Chapter 1
In the mechanical engineering study guidebook the objectives of the degree programme are
described briefly. Most important goal is to give the highest education of mecanical engineering
based on mechanical engineering research. The mission is to promote mechanical engineering
knowledge and skills in scientific manner in cooperation with industry and society. The Mechanical
engineering degree programme offers, together with other university degree programmes, the
possibily for students to get an extensive mechanical engineering education which fasilitates a
broad range of engineering careers. The aim of the degree programme is to give students the
capabilities and the knowledge that enables graduate enginineers to master challenging technical
and scientific occupations. The object of education is to guide students in the development of a
profound understanding of engineering careers, enable students to evaluate their knowledge, help
student broaden their knowledge, and offer student creative and scientific tools to develop their
prectical problem-solving skills.
The Mechanical engineering degree programme objectives are:

to create a solid foundation of mathematics, natural science topics and mechanical
engineering introduction courses, to establish professional special know-how of mecanical
engineering and to create willingness in lifelong learning, research and promotion of the
mechanical engineering field.

to promote scientific thinking and research and also engourage to practical solutions and
creative problem solving

to give the skills for research, post graduate studies and demanding specialist duties

to motivate the students to understand the meaning of high quality scientific work in
learning, teaching and research

to encourage the students to embrace creative and interdisciplinary work in different
occupations and reseach fields, as well as in international environments

to give to the students the skills to acquire information independently and apply it in
reseach and professional work.

to develop professional working skills and habits, the know-how to contribute to the
advancement of the mechanical engineering discipline, the foresight to reorientate ones
own career, and the vision to set the goals for a team.
The mechanical engineering degree programme gives to the students good skills both in oral and
written comunication, high quality computer science skills, team work cababilities, and project
management expertice and understanding in economical affairs. The objective is to give to the
students awareness of general environmental challenges and the cabability to solve national and
international mechanical engineering problems.
The mechanical engineering students get good skills to both the challenging theoretical
professions and practical occupations.The masters of mechanical engineering have very wide
professional career opportunities. They work in engineering design, production, research, product
development, technical trade and product service occupations as technical experts and managers.
The education gives also good foundation for different educational tasks and professions.
There are many options for building an individual study programme. The student has the
opportunity to specialize in some specific mechanical engineering branch and to graduate as an
special expert in his field. Many graduate students continue their studies for doctor degree.
Chapter 2
A project team was established by the vice dean. It was later completed with expert members. The
project team consisted of 11 members and 3 expert members. The team consisted of professors,
lecturer/researching teachers, doctoral students, basic degree programme students and a planning
officer. Also an expert linking our thinks and thoughts with other faculty degree programme project
teams participated in our project.
Our project team decided to divide into smaller groups. Quite a complex mixture of small groups
was established to ensure mixing of knowledge and ideas.
Question answerable. Every member was in charge of 1-2 questions. This responsibility was to be
carried out all the way through the process. In one point every question answerable had to give
feedback/review 1-2 questions that was written by someone else.
Themegroup answerables. Self-evaluation questions were divided into 6 groups by their theme
(e.g. tutoring, management, learning outcomes). Each theme group had an answerable who made
sure the themes was discussed and answers were given to each question. Every member
participated in 1-2 themegroups. Two different themegroups also had a discussion meeting
reviewing the answers that other themegroup was going to give on their answers.
Compilation question teams. A 2-3 person small group with a compilation question answerable
reviewed questions in a chronological order and wrote answers to chapter 3 compilation questions
8, 16 and 22. Question 8 answerable group reviewed questions 1-7, Q16 took questions 9-15, etc.
Project team had 4 official meetings added with some email discussions. Question answerables
had approx. 4-6 meetings, themegroups had 6 meetings, compilation question teams had 3
meetings. This process ensured that everyone took part into as many questions as possible
meaning that project team members did undergo 10 to 20 meetings overall within practically two
monts.
Extra events were also organised. Tutoring sauna was held in December. Student tutors and
teacher tutors discussed about our tutoring system and about this teaching evaluation exercise
(TEE). A TEE oriented teaching development event was organised by our faculty. A smaller
developing event was organised in one of our department. A webropol survey was made to support
chapter 4 answers. Survey link was sent to both teachers and local student union (guild). Whole
process was updated actively in Wiki. Wiki was open for all teachers and students and some
spontaneus feedback and ideas came up that way. More information can be found from wiki page:
https://wiki.aalto.fi/display/KONTEE/
Chapter 3
Degree Programme Planning and Management
Degree Programme Management
1a) What is the role, responsibility and decision-making power of the head of the degree
programme/coordinating professor/degree programme coordinator?
The matrix organization with teaching and education activities separated from the department
management is very novel innovation in our university. Practical experience from this system dates
back only for few years. The role and the authority of the degree programme responsible professor
is still unclear and unstable. The responsibilities and the practical rules are described in the dean´s
decision letter as follows:
1. The professional mandate to the head of the degree programme is based on the dean’s
decision: faculty nominates the programme director. The head of the degree programme must be a
member of the study affairs council.
2. The mandate is for at least one academic year
3. The head of the degree programme has the responsibility of both the bachelor and the master’s
degree programmes
4. The key responsibility is to administer and develop the degree programme:
-
organize the preparation of the study curriculum, follow the implementation process and
develop the curriculum according to the goals of the study programme
be responsible on tutor activities and study counselling
accept courses from other universities
prepare statements and declarations concerning the degree programme
represent the degree programme at the university level and to the surrounding society
1b) What are the main management procedures of the degree programme?
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co-operation with study office experts, study planning officers and the study counselling
office students
student advisory meetings and lectures
information lectures and study theme events
course to support personal study programme planning
tutoring activities and tutoring planning
recruitment events and presentations for new students
study council meetings
cooperation in degree leader meetings
The management of the degree programme lacks the financial resources and the study office staff
is rather small and overloaded. The programme manager has a lot of responsibility, however,
decision making power is quite limited. As a result, the programme manager is responsible for
decisions and promises made by others. The main effort is to ensure the quality of teaching and
learning together with customer satisfaction.
The decision-making authority of degree programme professor is more based on informal
discussion, personal charisma and team work capability than official instructions and administrative
actions. Most important role is to act as a figurehead of the study programme.
1c) Estimate on a scale of 1-4 how well the management procedures of the degree programme
support the achievement of the degree programme’s objectives: 1_2_3_4_
The self-evaluation grade is 3.
1d) What are your particular areas of success?
The popularity of the mechanical engineering study programme measured with entrance
examination grades has increased clearly during past three years. Compared with international
declining popularity trends this positive status is noteworthy.
The mechanical engineering degree programme is one of the largest in the university and
management of the programme is very challenging. We have managed to establish common rules
and procedures for individual professorships. The management staff and management procedures
are relatively light and the operations and decision making is very effective and transparent.
The study office works very effectively and the professional status of the staff is very high. Long
working careers and good professional know-how of the employees ensure high quality and rapid
decisions on study affairs. Decision delegation in routine matters works out well.
The degree programme has organized together with the faculty staff several teaching and learning
theme days to share the good teaching practices. The staff of the mechanical engineering degree
programme has participated very actively to the pedagogic seminars and study programmes in
order to develop pedagogical skills.
The degree programme has long and productive pedagogical research cooperation with Helsinki
University. Many pedagogic master’s thesis have been established in the field of mechanical
engineering education.
1e) What challenges and problems are involved in the management of the degree programme?
What are the planned or implemented measures to address these?
The degree programme leader has liability without the jurisdiction and financial resources. Action
plan to develop the degree programme needs money and human resources. In the future there is
the need of direct budget funding to teaching and learning development programs.
Mechanical engineering degree programme includes two departments: Department of Engineering
Design and Production and Department of Applied Mechanics. It is challenging to manage these
two engineering fields with one degree programme. In the future we have two alternatives:
increase cooperation, or establish two degree programmes.
To clarify the organizational liabilities of the degree programme management, a discussion within
Aalto-University has been started. The degree programme management is actively participating in
the planning and implementation of the future study programme.
Connection between Research and/or Artistic Activity and Teaching
2a) What are your objectives in connecting research and/or artistic activity and teaching?
Both of the departments that jointly adminster the Degree Programme in Mechanical Engineering
have a mission to produce new scientific knowledge, to educate responsible and effective
engineering professionals and to actively maintain a clear perspective on the developments in
mechanical sciences and engineering of relevance to Finnish industry. All research teams are
committed to the operational principle that “all researchers teach and all teachers do research”.
Staff job descriptions reflect this objective. This is the means for developing high quality education
and also for promoting research career development.
2b) Which pedagogical methods are used for building the connection between research and/or
artistic activity and teaching?
There is a strong linkage between research projects and teaching. Researchers are involved in
teaching and presenting the latest findings in their research field. Already during the Bachelor’s
Degree study period, students use problem solving and “learning by doing” methods which
introduce them to development and information evaluation approaches. To increase the motivation
of the students, a majority of the examples, exercises and student project work topics are derived
from actual research and development problems. Students are regarded as novice members of
scientific community and their scientific approach to research problems and transferable
engineering skills are developed through education. In some courses, student tasks include
working together with research and technical personnel performing experimental tests or building
prototypes. In specific fields teaching benefits from the use of docents, who are qualified scientists
from universities, research organisations or industry.
2c) Estimate on a scale of 1-4 the success rate for connecting research and/or artistic activity with
teaching:1_2_3_4_
3
2d) Describe an example of succeeding in connecting research and/or artistic activity with
teaching.
Numerous examples for this question could be cited and one course has been selected randomly.
For many years research groups in Mechanics of Materials and Engineering Mechanics have
studied numerical methods and several international scientific journal articles on this topic have
been published. One such method is the space- or time-discontinuous Galerkin method developed
by Prof. Salonen and Dr. Freund. The method is taught in the Advanced Finite Element course as
an efficient formulation method for complex models of mechanical structures involving different
types of structural elements. This course is for both MS- or doctoral level students. The theory
behind the method is presented and the resulting formulation is conceptually very understandable
for engineers.
