It is well known and widely accepted that the integration of research and teaching in a problem-based setting helps to foster deep learning among students. In this paper, we describe how a patent of a rotary diesel engine, that had failed to work in practice, was used to link undergraduate research and teaching activities by orchestrating two design courses around this patent. Learning outcomes, course goals, content as well as assignments and projects were defined based on constructive alignment. Students' performance was assessed using so-called assessment rubrics based on Bloom's taxonomy, which were specifically developed for both courses. After introducing the educational framework for this approach to enhancing student learning, we explain how both courses were designed and delivered in order to meet the higher level educational outcomes envisaged. The paper closes with an overview of both our experiences and those of our students.
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