30th Annual Conference for the Australasian Association for Engineering Education Conference Handbook
8-11th December 2019 Brisbane Convention and Exhibition Centre Brisbane, Queensland, Australia Acknowledgment of Country We wish to acknowledge the Turrbal people, the Traditional Owners and Custodians of the land and their Country on which we gather for this conference, and their Elders both past and present. By these words, we would also like to show our respect to and honour the Giabal and Jarowair peoples of Toowoomba; the Jagera, Yuggera and Ugarapul peoples of Springfield and Ipswich; the Gadigal people of the Eora Nation, Sydney; and the Kambuwal peoples of Stanthorpe as the Traditional Owners of the lands and waterways where the University of Southern Queensland (USQ) is located. Further, we acknowledge the cultural diversity of Aboriginal and Torres Strait Islander peoples and pay respect to Elders past, present and future. We celebrate the continuous living cultures of First Australians and acknowledge the important role played by Aboriginal and Torres Strait Islander peoples in Australian society. The University respects and acknowledges our Aboriginal and Torres Strait Islander students, staff, Elders and visitors who come from many nations across Australia,2 andAustralasian across the seas. Association for Engineering Education University of Southern Queensland
University of Southern Queensland (USQ) is a relatively young, medium-sized regional university originated in Toowoomba, Queensland with approx. 27,000 students, majority of which are part-time online students or studying via distance. It has now established itself in a number of locations just within the Greater Brisbane catchment, with two university campuses located at Springfield and Ipswich. It also has a Queensland College of Wine Tourism at Stanthorpe. It offers courses in law, health, engineering, surveying, sciences, business, education, and the arts. The institution was established in 1967 as the Darling Downs campus of the Queensland Institute of Technology. In 1970, the institution had provided studying programs for rural Queensland and international communities. In 1971, it became the Darling Downs Institute of Advanced Education, then the University College of Southern Queensland in 1990 and finally the University of Southern Queensland in 1992. USQ is ranked No.1 in Australia for Engineering Graduates in full-time work and graduate salary (Good Universities Guide, 2018/2019). USQ has a long history of association and participation in AAEE, exemplified by hosting the 2004 annual conference, and having a number of USQ academic staff serving on the AAEE Executive Committee in recent years.
Sponsors and Exhibitors
30th Annual Conference Handbook 1 Table of Contents
University of Southern Queensland...... 1 Sponsors and Exhibitors...... 1 Table of Contents...... 2 Welcome Message from the Chair...... 4 Keynote Speakers and Panellists...... 5 AAEE2019 Conference Program...... 7 Parallel Workshops S1 Early Career Workshop (146) 12:00 pm – 5:30 pm...... 10 S2 Sustainable Development Workshop (49) 3:30pm – 5:00 pm...... 11 S3 Learner’s Mind Workshop (69) 3:30pm – 5:00 pm...... 12 S4 Engineering Education Research Workshop (80) 3:30pm – 5:00 pm...... 13 M1 Curriculum Architecture Workshop (165) 11:00 am – 12:30 pm...... 14 M2 Non-placement WIL Workshop (64) 11:15 am – 12:30 pm...... 15 M3 PBL Strategies Workshop (125) 11:00 am – 12:30 pm...... 16 M4 Team Assessment Workshop (29) 11:00 am – 12:30 pm...... 17 M4A Hub for Immersive and Virtual Experiences Workshop 1:45 pm – 3:15 pm...... 19 M4B BoPEQld Professional Engineering Registration Workshop 3:45 pm – 5:00 pm...... 19 T1 AJEE Journal Workshop T1 (131) 11:00 am –12:30 pm...... 20 T2 Mathworks Exhibitor Workshop 11:15 am – 12:30 pm...... 21 T3 Implementing WIL Workshop (94) 11:00 am –12:30 pm...... 22 T4 Self and Peer Assessment Workshop (18) 11:00 am –12:30 pm...... 23 T4A Scenario-based Assessment Workshop (123) 1:45-3:15pm...... 24 W1 AAEE Conference Workshop (161) 11:00 am – 12:30 pm...... 25 W2 Engaging Prof Practice Workshop (190) 11:15 am – 12:30 pm...... 26 W3 Peer Review Workshop (140) 11:00 am – 12:30 pm...... 27 W4 Wearable Tech Workshop (111) 11:00 am – 12:30 pm...... 28 W4A Research in Automotive Safety Workshop 1:30 pm – 3:00 pm...... 30 Parallel Papers Paper M1A Student Motivation and Engagement | Chair: Alex Kist | 1:45 pm – 3:15 pm...... 32 Paper M2A Assessment, Curriculum and Program Design | Chair: Jo Devine | 1:45 pm – 3:15 pm...... 33 Paper M3A Learning Experiences and Student Success | Chair: David Thorpe | 1:45 pm – 3:15 pm...... 33 Paper M1B Student Motivation and Engagement | Chair: Alex Kist | 3:45 pm – 5:15 pm...... 34 Paper M2B Assessment, Curriculum and Program Design | Chair: Jo Devine | 3:45 pm – 5:15 pm...... 34 Paper M3B Learning Experiences and Student Success | Chair: David Thorpe | 3:45 pm – 5:15 pm...... 35 Paper T1A Visualisation and Automation in Teaching |Chair: Alex Kist | 1:45 pm – 3:15 pm...... 35
2 Australasian Association for Engineering Education Paper T2A Innovation in Teaching Practices | Chair: Jo Devine | 1:45 pm – 3:15 pm...... 36 Paper T3A Authentic and Work Integrated Learning | Chair: David Thorpe | 1:45 pm – 3:15 pm...... 36 Paper T1B Visualisation and Automation in Teaching | Chair: Alex Kist | 3:45 pm – 5:15 pm...... 37 Paper T2B Innovation in Teaching Practices | Chair: Jo Devine | 3:45 pm – 5:15 pm...... 37 Paper T3B Authentic and Work Integrated Learning | Chair: David Thorpe | 3:45 pm – 5:15 pm...... 38 Paper T4B Understanding the Student and Teams | Chair: Melanie Fleming | 3:45 pm – 5:15 pm...... 38 Paper W1 Industry and Engineers of the Future | Chair: David Thorpe | 1:30 pm – 3:00 pm...... 39 Paper W2 Problem-Based Learning and Capstone Projects | Chair: Jo Devine | 1:30 pm – 3:00 pm...... 39 Paper W3 Teaching the Teacher to Teach | Chair: Alex Kist | 1:30 pm – 3:00 pm...... 40 Conference Committees...... 41 Steering Committee...... 41 Technical and Editorial Committee...... 41 AAEE 2019 Reviewers (AKA. Superheroes)...... 42 General Information Registration Desk and Info Desk...... 43 Special Dietary Requirements...... 43 Free WIFI...... 43 Name Badges...... 43 Welcome Receptions...... 44 Monday to Wednesday Catering...... 44 Monday Day Catering...... 45 Tuesday Day Catering...... 46 Wednesday Day Catering...... 47 Conference Dinner...... 48 Menu...... 48 Queensland Beverage Package...... 49 Conference Venue Map...... 50 BCEC and Southbank Map...... 51 Brisbane CBD Map...... 52
30th Annual Conference Handbook 3 Welcome message from the chair
On behalf of the organising committee, and University of Southern Queensland, it is with great pleasure that I welcome you to AAEE2019, the 30th Annual Conference of the Australasian Association for Engineering Education. The practice of Engineering is changing rapidly and it requires change agents to lead the education and training of the next generations of engineering professionals. The theme of this year’s conference is “Educators Becoming Agents of Change: Innovate, Integrate, Motivate”. Facing an impending tsunami of digital and technological disruptions in the next decade, engineers will need to lead, adapt and be agile in response. Thus, it is envisaged that the conference seek to answer how engineering researchers and educators will play a part in navigating these new frontiers in education. Welcome to my town. This is my Brisbane! It is still vivid in my childhood memories arriving from country town Rockhampton to Brisbane living nearby at Highgate Hill. I would walked to the nearby West End State School, and later on, to Brisbane State High School. I would hear the buzzing sounds of construction at Southbank in preparation for the Word Expo 88, and later on, the transformation into what it is today, the BCEC and Southbank Parkland. I often dropped by and peeked through the safety fencing at the magnificent ‘engineering’ that turned a derelict piece of land into what it is today, a community oasis blessed with pools, playgrounds, food, entertainment, museum, performing arts, modern and classical arts, all within walking distance. It would be remiss of me not to mention that it is an honour and privilege to host this year’s conference, and absolutely delighted to be part of the 30th celebration of this annual event, the premier source of professional development for engineering educators from Australia, New Zealand and around the world. I trust that you will enjoy your time at the conference catching up with old friends and meeting new ones, sharing ideas and provoking actions that will have positive impacts for our future engineering graduates, and not forgetting to sample the food, sights and sounds of my home town, Brisbane.
