developing an integrated curriculumwebcms.uct.ac.za/sites/default/files/image_tool/... · the cdio...
TRANSCRIPT
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DevelopinganIntegratedCurriculumRobinClark– University of [email protected]
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Day 109:30 Arrivalandtea/coffee10:00 Welcomeandintroductions10:10 SettingtheScene10:30 a)ChallengesinCurriculumDevelopment(activity)
b)Howdoweaddressthechallenges?(activity)c)IntroducingtheIntegratedCurriculum
13:00 Lunch14:00 a)Whatdowemeanbyintegrated?(activity)
b)Theimportanceofcontextc)IEPd)RVS
16:00 Tea/Coffee16:30 a)CDIO(activity)
b)InitialreflectionsandcritiqueconsideringthecontextinSouthAfricaHomework– identifyamodule/unitwithinoneofyourprogrammesforconsiderationtomorrow
18:00 Break19:00 Dinner
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Activity
DevelopingameaningfulcurriculumisnotwithoutitschallengesLet’sstartbyidentifyingwhatthosechallengesareDiscussinyourgroups– identifyandprioritisethechallenges(20mins)Youwillthenbeaskedtofeedback
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FeedbackLegacysystemsandpracticesthatholdbackintegrationSharedownershipneeded,lecturers,educationalists,stakeholders,e.g.students,etc.ClarityabouttheobjectivesofintegrationKeepingupwithchangeinexternalbodies(industryetc.)AppropriatenessofassessmenttoobjectivesAlignment,horizontallyandvertically,toomuchduplicationvsgapsEnsuringmasteroflittlebitsintheintegratedwholeBalancebetweencontentandexpectedskills.
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FeedbackIntegrationbetweenlearningandprocessesoflearningUnderstandingpaceandscopeExpectationofskillsinthelocalcontextPromoteLife-longlearningwithinthecurriculumTabletofstoneapproachvslivingentityDislocationbetweenlearningapproachesandassessmentFindasharedunderstandingofintegrationandreasonsDeepvssurfacelearning(InQ)
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How do we address the challenges?
•Howcouldyouaddressthisyourselves?•Whataspirationideasdoyouhave?•Whatneedstochange?
•20minutesdiscussionthenplenary
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Feedback• Betterco-ordination(industry,studentsetc)• Changecultureofindividualism– invitepeopleinasco-facilitators• Recentalumnionadvisoryboard(whatshouldmoderncurriculumbe)• Co-ordinationbetweenprojectsandtheory– developyeartoyear–developanticipationlinkedtoapplication– colleaguesworkingtogether
• Jigsawpuzzleanalogy• Curriculumpackedandrestrictive– introduceflexibility• Maths – constructivistratherthanpositivist• Externalindustryexposurebeneficial– promoteandbetterintegratewithuni learning
• Appreciationofintegrationof3areasofknowledge– questionthenbecomeshow
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Feedback• Radicallydifferentanddiversemodesofinstruction• Time– leverageoffresearchpriorityininstitutions– miniL+Tprojectsworkingwithothers
•Overcomeobsessionofpast– reconceptualise theengineeringprofessional– ongoingchange
• Culturaldiversityofstaffandstudents,organisation – recognise,address,turntoapositive
• Co-creation– involvestudents• Studentsunderstandingofwhatengineeringis– academicandindustry
• Promotestudentindependence,creativethought…..
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Introducing the Integrated Curriculum
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Engineering Education
•Whatisitfor?• Itiseducation– itisnotjusttrainingorknowledge• Developintrinsic-motivationandagencywithinstudents• Developprofessionalattitudesandcompetencies• Developgraduatesthatappreciatesocio-economicandenvironmentalcontexts,sustainability,ethics,innovationandentrepreneurship
• Confidentcommunicatorsandteam-workers• Deepspecialistknowledge
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What might we integrate?
Thermodynamics101
Mathematics101 Design101 Circuits101 Structures101 Statics101
Thermodynamics201
Mathematics201 Design201 Electronics101 Materials101 Dynamics101
ProjectMathematics301
Programming101 Structures101 Statics201
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OveArup
What might we integrate?
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What might we integrate?• Criticalthinking• ProblemSolving• TheDesignCycle• ProjectLifecycle• ProductDesign• Visualisation• Teamworking• Leadership• Ethics/Sustainability
• Professionalism• Entrepreneurship• Sourcing
information• Technicalargument• Presentations• Writing• LegalAspects
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What might we integrate?
