The 24 hour challenge: creating a multidiscipline environment for design and entrepreneurship in engineering and design. Enhancing Employability through Enterprise Education

This Innovation and Creative Exchange (ICE) is an inter-school enterprise opportunity exclusively for second year Engineering and Design students at the University of Huddersfield. Its primary objective is to bring the best of innovative design and industry thinking into the undergraduate curriculum and to embed the latest innovation and design methodologies into the curriculum for engineering and design students – the next generation of employees for UK knowledge-based industries

Experiments in democratic participation: feminist printshop collectives

This article examines the output and practices of two London-based feminist printing collectives that operated between the 1970s to the early 1990s and for whom the principles of democratic participation and access were central. Their activities are discussed in relation to specific, changing and sometimes challenging politic-cultural contexts in which they existed

A critical analysis of Building Services Engineering as a learning environment

This paper addresses the issues of study support, programme alignment and feedback for directed learning within the Building Services Engineering Programmes delivered at Northumbria University. The author draws on experience both as a past student on the course and subsequent recent teaching experience in order to reflect critically upon the teaching methods used and also the student experience. Project work is a focal aspect of the programme and can, the author believes, be supported more effectively by the active encouragement of study support. Issues of programme alignment and the consequences of programme miss-alignment are discussed. The work of Biggs [2003] supports the author’s observations and belief that students must both expect to succeed and also see clear value in succeeding if they are to be well motivated. The issue of the correct sequencing of the delivery of the learning activities within different modules is discussed. The importance of providing effective feedback for directed learning material is also discussed as a key issue since without effective feedback students engagement with directed learning diminishes

The Physiology and Psychology of Exercise and Parkinson\u27s Disease

Parkinson’s disease is one of the most common degenerative neurological disorders and is currently lacking a cure. While physicians have long debated over the best treatment for Parkinson’s symptoms, treatments such as oral medication and deep brain stimulation have not yet shown to be a permanent solution to the disease. Recently, exercise has emerged as a contender in the fight against Parkinson’s and physicians and physiotherapists have been investigating the benefits of prescribing exercise programs to patients in an effort to slow progression of Parkinson’s symptoms. The following presents an analysis of the effects of exercise on Parkinson’s symptoms and whether or not the type of exercise prescribed is efficacious in the reduction in symptoms experienced by patients. This analysis involves weighing the physical and psychological benefits and risks of exercise intervention in individuals with Parkinson’s disease

A New Methodology for the Integration of Performance Materials into the Clothing Curriculum

This paper presents a model for integrating the study of performance materials into the clothing curriculum. In recent years there has been an increase in demand for stylish, functional and versatile sports apparel. Analysts predict this will reach US$126.30 billion by 2015. This growth is accredited to dramatic lifestyle changes and increasing participation in sports/leisurely pursuits particularly by women. The desire to own performance clothing for specific outdoor pursuits is increasing as it becomes more mainstream and affordable. There is a distinct blurring of lines as fashion/clothing designers enter the niche market of performance apparel. This results in a strong business case for embedding advanced product development and the study of performance materials into the undergraduate curriculum for mainstream clothing students. Traditionally modules within Higher Education are taught as discrete subjects. This has advantages since it enables students to develop knowledge and skills specific to each individual elements of the subject discipline. The expectation is that students will integrate, connect and make sense of all the discrete elements within the various elements of their learning during their studies. Whilst this is the ideal scenario, in practice often the first opportunity to integrate the various elements with a project occurs at final year, through a major project. The purpose of the model presented in the paper was to integrate sections of the curriculum previously taught as separate entities into a single element at second year, using a blended learning approach combining both practice and theory. Thus, providing the opportunity for student to synthesize the knowledge obtained in various elements of their studies and develop an understanding of emerging and new technologies relevant to the creation of specific end-products much earlier within their studies. A series of weekly guest lectures were provided with experts in relation to clothing comfort, advanced textiles, marketing, costing, garment realisation, advanced sewing technology, and innovative design. The students worked in teams to produce a range of garments for specific outdoor pursuits, underpinned by appropriate research. An integrated approach to teaching was adopted as the various team members simultaneously worked on testing performance materials, joining technically advanced fabrics, developing the design and specific stylelines based on ergonomics and investing novel construction methods. This challenged not only academic skills but also lifeskills - teamwork, organisation, communication, negotiation, and problem solving. Teams had to test, re-test and negotiate the most appropriate performance material, joining method, styleline and construction method to make the product fit for the selected advanced application. The model differs from others in its approach in a number of ways: firstly by utilising fully integrated team teaching, engaging a diverse range of subject experts which enabled the students to extend their network beyond the programme team, reinforcing research informed teaching and the teaching/learning nexus. Secondly active learning was employed as a means of challenging the learner, thus developing life/subject skills through establishing systematic connections of the different elements of their learning. Finally, in establishing knowledge-transfer thorough peer-support and networking, knowledge was exchanged between students as they progressed through the development stages. This paper presents a successful model of blended learning which integrates research, technology, design and practical skills underpinned by the advanced study of textiles which is essential to any clothing curriculum. Keywords: curriculum design, performance materials, product developmen

A critical appraisal and development of assessment strategy

Factors effecting student motivation are important and must be considered if the performance of future student cohorts is to be improved. Theories regarding the interaction of ‘expectancy and value’ have been set out. Because the relationship is multiplicative it is necessary to ensure that both ‘expectancy and value’ are present within the psyche of each and every student for each and every task assigned. This work critically appraises the delivery of a level 5 module over two successive academic years and demonstrates the application of ‘expectancy-value’ theory in module improvement. A formative course work was modified to align the outcomes with the summative coursework which resulted in significantly improved student motivation due to the addition of previously lacking ‘value’. Ideas are presented for the final summative coursework which could also bring significant benefits. However, these have not yet been adopted due to the real difficulties associated with group working. Both ‘value’ and ‘expectancy’ were initially lacking from different course works and were resulting in reduced student motivation