Tag Archives: education

WOW projects, TED talks, Cosmicomics and indirect reciprocity

1 Reply

33 finsbury squareWOW projects, TED talks, Cosmicomics and indirect reciprocity.  What do they have in common?  Well, each of them features in a new and rather different education programme that we are launching next month on the University of Liverpool’s campus at 33 Finsbury Square, London.  We are targetting mid-career engineers and scientists, working in research and development organisations, who want to develop their skills and advance their careers. I write ‘we’ because it is a joint effort by the School of Engineering at the University and the UK’s National Nuclear Laboratory.  It has been something of an adventure for me putting the modules together and we hope they will form a voyage of discovery and adventure for our delegates.

In case you are wondering about WOW projects, TED talks, Cosmicomics and indirect reciprocity – they will feature in modules on Science Leadership & Ethics, Technical Communication, Technical Writing, and Technical Reputation respectively.  These four five-credit modules plus a work-based project form the programme that leads to a Post-graduate Award.  Each module involves a day on campus in London supported by reading and assignments before and afterwards; and we are running a module per month between now and Christmas.

If you’re curious to find out more then visit our website or watch our Youtube video.

A big question for engineers

5 Replies

galleyhead lightThe proportion of women graduating with engineering degrees in the UK and US has remained around a sixth for at least the last thirty years despite many campaigns to achieve gender equality.  One of my colleagues, Professor Elena Rodriguez-Falcon, writing in the New Statesmen asked whether it will take another world war to get more women into engineering.  I think that the sort of seismic shift in attitude caused by such events will be required.  Many in the engineering profession claim that problem-solving is a unifying skill, which is common to all branches of engineering, and yet we have been unable to solve the problem that our profession is one of the least gender diverse.  Does this mean that we have not really been trying to solve the problem, or that we are not the problem-solvers we claim to be?

Sources:

Landivar LC, Disparities in STEM employment by sex, race and Hispanic origin, US Census Bureau, September 2013

 

Engaging learners on-line

7 Replies
Filming at Quarry Bank Mill

Filming at Quarry Bank Mill

The Everyday Engineering Examples page of this blog continue to be very popular.  More than 70 engineering schools in the USA have signed up to use this approach to teaching engineering science as part of the ENGAGE project.  The lesson plans on that page assist instructors to deliver traditional lectures that are engaging and effective.  Now, we have transferred the approach to online delivery in a MOOC that was designed to support undergraduate learning as well as to increase public engagement and understanding of engineering science.

The MOOC entitled ‘Energy: Thermodynamics in Everyday Life‘ was completed by more than 960 learners from about 35 countries who ranged in age from 13 to 78 years old with a correspondingly wide range of qualifications in terms of both subject and level.  I believe that this is the first MOOC to use Everyday Engineering Examples within a framework of the 5E lesson plans and it seems to have been effective because the completion rate was 50% higher than the average for FutureLearn MOOCs.

We also included some experiments for MOOC learners to do at home in their kitchen.  Disappointingly only a quarter of learners performed the experiments but surprisingly almost half of all learners(46%) reported that the experiments contributed to their understanding of the topics.  This might be because results and photos from the experiments were posted on a media wall by learners.  There was also a vibrant discussion throughout the five-week course with a comment posted every 8 minutes (or more than 6,500 comments in total).

More than half the undergraduates (53%) who followed the MOOC did not continue to attend the traditional lectures and roughly the same percentage agreed or agreed strongly that the MOOC could replace the traditional lecture course with only 11% disagreeing.  So maybe the answer to my question about death knell for lectures [see my post ‘Death Knell for the lecture?‘ on October 7th, 2015] is that I can hear the bell tolling.

I gave a Pecha Kucha 20×20 on these developments at an International Symposium on Inclusive Engineering Education in London last month, which is available as a short video.

A startling result

11 Replies

cowIn UK universities this is the season of project report writing for senior undergraduate students and report reading for their professors.   This year one of my students has been monitoring his personal ecological footprint and looking at ways in which he could use technology-based solutions to reduce it and then make recommendations to help others achieve the same [see my postings ‘Are we all free riders‘ on April 6th, 2016  ‘New Year Resolution‘ on December 31st, 2014].  He found that his weekly contributions to greenhouse gases (GHG) due to energy consumption in his flat or apartment, transportation and consumption of meat were 12.73, 5.87 & 8.60 kg carbon dioxide equivalents per week.  The total of 27.2 kg carbon dioxide equivalents per week is relatively low compared to the UK average but then he does not own a car and is living on a small budget.  What startled me was the proportion of greenhouse gases generated as a result of eating meat!

He consumed about 1.2kg of meat each week in about equal proportions of beef (12.14 kgCO2e/kg), chicken (2.84 kgCO2e/kg) and pork (4.45 kgCO2e/kg).  The numbers in parentheses are the greenhouse gas emissions from the production of each of these commodities in the UK and they can be compared to green beens or wheat at 1.55 and  0.52 kgCO2e/kg) respectively.  So, you don’t need to become a vegetarian but you could follow the example of my student by dropping beef from your diet in order to  make a significant individual contribution to reducing GHG emissions, or you could become a weekday vegetarian (see Graham Hill’s TED talk).

BTW – the diary cows, like the one in the picture, are lovely calm creatures and milk has a relatively small footprint at 1.19 kgCO2e/kg

Sources:

How low can we go? An assessment of greenhouse gas emissions from the UK food system end and the scope to reduce them by 2050. WWF November 2009.