Module ENGI4321: L4 ENGINEERING INTO SCHOOLS

Department: Engineering

ENGI4321: L4 ENGINEERING INTO SCHOOLS

Prerequisites

• At least two Level 3 modules in Engineering; CRB check; successful completion of interview (by course co-ordinator; experienced, qualified science teacher; academic in the School of Engineering and Computing Sciences).

Corequisites

• As specified in Programme Regulations

Excluded Combination of Modules

• BIOL3431 CHEM3081 COMP3421 ENGI3441 GEOL3251 MATH3121 PHY3611 PSYC3191 and as specified in programme regulations.

Aims

• This module is designed solely for students studying School of Engineering and Computing Sciences MEng degree programmes.
• To develop a range of key skills in the student and to offer an early taste of teaching Engineering to those interested in pursuing it as a career of for other career pathways where public understanding of science is required.
• To help students gain confidence in communicating Engineering, develop strong organisational and interpersonal skills, and understand how to address the needs of individuals.
• To learn to devise and develop Engineering projects and teaching methods appropriate to engage the relevant age group they are working with.
• To help inspire a new generation of Engineering as prospective undergraduates by providing role models for school pupils.
• To help teachers convey the excitement of their subject to pupils by showing them the long-term applications of school studies, especially the cross disciplinary relationships of Engineering.
• To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.

Content

• A competitive interview system will be used to match students with appropriate schools and a specific teacher in the local area, and each student selected will be given a chance to visit the school they will be working in before commencement of the placement.
• One day training course on working in schools and with pupils.
• Series of lectures on key transferable skills.
• The student will be required to spend half a day (approx 4hrs) a week in the school every week for at least 10 weeks.
• Tutorials which will provide an opportunity for students to share their experiences.
• The students will be involved in the following activities in support of their learning and teaching:
• Classroom observation and assistance: Initial contact with the teacher and pupils will be as a classroom assistant, watching how the teacher handles the class, observing the level being taught and the structure of the lesson, and offering practical support to the teacher.
• Teaching assistance: The teacher will assign the student with actual teaching tasks, which will vary dependent on specific needs and the student's own ability as it develops over the term. This could include for example offering problem-solving coaching to a smaller group of higher ability pupils, or taking the last ten minutes of the lesson for the whole class. The student will have to demonstrate an understanding of how the level of the knowledge of the pupils they are teaching fits in to their overall learning context in other subjects.
• Whole class teaching: Students will typically be offered, in collaboration with their teachers, at least one opportunity to undertake whole class teaching, albeit that it may be only for a small part of the lesson.
• University awareness: Students will represent and promote their academic discipline as a potential university choice to pupils across the social and academic range represented at their partner schools.
• Special projects: The student will devise a special Engineering project on the basis of discussion with the teacher and course co-ordinator and their own assessment of what will interest the particular pupils they are working with. The student will implement the special project and evaluate it. The student will be required to show that they can analyse a specific teaching problem and devise and prepare appropriately targeted teaching materials, practical demonstrations and basis 'tests' where appropriate.
• Extra-curricular projects: The student may be supervised by the teacher in helping to run an out-of-timetable activity, such as a lunchtime club or special coaching periods for higher ability pupils. The student will have to demonstrate an ability to think laterally in order to formulate interesting ways to illustrate more difficult scientific concepts.
• Written reports: The student will keep a journal of their own progress in working in the classroom environment, and they will be asked to prepare a written report on the special project.
• The teachers will act as the main source of guidance in the schools but, in addition, the students will also be able to discuss progress with the module co-ordinator or a member of the Science Outreach Team whenever necessary.

Learning Outcomes

• On successful completion of this module students will:
• be able to assess and devise appropriate ways to communicate a difficult principle or concept.
• have gained a broad understanding of many of the key aspects of teaching in schools.
• have an advanced understanding of Engineering through having to explain to others.
• have an advanced understanding of the problems of public perception of science.
• recognise the apparent contradictions in Engineering Education and suggest areas for further investigation.

• Will know the responsibilities and appropriate conduct for a teacher.
• Will know how to give (and take) feedback on Engineering issues.
• Will be able to undertake public speaking on Engineering generally.
• Will know how to prepare lesson plans and teaching materials for Engineering.
• Identify appropriate fields of enquiry and determine an appropriate investigative methodology.

• Be able to communicate effectively, both one to one and with small groups.
• Be able to understand the needs of individuals.
• Be able to use interpersonal skills when dealing with colleagues.
• Be able to improvise when necessary.
• Be able to organise, prioritise and negotiate.
• Will know how to work with others in teams.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module includes an initial training course, lectures, tutorials and a school placement.
• The initial training course provides an introduction to working in schools and with pupils. The lectures provide the means to give a concise, focused presentation on generic aspects of key transferable skills (e.g. teaching and learning skills and presentation skills). The lecture material will be explicitly linked to scenarios that are likely to arise in the school placement. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links on DUO.
• The tutorials will provide opportunity for students to share their experiences and to discuss specific issues in Engineering education and the public perception of science, giving them the chance to develop their theoretical understanding and communication skills. Students will be able to obtain further help in their studies by approaching the course leaders, either after lectures or tutorials or at other mutually convenient times.
• The school placement allows the student to develop a range of interpersonal skills and the professional competencies expected of an effective teacher (or a facilitator to others), thus ensuring that the learning outcomes are met. Student performance will be summatively assessed through a Journal of Teaching Activity, an End of Module Report, an End of Module Presentation and a Teacher's Assessment.
• The Journal of Teaching Activity and End of Module Report will provide the means for students to reflect on their own personal development, on their experience of school and the organisation of teaching and on pupils' science learning, and to demonstrate written communication skills.
• The End of Module Presentation will enable students to give a practical demonstration of teaching competencies including oral communication skills.
• The Teacher's Assessment is an independent corroboration of progress, including the student's approach, attitude, appreciation of key educational skills and performance in the Special Project.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Tutorial discussion of students' experiences; lesson evaluations; informal discussions of student progress with teachers or with the course coordinator when necessary, including interim feedback on design of Special Project.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University