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The 21st Annual Conference for the Australasian Association for Engineering Education
58 December 2010 Welcome Page Session List Table of Contents Author Index: Brief or Detailed Abstract: Book or Cards Manuscripts
All papers accepted for publication in the Proceedings of the 21st Annual Conference for the Australasian Association for Engineering Education were submitted as full papers and were double blind peer reviewed. Authors were given the opportunity to amend their paper in light of these reviews before the decision to accept and publish the paper was made. This process of reviewing is in accord with the criteria set by the Department of Education, Employment and Workplace Relations (DEEWR) of the Australian Government for published papers. Author: Australasian Association for Engineering Education Conference (21st:2010). Editors: Ms. Anne Gardner & Dr. Lesley Jolly. Published in Australia by: The Faculty of Engineering & Information Technology, University of Technology, Sydney, Sydney, NSW, Australia. ISBN 978-0-646-54610-0 Copyright 2010 Australasian Association for Engineering Education. These proceedings are copyright. Apart from fair dealing for the purpose of private study, research, criticism or review as permitted under the Copyright Act, no part may be reproduced by any process without the written permission of the publisher. Responsibility for the contents of the articles rests upon the authors and not the publisher. Data presented and conclusions drawn by the authors are for information only and not for use without independent substantiating investigations on the part of the potential user. For technical support please contact Causal Productions (info@causalproductions.com).
Sydney, Australia
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AAEE 2010 Session List
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Session List
M4A: Who Enrols & Completes? & Why? M4B: Groups & Teams M4C: CDIO & Projects T2A: Remote Access to Learn T2B: Competencies & Courses T2C: Generic Professional Skill Development T2D: ERM Invited Paper Session T3A: Student Engagement T3B: Learning Technologies T3C: Educating for Industry T4A: Field of Practice 1 T4B: Field of Practice 2 T4C: PBL T4D: Supporting Learning W2A: Issues of the Pipeline W2B: Cultural & International Issues W2C: Developing Academics
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AAEE 2010 Table of Contents
[Page 1 / 17]
M4A : Who Enrols & Completes? & Why?

Time 15:30 17:00, Monday 6 December 2010
Page 1 018
C Part Time Study Distorts Student Attrition Rates in Engineering Programs
Peter Gibbings 1 , Elizabeth Godfrey 2 , Robin King 2 , Weide Wandel 1 1 University of Southern Queensland, Australia; 2 University of Technology Sydney, Australia
C Scoping the Opportunities to Aid Recruitment and Retention of Indigenous
Page 8 171
Students in Engineering Elizabeth Godfrey, Robin King, University of Technology Sydney, Australia
C A Review of Para-Professional Engineering Education in Australia: Exploring the
Page 16 057
VET-HE Divide David Dowling, University of Southern Queensland, Australia

C The Career Aspirations and Other Characteristics of Australian Para-Professional
Page 24 061
Engineering Students David Dowling, University of Southern Queensland, Australia

C Investigating Engineering Students Choices and Motivations A Work in Progress
Page 32 113
Warren F. Smith, UNSW@ADFA, Australia

C Dipl-Ing Rest in Peace? The Implementation of the Bologna Process in Germanys
Page 38 172
Engineering Education Katharina Schuster, Frank Hees, Sabina Jeschke, RWTH Aachen University, Germany
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M4B : Groups & Teams

Page 46 132
C Group Work and Individual Assessment
Lynette Johns-Boast, Australian National University, Australia

C Towards Rational Assessment of Group Projects in Engineering Higher Education
Page 52 078
Palaneeswaran Ekambaram, Ajay Kapoor, Swinburne University of Technology, Australia

C Research in Progress: Assessing Individual Student Learning Within Team-Based
Page 58 152
Engineering Curricula Matt Eliot 1 , Prue Howard 1 , Fons Nouwens 1 , Alex Stojcevski 2 , Llewellyn Mann 2 , Juliana Kaya Prpic 3 , Roger Gabb 4 , Srikanth Venkatesan 4 , Annette Kolmos 5 1 CQUniversity, Australia; 2 Swinburne University of Technology, Australia; 3 University of Melbourne, Australia; 4 Victoria University, Australia; 5 Aalborg University, Denmark
C Eect of Group Formation on Performance, Task Management and Social Loang
Page 64 096
Bouchra Senadji, Les Dawes, Queensland University of Technology, Australia

C Experiments in the Use of Quizzes to Facilitate Team Work
Page 70 108
Maazuza Othman, Muhammed Bhuiyan, Tom Molyneaux, RMIT University, Australia

C Identifying the Issues of Team Project Work for Distance Education Students: A
Page 76 043
Case Study in Civil Engineering Yan Zhuge 1 , Julie E. Mills 2 1 University of Southern Queensland, Australia; 2 University of South Australia, Australia
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M4C : CDIO & Projects

Page 82 144
C Best Practice or Business as Usual? Whose Interests Are Served by the Engineering
Science Paradigm? Rosalie Goldsmith 1 , Carl Reidsema 2 , Duncan Campbell 3 1 University of New South Wales, Australia; 2 University of Queensland, Australia; 3 Queensland University of Technology, Australia
C CDIO Concepts for Computer Engineering Teaching
Page 91 110
Yinan Kong, Macquarie University, Australia

C Engaging the CDIO Framework in Chemical Engineering Education
Page 98 136
R.J. Karpe, N. Maynard, Curtin University, Australia

C Multiplying Project Experiences for Engineering Students: Accumulated Experience
Page 106 126
Sharing @ Nanyang Polytechnic Yin-Wah Chung, Nanyang Polytechnic, Singapore

C Embedding EWB Development Projects in an Engineering Program
Page 112 063
Chris Browne, Lachlan Blackhall, Aadrik Duynhoven, Jeremy Smith, Australian National University, Australia
C An Evaluation of the EWB Challenge Implications for Future Curriculum Change
Page 118 022
Lesley Jolly 1 , Caroline Crosthwaite 2 , Lydia Kavanagh 2 1 Strategic Partnerships, Australia; 2 University of Queensland, Australia
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T2A : Remote Access to Learn

Time 11:00 12:45, Tuesday 7 December 2010
Page 124 142
C Laboratory Demonstrators Perceptions of the Remote Laboratory Implementation
of a Fluid Mechanics Laboratory Ranjan Sarukkalige, Euan Lindsay, A.H.M. Faisal Anwar, Curtin University, Australia
C Is It Worth Investing in Remote Online Network Accessible Laboratory Devices?
Page 132 051
Dragi Klimovski, Glyn Jones, Antonio Cricenti, Swinburne University of Technology, Australia
C Inception and Management of Remote Access Laboratory Projects
Page 138 019
Alexander A. Kist, Peter Gibbings, University of Southern Queensland, Australia

C Building Blocks for Flexible and Engaging Learning Environments
Page 144 079
Alexander A. Kist, University of Southern Queensland, Australia

C Blended Course Design for Cooperative Delivery A Case Study
Page 151 129
Kim Blackmore, Lauren Kane, Australian National University, Australia
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T2B : Competencies & Courses

Page 156 134
C Understanding Generic Engineering Competencies
Sally A. Male, Mark B. Bush, Elaine S. Chapman, University of Western Australia, Australia
C Embedding Graduate Attribute Development into the Engineering Curriculum: Less
Page 164 100
is More? Long Duc Nghiem, Thomas Goldnch, Maureen Bell, University of Wollongong, Australia
C Designing an Integrated Engineering Foundation Course
Page 170 041
James Trevelyan, Caroline Baillie, Cara MacNish, Tyrone Fernando, University of Western Australia, Australia
C Linkages Between Courses: A Holistic Approach to Programmes
Page 177 118
Andrew P. Wandel, University of Southern Queensland, Australia

C Dynamic Modelling, Validating and Fine-Tuning of Engineering Curriculum
Page 181 111
Fazel Naghdy, University of Wollongong, Australia

C Incorporating a Variety of Assessment Tools in a Web-Based Postgraduate Course
Page 186 032
Developed for Practicing Engineers Thiru Aravinthan, University of Southern Queensland, Australia
C A New Engineering Management Master to Address the Personal, Professional and
Page 194 006
Educational Needs of Engineering Graduates to Achieve EA Chartered Status Steven Goh, Michael D. Jokic, Todd Hartle, University of Southern Queensland, Australia
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T2C : Generic Professional Skill Development

Page 202 026
C Enhanced Feedback Does Peer Assessment Achieve This Goal?
Badri Basnet, L. Brodie, John Worden, University of Southern Queensland, Australia

C Improving Student Learning Through Peer Marking in a First-Year Engineering
Page 208 056
Course Chris R. Smaill, Gerard B. Rowe, Lawrence J. Carter, University of Auckland, New Zealand
C The Impact of Self-Assessment and Reection on Student Learning Outcomes
Page 216 141
Iouri Belski, RMIT University, Australia

C Collaborative Peer Learning to Change Learning Culture and Develop the Skills for
Page 222 169
Lifelong Professional Practice Keith Willey, Anne Gardner, University of Technology Sydney, Australia
C Young Engineers and Good Problem Solving: The Impact of Learning Problem
Page 230 133
Solving Explicitly Jennifer Harlim, Iouri Belski, RMIT University, Australia

C Improving Report Writing for Undergraduate Students in Engineering Through an
Page 236 115
Online Learning Environment: The Case of Second Year Civil Engineering Helen Drury, David Airey, Peter OCarroll, University of Sydney, Australia
C Communication in Engineering Studies Review and Case Study
Page 244 099
Fidelis R. Mashiri 1 , Hui Jiao 2 1 University of Western Sydney, Australia; 2 University of Tasmania, Australia
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T2D : ERM Invited Paper Session

Page 250 175
C Evaluation The Driver of the Engineering Education Machine
Frank Bullen, University of Southern Queensland, Australia

C Our Programs Are GoodBecause Our Students Say They Are
Page 263 174
Tom Molyneaux 1 , Margaret Jollands 1 , Lesley Jolly 2 1 RMIT University, Australia; 2 Strategic Partnerships, Australia
C Evaluation of the Engineers Without Borders Challenge at Western Australia
Page 273 077
Universities Stephanie Cutler 1 , Maura Borrego 1 , Daniel Loden 2 1 Virginia Tech, USA; 2 Engineers Without Borders Australia, Australia
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T3A : Student Engagement

Page 280 065
C Creative Rap Assisted Pedagogies
Peter OShea, Queensland University of Technology, Australia

C Using One-Minute Lecture Reection Exercise to Improve Feedback Mechanism
Page 284 076
Dylan Dah-Chuan Lu, University of Sydney, Australia

C Promoting Student Engagement in Lectures Through a Trial Use of Response
Page 290 103
Clickers Gavin Buskes, Brice Shen, David Shallcross, University of Melbourne, Australia
C The Carrot Without the Stick: A Case Study of Encouraging Post-Event Student
Page 296 012
Engagement with Mobile Phone Technologies George P. Banky, Swinburne University of Technology, Australia
C Student Usage of Videos Containing Worked Solutions
Page 301 117
Andrew P. Wandel, University of Southern Queensland, Australia

C Design of Public Health Engineering Course Using Multimedia Resources for Dual
Page 307 120
Mode Delivery Vasantha Aravinthan, University of Southern Queensland, Australia
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T3B : Learning Technologies

Page 315 122
C Innovative Assessment and Feedback System for Structural Engineering Education
Ali Saleh, Jianchun Li, University of Technology Sydney, Australia

C Evaluating Online Multiple Choice Quizzes as Formative Assessment Tools in an
Page 322 014
Engineering Fluid Mechanics Subject David Hastie, Thomas Goldnch, University of Wollongong, Australia
C Developing Computer Assisted Assessment Program for Civil Engineering Courses
Page 328 080
Hui Jiao, University of Tasmania, Australia

C Teacher- versus Student-Centred Approaches to Online Assessment: Experiences
Page 334 102
in a First Year Engineering Subject Brice Shen, Gavin Buskes, Jamie Evans, Andrew Ooi, University of Melbourne, Australia
C Which Version Art Thou? Conguration Management in Engineering Education
Page 340 016
Michael D. Jokic, Andrew P. Wandel, Alexander A. Kist, University of Southern Queensland, Australia
C Development of Customised Software Modules Within the Moodle LMS for
Page 347 007
Team-Based PBL Courses Hong Zhou, Steven Goh, John Worden, Barry Tschirpig, Andrew Yong, L. Brodie, University of Southern Queensland, Australia
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T3C : Educating for Industry

Page 355 131
C A Win-Win Situation: Benets of Industry-Based Group Projects
Lynette Johns-Boast 1 , Geo Patch 2 1 Australian National University, Australia; 2 CEA Technologies Pty Ltd, Australia
C Contextual Engineering Education Industry Involvement in Engineering
Page 361 154
Education Ian Devenish 1 , Prue Howard 1 , Kim Hetherington 2 , Natalie Harper 2 1 CQUniversity, Australia; 2 John Holland Group, Australia
C Evaluating the WIL Experiences of Engineering and Built Environment Students
Page 367 153
Willy Sher, Sue Sherratt, University of Newcastle, Australia

C Evaluating the WIL Experiences of Engineering and Built Environment Students
Page 375 112
(Part 2) Willy Sher, Sue Sherratt, University of Newcastle, Australia

C Mind the Gaps: Engineering Education and Practice
Page 383 035
James Trevelyan, University of Western Australia, Australia

C Corporate Style Team-Building Activities for Undergraduate Engineering
Page 391 157
Programmes Mushtak Al-Atabi, Marwan M. Shamel, Obai Younis, Edwin Chung, Taylors University, Malaysia
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T4A : Field of Practice 1

Page 397 160
C Analysis of Twelve Electrical and Electronics Engineering Programs
A.Z. Kouzani, S.L.A. Lee, M. Joordens, Deakin University, Australia

C Impact of Running First Year and Final Year Electronics Laboratory Classes in
Page 403 114
Parallel Jonathan Scott, Ann Harlow, Mira Peter, University of Waikato, New Zealand
C Threshold Concepts and Introductory Electronics
Page 409 123
Jonathan Scott, Ann Harlow, Mira Peter, Bronwen Cowie, University of Waikato, New Zealand
C Using Interactive Lecture Demonstrations to Enhance Student Learning in
Page 417 044
Electronics Alexander P. Mazzolini 1 , Thomas Edwards 1 , Peter ODonoghue 1 , Suchai Nopparatjamjomras 2 1 Swinburne University of Technology, Australia; 2 Mahidol University, Thailand
C Network Engineering for Undergraduates
Page 423 143
Mark A. Gregory, RMIT University, Australia

C Flight Control System Design: Learning Enhancement Through Motion Based Flight
Page 429 138
Simulation P.W. Gibbens, S. Dumble, E. Medagoda, University of Sydney, Australia
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T4B : Field of Practice 2

Page 435 040
C Towards a Community of Practice Concerning the Use of Adaptive Tutorials in
Engineering Mechanics Dror Ben-Naim, B. Gangadhara Prusty, University of New South Wales, Australia
C Developing a Learning Community to Support Student Learning in a First Year
Page 441 149
Statics Course Jo Devine, Lindy Kimmins, University of Southern Queensland, Australia

C A Tool for Online Mechanics Learning Resource Sharing
Page 448 058
Thomas Goldnch 1 , Anne Gardner 2 , Timothy J. McCarthy 1 , Alan Henderson 3 , Giles Thomas 4 , Anna L. Carew 3 1 University of Wollongong, Australia; 2 University of Technology Sydney, Australia; 3 University of Tasmania, Australia; 4 Australian Maritime College, Australia
C Teaching the Concept of Free Body Diagrams
Page 454 062
Timothy J. McCarthy, Thomas Goldnch, University of Wollongong, Australia

C Teaching and Learning of Statics and Mechanics of Solids: Some Problems and
Page 461 163
Solutions Rezaul Karim, University of Technology Sydney, Australia

C Critical Conversations: How Collaborative Learning Activities Can Prepare
Page 468 168
Students for Structural Engineering Practice Anne Gardner, Keith Willey, University of Technology Sydney, Australia
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T4C : PBL
Page 477 054
C Promoting Engineering and Science via Community Based PBL Projects
J. Shi, Victoria University, Australia

C Mathematics in PBL Engineering Undergraduate Education: Challenges and Vision
Page 483 150
for the Future M. Fuller, Prue Howard, R. McDougall, CQUniversity, Australia

C Undergraduate Engineering Project Work
Page 490 119
Aaron S. Blicblau, David J. Richards, Swinburne University of Technology, Australia

C Relationship Between Self Directed Learning Readiness Factors and Learning
Page 496 083
Outcomes in Third Year Project-Based Engineering Design Course Kali P. Nepal, Rodney A. Stewart, Grith University, Australia
C Eects of Project-Based Practice on Self-Ecacy and the Pursuit of Engineering
Page 504 161
Studies William A. Lucas, Scott Barge, MIT, USA

C Revitalisation of a 2nd Level Engineering and Spatial Science PBL Course: Almost
Page 511 008
There But Steven Goh, John Worden, Hong Zhou, John Clewett, University of Southern Queensland, Australia
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T4D : Supporting Learning

Page 518 020
C Educational Technologies and Learning Objectives
Gregory Tibbits 1 , Lesley Jolly 2 , Lydia Kavanagh 1 , Liza OMoore 1 1 University of Queensland, Australia; 2 Strategic Partnerships, Australia
C Use of Facebook to Support Module Delivery for Undergraduate Engineering
Page 526 155
Programmes Mushtak Al-Atabi, Obai Younis, Taylors University, Malaysia

C Experiences with the Personalised Technology Support for Engineering Education
Page 532 094
Oliver Moravcik 1 , Stefan Svetsky 1 , Frantisek Hornak 1 , Daynier R.D. Sobrino 2 , Jana Stefankova 1 1 Slovak University of Technology, Slovak Republic; 2 Universidad Central Marta Abreu de Las Villas, Cuba
C The Use of Study Guides to Improve Learning Outcomes in Engineering Fluid
Page 539 093
Mechanics and Hydraulics Graham A. Jenkins, Kali P. Nepal, Charles Lemckert, Grith University, Australia
C Experiential and Reective Learning in Soil Mechanics
Page 546 025
Julie E. Mills, Donald A. Cameron, University of South Australia, Australia
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W2A : Issues of the Pipeline

Time 11:00 12:45, Wednesday 8 December 2010
Page 552 106
C A Pathway from School to University Reaching Down to Build Up
June Hingston 1 , Willy Sher 2 , Anthony Williams 2 , Annemarie S. Dosen 2 1 Callaghan College, Australia; 2 University of Newcastle, Australia
C Enhancement of University Curriculum and Secondary School Education Through
Page 559 084
Utilisation of Sustainable Engineering and Appropriate Technology Workshops Daniel Loden 1 , Wahidul Biswas 2 1 Engineers Without Borders Australia, Australia; 2 Curtin University, Australia
C What Do We really Want to Know About Spatial Visualisation Skills Among
Page 567 140
Engineering Students? Carol Russell, Alex Churches, University of New South Wales, Australia
C Plagiarism in First-Year Engineering Education: A Snapshot of Student Attitudes
Page 574 052
and Abilities Brad Stappenbelt 1 , Chris Rowles 2 1 University of Wollongong, Australia; 2 University of Western Australia, Australia
C In Search of Factors That Inuence Academic Success: A Comparison Between
Page 582 001
On-Campus and Distance Students Lorelle Burton, David Dowling, University of Southern Queensland, Australia
C Reections on the Past, Present and Future of Women in Engineering
Page 590 085
Julie E. Mills, University of South Australia, Australia

C Engineering Education: Preparation for Future Leadership Roles
Page 596 011
John Russell, Joe Petrolito, Katherine Legge, La Trobe University, Australia
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W2B : Cultural & International Issues

Page 602 015
C Encouraging Cultural Awareness in Engineering Students
Thomas Goldnch, Catherine Layton, Timothy J. McCarthy, University of Wollongong, Australia

