CED Lunchtime Forum

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(No Transcript)
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• CED Higher Education Lunchtime Forum
• Motivating and Exciting Students with an
  Introductory Module
• A model for an integrated first year curriculum

Dr Charlie McCartan School of Mechanical
Aerospace Engineering Queens University
Belfast N. Ireland May 14th 2008
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Centre for Excellence in Active and Interactive
Learning (CEAIL)
Developing new pedagogical models for curriculum
design and delivery based on active and
interactive approaches to learning. The Centre
was created in order to improve the development
of generic and subject specific skills, and
enhance student employability
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Motivate and Excite!?
What are we going to do? Will it work? Whats
involved? Learning Outcomes? Skills? etc!
How?
A NEW INTRODUCTORY COURSE AT STAGE 1
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Summary of Presentation
Rationale CDIO Standard 4
Introduction
Change Management Process
Systematic Approach
Structure and Objectives
Course Content
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Introduction

• CDIO Collaborator since 2003
• Partway through plan to implement CDIO
• established BEng and MEng programs
• New Product Design program
• Students receive an education that is both
  appropriate and of highest quality
• Key part of implementation plan
• CDIO Standard 4
• Introductory Course

Introductory Course Rationale
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CDIO Standard 4 INTRODUCTION TO ENGINEERING

• One of the first required courses in a program
• Provides the framework for engineering practice
• broad outline of the tasks and responsibilities
  of an engineer
• use of disciplinary knowledge in executing those
  tasks
• Students engage in the practice of engineering
• Introduces essential personal and interpersonal
  skills
• Aims to stimulate and motivate students for
  engineering
• Should capitalise on students interest in
  building things

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Systematic Approach
UKCME Interviews with QUB Staff
Departmental Strengths
Issues - course development
Indication of way forward
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UKCME Interviews with QUB Staff
SUPPORTED CHANGE PROGRAM awarded to the School
2004/05
UKCME Involvement
STAGE 1 TEACHING COMMITTMENTS
Interviewees
ISSUES REGARDING CURRENT AND FUTURE PRACTICE
Interviews
HIGHEST QUALITY
Established forward momentum
Positive environment
curriculum development based on their own
experiences, expertise and established practice
Perceptions on the proposed introductory course
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Departmental Strengths

• Part of sequence of ongoing curriculum change
• School committed to promoting high quality
  learning experience for students
• Structured CDIO Implementation Plan
• Stakeholder surveys
• Strong support from the Head of Department
• Constant review of internal teaching

SCHOOL

• Ownership for development of Intro Course
• Consensus in proceeding with such a course
• Course should be coherent learning experience
• Clear idea of Learning Outcomes necessary (table)
• Existing expertise and experience

ACADEMIC STAFF

• NEED FOR CHANGE ACCEPTED
• FRAMEWORK FOR LEARNING ESTABLISHED

CONCLUSIONS
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Issues Relating to Course Development
CONTEXT FOR INTRODUCTORY COURSE TO EVOLVE
CONTENT
STUDENTS
Increasing expectation of employers
Wider diversity of students
Learning Culture
Learning Objectives
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Issues Relating to Course Development
Based on interviews with UKCME staff
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Issues Relating to Course Development
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Issues Relating to Course Development
INTRODUCTORY COURSE PLANNING
Relevant Staff
Course Content
Timing
Integration
Learning needs of students
Elements Effectively Transposed
Active and Interactive Learning
Examples identified
Workspaces
Ownership
Assessment
Evaluation
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Indication of a Possible Way Forward
5 PHASE PLAN
development committee established to implement
the five-phase plan
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Introductory Course Structure Content
INTRODUCTION TO ENGINEERING
STAGE 1 Mechanical Engineering Timetable 2006/2007
2nd Semester
1st Semester
Solids Structures
Electrical Engineering
Dynamics
Materials
Thermo
Fluids
Design
INTEGRATED CURRICULUM (CDIO Standard 3)
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Introductory Course Structure Content
COURSE PLAN
Professional Skills Lectures Guest Speakers
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Introductory Course Structure Content
STAGE 1 INTRODUCTORY COURSE (CDIO Standard 4)
INTEGRATED CURRICULUM (CDIO Standard 3)
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Introductory Course Structure Content
INTRODUCTORY COURSE
CDIO Standards
Coverage of key CDIO syllabus topics
2. CDIO Syllabus Outcomes
Explicit connections are made between related
content and learning outcomes
3. Integrated Curriculum
Module structured around 3 DBT projects
4. Introduction to Engineering

• 3 DBT projects specifically chosen from other
  Stage 1 modules
• provides an integrated learning experience
• Application of disciplinary knowledge from
• other modules

5. Design-Build- Experiences
7. Integrated Learning Experiences
8. Active Learning
Many different teaching and learning approaches
are achieved
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Introductory Course Structure Content
Professional Skills Lectures 4 Individual
Assignments
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Introductory Course Structure Content
If Id asked people what they wanted, they would
have said faster horses. Henry Ford

• Attendance records
• Feedback sheets after each DBT Project
• Official School Evaluation Questionnaires

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Conclusions
CHANGE MANAGEMENT PROCESS
HIGH QUALITY INTERVIEWS successfully analysed
information from relevant teaching staff
School could instigate changes in curriculum
Departmental Strengths
Issues relating to course development
Indication of way forward
Workspaces
7 Key Objectives for Intro Course
Content
5 PHASE PLAN Successfully Implemented
Changes in Student Learning Culture
Assessment Evaluation
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Discussion Topics

• What were the resource issues?
• Did the staff involved buy-in?
• What was the response to the students of working
  in groups?
• Were there any problems with group formation

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QUESTIONS