College of Engineering and Built Environment

Teaching Fellowship Report

Gavin DuffySchool of Electrical Engineering

SystemsMay 19, 2010

The objective was ….

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 developmentTra

ditional

Student

Centred

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.

Group-based AND project-driven

Brainstorming phaseCollect existing knowledgeIdentify issues to be learnedSuggest solutions, delegate tasks, negotiate, creative

Self-directed phaseIndependently manage learningWrite homeworkComplete tasksDevelop own understandingIL skills

Reporting phaseExplain new knowledge in own wordsExplain what was done and howTeach others

Higher levels of

Engagement

Build on Prior Knowledge

Misconceptions are checked

Facilitates Cognitive

Development

Constructive Alignment with Eng

ILOs

Facilitates Personal

Skills Development

CLT

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

Engineering Education = personal and technical development

Time (yrs)0 2 3 4

Direction from student

Direction from teacher

1

Product

Process

Contr

ol

Asse

ssmen

t

Time (yrs)0 2 3 4

Direction from student

Direction from teacher

1

Product

Process

Contr

ol

Asse

ssmen

t

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

compatible

Framework for progressive development

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fee

db

ack

and

Ass

essm

ent

1 2 3 4

Time (yrs)

Progressive Development of Non-Technical Skills

Product

Ethics

Info Literacy

Critical Thinking

Creativity

SDL

Group Skills

Process

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

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

Acknowledgements

SIF, LTTCHoLDLecturersHoDs and technical staff

Thankyou