Show simple item record

dc.contributor.authorCartwright, Nick
dc.contributor.editorLlewellyn Mann & Scott Daniel
dc.date.accessioned2017-05-03T14:31:05Z
dc.date.available2017-05-03T14:31:05Z
dc.date.issued2012
dc.date.modified2013-07-08T04:29:18Z
dc.identifier.refurihttp://www.aaee.com.au/conferences/2012/documents/Full-Proceedings.pdf
dc.identifier.urihttp://hdl.handle.net/10072/52298
dc.description.abstractBACKGROUND This paper presents findings from the implementation of a research based learning (RBL) approach into a coastal engineering elective course. The approach is essentially a project based learning approach with an integrated element of research. This study had two primary objectives: (1) to develop student's generic data analysis, report writing and group work skills whilst, (2) integrating ongoing research activities into undergraduate teaching. PURPOSE The purpose of this paper is to answer the question: "Is a research based learning approach to a coastal engineering elective course effective in terms of student engagement and learning outcomes?" DESIGN/METHOD 4103ENG Advanced Coastal Engineering is an elective course available to students undertaking a Bachelor of Engineering (Civil) at Griffith University which has historically been taught using a traditional "chalk and talk" approach. In the 2011 offering, 29 students followed a staged, research based learning approach with a research element encouraged through assessment criteria. The first assessment module assisted students to develop and evaluate the required data analysis tools using Matlab that would be later applied to two small research projects assessed via report submission. The two subsequent research projects initially involved time in the laboratory conducting physical model experiments of (1) wave energy dissipation due to a breakwater and (2) wave transformation through the surf zone. In each case, students were given some background literature on relevant theory to evaluate using their experimental data and for this they could achieve a maximum grade of a Distinction. The independent research aspect for each project was then encouraged by informing students that to achieve a High Distinction grade would require their own critical enquiry of additional theories from the literature. RESULTS The new approach was well received by students who generally strongly agreed that the course was well organised, had clear and fair assessment, gave good feedback, was engaging and had effective teaching. In addition, gave a an overall course rating score of 6.3/7 for the RBL course mode as compared to the previous two offerings of the course that respectively received 5.76 and 5.25 out of 7. Students also had the following to say about the course: o "堡 great course to get students minds working, improve analytical skills and Matlab skills, very helpful course for data analysis, reporting and researching skills (helpful for future)" o "The assignment based structure was excellent as it allowed for research into other areas of coastal engineering where students could engage in their style of learning at their own pace. The labs were interesting as they applied to real world situations and encouraged research." CONCLUSIONS The introduction of a research based learning approach to an undergraduate coastal engineering elective course was well received by students who indicated it engaged them and improved their understanding of the field and improved their generic data analysis and report writing skills in the process.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent524700 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherAustralasian Association for Engineering Education
dc.publisher.placeAustralia
dc.publisher.urihttp://www.aaee.com.au/conferences/2012/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAAEE 2012
dc.relation.ispartofconferencetitleProceedings of the 23rd Annual Conference for the Australasian Association for Engineering Education (AAEE) - The Profession of Engineering Education: Advancing Teaching, Research and Careers
dc.relation.ispartofdatefrom2012-12-03
dc.relation.ispartofdateto2012-12-05
dc.relation.ispartoflocationMelbourne, Australia
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.titleResearch Based Learning: A Coastal Engineering Case Study
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) 2012. 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 author.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorCartwright, Nick B.


Files in this item

This item appears in the following Collection(s)

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

Show simple item record