pbl: a whole of degree perspective · pbl: a whole of degree perspective dann mallet (and plenty of...

PBL:AwholeofdegreeperspectiveDANNMALLET(ANDPLENTYOF OTHERS ) , QUTE: d g .ma l let@qu t . edu .au

T: @dannma l let

Keepinmind

Background– perfectstormq2013broughtalotofboogiemenandwomenqNationally:TEQSAqNationally:DisciplinestandardsqLocally:Competitionq@QUT:newrulesarounddegreeaccreditation

q@QUT:newfacultyofscienceandengineering

TheBachelorofMathematicsq3yearFTdegreeq16maths/statssubjects+8options(couldalsobemaths/stats)q6core,10major

qMajorsinApp/CompMaths,DecisionSci,StatsSciqAllprettystandardsofar…

But…qGreaterfocusoncommunicationskillsqGraduatesneedtobecapableofcollaborating,cooperatingqImproveworkreadiness,realworldfocusqn%ofstudentswillhaveWILexperienceintheirQUTdegreeqEtc!

So,thegoalqKeepit“realworld”(authentic)qEngaged,student-centredqTransitiontoindustry/workplaceq…butstillmathematicsandstatistics

AninjectionqFairlyhappywith“content”andmathematicalnatureofthedegree

qHowtodealwiththisotherstuff?qThebrand+ Problem-basedlearning=WIN!

3. Authentic,workplaceproblems2. Modelling,reportingandpresenting1. Applying,writing,speaking

UsethestormtopowerthechangeqWewereREQUIREDtoreaccreditourdegreeqNewruleswereimposedqMotivatedacademicsqGuidelinesandrulescouldbeinterpretedqL&Tstaffskilledandcompetent

Problem Solving Task 1-4 1-5 2-1 2-5 3-1 Workbook 1-1 1-6 2-3 2-5 3-1Case Study 1-1 2-1 3-1 3-4 4-3 Case Study 1-1 2-1 2-4 3-4 4-3Examination (written) 1-5 1-6 2-2 2-5 3-1 Examination (written) 1-1 2-1 2-2 2-3 3-4Quiz/Test 1-1 2-1 2-2 2-4 2-5 Model (theoretical) 1-1 1-2 2-1 2-6 4-3Project (applied) 1-5 1-6 2-1 3-1 4-3 Project (applied) 3-2 3-3 3-4 4-2 4-4Examination (written) 1-6 2-1 2-2 2-4 3-1 Examination (written) 1-6 2-1 2-2 2-4 3-1

Model (theoretical) 1-6 2-1 2-6 3-1 4-3 Problem Solving Task 1-5 1-6 2-1 2-2 3-1Demonstration 3-2 3-3 3-4 4-2 4-4 Peer Review 1-6 2-5 3-1 3-3 4-2Examination (written) 1-3 1-6 2-2 2-4 3-1 Examination (written) 1-1 1-6 2-1 2-2 3-1Quiz/Test 1-5 1-6 2-2 2-3 2-5 Problem Solving Task 1-6 2-2 2-6 3-1 4-3Case Study 1-1 1-4 1-5 2-1 3-1 Case Study 2-1 2-6 3-1 3-4 4-2Examination (written) 1-6 2-1 2-2 2-4 3-1 Examination (written) 1-6 2-2 2-4 3-1

Workbook 1-1 1-3 1-5 2-1 3-5 Creative work 1-2 2-6 3-1 3-4 4-4Examination (written) 1-1 1-3 2-2 3-1 3-5 Workbook 1-1 1-3 1-6 2-5 3-1

Examination (written) 1-6 2-1 2-2 2-4 3-1Workbook 1-1 1-3 1-6 2-3 3-1 Workbook 1-1 1-3 1-6 2-5 3-1Peer Review 1-6 2-5 3-3 4-2 4-4 Peer Review 1-6 3-1 3-3 4-2 4-4Examination (written) 1-1 1-3 1-6 2-3 3-1 Examination (written) 1-1 1-3 2-2 2-4 3-1Quiz/Test 1-2 1-3 2-2 2-5 4-1 Workbook 1-2 2-1 2-3 2-6 3-2Project (applied) 1-4 2-1 2-6 3-1 4-4 Examination (written) 1-1 1-3 3-2 3-4Examination (written) 1-1 1-3 1-6 2-2 3-1

