Improving teaching with research: the role for theory-driven evaluation

Edited book (chapter)


Jolly, Lesley, Brodie, Lyn, Prpic, Juliana Kaya, Crosthwaite, Caroline, Kavanagh, Lydia and Buys, Laurie. 2013. "Improving teaching with research: the role for theory-driven evaluation." Rust, Chris (ed.) Improving student learning: improving student learning through research and scholarship: 20 years of ISL. Oxford, United Kingdom. Oxford Brookes University. pp. 52-66
Chapter Title

Improving teaching with research: the role for theory-driven evaluation

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID8678
Book TitleImproving student learning: improving student learning through research and scholarship: 20 years of ISL
AuthorsJolly, Lesley (Author), Brodie, Lyn (Author), Prpic, Juliana Kaya (Author), Crosthwaite, Caroline (Author), Kavanagh, Lydia (Author) and Buys, Laurie (Author)
EditorsRust, Chris
Page Range52-66
Chapter Number1.4
Number of Pages14
Year2013
PublisherOxford Brookes University
Place of PublicationOxford, United Kingdom
ISBN978-1-1-873576-92-2
Web Address (URL)http://www.brookes.ac.uk/services/ocsld/isl/isl2012/index.html
Abstract

For the last five years universities in Australia and New Zealand have experimented with the use of the Engineers Without Borders (EWB) Challenge in their first-year engineering courses. In evaluating the initiative we asked 'What works for whom under what circumstances?' Here we report specifically on the third phase of the project which examined three attempts to embed the findings of the evaluation in the next year's teaching: one concerned adjustments to assessment to improve alignment; another concerned the use of the EWB Challenge projects in a multidisciplinary subject outside of engineering; and the third set of changes revolved around attempts to make sure a large teaching team was implementing the projects in a consistent way. In all of these cases it emerged that maintaining communication and collaboration amongst stakeholders was critically important and practically difficult. We conclude that embedding the results of research may require as much time and attention as actually doing the research and reflect on how practical strategies may be developed.

Keywordsstudent projects; Engineers Without Borders Challenge; New Zealand; Australia; curriculum development; higher education research
ANZSRC Field of Research 2020520102. Educational psychology
390113. Science, technology and engineering curriculum and pedagogy
390409. Learning sciences
Public Notes

Except for the quotation of short passages for the purposes of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher (www.brookes.ac.uk/service/ocsld

Byline AffiliationsUniversity of Queensland
Engineering Education Research Group
University of Melbourne
Queensland University of Technology
EventImproving Student Learning Symposium
Institution of OriginUniversity of Southern Queensland
Event Details
Improving Student Learning Symposium
Event Location
Lund University, Lund, Sweden.
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