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Learning and Teaching Issues

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Title: Learning and Teaching Issues


1
Learning and Teaching Issues
Harvey ThompsonDirector of Learning and Teaching
School of Mechanical Engineering Away Day, 4 Sept
2006
2
Summary
  • External Examiners
  • Accreditation
  • Planned Changes to our LT Delivery
  • Rationale for change
  • Programme and Module changes
  • Programme Executive Committee and
    Theme Teams
  • Breakout session Implementation of
    Programme
  • Changes
    and January Exam Period

3
External Examiners
  • We are about to appoint
  • Professor Srinivasan Raghunathan, Queens
    University Belfast Aeronautical and Aerospace
    Programme
  • Professor Daniel Bader, Queen Mary, University of
    London Medical Engineering
  • This session we will have
  • Professors Wysczynski (Auto/Mech) 2009
  • Raghunathan (Aero), Bader (Medical) 2010
  • Irons (Product Design/Design Modules) 2007.
  • Hence, need new External for Product
    Design/Design modules at end of the year.
  • Please forward any suggestions for replacements
    for Professor Irons asap.

4
Programme Accreditation
  • Accreditation visit will be held between March
    27th-March 28th 2007. We aim to accredit
  • MEng/BEng Mechanical Engineering (IMechE)
  • MEng/BEng Automotive Engineering (IMechE)
  • MEng/BEng Aeronautical Aerospace (IMechE
    RAeS)
  • MEng/BEng Medical Engineering (IMechE)
  • Also wish to accredit with IMechE
  • MSc Mechanical Engineering, MSc Automotive
    Engineering,
  • MSc Medical Engineering, MSc Combustion and
    Energy
  • Electrical Engineering will look after
    Mechatronics Robotics.

5
Programme Accreditation
  • We have to provide all the paperwork at least 12
    weeks before the accreditation visit by the end
    of 2006.
  • An accreditation sub-group will be formed soon to
    manage the whole accreditation process.

6
Rationale for Changes to LT Delivery
7
UNIVERSITY
SOCIETY
STUDENTS
INDUSTRY
RESEARCH SPONSORS
ENGINEERING INSTITUTIONS
STAFF
8
STAFF
9
PAST
  • A single 3-year accredited Batchelor of Science
    degree in Mechanical Engineering up to the
    1980s.
  • Diversification into a range of accredited MEng
    and BEng programmes guided by the market,
    academic staff expertise, the Industrial
    Advisory Committee of the School and the national
    Engineering Institutions (IMechE, IEE and RAeS).
  • Last accredited in 2001 as follows
  • Automotive Engineering (IMechE)
  • Mathematical Engineering (IMechE)
  • Mechanical Engineering (IMechE)
  • Medical Engineering (IMechE)
  • MMME (Management with Mechanical and
    Manufacturing Engineering) (IEE and IMechE)
  • Mechatronics (IEE and IMechE)

10
  • Most Taught postgraduate programmes have not been
    accredited and have their roots in the research
    interests and excellence of the academic staff,
    current and past, and market drivers. Currently
    there are 5 active programmes.
  • The School has been strong in dropping
    programmes. Recent examples
  • MEng/BEng Mathematical Engineering
  • MEng/BEng MMME
  • Similarly the School has been very supportive of
    staff that have made strong educational and
    business cases to establish new programmes of
    study, witness the highly successful
  • MEng/BEng Aeronautical and Aerospace
    Engineering
  • MDes/BDes Product Design

11
PRESENT
  • Distinctive Elements of 2003 School Learning and
    Teaching Strategy
  • Maintain and develop a portfolio of accredited
    undergraduate BEng and MEng engineering
    programmes of study with a core within the
    discipline of Mechanical Engineering but with
    specialisms and interdisciplinary ventures
    consistent with our research strengths and market
    needs.
  • Maintain and develop postgraduate taught
    programmes of study to serve the needs of the
    national and international community based upon
    our research strengths. Develop more flexible
    delivery methods and seek international
    collaborations to widen participation.
  • Support interdisciplinary learning and teaching
    opportunities that emerge with the development of
    the new Faculty structure.
  • Continuously review existing programmes and
    modules, phasing out those that are not
    financially or academically viable.
  • Develop our existing very successful intranet for
    teaching support to encourage innovation in
    module delivery and assessment.
  • Highest quality learning and teaching delivery by
    staff in the most efficient manner achievable in
    a highly research active School.

