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Enhancing module delivery and assessment to support the development of problem-solving skills in Science Without Borders students

The focus of engineering education in the UK is on providing students with understanding and generic skills that can be applied in different employment environments, which coincides with one of the major principles of the Science Without Borders (SWB) programme. In order to apply the skills and understanding learned at the university in the professional practice, a link between the learning environment at the university and the ‘real world’ has to be established during the years in higher education. The development of problem solving skills is a critical graduate learning outcome for engineering students as these are often required by the employers and professional bodies and are recognised by the academic programmes reflected at national and international levels.
We have studied the inclusion of SWB students into an engineering programme at Glasgow Caledonian University and the development of their problem-solving skills through enhancement in their experiential learning. Studying under the Managed Project Learning (MPL) module and working on a real-life problem enabled the students to consolidate the knowledge gained through their studies in Brazil, learn soft skills and techniques and develop knowledge in areas and subjects not covered in their regular studies. The key issues identified by the students during this longitudinal study over two years were the motivation and the development of management skills. From the aspect of delivery and assessment on the module, the major issues included the recognition of learning in both the UK and Brazil as well as guidance and supervision during the project.
An issue identified in the interviews with students was that albeit they have gained valuable experience through the MPL modules, most of the time this is not recognized by their home institution in Brazil and the students’ efforts are not transformed into credits counting towards their graduation. We investigate ways to overcome this issue to avoid wasted time for the students. An option would be a management of close connection between the academic units of the two universities involved through advising the students on the best way to maximise their stay at the host institution. Another option would be adding flexibility in the syllabus at the home institution in Brazil in terms of inclusion of extracurricular activities as credit for students which has been trialled by some universities.
Interviews with the students and academic involved from both UK and Brazil conclude that the MPL module is an adequate modus for not only enhancing the student learning in a multitude of disciplines but also an appropriate vehicle for internationalisation of the curriculum. Careful management and periodic review of the module and the programme is needed in order to establish a base for mutual understanding and recognition of the respective programmes in the UK and Brazilian institutions, potentially leading to double degree awards.

Author(s):

Slobodan B. Mickovski    
Glasgow Caledonian University
United Kingdom

Olavo Santos Jr    
Universidade Federal do Rio Grande do Norte
Brazil