A blended module design to engage new students

This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2007-2008, from data gathered through a demonstration of the teaching and learning materials available, interviews with the tutor, student questionnaires and focus group. This case study evaluates a blend of approaches used in teaching a first year, first semester module on systems modelling

Teaching First Year design by mechanical dissection

This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2004-2005, from data gathered through a demonstration of the teaching and learning materials available, interviews with the tutor, student questionnaires and focus group. This case study describes how the process of mechanical dissection was integrated into theoretical lectures for first year students studying for M.Eng and B.Eng degrees at the University of Strathclyde

Animated visual models to enhance student understanding of complex processes

This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2007-2008, from data gathered through a demonstration of the teaching and learning materials available, interviews with the tutor, student questionnaires and focus group. This case study describes use by a tutor of computer simulations to provide animated demonstrations of complex concepts and processes during lectures

Implementation of optical fibre communications module in a Virtual Learning Environment

This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2004-2005, from data gathered through a demonstration of the teaching and learning materials available, interviews with the tutor, student questionnaires and focus group. This case study describes the use of the BlackBoard Virtual Learning Environment (VLE) to deliver course content and assements to students of Electrical and Electronic Engineering or Communication Engineering

Blended learning for Foundation engineering students

This case study has been developed from data gathered through observations of the teaching component, interviews with the tutor and a student focus group. This report describes the use of a combination of online diagnostic assessments, video-captured worked examples and face-to-face problem workshops to support an electricity and electronics module. The module is taken by approximately 150 students as part of a foundation year of a four-year course leading to bachelor-level degrees in physics, geophysics and engineering. The reasons why the students are taking the foundation year are varied

Assessment of lecturer's ‘Coursework’ by students

This case study has been developed as part of the LTSN Engineering Teaching Awards 2003-2004, from data gathered through a demonstration of the teaching and learning materials available, interviews with the tutor and a student focus group. This design module is taken by students in the first year of two degree programmes, BEng. in Automotive Engineering and BEng. in Automotive Design Engineering; the main aim of the module is to ensure that students are able to draw to BS 8888 and communicate design ideas. The lecturer had found that the same basic mistakes were being made in her students' drawings year after year. In order to address this issue a novel approach was taken

Animated visual models to enhance student understanding of complex processes

This report concerns use by a tutor of computer simulations to provide animated demonstrations of complex concepts and processes during lectures. These simulations are intended to allow students to see the operation of the systems and algorithms being described as clearly as possible and thus enhance the students' motivation and their understanding of the topic. This evaluation covers the use of the simulations for a second year module on communications theory which is taken by students studying for a variety of electronics engineering degrees

Teaching robotics through play and challenge

This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2005-2006, from data gathered through a demonstration of the teaching and learning materials available, interviews with the tutor and a student focus group. It examines an approach to balance the presentation of challenging mathematically-intense theoretical material with a play aspect designed to allow practical experimentation that reinforces topics learned earlier in the course. The Robotics 4 course is taught in the final year of a Scottish university Electrical and Electronic Engineering degree programme

Fostering collaboration and benefiting from blurred boundaries between students and academics

This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2009, from data gathered through observations of the teaching component; interviews with the tutor; a questionnaire to students and a student focus group. This case study presents evaluations of two distinct uses of "Web 2.0" or "Social Networking" applications in teaching electronic and computer engineering: the use of a wiki during exam revision so that students can work collaboratively on answering past questions; and the use of Twitter, a wiki and online learning logs as tools to facilitate project supervision

The ultimate problem based learning: run your own business

This case study has been developed as part of the Engineering Subject Centre Teaching Awards 2009, from data gathered through observations of the teaching component; interviews with the tutor; a questionnaire to students and a student focus group. This study concerns a module in which students, working in groups, set up and run their own business for seven months. In doing so they learn about enterprise and entrepreneurship, and develop organizational, team working, communication, negotiation, and problem-solving skills. The students are second year undergraduates in either computer and networking engineering courses or an enterprise engineering course