RESEARCH PROGRAMME AND PHD TRAINING

Transcription

1 TEAMWORK SERIOUSLY AFFECTS YOUR BRAIN RESEARCH PROGRAMME AND PHD TRAINING AALBORG CENTRE FOR PROBLEM BASED LEARNING IN ENGINEERING SCIENCE AND SUSTAINABILITY, AALBORG UNIVERSITY UNDER THE AUSPICES OF UNESCO

2 INTRODUCTION The Aalborg Centre for Problem Based Learning in Engineering Sciences and Sustainability encompassing the UNESCO Chair in Problem Based Learning (UCPBL) is renown for its accomplishments in supporting the development of Problem Based Learning. The Aalborg Centre contributes to capacity building in engineering education in countries around the world and participates in educational design and implementation of innovation of teaching and learning in a great number of engineering schools. In line with the academic tradition, the Aalborg Centre has developed a research programme mirroring the major areas of expertise that are represented in the centre. Within the context of this research programme, the new Aalborg Centre offers a comprehensive PhD education on Problem and Project Based Learning (PBL) in engineering and Education for Sustainable Development (ESD) under the Danish Legislation. PHD.TEKNAT.AAU.DK 2

3 STATEMENTS FROM PH.D. STUDENTS I had opportunities not only conducting a research but also for networking with academics in the same field I have found myself in a rich research environment, with high quality standards Study at Aalborg University is a huge opportunity for exploring knowledge and practices of Problem Based Learning (PBL) and Sustainability in engineering education. During my three years experience conducting my PhD research; I had full support from my PBL research group members, supervision from the experts and cooperation from my department. In our research group, we were sharing knowledge and exchanged our opinions every time we met, even though it was just for a cup of coffee. The programs and PhD courses that were offered during my PhD study were very informative and helpful for understanding my research area. As a PhD student, I had opportunities not only conducting a research but also for networking with academics in the same field across Europe and to participate in international conferences and seminars. In my PhD studies I have the opportunity to work with the best experts in the field of PBL, engineering education, education for sustainable development and sustainability. I have found myself in a rich research environment, with high quality standards, expertise and international networks, full of opportunities to learn, develop my researcher skills, explore new fields and grow as a person and as a professional. I have always found support when I encountered difficulties and doubts, and celebration when I successfully overcome a challenge. Even though PhD is an individual process, in here you are not alone. It is an international and multi-cultural environment, in which I have the privilege to meet and grow with other cultures as well. Mahyuddin, Malaysia Aida, Portugal 3

4 FOCUS AREAS IN THE RESEARCH PROGRAMME The Aalborg Centre is one of the main centres of research on education in engineering and science. Our primary area of expertise is Problem and Project Based Learning (PBL) and Engineering Education Research (EER). The research focus in one, or across several themes within PBL and engineering education, using several methodological approaches such as case studies, design based research, mixed methods and systems approach. More recently we have started to set up research in Education for Sustainable Development (ESD). PBL 1. PROBLEM AND PROJECT BASED LEARNING Since the 1970 s, PBL has been spreading far and wide in engineering education. Many institutes faced the challenge of changing from a traditional curriculum to PBL. Research on efficiency of PBL in engineering and science is essential for successful implementation of PBL. Over the past decades research on PBL in engineering from Aalborg University has been covering topics like: curriculum development and course design; management of change; creativity and teamwork; intercultural aspects of PBL teamwork; work-based learning and assessment of learning outcomes. 2. ENGINEERING EDUCATION RESEARCH Themes Collaborative learning New competences Curriculum and course design Management of change Assessment of learning outcomes Mathematics in engineering Engineering practice Work-based learning and lifelong learning Gender, diversity and culture Attractiveness of engineering education and outreach Engineering education research (EER) also claims that different and innovative educational approaches better address the challenges posed by society and professional practice. Educational innovation is central both at curriculum and at institutional level, for example in advocating the comprehension and use of curriculum alignment principles. Research will aim to identify critical innovations or the something missing to establish effective methods for educational design and to explore strategies for implementation of such innovations. EER ESD 4

5 3. EDUCATION FOR SUSTAINABLE DEVELOPMENT Sustainability is one of the key issues in today s society. The impact of engineering on our environment and society is enormous. Engineers and scientists face new challenges to provide scientific understanding and technological innovations that can balance the economic, environmental and social concerns and are based on interdisciplinary knowledge, skills and competences. For this purpose engineering and science education plays an important role in providing engineers and scientists with relevant knowledge, competence and skills to meet the challenge of global collaboration, innovation and sustainability. There is a need to reform existing educational practices in engineering and science, to support the development lifelong learning, systems thinking, interdisciplinary collaboration with companies and active participation in regional development, without overloading the curriculum. This part of the research programme is developed in collaboration with researchers from several disciplinary areas related to sustainability. For more information about the UCPBL research profile, please see: ucpbl.net 5

6 PHD TRAINING The PhD training at Aalborg Centre falls under Danish legislation and is organised as part of the Doctoral Programme in Planning and Development. For further information, please see: phd.plan.aau.dk The specific scope of the training at Aalborg Centre is to educate PhD candidates that will be able to do research independently and have knowledge and skills on transforming education. The PhD training consists of two main elements: working on a research project, supervised by one or two members of the academic staff, and following a number of PhD courses according to the Doctoral Programme in order to acquire the necessary competences. The time schedule for a fulltime PhD research project is three years. The PhD thesis can be a monograph or a collection of articles with a short covering report. The PhD degree is awarded after the PhD candidate publicly defends a thesis reporting an academic research project carried out independently by the candidate. For enrollment: the PhD candidate needs to have a Master s degree in a relevant field and needs to submit a preliminary study plan. The PhD project formally starts after the applicant has been accepted by the Doctoral School of Engineering and Science, Aalborg University. The UCPBL PhD training aims to prepare international PhD students for a career in research, development and teaching in higher education in the private and in the public sector. However, it is possible to agree on a part-time study plan and to work partly at a distance. 6

7 COURSES As part of the programme, each PhD student is expected to develop her/his competences as a researcher through following courses and seminars up to 30 ECTS points (European Credit Transfer System). Besides following the courses offered by Aalborg University, a part of the requirement can be fulfilled by participating in courses or seminars provided by external experts and by attending approved international conferences. The section below highlights some courses recommended for participants in the UCPBL PhD training. PROBLEM AND PROJECT BASED LEARNING PBL and Education for Sustainable Development - theory, models and transformation PBL in Engineering and Science - Development of Supervisor Skills EDUCATION FOR SUSTAINABLE DEVELOPMENT Interdisciplinary sustainability Education for Sustainable Development and Corporate Social Responsibility ENGINEERING EDUCATION RESEARCH History of engineering education Curriculum models and learning theories Educational innovation - theories and strategies for change RESEARCH METHODOLOGY Mixed methods and research design Design-based research Construction of questionnaires and interviewing guides Quantitative methods GENERAL COURSES Writing and reviewing research papers Professional Communication 7

8 RESEARCH PROGRAMME AND PHD TRAINING AALBORG CENTRE FOR PROBLEM BASED LEARNING IN ENGINEERING SCIENCE AND SUSTAINABILITY, AALBORG UNIVERSITY UNDER THE AUSPICES OF UNESCO CONTACT Anette Kolmos, Professor, Erik de Graaff, Professor, Lars Bo Henriksen, Professor, Chair of the Doctoral Programme in Planning and Development, UCPBL.NET