Building bridges for future sustainability? Breaching the research-teaching nexus in engineering education

Robin Clark*, Jane Andrews

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference publication

Abstract

The relationship between research and learning and teaching represents what has been described as amongst the most intellectually tangled, managerially complex and politically contentious issues in mass higher education (Scott, 2005, p 53). Despite this, arguments that in order to achieve high quality scholarly outcomes, university teachers need to adopt an approach to teaching similar to that of research (founded upon academic rigour and evidence), has long been discussed in the literature. However, the practicalities of promoting an empirical and evidence-based approach to teaching in engineering education make dealing with the research / teaching nexus a somewhat challenging proposition. Using a phenomenographic approach, bringing together and applying the findings of a mixed methodological study, the workshop will adopt an activity based, interactive approach to encourage staff to consider the challenges and benefits of adopting an evidence-based approach to learning and teaching through the utilisation of research to inform their own practice.

Original languageEnglish
Title of host publicationProceedings of Engineering Education Conference 2010 (EE2010)
Publication statusPublished - 2010
EventEngineering Education 2010: Inspiring the Next Generation of Engineers - Birmingham, United Kingdom
Duration: 6 Jul 20108 Jul 2010

Conference

ConferenceEngineering Education 2010
Abbreviated titleEE 2010
CountryUnited Kingdom
CityBirmingham
Period6/07/108/07/10

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