On Competition-driven Teaching of Multidisciplinary Engineering Education: Implementation cases at University of Stavanger
AbstractThis article will reflect the experience gained on problem-based learning (PBL) projects implemented in the last six years at University of Stavanger (UiS). The PBL projects were implemented by establishing two ”student-driven” student organizations, ION Racing and UiS Subsea, that design and construct Formula 1 style single seat racecar and underwater robot respectively. The student organizations simulate an engineering company that receives order from a client and deliver the product according to the customer specifications. The fundamental objective of the projects is to stimulate the learning process in the engineering profession in a multidisciplinary environment, gain knowledge within science and engineering, and develop skills in use of advanced tools and techniques. The article highlights the student competition environment briefly and presents the result of a survey conducted on students currently participating in the PBL project. The survey result clearly indicates that the students’ preference for learning is on project work in a team and hands-on exercises including laboratory works.
. Hmelo-Silver, C.E. (2004) Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), pp. 235 - 266.
. Bell, S. (2010) Project-based learning for the 21st century: skills for the future, The clearing house: Journal of Educational Strategies, Issues and Ideas, 83(2), pp. 39 – 43. Doi: 10.1080/00098650903505415.
. Yadav, A., Subedi, D., Lundeberg, M. A., and Bunting, C. F. (2011) Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course. Journal of Engineering Education, 100(2), pp. 253-280.
. Mills, J. E., and Treagust, D. F. (2003) Engineering education – is problem-based or project-based learning the answer?, Australian journal of education, 3(2), pp. 2 – 16. http://www.aaee.com.au/ journal/2003/mills_treagust03.pdf.
. Allen, D.E., Donham, R.S. Bernhardt, S.A. (2011) Problem-Based Learning, New directions for teaching and learning, No. 128, Wiley Periodicals, Inc. Wiley Online Library, doi: 10.1002/tl.465.
. Fink, F.K., (1999) Integration of engineering practice into curriculum - 25 years of experience with problem based learning. In 29th ASEE/IEEE Frontiers in Education Conference, Nov. 10-13, 1999, San Juan, Puerto Rico. http://fie.engrng.pitt.edu/fie99/
. Kjersdam, F. (2004) Tomorrow's engineering education - The Aalborg experiment, European Journal of Engineering Education, 19(2), pp. 197-203. http://www.tandfonline.com/doi/abs/10.1080/03043799408923285
. IMechE home page: http://www.imeche.org/ (Last visited: 2017.09.12).
. MATE home page: http://www.marinetech.org/ (Last visited: 2017.09.12).
. Olsen, E. V., and Lemu, H. G. (2015) Mechanical Testing of Composite Materials for Monocoque Design in Formula Student Car, World Academy of Science, Engineering and Technology, International Journal of Mechanical, Aerospace, Industrial, Mechatronic and Manufacturing Engineering, 10(1), pp. 1-9. http://www.waset.org/publications/10003140
. Øygarden, B., Bruset, M., Lemu, H.G. (2016), Multibody Dynamics Simulation of ROV Manipulator Designed for Student Competition. In: Advanced Manufacturing and Automation VI. Atlantis Press, pp. 225 – 232.
. Heitmann, G. (1996) Project-oriented study and project-organized curricula: A brief review of intentions and solutions, European Journal of Engineering Education, 21(2), pp. 121-131. http://dx.doi.org/10.1080/03043799608923395.
The Nordic Journal of STEM Education licenses all content of the journal under a Creative Commons Attribution (CC-BY) licence. This means, among other things, that anyone is free to copy and distribute the content, as long as they give proper credit to the author(s) and the journal. For further information, see Creative Commons website for human readable or lawyer readable versions.
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access