Revitalisation of a 2nd level engineering and spatial science PBL course: almost there but...

Abstract

This paper provides an interim report on the 3rd year of a 4 year study of the effects of curriculum reform on student learning outcome and experience in a 2nd level engineering and surveying PBL course which offers on-campus and off-campus modes of study. This investigation was initiated in 2007 which provided a list of recommendations and lead to structural changes in the course; these were implemented in 2008. Additional student feedback was collected in 2008 to further refine the model, and a list of recommendations resulted in modifications in the course model that was implemented in 2009. Data collected and lessons learnt in 2009 have been used to fine-tune the course design in 2010. The progressive findings noted that even though curriculum reform has resulted in enhanced student learning, it gave rise to a negative student experience in 2009. It can be argued that though the course design implementation process overall has been regarded as successful, academics’ attitudes towards PBL, opportunities for training and orientation in PBL, and familiarity with the new course design were evidenced as weaknesses in the delivery of the course. This scenario also alludes to the dynamics of change management involving large teaching teams, in particular, difficulties relating to academics’ buy-in and adherence to collective decisions.