Thermodynamics101
Mathematics101 Circuits101 Structures101 Statics101
Thermodynamics201
Mathematics201 Electronics101 Materials101 Dynamics101
Mathematics301
Programming101 Structures101 Statics101
Desig
n
TransferableSkills
Practice
Team
work
Context
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Others
•PsychologyPractice•Culture•Resilience/Self-reflection•Organisational culture•PedagogicIntegrated?
•Disciplines•Modules• TransferableSkills
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What do you mean by integrated?
•Whatareasofthecurriculumdoyoufeelareimportanttointegrateinyourcontext?
•Whichmightbeachievable?
•30minuteactivity
• Disciplines• Modules• TransferableSkills• PsychologyPractice• Culture• Resilience/Self-reflection• Organizationalculture• PedagogicIntegrated?
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Theimportanceofcontext
WhatdowemeanwhenwetalkaboutcontextinEngineeringEducation?
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TheEnvironment
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Eurostats (2014)
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6th November2015105pagestodigestTeachingExcellenceFramework“Universitiesshouldproducewellequippedstudentsreadytocontributetosocietyandbusiness”Anopportunity?
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ConsiderationsReputationMetricsandLeagueTablesStrategyandGoalsStudentExperienceL+TCultureStaffRecognition
GeographyStudentbodyWideningParticipationIndustryinvolvementQualityregimeAccreditation…..
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Transition– PeerMentoring
"TRANSITION+“PEERMENTORING
ASolidFoundationforNewStudents:
MUTUALLYBENEFICIALINSTITUTIONALLY
EMBEDDED
PROGRAMMEFEATURESOPTOUT- CAPTUREALL
NEWSTUDENTSUNIVERSITYWIDESCHOOLBASED
PRE-TERMALLOCATIONMENTEE-CENTRICDISCIPLINEFOCUS
SHARINGOFCONTACTDETAILS
ACTIVITYMANAGEMENT1MENTOR– 3TO5
MENTEESFLEXIBILITYRECIPROCITY
MENTORPREPARATIONRECRUITMENTTRAINING
ON-GOINGSUPPORT
RELATIONSHIPMANAGEMENTMATCHING
UNDERSTANDINGEMPATHY
CONFIDENTIALITY
REWARDANDRECOGNITION
VOLUNTARYACTIVITYACCREDITATIONCELEBRATIONOPPORTUNITY
MENTORINGFOCUSINITIALSOCIALSUPPORTEVOLVESTOCAPTUREACADEMICNEEDSAND
ASPIRATIONS
Clark,R.,Andrews,J.&Gorman,P.(2013).“TacklingTransition:TheValueofPeerMentoring”. JournalofWideningParticipationandLifelongLearning.Vol 14,SpecialIssue,Winter2012-13
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EmbraceyourcontextComplexMatchingyourapproachtoyouraspirationsPromotingandrealisingappropriatechangeDevelopinganevidencebaseforinformeddecisionmaking
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Integrated Engineering Programme (IEP)
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What is Engineering?engineering
….the art and practice
of
changing the physical world
for
the use and benefit of all
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“IthinkIwouldhavedoneengineeringifI’dknownwhatacreativesubjectitwasandnotjustaboutsolvingequations”
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What is the IEP?• Awayofteachingthatprovidesconnectingactivitiesbetweenthedifferentdisciplines
• Acommoncurriculumstructurethatpromotespracticalapplicationandtransferableskillsalongsidefundamentaltheoretical/technicalknowledge
• Itisembeddedintothestudent’schosenBEng/BSci orMEngdegree
• Aresponsetochangeinthehighereducationlandscape
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Aims
•DemonstratetheInterdisciplinarynatureofEngineering•Developandinclusivecurriculumpromotingdiversity•AuthenticPracticalEngineeringfromthestart• EmphasisonDesignandProfessionalPractice•Maintaindisciplinarystrengthsandalignmenttoresearch
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What is different?
