Problem based learning engineering degree programmes at the university of manchester
This presentation is the property of its rightful owner.
Sponsored Links
1 / 30

Problem Based Learning Engineering Degree Programmes at the University of Manchester PowerPoint PPT Presentation


  • 151 Views
  • Uploaded on
  • Presentation posted in: General

Problem Based Learning Engineering Degree Programmes at the University of Manchester. Experience Gained after One Year Jonathan Cooper May 2002. The New Engineering Programme.

Download Presentation

Problem Based Learning Engineering Degree Programmes at the University of Manchester

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Problem based learning engineering degree programmes at the university of manchester

Problem Based Learning Engineering Degree Programmes at the University of Manchester

Experience Gained after One Year

Jonathan Cooper

May 2002

Supply and Demand In Engineering. 23 May 2002


The new engineering programme

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.

Supply and Demand In Engineering. 23 May 2002


Philosophy aims and objectives

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.

Supply and Demand In Engineering. 23 May 2002


Engineering programmes

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

Supply and Demand In Engineering. 23 May 2002


The meng programme

PBL

Teaching to learn

Year 1

PBL

Design as the Integrator

Year 2

Lectures +

Placement

Year 3

The Professional Engineer

Lectures +

Project

Research and

Specialization

Year 4

The MEng Programme

Supply and Demand In Engineering. 23 May 2002


Teaching to learn year 1

Teachingto 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)

Supply and Demand In Engineering. 23 May 2002


Problem based learning engineering degree programmes at the university of manchester

Intro to PBL

IT & Comms

5c

3 x mini PBLs

3x5c

Core PBL

10c

Core PBL

10c

Core PBL

10c

Core PBL

10c

Core PBL

10c

3 x 11 week taught units - Thermofluids, Statics and Dynamics and Mathematics

3 x 10 c

Professional Engineer

10c

Design

10c

Year 1- Teaching to Learn

Semester 1

Semester 2

Supply and Demand In Engineering. 23 May 2002


Structure of year 1

Structure of Year 1

Supply and Demand In Engineering. 23 May 2002


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

PBLs Taught Modules

Supply and Demand In Engineering. 23 May 2002


Implementation

Implementation

Supply and Demand In Engineering. 23 May 2002


Problem based learning engineering degree programmes at the university of manchester

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

Supply and Demand In Engineering. 23 May 2002


Taught modules

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

Supply and Demand In Engineering. 23 May 2002


Requirements

Requirements

Supply and Demand In Engineering. 23 May 2002


Space

Space

  • Room for all students to be taught together

  • Base rooms

  • Equipment

  • Dividing screens

  • Furniture

  • Computers and printers

  • Student consumables

Supply and Demand In Engineering. 23 May 2002


Staff loading

Staff Loading

  • Contact time

  • Assessment time

  • Expert forums

  • Problem managers

  • Facilitators’ weekly meetings

Supply and Demand In Engineering. 23 May 2002


Design teams

Design Teams

  • Devising the problem scenarios

  • Consultation

  • Testing the problems

  • Writing the course unit descriptors

Supply and Demand In Engineering. 23 May 2002


Facilitation

Facilitation

  • Facilitator packs

  • Preliminary briefing

  • First meeting

  • Follow up meetings

  • Informal contact

  • Monitoring progress

  • Feedback

Supply and Demand In Engineering. 23 May 2002


Typical pbl module

Typical PBL Module

Roller-Coaster

Supply and Demand In Engineering. 23 May 2002


Problem based learning engineering degree programmes at the university of manchester

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.

Supply and Demand In Engineering. 23 May 2002


Problem based learning engineering degree programmes at the university of manchester

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 Young’s Modulus on stress behaviour

  • Bending stress calculation

Supply and Demand In Engineering. 23 May 2002


Problem based learning engineering degree programmes at the university of manchester

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

Supply and Demand In Engineering. 23 May 2002


Problem based learning engineering degree programmes at the university of manchester

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

Supply and Demand In Engineering. 23 May 2002


Hovercraft pbl

Hovercraft PBL

(video)

Supply and Demand In Engineering. 23 May 2002


Conclusions from the first year

Conclusions from the First Year

Supply and Demand In Engineering. 23 May 2002


General

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

Supply and Demand In Engineering. 23 May 2002


Students

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

Supply and Demand In Engineering. 23 May 2002


Academic staff

Academic Staff

  • Facilitation a relatively rewarding experience

  • Doesn’t 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.

Supply and Demand In Engineering. 23 May 2002


Industry

Industry

  • Industrial liaison committee have always been very supportive of PBL courses

  • Increased collaboration and input

Supply and Demand In Engineering. 23 May 2002


Accreditation

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.’

Supply and Demand In Engineering. 23 May 2002


What s next

What’s Next ?

  • Minor changes to first year

    • relation between taught courses and PBLs

  • Introduction of PBL based second year

Supply and Demand In Engineering. 23 May 2002


  • Login