C Using the Formal Curriculum to Build Connections and Condence Between
Page 608 145
Engineering Students from Dierent Cultural Backgrounds Kay Salehi, M. Akbar Rhamdhani, Ajay Kapoor, Swinburne University of Technology, Australia
C Improved Culturally-Mixed Group-Project to Promote Intercultural Skills and
Page 616 066
Engagement M. Akbar Rhamdhani, Kay Salehi, Ajay Kapoor, Swinburne University of Technology, Australia
C Supporting International Students to Meet Assessment Expectations
Page 623 124
Wlodzimierz Gornisiewicz, Octavian Dranga, Edith Cowan University, Australia

C The Impact of Socio-Cultural Dierences on the Management of Technical Error:
Page 628 031
Are Engineering Graduates Aware of This? Siong Tang, James Trevelyan, University of Western Australia, Australia
C International Students Employment Outcomes: Cause for Concern
Page 634 036
James Trevelyan, Sabbia Tilli, University of Western Australia, Australia

C One Key to the Future: Engaging with Globally Recognised Ethical Norms
Page 642 075
Graeme Bushell, Benjamin Drew, Iain Skinner, University of New South Wales, Australia
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W2C : Developing Academics

Page 649 070
C From Student to Teacher: Building Professional Development Resources for
Sessional Teaching Sta Katrina Falkner, Kerrie Le Lievre, University of Adelaide, Australia
C Creating an Engineering Education Community of Practice Within an Institutional
Page 656 073
Setting: A Blueprint for Action Research Llewellyn Mann, Rosemary L. Chang, Swinburne University of Technology, Australia
C Creating an Engineering Education Community of Practice Within an Institutional
Page 664 139
Setting: Barriers and Enablers for Success in Practice Rosemary L. Chang, Llewellyn Mann, Swinburne University of Technology, Australia
C A Unique Assessment of Stress and Stress Factors on Engineering Academics in the
Page 670 127
Research and Teaching Environment K.R. Davey, J.C.K. Cheung, R. Visvanathan, J.W. Willison, University of Adelaide, Australia
C Providing Ongoing Just in Time Professional Development in Engineering
Page 680 067
Education L. Brodie 1 , Lesley Jolly 2 1 University of Southern Queensland, Australia; 2 Strategic Partnerships, Australia
C Academic Integrity and Pastoral Care: Dealing with Unprofessional Conduct in
Page 687 053
Engineering Students Lawrence J. Carter, University of Auckland, New Zealand
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AAEE 2010 Brief Author Index
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A
Airey, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Al-Atabi, Mushtak . . . . . . . . . . . . . . . . . . . . . 391, 526 Anwar, A.H.M. Faisal . . . . . . . . . . . . . . . . . . . . . . . 124 Aravinthan, Thiru . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Aravinthan, Vasantha . . . . . . . . . . . . . . . . . . . . . . 307
C
Cameron, Donald A. . . . . . . . . . . . . . . . . . . . . . . . 546 Campbell, Duncan . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Carew, Anna L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448 Carter, Lawrence J. . . . . . . . . . . . . . . . . . . . . 208, 687 Chang, Rosemary L. . . . . . . . . . . . . . . . . . . . 656, 664 Chapman, Elaine S. . . . . . . . . . . . . . . . . . . . . . . . . . 156 Cheung, J.C.K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 670 Chung, Edwin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 Chung, Yin-Wah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Churches, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567 Clewett, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511 Cowie, Bronwen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 Cricenti, Antonio . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Crosthwaite, Caroline . . . . . . . . . . . . . . . . . . . . . . 118 Cutler, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
B
Baillie, Caroline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Banky, George P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Barge, Scott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504 Basnet, Badri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Bell, Maureen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Belski, Iouri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216, 230 Ben-Naim, Dror . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435 Bhuiyan, Muhammed . . . . . . . . . . . . . . . . . . . . . . . . 70 Biswas, Wahidul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559 Blackhall, Lachlan . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Blackmore, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Blicblau, Aaron S. . . . . . . . . . . . . . . . . . . . . . . . . . . . 490 Borrego, Maura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Brodie, L. . . . . . . . . . . . . . . . . . . . . . . . . . . . 202, 347, 680 Browne, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 Bullen, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 Burton, Lorelle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 582 Bush, Mark B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Bushell, Graeme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 642 Buskes, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . . 290, 334
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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
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D
Davey, K.R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 670 Dawes, Les . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Devenish, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Devine, Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441 Dosen, Annemarie S. . . . . . . . . . . . . . . . . . . . . . . . 552 Dowling, David . . . . . . . . . . . . . . . . . . . . . . 16, 24, 582 Dranga, Octavian . . . . . . . . . . . . . . . . . . . . . . . . . . . 623 Drew, Benjamin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 642 Drury, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Dumble, S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 Duynhoven, Aadrik . . . . . . . . . . . . . . . . . . . . . . . . .112
G
Gabb, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Gardner, Anne . . . . . . . . . . . . . . . . . . . . 222, 448, 468 Gibbens, P.W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 Gibbings, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 138 Godfrey, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 8 Goh, Steven . . . . . . . . . . . . . . . . . . . . . . . 194, 347, 511 Goldnch, Thomas . . . . 164, 322, 448, 454, 602 Goldsmith, Rosalie . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Gornisiewicz, Wlodzimierz . . . . . . . . . . . . . . . 623 Gregory, Mark A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
E
Edwards, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 Ekambaram, Palaneeswaran . . . . . . . . . . . . . . . 52 Eliot, Matt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Evans, Jamie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
H
Harlim, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Harlow, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403, 409 Harper, Natalie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Hartle, Todd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Hastie, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322 Hees, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Henderson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448 Hetherington, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Hingston, June . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 552 Hornak, Frantisek . . . . . . . . . . . . . . . . . . . . . . . . . . 532 Howard, Prue . . . . . . . . . . . . . . . . . . . . . . . 58, 361, 483
F
Falkner, Katrina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649 Fernando, Tyrone . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Fuller, M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483
[Search]
[Page 3 / 6]
I J
Jenkins, Graham A. . . . . . . . . . . . . . . . . . . . . . . . . . 539 Jeschke, Sabina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Jiao, Hui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244, 328 Johns-Boast, Lynette . . . . . . . . . . . . . . . . . . . 46, 355 Jokic, Michael D. . . . . . . . . . . . . . . . . . . . . . . . 194, 340 Jollands, Margaret . . . . . . . . . . . . . . . . . . . . . . . . . . 263 Jolly, Lesley . . . . . . . . . . . . . . . . . . 118, 263, 518, 680 Jones, Glyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Joordens, M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
L
Layton, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . 602 Lee, S.L.A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397 Legge, Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . 596 Le Lievre, Kerrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649 Lemckert, Charles . . . . . . . . . . . . . . . . . . . . . . . . . . 539 Li, Jianchun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Lindsay, Euan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Loden, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . 273, 559 Lu, Dylan Dah-Chuan . . . . . . . . . . . . . . . . . . . . . . 284 Lucas, William A. . . . . . . . . . . . . . . . . . . . . . . . . . . . 504
K
Kane, Lauren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Kapoor, Ajay . . . . . . . . . . . . . . . . . . . . . . . 52, 608, 616 Karim, Rezaul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461 Karpe, R.J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Kavanagh, Lydia . . . . . . . . . . . . . . . . . . . . . . . 118, 518 Kimmins, Lindy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441 King, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 8 Kist, Alexander A. . . . . . . . . . . . . . . . 138, 144, 340 Klimovski, Dragi . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Kolmos, Annette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Kong, Yinan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Kouzani, A.Z. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
[Search]
M
MacNish, Cara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Male, Sally A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Mann, Llewellyn . . . . . . . . . . . . . . . . . . . 58, 656, 664 Mashiri, Fidelis R. . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Maynard, N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Mazzolini, Alexander P. . . . . . . . . . . . . . . . . . . . 417 McCarthy, Timothy J. . . . . . . . . . . . 448, 454, 602 McDougall, R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 Medagoda, E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 Mills, Julie E. . . . . . . . . . . . . . . . . . . . . . . . 76, 546, 590 Molyneaux, Tom . . . . . . . . . . . . . . . . . . . . . . . . 70, 263 Moravcik, Oliver . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532
[Page 4 / 6]
N
Naghdy, Fazel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Nepal, Kali P. . . . . . . . . . . . . . . . . . . . . . . . . . . . 496, 539 Nghiem, Long Duc . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Nopparatjamjomras, Suchai . . . . . . . . . . . . . 417 Nouwens, Fons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Q R
Reidsema, Carl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Rhamdhani, M. Akbar . . . . . . . . . . . . . . . . 608, 616 Richards, David J. . . . . . . . . . . . . . . . . . . . . . . . . . . .490 Rowe, Gerard B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Rowles, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 574 Russell, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567 Russell, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 596
O
OCarroll, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 ODonoghue, Peter . . . . . . . . . . . . . . . . . . . . . . . . . 417 OMoore, Liza . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518 Ooi, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334 OShea, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280 Othman, Maazuza . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
P
Patch, Geo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355 Peter, Mira . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403, 409 Petrolito, Joe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 596 Prpic, Juliana Kaya . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Prusty, B. Gangadhara . . . . . . . . . . . . . . . . . . . . . 435
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[Page 5 / 6]
S
Saleh, Ali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315 Salehi, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 608, 616 Sarukkalige, Ranjan . . . . . . . . . . . . . . . . . . . . . . . . 124 Schuster, Katharina . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Scott, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . 403, 409 Senadji, Bouchra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Shallcross, David . . . . . . . . . . . . . . . . . . . . . . . . . . . 290 Shamel, Marwan M. . . . . . . . . . . . . . . . . . . . . . . . . . 391 Shen, Brice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290, 334 Sher, Willy . . . . . . . . . . . . . . . . . . . . . . . . . 367, 375, 552 Sherratt, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367, 375 Shi, J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477 Skinner, Iain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 642 Smaill, Chris R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Smith, Jeremy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Smith, Warren F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Sobrino, Daynier R.D. . . . . . . . . . . . . . . . . . . . . . . 532 Stappenbelt, Brad . . . . . . . . . . . . . . . . . . . . . . . . . . . 574 Stefankova, Jana . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532 Stewart, Rodney A. . . . . . . . . . . . . . . . . . . . . . . . . . 496 Stojcevski, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Svetsky, Stefan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532
T
Tang, Siong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .628 Thomas, Giles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448 Tibbits, Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518 Tilli, Sabbia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .634 Trevelyan, James . . . . . . . . . . . 170, 383, 628, 634 Tschirpig, Barry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
U V
Venkatesan, Srikanth . . . . . . . . . . . . . . . . . . . . . . . .58 Visvanathan, R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .670
W
Wandel, Andrew P. . . . . . . . . . . . . . . 177, 301, 340 Wandel, Weide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Willey, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222, 468 Williams, Anthony . . . . . . . . . . . . . . . . . . . . . . . . . . 552 Willison, J.W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 670 Worden, John . . . . . . . . . . . . . . . . . . . . . 202, 347, 511
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X Y
Yong, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347 Younis, Obai . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391, 526
Z
Zhou, Hong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347, 511 Zhuge, Yan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
[Search]
AAEE 2010 Detailed Author Index
[Page 1 / 38]
Airey, David
236
(University of Sydney, Australia)
C Improving Report Writing for Undergraduate Students in Engineering Through an Online Learning Environment: The Case of Second Year Civil Engineering (115) Al-Atabi, Mushtak (Taylors University, Malaysia) 391 C Corporate Style Team-Building Activities for Undergraduate Engineering Programmes
(157)
526
C Use of Facebook to Support Module Delivery for Undergraduate Engineering Programmes (155)
Anwar, A.H.M. Faisal

124
(Curtin University, Australia)
C Laboratory Demonstrators Perceptions of the Remote Laboratory Implementation of a Fluid Mechanics Laboratory (142)
Aravinthan, Thiru
186
(University of Southern Queensland, Australia)
C Incorporating a Variety of Assessment Tools in a Web-Based Postgraduate Course Developed for Practicing Engineers (032)
Aravinthan, Vasantha
307
(University of Southern Queensland, Australia) C Design of Public Health Engineering Course Using Multimedia Resources for Dual Mode Delivery (120)
[Search]
[Page 2 / 38]
Baillie, Caroline
170 296
(University of Western Australia, Australia) (Swinburne University of Technology, Australia)
C Designing an Integrated Engineering Foundation Course (041)
Banky, George P.
C The Carrot Without the Stick: A Case Study of Encouraging Post-Event Student Engagement with Mobile Phone Technologies (012)
Barge, Scott
504
(MIT, USA)
C Eects of Project-Based Practice on Self-Ecacy and the Pursuit of Engineering Studies (161)
Basnet, Badri
202 164
(University of Southern Queensland, Australia) (University of Wollongong, Australia)
C Enhanced Feedback Does Peer Assessment Achieve This Goal? (026) C Embedding Graduate Attribute Development into the Engineering Curriculum: Less is More? (100)
Bell, Maureen Belski, Iouri

216 230
(RMIT University, Australia)

C The Impact of Self-Assessment and Reection on Student Learning Outcomes (141) C Young Engineers and Good Problem Solving: The Impact of Learning Problem Solving Explicitly (133)
Ben-Naim, Dror
(University of New South Wales, Australia) 435 C Towards a Community of Practice Concerning the Use of Adaptive Tutorials in Engineering Mechanics (040) Bhuiyan, Muhammed (RMIT University, Australia) 70
C Experiments in the Use of Quizzes to Facilitate Team Work (108)
B continues on next page [Search] A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
[Page 3 / 38]
Biswas, Wahidul
(Curtin University, Australia) 559 C Enhancement of University Curriculum and Secondary School Education Through Utilisation of Sustainable Engineering and Appropriate Technology Workshops (084) Blackhall, Lachlan (Australian National University, Australia) 112 C Embedding EWB Development Projects in an Engineering Program (063)
Blackmore, Kim
151 490 273
(Australian National University, Australia) C Blended Course Design for Cooperative Delivery A Case Study (129) (Swinburne University of Technology, Australia) (Virginia Tech, USA)
C Undergraduate Engineering Project Work (119) C Evaluation of the Engineers Without Borders Challenge at Western Australia Universities (077)
Blicblau, Aaron S. Borrego, Maura
Brodie, L.
202 347 680
(University of Southern Queensland, Australia) C Enhanced Feedback Does Peer Assessment Achieve This Goal? (026)
C Development of Customised Software Modules Within the Moodle LMS for Team-Based PBL Courses (007) C Providing Ongoing Just in Time Professional Development in Engineering Education (067)
Browne, Chris
112 250
(Australian National University, Australia)
C Embedding EWB Development Projects in an Engineering Program (063)
Bullen, Frank
(University of Southern Queensland, Australia) Evaluation The Driver of the Engineering Education Machine (175) C
B continues on next page
[Search]
[Page 4 / 38]
Burton, Lorelle
(University of Southern Queensland, Australia) 582 C In Search of Factors That Inuence Academic Success: A Comparison Between On-Campus and Distance Students (001) Bush, Mark B. (University of Western Australia, Australia) 156 C Understanding Generic Engineering Competencies (134)
Bushell, Graeme
642 290 334
(University of New South Wales, Australia) C One Key to the Future: Engaging with Globally Recognised Ethical Norms (075) (University of Melbourne, Australia)
C Promoting Student Engagement in Lectures Through a Trial Use of Response Clickers (103) C Teacher- versus Student-Centred Approaches to Online Assessment: Experiences in a First Year Engineering Subject (102)
Buskes, Gavin
[Search]
[Page 5 / 38]
Cameron, Donald A.
546 82
(University of South Australia, Australia) (Queensland University of Technology, Australia)
C Experiential and Reective Learning in Soil Mechanics (025)
Campbell, Duncan
C Best Practice or Business as Usual? Whose Interests Are Served by the Engineering Science Paradigm? (144)
Carew, Anna L.
448 208 687
(University of Tasmania, Australia) (University of Auckland, New Zealand)
C A Tool for Online Mechanics Learning Resource Sharing (058) C Improving Student Learning Through Peer Marking in a First-Year Engineering Course (056) C Academic Integrity and Pastoral Care: Dealing with Unprofessional Conduct in Engineering Students (053)
Carter, Lawrence J.
Chang, Rosemary L.
656 664
(Swinburne University of Technology, Australia)
C Creating an Engineering Education Community of Practice Within an Institutional Setting: A Blueprint for Action Research (073) C Creating an Engineering Education Community of Practice Within an Institutional Setting: Barriers and Enablers for Success in Practice (139)
Chapman, Elaine S.
156 670
(University of Western Australia, Australia)
C Understanding Generic Engineering Competencies (134)
Cheung, J.C.K.
(University of Adelaide, Australia)
C A Unique Assessment of Stress and Stress Factors on Engineering Academics in the Research and Teaching Environment (127)
C continues on next page [Search] A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
[Page 6 / 38]
Chung, Edwin
391
(Taylors University, Malaysia)
C Corporate Style Team-Building Activities for Undergraduate Engineering Programmes (157)
Chung, Yin-Wah
106
(Nanyang Polytechnic, Singapore)
C Multiplying Project Experiences for Engineering Students: Accumulated Experience Sharing @ Nanyang Polytechnic (126)
Churches, Alex
567
(University of New South Wales, Australia) What Do We really Want to Know About Spatial Visualisation Skills Among C Engineering Students? (140) Clewett, John (University of Southern Queensland, Australia) 511 C Revitalisation of a 2nd Level Engineering and Spatial Science PBL Course: Almost There But (008) Cowie, Bronwen (University of Waikato, New Zealand) 409 C Threshold Concepts and Introductory Electronics (123)
Cricenti, Antonio
132 118
(Swinburne University of Technology, Australia) C Is It Worth Investing in Remote Online Network Accessible Laboratory Devices? (051) (University of Queensland, Australia)
C An Evaluation of the EWB Challenge Implications for Future Curriculum Change (022)
Crosthwaite, Caroline Cutler, Stephanie

273
(Virginia Tech, USA)
C Evaluation of the Engineers Without Borders Challenge at Western Australia Universities (077)
[Search]
[Page 7 / 38]
Davey, K.R.
670

C A Unique Assessment of Stress and Stress Factors on Engineering Academics in the Research and Teaching Environment (127)
Dawes, Les
64 361
(Queensland University of Technology, Australia)

C Eect of Group Formation on Performance, Task Management and Social Loang (096)
Devenish, Ian Devine, Jo
(CQUniversity, Australia)
C Contextual Engineering Education Industry Involvement in Engineering Education (154)
(University of Southern Queensland, Australia) 441 C Developing a Learning Community to Support Student Learning in a First Year Statics Course (149) Dosen, Annemarie S. (University of Newcastle, Australia) 552 C A Pathway from School to University Reaching Down to Build Up (106)
Dowling, David
16 24 582
C A Review of Para-Professional Engineering Education in Australia: Exploring the VET-HE Divide (057) C The Career Aspirations and Other Characteristics of Australian Para-Professional Engineering Students (061) C In Search of Factors That Inuence Academic Success: A Comparison Between On-Campus and Distance Students (001)
Dranga, Octavian
623
(Edith Cowan University, Australia)
C Supporting International Students to Meet Assessment Expectations (124)
D continues on next page [Search] A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
[Page 8 / 38]
Drew, Benjamin
642 236
(University of New South Wales, Australia)
C One Key to the Future: Engaging with Globally Recognised Ethical Norms (075)
Drury, Helen
C Improving Report Writing for Undergraduate Students in Engineering Through an Online Learning Environment: The Case of Second Year Civil Engineering (115)
Dumble, S.
429