12

Introductory Computational Mathematics

12Statistical modelling of data:

relationships and effects

12

12

2nd

Maj

or

or

Min

or 2 12

Minor 112

Minor 112

12

1

Intro

duce

Semester 1

Intro

duce

Semester 2

Probability and Stochastic Modelling 1

12

Core (Option)12

Core (Option)12

Calculus of one and two variables

12

Abstract Mathematical Reasoning

12Linear Algebra and Differential

Equations

2

Deve

lop

(Inte

rmed

iate

)

Semester 3

APPl

y (In

term

edia

te)

Semester 4

Advanced Linear Algebra

12

Advanced calculus

12

Oridinary differential equations

12

Computational linear algebra

12

2nd

Maj

or

or

Min

or 2

12Minor 1

12

Min

or 2 12

2nd

Maj

or

or

Min

or 2

Minor 1

MS01 Bachelor of Mathematics (Applied and Computational Mathematics) - Macro Level

3

Expe

ct (A

dvan

ced)

Semester 5

Expe

ct (A

dvan

ced)

Semester 6

Applied transport theory

12

Dynamical systems

12

Partial differential equations

12Computational fluid dynamics

(Capstone)

12

2nd

Maj

or

or

VitalInordertoprepare studentsfortheirfinalyear,industry-

orientedproblem,theyhadtobeprepared:Backwardmapskillsthroughoutdegree

Inordertopreparetheproblembasedlearningexperience,academicshadtobeprepared:

Communication,teamwork,“shoeleather”

ProblemsqSothestructurewasinplace…whatgoeswrong?qManythings!qAcademic’smicrolevelview– needunderstanding,buyinqUnderstandingwholeofcourseconnectionsisimportantqNewacademicsarriveindepartments– communicateqIndustryproblems– noteasytosource(askpeoplewho’verunMISG)qStudentsneedtounderstandwhyaswellqWehaven’tgonefarenough:prepforprojectmanagement/delivery

Example:Watercarting&seqwaterqWIL,DecisionScience/OperationsResearch,3rd year,semester2qLedbyPaulCorryandKirstyKitto,JosephTam(industrypartner)qStudentANDindustryfocussed (smallgroupsworkw/partner)qIndustrypresentation&briefscopestheproblemqStudentsdevelopsimulation/modelapproachestosupportdecisionsqProjectdeliverymodelqPresenttoindustry

qRealproblemstimulusledtounexpectedlearning– good!

Example:Groundwatermodelling&AGECPtyLtdqWIL,App/CompMaths,3rd year,semester2qLedbyIanTurnerandElliotCarr,AndrewDurick (industrypartner)qGuestlectureongroundwateraquifersqSmallgroupsworktodevelopnumericalmethodssolvingPDEmodelsofgroundwaterflowqBuildknowledge&skillsasagroupw/problemprovidingstimulusqInterimandfinalreportsandpresentationstoindustrypartner

Example:GLMsandBankofQueenslandqWIL,StatSci,3rd year,semester2qLedbyJamesMcGree andMilesMcBain,BurtonWu(industrypartner)qCoachingapproach,ratherthanteachingqCreditriskasmotivationqRealdata=realproblemsq“Brutal”but“fun”

Example:ModellingdaylighthoursoverayearqFirstyearlevel,introfunctionsandcalculusqMorescaffoldingqRealdata– daylighthoursforcitiesaroundtheworldqStudentsinvestigateqDatavisualisation,softwareqFunctions(trigmostlyofcourse)qParameterforcingqDifferentiatingandintegratingfunctionsthatmeansomething

Thanks!qQuestions?qDropmeanemailatdg.mallet@qut.edu.auqTwitter:@dannmallet

qCheckthisout:http://research.amsi.org.au/teaching-seminar-series/