What’s the issue ? Well we can argue, as to exactly which sample/technical specialism we consider – but it is hard to argue that there isn’t an issue. Some ball park figures to set the scene. Engineering, averages ~16% female, Women in STEM – facts and statistics (Reporting period 2012-2015, IET https://communities.theiet.org/files/8042) Physics, average nationally, ~21% … Continue reading “Will the gender balance on Engineering and Physical Sciences programmes be the same in 2026?”
Month: December 2016
A “Noisy” University?
After the launch of the Big Conversation I asked my 10 year old daughter to describe in one word what she thought going to university would be like. She thought for a moment and then said “noisy”. I confess I didn’t ask why – I got distracted by the fact that we had arrived at … Continue reading “A “Noisy” University?”
Technology Enhanced Learning
I’ve just come out of a staff workshop on Technology Enhanced Learning (TEL) hosted in the College of Social Sciences. So many interesting issues were raised. The three key drivers for TEL in my mind are technology, the Teaching Excellence Framework (TEF) and students. Technology gives us new and growing opportunities to integrate the physical … Continue reading “Technology Enhanced Learning”
Should all students be taking courses in entrepreneurship and where will that take us by 2026?
See link below for a suggestion to governmthat all students should take credit-bearing courses in entrpreneurship. If they did, how might that change university education in the future?
Separating Formative and Summative assessment into module and programme level.
It’s all about the assessment: In 2026 we should have separated formative and summative assessment. In breaking the covalent bond between these two unequal twins we allow each to do it’s proper job, unencumbered by the other. I recently asked my students why they were not engaging with all the wonderful and innovative formative assessment … Continue reading “Separating Formative and Summative assessment into module and programme level.”
Facebook is like friends re-united
Digital technologies have largely changed the way students interact and learn. For example, the chalk board is in the past and we have said bye bye to 3-ring binders. Yet the pace of technological change is unprecedented and the expectations for institutions and staff to learn, change and adapt, and be more dynamic are enormous. … Continue reading “Facebook is like friends re-united”
Developing a “Research-Active” Curriculum
It is clear that a research-intensive university should be structured and organised around a strong emphasis on developing a “research-active” curriculum that socialises students into inquiry-based learning from day one. By 2026, students’ successful transition from university to professional life will require the ability to resolve problems in an analytic manner, to evaluate evidence and … Continue reading “Developing a “Research-Active” Curriculum”
RIT 2026: the interplay between research and teaching
Birmingham University is a Research Intensive Institution and will be in 2026. We do research from atoms to the atmosphere, from sharks to Shakespeare. Research permeates all our teaching and students are engaged in research and research related activities at all levels. Our research success and our investment in research directly and explicitly benefits our … Continue reading “RIT 2026: the interplay between research and teaching”