Browsing by Author "Comer KV"

Now showing 1 - 5 of 5
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    Engineering Research Teams: The Role of Social Networks in the Formation of Research Skills for Postgraduate Students
    (Georgia Southern University, 2011) Sampson K; Comer KV
    This study explores learner experiences regarding skills acquisition of a cohort of engineering doctoral students enrolled in a New Zealand university. Employing a qualitative methodology, we interviewed 28 PhD students about the range of experiences and exchanges that comprised their pathways to skill acquisition. Students reported that research projects with application enabled the development of ‘real world problem solving’ by drawing on bonding and bridging network ties. Indeed, informal structures and disciplinary norms operating in the culture of postgraduate engineering research are principle contributors to successful progression, degree completion and outputs. Research practices emphasising repetition and doability establish productive environments for postgraduates, enhancing support for collective endeavours and increased outputs. In the absence of formalised skills development programmes, the approaches discussed in this paper contribute to postgraduates’ timely acquisition of skills. This research can assist supervisors, academic developers and administrators from a range of disciplines in improving postgraduate research environments.
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    Improving the Writing of Engineering Students through Portfolios
    (American Society for Engineering Education, 2013) Milke M; Upton C; Koorey G; O'Sullivan A; Comer KV
    The Department of Civil and Natural Resources Engineering, University of Canterbury, New Zealand, has trialled the development and assessment of student writing, sketching, and oral presentation skills through a compulsory portfolio approach. Rather than rely on a dedicated communications course, students are required to improve their skills using assessed work from their professional courses. Students must take samples of their work and refine them prior to submission as a portfolio item. Students are supported with comprehensive written guidance, workshops, and one-on-one tutorials. Students must pass a 0 credit, pass/fail Communications Portfolio course before proceeding to communication-intensive courses in Year 4. Students who fail can either wait a year and resubmit, or pass a non-university summer course in technical writing at their own cost. The focus of this paper is on the development of writing skills within the broader Communication Skills Portfolio course. The motivation for this innovative approach is described in this paper, along with the structure development of the programme, the involvement of practicing engineers, and preliminary outcomes. The trial has taught us that student work must be tied to professional report practices and practicing engineers must be involved in delivering the message. Despite intensive workshops and advice, only 8 out of 43 portfolios were judged to have met professional expectations. One key finding of the investigation to date is that students need more advice and practice at error checking. The Department has the full support of employers to keep the pass bar high and to fail students who do not demonstrate competence with their standards. Results of the 2012 portfolios (submitted in November 2012) will be provided at the conference. © American Society for Engineering Education, 2013.
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    Postgraduate writing for publication workshops: Preparation for the past or for the future?
    (2013) Comer KV; Clement J; Brogt E; Obel C
    This article demonstrates the potential for postgraduate writing for publication workshops to foster increased research outputs alongside improved writing abilities. The authors explore some consequences of a national research evaluation framework of universities in New Zealand, and discuss how postgraduate student feedback led to the piloting of publication workshops. The approaches and successes of these workshops are explored. In arguing for support for such workshops with respect to their demonstrated benefits for participants in New Zealand and elsewhere, the authors also note the need to focus greater attention on the future employment of postgraduates.
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    Using Institutional Research Data on Tertiary Performance to Inform Departmental Advice to Secondary Students
    (AAIR, 2011) Brogt E; Sampson K; Comer KV; Turnbull MH; McIntosh AR
    This article examines the use of institutional research data on tertiary academic success of students in the first-year Biology program at the University of Canterbury in relation to their secondary school performance in English, Mathematics with Statistics, Biology and Chemistry. This study was commissioned by the School of Biological Sciences to examine the validity of the advice they gave to secondary students considering studying biology at university and was carried out as a joint venture between institutional researchers and departmental academics. We found that students with higher overall first-year university biology performance were more likely to also have taken Chemistry at secondary school. Controlling for overall performance, students taking both Chemistry and Biology as domains for the New Zealand University Entrance qualification (UE) did significantly better in two out of three first-year biology courses than those who had taken only one or neither subject as a domain. The extent of the advantage depended on the type of course; being greatest in the biochemistry-related course and least in ecology-related. We concluded that the advice the School of Biological Sciences had been giving students in secondary school as to the best preparation for (first- year) university studies in biology (emphasising the need to take both the subjects of Biology and Chemistry) was consistent with the institutional performance data of first-year students at university.