12 results found
Hauke E, 2021, Who's Looking At Who Looking At Who?, Theory and Method in Higher Education, ISSN: 2056-3752
Hauke E, Pope M, 2021, Dear Change Maker: Using Correspondence to Develop a Visual Reflective Practice, National Interdisciplinary Education Conference
Hauke E, 2019, Preparing critical students for the post-truth era: Key Research Questions, Creativity, Criticality and Conformity in Higher Education
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.
Hauke E, Gobbett P, Henry F-F, et al., 2019, Designing for Authentic Co-Production: Negotiation, Integrity and Risk in the Classroom, The Evolving Landscape of Staff-Student Partnership
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
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
Hauke EC, 2016, Using and abusing TBL to sow the seeds of interdisciplinarity, Interdisciplinary Learning and Teaching: Frameworks and Practice
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
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
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
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