Quality requires Change: Adding Problem Based Learning Modules to an Engineering Curriculum

1. 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

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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