Developing an Integrated Curriculum

EngineeringEducationMasterClass

JohnMitchell– UniversityCollegeLondonj.mitchell@ucl.ac.uk

DevelopinganIntegratedCurriculumRobinClark– University of WarwickR.Clark.6@warwick.ac.uk

Day 109:30 Arrivalandtea/coffee10:00 Welcomeandintroductions10:10 SettingtheScene10:30 a)ChallengesinCurriculumDevelopment(activity)

b)Howdoweaddressthechallenges?(activity)c)IntroducingtheIntegratedCurriculum

13:00 Lunch14:00 a)Whatdowemeanbyintegrated?(activity)

b)Theimportanceofcontextc)IEPd)RVS

16:00 Tea/Coffee16:30 a)CDIO(activity)

b)InitialreflectionsandcritiqueconsideringthecontextinSouthAfricaHomework– identifyamodule/unitwithinoneofyourprogrammesforconsiderationtomorrow

18:00 Break19:00 Dinner

Activity

DevelopingameaningfulcurriculumisnotwithoutitschallengesLet’sstartbyidentifyingwhatthosechallengesareDiscussinyourgroups– identifyandprioritisethechallenges(20mins)Youwillthenbeaskedtofeedback

FeedbackLegacysystemsandpracticesthatholdbackintegrationSharedownershipneeded,lecturers,educationalists,stakeholders,e.g.students,etc.ClarityabouttheobjectivesofintegrationKeepingupwithchangeinexternalbodies(industryetc.)AppropriatenessofassessmenttoobjectivesAlignment,horizontallyandvertically,toomuchduplicationvsgapsEnsuringmasteroflittlebitsintheintegratedwholeBalancebetweencontentandexpectedskills.

FeedbackIntegrationbetweenlearningandprocessesoflearningUnderstandingpaceandscopeExpectationofskillsinthelocalcontextPromoteLife-longlearningwithinthecurriculumTabletofstoneapproachvslivingentityDislocationbetweenlearningapproachesandassessmentFindasharedunderstandingofintegrationandreasonsDeepvssurfacelearning(InQ)

How do we address the challenges?

•Howcouldyouaddressthisyourselves?•Whataspirationideasdoyouhave?•Whatneedstochange?

•20minutesdiscussionthenplenary

Feedback• Betterco-ordination(industry,studentsetc)• Changecultureofindividualism– invitepeopleinasco-facilitators• Recentalumnionadvisoryboard(whatshouldmoderncurriculumbe)• Co-ordinationbetweenprojectsandtheory– developyeartoyear–developanticipationlinkedtoapplication– colleaguesworkingtogether

• Jigsawpuzzleanalogy• Curriculumpackedandrestrictive– introduceflexibility• Maths – constructivistratherthanpositivist• Externalindustryexposurebeneficial– promoteandbetterintegratewithuni learning

• Appreciationofintegrationof3areasofknowledge– questionthenbecomeshow

Feedback• Radicallydifferentanddiversemodesofinstruction• Time– leverageoffresearchpriorityininstitutions– miniL+Tprojectsworkingwithothers

•Overcomeobsessionofpast– reconceptualise theengineeringprofessional– ongoingchange

• Culturaldiversityofstaffandstudents,organisation – recognise,address,turntoapositive

• Co-creation– involvestudents• Studentsunderstandingofwhatengineeringis– academicandindustry

• Promotestudentindependence,creativethought…..

Introducing the Integrated Curriculum

Engineering Education

•Whatisitfor?• Itiseducation– itisnotjusttrainingorknowledge• Developintrinsic-motivationandagencywithinstudents• Developprofessionalattitudesandcompetencies• Developgraduatesthatappreciatesocio-economicandenvironmentalcontexts,sustainability,ethics,innovationandentrepreneurship

• Confidentcommunicatorsandteam-workers• Deepspecialistknowledge

What might we integrate?

Thermodynamics101

Mathematics101 Design101 Circuits101 Structures101 Statics101

Thermodynamics201

Mathematics201 Design201 Electronics101 Materials101 Dynamics101

ProjectMathematics301

Programming101 Structures101 Statics201

OveArup

What might we integrate?