2e) What problems have you perceived? What are the planned or implemented measures to
address these?
In the current system, students frequently do their Master’s of Science projects while working at an
industrial company. This is an excellent way for the student to become aquainted with industrial
practice and for industries to evaluate performance of a student. With this arrangement their main
goal is to contribute to the research or product develop needs of the company. This eliminates the
research-oriented students the possibility to become as a member of a research group. When that
student then begins post-graduate studies, the work done during the MS project can only rarely be
ulitilzed as part of the doctoral degree. Some groups have good opportunities to offer MS-level
projects for students, but for most groups there is not sufficient resources to offer such possibilities
and increased funding would be needed both for infrastructure and student salaries/stipends.
TEE / Degree Programme in Mechanical Engineering
3. Defining the Degree Programme Outcomes
3a) What are the main educational outcomes of the degree programme and how have you
concluded them? What type of competence is required from degree programme graduates?
The main educational outcome of the degree programme in mechanical engineering is to give the
highest up-to-date education, which is research based. In addition, ability to apply knowledge and
skills of mechanical engineering in industry and society is important. The programme outcomes are
a result of an evolution process, which is based on a long-term co-operation with industry and
surrounding society as well activities in international scientific society.
The main required competences from degree programme graduates are:
-
ability to scientific thinking and working
-
ability to creative problem solving and ability to apply existing scientific knowledge and
methods
ability to understand the problems in the field of mechanical engineering in the perspective
of users, environment, and technical and social systems
ability to work as an expert and developer of own field
to have sufficient language skills for operating nationally and internationally
ability to scientific doctoral studies
-
3b) What are the procedures for updating and drawing up the outcomes and competences
of the degree programme as a whole? Who are involved in this process?
The procedures for updating and drawing up the outcomes and competences of the degree
programme are divided to internal and external processes. The internal process is based on yearly
seminar, where students, teaching staff and administrative staff analyse the feedback from the
courses. Feedback comes both from students and staff members. The external process is cooperation with industry, organisations representing industry (for example Teknologiateollisuus ry.)
and surrounding society. In the external process are involved:
-
our research partners
-
companies and organisations, where master´s theses are made
-
educational partners, like cities and educational organisations
-
organisations representing industry
-
our former students
3c) Estimate on a scale of 1-4 the success rate for drawing up the outcomes: 1_2_3_4_
3
3d) How has the procedure of defining the programme outcomes succeeded and how was
this achieved?
The internal procedure is running systematically. The programme outcomes are based on
outcomes of the modules. The yearly seminar checks the large picture and in the level of modules
the teachers have own meetings regularly.
The procedure in external process is challenging, but has succeeded relatively well. It could be
more systematic, but discussions of programme outcomes especially with industry are often so
called lunch discussions which is a side process of the normal co-operation. Specialised meetings
focused on programme outcomes are typically limited to organisations representing industry.
Linking the Learning Outcomes of Courses and Modules
4a) How are the intended learning outcomes of individual courses and modules linked to the
intended learning outcomes of the degree programme’s other courses and modules (Please
describe only on a general level)?
The objective of program planning is to provide such courses and course modules, that the degree
program can provide mixtures of skills and capabilities, which will respond to the needs of industry,
society and scientific research and offer an opportunity for successful career development. Since
the education in this degree program is more or less related to application oriented engineering, it
is not reasonable to limit the flexibility too much.
At the moment the linking between courses needs still attention. Basically linking is based on
discussions between individual course providers and their evaluation of the content of courses.
The courses, modules and programme are also discussed while planning the course program
annually as well as in the annual education workshop on department level.
4b) What are the planned procedures for linking the individual elements to the whole?
Systematic evaluation of the learning outcomes is relatively new process inside the degree
program. Until now the description of the learning outcomes of individual courses has been
conducted using the same formalities. The second phase to extend this to the course module and
major/minor subject level was done last year. Programme level learning outcomes was also
updated lightly last year but further discussions on degree programme level has to be done in the
near future.
Students are evaluating the content of individual courses through course descriptions in study
guide and based on this build their own personal learning plan (HOPS). Every student has to
construct the plan at the beginning of their studies. The students have also a possibility to discuss
with their tutors, how reasonably the selected courses fit their plans and expectations. Also, one of
the procedures already used is to proposal descriptions of the whole programme content to assist
students in the planning phase.
4c) Estimate on a scale of 1-4 the success rate for linking the intended learning outcomes of
different courses and modules to the learning outcomes of the degree programme as a whole:
1_2_3_4_
3
4d) Provide an example of succeeding in an activity for planning, synchronising and implementing
course learning outcomes included in the degree programme in an integrated manner.
Some years ago there started to be a lot of negative feedback about teaching of statics and
dynamics. This was recognized and the discussion between our teachers and teachers responsible
for those courses led to a solution, where we provided practical examples on our field for the
teacher who was preparing new course material. This led to increased motivation and better
indicated to the students where the equations will be used in practical cases. The same method
has also been used for teaching of mathematics.
4e) What are the perceived problem areas? What are the planned or implemented measures to
address these?
Linking the intended learning outcomes of individual courses and modules to the intended learning
outcomes of the degree programme´s other courses and modules is challenging. The students
have very much flexibility in selecting the whole content of their studies. Since also in the future
careers of engineers will be multitude of different possibilities, it is not reasonable to limit the
flexibility. Instead tools shall be offered to provide see through and easily understandable
description of individual students capabilities after passing the degree phase and being in
recruiting phase.
It is important that the prospective students have the possibility to use the tools in planning so that
the combination of skills and capabilities provided via different options of course selection can be
seen, and the students can evaluate, whether they correspond to their career expectations.
Since the number of courses offered in the university is large and the development of the course
content is distributed to different schools and spread to individual professor level, it is challenging
to administrate the whole course program in detailed content level. The only foreseeable solution
for this is the streamlined internet based program development process and active discussion
among course providers in advance about planned refinements and new openings for courses.
Supporting the Competence Development and Professional Development of Students (e.g.
personal study plan, optional studies, tutoring, portfolio work, workplace connections,
career advice, mentoring)
5a) What goals have been set to support the competence and professional development of
students?
One fundamental goal of the supportive actions is to guide students in appropriate choice of their
studies based on valid competence profiles. Furthermore, the students should acquire skills that
are based on fundamental understanding of topics, and will support life long learning and
competence development. Students are also guided in the timing of their studies with a goal of
supporting cumulative learning and graduation on time. The support and guidance offered should
also help students in forming a sufficiently wide and realistic view of a career and of the associated
competence requirements in a specific field.
5b) How is the competence and professional development of students supported and monitored as
the studies progress?
The recommended competence profiles specifying the studies and the critical path of the studies
are used to support the planned, cumulative progress of the competence development. During
bachelor studies recommended study schedules are provided for the first two years and partially
for the third year. The progress of the studies and the appropriate order of taking courses are also
discussed in general and on personal level during tutoring meetings.
Students’ general competence development is supported by the choice of teaching methods. For
example, large project assignments, which are widely used in the degree programme, have a
central role in the development of team working, project management and interaction skills of the
students.
The building of the picture of a specific field and of the associated career opportunities as well as
the gathering of workplace connections is supported in several ways: field specific tutoring groups,
mandatory and voluntary training, field specific training requirements, field specific competence
profiles and lecturers from industry. The option to include international training both to the bachelor
and to the master degree studies supports cross-cultural skill development. International training is
supported through established programs, but also through bilateral agreements.
The bachelor's and master's theses have a significant role in the professional development. The
offered thesis topics are generally relevant and form a synthesis of the studies. The theses give an
idea of current topics in the field and, particularly in case of master's thesis, provide important
workplace connections and offer experience on engineering or research skills that are required
after graduation.
5c) Estimate on a scale of 1-4 the success rate for supporting and monitoring the competence
development of students: 1_2_3_4_
3-4. The supportive actions are well developed, but further development is required for the
systematic monitoring.
5d) Provide an example of students successfully being able to monitor their own competence
development and the type of support they receive for the purpose.
Good examples include students working as assistants on courses that they have recently
completed, training in industry, particularly at the master's level and large project assignments,
particularly those with an industrial connection. In these cases students are usually able to get
direct feedback on their performance from supervising and instructing teaching staff or from
industrial partners. Trainee positions translate also into study credits for fork training.
5e) What are the perceived problem areas regarding the progress of studies and as skills develop
during the degree programme? What are the planned or implemented measures to address these?
The systematic monitoring of competence and professional development is lacking. For students
competence development shows merely as numeric grades and collected ECTS points. A project
is being started on the development of a field specific learning portfolio concept which aims to
address this problem. Furthermore, a pilot course on the basics of career development is being
started.
Another problem is that some students do not follow the recommended order of studies. The order
of taking courses is not monitored systematically and students are e.g. able to take master level
courses before completing bachelor level courses. Instead of introducing pre-examinations on
courses we should communicate the importance of cumulative learning and provide students with
critical paths associated with different study paths.
Companies are often interested in students at the final stages of their studies. Some of the
students employed before graduation start to have problems with the progress of their studies. This
is a delicate problem as workplace connections are important from the point of view of the
professional development of the students and often support the learning, but on the other hand,
they should not hamper the graduation.
Study Time Allocation and Workload of the Degree Programme
6a) How is an excessive study workload avoided?
