1. Institute of Electronic Systems
Using teaching resources to help students develop team and project skills pays off, both in terms of employability and shorter study time.
Lars Peter Jensen
Associated Professor
Institute of Electronic Systems

2. Agenda Introduction Methods Examples from CLP-toolbox Results
Discussion

3. The Aalborg experiment (since 1974) - a total implementation of PBL in a Problem-Based and Project-Organized study where students work in groups all the time:
One project each semester (½ time + courses)
Group size of 5-7 students first year, 2-3 students the last year
Each group has a group room
Each group has (at least) one supervisor
Self selected group and projects within themes and disciplines
Group assessment with individually marks
Going into more details about the Aalborg model we have …..
Introduction

4. Methods for our experiments in first year
Action research:
Developing the problem-based and project-organized study by experimenting with our own practice
Sharing experiences:
For eight years a group of teachers, has done experiments with the content of the course Cooperation, Learning and Project Management (CLP) and continuously shared the experiences
Documentation:
Quotes from Process analysis written by student groups
Interviews with engineering students on 4th semester
Methods

5. Projects the first year
Exchange of experiences
Process analysis Process analysis
Assessment Status seminar Assessment
Process analysis
Status seminar Assessment
P0 – 1 month
P1 – 3 month
P2 – hole semester: 4 month + examination month
Outline of first year

6. Examples from CLP-toolbox
Exchange of
experiences
Experience
Test
Reflection
[Kolb, D. A. 1984]
Generalisation
The P0 project has given you some experience.
You analyse your experience through reflection.
By asking what and how to do better you generalise
in the form of ’Good Advice’ which can be tested in P1 and give you new experience.
Examples from CLP-toolbox

7. Examples from CLP-toolbox
Poster Presentation
Examples from CLP-toolbox

8. Examples from CLP-toolbox

9. The co-operation agreement – A tool for project management
Expectations and ambitions ?
Meetings – How often ? – What if somebody is late ?
Organising meetings , chairman, minute taker, use of blackboard ?
Division of labour ?
What kind of response do you give within the group ?
How do you prepare a meeting with your supervisor ?
Examples from CLP-toolbox

10. Examples from CLP-toolbox
It might be a good idea to make a kind of formal contract with the students to create …
Examples from CLP-toolbox

11. Quotes from interview’s with 4th semester engineering students:
”I think that it becomes easier when you learn technical matters in groups. Normally we use the blackboard to discuss things. … You gain more from the time you have to spend in the university in this kind of education when you work in teams. We are getting energy in this way.”
”Working in groups we get mental support from each other; it is also a responsibility so that we won’t drop out easily.”
”We are engineers – our responsibility is to solve real technological problems.”
Results

12. Quotes from interview’s with 4th semester engineering students – continued :
”This is the first time we found a real problem ourselves rather than getting something from supervisors. It is really exciting. It fits my way of learning. I learn better when I find the way myself. This way of learning is much better than only attending lectures, because I have to know why I need to learn this. When I know the objective clearly, I learn much better.”
”When working on a problem, I am strongly motivated and attracted. We need to solve this problem.”
Results

13. Comparisons between Aalborg University and its competitor, Danish Technical University
Telephone survey by ”Ingeniøren”, February 2004:
New engineers from AAU is ranked most qualified in all categories from teamwork and project management to technical skills
Survey by Danish Rectors’ Conference, June 2005:
Drop out rate: AAU 8 % - DTU 31 %
Finishing in prescribed time: AAU 68 % - DTU 9 %
Finishing in time + one year: AAU 85 % - DTU 44 %
Results

14. Discussion:
Results from the process analysis clearly shows the progress in the students team and project skills
This proves that the CLP-course and the
structure of the first year of the engineering education at AAU creates the foundation for
the continues development of the students
team and project skills