What might we integrate?• Criticalthinking• ProblemSolving• TheDesignCycle• ProjectLifecycle• ProductDesign• Visualisation• Teamworking• Leadership• Ethics/Sustainability

• Professionalism• Entrepreneurship• Sourcing

information• Technicalargument• Presentations• Writing• LegalAspects

What might we integrate?

Thermodynamics101

Mathematics101 Circuits101 Structures101 Statics101

Thermodynamics201

Mathematics201 Electronics101 Materials101 Dynamics101

Mathematics301

Programming101 Structures101 Statics101

Desig

n

TransferableSkills

Practice

Team

work

Context

Others

•PsychologyPractice•Culture•Resilience/Self-reflection•Organisational culture•PedagogicIntegrated?

•Disciplines•Modules• TransferableSkills

What do you mean by integrated?

•Whatareasofthecurriculumdoyoufeelareimportanttointegrateinyourcontext?

•Whichmightbeachievable?

•30minuteactivity

• Disciplines• Modules• TransferableSkills• PsychologyPractice• Culture• Resilience/Self-reflection• Organizationalculture• PedagogicIntegrated?

Theimportanceofcontext

WhatdowemeanwhenwetalkaboutcontextinEngineeringEducation?

TheEnvironment

Eurostats (2014)

6th November2015105pagestodigestTeachingExcellenceFramework“Universitiesshouldproducewellequippedstudentsreadytocontributetosocietyandbusiness”Anopportunity?

ConsiderationsReputationMetricsandLeagueTablesStrategyandGoalsStudentExperienceL+TCultureStaffRecognition

GeographyStudentbodyWideningParticipationIndustryinvolvementQualityregimeAccreditation…..

Transition– PeerMentoring

"TRANSITION+“PEERMENTORING

ASolidFoundationforNewStudents:

MUTUALLYBENEFICIALINSTITUTIONALLY

EMBEDDED

PROGRAMMEFEATURESOPTOUT- CAPTUREALL

NEWSTUDENTSUNIVERSITYWIDESCHOOLBASED

PRE-TERMALLOCATIONMENTEE-CENTRICDISCIPLINEFOCUS

SHARINGOFCONTACTDETAILS

ACTIVITYMANAGEMENT1MENTOR– 3TO5

MENTEESFLEXIBILITYRECIPROCITY

MENTORPREPARATIONRECRUITMENTTRAINING

ON-GOINGSUPPORT

RELATIONSHIPMANAGEMENTMATCHING

UNDERSTANDINGEMPATHY

CONFIDENTIALITY

REWARDANDRECOGNITION

VOLUNTARYACTIVITYACCREDITATIONCELEBRATIONOPPORTUNITY

MENTORINGFOCUSINITIALSOCIALSUPPORTEVOLVESTOCAPTUREACADEMICNEEDSAND

ASPIRATIONS

Clark,R.,Andrews,J.&Gorman,P.(2013).“TacklingTransition:TheValueofPeerMentoring”. JournalofWideningParticipationandLifelongLearning.Vol 14,SpecialIssue,Winter2012-13

EmbraceyourcontextComplexMatchingyourapproachtoyouraspirationsPromotingandrealisingappropriatechangeDevelopinganevidencebaseforinformeddecisionmaking

Integrated Engineering Programme (IEP)

What is Engineering?engineering

….the art and practice

of

changing the physical world

for

the use and benefit of all

“IthinkIwouldhavedoneengineeringifI’dknownwhatacreativesubjectitwasandnotjustaboutsolvingequations”

What is the IEP?• Awayofteachingthatprovidesconnectingactivitiesbetweenthedifferentdisciplines

• Acommoncurriculumstructurethatpromotespracticalapplicationandtransferableskillsalongsidefundamentaltheoretical/technicalknowledge

• Itisembeddedintothestudent’schosenBEng/BSci orMEngdegree

• Aresponsetochangeinthehighereducationlandscape

Aims

•DemonstratetheInterdisciplinarynatureofEngineering•Developandinclusivecurriculumpromotingdiversity•AuthenticPracticalEngineeringfromthestart• EmphasisonDesignandProfessionalPractice•Maintaindisciplinarystrengthsandalignmenttoresearch

What is different?

