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Innovative Teaching to Improve Student Engagement,[object Object],Abel Nyamapfene,[object Object],Newcastle University Talk,[object Object],29 April 2010,[object Object]
Talk Organisation,[object Object],Define & Explain Student Engagement,[object Object],Poor Quality Teaching & Disengaged Students,[object Object],Principles of Student Engagement,[object Object],Applying the Principles:,[object Object],My Own Teaching,[object Object],Student Evaluation of My Teaching,[object Object],Institutional Evaluation of My Teaching,[object Object],Engaging with other Higher Education Practitioners,[object Object],Question & Answer Session,[object Object]
What is Student Engagement?,[object Object],Student Engagement,[object Object],Refers to the extent in which the student is involved with his/her studies.,[object Object],Relates specifically to the attention, interest, and investment and effort students expend in the work of learning,[object Object],Marks, H.M. (2000),[object Object]
Student Engagement Categories,[object Object],Behavioural engagement refers to positive conduct such as:,[object Object],Following rules and avoiding disruptive behaviours such as skipping school and getting into trouble,[object Object],Effort, persistence, concentration, attention applied to study,[object Object],Asking questions and contributing to class discussion. ,[object Object],Emotional engagement refers to:,[object Object],Students’ affective reactions in the classroom,[object Object],This includes interest, boredom, happiness, sadness and anxiety.,[object Object],Cognitive engagement focuses on:,[object Object],The psychological investment in learning,,[object Object],The desire to go beyond the required level,[object Object],Preference for challenge,[object Object],Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004),[object Object]
Current Status of UK University Teaching: Confessions on Facebook,[object Object],Student  #1Why is artificial intelligence soooooo boring ,[object Object],Student  #2....you sleep just like me!!!!!! ,[object Object],Tue at 4:55pm,[object Object],Student #3,[object Object],neural networks! , I feel your pain babebro. hang in there,[object Object],Tue at 5:40pm,[object Object],Student #1,[object Object],Lol..i don't know how these people do it....the lecturer is soo boringbut the subject is not bad i just don't understand how he stands still and just talk like his doing a recitation..,[object Object],Tue at 7:17pm,[object Object]
Now Students Are Taking Matters Into Their Own Hands,[object Object],The Sunday Times ,[object Object],March 21, 2010 ,[object Object],Students revolt as 150 are crammed into one tutorial,[object Object],Hundreds of engineering students at Manchester University have become the latest undergraduates to stage a revolt against the poor quality of teaching they receive. ,[object Object],The Sunday Times, May 10, 2009 ,[object Object],Students at top university revolt over teaching standards,[object Object],A PRESTIGIOUS university has been hit by Britain’s first tuition fee rebellion from hundreds of students angry at reduced teaching hours and attempts to have essays marked by undergraduates instead of lecturers. ,[object Object]
Student Revolts can Even Escalate!!,[object Object],Students Revolt in Austria Enters 10th Day,[object Object],Tim Bologna 29.10.2009 23:51 Themen: ,[object Object],BildungSozialeKämpfeWeltweit,[object Object],Vienna – The Students Revolt in Austria which began last week with the occupation of he Vienna School of Art and spread wildly over the whole country entered today its 10th Day. ,[object Object],Today, four thousand people took the streets in Graz, in southeastern Austria, to protest against the continuing degradation of their study and living conditions.,[object Object]
Now WE can even be SUED,[object Object],Former animation student Rebecca Clay is taking legal action because she's unhappy about the quality of teaching and facilities on her university course,[object Object],Source: BBC News, Monday, 21 August 2006,[object Object],http://news.bbc.co.uk/1/hi/programmes/breakfast/5269920.stm,[object Object],A law student who was unhappy with the quality of teaching on his university course has won £30,000 in an out-of-court settlement. ,[object Object],Source: Wednesday, 31 July, 2002,[object Object],http://news.bbc.co.uk/1/hi/education/2163300.stm,[object Object]
The Current Student Experience ,[object Object],“Apathetic students, illiterate graduates, incompetent teaching, impersonal campuses-so rolls the drum-fire of criticism of higher education ---”,[object Object],Arthur W. Chickering and Zelda F. Gamson, 1987,[object Object]