12
2003 School Learning and Teaching Strategy
(contd.)
13
N.B. Up to 2002 A10, B8, C6. After
2002 A120, B100, C80
14
Periodic Review March 2005
  • Final conclusion in the report from the review
    team
  • The review team noted many areas of good and
    excellent performance, of individuals and the
    corporate team in the School showing capacity for
    and realizing high achievement. At the same time
    concomitant workload pressures were noted (the
    team sensed this as a creaking within the
    system), the impact of which may fall on learning
    and teaching processes and some aspects of
    student experience. Factors such as SSR, number
    of modules and programmes and diversity of
    provision, context of very high research
    performance, administration load, the challenge
    of coordinating cross-School or shared provision,
    and resource constraint were duly exposed. The
    programme array offered by the School has its
    merits in terms of student choice but the School
    might like to consider if a more simply
    configured provision could offer gains in terms
    of the teaching and research load of individual
    members of staff while retaining market impact
    and student experience. The Schools willingness
    to review viability of programmes, clearly
    articulated during the review, is noted.

15
(No Transcript)
16
Actions From July 2005 Away Day
  • Short term (for October 2006)
  • Reduce the number of optional modules
  • Increase the number of larger 20 credit modules
  • Less assessment ? Minimise/remove Semester 1 exam
    period
  • Longer term (undefined as yet)
  • Enhance student experience (problem based
    learning, practical work from Week 0 and
    industrial engagement)
  • Engender a deep problem solving approach
    (historically assumed but now perceived as a step
    change from School)

17
So How Did We Do?
18
Actions From February 2006 Away Day Implemented
at April 2006 Away Days
  • A small group comprising Head of School, DoLT,
    Deputy DoLT, UG and PGT Programme Managers,
    Examinations Officer and Deputy SSO Manager to
    develop a plan to rationalise our programme and
    module provision based upon discussions at the
    Away Day, most notably
  • No more than 50 modules in total in the School
  • Far more 20 credit modules levels 1 and 2
    composed entirely of these.
  • 100 compulsory credits at levels 1 to 3, with
    20 credits of subject specific credits per level
    for each programme. More flexibility at level
    M.

19
Actions From February 2006 Away Day Implemented
at April 2006 Away Days
  • New assessment strategy encompassing the
    elimination of the Semester 1 examination period,
    introduction of strategic class tests tied to
    retention, more formative assessment and tighter
    controls on the number and timing of assessments
    per module.
  • This has been discussed with the Staff-Student
    committee who were generally supportive
  • Our programmes are being re-designed along the
    proposed lines. The Mechanical, Automotive,
    Aerospace, Medical and Mechatronics and Robotics
    programmes will be based around the following
    core 20 credit modules