• Authenticengineeringworkplacepracticesthroughseveralprojectopportunities

• Learntoworkwithengineersfromotherdisciplinesfromthestart

• Developskillsthatwillhelpstudentsturntheirtheoreticalworkintorealsolutions

• AssistinidentifyingpersonalvaluesanddeveloptransferableskillsthathelpstudentsreflectonthekindofEngineertheywanttobeandimpacttheywanttomakeintheircareer

Interdisciplinary Projects

Interdisciplinary and Multidisciplinary Minor

1st year

2nd year

3rd yearBEng

4th yearMEng

Minor Introduction

Multidisciplinary Challenges, Design and Professional Skills, Mathematical Modelling and Analysis, Scenarios

Accredited Degree

How to Change the World

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Bioc

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Scie

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Scenarios

IEP ‘Spine’

Integrated Teaching & Learning•Aconnectedcurriculum,punctuatedwithproblem-basedandresearch-basedactivities

• Inter-disciplinaryapproach(7undergraduatedepartments- >700students)

• Year1foundations,upperyearprojectsandminorstreams

•Minors- topicalandinter-disciplinary•Reviewthebalanceofassessment&deliverystyles•Reviewofdisciplinespecificcurriculum

What our Engineering students do?

Design

Group work

Authentic Learning - Challenges•Challenge2:TBVaccineProductioninSubSaharanAfrica

Authentic Learning - Scenarios

How to Change the World•700+Students,65Partners,5Cohorts,50+Teachingteam•Aunique,two-weekhands-ontrainingprogrammethat equipsrisingengineeringtalentwiththeskillstodevelopcreativeandtechnicallyrobustsolutionsto21st-centurychallengestobringaboutpositivesocialchange.

http://www.ucl.ac.uk/steapp/how-to-change-the-world

How to Change the World

http://www.ucl.ac.uk/steapp/how-to-change-the-world

Inherent to the IEP?

• Teamwork,leadership&projectmanagement• Student-ledlearning/autonomyormastery• Self-awareness&self-efficacy• Ethics,values&morals• Sustainability• Globalchallenges&societalimpact• Non-traditionalpathways• …andInclusion&Diversity

AnApproach- RVS

Whatisit?Wherediditcomefrom?Whywasitdeveloped?

StartingPoint

LearningOutcome

TeachingMethodAssessment

Constructivealignment (Biggs,1999,2003)

R+V+S=StudentSuccess

Relationships – betweenusallas,despitetechnology,contactisvalued

Variety – howweengagestudentsindifferentways

Synergy – beyondalignment– pre-universitytoLLL

Awaytocommunicatepriorities– basisforaplanofaction

Clark,R.&Andrews,J.(2014).“Relationships,Variety&Synergy:Thevitalingredientsforscholarshipinengineeringeducation?”EuropeanJournalofEngineeringEducation,Volume39,No.6,pp585-600

WorkingTogether

Clark,R.(2011).“UsingHeritagetoPromoteStudentLearning”.InGrainger,S.,Kestell,C.(Eds).EngineeringEducation– AnAustralianPerspective. Chapter6.pp411-423.Multi-SciencePublishing

InnovationintheUniversityVarietyandActiveLearningAuthenticLearningExperiences

DiscussionVideoAudioCasestudyRoleplayGamesandPuzzlesBuzzgroupLabsPresentationSharedexperiencesPlacementPollingLecture(teacher,student,external)…..

‘EducatingEngineersforthe21stCentury’,RoyalAcademyofEngineering,Report,June2007

AddingtheValue

WBL– StudentComments

‘Animportantfactisthatlearningisbothanactiveandareflectiveprocess.Whatreallystandsoutfrommylearningexperienceisthelifelonglearning.UpuntilIleftuniversity,Ihadalwaysthoughtthatuniversitywasgoingtobetheendofmyeducationalyears.Ihavenowlearntthatgoingtouniversitywasnotjusttolearnhowtobeanengineer,butalsotolearnhowtolearn’Student,BPAngola

‘Thecourseisdevelopedaroundworkplaceneedsandprojects…Fromapersonalperspective,thebenefitsaresubstantial,havingaccesstoacademicsandpeers,allworkingtowardsthesamegoalofdevelopingWorldClassEngineers’Student,BAESystems

