Juliana Kaya Prpic

Developing a conceptual model for the effective assessment of individual student learning in team-based subjects *

Assessment of student learning in team-based subjects can be challenging, as the inherent complexity in this learning environment can create ambiguity for academic staff and students alike. This five-institution research project gathered data from academic staff and students about their experiences with assessment in team-based settings, data which served as a support for the development of a conceptual model for effective assessment of individual student learning in this highly collaborative setting. This paper reports on the research design of this on-going project, the conceptual assessment model, and the future directions for the project itself.

Australian engineering educators’ attitudes towards Aboriginal cultures and perspectives

ABSTRACT In Australia, representation of Aboriginal populations within the engineering profession is very low despite participation targets set by Government departments, professional bodies and Universities. Progressing the Aboriginal inclusion agenda within Australian Engineering Education requires a clearer understanding of engineering educators’ preparedness for increased numbers of students from this non-traditional cohort. This research stems from a recently completed project that explored Aboriginal perspectives in engineering education and proposed a model for embedding perspectives in curricula. Nine engineering academics were interviewed to explore attitudes towards Aboriginal perspectives in engineering and the viability of the proposed model. Results of the interviews indicate efforts to embed Aboriginal perspectives are starting from a small base of knowledge and experience. Individuals’ motivations and values indicate that there is significant support for improving this, but that efforts can be hampered by conceptions of Aboriginal perspectives that do not consider how Aboriginal knowledges may change engineering itself.