Degree programme study guide contains example timetable plans for first, second and third year
studies. Planning the studies, needed time allocation etc. are usual topics in autumn orientations
organised by our degree programme in collaboration with degree programme in Energy and
HVAC-technology (ENE). Timetable and use of time is further deepened in discussions between
freshers and tutors (three level tutoring including: “iso-henkilöt” (transl: “student guides”), student
tutors and teacher tutors). In the first spring period (III) we organise course General Information on
Mechanical Engineering together with ENE. Course is a part of every student’s compulsory basic
studies. Course handles following topics: motivation, use of time, social contacts, stress, studytechniques. Lecturers are usually experts in psychology and pedagogics. Personal study plan is
done already in autumn and example timetable for first autumn is given to students as soon as
they arrive to campus area. Example timetable is further discussed with “iso-henkilöt” and student
tutors.
Every course informs the workload it takes to complete the course. This information was gathered
in academic year 2009–2010. Workload information is roughly divided into lectures, independent
work, and assignments. Information is given in overall amount of time and also in hours per week.
5 year model study plans with relevant major and minor subjects are introduced to students in
some majors. This way the students get to realise what they have to do (and how fast) to get a
master’s degree certificate after studyin for five years.
6b) What methods are used to find out that the allocation of study time and the experienced
student workload is appropriate both in the whole degree programme and in its parts ?
Each study module (also every major ja minor) has a professor in charge. Professor in charge can
discuss with teachers that provide the courses for module or major/minor. Course information can
be found in Noppa, so that professors in charge can review the course descriptions and course
workload plan. As a part of our every year curriculum update-process we update the course
descriptions, workloads etc. and also learning outcomes of modules and major/minor subjects.
This creates a need for discussions.
Research on the topic has been done from time to time. The title of the latest research is: “”I would
not say that there is too much work, but planning your studies properly demands quite a lot.” Work-load in
higher education as viewed by the students of Faculty of Engineering and Architecture in Helsinki University
of Technology.” Both quantitative and qualitative methods were used in that research.
On a course level, feedback forms have 7 compulsory questions. One of those questions is:
“Compared to the course workload, the number of credits awarded was (3 credits equals 80 hours
of work)”. Scale is: too low 1 - far too much 5. Also course difficulty is asked. As an optional
questions we ask also questions like: “How much did you use time in this course--“, and: “How
motivated were you to participate to the course?”. Feedback in return is given by course teacher
within one month after the course is lectured. Teachers also monitor how their students use their
time. Discussion connection between students and teachers is considered quite good.
In faculty level we got a compilation from feedback system PalauteOodi concerning course
workload. Workload information was reviewed in faculty level study management group (IAkoulutuksen johtoryhmä). Overall feedback did not require any drastic moves. We survey our first
year students in the beginning and at the end of their first academic year. The first questionaire is
meant to find out the motivation and goals of our first year students. The same target group is
questioned again with similar questions later on spring (with some added tutoring questions) so
that we can compare the results to see whether motivation has decreased or increased. The
results are reviewed by the study management group. Non-study-related working is monitored
quite often (Fresher surveys yearly and occasional university level reports done roughly every two
years).
Independent student feedback or other channels of feedback (e.g. the student union) provide
important information on some courses that have too much workload. These problems are solved
in various methods: planning officer talks with teacher, supererior talks with teacher.
6c) Estimate on a scale of 1-4 the success rate of the study time allocation: 1_2_3_4_
2
6d) Please provide an example of successful study time allocation and rectification of problems.
Strict rules offer significant basis for planning the curriculum. In an aeronautical engineering course
changes in content led to immediate changes in course credits mid term. These changes are
usually made before the academic year starts. In this case there were special reasons and
changes needed to be made mid term. This indicates that content change corresponds to
immanent discussions on workload within teachers on department level. Generally course content
is not changed without change in credits and in interaction with other teachers. Course changes
are discussed quite broadly in many deciding committees. Course change proposals are also
prepared at department and degree programme levels. Final decisions are made at a faculty level
and reports of curriculum are sent to the university administration level.
Engineering Design Basics (10 credits) was restructured so that it now provides 3, 4, 5 credit and
10 credit versions for need of various degree programmes. 10 credit course was considered too
massive for some other degree programmes’ needs in their curriculum.
6e) Which problem areas require further attention? What are the plans for correcting
the problems
Professor in charge is not entitled to gain the official feedback due to strict restrictions in personal
information legislation, unless this professor happens to be superior to the teachers in question.
More measures that will motivate course teacher to share feedback should be taken.
It’s clear that our first year students have problems with time allocation. For a couple of years time
allocation have been discussed with freshers but this could be intensified. Most of our freshers are
19 to 20 years of age and as well as they are starting to learn how to study in university they are
starting to learn how to live their life self-reliantly. Personal study plans are not used to their full
potential. Study progress should be monitored so that we coud identify those students that seem to
need more guidance. Nowadays students have broad freedom to choose what they want to study
and when and practically the only way to identify those with time allocation problems is to check
who are making enough credits and who are not. Those that seem to have problems are contacted
after period I-II results are registered.
Flexibility of Studies, Opportunities for Domestic and International Mobility
7a) What are the aims for internal (between the Aalto University schools and programmes),
domestic and international mobility?
In a world where the complexity is growing, and multicultural interractions is becoming a common
phenomenon being able to deal with different cultural and linguistic perspectives is becoming a
fundamental ability. In the same way the complexity of modern products and services is creating a
need for interdisciplinary cooperation between different fields of science, technology and arts. Our
aim in developing internal and international mobility is to support students in developing the skills
needed to function in a multicultural, multilingual and multidiscipliny environment.
7b) Which methods and structures support the implementation of mobility (e.g. the structure of the
curriculum, substitution of studies and credit transfer)?
The Bologna process has been implemented in the curriculum and the ECTS credit transfer
system is used. The modular structure is already existing in the curriculum.
Other structures and services are already existing in order to support incoming and outgoing
students. A major channel are the Erasmus exchanges.
Another types of agreements exist between universities belonging to similar network than Aalto
(e.g. Nordtek and Cluster).
The support services for incoming students is existing and efficient.
Self-defined majors are also existing. Major programmes such as IDBM are existing. Product
Development is also a minor programme existing in the curriculum and supporting the
implementation of mobility.
7c) Estimate on a scale of 1-4 student mobility opportunities provided by the degree programme:
1_2_3_4_
3
7d) Which solutions are particularly successful in supporting mobility?
Erasmus exchange contracts.
7e) What are the perceived problem areas? What are the planned or implemented measures to
address these?
Time and resources:
For Finnish students the main problem in order to participate to mobility programme abroad is the
lack of financial resources. Indeed, most of them are relying on work in home based companies
during the year.
Tutor:
A tutor following the exchange student before, during and after his exchange is an idea that will
require to be implemented.
Cross disciplinary studies:
More flexibility for cross selection of master topic will be needed. In order to support the mobility
internally between schools or departments, the structure of the curriculum should provide the
possiblity for students to freely chose the topics and supervisiors of their candidates and master
theses within the internal or external list of potential partner universities. More freedom should be
provided to students in order to develop his or her study plan. The coherence of the plan should be
assessed by a tutoring group belonging to the staff of the University. The cross-disciplinary mobility
of students is still limited, despite the rescent university merger that resulted in the formation of
Aalto University.
ECTS credits transfer: The transfer of ECTS credits is still a problematic issue especially for
oversea students. One manner to solve this issue will be to introduce in our department the
possiblity for an international minor (30 ECTS) The ‘course by course’ transfer should be still also
possible.
8) Examine questions 1-7 (Degree Programme Planning and Management) and your answers,
paying particular attention to factors that prevent or hinder finding solutions to the problem areas of
the theme (e.g. internal structures or procedures regarding the degree programme, department,
school or university)?
The degree programme leader has liability without the jurisdiction and financial resources, and
there is a need for direct funding of teaching and learning development programs. There is also a
need for direct funding of master’s thesis projects. Furthermore, internal and international mobility
of the students requires more financial support from the university.The university’s current
budgeting arrangements must be changed.
The degree programme of Mechanical Engineering includes two departments. To rationalize the
educational operations a single joint department is desirable.
New internet based degree programme development tool is required to administrate the wide and
fractured course spectrum. Much information can already be obtained from existing student/course
register database system (Oodi) but the program does not provide a working tool for developing
degree programme curriculum.
We must improve the cooperation between the department of mathematics and the degree
programme in order to ensure mechanical engineering students theoretical skills. Lacuna in
mathematical skills seems to be a common problem after secondary school studies, especially if
our freshers have done their military service between secondary school studies and university
studies. Calculation routine deteriorates quicky if it’s not used. This has shown in math course
preliminary examination points.
Feedback information procedures are too complicated and inflexible. New rules and operational
procedures at the university level are needed.
Regulations on curriculum give very little flexibility to include studies from other universities into our
degree structure. More flexibility in our degree structure is needed. This means changes in general
Degree Regulations.
Our students seem to study generally about 25 hours a week. It seems that our students work
quite often while they are studying. Some problems in this area are based in Kela’s student
financial aid which does not nurture enough full time studying (e.g. maximum income limit for fulltime students was recently raised).
Implementing Teaching of the Degree Programme Courses and Modules
Basic Studies (Studies and teaching at the beginning of the programme)
9a) What are the goals for the basic studies included in the degree programme? What knowledge
and skills must be achieved in basic studies outside of the degree programme (e.g. Mathematics,
computer science, statistics, chemistry, physics, languages, communications, art studies, etc.)?
To achieve a level of skills required in the degree programme. To learn to study and to give basic
knowledge about different phenomenons.
Goals:
 Within the degree programme, statics and dynamics should bridge physics and mechanical
engineering specific courses.
 Outside of the degree programme,
o Mathematics should be mastered at a level where it can be used as a tool for later
coursescoures
o Computer sciences should introduce tools that complement CAE (computer aided
engineering: modellingmodeling, simulation and manufacturing), as well as teach
computer skills that are essential for modern day work. Also, basic programing
skills, that are needed for automation and the application of microcontrollers, should
be developed.
o Chemistry should help our students understand the behaviour of materials at a
molecular level, thermodynamic phenomena and chemical energy.
o Physics should complement statics and dynamicsdynmics by focusing on perfect
understanding of the fundamentals
9b) Which procedures ensure that the basic studies are relevant and support the achievement of
the degree programme outcomes?