What’shappenedGeneratedconversationHelpedtoweakenL+T/ResearchstaffbarriersBasisforstrategydevelopment

AnApproach- CDIO

OriginsinEngineeringEducationIncreasingreach,wellestablished

CDIOTheCDIO™INITIATIVEisaninnovativeeducationalframeworkforproducingthenextgenerationofengineers. TheframeworkprovidesstudentswithaneducationstressingengineeringfundamentalssetinthecontextofConceiving— Designing— Implementing— Operating(CDIO)real-worldsystemsandproducts.Throughouttheworld,CDIOInitiativecollaboratorshaveadoptedCDIOastheframeworkoftheircurricularplanningandoutcome-basedassessment.CDIOcollaboratorsrecognizethatanengineeringeducationisacquiredoveralongperiodandinavarietyofinstitutions,andthateducatorsinallpartsofthisspectrumcanlearnfrompracticeelsewhere.TheCDIOnetworkthereforewelcomesmembersinadiverserangeofinstitutionsrangingfromresearch-ledinternationallyacclaimeduniversitiestolocalcollegesdedicatedtoprovidingstudentswiththeirinitialgroundinginengineering.

www.cdio.org (2017)

CDIOStandardsSTANDARD1: TheContextSTANDARD2: LearningOutcomesSTANDARD3:IntegratedCurriculumSTANDARD4:IntroductiontoEngineeringSTANDARD5:Design-ImplementExperiencesSTANDARD6: EngineeringWorkspacesSTANDARD7:IntegratedLearningExperiencesSTANDARD8:ActiveLearningSTANDARD9:EnhancementofFacultyCompetenceSTANDARD10:EnhancementofFacultyTeachingCompetenceSTANDARD11: LearningAssessmentSTANDARD12:ProgramEvaluation

AstonMechanicalEngineeringandProductDesignStart2010EvaluationofImpactStudentsandstaffEmployersrecognisetheimprovement

Clark,R.&Andrews,J.(2012).“EngineeringtheFuture:CDIOasatoolforcombatingretentiondifficulties”.InRasul,M.(Ed).DevelopmentsinEngineeringEducationStandards:AdvancedCurriculumInnovations.Chapter8.pp143-155.IGIGlobal

StructureYears1and2

Engineering Design

PROJECT1Design&

Experimentation

IndustrialPlacementYear3

Year1

PROJECT 2

Prototyping&Development

PROJECT3Designforthe

UserPROJECT4Design&

EngineeringforIndustry

Year2

IMechEAccreditedcourses

IEDInstitutionofEngineeringDesignersAccredited

Earlydays….

StaffReflections

• Learningandteachingisverymuchatthefrontofthegroupandschoolphilosophy

• Cultureofinnovationexistswithingroup• Aroundhalfofstaffnowactivelyinvolvedinpedagogicalinnovation

• Programmes arenowmuchmoreintegrated– siloteachingmuchlesscommon

StudentReflections

“During my placement at Morgan Advanced Materials, I soon found thatout of all the knowledge I had gained during my first two years of academic studyat university, it was the skills developed during CDIO that I wasutilising most frequently - this spanned from simple project planningexercises to costing reviews, proposals and report writing. Indeed, the very natureof work conducted in the module prepares you to work in challengingenvironments outside of university; it prepares you to work effectivelyin teams comprising of varying specialties and promotes effectivedebating and discussion within such a scenario. In addition, it allows thestudent to become familiar with the myriad of requirements within an industrialengineering project.”

HarrisonBourne,ex-placementstudent

StudentReflections

“CDIOhelpedmeduringmyplacementyearasitallowedmetoapproachproblemswithaopenminded,candoattitude,withoutbeingintimidatedbythesizeandcomplexityofthetaskahead.”

