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Growing Pains in the Revitalisation of a 2nd Level Engineering and Spatial Science PBL Course
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Author(s): Steven Goh (University of Southern Queensland – Toowoomba, Australia), John Worden (University of Southern Queensland – Toowoomba, Australia), Hong Zhou (University of Southern Queensland – Toowoomba, Australia)and John Clewett (University of Southern Queensland – Toowoomba, Australia)
Copyright: 2012
Pages: 22
Source title:
Developments in Engineering Education Standards: Advanced Curriculum Innovations
Source Author(s)/Editor(s): Mohammad Rasul (CQUniversity, Australia)
DOI: 10.4018/978-1-4666-0951-8.ch006
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Abstract
This chapter is a report on a 3-year study of the effects of curriculum reform on student learning outcomes and experiences in a 2nd level engineering and surveying PBL course which offers on-campus and off-campus modes of study. The investigation was initiated in 2007, producing a list of recommendations that led to structural changes in the subsequent 2008 course offer. Additional student feedback was collected in 2008 to further refine the model, and these student evaluations resulted in modifications to the course model that were implemented in 2009. Data collected and lessons learnt in 2009 were used to fine-tune the course design in 2010. The consequences of these course modifications were that even though curriculum reform has resulted in enhanced student learning, it gave rise to negative student experiences in 2009 and 2010. It can be argued that though the course design implementation process overall has been regarded as successful, academics’ attitudes towards PBL, opportunities for training and orientation in PBL, and familiarity with the new course design were evidenced as weaknesses in the delivery of the course. While both facilitators and students focus on the explicit teaching goals, such as technical and engineering aspects, there is less of a focus on the “hidden” curriculum of teamwork skills and group dynamics, and this can compromise the way in which the course is undertaken. Despite introduction to PBL methodology in a prior course that has a strong focus on team work and group skills, students fail to progress this acquired knowledge and continue to compartmentalize their learning. This scenario also alludes to the dynamics of change management involving large teaching teams, in particular, difficulties relating to academics’ willingness to buy-in and adherence to collective decisions.
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