Challenging learners at Part 1: Development of an enquiry based module

Challenging learners at Part 1: Development of an enquiry based module

Cathy HughesReal Estate & Planning

REP U/G Programme review – existing structure

Valuation (20)

Economics(20)

Planning(20)

Real estate study skills (20)

InvestmentAppraisal (20)

I&F(120)

Property law(20)

Planning implementation (20)

Building (10)

Management (10)Prop. Law (10)

Law (10)

D&P(120)

UPMV(120)

Rural(120)

1

2

3

+1

Economics (20)

Accounting and tax (10)

Forecasting and marketing(10)

Info mgt and analysis(10)

Project(10)

Plenty of reasons to celebrate

• 40 years of success• High academic entry requirements (now AAB)• Academic rigour and near market application

of knowledge noted by external examiners• Highly sought-after graduates (normally over

90% employment levels)

But on reflection…

• Demands of employers are changing

• We need to review what we teach and how we teach it

• Skills and expectations of incoming students are changing

Added to which…

• The experience of our students suggests change is needed

• RREF employer survey (2007)– Perception of complacency in

Department and students• Department Away Day (Jan 2007)

– Awareness that structure, content and teaching methods need addressing

• Reading Student Survey (Autumn 2008)– Low level of academic challenge at Part 1 – Low scores for active and collaborative

learning at Part 1– Low level of interaction with staff at part

1– Low level of engagement with e-learning

PART 2PART 1Projects in Real

Estate & Planning (1)(40)

Projects in Real Estate & Planning (2) (30)

Economics (20)

Planning and Building(20)

Investment Appraisal (20)

Law (10+10)

Valuation(20)

Economics & Investment(20)

Planning Law & Practice 20 Management

(20)

Property Law (10)

‘Sun and Moons’ ModelREP U/G Programme review – Revised Structure

Sun (1)

Aims to:• Develop skills• Promote active learning• Apply and develop

knowledge from ‘moons’

Must be:• Enjoyable• Engaging • Challenging

Your Reading

• Project 1: Create Reading Fact File– Resources and data collection

o Group submission

• Project 2: Find me a property– Local property markets and occupational requirements

o Group presentation and exam-style essay

• Project 3: How did it happen?– The development process

o Individual essay

• Project 4: Add value to my property– Market analysis and investors’ strategies

o Group reporto Individual multiple choice test

Encouraging and supporting and active learning

General points• Each project gradually requires more interpretation

by students• Clear and detailed assessment criteria• Blackboard discussion board• Surgeries• Group progress reports/intermediate milestones • Prompt feedback at each stage• Evaluation at each stage

Evaluation – so far Student evaluation:

Challenging & stimulating:• A lot – 61%/62%

A little – 35%/38%

Enjoyment:• A lot – 66%/69%• A little – 31%/28%

Comments largely positive or encouragingly negative (e.g. didn’t like it because I had to work hard to find the information)

Staff evaluation:(ie my perceptions!)

• It is a more satisfying way to ‘teach’

• Scaffolding is important (its a question of balance)

• Let the technology help – but recognise your (my) limitations

• It doesn’t have to be complicated• Don’t expect it to be less work (at

least not at first)• Student expectations change –

continuity important