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ELU seminar
The first ELU seminar for 2008 will be Wed, 30 Jan, 4-5 pm, in G28, Old Engineering: Assoc Prof Peter Jamieson will speak about the design of the new classrooms and their capabilities.
LMS drop-in sessions
LMS drop-in support sessions, Tuesday 29 January to Friday 1 February from 10am to 12pm in the LMS training studio (ground floor, Elisabeth Murdoch building) to assist with LMS queries, including getting your subject up and running, and using the new tools in the LMS. See the LMS website where you can also book-in for formal workshop sessions
$3.4m boost for teaching and learning
Innovative projects designed to enhance learning and teaching
performance at the University of Melbourne will share more than $3.4
million in competitive University grants over the next two years.
The funding comes from the $4m, set aside by the University for improvement
and innovation projects, from the $9.8m received from the Commonwealth
Government's inaugural Learning & Teaching Performance Fund (L&TPF).
Another $500,000 has been reserved to fund future projects as
necessary.
L&TPF project grants have been won by most faculties of the University
as well as the School of Graduate Studies and the Victorian College of the
Arts.
The Centre for the Study of Higher Education (CSHE) has been allocated $30,000
to administer the grants scheme and its reporting process.
Deputy Vice-Chancellor (Academic) Professor Peter McPhee says the successful
projects are initiatives to improve the quality of learning and teaching in
the University in line with the L&TPF indicators - generic skills, good
teaching and overall student satisfaction, full-time employment and further
full-time study, and attrition and progress rates for commencing students.
The L&TPF funding includes around $500,000 to support the Melbourne School of Engineering's proposal to establish a Teaching
and Learning Unit and four learning projects - Discovery-based
Learning in First Year, Concept Inventories for Improved Learning Outcomes,
Assessing Graduate Attributes: Removing Guesswork and Understanding Learning
Space Design.
The Teaching and Learning Unit will be a hub-and-spoke model from the CSHE
with significant faculty support.
Professor McPhee says the additional L&TPF funding has enabled the University
to invest in further improvement of its student learning experience. "These
are all exciting and innovative projects and they will give a significant boost
to our efforts to provide students with a distinctive 'Melbourne Experience'," he
said.
The complete list of grants is here.
source: UniNews
Previous events
The 2006 Engineering Education
Seminar Series
Date/Time/Location |
Speaker |
Friday 19 May
12:00 - 13:00
Theatre 2 (level 1)
Alan Gilbert Building |
Roger
Hadgraft (RMIT University)
Problem-Based Engineering Education - Many Possibilities! Some key ingredients of problem-based
methods are: problems drive the learning; the problems
integrate the curriculum; students usually work in teams
and they need a problem-solving strategy with which to
work. In this process, students
gradually take on more of the responsibility for finding
answers to their own learning needs. They become lifelong
learners. Roger will describe several
different ways, from small scale to large scale, in which
PBL methods can be introduced together with some of the
changes in teaching and learning that follow.
Biosketch:Associate Professor Roger Hadgraft has been using problem-based
and project-based methods since 1991, first at Monash University
in Civil Engineering and for the last 4 years at RMIT where
he is Director of Teaching & Learning
in the School of Civil, Chemical and Environmental Engineering. He has
used PBL in subjects from years 1 to 4, helped staff introduce it in a technical
stream of subjects from years 2 to 4 as well as restructure several entire programs
using PBL methods. |
Friday 12 May
12:00 - 13:00
Theatre 2 (level 1)
Alan Gilbert Building |
Iven
Mareels
A Basic Engineering Education in Five Years
Based on personal observations, and supported by the development
of different engineering curricula over the last few decades,
I
argue that a basic engineering education should really take
five
years. My argument is based on some simple observations,
and
largely divorced from practical considerations (and from
market
considerations): the broadening of the high school curriculum,
with a reduction in specialisation in science and mathematics;
and the vastly increasing body of knowledge in engineering.
Next I argue that it is important that we can "integrate" the
curriculum, so as to situate engineering within society,
and I
discuss some different philosophies about how the integration
may work. Some personal reflections on the Bologna
model, as
it applies to Engineering, conclude the talk. |
Friday 05 May
12:00 - 13:00
Theatre 2 (level 1)
Alan Gilbert Building |
Stig
Enemark (Aalborg University)
Project Innovation in University
Education
The presentation
will include the basic principles
of problem-based and project-organised education.
Aalborg University has 30 years of experience in
using these educational models on a large scale.
We discuss the lessons learnt and provide examples
of the interaction between lecture courses and
project, based on the program in Geomatics. |
Wed 01 Mar
12:00 - 13:00
Theatre 2
221 Bouverie Street |
Markus Reute
The Bologna
Model
This talk will sketch the background to the Bologna Model.
Subsequently various own experiences will be discussed during
the planning of a bachelor/master curriculum, the structure
thereof, the fights, the implementation over the period 2001-2002
and first graduates of the bachelor 2005. Also the master
structure will be discussed and how this is intimately linked
to research and industrial application. |
Wed 22 Feb
12:00 - 13:00
Chemical & Biomolecular Engineering Theatre |
Marcus Pandy
Adaptive
Expertise in Biomedical Engineering: Experiences from
the VaNTH Engineering Research Centre
Research on learning and cognition suggests that student
achievement can be significantly enhanced by the integration
of four types of learning environment: learner-centeredness,
knowledge-centeredness, assessment-centeredness, and
community-centeredness. This model of learning and instruction
has come to be known as the How People Learn (HPL) framework.
