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Strategic Review of Education
Prof. James Trevelyan
Prof. Gordon Royle
Revision 1.2, July 24th 2009
This report is closely based on the options paper issued at the end of May. The changes are marked with additional notes summarising the relevant submissions in response to earlier documents.
This paper represents the work of a team of volunteers from all schools in the faculty. The full list of volunteers appears in Appendix 4. The authors would also like to acknowledge special assistance received from Stuart Broadfoot, Angus Tavner, Lisa Beckley, Tyrone Fernando, Diane Hesterman, Jasmine Henry, Matt Hardin, David Smith, Caroline Baillie and the authors of written submissions received to date.
Table of Contents
1. The Vision
2. The Way Ahead
3.1 Clear Understanding of Graduate Attributes
Recommendation:- Support research on education, professional practice and learning.
3.2 Curriculum Design for Student Experience
What our students are telling us
Recommendation:- We adopt a student-centred approach to curriculum design.
3.3 The 3+2 Course Structure
Alternate Entry Pathways
Professional and Executive Master’s Degrees
Recommendation:- We adopt 3+2 Programme Design Principles
Design principles still to be resolved
3+1 Option for International Students
Recommendation:- We retain an option to provide a four year degree for a limited time
Recommendation:- Faculty UTLC continue 3+2 to coordinate degree programme development
Low demand courses
Threshold Concepts: A Tool for Curriculum Design
Recommendation:- Develop expertise in threshold concepts
Research Student Training
Recommendation:- Travel exchange fellowships
Recommendation:- Link coursework to research through appropriate research design
3.4 Resource allocation that promotes efficiency, quality and learning effectiveness
Resource Utilization and Control
Staff Workload Allocation
3.5 Recruiting the Best Students
Recommended Strategic Objectives
Recommendation:- Diversity and equity must be actively pursued at a policy level and working level in the faculty, and a programme equivalent to the Women in Science and Engineering initiative be resumed.
Recommendation:- Establish special entry programs for high achieving students.
Recommendation:- Track performance of all students to identify differential entry criteria
Recommendation:- Review English proficiency
3.6 Recruit and Retain the Best Staff
Recommendation:- Incorporate formal assessment of teaching capacity in recruitment of new staff
Recommendation: Strengthen Teaching Promotion Criteria
3.7 Education Methods – Focus on Rigorous Treatment of Fundamentals
Recommendation:- Develop scholarly approaches for studying student learning
Recommendation:- Review costs and benefits of computer supported learning
Recommendation:- Search widely for educational materials, texts, collaboration opportunities
3.8 Develop an Effective Social Culture and Learning Environment
Recommendation: Create a stronger team culture across the faculty
Recommendation: Promote team teaching, especially for large units
Recommendation:- Develop reliable and persistent feedback and continuous improvement processes within the faculty
Recommendation:- Integrate the Clough Student Centre with social networking programmes for undergraduate students
3.9 Project Based Learning and Workplace Internships
Mechatronics Project-Centred Learning
Monadelphous Integrated Learning Centre
Recommendation:- Support development of effective project-based learning programmes within the faculty, including those based in the Monadelphous Integrated Learning Centre.
Recommendation:- Adopt Results of Professional Practicum Review
Internship Learning, Part-Time Work, and CEED Programme
Recommendation:- Provide learning support to integrate part-time work with formal coursework studies.
Appendix 1: Terms of Reference
Appendix 2: Survey of Teaching Methods
Appendix 3: Review Volunteers
Appendix 4: Some Contemporary Approaches to Student Learning
Student Centred Learning (McKenna et al., 2009)
Cooperative Learning (Felder & Brent, 2007; Smith, Sheppard, Johnson, & Johnson, 2005)
Team Based Learning (Michaelson, Knight, & Fink, 2002)
Problem-Based Learning (Savin-Baden, 2007)
Project-Based Learning (Savin-Baden, 2007)
Model Eliciting Activities (Shuman et al., 2008)
Appendix 5: Reasons for Change
Lessons from Research on Engineering Practice
Engineering Practice – A Definition
2.1 Further Reasons for Change
Improving our Rankings
Research Performance Improvement
Recommendation:- Include staff and personal development in workload model
Inefficient Education Programmes
Improving Teaching Effectiveness
Special Opportunity Factors: Timing, Research and Location
Benefits of Change
Appendix 6: Further Detailed Recommendations
Clear Understanding of Graduate Attributes
Recommendation:- Support on-going research on engineering practice and learning.
Recommendation:- Disseminate information on graduate attributes and work practices
Recommendation:- Promote independent peer-learning skills.
