Implementing physics education research to inform and enhance pedagogical approaches

Since 1999 the School of Physics in the Dublin Institute of Technology has been critically analysing its pedagogical strategies, leading to a reconsideration of teaching, learning and assessment practices. In 2001, the Physics Education Research Group was established to develop, implement and evaluate pedagogical initiatives in physics education and to undertake rigorous education research studies to inform and evaluate these developments. Various innovative pedagogical approaches including problem-based learning, project-based learning, peer instruction and eLearning have been implemented. These pedagogical developments were informed by education research studies which examined student learning, lecturers’ conceptions of learning and teaching and group interactions and dynamics. Further education research studies are continually carried out to evaluate all pedagogical approaches in order to enhance and continuallyimprove the students’ learning experience. These studies, which include both qualitative and quantitative methods, are conducted primarily using phenomenography, action research or evaluative research approaches

Framing Moral Evaluations: Moral Foundations in U.S. Newspaper Coverage of Mosque Controversies

In recent years, attempts by Muslims all across the U.S. to build worship spaces have been met with opposition. Some opponents questioned whether Islam should be considered a religion afforded all the protections of the First Amendment, or whether it is a sinister ideology that posed a threat to American values and should therefore be opposed. Supporters, on the other hand, argued that protecting the rights of Muslims to worship freely is a validation of important American principles. This debate played out in news coverage of the issue. This dissertation examines the discourse in the debate through a framing analysis of news articles and editorials (n=349) from five U.S. newspapers between 2010 and 2013. Framing is the selection and emphasis of certain problem definitions, causal attributions, moral evaluations, and treatment recommendations in discussion of an issue. This research makes a contribution to framing theory by using Moral Foundations Theory to improve the operationalization of the moral evaluation dimension of framing. A cluster analysis of moral foundations was conducted, which four moral foundation profiles, all of which were strongly rooted in socially binding moral foundations. Those moral foundation variables were subsequently incorporated into a full framing analysis. A cluster analysis of all the framing components revealed five frames: Local Regulation, Political Debate, Muslim Neighbors, Islamic Threat, and Legal Authority. A subsequent qualitative analysis validated that these five frames encompassed the bulk of the debate.https://cedar.wwu.edu/cedarbooks/1002/thumbnail.jp

When Developing a Course Goal Becomes Developing Shared Norms

Having just arrived in Washington from my longtime Michigan home a few days before, the Backwards by Design retreat was the first formal activity of a new adventure on the faculty at Western Washington University. It was a great opportunity to get to know other faculty across departments. But, even more importantly, it was an open environment dedicated to fostering the creation student-centered learning environments. I learned many things — including a much more enthusiastic approach to using sticky notes to storyboard activities. I hope I was able to contribute as well

Enhancing Graduate Attributes in Civil & Structural Engineering Students

How does industry and academia differ in their perception of the graduate attributes required to succeed in a career in Civil & Structural Engineering? A proposal for a research stud

Experiences of Computer Science Curriculum Design: A phenomenological study

This paper presents a qualitative study of twelve computer science lecturers’ experiences of curriculum design of several degree programmes during a time of transition from year-long to semesterised courses, due to institutional policy change. The background to the study is outlined, as are the reasons for choosing the research methodology. The main findings are presented and the implications of the study described. The methodology chosen was hermeneutic phenomenology. The data were the texts of interview transcripts of the twelve participant lecturers. The experiences that emerged from analysis of the data grouped naturally in identifiable and presentable themes and these themes represent the findings of the study. The findings of our study describe the computer science lecturers’ lived experiences as curriculum designers, most especially in relation to institutional policy, and a new modularisation/semesteridation approach to curriculum design. Findings include the feeling lecturers have that much of the formality of curriculum design is bureaucratic, and that academics and staff do not communicate very much in relation to policy. Also, modularisation and semesterisation causes difficulty for lecturers in their designing of curricula. The findings also suggest that lecturers feel obliged to do the best they can for students. The findings lead to points of discussion that are relevant to groups and individuals associated with third-level education

Assessing the Effectiveness of a Problem-Based Computer Modelling Module From the Student\u27s Perspective

The Computer Modelling module delivered to the third year Level 8 Mechanical Engineering students in the Technological University Dublin is marked completely by continual assessment. It was developed using a problem based approach in that the theory of Computer Modelling methods is first explained but is then illustrated by demonstrating its application to the solution of real life problems. It is delivered in a traditional manner for the first six weeks in that the underlying principles and techniques of the finite difference method are covered in lectures and practical assignments are completed in the weekly computer laboratory classes. A problem based approach is adopted for the remaining six weeks of the semester. The students form their own groups of three and choose a unique project from a list supplied to them. The primary aim is to get the students to use numerical modelling to solve practical Engineering problems drawn from many different areas such as thermal processing in the food industry, heat transfer in engines, fluid modelling using ANSYS CFX and vibration analysis of structures and machines using Matlab. The students are assigned a supervisor who meets them for at least 30 minutes each week to advise them and to monitor their progress. Each individual student is held to account for their contribution to the project effort. At the end of the semester, each group must create an A1 poster on their particular topic. They are given a standard template to follow and are advised on the structure including Literature Review, Methodologies, Results and Conclusions. The students are assessed on a ten minute presentation of their project to the module lecturers and their peers. A shorter open session is also held in which the students must present their posters to other staff members and students and a prize is awarded to the best poster. A survey was carried out on a group of 12 students who completed the module in 2013.It includes fourteen questions under the headings: Group Dynamics, Project Management, Poster Presentation and Personal View of the Project. In addition, a focus group with a small number of students who had completed the module in 2012 was conducted independently by the second author. The response of the survey was mainly positive with some negative comments. The comments of the focus were broadly in line with the more positive comments from the survey. The responses from the survey and focus groups are reported and discussed in the paper. The overall conclusion is that in general, the module is perceived to be enjoyable and challenging to complete and it equips the students with useful skills going forward

A Framework to Develop Lifelong Learning and Transferable Skills in an Engineering Programme

Engineering programmes have a strong reputation in the delivery of technical knowledge and skills. Graduates need equally high levels of competence in personal and professional skills to not only meet the existing requirements of employers and professional bodies but to also help them manage the inevitable changes that society is facing in an increasingly populated world. The need to move from traditional to student-centred learning is discussed in the context of engineering education. The use of group-based, problem driven learning facilitates high integration of technical and non-technical knowledge and skills and requires more engagement with the programme from today’s student. Personal skills should be developed from a low base in a progressive, structured manner over the entire programme. A framework is presented to help those in curriculum design to develop learning, teaching and assessment methods that are in alignment with the delivery of all the intended learning outcomes in an accredited engineering programme. Through the use of group-based pedagogies, the student is required to develop a basic understanding of group collaboration skills and self-directed learning in the first year. As these are enhanced in the subsequent years, increasing attention is paid to other personal knowledge and skills such as critical thinking, creativity and awareness of ethics. High levels of direction from the tutor fade over time as the students become more competent at managing learning

A Plan for using Phenomenography to Explore Academic Conceptions of their Role in Developing Professional Skills in Engineering Students

This presentation presents a PhD study looking at academic conceptions of the approaches to teaching professional skills in engineering programmes in Ireland

Preliminary Findings of a phenomenographic research study into academic conceptions of the term professional skills

This presentation outlines preliminary findings of a phenomenographic study of academic conceptions of the term professional skills