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Lookup NU author(s): Professor Jarka Glassey
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).
© 2019Evaluating the effectiveness of teaching and learning core knowledge outcomes and professional skills is a highly challenging task that has not yet been satisfactorily addressed at higher education level. The iTeach European project consortium developed a framework for assessing the effectiveness of various pedagogical methodologies in chemical engineering education, including those aiming to promote important core competencies related to employability, in a range of geographical and educational contexts. The framework was firstly implemented in a core chemical engineering area (reaction engineering) to check its usability and robustness, and subsequently was also tested on a range of subject areas from various branches of engineering and other disciplines, one of which is analysed in more detail in this contribution. The results of this broader assessment encompassed a much more diverse student body with varying educational experiences and a wider range of different teaching methodologies. The outcomes of this assessment are highlighted and the benefits of such an objective approach for evaluating teaching effectiveness is discussed.
Author(s): Miguel CV, Moreira C, Alves MA, Campos JBLM, Glassey J, Schaer E, Kockmann N, Porjazoska Kujundziski A, Polakovic M, Madeira LM
Publication type: Article
Publication status: Published
Journal: Education for Chemical Engineers
Year: 2019
Volume: 29
Pages: 21-28
Print publication date: 01/10/2019
Online publication date: 06/06/2019
Acceptance date: 05/06/2019
Date deposited: 19/08/2019
ISSN (electronic): 1749-7728
Publisher: Elsevier B.V.
URL: https://doi.org/10.1016/j.ece.2019.06.001
DOI: 10.1016/j.ece.2019.06.001
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