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dc.contributor.convenorCurtin University
dc.contributor.authorJenkins, Graham
dc.contributor.authorEdwards, David
dc.contributor.authorNepal, Kali
dc.contributor.authorBolton, Mark
dc.contributor.editorA/Prof Euan Lindsay and Dr Yasir M. Al-Abdeli
dc.date.accessioned2017-11-21T12:00:38Z
dc.date.available2017-11-21T12:00:38Z
dc.date.issued2011
dc.date.modified2012-08-27T12:03:26Z
dc.identifier.refurihttp://www.aaee.com.au/conferences/2011/
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent111031 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherCausal Productions
dc.publisher.placePerth, Australia
dc.publisher.urihttp://www.aaee.com.au/conferences/2011/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAAEE 2011
dc.relation.ispartofconferencetitleAustralasian Association for Engineering Education (AAEE) Conference Proceedings
dc.relation.ispartofdatefrom2011-12-05
dc.relation.ispartofdateto2011-12-07
dc.relation.ispartoflocationFremantle, Western Australia
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.titleMapping student approaches to learning within a civil engineering program
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyGriffith Sciences, Griffith School of Engineering
gro.rights.copyright© The Author(s) 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.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorEdwards, David T.
gro.griffith.authorJenkins, Graham A.
gro.griffith.authorBolton, Mark W.
gro.griffith.authorNepal, Kali P.


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

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