20
New Level 1 Modules
Design and Manufacture replaces MECH1370
Intro. to Design and Manufacture MECH1380
Product Realisation Engineering Mathematics
(MECH1520) Thermodynamics replaces MECH1260
Engineering Thermodynamics MECH2260/2265
Thermodynamic Cycles/ Auto Power
Cycles Computers in Engineering Analysis
replaces MECH1560 Computers in Engineering
Analysis 1 MECH2550 Computers in
Engineering Analysis 2 Solid Mechanics
replaces MECH1110 Mechanics of Materials 1
MECH1120 Dynamics Engineering Materials
replaces MECH1430 Eng. Materials 1 MECH2410
Eng. Materials 2
21
New Level 2 Modules
Fluid Mechanics replaces MECH1250 Fluid
Mechanics 1 MECH2270 Fluid Mechanics 2
Vibration and Control replaces MECH2170
Vibration and Control MECH3135 Dynamics
and Control Design and Manufacture 2
replaces MECH2330/2335 Embodiment Design
MECH2340/2345 Detail Design and Manufacture
Planning Business (or Professional Studies)
replaces LUBS1120 Economics of Industry
LUBS2190 Company Org. Mechatronics and Actuator
Systems replaces ELEC1910 Electronics and
Instrumentation, MECH2160 Mechatronics
MECH2140 Actuator Systems
22
New Level 2 Modules
Medical Engineering replaces MECH1100
Medical Engineering 1 MECH2100 Medical
Engineering 2 Mechanics of Materials 2 and
Engineering Maths 3 (title to be decided by
appropriate Theme Team) replaces MECH2110
Mechanics of Materials 2 Engineering
Mathematics 3.
23
Level 3 Modules
Individual Project (MECH3810) 30 credits
Professional Studies (MECH3600) 10 credits
Aerodynamics (20 Credits) replaces MECH3210
Turbomachinery and Compressible Flow
MECH3270 Fundamentals of Aerodynamics Computation
al Mechanics (20 Credits) replaces MECH3230
Engineering CFD MECH 3150 Fundamentals of FEA
Cardiovascular Mechanics (20 Credits)
compulsory for Medical Engineering Biomedical
Engineering (20 Credits) compulsory for
Medical Engineering
24
Level 3 Modules
Energy Systems (20 Credits) compulsory for
Mechanical Engineering Design and Manufacture
Systems (20 Credits) compulsory for
Mechanical Engineering, Automotive Engineering
Medical Engineering Aerospace Design (20
Credits) compulsory for Aeronautical and
Aerospace Engineering Aerospace Flight Mechanics
(20 Credits) compulsory for Aeronautical and
Aerospace Engineering Basic Orthopaedic
Engineering (5 Credits) Mechatronics and Robotic
Systems (20 Credits) compulsory for
Mechatronics
25
Level 3 Modules
Machine Intelligence and Digital Control (20
Credits) compulsory for Mechatronics Vehicle
Design and Analysis (20 Credits) compulsory
for Automotive Engineering
26
Level 4 Modules
Team Projects (60 Credits) Professional Project
(75 Credits) Remainder All 15 Credits
Aerospace Structures Rotary Wing
Aircraft Propulsion Combustion and Pollution
Chemistry Automotive Chassis Engineering Automot
ive Driveline Engineering
27
Level 4 Modules
Combustion in Engines Tribology Biotribology Bi
omaterials Functional Joint Replacement
Technology Mechatronics Applications Physiologic
al Measurement and Assessment Spinal
Biomechanics and Intrumentation Microfluidics In
troductory Medical Device Engineering and
Innovation
28
Programmes
Key points Medical compulsory across all
4 years of MEng Mechanical, Auto, Aero and
Mechatronics compulsory across first 3
years Common first two years for
Mechanical, Auto and Aero In year 3 MEng
Mechanical and Auto differ by a single 20 credit
module Energy Systems (Mech) and Vehicle
Design and Analysis (Auto). Aero differs
from Mechanical by two 20 credit modules,
Aerospace Design and Aerospace Flight
Mechanics.
29
Example BEng/MEng Mechanical
Year 1 (All 20 Credits, both semesters,
Compulsory) Engineering Maths Computers in
Engineering Analysis Thermodynamics Design and
Manufacture Solid Mechanics Engineering
Materials Year 2 (All 20 Credits, both
semesters, Compulsory) Fluid Mechanics Mechanics
of Materials 2 Engineering Maths 3 Vibration
and Control Design and Manufacture 2 Business (or
Professional Studies) Mechatronics and Actuator
Systems
30
Example BEng/MEng Mechanical
Year 3 (All Compulsory) Aerodynamics (20
Credits, both semesters) Computational Mechanics
(20 Credits, both semesters) Professional Studies
(10 Credits, semester 1) Individual Project (30
Credits, both semesters) Energy Systems (20
Credits, both semesters) Design and Manufacture
Systems (20 Credits, both semesters) Year
4 Team Project (60 Credits, both semesters,
Compulsory) The remaining optional 60 credits to
be made up from thirteen 15 credit optional
modules.
31
So How Did We DoThis Time?
32
Programme-Centred View of LT
A new committee support structure with far
greater emphasis on programmes than modules. New
developments will need to compared with and
displace existing provision, rather than simply
being cumulative, unless new resource is
provided. Programme Executive Committee (PEC)
created to provide academic leadership for the
Schools Undergraduate and taught Postgraduate
portfolio. It will ensure that programmes are at
the centre of our LT planning and future
developments recommendations passed to the
School Learning and Teaching Committee for
approval.
33
PEC
34
Programme Executive Committee
  • Terms of Reference
  • Review existing Programmes of Study annually
  • Consider and commission proposals for New
    Programmes of Study
  • Request meeting of Subject Theme Teams with a
    specific agenda or task on a needs basis
  • Request the development of discontinuation of
    modules by Subject Theme Teams as necessitated by
    programmes of study or module review
  • Request module reviews from module leaders on at
    least a three yearly cycle, priority triggered by
    module feedback or module mark moderation
  • Request developments in learning and teaching
    resources from TILT and the Physical Resources
    Group (IT, Lab and Design Office provision)
  • Manage the appointments and duties of External
    Examiners
  • Lead and manage the Engineering Institution
    Accreditation
  • Manage the preparation for Periodic Review