Suraj Sudera,Formerplacementstudent

AstonStudentSatisfactioninNationalStudentSurveysince2008

2009 2010 2011 2012 2013 2014 2015 2016AssessmentandFeedback 59 59 64 65 74 73 76 75

AcademicSupport 76 73 77 78 84 83 86 85

OrganisationandManagement 78 77 81 80 86 85 86 86

LearningResources 79 79 83 86 87 88 90 90

PersonalDevelopment 82 81 84 82 85 84 86 84

OverallSatisfaction 84 83 85 83 89 89 90 89

556065707580859095

100

%Satisfie

d

CDIO– AnActivity

RegulatoryandContinuousImprovementaredriversSelf-EvaluationtooldevelopedaspartofaEuropeanProjectPromotesaholisticviewofthecurriculum

QUALITY ASSURANCE AND ENHANCEMENT MARKETPLACE FOR HIGHER EDUCATION INSTITUTIONS

QUALITY ASSURANCE AND ENHANCEMENT MARKETPLACE FOR HIGHER EDUCATION INSTITUTIONS

SelfEvaluationandAssessmentAsetofcriteriadrawnfromacomprehensiverangeofQualityFrameworks*PairingprocessbasedonoutcomesoftheselfassessmentquestionnaireCross-sparringvisitsandpeerlearninginasupportivecommunityofpracticeSharingofbestpracticeStructured implementation

*Clarketal(2015):DevelopingaRobustSelfEvaluationFrameworkforActiveLearning:TheFirstStageofanErasmus+Project(QAEMarketPlace4HEI)Proceedingsofthe43rdSEFIconference

CriteriaTurku Aston

Crit.no Name Value Value1 Aholisticviewoflearning 4 32 Appropriatelearningoutcomes(developedfrom 4 33 Anintegratedcurriculum 3 34 Asoundsubjectfoundation 4 55 Activelearningapproaches 3 36 Appropriateworkspacesandequipment 3 37 Personalandinterpersonalskillsdevelopment 3 38 Facultydevelopment(knowledgeandteaching) 2 19 Learnerassessment(type,levelandamount) 3 310 Programmeevaluationtopromotecontinuous 3 311 Linkstoemployabilityaremadethroughout 4 212 Collaborativelearning 3 313 Additionalsupportforlearning 3 314 Technologytoengagestudentsinlearning 3 315 Feedbackistimely,appropriateandformative 3 116 Researchisusedinteaching 4 317 Studentparticipationinprogrammereviewand 5 118 Widerstakeholderinputtoprogrammedevelopment 4 319 Studentretentionandprogressionismonitored 4 220 Workplacementsarepromoted 5 421 Problemsolvingopportunities(linkstotheresearch 4 3or522 Designprojectsareintegratedthroughoutthe 5 3or523 Equality,diversityandequalopportunityconsiderations 2 324 Professionalattributesandtopicalconsiderationsare 3 4-25 Evidenceofeducationalscholarshipbyfaculty 4 326 Effectivecommunicationwithstudents 3 327 Differentlearningstylesaretakenaccountof 2 328 Teachingresources 3 3

TheActivePartNowit’syourturnYouhave4criteriatoscoreDothisforthemainprogrammeyouteachonComparescores,pairupandexploretheevidencequestionsonyourhandoutCompleteyourhandoutasfullyasyoucanBereadytofeedback

Homework!Homework– identifyamodule/unitwithinoneofyourprogrammesfor

considerationtomorrow

Day 208:00 Arrivalandtea/coffee08:30 a)QuestionsandthoughtsfromDay1

b)Whatresonatesandwhatdoesn’t?Why?(activity)c)Howdowedeterminethesuccessofacurriculumdevelopmentprocess?(activity)d)TheUKLandscape.TEF,Recognition,Accreditation,Industryengagement,institutionalcontext.

10:30 Tea/Coffee11:00 Consideringyourunit– howcanyouuseIEP/RVS/CDIOthinking?(activity)12:30 Lunch13:30 a)Takingyourcolleagueswithyou

b)Consideringotherstakeholdersc)EER/Scholarship

14:15 d)Youractionplan(activity)e)Whatsupportwouldbevaluable?

15:15 Closure,tea/coffeeanddeparture

Questions and Thoughts from Day 1

What resonates and what doesn’t? Why?

20minutegroupdiscussion

Activity

OurgoalissuccesswithourcurriculumdevelopmentprocessWhatissuccessforyou?Discussinyourgroups– identifywhatsuccessmeanstoyou(30mins)Youwillthenbeaskedtofeedback

FeedbackCurriculamakessensetoeveryoneStudentsenjoyit.StaffbuyinIndustryvaluetheeducationIncreasemeaningfulaccessfordiversitygroupofstudentsFocusonstudentsskillsandattributesfromnowto2050FulfilthemissionandvisionoftheuniversityinyourcurriculumStudentshavefoundwhattheyareinspiredby

TheUKLandscape

TEFRecognitionAccreditationIndustryengagementInstitutionalcontext

WhatistheTEF?

