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‘Masterclass’ Tackling complex problems of sustainable development

‘Masterclass’ Tackling complex problems of sustainable development. Rosemary Tomkinson Academic Support, Teaching Innovation and Development Adviser Faculty of Engineering and Physical Sciences Bland Tomkinson University Advisor on Pedagogic Development University of Manchester. Why?.

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‘Masterclass’ Tackling complex problems of sustainable development

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  1. ‘Masterclass’Tackling complex problems of sustainable development Rosemary Tomkinson Academic Support, Teaching Innovation and Development Adviser Faculty of Engineering and Physical Sciences Bland Tomkinson University Advisor on Pedagogic Development University of Manchester

  2. Why? • Wicked global problems (afterBrundtland :1987) • Ultimate Challenge – what are universities for? • Opportunity – Royal Academy of Engineering Visiting Professor scheme

  3. What ? > Educating Engineers in Sustainable Development • National Academy of Engineering (US)‘[The] future engineering curriculum should be built around developing skills and not around teaching knowledge …’ • Engineering Council (UK)‘[Engineers have a] crucial part to play in minimising risk to the environment, and in bringing about sustainable development...’

  4. What? The inter-disciplinary module • Optional 12 week course (together 2 hours a week) • Carefully constructed to develop skills • Groups of about 8 students • Different cultures/disciplines/professions/nationalities • Analyse problems collaboratively • Share knowledge and research • Develop new ideas • Produce professional reports • Write about own experiences of learning • Improve group skills • Learn how to learn • Learn how to research • Mature learning and assessment

  5. How? • Committed core team • Course teams working together • Finding champions (external funding helps!) • Engaging staff: developing staff, as well as students  four advisory groups • Detailed design • Front-loaded PBL • Post-Docs as facilitators • Training for facilitators

  6. Working together in groups

  7. Results Monitoring and review • Weekly debriefs • Nominal group • Questionnaires Key points from students + Inter-disciplinary+ Teamwork+ Mode of assessment+ Realistic content Questionnaire results + More deep learning approach+ Better self-perception of understanding sustainability + Very positive scores on student satisfaction

  8. Strengths • Helped to prompt university strategy • Outside funding/recognition • Enthusiastic students • Enthusiastic post-doctoral facilitators • International interest

  9. Challenges • Timetables • Funding model – transfer values • University merger • Size of institution • Compartmentalised thinking • Assessment - models changed between years

  10. Thank youBland TomkinsonUniversity Advisor on Pedagogic DevelopmentRosemary TomkinsonAcademic Support, Teaching Innovation and Development AdviserFaculty of Engineering and Physical Sciences Web links Course details www.eps.manchester.ac.uk/tlc/sd/ Report to RAEng www.eps.manchester.ac.uk/tlc/sd/raeng/March09 UoM ISD Report RAEng.pdf Appendices (contain detailed guidance) www.eps.manchester.ac.uk/tlc/sd/raeng/March09 UoM ISD Appendices RAEng.pdf

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