Dr Steven Goh AAEE2019 Conference Chair
4 Australasian Association for Engineering Education Keynote speakers and panellists
Felicity Furey Founder and past President of Power of Engineering and Executive Director of EduTec Start-up Machinam.com Felicity is an award winning inspirational speaker, entrepreneur and engineer passionate about diversity. As a founder of two social enterprises, Felicity has shifted the perception of engineering with thousands of young people and companies. Felictiy was named as one of the Financial Review BOSS Magazine’s Young Executive of the Year in 2016 and named as one of Australia’s ‘100 Women of Influence’ at just 26 years old. Felicity has been featured on ABC News, Sky News, the Australian Financial Review and the Australian.
Hon Trish White FIEAust FAICD Engineers Australia’s National President and Chair of the Board Trish is National President and Chair of the Board of Engineers Australia. A professional company director, she serves on the boards of CHL group of companies, national rail regulator and chairs boards in the insurance, property, manufacturing and university sectors. As an executive director of professional services and business advisory firm, SlingsbyTaylor, she provides business advisory services to boards and executives of both commercial and not-for-profit organisations. Formerly, Trish was Executive Strategic Advisor for WorleyParsons Ltd, working in the global resources and energy industries. That followed a career as a cabinet minister in the South Australian government, where she served in the infrastructure, development, transport, science and education portfolios. Previously, her career had been in applied research with the Defence Science and Technology Organisation. Prior to that, she managed national infrastructure projects in Canberra. Trish is an experienced professional company director, having served on the boards of several large Australian companies. She is a Fellow of the College for Leadership and Management and the AICD.
30th Annual Conference Handbook 5 Professor Maura Borrego University of Texas Maura is Director of the Centre for Engineering Education and Professor of Mechanical Engineering and STEM Education at the University of Texas at Austin. Maura is a Deputy Editor for Journal of Engineering Education. She previously served as a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate Dean and Director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award and two outstanding publication awards from the American Educational Research Association for her journal articles. Her M.S. and PhD are from Stanford University and her B.S is from the University of Wisconsin-Madison.
Robert Hoffman Management Consultant Robert isn’t your typical civil engineer. By day, he is a Management Consultant in the Engineering and Asset Management Advisory team at KPMG. He is the Chairperson of the Young Engineers Australia Queensland Committee, Board Member of the UQ Young Alumni Advisory Board and Australian Institute of Project Management Future Project Leader. In his spare time, Rob enjoys cooking, is an avid runner and a long-serving member of the F45 family. In his additional spare time, he seems to fill the role of Wedding MC for all of his family and friends, which means he gets early access to the cake.
6 Australasian Association for Engineering Education AAEE 2019 Conference Program
For more up to date program info, please visit the Conference website: usq.edu.au/study/faculty-events/2019/12/aaee2019 Note: Workshop S2 will be held at P638, QUT, 2 George St, Brisbane CBD. Workshop M2, T2, W2 will be starting 11:15am due to change of room format from Theatre style to Cabaret style.
S = Sunday 1 = Room P1 A = 1:45 pm – 3:15 pm M = Monday 2 = Rooms P2 B = 3:45 pm – 5:15 pm T = Tuesday 3 = Room P3 W = Wednesday 4 = Room P4
Sunday 8th December 2019
S2 Sustainable S4 Eng Ed 12:00 pm S1* Early Career Development S3 Learner’s Mind Research start for S1* Workshop (146) Workshop (49) Workshop (69) Workshop (80) Setting up Plaza P1-4 (80max) hosted (30max) QUT (20max) hosted 3:30-5:00pm (35max) hosted in P1 Science and Eng in P2 (Workshops) in P3 Centre P638
5:30 pm – 7:30 pm Conference Registration & Info Desk (Jo Devine & David Thorpe) Plaza P2 Foyer
6:30 pm – 8:30 pm Welcome Reception (Canapes and Drinks for 2 hours) Plaza P1-4 Foyer
Monday 9th December 2019
Conference Registration and Info Desk (Shaun Chen, David Thorpe & Xiaoye Liu) Plaza P2 Foyer Opens 8:15 am Exhibition & Delegate Catering Plaza P1-4 Foyer
9:00 am – 10:30 am Conference Opening and Plenary Session
Dr Steven Goh, Chair AAEE2019
Welcome to Country Opening Ceremony Professor Karen Nelson, DVC (Academic) of USQ Plaza P1&2 Dr Mark Symes, President of AAEE
Hon Trish White, President of Engineers Australia, Company Director, and former State Minister
Keynote Chair – Dr Steven Goh
Engineers Australia + Board of Professional Engineers Qld | 7 min presentations + Delegates’ Photo
10:30 am – 11:00 am Morning Tea Plaza P1-4 Foyer
M2 Non- M1 Curriculum M4 Team placement WIL M3 PBL Strategies 11:00 am – 12:30 pm Architecture Assessment Networking in the Workshop (64) Workshop (125) Plaza P1-4 (Workshops) Workshop (165) Workshop (29) Plaza Foyer (50max) starts (30max) in P3 (90max) in P1 (30max) in P4 11:15am in P2
12:30 pm – 1:45 pm Lunch and Exhibition Engagement Plaza P1-4 Foyer
12:45 pm – 1:45 pm AJME Editorial Committee Meeting P4
30th Annual Conference Handbook 7 Paper M3A Paper M1A Paper M2A Learning Student Assessment, M4A Hub for Experiences and Motivation and Curriculum and Immersive Student Success and Virtual Networking in the 1:45 pm – 3:15 pm Engagement Program Design Plaza P1-4 33, 38, 47, 61, Experiences Plaza Foyer 8, 70, 84, 85, 97, 13, 24, 31, 36, 68, 82, 92 Workshop 98, 99, 107 46, 58, 83 Chair: David (30max) in P4 Chair: Alex Kist Chair: Jo Devine Thorpe