• Authenticengineeringworkplacepracticesthroughseveralprojectopportunities
• Learntoworkwithengineersfromotherdisciplinesfromthestart
• Developskillsthatwillhelpstudentsturntheirtheoreticalworkintorealsolutions
• AssistinidentifyingpersonalvaluesanddeveloptransferableskillsthathelpstudentsreflectonthekindofEngineertheywanttobeandimpacttheywanttomakeintheircareer
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Interdisciplinary Projects
Interdisciplinary and Multidisciplinary Minor
1st year
2nd year
3rd yearBEng
4th yearMEng
Minor Introduction
Multidisciplinary Challenges, Design and Professional Skills, Mathematical Modelling and Analysis, Scenarios
Accredited Degree
How to Change the World
Che
mic
al
Elec
troni
c &
Elec
trica
l
Com
pute
r Sc
ienc
e
Civ
il
Mec
hani
cal
Inc.
Bus
ines
s Fi
nanc
e
Bioc
hem
ical
Biom
edic
al
Man
agem
ent
Scie
nce
Scenarios
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IEP ‘Spine’
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Integrated Teaching & Learning•Aconnectedcurriculum,punctuatedwithproblem-basedandresearch-basedactivities
• Inter-disciplinaryapproach(7undergraduatedepartments- >700students)
• Year1foundations,upperyearprojectsandminorstreams
•Minors- topicalandinter-disciplinary•Reviewthebalanceofassessment&deliverystyles•Reviewofdisciplinespecificcurriculum
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What our Engineering students do?
Design
Group work
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Authentic Learning - Challenges•Challenge2:TBVaccineProductioninSubSaharanAfrica
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Authentic Learning - Scenarios
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How to Change the World•700+Students,65Partners,5Cohorts,50+Teachingteam•Aunique,two-weekhands-ontrainingprogrammethat equipsrisingengineeringtalentwiththeskillstodevelopcreativeandtechnicallyrobustsolutionsto21st-centurychallengestobringaboutpositivesocialchange.
http://www.ucl.ac.uk/steapp/how-to-change-the-world
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How to Change the World
http://www.ucl.ac.uk/steapp/how-to-change-the-world
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Inherent to the IEP?
• Teamwork,leadership&projectmanagement• Student-ledlearning/autonomyormastery• Self-awareness&self-efficacy• Ethics,values&morals• Sustainability• Globalchallenges&societalimpact• Non-traditionalpathways• …andInclusion&Diversity
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AnApproach- RVS
Whatisit?Wherediditcomefrom?Whywasitdeveloped?
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StartingPoint
LearningOutcome
TeachingMethodAssessment
Constructivealignment (Biggs,1999,2003)
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R+V+S=StudentSuccess
Relationships – betweenusallas,despitetechnology,contactisvalued
Variety – howweengagestudentsindifferentways
Synergy – beyondalignment– pre-universitytoLLL
Awaytocommunicatepriorities– basisforaplanofaction
Clark,R.&Andrews,J.(2014).“Relationships,Variety&Synergy:Thevitalingredientsforscholarshipinengineeringeducation?”EuropeanJournalofEngineeringEducation,Volume39,No.6,pp585-600
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WorkingTogether
Clark,R.(2011).“UsingHeritagetoPromoteStudentLearning”.InGrainger,S.,Kestell,C.(Eds).EngineeringEducation– AnAustralianPerspective. Chapter6.pp411-423.Multi-SciencePublishing
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InnovationintheUniversityVarietyandActiveLearningAuthenticLearningExperiences
DiscussionVideoAudioCasestudyRoleplayGamesandPuzzlesBuzzgroupLabsPresentationSharedexperiencesPlacementPollingLecture(teacher,student,external)…..
