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This paper presents a case study: a collaboration between an artist, a senior lecturer in engineering, and two faculty members from teaching and learning. It showcases how we, as a consortium are 1) using origami in university STEM teaching as a way of enhancing and promoting arts-based STEAM learning within the contexts of creativity, play, exploration, and learning from failure and 2) charting these processes within a broader interdisciplinary contribution to teaching and learning. As a result of our collaboration, we suggest a new shorthand of 'makerlearning' which captures both the physical maker elements underscored with a carefully considered pedagogy. The process of applied making provides a space where the "gap between disciplines...can be bridged" (Troxler, 2017, p. 13). We are striving for a reframing of invention and innovation within and beyond educational context and contend that "individuals are not creative, ideas are creative" (Clapp, 2016, p. 3). Although our case study focuses on the discipline of engineering, we argue that makerlearning and artistic approaches to understanding complex concepts can be applied across disciplines and extend beyond the classroom into community and industry settings. [ABSTRACT FROM AUTHOR]

This paper reflects on, reports on and evaluates the use of multiple-choice questions, in both formative and summative assessment modes, on control engineering modules taken by advanced undergraduate and postgraduate engineering students, over four academic years. The material covered by the modules is analytical in nature. The rationale for examining the assessment strategy was the poor performance by students in a closed book traditional terminal examination on one of the advanced undergraduate modules over some years. The change in assessment strategy has improved student learning, as measured by assessment data; student feedback on the assessment methods is broadly positive. The assessment approach has been extended with success to some postgraduate modules. Overall, an evidence based approach is taken in the reporting and analysis. [ABSTRACT FROM AUTHOR]

High module failure rates can lead to poor student retention and a need exists for improved understanding of the determinants to academic performance. This research examines the influence of a number of factors on academic performance among Level 7 Engineering students in Dundalk Institute of Technology over a four year period. Using statistical regression techniques age-group, attendance, marks available for continuous assessment, class-size, semester of study and year of study were investigated. Statistical evaluations based on a sample set of 1263 identified that mature students, students with positive levels of attendance and modules with high levels of continuous assessment marks appear to result in better performance. It is envisaged that this work will contribute significant data to the limited knowledge base in this area especially in terms of engineering education. Based on the findings of this study, it is recommended that continuous assessment activities, which take place during class time, be used to incentivise student attendance and engagement, which should lead to better academic performance. [ABSTRACT FROM AUTHOR]

At a large university in the Midwest of the United States, the Writing Center frequently works with advanced undergraduate engineering students who must produce reports based on their work within organizations outside of the university. These co-op reports typically ask students to do little more than imitate previous co-op reports which are available to them. In stressing imitation, the School of Engineering loses an opportunity to help their students become better writers and more critical thinkers. The author offers several variations in the co-op report assignment which could contribute to these desirable goals. [ABSTRACT FROM AUTHOR]