3:15 pm – 3:45 pm Afternoon Tea Plaza P1-4 Foyer
Paper M3B Paper M1B Paper M2B Learning Student Assessment, Experiences and Motivation and M4B Professional Curriculum and Student Success Engineering Engagement Networking in the 3:45 pm – 5:15 pm Program Design 108, 110, 127, Registration Plaza P1-4 135, 137, 139, Plaza Foyer 90, 96, 117, 147, 134, 164, 184, Workshop 159, 172, 174, 169, 193 185, 189 (30max) in P4 177, 183 Chair: Jo Devine Chair: David Chair: Alex Kist Thorpe
Swim at Streets Beach at Southbank or Self-Guided CityCat Ferry and CBD Cycling-Walking Tour 5:30 pm – 7:00 pm (Optional)
Tuesday 10th December 2019
Opens 8:15 am Conference Registration and Info Desk (Shaun Chen, David Thorpe & Xiaoye Liu) Plaza P2 Foyer
9:00 am – 10:30 am Plenary Session
Prof Maura Borrego, Director of the Center for Engineering Education and Professor of Keynote Mechanical Engineering and STEM Education at the University of Texas at Austin
Chair – Dr Steven Goh Plaza P1&2 Panel: Maura Borrego, Felicity Furey, Robert Hoffmann (Theme to be advised)
Panel Session Facilitator - AProf Alex Kist
Elsevier + Mathworks | 7 min presentations
10:30 am – 11:00 am Morning Tea Plaza P1-4 Foyer
T2 Mathworks T1 AJEE Journal T4 Self and Peer Exhibitor T3 Implementing 11:00 am – 12:30 am Workshop T1 Assessment Networking in the Workshop WIL Workshop Plaza P1-4 (Workshops) (131) (90max) Workshop (18) Plaza Foyer (30max) starts (94) (20max) in P3 in P1 (30max) in P4 11:15am in P2
12:30 pm – 1:45 pm Lunch and Exhibition Engagement Plaza P1-4 Foyer
1:00 pm – 1:45 pm AAEE AGM P1
Paper T1A Paper T3A Paper T2A Visualisation and Authentic and Innovation in Automation in Work Integrated T4A Scenario- Teaching Practices based Assessment Networking in the 1:45 pm – 3:15 pm Teaching Learning Plaza P1-4 9, 20, 44, 65, 77, Workshop (123) Plaza Foyer 5, 53, 59, 100, 11, 43, 51, 52, 76 81, 86 (30max) in P4 115, 162 Chair: David Chair: Jo Devine Chair: Alex Kist Thorpe
3:15 pm – 3:45 pm Afternoon Tea Plaza P1-4 Foyer
Paper T3B Paper T4B Paper T1B Paper T2B Authentic and Understanding Visualisation and Innovation in Work Integrated the Student and Automation in Teaching Practices Learning Teams Networking in the 3:45 pm – 5:15 pm Teaching Plaza P1-4 67, 182, 152, 112, 121, 149, 41, 48 ,71, 72, Plaza Foyer 129, 167, 173, 163, 168, 192 186, 187 93, 160, 166 179, 180, 181 Chair: Jo Devine Chair: David Chair: Melanie Chair: Alex Kist Thorpe Fleming
Conference Dinner and Annual Awards (3 Course + 4hr Drinks) + UniSuper Presentation + 6:30 pm – 11:00 pm Boulevard Room CASR + USQ Music Performance
8 Australasian Association for Engineering Education Wednesday 11th December 2019
Opens 9:00 am Conference Registration and Info Desk (Shaun Chen, Jo Devine & Xiaoye Liu) Plaza P2 Foyer
9:15 am – 10:30 am Plenary Session
Felicity Furey, Founder and past President of Power of Engineering Inc. and Executive Director of EduTec Start-up Machinam.com Plaza P1&2 Keynote Chair – Dr Steven Goh
Edutechnics + Keysight Technologies + Liquid Instrument | 7min presentations
10:30 am – 11:00 am Morning Tea Plaza P1-4 Foyer
W2 Engaging W1 AAEE W4 Wearable Prof Practice W3 Peer Review 11:00 am – 12:30 pm Conference Tech Workshop Networking in the Workshop (190) Workshop (140) Plaza P1-4 (Workshops) Workshop (161) (111) (25max) Plaza Foyer (50max) starts (30max) in P3 (90max) in P1 in P4 11:15am in P2
12:30 pm – 1:30 pm Lunch and Exhibition Engagement Plaza P1-4 Foyer
Paper W1 (DT) Paper W2 Industry and Paper W3 Problem-Based Engineers of the Teaching the Learning and W4A Research Future Teacher to Teach in Automotive Networking in the 1:30 ppm – 3:00 pm Capstone Projects Plaza P1-4 22, 23, 34, 91, 35, 60, 63, 144, Safety Workshop Plaza Foyer 2, 6, 17, 25, 26, 114, 156, 170 178, 188 (30max) in P4 28, 79, 153 Chair: David Chair: Alex Kist Chair: Jo Devine Thorpe
3:00 pm – 3:30 pm Afternoon Tea Plaza P1-4 Foyer
3:30 pm – 4:00 pm Conference Closing (Presentation of Best Paper and Best Reviewer Awards) and Farewell Plaza P1&2
30th Annual Conference Handbook 9 Parallel Workshops
Sunday Workshops
S1 Early Career Workshop (146) 12:00 pm – 5:30 pm Grow Your Career at AAEE 2019 ‘Great oaks from little acorns grow’
ABOUT THE WORKSHOP The lead facilitator is Professor Colin Kestell, Grow your Career is an intensive half-day Deputy Dean (L&T) for the School of Engineering professional development workshop for AAEE at RMIT. Following a leadership role within the members, offered as part of the AAEE 2019 high-tech aerospace and defence sector, Colin’s Conference. move to academia ignited a passion to teach and to understand teaching. He subsequently In recent years the university sector has changed developed expertise in program design, delivery, radically, due to a transformation that is a most the professional development of his peers and likely a long way from settling down. Therefore, has won a number of national teaching awards. there are new and emerging challenges around In his senior executive role of Deputy Dean, in the work-performance expectations, career development international faculty sized School of Engineering, he opportunities and overall job-satisfaction. You leads significant change through close collaboration, may be very new to academia; you may believe reflective counselling and one-on-one coaching for that you’ve hit your glass ceiling; or perhaps lie significant numbers of staff. His School’s teaching somewhere in between (but a little too stressed or performance indicators are now at an all-time high. unsatisfied). Either way, you will benefit from this workshop. Therefore if this sounds like you, and you do want to be happier at work by realising your full potential, come along. You’ll learn to identify the genuine issues around your particular context, how you are the one empowered to affect change and how to develop personalised realistic goals for real satisfaction.
