Micro-Project Based Curriculum Design and Teaching Practice for Modern Engineering Education in China

2018 ◽  
Author(s):  
Yi Zhang ◽  
Ying Zhou ◽  
Kun Qin
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Teaching Practice ◽  
Modern Engineering ◽  
Education In China

Current status of safety engineering education in China

2021 ◽  
Author(s):  
Congming Ma ◽  
Mingjv Jing ◽  
Shuya Hou ◽  
Juncheng Jiang ◽  
Bin Zhang
Keyword(s):  
Engineering Education ◽  
Current Status ◽  
Safety Engineering ◽  
Education In China

scholarly journals A Blueprint for Success: A Model for Developing Engineering Education in the UK

2014 ◽  
Vol 4 (2) ◽  
pp. 18
Author(s):  
Melanie Rose Nova King ◽  
Peter Willmot
Keyword(s):  
Engineering Education ◽  
Curriculum Design ◽  
Design Education ◽  
Historical Background ◽  
Learning Technology ◽  
Ample Evidence ◽  
Support Mechanism ◽  
Education Community ◽  
The Uk ◽  
Quality Learning

This paper details the emergence and development of the ‘Centre for Engineering and Design Education’ (CEDE) at Loughborough University, UK, and provides a blueprint for success. With ample evidence that such a Centre can prove to be a highly effective support mechanism for discipline-specific academics and can develop and maintain valuable national and international networks and collaborations along with considerable esteem for the host university. The CEDE is unique in the UK and has achieved considerable success and recognition within the local engineering education community and beyond for the past 16 years. Here we discuss the historical background of the Centre’s development, the context in which it operates, and its effective management and operation strategy. The success it has enjoyed is described through examples, with much evidence of the generation of a significant amount of external funding; the development of high quality learning spaces; learning technology systems, open source software and improvements in curriculum design; a strong record of research and publication on the pedagogy of engineering; strong links with industry and employers; and a wealth of connections and know-how built up over the years. This paper provides the institutions with a model blueprint for success in developing engineering education.

scholarly journals Teachers as researchers: A discovery of their emerging role and impact through a school-university collaborative research

2015 ◽  
Vol 24 (2) ◽  
Author(s):  
Ken Chow ◽  
Samuel Kai Wah Chu ◽  
Nicole Tavares ◽  
Celina Wing Yi Lee
Keyword(s):  
Curriculum Design ◽  
Primary Schools ◽  
Collaborative Research ◽  
Teaching Practice ◽  
Project Based Learning ◽  
Teacher Professionalism ◽  
Four Dimensions ◽  
Culture Teaching ◽  
The Impact

This study explored the impact of the role of teacher-researchers on in-service teachers’ professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachers from four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborative inquiry project-based learning (IPjBL), in which they took the dual role of the teacher and researcher. Five focus group interviews were conducted with the teachers to collect in-depth qualitative data on their experiences. The impact of this experience on teacher professionalism was examined from four dimensions: knowledge enrichment, school culture, teaching practice and curriculum design. The study provides evidence for the benefits of teacher research and sheds light on how university-school collaboration could contribute to engaging teachers in action research in their everyday classroom.

scholarly journals Evaluation Results of an Online Teacher Training Course Specialized in Engineering Education

2021 ◽  
Vol 11 (5) ◽  
pp. 54
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Steffen Kersten
Keyword(s):  
Engineering Education ◽  
Teaching Practice ◽  
Academic Staff ◽  
Descriptive Analysis ◽  
Working Hours ◽  
Pilot Project ◽  
Research Process ◽  
Training Course ◽  
Online Teacher Training ◽  
High Level

The purpose of this article is to present the results of the evaluation of the imple-mentation of a teaching training course in Engineering Pedagogy (EP) at a Chilean university of applied sciences. The research questions that guided the research process were: (i) How do the participants evaluate the course in general? (ii) How do the participants evaluate the didactic design of the course? (iii) How do they evaluate the teaching competencies? (iv) How do they value the usefulness of the learning outcomes for their teaching practice? (v) How they self-evaluate their participation and their learning process? Based on different authors a questionnaire with closed and open-ended questions was developed and implemented online. For the statistical analysis was applied an exploratory-descriptive analysis. The training course consists of two online modules with 90 working hours in LMS, and was designed by the Center of Engineering Education (CIEI) at the University of Talca, according to the IGIP Curricula of the IGIP center at the Technische Universität Dresden (TU Dresden, Germany). From the first results of the pilot project, it can be noted that there is a high level of motivation and interest to participate in a teaching training course based on EP, which has been specially oriented and designed to meet the specific requirements of the academic staff of engineering schools.

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