C Flight Control System Design: Learning Enhancement Through Motion Based Flight Simulation (138)
Duynhoven, Aadrik
112
C Embedding EWB Development Projects in an Engineering Program (063)
[Search]
[Page 9 / 38]
Edwards, Thomas
417
C Using Interactive Lecture Demonstrations to Enhance Student Learning in Electronics (044)
Ekambaram, Palaneeswaran
52
(Swinburne University of Technology, Australia) C Towards Rational Assessment of Group Projects in Engineering Higher Education (078) (CQUniversity, Australia)
C Research in Progress: Assessing Individual Student Learning Within Team-Based Engineering Curricula (152)
Eliot, Matt
58
Evans, Jamie
334
(University of Melbourne, Australia) Teacherversus Student-Centred Approaches to Online Assessment: Experiences in a C First Year Engineering Subject (102)
[Search]
[Page 10 / 38]
Falkner, Katrina
649
C From Student to Teacher: Building Professional Development Resources for Sessional Teaching Sta (070)
Fernando, Tyrone
170
Fuller, M.
483
(CQUniversity, Australia) C Mathematics in PBL Engineering Undergraduate Education: Challenges and Vision for the Future (150)
[Search]
[Page 11 / 38]
Gabb, Roger
58
(Victoria University, Australia)
C Research in Progress: Assessing Individual Student Learning Within Team-Based Engineering Curricula (152) Gardner, Anne (University of Technology Sydney, Australia) 222 C Collaborative Peer Learning to Change Learning Culture and Develop the Skills for Lifelong Professional Practice (169)
448 468
C A Tool for Online Mechanics Learning Resource Sharing (058) C Critical Conversations: How Collaborative Learning Activities Can Prepare Students for Structural Engineering Practice (168)
Gibbens, P.W.
(University of Sydney, Australia) 429 C Flight Control System Design: Learning Enhancement Through Motion Based Flight Simulation (138) Gibbings, Peter (University of Southern Queensland, Australia) 1 138 1 8
C Part Time Study Distorts Student Attrition Rates in Engineering Programs (018) C Inception and Management of Remote Access Laboratory Projects (019)
Godfrey, Elizabeth
(University of Technology Sydney, Australia)
C Part Time Study Distorts Student Attrition Rates in Engineering Programs (018) C Scoping the Opportunities to Aid Recruitment and Retention of Indigenous Students in Engineering (171)
G continues on next page
[Search]
[Page 12 / 38]
Goh, Steven
194 347 511
(University of Southern Queensland, Australia) C A New Engineering Management Master to Address the Personal, Professional and Educational Needs of Engineering Graduates to Achieve EA Chartered Status (006)
C Development of Customised Software Modules Within the Moodle LMS for Team-Based PBL Courses (007) C Revitalisation of a 2nd Level Engineering and Spatial Science PBL Course: Almost There But (008)
Goldnch, Thomas
164 322 448 454 602 82
(University of Wollongong, Australia)
C Embedding Graduate Attribute Development into the Engineering Curriculum: Less is More? (100) C Evaluating Online Multiple Choice Quizzes as Formative Assessment Tools in an Engineering Fluid Mechanics Subject (014) C A Tool for Online Mechanics Learning Resource Sharing (058) C Teaching the Concept of Free Body Diagrams (062) C Encouraging Cultural Awareness in Engineering Students (015)
Goldsmith, Rosalie
(University of New South Wales, Australia) Best Practice or Business as Usual? Whose Interests Are Served by the Engineering C Science Paradigm? (144) Gornisiewicz, Wlodzimierz (Edith Cowan University, Australia) 623 C Supporting International Students to Meet Assessment Expectations (124)
Gregory, Mark A.
423
C Network Engineering for Undergraduates (143)
[Search]
[Page 13 / 38]
Harlim, Jennifer
230
C Young Engineers and Good Problem Solving: The Impact of Learning Problem Solving Explicitly (133)
Harlow, Ann
403 409 361
(University of Waikato, New Zealand) C Impact of Running First Year and Final Year Electronics Laboratory Classes in Parallel
(114)
C Threshold Concepts and Introductory Electronics (123)
Harper, Natalie
(John Holland Group, Australia)
Hartle, Todd
194
(University of Southern Queensland, Australia) A New Engineering Management Master to Address the Personal, Professional and C Educational Needs of Engineering Graduates to Achieve EA Chartered Status (006) Hastie, David (University of Wollongong, Australia) 322 C Evaluating Online Multiple Choice Quizzes as Formative Assessment Tools in an Engineering Fluid Mechanics Subject (014) Hees, Frank (RWTH Aachen University, Germany) 38 C Dipl-Ing Rest in Peace? The Implementation of the Bologna Process in Germanys Engineering Education (172) Henderson, Alan (University of Tasmania, Australia) 448 C A Tool for Online Mechanics Learning Resource Sharing (058)
Hetherington, Kim
361
(John Holland Group, Australia)
H continues on next page [Search] A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
[Page 14 / 38]
Hingston, June
552 532 58 361 483
(Callaghan College, Australia) (Slovak University of Technology, Slovak Republic)
C A Pathway from School to University Reaching Down to Build Up (106) C Experiences with the Personalised Technology Support for Engineering Education (094)
Hornak, Frantisek Howard, Prue
(CQUniversity, Australia) Research in Progress: Assessing Individual Student Learning Within Team-Based C Engineering Curricula (152)
C Contextual Engineering Education Industry Involvement in Engineering Education (154) C Mathematics in PBL Engineering Undergraduate Education: Challenges and Vision for the Future (150)
[Search]
[Page 15 / 38]
I
(No authors)
[Search]
[Page 16 / 38]
J
(Grith University, Australia) 539 C The Use of Study Guides to Improve Learning Outcomes in Engineering Fluid Mechanics and Hydraulics (093) Jeschke, Sabina (RWTH Aachen University, Germany) 38 C Dipl-Ing Rest in Peace? The Implementation of the Bologna Process in Germanys Engineering Education (172) Jiao, Hui (University of Tasmania, Australia) 244 C Communication in Engineering Studies Review and Case Study (099) 328
C Developing Computer Assisted Assessment Program for Civil Engineering Courses (080)
Jenkins, Graham A.
Johns-Boast, Lynette
46 355 194 340 263
C Group Work and Individual Assessment (132) C A Win-Win Situation: Benets of Industry-Based Group Projects (131)
Jokic, Michael D.
(University of Southern Queensland, Australia) C A New Engineering Management Master to Address the Personal, Professional and Educational Needs of Engineering Graduates to Achieve EA Chartered Status (006)
C Which Version Art Thou? Conguration Management in Engineering Education (016)
Jollands, Margaret
C Our Programs Are GoodBecause Our Students Say They Are (174)
J continues on next page
[Search]
[Page 17 / 38]
Jolly, Lesley
118 263 518 680
(Strategic Partnerships, Australia)

C An Evaluation of the EWB Challenge Implications for Future Curriculum Change (022) C Our Programs Are GoodBecause Our Students Say They Are (174) C Educational Technologies and Learning Objectives (020) C Providing Ongoing Just in Time Professional Development in Engineering Education (067)
Jones, Glyn
132 397

C Is It Worth Investing in Remote Online Network Accessible Laboratory Devices? (051)
Joordens, M.
(Deakin University, Australia)
C Analysis of Twelve Electrical and Electronics Engineering Programs (160)
[Search]
[Page 18 / 38]
Kane, Lauren
151 52 608 616
(Australian National University, Australia) (Swinburne University of Technology, Australia)
C Blended Course Design for Cooperative Delivery A Case Study (129) C Towards Rational Assessment of Group Projects in Engineering Higher Education (078) C Using the Formal Curriculum to Build Connections and Condence Between Engineering Students from Dierent Cultural Backgrounds (145) C Improved Culturally-Mixed Group-Project to Promote Intercultural Skills and Engagement (066)
Kapoor, Ajay
Karim, Rezaul
461
C Teaching and Learning of Statics and Mechanics of Solids: Some Problems and Solutions (163)
Karpe, R.J.
98 118 518 441

C Engaging the CDIO Framework in Chemical Engineering Education (136)
Kavanagh, Lydia
(University of Queensland, Australia)
C An Evaluation of the EWB Challenge Implications for Future Curriculum Change (022) C Educational Technologies and Learning Objectives (020)
Kimmins, Lindy
C Developing a Learning Community to Support Student Learning in a First Year Statics Course (149)
K continues on next page
[Search]
[Page 19 / 38]
King, Robin
1 8

C Part Time Study Distorts Student Attrition Rates in Engineering Programs (018) C Scoping the Opportunities to Aid Recruitment and Retention of Indigenous Students in Engineering (171)
Kist, Alexander A.
138 144 340 132 58
C Inception and Management of Remote Access Laboratory Projects (019) C Building Blocks for Flexible and Engaging Learning Environments (079) C Which Version Art Thou? Conguration Management in Engineering Education (016)
Klimovski, Dragi Kolmos, Annette Kong, Yinan

91 397
(Swinburne University of Technology, Australia) (Aalborg University, Denmark)
C Is It Worth Investing in Remote Online Network Accessible Laboratory Devices? (051) C Research in Progress: Assessing Individual Student Learning Within Team-Based Engineering Curricula (152)
(Macquarie University, Australia)

C CDIO Concepts for Computer Engineering Teaching (110)
Kouzani, A.Z.
(Deakin University, Australia)
C Analysis of Twelve Electrical and Electronics Engineering Programs (160)
[Search]
[Page 20 / 38]
Layton, Catherine
602
C Encouraging Cultural Awareness in Engineering Students (015)
Lee, S.L.A.
397 596 649
(Deakin University, Australia) C Analysis of Twelve Electrical and Electronics Engineering Programs (160) (La Trobe University, Australia) (University of Adelaide, Australia)
C Engineering Education: Preparation for Future Leadership Roles (011) C From Student to Teacher: Building Professional Development Resources for Sessional Teaching Sta (070)
Legge, Katherine Le Lievre, Kerrie
Lemckert, Charles
539
(Grith University, Australia)
C The Use of Study Guides to Improve Learning Outcomes in Engineering Fluid Mechanics and Hydraulics (093)
Li, Jianchun
315
(University of Technology Sydney, Australia) C Innovative Assessment and Feedback System for Structural Engineering Education
(122)
Lindsay, Euan
124
C Laboratory Demonstrators Perceptions of the Remote Laboratory Implementation of a Fluid Mechanics Laboratory (142) Loden, Daniel (Engineers Without Borders Australia, Australia) 273 C Evaluation of the Engineers Without Borders Challenge at Western Australia Universities (077)
559
C Enhancement of University Curriculum and Secondary School Education Through Utilisation of Sustainable Engineering and Appropriate Technology Workshops (084)
L continues on next page [Search] A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
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Lu, Dylan Dah-Chuan

284 504
C Using One-Minute Lecture Reection Exercise to Improve Feedback Mechanism (076)
Lucas, William A.
(MIT, USA)
C Eects of Project-Based Practice on Self-Ecacy and the Pursuit of Engineering Studies (161)
[Search]
[Page 22 / 38]
MacNish, Cara
170 156 58 656 664
(University of Western Australia, Australia) (University of Western Australia, Australia) (Swinburne University of Technology, Australia)
Male, Sally A.
C Understanding Generic Engineering Competencies (134)
Mann, Llewellyn
C Research in Progress: Assessing Individual Student Learning Within Team-Based Engineering Curricula (152) C Creating an Engineering Education Community of Practice Within an Institutional Setting: A Blueprint for Action Research (073) C Creating an Engineering Education Community of Practice Within an Institutional Setting: Barriers and Enablers for Success in Practice (139)
Mashiri, Fidelis R.
244
(University of Western Sydney, Australia)
C Communication in Engineering Studies Review and Case Study (099)
Maynard, N.
98 417

C Engaging the CDIO Framework in Chemical Engineering Education (136)
Mazzolini, Alexander P. McCarthy, Timothy J.

448 454 602
C A Tool for Online Mechanics Learning Resource Sharing (058) C Teaching the Concept of Free Body Diagrams (062) C Encouraging Cultural Awareness in Engineering Students (015)
M continues on next page [Search] A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
[Page 23 / 38]
McDougall, R.
483
C Mathematics in PBL Engineering Undergraduate Education: Challenges and Vision for the Future (150)
Medagoda, E.
429
C Flight Control System Design: Learning Enhancement Through Motion Based Flight Simulation (138)
Mills, Julie E.
76 546 590 70 263 532
(University of South Australia, Australia)
C Identifying the Issues of Team Project Work for Distance Education Students: A Case Study in Civil Engineering (043) C Experiential and Reective Learning in Soil Mechanics (025) C Reections on the Past, Present and Future of Women in Engineering (085)
Molyneaux, Tom
C Experiments in the Use of Quizzes to Facilitate Team Work (108) C Our Programs Are GoodBecause Our Students Say They Are (174)
Moravcik, Oliver
(Slovak University of Technology, Slovak Republic)
C Experiences with the Personalised Technology Support for Engineering Education (094)
[Search]
[Page 24 / 38]
Naghdy, Fazel
181 496 539
(University of Wollongong, Australia) (Grith University, Australia)
C Dynamic Modelling, Validating and Fine-Tuning of Engineering Curriculum (111)
Nepal, Kali P.
C Relationship Between Self Directed Learning Readiness Factors and Learning Outcomes in Third Year Project-Based Engineering Design Course (083) C The Use of Study Guides to Improve Learning Outcomes in Engineering Fluid Mechanics and Hydraulics (093)
Nghiem, Long Duc

164
C Embedding Graduate Attribute Development into the Engineering Curriculum: Less is More? (100)
Nopparatjamjomras, Suchai
417
(Mahidol University, Thailand)
Nouwens, Fons
58
[Search]
[Page 25 / 38]
OCarroll, Peter
236
C Improving Report Writing for Undergraduate Students in Engineering Through an Online Learning Environment: The Case of Second Year Civil Engineering (115)
ODonoghue, Peter
417
OMoore, Liza
518 334
(University of Queensland, Australia) C Educational Technologies and Learning Objectives (020) (University of Melbourne, Australia)
C Teacher- versus Student-Centred Approaches to Online Assessment: Experiences in a First Year Engineering Subject (102)
Ooi, Andrew
OShea, Peter
280 70
(Queensland University of Technology, Australia) C Creative Rap Assisted Pedagogies (065) (RMIT University, Australia)
C Experiments in the Use of Quizzes to Facilitate Team Work (108)
Othman, Maazuza
[Search]
[Page 26 / 38]
Patch, Geo
355
(CEA Technologies Pty Ltd, Australia)

C A Win-Win Situation: Benets of Industry-Based Group Projects (131)
Peter, Mira
403 409 596 58
(University of Waikato, New Zealand)

C Impact of Running First Year and Final Year Electronics Laboratory Classes in Parallel (114) C Threshold Concepts and Introductory Electronics (123)
Petrolito, Joe
(La Trobe University, Australia) (University of Melbourne, Australia)
C Engineering Education: Preparation for Future Leadership Roles (011)
Prpic, Juliana Kaya
Prusty, B. Gangadhara
435
(University of New South Wales, Australia)
C Towards a Community of Practice Concerning the Use of Adaptive Tutorials in Engineering Mechanics (040)
[Search]
[Page 27 / 38]
Q
(No authors)
[Search]
[Page 28 / 38]
Reidsema, Carl
82
(University of Queensland, Australia)
C Best Practice or Business as Usual? Whose Interests Are Served by the Engineering Science Paradigm? (144)
Rhamdhani, M. Akbar
608 616
(Swinburne University of Technology, Australia) C Using the Formal Curriculum to Build Connections and Condence Between Engineering Students from Dierent Cultural Backgrounds (145)
C Improved Culturally-Mixed Group-Project to Promote Intercultural Skills and Engagement (066)
Richards, David J.
490 208
C Undergraduate Engineering Project Work (119)
Rowe, Gerard B. Rowles, Chris

574
(University of Auckland, New Zealand) Improving Student Learning Through Peer Marking in a First-Year Engineering Course C
(056)
C Plagiarism in First-Year Engineering Education: A Snapshot of Student Attitudes and Abilities (052)
Russell, Carol
567
(University of New South Wales, Australia) What Do We really Want to Know About Spatial Visualisation Skills Among C Engineering Students? (140) Russell, John (La Trobe University, Australia) 596 C Engineering Education: Preparation for Future Leadership Roles (011)
[Search]
[Page 29 / 38]
Saleh, Ali
315
(University of Technology Sydney, Australia) C Innovative Assessment and Feedback System for Structural Engineering Education
(122)
Salehi, Kay
608 616

C Using the Formal Curriculum to Build Connections and Condence Between Engineering Students from Dierent Cultural Backgrounds (145) C Improved Culturally-Mixed Group-Project to Promote Intercultural Skills and Engagement (066)
Sarukkalige, Ranjan
124
C Laboratory Demonstrators Perceptions of the Remote Laboratory Implementation of a Fluid Mechanics Laboratory (142)
Schuster, Katharina
38
(RWTH Aachen University, Germany)
C Dipl-Ing Rest in Peace? The Implementation of the Bologna Process in Germanys Engineering Education (172)
Scott, Jonathan
403 409 64 290
(University of Waikato, New Zealand)
C Impact of Running First Year and Final Year Electronics Laboratory Classes in Parallel (114) C Threshold Concepts and Introductory Electronics (123)
Senadji, Bouchra Shallcross, David
(Queensland University of Technology, Australia) (University of Melbourne, Australia)
C Eect of Group Formation on Performance, Task Management and Social Loang (096) C Promoting Student Engagement in Lectures Through a Trial Use of Response Clickers (103)
S continues on next page [Search] A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
[Page 30 / 38]
Shamel, Marwan M.
391
(157)
(Taylors University, Malaysia) C Corporate Style Team-Building Activities for Undergraduate Engineering Programmes (University of Melbourne, Australia) C Promoting Student Engagement in Lectures Through a Trial Use of Response Clickers
(103)
Shen, Brice
290 334
C Teacher- versus Student-Centred Approaches to Online Assessment: Experiences in a First Year Engineering Subject (102)
Sher, Willy
367 375 552 367 375
(University of Newcastle, Australia)

C Evaluating the WIL Experiences of Engineering and Built Environment Students (153) C Evaluating the WIL Experiences of Engineering and Built Environment Students (Part 2) (112) C A Pathway from School to University Reaching Down to Build Up (106)
Sherratt, Sue
(University of Newcastle, Australia) C Evaluating the WIL Experiences of Engineering and Built Environment Students (153)
C Evaluating the WIL Experiences of Engineering and Built Environment Students (Part 2) (112)
Shi, J.
477 642 208
(Victoria University, Australia) C Promoting Engineering and Science via Community Based PBL Projects (054) (University of New South Wales, Australia) (University of Auckland, New Zealand)
C One Key to the Future: Engaging with Globally Recognised Ethical Norms (075) C Improving Student Learning Through Peer Marking in a First-Year Engineering Course (056)
Skinner, Iain
Smaill, Chris R.
S continues on next page [Search] A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
[Page 31 / 38]
Smith, Jeremy
112 32
(Australian National University, Australia) (UNSW@ADFA, Australia)
C Embedding EWB Development Projects in an Engineering Program (063) C Investigating Engineering Students Choices and Motivations A Work in Progress (113)
Smith, Warren F.
Sobrino, Daynier R.D.