WHERE, WHEN, HOW & WHO? The workshop is planned to commence on Sunday 8th December at noon, and will finish in time for the AAEE Conference Welcome Reception. Further details shall be provided regarding the venue, once numbers are confirmed and it is free to AAEE members who attend the 2019 Conference.
10 Australasian Association for Engineering Education S2 Sustainable Development Workshop (49) 3:30-5:00pm (QUT P638) Taking the next steps: Competency Standards and Education for Sustainable Development (Hosted at P638, QUT, 2 George Street, Brisbane CBD)
OVERVIEW OF WORKSHOP • 20 – 45 minutes: Activity 1 – “What should be” – This workshop is grounded in the ongoing dialogue brainstorming session collecting key engineering regarding education for sustainable development, competencies associated with the 17 UN SDGs and in response to the calls to action regarding • 45 – 60 minutes: Activity 2 – “What is” the 17 United Nations Sustainable Development – brainstorming session regarding current Goals (UN SDGs) and their 169 indicators. On the statements within the competency standards and 10th anniversary of the textbook co-authored by what this translates to in practice the first author (Higher Education and Sustainable • 60 – 80 minutes: Activity 3 – “What could be” Development), this workshop will engage participants – group facilitated discussion regarding Activity in discussing “what’s accomplished – and what’s 1 and 2 outcomes in potential competency next” for competency standards and curriculum standard considerations going forward renewal. The paper builds on and complements • 80 – 90 minutes: Closing discussion – “What can ongoing discussions with colleagues in WFEO and be” – reflection on next steps. Engineers Australia (pers comms., Doug Hargreaves, Elizabeth Taylor) regarding opportunities for taking TARGET AUDIENCE the next steps in ensuring graduates who have The target audience for this workshop is engineering knowledge and skills that are ‘21st Century-ready’. educators and leaders who are engaged in It follows an industry-facing paper co-authored curriculum renewal and program management. Prior by the first author, accepted for presentation knowledge of sustainable development as a topic is at the World Engineering Convention (WEC) in desirable, although observers are welcome if there Melbourne (November 2019 – Theme 4) “Deepening are conference delegates who are interested in sustainability competencies in engineering graduates: finding out more about progress and opportunities next steps for global standards”. in this area. ACTIVITIES OUTCOMES In this 90 minute workshop, participants will engage The workshop aims to produce an example list of in a highly interactive series of brainstorming and modifications that could be made to the competency discussion, intended to elicit ideas and insights standards to connect engineering graduate regarding what could be possible in taking next attributes to the UN SDGs. The target audience will steps. Proposed activities will follow the ‘Collective gain knowledge regarding the UN SDGs and ideas to Social Learning’ methodology by Professor Val integrate such knowledge and skills within curricula. Brown, comprising (no non-standard room and equipment requirements): PRESENTERS’ BACKGROUNDS • 0-5 minutes: Introduction and logistics – Cheryl Desha, Doug Hargreaves and Les Dawes Workshop outline have been working for the past 20 years to build • 5-20 minutes: Provocation with regard to current capacity for resilient and liveable cities. Together context (Cheryl Desha), including live-feed their collective goal is to empower graduates contribution from American colleague Debra with knowledge and skills that enable sustainable Rowe (co-author WEC Paper); and Elizabeth development - in the right form, at the right time, Taylor (Deputy Chair Washington Accord. Chair and in the right place. Accreditation Board Engineers Australia)
S3 Learner’s Mind Workshop (69) 3:30 pm – 5:00 pm Instructor’s Working Model of the Learner’s Mind
30th Annual Conference Handbook 11 OVERVIEW OF WORKSHOP TARGET AUDIENCE Through the development of a conceptual working Suitable for STEM instructors with all levels of model of the learner’s mind, the proposed workshop experience. aims to help participants choose teaching strategies and implementations that are well-aligned with the OUTCOMES psychological and biological processes occurring Participants will be able to use their conceptual within their students’ minds during learning, Zull working model to explain why best practice (2002). teaching strategies promote student mastery. Their working model will be a useful tool for diagnosing Adapted from Mayer (2009), the working model has and correcting potential teaching strategy four essential components: Input/Output of sight implementation issues. This introductory workshop and sound, Conceptual Processing Pathways for will provide a foundation for further study in applied verbally and visually encoded knowledge, Memory cognition in education. for working and long term storage, and Thinking Systems for reasoning (slow) and intuitive (fast) REFERENCES processing, Kahneman (2011). The focus will be on • Kahneman, D. (2011). Thinking Fast and Slow. identifying the essential operating characteristics of Toronto ON Canada: Anchor Canada. each component at the psychological/neurological levels. Links will be noted for teaching strategies • Lang, J.M. (2016). Small Teaching: Everyday aligned with particular operating characteristics, Lessons from the Science of Learning. San Lang (2016). Francisco, CA, US: Jossey-Bass. • Mayer, R. E. (2009). Multimedia learning (2nd ACTIVITIES ed.). New York, NY, US: Cambridge University Following the provided workbook, participants Press. will develop their working model through a series • Zull, J.E (2002). The Art of Changing the Brain. of concept map sketching activities. For each of Sterling, VA, US: Stylus Publishing. the relevant components in their working model, participants will complete a small group reflective KEYWORDS observation of everyday life experiences to identify Thinking processes, Memory encoding and recall. the essential operating characteristics of the component. There will be a short mini-lesson on the PRESENTER’S BACKGROUND essential neurological processes involved in memory Gordon Stubley is a nationally recognized Canadian encoding and recall. The teaching strategies used engineering educator with teaching experience in throughout the workshop will closely mimic those engineering fluid mechanics. A former Associate used by the facilitator in teaching engineering Dean of Teaching, he has facilitated numerous fluid mechanics. There will be a closing reflective workshops for STEM faculty at the University of activity to identify teaching strategies worthy of Waterloo and other Canadian institutions. He consideration in participants’ courses. The workbook has also facilitated workshops at the Canadian will include an extended bibliography for further Engineering Education Association (CEEA-ACEG) study. 2017 and 2018 conferences. He will have presented This 90-minute workshop has no special audio-visual workshops similar to the proposed workshop at requirements beyond a data projector. CEEA-ACEG 2019 and at the Universities of Otago and Waterloo.
