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Encouraging engineers to read: A book-based final year assessment
It is proposed to initiate a student-driven learning activity based around the directed reading of a book relevant to the broader context of chemical engineering. Students would then undertake formal assessment of the material covered in their book. The learning process would be managed via structured group activities including formal discussion groups. Benefits would include: (i) first view books as accessible and to have the inclination and interpretative tools to engage with them as a basis for lifelong learning; (ii) the opportunity for individual students to direct their learning towards areas of specific personal interest, through selection from a diverse pool of relevant books; (iii) a redirection of the teaching ‘burden’ such that staff too are encouraged and enabled to make time for reading, with this otherwise luxury having the legitimate and tangible outcome of being directly connected to teaching.
Project Team: Dr Grant Campbell and Dr Paul Grassia Faculty: Engineering and Physical Sciences
Funding year: 2008
Keywords: reading, discussion groups, chemical engineering, lifelong learning, personalized learning