StudentExperience(NSS)EmploymentDestinations(DLHE)Lookatfordifferentgroupsofstudents

Rating– Gold,Silver,Bronze

TheAspiration

TEF:Year2andbeyond– GovernmentresponseSeptember2016

CurrentStatus

SubjectLevelPilotsLearningGainStudyPostgraduateProvision2020onwards

WMGapproach– SteeringGroupand2WorkingGroups• TeachingQualityandLearningEnvironment• StudentOutcomesandLearningGain

TQLE– Lookingatteachingpracticeswhichprovideanappropriatelevelofcontact,stimulationandchallenge,

encouragestudenteffortandengagement,andwhichareeffectiveindevelopingtheknowledge,skills,attributesandworkreadinessofstudents.Alsothewidercontextforteachingwhichincludestheeffectivenessofresourcesdesignedtosupportlearning,maximisecompletion,andaidthedevelopmentofindependentstudyandresearchskills.Thismayincludelearningspaces,useoftechnology,workexperience,extra-curricularactivitiesandopportunitiesforpeer-to-peerinteraction.Thedevelopmentofstafftofacilitatelearningunderpinsalloftheabove

SOLG

AsoberingthoughtStudyof9000studentsacross123institutions50%wouldnothaveappliedorwouldhavereconsideredapplyingtoabronzerateduniversity

UKTrendence Research,2017

Recognition

•http://www.evaluatingteaching.com

RoyalAcademyofEngineering– DoesTeachingAdvanceyourAcademicCareer.http://www.raeng.org.uk/publications/reports/does-teaching-advance-your-academic-career

What type of chair?

Copyright:blueringmedia /123RFStockPhotCopyrightNikon/123RFStockPhoto

Accreditation

Accreditation•36differentprofessionalengineeringinstitutionsthenaccredit!BCS, The Chartered Institute for ITBritish Institute of Non-Destructive Testing (BINDT)Chartered Institution of Building Services Engineers (CIBSE)Chartered Institution of Highways & Transportation (CIHT)Chartered Institute of Plumbing and Heating Engineering (CIPHE)Chartered Institution of Water and Environmental Management (CIWEM)Energy Institute (EI)Institution of Agricultural Engineers (IAgrE)Institution of Civil Engineers (ICE)Institution of Chemical Engineers (IChemE)Institute of Cast Metals Engineers (ICME)Institution of Engineering Designers (IED)Institution of Engineering and Technology (IET)Institution of Fire Engineers (IFE)Institution of Gas Engineers and Managers (IGEM)Institute of Highway Engineers (IHE)Institute of Healthcare Engineering and Estate Management (IHEEM)Institution of Lighting Professionals (ILP)

Institute of Measurement and Control (InstMC)Institution of Royal Engineers (InstRE)Institute of Acoustics (IOA)Institute of Materials, Minerals and Mining (IOM3)Institute of Physics (IOP)Institute of Physics and Engineering in Medicine (IPEM)Institution of Railway Signal Engineers (IRSE)Institution of Structural Engineers (IStructE)Institute of WaterNuclear Institute (NI)Royal Aeronautical Society (RAeS)Royal Institution of Naval Architects (RINA)Society of Environmental Engineers (SEE)The Society of Operations Engineers (SOE)The Welding Institute

Institute of Marine Engineering, Science & Technology (IMarEST)Institution of Mechanical Engineers (IMechE)

Accreditation• Thelearningoutcomesoftheprogramme(s)• Theteachingandlearningprocesses• Theassessmentstrategiesemployed• Theresourcesinvolved– includinghuman,physicalandmaterial• Itsinternalregulationsregardingcompensationforunderperformance

• Qualityassurancearrangements• Entrytotheprogramme andhowcohortentryextremeswillbesupported

• Howpreviousaccreditationrecommendationsandrequirementshavebeendealtwith

Accreditation

•Underpinningscienceandmathematics,andassociatedengineeringdisciplines,asdefinedbytherelevantengineeringinstitution

• EngineeringAnalysis•Design• Economic,socialandenvironmentalcontext• EngineeringPractice

Student Demands

• Studentsincreasinglydrawntoengineeringbecausetheywanttodesigncreativesolutionstomajorglobalchallenges.