12 Australasian Association for Engineering Education S4 Engineering Education Research Workshop (80) 3:30pm – 5:00 pm What would an impact study look like for engineering education research
OVERVIEW OF WORKSHOP • What is the nature of the impact? (eg. social, Australian universities are increasingly being asked economic, cultural, and environmental factors) to demonstrate research impact given changes • How can we measure the extent of the impact? in government policy and associated funding (eg. cost-benefit analysis, quantity affected) structures. As part of this, the Australian Research Ideally the room would be set up with tables spread Council recently completed its first national out. The only non-standard equipment required assessment of university engagement with industry, would be butcher’s paper. government and the wider community, including how research outcomes are being translated into TARGET AUDIENCE practice (Australian Research Council, 2019). Here This workshop is targeted at engineering education institutions were asked to prepare narrative studies researchers at all career stages. No prior knowledge to highlight their research impact in terms of is needed to participate in the activities. economic and social benefits. For engineering as field of research, no universities submitted studies OUTCOMES aligned to the area of engineering education The intended outcome of the workshop is a research (Australian Research Council, 2019). consolidated set of ideas around how impact can be This raises the broad question of how the impact demonstrated for engineering education research. of engineering education research can be best- evidenced and objectively evaluated against technical REFERENCES engineering research outcomes. Thus the purpose of Australian Research Council. (2019). Engagement this workshop is to brainstorm what an impact study and Impact Assessment 2018-19 National Report. for engineering education research would entail. Retrieved from https://dataportal.arc.gov.au/EI/ ACTIVITIES NationalReport/2018/ A “world café” activity is proposed for facilitating KEYWORDS group dialogue unpacking what an ideal engineering Research impact, engineering education research education research impact study would look like. This involves individuals forming small groups to PRESENTERS’ BACKGROUNDS discuss a given topic or question, with ideas recorded The presenters of this workshop are a cross- on butcher’s paper. After some time, individuals institutional team collaborating on a project switch between tables to discuss a new topic, with investigating the experiences of individuals this process repeated as many times as necessary. transitioning into engineering education research. The world café table topics proposed for this A theme of this research has been understanding workshop will be drawn primarily from the how the “capital” of the field (such as Excellence in requirements set out for developing submissions Research for Australia (ERA) rankings and availability for the 2018 Engagement and Impact Assessment of grant funding) influences the transition. including: Kim Blackmore, Australian National University; Sarah • Why and how the impact of engineering Dart, Queensland University of Technology; Smitha educational and technical research are different? Jose, Swinburne University; Raj Sharma, Central • Who or what benefits from the results of the Queensland University research? (eg. who are the stakeholders)
30th Annual Conference Handbook 13 Monday Workshops
M1 Curriculum Architecture Workshop (165) 11:00 am – 12:30 pm Curriculum Architecture: Change the People and the Curriculum Will Follow
OVERVIEW AUDIENCE This workshop proposes to engage participants in Academics responsible for subject coordination a curriculum design methodology that starts with and/or curriculum leadership will benefit from this people and not the curriculum. We do this through workshop. The intention is to ‘begin with the end in a seminar discussion and set of activities that mind’, to open up a conversation to challenge some encourage participants to shift their thinking away of the deeply-held beliefs about what academics from a teacher-centred, disciplinary knowledge and think (and assume to be true) about how their skill set-oriented curriculum and make a pivot toward students learn. This means taking the academic from a more student-centred learning experience, focused the centre of the learning and asking them to pivot on people and not content. In order to adopt this or shift towards student-centred thinking. line of thinking, we take participants through the steps and questions we ask our academic colleagues OUTCOMES to reflect on and answer when designing a new At the conclusion of this workshop, participants program of study. will be able to implement a set of curriculum development tools such as storytelling and powerful ACTIVITIES questions to lead academic colleagues in curriculum Participants will practise using some of the renewal. methodological tools we have developed and regularly deploy to prompt shifts in people’s thinking, PRESENTERS including asking questions, storytelling and the use Justine Lawson, Ian Zucker and Roger Hadgraft of metaphor. Issues to be addressed include: • What will students be able to do upon completion of their degree (or sub discipline)? • Who will they be, what will they do? • Tell us about your subject from the perspective of your students • What would they say about the assessment journey? • What are the kinds of connections they make between your subject and other subjects in your sub discipline? • Describe your students’ learning approaches? • How do they prepare for their assessments?
14 Australasian Association for Engineering Education M2 Non-placement WIL Workshop (64) 11:15 am – 12:30 pm Developing and Implementing Non-placement Work Integrated Learning into Curricula
OVERVIEW OF WORKSHOP ACTIVITIES Work integrated learning (WIL) involves students • The workshop facilitators will introduce the engaging interactively with practice, workplaces, and guidelines and focus on specific recommendations.. practitioners to develop employability. Engineering– (30 minutes) related employment has traditionally been the main • In groups, participants will discuss possibilities form of WIL in engineering programs. The Engineers to develop and implement non-placement Australia accreditation criterion for engagement with engagement with practice at their universities. (30 professional practice states that an equivalent of 12 minutes) weeks in a workplace environment can be achieved • Groups will report and share plans. (30 minutes) through various appropriate methods, not limited to placements. TARGET AUDIENCE The Virtual Work Integrated Learning for Engineering Unit coordinators, program leaders, and academics Students (Male, Hargreaves, & Pointing, 2017) four- who are interested in engaging students with year project has developed, implemented, and tested engineering practice should attend this workshop. No eight VWIL modules to support non-placement WIL. prior knowledge is assumed. In the modules, students engage electronically with engineers, and interact in simulated workplaces. OUTCOMES Participants will leave with an understanding of Based on the research, a guide for academics, on strategies for developing and integrating non- implementing and embedding non-placement WIL placement WIL into their programs and specific in engineering curricula, was developed. Topics recommendations, which will improve efficacy in the include identifying opportunities for incorporating adoption. engagement with practice, embedding aligned VWIL activities, reflection, and assessment, and recruiting a PRESENTERS’ BACKGROUNDS large number of professional engineers. The facilitators are researchers on the VWIL Project, Workshop participants will learn about the led by Sally Male, Chair in Engineering Education guidelines and recommendations, and discuss and at The University of Western Australia. The team plan possibilities for developing and implementing has extensive experience in: engineering education non-placement engagement with practice at their research; and teaching in civil, electrical, mechanical universities. and software engineering.
30th Annual Conference Handbook 15 M3 PBL Strategies Workshop (125) 11:00 am – 12:30 pm Strategies for meeting and exceeding Stage 1 Competencies through community-centred project-based learning
OVERVIEW OF WORKSHOP TARGET AUDIENCE Engineers without Borders Australia (EWBA) is Educators currently engaged with project-based developing a curriculum framework to map personal learning, humanitarian engineering, and/or building and professional breadth skills and competencies the skills required of future sustainable development that fulfil and surpass Engineers Australia Stage practitioners 1 Competencies. Many project-based learning experiences, especially those facilitated in partnership OUTCOMES with community organisations, meet and exceed Participants will learn about curriculum mapping for the minimal competencies required of engineering project-based learning, and take away new activities, graduates, yet the idiosyncratic complexity of different discussion topics, and contacts for teaching key but projects often make it difficult to map to standardised complex professional engineering skills curriculum. KEYWORDS In this workshop we will present our draft framework Project-based learning; curriculum mapping; for feedback, and discuss how it has been applied professional skills to the EWB Challenge. We will also share the development of our EWB Challenge Toolkit, and PRESENTERS’ BACKGROUNDS brainstorm and explore innovative approaches for Scott Daniel is a Director of Engineers without Borders addressing some of the more complex topics in Australia. He has also been involved in engineering this framework. Many individual academics in our education curriculum development, and humanitarian community have independently pioneered successful engineering. Alison Stoakley is Engineering Education strategies to teach these complex topics, and our hope Lead at Engineers without Borders Australia, and in her is to bring together and share this collective wisdom. role manages the EWB Challenge. Sam Perkins is Head Participants in this workshop will have the opportunity of Education & Research at Engineers without Borders to engage in discussion around competency Australia. Eva Cheng is Senior Lecturer and Deputy development through project-based learning, and Director of Women in Engineering and IT at UTS. She take away novel approaches for integrating these has taught the EWB Challenge for 6 years, and is competencies in their teaching. involved in various humanitarian engineering activities and creating pathways for students. ACTIVITIES We will introduce our framework, and how it’s been applied to the EWB Challenge, and give opportunities for small group discussion to sense check and give feedback about its relevance to engineering educators. We will then consolidate this feedback through whole group discussion, and then prioritise areas of the curriculum that are most challenging to address (e.g. developing empathy in engineering students, socio- cultural awareness, dealing with ambiguity in the design process, etc.). These complex topics will form the basis of another round of small group discussion to share ideas from our draft EWB Challenge Toolkit, and collaboratively brainstorm teaching strategies to address these challenging areas, which will then be shared back with the whole group.
