In this episode, our guest is Professor Gary Wood, Academic Director of NMITE where he leads delivery and development of new approaches to engineering education through challenge-led, industry-linked programmes. He is a National Teaching Fellow, Senior Fellow of the Higher Education Academy and also contributes to regional skills development, drawing on his expertise in employability, professional skills, and entrepreneurship education. Gary’s approach to education is informed by his background in linguistics, a discipline in which transferable skills are highly valued, partly because of the lack of a distinct career path for students following graduation.
*must read show notes with further insights: https://www.sefi.be/2023/02/20/podcast-episode-6-european-engineering-educators-is-online/ *
Gary explains the differences between passive and active forms of student engagement and suggests ways in which we can understand ways of increasing student motivation and satisfaction, instead of primarily focusing on sources of dissatisfaction. He explains how action research methodologies can be effective approaches by which to approach such work.
Join Dr Neil Cooke (University of Birmingham) and Dr Natalie Wint (University College London) for this sparkling discussion.
Thanks to Gary and NMITE for making the time to explain how we may go about these newer approaches to working with our students
Timestamps:
0.00 Abstract
0.27 Podcast intro
0.50 Experiences of student engagement from Neil and Natalie
1.56 Gary’s background
3.28 NMITE
6.58 Differences in terminology: active and passive approaches
8.50 Examples and benefits of the ‘student as partners’ approach
12.54 Action Research Methodologies
13.57 Different approaches to treating students as partners
15.41 Barriers to treating students as partners
17.12 Two factor theory
21.28 The benefits to students
22.55 Inclusive student engagement
24.30 How to face challenges encountered when using such approaches
27.03 Final advice from Gary
29.07 Key takeaways from Natalie and Neil.
Resources:
Gibbs, B & Wood, G. C. (2021) How can student partnerships stimulate organisational learning in higher education institutions?, Teaching in Higher Education, DOI: 10.1080/13562517.2021.1913722.
Wood, G.C. & Gibbs, B. (2019). Students as Partners in the Design and Practice of Engineering Education: Understanding and Enabling Development of Intellectual Abilities. In: Malik, M., Andrews, J., Clark, R., & Broadbent, R. (eds) Realising Ambitions: 6th Annual Symposium of the UK&I Engineering Education Research Network. Portsmouth: University of Portsmouth.
For more information about two factor theory see Herzberg, F., Mausner, B., & Snyderman, B.B. (1959). Motivation to Work. New York: Wiley.
For more information about single and double loop learning, see Argyris, C., and D. Schön. 1974. Theory in Practice: Increasing Professional Effectiveness. San Francisco, CA: Jossey-Bass Publishers.
HEA Guides Student engagement through partnership in higher education | Advance HE (advance-he.ac.uk)
Become a member of the European Society for Engineering Education, SEFI, Europe's largest network of engineering educators: www.sefi.be
Music by ComaStudio https://pixabay.com/users/comastudio-26079283/
Written and produced by Neil Cooke and Natalie Wint.
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