Since few years, budgetary constraints impose to French universities to adapt their teaching offer. In particular, in the case of classes for which few students are enrolled, the need to mutualize the teachings over several diploma is an absolute necessity if we do not want to see them disappear. When students are coming from very different scientific areas with different background, teaching the same subject becomes a real challenge. Moreover, pedagogic objectives might be different from one diploma to another while the teaching matter remains the same. In this context, we, 3 professors from different scientific field (Chemistry, Physic, Biomechanic), have addressed the teaching of “Multi-Scale Modelling” in a class that integrates both physicist and organic chemistry students (5<sup>th</sup> year of university).<br/>In order to allow a fruitful teaching and the completeness of specific pedagogic objectives defined by all three teachers for each kind of student, project-based learning has been employed. Based on specific scientific projects attributed for 5 teams of 4 students, this pedagogic approach allows each student to undertake specific and personalized learnings adapted to its knowledge and to the pedagogic objectives of each teacher.<br/>Previously, this teaching was taking place in a traditional way, “in front of the class” with poor results due to a mainly theoretical content not necessarily suitable for all audiences. With the modification of our teaching approach, we already observe a more pronounced investment of students in their learning and we can expect a better appropriation of knowledge.

Teaching multi-scale modelling to physicists and chemists in a unique class: Project-based learning in master's degree in the context of a French university

253rd National Meeting (2017)

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