16 Australasian Association for Engineering Education M4 Team Assessment Workshop (29) 11:00 am – 12:30 pm Learn to Use Evidence-Based Team Development Assessments at ITPmetrics.com for Free
OVERVIEW OF WORKSHOP TARGET AUDIENCE The disciplinary accreditation bodies and the This workshop is relevant for anyone who deals, or industries that recruit our graduates expect would like to deal (more intensively) with teamwork engineering courses to produce high calibre in engineering and design education in an active graduate engineers who are industry-ready. way. Specifically, graduates are expected to possess strong teamwork, communication and interpersonal OUTCOMES skills in addition to their capabilities in the technical Attendees will develop a deeper understanding of domain; and yet these skills are often reported conflict within student teams and ways this can as poorly developed among the graduates. Given be handled most effectively. An overview of the such demands, are we addressing the development assessments on ITPmetrics.com assessments will of complex interpersonal skills and competencies, be provided in order to equip attendees with the within our engineering curriculum? Moreover, how knowledge and skills to administer the assessments are engineering programs actually tackling this in their own classes. By experiencing an assessment challenge? Through team development and group and debrief themselves, attendees can learn the dynamics exercises as well as conflict resolution way both are carried out and implement this into examples – the workshop is an opportunity to their own classes to improve student’s learning of examine the meaningful practice of embedding teamwork competencies. interpersonal skills in engineering and design curricula by exploring the opportunities provided KEYWORDS thorough the ITP Metrics platform (www.ITPmetrics. Teamwork skills, conflict management com). O’Neill developed ITPmetrics.com and currently over 150,000 assessments have been taken to PRESENTERS’ BACKGROUNDS support the student development of teamwork skills. Nicoleta Maynard is an Associate Professor in The assessments are 100% free and evidence based. Engineering at Monash University, Australia. In her role, Nicoleta is working with the engineering ACTIVITIES staff on enhancing industry engagement in the Attendees will be engaged in an interactive session engineering curriculum, scholarship of teaching involving a break out activity from which they will and learning and research in STEM education. gain a better understanding of the assessments Nicoleta Maynard’s work and contributions in offered on ITPmetrics.com, specifically the conflict educational leadership and teaching innovation management styles. There will be a debrief of the have been recognised by a number of national and conflict management styles report after they have international awards. She is the recipient of the completed it on ITPmetrics.com. In this debrief 2016 Caltex Award for Excellence in Teaching, 2013 attendees will have the opportunity to discuss Australian’s Government’s Office for Learning and various uses of each style along with other activities. Teaching Citation for Outstanding Contributions The goal is for attendees to leave the workshop with to Student Learning and 2009 Australasian the confidence and knowledge to utilize assessments Association for Engineering Education Awards and offered on ITPmetrics.com in their own classrooms to Engineers Australia Citation Award. Nicoleta’s work enhance teamwork experiences of students. and research in engineering education has been
30th Annual Conference Handbook 17 recognised nationally and internationally with peer Robert Brennan holds a PhD in Mechanical review publications, presentations and invitations for Engineering from the University of Calgary. He is participation in technical panels. currently professor of Mechanical and Manufacturing Engineering at the University of Calgary, and holds Thomas A. O’Neill is an Associate Professor of the NSERC Chair in Design Engineering. His research Industrial and Organizational Psychology at the interests range from engineering education to University of Calgary with expertise in the areas intelligent automation and control systems. of team effectiveness, virtual teams, conflict management, personality, and assessment. He Simon Li is currently an assistant professor in the developed ITPmetrics.com, which is a free online Department of Mechanical and Manufacturing platform with evidence-based software tools for Engineering at the University of Calgary. He holds a assessing team dynamics, teamwork competencies, PhD in Mechanical and Industrial Engineering from and behavioral styles. Tom has published in the University of Toronto. Simon’s research interests mainstream management journals such as Journal include three areas: operations research, engineering of Management, Organizational Behavior and design, and sustainability. Simon also holds the Human Decision Processes, Human Resource NSERC Chair in Design Engineering with Robert Management Review, Organizational Research Brennan. Methods, and Academy of Management Learning and Education. He has received research funding from major Canadian granting agencies (CFI, NSERC, SSHRC). Tom received the Canadian Psychological Association’s Emerging Research Scholar Award (2015), Undergraduate Research Supervision Award (2015) and the GREAT Supervisor Award for Graduate Research (2016), and he is a Teaching Scholar within the Taylor Institute for Teaching and Learning (2016) and Killam Emerging Research Scholar (2018).
18 Australasian Association for Engineering Education M4A Hub for Immersive and Virtual Experiences Workshop 1:45 pm – 3:15 pm The USQ HIVE | Hub for Immersive and Virtual Experiences Explore, Engage, Experiment with Engineering Education
OVERVIEW OF WORKSHOP This workshop will also generate discussion on some This workshop will present our approach to of the challenges unique to engineering education implementing innovative teaching and learning and brainstorming possible approaches and solutions approaches using immersive and virtual experiences. using immersive and virtual experiences. Opportunity We will discuss the affordances and early findings to network and possibly collaborate on future from some of the approaches we have been projects will be facilitated. Bring your business cards exploring, including: and ideas! • The USQ Lightboard PRESENTERS • 360 Degree Tours Mr. Bill Wade, Dr. Andrew Maxwell, Mr. Gary Elks; • 360 Degree Video USQ HIVE Educators in Residence Program • 3D Learning Objects • AR/VR/XR approaches in Engineering Education
M4B BoPEQld Professional Engineering Registration Workshop 3:45 pm – 5:00 pm What do engineering educators need to know about Professional Engineering Registration?
