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Using story telling, drama, costume, poetry, music and performance art as part of engineering lectures

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posted on 21.07.2011, 13:26 by Liz Willis
This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2009, from data gathered through observations of the teaching component; interviews with the tutor; a questionnaire to students and a student focus group. The Professional Studies module is taken by around 230 first year students primarily from mechanical or manufacturing engineering. The sessions are timetabled weekly in a 2 hour block in a large tiered lecture theatre. The majority of the students enrolling on the degree programmes have come from a more traditional A Level background with over 35% international students. The tutor took over the module in 2001 and has developed the module over time, responding to increases in class sizes, for example from seminars to lectures, and an emphasis on Engineering in Society and Sustainability from the professional institution. The tutor chose to introduce the use of story telling, costumes, videos and props to make it more interesting for the students.

History

School

  • University Academic and Administrative Support

Research Unit

  • Higher Education Academy Engineering Subject Centre

Publisher

© Higher Education Academy Engineering Subject Centre, Loughborough University

Version

VoR (Version of Record)

Publication date

2009

Notes

If reproducing this work please include the following attribution statement: ‘This Teaching Award 2009 Case Study was written by Elizabeth Willis for the Higher Education Academy Engineering Subject Centre, Loughborough University. Copyright © 2009.’ Tutor in Study: Mike Clifford, Mechanical Engineering, The University of Nottingham

Language

en

Exports

Loughborough Publications

Categories

Exports