-Making use of the things learned, as fast as posible. That way students can see the usefulness of
the things they are studying.
-Practical examples from real-life industry
-personal study plans should be designed so that there timegaps, between a basic course and
courses that have these basic courses as prerequisites, are not too long. For example the courses
Introduction to Strength of Materials, part I and Introduction to Strength of Materials, part II
shouldn’t have a long timegap between them.
Evaluations and discussions by course providers in all levels are used to ensure the relevance and
support.
9c) Estimate on a scale of 1-4 the success rate of basic studies supporting learning among
students as the studies progress: 1_2_3_4_
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9d) Describe an example of successfully integrated basic studies in degree programme education.
Physics courses, followed by physics laborotory courses, and eventually more specific engineering
courses, are an example of a good learning continuum. This kind of continuum can also be found
in courses related to machine design.
9e) Which problem areas relating to the basic studies remain unsolved? What are the planned or
implemented measures to address these.
There are two general problems in the integration of basic studies and specified studies: There are
gaps in certain parts of the curriculum, and overlaps in other parts. The lack of suitable links
between programming and electromechanic applications is an example of gaps. Gaps are
deteremental to the learning continuum, and overlaps cause repetition that produces unnecessary
workload.
Figure 1 Example of gaps
These gaps can be closed by introducing new courses or restructuring existing courses to fill in the
gaps. Degree programme-specific basic courses, that cover the field of mechanics, have overlaps
with the sections of basic physics courses that cover mechanics.
Figure 2 Example of overlaps
Although overlaps are good for drawing links between courses, excessive overlapping results in
wasted time and unnecessary workload. Making changes to the degree programme specific basics
is easier than changing basics that are common for all of the university’s technical schools.
Therefore, some topics are already covered in basic physics, the degree programme-specific basic
courses could focus on deepening the understanding of the covered fundamentals by teaching
applications and using practical exercises and examples.
Some other perceived problems or feedback:
Physics: Four basic courses for physics is too much. Most of the subjects overlap with other basic
courses. There is no reason to study the same things in many different courses and the physics
courses don’t go deep enough to give any real insight.
Communications: Doesn’t necessarily require studies on the subject but the amount of group
assignments should be increased. A single students grades shouldn’t rely too much upon the
grades of the whole group.
Art studies: studying arts can be seen as beneficial to industrial design students but our students
do not need it as a mandatory part of the curriculum. Student may include arts in the voluntary part
of their studies. Currently there are no mandatory art studies in our curriculum.
Computer: an useful tool but its not being used enough in courses. There should be more focus on
teaching Mathcad and other similar programs on basic studies courses.
Student guidance and councelling, tutoring (e.g. receiving new students, orientation, study
progress, choosing courses, choosing a major, personal study plan, work placement,
administrative procedures relating to theses, etc)
10a) What are the goals for student guidance and councelling at different stages of the study path?
Overall goal is to guide learning and studying at the beginning of the studies. Later studying and
decision-making of major/minor subject is supported. At the final stage career development is
guided.
Description of guidance and councelling services can be found from a study guide that is updated
yearly. Six pages of the guide is inscribed for these services [see “Opinto-opas 2010–2011” pages
34–40].
1. Prospective students marketing/recruiting (“Abi-info”, open doors day, upper secondary
school visits)
2. Welcoming new students (degree programme specific info-package by mail, first orientation
days, study guide -book)
3. Student guides (“Iso-henkilöt”) orientate students to our campus area and help students
register to their first courses. Also first timetable is discussed.
4. Student tutors help students orientate to the studies little deeper (for student tutors degree
programme has provided a specific guide with specific tasks for student meetings). Student
tutors’ groups are divided based on student’s preliminary major subject interest.
5. Teacher tutors help students orientate deeper into major subject field, trip to research
facilities. Teacher tutor also discuss about the progress of studies, future study plans etc.
6. General Information on Mechanical Engineering -course orientates the students in spring
term providing further information on different services that are provided for student use,
such as study psychologist. Also study techniques, learning skills and legal protection righs
for students are discussed.
10b) How are students guided at different stages of the programme, in completing assignments
and in decision-making?
Degree programme arranges specific events for 2nd year students to find out which major subject
interest them most. Major subject decision is main goal for 2nd year students in the matter of
councelling and tutoring. Also minor studies information event is organized.
Bachelor’s thesis seminar is used to orientate students to scientific thinking, structuring and
processing of information, linquistic and communicative skills. Also study planning for the higher
degree studies is discussed. Goal is to help students take the last steps of becoming bachelors in
science.
In higher degree programme bachelors are tutored by their major subject professors. Goal is to
motivate the students to complete their degree and make their independent master’s thesis.
Main councelling instances can be found below. Methods for guide are: info-material, information
and discussion events, lectures, face to face meetings, group meetings, seminars, councelling
project (pre determined amount of meetings and topics), peer student guides (student tutors, ISOhenkilöt, Kilta activities), group works, easy-going sauna-events.
10c) Estimate on a scale of 1-4 the success rate of students receiving guidance for studies and
their planning in a comprehensive and adequate manner: 1_2_3_4_
Prospective
studies
Abi infos
Open door event
Visits to upper
secondary
schools (visits
made by our
students)
Welcomepackage via mail
4th year and
onwards
1st year
2nd year
3rd year
Fresher’s first
days:
two degree
programme
specific
information
lectures + guild
activities
Major subject
info and selection
Major subject
new students
meetings
Major subject
professor
”guides”
Bachelor’s thesis
seminar
Master’s thesis
guiding
Study plan with
student tutoring
(part of course
General
Information on
Mechanical
Engineering)
Minor subject
info
Tutoring in the
form of info
events. Also 1st
year teacher
tutor is available
if needed.
Guidance in
working life
”ISO-henkilö”
guidance
Students’ union
info
Sub association –
info
Campus
orienteering
(”Otasuunnistus”)
Teacher-student
tutoring
Student counsellors – practical training counsellor – planning officers – office – teacher receptions –
International Student Services – Career Services – “Teekkarin ohjauspakki”
Industry week - ”Konergian yö”
Study psychologist – Otapappi (priest) – NYYTI – YTHS - Kela
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10d) Describe a successful study guidance method.
Compulsory orientation year is divided into small segments. First orientation year has a big start
just before first lectures takes place. Orientation is deepened as students first academic year goes
on. Many orientative segments of that year are compulsory parts of a compulsory basic study
course General Information on Mechanical Engineering, which is lectured in spring term. This
makes sure that practically 100% of our students go through our orientative events and tasks. This
method proved succesful in this year report on tutoring in IA faculty (Nina Nykänen 06/2010).
Keväällä kandiksi! (Bachelor before summer!) -information and discussion event was held in
November. The aim was to activate students that wouldn’t usually be active mostly due to full time
jobs they have. Target group was students that have studied more than 5 years and have not still
finished their Bachelor’s degree. These kind of events have been organised yearly 1-2. Gathering
people in similar situations (studied long, probably on a full time job) and discussing shared issues
concerning studies seems to activate some of them. Earlier when we tried to motivate students to
finish their Master’s degree before July 31st 2010, we organised information events and also sent
e-mails and traditional letters via mail. Traditional mail worked well because nowadays it is
considered more individual approach compared to e-mails. Positive perspective on e-mail is that
student can straight away start a conversation concerning his/her studies with sender (typically
planning officer).
10e) What are the perceived problem areas and the planned or implemented measures to address
these?
Tutoring after first year seems to stop. Tutors loose their contacts and it is difficult (or even
impossible) to fix up a group meeting for 2nd or 3rd year students. Tutoring and other guidance are
accessible for our students but it is not widely used. The problem is that real problem cases do not
use the services available. We have planned different ways to hold our tutoring groups together
along their study journey. One idea is to combine two tutoring groups together and arrange 1-2
meeting a year for those bigger groups. In our discussions with student tutors and teacher tutors it
seems that if we would arrange group meetings in 2nd year only the ones who don’t need that,
would come. Drop outs should be monitored and contacted. A contact letter by e-mail offering
guidance was planned to be sent this term.
“Student Days” is one idea we have. In Student Days teachers could see all the tutored students at
once, latest research could be presented and older students could presentate their pjoject work
prototypes. 3rd year could start with major subject easy-going “Welcome”-events. In spring term
topic could be more research orientated (master’s thesis seminar lectures, prototypes). Something
like this is organised already. New student’s –get-togethers are organised by major subject
personnel. In these events new major subject students are invited to hear about studies in major
subject, working in laboratories, information about club activies etc. A photo gallery is taken in
some of these events. These easy-going events are held in some majors and the content varies.
Mentoring program for students making their master’s thesis has been also in our plans. In this a
alumni or a researcher could mentor students about the thesis and mainly on how to carry on
finding work after graduation or how to start post graduate studies. Some activity on this field is
already on-going but it could be strengthened and implemented deeper into our tutoring plans.
Support for Learning and Providing Feedback (Support for learning and feedback for
theses, assignments and courses)
11a) What are the aims of the degree programme for supporting learning?
One of the most important targets is to improve the student/teacher –quotient. Many study groups
are large and the teachers have difficulties in providing individual study support. Also feedback
information tends to be on general level rather than on individual basis. The aim is to change the
learning environment from mass lectures towards independent team work, seminars and working
in smaller study circles. Having more time the teachers can concentrate more on individual
teaching. Feedback information to the student about his learning achievements will be a natural
part of teaching as also feedback from student to teacher.
The new Bachelor thesis seminar is an essential part of the studies and a similar seminar for
master’s thesis is planned for the near future (pilot running in some professorships).
Improving the resources of the study counselling office enhances possibilities to support realistic
individual study plan design for students.
11b) Describe different guidance methods and procedures; How is learning supported and
evaluated in connection with e.g. assignments?