‘EducatingEngineersforthe21stCentury’,RoyalAcademyofEngineering,Report,June2007
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AddingtheValue
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WBL– StudentComments
‘Animportantfactisthatlearningisbothanactiveandareflectiveprocess.Whatreallystandsoutfrommylearningexperienceisthelifelonglearning.UpuntilIleftuniversity,Ihadalwaysthoughtthatuniversitywasgoingtobetheendofmyeducationalyears.Ihavenowlearntthatgoingtouniversitywasnotjusttolearnhowtobeanengineer,butalsotolearnhowtolearn’Student,BPAngola
‘Thecourseisdevelopedaroundworkplaceneedsandprojects…Fromapersonalperspective,thebenefitsaresubstantial,havingaccesstoacademicsandpeers,allworkingtowardsthesamegoalofdevelopingWorldClassEngineers’Student,BAESystems
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What’shappenedGeneratedconversationHelpedtoweakenL+T/ResearchstaffbarriersBasisforstrategydevelopment
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AnApproach- CDIO
OriginsinEngineeringEducationIncreasingreach,wellestablished
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CDIOTheCDIO™INITIATIVEisaninnovativeeducationalframeworkforproducingthenextgenerationofengineers. TheframeworkprovidesstudentswithaneducationstressingengineeringfundamentalssetinthecontextofConceiving— Designing— Implementing— Operating(CDIO)real-worldsystemsandproducts.Throughouttheworld,CDIOInitiativecollaboratorshaveadoptedCDIOastheframeworkoftheircurricularplanningandoutcome-basedassessment.CDIOcollaboratorsrecognizethatanengineeringeducationisacquiredoveralongperiodandinavarietyofinstitutions,andthateducatorsinallpartsofthisspectrumcanlearnfrompracticeelsewhere.TheCDIOnetworkthereforewelcomesmembersinadiverserangeofinstitutionsrangingfromresearch-ledinternationallyacclaimeduniversitiestolocalcollegesdedicatedtoprovidingstudentswiththeirinitialgroundinginengineering.
www.cdio.org (2017)
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CDIOStandardsSTANDARD1: TheContextSTANDARD2: LearningOutcomesSTANDARD3:IntegratedCurriculumSTANDARD4:IntroductiontoEngineeringSTANDARD5:Design-ImplementExperiencesSTANDARD6: EngineeringWorkspacesSTANDARD7:IntegratedLearningExperiencesSTANDARD8:ActiveLearningSTANDARD9:EnhancementofFacultyCompetenceSTANDARD10:EnhancementofFacultyTeachingCompetenceSTANDARD11: LearningAssessmentSTANDARD12:ProgramEvaluation
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AstonMechanicalEngineeringandProductDesignStart2010EvaluationofImpactStudentsandstaffEmployersrecognisetheimprovement
Clark,R.&Andrews,J.(2012).“EngineeringtheFuture:CDIOasatoolforcombatingretentiondifficulties”.InRasul,M.(Ed).DevelopmentsinEngineeringEducationStandards:AdvancedCurriculumInnovations.Chapter8.pp143-155.IGIGlobal
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StructureYears1and2
Engineering Design
PROJECT1Design&
Experimentation
IndustrialPlacementYear3
Year1
PROJECT 2
Prototyping&Development
PROJECT3Designforthe
UserPROJECT4Design&
EngineeringforIndustry
Year2
IMechEAccreditedcourses
IEDInstitutionofEngineeringDesignersAccredited
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Earlydays….
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StaffReflections
• Learningandteachingisverymuchatthefrontofthegroupandschoolphilosophy
• Cultureofinnovationexistswithingroup• Aroundhalfofstaffnowactivelyinvolvedinpedagogicalinnovation
• Programmes arenowmuchmoreintegrated– siloteachingmuchlesscommon
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StudentReflections
“During my placement at Morgan Advanced Materials, I soon found thatout of all the knowledge I had gained during my first two years of academic studyat university, it was the skills developed during CDIO that I wasutilising most frequently - this spanned from simple project planningexercises to costing reviews, proposals and report writing. Indeed, the very natureof work conducted in the module prepares you to work in challengingenvironments outside of university; it prepares you to work effectivelyin teams comprising of varying specialties and promotes effectivedebating and discussion within such a scenario. In addition, it allows thestudent to become familiar with the myriad of requirements within an industrialengineering project.”
HarrisonBourne,ex-placementstudent
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StudentReflections
“CDIOhelpedmeduringmyplacementyearasitallowedmetoapproachproblemswithaopenminded,candoattitude,withoutbeingintimidatedbythesizeandcomplexityofthetaskahead.”
