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Category: 2014
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The main aim of the study is to determine how Electrical Engineering students at UNISA and the development of UNISA Electrical Engineering modules would be impacted by new ECSA standards set for WIL. It is our objective to discover how the alternate approaches to WIL may be integrated with the current Electrical Engineering tuition model at UNISA. It is also necessary to analyse student demographics in order to establish what the preferred approaches to WIL for UNISA Electrical Engineering students should be. The information will be used to identify possible challenges and opportunities. 

The practice of generating questions with random element values is already common place and some work has also been done on generating random topologies (Whitlatch et al. 2012). The aim of this work is to produce a more comprehensive system which covers most of the techniques taught in a first course on circuit analysis. The problems will also be generated completely from scratch and include solutions. This work could then be integrated into a Computer-Aided Instruction (CAI) system for students. It could also be used by instructors to generate exam or tutorial questions or could be included in a quiz system where students are presented with questions with different topologies but similar difficulties to discourage copying answers.

The main objective of this project is to design, develop and implement learning modules in Mechanis of Solids that integrate industry exposure to provide context for the concepts included in this subject.

The purpose of the research is to determine the attitudes of academic staff towards lifelong learning in the education of engineering students at the undergraduate level. However, the paper also discusses the educational concept of LLL and also presents the results of a survey to assess the understanding of LLL by engineering lecturers. The analysis is done in the background of the general stance of engineering lecturers towards professional skills required by the accreditation agencies. It covers also the strategies employed to promote LLL and the assessment methods whether LLL skills have been acquired.

This study, limited to the engineering profession, is aimed at assessing the effect of statutory councils’ accreditation  visits  and  requirements  on  the  protection  of  academic  freedom  in  South  African universities,  with  specific  reference  to  teaching  methodologies,  the  curricula  and  assessment practices.  

The goal of this work was to develop an effective teaching methodology to motivate and assist first-year students, from various engineering disciplines, to actively and successfully learn computing and programing. Systematic course evaluations were completed to know what works, what doesn’t work and the most importantly how to improve the course. Eventually, the course aims to help the students to apply the computing techniques to solve practical engineering problems and get themselves ready for the advanced courses and future career.

This study investigates factors that inhibit writing in the engineering curriculum at the level of engineering academics, as it is often they who determine what, how or if writing practices are developed in the engineering subjects they teach. The purpose of this research is to identify and subsequently make visible any gaps and contradictions in writing practices in the engineering curriculum, so that engineering academics and curriculum designers can then see how they may address these gaps. 

This paper considers QUT’s experience in embracing whole of course (i.e. program-level) rapid and sustained curriculum renewal to cater for 21st  Century engineering graduate outcomes.

Modifications to the university-wide generic tutor training program (Tutors@UQ) were undertaken to enhance attendance, role-relevance and contextualisation. This was expected to have flow-on effects to student engagement and retention and provide teaching skills relevant for engineering graduates.

This paper explores the realities of transforming engineering teaching practice within a core second year Civil Engineering unit of Structural Analysis to create space for teaching writing as disciplinary communicative practice through a strategic, enquiry approach to teaching and learning.