Traditionally lectured courses apply limited guidance methods. Written examinations are graded on
the standard course grading scale 0 to 5. The students give feedback to the teacher using the
WEB Oodi feedback system. Teachers publish comments and course development plans using the
Noppa-system.
In team work and practical laboratory or project assignments support is given on site or in special
meetings. Some trials have been made to use problem based learning methods (PBL) and to give
feedback as a part of the project report. Oral feedback during the study period is also given. In
industry related projects industrial partners also provide feedback. Laboratory assignments are
based on learning by doing principles and feedback on exercises is based on improvement of
individual development. Seminar works often include peer/opponent evaluation.
Master’s thesis writing has documented evaluation guidelines and functioning practices. Guidance
during the process is given individually by the supervising professor and the instructor who may
also be from industry. The approval of the thesis is based on a written statement by the professor.
(applied format officially accepted by the dean of the university).
Unofficial student feedback is available through student guidance activities. Group meetings and
individual student – teacher discussions are organised. A senior student acts as a guidance group
contact person. Cooperation with the student’s guilds and clubs is active. Informal get-to-gethers
provide an essential two way discussion channel.
Study guidance issues are discussed e.g. in university study affairs meetings. The degree
programme also has an education quality work group. On university level, degree programme
coordinators have monthly meetings.
11c) Estimate on a scale of 1-4 the success rate for supporting learning 1_2_3_4_
The self-evaluation grade is 3.
11d) Which methods have proven successful for supporting learning and giving feedback?
The Aalto Web-portals Noppa and Oodi are used in course materials and information distribution
and course schedule management. Web based tools are widely used in student-teacher
communication. Other methods are peer processing in seminar courses and seminar opponent
activity and e.g. conventional written evaluation of master thesis. In activities development
education quality group meetings, informal student association activities and education
development seminars have proven useful.
11e) What are the problems in developing and adequately arranging support and opportunities to
provide feedback? What are the plans for developing support for learning?
Large student groups is the dominant challenge for feedback systems in both directions.
Old fashioned attitudes and the habit of using only numerical assessment needs to be readjusted
in favor of e.g. individual oral feedback (time allocation for this is challenging however).
Additional resources and funding for future pedagogic education and new teaching on feedback
methods application is needed.
Teaching Methods
12a) What are the aims for using and developing teaching methods and pedagogical approaches?
The aim is at strengthening the student’s individual readiness both for independent work and for
work as a member of a group. Both the importance of understanding the scientific background of
e.g. physical phenomena and the skills to apply these in practical technical problem solving are
stressed. Students are provided with a comprehensive set of basic technical knowledge in the
major/minor study field but focus is also set on ‘learning to learn’ approaches. Method selection
supports both professionally oriented students and scientifically oriented research minded potential
Ph.D. students. Being able to function in international, multilingual and multidisciplinary
environments is given high priority as well as computer and ITC-skills.
12b) What teaching methods and pedagogical solutions have been used, what are the reasons for
using them and to what extent are the different methods used?
Classical lectures are by tradition used widely, however quite seldom as the only method. In most
cases lectures are complemented with exercises, demonstrations, laboratory projects etc. Typically
these elements are compulsory and may account for a significant part in the course total grading
(e.g. exam 60%, compulsory exercises 40%). Exercises are considered to introduce learning by
doing approaches in the teaching and typically found to be beneficial in practical adaptation of
skills and knowledge. Basic courses may include hands on training in a laboratory environment.
More advanced courses typically use different types of instructed, or even completely
independently managed (by students themselves), project works. Project topics are selected to be
as realistic as possible. Project reporting, documentation and presentation should follow good
industrial and scientific practice. Project topics obtained directly from industry are used on many
courses as such. Advanced courses apply also writing of learning diaries, portfolio creation,
prototype and test equipment building, modelling and simulation, mock up model building,
utilization of virtual networks and even complete product development project realization in
industrial cooperation. The B.Sc. thesis, and associated seminar, trains the students in
independent technical-scientific information seeking, presentation skills and report writing. The
M.Sc. thesis trains the student further in information seeking, systematic problem solving,
information synthesis and technical-scientific reporting and writing. Theses may also include
experimental approaches when applicable. Most M.Sc. thesis topics are obtained from industry.
12c) Estimate on a scale of 1-4 the suitability of the used teaching methods and pedagogical
solutions in relation to the aims 1_2_3_4_
The self-evaluation grade is 3.
12d) Provide an example of the teaching methods and pedagogical solutions successfully
supporting the attainment of the learning outcomes that you have defined.
The course Kul-49.1100 Dynamics I (4 cr.) is a large course for first-year students in Mechanical,
Energy or Civil Engineering (approx. 400 participants annually). Defined learning outcomes include
understanding and ability to solve simple particle and rigid body dynamic problems based on
kinematics and kinetics. Teaching methods include large group lectures, large group problem
solving sessions, small group problem solving sessions and web-based written solved problems. In
2009 a development project was initiated to develop short video segments which illustrate basic
concepts in dynamics (conservation of momentum, impact and restitution, etc.). These videos are
used in lecture situations or can be viewed on internet.
12e) What are the perceived problem areas and challenges? What are the planned or
implemented measures to address these?
Actual M.Sc. degree study times typically exceed the 5 year model clearly. Several on-going
actions and projects to correct this are introduced. Choices of teaching methods and course
administration practices together with balanced course dimensioning are elements in these. The
importance of student counselling is stressed strongly.
It’s not practical to use a wide variety of methods on all individual courses. Improved
communication and course planning practices between teachers is called for and introduced.
Teachers are encouraged to participate in further pedagogical studies and new methods use when
applicable. Aalto will provide teachers several new pedagogical studying possibilities and programs
in the future.
Methods for evaluating learning (Written exam, exam using own materials, online exams,
essays, projects and related documentation, productions, learning diaries, oral exams,
assignments, self-evaluation, peer evaluation, etc.)
13a) What are the goals for evaluating and assessing learning?
Three types of goals can be identified: ensuring the student’s sufficient basic knowledge in the
topic in question (the basic passing requirement), giving the student individual feedback on the
actual knowledge/skill level obtained (grading) and ensuring that the student has obtained
sufficient readiness to further complete his/her knowledge in the topic and has a functioning
readiness for communication on the topic. Considering the complete exam the evaluation goal is
also to provide a communicative documentation on the student’s maturity level and possible
suitability for specific professional or research task types.
13b) Describe the different learning evaluation methods that have been used, what are the
arguments for their use and to which extent are they used?
Written exams incl. exams using own material are the typical evaluation method on basic courses.
Exams typically include essays, specified questions, calculations, design/dimensioning tasks,
technical drawings (when applicable) etc. When true/false or multiple choice type questions are
used, supporting material is usually not allowed. Online exams (and online exercises) have so far
been in minor experimental use only. The total grade of most courses is made up by a combination
of an exam and other evaluated course specific contributions. These include calculation exercises,
(design/dimensioning) projects/assignments, demo attendance, laboratory exercises, team work
projects, seminars incl. individual presentations, essays, practical exercises (e.g. in manufacturing
methods when applicable) etc. The evaluation scale varies by case from pass/fail to (more
typically) grading on the standard scale 0…5. On later stage courses the role of traditional exams
is dominantly smaller. Most of these include comprehensive individual or group projects with
person and/or group specific topics obtained from actual industrial or research cases. Most
projects include some kind of result presentation seminar, demonstration or exhibition. Selfevaluation and peer evaluation type approaches have been in minor and experimental type use.
E.g. students in a project group may be required to divide the group’s total points/grade among
each other according to the contribution of each member. On some courses ‘pre-exams’ to ensure
sufficient basic knowledge are applied. B.Sc. and M.Sc. thesis are evaluated traditionally by the
instructor/instructing professor. When M.Sc. thesis is evaluated using the lowest or respectively the
highest grade a second opinion statement is also required.
13c) Estimate on a scale of 1-4 the success rate of the used evaluation methods in generating
information for teachers and students on the attainment of the learning outcomes: 1_2_3_4_
The self evaluation grade is 3.
13d) How have the methods for evaluating learning and practices been developed? What is good
about the learning evaluation practices of the degree programme?
The practices of the programme try to emulate actual professional and research practices as far as
possible. Pedagogical courses provided by TKK/Aalto have grown in popularity over the years and
new and alternative teaching methods and learning evaluation methods introduced on these are
being tried out. Student counselling groups have been used actively as a feedback source. Several
teaching development projects have been carried out and the continued support for these activities
by Aalto is recognized e.g. availability of teaching development consultancy by pedagogical
experts on request. Impartiality and transparency are key values in student evaluation. Students
always have the right to know the grading base and on request the details of their individual
grading, a possibility to make a formal and official complaint also exists.
13e) What are the challenges and problems in the evaluation of learning? What are the plans for
developing evaluation methods within the degree programme?
Balancing the requirement levels and study credit allocations between different courses to avoid
creating bottle necks and unforeseen delays in the student’s general study flow is an issue
addressed on many levels.
Taking the student’s individual needs, associated practical issues and motivational issues into
account when selecting and developing the evaluation methods is a challenge.
International synchronization of evaluation methods may be needed when introducing new courses
and programs in English.
Online exams and other ICT-assisted evaluation method have so far been experimented and
discussed in some selected cases only.
TEE Teaching Evaluation Exercise 2010–2011: Instructions for
Self-Evaluation
Feedback on Learning/Completed Studies
14a) What feedback is provided to students on their learning in addition to the grade?
In addition to the grade, students are provided with feedback in writing, as peer (student)
assessment and in form of discussions with teaching personnel. The feedback in writing involves
scores for course subtasks such as assignments and exercises, written comments on student work
such as extensive assignments, and written statements in case of thesis work. The peer
assessments involve student commentary about subtasks such as seminar presentations and also
regarding bachelor thesis work in which peer assessment of each thesis is a part of the final
graduation process. Discussions with teaching personnel involve commentary and instructions on
course subtasks such as exercises, extensive assignments or seminar presentations, but also
guidance during the thesis compilation.
