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This presentation discusses the integration of problem-based learning (PBL) modules into the engineering curriculum at Hochschule Bonn-Rhine-Sieg, University of Applied Sciences. It aims to address the challenges faced by students, including academic performance, financial issues, and lack of motivation. By reorganizing the academic structure and emphasizing self-directed learning through real engineering projects, the initiative seeks to enhance student engagement and personal development. Successful implementation strategies and positive feedback since the introduction of these changes will also be explored.
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Quality requires Change: Adding Problem Based Learning Modules to an Engineering Curriculum Prof. Dr.-Ing. M. Winzker Hochschule Bonn-Rhine-Sieg, University of Applied Sciences, Germany Outline • Objectives • Approach • Implementing Change
Objectives Top three problems of students in Germany (according to different studies*) • Academic performance • Financial problems • Motivation Main problems observed at our engineering faculty • Heterogeneous group of students • Students coming directly from “high school” • Students with vocational education • Passiveness of students • “Consumer attitude” • No personal development compared to school èMissing motivation and personal competences lead to delay or abandonment of study * HIS-Study: Heublein et.al. 2009; VDMA-Study (German Engineering Federation): 2009.
Objectives (II) Objective: Improve university education • “Shift from teaching to learning” • It is not sufficient when the professor does a good job • It is important whether the students learn something Quality of teaching becomes visible in long-term changes of students knowledge, skills, competences
Approach • Add timeslots for • Students self learning è Academic performance, heterogeneity • Extensive engineering projects è Motivation, personal development • Split up the term of 15 weeks into a 4-1-4-1-4-1-structure of • 4 weeks with regular lectures, exercises, labs • 1 week “block week” • In 1st year: Exercises for self-learning • From 2nd year: Projects
Projects for Problem Based Learning Real engineering projects • Opportunity to apply theoretical knowledge • Challenge for personal competences (project planning, presentations) • Self directed learning èStudents determine which knowledge and skills they need for the task • High motivation èStudents really work as engineers Example: USB-Interface • Design of a PCB with USB-Interface • PC can write to LEDs and read switches • Implemented in three weeks
Challenge: Implementing the new Structure Situation • Existing curricula, existing staff • No start from scratch Factors for successful implementation • Use of external trigger • Regular accreditation cycle (e.g. 5 years) • Clear motivation • Shortfalls in existing curriculum • Enough time for discussions • Here: 1.5 years before accreditation • Involvement of participants • Previous experience with projects (without sufficient time-slot) • Discussion of different options, e.g. 1 project day per week • Find partners and supporter
Status and Conclusion Status • Block week in 4-1-4-1-4-1-structure implemented in 2007 • Positive feedback from students and lecturers • Structure shall be maintained for next accreditation in 2012 Conclusion • Quality assurance can provide two vital elements for change • Information about existing situation and shortfalls • Trigger to implement change • However, the organization is the actor èOpen communication about mutual goals and vision èOpenness to input from all participants
