Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.

Soil mix technology for land remediation: Recent innovations

The past 15 years have seen increasing applications of soil mix technology in land remediation, mainly in stabilisation/solidification treatments and the construction of low-permeability cut-off walls and permeable reactive barriers; clear evidence of the versatility of the technology and its wide-ranging applications. This paper provides an overview of some of the recent innovations of soil mix technology in land remediation covering equipment developments and applications, including systems for rectangular panels and trenching systems, treatments, such as chemical oxidation, and additives, such as modified clays, zeolites and reactive magnesia. The paper also provides case studies for such innovations. The paper concludes with an overview of an on-going research and development project SMiRT (Soil Mix Remediation Technology) which will involve field trials on a contaminated site and will employ some of the innovations discussed in the paper. The range of significant advantages that soil mix technology now offers compared to other remediation techniques is likely to place this remediation method at the forefront of remedial options for future brownfield projects.

The Cambridge Manufacturing Leaders' Programme

As with all Cambridge teaching, the Cambridge Manufacturing Leaders' Programme is based on one-to-one tutorial supervision, comprising guidance throughout a major strategic development project in the programme participant's company, interspersed with reflective study time spent in Cambridge. In this paper a description of the course is set in a wider philosophical context, looking at the role of work in a personal developmental sense, and the responsibility carried by manufacturing leaders for shaping and guiding that process. It is shown that the programme is rooted in and embodies important aspects of our European heritage regarding work as a learning process and the master/apprentice relationship as a way of giving educational guidance.