Student learning and engagement in Project-based learning (PjBL) activities

In response to evolving work practices in engineering, renewed attention has turned to the development of innovative pedagogies to facilitate the entry of graduates into the employment market. Project-based Learning (PjBL) in interdisciplinary groups has been developed in HE contexts to provide students with authentic learning experiences to facilitate the transition to 21st century workplaces. Yet despite the introduction of innovative PjBL and broader inquiry-based curricula, comprehensive understanding of the pedagogical practices has not yet emerged. This presentation session will identify and discuss student learning and engagement in Project-based Learning activities

Thin electron-scale layers at the magnetopause

We use data from the four Cluster satellites to examine the microphysics of a thin electron-scale layer discovered on the magnetospheric side of the magnetopause. Here the ion and electron motions are decoupled in a layer about 20 km (a few electron scales) wide, including currents and strong electric fields. In this layer the electrons are E x B drifting with the ions as a background, and the region can be described by Hall MHD physics. A unique identification of the source of the thin layer is not possible, but our observations are consistent with recent simulations showing thin layers associated with the separatrix extending far away from a reconnection diffusion region

Apprenticeship for 'Liquid Life': Learning in Contingent Work Conditions for Contingent Employment

Taking the distinction between the Institution of Apprenticeship, that is, the social partnership arrangements which underpin its organisation, and Apprenticeship as a Social Model of Learning, in other words, he configuration of pedagogic and occupational etc. dimensions which constitute the model, as its starting point the paper: (i) argues the emergence of de-centred, distributed and discontinuous conditions associated with project-work present challenges for extant ideas about apprenticeship as a social model of learning; (ii) explores this claim in relation to Fuller and Unwin’s four inter-connected dimensions of apprenticeship as a social model of learning by considering a case study of apprenticeship designed to prepare apprentices to work in the above conditions; (iii) relates issues arising from the case study to research on project work from the fields of Organisational and Cultural Studies; and (iv) based on this evidence base introduces a typology of ‘Apprenticeship for Liquid Life’

Solving Potential Scattering Equations without Partial Wave Decomposition

Considering two-body integral equations we show how they can be dimensionally reduced by integrating exactly over the azimuthal angle of the intermediate momentum. Numerical solution of the resulting equation is feasible without employing a partial-wave expansion. We illustrate this procedure for the Bethe-Salpeter equation for pion-nucleon scattering and give explicit details for the one-nucleon-exchange term in the potential. Finally, we show how this method can be applied to pion photoproduction from the nucleon with $\pi N$ rescattering being treated so as to maintain unitarity to first order in the electromagnetic coupling. The procedure for removing the azimuthal angle dependence becomes increasingly complex as the spin of the particles involved increases.Comment: 15 pages, 4 figure

Unitarity and the Bethe-Salpeter Equation

We investigate the relation between different three-dimensional reductions of the Bethe-Salpeter equation and the analytic structure of the resultant amplitudes in the energy plane. This correlation is studied for both the $\phi^2\sigma$ interaction Lagrangian and the $\pi N$ system with $s$-, $u$-, and $t$-channel pole diagrams as driving terms. We observe that the equal-time equation, which includes some of the three-body unitarity cuts, gives the best agreement with the Bethe-Salpeter result. This is followed by other 3-D approximations that have less of the analytic structure.Comment: 17 pages, 8 figures; RevTeX. Version accepted for publication in Phys. Rev.

Fitness for purpose? project-based, collaborative learning in engineering undergraduate education

In response to evolving work practices in engineering (Royal Academy of Engineering 2010) and the ever-changing nature of vocational and professional knowledge (Broad, 2016), attention has rightly turned to the development of innovative pedagogies to facilitate the entry of graduates to the employment market. Project-based Learning (PjBL) is an example of such an innovative pedagogy and has been developed in some HE contexts to provide students with authentic learning experiences which are designed to embed team working and collaboration; problem solving and solution-finding alongside the development of technical knowledge and skills (Mills and Treagust, 2003). Yet despite the introduction of collaborative inquiry-based curricula in engineering, comprehensive understanding of the pedagogical practices that these innovative practices require has not yet emerged (Damşa & Nerland, 2016). At UCL Engineering, PjBL has been an integral feature of the Integrated Engineering Programme (IEP) undergraduate curriculum since 2014. Drawing upon an on-going collaborative Institute of Education/UCL ‘seed corn’ funded project, this paper will present data collected through observation of project-based learning scenarios and discussion with engineering undergraduates in situ. It will identify and discuss the nature of student learning and engagement in project-based learning activities, with particular attention to disciplinary issues and the development of student disciplinary knowledge. In so doing, it will assess whether PjBL is, indeed, ‘fit for purpose’

Highlighting the learning in project-based undergraduate engineering education: pedagogical and methodological considerations

This paper presents a discussion of findings in relation to the pedagogy of Project Based Learning (PjBL) from a collaborative learning and teaching research project at UCL Engineering. It highlights the importance of adopting a) an understanding learning as a social practice in PjBL, and b) developing valid methodological approaches when capturing student learning experiences