Sustained Improvements in Teaching and Learning in Engineering Education
This collaborative project aimed to bring together engineering education leaders from New Zealand engineering degree-granting institutions to scope and develop a strategy to support sustained improvements in engineering teaching and learning. Copy, cut and paste: How does this shape what we know?
This research aims to explore how the notion of software literacy is understood, developed and applied in tertiary teaching–learning contexts and the extent to which this understanding is useful when translated into new contexts of learning with and through software. Illuminating the nature of threshold concepts and their use in engineering education
During 2010 and 2011, the Wilf Malcolm Institute of Educational Research (WMIER) in collaboration with the Faculty of Science and Engineering have been undertaking a research project looking into the teaching and learning in the first and second year analogue electronics courses (ENEL 111 and 205) at the University of Waikato. Understanding and enhancing learning communities in tertiary education in science and engineering
Our work was part of a research project that attempted to provide insights into the nature of learning communities for science and engineering higher education students and staff. A particular feature of this project was the involvement of lecturers and tutors who were part of the teaching staff in New Zealand’s higher education.
Exploring E-learning Practices across the Disciplines in a University Environment
This TLRI funded project, led by Marcia Johnson, used a case study approach to explore E-learning practices across a number of faculties at The University of Waikato. One of the case studies was the first-year ‘Foundations of Engineering’ paper coordinated by Rob Torrens.
An intervention teaching program was implemented in a tertiary physics class in Taiwan. By providing the students with context-rich questions and sufficient time for thinking and discussion, the program aimed to stimulate students' intellectual engagement and intended to promote their participation in learning practice.