Teaching undergraduate students to think like real-world systems engineers: a technology-based hybrid learning approach

Ghannam, R. and Chan, C. (2023) Teaching undergraduate students to think like real-world systems engineers: a technology-based hybrid learning approach. Systems Engineering, 26(6), pp. 728-741. (doi: 10.1002/sys.21683)

Abstract

A hybrid teaching approach that relied on combining Project Based Learning with Team Based Learning was developed in an engineering module during the past 5 years. Our motivation was to expose students to real-world authentic engineering problems and to steer them away from the classical banking approach, with a view to developing their systems engineering skills via collaborative learning. Our third year module was called Team Design and Project Skills and was concerned with 320 students dividing themselves in teams to develop a smart electronics system. We reveal module design details and discuss the effectiveness of our teaching approach via analysis of student grades during the past 5 years, as well as data from surveys that were completed by 68 students. 64% of surveyed students agreed that the module helped broaden their perspective in electronic systems design. Moreover, 84% recognized that this module was a valuable component in their degree programme. Adopting this approach in an engineering curriculum enabled students to integrate knowledge in areas that included control systems, image processing, embedded systems, sensors, as well as team working, decision making, trouble shooting and project planning.

• Item Type: Articles
• Additional Information: This work was partially supported by the University of Glasgow’s Learning and Teaching Development Fund (LTDF).
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Ghannam, Professor Rami
• Authors: Ghannam, R., and Chan, C.
• College/School: College of Science and Engineering > School of Engineering > Electronics and Nanoscale Engineering
• Journal Name: Systems Engineering
• Publisher: Wiley
• ISSN: 1098-1241
• ISSN (Online): 1520-6858
• Published Online: 18 April 2023
• Copyright Holders: Copyright © 2023 The Authors
• First Published: First published in Systems Engineering 26:728-741
• Publisher Policy: Reproduced under a Creative Commons License