An increasingly evident tenet in engineering education, particularly in geo-engineering is that engineering students must be equipped to ‘do’ (Atkinson, 2012). How do we train them to ‘do’? By doing. Bloom et al. (1971) and more recently others (Biggs and Tang (2007), Jaksa (2012) etc.) have further evidenced the positive impact that active learning or ‘doing’ can have on student outcomes. This paper presents an undergraduate engineering initiative at the University of the Sunshine Coast, Queensland, where 3rd year geotechnical engineering students ‘did’ a semester long project that incorporated the design, construction, testing and analysis of a campus-sited earth retaining structure.
27th Australasian Association for Engineering Education (AAEE) Conference: The Changing Role of the Engineering Educator for developing the future engineer, Coffs Harbour, Australia 4-7 December 2016
Proceedings of the 27th Australasian Association for Engineering Education Conference / pp.545-551