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dc.contributor.convenorCurtin Universityen_US
dc.contributor.authorBolton, Marken_US
dc.contributor.authorEdwards, Daviden_US
dc.contributor.authorJenkins, Grahamen_US
dc.contributor.authorNepal, Kalien_US
dc.contributor.editorA/Prof Euan Lindsay and Dr Yasir M. Al-Abdelien_US
dc.date.accessioned2017-04-04T17:16:27Z
dc.date.available2017-04-04T17:16:27Z
dc.date.issued2011en_US
dc.date.modified2012-08-27T12:03:26Z
dc.identifier.refurihttp://www.aaee.com.au/conferences/2011/en_US
dc.identifier.urihttp://hdl.handle.net/10072/46574
dc.description.abstractMost civil engineering programs include a broad curriculum covering a range of relevant engineering and generic skills, combined with a range of teaching and learning environments. This provides both the breadth and the depth of civil engineering knowledge required by graduates to practise as "work-ready" professional engineers with an appropriate level of specialisation. The approach to learning adopted by students will have a strong influence on their ability to act as "life-long-learners". Integration of courses within the engineering program is one way to improve student performance by motivating them to move beyond surface approaches to their learning. However, the learning approach adopted by students varies from course to course depending on the student's perception of the teaching and learning environment. This paper describes an investigation into the way in which students approach their learning across a civil engineering program. A survey of students has been undertaken to identify where students adopt deep and surface learning approaches. The variation in the way students approach their learning has been investigated across all years of the program, as well as within year-based cohorts of students. The study has identified opportunities within the program to facilitate the development of "life-long-learner" skills by students.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent111031 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.publisherCausal Productionsen_US
dc.publisher.placePerth, Australiaen_US
dc.publisher.urihttp://www.aaee.com.au/conferences/2011/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameAAEE 2011en_US
dc.relation.ispartofconferencetitleAustralasian Association for Engineering Education (AAEE) Conference Proceedingsen_US
dc.relation.ispartofdatefrom2011-12-05en_US
dc.relation.ispartofdateto2011-12-07en_US
dc.relation.ispartoflocationFremantle, Western Australiaen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130212en_US
dc.titleMapping student approaches to learning within a civilengineering programen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyGriffith Sciences, Griffith School of Engineeringen_US
gro.rights.copyrightCopyright remains with the authors 2011. The attached file is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the authors.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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