Course development

1. Changes for PRO3: PRO3 will be changed into an individual assessment where students write a 1-2 page "circular-economy" themed CV for themselves to showcase their knowledge and capabilities in circular economy, that they can show to their future employers. Students are free to take contents from their previous education, course content within MH2051, or project learning experience. Students must also record a 3-minute video to complement the written CV, mimicking an interview setup where students explain to their future employers what their competence lies within circular economy in their own profession. This aims at helping students develop an active learning pattern, probing them to adopt "inquiry-based" learning (students define the knowledge that they need and ask the teacher to provide them relevant knowledge and information), and strengthen the students' cognitive understanding with regards to the relation between circular economy and their own profession. 2. Changes for PRO4: - Two exercise sessions will be added to provide students with the opportunity to develop their ideas and get feedback from teachers and peers. Two continuous assessment tied to the two workshop will be added. This addresses the students' concern regarding the heavy summative assessment at the end of the course. - The oral presentation of PRO4 will be replaced by poster presentation, and the written report will be replaced by a written self-reflection. The aim is to enhance the interactiveness of the learning occasion, and also to reduce the emphasis on report writing since students have been suspected to have used AI for the written assignment.

1. Changes for PRO3: PRO3 will be changed into an individual assessment where students write a 1-2 page "circular-economy" themed CV for themselves to showcase their knowledge and capabilities in circular economy, that they can show to their future employers. Students are free to take contents from their previous education, course content within MH2051, or project learning experience. Students must also record a 3-minute video to complement the written CV, mimicking an interview setup where students explain to their future employers what their competence lies within circular economy in their own profession. This aims at helping students develop an active learning pattern, probing them to adopt "inquiry-based" learning (students define the knowledge that they need and ask the teacher to provide them relevant knowledge and information), and strengthen the students' cognitive understanding with regards to the relation between circular economy and their own profession. 2. Changes for PRO4: - Two exercise sessions will be added to provide students with the opportunity to develop their ideas and get feedback from teachers and peers. Two continuous assessment tied to the two workshop will be added. This addresses the students' concern regarding the heavy summative assessment at the end of the course. - The oral presentation of PRO4 will be replaced by poster presentation, and the written report will be replaced by a written self-reflection. The aim is to enhance the interactiveness of the learning occasion, and also to reduce the emphasis on report writing since students have been suspected to have used AI for the written assignment.

Overall, this is a well functioning course. We will use the same concept next time. A couple of students has commented on that it would be helpful to narrow down the research question early in the project. We will inform the supervisors of this before next class is given.

No major changes since the students are satisfied with the current way of teaching the course.