Abstract-In order to attract more young people into engineering and ensure that they are well equipped to meet future professional challenges we need to know how successful engineers think and act when faced with challenging problems. Using a mixed methods approach this study investigated the habits of mind that engineers use most frequently when engaged in the core activity of "making" things or "making things work better". We identified the six most distinctive learning dispositions, or engineering "habits of mind" [EHoM] that engineers frequently deploy. Our research then explored ways in which the teaching of engineering might be re-designed to cultivate EHoM using "signature pedagogies" and through this, generate deeper understanding of what is involved in becoming and being an engineer. This paper reports on the research undertaken with engineers to define the EHoM and identifies some of the distinctive features of signature pedagogies as they might be applied to engineering education. It concludes by outlining future research to further validate and define habits of mind and signature pedagogies for engineering.Index Terms-engineering education, engineering habits of mind, growth mindset, signature pedagogy.
Challenges facing universities are leading many to implement institutional strategies to incorporate e-learning rather than leaving its adoption up to enthusiastic individuals. Although there is growing understanding about the impact of e-learning on the student experience, there is less understanding of academics" perceptions of elearning and its impact on their identities. This paper explores the changing nature of academic identities revealed through case study research into the implementation of elearning at one UK university. By providing insight into the lived experiences of academics in a university in which technology is not only transforming access to knowledge but also influencing the balance of power between academic and student in knowledge production and use, it is suggested that academics may experience a jolt to their "trajectory of self" when engaging with e-learning. The potential for elearning to prompt loss of teacher presence and displacement as knowledge expert may appear to undermine the ontological security of their academic identity.
Describes the operation of a scheme to appraise teaching quality
through classroom observation at Bournemouth University during 1993.
Outlines the principles, design and evaluation of the scheme.
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