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PBL models in Australia

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1 PBL models in Australia
Assoc. Professor Roger Hadgraft Director, Engineering Learning Unit The University of Melbourne ALTC National Discipline Scholar (with Prof. Ian Cameron, UQ) Hello, my name is Jannie van Deventer. I am the Dean of the Faculty of Engineering. I am going to talk to you about why you should be an engineer. After all, what images do we have of engineers? Men in white coats, looking at bridges? Something like that? Have any of you considered becoming an engineer?

2 Overview Trace PBL activities in Australia Discuss different approaches taken over 20 years Consider future needs Make some recommendations for joint action

3 Contributions acknowledged
Lyn Brodie, USQ Ian Cameron, UQ Gary Codner, Monash Anne Gardner, UTS David Jorgensen, CQU Julie Mills, UniSA Alex Stojcevski, VU

4 Some History Early experiments from 1991 UQ, Chem Eng from about 1995 Monash (Civil Eng) and CQU from 1998 USQ, UniSA, UTS from ? RMIT from 2004 VU from 2007 And others

5 Early experiments Focussed on single subjects by early adopters Enthusiastic though not much evaluation other than what came through the assessment process Sufficiently encouraging for wider adoption in many places

6 A New Degree in Civil Engineering
Roger Hadgraft and Paul Grundy Monash University

7 1996 Review of Engineering Education
a broader education more non-traditional students generic skills in communication, etc lifelong learning diversity in degree programs innovation, alliances, collaboration with industry

8 Basis of the new degree Project-Based Learning
All subjects would have a substantial project component (50-100%) Students develop theoretical understanding as well as those workplace skills identified by the Review Learn to DO engineering and BE an engineer

9 Project Centred Curriculum for Chemical Engineering
Ian T Cameron ALTC Discipline Scholar School of Chemical Engineering The University of Queensland, Australia

10 A Project Centred Curriculum Design
Year 1 Year 2 Year 3 Year 4 Systems Based Courses [Project Centred Spine] Integrated technical and professional themes Basic Sciences & Chemical Engineering Science Courses Core sciences and engineering sciences Integration into Project Centred Spine Elective Courses Electives building specialization, depth & breadth Overall architecture: PCC (systems) spine + Core Sciences and Engineering Sciences + Elective stream. PCC spine constitutes 25% of curriculum but other projects and team based activities are run in the core sciences and engineering sciences.

11 Performance (CEQ Data)

12 RMIT – Royal Melbourne Institute of Technology
Similar UQ model introduced in: Civil engineering (2004) Chemical Engineering (2005) Environmental Engineering (2005) 25% of each semester is an integrating project

13 Integrated Industry Projects in Degree Courses David Jorgensen Central Queensland University

14 Work Integrated Learning (WIL) in Project Based Learning (PBL)
What makes PBL WIL?

15 1st year PBL Class Project Activities
Integrates a ‘work’ project into PBL activity…but is perhaps a bit contrived? …is it WIL?

16 WIL/PBL Course Project Expo
Structure inspired by Aalborg Univ. 50% of semester is project. Final year and later year teams

17 Lyn Brodie (Team Leader) On behalf of the Faculty Teaching Team
USQ Problem Solving Strand Innovation in curricula, learning and teaching Lyn Brodie (Team Leader) On behalf of the Faculty Teaching Team

18 PBL (problem/project based learning) delivered to on-campus and distance students working in virtual teams Teams work entirely in electronic communication media – synchronous and asynchronous, across time zones etc This strategy has also been taken up by on- campus students

19 Strand of 4 articulated courses integrated into a vertical stream within all programs and majors
BEng (4yrs), BTech (3yrs), AD (2yrs); 9 majors Teams are a mixture of all programs and majors Diverse student cohort – mature age, working in industry etc

20 Diverse student intake
Prior educational experience; skills and knowledge Aim to use this diversity within teams for peer assistance and mentoring

21 Shift in student attitudes
Category 1: ‘Necessary for program progression’ Category 2: ‘Developing skills to solve technical Engineering and Surveying problems’ Category 3: ‘Developing skills to work effectively in teams in virtual space’ Category 4: ‘A unique approach to learning how to learn’ Category 5: ‘Enhancing personal growth’

22 Project based learning in Civil Engineering at the University of South Australia
Assoc Prof Julie Mills

23 Project-based learning in Civil Engineering
Project work is integrated into almost every course in every year of degree Projects done individually, in pairs, in small groups or as a whole class Project assessment ranges from 10% to 100% of the assessment for the course Final year studies are > 50% project-based Somewhat similar to the Monash approach