•Wanttoseetheconnectionbetweentheoryandpractice.• Increasedconsiderationofemployability•Requirecompetenciesinworkingacrossamultiplicityofboundariesandwithpeoplewhosespecialisationand/orculturalframeworksthatdifferfromtheirown

Industry Demands

Industryengagement‘Itiswhatitsaysonthetin’NotalwayseasyIncreasingcompetitionRelationshipsneedeffortEconomyandBrexit presentchallengesTEF/LearningGain/Integration

GlobalPartnerswithWMG

Whatdoesindustrywant?Everything!AsoundtechnicalfoundationAmultitudeofotherinterpersonal,personalandbusinessskillsVariableengagementbyindustryArticulatewin-win

IMechE,2011

EngagementModel

TheUniversityofWarwick6th- TheTimesandSundayTimes2015

7th - ResearchExcellenceFramework2014(latestdata)

48th- QSWorldRankings2015

Foundedin1965,withover23,000studentsand5,000staff

Faculty of Science Other Faculties

School of Engineering Other Departments

TheUniversity

WMGEstablishedin1980byProfessorLordBhattacharyya

Worldclassappliedresearchfrommanufacturingtohealthcare

World’slargestManufacturingGroup:Research,Training,Implementation

Applicationiskey- programmesindustryfundedandleadtoimplementation

Over400staffinsixmainbuildings

AstonUniversityFoundedin1895,Universitysince1966CampusinBirminghamcitycentreStudentpopulation:9000+(justover1,700Internationalstudents)Industry-focusedandaccreditedprogrammesUSP- EmployabilityEngineeringandAppliedScience,LifeandHealthScience,BusinessandLanguages– MedicalSchoolcomingIndustrialplacementyear(80%)Graduatesenteringemployment(92%)Atop30UKUniversity

InstitutionalContextAstonvWMGGoldvSilverTeachingvResearchStudentbodyStudentexperienceIndustryrelationships…..

LONDON’S GLOBAL UNIVERSITY

Founded in 1826 as University of London

The first in England to admit students regardless of class, race or religion

The first in England to admit women students on equal terms with men

> 6,000 academic and research staff

> 40,000 Students, 52% at Graduate Level

> 28 Nobel Prize winners who are or were students or staff

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UCL Engineering

•10Departments•3122UG•2534PG•305Academics,•410Researchers,•77TeachingFellows

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UCL Context

• Innovatetocreatealearningcultureandcurriculumstructuresthatdevelopandfostercriticalindependentthinkingthatisradicalanddisruptiveandcontributestoproblemsolving.

• - UCL2034:Theme2UCLConnectedCurriculum

http://www.ucl.ac.uk/2034https://www.ucl.ac.uk/teaching-learning/education-initiatives/connected-curriculum

Activity

Thisisthebigone!Consideringyour‘unit’– howcanyouuseIEP/RVS/CDIOorotherthinkingtorealiseamoreintegratedapproachtocurriculumdevelopment?Thisisyourchancetocreatesomethingofvalue

Taking your colleagues with you

What gives?

Curriculum Design

Talk to lots of people

Censored

Be careful who you listen to…

IEP – Scaling of Existing Innovations

•RelyonandbenefitfromPrecedence….isoursecretsharedamongsttheIEPTeam

•Meaning… everythingimplementedwithintheIEPhadexistedsomewhere,andinmanycasesatUCL

What do you need to make change happen?

Our chief weapon is

Fear

“…theyareamassivelyresearch-intensiveuniversity,oneofthetoptenintheworld,thatcouldhavereallylaughedthisoff.Buttheydidn't.Theyaretakingtheundergraduateeducationseriously”.

MIT:Theglobalstate-of-the-artinengineeringeducation:OutcomesofPhase1benchmarkingstudy– unpublished.

