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College of Engineering and Built Environment Teaching Fellowship Report

College of Engineering and Built Environment Teaching Fellowship Report. Gavin Duffy School of Electrical Engineering Systems May 19, 2010. The objective was …. Student Centred. Enhance an engineering programme by adding more PBL delivery mode

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College of Engineering and Built Environment Teaching Fellowship Report

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  1. College of Engineering and Built EnvironmentTeaching Fellowship Report Gavin Duffy School of Electrical Engineering Systems May 19, 2010

  2. The objective was …. Student Centred • Enhance an engineering programme by adding more PBL delivery mode • BE Electrical was chosen. BEng Tech also involved • Announcement at a school meeting obtained a number of interested staff • Support the lecturers transition to PBL tutors • Help plan group facilitation and assessment • Evaluate the initiative and report findings • Explore some coordination to facilitate progressive development Traditional

  3. Strand A – staff development • “Would you like to add group-based learning to your module?”Request went out at the beginning of September • An informal group of lecturers was established at a workshop provided by Brian Bowe • We met several times in the first semester to discuss how our modules were going • We had a reflective session yesterday on our PBL experiences during the year • We are a PBL group learning about tutoring. We provide each other with ideas.

  4. Group-based AND project-driven Facilitates Cognitive Development Higher levels of Engagement Brainstorming phase Collect existing knowledge Identify issues to be learned Suggest solutions, delegate tasks, negotiate, creative Constructive Alignment with Eng ILOs CLT Reporting phase Explain new knowledge in own words Explain what was done and how Teach others Self-directed phase Independently manage learning Write homework Complete tasks Develop own understanding IL skills Build on Prior Knowledge Misconceptions are checked Facilitates Personal Skills Development

  5. Strand B – research, reporting • Research included • Reading about the principles of problem-based learning • Examining the calls for development of personal competences (APBs, IBEC, Forfas, Industry) • Developing ideas to facilitate the progressive development of personal skills throughout the programme. • Reporting included • DIT showcase in January • First Teaching Fellowship presentation in March • IEEE/IBM international conference on “Transforming Engineering Education” in April • DRHEA poster in May • Today’s presentation • ISEE conference on “Educating Engineers for a Changing World” in July

  6. Engineering Education = personal and technical development compatible • Higher Education wants: • Self-direction in learning • Enquiring Mind • Relativistic Thinker • Industry/Employers want: • Self-starters • Creative/Critical Thinker • Learning to learn • The Person needs: • Grow in autonomy • Change gradually • Employability

  7. Framework for progressive development Process

  8. Results • Addition of PBL to one module and self-directed learning to another • Enhancement of 4 existing PBL modules • Formation of a cohesive group of staff • Delivery of 2 student workshops • Delivery of 2 staff workshops • Plan to refurbish a lab to flexible space • 2 conference publications • Addition to the School strategic plan

  9. Looking ahead • Encourage the prog. committees to talk about method aswell as content • Work towards a goal of 1 module per semester • Coordinate to allow for progressive development • Use community projects • Seek to provide multi-disciplinary projects • Share experience with other programmes

  10. Acknowledgements • SIF, LTTC • HoLD • Lecturers • HoDs and technical staff • Thankyou

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