Supply and Demand In Engineering. 23 May 2002 Problem Based Learning Engineering Degree Programmes...

Supply and Demand In Engineering. 23 May 2002

Problem Based Learning Engineering Degree Programmes at the

University of Manchester

Experience Gained after One Year

Jonathan Cooper

May 2002


The New Engineering Programme

From September 2001, the Manchester School of Engineering (MSE) adopted Problem Based Learning (PBL) as the primary teaching method in its undergraduate programmes.

MSE is the first School of Engineering in the UK to adopt this radical approach

Cultural change for staff and students.


Philosophy, Aims and Objectives Initial drivers for change in undergraduate

provision The growing gap between A-levels and the needs of

undergraduate programmes focused on C.Eng. Status A recognition of the needs of industry for graduates with

broader competencies

Other considerations M.Eng programmes in engineering are core teaching activity

within the Manchester School of Engineering Teaching provided in an environment of research

excellence.


Engineering Programmes Aero / Civil / Mechanical programmes 1st year - Common (PBL) 2nd year - Separate programmes

(PBL Aero & Mech) 3rd and 4th years

Different degrees via choice of options

B.Eng courses have a different 3rd year


The MEng Programme

Teaching to learn

Design as the Integrator

The Professional Engineer

Research andSpecialization

Year 1

Year 2

Year 3

Year 4

PBL

PBL

Lectures +

Placement

Lectures +

Project


Teaching to Learn, Year 1 Year 1 is a common first year Problem Based Learning (PBL) is adopted as the

primary teaching method The aim is to instill in students the desire,

motivation and skills to think for themselves The year contains a balanced provision of

design, problem-based learning and skill training Personnel Academic Development Plan (PADP)


Intro to PBL

IT & Comms

5c

3 x mini PBLs

3x5c

Core PBL

10c

Core PBL

10c

Core PBL

10c

Core PBL

10c

Core PBL

10c

3 x 11 week taught units - Thermofluids, Statics and Dynamics and Mathematics

3 x 10 c

Professional Engineer10c

Design10c

Semester 1 Semester 2

Year 1- Teaching to Learn


Structure of Year 1

YEAR 1. SEMESTER ONE.

Intro IT andComms

MiniPBL

MiniPBL

MiniPBL

Lectures Core PBL Lectures Core PBL

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Weeks

YEAR 1. SEMESTER TWO.

Lectures Core PBL Lectures Core PBL Lectures Core PBL Revision 3 Exams

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Weeks


PBLs Taught Modules Renewable energy Space frame Electric motor Roller-Coaster Hovercraft Infra red link Power bubbles Steam power plant

Statics and dynamics* Thermofluids* Mathematics * Design. Professional Engineer

* examinable


Implementation


PBLs 5 facilitations over 2 week block 1-3 “expert” sessions Assessment (wide variety)

Individual short tests PADP

Group presentations / posters / web pages / races etc. report


Taught Modules Monday - Thermo / Fluids Tuesday - Professional Engineer Wednesday - Maths Thursday - Design Friday - Statics / Dynamics

Mixture of mini-lectures and problem solving Mid year tests Exams in 3 subjects at end of year


Requirements


Space Room for all students to be taught

together Base rooms Equipment Dividing screens Furniture Computers and printers Student consumables


Staff Loading Contact time Assessment time Expert forums Problem managers Facilitators’ weekly meetings


Design Teams

Devising the problem scenarios Consultation Testing the problems Writing the course unit descriptors


Facilitation Facilitator packs Preliminary briefing First meeting Follow up meetings Informal contact Monitoring progress Feedback


Typical PBL Module

Roller-Coaster


Roller Coaster PBL

Scenario

The ‘No Fear’ roller-coaster in the ‘Moss Side Fantasy Land and Cyber City’ was recently opened by Brooklyn Beckham. It is the largest roller coaster in Europe. During the first day of operation an incident occurred where one of the cars was damaged. Fortunately the car remained on the track and although the occupants in the fully laden car (all members of the University Sumo Wrestling team) were badly shaken, there were no serious injuries.

The front axle of the car concerned was found to be bent, but had not broken. No other damage was visible. Police have ruled out the possibility of vandalism. Manufacturing defects have been eliminated as a possible cause.

The ride has been shut down pending an investigation into the accident. The owners are anxious to determine the cause of the accident so that their biggest attraction is up and running as soon as possible.


Learning Outcomes - 1

• Kinematics - determination of equations governing velocity/acceleration variation for a given trajectory including air resistance and friction• Numerical solution of first order differential equations• Kinetics - determination of loads from calculated acceleration using free-body-diagrams• Concepts of yield, yield stress and permanent deformation• Construction of bending moment/shear force diagrams• Determination of 2nd moment of area for circular cross-sections, solid and hollow• Effect of Young’s Modulus on stress behaviour• Bending stress calculation

Knowledge and Understanding



Intellectual Abilities• Ability to reduce statics/dynamics problem to its fundamental elements• Ability to optimise a design where multiple parameters, including cost and weight, are included

Practical Skills

• Develop basic proficiency in the use of Matlab/Simulink


• Group working skills• Communication skills• IT skills - analysis and office skills• Implementation and use of PADP• Problem solving skills


General Transferable Skills


Hovercraft PBL

(video)


Conclusions from the First Year


General Desirable learning outcomes can be

successfully achieved through PBL Three facilitated sessions per PBL week is

plenty, and could be reduced to two. A PBL group size of 8 works well Short repeated PBL comprehension tests are

popular with the students and help to ensure PBL technical learning outcomes are covered


Students Generally found PBL stimulating and rewarding Motivation to attend and engage Fewer exams Lower drop-out rate Liked the taught courses as well Some (initial) worries that not they were not

being taught enough Passengers a problem


Academic Staff Facilitation a relatively rewarding experience Doesn’t provide a significantly increased

workload PADP marking is the main (non-rewarding)

contribution to staff load PADP has evolved through contribution from

various members of staff and is now relatively easy for students to complete and facilitators to mark.


Industry Industrial liaison committee have always

been very supportive of PBL courses Increased collaboration and input


Accreditation The joint accreditation visit of the RAeS and

the IMechE took place in November 2001 Panel expressed themselves to be ‘excited

and fascinated’ by PBL. ‘Strong support and encouragement for the

exciting PBL approach, the motivation and enthusiasm of staff and students, and the refurbishment of facilities.’


What’s Next ? Minor changes to first year

relation between taught courses and PBLs

Introduction of PBL based second year

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