Contents

Chapter: Chapter 3

3.3 Examples of radical change

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Republic Polytechnic in Singapore has adopted an approach which is entirely based on PBL (problem based learning). Throughout its two-year Diploma courses in engineering it presents the students with a new problem every day [http://www.rp.sg/about/why_diff/index.asp]. Staff undergo substantial training (starting with a 5-day introduction) to help them act appropriately as PBL facilitators as opposed to lecturers – … Continued »

3.2 Innovative and less-conventional teaching methodology

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Many – indeed probably most – undergraduate programmes in engineering and science include a small amount of non-conventional teaching and learning. It is common, in modular programmes, to find a small number of modules delivered via problem-based-learning (see below and Chapter 5.4) or with varying amounts of active learning (see Chapter 5.8). There are also plenty of … Continued »

3.1 Contact hours and conventional teaching

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Anecdotally the vast majority of engineering and science programmes, across the world, are ‘delivered’ (itself a word which implies teaching rather than learning) by means of lectures, tutorials and laboratory classes. A few detailed surveys of teaching methods (in Materials, Physics and Chemistry, Goodhew et al 2008; Edmunds, 2009; Gagan, 2009) have been carried out … Continued »

Introduction: Chapter 3

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The current state of teaching In this chapter I attempt to summarize what seems to be the normal student experience in the vast majority of the universities which are currently teaching engineering in 2010. In order to do this I have to generalise rather too much, but my conclusions are based on a number of pieces … Continued »