Hosted by Dr Maureen Hassall BEng, BSc(Psych), work focuses on using leading-edge systems MBA, PhD, CEng, MAusIMM, MIChemE, RPEQ thinking, technology, engineering and human factors approaches to deliver evidence-based innovations in Maureen Hassall joined the Board in 2019 as risk management and process and systems safety. the Academic representative. She is a chartered Maureen’s academic endeavours are informed by 30 and registered Chemical Engineer and has a PhD years of working for and with resources, chemical, in Cognitive Systems Engineering. Maureen is energy, manufacturing and major contracting an Associate Professor of Chemical Engineering companies in Australia, New Zealand and North and the director of UQ R!SK at the University of America. Queensland. Her research, teaching and consulting
30th Annual Conference Handbook 19 Tuesday Workshops
T1 AJEE Journal Workshop T1 (131) 11:00 am – 12:30 pm Publishing in and reviewing for the Australasian Journal of Engineering Education
The Australasian Journal of Engineering Education TARGET AUDIENCE (AJEE) is the peak engineering education research Engineering education researchers considering journal in Australasia. The Journal’s Aims and Scope publishing in, or reviewing for, AJEE should attend have been revised in 2019 to include learning this workshop. throughout the life of an engineer. OUTCOMES OVERVIEW OF WORKSHOP Participants will have a better understanding of the In this workshop participants will learn about the AJEE and be better equipped to write useful reviews, new Aims and Scope of AJEE and how to prepare a and to submit successful manuscripts. paper or review for AJEE. KEYWORDS ACTIVITIES journals, publishing, peer review The Editorial Team will introduce the new Aim and Scope, the submission and review process, and PRESENTERS’ BACKGROUNDS review criteria. Participants will identify important Sally Male and Anne Gardner are the Editor-in-Chief features of papers, using selected AJEE papers as and Deputy Editor of the AJEE and will lead the examples; discuss possible expansion of conference workshop. The Associate Editors, Kacey Beddoes, papers; and have the opportunity for Q&A with the Scott Daniel, Ray Eaton, Julia Lamborn and Sasha Editorial Team. Nikolic each with specific research expertise, will facilitate group discussions for participants with aligned research interests.
20 Australasian Association for Engineering Education T2 Mathworks Exhibitor Workshop 11:15 am – 12:30 pm Transforming Classroom Engagement – How is MATLAB in the game?
OVERVIEW OF WORKSHOP In the second half of this session we’ll demonstrate Flipped classrooms, project-based learning, MATLAB’s current capabilities in Machine Learning collaborative learning spaces, computational and Deep Learning for engineering applications. thinking – are all examples of the evolution of And we’ll explain how the MATLAB user experience modern engineering education. There is simply differs to alternate platforms for teaching AI. an expectation that the teaching and learning The difference can be encapsulated in the question: experience in 2019 should be very much different “Do you want your students working on challenges to that of 1999. Fostering curiosity, empowering at the cutting edge of Computer Science … or, do students to apply and discover, are all critical in you want your students working on challenges at successfully engaging with today’s engineering the cutting edge of Engineering? student. In parallel to the modernization of engineering education, MATLAB too has evolved Optional (but recommended) Prerequisites for over the last 20 years. A blinking command prompt attending this session: and a blank white page with Courier New font, • Bring your Laptop, Mac, or tablet seems as dated today as the “chalk and talk” lecture • During this session attendees will have the deliveries of 1999. opportunity to experience first-hand the WEB So, have you embraced modern MATLAB, which is based version of MATLAB (aka MATLAB ONLINE), built for today’s learning environment? as well as the Web based auto-grading tool MATLAB GRADER. In the first half of this session we’ll demonstrate the latest MATLAB features and resources, that support • No software needs to be installed, but you classroom modernization. Specifically: will need to login to the sessions using your MathWorks account. If you don’t have an • How is Computational Thinking enabled by the account, please create one before attending this new MATLAB desktop environment? session: https://au.mathworks.com/mwaccount/ • How does MATLAB ONLINE support content register shareing within the classroom? • How does MATLAB GRADER automate classroom PRESENTERS assessments and what analytics are produced? Ken Dunstan & Bradley Horton
30th Annual Conference Handbook 21 T3 Implementing WIL Workshop (94) 11:00 am – 12:30 pm Where there is a WIL, there is a way
OVERVIEW OF WORKSHOP OUTCOMES Industrial Training (IT) is requirement of many 1. Participate in discussion on what constitute IT Australian engineering degree programs. Despite its and quality indicators for IT. many benefits, IT also presents an insurmountable 2. Develop an understanding of quality assurance challenge to Engineering Schools and Faculty due and compliancy requirements for IT. to multi-faceted administrative, quality assurance 3. Share examples of tools and best practice for IT. and compliancy requirements. Growth in student 4. Contribute to the development of a shared numbers and diversity, and the changes within the framework or resources for IT. engineering profession further necessitate a rethink of what constitute a quality IT placement, as well KEYWORDS as how to assess or evaluate student learning and Industrial Training, Work Integrated Learning performance, at scale.
PRESENTERS’ BACKGROUNDS ACTIVITIES Dr May Lim was an IT Coordinator at the UNSW • Managing Industrial Training • In this activity, School of Chemical Engineering and a fellow of participant will discuss what constitute quality the UNSW Scientia Education Academy. She has IT placement and review the tools that can be worked closely with her Faculty, student societies, used to administer and meet the compliancy student career and employment units, industry requirements for IT. and professional bodies to improve the IT process • Supporting Student • In this activity, participant and contributed to the development of tools and will review and share best practice for supporting guidelines for capturing, assessing and evaluating students in their search for IT placements, student professional development in IT. including the use of student as partners to create a system that develop the students’ job search Dr Sarah Grundy is currently the IT Coordinator at and employability skills. the UNSW School of Chemical Engineering. • Assessing Industrial Training • In this activity, A. Prof Jayashri Ravishankar is an Associate Professor participant will review and share best practice at UNSW School of Electrical Engineering and for capturing, assessing and evaluating student Telecommunications. She is interested in technology- professional development during their IT enabled teaching and implements various strategies placement. to improve students’ active learning. In 2016 and 2018, she received the Teaching Excellence Award in TARGET AUDIENCE Engineering and Vice Chancellor Award for Teaching Academics and professional staff involved in Work at UNSW. Integrated Learning and employability, specifically Industrial Training for engineering students, Industry Representative, Students
22 Australasian Association for Engineering Education T4 Self and Peer Assessment Workshop (18) 11:00 am – 12:30 pm Raising the quality of self-and peer evaluations using tools of the CATME system
OVERVIEW OF WORKSHOP TARGET AUDIENCE The goal of this 90 minute workshop is to introduce All instructors using or planning to use student participants toscientifically proven team formation teams in their courses will benefit. OUTCOMES and peer feedback tools to help them effectively Participants will gain insight on how to form more manage teams and help students learn/improve productive teams and how to use peer ratings to teamwork skills. Attendees will interact with the improve teamwork performance and learning in their CATME system in real-time. courses.
