1. Contextualising the learning process in Sports and Materials Science C.L Davis, M. Jenkins and E. Wilcock School of Engineering University of Birmingham

2. Case Studies Demonstrate theoretical concepts in an applied setting Student-centred, independent learning, active learning Group working Setting of objectives/tasks

3. Sports and Materials Science Course Background Comparatively new course (developed 1998) Interdisciplinary Sports and Exercise Sciences Materials Science Recognition of importance of high-tech equipment in sporting industry

4. Student Cohort Vary in motivation and academic background Many originally applied to study Sport and Exercise Sciences Generally studied Biology or Physical Education A level Remaining students applied directly to course Tend to have a more physical science background Difference between two groups noticeable

5. Course Design Flexibility in course design New course Not accreditation constrained Learning strategy to accommodate all students Significant number of case studies Balanced with lectures, tutorials and practical sessions

6. Why Case Studies? Bridge gap between theory and practice Illustrate synergy between two disciplines Encourage active learning Development of transferable skills Enjoyment and motivation

7. Description of Case Studies Students study types of materials, their properties and processing in lectures along with courses in sports performance Consider specific items of sports equipment and their performance and the material characteristics necessary to meet those requirements In depth analysis of components in sports equipment (directed learning) Independent research to extend knowledge (open learning)

8. Formal Case Study Objectives To encourage students to work as part of a team and to present their work orally and in report form including information on: Basic design requirements of the product Materials used and process selection The influence of processing on the properties of the materials in the product Marketing

9. Case Study Format Second year of course, four group case studies Skis Prosthetic limb Climbing equipment Bicycle components Typically 3 weeks, 6 contact hours, 12 student effort hours Group report and presentation Groups of 4-5 randomly selected

10. Typical Structure Introductory briefing Groups work independently Distribute own tasks Group report and group oral presentation Peer assessment

11. Assessment Strategy Division of marks Report 50% Presentation 30% Peer Assessment 20% Chosen to reflect case study learning outcomes Confidential peer assessment forms Reports double marks and presentations assessed by variety of assessors

12. Feedback Informal and Formal Questionnaires Tutorial sessions Interview with lecturer

13. Student Perception Positive Enjoyed case study approach –Allows us to look at sports equipment in detail and investigate how different things are made and why, which I find interesting and relevant to our course Aware of importance of independent study and transferable skills –Improves key skills like giving presentations and group working

14. Student Perception Improvements Timetabled activity –It may help to have a scheduled class each week - to ensure progress is being made Group working –Its not fair on team members when other members do not provide any input or aid the group process Assessment strategy (peer assessment) –I feel that these types of assessment are not always marked truthfully

15. Bicycle Case Study (Modified) 5 week duration Inclusion of practical component Postgraduate support 2 ten-minute group sessions with lecturer Peer assessment replaced by executive summary

16. Student Perception Practical component added to understanding –Much more hands on which was educational and enjoyable Group sessions –Provided a good reference for keeping the project on track Support for executive summary less pronounced –Could use peer assessment and executive summary

17. Conclusions What worked? Putting theory into context Promoting independent learning Increasing enjoyment and motivation Aspect of practical activity Areas for development Group working Group Assessment