14b) What procedures provide students with feedback on learning?
Procedures of giving feedback involve both non-interactive and interactive procedures. Noninteractive procedures include bringing out grades, scores for assignments and exercises, and
instructions on assignments or thesis work. These non-interactive procedures utilize web-based
systems such as Noppa or email, or even physical bulletin boards to bring out the feedback. The
interactive procedures include more or less non-systematic face-to-face commentary during
exercises, seminars, assignment guidance hours, thesis guidance, and exam feedback sessions.
Peer assessments follow more systematic procedures where the commenting student or students
are predetermined and sessions steered by teaching personnel.
14c) Estimate on a scale of 1-4 the success rate of providing feedback in practice: 1_2_3_4_
The self evaluation grade is 2 or 3 ?.
14d) Describe a particularly successful feedback method for students:
During the academic year 2009-2010, there was a major striving to have students of the former
study program graduated until the given dead-line. To accomplish this, these students were
informed about the situation individually and their response was recorded to estimate the number
of active students. Events were arranged to help these students get aware of their own state of
studies and how to perform and finish courses and tasks left. Within each professorship, the
students were also contacted by professors following a discussion about reasonable course
packages and arrangements in practice to carry out the studies left to finish. With the help of strong
interactive cooperation and constructive feedback, 289 students graduated finally (typical number
being around 130).
14e) What are the problems and challenges in providing feedback? How have the feedback
methods been developed or how are they planned to be developed?
There are problems and challenges in providing feedback. The problems in providing feedback
reads:
- Interactive means of providing feedback are not well-known. Teaching personnel should be given
guidance about the different methods of giving direct constructive feed-back which naturally shall
include more than grading or scores. Also an issue of resources which should be provided.
- Sometimes students are not interested in getting or giving extensive feedback.
The challenges in providing feedback reads:
- Simple measures, such as grades, are difficult to define in words of learning targets, level of
knowledge, and deficiency for a certain course / study entity.
- In case of giving constructive feedback during a course, the time required must fit the course
schedule. Therefore, the feedback should be formulated as part of the learning process of the
substance, and now the giving feedback tends to use too much of the resources available.
- Passive feedback excluding bringing out simple grades tend to give teacher the feeling it’s not
worth doing it.
Teaching Resources (Staff resources, teaching rooms and other premises, labs, tools,
equipment, studios, ICT facilities and software, libraries, etc.)
15a) Describe the necessary resources that ensure a good standard of teaching.
The students should get education that is divided to reasonably sized segments. Information they
could be able to handle and to understand at the pace they are getting it, instead of generalized
knowledge that will overflow. There should be financial resources to hire enough teachers so that
the classes wouldn’t be huge inpersonal lectures to masses of students, but instead they would be
more personal and feel more important. The teachers should be able to prepare for their lectures
and to update their teaching material properly and have enough time to do it to ensure the good
quality of the class.
There should also be meeting points where teachers could meet and share their knowledge and
experience with fellow teachers (New opening “DF teacher forum” in this has resently started in
Design Factory). The lecturers should be given proper training to be able to hold lectures that will
keep the students focused. That way it could be made sure that the lectures are held by people
who can actually teach, instead of just people who know about the subject enough to talk about it
for hours.
There should be access to litterature either in printed or in electronic form
The ICT facilities should be available for students in such a way that they can proceed I their
studies
There shall be access to up to date computer programs in different fields so that the studenst can
become accustomed with the modern tools used in industry and research.
The laboratory facilities shall be well eguiped for research and experiments by students. This is
especially important in application oriented engineering studies.
Lecturerooms shall be eguiped with facilities supporting lecturing and their capasity shall be in line
with the partisipation for the courses.
There shall be facilities supporting for learning by practise.
15b) Describe the resources available for teaching, their suitability and whether they can be used
as needed?
There are libraries, teaching rooms, laboratories, tools, equipment, studios, computers and
material in the internet.
15c) Estimate on a scale of 1-4 the current status of resources: 1_2_3_4_
3
15d) What are you satisfied with?
The teaching staff has a good motivation to teach and is willing to co-operate with the students to
improve the quality of the education. There are enough laboratories, computers and teaching
rooms for the courses.
15e) What are the problems or challenges of the available resources?
There are not enough resources to hold some of the courses as commonly as the students would
like them to be held. Some of the software used in the courses is thought to be outdated for the
students’ needs. There isn’t enough lecture material available in the internet.
16) Examine questions 9-15 (Implementing Teaching of the Degree Programme) and your
answers, paying particular attention to factors that prevent or hinder finding solutions to the
problem areas of the theme (e.g. internal structures or procedures regarding the degree
programme, department, school or university)?
Concerning the scope and contents of early basic type courses/studies typically managed by other
departments (mathemathics, physics, information technologies etc.) the minimal communication
between the program and these parties is a problem. Often the courses are offered as packages
which are planned and dimensioned ‘elsewhere’. The courses are often also planned anticipating
general applicability, which might cause problems in the contents vs. the program’s actual needs.
Availability of more alternative basic cource variations might be useful.
Better coordination in the program’s own major (individual) course planning is also called for to
ensure balanced requirenment levels and course credit dimensioning. In the course contents
planning better taking into account the contents and working methods of the other courses would
be beneficial to avoid overlapping and to ensure a balanced continuum and ‘style’ for the whole
degree program span.
Several projects and initiatives concerning student councelling, tutoring, information distribution
and mentoring activities development have been made. The problem in these however is the lack
of continuity and resources respectively. These activities when carried out properly are highly time
consuming and necessary human resources allocation is of key importance together with sufficient
funding. Also the workload and management responsibilities allocation needs clarification and
enduring models accepted by the staff involved. These functions should not have to compete with
the often more meriting direct teaching and research tasks.
Large student groups cause problems in adaptation of alternative teaching and student evaluation
methods and also in many cases in possibilities to react on student feedback calling for more
individual approaches overall. Sufficient teaching resources allocation as such is of high
importance. Participation in pedagogical training and possible development project funding do not
alone compensate for this. Funding consistency for basic functions is of key importance.
Earlier, current and anticipated changes in the general Aalto degree structure (the Bologna
process, module system introduction, candidate program renewal, major/minor regrouping,
organisatorial changes etc.) cause lots of practical problems and uncertainties in teaching planning
and organisation. Technical issues and constant changes may steal attention and resources from
actual activities development and in the worst case slow the establishment of good practices and
functioning student support practices. This hopefully however is a passing stage.
The organisational position of the degree programme administration is in some sences problematic
since the program includes the majors of two departments. The situation is clearer in cases where
the program and department managements are de facto the same. As such the program
administration would benefit from additional development resources allocated directly to it.
Large scale personnel participation in pedagogical training programmes needs further clarifications
on several issues e.g. time and funding allocations for the training periods, training scheduling in
the overall career path, need assessment in research dominated tasks.
Introduction and establishment of new programs in English needs sufficient and consistent funding
not alone for the teaching as such but for administration, information etc. also.
The principles in collecting and utilising student feedback in teaching development need further
clarification and discussion to ensure actual benefits from it. The reduction of feedback giving to a
‘boring technicality’ on the students side is a clear risk and some teachers on the other hand may
find direct feedback even threatening on their integrity (these issues are not solvable with technical
system properties).
Students have expressed strong wishes for conclusive free study materials on the net. However
because of copyright and other related issues this is not practically possible to arrange on all
courses even if many of them use net material already. Students are reluctant to buy (expensive)
course books which is considered a problem on many courses.
Utilisation and Impact of Student Feedback
17a) What are the aims for collecting student feedback?
The fundamental target in collecting student feedback is to have an efficient tool for the
development of teaching processes in general. This fundamental target can be divided into more
specific aims, namely developing teaching methods, developing evaluation methods, developing
practices (providing suitable lecture halls, arranging safe and meaningful laboratory work, or
procedures during exercise hours, etc), and developing material used in teaching (textbooks,
notes, etc). Besides the target of developing teaching process in general, student feedback is
being collected to monitor the average student workload with a reference to credits assigned to a
certain course. Student feedback is not primarily collected for developing courses from the
substance point of view. The aim for the actual collecting of the feedback is naturally to collect
student feedback on all the courses and to reach a consensus on developing courses routinely
with the help of student feedback. In addition, students are to be guided first to continuously
produce feedback, and second to give constructive, helpful feedback.
17b) How is student feedback collected, processed and utilised, and how is the impact of the
implemented measures monitored?
According to the practice of the school, student feedback is mostly collected through the built-in
feedback part of the common web-based system Oodi. This feedback part of Oodi provides an
user-friendly questionnaire generator with a collection of set questions. A questionnaire for a
course shall include a set of predetermined common questions and unlimited number of freely
convertible questions. Basically, the initiative for issuing a questionnaire on a course is given by
faculty study adminstration (palautevirkailija) through Oodi. Before implementing the feedback part
of Oodi, different web-based systems were used and also a fully commercial system Webropol is in
partial use for the meantime. Webropol offers a competent web-based tooling for creating
multipurpose and tailored queries as well as analysis means for the results. In addition to electronic
queries, manual forms to be filled by hand are still used for some courses. Queries via Oodi are
processed automatically so that the system provides the lecturer with the summary of the results
and also updates the monitoring of feedback for the entire degree programme. Just recently,
faculty study administration has started monitoring the feedback realization and validity
(percentage of students participated per questionnaire) to control the Oodi feedback system
operation. The impact of the implemented measures after feedback is not systematically
monitored, although on some courses the impact can be indirectly assessed as the student
feedback is responded by the lecturer through e.g. course web page.
17c) Estimate on a scale of 1-4 the extent of implemented development measures on the basis of
student feedback: 1_2_3_4_
The self evaluation grade is (2 or 3).