Encourage student-faculty contact.,[object Object],Encourage cooperation among students.,[object Object],Encourage active learning.,[object Object],Give prompt feedback.,[object Object],Emphasise time on task.,[object Object],Communicate high expectations.,[object Object],Respect diverse talents and ways of learning.,[object Object],Seven Principles for Good Practice in Teaching and Learning,[object Object],Arthur W. Chickering and Zelda F. Gamson, 1987,[object Object]
Putting the Principles Into Practice,[object Object],My Own Experiences,[object Object]
Principle 1Encouraging student-faculty contact.,[object Object],I maintain open contact with students,[object Object],Ensure prompt response to email queries,[object Object],I sit and eat with them in the College Café; ,[object Object],My office door is always open ,[object Object],I know my students by name,[object Object]
Principle 2Encouraging cooperation among students,[object Object],In-class activities: I break the class into groups of two or three.,[object Object],Lab Activities: DSP & Electronics Modules: Students research and work in pairs or threes.,[object Object],2nd Year Software Design  module: Entirely  project driven and students work in teams to meet assignment goals. ,[object Object],Final Year Student Projects: I meet with my students as a team. Students learn from each other in weekly project meetings.,[object Object]
Principle 3Encouraging active learning,[object Object],Lecture Activities: ,[object Object],Incorporate student involvement in most lectures,[object Object],In general I utilise the problem based approach and cooperative learning to establish fundamental principles.,[object Object], Provide the necessary scaffolding through the “walk-about method”,[object Object],My Philosophy for in-class activities:,[object Object],Learning is an active process in which learners construct new ideas or concepts based upon their current or existing knowledge. (Bruner 1960),[object Object]
Principle 3Encouraging Active Learning - Illustrations,[object Object],Example #1 - Telecommunication Systems (2nd Yr Module): ,[object Object],On the topic of next generation networks students propose their own Internet based telephony platform.  When the BT21CN network  is presented introduced, students are often amazed to discover how close their suggestions are  to some of the solutions proposed by BT network experts. (Nyamapfene, 2008),[object Object],Example #2 – Digital Electronics (1st  Yr Module): ,[object Object],Consider an expensive television set protected by an anti-theft alarm. The alarm is set up in such a way that it goes off (sounds an alarm) when the television set is picked up AND the front door is opened. If  the television set is moved about  whilst the front door is shut, the alarm does not sound. Also, the alarm does not sound when the front door is opened and the television set is not moved.  Again, when the door is not opened, and the television set is not moved, the alarm does not go off. Design a logic circuit that implements the alarm.,[object Object]
Principle 4:Give prompt feedback,[object Object],Discuss and guide students in classroom walk-abouts,[object Object],Surgery hours ,[object Object],Self-directed Quizzes on WebCT,[object Object],Quick Email Responses (within 3 hours),[object Object],Prompt marking – (Within 2 Weeks of submission),[object Object]
Principle 5:   Emphasise time on task,[object Object],“Time plus energy equals learning. There is no substitute for time on task. ……. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.” – ,[object Object],Arthur W. Chickering and Zelda F. Gamson, 1987,[object Object],“Assessment defines what students regard as important, how they spend their time and how they come to see themselves as students and then as graduates.” ,[object Object],(Brown, 1997: 7),[object Object]
Principle 5:   Application,[object Object],My approach best described as Assessment Driven Learning:,[object Object],Lectures synchronised to lab and classroom activities, leading to staged assessment deadlines,[object Object],Emphasis on timely feedback to students on their progress.,[object Object],Illustrations:,[object Object], 2nd year Electronics Module: Lectures and labs aligned to a construction project throughout the lecture period.,[object Object], 2nd Year Software Design Module: Software system design through teamwork with system development stages driven by assessment deadlines and synchronised to lectures. ,[object Object], 3rd Year DSP Module:  Assessment on filter design, MATLAB simulation, and FPGA realisation aligned to appropriate labs and lectures and all the assessments build up to the delivery of a working system,[object Object]
