Thomas Goldfinch

The Influence of University Entry Scores on Student Performance in Engineering Mechanics

Abstract An ongoing study into the causes of poor student performance in engineering mechanics has uncovered some intriguing data on the relationships between students’ university entry scores and their performance in engineering mechanics courses. Statistical analysis has shown that the expected correlations between this key measure, used to determine students eligibility for study, and engineering mechanics score either do not exist or are too weak to base educational interventions on. However, students’ entry scores have instead been shown to provide a “risk factor”, whereby students’ risk of failing the subject can be determined by entry score ranges. The tracking of changes in risk factors may be used to gauge the effectiveness of educational developments in the delivery of engineering mechanics.

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

ABSTRACT Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

Addressing misconceptions about engineering through student-industry interaction in a video-augmented 3D immersive virtual world

A key goal of engineering education is to ensure students are adequately prepared to enter professional practice. Unfortunately, students have been found to bring to university significant misconceptions about the types of work engineers perform, which can have an adverse impact on their readiness to fully appreciate and benefit from course activities. This paper presents a case study of how iSee, a collaborative online platform that allows for video conferencing within a three-dimensional immersive virtual world, was used to host a careers fair event in which students learned about the engineering profession and about the various engineering majors available to them by networking and interacting with alumni and faculty. The planning and execution of the event are described, along with the pedagogical, technological, and logistical considerations and design decisions that were made. Preliminary results suggest the activity, despite being low cost, was effective at generating productive dialogue between participants that focused on what students could expect upon graduating in terms of employment prospects, as well as the academic pathways and other learning opportunities they needed to pursue to realize their goals.

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.

Experience, education and training on Aboriginal Cultural Heritage in engineering

Abstract Previous research has highlighted the need for engineers to have some background knowledge of Indigenous Australian histories, cultures and politics, in order to adhere to relevant legislation protecting Aboriginal cultural heritage. This study explored recent engineering graduates’ experiences of managing Aboriginal cultural heritage matters in engineering projects, their experience of related education and training, and their perceptions of preparedness for effectively managing heritage protections. An online survey of engineering graduates was developed and distributed through networks of young engineers across Australia. The results indicate that it is common for young engineers to encounter Aboriginal cultural heritage on engineering project sites. Survey participants received little formal education on Aboriginal cultural heritage beyond high school, and reported low levels of confidence in dealing with such heritage matters. It was also apparent that education and training, particularly within higher education, is lagging behind legislated requirements for engineers and project managers. With the continued growth of Australia’s population, large infrastructure projects will continue to impact on Aboriginal cultural heritage. Young engineers will need to be prepared to meet evolving legal and societal expectations for the preservation of the nation’s Aboriginal heritage.

An electrical motor and drives laboratory to prepare students for industrial practice

Electric Motor and Drive (EMD) systems are ubiquitous in developed society and it falls to the profession of engineering to utilise these for the benefit of society. Successful engineering practice with EMD systems requires a wide range of knowledge and applied skill that University training is expected to provide. Engineering teaching laboratories are a key way of providing this training and their development is a significant undertaking. This paper describes the development of an engineering teaching laboratory intended to prepare student engineers for industrial practice, outlining the motivation for creation of the lab, the pedagogical design imperatives and describing the final technical configuration of the equipment that has been used to successfully to teach undergraduate and postgraduate students.