17d) Describe a successful method for collecting, processing and utilising feedback.
On a course (Kul-49.4501 Continuum Mechanics and Material Modeling) student feedback have
been collected continuously since year 2000. Both the course lectures and the textbook are being
developed continuously and directly according to the student feedback already during the course.
Modifications according to the student feedback will be included in every new version of the course
textbook.
17e) What are the challenges and problems in utilising student feedback?
There are problems and challenges in utilising feedback. The essential problems and challenges in
utilising feedback read:
- Validity of the feedback tends to be poor (percentage of students participated per questionnaire is
low). This problem may be overcome slowly by continuously collecting feedback, emphasizing
students the importance of it, and by really modifiying the courses according to the feedback.
- There are not enough resources, such as time or personnel, for utilising feedback even though
there was good feedback data. This challenge basically follows from the limited personnel
available for teaching tasks.
18a) What is the aim for collecting workplace and stakeholder feedback?
The aim in collecting information about former students’ workplaces and stakeholder feedback is to
guarantee, in the long run, that the skills, knowledge and expertice that students develop while at
Aalto University place them in a competitive position in the Finnish and international labour
markets. The aim also is to provide such talents and capabilities that are meaningful for the
success of Finnish industry and society. Feedback concerning scientific or inter-personal skills is
considered and, where appropriate, integrated into the curriculum.
18b) How is feedback from former students, employers and stakeholders collected or received and
utilised?
Feedback comes via numerous paths. Immediate feedback is received during the MS thesis
projects which frequently address topics received from industry or society. These are guided by
industry or society representatives. Every professor has his/her own industrial network, which is
used for communication, project planning and initiating MS thesis topics. This network also
provides up to date feedback about the development in industry and about former students.
The Finnish Association of Graduate Engineers, TEK, is a professional and labour market
organisation which regularly takes surveys among recently graduated engineers. This information
is available to the teaching personnel. TEK also conducts annual salary surveys, which indicate
how engineers in different fields and in different positions are valued. TEK initiated a project
through the National Cooperation Group for Engineering Education with the goal of developing a
national strategy for engineering education in Finland. Professor Kalevi Ekman was an active
member of that group. The group submitted its interim report, “Well-being from Technology through
Cooperation” in mid-January 2008. The interim report is a strategy proposal includes an analysis of
the prevailing situation and the current operating environment. A joint 2020 vision of Finnish
engineering education and and an action plan to implement the vision were also developed. The
follow-up of the strategy is under development in TEK.
Department staff and students are active in numerous profession-based societies, e.g., the Society
of Production Engineering. Alumni in these societies provide valuable and also critical feedback
about the studies.
Many of the professors have participated in workgroups or seminars, in which education needs and
plans are evaluated. As an example, ”Development needs in higher education and R&D in the
transport and logistics field” was guided by the Ministry of Education in 2006.
18c) Estimate on a scale of 1-4 the success rate in utilising workplace and stakeholder feedback:
1_2_3_4_
Estimate of success rate in utilizing workplace and stakeholder feedback: 4
18d) Provide an example of the impact of workplace and stakeholder feedback on developing the
degree programme. What utilisation methods for workplace and stakeholder feedback have been
developed?
An example for the impact of feedback in developing the degree programme is the Bachelor of
Science Seminar which has been developed over the past several years. The seminar provides
students with excellent possibilities to extend their oral and written presentation capabilities.
Feedback from industry had indicated that students needed improved communication and
presentation skills in order to advance their careers. The new structure provided an excellent
possibility to direct more attention to this obvious problem. Besides the BS seminar itself, additional
attention has been given to the development of communication skills also in other courses.
18e) What are the main challenges and problems in collecting and utilising workplace and
stakeholder feedback?
There are many chalenges for collecting the information. Currently, resourses for systematic
feedback collection are not available.
The challenge in utilization is the multitude of the feedback. Since the careers and workplaces of
diploma engineers vary greatly, it is not easy to filter out the relevant information from the received
feedback.
Cooperation among Teachers
19a) What are the goals for cooperation among teachers in planning, implementing and developing
teaching?
The primary goal of cooperation is to prepare and present an internationally high-level programme
which prepares students for both theoretically demanding and practical work consistent with the
university mission and the needs of industry and society. As described in the introductory sections
of this TEE, the Degree Programme in Mechanical Engineering is extremely large and diverse.
Overall, the programme is administered by a council with representatives from numerous teaching
units. The council makes formal decisions on overall programme content and requirements.
Because of the diversity, however, the planning, development and implementation of individual
courses and modules is delegated to smaller education units, e.g., Machine Design, Production
Technology, Naval Architecture, etc. These units normally consist of a several professors and
senior-level teachers. A particular goal is that teachers within these units jointly consider the prerequisites, content, expected learning outcomes and education quality of each course for which the
unit is responsible.
19b) How do teachers cooperate during the planning, implementation and evaluation processes of
the courses?
Teaching units have regular meetings (6-10 per year) to discuss education, research and
administrative issues. Units regularly discuss course content, teaching responsibities, learning
outcomes and course feedback. The transition and prerequists between courses is also reviewed.
At least once per year, i.e., before the printing of the study guide, the plan for each course is
reviewed in detail. The programme also has a teaching quality group which meets about 10 times
per year. Among other issues, this group coordinates teaching and examination schedules.
19c) Estimate on a scale of 1-4 how the afore-mentioned cooperation is carried out in the degree
programme: 1_2_3_4_
4
19d) Provide an example of a cooperation method you have developed.
In 2009 the Degree Programme in Mechanical Engineering began planning for an English
Language Master’s degree programme which would be initiated in 2011. The dean and the two
department heads appointed a preparation group consisting of professors, teachers, students and
administrators. The task was to develop a programme plan for presentation to the university board.
The group met approximately every two months to develop a plan which included:
 The programme goals and added value
 Programme content including modules and planned courses
 Leadership and resources, and
 Programme management including quality management
In 2010 the preparation group changed into a programme steering group which also meets about
every two months to overseer implementation of the plan, monitor the timeline and discuss other
issues which arise, e.g. tuition for non-EU/ EEA students.
19e) What are the perceived problems and challenges? What are the planned or implemented
measures to address these?
As part of its implementation of the Bologna agreement the Aalto University adopted a two-tier (BS
and MS) degree system. Currently there are a number of rather specialized mechanical
engineering courses or modules offered already during the BS programme. This limit student
mobility. The degree programme has initiated discussions toward a more generic mechanical
engineering BS degree programme. A wide variety of views on this issue exist and continued
excellent cooperation between all senior teaching staff will be needed to eventually decide on the
appropriate amount of specialization during the BS level and what to do with content currently
taught in some BS modules.
20a) What are aims for the pedagogical competence of the teaching staff?
Aims for pedagogical competences are the following:
Staff should be able to convey the scientific, technical knowledge, selecting the appropriate
teaching methods, develop the autonomy and the motivation of the students.
There exists different types of learning skills and learning medium. The three key interaction
processes that can be used to learn are the visual, auditory and (hands-on) kinesthetic processes.
In the same manner there is also different level of command of the learned knowledge. In the first
level of command the student have heard about the concepts. In a more developed level the
student can explain to others and in the most advanced command level the student can use, apply
and combine knowledge. The pedagogical staff should be able to understand these gradation
levels and also be able to define the practical meaning of these levels in their own fields of
competences. They should be able to develop different type of pedagogical tools and interaction
approaches with the students in order to interact with the different learning approaches described
above.
20b) How has teaching staff developed its pedagogical competence and how does the degree
programme support teachers in developing their pedagogical competence?
Teachers have been encouraged to participate in the YOOP programme and other individual
pedagogical courses. The degree programme can make use of development resources to develop
specific skills.
Active idea and information exchange on effective teaching and assessment methods among
teaching staff happens in smaller units (chair scale, e.g. Marine Technology).
20c) Estimate on a scale of 1-4 the quality of the pedagogical competence of the teaching staff:
1_2_3_4_
3
20d) Provide an example of a situation or course which has demonstrated that the teacher has a
good level of pedagogical competence.
On the course Kon-41.4002 Product development project (10 cr.) the students form groups of ca.
8-10 members and take on a real product development task obtained from industry. A project
manager is nominated within the group whereafter the group will self-managed make a project plan
and schedule to carry out the project. The course spans over the whole academic year and the aim
is to produce a functioning prototype, test equipment set up or a representative mock up model.
Normal technical and project documentation is required also. A multidisciplinary approach is
stressed and most groups typically include engineering, economics and industrial design students.
International participants from partner universities are typical also. Each group is provided with a
modest project budget for associated costs. The funding is coming from the respective industrial
project sponsors. Project results are presented also for the media in an annual gala-type event in
the Design Factory facilities. The project course is supported by a simultaneously running Product
development theory course (5 cr). The courses mentioned are positioned in the master’s level
studies. Same principles with modifications are applied e.g. on the course Kon-41.4160
Mechatronics project (8cr).
20e) What are the challenges and problems in developing the pedagogical competence of teaching
staff?
The tenure track process is involving pedagogical training
There is a need for available time for the teaching staff to concentrate on the development of
teaching skills. There is also the need to identify who is really the teaching staff (Do they also
involve the professors?).
Utilisation of Research on Learning, Teaching and Educational Development (General or
discipline-specific university pedagogy, information and communication technology (ICT),
learning sciences, education, educational psychology, organisational psychology, work
psychology, cognitive sciences, neuroscience, art pedagogy, expertise research, etc.)
21a) What are the aims for utilising research findings on learning, teaching and educational
development to enhance the quality of teaching?
The overall aims in this respect are related to students graduating on time and to the learningoriented development of the teaching. The aims related to graduation on time focus mainly on the
planning of the curriculum and courses from the point of view of student workload.
21b) How has research findings been utilised and what impact has it had on the development of
the quality of teaching?
