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 Teaching cases From support to independence: Scaffolding a diverse group of students

From guidance to independence: Scaffolding a diverse group of students

Short description

Wind Energy is an academically challenging course based on simulation exercises where students can learn how to model, analyse and optimise wind scenarios. Since students come to this course with varying levels of experience and different competencies regarding the use of simulation tools, it can be challenging for the teacher to find a ‘one size fits all’ learning level at the outset. For this reason, the exercises in this course are planned so that students receive detailed guidance and support from the teacher at the beginning of the course. As the course progresses and the complexity of the exercises increases, this guidance and support gradually becomes more limited. 

Motivation

The topic of flow physics in wind farms in the Wind Energy course is complex. However, with modern computer software such as computational fluid dynamics (CFD), wind-farm flow can be visualised and digital simulations can be created, allowing students to investigate different scenarios.  

Students come to the course with varying degrees of knowledge and competencies regarding the use of CFD, which means that their teaching needs vary greatly. This discrepancy in teaching needs means that a ‘one-size-fits-all’ approach would only benefit either the inexperienced or the experienced students.  

The course consists of three mini-projects and a final project. The course is designed so the teacher gradually offers less support and the students gradually become more independent with each mini-project (visualised in the model below). 

Learning objectives

  • This course teaches the students to model, analyse and optimise wind farm through various simulation exercises.  

  • The goal is to prepare a differentiated teaching process that gradually increases students' independence and ability to problem-solve through scaffolded simulation exercises.   

Execution

CASE PROGRESSION

Mini-project 1 – high level of support 

In groups

Guided simulation with instructions. The students have to create a CFD simulation of atmospheric boundary layer flow.

  • For the exercise, the students receive a high level of support through detailed step-by-step instructions and instructional videos, as well necessary files and scripts for the CFD software.  

  • They also receive structured questions for reflection that support them in interpreting and reporting data.  

Mini-project 2 – moderate level of support 

In groups

Partially guided simulation. The students have to create a CFD simulation of a single turbine and must gradually design their own case. 

  • For the exercise, the students receive a moderate level of support through detailed step-by-step instructions and necessary files and scripts for the CFD software. 

  • The case could be gradually adjusting inflow conditions such as incoming turbulence based on my original inputs. The students are expected to take greater ownership of the process and apply the academic concepts.  

Mini-project 3 – low level of support 

In groups

Open-ended problem with minimal guidance. The students have to design and create a simple model using new software. 

  • In their own simulation, the students must describe the wind flow in a wind farm, focusing on how the layout could be optimised.  

  • Tasking the students with designing the simulation using new software and offering a low level of support challenges them to transfer their knowledge and skills to a new context, which encourages design thinking and strategic decision-making.  

Final project – no support 

Individual

Individual simulation. The students have to create a full CFD simulation of a wind farm. 

  • For this project the students receive a defined problem statement, but no other instructions or guidance. 

  • In the simulation they must build their own wind farm based on set criteria. 

RESOURCES FOR STUDENTS

SUPPORT FOR STUDENTS
  • Step-by-step guides for the first two mini-projects.
  • Relevant code for the software.
  • Instructions and feedback from the instructor.

Reflections

Outcomes

The students answered questionnaires after mini-project 1 and mini-project 2 to assess the effectiveness of the teaching. Here are some of the main results: 

  • In mini-project 1, most students followed the detailed instructions that were provided for them and engaged with the tools in a more passive, guided way. More than 77% said that they thought simulation-building in the software was like a “black box” or that they only briefly explored the files they were given. 
  • In mini-project 2, more than 70% said they tried to change the parameters for simulation-building in the software. They reported that they experimented more in this project, rather than letting themselves be guided through the exercise.  
  • They also noted that mini-project 2 was more effective in strengthening the theoretical concepts and connecting these with the course materials. This could indicate that the students were moving, as intended, beyond a procedural understanding and on to a more analytical and design-focused understanding.  

 

Challenges

  • Even though the learning outcomes improved with mini-project 2, the feedback showed a drop in student satisfaction from 63% to 47%. This correlates with the fact that students said that the difficulty and workload increased from mini-project 1 to mini-project 2, since the level of support decreased.  
  • While the scaffolding fell away from mini-project 1 to mini-project 2, the students mentioned that the clarity of the exercise instructions also decreased.   

 

Advice for Other Instructors

  • As a teacher, offering support to students while wanting to support their independence is a bit of a balancing act. The initial scaffolding structure encourages self-confidence and student engagement, but as it falls away it can create confusion or lower overall motivation.  
  • The decrease in guidance must be supported by direct communication and clear goals for the teaching. It’s important to tell the students why you are gradually decreasing the level of support and changing the teaching structure.  
  • Get feedback from the students to better understand how to improve the teaching, but also to gain insight into the students’ own reflections and engagement in the learning process. Try to get ongoing feedback throughout the course, for example through formative feedback loops. 
  • Make use of structures, contexts or systems that the students know already, to avoid increasing the difficulty too quickly.  

Basic information

Educator Navid Zehtabiyan-Rezaie
Faculty and department Department of Mechanical and Production Engineering (MPE)
Degree programme Mechanical Engineering
Level of study MA
Course/subject Wind energy
Number of students 30
Extent Course
Teaching format Classroom instruction
Implementation Spring 25

Links and materials

The instructor developed this case as part of a larger development project within the university pedagogy program described in this document.

Navid Zehtabiyan-Rezaie

Tenure Track Assistant Professor
M
H 5132, 157

Contact

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Revised 05.01.2026
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Mads Schrøder Haagensen