Merging pedagogical approaches: University of Glasgow-UESTC joint education programme in electronics and electrical engineering

K. Meehan, J. H. Davies, S. Roy, J. H. Marsh, Y. Li, S. Gao, D. Zhou, Z. Zhao, X. Liu, F. Luo

Research output: Contribution to journalArticle

Abstract

The University of Glasgow-University of Electronic Science and Technology of China joint education programme enrolled its first cohort of students in Fall 2013. Continual assessment of the programme was initiated shortly thereafter to monitor student achievement in the programme, to evaluate how well the aims of the programme are being met, and to determine areas where improvements can be made. Several issueswere identified during the review as well as in informal conversations with course instructors, administrative support staff, and students. To quantify the impact of these issues, a study to examine the cultural attitudes, English language communication aptitude, problem-solving skills, learning style, and teacher-student relationship of the first cohort during their first year in its undergraduate programme in electronics and electrical engineering has been proposed The study will adopt an interpretive approach, using a longitudinal multivariate study design, to generate quantified descriptions of how each issue influences student behavior and success in the programme. A follow-on study on the course instructors' cultural attitudes, pedagogical approaches, and willingness to adapt is planned. The initial findings from the programme assessment and the proposed studies will be presented at the 2014 Frontiers in Education Conference in Madrid, Spain in October 2014.

LanguageEnglish
Article number7044387
Number of pages5
JournalProceedings - Frontiers in Education Conference, FIE
Volume2015-February
Issue numberFebruary
DOIs
Publication statusPublished - 19 Feb 2015

Fingerprint

Electronics engineering
electrical engineering
Electrical engineering
Merging
Education
electronics
Students
education
instructor
student
aptitude
student teacher
English language
conversation
Communication
Spain
staff
China
communication
science

Keywords

  • electronics and electrical engineering
  • engineering pedagogy
  • joint education programme

Cite this

Meehan, K., Davies, J. H., Roy, S., Marsh, J. H., Li, Y., Gao, S., ... Luo, F. (2015). Merging pedagogical approaches: University of Glasgow-UESTC joint education programme in electronics and electrical engineering. 2015-February(February), [7044387]. https://doi.org/10.1109/FIE.2014.7044387
Meehan, K. ; Davies, J. H. ; Roy, S. ; Marsh, J. H. ; Li, Y. ; Gao, S. ; Zhou, D. ; Zhao, Z. ; Liu, X. ; Luo, F. / Merging pedagogical approaches : University of Glasgow-UESTC joint education programme in electronics and electrical engineering. 2015 ; Vol. 2015-February, No. February.
@article{816b41065c2244d08657c161aca0e8ca,
title = "Merging pedagogical approaches: University of Glasgow-UESTC joint education programme in electronics and electrical engineering",
abstract = "The University of Glasgow-University of Electronic Science and Technology of China joint education programme enrolled its first cohort of students in Fall 2013. Continual assessment of the programme was initiated shortly thereafter to monitor student achievement in the programme, to evaluate how well the aims of the programme are being met, and to determine areas where improvements can be made. Several issueswere identified during the review as well as in informal conversations with course instructors, administrative support staff, and students. To quantify the impact of these issues, a study to examine the cultural attitudes, English language communication aptitude, problem-solving skills, learning style, and teacher-student relationship of the first cohort during their first year in its undergraduate programme in electronics and electrical engineering has been proposed The study will adopt an interpretive approach, using a longitudinal multivariate study design, to generate quantified descriptions of how each issue influences student behavior and success in the programme. A follow-on study on the course instructors' cultural attitudes, pedagogical approaches, and willingness to adapt is planned. The initial findings from the programme assessment and the proposed studies will be presented at the 2014 Frontiers in Education Conference in Madrid, Spain in October 2014.",
keywords = "electronics and electrical engineering, engineering pedagogy, joint education programme",
author = "K. Meehan and Davies, {J. H.} and S. Roy and Marsh, {J. H.} and Y. Li and S. Gao and D. Zhou and Z. Zhao and X. Liu and F. Luo",
year = "2015",
month = "2",
day = "19",
doi = "10.1109/FIE.2014.7044387",
language = "English",
volume = "2015-February",
number = "February",