532 574
(Universidad Central Marta Abreu de Las Villas, Cuba)
Stappenbelt, Brad
C Plagiarism in First-Year Engineering Education: A Snapshot of Student Attitudes and Abilities (052)
Stefankova, Jana
532 496
(Slovak University of Technology, Slovak Republic) (Grith University, Australia)
Stewart, Rodney A.
C Relationship Between Self Directed Learning Readiness Factors and Learning Outcomes in Third Year Project-Based Engineering Design Course (083)
Stojcevski, Alex
58
Svetsky, Stefan
532
(Slovak University of Technology, Slovak Republic)
[Search]
[Page 32 / 38]
Tang, Siong
628

C The Impact of Socio-Cultural Dierences on the Management of Technical Error: Are Engineering Graduates Aware of This? (031)
Thomas, Giles
448 518
(Australian Maritime College, Australia) (University of Queensland, Australia)
C A Tool for Online Mechanics Learning Resource Sharing (058)
Tibbits, Gregory Tilli, Sabbia

634 170 383 628 634 347
C Educational Technologies and Learning Objectives (020)

C International Students Employment Outcomes: Cause for Concern (036)
Trevelyan, James
C Designing an Integrated Engineering Foundation Course (041) C Mind the Gaps: Engineering Education and Practice (035) C The Impact of Socio-Cultural Dierences on the Management of Technical Error: Are Engineering Graduates Aware of This? (031) C International Students Employment Outcomes: Cause for Concern (036)
Tschirpig, Barry
C Development of Customised Software Modules Within the Moodle LMS for Team-Based PBL Courses (007)
[Search]
[Page 33 / 38]
U
(No authors)
[Search]
[Page 34 / 38]
Venkatesan, Srikanth
58
(Victoria University, Australia)
Visvanathan, R.
670
(University of Adelaide, Australia) C A Unique Assessment of Stress and Stress Factors on Engineering Academics in the Research and Teaching Environment (127)
[Search]
[Page 35 / 38]
Wandel, Andrew P.
177 301 340 1 222 468
C Linkages Between Courses: A Holistic Approach to Programmes (118) C Student Usage of Videos Containing Worked Solutions (117) C Which Version Art Thou? Conguration Management in Engineering Education (016)
Wandel, Weide Willey, Keith
(University of Southern Queensland, Australia) (University of Technology Sydney, Australia)
C Part Time Study Distorts Student Attrition Rates in Engineering Programs (018)
C Collaborative Peer Learning to Change Learning Culture and Develop the Skills for Lifelong Professional Practice (169) C Critical Conversations: How Collaborative Learning Activities Can Prepare Students for Structural Engineering Practice (168)
Williams, Anthony
552
(University of Newcastle, Australia)
C A Pathway from School to University Reaching Down to Build Up (106)
Willison, J.W.
(University of Adelaide, Australia) 670 C A Unique Assessment of Stress and Stress Factors on Engineering Academics in the Research and Teaching Environment (127) Worden, John (University of Southern Queensland, Australia) 202 C Enhanced Feedback Does Peer Assessment Achieve This Goal? (026) 347 511
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[Page 36 / 38]
X
(No authors)
[Search]
[Page 37 / 38]
Yong, Andrew
347
C Development of Customised Software Modules Within the Moodle LMS for Team-Based PBL Courses (007) Younis, Obai (Taylors University, Malaysia) 391 C Corporate Style Team-Building Activities for Undergraduate Engineering Programmes
(157)
526
C Use of Facebook to Support Module Delivery for Undergraduate Engineering Programmes (155)
[Search]
[Page 38 / 38]
Zhou, Hong
347 511

Zhuge, Yan
76

C Identifying the Issues of Team Project Work for Distance Education Students: A Case Study in Civil Engineering (043)
[Search]
AAEE 2010 Abstract Cards M4A : Who Enrols & Completes? & Why?
[Page 1 / 101]
[View Manuscript] 1 of 6
Part Time Study Distorts Student Attrition Rates in Engineering Programs

Authors: Peter Gibbings 1 , Elizabeth Godfrey 2 , Robin King 2 , Weide Wandel 1 1 University of Southern Queensland, Australia; 2 University of Technology Sydney, Australia Page 1 7 Abstract: Standard four-year full-time engineering degrees commonly take eight years when studied part-time by distance education and this can distort apparent retention and attrition rates. Recent publications indicate the national part-time annual retention rate for engineering degrees at regional universities is 62.85%. Extending this over eight years, only 2.4% of part time students who enter the program could be expected to graduate. Whilst most would agree that this graduation rate is quite ridiculous, what would be a reasonable graduation rate? This paper presents empirical data to determine the actual graduation rates achieved with a predominantly part time cohort of students at a regional university. The results highlight the inappropriateness of generic retention and degree completion models when comparing small regional universities where the majority of students are of mature age and study part time, with large urban universities where the majority of students are school leavers and are studying full time. If retention and completion rates are to be introduced as performance indicators in the higher education sector, the ndings of this study have the potential to contribute to the development of appropriate models. It was reassuring that the retention and completion rates achieved at this university are signicantly better than the quoted national averages.
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[Page 2 / 101]
Scoping the Opportunities to Aid Recruitment and Retention of Indigenous Students in Engineering
Authors: Elizabeth Godfrey, Robin King, University of Technology Sydney, Australia Page 8 15 Abstract: Indigenous Australians are grossly under-represented in engineering education and the engineering workforce. The reasons for this are complex and multifaceted. There are no magic bullet solutions to increase their participation. Rather, this will be a long term task that will require commitment from a wide range of contributors at all levels of the education pipeline, including indigenous educators and representatives of indigenous communities and organizations. University providers of engineering programs can have signicant roles to play in assisting growth in participation. This paper reports on ndings that formed part of a wider project investigating opportunities for exible and alternate pathways into engineering degrees. After examining perceived barriers to, and potential opportunities for, growth in indigenous participation, recommendations and guidelines are proposed for implementation by providers of higher education engineering qualications.
[Page 3 / 101]
A Review of Para-Professional Engineering Education in Australia: Exploring the VET-HE Divide

Author: David Dowling, University of Southern Queensland, Australia Page 16 23 Abstract: The dierences between the Vocational Education and Training (VET) and higher education (HE) sectors have been well documented over recent years, often in the context of the impact those dierences have on student movement between sectors. In engineering, the dierences between the sectors are exemplied by the dierent approaches each sector takes to para-professional education. Both VET sector Advanced Diplomas and HE sector Associate Degrees are Level 6 qualications under the Australian Qualications Framework, and are designed to educate para-professional engineers. This paper describes some of the key features of the engineering programs oered in each sector and explores the dierences between them. It then discusses the implications of those dierences on student learning and student movement between the sectors. The nal section describes some key changes occurring in the tertiary education sector and the impact they may have on para-professional engineering education.
[Page 4 / 101]
The Career Aspirations and Other Characteristics of Australian Para-Professional Engineering Students
Author: David Dowling, University of Southern Queensland, Australia Page 24 31 Abstract: During 2010 more than 300 students currently studying a para-professional engineering course at an Australian institution completed an online questionnaire about their educational and work experiences, and their career aspirations. Students from vocational educational and training institutions, universities and two dual-sector institutions across Australia were invited to participate in the study. This paper reports on a preliminary analysis of some of the raw data from 327 engineering students, 40% of whom are studying an Associate Degree course, 45% an Advanced Diploma, and 15% a Diploma. The key nding was that only 16% of the respondents intend to pursue a career as an Engineering Associate, with 75% indicating that they plan to undertake further studies, and 51% reporting that they have a career goal to become a Professional Engineer. These unexpected results challenge a long-held assumption that students in Australian Advanced Diploma and Associate Degree programs will pursue careers as Engineering Associates.
[Page 5 / 101]
Investigating Engineering Students Choices and Motivations A Work in Progress

Author: Warren F. Smith, UNSW@ADFA, Australia Page 32 37 Abstract: Engineering students have diering reactions to open ended project activities. For example, not all mechanical or even automotive engineering students desire to be involved in a Formula SAE Team. Yet, engineering as a profession seeks to solve open problems that generally deliver technical solutions. Engineering activity spans design, manufacture, operation and maintenance and these in themselves oer wide ranging opportunities for routine and novel approaches to engineering practice. Therefore, if students engaged in their engineering education are preparing to deal with future issues not yet perceived (open problems), why do students make the choices they do and what motivates them? Why have they chosen an engineering pathway and what do they nd exciting about this prospect? With a view to strengthening educational outcomes, a work in progress is reported in this paper which involves a student survey for investigating answers to these questions.
[Page 6 / 101]
Dipl-Ing Rest in Peace? The Implementation of the Bologna Process in Germanys Engineering Education
Authors: Katharina Schuster, Frank Hees, Sabina Jeschke, RWTH Aachen University, Germany Page 38 45 Abstract: More than ten years after the signing of the Bologna Declaration, the European Higher Education Area has been launched on March 12 2010. Many of the original objectives have made a lot of progress, such as increasing the mobility amongst students in Europe in order to foster intercultural competencies and preparing the graduates for a global job market. In engineering though, the number of students who study abroad is still pretty low. Other aspects like comparable degrees or courses still need further development throughout all elds of study. After a short presentation about the background of the Bologna Process, the following article describes the implementation in Germanys engineering education so far. It also presents dierent opinions of various stakeholders. Further research questions are being discussed at the end of the paper. The role of the students is paid special attention to throughout the whole text. The article is based on qualitative documentary research.
AAEE 2010 Abstract Cards M4B : Groups & Teams
[Page 7 / 101]
Group Work and Individual Assessment

Author: Lynette Johns-Boast, Australian National University, Australia Page 46 51 Abstract: Increasingly tertiary institutions are using group work and group projects in response to industry demands that universities produce graduates who possess appropriate employability skills such as communication, team work, problem-solving, initiative and enterprise, planning and organising and self-management (DEST, 2002). However, when the majority of assessment items are based upon group activities, it is a dicult and time consuming task to be certain that marks awarded to individual students accurately represent that students eort, knowledge and abilities. This paper describes several years experimentation with dierent approaches to the evaluation of teams of students working on unique industry projects. The nal approach a system of regular peer assessment, combined with innovative assessment of project activities and deliverables through a formal project review process has enabled us to allocate individual marks for group work that accurately reects student contribution and knowledge while at the same time reducing the burden upon course academics.
[Page 8 / 101]
Towards Rational Assessment of Group Projects in Engineering Higher Education

Authors: Palaneeswaran Ekambaram, Ajay Kapoor, Swinburne University of Technology, Australia Page 52 57 Abstract: Group projects based learning arrangements are common in higher education. Dierent practices are followed for assessment of individual contributions in group projects. Moreover, several such practices incorporate diverse arrangements for including peer and self assessments along with teacher assessments. An ongoing research by the authors aims at: (a) conducting a benchmarking study on such group project assessment frameworks and (b) thereby recommending rational arrangements for assessment of individual contributions in engineering higher education group projects. The research methods include knowledge-mining from literature reviews and lessons from case-studies in engineering higher education. The discussions in this paper include: (a) a basic overview of some assessment strategies; (b) a key summary from specic case-studies; and (c) a set of recommendations for rational assessment of group projects in engineering higher education.
[Page 9 / 101]
Research in Progress: Assessing Individual Student Learning Within Team-Based Engineering Curricula
Authors: Matt Eliot 1 , Prue Howard 1 , Fons Nouwens 1 , Alex Stojcevski 2 , Llewellyn Mann 2 , Juliana Kaya Prpic 3 , Roger Gabb 4 , Srikanth Venkatesan 4 , Annette Kolmos 5 1 CQUniversity, Australia; 2 Swinburne University of Technology, Australia; 3 University of Melbourne, Australia; 4 Victoria University, Australia; 5 Aalborg University, Denmark Page 58 63 Abstract: The assessment of individual students learning in team-based courses can be problematic for academic sta and students alike. Qualitative approaches used in this setting may also be seen as lacking validity by those who consider only quantitative assessment approaches to be viable. This ve-institution research project is designed to gather data from academic sta and students about their experiences with assessment in team-based settings with the goal of deriving assessment practices that are fair to students and yield data that can guide program development and accreditation processes. This paper reports on the research design, eorts to date, and future directions.
[Page 10 / 101]
Eect of Group Formation on Performance, Task Management and Social Loang

Authors: Bouchra Senadji, Les Dawes, Queensland University of Technology, Australia Page 64 69 Abstract: Engineering graduates of today are required to adapt to a rapidly changing work environment. In particular, they are expected to demonstrate enhanced capabilities in both mono-disciplinary and multi-disciplinary teamwork environments. Engineering education needs, as a result, to further focus on developing group work capabilities amongst engineering graduates. Over the last two years, the authors trialed various group work strategies across two engineering disciplines. In particular, the eect of group formation on students performance, task management, and social loang was analyzed. A recently developed online teamwork management tool, Teamworker, was used to collect students experience of the group work. Analysis showed that students who were allowed to freely allocate to any group were less likely to report loang from other team members, than students who were pre-allocated to a group. It also showed that performance was more aected by the presence or absence of a leader in pre-allocated rather than free-allocated groups.
[Page 11 / 101]
Experiments in the Use of Quizzes to Facilitate Team Work

Authors: Maazuza Othman, Muhammed Bhuiyan, Tom Molyneaux, RMIT University, Australia Page 70 75 Abstract: The programs in the School of Civil, Environmental and Chemical Engineering at RMIT utilise Project Based Learning as the main teaching paradigm. Workshops/tutorials where students work in teams play an important role in this process. All RMIT courses are surveyed using the Course Experience Survey (CES) similar to the Australian national survey of graduates (the Course Experience Questionnaire, CEQ). The project based courses tend to score lower in terms of feedback in these surveys characterised by the GTS (Good Teaching Scale). Provision of additional written feedback has had limited inuence on this response in fact much of the feedback goes uncollected/accessed. This study examines the inuence of introducing quizzes (short tests) to oer the facility of providing timely and meaningful feedback. Online individual quizzes and workshop quizzes for individuals and teams have been trialled and appraised by means of CES returns and focus groups. The ndings demonstrate that both approaches can be eective however it identies pitfalls to be avoided in utilising online quizzes.
[Page 12 / 101]
Identifying the Issues of Team Project Work for Distance Education Students: A Case Study in Civil Engineering
Authors: Yan Zhuge 1 , Julie E. Mills 2 1 University of Southern Queensland, Australia; 2 University of South Australia, Australia Page 76 81 Abstract: Project based learning has been introduced to a nal year structural design course at the University of Southern Queensland (USQ) recently and one requirement associated with the project is teamwork. Unfortunately, teamwork is uncommon in the current engineering program at the USQ, mainly due to the fact that around 80% of its students are distance education students. When the design project was given to students at the beginning of the course, the idea of teamwork was welcome. Surprisingly, after the projects were submitted, it was found that most students chose to work individually. An evaluation was then conducted to explore why students chose not to work in teams, and particularly to determine the barriers that prevented it for distance education students. This paper will discuss the analysis of student feedback, compare the responses between distance education and on-campus students and explore potential means of overcoming these issues.
AAEE 2010 Abstract Cards M4C : CDIO & Projects
[Page 13 / 101]
Best Practice or Business as Usual? Whose Interests Are Served by the Engineering Science Paradigm?
Authors: Rosalie Goldsmith 1 , Carl Reidsema 2 , Duncan Campbell 3 1 University of New South Wales, Australia; 2 University of Queensland, Australia; 3 Queensland University of Technology, Australia Page 82 90 Abstract: From the excitement of common 1st year engineering courses and other design-build/project-based learning units, there is a massive drop in student engagement with the engineering curriculum as the students enter the 2nd /3rd year barrier courses, and a concomitant high rate of attrition or lack of progression. The early excitement is often never rediscovered, as by the time the students start their 4th year they have lost some of their enthusiasm, and much of their ability to solve ill-structured problems. Although there are several examples of innovative engineering programs in Australian universities, the majority of engineering faculties follow a deeply traditional curriculum model that has not changed for decades, despite major shifts in technology and industry in the outside world. This paper presents perspectives from industry, academics and students on the current engineering curriculum across four Australian universities and suggests a change model that could provide authentic learning experiences for students by developing a formalised nexus between industry and academia.
[Page 14 / 101]
CDIO Concepts for Computer Engineering Teaching

Author: Yinan Kong, Macquarie University, Australia Page 91 97 Abstract: CDIO (conceive-design-implement-operate) concepts have been applied to several courses of study supporting the Computer Engineering degree at the authors university. The paper describes how CDIO concepts have been applied to two key projects: the development of a trac-light controller for a complex trac intersection and a simple bus-structured computer. An important feature of the approach is the identication and documentation of a number of issues which students should consider in each of the conceive, design, implement and operate stages. This has proved successful for the application of CDIO concepts. Examples of the documentation are given.
[Page 15 / 101]
Engaging the CDIO Framework in Chemical Engineering Education

Authors: R.J. Karpe, N. Maynard, Curtin University, Australia Page 98 105 Abstract: In 2008, The Australian Learning and Teaching Council (ALTC) sponsored report by Robin King, Engineers for the Future: Summary and recommendations, summarily reported on the state of the Australian engineering educational system and proposed a set of six recommendations to address future challenges. Adoption of the CDIO framework has been one of the numerous specically proposed actions that can be undertaken, and is as such, the focus of this paper. This paper presents our specic engagement with the CDIO approach in the discipline of Chemical Engineering within the Australian context by mapping the CDIO Syllabus with the Institution of Chemical Engineers (IChemE) recommended learning competencies. We specically outline our Unit level adoption of CDIO Standards most appropriate and realistic to our immediate context and our approach to curriculum development and integrating methods of teaching, learning, assessment and feedback.
[Page 16 / 101]
Multiplying Project Experiences for Engineering Students: Accumulated Experience Sharing @ Nanyang Polytechnic
Author: Yin-Wah Chung, Nanyang Polytechnic, Singapore Page 106 111 Abstract: Nanyang Polytechnics (NYP) practice- and application-oriented teaching and learning philosophy emulates the real-world work environment on campus to provide students with an authentic experience of the nature of their future work and of the workplace. An important and integral component is industry project work with cost, quality, reliability and deadline constraints, and often requiring multi-disciplinary capabilities. The accumulated experience and knowledge from extensive industry project development is systematically captured in NYPs Accumulated Experience Sharing or AES system, a rich repository of application-oriented and established solutions over a wide range of engineering and other disciplines, conveniently accessible electronically to authorised users. This paper describes NYPs AES concept and project studies, and how the system is used to multiple engineering students exposure to project work. It also shares some lessons learnt for successful implementation.
[Page 17 / 101]
Embedding EWB Development Projects in an Engineering Program

Authors: Chris Browne, Lachlan Blackhall, Aadrik Duynhoven, Jeremy Smith, Australian National University, Australia Page 112 117 Abstract: Addressing contemporary global challenges is a key driver for course development within universities. For engineering students, the focus has broadened from building technical capacity to considering issues of engineering sustainability and social justice. Problem-based and service-learning, study abroad and exchange programs are all strategies that enhance students learning outcomes in these areas. However, in many instances these are one-o events implemented as standalone initiatives during a degree program. Engineers Without Borders Australia (EWBA) provides a partnership model for curricula developers to engage students with these concepts. In this paper we describe the implementation and operation of a partnership between EWBA and the College of Engineering and Computer Science (CECS) at the Australian National University (ANU). The operation of the partnership is outlined with specic initiatives that contribute to formal and informal learning, as well as the potential benets that the community involved in the partnership can glean.
[Page 18 / 101]
An Evaluation of the EWB Challenge Implications for Future Curriculum Change

Authors: Lesley Jolly 1 , Caroline Crosthwaite 2 , Lydia Kavanagh 2 1 Strategic Partnerships, Australia; 2 University of Queensland, Australia Page 118 123 Abstract: We have been evaluating the EWB Challenge in a large research-led university over the last two years. The guiding question has been what works for whom under what circumstances? and the aim has been to understand not just what works and what doesnt, but also the mechanisms that produce success. Data has been collected from interviews, focus groups, observations, journal analysis and cultural mapping exercises derived from Bourdieus social theories. Changes in personnel, problem setting, and technical support over the course of the evaluation allowed for examination of the interplay between such contextual factors and the mechanisms through which students learn. This paper provides discussion of just a few of the parameters of context and mechanisms aecting outcomes from the Challenge, including the eect of the problem setting and the problem of perceptions of the real nature of engineering. We discuss what these ndings mean for extending the benets of the Challenge to other areas of the curriculum.
AAEE 2010 Abstract Cards T2A : Remote Access to Learn
[Page 19 / 101]
Laboratory Demonstrators Perceptions of the Remote Laboratory Implementation of a Fluid Mechanics Laboratory
Authors: Ranjan Sarukkalige, Euan Lindsay, A.H.M. Faisal Anwar, Curtin University, Australia Page 124 131 Abstract: Remote laboratories are a mature technology that is becoming increasingly prevalent in the delivery of undergraduate engineering degree programs. Acceptance by teaching sta is important in order for remote laboratories to gain widespread support, however existing eorts have overlooked the perspective of the demonstrators who supervise the laboratory classes. This paper investigates the responses of ve laboratory demonstrators to the conversion of a uid mechanics laboratory to the online mode of delivery. The demonstrators responses were largely positive towards the shift to remote access, with a clear feeling that the online mode would be better for them as demonstrators. The demonstrators did express concerns, however, that the learning experience of their students could be compromised by the alternative access mode.
[Page 20 / 101]
Is It Worth Investing in Remote Online Network Accessible Laboratory Devices?

