local community as part of their formal learning. By immersing themselves in real-world community contexts, engineering students develop practical skills, cultivate a sense of social responsibility, and become well-rounded professionals prepared to tackle the intricate challenges of our ever-evolving world.

Community-based learning and teaching takes engineering education beyond the confines of ‘in-house’ produced project proposal briefs, leads to better opportunities for interdisciplinary learning (beyond engineering ‘subdisciplines’) and more opportunities for creativity and flexibility in how engineering problems are approached and solved.

As part of an institution-wide study, in this paper we share specific findings from engineering educators, as well as university-wide engagement professionals and those supporting teaching and learning (24 in total), on the barriers and opportunities to community-based learning and teaching approaches. Using semi-structured interviews, we used thematic analysis to generate a series of themes which aligned with four key beneficiaries within engineering education: academics, students and community partners and university.

Our findings reveal the values and expectations, employability benefits and infrastructural considerations to implement this type of learning as part of future-facing and sustainable curricula in engineering. This includes areas such as motivation, role of the community, partnership building, development of leadership skills and networking and financial planning and relationship management.

The findings also provide useful context-specific recommendations for educators seeking to develop their own sustainable approaches towards facilitating community-based learning and teaching in engineering disciplines.

The importance of self-efficacy in transition to higher education: a case study on an online Induction resource for Master’s students

Celine Martin — 2024-06-24

The state of a student’s self-efficacy, or belief in oneself to achieve a particular result (Bandura, 1997), influences their academic performance (Schunk and Pajares, 2002). Hence supporting students to enhance their self-efficacy from the start of their learning journey is significant to achievement of their degree. One of the ways to improve student’s self-efficacy in their transition to university is through training since the provision of information and active learning enables students to make informed decisions about their education, professional development, and personal circumstances during their studies. This is significant for students who may not have studied previously in the UK since negotiating a foreign culture and education system can influence their confidence to thrive in a higher education environment. Therefore, the paper seeks to answer the question, “How does the self-efficacy of students who previously studied in the UK compare with students who did not previously study in the UK following completion of an online Induction resource?” by evaluating a virtual Moodle course designed and implemented in the 2022-2023 academic year to support students to transition into learning at an engineering and business department. Analysing responses collected from 61 full-time master's students to an online survey post-completion of the Induction resource, this initial study finds that the Moodle course is helpful in supporting student’s transition to study. Reflections and recommendations for improving this resource to benefit student self-efficacy are provided to support the work of engineering educators dedicated to enhancing the student experience.

STEM Connections: A model for empowering academics to deliver outreach by reducing barriers to engagement

Phil Jemmett — 2024-07-01

STEM Connections worked with academic staff to develop their skills and confidence to communicate with any audience. Through creating a demonstration of their area of expertise and speaking with school-aged students, the academics hear a range of perspectives and repeatedly practice pitching their presentations. This project aimed to develop staff, engage the public, and work in partnership with local cultural institutions – in this case CV Life. Training has been provided by third-party organisations, by the project team and by the partner institution in both years.

Over two years, the project has worked with 23 academic members of staff across 17 different areas of research. Events have been run with 19 schools, either within those schools or at Coventry Transport Museum, reaching a total of 944 students with high-quality interactions. As of January 2024, the online resources have received over 36,000 views. Demonstrations have been used outside of the STEM Connections project for interactions with visitors, VIPs, funding bodies, and also filmed by TV crews for media work. Several staff on the project have mentioned STEM Connections in promotion cases and award nominations. Produced materials have complimented academic teaching and have been used to explain concepts more effectively during lectures. All the project resources and staff involved can be found at www.warwick.ac.uk/stemconnections.

The project targeted 5 key elements of outreach that are challenging for academics and may make engagement more difficult for them. This paper reflects on those challenges and how the project worked to reduce the barriers to engagement.

Investigating the Experiences and Performance Of Chinese Master Students Studying UK Engineering Courses

Ya He — 2024-06-28

Given the rising proportion of Chinese students attending UK universities in recent years (11.2% of overseas students in the UK, 2022) of Chinese students enrolled at UK universities and the notable socio-economic contributions resulting from their presence, it becomes imperative for educational researchers and policymakers further to investigate this student cohort's learning experiences and academic outcomes. The necessity is emphasised by the fact that 60% of the postgraduate taught (PGT) students in the University of Sheffield's MSc programme in Environmental and Energy Engineering are of Chinese origin. Therefore, this study aims to supplement and update existing research insights by examining these overseas students' learning and teamwork performance at British universities. The study was undertaken in two phases: an online survey and a project-based design workshop. The survey (54 responses received) explores the factors of Chinese students deciding how to team up with others; through the workshop integrated with the Belbin team role theory (61 participants attended), the Chinese students’ teamwork performance in engineering practical activities is discussed. The findings show that (1) Engineering students decide to work with others in groups mainly because they know each other in advance; (2) According to the results of the Belbin test obtained from PGT students, the Chinese engineering students’ team roles were more likely to be social-oriented, while other students (both home and other overseas students) tended to prefer action-oriented roles; (3) Working in Belbin-engineered groups promoted students’ leadership, initiative, and effort in teamwork than working in self-selected groups.

Foreward

Robin Clark — 2024-07-01

Never has there been a more dynamic period in higher education. The wide variety of demands and influences at personal, institutional and societal levels necessitate creativity in the development of pedagogy and scholarship. Engineering Education is no exception; the Engineering Education Research Network (EERN), a community of teachers, researchers, and practitioners seeks to critique, reflect, evaluate, and disseminate the innovative practices that enable Engineering Education to thrive whilst navigating the challenges of the current environment.

These proceedings from the 2023 UK and Ireland EERN Annual Symposium illustrate a diversity of activities explored in and by the EERN community. The papers draw attention to the changing landscape of learning and teaching, emphasising the responsibility of Engineering Education to prepare our graduates to become professionals who innovate in industry, benefit society, and promote the planet. Hence this publication includes research and practice in the areas of Learning Approaches, Technology for Learning, Embedding Sustainability and Employability in Education, Learning in the Context of Degree Apprenticeships, and Enhancing the Student Experience. Working together, the community represented in this publication is enabling our students, tomorrow’s engineering talent, to flourish, thrive, and succeed.

In exploring important areas that have evolved within Engineering Education this publication presents the ideal opportunity for a much-needed call to revolutionise Engineering Education so that what we are offering is fit for a new era; Engineering Education 5.0. It is time to challenge what is ‘usual’ and break from the safety of gradual progress by revisiting and problematising established engineering education research and practice to imagine and begin to shape what could be. As a community of engineering educators, we must welcome the possibilities that ‘change’ will inevitably bring; accepting new challenges and opportunities as they arise and providing our students with increasingly flexible problem-finding-and-solving skills and capabilities. Therefore, there is no better time for our community to be a Community; to work as a single, synergetic body of professionals through sharing ideas, collaborating across institutions, borders and disciplines to investigate and disseminate new ideas, leading the future rather than being led by it!

Professor Robin Clark

Executive Dean, WMG

University of Warwick, UK