Suraj Sudera,Formerplacementstudent
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AstonStudentSatisfactioninNationalStudentSurveysince2008
2009 2010 2011 2012 2013 2014 2015 2016AssessmentandFeedback 59 59 64 65 74 73 76 75
AcademicSupport 76 73 77 78 84 83 86 85
OrganisationandManagement 78 77 81 80 86 85 86 86
LearningResources 79 79 83 86 87 88 90 90
PersonalDevelopment 82 81 84 82 85 84 86 84
OverallSatisfaction 84 83 85 83 89 89 90 89
556065707580859095
100
%Satisfie
d
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CDIO– AnActivity
RegulatoryandContinuousImprovementaredriversSelf-EvaluationtooldevelopedaspartofaEuropeanProjectPromotesaholisticviewofthecurriculum
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QUALITY ASSURANCE AND ENHANCEMENT MARKETPLACE FOR HIGHER EDUCATION INSTITUTIONS
QUALITY ASSURANCE AND ENHANCEMENT MARKETPLACE FOR HIGHER EDUCATION INSTITUTIONS
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SelfEvaluationandAssessmentAsetofcriteriadrawnfromacomprehensiverangeofQualityFrameworks*PairingprocessbasedonoutcomesoftheselfassessmentquestionnaireCross-sparringvisitsandpeerlearninginasupportivecommunityofpracticeSharingofbestpracticeStructured implementation
*Clarketal(2015):DevelopingaRobustSelfEvaluationFrameworkforActiveLearning:TheFirstStageofanErasmus+Project(QAEMarketPlace4HEI)Proceedingsofthe43rdSEFIconference
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CriteriaTurku Aston
Crit.no Name Value Value1 Aholisticviewoflearning 4 32 Appropriatelearningoutcomes(developedfrom 4 33 Anintegratedcurriculum 3 34 Asoundsubjectfoundation 4 55 Activelearningapproaches 3 36 Appropriateworkspacesandequipment 3 37 Personalandinterpersonalskillsdevelopment 3 38 Facultydevelopment(knowledgeandteaching) 2 19 Learnerassessment(type,levelandamount) 3 310 Programmeevaluationtopromotecontinuous 3 311 Linkstoemployabilityaremadethroughout 4 212 Collaborativelearning 3 313 Additionalsupportforlearning 3 314 Technologytoengagestudentsinlearning 3 315 Feedbackistimely,appropriateandformative 3 116 Researchisusedinteaching 4 317 Studentparticipationinprogrammereviewand 5 118 Widerstakeholderinputtoprogrammedevelopment 4 319 Studentretentionandprogressionismonitored 4 220 Workplacementsarepromoted 5 421 Problemsolvingopportunities(linkstotheresearch 4 3or522 Designprojectsareintegratedthroughoutthe 5 3or523 Equality,diversityandequalopportunityconsiderations 2 324 Professionalattributesandtopicalconsiderationsare 3 4-25 Evidenceofeducationalscholarshipbyfaculty 4 326 Effectivecommunicationwithstudents 3 327 Differentlearningstylesaretakenaccountof 2 328 Teachingresources 3 3
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TheActivePartNowit’syourturnYouhave4criteriatoscoreDothisforthemainprogrammeyouteachonComparescores,pairupandexploretheevidencequestionsonyourhandoutCompleteyourhandoutasfullyasyoucanBereadytofeedback
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Homework!Homework– identifyamodule/unitwithinoneofyourprogrammesfor
considerationtomorrow
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Day 208:00 Arrivalandtea/coffee08:30 a)QuestionsandthoughtsfromDay1
b)Whatresonatesandwhatdoesn’t?Why?(activity)c)Howdowedeterminethesuccessofacurriculumdevelopmentprocess?(activity)d)TheUKLandscape.TEF,Recognition,Accreditation,Industryengagement,institutionalcontext.
10:30 Tea/Coffee11:00 Consideringyourunit– howcanyouuseIEP/RVS/CDIOthinking?(activity)12:30 Lunch13:30 a)Takingyourcolleagueswithyou
b)Consideringotherstakeholdersc)EER/Scholarship
14:15 d)Youractionplan(activity)e)Whatsupportwouldbevaluable?
15:15 Closure,tea/coffeeanddeparture
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Questions and Thoughts from Day 1
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What resonates and what doesn’t? Why?
20minutegroupdiscussion
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Activity
OurgoalissuccesswithourcurriculumdevelopmentprocessWhatissuccessforyou?Discussinyourgroups– identifywhatsuccessmeanstoyou(30mins)Youwillthenbeaskedtofeedback
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FeedbackCurriculamakessensetoeveryoneStudentsenjoyit.StaffbuyinIndustryvaluetheeducationIncreasemeaningfulaccessfordiversitygroupofstudentsFocusonstudentsskillsandattributesfromnowto2050FulfilthemissionandvisionoftheuniversityinyourcurriculumStudentshavefoundwhattheyareinspiredby
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TheUKLandscape
TEFRecognitionAccreditationIndustryengagementInstitutionalcontext
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WhatistheTEF?
