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Sorry, yeah I haven't exactly explained it well.Right, my career interests involve energy efficiency within the commercial buildings sector - so perhaps the idea of retro fitting appliances or the use technology to ultimately lower energy consumption in buildings > cut a businesses C02 footprint > save them money.
Obviously there would need to be a demand, which I guess in the current climate is pretty low.
Meanwhile I'm learning about concrete/etc.
That's pretty much exactly what I do (well part of it). I also did the building services engineers degree and had to learn about concrete, bitumen etc. The detail it went into made it completely irrelevant for the course. It's only one module so just try and endure it. The course gets better, although I must say that I didn't learn much practically useful stuff. 10+ years in the industry has taught me a LOT more.
Maybe I've had overinflated ideas of university support, I just envisaged time tabled tutorials with our lecturers. Like back in the day?
Sometimes I think there is a general lack of explanation by schools, colleges and universities how life changes as you attend each of the institutions.
you also have to remember that almost none of your lecturers are primarily there to teach (unlike school teachers or FE lecturers who are only there to teach). The vast majority of lecturers are driven by their areas of research - teaching is just something they also do*.
So, as a consequence, they aren't there to hold your hand. HOWEVER, they do know lots and very few are averse to providing guidance and direction.
Make appointments to see them (don't just expect to turn up in their office) to discuss what you're finding tough and to seek out some guidance as to how you might overcome it.
Also, don't be afraid to approach some fellow students who you get on with to ask some questions. Sharing knowledge is always a good thing.
*This is slightly simplified.
Hey Paddy.
If you're struggling with maths, I'd get a copy of K.A Stroud's Engineering Maths book at the level you want. There's a foundation, his standard 'Engineering Mathematics' and an advanced.
The three of them will take you from pre-calculus up to the maths level required for final-year accredeted engineering courses (well, nearly).
I've found no text book that is easier to follow, worth its weight in gold. Got me through my degree.
scuzz + 1
If it is the building services engineering course, also get a copy of chaddertons "building services engineering".
Just to add to ourmaninthenorth: teaching, in terms of hours, is small part of what we do. It's certainly something many of us a kick out of as it is a very welcome break from research, which can be lonesome and headache inducing but in terms of hours it is a small portion of our week. Beyond teaching and research there is lots of administration, meetings, industry engagement, special events, marketing, blah blah, and other roles that takes up a lot of our time. There's no complaint from me (I see what I do as a vocation), but the idea of lecturers swanning around in their research bubbles deigning to teach a few hours isn't quite the way it works.
Hey all.
Thanks, lot's of interesting things being said by you all. Good to hear.
Thanks for the book suggestions as well, I've found the titles on Amazon and will be purchasing them soon - hopefully.
I understand and appreciate that the main interests of our lecturers is their research, but it'd be fair to say that a student should be entitled to support, even if it isn't with them, perhaps a post-grad - I had made this suggestion to staff for myself (on advice from others), and I brought it up again today - but that still doesn't appear to be an option.
I'm getting a good amount of support from people (those on BEng/MEng) who are in with us for materials who believe that we (as in my group) should be doing a maths module as it is benefiting them. (this module goes from A-Level onwards.)
Will keep my chin up 😉
thanks again all!