The OU centre for STEM pedagogy
The purpose of this research is to engage with Stage 2 engineering students, studying T272 Core Engineering B module, about different modes of online activities and how effective these are in engaging, informing, and reinforcing their learning.
At the Open University in the UK, final year engineering undergraduates are required to suggest a topic for their project.
A number of STEM students find their modules academically demanding; success for such students requires the development of resilience and a growth mindset, as discussed in Johnston-Wilder and Lee (2010.
Students on the IT/computing named degree have a compulsory project to complete at the end of their studies (TM470), yet for some this is a major challenge due to the independent nature of the research, with relatively little taught content in the module.
Academics are often interested in using their own research in their teaching – this can be a valuable way of sharing their passion for their subject, connecting students with cutting edge research knowledge, and enabling students to experience authentic science practices.
The project aims to evaluate student buddy experience on S112, S(XF)206, S209 and S390 in EEES to understand the drivers behind volunteering, impacts on employability and whether sustainable communities of buddies can be fostered.
Residential schools are essential for accreditation of our engineering qualifications by Professional Engineering Institutions and they have had to be temporarily replaced by a set of practical engineering activities due to the Covid-19 pandemic.
Having taught on project modules at HNC, HND and final UG level (T452), I have observed that the most intense tutor engagement is when discussing possible topics.
The correspondence tuition that tutors provide, via the TMAs, is a key part of our teaching and support to students and represents a major investment of time and effort by tutors.
The objective of this small-scale study was to create a tutor free, active learning environment where students feel at ease to discuss and work on skill-based problems together.
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