Jeff Waldock

The Strategic Development of Learner Autonomy through Enquiry-Based Learning: A Case Study.

This paper reports on strategic developments to enhance student learner autonomy skills through the use of enquiry-based learning (EBL) in the design of higher education programmes. The UKs Sheffield Hallam University is a recognized Centre of Excellence in Teaching and Learning (CETL) in the field of developing learner autonomy. Central to the universitys learning, teaching and assessment strategy is the conviction that students must become autonomous learners to acquire the skills and knowledge needed for employment, research and continuing professional development. In this context it is imperative that students are increasingly able to manage their own learning, formulate their own lines of enquiry and develop flexible approaches to their studies – the essence of acquiring learner autonomy. It is also important that they can work across discipline boundaries, often in teams, tackling problems that are essentially multidisciplinary. The central theme of this paper is the strategic use of EBL in areas that involve students working together in small groups.

Developing employability in engineering education: a systematic review of the literature

ABSTRACT In this systematic review of the research literature on engineering employability, curricular and pedagogical arrangements that prepare graduates for work in the twenty-first century were identified. The research question guiding the review was: Which curricular and pedagogical arrangements promote engineering students’ employability? The particular focus of the study was on how authors prioritised engineering knowledge and professional skills. The review drew on a theoretical framework that differentiated between engineering knowledge and professional skills to explain how employability could be included in engineering programmes. Data was obtained from research studies over the period 2007–2017. We found an interdependent relationship between engineering knowledge and professional skills that enabled engineering graduates to attain employability. The com of engineering problems require students to master engineering knowledge, while the ability to work with others across contexts requires professional skills. Both are necessary for deep understanding of engineering principles and a focus on real world problems.

The role of informal learning spaces in enhancing student engagement with mathematical sciences

ABSTRACT By helping create a shared, supportive, learning community, the creative use of custom-designed spaces outside the classroom has a major impact on student engagement. The intention is to create spaces that promote peer interaction within and across year groups, encourage closer working relationships between staff and students and support specific coursework activities – particularly group work. Such spaces make better use of time since students are motivated to stay and work during long gaps in their timetable, can provide a sense of ‘home’ within the institution and can lead to a cohesive community of practice. In this paper, we describe how this has been achieved and currently delivered in Mathematics at Sheffield Hallam University and provide some detailed analysis of the student usage of the space.