CED Lunchtime Forum

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(No Transcript)
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• CEAIL
• Centre for Excellence in Active and Interactive
  Learning

The Introductory Course a model to motivate and
engage students
Dr Charlie McCartan School of Mechanical
Aerospace Engineering Queens University
Belfast N. Ireland April 21st 2009
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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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TASK List 3 Course Objectives for an Introductory
Course
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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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Did you enjoy this project or not? give reasons
Yes, it was a good chance to get to know more
people and interact, while making a small
project. It was an interesting project, open to
your own creativity and the competition was
rewarding
Yes, it gave a practical aspect to the course to
show on a simple scale, how engineering design
teams would actually work
Yes, sense of teamwork. Seeing your creations
come alive
I did enjoy this project as it was clearly
structured, I feel the worksheets helped with
this. Completing the worksheets proved useful
when it was time to make the poster. Plenty of
help was given by the demonstrators and lecturer
I did enjoy this project as it was clearly
structured, I feel the worksheets helped with
this. Completing the worksheets proved useful
when it was time to make the poster. Plenty of
help was given by the demonstrators and lecturer
Yes, I enjoyed the project as it developed my
personal and professional skills by teamworking
and solving problems
Yes, better than normal lectures. It allowed me
to get to know the people on my course better
Yes, it was fun and interesting. It was good to
do some practical work as a change from theory
Yes, the competition made it fun and interesting
to do. Also meeting new people with common
interests
Yes, better than sitting listening to lectures.
Something practical
Yes, it was more fun than sitting in lectures
for 2 hours. It gave us the chance to get to know
more members of the class
Yes, it was enjoyable putting theory to
practical use. Working in a group and
brainstorming ideas for a design problem was good
Yes, practical aspect to engineering course
Yes, I enjoyed working in a team and getting the
opportunity to do some hand-on work
Yes, was a break from lectures
Yes this project was enjoyable because I liked
building the wheel and the competition between
the different teams
Yes, I enjoyed the project as it developed my
personal and professional skills by teamworking
and solving problems
Yes, it allowed us to meet new people in our
team and get to see the practical aspects of
engineering
Good to work in teams
Yes, the group integrated well and there was a
visual improvement in interpersonal skills as we
progressed together. Relationships were forged
amongst other competitors in the year group which
made the project a lot more immersive and
enjoyable
Yes I like the competitive edge
Yes, give an insight to another side of
engineering, ie testing, and incorporating
different aspects such as materials and design
Yes, it was enjoyable putting theory to
practical use. Working in a group and
brainstorming ideas for a design problem was good
Yes, provided the opportunity to meet new people
and to improve teamwork skills
Yes, hands-on experience and learnt through
doing and not lectures
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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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QUESTIONS
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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