MSc programme Clean Fossil and Alternative Fuels Energy is constantly upgrading so that the programme will strengthen its position and become more attractive for students interested in pursuing a career in power sector. We do this mainly by improving the teaching methods in the programme, focusing even more on challenge-based education, and by strengthening the added value activities organized for students and improving industrial involvement.
In order to do this, are performing similar actions in both first year universities (AGH, SUT) and additional activities in the second year university (IST). We are investing in quality and pedagogical excellence in relation to the implementation of Knowledge Triangle, and the increased quality by adapting the EIT pedagogical concept. Workshops and trainings for university teachers are focused on further improvement of their teaching skills and usage of modern pedagogical tools. The main objective is to introduce challenge driven education, project based learning and case teaching. The teachers´ competencies are being strengthened by teachers’ participation in pedagogical conferences. This will have additional networking effect and access to enlarge the pond of inspirations from different teaching institutions in the World.
Workshops on implementation of management and entrepreneurship issues in engineering courses are also performed for all teachers. This helps in implementation of issues of that type to technical courses. This could increase significantly the quality of education towards the EIT model, not only for the students in the KIC programmes, but for students in the other programmes taught at AGH and SUT as well, thus increasing the impact we are having. The assessment model of OLOs is closely linked with the assessment of learning outcomes accepted and required by the universities. Due to overlapping of both learning outcomes types it is possible to show influence of pedagogical process on students’ progress in achieving skills and to implement of LO and OLOs in standard modules assessment and in grading scale. It is done on the basis of Correlation of OLOs and Learning outcomes tables in universities.
Programme Execution – the added value activities
The activities listed under programme execution focus on the structural activities in the programme, related to the programme management and organization of the added value activities for students. The programme is delivering the activities related to programme development, and administration and support of students, e.g. helping them in official issues and giving them assistance in contact with industry regarding internships.
The added value activities for students we are based on programme experience and the best practices of the past and are focused on introduction of the challenge based education, in particular in the Engineering and Business Case.
Extensive study visits actions is carried out for all students. The visits are appreciated very much by students and give them a wider perspective on the current state of art in the industrial sector. During study visits students will have the opportunity to see different types of power industry plants – both fossil fuels based and renewable ones. In addition visits to boiler production companies are planned as well as to research institutes. In addition to standard university courses at the universities, we plan to deliver some additional courses and workshops on developing students’ behavioral skills. This includes business presentations, teamwork, leadership skills shaping and problem solving. These are among the skills that have been defined by the KIC InnoEnergy Career Centre as most needed in the future job search for students.
The development of managements skills are secured by learning by doing concept introduced in a project management course, business planning course and others. In addition, the Entrepreneur in a week summer school is a good contribution to the students curriculum. The Engineering and Business Case Study is the activity that will link all courses and activities together throughout the first year. In this Case Study, the students work throughout the year to solve an industry developed challenge that will require them to use all the skills they have learned in the other courses.
In addition the series of workshops shaping behavioral and soft skills are delivered to students. They are mainly focused on problem solving, leadership and teamwork, presentation skills and project management (PRINCE 2 course).