Innovative approaches to Teaching and

Learning

Michael Stevenson, WarwickJuly 2015

Aalborg University: Problem and project based learning across a broad curriculum.

Integrated Engineering, UCL: Scenario-based teaching underpinned by a rigorous technical programme.

Zeppelin University: developing decision makers and creative thinkers, with a focus on social innovation.Jacobs

University: High quality, transdisciplinary study in a diverse community

 Amsterdam University College: Liberal Arts & Sciences aimed at international students.

Cornell Tech: A new approach to graduate study, with an emphasis on entrepreneurship.

Olin College of Engineering: Students are engineers from day one.

Quest University: Interdisciplinary block programme, enabling high-levels of flexibility.

Singapore University of Technology & Design: Technically-grounded design, across the whole value chain.

Minerva: A global experience, using technology to deliver all learning online.

High Tech High: project-based learning for K-12

Harvey Mudd College: Intellectual rigour combined with innovative approaches to STEM within a liberal arts context.

D-school, Stanford: Tackling ‘the world’s messy problems’ by applying design thinking and design innovation.

EPICS/ EPICS High: Community-based design and innovation projects in vertical teams.

Florida Polytechnic University: STEM education designed to meet the needs of the Florida economy.

Innovative practice: SUTD

Features: Established in collaboration with MIT, opening for students

in 2012 Central focus on technically-grounded design, across the

whole value chain: ‘the Big-D’ Curriculum designed from the ‘outside in’, taking the needs

of business and society first   Features of teaching and learning:

Multidisciplinary throughout the degree programme Collaborative learning, through cohort classes and

group projects Experiential, with projects growing in complexity Interactive, making use of latest technology – included

a Fab Lab Grounded in the real world, through real problems and

compulsory internships SUTD aims to nurture a new generation of technologically grounded leaders and innovators equipped to create a better world through design. 

Innovative practice: D-School

Features: Founded in the School of Engineering at Stanford in 2005

to prepare a generation of innovators to tackle complex challenges.

Serves as a university-wide hub for innovation where students from all disciplines come together to work in classes and on projects.

Described as a ‘deliberate mash-up of industry, academia and the big world beyond campus’, with a clear focus on human values in design.

Features of teaching and learning: Based on ‘a methodology for innovation that combines

creative and analytical approaches, and requires collaboration across disciplines’.

Focus on application of design thinking and design innovation

Multidisciplinary groups and teaching, with all classes team taught by a mix of faculty and industry – class leaders work in parallel

Experiential learning with a focus on real world problems

 Students are encouraged to develop new ways of looking at old problems.

Innovative practice: EPICS

Features: Engineering Projects in Community Service was founded in

1995 in the School of Electrical and Computer Engineering at Purdue University, and has since been expanded across partner universities and high schools.

Provides opportunities for undergraduate and high school students to earn academic credit for design projects.

Projects are focused on engineering or technology-based problems for non-profit organisations in the local community.

Features of teaching and learning: Collaborative problem-based learning Grounded in the engineering design process Vertical and multidisciplinary teams, drawing in

different levels of knowledge/ experience Long-term, real-world projects

Students on EPICS have authentic experiences, working on projects that are mission critical for the project partner

Eight pedagogy dimensions

Design innovationStudents seek out real problems to solve. They identify the challenge, shape the question, select an approach and develop a solution, repeating the steps as necessary. Learner accountabilityStudents take responsible for their own learning, shaping their degree programmes to reflect their interests and aspirations. HASSStudents are exposed to humanities, arts and social sciences subjects as a core element of the curriculum, bringing new perspectives to their STEM focus. FocusThe STEM curriculum balances the fundamental essence of a range of engineering and technology disciplines with authentic projects, usually interdisciplinary, in areas of relevance to today’s world.

 

Real business problemsStudents focus on real challenges facing organisations today, often working in partnership to define and design solutions.

Aligned assessmentAssessment is designed to reflect both the teaching model and the methods for measuring success that are applied in the workforce: knowledge based and professional competencies.

EntrepreneurialStudents are encouraged to challenge convention, take risks and create opportunities. They think about new approaches and potential business models.

Research informedAll courses are informed by cutting-edge research across relevant fields. Students have the opportunity to participate in multidisciplinary and applied research projects.

Three pedagogy archetypes

Focus on engineering as a design processA pedagogy that delivers teaching through an engineering design process, with a deep focus on a small number of subject areas. Highly entrepreneurial, with strong opportunities to learn from and participate in cutting edge research. Real business problems are used, but are not fundamental to the offer. As in the case studies, assessment is not necessarily aligned with the innovative approaches to teaching.

Focus on an student choiceA multidisciplinary, student-centred, PBL approach, drawing on scenarios and research from sources around the world, rather than creating new knowledge. Problems may be related to the real world, but not necessarily. Responding to student demand, assessment is aligned with teaching approaches. This approach is highly entrepreneurial, reflecting the character of the Millennial generation, but is likely to be associated with a less focused curriculum, in order to reflect the broad interests of the student population.Focus on external impact

This model delivers measurable impact for the real world, through faculty-led and business-led projects. This might reduce the extent to which pedagogy can incorporate design innovation, although this is likely to still be used as a teaching methodology. Real world problem solving demands a broader approach to the curriculum, although this could be solved by an Olin-type collaboration. Entrepreneurial thinking is not as advanced, as the focus is clearly on delivering for the needs of local, regional and national businesses.

One framework, two settings

The national proposition. Rethinking the way engineering and technology are taught in the UK

The regional proposition. An engine for economic development in Herefordshire

The ecosystem

Schools and

Colleges

Informal digital

learning

Business: corporates

& SMEs

Government & its

agencies

Enterprise partners In

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