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PBL:AwholeofdegreeperspectiveDANNMALLET(ANDPLENTYOF OTHERS ) , QUTE: d g .ma l let@qu t . edu .au
T: @dannma l let
Keepinmind
Background– perfectstormq2013broughtalotofboogiemenandwomenqNationally:TEQSAqNationally:DisciplinestandardsqLocally:Competitionq@QUT:newrulesarounddegreeaccreditation
q@QUT:newfacultyofscienceandengineering
TheBachelorofMathematicsq3yearFTdegreeq16maths/statssubjects+8options(couldalsobemaths/stats)q6core,10major
qMajorsinApp/CompMaths,DecisionSci,StatsSciqAllprettystandardsofar…
But…qGreaterfocusoncommunicationskillsqGraduatesneedtobecapableofcollaborating,cooperatingqImproveworkreadiness,realworldfocusqn%ofstudentswillhaveWILexperienceintheirQUTdegreeqEtc!
So,thegoalqKeepit“realworld”(authentic)qEngaged,student-centredqTransitiontoindustry/workplaceq…butstillmathematicsandstatistics
AninjectionqFairlyhappywith“content”andmathematicalnatureofthedegree
qHowtodealwiththisotherstuff?qThebrand+ Problem-basedlearning=WIN!
3. Authentic,workplaceproblems2. Modelling,reportingandpresenting1. Applying,writing,speaking
UsethestormtopowerthechangeqWewereREQUIREDtoreaccreditourdegreeqNewruleswereimposedqMotivatedacademicsqGuidelinesandrulescouldbeinterpretedqL&Tstaffskilledandcompetent
Problem Solving Task 1-4 1-5 2-1 2-5 3-1 Workbook 1-1 1-6 2-3 2-5 3-1Case Study 1-1 2-1 3-1 3-4 4-3 Case Study 1-1 2-1 2-4 3-4 4-3Examination (written) 1-5 1-6 2-2 2-5 3-1 Examination (written) 1-1 2-1 2-2 2-3 3-4Quiz/Test 1-1 2-1 2-2 2-4 2-5 Model (theoretical) 1-1 1-2 2-1 2-6 4-3Project (applied) 1-5 1-6 2-1 3-1 4-3 Project (applied) 3-2 3-3 3-4 4-2 4-4Examination (written) 1-6 2-1 2-2 2-4 3-1 Examination (written) 1-6 2-1 2-2 2-4 3-1
Model (theoretical) 1-6 2-1 2-6 3-1 4-3 Problem Solving Task 1-5 1-6 2-1 2-2 3-1Demonstration 3-2 3-3 3-4 4-2 4-4 Peer Review 1-6 2-5 3-1 3-3 4-2Examination (written) 1-3 1-6 2-2 2-4 3-1 Examination (written) 1-1 1-6 2-1 2-2 3-1Quiz/Test 1-5 1-6 2-2 2-3 2-5 Problem Solving Task 1-6 2-2 2-6 3-1 4-3Case Study 1-1 1-4 1-5 2-1 3-1 Case Study 2-1 2-6 3-1 3-4 4-2Examination (written) 1-6 2-1 2-2 2-4 3-1 Examination (written) 1-6 2-2 2-4 3-1
Workbook 1-1 1-3 1-5 2-1 3-5 Creative work 1-2 2-6 3-1 3-4 4-4Examination (written) 1-1 1-3 2-2 3-1 3-5 Workbook 1-1 1-3 1-6 2-5 3-1
Examination (written) 1-6 2-1 2-2 2-4 3-1Workbook 1-1 1-3 1-6 2-3 3-1 Workbook 1-1 1-3 1-6 2-5 3-1Peer Review 1-6 2-5 3-3 4-2 4-4 Peer Review 1-6 3-1 3-3 4-2 4-4Examination (written) 1-1 1-3 1-6 2-3 3-1 Examination (written) 1-1 1-3 2-2 2-4 3-1Quiz/Test 1-2 1-3 2-2 2-5 4-1 Workbook 1-2 2-1 2-3 2-6 3-2Project (applied) 1-4 2-1 2-6 3-1 4-4 Examination (written) 1-1 1-3 3-2 3-4Examination (written) 1-1 1-3 1-6 2-2 3-1
12
Introductory Computational Mathematics