}

Meehan, K, Davies, JH, Roy, S, Marsh, JH, Li, Y, Gao, S, Zhou, D, Zhao, Z, Liu, X & Luo, F 2015, 'Merging pedagogical approaches: University of Glasgow-UESTC joint education programme in electronics and electrical engineering' vol. 2015-February, no. February, 7044387. https://doi.org/10.1109/FIE.2014.7044387

Merging pedagogical approaches : University of Glasgow-UESTC joint education programme in electronics and electrical engineering. / Meehan, K.; Davies, J. H.; Roy, S.; Marsh, J. H.; Li, Y.; Gao, S.; Zhou, D.; Zhao, Z.; Liu, X.; Luo, F.

Vol. 2015-February, No. February, 7044387, 19.02.2015.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Merging pedagogical approaches

T2 - University of Glasgow-UESTC joint education programme in electronics and electrical engineering

AU - Meehan, K.

AU - Davies, J. H.

AU - Roy, S.

AU - Marsh, J. H.

AU - Li, Y.

AU - Gao, S.

AU - Zhou, D.

AU - Zhao, Z.

AU - Liu, X.

AU - Luo, F.

PY - 2015/2/19

Y1 - 2015/2/19

N2 - The University of Glasgow-University of Electronic Science and Technology of China joint education programme enrolled its first cohort of students in Fall 2013. Continual assessment of the programme was initiated shortly thereafter to monitor student achievement in the programme, to evaluate how well the aims of the programme are being met, and to determine areas where improvements can be made. Several issueswere identified during the review as well as in informal conversations with course instructors, administrative support staff, and students. To quantify the impact of these issues, a study to examine the cultural attitudes, English language communication aptitude, problem-solving skills, learning style, and teacher-student relationship of the first cohort during their first year in its undergraduate programme in electronics and electrical engineering has been proposed The study will adopt an interpretive approach, using a longitudinal multivariate study design, to generate quantified descriptions of how each issue influences student behavior and success in the programme. A follow-on study on the course instructors' cultural attitudes, pedagogical approaches, and willingness to adapt is planned. The initial findings from the programme assessment and the proposed studies will be presented at the 2014 Frontiers in Education Conference in Madrid, Spain in October 2014.

AB - The University of Glasgow-University of Electronic Science and Technology of China joint education programme enrolled its first cohort of students in Fall 2013. Continual assessment of the programme was initiated shortly thereafter to monitor student achievement in the programme, to evaluate how well the aims of the programme are being met, and to determine areas where improvements can be made. Several issueswere identified during the review as well as in informal conversations with course instructors, administrative support staff, and students. To quantify the impact of these issues, a study to examine the cultural attitudes, English language communication aptitude, problem-solving skills, learning style, and teacher-student relationship of the first cohort during their first year in its undergraduate programme in electronics and electrical engineering has been proposed The study will adopt an interpretive approach, using a longitudinal multivariate study design, to generate quantified descriptions of how each issue influences student behavior and success in the programme. A follow-on study on the course instructors' cultural attitudes, pedagogical approaches, and willingness to adapt is planned. The initial findings from the programme assessment and the proposed studies will be presented at the 2014 Frontiers in Education Conference in Madrid, Spain in October 2014.

KW - electronics and electrical engineering

KW - engineering pedagogy

KW - joint education programme

UR - http://www.scopus.com/inward/record.url?scp=84938150356&partnerID=8YFLogxK

U2 - 10.1109/FIE.2014.7044387

DO - 10.1109/FIE.2014.7044387

M3 - Article

VL - 2015-February

IS - February

M1 - 7044387

ER -