StudentExperience(NSS)EmploymentDestinations(DLHE)Lookatfordifferentgroupsofstudents
Rating– Gold,Silver,Bronze
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TheAspiration
TEF:Year2andbeyond– GovernmentresponseSeptember2016
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CurrentStatus
SubjectLevelPilotsLearningGainStudyPostgraduateProvision2020onwards
WMGapproach– SteeringGroupand2WorkingGroups• TeachingQualityandLearningEnvironment• StudentOutcomesandLearningGain
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TQLE– Lookingatteachingpracticeswhichprovideanappropriatelevelofcontact,stimulationandchallenge,
encouragestudenteffortandengagement,andwhichareeffectiveindevelopingtheknowledge,skills,attributesandworkreadinessofstudents.Alsothewidercontextforteachingwhichincludestheeffectivenessofresourcesdesignedtosupportlearning,maximisecompletion,andaidthedevelopmentofindependentstudyandresearchskills.Thismayincludelearningspaces,useoftechnology,workexperience,extra-curricularactivitiesandopportunitiesforpeer-to-peerinteraction.Thedevelopmentofstafftofacilitatelearningunderpinsalloftheabove
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SOLG
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AsoberingthoughtStudyof9000studentsacross123institutions50%wouldnothaveappliedorwouldhavereconsideredapplyingtoabronzerateduniversity
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UKTrendence Research,2017
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Recognition
•http://www.evaluatingteaching.com
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RoyalAcademyofEngineering– DoesTeachingAdvanceyourAcademicCareer.http://www.raeng.org.uk/publications/reports/does-teaching-advance-your-academic-career
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What type of chair?
Copyright:blueringmedia /123RFStockPhotCopyrightNikon/123RFStockPhoto
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Accreditation
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Accreditation•36differentprofessionalengineeringinstitutionsthenaccredit!BCS, The Chartered Institute for ITBritish Institute of Non-Destructive Testing (BINDT)Chartered Institution of Building Services Engineers (CIBSE)Chartered Institution of Highways & Transportation (CIHT)Chartered Institute of Plumbing and Heating Engineering (CIPHE)Chartered Institution of Water and Environmental Management (CIWEM)Energy Institute (EI)Institution of Agricultural Engineers (IAgrE)Institution of Civil Engineers (ICE)Institution of Chemical Engineers (IChemE)Institute of Cast Metals Engineers (ICME)Institution of Engineering Designers (IED)Institution of Engineering and Technology (IET)Institution of Fire Engineers (IFE)Institution of Gas Engineers and Managers (IGEM)Institute of Highway Engineers (IHE)Institute of Healthcare Engineering and Estate Management (IHEEM)Institution of Lighting Professionals (ILP)
Institute of Measurement and Control (InstMC)Institution of Royal Engineers (InstRE)Institute of Acoustics (IOA)Institute of Materials, Minerals and Mining (IOM3)Institute of Physics (IOP)Institute of Physics and Engineering in Medicine (IPEM)Institution of Railway Signal Engineers (IRSE)Institution of Structural Engineers (IStructE)Institute of WaterNuclear Institute (NI)Royal Aeronautical Society (RAeS)Royal Institution of Naval Architects (RINA)Society of Environmental Engineers (SEE)The Society of Operations Engineers (SOE)The Welding Institute
Institute of Marine Engineering, Science & Technology (IMarEST)Institution of Mechanical Engineers (IMechE)
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Accreditation• Thelearningoutcomesoftheprogramme(s)• Theteachingandlearningprocesses• Theassessmentstrategiesemployed• Theresourcesinvolved– includinghuman,physicalandmaterial• Itsinternalregulationsregardingcompensationforunderperformance
• Qualityassurancearrangements• Entrytotheprogramme andhowcohortentryextremeswillbesupported
• Howpreviousaccreditationrecommendationsandrequirementshavebeendealtwith
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Accreditation
•Underpinningscienceandmathematics,andassociatedengineeringdisciplines,asdefinedbytherelevantengineeringinstitution
• EngineeringAnalysis•Design• Economic,socialandenvironmentalcontext• EngineeringPractice
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Student Demands
• Studentsincreasinglydrawntoengineeringbecausetheywanttodesigncreativesolutionstomajorglobalchallenges.
