AJEE Online

ISSN 1324-5821

ABSTRACTS

Exploring the culture of engineering education: The journey

KEYWORDS: Culture; engineering education; model; dimensions; qualitative methods.

ABSTRACT: This paper charts some of the challenges faced in attempting to develop a framework for studying the culture of engineering education. The in-depth analysis of the culture at one institution, using an interpretive case-study methodology, highlighted issues of integrity and rigor, encountered when engineering educators cross disciplinary boundaries in education research. The framework of cultural dimensions developed in this study for engineering education has the potential to enable other institutions to similarly examine their own manifestations of the discipline culture.

REFERENCE: Godfrey, E. 2009, “Exploring the culture of engineering education: The journey”, Australasian Journal of Engineering Education, Vol. 15, No. 1, pp. 1-12.

Does pedagogy still rule?

KEYWORDS: Engineering education; pedagogy; andragogy; heutagogy; learning; assessment.

ABSTRACT: Theories on teaching and learning for adult learners are constantly being reviewed and discussed in the higher educational environment. Theories are not static and appear to be in a constant developmental process. This paper discusses three of these theories: pedagogy, andragogy and heutagogy. It is argued that although educators engage in many of the principles of either student-centered (andragogy) and self-determined (heutagogy) learning, it is not possible to fully implement either theory. The two main limitations are the requirements of both internal and external stakeholders, such as accrediting bodies and requirements to assess all student learning. A reversion to teacher-centered learning (pedagogy) ensues. In summary, we engage in many action-oriented learning activities but revert to teacher-centered approaches in terms of content and assessment.

REFERENCE: McAuliffe, M., Hargreaves, D., Winter, A. & Chadwick, G. 2009, “Does pedagogy still rule?”, Australasian Journal of Engineering Education, Vol. 15, No. 1, pp. 13-18.

Exploring synergies between learning and teaching in engineering: A case study approach

KEYWORDS: Learning styles; learning preferences; teaching styles; case studies.

ABSTRACT: Understanding how we take in, process and present information as part of the learning process, provides clues on how specific teaching methods can be utilised to maximise learning. The literature suggests that a mismatch between learning styles or preferences and teaching styles and approaches may present a barrier to learning and contribute to attrition. This paper presents some early findings of an Australian Learning and Teaching Council (ALTC) Associate Fellowship program, involving three universities, which uses a case study approach to explore the interactions between students’ learning styles on the one hand, and lecturers’ teaching styles, goals and philosophies, on the other. The paper also initiates discussions on how teaching approaches may be tailored to address the diversity of students’ learning styles over the duration of the engineering program, to enhance their learning experience and outcomes.

REFERENCE: Boles, W., Hadgraft, R. & Howard, P. 2009, “Exploring synergies between learning and teaching in engineering: A case study approach”, Australasian Journal of Engineering Education, Vol. 15, No. 1, pp. 19-26.