Authors: Dragi Klimovski, Glyn Jones, Antonio Cricenti, Swinburne University of Technology, Australia Page 132 137 Abstract: In this paper we investigate a remote-access networking laboratory. In particular we attempt to answer the question: Is it worth investing in Remote Online Network Accessible Laboratory Devices (RONALD) to provide students with 24/7 access to real networking laboratory devices? In answering this question we discuss the experiences of both sta and students in the use and deployment of such a facility in a number of data-networking subjects. We explore issues such as cost, performance, educational outcomes and the provisioning of both access and support to students outside designated laboratory times. Survey results of the student experience using the remote learning facility are presented. These results outline issues such as student engagement through usage patterns, student perceptions of the facilitys value and exploration of concepts not covered in the laboratory exercises. These student results are contrasted with the educators experience.
[Page 21 / 101]
Inception and Management of Remote Access Laboratory Projects

Authors: Alexander A. Kist, Peter Gibbings, University of Southern Queensland, Australia Page 138 143 Abstract: Practical experiments and laboratory exercises form an integral part of Engineering education programs and are a requirement for program accreditation. To provide o-campus (external/distance) students with practical learning experiences equivalent to that of their on-campus peers is both logistically dicult and resource intensive. A project was undertaken to provide all students with remote access to video-supported laboratory experimentation to allow students, regardless of location, to actively engage in contextual action-oriented learning and achieve course objectives with less emphasis on attending on-campus training sessions. The manner of design and implementation, and the management of research and scholarship, surrounding this project were informed by past experiences. This paper demonstrates the importance of consultation with all key stakeholders throughout the project life cycle and presents key components for the success of such projects. This approach is particularly relevant in situations where project management does not have line management over all members of the project team, often the case in university environments. The unique process followed by this Remote Access Laboratory implementation project represents a successful model that may well be followed by others.
[Page 22 / 101]
Building Blocks for Flexible and Engaging Learning Environments

Author: Alexander A. Kist, University of Southern Queensland, Australia Page 144 150 Abstract: State of the art engineering courses have to address rapidly changing content and nurture the development of graduate attributes. At the same time, students are increasingly time deprived as they have multiple competing commitments. This paper reports on an eort to provide students with multiple learning activities that address frequent changes in teaching materials, but also promote transferable skills and graduate attributes. The main focus of this study is a third year introductory course into computer systems and communication protocols. Building blocks of this innovation have been used in other courses as well. Courses operate in an environment where about 60% of students are located o-campus, many are of mature age. This makes any attempt to change the course challenging, as equity between on-campus and external students has to be preserved. Current building blocks include electronic marking rubrics, exible assessment deadlines, peer assessment and remote access laboratories. Key goals of these innovations are to foster student engagement, oer opportunities to improve graduate attributes and expose students to a greater coverage of subject content. The aim of this study is to nd a balance between lectures, activities, peer engagement and remote laboratory exercises.
[Page 23 / 101]
Blended Course Design for Cooperative Delivery A Case Study

Authors: Kim Blackmore, Lauren Kane, Australian National University, Australia Page 151 155 Abstract: A blend of online and face-to-face learning oers many benets to students, sta and institutions, including improved learning opportunities, exibility in time and place of study. We describe the particular blend that has been employed in restructuring a Solar Energy Technology course at a major Australian university. The most striking feature of the redesign is that face-to-face lectures have been replaced with online, interactive but asynchronous lecture-like presentations. The course has been delivered once in the new format, in 2010. The new course structure is an essential factor in a project to share courses between institutions, with students participating online as a single cohort, but face-to-face activities replicated at the two institutions.
AAEE 2010 Abstract Cards T2B : Competencies & Courses
[Page 24 / 101]
Understanding Generic Engineering Competencies

Authors: Sally A. Male, Mark B. Bush, Elaine S. Chapman, University of Western Australia, Australia Page 156 163 Abstract: This paper contributes to understanding of the generic engineering competencies required by engineers graduating in Australia, and to competency theory. A large project was conducted to identify the generic engineering competencies required by engineers graduating in Australia. The methodology adapted a theoretical framework for understanding key competencies developed by the Denition and Selection of Competencies Project commissioned by the Organisation for Economic Cooperation and Development. The phases of the project included a literature review, a panel session, two large scale surveys and a focus group. By reecting on the whole research project, this paper provides insight into the nature of competencies required by engineers in Australia. Implications for engineering educators are described.
[Page 25 / 101]
Embedding Graduate Attribute Development into the Engineering Curriculum: Less is More?
Authors: Long Duc Nghiem, Thomas Goldnch, Maureen Bell, University of Wollongong, Australia Page 164 169 Abstract: Graduate Attributes is a term which all too frequently sends shivers down the spines of engineering academics. The idea of having to instil a diverse set of professional behaviours and attitudes in youthful engineering students, while still ensuring a level of technical competence, can be intimidating for many. With high stakes associated with accreditation, high level university policy, and external government auditing, there can be perception that addressing as many dierent attributes as possible in a subject is desirable. Recent research at the University of Wollongong suggests that the idea of tackling several dierent Graduate attributes may be ineective. This paper describes a review of six dierent engineering subjects which investigated what was being done in each subject to address Graduate Attributes, and how these eorts were perceived by students. The ndings indicate that subjects addressing just a few graduate attributes in an explicit and in-depth manner may have more eective learning outcomes than subjects attempting to address numerous attributes. Also discussed are issues surrounding academics perceptions of Graduate attributes statements, and how these impact on teaching approaches and student perceptions.
[Page 26 / 101]
Designing an Integrated Engineering Foundation Course

Authors: James Trevelyan, Caroline Baillie, Cara MacNish, Tyrone Fernando, University of Western Australia, Australia Page 170 176 Abstract: A radical restructure of education at the University of Western Australia necessitated a complete redesign of engineering education programs. Following a review, the faculty adopted an integrated engineering science major with pedagogy based on a combination of variation theory and capability theory, content framed in terms of threshold concepts, and delivery using cooperative peer learning methods. The engineering science major provides an entry pathway to professionally accredited masters degrees in a range of disciplines to serve the needs of students and regional employers. Most students will take a second undergraduate major in science, arts, business or design. The new courses reect changing needs for graduates with greater capacity for community leadership.
[Page 27 / 101]
Linkages Between Courses: A Holistic Approach to Programmes

Author: Andrew P. Wandel, University of Southern Queensland, Australia Page 177 180 Abstract: All of us have had the experience of asking a class Remember this ? and receiving blank stares in response. One demotivator for students to utilise deep learning techniques is a failure to attach value to the concept being learned. In order to encourage students to attach value to concepts, it is suggested that as fundamental, threshold concepts are being taught, they are explicitly linked to other future concepts requiring the fundamental one. This is proposed, not just on an ad hoc basis, but so that the explicit portion of the course should be correctly referenced inside the study material. This idea extends beyond foundational concept building towards more complex concepts within a course, but also providing linkages both forwards and backwards between courses. This paper will explain the proposed methodology to develop a representation of the mathematical concepts spanning the Engineering and Surveying courses at the University of Southern Queensland, and the proposed means for linking this information into course materials.
[Page 28 / 101]
Dynamic Modelling, Validating and Fine-Tuning of Engineering Curriculum

Author: Fazel Naghdy, University of Wollongong, Australia Page 181 185 Abstract: The undergraduate Engineering schools in Australia are required to embed and assess the Competency Standards dened by the Engineers Australia in their curriculum. At the same time, embedding graduate attributes in the curriculum has become an important element in the quality assurance processes of universities. The embedding and mapping are only the rst step in a long term process. The mapping should be validated empirically and reviewed in a repeating cycle towards an eective and optimal curriculum. This will require a rigorous action learning process for creating and cyclic validation of a living curriculum. The conceptual development and early stages of work on building a computer-based tool for dynamic modelling, validating and ne-tuning of engineering curriculum is reported. The developed system represents an integrated environment through which the mapping of graduate attributes as well as quality assurance and auditing associated with the curriculum can be carried out holistically and interactively.
[Page 29 / 101]
Incorporating a Variety of Assessment Tools in a Web-Based Postgraduate Course Developed for Practicing Engineers
Author: Thiru Aravinthan, University of Southern Queensland, Australia Page 186 193 Abstract: Practicing engineers seek to enhance their careers through upgrading skills. Coursework based postgraduate programs are being oered by various institutions targeting these engineers. While face-to-face lectures are feasible in certain circumstances, these courses are ideally suited for web-based delivery, due its exibility in learning and teaching. Due to industry driven demand, a graduate certicate program was introduced recently by the Faculty. One of the major challenges faced in the design and delivery of courses within this program is the need to cater for a diverse student cohort with varying industry experience. The experiences of the author in developing two courses this graduate program is be discussed in this paper. These courses have been successfully delivered employing a variety of assessment tools. These include summative assessments such as a minor assignment, online discussions and quizzes and a major design project. Designing a course with a variety of assessment tools not only enhances the student learning experience, but also provides an enjoyable challenge for the lecturer.
[Page 30 / 101]
A New Engineering Management Master to Address the Personal, Professional and Educational Needs of Engineering Graduates to Achieve EA Chartered Status
Authors: Steven Goh, Michael D. Jokic, Todd Hartle, University of Southern Queensland, Australia Page 194 201 Abstract: This paper provides a progress report on the development of a new engineering master program as one part of a 2010 Senior L&T fellowship. The development of the new program is inspired by other accredited professional programs from the accounting and law professions. The program has the dual aims of providing learning opportunities for aspiring engineering graduates in the form of personal, professional and educational development, and structured guidance and mentoring to pursue their Engineers Australias chartered status (Stage 2 Competencies) and potential Stage 3 status. A conceptual framework and a proposed learning journey have been developed and are described in the paper. The paper argues for a reformed curriculum, blended pedagogies, a change in academic sta prole, and provide recent developments in the engineering and management education sector in support. The engagement process and ongoing collaborative experience with Engineers Australia is also described.
AAEE 2010 Abstract Cards
[Page 31 / 101]
Enhanced Feedback Does Peer Assessment Achieve This Goal?

Authors: Badri Basnet, L. Brodie, John Worden, University of Southern Queensland, Australia Page 202 207 Abstract: The students responses towards peer assessment of assignments system and their acceptance of peers assessment feedback were evaluated at the University of Southern Queensland (USQ). More than 95% of a class of 165 students participated in the peer assessment process. However, only eighty-ve students responded to the voluntary survey questions. Most respondents (>60%) found the peer assessment of assignment system useful as a learning tool. Many of them (>57%) also found feedback from their peers helpful. A signicant minority (25%) remained sceptical of the peer assessment of assignment system and they did not readily accept peers feedback. This paper analyses students responses and concludes that the peer assessment of assignment system had no comprehensive benet to this cohort of students. However, the analysis revealed a wider scope of the system in enhancing student learning if it is implemented correctly and if peers provided feedback considerately.
[Page 32 / 101]
Improving Student Learning Through Peer Marking in a First-Year Engineering Course

Authors: Chris R. Smaill, Gerard B. Rowe, Lawrence J. Carter, University of Auckland, New Zealand Page 208 215 Abstract: The paper reports on an initiative in a rst-year engineering course, Electrical and Digital Systems, ELECTENG 101, compulsory for all students. Typically two-thirds of these students subsequently choose a non-electrical-engineering discipline, having no particular interest in electrical engineering. ELECTENG 101 has been seen as a dicult, gatekeeper course. Tutorial attendance declines through the semester: in 2007 and 2008, tutorials were ultimately attended by only about 15% of enrolled students. Aiming to boost tutorial engagement and student achievement, peer-marked assignments were introduced. Students received a small number of marks for doing an assignment, and marking anothers. Attendance at tutorial sessions consequently improved radically. Survey results indicated that most students considered peer-marking had made them think more deeply about the material and also about how a solution was communicated. Examination performance improved over earlier years, and there is some evidence that circuit theory concepts were retained better into the following year.
[Page 33 / 101]
The Impact of Self-Assessment and Reection on Student Learning Outcomes

Author: Iouri Belski, RMIT University, Australia Page 216 221 Abstract: It has been found that the Task Evaluation and Reection Instrument for Student Self-Assessment (TERISSA) has helped many educators to improve student satisfaction with educational feedback by engaging students in self-assessment and reection. This paper evaluated the impact of TERISSA, used in formative assessment on student learning outcomes. It presents the results of an experiment conducted in semester 1 of 2009, where those students engaged in self-assessment and reection with TERISSA achieved better grades than students who did not use TERISSA.
[Page 34 / 101]
Collaborative Peer Learning to Change Learning Culture and Develop the Skills for Lifelong Professional Practice
Authors: Keith Willey, Anne Gardner, University of Technology Sydney, Australia Page 222 229 Abstract: Engineers today are often required to make critical judgements involving decisions that extend beyond traditional discipline boundaries requiring ongoing learning, much of which is informal, learnt on the job from peers who are often from dierent disciplines. To prepare students for professional practice, they need opportunities to experience, practise, reect and improve their ability to work in a collaborative environment. The University of Technology, Sydney teaches an undergraduate engineering science programme in Hong Kong. The authors have found it initially dicult to get students to participate in collaborative learning activities and in particular those that involved students in using their own judgement or critical analysis. In response, the authors redesigned their course to integrate collaborative peer learning activities into all areas of the curriculum including collaborative problem solving exercises that are subsequently assessed through a series of rst individual then collaborative quizzes (using the immediate feedback assessment techniques (IF-AT)) and exams. Initial results from students overwhelmingly showed that the collaborative activities improved their understanding, ability to think through and resolve problems, and the identication and addressing of gaps in their learning. This approach has potential to benet all engineering students as it prepares students to make the most of the informal collaborative learning opportunities provided in professional practice while simultaneously enhancing their ability to undertake lifelong learning.
[Page 35 / 101]
Young Engineers and Good Problem Solving: The Impact of Learning Problem Solving Explicitly
Authors: Jennifer Harlim, Iouri Belski, RMIT University, Australia Page 230 235 Abstract: This paper explores what young engineers perceive as good problem solving and how these factors are impacted when students learned problem solving explicitly. Data from three sources were considered: surveys, interviews and Repertory Grid Technique data. It was found that teaching problem solving explicitly impacts perceived ability to solve problems which the participants believe to be important for motivation in facing problems. It was also found learning problem solving explicitly impacts the ability to consider problems from dierent angles, creativity and management of information which participants consider essential for good problem solving.
[Page 36 / 101]
Improving Report Writing for Undergraduate Students in Engineering Through an Online Learning Environment: The Case of Second Year Civil Engineering
Authors: Helen Drury, David Airey, Peter OCarroll, University of Sydney, Australia Page 236 243 Abstract: This paper addresses the ongoing concerns about the discrepancy between engineering students communication skills and those identied as necessary by government and professional bodies. Although written communication skills are critical for engineering graduates, many students nd writing dicult and consider it a low priority, an attitude often reinforced within engineering curricula. Rising to this challenge, a collaborative project between writing specialists, discipline sta and technical and eLearning specialists across two institutions created an online learning environment (WRiSE: Write reports in science and engineering) to improve undergraduate students report writing skills in science and engineering. Using the case of second year civil engineering students, this paper reports on the design, development, implementation and evaluation of the report writing module in this discipline. Although student performance improved for those students using the module, issues remain about whether students can transfer their online learning to new writing contexts.
[Page 37 / 101]
Communication in Engineering Studies Review and Case Study

Authors: Fidelis R. Mashiri 1 , Hui Jiao 2 1 University of Western Sydney, Australia; 2 University of Tasmania, Australia Page 244 249 Abstract: This paper reviews existing literature relating to communication in engineering education. A case study is then considered. The case study looks at the course structure of an existing civil engineering degree. Analysis of the dierent communication skills that can be obtained in this course is analysed. Deciencies in the types of communication competencies that can be obtained are identied. Methods of improving these deciencies are discussed.
AAEE 2010 Abstract Cards T2D : ERM Invited Paper Session
[Page 38 / 101]
Evaluation The Driver of the Engineering Education Machine

Author: Frank Bullen, University of Southern Queensland, Australia Page 250 262 Abstract: The term evaluation applied to engineering education has several connotations. Evaluation occurs at multiple levels. At the course level academics routinely evaluate technical learning outcomes. These courses in turn routinely need to meet evaluation criteria set by individual institutions, such as graduate attributes, grade distributions, minimum load, student satisfaction, cohort progression and attrition. Further, at the program level, coordinators may be concerned with evaluation of total student load, overall progression and attrition. A Faculty/Division/School may be evaluated on load, student satisfaction, cohort progression and attrition, retention strategies, employer surveys and various quality indices. The capstone is the evaluation carried out by Engineers Australia, which is (partially) based on satisfying the graduate competency requirements of the Washington Accord (as interpreted and applied by Engineers Australia). This paper considers evaluation from the course to the institutional level and reviews how the latter links with the international market.
[Page 39 / 101]
Our Programs Are GoodBecause Our Students Say They Are

Authors: Tom Molyneaux 1 , Margaret Jollands 1 , Lesley Jolly 2 1 RMIT University, Australia; 2 Strategic Partnerships, Australia Page 263 272 Abstract: The program in Civil and Infrastructure Engineering in the School of Civil Environmental and Chemical Engineering at RMIT commenced in 2004 following an intensive period of curriculum design/development. The program was based on graduate capabilities and sustainability principles that acknowledge the full life cycle of infrastructure. The graduate attributes were based on graduate capabilities as dened by Engineers Australia in their accreditation process augmented by consultation with industry. The basic teaching paradigm was also changed to encompass project-based learning widely recognised as an eective means of developing the graduate capabilities required. Now with the rst graduates active in industry, a project to evaluate the eectiveness of the program is raising questions as to the very process of curriculum evaluation. This paper describes the approach being adopted and the rationale behind it. Current evaluation practice and the value of several commonplace quality indicators are discussed with a view to stimulating discussion.
[Page 40 / 101]
Evaluation of the Engineers Without Borders Challenge at Western Australia Universities

Authors: Stephanie Cutler 1 , Maura Borrego 1 , Daniel Loden 2 1 Virginia Tech, USA; 2 Engineers Without Borders Australia, Australia Page 273 279 Abstract: Since 2007, Engineers Without Borders, Australia (EWBA) has coordinated a national rst year engineering design challenge for students attending Australian universities. The EWB Challenge oers students the opportunity to work in a team on a real world problem aiming to improve conditions in a disadvantaged community. Since its inception, the EWB Challenge has had over 18,000 students at 31 universities participate. However, little program level evaluation has been conducted to assess the impact of the competition on student learning or the overall student experience. In 2010, a mixed methods program evaluation was initiated at the three universities in Western Australia actively participating in the Challenge during semester one. This evaluation contained two elements: semi-structured focus groups and a common survey. This paper focuses on the evaluation plan, including methods, preliminary results and plans for ongoing and expanded evaluation of the Challenge.
AAEE 2010 Abstract Cards T3A : Student Engagement
[Page 41 / 101]
Creative Rap Assisted Pedagogies

