T his paper describes the redesign of a heat transfer course in the 2nd year BSc. curriculum in Mechanical Engineering in the faculty of Engineering Technology of the University of Twente. The objective was to improve the engineering ability of students to model and solve practically relevant problems systematically, obtain realistic answers, and obtain better scores at regular exams consisting of such type of problem exercises, as well as achieve a deeper learning. The redesign involves reintroduction of systematic problem analysis , enhancement of student engagement towards active learning, aspects of Student Driven/Student Centered Learning, Students As Partners, Decoding the Discipline, and Threshold Learning Concepts. The redesign has resulted in a new learning experience for students and teacher, reflected in increased participation, and positive evaluation results. The percentage of students passing the exam is improved over previous years which may partly be attributed to the redisign and new learning environment created. These positive results stimulated further development.
|Publication status||Published - 2018|