Year: 2006
Type: conference-paper
Abstract: This paper describes an approach to teaching fundamental structural analysis principles by linking them to the conceptual design of a structure.Desired graduate competencies were evaluated by market place civil engineering professionals from surveys which assess current subject content.Survey results reinforce the premise that stranded course structures (in contrast to traditional layered course structures) provide the outcome orientation required to promote deep learning in line with the primary recommendation emerging from the 1996 Review of Engineering Education.Furthermore, the inclusion of more problem-based and project-based design subjects is likely to increase the experiential competency of our future graduates and provide a better return on investment for their employers.
Authors: Brett Lemass, Anne Gardner
Institutions: University of Wollongong, University of Technology Sydney
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1810106522