TEAM-BASED LEARNING IN THE DESIGN MODULES OF A NEW, INTEGRATED, 2ND YEAR CURRICULUM AT UBC | Zendy

Antony J. Hodgson | Zendy; Peter Ostafichuk | Zendy; James Sibley | Zendy

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TEAM-BASED LEARNING IN THE DESIGN MODULES OF A NEW, INTEGRATED, 2ND YEAR CURRICULUM AT UBC

Author(s) -

Antony J. Hodgson,

Peter Ostafichuk,

James Sibley

Publication year - 2011

Publication title -

proceedings of the canadian engineering education association (ceea)

Language(s) - English

Resource type - Journals

ISSN - 2371-5243

DOI - 10.24908/pceea.v0i0.3908

Subject(s) - curriculum , restructuring , component (thermodynamics) , mathematics education , modality (human–computer interaction) , computer science , engineering , engineering management , psychology , pedagogy , artificial intelligence , political science , physics , law , thermodynamics

The Department of Mechanical Engineering at UBC restructured its entire second year curriculum last year (2004-2005) to address numerous deficiencies associated with the conventional instructional model of numerous separate courses with a heavy lecture component. The design portion of the curriculum underwent the most dramatic restructuring – it is now taught in two blocks of four and three weeks, respectively, and the students learn in a thoroughly team-oriented modality which permeates all aspects of the course. In this paper, we explain the rationale for the structure of the design course, describe in detail how the course works, and provide a preliminary assessment of the impact on students’ learning.

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