In the present paper we question how engineering education (and engineering) can support greater ... more In the present paper we question how engineering education (and engineering) can support greater participation and inclusiveness in decision making and science and technology. We consider the work relating to engineering and society that is conducted by the scholars of science and technology studies, but which is rarely read or considered by the engineering educators who could draw on it.
In the present paper we question how engineering education (and engineering) can support greater ... more In the present paper we question how engineering education (and engineering) can support greater participation and inclusiveness in decision making and science and technology. We consider the work relating to engineering and society that is conducted by the scholars of science and technology studies, but which is rarely read or considered by the engineering educators who could draw on it.
Fatigue and Creep Performance of MDF, OSB and Chipboard in Standard and High Humidity Environments
Publikationsansicht. 31413145. Fatigue and creep performance of MDF, OSB and chipboard in standar... more Publikationsansicht. 31413145. Fatigue and creep performance of MDF, OSB and chipboard in standard and high humidity environments. (1999). Pritchard, Jane. Abstract. Thesis (Ph. D.)--University of Bath, 1999. Details der Publikation. ...
The HEA ‘Defining and Supporting SoTL’ project (RT05) was a collaborative project involving the c... more The HEA ‘Defining and Supporting SoTL’ project (RT05) was a collaborative project involving the contribution of four main UK partners – the University of West London, the University of Brighton, the University of Bristol, and Keele University and a number of other national and international contributors. This document represent key findings and recommendations
The variation in academics’ experiences of teaching in an intense study centre compared with their traditional university settings
This article explores how teachers’ experiences of teaching accelerated courses in a residential ... more This article explores how teachers’ experiences of teaching accelerated courses in a residential setting compared with their experiences of teaching in their traditional contexts. It looks at how teachers responded to the opportunities the accelerated format provided and how this caused them to revisit not only what they taught, but how they taught. Teaching in an intense residential setting also allowed teachers to be more aware of their students as learners and caused them to revisit the purpose of higher education. Suggestions are made for how accelerated courses could be seen as part of an academic year as they offer advantages to both teacher and student.
Developing the Enquiring Student and Enhancing the Research-Teaching Interface: Student-led Pedagogical Research and Educational Initiatives in Enquiry Based Learning
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Papers by Jane Pritchard