Research has shown that when these four environments
are combined with flexibly adaptive instructional design,
student achievement may be enhanced even further. The HPL framework supports the development of adaptive
expertise, which rests on a foundation of factual and
conceptual knowledge and transfer. This talk will describe
the HPL philosophy and how it may be used as a basis
for designing curricular materials which promote problem-based
learning. Examples will be given to show how
problem -based instruction, when combined with an intellectually
engaging curriculum and principled instructional design,
can accelerate the trajectory of novice to expert development
in engineering education. |
Wed 15 Feb
12:00 - 13:00
Theatre A1, Old Engineering |
David Shallcross
Reflections
on the Boyer Commission
The Boyer Commission of Educating Undergraduates
in the Research Universities was established in 1995 to
provide a blueprint for reinventing undergraduate education.
The Commission did not involve itself in a discussion
of the content of the undergraduate curriculum but
instead argues for a range of reforms in the ways that
students are educated. The ten key recommendations for
change and reform proposed by the Commission will be presented
and discussed along with suggestions on how the reforms
might be implemented. As the Commission considered
the teaching of all disciplines across universities and
not just engineering, some suggested reforms will be more
relevant to the faculty of Engineering than others.
- presentation available here [pdf]
|
Wed 08 Feb
12:00 - 13:00
Chemical & Biomolecular Engineering Theatre |
Harald Sondergaard
The Engineering
Curriculum & the CDIO Initiative
- presentation available here [pdf]
|
Wed 01 Feb
13:00-14:00
Chemical & Biomolecular Engineering Theatre |
David Smith
Defining the
Melbourne Engineering Experience
The
3+2 model for professional education described in "Growing
Esteem" poses significant challenges for our Faculty
and will require detailed and creative thought to frame
an appropriate response. This presentation is the first
in a series of five talks offered by members of the Faculty,
to help us get started on the process.
The first part of this presentation
will briefly review some recent international developments
and trends in engineering education, and so provide some
context and framework for later talks in the series. The second
part will describe some recent findings in learning theory,
and begin to explore how this might inform a definition
of the "Melbourne Engineering Experience" in a way
that is sensitive to contemporary education theory
and understanding. More broadly, Engineering will
need to develop a "clear
sense" of the distinct elements Engineering can bring
to forming the "Melbourne University Graduate", as
this will be closely considered in the coming year
by the University Commission (chaired by DVC Peter
McPhee) and subsequently inform the implementation
of the 3+2 educational model within the University
of Melbourne.
The presentation will conclude
with some thoughts on how this "clear sense" of engineering
might be articulated, so engineering problem solving
approaches are valued by the wider academic community.
- presentation available here [ppt]
|
Workshop: Making
the Transition to Active Learning
Assistant Prof. Timothy Raymond
Department of Chemical Engineering
Bucknell University, Pennsylvania, USA
Friday June 9,
2006
9:00am to 12:30pm
Mechanical Engineering Design Room, D-304
At the end of the workshop participants should be able to:
- Define active learning and explain the difference between
various active learning methods:
- Active Learning
- Collaborative Learning
- Cooperative Learning
- Problem-Based Learning
- Cite relevant literature supporting these methods and know
when they make sense to use.
- Incorporate a range of activities into specific classes and
courses, depending on your instructional objectives and comfort
level.
The purpose of this workshop is to provide relevant background information
on various active learning methods and to give the participants an opportunity
to develop active learning components that they can implement in the next
course they plan to teach.
For each instructional method the workshop will try to answer:
- WHAT is it
- WHY you might use it
- HOW to implement in your classes
- WHAT IF you want to try it yourselves
or learn more
Space is limited.
Please RSVP by Thursday June 8
Ray Dagastine |
E: rrd@unimelb.edu.au |
T: 83444704
Bio:
Assistant Prof. Timothy Raymond from Bucknell University is visiting
the Department of Chemical and Biomolecular Engineering supported by the
Tewkesbury Bequest through the Melbourne School of Engineering.
Bucknell University has coordinated a NSF sponsored workshop focused
on combining faculty teamwork, applied learning theory and information
technology for systemic engineering education reform, annually since 1999.
Prof. Raymond has been involved in teaching at these workshops as well
as developing new programs to address the large gap that exists between
the research on how students learn and the teaching that occurs in most
engineering classrooms.
download more information here [pdf]
Engineering Study Skills Seminars for students
In addition to the six transition program sessions taught within Departments,
the Melbourne School of Engineering in conjunction with the Language & Learning
Skills Unit offers six study skills seminars each semester to
enhance your chances of academic success. More information > here
Two important teaching and learning workshops for staff
Presented by Ron Miller and Barbara Olds
- Effective Assessment and Feedback to Students
22 September 2005, 9:00
- 17:00
Student Union's Grand Buffet Hall
- Assessing to Identify Misconceptions
23 September 2005, 9:30 - 12:30
Student Union's Grand Buffet Hall
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