Amping-up course moments/projects short description

1. Amping-upcoursemoments/projectsshortdescription In this work weproceed from teachingexperiences 2000-2008, analysetwo different teachingprojects (PBL) in twoadvancedlevelcourses, and developean adaptableteaching-aidpackage. Matter of fact, the twostudiedprojectsconstituteabout 10% in coursesaimed at: • polymer education: a small group deals with a given research/engineeringtopicextending the coursematerial. Name of course: Engineeringpolymers (MPM080). Name of project: TTS (topic to study)(mainfocus) and • compositeseducation: a small group deals with a given application by using the evolvingcoursematerial. Name of course: Composite and nanocomposite materials (MPM052). Name of project: DIARY (additionalfocus) Thus, as a way of improvement: (i) changedcoursetimeplan, (ii) guidelinesand (iii) criteria for students are proposed to bear on TTS project, and (iv) implementation/realization of TTS and DIARY) is derived from HSV and Dublin descriptors(seeDelivrablesD1-D3)

2. Extensions/possibilities? · The developedteaching-aidpresentlydesigned for MMT education, perhapscould serve wider at Chalmers, wherefrequently PBL is employedeither as part of a courseor sole form of teaching ·Based on the present study, it may be possible to attempt a comparisonbetween’transfer of knowledge’ and ’projectbasedlearning’ forms of teaching

3. Limitations/no-solutions • Howwill present teaching-aidpackage be accepted by lecturer NN? ?

4. How are wecontributing to the 1-11 Impactgoals? 6/11? • Impactgoal 1: …improving the knowledge and competence of students: YES Trying to tackle a real problem may provide the motivation needed to learn the new concepts, and master the knowledge required to solve it, and this is better done in a group instead of individually • Impactgoal 3:(partly, possibly): …improve the connectionwithin programmes: YES(Butassumingthat the preparedteaching-aidpackagewillinterestotherprogrammes) • Impactgoal4:…activelearning: YES TTS and DIARY is learningactively in a small-group • Impactgoal7:…prepare new teachingresources in English: YES(herebyisproposed) • Impactgoals 5, 10: …issues of diversity are considered; common arenas for experiencesharing: YESVariation in forms of teaching may be a good way towards a class of diversified experience, background, and learning styles

5. Howcanwedisseminate the result? • via learningexperiences of students: bothcourses are ratherwellattended • to lecturers: be printing a leaflet and sendingitwith a coveringnote; similarlyelectronically • to a widerteachingcommunity: planned for CDIO Conference 2009

6. Delivrables As a result of this projectwewill: • Set: TTS earlier in the course and we deliver: • Guide: students need to knowwhattheyshouldexpect, not expect, and experiencepartnershipfeeling amongthemselves and with lecturer (TTS)-Deliverble D1 • Criteria: evaluativecriterianeed to be brought to bear on the written report and oral presentation (TTS)- Delivrable D2 • Outcomes:the implemention/realizationof TTS and DIARY is derived from HSV and Dublin descriptors – Delivrable D3

7. authors Gert Persson – vice-HOD MMT Birger Karlsson – previouslydirector of IMP AM Maria Knutson-Wedel – coordinator of MP AEM, CDIO Mikael Rigdahl – examiner in Engineering Polymers (TTS) Rodney Rychwalski - examiner in Engineering Polymers (TTS), examiner in Composite & Nanocomposite Materials (DIARY), projectleader

8. Delivrable D1 • GUIDE • Students need to know what they should expect, not expect, and experience partnership: • 1. Set clear expectations about the student´s writing and presentation: • number of pages/words • when written work is expected • date for oral presentation • clarify that every member of project team will be presenting • set date when feedback on written report and presentation will be ready • clarify whether students should keep back-up copies • inform if you plan to keep supervisory record (from the course of TTS, from presentation, from written report, from perhaps questions and discussions) • 2. Be as explicit as you can what you hope to provide for the supervisee: • methodological help • structuring the report • advice on the literature search • theoretical ideas • help with computing • visits (if fieldwork is involved) • hand-on help with equipment • practical tips • 3. Be as explicit as you can what you cannot or will not provide: • e.g., email supervision • e.g., language correction, stylistics and spelling • 4. Elements of partnership: • encourage training of judgement: e.g., read each other’s work • ask for their critical opinion: e.g., on the references they used • reflect to students that likely they will face the need to ‘sieve off’ some omnipresent and ubiquitous ‘noise knowledge’ and this will help sharpening and making the report and oral presentation attractively terse • more partnership, e.g., ask for a couple of suggestions towards next year topics

9. DelivrableD2 • CRITERIA • Evaluative criteria need to be brought to bear on the TTS written report and oral presentation, where both activities will be necessarily evaluated per team and not per individual student. • Written report: • is the material ‘on track’, clearly organized/structured and within limits? (number of words) • is there an attempt made to integrate the knowledge in the topic field? • is the work dealing with the topic using polymer science and engineering methods/platform? • is the coverage of the topic field comprehensive and complete? • has the group shown (some) knowledge of relevant literature and judged well in choosing the references? (titles of references must be given) • do students comment on the importance of such research for the society? • are conclusions included, and what is their quality in the report and presentation? • are the authors rights to figures observed in the report? • what was the graphical impact of the report and presentation? • Oral presentation:

10. DelivrableD3 • OUTCOMES • Implementation/realization of TTS and DIARY is derived from HSV and Dublin descriptors, specifically: • 1. TTS report and presentation is an exercise to integrate the knowledge in the topic field • 2. TTS report should be based on published scientific results, may include • ethical aspects, and students should comment on the importance of such research for the • society • 3. TTS report and presentation should be constructed from fundamental concepts, results • from material characterisation, theoretical predictions and the like • 4. If and when material judgment is involved then, generally, a reflection/awareness of • scientific, social and ethical responsibilities is important. Particularly, such judgement • would seem compulsory for material selection in the DIARY project, or novel • materials in TTS. However, due to the shortness of the projects as well as likely • inexperience in this matter, the team could include this discussion, but this is not a strict • requirement.

11. Appendix A1 • HSV and Dublin descriptors • critically and systematically integrate knowledge and predict and evaluate material behaviour and events, also with limited or incomplete information • consider relevant scientific, societal and ethical aspects fulfilling human needs and the society’s goals for sustainable development in the context of materials science • communicate, in a dialogue, their conclusions and the rationale underpinning these, to both specialists and non-specialists, nationally and internationally, based on fundamental concepts, results from material characterisations or theoretical predictions • formulate judgement concerning selections of materials or development of new materials that include reflecting on scientific, social and ethical responsibilities and to demonstrate awareness of ethical aspects on research and development work • draw conclusions showing insight into the possibilities and limitations of materials science, its role in society and the responsibility of humans for its use, applying social, environmental and ethical considerations