The findings of the degree specific research projects have been disseminated through teaching
theme days, where the results have been presented and discussed among the teaching staff.
Based on the research findings a systematic policy of giving counter feedback to the student
feedback has been set up. According to the policy the main findings of the student feedback and
the possible corrective measures should be published and, preferably, should be discussed in the
beginning of the next round of a course.
On a more general level the teaching and learning development unit has had a significant role in
the dissemination of research findings into practical teaching and planning of studies. Several
members of the teaching staff of the degree programme have attended the pedagogical training
courses offered by the unit. This has resulted in the adoption of new teaching techniques as well
as development of the curriculum. The courses have also offered a possibility to share good
practices.
21c) Estimate on a scale of 1-4 how much research on learning and educational development is
used to develop teaching: 1_2_3_4_
(3-) 4 for the extent of research studies, (2-) 3 for the utilisation of the results.
21d) What studies or investigations have been conducted within the degree programme to develop
teaching and learning? You can also provide an example of successfully utilising research on
learning, teaching and educational development.
The degree programme has been doing systematic co-operation with the University of Helsinki in
the field of educational sciences. In addition, the degree programme has conducted some internal
studies as well.
A list of studies conducted in the degree programme or in the faculty with the degree programme
included is given in the appendix. Most studies have been on tutoring (Immonen, 1999; Wolf, 2000;
Hiltunen, 2001; Hiltunen and Lindholm, 2002; Wessberg, 2003; Nykänen, 2010) or have been
related to systematic group specific student feedback and the utilisation of the feedback (Lindholm,
2000; Söderholm, 2000; Penttilä 2001; Sassi 2006; Rautiainen, 2007; Clavert, 2009). Furthermore,
there have been studies on student workload (Lasanen, 1999; Kuusela, 2009), issues with
graduation on time (Palva, 1998), learning experiences and motivation in degree programme on
mechanical engineering (Wolf, 2001; Ahonen, 2002), the two-phase degree programme (Tilli,
2004), relation between research and teaching (Kattainen, 2007), experiences on learning
assessment and feedback (Rautiainen, 2008) and on views of teachers on learning and teaching in
technical fields (Aarnio, 2009). There has also been one prior evaluation and self-assessment
study (Fonselius et al, 2001; SWOT 2001).
21e) What are the challenges and problems in utilising research findings on learning, teaching and
educational development?
Whereas knowledge on degree specific research findings is well disseminated through teaching
theme days, more general knowledge on latest pedagogical findings and good practices is mainly
disseminated through courses offered by the teaching and learning development unit. As only a
part of the teaching staff participates the training, a wide spread dissemination of findings in this
way is not possible. It is also difficult to change the old habits and new ideas on teaching are not
always well-received.
Because of the large student teacher ratio on certain courses, the adoption of activating teaching
techniques is challenging. Furthermore, the teaching facilities mainly cater for lecture based
teaching and as such they do not support the use of activating methods.
22) Examine questions 17-21 (Degree Programme Evaluation and Development) and your
answers, paying particular attention to factors that prevent or hinder finding solutions to the
problem areas of the theme (e.g. internal structures or procedures regarding the degree
programme, department, school or university)?
Our current administrative structure includes a Studies Council led by a Chairman. The Studies
Council serves both the Mechanical Engineering and Energy Technology Study programmes. This
body covers a variety of administrative tasks including formal approval of MS topics, assigning
grades to MS theses, approving degrees, etc. Neither the Council nor the Chairman have any
mandate or resources devoted to the development of any aspects of the curriculum, teaching
methods, making use of student feedback or any of the other factors covered in questions 17-21.
Some development issues are dealt with at the school level. Attention at this level, however, is
given primarily to effective administration of the education programmes rather than any aspect of
development. The vice-dean, who is nominally in charge of education, does not have resources to
devote to development or the power to demand actions from the department heads. Starting in
2011, the vice-dean chairs the Studies Council for the entire faculty (architecture excepted). Thus,
administration of the programme will most likely be even further removed from development of the
programme.
If development issues need to be addressed, the dean typically asks department head to nominate
individuals from their respective departments. For example, even nominating the working group to
prepare the TEE documents was handled by the vice-dean of engineering rather than by the
respective department heads. The writer of this response is not aware of how much dialog occurs
between the two department heads who jointly handle the mechanical engineering programme as
to how the programme can be developed. In one department, teaching development tends to be
handled at the department level, while in the second department, it is done primarily at the
laboratory level.
There have been positive school-level steps in developing a uniform practice for collecting course
feedback from students. It is expected that the uniform approach will, over time, improve the
validity of the feedback as students become accustomed to a single system and some standard
questions. Web-based feedback will allow students to given feedback on all their current courses in
a single on-line session. The next challenge will be regarding the use of this feedback. Currently it
is left to individual teachers regarding how the feedback is used. Follow-up is, at best, irregular.
The use of feedback from industry and society is probably at a similar level as student feedback.
Suitable structures exist for collecting the information but validation, implementation and follow-up
is less systematic.
In spite of the weakness of some of the formal structures, teaching personnel in the Mechanical
Engineering programme have a strong desire to develop both individual courses and the
programme as a whole based on student feedback and input from industry and society. This
interest in development has been strongly evident in all discussions within the steering group
developing the International Master’s Degree Programme in Mechanical Engineering. Common
goals, objectives, methods and strategy have been easy to define and progress towards
implementation has been without any major difficulty. Programme-level discussions concerning
TEE have also been very fruitful.
Because of the large student-to-teacher ratio the adoption of activating teaching techniques is
challenging. This is particularly true for the first years of studies, when the courses tend to be very
large. Students, who already tend to be passive stemming from their high school education,
become even more accustomed to passive teaching techniques in the early stages of their
university studies. This makes it difficult to employ activating techniques in a later stage.
Furthermore, the teaching facilities mainly cater for lecture based teaching and as such they do not
support the use of activating methods. Laboratories are strongly research oriented which is usually
not optimal for B.Sc. or M.Sc. student exercises.
The tenure track system being implemented at Aalto University for professors should, within only a
few years, start to have a positive impact on the pedagogical skills of many teaching staff.
Assistant Professors will have a minimum number of required hours devoted to pedagogical skill
development and tenure decisions will be based in part on teaching performance. In recent years
there has also been a positive trend in the number of pedagogical training courses available to
teaching staff at all levels. Many teachers have taken advantage of these courses.
Chapter 4
Webropol-based survey. Coming.
Chapter 5
Mechanical engineering study programme has good contacts to the companies within the
technology industry branch. Most of the thesis works are financied by metal working
companies. Many courses get valuable aid from lecturers and assistants coming from
industrial companies. These companies are also vital partners in reseach projects. There
is very active teaching information exchange between the companies and the degree
programme.
Mechanical engineering study programme is the biggest programme in Aalto-university. It
is difficult to obtain the common teaching procedures and therefore the self evaluation
results in many topics have great deviation. There are many excellent teaching and
learning procedures and at the same time some units have great development potential.
In the study programme there are two excellent teaching development test beds. Study
and teaching development project of mechatronics improves the future research and
learning facilities. The project is a cross technical effort combining mechanics, electronics,
control technic and software engineering. A new teaching laboratory with modern
equipment and teaching staff with better pedagogical skills will form in the future the next
generation world class educational infrastructure. Design Factory is the other test bed for
revolutionary teaching methods and learning facilities. Design Factory is the first
implementation of the new Aalto university strategy. Students, teachers and university
research staff together with company development personnel are working together in multi
diciplinary development projects. The key idea is to combine artistic design, technical skills
and financial know how in common development projects and teaching modules.
Recently there has been several efforts to enhance teaching evaluation methods in
module and course level. Student feed back information in all courses is collected via
newly established computer based information system.
The degree programme works in close cooperation with student quild of mechanical
engineering students. There are also several more professional oriented mechanical
engineering student associations which combine the teaching personnel, current students
and post graduate engineers from industry. The professional student associations
organize corporate visits, visiting lecturers and informal get together parties and discussion
forums.
Chapter 6
The implementation of the Teaching Evaluation Exercise has been very challenging. The
evaluation of teaching while there are numerous organizational revisions and readjustments in
hand put some extra pressure on evaluation exercise. The organizational structure was changing
even during the two month evaluation work period. The university staff is working at the moment
under heavy pressure and insecurity. Time allocated to the teaching evaluation was very limited. It
was difficult to adopt the participative management procedures in evaluation project. The key
persons of the degree programme were overloaded by several parallel development projects.
The objectives of the evaluation were unclear. Also the consequences of the evaluation report and
audit was not declared in unambiguous statement. If the evaluation audit and report will have
financial consequences for future development resources and activities this statement should have
been clear and sound. Now the emphasis was more on the word exercise instead of teaching
evaluation.
Tight schedule and great hurry were essential all the time. There were difficulties to start the
project because the questionnaire was first only in Finnish. Also the final reporting tools were
unclear most of the time.
Aalto university TEE-project team supported the degree programme project well and the TEEdocumentation gives some very valuable hints and tools. The persons responsible for the
evaluation process were helpful and competent. Kick of meeting was well organized and there was
enough background information available. The Mechanical engineering project team has worked in
passionate manner and cross department discussions and cooperation with degree student
association members have opened new visions to improve teaching and education of the degree
programme.
TEE-project has improved cooperation with in the Mechanical engineering degree programme.
Many teaching development proposals were documented. The discussions within TEE working
groups have catalysed many development proposals. In Aalto university strategy teaching and
learning is in essential role. Teaching Evaluation Exercise is the first step to the right direction to
improve our teaching activities towards the world class educational standards.
This first TEE-project concentrated on the teaching procedures. In the future teaching evaluation it
is important to focus also on the content and the substance of the teaching. It is more useful to
improve the teaching methods, contents of the lectures and pedagogical capability of the teachers
than to evaluate the organizational structures and practices.