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Tim Davis Coventry University

Tim Davis Coventry University. Short-listed LTSN Engineering Teaching Award 2003-4 T.Davis@coventry.ac.uk. 1 st year core Civil Engineering module Surveying Field Course Aims to develop personal and professional skills. PDP using RAPID Supporting workshops Real-world project

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Tim Davis Coventry University

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  1. Tim DavisCoventry University Short-listed LTSN Engineering Teaching Award 2003-4 T.Davis@coventry.ac.uk

  2. 1st year core Civil Engineering module Surveying Field Course Aims to develop personal and professional skills PDP using RAPID Supporting workshops Real-world project Student-centred Industry support Field and Enterprise Skills

  3. PDP using RAPID • Self-assessed skills audit using RAPID

  4. PDP using RAPID • Self-assessed skills audit using RAPID • Team working self-perception test • Group critique • Update skills and personal reflection

  5. Supporting workshops • Careers in Civil Engineering • CVs and Interviews • Using RAPID • Working in Teams (several) • benefits, team roles, behaviour contracts … • Principles of Project Management • practised on a group design project • Prize Presentation

  6. Real-world project • Road & building scheme

  7. Real-world project • Road & building scheme • Client specification • Project management using limited resources • Interdisciplinary collaboration • Checking & reporting on progress

  8. Student-centred • Students take ownership and responsibility • Staff act as Client/Advisor – “hands off” • Group contract • Peer assessment

  9. Industry support • Sponsor’s presentation • Prize giving • Student presentation and Q&A session • Employers’ interviews for vacation jobs and placements

  10. Student feedback Students felt they had improved: • Confidence • Group cohesiveness • Leadership • Teamwork • Negotiation • Awareness – of self and others

  11. Student feedback … Students commented: • Knowledge of the overall project allowed leadership • Group-decision making took longer but you often achieved better quality solutions since they thought about other options rather than just implementing their first idea • The module was particularly challenging because it was the first project where team-work and spirit had a major impact and affected the outcome

  12. Staff feedback Observations: • Majority of leadership was only done by a few team members who benefited the most from the module • Lack of subject knowledge created a negative experience and prevented leadership • Group contracts/peer assessment was effective

  13. Improvements • Groups of 6 formed earlier in year. Surveying practicals and team-working workshops done in these groups. • Resources from UMIST/Manchester’s Team-work Induction Programme (TIP) on team behaviour (anna.hiley@umist.ac.uk) • Attendance and performance in surveying module now a pre-requisite to attending the field course.

  14. Does it work? … not for everyone … “The teaching has been a good style, if you have a problem ask, but come with an idea of how to solve it. This encourages people to think more about what they are doing, so encourages personal growth, which is the aim of the module.”

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