1. College of Engineering and Built Environment Teaching Fellowship Report Gavin Duffy School of Electrical Engineering Systems May 19, 2010

2. The objective was …. Enhance an engineering programme by adding more PBL delivery mode BE Electrical was chosen. BEng Tech also involved Announcement at a school meeting obtained a number of interested staff Support the lecturers transition to PBL tutors Help plan group facilitation and assessment Evaluate the initiative and report findings Explore some coordination to facilitate progressive development Traditional Student Centred

3. Strand A – staff development “Would you like to add group-based learning to your module?” Request went out at the beginning of September An informal group of lecturers was established at a workshop provided by Brian Bowe We met several times in the first semester to discuss how our modules were going We had a reflective session yesterday on our PBL experiences during the year We are a PBL group learning about tutoring. We provide each other with ideas.

4. Group-based AND project-driven Brainstorming phase Collect existing knowledge Identify issues to be learned Suggest solutions, delegate tasks, negotiate, creative Self-directed phase Independently manage learning Write homework Complete tasks Develop own understanding IL skills Reporting phase Explain new knowledge in own words Explain what was done and how Teach others Higher levels of Engagemen t Build on Prior Knowledge Misconception s are checked Facilitates Cognitive Development Constructive Alignment with Eng ILOs Facilitates Personal Skills Development CLT

5. Strand B – research, reporting Research included  Reading about the principles of problem-based learning  Examining the calls for development of personal competences (APBs, IBEC, Forfas, Industry)  Developing ideas to facilitate the progressive development of personal skills throughout the programme. Reporting included  DIT showcase in January  First Teaching Fellowship presentation in March  IEEE/IBM international conference on “Transforming Engineering Education” in April  DRHEA poster in May  Today’s presentation  ISEE conference on “Educating Engineers for a Changing World” in July

6. Engineering Education = personal and technical development Higher Education wants: Self-direction in learning Enquiring Mind Relativistic Thinker Industry/Employers want: Self-starters Creative/Critical Thinker Learning to learn The Person needs: Grow in autonomy Change gradually Employability compatible

7. Framework for progressive development Process

8. Results Addition of PBL to one module and self-directed learning to another Enhancement of 4 existing PBL modules Formation of a cohesive group of staff Delivery of 2 student workshops Delivery of 2 staff workshops Plan to refurbish a lab to flexible space 2 conference publications Addition to the School strategic plan

9. Looking ahead Encourage the prog. committees to talk about method aswell as content Work towards a goal of 1 module per semester Coordinate to allow for progressive development Use community projects Seek to provide multi-disciplinary projects Share experience with other programmes

10. Acknowledgements SIF, LTTC HoLD Lecturers HoDs and technical staff Thankyou