The scheme of study offers methods of teaching and learning that provide opportunities for students to develop independence of thought and critical judgement. Generally as the scheme progresses, teaching and learning moves from methods and approaches which include more formal staff input and directed learning, towards increasingly independent and self-directed learning (culminating in the PhD process).
All teaching and learning methods are designed in relation to programme and individual module aims, in order to provide opportunities for students to demonstrate achievement of appropriate learning outcomes.
Note that there is a strong emphasis throughout on problem-based learning involving real world problems with real end-user stakeholders and this effectively drives the rest of the programme.
Student learning comes through a wide range of approaches:
- Individual and Group Project-based learning – provides opportunities for students to take control and manage their own learning and to demonstrate skills and competencies in areas such as research, problem-solving, and reporting.
- Lectures – enable dissemination of a specific body of knowledge to students. Ideas and issues generated by lectures will be elaborated through class discussions, workshops, weekly coursework, project learning, group critiques, essays and reports. Guest lectures will be employed as and when appropriate including a range of industrial lectures offered by our industrial partners.
- Group critiques involving peers and tutors – provide opportunities for the development of intellectual skills in constructing, communicating and supporting arguments within a constructive learning environment.
- External and interdisciplinary projects – can offer opportunities for students to demonstrate knowledge and understanding of, and practical skills in, professional working practices and methodologies.
- Seminars – provide a forum for the discussion, debate and a conversation about a range of topics, ideas and contemporary issues. They provide opportunities for the presentation and discussion of inquiry-based class projects, and offer opportunities for the interchange of opinions, views, knowledge and experiences.
- Formal presentations – reflect professional practice and provide opportunities for the development of transferable communication skills together with intellectual skills, such as critical analysis, prioritising information and arguments, and evaluation.
- Project reports – provide opportunities for students to demonstrate competencies in research techniques, critical evaluation, design skills and transferable skills.
- Extended projects and dissertations – provide opportunities for students to demonstrate effective self-managed learning and a broad range of competencies from technical skills and research/enquiry through to independence of thought, critical analysis, creative thinking, design skills, presentation and visualisation abilities and written communication.
Click here to find out more about the remaining three years on the STOR-i training programme.