•Wanttoseetheconnectionbetweentheoryandpractice.• Increasedconsiderationofemployability•Requirecompetenciesinworkingacrossamultiplicityofboundariesandwithpeoplewhosespecialisationand/orculturalframeworksthatdifferfromtheirown
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Industry Demands
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Industryengagement‘Itiswhatitsaysonthetin’NotalwayseasyIncreasingcompetitionRelationshipsneedeffortEconomyandBrexit presentchallengesTEF/LearningGain/Integration
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GlobalPartnerswithWMG
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Whatdoesindustrywant?Everything!AsoundtechnicalfoundationAmultitudeofotherinterpersonal,personalandbusinessskillsVariableengagementbyindustryArticulatewin-win
IMechE,2011
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EngagementModel
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TheUniversityofWarwick6th- TheTimesandSundayTimes2015
7th - ResearchExcellenceFramework2014(latestdata)
48th- QSWorldRankings2015
Foundedin1965,withover23,000studentsand5,000staff
Faculty of Science Other Faculties
School of Engineering Other Departments
TheUniversity
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WMGEstablishedin1980byProfessorLordBhattacharyya
Worldclassappliedresearchfrommanufacturingtohealthcare
World’slargestManufacturingGroup:Research,Training,Implementation
Applicationiskey- programmesindustryfundedandleadtoimplementation
Over400staffinsixmainbuildings
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AstonUniversityFoundedin1895,Universitysince1966CampusinBirminghamcitycentreStudentpopulation:9000+(justover1,700Internationalstudents)Industry-focusedandaccreditedprogrammesUSP- EmployabilityEngineeringandAppliedScience,LifeandHealthScience,BusinessandLanguages– MedicalSchoolcomingIndustrialplacementyear(80%)Graduatesenteringemployment(92%)Atop30UKUniversity
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InstitutionalContextAstonvWMGGoldvSilverTeachingvResearchStudentbodyStudentexperienceIndustryrelationships…..
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LONDON’S GLOBAL UNIVERSITY
Founded in 1826 as University of London
The first in England to admit students regardless of class, race or religion
The first in England to admit women students on equal terms with men
> 6,000 academic and research staff
> 40,000 Students, 52% at Graduate Level
> 28 Nobel Prize winners who are or were students or staff
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1 5 9 13 17 21 25 29 33 37 41 45 49 53 57 61 65 69 73 77 81 85 89 93 97 101105109113117121125129133137141145149153157161
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umbe
rofStaff
Institution
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PartTime
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1 5 9 13 17 21 25 29 33 37 41 45 49 53 57 61 65 69 73 77 81 85 89 93 97 101
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133
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145
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Income(£)
Institution
IncomebyInstitution
2015/16HESA
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UCL Engineering
•10Departments•3122UG•2534PG•305Academics,•410Researchers,•77TeachingFellows
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UCL Context
• Innovatetocreatealearningcultureandcurriculumstructuresthatdevelopandfostercriticalindependentthinkingthatisradicalanddisruptiveandcontributestoproblemsolving.
• - UCL2034:Theme2UCLConnectedCurriculum
http://www.ucl.ac.uk/2034https://www.ucl.ac.uk/teaching-learning/education-initiatives/connected-curriculum
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Activity
Thisisthebigone!Consideringyour‘unit’– howcanyouuseIEP/RVS/CDIOorotherthinkingtorealiseamoreintegratedapproachtocurriculumdevelopment?Thisisyourchancetocreatesomethingofvalue
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Taking your colleagues with you
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What gives?
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Curriculum Design
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Talk to lots of people
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Censored
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Be careful who you listen to…
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IEP – Scaling of Existing Innovations
•RelyonandbenefitfromPrecedence….isoursecretsharedamongsttheIEPTeam
•Meaning… everythingimplementedwithintheIEPhadexistedsomewhere,andinmanycasesatUCL
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What do you need to make change happen?
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Our chief weapon is
Fear
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“…theyareamassivelyresearch-intensiveuniversity,oneofthetoptenintheworld,thatcouldhavereallylaughedthisoff.Buttheydidn't.Theyaretakingtheundergraduateeducationseriously”.
MIT:Theglobalstate-of-the-artinengineeringeducation:OutcomesofPhase1benchmarkingstudy– unpublished.