Author: Peter OShea, Queensland University of Technology, Australia Page 280 283 Abstract: Creativity is an important graduate capability which needs to be cultivated in engineering students. The evidence suggests that to develop creativity and innovation in students it is necessary to give them signicant practice in divergent thinking. This kind of practice is particularly important in disciplines such as the physical sciences and engineering which have traditionally had a heavy emphasis on convergent (rather than divergent) thinking. Accordingly, this paper presents a novel strategy for engendering divergent thinking in engineering students. It is an unconventional approach in which students compose and perform contemporary raps which help them to summarise and reect on material covered in lectures. Qualitative feedback on the strategy is presented.
[Page 42 / 101]
Using One-Minute Lecture Reection Exercise to Improve Feedback Mechanism

Author: Dylan Dah-Chuan Lu, University of Sydney, Australia Page 284 289 Abstract: It is normal practice for every unit of study to have dierent assessment components to provide feedback to students and academics. However feedback on lectures has been neglected at large. This paper presents a fast and eective one-minute reection exercise which allows students to provide feedback after each lecture. Both the lecturer and students can benet from this practice immediately and any desired changes can be implemented quickly. This practice can also improve the quality of tutorials accompanying a lecture. This paper presents a case study on how this exercise was used in a unit of study of electrical engineering.
[Page 43 / 101]
Promoting Student Engagement in Lectures Through a Trial Use of Response Clickers

Authors: Gavin Buskes, Brice Shen, David Shallcross, University of Melbourne, Australia Page 290 295 Abstract: In many tertiary institutions, the change to more active methods of teaching engineering has led to the creation of small problem-based learning classes employing small group work. While these classes have evolved away from the usual teacher-led tutorial and laboratory class, the traditional lecture has changed little and could be seen as a relic of the passive teaching paradigm of the past. The increased availability and accessibility of lecture material through university learning management systems and the wide range of multimedia resources oered by the internet means that promoting student engagement in lectures is becoming a more dicult challenge for educators. This paper presents our experiences in the trial use of an electronic voting response system to promote student engagement in lectures, based on survey evidence that students prefer a more active learning environment. The results gathered and lessons learned in this trial will shape plans to adopt a full-scale, subject-wide deployment of the technology.
[Page 44 / 101]
The Carrot Without the Stick: A Case Study of Encouraging Post-Event Student Engagement with Mobile Phone Technologies
Author: George P. Banky, Swinburne University of Technology, Australia Page 296 300 Abstract: The diculty of successfully engaging students to participate in their learning at tertiary institutions has been identied by researchers as a major concern. In particular, post-event learner engagement with lecture material is virtually non-existent. In this sequential study over two semesters, students, who were enrolled into a rst-year undergraduate subject, were asked to submit electronically, before the commencement of the next lecture, answers to a question that either related to or extended the content of the previous lecture. In order to encourage their level of post-event engagement, during one of the semesters, at the start of each of their lectures not only were the previously posed questions discussed, but the students were rst asked to vote, using their mobile phones, on the correct answer from a choice of alternatives. The eect of this intervention was gauged from participants perceptions and triangulated with each cohorts online submission rates. The results indicated that while their online submission rates did not improve signicantly, the students did perceive that participating in the voting process encouraged them to investigate the set questions in their own time.
[Page 45 / 101]
Student Usage of Videos Containing Worked Solutions

Author: Andrew P. Wandel, University of Southern Queensland, Australia Page 301 306 Abstract: During a prior course oering, a tablet PC was used to generate videos of worked solutions to tutorial problems. This was found to be eective for engaging distance-education students who do not have the capability of attending regular tutorial classes. The benets of the videos come from the solutions being hand-written on the tablet PC screen while the tutor spoke about the problem. The usage of hand-writing brings a sense of humanity to the solutions, while the audio stream contains a higher information density, thereby enabling background information to be conveyed more thoroughly and substeps described. For the next oering of the course, these videos were made available to the students before the semester began, rather than as the semester progressed. The current study assesses how the students have utilised this tool and how their study behaviour may have changed by having access to the videos throughout the course.
[Page 46 / 101]
Design of Public Health Engineering Course Using Multimedia Resources for Dual Mode Delivery
Author: Vasantha Aravinthan, University of Southern Queensland, Australia Page 307 314 Abstract: Educating students who aspire to be engineers and technologists in the eld of Public Health Engineering is a challenge as it encompasses a diverse technical content demanding an interdisciplinary knowledge encompassing chemistry and microbiology. Students nd it hard to visualize the processes that occur within the treatment systems for successfully designing the components. This diculty is even more complicated especially when the courses are oered at distance mode where students have to rely solely on the course materials to gain in-depth understanding. This paper presents successful design and development of multimedia resources such as animations for Public Health Engineering course which is perceived to be challenging by civil and environmental engineering undergraduates. The preliminary evaluation of the revitalized course indicates that the overall performance of the students increased by 12.1% in 2009 compared to 2008 as a result of enhancement.
AAEE 2010 Abstract Cards T3B : Learning Technologies
[Page 47 / 101]
Innovative Assessment and Feedback System for Structural Engineering Education

Authors: Ali Saleh, Jianchun Li, University of Technology Sydney, Australia Page 315 321 Abstract: Commercial Online course management platforms are increasingly used in teaching and learning in many disciplines. However their use for setting assessment tasks in engineering education is often dicult and limited in achieving desired teaching and learning objectives. This is partly due to the nature of engineering exercise problems which often requires equation manipulation and multi-stage problem solving. This paper presents an innovative spreadsheet based tool which is designed to cater for this type of problem. The tool was developed for both formative and summative assessments and with a resource optimal capability to automate both marking and collecting timely feedback from students on their perceived learning. It aims to encourage active learning with activatable hints and to minimise plagiarism by generating individual assignment data for each student.
[Page 48 / 101]
Evaluating Online Multiple Choice Quizzes as Formative Assessment Tools in an Engineering Fluid Mechanics Subject
Authors: David Hastie, Thomas Goldnch, University of Wollongong, Australia Page 322 327 Abstract: In an eort to improve learning outcomes in a second year Engineering Fluid Mechanics subject, the rst author has developed and piloted a series of online multiple choice quizzes (MCQ) as formative assessment tools. This paper describes the development and implementation of these quizzes and the evaluation of their eect on students results in a formal written mid-session exam and also nal exam. Students perception of the quizzes is also captured and discussed through the use of a brief, in class survey. The eect of these MCQs was investigated for two main cohorts of students, those who voluntarily attempted the MCQs and those that did not participate at all. Student participation has been compared against mid-session and nal examination results as well as Weighted Average Marks (WAM) (or Grade Point Averages (GPA)) and demographic information. It has been found that there was a noticeable increase in exam marks for students who attempted the MCQs. In addition, feedback from students who participated in the quizzes has been largely positive, with several requesting more MCQs. While other factors that may potentially impact on exam results are also being considered, this evaluation has indicated that there may be benet in rolling out additional MCQs in the future, covering a greater proportion of the subject content.
[Page 49 / 101]
Developing Computer Assisted Assessment Program for Civil Engineering Courses

Author: Hui Jiao, University of Tasmania, Australia Page 328 333 Abstract: This paper describes the development of a computer assisted assessment (CAA) program, called e-tutor. The functions of e-tutor include online submission and automatic marking of assignments. The marking time is signicantly reduced when checking hardcopy submissions and providing feedback to students. There are two components in the system. The students end program provides the designed problems with randomly generated numbers for each student. Students are required to nish each problem step by step and submit interim and nal answers online. The teachers end program processes the students electronic submissions through automatic marking. The CAA system proved successful in signicantly reducing a teachers marking load, providing feedback to students, eciently eliminating plagiarism and encouraging students learning enthusiasm.
[Page 50 / 101]
Teacher- versus Student-Centred Approaches to Online Assessment: Experiences in a First Year Engineering Subject
Authors: Brice Shen, Gavin Buskes, Jamie Evans, Andrew Ooi, University of Melbourne, Australia Page 334 339 Abstract: Online assessments are gaining prominence as tools that can engage students and reduce administration. They are now gaining wider acceptance as normal teaching and learning tools. With this acceptance there is a need to look at the details of such systems and the associated implications. This paper summarises the experiences of a rst year engineering subject with two online assessment tools which are supercially similar, but pedagogically quite dierent Maple T.A., an online quiz, and PeerWise, a collaborative multiple choice question repository. Both are question and answer systems, but one is teacher-focused, while the other is student-focused. It is found that while the online quiz is more popular, strong achievement correlations for PeerWise make it well worth pursuing, with possible extenuating circumstances impacting on its acceptance among students.
[Page 51 / 101]
Which Version Art Thou? Conguration Management in Engineering Education

Authors: Michael D. Jokic, Andrew P. Wandel, Alexander A. Kist, University of Southern Queensland, Australia Page 340 346 Abstract: Conguration management is a set of principles and practices used in engineering to track the history of changes made to project artefacts and products. In this paper we outline our vision for incorporating the industry practices and principles of conguration management in the University engineering environment. We discuss how revision control software tools will mitigate the sorry, that was the wrong version issues in undergraduate courses, support the management and quality assurance of postgraduate and sta research projects, and foster collaboration in University projects at all levels. We also see the software tools being used to help students and sta to identify the relative eort of team members in undergraduate projects for assessment purposes. An implementation program is proposed, which consists of a series of projects, leading to the establishment of a University-wide capability and beginning with a test and evaluation exercise. Our pilot project will test the open-source tools and our integration strategies via a second-year cohort consisting of on-campus and distance education students. We discuss the importance of the pilot project, our strategies for examining the expected improvement in student experiences, and the project time-frames. The implementation program will ultimately provide students with industry-relevant knowledge and skills, and sta with eective capabilities to support research projects and project-based courses.
[Page 52 / 101]
Development of Customised Software Modules Within the Moodle LMS for Team-Based PBL Courses
Authors: Hong Zhou, Steven Goh, John Worden, Barry Tschirpig, Andrew Yong, L. Brodie, University of Southern Queensland, Australia Page 347 354 Abstract: This paper reports on the development of a software Moodle block project within the Moodle Learning Management System (LMS) to enhance its capability to allocate students from many dierently distinguished cohorts into team-based PBL classes at The University of Southern Queensland (USQ). Within the Faculty of Engineering and Surveying (FoES) at USQ, there is an ongoing need for USQ Moodle Development Team to support academic sta members to manage their courses eciently and improve students learning experience, particularly in our FoES Problem-Based Learning (PBL) Strand where courses have large student numbers and are team-based. There is a need for the LMS to have the capability to construct student teams based on a combination of academic program, discipline major and gender, and to complement their learning experience via peer assessments. In addition, the assessment module within USQ Moodle LMS needs to be enhanced to accommodate team-based assessments and to facilitate its derivation of individual results using a combination of peer-assessed and instructor-assessed results. This paper focuses on the development of new Moodle modules to address the two main deciencies within team-based courses. While this paper is somewhat software development centric, there were educational drivers such as proling used in team allocation to achieve a desired mix in the teams, and the pedagogies behind peer-instructor assessment mix that were addressed.
AAEE 2010 Abstract Cards T3C : Educating for Industry
[Page 53 / 101]
A Win-Win Situation: Benets of Industry-Based Group Projects

Authors: Lynette Johns-Boast 1 , Geo Patch 2 1 Australian National University, Australia; 2 CEA Technologies Pty Ltd, Australia Page 355 360 Abstract: Many tertiary institutions use group project courses as capstones for their engineering, software engineering, computer science and informatics degree programs. These courses give students the opportunity to put together the jigsaw that is their learning from the apparently disparate pieces they have collected throughout their degree program and to gain some experience dealing with team issues. Benets to students from participating in such courses are well documented. Not so well documented, however, are the benets owing to industry from participating in such programs. This paper describes the benets one local company has derived from its participation in our third and fourth year software engineering group project course. We also draw conclusions about the model that has enabled benets to ow to all involved students, industrial partner and educational institution.
[Page 54 / 101]
Contextual Engineering Education Industry Involvement in Engineering Education

Authors: Ian Devenish 1 , Prue Howard 1 , Kim Hetherington 2 , Natalie Harper 2 1 CQUniversity, Australia; 2 John Holland Group, Australia Page 361 366 Abstract: The increasing complexity of the engineering workplace continues to present a challenge to engineering educators to be able to provide students with engineering skills and knowledge that are readily transferable to the practical engineering workplace. Industry has the ability to participate in the education of future engineers, but it needs to be in an integrated manner, rather than ad hoc guest lectures. In recognition of this the John Holland Group (JHG) and CQUniversity, have implemented the Engineers for the Future program. Within this program, practising John Holland professionals deliver industry relevant lectures to all levels of the CQUniversity Engineering student cohort. This paper outlines the introduction and implementation of the Engineers for the Future program, and details the benets and issues that have arisen. While the program is only one year old, it has provided the basis for a relationship that has positive outcomes for both parties.
[Page 55 / 101]
Evaluating the WIL Experiences of Engineering and Built Environment Students

Authors: Willy Sher, Sue Sherratt, University of Newcastle, Australia Page 367 374 Abstract: This investigation explores the experiences of engineering and built environment students during their work experience programs. The aim was to understand the demands, engagements and outcomes of learning through work experience activities. An internet-based survey was administered to all students in the Faculty of Engineering and Built Environment at the University of Newcastle, Australia. This paper reports on responses to quantitative questions (Qualitative data will be reported on elsewhere). 201 students responded, the majority of whom were construction management students. Only a quarter of respondents were not working, indicating that students have ample opportunity to relate their studies to the world of work. This paper reports on the sources of information students used to nd out about their industrial placements and how useful these were. The ndings reported here are preliminary and will be supplemented in due course with those of the qualitative data to provide a fuller picture.
[Page 56 / 101]
Evaluating the WIL Experiences of Engineering and Built Environment Students (Part 2)
Authors: Willy Sher, Sue Sherratt, University of Newcastle, Australia Page 375 382 Abstract: The professional bodies that accredit degrees in our faculty require students to complete periods of work experience. Recent initiatives to promote work integrated learning (WIL) provided an opportunity to explore students experiences of these placements. We administered an electronic survey comprising quantitative and open-ended questions. Key ndings from the open-ended questions are presented here. Students reported both positive and negative aspects of their placements. Most considered the experience to be valuable and one that complemented their studies. They felt that the placements enhanced their understanding of their chosen careers and improved their career prospects. Students also outlined diculties in obtaining information on WIL and in securing placements. Maintaining a balance between university and work requirements, and the requirements and expectations of the real-world work place were problematic for some students. As well as conrming the important benets of WIL, this study highlights strategies for enhancing students experience of their placements.
[Page 57 / 101]
Mind the Gaps: Engineering Education and Practice

Author: James Trevelyan, University of Western Australia, Australia Page 383 390 Abstract: Eorts to reform engineering education by improving the relevance of learning for engineering practice have not yet been very successful. Analysis of published literature demonstrates that engineering education is predominantly based on a model of engineering practice represented by technical problem-solving and design. However, this model cannot explain many observations of engineering practice like the amount of time that engineers interact with other people. This paper presents a description of engineering practice based on detailed observations of engineers. The new description sees engineering as a human performance that relies on distributed expertise. The paper briey discusses how changes in pedagogy, assessment and accreditation are needed to close the gap between engineering education and practice.
[Page 58 / 101]
Corporate Style Team-Building Activities for Undergraduate Engineering Programmes

Authors: Mushtak Al-Atabi, Marwan M. Shamel, Obai Younis, Edwin Chung, Taylors University, Malaysia Page 391 396 Abstract: Teamwork skills are among the most important skills that employers desire to have in the engineers. This paper reports on the use of corporate style team building activities to accelerate the development and enhance the performance of multidisciplinary teams of undergraduate engineering students. The team building exercises emphasised the importance of trust, communication, planning and problem solving for eective teamwork. Majority of the students found the exercises both useful and enjoyable.
AAEE 2010 Abstract Cards T4A : Field of Practice 1
[Page 59 / 101]
Analysis of Twelve Electrical and Electronics Engineering Programs

Authors: A.Z. Kouzani, S.L.A. Lee, M. Joordens, Deakin University, Australia Page 397 402 Abstract: This paper investigates undergraduate programs in electrical and electronics engineering oered by twelve universities in Australia, Asia, Europe, and America. The investigation focuses on the structure and content of the programs, and the contact hour and assessment of the subjects involved in the programs. The investigation is carried out in four stages: selection of universities, collection of data, analysis of data, and formulation of outcomes. A list of subjects is created based on the content of the programs. The average percentage coverage of each subject in the twelve programs is calculated. The subjects are then grouped into nine program components. The average percentage coverage of each component per university is calculated. For each component, the total number of contact hours for lecture, tutorial, and practical is calculated. Also, the average percentage of four assessment methods for each component is found. Discussions on the outcome of the investigation are presented.
[Page 60 / 101]
Impact of Running First Year and Final Year Electronics Laboratory Classes in Parallel
Authors: Jonathan Scott, Ann Harlow, Mira Peter, University of Waikato, New Zealand Page 403 408 Abstract: First electronics courses are considered dicult by students because of the circuit theory content, and retention of students in electronics is a problem worldwide. Retention is especially problematic at universities that oer a common rst-year program since the students can change streams, for example from Electrical to Mechanical. At our university we ran the laboratory classes for a challenging rst-year electronics course in the same room at the same time as a popular nal-year mechatronics class that involved visible use of Lego Mindstorms, a model elevator, digital model trains and slot cars, etc. We report the outcomes of a quantitative and qualitative study of the impact of this organisation. One lab stream did not see the parallel classes and thus acted as a control group.
[Page 61 / 101]
Threshold Concepts and Introductory Electronics

Authors: Jonathan Scott, Ann Harlow, Mira Peter, Bronwen Cowie, University of Waikato, New Zealand Page 409 416 Abstract: Electronics and circuit theory are acknowledged as troublesome subjects when rst introduced to students. This leads to low student retention into later electronics courses, especially in universities that oer a common rst year where students are free to change streams after the rst year. We report on a detailed study of the application of Threshold Concept Theory to an introductory electronics course. We identify some Threshold Concepts, explicit and tacit. We postulate that a high density of Threshold Concepts accounts for the reputation for troublesome learning in, and low retention following, these courses. We further suggest that the bimodal distribution of marks that is commonly observed in electronics teaching is a hallmark of a Threshold Concept. This may have signicant impact on assessment.
[Page 62 / 101]
Using Interactive Lecture Demonstrations to Enhance Student Learning in Electronics

Authors: Alexander P. Mazzolini 1 , Thomas Edwards 1 , Peter ODonoghue 1 , Suchai Nopparatjamjomras 2 1 Swinburne University of Technology, Australia; 2 Mahidol University, Thailand Page 417 422 Abstract: Interactive Lecture Demonstrations (ILDs) have been successfully used for many years to improve conceptual understanding in university and high school physics courses. In engineering and science disciplines (such as electronics), there is sometimes concern about whether students simply apply formulas to solve problems or whether they develop a deeper understanding of the principles that are used to interpret electronics phenomena. In a lecture-style environment, ILDs can be used to improve student engagement and learning outcomes. We have developed a set of ILD activities to teach Operational Ampliers, which is a topic that many students have diculties with in our universitys introductory electronics course. The ILD equipment and activity sheets have been designed to promote engagement and deeper learning. Results of pre-and post-testing of students, together with student surveys and focus group comments collected over a three year period are very positive, and indicate encouraging learning gains.
[Page 63 / 101]
Network Engineering for Undergraduates