Our two weapons are

SurpriseandFear

Our three weapons are

Fear,SurpriseandanalmostfanaticaldevotiontotheDean

Amongst our weaponry are such diverse elements as

Fear,Surprise,analmostfanaticaldevotion

totheDean,andniceorangeandgrey

branding…..

withapologiestoMontyPython

Change is hard!

LittleLots

Howmuchchange

Hard

Easy

Difficulty

It’s not a popularity contest

“WhenIjoinedthedepartmentacoupleofcolleaguestoldmeyouwereawasteofspacewhoseonlyjobwastoannoythem”

AnonymousmemberofProfessionalServices

• Studentscanbeconservativetoo• Tobeexposedtoresearchandproblemsolvingisnotwhattheywereexpecting.

butmostenjoyedit

Remember the students

What the students think?

I liked the fact that I was able to interact and collaborate with people; this improved my social skills, and it has made me a more co-operative person. Also, it has gotten me into the habit of asking questions when I do not understand something.

Ilikedtheopportunitytoworkwithpeoplefromdifferentdisciplines,onarealworldproblem.

IlikedthatitwasveryhandsonandthatIcouldworkwithotherengineeringdisciplines.Itisagoodalternativetojuststudyingbooks

What the students think?

IEPformeisoneofthebestpartsofstudyingComputerScienceatUCLandthesubjectthatisbestpreparingmetoworkinaprofessionalenvironment.

Tome,theIEPisaplatformwhereonecanlearn,understandandappreciatethevariouscontentfromotherengineeringfields.

IrememberhowconfusedIwaswhenIsatinthattheatrefortheIEPkickoff…..Butinthesecondtermwhenwetookonweek-longscenarios,ithitme.ThatIEPteachesusteamworkingandcommunicationskills;…..wasalltomakeusthinklikeengineerstounlockourcreativityandforustocommunicatethatsowecanworktogether.

What we’ve learned

•Constraintsandcontextareimportant• Sometimesyouhaveto‘feel’ittoreallyunderstandit•UCLisagreatplacetodothis– ifyouworkouthow

What we’ve learned

•Constraintsandcontextareimportant• Sometimesyouhaveto‘feel’ittoreallyunderstandit•Universitiesaredesignedtocontrolchange.• Beingreactiveatscaleischallenging.

• Technologycanhelpbutwatchoutforbugs• Rememberitisstaffcontactthatstudentsvaluemost.

• Togetanengagedcohort,theyneedtobeengagedwith.

Consideringotherstakeholders

Whoarethey?Whyisitimportant?Consideryourcontext

StudentsWideruniversityProfessionalbodiesOtheraccreditationbodiesIndustryTeachers/ParentsBeinclusive

EERandScholarship

Wheredoesitstart?Howcanwenurture?Whereistheresupport?

TheValueProactiveapproachtoL+TEvidenceInformeddecisionmakingSharingNetworkProfessionalrecognitionPromotionScholarship/Research

UKNetwork2009– SpecialInterestGroup2013– FirstAnnualSymposium2014– NetworkandwelcomeIrelandIndependent5th AnnualSymposium– November2017inLondon

Ourcommunity

PIG?

Visibility

BeyondtheUKSEFIREENASEE,AAEE,SASEE,CDIOCentresandNationalSocietiesEUProjects– QAEMP

SEFI2016

• University-Businesscooperation41• EngineeringSkills57• SustainabilityandEngineeringEducation17• QualityAssuranceandAccreditation8• ContinuingEngineeringEducationandLifelongLearning12• OpenandOnlineEngineeringEducation17• EthicsinEngineeringEducation2• CurriculumDevelopment61• AttractivenessofEngineeringEducation21• PhysicsandEngineeringEducation9• MathematicsandEngineeringEducation15• StudentsCooperation12• EngineeringEducationResearch79• GenderandDiversity10

Activity– YourActionPlan

CreateitShareitUseit

Jick’s 10CommandmentsAnalyzetheorganizationanditsneedforchangeCreatevisionandcommondirectionSeparatefromthepastCreateasenseofurgencySupportastrongleaderLineuppoliticalsponsorshipCraftanimplementationplanDevelopenablingstructuresCommunicate,involvepeople,andbehonestReinforceandinstitutionalizethechange

YourActionPlan