Principle 6: Communicate high expectations ,[object Object],Expect more and you will get it. High expectations are important for everyone—for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.,[object Object],Arthur W. Chickering and Zelda F. Gamson, 1987,[object Object], 2nd Year Software Design Module:   Team with highest  mark gets IBM prize and opportunity to compete against other Universities in the IBM competition,[object Object],2nd Year Communication System :  The two best reports to be submitted to a relevant conference in the UK.,[object Object],Final Year Individual Project: High quality report submitted to a conference,[object Object]
Principle 7Respect diverse talents and ways of learning,[object Object],Introduce material using students past experiences and the thing they are familiar with (Nyamapfene, 2008),[object Object],Make use of a wide number of resources – Internet, Internet forums,[object Object],Encourage learning by doing – labs, analysis of existing systems/examples,[object Object],Encourage team working,[object Object],Guest lectures from Industry Experts,[object Object],Maintain contact In-class and out of class,[object Object]
Student Evaluation,[object Object],Extracts from Official End of Course Student  Feedback,[object Object]
I enjoyed this module, and look forward to carrying on with communications in the third year.,[object Object],The lecturer was approachable and provided a lot of support throughout the duration of the course. The course was enjoyable and provided a good introduction / understanding of networking technologies.,[object Object],Abel was more than willing to assist any students at any time, right up until the morning of the exam.,[object Object],This is not the first time Abel has lectured me, but I don't think any other teaching fellow has offered their students as much as abel did!,[object Object],The lectures were clear and very well explained and the information we were learning was very interesting, I would definitely tell other students to take this module, I really enjoyed it. ,[object Object],My favourite module of this year and interesting ,[object Object]
Institutional Recognition,[object Object]
Member:        University of Exeter College of Education   		            Champions,[object Object],Duties: 	                To promote and inspire education enhancement across the   	                University  (2009 – Present),[object Object],Nomination:   University of Exeter Best Tutor Award  – Nominated  		by Computer Science Students,[object Object],Academic Year 2009-10,[object Object],Recipient:        The University of Exeter Merit Award in Teaching ,[object Object],Academic Year 2007-8,[object Object],Member:        Employability Committee,[object Object],College of Engineering, Mathematics & Physical Sciences,[object Object],Duties: 	               To promote and advise on embedding employability in  College 		               Curricula (2009 – Present),[object Object]
Sharing And Learning From Other Colleagues,[object Object]
Track Chair:  Undergraduate Teaching and Learning in a Networked ,[object Object],	        Environment 	,[object Object],9th European Conference on e-Learning ,[object Object],	       Instituto Superior de Engenharia do Porto, Porto, Portugal ,[object Object],                      4-5 November 2010 ,[object Object],Publications,[object Object],Nyamapfene A. (2008). From everyday playthings to the underlying theory - How I turned a ‘boring’ Course into an ‘exciting’ Course. UK Higher Education Academy Workshop: Novel Approaches to Promoting Student Engagement, 30 October 2008, University of Ulster.,[object Object],Nyamapfene, A. (2010) Does Class Attendance Still Matter? Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre. (In Press),[object Object],Nyamapfene, A.  Supervisor Involvement in Undergraduate Student Project Assessment: Is Double-marking Robust?,Teaching in Higher Education,[object Object],(Under Revision),[object Object]
Thank You – Now Question Time!!,[object Object]
References,[object Object],Marks, H.M. (2000) Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Education Research Journal, 37 (1), 153-184.,[object Object],Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004) School engagement: Potential of the concept, state of evidence, Review of Educational Research, 74 (1), 59-109.,[object Object],Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good Practice. AAHEBulletin 39: 3-7, March 1987,[object Object],Brown, G. (1997) Assessing Student Learning In Higher Education. London: Routledge,[object Object],Bruner, J.S. (1960) The Process of Education. Cambridge: Harvard University Press.,[object Object]

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