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Implementing Activity Led Learning for First Year Engineering Students

Implementing Activity Led Learning for First Year Engineering Students. Essam Abo- Serie and Sedar Tunaboylu. Mechatronics Engineering Department Mevlana University Konya, Turkey. Established 2010. First Graduation 2014. Outline. Overview , active learner.

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Implementing Activity Led Learning for First Year Engineering Students

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  1. Implementing Activity Led Learning for First Year Engineering Students Essam Abo-Serie and SedarTunaboylu Mechatronics Engineering Department Mevlana University Konya, Turkey

  2. Established 2010 First Graduation 2014

  3. Outline • Overview , active learner - Engineering education challenges - Motivation for this research - Changes in curriculum and reflections - Conclusions and remarks

  4. Effective learning Passive learner Active learner Biggs, P., 2007. Teaching for Quality Learning at University http://www.uta.edu/english/pages/facultybestpractices.html

  5. Curriculum Student Expectations International Students Number of Students Current Challenges in Private Universities Bologna, YOK , MODEK Low retention rate and low Student satisfactions Culture and language barriers Low fund for facilities

  6. Motivation to change We are not happy we need to be active learner Student satisfaction Low retention rate Laurie A. Schreiner (2009) Dr. Noel-Levitz, Inc. www.noellevitz.com Leads to Where are the Skillful Engineers? Only theoretical

  7. Reflection and Changes in Curriculum Time for change Students needs Curriculum Student Expectations Industrial needs

  8. Science Eng. subjects Social skills Practical skills Graduate Quality I like science TTO Successful Graduate

  9. Research points to be considered How many engineering students who their work needs solving differential equations? (could be 0.1 %) How many engineering students who their work needs time management, team-up and personal skills (could be 80 %) Is time to take an action?

  10. New Engineering Curriculum Training and Practical Skills Social and Communication Skills European & ABET Accreditation • Internship • Activity lab • Industrial software • Research projects • Real engineering • projects • Team coursework • Group competitions • Project management • Presentation skills • Erasmus programs • Activity clubs Comply with European accreditation requirements Graduate

  11. Curriculum Changes Following the feedback from students and industrial companies changes have been made to the curriculum to focus on students technical and personal skills. • Engineering Technology course ( new course) • series of projects carried out by teams of students • Computer Aided Drawing (new course) • IT skills, hands on activity 4 hours lab and 1 hour lecture • Personal Development (new course) • Develop student personal skills • More activity led learning and simulation software • more labs have been introduced to the new curriculum • particularly physics and mechanics. Students encouraged • to participate in solar car and robotics national competition

  12. New Courses : Engineering Technology Lab Activities ( project based) Lectures ( 4 hours/week- Group work) ( 90 min/week) - Instructors are from industry - All fields of engineering Assessment : Student Performance 85 % 15% Written exam

  13. Student engagement During Eng. Tech. Course lab

  14. Survey Results

  15. Physics Lab Activities Group Project Activities Aim : Creativity, Evaluation Searching Group work Challenges competitive Student club to support new ideas

  16. Physics Support Unit In addition to the lab and activity physics support unit has been made available to all students

  17. National Competition and Student Club Activities New team will be formed to design and a robot to contribute to the national competition. Team has been formed to design and build a solar car

  18. Student learning and Bloom’s Taxonomy Fourth year students Third year students Second year students First year students Revised Bloom’s Taxonomy (1990 ) by Lorin Anderson Bloom’s Taxonomy Blooms (1956) Students do not have to be in their last years to analyze and evaluate a problem Asking students to create something lead to student’s satisfaction and enhancing their learning

  19. Final Conclusions Based on students and industrial companies reflections in addition to the existing theories and previous studies in higher education, the following changes have been made: • Some courses has been added to the curriculum to contribute in • developing student technical and personal skills • Curriculum has been changed by including more labs and activities • Students are encouraged to contribute to national and • international competition • It is advisable for instructors to attend different workshop • about the learning process and how to have an active learner None of mechatronics students left and two students from other Universities joined our department.

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