Enhancing Learning and Teaching Through Student Feedback in Engineering

ISBN-13: 9781843346456 / Angielski / Miękka / 2012 / 164 str.

Chenicheri Sid Nair;Arun Patil;Patricie Mertova

Opis

Student feedback has appeared in the forefront of higher education quality, particularly the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and other areas of the students' tertiary experience. Despite this, there has been a relative lack of academic literature available, especially in a book format. This book focuses on the experiences of academics, higher education leaders and managers with expertise in these areas.

Enhancing Learning and Teaching through Student Feedback in Engineering is the first in a series on student feedback focusing on a specific discipline, in this case engineering. It expands on topics covered in the previous book, by the same authors. Valuable contributions have been made from a variety of experts in the area of higher education quality and student feedback in the field of engineering.

• Will interrogate student feedback in engineering, on the basis of establishing a better understanding of its forms, purposes and effectiveness in learning
• The first book of its kind on student feedback in engineering education and will be a scholarly resource for all stakeholders to enhance learning and teaching practices thorough student feedback
• Written by experienced academics, experts and practitioners in the area

Spis treści

List of figures and table

Preface

About the authors

Chapter 1: Student feedback in engineering: a discipline-specific overview and background

Abstract:

Introduction

Clarifying the purpose of collecting student feedback

Using student feedback to improve engineering education

Conclusions

Chapter 2: Advances in engineering education in Chile using student feedback

Abstract:

Introduction

Student and alumni feedback in Chilean higher education

Student and alumni feedback in engineering

The case of USACH

Findings and discussion

Conclusions

Chapter 3: Formative student feedback: enhancing the quality of learning and teaching

Abstract:

Introduction

Case study: engineering education at the Hong Kong Polytechnic University

Summative student feedback

Formative feedback

Conclusions

Acknowledgements

Chapter 4: Role of soft skills in engineering education: students' perceptions and feedback

Abstract:

Introduction

Background to the case study

Findings

Apprehension in meetings

Apprehension in interpersonal communication

Strategies used to enhance soft skills

Conclusions

Acknowledgements

Appendix 4.1 importance of soft skills from students' perspective

Appendix 4.2 personal report of communication apprehension

Chapter 5: Engineering programmes in Thailand: enhancing the quality of student feedback

Abstract:

Introduction

Acknowledgements

Chapter 6: Summative quality assurance systems: not good enough for quality enhancement

Abstract:

Introduction

Formative operational evaluations

Important aspects of a system supporting an emerging quality culture

Conclusions

Chapter 7: Engineering programmes in the UK: the student feedback experience

Abstract:

Introduction

Student feedback and existing data sources

Response rates of engineering students

Engineering students in the NSS

Engineering student feedback in institutional surveys

Assessment and feedback

Conclusions

Chapter 8: Trends, issues and the future of student feedback in engineering

Abstract:

Introduction

Issues, trends and approaches

Conclusions

Index

O autorze

Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution.

Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.

Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database.

His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education. Dr. Arun Patil is a lecturer in Engineering at the Central Queensland University, Mackay, Australia. Prior to this position, he was a research scholar in the Faculty of Engineering at Monash University. Patil has over 15 years of teaching and administrative experience in India and Australia and has published widely. He is a Founding Editor-in-Chief of the International Journal of Quality Assurance in Engineering and Technology Education. His recently published book Engineering Education Quality Assurance: A Global Perspective has been widely accepted and cited frequently in the engineering education community around the globe. Dr Patricie Mertova is currently a Research Fellow in the Department of Education, University of Oxford, England. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University, Australia. She has recently completed her PhD focusing on the academic voice in higher education quality. She has research expertise in the areas of higher education and higher education quality. Her background is also in the areas of linguistics, translation, cross-cultural communication and foreign languages.