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„We don´t want to know their names!“ A long way to go from Engineering versus Pedagogy to Engineering Pedagogy

  • In the course of the last few years, our students are becoming increasingly unhappy. Sometimes they stop attending lectures and even seem not to know how to behave correctly. It feels like they are getting on strike. Consequently, drop-out rates are sky-rocketing. The lecturers/professors are not happy either, adopting an “I-don´t-care” attitude. An interdisciplinary, international team setIn the course of the last few years, our students are becoming increasingly unhappy. Sometimes they stop attending lectures and even seem not to know how to behave correctly. It feels like they are getting on strike. Consequently, drop-out rates are sky-rocketing. The lecturers/professors are not happy either, adopting an “I-don´t-care” attitude. An interdisciplinary, international team set in to find out: 1) What are the students unhappy about? Why is it becoming so difficult for them to cope? 2) What does the “I-don´t-care” attitude of professors actually mean? What do they care or not care about? 3) How far do the views of the parties correlate? Could some kind of mutual understanding be achieved? The findings indicate that, at least at our universities, there is rather a long way to go from “Engineering versus Pedagogy” to “Engineering Pedagogy”.show moreshow less

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Author:Cristina Urbina, Michael Canz, Evelyn Großhans, Evgenia SikorskiGND
Year of Publication:2017
ISBN:978-3-319-73209-1
Language:English
Parent Title (English):Teaching and Learning in a Digital World : Proceedings of the 20th International Conference on Interactive Collaborative Learning 27-29 September 2017, Budapest, Hungary
Volume:1
ISSN:2194-5365
First Page:157
Last Page:168
Document Type:Conference Proceeding
Institutes:Hochschule Offenburg / Bibliografie
Acces Right:Zugriffsbeschränkt
Release Date:2018/01/25
Licence (German):License LogoEs gilt das UrhG
DOI:https://doi.org/10.1007/978-3-319-73210-7_19