Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/58331
Type: Journal article
Title: Experiences from adopting a situational learning course structure
Author: Gamboa, E.
Moreau, D.
Kuik, S.
Wang, X.
Doherty, L.
Citation: Australasian Journal of Engineering Education, 2009; 15(3):105-116
Publisher: Australasian Association for Engineering Education
Issue Date: 2009
ISSN: 1324-5821
Statement of
Responsibility: 
E Gamboa, D Moreau, SS Kuik and L Doherty
Abstract: The School of Mechanical Engineering at the University of Adelaide aims to ensure that its students not only achieve technical competence but also develop the interpersonal skills sought by industry. Situational learning (Davenport & Baron, 2007) is a new approach where students are placed in a situation comparable to that expected in industry, but with the support to develop the skills intended of the course. This paper presents the experiences of moving the Structural Analysis and Design course from interactive learning (Bammann et al, 2005) to a full situational learning approach. Feedback from a student survey is presented together with an assessment by the authors, who are the course supervisors and the course lecturer. Implementing situational learning was found to have a mixed outcome; while retaining the benefits of interactive learning, a range of issues were found still needing to be addressed.
Keywords: Situational learning; industry environment learning; structural systems; expedient methods of analysis; fit for purpose solutions; quality assurance aid to learning; interpersonal skills; teamwork; effective communication; supportive management; career success
Rights: Copyright Institution of Engineers Australia, 2009
RMID: 0020096596
Published version: http://www.engineersmedia.com.au/journals/aaee/pdf/AJEE_15_3_Gamboa.pdf
Appears in Collections:Mechanical Engineering publications
Materials Research Group publications

Files in This Item:
There are no files associated with this item.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.