Researching the long-tail learning effect on alumni collaborating in the Wind Tunnel project: focus on research methodology Manuela Trejo Ramirez PhD SHU Student, Engineering Education Researcher Dr. Jonny Potts SHU Senior Lecturer: Aerodynamics, Dr Anne Nortcliffe CCCU Director of Engineering Curriculum

Introduction 2014 Vision 2018 Reality Hypothesis “What long tail effect has the Wind Tunnel Project had upon students who contributed?” In 2013-14 Jonny Potts why I initiated this project, you wanted a research wind tunnel support more innovative engineering projects UG and PG, needed low cost, high quality solution, sacrified time to achieve it, Time-Cost-Quality. Observed that students were gaining more from than just from engineering in terms learning and personal development. Worked with Anne to develop educational research project to evaluate longtail effect, and employed Manuela to conduct the research with students.

Hypotheses To evaluate the impact the project has had on the students: A Wind Tunnel project Longtail effect on student learning? A traditional project Longtail effect on student learning? Impact graduate skills? Impact technical skills? Compare Traditional v Wind Tunnel project learning? To evaluate the impact the project has had on the students: learning and engineering application technical skills development employability skills development graduate employment (DLHE) and future employment prospects contribution to current employers personal perspective of project value To identify any evidence of good academic and student project management practice To evaluate what students valued and didn’t value from experience. To identify whether the project has contributed to student learning and experience.

Technical Wind Tunnel Learning Selected Project Titles (2017/18) Reduction of the Boundary Layer in the Working Section Commissioning, Testing and an Investigation of Loss Factor Coefficients and Flow Properties Experimental Validation of the Flow Properties Through a Settling Chamber Rolling Road System – Establishing continuity through system by measuring volumetric flow rate at inlet and outlet, calibrate system, install on wind tunnel and measure change in floor boundary layer height. Build, assemble and commission wind tunnel, measure flow rate at each section around the loop, calculate loss factors, compare to previous theoretical predictions, predict fan power rating required to meet design brief. Build, assemble and commission wind tunnel, characterize the flow through the settling chamber and contraction, measure flow speed and turbulence level locally from wall towards centreline, preliminary commissioning.

Methodology Initial interviews with current students Interview Inform Survey Survey Pilot Survey Follow up interviews Background research into the project Quantitative Methods: Likert and Short Answer Survey students past and presentWind tunnel project Traditional project Qualitative Methods Email open questions Semi-structured interviews, (Cohen & Crabtree, 2006) by Employed researcher to minimise research bias Transcribed Analysed Categorised Codified for common themes to research questions

Preliminary Interview results a) Initial consultation with current students Overview b) Interview oriented to evaluate: Role on the project Reason to join How they heard about it Key learnings and skills developed Overcoming a challenge or a memorable scenario Whether they would recommend it Suggestions for improvements Design of the interview PILOT INTERVIEW Interview c) Face to face interviews d) Highlights Skills to develop Experiences related to time and team management Correlation of simulation to real context Individual goals are group goals Results Actions Manuela - Overview key results that informed reflection of next research project method Manuela - Revised changes to questions for the next research method survey ex/students on project and control group Manuela - next research method stages and why e) Next steps Modify interviews

Common Themes Theme 1 - Opportunities for Leadership Student B “The [wind tunnel] project was highly insightful on how best to lead a project in the future, knowing the importance of understanding different team structures, management & leadership techniques.” Student D “It has been interesting seeing it from a management side and can take this into industry. It has been a priceless learning experience and given me the tools to lead and manage people with low morale and a lot of deadlines.” Theme 2 - Team Working Student B “The team meetings were a great way to seek advice from the level 7 students who had a recent similar experience to the projects we were working upon.” Student D “During this project my team-working ability has also improved significantly since I have been exposed to the conditions of working in cooperative engineering environment.” Theme 3 - Communication Student C “In the future, on a personal level, I could be more proactive and talk to team members to see what design changes they are making instead of waiting for them to communicate them to me.”

Pilot Survey - Industry Ready Wind Tunnel Project Industry Ready “Computer skills, CAD skill have been very useful with being able to begin project work straight away, without having to go through the training and take the time to build my knowledge.” Student A MEng “Planning & Organisation. Everyday I work with bespoke projects, knowing how to plan and organise each area of each project from beginning to end is crucial in meeting deadlines for delivery and budget.” Student B BEng Traditional Project Impact Employment “Leadership skills, I often work on projects with customers where they do not understand or realise their own goals. The leadership skills I learnt has helped me being effective and leading them to the solutions.” Student X BSc “Computer skills are critical in my workplace, anything learnt has been making a difference in some way with my employment” Student Y BSc

Conclusions Preliminary interview findings Current Results Greater Variety of Engineering Learning Cross-cutting & Interdisciplinary Learning Systems Engineering Project Management Leadership Communication Team-working Current Results Collected data is not enough to show preliminary conclusions What comes next? Increase student response Comparative Analysis

Learnings Preliminary interview findings From the student perspective, being involved in large and long term project has the additional benefit of being an active participant in their learning (not a bystander) The students appreciate the opportunity to develop and apply their technical and employability skills Well designed PrjBL provides students with opportunities to apply and develop both their engineering technical and transferable employability skills The students highlight that each year there is the need for training development at the start of the year in project management, organisation and communication

Thank You