1. 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

2. Supply and Demand In Engineering. 23 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.

3. Supply and Demand In Engineering. 23 May 2002 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.

4. Supply and Demand In Engineering. 23 May 2002 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

5. Supply and Demand In Engineering. 23 May 2002 The MEng Programme Teaching to learn Design as the Integrator The Professional Engineer Research and Specialization Year 1 Year 2 Year 3 Year 4 PBL Lectures + Placement Lectures + Project

6. Supply and Demand In Engineering. 23 May 2002 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)

7. Supply and Demand In Engineering. 23 May 2002 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 Engineer 10c Design 10c Semester 1Semester 2 Year 1- Teaching to Learn

8. Supply and Demand In Engineering. 23 May 2002 Structure of Year 1

9. Supply and Demand In Engineering. 23 May 2002 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

10. Supply and Demand In Engineering. 23 May 2002 Implementation

11. Supply and Demand In Engineering. 23 May 2002 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

12. Supply and Demand In Engineering. 23 May 2002 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

13. Supply and Demand In Engineering. 23 May 2002 Requirements

14. Supply and Demand In Engineering. 23 May 2002 Space Room for all students to be taught together Base rooms Equipment Dividing screens Furniture Computers and printers Student consumables

15. Supply and Demand In Engineering. 23 May 2002 Staff Loading Contact time Assessment time Expert forums Problem managers Facilitators’ weekly meetings

16. Supply and Demand In Engineering. 23 May 2002 Design Teams Devising the problem scenarios Consultation Testing the problems Writing the course unit descriptors

17. Supply and Demand In Engineering. 23 May 2002 Facilitation Facilitator packs Preliminary briefing First meeting Follow up meetings Informal contact Monitoring progress Feedback

18. Supply and Demand In Engineering. 23 May 2002 Typical PBL Module Roller-Coaster

19. Supply and Demand In Engineering. 23 May 2002 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.

20. Supply and Demand In Engineering. 23 May 2002 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

21. Supply and Demand In Engineering. 23 May 2002 Learning Outcomes - 2 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

22. Supply and Demand In Engineering. 23 May 2002 Group working skills Communication skills IT skills - analysis and office skills Implementation and use of PADP Problem solving skills Learning Outcomes - 3 General Transferable Skills

23. Supply and Demand In Engineering. 23 May 2002 Hovercraft PBL (video)

24. Supply and Demand In Engineering. 23 May 2002 Conclusions from the First Year

25. Supply and Demand In Engineering. 23 May 2002 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

26. Supply and Demand In Engineering. 23 May 2002 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

27. Supply and Demand In Engineering. 23 May 2002 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.

28. Supply and Demand In Engineering. 23 May 2002 Industry Industrial liaison committee have always been very supportive of PBL courses Increased collaboration and input

29. Supply and Demand In Engineering. 23 May 2002 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.’

30. Supply and Demand In Engineering. 23 May 2002 What’s Next ? Minor changes to first year relation between taught courses and PBLs Introduction of PBL based second year