Problem Based Learning Engineering Degree Programmes at the University of Manchester

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Problem Based Learning Engineering Degree
Programmes at the University of Manchester

• Experience Gained after One Year
• Jonathan Cooper
• May 2002

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The New Engineering Programme

• From September 2001, the Manchester School of
  Engineering (MSE) adopted Problem Based Learning
  (PBL) as the primary teaching method in its
  undergraduate programmes.
• MSE is the first School of Engineering in the UK
  to adopt this radical approach
• Cultural change for staff and students.

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Philosophy, Aims and Objectives

• Initial drivers for change in undergraduate
  provision
• The growing gap between A-levels and the needs of
  undergraduate programmes focused on C.Eng. Status
• A recognition of the needs of industry for
  graduates with broader competencies
• Other considerations
• M.Eng programmes in engineering are core teaching
  activity within the Manchester School of
  Engineering
• Teaching provided in an environment of research
  excellence.

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Engineering Programmes

• Aero / Civil / Mechanical programmes
• 1st year - Common (PBL)
• 2nd year - Separate programmes (PBL Aero Mech)
• 3rd and 4th years
• Different degrees via choice of options
• B.Eng courses have a different 3rd year

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The MEng Programme
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Teaching to Learn, Year 1

• Year 1 is a common first year
• Problem Based Learning (PBL) is adopted as the
  primary teaching method
• The aim is to instill in students the desire,
  motivation and skills to think for themselves
• The year contains a balanced provision of design,
  problem-based learning and skill training
• Personnel Academic Development Plan (PADP)

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Year 1- Teaching to Learn
Semester 1
Semester 2
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Structure of Year 1
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PBLs Taught Modules

• Renewable energy
• Space frame
• Electric motor
• Roller-Coaster
• Hovercraft
• Infra red link
• Power bubbles
• Steam power plant

• Statics and dynamics
• Thermofluids
• Mathematics
• Design.
• Professional Engineer examinable

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Implementation
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PBLs

• 5 facilitations over 2 week block
• 1-3 expert sessions
• Assessment (wide variety)
• Individual
• short tests
• PADP
• Group
• presentations / posters / web pages / races etc.
• report

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Taught Modules

• Monday - Thermo / Fluids
• Tuesday - Professional Engineer
• Wednesday - Maths
• Thursday - Design
• Friday - Statics / Dynamics
• Mixture of mini-lectures and problem solving
• Mid year tests
• Exams in 3 subjects at end of year

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Requirements
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Space

• Room for all students to be taught together
• Base rooms
• Equipment
• Dividing screens
• Furniture
• Computers and printers
• Student consumables

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Staff Loading

• Contact time
• Assessment time
• Expert forums
• Problem managers
• Facilitators weekly meetings

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Design Teams

• Devising the problem scenarios
• Consultation
• Testing the problems
• Writing the course unit descriptors

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Facilitation

• Facilitator packs
• Preliminary briefing
• First meeting
• Follow up meetings
• Informal contact
• Monitoring progress
• Feedback

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Typical PBL Module

• Roller-Coaster

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Roller Coaster PBL Scenario The No Fear
roller-coaster in the Moss Side Fantasy Land and
Cyber City was recently opened by Brooklyn
Beckham. It is the largest roller coaster in
Europe. During the first day of operation an
incident occurred where one of the cars was
damaged. Fortunately the car remained on the
track and although the occupants in the fully
laden car (all members of the University Sumo
Wrestling team) were badly shaken, there were no
serious injuries. The front axle of the car
concerned was found to be bent, but had not
broken. No other damage was visible. Police have
ruled out the possibility of vandalism.
Manufacturing defects have been eliminated as a
possible cause. The ride has been shut down
pending an investigation into the accident. The
owners are anxious to determine the cause of the
accident so that their biggest attraction is up
and running as soon as possible.
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Learning Outcomes - 1
Knowledge and Understanding

• Kinematics - determination of equations
  governing velocity/acceleration variation for a
  given trajectory including air resistance and
  friction
• Numerical solution of first order differential
  equations
• Kinetics - determination of loads from
  calculated acceleration using free-body-diagrams
• Concepts of yield, yield stress and permanent
  deformation
• Construction of bending moment/shear force
  diagrams
• Determination of 2nd moment of area for circular
  cross-sections, solid and hollow
• Effect of Youngs Modulus on stress behaviour
• Bending stress calculation

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Learning Outcomes - 2 Intellectual Abilities

• Ability to reduce statics/dynamics problem to
  its fundamental elements
• Ability to optimise a design where multiple
  parameters, including cost and weight, are
  included

Practical Skills

• Develop basic proficiency in the use of
  Matlab/Simulink

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Learning Outcomes - 3 General Transferable Skills

• Group working skills
• Communication skills
• IT skills - analysis and office skills
• Implementation and use of PADP
• Problem solving skills

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Hovercraft PBL

• (video)

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Conclusions from the First Year
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General

• Desirable learning outcomes can be successfully
  achieved through PBL
• Three facilitated sessions per PBL week is
  plenty, and could be reduced to two.
• A PBL group size of 8 works well
• Short repeated PBL comprehension tests are
  popular with the students and help to ensure PBL
  technical learning outcomes are covered

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Students

• Generally found PBL stimulating and rewarding
• Motivation to attend and engage
• Fewer exams
• Lower drop-out rate
• Liked the taught courses as well
• Some (initial) worries that not they were not
  being taught enough
• Passengers a problem

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Academic Staff

• Facilitation a relatively rewarding experience
• Doesnt provide a significantly increased
  workload
• PADP marking is the main (non-rewarding)
  contribution to staff load
• PADP has evolved through contribution from
  various members of staff and is now relatively
  easy for students to complete and facilitators to
  mark.

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Industry

• Industrial liaison committee have always been
  very supportive of PBL courses
• Increased collaboration and input

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Accreditation

• The joint accreditation visit of the RAeS and the
  IMechE took place in November 2001
• Panel expressed themselves to be excited and
  fascinated by PBL.
• Strong support and encouragement for the
  exciting PBL approach, the motivation and
  enthusiasm of staff and students, and the
  refurbishment of facilities.

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Whats Next ?

• Minor changes to first year
• relation between taught courses and PBLs
• Introduction of PBL based second year