12Statistical modelling of data:
relationships and effects
12
12
2nd
Maj
or
or
Min
or 2 12
Minor 112
Minor 112
12
1
Intro
duce
Semester 1
Intro
duce
Semester 2
Probability and Stochastic Modelling 1
12
Core (Option)12
Core (Option)12
Calculus of one and two variables
12
Abstract Mathematical Reasoning
12Linear Algebra and Differential
Equations
2
Deve
lop
(Inte
rmed
iate
)
Semester 3
APPl
y (In
term
edia
te)
Semester 4
Advanced Linear Algebra
12
Advanced calculus
12
Oridinary differential equations
12
Computational linear algebra
12
2nd
Maj
or
or
Min
or 2
12Minor 1
12
Min
or 2 12
2nd
Maj
or
or
Min
or 2
Minor 1
MS01 Bachelor of Mathematics (Applied and Computational Mathematics) - Macro Level
3
Expe
ct (A
dvan
ced)
Semester 5
Expe
ct (A
dvan
ced)
Semester 6
Applied transport theory
12
Dynamical systems
12
Partial differential equations
12Computational fluid dynamics
(Capstone)
12
2nd
Maj
or
or
VitalInordertoprepare studentsfortheirfinalyear,industry-
orientedproblem,theyhadtobeprepared:Backwardmapskillsthroughoutdegree
Inordertopreparetheproblembasedlearningexperience,academicshadtobeprepared:
Communication,teamwork,“shoeleather”
ProblemsqSothestructurewasinplace…whatgoeswrong?qManythings!qAcademic’smicrolevelview– needunderstanding,buyinqUnderstandingwholeofcourseconnectionsisimportantqNewacademicsarriveindepartments– communicateqIndustryproblems– noteasytosource(askpeoplewho’verunMISG)qStudentsneedtounderstandwhyaswellqWehaven’tgonefarenough:prepforprojectmanagement/delivery
Example:Watercarting&seqwaterqWIL,DecisionScience/OperationsResearch,3rd year,semester2qLedbyPaulCorryandKirstyKitto,JosephTam(industrypartner)qStudentANDindustryfocussed (smallgroupsworkw/partner)qIndustrypresentation&briefscopestheproblemqStudentsdevelopsimulation/modelapproachestosupportdecisionsqProjectdeliverymodelqPresenttoindustry
qRealproblemstimulusledtounexpectedlearning– good!
Example:Groundwatermodelling&AGECPtyLtdqWIL,App/CompMaths,3rd year,semester2qLedbyIanTurnerandElliotCarr,AndrewDurick (industrypartner)qGuestlectureongroundwateraquifersqSmallgroupsworktodevelopnumericalmethodssolvingPDEmodelsofgroundwaterflowqBuildknowledge&skillsasagroupw/problemprovidingstimulusqInterimandfinalreportsandpresentationstoindustrypartner
Example:GLMsandBankofQueenslandqWIL,StatSci,3rd year,semester2qLedbyJamesMcGree andMilesMcBain,BurtonWu(industrypartner)qCoachingapproach,ratherthanteachingqCreditriskasmotivationqRealdata=realproblemsq“Brutal”but“fun”
Example:ModellingdaylighthoursoverayearqFirstyearlevel,introfunctionsandcalculusqMorescaffoldingqRealdata– daylighthoursforcitiesaroundtheworldqStudentsinvestigateqDatavisualisation,softwareqFunctions(trigmostlyofcourse)qParameterforcingqDifferentiatingandintegratingfunctionsthatmeansomething
