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Final-year university engineering and journalism undergraduate students collaborate in a multimedia design and communication project to test the hypothesis that design and communication emphasis by engineering students can be enhanced by interdisciplinary collaboration with media-equipped journalism students. Research was conducted by environmental manipulation, observation, administration of a survey, and qualitative and quantitative analysis of media products. Participants reported increased media communication skills, an awareness of the necessity of communicating with other disciplines, and some change in their intended strategies for future projects. Evaluative instruments recorded a high level of student satisfaction with the collaboration. Evidence was obtained of a close relationship between engineering education and journalism...
Chemical product design has been introduced into the Chemical Engineering curriculum at The University of Queensland through an introductory 2nd year subject followed by product-specific electives in third year (biochemistry, food technology, materials and particle and polymer science, physical chemistry etc) and culminating in a capstone year-long project in the fourth and final year. In keeping with problem-based learning strategies, experiential learning is gained in the 2nd year subject, which was first offered in 2003, by two hands-on reverse engineering assignments and a business skills subject. The 4th year course, which was inaugurated in 2004, involves the students in the design and promotion of actual cutting-edge products requiring initial market research and experimental product development. Both 2nd and 4th year stud...
A sophisticated style of mentoring has been found to be essential to support engineering student teams undertaking technically demanding, real-world problems as part of a Project-Centred Curriculum (PCC) at The University of Queensland. The term ‘triple-objective’ mentoring was coined to define mentoring that addresses not only the student’s technical goal achievement but also their time and team management. This is achieved through a number of formal mentor meetings that are informed by a confidential instrument which requires students to individually reflect on team processes prior to the meeting, and a checklist of technical requirements against which the interim student team progress and achievements are assessed. Triple-objective mentoring requires significant time input and coordination by the academic but has been shown to...
This paper reports the experiences and perceptions of student group projects of three cohorts of undergraduates: a 3rd year capstone course in professional communication (N = 54), a 3rd year elective in chemical engineering (N = 29), and a core 2nd-year course in chemical engineering (N = 74).
Final-year university engineering and journalism undergraduate students collaborate in a multimedia design and communication project to test the hypothesis that design and communication emphasis by engineering students can be enhanced by interdisciplinary collaboration with media-equipped journalism students. Research was conducted by environmental manipulation, observation, administration of a survey, and qualitative and quantitative analysis of media products. Participants reported increased media communication skills, an awareness of the necessity of communicating with other disciplines, and some change in their intended strategies for future projects. Evaluative instruments recorded a high level of student satisfaction with the collaboration. Evidence was obtained of a close relationship between engineering education and jour...
Over the last decade The University of Queensland implemented a comprehensive first year engineering program of curricular and extra-curricular activities to support the transition, engagement and retention of students. This includes small group 'design and build' projects beginning with an Orientation to Engineering Project Day, a comprehensive program of pre-arrival academic advising, and on line diagnostic testing for pre-requisite knowledge and skills. Dedicated physical (Engineering Learning Centre) and virtual (First year Hub) learning spaces are also provided. Quantitative and qualitative data on first year attrition, academic success and retention, the student experience, and student engagement is presented as evidence of the efficacy of this program.
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