Critical self-reflections on the classical teaching culture in engineering

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Critical self-reflections on the classical teaching culture in engineering

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dc.contributor.author Koch Svedberg, Gion
dc.date.accessioned 2011-10-19T12:16:29Z
dc.date.available 2011-10-19T12:16:29Z
dc.date.issued 2011 en_US
dc.identifier.isbn 978‐87‐985272 ‐6‐8
dc.identifier.uri http://hdl.handle.net/2043/12550
dc.description.abstract The classical teaching culture in engineering is determined by a deep-rooted belief system that becoming an engineer means having to endure the worst three to five years of your life of hard and boring math, useless abstract theories of physics and a couple of project works for which one slaves day and night for months in order to get things to work. In this paradigm, engineering studies are seen as a kind of initiation time, after which the newly examined engineer will be welcomed into the arms of the engineering brotherhood. No wonder that young people do not find such studies very enticing anymore. In a globalized world full of interesting, catchy, fun and state of the art educational programs, an old-fashioned style of teaching culture in engineering seems rather outdated. But unfortunately, from my own experience I know that it isn’t. Teachers in engineering at universities tend to teach in the same way as they have experienced during their own studies. This way they preserve and recreate a teaching culture that resists pedagogical reforms despite substantial criticism from all possible sides. Why is this? What is it about the classical teaching culture in engineering that makes it impossible for any teacher adhering to it to obtain good or effective teaching? The objective of this paper is to use long-established pedagogical research results on teaching and student learning to analyse the classical teaching culture in engineering. A discussion of this analysis leads to three underlying problem areas: different epistemologies between engineering sciences and engineering undergraduate education, the hierarchy between research and teaching, and the style of examination and its impact on student learning. Finally, possible ways of improvements are discussed. It is also shown that the CDIO Initiative is a valid alternative to the classical teaching culture in engineering, as it allows their teachers to improve the quality in teaching and to make it effective. en_US
dc.format.extent 17
dc.language.iso eng en_US
dc.publisher Technical University of Denmark, DTU en_US
dc.subject Engineering teaching culture en_US
dc.subject teaching style en_US
dc.subject resistance towards reforms en_US
dc.subject realism and constructivism en_US
dc.subject contructive alignment en_US
dc.subject CDIO Standards en_US
dc.subject.classification Technology en_US
dc.title Critical self-reflections on the classical teaching culture in engineering en_US
dc.type Conference Paper, peer reviewed en_US
dc.relation.url http://www.cdio2011.dtu.dk/ en_US
dc.contributor.department Malmö University. School of Technology en
dc.subject.srsc Research Subject Categories::TECHNOLOGY en_US
dc.relation.ispartofpublication Proceedings of the 7th International CDIO Conference;
dcterms.description.conferenceName International CDIO Conference
dcterms.description.conferencePlace Denmark, Copenhagen
dcterms.description.conferenceYear 2011
dc.format.ePage 407
dc.format.sPage 391
mahlocal.rights.oaType green
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