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Enhancing Learning and Teaching through Student Feedback in Engineering

Edited by Chenicheri Sid Nair, University of Western Australia, Arun Patil, Central Queensland University, Australia and Patricie Mertova, University of Oxford, UK

Chandos Learning and Teaching Series No. 6

 - will interrogate student feedback in engineering, on the basis of establishing a better understanding of its forms, purposes and effectiveness in learning
 - the first book of its kind on student feedback in engineering education and will be a scholarly resource for all stakeholders to enhance learning and teaching practices thorough student feedback
 - written by experienced academics, experts and practitioners in the area
 - international perspectives on student feedback in engineering
 - comparative angle on student feedback with key examples of best practices and approaches of enhancing learning and teaching through student feedback in engineering

Student feedback has appeared in the forefront of higher education quality, particularly the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and other areas of the students’ tertiary experience. Despite this, there has been a relative lack of academic literature available, especially in a book format. This book focuses on the experiences of academics, higher education leaders and managers with expertise in these areas.

Enhancing Learning and Teaching through Student Feedback in Engineering is the first in a series on student feedback focusing on a specific discipline, in this case engineering. It expands on topics covered in the previous book, by the same authors. Valuable contributions have been made from a variety of experts in the area of higher education quality and student feedback in the field of engineering.

Readership: Academics, managers and leaders involved in tertiary engineering education worldwide. It will also be highly valuable to students and researchers, researching various aspects of pedagogies and practices of learning/teaching and assessment in engineering. Professional engineering accreditation bodies worldwide will also find it of interest. Further, practitioners from national and international quality assurance and accreditation agencies and other agencies with interest in higher education enhancement will also provide another group of readers. The book will be valuable to the Academic Libraries: as a reference book in higher education as well as in engineering and technology education libraries around the globe.

£47.50 / US$80.00 / €55.00

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About the editors

Professor Chenicheri Sid Nair is Professor of Higher Education Development in the Centre for Advancement of Teaching and Learning, University of Western Australia (UWA), Perth. Prior to his appointment to UWA, he was Quality Adviser (Research and Evaluation) in the Centre for Higher Education Quality (CHEQ) at Monash University, Australia. He has an extensive expertise in the area of quality development and evaluation, and he also has considerable editorial experience. Currently, he is Associate Editor of the International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE).

Dr. Arun Patil is a lecturer in Engineering at the Central Queensland University, Mackay, Australia. Prior to this position, he was a research scholar in the Faculty of Engineering at Monash University. Patil has over 15 years of teaching and administrative experience in India and Australia and has published widely. He is a Founding Editor-in-Chief of the International Journal of Quality Assurance in Engineering and Technology Education. His recently published book Engineering Education Quality Assurance: A Global Perspective has been widely accepted and cited frequently in the engineering education community around the globe.

Dr. Patricie Mertova is a Research Fellow in the Department of Education, University of Oxford, UK. She was previously a Research Officer at the University of Queensland, and, prior to that, a Research Fellow in the Centre for the Advancement of Learning and Teaching (CALT) and the Centre for Higher Education Quality (CHEQ), Monash University. She has published a significant number of peer reviewed journal and conference papers in the areas of higher education, higher education quality and recently also internationalisation in higher education.

Titles which may also be of interest:
Enhancing Learning and Teaching through Student Feedback in Social Sciences
Student Feedback
Exploring Education For Digital Librarians
Service Science and the Information Professional
Active Learning Techniques for Librarians

Contents

Student feedback in engineering: a discipline-specific overview and background
Kristina Edström
 - Introduction
 - Clarifying the purpose of collecting student feedback
 - Using student feedback to improve engineering education
 - Conclusions
 - References

Advances in engineering education in Chile using student feedback
Mario Letelier, Rosario Carrasco, Daniela Matamala, Claudia Oliva, Doris Rodés and María José Sandoval
 - Introduction
 - Student and alumni feedback in Chilean higher education
 - Student and alumni feedback in engineering
 - The case of USACH
 - Findings and discussion
 - Conclusions
 - Notes
 - References

Formative student feedback: enhancing the quality of learning and teaching
Kin Wai Michael Siu
 - Introduction
 - Case study: engineering education at the Hong Kong
 - Polytechnic University
 - Summative student feedback
 - Formative feedback
 - Conclusions
 - Acknowledgements
 - Note
 - References

Role of soft skills in engineering education: students’ perceptions and feedback
Mousumi Debnath, Mukeshwar Pandey, Neelam Chaplot, Manohar Reddy Gottimukkula, Pramod Kumar Tiwari and Suresh Narain Gupta
 - Introduction
 - Background to the case study
 - Findings
 - Strategies used to enhance soft skills
 - Conclusions
 - Acknowledgements
 - Appendix 4.1: importance of soft skills from students’ perspective
 - Appendix 4.2: personal report of communication apprehension
 - References

Engineering programmes in Thailand: enhancing the quality of student feedback
Kalayanee Jitgarun, Ake Chaisawadi, Pinit Kumhom and Suthee Ploisawaschai
 - Introduction
 - Requirements of engineering programmes
 - Types of student feedback in engineering programmes in Thailand
 - King Mongkut’s University of Technology Thonburi
 - (KMUTT): a case study
 - Discussion and conclusions
 - Acknowledgements
 - Note
 - References

Summative quality assurance systems: not good enough for quality enhancement
Roy Andersson, Anders Ahlberg and Torgny Roxå
 - Introduction
 - Terminology
 - Summative student evaluations
 - Formative operational evaluations
 - Important aspects of a system supporting an emerging quality culture
 - Conclusions
 - References

Engineering programmes in the UK: the student feedback experience
James Williams and David Kane
 - Introduction
 - Student feedback and existing data sources
 - Response rates of engineering students
 - Engineering students in the NSS
 - Engineering student feedback in institutional surveys
 - Assessment and feedback
 - Conclusions
 - Notes
 - References

Trends, issues and the future of student feedback in engineering
Chenicheri Sid Nair, Patricie Mertova and Arun Patil
 - Introduction
 - Issues, trends and approaches
 - Conclusions
 - References