Author: Mark A. Gregory, RMIT University, Australia Page 423 428 Abstract: Network engineering is an important emerging engineering discipline that encompasses specic aspects of the digital network and services. The growth of the worldwide digital network and services has increased demand for engineering graduates with core digital networking skills. Undergraduate education in this new engineering discipline requires a strong focus on carrier and service provider technologies. This paper presents network engineering as accredited by Engineers Australia and highlights the degree program focus areas. A network engineering degree program should balance theory with laboratory exercises utilising equipment and systems corresponding to current industry facilities. The digital network is evolving quickly and laboratory facilities need to be updated regularly to ensure currency is maintained. However, replacing expensive laboratory equipment regularly and possibly before the equipment and systems have reached end of life can be dicult to justify and will often require a supporting relationship from a suitable industry partner.
[Page 64 / 101]
Flight Control System Design: Learning Enhancement Through Motion Based Flight Simulation
Authors: P.W. Gibbens, S. Dumble, E. Medagoda, University of Sydney, Australia Page 429 434 Abstract: In these modern times of ight automation, students of aerospace engineering need to learn the importance of ight control system design and stability. However few have any experience of the operation and dynamic performance of these systems. It is dicult for students to connect design procedures used in computer based design exercises with the practical behaviour of a system in ight. Experiential laboratory exercises have been designed using a motion based ight simulator to assist students in learning the impact of their design decisions by experiencing their control system responses in-ight. This paper discusses the curricular aspects of ight control system design and the design of a simulation based experiential learning laboratory. It presents the outcomes of a questionnaire based learning assessment that shows substantial learning improvements are achieved. Student feedback indicates students draw great learning benets through exposure to practical operation of ight control interfaces and consequent motion-based ight responses.
AAEE 2010 Abstract Cards T4B : Field of Practice 2
[Page 65 / 101]
Towards a Community of Practice Concerning the Use of Adaptive Tutorials in Engineering Mechanics
Authors: Dror Ben-Naim, B. Gangadhara Prusty, University of New South Wales, Australia Page 435 440 Abstract: This paper outlines current work that seeks to address persistent challenges in Engineering Mechanics education, through the development of Adaptive Tutorials that target threshold concepts in this eld. Adaptive Tutorials are interactive online modules where an Intelligent Tutoring System adapts the instruction level to learners, based on their individual performance. Following a successful pilot study at UNSW, a new ALTC project has been launched, in which a team of Engineering Mechanics educators from a range of Australian universities explore the applicability of using Adaptive Tutorials in their teaching practice. In order to achieve adoption of this innovative educational technology, a novel strategy was developed which seeks to promote educators pedagogical ownership over the Adaptive Tutorials through a community of practice. This paper focuses on the rationale behind that strategy.
[Page 66 / 101]
Developing a Learning Community to Support Student Learning in a First Year Statics Course
Authors: Jo Devine, Lindy Kimmins, University of Southern Queensland, Australia Page 441 447 Abstract: Engineering statics is a core rst year engineering course which has had a high failure rate and a low level of student satisfaction for several years. It caters to a diverse student cohort which includes a large percentage of distance students. Some of the factors that appear to contribute to the poor course outcomes include students immature study habits, rst year isolation issues and variable background knowledge. We are seeking to address these issues by building a collaborative learning community through peer mentoring in both a face to face and virtual (online) environment. Peer leaders will be used to facilitate learning sessions with small groups of on campus students. These sessions will then be replicated in the online mode and extended to more general learning sessions within the universitys residential colleges. This paper discusses the proposed implementation and evaluation strategy for this program in semester 2, 2010 as well as the expected outcomes.
[Page 67 / 101]
A Tool for Online Mechanics Learning Resource Sharing

Authors: Thomas Goldnch 1 , Anne Gardner 2 , Timothy J. McCarthy 1 , Alan Henderson 3 , Giles Thomas 4 , Anna L. Carew 3 1 University of Wollongong, Australia; 2 University of Technology Sydney, Australia; 3 University of Tasmania, Australia; 4 Australian Maritime College, Australia Page 448 453 Abstract: Many hours and dollars have been spent developing new resources to improve learning outcomes in engineering mechanics courses. While many of these have been developed into packaged learning systems, available for purchase by other universities, a large proportion are available free of charge for students looking to expand their study options. Over the past eighteen months, a group of engineering academics, through Australian Learning and Teaching Council funding, has been working to develop a way of guiding students towards these online engineering mechanics learning resources. One of the outcomes of this work is an online, database-driven directory of existing online learning resources which are free for students to use in independent study. The database guides students towards resources through a range of search criteria that resources have each been evaluated on, including: Depth of topic coverage; suitable study patterns; appropriate learner level; learning styles, etc. This paper details the development, features, and intended uses of the database. It presents a plan for researching the eect that guided access to additional online learning resources has on perceptions of learning in rst year engineering mechanics courses. The authors also extend an invitation to other educators to contribute to the system and promote its use to students in their classes.
[Page 68 / 101]
Teaching the Concept of Free Body Diagrams

Authors: Timothy J. McCarthy, Thomas Goldnch, University of Wollongong, Australia Page 454 460 Abstract: Free body diagrams (FBD) present a conceptual challenge for Engineering students. These diagrams are the simplest abstraction of the external forces and moments acting on a physical object. Some people get FBDs the rst time they are shown them while many struggle and continue to produce incorrect diagrams well into their university studies. Having received feedback from lecturers of 3rd year subjects that FBD skills were still below expectations an intervention was implemented in a University of Wollongong rst year subject to (a) test students understanding of FBDs (b) diagnose common misconceptions and errors and (c) reinforce the importance of constructing FBDs that are accurate and complete. This intervention has taken the form of a staged mastery skills test early in the rst session of the rst year of the engineering degree courses. The quiz is used as a stage gate for the subject and everyone must achieve the mastery skill to pass the subject. This paper describes some aspects of the visual learner and the design of FBD questions. Common misconceptions and mistakes are outlined with strategies for teaching the correct approach. Finally some correlations are given between performance in the skills test and subsequent performance in engineering mechanics subjects.
[Page 69 / 101]
Teaching and Learning of Statics and Mechanics of Solids: Some Problems and Solutions
Author: Rezaul Karim, University of Technology Sydney, Australia Page 461 467 Abstract: This paper describes some common problems that students face in grasping the concepts in fundamental engineering subjects such as Statics and Mechanics of Solids. It also presents some simple methods and strategies that the author has adopted which increase student understanding greatly, thus making learning more eective and enjoyable.
[Page 70 / 101]
Critical Conversations: How Collaborative Learning Activities Can Prepare Students for Structural Engineering Practice
Authors: Anne Gardner, Keith Willey, University of Technology Sydney, Australia Page 468 476 Abstract: Junior structural engineers rarely work alone. Their design calculations are usually peer reviewed, and they may be involved in reviewing other engineers designs. They are also likely to have to articulate their design decisions to their supervisor or the project team, if not the client. At the University of Technology, Sydney the authors redesigned the assessment tasks in the subject Concrete Design to be collaborative learning-oriented tasks that provide an opportunity for students to develop and practice the skills they will need to interact with other professionals in the workplace and continue learning during their career. We theorised that allowing students to collaborate during quizzes and a project would make these activities more learning-oriented, in that students would actively learn from each other while completing their assessment. Data from various sources were collected to examine the impact of this collaborative assessment on student learning. These sources included instructor observation, analysis of student responses to a reection activity, student surveys and student results. Students reported that not only were these activities enjoyable but they also signicantly improved their learning.
AAEE 2010 Abstract Cards T4C : PBL
[Page 71 / 101]
Promoting Engineering and Science via Community Based PBL Projects

Author: J. Shi, Victoria University, Australia Page 477 482 Abstract: An ongoing, long-term public awareness campaign is needed to raise the prole of engineers and scientists in the eyes of the general public to address the issue of declining enrolment in engineering and science in Universities in most industrialised countries. One way of promoting engineering and science to the general public is to exhibit the accomplishments of engineering and science students projects in public institutions. In Semester 2, 2009, 2nd year EEE students at Victoria University (VU) worked with sta (client) at Scienceworks museum in Victoria to design, develop and deliver products for exhibition to promote Engineering and Science to the general public via their Learning in the Workplace and Community (LiWC) Problem Based Learning (PBL) projects. This paper describes the PBL projects and gives a summary of the interactions between the students and their client. The whole exercise has been well received by the students and the client. VU and Scienceworks Museum will work together again in 2010 and beyond to develop more projects to promote engineering and science.
[Page 72 / 101]
Mathematics in PBL Engineering Undergraduate Education: Challenges and Vision for the Future
Authors: M. Fuller, Prue Howard, R. McDougall, CQUniversity, Australia Page 483 489 Abstract: A recent CQUniversity funded project entitled Mathematics in engineering programs: enhancing student learning using PBL methods, generated by the authors, attempted to determine the extent to which project based learning methods are employed to deliver mathematics content in engineering programs. The project also conducted in-depth interviews with three representatives from higher education, professional and research organizations, to gauge the degree to which project based learning methods might enhance learning outcomes in engineering mathematics Engineering students are application-oriented and so would benet by having mathematics presented in context. This statement was made by a leading engineering educator in discussions during this project. This paper will outline the results of a survey of 35 universities in Australia and New Zealand as part of the project, as well as an outline of some of the progress already made. Questions posed to the three representatives included: Will PBL mathematics contribute to a better mathematically educated engineer who will be more competent in the process of mathematical modelling? Is this a realistic vision for the engineer of the future?
[Page 73 / 101]
Undergraduate Engineering Project Work

Authors: Aaron S. Blicblau, David J. Richards, Swinburne University of Technology, Australia Page 490 495 Abstract: This work sets out to investigate the possible relationship between project results at rst and nal years of an engineering course. Although rst year projects are introduced into the engineering curriculum, major project or research work by the students is not undertaken until they reach their nal year. The results of a cohort of nal year students, who nished in the minimum time, were tracked backwards to their rst year. A multiple linear regression analysis was conducted in an attempt to predict nal year project outcomes from rst year projects only. The quantitative results showed that there is no direct predictability in grades from rst year projects to nal year projects. However, results from a survey of these students indicated the importance of their project work in the engineering environment.
[Page 74 / 101]
Relationship Between Self Directed Learning Readiness Factors and Learning Outcomes in Third Year Project-Based Engineering Design Course
Authors: Kali P. Nepal, Rodney A. Stewart, Grith University, Australia Page 496 503 Abstract: Contemporary learning approaches have fewer structured learning activities and more self directed learning tasks guided through consultation with academics and tutors. Such tasks predominately follow a project and/or problem based learning (PBL) mantra where an individual student or a team of students is required to follow a freely guided road map to complete the tasks whilst simultaneously achieving desired learning outcomes for a particular course. However, many students struggle to adjust to such a learning environment where they are being increasingly encouraged to undertake self directed learning (SDL) activities. This paper utilises questionnaire survey approach to evaluate the SDL readiness factors and course learning outcomes for a large class of third year undergraduate civil engineering students at Grith University, Australia. The results of the study showed that students with a higher grade point average (GPA) also typically had a higher SDL readiness; however learning outcomes achieved by the students from this PBL course were higher for those with a moderate GPA (i.e. 5 or credit average). This suggests that students performing moderately in their former fundamental engineering courses, had higher learning outcomes from this PBL course and higher achievers did not perceive to learn as much. A nal overarching nding was that this course provided the necessary skills for students to condently tackle PBL based courses in the future; undoubtedly the precursor for engineering graduate functions.
[Page 75 / 101]
Eects of Project-Based Practice on Self-Ecacy and the Pursuit of Engineering Studies

Authors: William A. Lucas, Scott Barge, MIT, USA Page 504 510 Abstract: This research explores the value of Project-based Learning (PjBL) in strengthening aspects of student condence in their engineering skills (self-ecacy) and their subsequent decisions to major in engineering. The paper provides a brief review of the self-ecacy concept, the growing use of self-ecacy to evaluate changes in engineering competencies, and the role of self-ecacy in predicting persistent career behaviour. Using measures of teaming and technology self-ecacy, we then assess the eects of optional freshman Project-based Learning courses oered at MIT in 20072008 and 20082009. The results show that these PjBL courses increased student self-ecacy both for working in teams and for using technology, and that MIT students with heightened technology self-ecacy are more likely to pursue a degree in engineering in the following year.
[Page 76 / 101]
Revitalisation of a 2nd Level Engineering and Spatial Science PBL Course: Almost There But
Authors: Steven Goh, John Worden, Hong Zhou, John Clewett, University of Southern Queensland, Australia Page 511 517 Abstract: This paper provides an interim report on the 3rd year of a 4 year study of the eects of curriculum reform on student learning outcome and experience in a 2nd level engineering and surveying PBL course which oers on-campus and o-campus modes of study. This investigation was initiated in 2007 which provided a list of recommendations and lead to structural changes in the course; these were implemented in 2008. Additional student feedback was collected in 2008 to further rene the model, and a list of recommendations resulted in modications in the course model that was implemented in 2009. Data collected and lessons learnt in 2009 have been used to ne-tune the course design in 2010. The progressive ndings noted that even though curriculum reform has resulted in enhanced student learning, it gave rise to a negative student experience in 2009. It can be argued that though the course design implementation process overall has been regarded as successful, academics attitudes towards PBL, opportunities for training and orientation in PBL, and familiarity with the new course design were evidenced as weaknesses in the delivery of the course. This scenario also alludes to the dynamics of change management involving large teaching teams, in particular, diculties relating to academics buy-in and adherence to collective decisions.
AAEE 2010 Abstract Cards T4D : Supporting Learning
[Page 77 / 101]
Educational Technologies and Learning Objectives

Authors: Gregory Tibbits 1 , Lesley Jolly 2 , Lydia Kavanagh 1 , Liza OMoore 1 1 University of Queensland, Australia; 2 Strategic Partnerships, Australia Page 518 525 Abstract: Technologies such as online tools, simulations, and remote labs are often used in learning and training environments, both academic and vocational, to deliver content in an accessible manner. They promise eciencies of scale, exibility of delivery, and face validity for a generation brought up on electronic devices. However, learning outcomes are not the same in all circumstances and sometimes contextual and cultural factors can lead to the failure of a technology which has been successful elsewhere. This paper draws on studies of the use of simulators and simulations within the vocational environment of the rail industry and uses Realistic Evaluation to assess and specify what works for whom in what circumstances. It is postulated that this evaluation framework could be a useful tool in the assessment of educational technologies used in engineering education.
[Page 78 / 101]
Use of Facebook to Support Module Delivery for Undergraduate Engineering Programmes

Authors: Mushtak Al-Atabi, Obai Younis, Taylors University, Malaysia Page 526 531 Abstract: The relationship between students engagement and eective learning is very well established. One of the most eective ways of engaging students is the students is through the use of online interactive tools. This papers reports on the use of facebook group to support students learning in Thermodynamics and Heat Transfer Module. The facebook group was mainly used as discussion forum as well as a means to administer online quizzes. The number of students joined the facebook group and attempted the online quizzes grew steadily throughout the semester and the average performance in the quizzes improved as well. Students feedback was solicited and majority of the students found the use of facebook to support their learning an engaging a useful experience. The authors intend to repeat the experiment in the next semester allowing the students the opportunity to submit their own versions of the quizzes to increase the level of participation and ownership.
[Page 79 / 101]
Experiences with the Personalised Technology Support for Engineering Education

Authors: Oliver Moravcik 1 , Stefan Svetsky 1 , Frantisek Hornak 1 , Daynier R.D. Sobrino 2 , Jana Stefankova 1 1 Slovak University of Technology, Slovak Republic; 2 Universidad Central Marta Abreu de Las Villas, Cuba Page 532 538 Abstract: In this paper, the personalised Technology enhanced learning approach for engineering education support is presented based on the batch knowledge processing and automation of the teachers activities. The automation is performed via a multipurpose pre-programmed desktop environment which has been self-developed at the Faculty of Materials Science and Technology. It works on the teachers computer as a knowledge editor. This bottom up concept takes into account that knowledge is a key element when performing teachers activities. The various outputs were generated for the teaching support, e.g., learning materials for courses of study and a Study WEB with a supporting library, tailored internet forums, and other personalised applications respectively (internet batch retrieving, advanced search, multilingual support and digitalisation of the engineering content). The knowledge editor and the batch knowledge processing paradigm gives much reference to many other works and published literature in the area when regarding an applied personalised approach.
[Page 80 / 101]
The Use of Study Guides to Improve Learning Outcomes in Engineering Fluid Mechanics and Hydraulics
Authors: Graham A. Jenkins, Kali P. Nepal, Charles Lemckert, Grith University, Australia Page 539 545 Abstract: Fluid Mechanics and Hydraulics is a second year core course within the Bachelor of Engineering program at Grith University. A range of resources has been provided to students enrolled at the Grith campus, which has included copies of lecture slides, a study guide plus a quick study guide. This paper describes the development of the two dierent study guides adopted in the course. An investigation into the ecacy of the study guides to improve student learning was undertaken. This included a survey of student perceptions of the study guide eectiveness at the end of the teaching semester. The survey showed that students felt that the study guide was clearly organised and that the study guides were eective in helping them to learn the material covered in the course. The study also shows that the study guides provide a means for supporting active learning strategies for students within the course.
[Page 81 / 101]
Experiential and Reective Learning in Soil Mechanics

Authors: Julie E. Mills, Donald A. Cameron, University of South Australia, Australia Page 546 551 Abstract: Soil Mechanics is often considered to be a technically dicult component of civil engineering degrees due to the degree of uncertainty and variability inherent in the natural material being described, and the consequent complexity of the theory. It is an area of engineering education where the traditional lecture/tutorial/practical mode of delivery continues to dominate. This paper describes some recent innovations introduced into the third year Soil Mechanics and Geotechnical Engineering courses at the University of South Australia in order to improve the experiential and reective learning components in the course. Reective journals have been introduced as a signicant learning and assessment component in 200910. A project-based learning component has also been trialled over the same period. The implementation details are described and the student and lecturer reections on the outcomes are discussed.
AAEE 2010 Abstract Cards W2A : Issues of the Pipeline
[Page 82 / 101]
A Pathway from School to University Reaching Down to Build Up

Authors: June Hingston 1 , Willy Sher 2 , Anthony Williams 2 , Annemarie S. Dosen 2 1 Callaghan College, Australia; 2 University of Newcastle, Australia Page 552 558 Abstract: The transition from school to university is a challenging one for students. In recent years engineering disciplines have found it dicult to attract secondary school leavers despite the real-world opportunities on oer. This paper describes a program to attract school students to engineering and built environment disciplines by providing them with opportunities to enter a gifted and talented scheme. The scheme involves the delivery of a rst year built environment university course to a limited number of year 10, 11 and 12 students. It aims to attract high-achieving school students (especially females) to these programs by allowing them to take a rst year course whilst completing their secondary school studies. The paper describes the ways in which the students engaged with their studies, and the support they received from the university and schools. The paper summarises student and sta feedback and concludes by identifying generic strategies that support such initiatives.
[Page 83 / 101]
Enhancement of University Curriculum and Secondary School Education Through Utilisation of Sustainable Engineering and Appropriate Technology Workshops
Authors: Daniel Loden 1 , Wahidul Biswas 2 1 Engineers Without Borders Australia, Australia; 2 Curtin University, Australia Page 559 566 Abstract: Engineering faculties can struggle to nd practical and meaningful tasks for students to undertake as part of their coursework whilst continuing to meet the broader requirements of Engineers Australias Professional Engineering Attributes. Engagement between university and secondary school curriculum through sustainable engineering and appropriate technology workshops developed by Engineers Without Borders Australia (EWBA) aims to address these challenges. This paper outlines EWBAs new curriculum based initiative which provides university students with the opportunity to meaningfully engage with the broader community whilst educating secondary school students of the application of science to solve real world problems. The survey of teachers and secondary school students found that the program has eectively engaged secondary school students in what it means to be an engineer whilst surveys of university students has demonstrated that they have developed skills and knowledge aligned with the Engineers Australias Professional Engineering Attributes.
[Page 84 / 101]
What Do We really Want to Know About Spatial Visualisation Skills Among Engineering Students?
Authors: Carol Russell, Alex Churches, University of New South Wales, Australia Page 567 573 Abstract: We used two well established tests, the Mental Cutting and Mental Rotation Tests, with a group of 90 1st year engineering students before and after classes in engineering drawing. Our intention was to nd out how our students compare with other groups who have taken the same tests, and to assess the impact of our engineering drawing classes. The results were disappointing, in that neither their previous tuition nor our tuition seems to have made a signicant dierence to the test scores. However, revisiting the literature on these tests raises some questions about what we were measuring and why. Perhaps we should be focusing on a more holistic approach to professional skills in spatial visualisation, and evaluating the development of these skills throughout the full undergraduate degree, rather than thinking in terms of abilities that can be measured by simple tests and improved by a few classes.
[Page 85 / 101]
Plagiarism in First-Year Engineering Education: A Snapshot of Student Attitudes and Abilities

