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Building Confident Engineers
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  1. Building Confident Engineers • BroniaSzczygiel Gill Cooke • Aspire Leadership HEA • 17 December 2013

  2. Welcome and Introductions • Gill Cooke Discipline Lead, Engineering and Materials, HEA • Bronia Szczygiel • Aspire Leadership

  3. Top Ten Skills Employers Want Reference - CIHE report: Graduate Employability – The Employers View

  4. Building Confident Engineers Context: Why do we need confident engineers? Definition: Which characteristics define a confident engineer?

  5. Building Confident Engineers: through teaching 1. Staff are good at explaining things. 2. Staff have made the subject interesting. 3. Staff are enthusiastic about what they are teaching. STAFF

  6. Teaching Environments • Large groups • Flipped lectures • Small groups • Tutorials • Project supervision • Personal Tutorials

  7. Teaching Environments • Student Engagement • & • Student Centred • Interesting • Involved • Interactive • Confidence • Large groups • Flipped lectures • Small groups • Tutorials • Project supervision • Personal Tutorials

  8. Communication Dynamic • Internal: • Emotions • Assumptions • Knowledge • Experience • Values / Culture • Internal dialogue • History • 3 Vs: • Visual, Verbal & Vocal • External: • Environment • Positioning/ Proxemics • Technology / Props • Timing

  9. Delivery Left or Right Brain Seeing, Hearing Doing The How or the Why?

  10. Reflect: what can I do?

  11. Building Confident Engineers: through learning 4. The course is intellectually stimulating. 19. The course has helped me to present myself with confidence. 21. As a result of the course, I feel confident in tackling unfamiliar problems. PEDAGOGY

  12. Learning Student Centred (Active) Learning: Problem Based Learning Project Based Learning Enquiry Based Learning Laboratory and Demonstrations Online, virtual, simulation

  13. Learning Objectives Specific Measurable Achievable or Audacious? Realistic or Relevant? Timed, Time-bound

  14. Motivation in Learning • Understanding your motivators • Tapping into other people’s • Problem based, project based and active learning

  15. Confidence & Resilience • Knowledge & Experience • Close Relationships • Skills & Interests • Confidence & Resilience • Competencies • Networks & Connections • Self: • Values, Awareness & Belief

  16. A Creative Process

  17. Consider Learning • How can I develop confidence through learning? • What can I do differently?

  18. Building Confident Engineers: through assessment and feedback 5. The criteria used in marking have been made clear in advance. 6. Assessment arrangements and marking have been fair. 7. Feedback on my work has been prompt. 8. I have received detailed comments on my work. 9. Feedback on my work has helped me clarify things I did not understand.

  19. Assessment for Learning • Eliciting information from pupils • What do students know? – information used to inform teaching • Opening up success criteria • Students understanding marking criteria by being shown, told and using including self and peer assessment • Providing formative feedback • What have they done well and what do they need to improve on? Information only – not marks

  20. Feedback Phil Race argues for a strong emphasis on the importance of promoting motivation and confidence in our learners and the potential role which effective feedback can play in this. He criticises what he sees as a feedback culture which ‘tends all too often to take the form of giving students critical feedback when things go wrong, and precious little comment when things go right. In this situation, the feedback which students receive can be almost as damaging to their motivation as the label of failure we pin on their not-yet-successful learning’ (Race, 2006, p.28).

  21. What sort of Feedback builds motivation and self-esteem 'Assignments are mainly a personal and individual activity, so if feedback is negative it can be threatening to a student’s self-perception' (Carless 2006, p.221). • We should think about; • The impact of the balance of positive and negative comments in our feedback • The wording we select • Ensure our comments are encouraging and motivational • Without forgetting to highlight weaknesses and both explain and justify the marks awarded?

  22. What sort of comments and level of detail is useful in feedback? • Areas in which we can provide feedback include • criteria • subject understanding • alignment to learning outcomes • communication skills • academic skills • style and approach • transferable skills • student effort

  23. Giving Feedback Patronise, Praise Acknowledge Nip in the Bud Make a WISH Consequences What will it take?

  24. Our Deepest Fear – Marianne Williamson Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you.

  25. Continued.. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.

  26. My Assessment and Feedback Practices • What changes can I make to encourage confidence?

  27. Your Top Ten Tips 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.