Essay competitions – valuable feedback from engineering

students

John Davies and Carol Arlett

Engineering Subject Centre

• 2003/04– What makes a good engineering lecturer?

• 2004/05– What makes the best learning experience for

an engineering student?

• 2005/06– How does your experience of your course

compare with any expectations you may have had?

Other examples

• HE Academy, Health Sciences and Practice

• University of St Andrews

• Other subject centres in 2004/05 and 2005/06

• (Learning logs …)

Organisation

• Advertising

• Judging

• Shortlist, website

• Winner

• Winner from all subjects

Approach to analysis

• Concentrate on actual content

• ‘Grounded theory approach’

• Identify consensus in shortlisted essays

• Composite definition of attributes

• Quote from all essays

• Celebrate what is written

What makes a good engineering lecturer?

A good engineering lecturer

(strong consensus among shortlisted essays)

• is enthusiastic

• gives clear well-structured presentations

• uses real-world engineering examples backed up by industrial experience

A good engineering lecturer

(good consensus among shortlisted essays)

• has a genuine interest in students as individuals and as members of an audience (is friendly, approachable and patient; is audience-aware and responds to feedback)

• encourages learning

A good engineering lecturer(good consensus among shortlisted essays)

• has depth of knowledge and command of the material

• uses visual material and demonstrations effectively

• gives good handouts• makes classes enjoyable

A good engineering lecturer

(some consensus among shortlisted essays)

• is good at simplifying difficult concepts

• is well organised and reliable

is enthusiastic

• ‘Enthusiasm is the single most important trait that a lecturer can have … (It) will make the students listen, and it will make them want to learn.’

John O’Brien (winner), Engineering, Cambridge

gives clear well-structured presentations

• ‘lecturers should remember that they are an example to students who will, later in their careers, have to give presentations as well’

Pip Swindall, Engineering Science, Oxford

uses real world examples backed up by industrial experience

• ‘it is all too easy to spot a lecturer who has spent his whole life in education and merely conveys the bones of the subject matter without the flesh that real life would provide’

Andrew Von Hirschberg, Engineering, Cambridge

• ICE: concerns about appointing lecturers on research only

audience awareness

• ‘an excellent knack for example and analogy, a feel for how the concept looks to a student who does not yet understand it and an instinct for how well the audience understood the last sentence said … A method of explanation that was instantly successful last year may only confuse this year’s batch. A concept that required half an hour of careful explanation last time might only take five minutes with a new audience.’

John O’Brien, Engineering, Cambridge

encourages learning

• ‘good lecturers might be described as mapmakers: they provide their students with large-scale maps of the terrain they are studying … A lecturer’s main aim after all is to send students off in the right direction suitably equipped to explore the subject themselves’

Adam Carins, Civil Engineering, Coventry

encourages learning

• ‘provide their students with the knowledge and skills that will be the base of their careers, but the good ones can also develop their students’ natural sense of wonder at the way things work and their ambition to make them work in new and better ways.’

John O’Brien

encourages learning

• ‘a good lecturer to be one whose lectures I am able to recall in years to come, not only when it comes to exams’

Catriona Ambrose, Civil Engineering, Bristol

• deep learning

uses demonstrations effectively

• ‘The effect was dramatic. The ability to transform stale, black and white formulae into moving, real-life animations added significant interest to the lecture. More importantly, however, it gave me a real handle on the subject matter. Do I remember the exact formulae? No, my mind’s eye sees the animation and my understanding starts from there.’

Andrew Von Hirschberg

Comments

• lecturer as presenter of lectures

• alternative approaches?

• very little about– research– assessment– learning outcomes

What makes the best learning experience for an engineering

student?

• 2004/05

• More entries

• Main differences

‘all engineering students need to be taught the theory behind whatever discipline they are studying. … However, in order that students can learn, as well as being taught, opportunities should be made available both within university and, where possible, in industry, for students to experience engineering at first hand. It is these experiences that have proved to be the best learning experiences for this civil engineering student.’

Martin Stanley (winner), Civil Engineering, Imperial College

Overall winner (from 200 entries in total)

‘Although quality ingredients are fundamental to a good learning experience, much more is needed to make a fantastic one … extra touches of spice and individuality that can personalise studies … a Biology degree needs to constantly evolve and adapt to meet the needs of its students … for a memorable learning experience, and ultimately, a rewarding career.’

Jessica Haglington, Biological Sciences, Exeter

Conclusions

• Worthwhile exercise

• Valuable resource

• What makes a good engineering lecturer?– enthusiasm– clear presentation– practical examples + industry experience