35
Programme Executive Committee
Membership Head of School Director of Learning
and Teaching (Chair) Deputy Director of Learning
and Teaching Programme Managers (UG and
PG) Examinations Officer Deputy Examinations
Officer Timetabler Student Support Office
Representative (Quality Clerk) Note Year Tutors
have attended first two meetings I propose that
since PEC is programme-focussed, this will not
normally be necessary.
36
Subject Theme Teams
  • Purpose Develop academic responses to the
    academic requirements of the programmes within
    the parameters set by PEC
  • Terms of Reference
  • Report solely to PEC
  • Meet only in response from the PEC for specific
    action in their academic sphere, often at
    specific times on an annual cycle
  • Develop academic responses and solutions to
    problems posed
  • Make suggestions for academic staffing as
    appropriate
  • Subject Theme Team Leaders are appointed by the
    Head of School

37
Subject Theme Teams
  • Theme teams have recently been activated to
  • Populate the compulsory 20 credit modules with
    material
  • To suggest appropriate subject specialists to
    review exam papers in these new modules (instead
    of Subject Group Chairs)
  • The following Theme Teams will report back by
    early October 2006
  • Design, Manufacture and Management (DMM)
  • Medical, Maths and Computing (MMC)
  • Product Design (PD)
  • Solid Mechanics (SM)
  • Thermofluids (TF)
  • Projects and Transferable Skills (PTS)

38
LT Breakout Session
  • Goals of this session are
  • (1) For the Programme of Study your group has
    been asked to consider
  • Identify and analyse the issues surrounding the
    roll-out of the planned programme changes for the
    2007-08 session onwards
  • over how many years?
  • dealing with students in years
    2-4 in 2007-08? etc
  • Develop proposals for rolling-out the new
    Programme of Study
  • (2) How should we use the time savings from the
    removal of the January Exam Period?
  • problem-based learning?
  • assignments?
  • Each group to report back recommendations on
    issues (1) and (2).

39
LT Breakout Session
  • Aeronautical Aerospace Engineering
  • Ozz Querin, Vassili Toropov, Karl Dahm, Rob
    Hewson, Graham Blyth, Hau Hing Chau, Nik Kapur
  • (B) Automotive Engineering
  • Peter Brooks, David Barton, S. Korossis, Martin
    Priest, Alexy Burluka, Anne Neville, Mark Wilson,
    Dan Trowsdale
  • (C) Mechanical Engineering
  • Kenny Dalgarno, Ray Holt, Tomasz Liskiewicz,
    Alison McKay, Lisa-Dionne Morris, Gary Sharpe,
    Jon Summers, Richard Chittenden
  • (D) Mechatronics and Robotics
  • Gurvinder Virk, Martin Levesley, Brian Henson,
    Vassilis Agouridas, Cathy Barnes, Harvey Thompson
  • (E) Medical Engineering
  • Peter Walker, Richard Hall, Zong Min Jin, Loiuse
    Jennings, Ruth Wilcox, Todd Stewart, Joanne
    Tipper, Sophie Williams
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