Recommendation:- Student Friendly Timetable
Recommendation:- Student Support Networks
Recommendation:- Ensure that sufficient space is available
Recommendation:- Programmed Adoption of Lecture Recording and Class Scheduling
Resource allocation that promotes efficiency, quality and learning effectiveness
Recommendation:- Systematic reporting of resource utilization
Recommendation:- Establish funding rules for education programmes
Recommendation:- Negotiate special funding for transition to 3+2 course structure
Developing an effective social culture and learning environment
Recommendation: Encourage all staff to use electronic diaries
Recommendation: Provide e-mail access for mobile phone text messaging
Shaping Perceptions of our Graduates
Recommendation:- Measure Graduate Attributes and Abilities
Recommendation:- Adopt Graduates as Our Best Ambassadors
Recommendation:- Adopt Measures for Shaping Community Perceptions
Appendix 7 – Draft Guidelines for Engineering Majors in Bachelor Degrees
Graduates from the Faculty of Engineering, Computing and Mathematics are currently highly respected by their employers, but now it is time to decide how the graduates who will emerge in the two decades will be educated. Eleven years on from the last major revision of engineering courses at UWA, we are once again confronting the need for change.
The University is aiming to become one of the top 50 universities in the world by 2050.
As Western Australia’s premier educational institution, we receive the very best students in the state and many excellent students from our local region. We accept the responsibility for educating these students to take up their future roles as the engineering and technology professionals, educators and leaders that play such a uniquely important role in our society. We must develop the research leaders of tomorrow with the ability and vision to address the world’s pressing problems of sustainability and climate change, and we must simultaneously nurture the next generation of university educators.
How can the Faculty respond to this challenge? What is our educational vision?
This faculty will be one that attracts the best students, and provides them with an innovative and distinctive education of the highest quality in engineering, mathematics and computing, based on sound modern pedagogical principles and delivered by world-class educators within a simple, flexible and responsive course structure.
Many of the leading engineering faculties in Australia, and across the world, are adopting a similar vision for education. What is it that will distinguish our faculty from others?
We have some unique strategic advantages.
Therefore, we have the potential to provide the best education in Australia and our region in engineering, computing and mathematics. The distinguishing features that our graduates will have include:
Our graduates will be sought after by companies, ahead of graduates from other universities with equivalent relative academic performance. Our graduates will provide more value for their employers sooner than others.
The best students will compete to enter our faculty because they know they will receive an education that is second to none and opportunities as graduates that are second to none. Their educational experience will be adapted for their lifestyle, building on part-time work and extra-curricular life as an intrinsic part of their education.
Our students will learn with the help of educators and researchers equal to the world’s best who have been attracted to UWA by the quality of our students, research and education programmes. They will prefer to stay and work in a research environment that provides time for creative thinking and reflection, and teach students with the desire to learn and excel, and who stimulate new ideas through their questions.
The majority of our students will complete masters-level studies in their chosen discipline, a significant advance on the current practice for undergraduate degrees in which the highest level of coursework is currently at fourth year level. Students pursuing a technical focus for their studies will have a deeper understanding of science and mathematics than today’s students. Others will have a stronger business background and there will be greatly improved opportunities for developing the creative talents of our students. All students will have studied outside their discipline to develop a broader understanding of societies and the world around us.
We will adopt the best education methods and will lead with research and development of new educational techniques that extend learning seamlessly into the professional workplace. We will assess the effectiveness of our education from the attributes and capabilities of our students and graduates.
Our education values will be founded on a student-centred approach to learning in the context of a university where knowledge and understanding are being continually advanced by research. At the same time, the university is part of our community and students will be expected to learn from living and working in the community at the same time as their formal studies. We will build a culture of teamwork to help students learn that their ethos of their professional work is to engage the willing cooperation of others, and the essence of human development is based on cooperation and constructive competition. We will encourage students to learn as much from each other as they learn from the teachers and researchers nurturing them.
For this vision to become a reality we will need appropriate resources.
This paper demonstrates that we have the capacity to achieve this vision and make effective use of resources that are made available to us.
This paper also describes parts of the journey we must embark on to make this vision a reality.
After an extended consultation process, UWA has adopted a new framework for courses based on standardized three-year Bachelor's degrees followed by two-year professional Master's degrees, more commonly known as the 3+2 model (The University of Western Australia, 2008). The final decision to adopt this model was made by Academic Board in late 2008, with no significant dissent, and the University is currently moving carefully towards implementation in 2012. Because the 4-year Bachelor of Engineering degree will be discontinued, the consequential changes in engineering education in the University will be greater than in any other professional discipline.
|Faculty of electrical engineering and computing|| G. Mathematics of Computing |
| G. Mathematics of Computing || G. Mathematics of Computing |
|Atilim university faculty of engineering department of industrial engineering course description and practice||Dumlupinar university faculty of engineering department of civil engineering course information|
|Centre for discrete mathematics and computing||Cis 102 Mathematics for Computing|
|Faculty of computing and informatics||C civil engineering: page 110 community education: page 116 computing – applied: page 122 computing – e-commerce: page 128 D|