Feedback through student essay competitions: what makes a good engineering lecturer?

Collins, Kate; Davies, John W.

doi:10.11120/ened.2009.04010008

Cited by 14 publications

(13 citation statements)

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“…Despite growing disquiet amongst industry and academia, recent evidence suggests many vocational disciplines within UK universities are prioritizing the recruitment of career academics (Collins and Davies, 2009, Clarke, 2012, Graham, 2012. According to Barr (2008 p.20) this distorted staffing policy has created a perverse situation where industry experience is largely inconsequential when measured against research capital.…”

Section: The Career Academic In Construction Educationmentioning

confidence: 99%

“…In a marked number of Built Environment departments across the UK, the professional practice and industry experience of that old-fashioned sort is no longer revered because it garners neither block funding nor assists with research portfolios (Collins and Davies, 2009). Inadvertently or otherwise, the coordinated and systematic pursuit for research excellence within UK universities and their engineering faculties has fragmented the relationship between construction theory and industry practice.…”

Section: Introductionmentioning

confidence: 99%

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Hunt the shadow not the substance: the rise of the career academic in construction education

Tennant

Murray

Förster

et al. 2015

Teaching in Higher Education

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Construction education is context-laden, navigating and reflecting the byzantine influences of period, place and person. Despite considerable rhetoric, in UK higher education and construction studies in particular the importance of contextualized teaching is being devalued. Over the past decade a growing number of new teaching staff to university lecturing has limited or no industrial experience of the construction sector. This paper explores the rise of the career academic in construction education and implications for teaching standards and student learning. Whilst career academics exhibit research skills and afford funding possibilities that universities find appealing, pedagogical studies suggest that experience-led, contextualized teaching offer students enhanced educational value. Policy-making and pedagogical strategies that continue to value research at the expense of teaching excellence coupled with recruitment of career academics as opposed to industry professionals present new challenges for construction education, teaching and student learning.

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Section: The Career Academic In Construction Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Hunt the shadow not the substance: the rise of the career academic in construction education

Tennant

Murray

Förster

et al. 2015

Teaching in Higher Education

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“…Исследование C. Taylor и соавторов показало, что, с точки зрения студентов, сочетание предметных знаний преподавателя, его готовность помочь и давать обратную связь, чувство юмора и вдохновляющие методы обучения делают из него хорошего специалиста (Wood, Harding 2007). Аналогичные результаты были получены и в анализе мнений студентов-инженеров и студентов-медиков (Collins, Davies 2009;Капустина 2017). Таким образом, эталонный образ преподавателя содержит в себе не только качества, связанные со знанием своего предмета и методики его преподавания, но и качества, которые характеризуют его как партнера по общению.…”

Section: Introductionunclassified

The content of the reference role image of the teacher for students with different levels of academic motivation

Panferov¹,

Васильева²,

Ivanov³

2019

The Herzen University Studies: Psychology in Education

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An important element of an educator's role is to direct students' impressions of him or her. This requires knowing how students see them, i.e., to have an impression of their own reference image on the part of their students. This study analyses the survey results of 333 students from different institutions of higher education and different courses of study. The survey made use of the "Personal Differential" and "Scale of Academic Motivation" methods. Data was collected online with the help of Google Forms. The students' reference image of their instructor was then examined in relation to gender, length of study, subject of study and level of academic motivation. A factor analysis according to the "Personal Differential" method identified two factors related to the instructor's reference image: "Qualities reflecting the ideal instructor's ability of effective self-control" and "Communicative qualities of the ideal instructor". A k-means cluster analysis was then conducted on the basis of the "Scale of Academic Motivation" subscale. This identified two clusters of students, those with: 1) higher levels of motivation for achievement and for acquisition of knowledge, and 2) higher levels of external motivations (significant levels of introjective motivations between clusters were not observed). A Mann-Whitney analysis indicated significant differences between students of the first and second clusters according to the "Qualities reflecting the ideal instructor's ability of effective selfcontrol" and "Communicative qualities of the ideal instructor" factors. Furthermore, students who had higher levels of motivation for achievement and acquisition of knowledge inclined toward a reference image that represented "Qualities reflecting the ideal instructor's ability of effective self-control". We propose that students with higher levels of motivation for acquiring knowledge and achievement put greater value on a style of organisation that promotes success. We did not observe significant differences among students based on their gender, length and subject of study.

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“…UG students are known to appreciate lecturers who use real-world examples in their teaching (Collins & Davies 2009) and case studies of technology (Pan 2010). Indeed, Anderson et al (2010) argue that engineering 'students need more real-world experiences from the very first day' so as to understand the 'messiness in real-world engineering problem solving'; this requires the interplay of practice-generated knowledge.…”

Section: Introducing Construction Technologymentioning

confidence: 99%

New Civil Engineer: Introducing Undergraduate Civil Engineers to Construction Technology

Murray

Tennant

2014

Engineering Education

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Undergraduate (UG) civil engineering students should graduate from university with knowledge that links their computational competence in structural engineering and mechanics to construction technology principles, processes and practice. However, there appears to be a paucity of evidence to suggest that UG civil engineering students receive sufficient instruction in construction technology throughout their degree studies. This paper presents evidence from a study employing the weekly New Civil Engineer (NCE) publication as a vehicle for introducing construction technology to first year students. The results reveal that students found this publication interesting and inspirational. Whilst this innovative approach to teaching construction technology would be best 'blended' throughout the UG course, its introduction, application and success arguably requires a multidisciplinary and carefully 'engineered' approach. Given the diversity of academic staff, individual motivation and the professional demands of a contemporary mass higher education system, the prospective benefits from 'blended' learning in UG construction technology studies will in all probability remain unfulfilled.

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Feedback through student essay competitions: what makes a good engineering lecturer?

Cited by 14 publications

References 1 publication

Hunt the shadow not the substance: the rise of the career academic in construction education

Hunt the shadow not the substance: the rise of the career academic in construction education

The content of the reference role image of the teacher for students with different levels of academic motivation

New Civil Engineer: Introducing Undergraduate Civil Engineers to Construction Technology

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