Teacher And Student Intention And Commitment In A CDIO Curriculum

Teacher And Student Intention And Commitment In A CDIO Curriculum

E. Stiwne, A. Bergeling (2011).  Teacher And Student Intention And Commitment In A CDIO Curriculum. 16.

The purpose of this paper is to highlight and discuss the impact of culture as a powerful outline for how to think, feel and act. Norms and routine acts are taken for granted and guide individuals as well as the organisation. In 1999 Linkoping University started a collaboration between MIT, Chalmers and KTH with the aim of developing engineering education. This was the start of the CDIO initiative. In 2002 the first cohort of students in the study program of Applied Physics and Electrical Engineering (Y-program) entered into a program designed to meet the requirements of a CDIO syllabus.

In this study recurring interviews with ten Y-students between 2002 and 2007 and a focus group interview in 2010 with lecturers in the Y-program are used to discuss the following questions in relation to a selection of program targets:

• Students entering a study program have some expectations of what studying is and what the study environment will demand from and offer them. How do they express this during their period of studying?

• How do teachers express their expectations of the students and of themselves as teachers?

• Within the context of a specific study program, the Y-program, is there an alignment or a dissonance between the approaches to learning and studying expressed by the students and the approaches to teaching and learning, as expressed by the teachers?

Our results indicate that despite the curricular changes made between 2002-2010, both students and academic staff experience that the changes made, i.e. CDIO project courses, are joyful and useful but that these are not integrated into the “real courses” or regarded as “true teaching”. The norm of how to design and carry out the basic structure is strong and in the discussion we argue that this might be upheld by values in society, of Engineering as a solid male/masculine culture, where females find difficulties in adjusting, or changing the culture and therefore take on different paths or exit and leave the programme.

 

Authors (New): 
Elinor Edvardsson Stiwne
Ann-Sofie Bergeling
Pages: 
16
Affiliations: 
Linköping University, Linköping, Sweden
Keywords: 
Approaches to learning
approaches to teaching
study culture
expectations
socialisation
Intentions
Year: 
2011
Reference: 
Edvardsson Stiwne, E. & Jungert, T. “ Engineering students´experiences of transition from study to work” Journal of Education and Work, Vol 23, 2010, pp 417-437. : 
Edvardsson Stiwne, E. & Gaio Alves, M. “ Higher education and employability of graduates: will Bologna make a change?”, European Educational Research Journal, Vol 10, 2010, pp 32-44: 
Alvesson, M. “Knowledge work: Ambiguity, image and identity”. Human Relations, Vol 54, 2001, pp 863-886.: 
Focault, M. “Power/knowledge”. New York: Pantheon, 1980. : 
Teknikdelegationen: http://teknikdelegationen.se/: 
Teknikföretagen. “Ingenjören utbildad för yrkeslivet? En underöskning av ingenjörsutbildningen”. Rapport från Teknikföretagen, 2009. http://www.teknikforetagen.se/hem/Publicerat/Publikationer/Ingenjoren---utbildad-for-yrkeslivet/: 
Högskoleförordningen: http://www.hsv.se/reglerochtillsyn/lagarochregler/hogskoleforordningen.4.539a949110f3d5914 ec800063912.html: 
Wibeck, V. "Fokusgrupper: om fokuserade gruppintervjuer som undersökningsmetod". Lund: Studentlitteratur, 2010: 
Entwistle, N. Concepts and conceptual frameworks underpinning the ETL project. Occasional report 3., 2003. http://www.ed.ac.uk/etl: 
Entwistle, N. J.; McCune, V. S..& Walker, P. Conceptions, styles and approaches within higher education. In R. J. Sternberg & L-F. Zhang (Eds.) Perspectives on thinking, learning and cognitive styles. Mahawa, NJ: Lawrence Erlbaum, 2010. : 
Prosser, M. & Trigwell, K. Understanding learning and teaching. The experience in higher education, 1999. Buckingham: Open University Press.: 
Eley, M. G. Changes in teachers´ conceptions of teaching: Do they prompte teacher development or are they outcomes of it? Paper presented at the 22nd Annual Conference of the Society for Teaching and Learning in Higher education, MacMaster University, Hamilton, June 12-15, 2002. : 
Ulrichsen, L. The implied student, 2009. Studies in Higher Education, vol 34:5, pp. 517-532. : 
Knewstubb, B. & Bond, C. ”What´s he talkng about? The communicative alignment between a teacher´s intentions and students understandings” Higher Education Research & Development, Vol 28, No 2; 2009, pp 179-193.: 
Söndergaard, D.M. ”Tegnet på kroppen”. Oslo, 1996 : 
Perkins, D. N. The many faces of constructivism, 1999. Educational Leadership, 57(3).: 
Meyer, J. H. F. & Land. R Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines. Paper presented at the Improving Student Learning conference, Brussels, September 2002.: 
Scheja, M (2000): 
Lindblom-Ylänne, S. & Lonka, K. (2000). Individual study orchestrations of high achieving university students, 2002. European Journal of Educational Psychology, XV:19- 32.: 
Lindblom-Ylänne, S. Broadening an understanding of the phenomenon of dissonance., 2003. Studies in Higher Education, 28(1): 63-77.: 
Vermunt, J. D. & Verloop, N. (1999). Congruence and friction between learning and teaching, 1999. Learning and Instruction, 9:257-280.: 
Meyer, J. H. F. (1991). Study orchestration: the manifestation, interpretation and consequences of contextualised approaches to studying, 1991. Higher Education, 22:297- 316.: 
Go to top
randomness