Facilitating independent learning of control basics

This paper focuses on how to help students engage better with control courses and to learn through doing. In parallel it discusses strategies for encouraging more independent learning into the curriculum. Two main assumptions are made: (i) first that module design needs to embed regular student activity and (ii) student activity mostly involve more than engagement with what is covered in formal lectures. The paper is completed by student evaluations of a large group of students from three different engineering departments.