Imperial College London

DrElizabethHauke

Central FacultyCentre for Languages, Culture and Communication

Principal Teaching Fellow
 
 
 
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Contact

 

+44 (0)20 7594 8922e.hauke

 
 
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Location

 

S311Sherfield BuildingSouth Kensington Campus

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Summary

 

Publications

Publication Type
Year
to

13 results found

Bladt F, Khanal P, Prabhu A, Hauke E, Kingsbury M, Saleh Set al., 2022, Medical students’ perception of changes in assessments implemented during the COVID-19 pandemic, BMC Medical Education, Vol: 22, Pages: 1-15, ISSN: 1472-6920

Background COVID-19 posed many challenges to medical education in the United Kingdom (UK). This includes implementing assessments during 4 months of national lockdowns within a 2-year period, where in-person education was prohibited. This study aimed to identify medical school assessment formats emerging during COVID-19 restrictions, investigate medical students’ perspectives on these and identify influencing factors.Methods The study consisted of two phases: a questionnaire asking medical students about assessment changes they experienced, satisfaction with these changes and preference regarding different assessments that emerged. The second phase involved semi-structured interviews with medical students across the UK to provide a deeper contextualized understanding of the complex factors influencing their perspectives. Results In the questionnaire responses, open-book assessments had the highest satisfaction, and were the preferred option indicated. Furthermore, in the case of assessment cancellation, an increase in weighting of future assessments was preferred over increase in weighting of past assessments. Students were also satisfied with formative or pass-fail assessments. Interview analyses indicate that although cancellation or replacement of summative assessments with formative assessments reduced heightened anxiety from additional COVID-19 stressors, students worried about possible future knowledge gaps resulting from reduced motivation for assessment-related study. Students’ satisfaction level was also affected by timeliness of communication from universities regarding changes, and student involvement in the decision-making processes. Perceived fairness and standardisation of test-taking conditions were ranked as the most important factors influencing student satisfaction, followed closely by familiarity with the format. In contrast, technical issues, lack of transparency about changes, perceived unfairness around invigilation, and uncertai

Journal article

Hauke E, 2021, Who's Looking At Who Looking At Who?, Theory and Method in Higher Education, ISSN: 2056-3752

Journal article

Hauke E, Pope M, 2021, Dear Change Maker: Using Correspondence to Develop a Visual Reflective Practice, National Interdisciplinary Education Conference

Conference paper

Hauke E, 2019, Preparing critical students for the post-truth era: Key Research Questions, Creativity, Criticality and Conformity in Higher Education

Conference paper

Hauke E, 2019, Understanding The World Today: The Roles of Knowledge and Knowing in Higher Education, Teaching in Higher Education, Vol: 24, Pages: 378-393, ISSN: 1470-1294

This article argues that knowledge is not a passive product of learning that can be possessed, but rather that it represents an active engagement with ideas, arguments and the world in which they reside. This engagement requires a state of ‘knowing’ – a complex, integrative, reciprocal process that unites the knower with the to-be-known. Exploring the notion of knowledge, this paper considers the roles of truth and belief in knowledge production, the relationship between knowledge and the disciplines, and knowledge as a social and cultural product. These ideas are contextualized in higher education practice with an example of a course designed to help science and engineering students develop criticality and a sense of ‘knowing’ about the world. The students are challenged to consider what it requires to turn facts and information into knowledge, and to unite their knowing with their own personal experiences and ideas about the world.

Journal article

Hauke E, Gobbett P, Henry F-F, Shepherd S, Fennell Met al., 2019, Designing for Authentic Co-Production: Negotiation, Integrity and Risk in the Classroom, The Evolving Landscape of Staff-Student Partnership

Conference paper

Hauke E, 2018, Understanding the world today: the roles of knowledge and knowing in higher education, Experts, Knowledge And Criticality In The Age Of Alternative Facts: Re-Examining The Contribution Of Higher Education

Conference paper

Hauke EC, 2017, Dynamic Curriculum Design: Leaving Space for Students to Live, Love and Learn, BLASTER (Best in Liberal Arts and Sciences Teaching Expanded and Reinforced): Undergraduate Research in the Liberal Arts

Conference paper

Hauke EC, 2016, Using and abusing TBL to sow the seeds of interdisciplinarity, Interdisciplinary Learning and Teaching: Frameworks and Practice

Conference paper

Hauke E, Craddock D, Cresswell-Maynard K, 2015, An Interdisciplinary Approach to Embedding The Global Dimension Into Engineering Design: Empathy, Engagement and Creativity, Great Expectations: Design Teaching, Research & Enterprise. The 17th International Conference on Engineering & Product Design Education, Publisher: The Design Society

For engineers and engineering to play their part in sustainably addressing the issues faced by society today - such as climate change, inequality, poverty, resource degradation and depletion, population increase and urbanisation - new skills, competencies and approaches are required. These skills, competencies and approaches are those associated with comprehending and embedding the global dimension of engineering. The Engineers Without Borders (EWB) Challenge is a student-focussed design-based competition to encourage students to consider the global dimension while problem solving for a real-world deprived community. At Imperial College we deliver the Challenge as a cross-faculty ancillary module to allow students to work in multidisciplinary teams, with science and medical students. The inherent diversity in approaches and experience within the teams provides a fertile base for the students to explore their collective skillset and define their own axis of engagement with the project. Over the three years that the course has been running, the course has been evolved to privilege the practice of process, rather than a pre-occupation with product. We explicitly introduce the students to methodologies from disciplines such as the social sciences, art and design and business studies to better enable them to grapple with the complexity of the real world, and to move them away from the linear thinking common to their core degree studies. This is also an opportunity to offer a complementary approach, rather than replicating work they have already completed.The course begins with an extended period of research and investigation of the community for which the students will be designing. The constraints of the competition are such that the students are not able to visit or contact the community directly, although they can leave questions on a mediated online forum, which will be answered by individuals with local knowledge. We therefore expect the students to gather as much m

Conference paper

Hauke E, 2014, Engineering education research, with a focus on engineering for development, Integrating GDE into research, Editors: GDEE, Publisher: Global Dimension in Engineering Education, Barcelona

Book chapter

Hauke E, 2014, Tackling interdisciplinarity early: transforming scientific expertise into global citizenship, Interdisciplinary Public Problems, the Global Community, and Diversity. 36th Annual Meeting of the Association for Interdisciplinary Studies

Conference paper

Graham WJ, Foster LB, Davidson L, Hauke E, Campbell OMRet al., 2008, Measuring progress in reducing maternal mortality, BEST PRACTICE & RESEARCH CLINICAL OBSTETRICS & GYNAECOLOGY, Vol: 22, Pages: 425-445, ISSN: 1521-6934

Journal article

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