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dc.contributor.authorMichael, Ruby N
dc.date.accessioned2019-11-01T05:18:37Z
dc.date.available2019-11-01T05:18:37Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10072/388850
dc.description.abstractThe exchange between industry and engineering students is widely recognised as valuable, particularly for students later in their degree programs. Industry-led assessment provides opportunities for students to practice vocationally-relevant skills that can give them an edge in today’s competitive job market. Despite these advantages, there can be challenges integrating industry lecturers into the learning and teaching infrastructure of a university. Industry lecturers may be time-poor, have less time to build relationships with students and may have unrealistic expectations of students resulting in high failure rates on industry-led assignments. After several predominantly structural changes to improve a course, it was recognised that there was a need to better support industry lecturers to engage with students and learning and teaching practices typically available to academic faculty staff. This paper proposes a relationship-based approach to course improvement with specific aims 1) to bring industry lecturers closer-in to university faculty and support their teaching and learning development as part of achieving better student outcomes; and 2) to reduce high failure rates on an industry-led assignment. Interventions included: introducing a pre-trimester planning and reflection meeting; inviting industry lecturers to attend internal learning and teaching workshops; aligning course elements towards industry-led assignment outcomes; increasing industry-student touchpoints; and, capacity-building marking practices. These interventions were successful in increasing industry engagement and accountability for student outcomes as evidenced by a highly significant (p<0.01, by Welch’s ttest) increase in the mean mark for the industry-led assignment, and a 0.5 out of 5.0 points unit increase in student satisfaction reflected by end-of-term student evaluations. A relationship-based approach shows potential for improving courses co-taught with industry.
dc.description.peerreviewedYes
dc.publisherAustralasian Association for Engineering Education
dc.publisher.urihttps://search.informit.com.au/documentSummary;dn=068886113368017;res=IELENG
dc.relation.ispartofconferencename30th Annual Conference of the Australasian Association for Engineering Education (AAEE2019)
dc.relation.ispartofconferencetitleProceedings of the AAEE2019 Conference
dc.relation.ispartofdatefrom2019-12-08
dc.relation.ispartofdateto2019-12-11
dc.relation.ispartoflocationBrisbane Convention and Exhibition Centre
dc.subject.fieldofresearchEngineering
dc.subject.fieldofresearchcode09
dc.titleA relationship-based approach for improving a course co-taught with industry lecturers
dc.typeConference output
dc.type.descriptionE1 - Conferences
dcterms.bibliographicCitationMichael, RN, A relationship-based approach for improving a course co-taught with industry lecturers, 2019
dc.date.updated2019-10-31T08:54:33Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2019. The attached file is posted here with permission of the copyright owner(s) for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).
gro.hasfulltextFull Text
gro.griffith.authorMichael, Ruby N.


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