24 Project example Year 2 Spaghetti bridge building

25 Project Examples, year 3 Professional Engineering Practice
group project: submit a tender for Project Management Structural Engineering design of steel and reinforced concrete structures (e.g. Mawson Lakes Hotel) Water Engineering design a stormwater drainage system for a new subdivision

26 Project Examples, year 4 Environmental Engineering: evaluation of a major Environmental Impact Report (e.g. Port River expressway, SEA gas pipeline) Full-year, Research project: pairs of students; 25% of final year load Projects industry-based, either sponsored or supervised by industry

27 The VU Engineering PBL Model Assoc. Prof. Alex Stojcevski
VICTORIA UNIVERSITY The VU Engineering PBL Model Assoc. Prof. Alex Stojcevski Associate Professor of Engineering Education Director, Office for Problem Based Learning


29 THE VU PBL ENG. MODEL In year 1 students work on small PROBLEMS to achieve the Fundamentals In years 2 & 3 students work on PROJECTS which could be community and/or industry based Year 4: Engineering PRACTICE on Industry Projects

Institutional Level PBL Model Unit of Study Project Theme

31 Professional Practice Program at University of Technology, Sydney
Anne Gardner

32 All local engineering students must complete the BE / DipEngPrac
Students enrolled in BE / DipEngPrac must complete 2 x 24 week internships & pass the associated subjects Up to 300 students each semester complete an internship

33 Year 1 Year 2 Year 3 Year 4 Year 5

34 Summary of developments
Subject level changes – Monash, USQ, UniSA Structural changes: 25% project per semester – UQ and, later, RMIT 50% project – CQU and VU (Aalborg inspired) Workplace integrated learning – CQU and UTS At a distance – USQ and CQU

35 Looking Forward Preparing students for: Globalisation Sustainability
Rapid change Flexibility

36 embracing an evolving profession
Engineers Australia embracing an evolving profession Rolfe Hartley, President of EA in 2007 2020 Committee What is expected of engineers in 2020? How will engineering be practised? What skills and professional development is required for competent practice. Backcasting to find a solution

37 Meanwhile … the teacher's fundamental task is to get students to engage in learning activities… what the student does is actually more important … than what the teacher does. (Shuell 1986)

38 Create Complex Learning situations through
New Learning Create Complex Learning situations through Projects + New learning resources (online) Projects reinvent the curriculum each year Project task Skill development

39 Skill development repositories
Directories Title and URL UK Eng Subject Centre MERLOT Engineering Pathway Foundation Coalition Gateway Coalition CDIO NEEDS SUCCEED World Lecture Hall

40 Call for collaboration
I propose that we develop the “Engineering Education Body of Knowledge” as a global resource, an ISO standard perhaps A Standard for how engineering education should be done both technical and non-technical skills Avoid reinventing the wheel Use best practice (as identified by the global EE community through peer review) Build on the work of the UK ESC and others

41 Questions?

42 3+2 = BSc + Meng (from 2008) Year 1 Engineering Mathematics Science
Breadth Year 2 Year 3 Year 4 Engineering Elective Year 5

43 Subsequent years First year: design and build; 3 mini-projects per year Second year: focus on labs for underpinning knowledge Third year: capstone experience Fourth year: further integrative designs in each subject including industry participation Final year: research project and/or major design project – with industry or community engagement

44 Staged development Various experiments from 1991 in surveying, computing, communications, drawing, … Significant change in sequence of geomechanics subjects from about 1994 Encouraged wider changes in , implemented in 1998 Each subject was encouraged to have a project (now around 40% weight) Exam 50% and other assessment 10% Some subjects 100% project (final year design)

45 Unity and diversity – A PC Curriculum
Projects Chemical Engineering Science Electives Process Principles Molecular Biotechnology Chemistry Calculus & Linear Algebra Systems Analysis Fluid & Particle Mechanics Chemistry ELECTIVE Investigation & Analysis Heat & Mass Transfer Process Thermo-dynamics Analysis of Engineering Data Unit Operations Reaction Engineering Process Modelling & Dynamics Process Control & Synthesis Transport Phenomena Risk Management PCC gives a cohesive curriculum structure that emphasises unity and diversity. It provides vertical and horizontal integration. Advanced ELECTIVE Advanced ELECTIVE PROCESS DESIGN Advanced ELECTIVE Advanced ELECTIVE

46 Curriculum Delivery: Staff Teaching Teams
Team Project Course Develops Team work Communication Management Systems approach Multi-disciplinarity Problem solving Technical depth Professional ethics Sustainability Information skills Learning Skills Professional development Engineering Science Course SEMESTER TEACHING TEAM An important aspect is the delivery mechanisms. Semester teaching teams operate in each year of the program and across the semester course for that year. This helps co-ordinate activities. There is also a Student-staff committee that runs in erach year and each semester for continuous feedback on T&L issues.


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