Innovating engineering education: the RVS approach: an empirically grounded method to improved practice and enhanced student experience

R. Clark, J. Andrews

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

Abstract

This paper builds on previous work (Clark, 2009; Clark & Andrews 2011, 2014) to continue the debate around a seemingly universal question…“How can educational theory be applied to engineering education in such a way so as to make the subject more accessible and attractive to students? It argues that there are three key elements to student success; Relationships, Variety & Synergy (RVS). By further examining the purposefully developed bespoke learning and teaching approach constructed around these three elements (RVS) the discourse in this paper links educational theory to engineering education and in doing so further develops arguments for the introduction of a purposefully designed pedagogic approach for use in engineering education.
Original languageEnglish
Title of host publicationSEFI conference proceedings
PublisherSociété Eropéenne pour la Formation des Ingénieurs
Number of pages8
Publication statusPublished - 31 Dec 2014
Event42nd SEFI Annual Conference - University of Birmingham, Birmingham, United Kingdom
Duration: 15 Sep 201419 Sep 2014

Conference

Conference42nd SEFI Annual Conference
Abbreviated titleSEFI 2014
CountryUnited Kingdom
CityBirmingham
Period15/09/1419/09/14
Other42nd annual conference of the Société Eropéenne pour la Formation des Ingénieurs

"Educating Engineers for Global Competitiveness” – Incorporating the Biennnal Conference on Engineering Education (UK)

The conference comes back to the UK after an absence of over 20 years. It is hosted by the University of Birmingham but with major input from a number of Midlands Universities. The Midlands is currently witnessing tremendous growth in the motor industry. The requirement for highly educated engineers who are able to operate in a competitive environment is established and the theme of the conference extends this to global competitiveness.

The challenge for educators, working with industry, is to ensure that the education and training of the engineers will meet this challenge both now and in the future.

Fingerprint

Engineering education
educational theory
Students
engineering
education
experience
student
pedagogics
synergy
Teaching
discourse
learning

Cite this

Clark, R., & Andrews, J. (2014). Innovating engineering education: the RVS approach: an empirically grounded method to improved practice and enhanced student experience. In SEFI conference proceedings [124] Société Eropéenne pour la Formation des Ingénieurs.
Clark, R. ; Andrews, J. / Innovating engineering education: the RVS approach : an empirically grounded method to improved practice and enhanced student experience. SEFI conference proceedings . Société Eropéenne pour la Formation des Ingénieurs, 2014.
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Clark, R & Andrews, J 2014, Innovating engineering education: the RVS approach: an empirically grounded method to improved practice and enhanced student experience. in SEFI conference proceedings ., 124, Société Eropéenne pour la Formation des Ingénieurs, 42nd SEFI Annual Conference, Birmingham, United Kingdom, 15/09/14.

Innovating engineering education: the RVS approach : an empirically grounded method to improved practice and enhanced student experience. / Clark, R.; Andrews, J.

SEFI conference proceedings . Société Eropéenne pour la Formation des Ingénieurs, 2014. 124.

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

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Clark R, Andrews J. Innovating engineering education: the RVS approach: an empirically grounded method to improved practice and enhanced student experience. In SEFI conference proceedings . Société Eropéenne pour la Formation des Ingénieurs. 2014. 124