Authors: Brad Stappenbelt 1 , Chris Rowles 2 1 University of Wollongong, Australia; 2 University of Western Australia, Australia Page 574 581 Abstract: This paper investigates student attitudes and abilities regarding the growing issue of plagiarism in higher education. The study examined a group of rst-year engineering students. These students either matriculated directly from high school or were newly arrived international students and were therefore not likely to be familiar with the Australian university system. Student abilities to recognise plagiarism were examined through a series of writing samples and their attitudes pertaining to plagiarism were also investigated through interviews and surveys. The results revealed that there was little dierence between the international and rst-year Australian students abilities to detect plagiarism. Skill deciencies and language issues, representing potentially signicant disadvantage with respect to academic writing, were evident however when international students were asked to correct plagiarised material. Dierences in attitudes to plagiarism between international and Australian students were also apparent. In addition to writing skill development, providing students with a clearer understanding of plagiarism and a sense of the negative impact of plagiarism on various stakeholders would appear to be an essential component of future plagiarism prevention strategy.
[Page 86 / 101]
In Search of Factors That Inuence Academic Success: A Comparison Between On-Campus and Distance Students
Authors: Lorelle Burton, David Dowling, University of Southern Queensland, Australia Page 582 589 Abstract: This study examines the key predictors of academic success for both distance and on-campus engineering students at an Australian regional university. An online survey was used in 2006 to measure individual dierences in personality, spatial abilities, and learning approaches. A total of 287 students (92 on-campus and 195 distance students) are participating in the longitudinal study, and their progress is being tracked through to graduation or departure from the university. This paper reports on a preliminary analysis of the predictive relationships between spatial abilities, personality, learning approaches, and academic success in rst year for on-campus and distance cohorts. As expected, previous academic achievement is a key factor in predicting academic success for rst year, on-campus students. Personality traits also contribute to the prediction of academic success for on-campus students Extraversion is a negative predictor and Conscientiousness a positive predictor. In contrast, previous academic achievement is not relevant to the prediction of academic success for distance students. The three learning approaches, combined with Conscientiousness, signicantly positively predict rst year academic success for distance students. Surprisingly only one of the three spatial ability traits, Spatial Scanning, correlated with academic success, and then only for the on-campus student cohort. It did not add to the prediction of academic success for either cohort. Further research is warranted.
[Page 87 / 101]
Reections on the Past, Present and Future of Women in Engineering

Author: Julie E. Mills, University of South Australia, Australia Page 590 595 Abstract: For many years a Women in Engineering Forum was run in conjunction with the AAEE conference, but in recent years women in engineering has fallen o the radar to a large degree. There is a widespread perception that the issues of concern for women have been addressed, and that women are now incorporated into the mainstream of engineering education and the engineering profession. Yet Australia and other western countries still have participation rates for women in engineering education that are lower than any other eld of education and that have stagnated or declined for the last decade. This paper reviews a range of recent data and studies to examine the current picture of women in engineering education the statistics, student experience and faculty issues. It concludes with a look to the future what still needs to be done?
[Page 88 / 101]
Engineering Education: Preparation for Future Leadership Roles

Authors: John Russell, Joe Petrolito, Katherine Legge, La Trobe University, Australia Page 596 601 Abstract: The ever-increasing complexity of a rapidly changing world demands that leadership responsibility is bestowed on leadership teams rather than relying on individual leadership. Engineering courses can respond to these changes by moving the emphasis from providing a tool-kit professional training for prospective engineers to one that expands their attributes to include an appreciation of the importance of the environment, sustainability issues and being competent to lead eectively in an area of speciality as a team participant. This paper discusses the fundamental transformation of the Bachelor of Civil Engineering course at La Trobe University, Bendigo over the last ten years to meet accreditation requirements and develop leadership skills. This has been achieved through extending professional knowledge-based learning and fostering an awareness of the global challenges ahead.
AAEE 2010 Abstract Cards W2B : Cultural & International Issues
[Page 89 / 101]
Encouraging Cultural Awareness in Engineering Students

Authors: Thomas Goldnch, Catherine Layton, Timothy J. McCarthy, University of Wollongong, Australia Page 602 607 Abstract: With ever diversifying engineering student cohorts, faculty, and ultimately, engineering workforce, there is an increasing need to foster genuine cultural intelligence and awareness in students. An in-depth audit of graduate attribute-oriented learning experiences in engineering curricula at the University of Wollongong, identied a very limited number of learning experiences targeting cultural intelligence. This paper describes a project aimed at developing learning activities to improve the cultural awareness of rst year engineering students. Crucially for the project, activities had to be developed with nuts and bolts, or formulae focused engineering students in mind. Concepts of Critical Consciousness and self reection have been cunningly disguised in activities that are directly relevant to engineering, and more specically the area of engineering design and innovation. Stimulus material, discussion and design activities are packaged for a series of one hour tutorials to be run in conjunction with more traditional design and drawing tutorials. Evaluation of the eectiveness of this approach using a quantitative survey and qualitative focus groups is due to be completed in the second semester of 2010.
[Page 90 / 101]
Using the Formal Curriculum to Build Connections and Condence Between Engineering Students from Dierent Cultural Backgrounds
Authors: Kay Salehi, M. Akbar Rhamdhani, Ajay Kapoor, Swinburne University of Technology, Australia Page 608 615 Abstract: Preparing engineering students to work condently in an international and multicultural context is challenging and complex. The global professional requires both technical and socio-cultural knowledge and skills. Meaningful learning experiences that build condence and connections between culturally diverse students are essential learning for the global professional. Some of the literature suggests that having a sense of connectedness within the university environment may impact on whether an individual responds well to the challenge of intercultural engagement. This paper describes a curriculum intervention carried out on a highly technical third year engineering unit. The eectiveness of the intervention to enhance intercultural engagement between students from dierent cultural backgrounds is explored via the use of surveys and focus groups. This study provides some encouragement for ways to internationalise curriculum, but also highlights other challenges that impact on students eective engagement in these activities. This paper would be of relevant to anyone interested in using the formal curriculum to engage students from dierent cultural backgrounds to work together.
[Page 91 / 101]
Improved Culturally-Mixed Group-Project to Promote Intercultural Skills and Engagement

Authors: M. Akbar Rhamdhani, Kay Salehi, Ajay Kapoor, Swinburne University of Technology, Australia Page 616 622 Abstract: A group project involving randomly mixed local and international students was developed and trialled in a mechanical engineering unit in 2008 as a means to increase students intercultural skills and engagement. The students were required to carry out a research group project designed to encourage the contribution and cooperation of all members of the group. Surveys and a focus group discussion prior to and after the project were carried out to learn whether the students had a heightened awareness and curiosity about other cultures and whether the experience had encouraged them to condently engage cross-culturally. The students were also asked to comment on the diculties they encountered during the group project. A modied project was carried out in 2009 incorporating some of the feedback obtained in 2008. This paper examines the students responses to the project over both years, share the modications made in 2009, and discuss what elements seemed to have a positive eect on the students experience.
[Page 92 / 101]
Supporting International Students to Meet Assessment Expectations

Authors: Wlodzimierz Gornisiewicz, Octavian Dranga, Edith Cowan University, Australia Page 623 627 Abstract: This paper oers practical suggestions for teaching strategies that will assist international students. An example is presented involving the delivery of an introductory engineering unit at Perth Institute of Business and Technology. The approach detailed allowed the academic sta to identify areas of concern in students learning early in the semester. Detecting and addressing these issues lead to a signicant improvement in preparing these students to meet the exam requirements.
[Page 93 / 101]
The Impact of Socio-Cultural Dierences on the Management of Technical Error: Are Engineering Graduates Aware of This?
Authors: Siong Tang, James Trevelyan, University of Western Australia, Australia Page 628 633 Abstract: A great deal of literature exists related to what an individual should do if they make technical errors at work, but what should they do if their supervisor or manager is the person making the mistake? This paper investigates the socio-cultural inuences on the way engineers respond to the above scenario. Whilst research has been undertaken on leadership, manager-employee and supervisor-supervisee relationships in a variety of sectors including education, health care and hospitality, no such studies have been carried out in the engineering sector. Engineers, in general, are not aware on the importance of social and cultural dimensions of their work because they are not seen as a technical problem. Engineering education is largely restricted to technical analysis and students learn very little on how engineering work is practiced. However, engineering education and engineering practice are very much interrelated. It is hoped that by better understanding of the work of engineers, further steps can be taken to improve the quality of engineering education, bringing it closer to engineering practice. Activities such as role-play could be used to engage students and better prepare them for the real world. Qualitative research methods used in this study are based on data from interviews and eld observations with engineers in Brunei and Western Australia. This paper will discuss preliminary analysis of this data.
[Page 94 / 101]
International Students Employment Outcomes: Cause for Concern

Authors: James Trevelyan, Sabbia Tilli, University of Western Australia, Australia Page 634 641 Abstract: Skills shortages were widely reported by engineering industries in Australia in 2006. This paper reviews 2006 census data to examine the stock of engineering graduates in Australia at that time and compares the employment and occupational proles of migrants with the locally born. The results show that there was a large pool of engineering graduates in Australia who were not employed in engineering occupations, even at a time of acute engineering skill shortages. Migrants, experienced dierent labour market outcomes from locals whether they had Australian or foreign engineering qualications. Migrants from several regions who came to Australia for their university engineering education were much less likely to be working in engineering occupations than those who arrived in Australia aged 18 or those who gained their qualications before migrating. The ndings strongly suggest that international students from certain backgrounds need special support if they are to full their ambitions and have a similar chance of gaining engineering-related employment as locals. Interview data from some migrants who graduated in Australia and were seeking engineering work revealed inappropriate job-seeking skills and signicant misunderstandings about the needs of employers. Without closer attention to their particular educational needs, international students graduating in Australia may not be the answer to predicted future skills shortages.
[Page 95 / 101]
One Key to the Future: Engaging with Globally Recognised Ethical Norms
Authors: Graeme Bushell, Benjamin Drew, Iain Skinner, University of New South Wales, Australia Page 642 648 Abstract: This paper reports a study of the ethical development over a teaching session of 135 students (out of 367 enrolled) formally studying professional ethics while undertaking their nal year study of a BE. The methodology used a test similar to Rests Dening Issues Test in a voluntary on-line student survey. The main ndings are that both female students and international students showed more ethical development than the overall average. As the students came from 3 dierent courses, comparing the respective courses and outcomes provides further evidence that aligning learning objectives, assessment and activities enhances learning.
AAEE 2010 Abstract Cards W2C : Developing Academics
[Page 96 / 101]
From Student to Teacher: Building Professional Development Resources for Sessional Teaching Sta
Authors: Katrina Falkner, Kerrie Le Lievre, University of Adelaide, Australia Page 649 655 Abstract: Sessional teachers are the front line of university teaching the sta members with whom undergraduate students have most direct contact. The quality of sessional teaching is therefore crucial in determining the overall quality of students learning experiences. In order to improve the quality of sessional teaching tutoring, laboratory demonstration and marking in key Engineering and related disciplines, we developed an induction programme that focused on helping sessional sta members approach their teaching roles professionally and develop relevant teaching skills. In this paper, we describe the structure of the induction programme, a set of exible online resources designed to continue exible skill development, and feedback from current sessional sta members. Preliminary results suggest an increase in sessional teachers condence and awareness of the professional requirements of teaching roles.
[Page 97 / 101]
Creating an Engineering Education Community of Practice Within an Institutional Setting: A Blueprint for Action Research
Authors: Llewellyn Mann, Rosemary L. Chang, Swinburne University of Technology, Australia Page 656 663 Abstract: Engaging with and developing academics understanding and experience of the Scholarship of Teaching and Learning (SoTL), including educational research, is challenging. This is particularly the case in engineering and science, where engaging in and learning about SoTL represents a paradigm shift from most academics training in basic research. However institutional pressure exists for academics to progress their teaching practices and improve student learning and engagement. Academics actively questioning and researching their own teaching practices can result in institutional change and improvement in these T&L practices. This change agenda toward SoTL was implemented through the use of an adult learning framework within an engineering and science faculty. This framework included a community of practice (CoP) perspective to inform group learning, as well as an adult learning perspective to inform individual learning. This paper uses an action research method to develop a blueprint, and investigate what conditions were required, for a change agenda toward SoTL.
[Page 98 / 101]
Creating an Engineering Education Community of Practice Within an Institutional Setting: Barriers and Enablers for Success in Practice
Authors: Rosemary L. Chang, Llewellyn Mann, Swinburne University of Technology, Australia Page 664 669 Abstract: This paper reports on our journey to form a community of practice (CoP) for education research (or the scholarship of learning and teaching) within an Engineering Faculty and describes some of the enablers and potential barriers to success. Using adult learning principles, the authors introduced CoP activities including a program of weekly, scaolded developmental activities, and additional supports such as periodic retreats and individual consultations. These activities and supports are described in detail for those who may seek to introduce a similar intervention. The use and strengths of an action research method is also described as a means to support both the action in practice and the generation of learning and knowledge through the research study.
[Page 99 / 101]
A Unique Assessment of Stress and Stress Factors on Engineering Academics in the Research and Teaching Environment
Authors: K.R. Davey, J.C.K. Cheung, R. Visvanathan, J.W. Willison, University of Adelaide, Australia Page 670 679 Abstract: This research study was designed to determine the prevalence of stress, and identify the stress factors (stressors), experienced by academic engineers that both research and teach in a combined faculty of Engineering, Computer and Mathematical Sciences at a research intensive Australian University. Results reveal a high prevalence of stress, as indicated by the Likert score of the standard General Health Questionnaire (GHQ-12), above the health threshold value of 12. The major stressor has been identied as lack of understanding of responsibilities of the appointed role. The study consisted of a new research questionnaire in two parts: the established (standard) GHQ of 12 questions; and, 15 questions designed specically to solicit information to identify particular stressors. Likert-type scoring was used. The Questionnaire was carried out online in Survey Monkey. The valid response rate from 152 eligible respondents was 38.2% (9 female and 49 male). Academics clearly welcomed the survey as indicated in comments. Although the scope of the research was limited to one university, the results can be reliably extrapolated to other universities that research and teach in professional engineering programs as ndings are broadly in line with those independently reported elsewhere for Australia and the UK.
[Page 100 / 101]
Providing Ongoing Just in Time Professional Development in Engineering Education

Authors: L. Brodie 1 , Lesley Jolly 2 1 University of Southern Queensland, Australia; 2 Strategic Partnerships, Australia Page 680 686 Abstract: Academics who respond to demands for more collaborative teaching practices do so because they place value on the student experience, scholarship and learning. Unfortunately, a barrier to this change is developing skills across the teaching team. Dierences in philosophy, practice and personality can have major impacts on the learning experience. In particular it is important that tutors, the front line troops of teaching and the ones that students often relate to most, understand the approach being taken in the course, especially if it is an innovative one. Even where tutors may be experienced academics in their own right, they may not fully understand the rationale and methods being employed and may need skill development. Professional development for sta in practical learning and teaching initiatives is often overlooked by universities. However, it is vital for sta to engage in new learning and teaching practices and for these practices to be sustainable at the Faculty and University level. This paper reports a professional development program for sta in a Faculty of Engineering engaging in cooperative and collaborative classroom activities. Beginning with a one day workshop to enhance sta skills and condence in engaging students in team based learning activities both in face-to-face and online modes, it also is developing an ongoing monitoring and evaluation framework. This framework allows for regular capture of information about the eectiveness of the course and allows for timely responses to emerging issues and provides a model that can be adapted to many educational initiatives.
[Page 101 / 101]
Academic Integrity and Pastoral Care: Dealing with Unprofessional Conduct in Engineering Students
Author: Lawrence J. Carter, University of Auckland, New Zealand Page 687 691 Abstract: This paper reports on an approach to unprofessional conduct such as cheating or computer abuse by engineering students. Students who violate behaviour norms are interviewed, and given a chance to explain. The departments Academic Integrity Ocer advises on a suitable penalty, and the oence is recorded in the departments Register of Unprofessional Conduct. More serious cases are taken to the University Discipline Committee. Pastoral care is used to pre-empt breaches of discipline. At-risk students are identied early in the course, by diagnostic testing. They are oered remedial, foundation classes, with monitored attendance. Sta are encouraged to identify problem students, who are interviewed and may be referred to specialist help. Initial results show that such interventions are successful in retaining students who would otherwise fail their courses. Instances of unprofessional conduct show a signicant decline in the last three years.
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AAEE 2010 Session List

AAEE 2010 Table of Contents

M4A : Who Enrols & Completes? & Why?

C Part Time Study Distorts Student Attrition Rates in Engineering Programs

VET-HE Divide David Dowling, University of Southern Queensland, Australia

Engineering Students David Dowling, University of Southern Queensland, Australia

Warren F. Smith, UNSW@ADFA, Australia

AAEE 2010 Table of Contents

M4B : Groups & Teams

C Group Work and Individual Assessment

Lynette Johns-Boast, Australian National University, Australia

Palaneeswaran Ekambaram, Ajay Kapoor, Swinburne University of Technology, Australia

Bouchra Senadji, Les Dawes, Queensland University of Technology, Australia

Maazuza Othman, Muhammed Bhuiyan, Tom Molyneaux, RMIT University, Australia

AAEE 2010 Table of Contents

M4C : CDIO & Projects

Yinan Kong, Macquarie University, Australia

R.J. Karpe, N. Maynard, Curtin University, Australia

Page 106 126

Sharing @ Nanyang Polytechnic Yin-Wah Chung, Nanyang Polytechnic, Singapore

Page 112 063

Page 118 022

AAEE 2010 Table of Contents

T2A : Remote Access to Learn

C Laboratory Demonstrators Perceptions of the Remote Laboratory Implementation

Page 132 051

Page 138 019

Alexander A. Kist, Peter Gibbings, University of Southern Queensland, Australia

Page 144 079

Alexander A. Kist, University of Southern Queensland, Australia

Page 151 129

Kim Blackmore, Lauren Kane, Australian National University, Australia

AAEE 2010 Table of Contents

T2B : Competencies & Courses

C Understanding Generic Engineering Competencies

Page 164 100

Page 170 041

Page 177 118

Andrew P. Wandel, University of Southern Queensland, Australia

Page 181 111

Fazel Naghdy, University of Wollongong, Australia

Page 186 032

Page 194 006

AAEE 2010 Table of Contents

T2C : Generic Professional Skill Development

C Enhanced Feedback Does Peer Assessment Achieve This Goal?

Badri Basnet, L. Brodie, John Worden, University of Southern Queensland, Australia

Page 208 056

Page 216 141

Iouri Belski, RMIT University, Australia

Page 222 169

Page 230 133

Solving Explicitly Jennifer Harlim, Iouri Belski, RMIT University, Australia

Page 236 115

Page 244 099

AAEE 2010 Table of Contents

T2D : ERM Invited Paper Session

C Evaluation The Driver of the Engineering Education Machine

Frank Bullen, University of Southern Queensland, Australia

Page 263 174