1. Alessio Peluso 1 Critical evaluation of the module ‘Introduction to Engineering Thermo Fluid Dynamics’ First Steps in Learning and Teaching in Higher Education (2015)

2. Introduction to Engineering Thermo Fluid Dynamics: Students: 2 Context of the module Oxford Brookes University Mechanical Engineering BEng Accredited by the IMechE  A-level: grades BBB, Science, Design/Technology and Mathematics  Age 19-20  Number 130  Nationality British (95%) others (5%)

3. Oxford Brookes University Assessment Compact encompasses: 3 Description of Assessment Compact Assessment Responsibility between staff and students Relationship between learning outcomes and assessment tasks Methods Feedback Relationship between feedback and practice Programmes and activities Assessment schedules and assessment deadlines Staff development in assessment literacy and techniques Disciplinary communities of assessment practice Institutional values and policies Students responsibilities

4. Introduction to Engineering Thermo Fluid Dynamics is concerned with: Assessment strategy: 4 Description of the module Energy such as the transport and the conversion The design and analysis of devices such as power plants Principles of thermo dynamics, heat and work transfers  Problems questions  Online assessment via Brookes Virtual  Coursework for 30% towards the module mark  Written examination for 70% of the module mark

5. Learning outcomes: 5 Description of the module Knowledge and Understanding Concepts of engineering thermodynamics (Taught, Practice, Assessed) Work transfers in reversible non-flow processes (T,P,A) Etc etc… Disciplinary and Professional Skills Undertake analysis of mechanical engineering systems (T,P,A) Present written reports on experimental work (P,A) Etc etc… Transferable Skills Self Management (P,A) Teamwork (P) Etc etc…

6. Teaching and Learning Experience: For Introduction to Engineering Thermo Fluid Dynamics are offered: 6 Description of the module Attend lectures Participate in supervised practical classes Learn by self-study  Lectures in classroom by the lecturer  Tutorial sessions in classroom by the lecturer and tutors  Drop-in sections in student social area by the tutors

7. Facilities and resources available: 7 Description of the module  Course guide  Course handbook  Reading list  Online forum news of the course  Computer equipment with a wide selection of software  University library  Brookes Virtual - Open-source learning platform

8. Coursework: Final exam: 8 Description of the module Objectives of the assessment Expected learning outcomes Criteria of the assessment Assessment deadlines  Objectives of the exam  Expected learning outcomes  Criteria of the exam  Exam deadlines

9. Lectures are given by the lecturer or tutors. The explanation on the topics of the programme is done by: 9 Description of the activities Projecting the presentation on screen Projecting pictures of real applications on screen Projecting videos of real applications on screen Asking questions to the students Answering to questions of the students Showing solutions of typical questions Showing solutions of typical exam questions

10. Tutorial sessions are given by the lecturer and tutors. The questions are based on the topics of the lecture and the students could work by themselves or in group as a team. The lecturer and tutors walk around the class looking for students who need: 10 Description of the activities Support through an extra explanation Support for resolving questions Support to prepare themselves for the coursework Support to prepare themselves for the exam Support for their working group Individual face to face support

11. Drop-in sessions are given by the tutors. The sessions take place in a student social area. The drop-in session is an informal knowledge exchange between tutors and students. The activity could be performed as a discussion group, as a working group or a personal tutorial. Students receive: 11 Description of the activities Support through an extra explanation Support for resolving questions Support to prepare themselves for the coursework Support to prepare themselves for the exam Individual face to face support Advices for improving their method of study Advices for improving their methodological approach

12. Teaching: Reflective practice: 12 Critical evaluation The lectures are leaded with professionalism by the lecturer or tutors. The students are engaged during the lectures. The material of the lesson is provided in advance. The presentation is projected on screen. Videos and pictures are used as a part of the teaching. The lecturers share knowledge and experiences by formal and informal meetings or with personal blog. Staff development is provided by the University. Reflective practice involves feedback advices, because they could provide new ideas and opportunities to put into practice.

13. Supporting learning: 13 Critical evaluation The lecturer and tutors are able to manage different kind of approaches with the students. Alternative methods are used for acquiring the knowledge, such as deductive and inductive, banking education and peer instruction. There are individual and group learning by doing activities. Discussions and others informal lectures, such as video and drop-in sections. The different techniques are used to engage students and improve their learning ensuring the expected learning outcomes.

14. Module feedback. Students raised the following pointed in the module evaluations: 14 Critical evaluation  ‘Quizzes for the thermo part of the module, just as there were for fluids’  ‘Ensure that work is returned in a reasonable time to students so that they can look at what they did wrong and apply that to the next piece of work’  ‘Having more past exam papers with solutions, available sooner, would be beneficial to everyone’  ‘The use of "PENCAST" where possible to foster greater understanding of what has already been taught but might not be well understood during lectures’

15. Response to module feedback. 15 Critical evaluation  It is intended that there will be the provision of thermodynamics quizzes for the 2014-15 run of the module.  Examination papers with solutions will be made available during semester one.  There is use of Pencast within the module but this will be developed further to cover as many topics within the module as possible.

16. 16 Recommendations After the critical evaluation of the module, I would like to recommend the use of Pencast within the module. I hope it will be developed further to cover all topics within the module as soon as possible.

17. 17 Conclusion The module of ‘Introduction to Thermo Fluid Dynamics’ follows the directives of the UK Professional Standards Framework (UKPSF) Values and of the Oxford Brookes University. The lecturer and the tutors apply, through the different activities, all the principles which I learnt during the online course First Steps in Learning and Teaching in Higher Education (2015). It is developed and it will be developed further to improve student learning and ensuring the expected learning outcomes.

18.  First Steps in Learning and Teaching in Higher Education (2015), http://www.moodle.openbrookes.net/course/view.php?id=18  Oxford Brookes University, http://www.brookes.ac.uk/  Confessions of a Converted Lecturer: Eric Mazur, https://www.youtube.com/watch?v=WwslBPj8GgI  OBU Assessment Compact 2009, http://www.brookes.ac.uk/aske/documents/BrookesAssessmentCompact0 9.pdf  U04501 Module Guide 2014 2015.  Philosophy and Policy in Higher Education, part 1, https://www.youtube.com/watch?v=qXVX0nH90sA  Philosophy and Policy in Higher Education, Part 2, https://www.youtube.com/watch?v=E_UDiSAMC6I 18 References