From traditional essay to 'Ready Steady Cook' presentation: Reasons for innovative changes in assignments

The prose essay, case study and laboratory report, composed by individual students in isolation from their peers, used to be the mainstay of undergraduate writing. However, in recent years an array of alternative assignment types such as blogs, letters and e-posters have widened the repertoire of texts expected. This article attempts to describe the reasoning behind changes in assignment types at undergraduate and master’s level at the beginning of the twenty-first century. Data from 58 semi-structured interviews with lecturers in three UK universities is used together with course handbooks and some clarifications with lecturers via email. Suggested reasons for new assignment types are grouped into three categories: external, lecturer-driven and student-driven. The article surmises that, because of these pressures, students are now expected to produce a wide variety of text types, and greater attention should be paid to guidance in new assignments for both native and non-native speaker students

An evaluation of a teaching package constructed using a Web‐based lecture recorder

This paper describes an evaluation of a teaching package used to replace lectures in two closely related university courses on Discrete Mathematics. The package was developed using Audiograph, a Web‐based lecture recorder developed at the University of Surrey. Two groups of subjects were studied: a group of undergraduates, mostly fresh from schools, and a group of postgraduates, mostly with post‐university work experience. Although the postgraduates with their greater maturity and experience were significantly more positive in their appraisal than the undergraduates, both groups agreed on the beneficial aspects of being able to work at one's own time and pace, and being able to repeat material at will. It is clear, however, that, in the context investigated, where the lecturer was readily available, such a package can never supplant a human teacher, and that considerable effort needs to be expended in order to integrate the package into a rich learning environment

Media Usage in Post-Secondary Education and Implications for Teaching and Learning

The Web 2.0 has permeated academic life. The use of online information services in post-secondary education has led to dramatic changes in faculty teaching methods as well as in the learning and study behavior of students. At the same time, traditional information media, such as textbooks and printed handouts, still form the basic pillars of teaching and learning. This paper reports the results of a survey about media usage in teaching and learning conducted with Western University students and instructors, highlighting trends in the usage of new and traditional media in higher education by instructors and students. In addition, the survey comprises part of an international research program in which 20 universities from 10 countries are currently participating. Further, the study will hopefully become a part of the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning

Implementation of computer assisted assessment: lessons from the literature

This paper draws attention to literature surrounding the subject of computer-assisted assessment (CAA). A brief overview of traditional methods of assessment is presented, highlighting areas of concern in existing techniques. CAA is then defined, and instances of its introduction in various educational spheres are identified, with the main focus of the paper concerning the implementation of CAA. Through referenced articles, evidence is offered to inform practitioners, and direct further research into CAA from a technological and pedagogical perspective. This includes issues relating to interoperability of questions, security, test construction and testing higher cognitive skills. The paper concludes by suggesting that an institutional strategy for CAA coupled with staff development in test construction for a CAA environment can increase the chances of successful implementation

Enhancing the employability of Brunel students: Assessment and evaluation of a Level 1 multidisciplinary project based teaching activity in the School of Engineering and Design

The Level 1 Multidisciplinary Project (MDP) is a weeklong project that takes place in the last week of Term 1. It involves first year undergraduate students from across the School subject areas of Electronic and Computer Engineering, Mechanical Engineering, Civil Engineering and Design. The project is designed to be a teaching activity that removes the barrier of academic ability by involving a non‐discipline technical element, the primary emphasis being on the development of key transferable skills and the utilisation of problem solving skills that students have begun to develop in their first term at university. Each year around 450 students take part in MDP and they are put into mixed discipline groups of 8 or 9 students tasked with designing, building and demonstrating Lego Mindstorms and BASIC Stamp micro‐controlled vehicles to tackle an obstacle course. This report presents an analysis of responses from students to an online survey set up to evaluate the MDP. The survey was created using the online ‘SurveyMonkey’ website and was made live on 30th March 2011. The survey consisted of 15 questions, including tick box style quantitative questions along with some text based qualitative questions. There was also a request for contact details to be provided, if students would be happy to be contacted for a follow‐up discussion. The aim of the survey was to obtain feedback from students in each subject area, in each academic year group that has taken part in the MDP in the School of Engineering and Design. The survey was designed to try and assess student experiences and recollections of the project activity, to evaluate how the MDP has evolved over the four years it has taken place and inform the continued development of the MDP in future academic years. Information about the survey was sent by email to all students that have participated in the MDP since it was introduced in the 2007/2008 academic year (approximately 1700 students). The emails were written by Dr David Smith who is responsible for the running of the MDP and Dr Jo Cole who is involved in the co‐ordination of the MDP, inviting students to complete the online questionnaire. This report is broken into sections, giving an overview of the survey results as a whole, before looking at key observations in the data by year and by subject area. The survey questions are given in Appendix A with summary charts of the tick box responses given in Appendix B and the raw data from all questions provided by SurveyMonkey in Appendix C. Key points raised in the follow‐up one to‐one email and phone discussions are then presented, with full transcripts of the questions and answers from these discussions given in Appendix D, along with feedback from the professional bodies that accredit the different undergraduate courses taking part in the MDP and the view of the Brunel Placement and Careers Office. A list of conclusions is then given, drawn up to reflect the aspects of the MDP that need improvement, to be used as input to the development of the MDP for the coming academic year. Collation of the survey data, follow‐up discussions with students and initial preparation of this report were conducted by Dianna Reid, with funding provided by the Brunel Academic Practice and Development Unit as part of a 2011 Learning and Teaching Innovation Fund award under project code 2LA026

Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

The complete report from Richard Hake's long-term study of interactive engagement (IE) techniques and their effect on the understanding of physics by non-physics majors. The study analyzed diverse student populations in high schools, colleges, and universities and used pre- and post-instruction testing to determine the gains in each group. IE techniques were shown to improve student's understanding at a significantly higher rate than traditional instruction. Additionally, these IE techniques are applicable to teaching a wide range of topics. Educational levels: Graduate or professional

Who Succeeds in STEM Studies? An Analysis of Binghamton University Undergraduate Students

Using student level data, the characteristics of STEM and Non-STEM students are examined for attributes associated with academic success. We use fixed effects models to analyze the variables’ role in attaining graduation and college GPA and find preparation and ability, as evidenced by Advanced Placement course work, mathematical ability, gender, ethnicity, high school GPA and college experience are all statistically significant indicators of success. These attributes may confer a comparative advantage to STEM students. The engineers have statistically significant differing response elasticities than the non-engineers, and show evidence of persistence that may arise from learning-by-doing. A successful engineering STEM major at Binghamton has good mathematics preparation, and disproportionately is of Asian ethnicity. Women are few in numbers as engineers. Other STEM fields see less emphasis on mathematics preparation, but more emphasis on the presence of AP course work. Women have the same presence in these other STEM fields as in the whole university

Random Group Problem-Based Learning in Engineering Dynamics

Dynamics problem solving is highly specific to the problem at hand and to develop the general mind framework to become an effective problem solver requires ingenuity and creativity on top of a solid grounding on theoretical and conceptual knowledge. A blended approach with prototype demo, problem-based learning, and an opinion questionnaire was used during first semester of 2013. Students working in randomly selected teams had to interact with classmates while solving a randomly selected problem. The approach helps improve awareness of what is important to learn in this class while reducing grading load. It also provides a more rewarding contact time for both pupils and instructor.Comment: 24 pages, 5 figures, 1 table, 24 reference