Charlotte Foreman

Charlotte Foreman


Senior Teaching Fellow, Director of Learning and Teaching for Mechanical Engineering Sciences
+44 (0)1483 684179
13 AB 03

Academic and research departments

School of Mechanical Engineering Sciences.

Biography

Biography

Charlotte Foreman is a Senior Teaching Fellow in the Department of Mechanical Engineering Sciences, and Programme Director for programmes in Mechanical Engineering.

My publications

Publications

Atefeh Eslahi, DEORAJ CHADEESINGH, CHARLOTTE ELIZABETH FOREMAN, ESAT ALPAY (2020)3D Printers in Engineering Education, In: Enhancing Student-Centred Teaching in Higher Educationpp. 97-112 Palgrave Macmillan

The use of 3D printers in higher education is becoming increasingly popular, with initiatives being reported in areas such as prototype development, design exploration and component/process visualisation. Diverse and cross-discipline applications in areas such as bio- and medical engineering, food processing and chemical product engineering are also rapidly emerging. The integration of 3D printers into engineering curricula is leading to an interest in pedagogy, and specifically innovative approaches to enhance teaching quality. The chapter provides an evaluation of such 3D printer use with discussion on future potential applications. The methodological approach has involved a literature review of current 3D printer uses in school and higher education contexts, an evaluation of the training requirements to enable wide accessibility of 3D printing, and stakeholder surveys and interviews.

IAN KINCHIN, CATHRINE LOUISE DERHAM, CHARLOTTE ELIZABETH FOREMAN, ANNA MARIA MCNAMARA, DAWN QUERSTRET (2021)Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography, In: Pedagogika = Pedagogics Lithuanian University of Educational Sciences

This paper offers a perspective on 'care' as a component in the identity of successful university teachers. Three key lines of flight within this assemblage (care, pedagogic health, and salutogenesis) are examined here. In combination, they may offer a response to hegemonic neoliberal discourses that typically divert academics from enacting their professional values. A 'triple point' is hypothesised, at which the three lines would be found to co-exist, without border or barriers.