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Our two weapons are
SurpriseandFear
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Our three weapons are
Fear,SurpriseandanalmostfanaticaldevotiontotheDean
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Amongst our weaponry are such diverse elements as
Fear,Surprise,analmostfanaticaldevotion
totheDean,andniceorangeandgrey
branding…..
withapologiestoMontyPython
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Change is hard!
LittleLots
Howmuchchange
Hard
Easy
Difficulty
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It’s not a popularity contest
“WhenIjoinedthedepartmentacoupleofcolleaguestoldmeyouwereawasteofspacewhoseonlyjobwastoannoythem”
AnonymousmemberofProfessionalServices
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• Studentscanbeconservativetoo• Tobeexposedtoresearchandproblemsolvingisnotwhattheywereexpecting.
butmostenjoyedit
Remember the students
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What the students think?
I liked the fact that I was able to interact and collaborate with people; this improved my social skills, and it has made me a more co-operative person. Also, it has gotten me into the habit of asking questions when I do not understand something.
Ilikedtheopportunitytoworkwithpeoplefromdifferentdisciplines,onarealworldproblem.
IlikedthatitwasveryhandsonandthatIcouldworkwithotherengineeringdisciplines.Itisagoodalternativetojuststudyingbooks
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What the students think?
IEPformeisoneofthebestpartsofstudyingComputerScienceatUCLandthesubjectthatisbestpreparingmetoworkinaprofessionalenvironment.
Tome,theIEPisaplatformwhereonecanlearn,understandandappreciatethevariouscontentfromotherengineeringfields.
IrememberhowconfusedIwaswhenIsatinthattheatrefortheIEPkickoff…..Butinthesecondtermwhenwetookonweek-longscenarios,ithitme.ThatIEPteachesusteamworkingandcommunicationskills;…..wasalltomakeusthinklikeengineerstounlockourcreativityandforustocommunicatethatsowecanworktogether.
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What we’ve learned
•Constraintsandcontextareimportant• Sometimesyouhaveto‘feel’ittoreallyunderstandit•UCLisagreatplacetodothis– ifyouworkouthow
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What we’ve learned
•Constraintsandcontextareimportant• Sometimesyouhaveto‘feel’ittoreallyunderstandit•Universitiesaredesignedtocontrolchange.• Beingreactiveatscaleischallenging.
• Technologycanhelpbutwatchoutforbugs• Rememberitisstaffcontactthatstudentsvaluemost.
• Togetanengagedcohort,theyneedtobeengagedwith.
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Consideringotherstakeholders
Whoarethey?Whyisitimportant?Consideryourcontext
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StudentsWideruniversityProfessionalbodiesOtheraccreditationbodiesIndustryTeachers/ParentsBeinclusive
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EERandScholarship
Wheredoesitstart?Howcanwenurture?Whereistheresupport?
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TheValueProactiveapproachtoL+TEvidenceInformeddecisionmakingSharingNetworkProfessionalrecognitionPromotionScholarship/Research
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UKNetwork2009– SpecialInterestGroup2013– FirstAnnualSymposium2014– NetworkandwelcomeIrelandIndependent5th AnnualSymposium– November2017inLondon
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Ourcommunity
PIG?
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Visibility
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BeyondtheUKSEFIREENASEE,AAEE,SASEE,CDIOCentresandNationalSocietiesEUProjects– QAEMP
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SEFI2016
• University-Businesscooperation41• EngineeringSkills57• SustainabilityandEngineeringEducation17• QualityAssuranceandAccreditation8• ContinuingEngineeringEducationandLifelongLearning12• OpenandOnlineEngineeringEducation17• EthicsinEngineeringEducation2• CurriculumDevelopment61• AttractivenessofEngineeringEducation21• PhysicsandEngineeringEducation9• MathematicsandEngineeringEducation15• StudentsCooperation12• EngineeringEducationResearch79• GenderandDiversity10
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Activity– YourActionPlan
CreateitShareitUseit
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Jick’s 10CommandmentsAnalyzetheorganizationanditsneedforchangeCreatevisionandcommondirectionSeparatefromthepastCreateasenseofurgencySupportastrongleaderLineuppoliticalsponsorshipCraftanimplementationplanDevelopenablingstructuresCommunicate,involvepeople,andbehonestReinforceandinstitutionalizethechange
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YourActionPlan