ACTIVITIES REFERENCES • INTRODUCTION [10 min] Introduce presenters [1] Ohland, M.W., Loughry, M.L., Woehr, D.J., and participants. Establish wireless connections. Finelli, C.J., Bullard, L.G., Felder, R.M., Layton, Introduce CATME SMARTER Teamwork System. R.A., Pomeranz, H.R., & Schmucker, D.G. (2012). Briefly discuss forming teams with CATME tools. The Comprehensive Assessment of Team Member Handouts. Effectiveness: Development of a Behaviorally • PEER EVALUATION [15 min]: Sharing problems Anchored Rating Scale for Self and Peer Evaluation. encountered in peer rating evaluations. Discuss Academy of Management Learning & Education, 11 how the system addresses issues raised by (4), 609-630. Winner of the 2013 Maryellen Weimer participants. Scholarly Work on Teaching and Learning Award. • DEMONSTRATE.CREATING A PEER RATING [2}Loignon, A. C., Woehr, D. J., Thomas, J. S., SURVEY [20 Min] Participants login as students Loughry, M. L., Ohland, M. W., & Ferguson, D. M. and complete the survey. Demonstrate using (2017). Facilitating Peer Evaluation in Team Contexts: CATME survey results for formative and The Impact of Frame-of-Reference Rater Training. summative assessment. Preview the student view Academy of Management Learning & Education, of the results. 16(4), 562-578 Winner of Best Paper in Innovative • RATER TRAINING [35 min]: What does it mean Teaching/Management Education, 2016, Southern to be a good rater? How do you become one? Management Association KEYWORDS Teamwork, Discuss how the system addresses issues raised by Peer Ratings, Rater Training. participants. Importance of the instructor’s role. PRESENTERS’ BACKGROUNDS Demonstrate the instructor’s CATME tools for training students. Participants login as students Ferguson and Ohland have decades of experience and complete one iteration of the rater training. teaching teamwork and Ferguson two decades Preview the student view of results. How can we experience managing professional consulting teams. use this information to improve student teaming Both have a decade working with the CATME system performance? Presentation focuses on issues in and are engaged in NSF funded research on teaching rating and rater training. teamwork to engineers. See https://info.catme.org/ research/publications-and-presentations/ • ASSESSMENT [10 min] Summary of how these tools fit in an overall strategy of managing student teams
30th Annual Conference Handbook 23 T4A Scenario-based Assessment Workshop (123) 1:45 pm – 3:15 pm Developing scenario-based assessments
Contextualised skills and behaviours are often ACTIVITIES assessed using self-report scales. While easily Participants will be introduced to the ECP and use administered to large numbers of respondents, self- the given rubric on socio-technical thinking and co- report scales have questionable validity in predicting design expertise to assess real-life responses to the actual behaviour. Conversely, simulation-based ECP. In small groups, they will discuss their ratings assessments or in-situ observations offer much to reach consensus. With the presenters, they will more authentic evaluations of actual behaviour but discuss how scenario-based assessments can be are substantially more time-consuming to conduct. used in teaching and research. Finally, the process Scenario-based assessment techniques can be a involved in developing a scenario-based assessment good compromise between these extremes. They and rubric will be discussed, with participants having can be administered to a much larger number of the opportunity to plan the creation of their own participants than simulation-based assessments, scenario-based assessments. with greater predictive validity than self-reports. Although they have been used in a variety of ways, TARGET AUDIENCE all scenario-based assessments have three common Educators looking for alternative assessment elements: a description of a realistic, open-ended approaches with their students, researchers situation, with some issue or problem to be resolved considering developing their own scenario-based (i.e. the scenario), some questions pertaining to assessments (or using established scenario-based that scenario, and a rubric, or scoring guide, for assessments) as a research tool, or teachers of design evaluating the responses. and/or humanitarian engineering.
OVERVIEW OF WORKSHOP OUTCOMES The goal of this workshop is to introduce participants Participants will be more familiar with the steps to the processes in developing and utilising scenario- involved in developing scenario-based assessments, based assessment. To do so, participants will be and how they can be used in research and teaching. introduced to the Energy Conversion Playground (ECP), a scenario-based assessment developed KEYWORDS to assess socio-technical thinking and co-design Scenario-based assessment, co-design, socio- expertise in the context of humanitarian engineering. technical thinking Participants will have the opportunity to work PRESENTERS’ BACKGROUNDS with the assessment and discuss how to develop their own scenario-based assessments for other The authors are scholars in engineering education. constructs. Together, they have published several conference and journal papers on the development of rubrics for scenario-based assessments in humanitarian engineering contexts. Presenter are Scott Daniel and Andrea Mazzurco.
24 Australasian Association for Engineering Education Wednesday Workshops
W1 AAEE Conference Workshop (161) 11:00 am – 12:30 pm Stop lecturing about active learning: integrating good teaching practices into AAEE conference sessions
Although the research favouring active learning TARGET AUDIENCE strategies over traditional instruction is compelling, Any researcher considering presenting at AAEE or many conference presentations nevertheless take a other conferences in the future. very didactic approach. Indeed, much of the research presented at AAEE Conferences describes different OUTCOMES modifications we have made to students’ traditional Participants will be more familiar with a greater learning experiences to make them more engaging repertoire of skills and strategies for making and effective. their conference presentations more engaging. Conversely, AAEE will develop a clearer Inspired by the session of the same name held at this understanding of delegates’ preferences regarding year’s American Society for Engineering Education presentation formats. (ASEE) Conference, in this workshop we will explore different strategies for implementing active learning KEYWORDS approaches in our conference presentations. Active learning, presentations, conferences, lecturing Additionally, we will workshop suggestions for alternative presentation formats for future AAEE PRESENTERS’ BACKGROUNDS conferences. All presenters are experienced engineering educators OVERVIEW OF WORKSHOP and researchers, and are currently serving on the AAEE Executive Committee. In this workshop, we will brainstorm, share, and discuss different techniques for making our AAEE presentations more engaging and audience-focused. These will then be compiled and subsequently shared with the AAEE community.
ACTIVITIES In both plenary and small-group discussions, participants will have opportunities to brainstorm, share, and build on different ideas for making conference presentations more interactive and engaging. Discussion will also focus on how different contextual issues can inform which strategies are most effective in different situations.
30th Annual Conference Handbook 25 W2 Engaging Prof Practice Workshop (190) 11:15 am – 12:30 pm Agents of Change for Equitable Engagement with Professional Practice
OVERVIEW OF WORKSHOP Action plan development for change to enhance This workshop draws from a National Centre for engagement with professional practice through Student Equity in Higher Education (NCSEHE) work integrated learning and associated WIL-like funded project and the final report “Access, quality experiences. and wellbeing in Engineering Work Integrated Learning placements: Implications for equity and TARGET AUDIENCE diversity”. The project employed a mixed methods Higher education staff and students, and industry approach including interviews with students about partners of higher education are the target audience. their experiences, supplemented by interviews No prior knowledge needed to participate in the with university staff. Findings were made about activities though some suggested pre reading will be Engineering Work Integrated Learning placement provided to assist participants with awareness of the practices and their impacts, challenges in accessing context of WIL and engagement with professional and providing quality placements, and how equity practice and industry engagement best-practice students face additional barriers to access and recommendations. wellbeing. Good practices were identified and recommendations made for students, industry OUTCOMES partners, EA and Higher Education (HE). The outcomes from the workshop will be an action plan to implement in their context as appropriate to Participants will engage in discussion with participants’ role. opportunities for reflection on their role as change agents for equity in WIL in their institution or KEYWORDS workplace. In light of recommendations and Work integrated learning, engagement, industry, best practice findings, participants will develop professional practice, diversity, equity, wellbeing personalised action plans for changes for more equitable engagement with professional practice PRESENTERS’ BACKGROUNDS providing quality experiences supportive of student Natalie Lloyd has led a range of education and equity wellbeing. research including leading the NCSEHE project. ACTIVITIES Sally A Male co-wrote the Best Practice Guidelines for Effective Industry Engagement in Australian Brainstorming the issues of access, quality and Engineering Degrees and has led major projects wellbeing in engineering workplace and work on engineering work integrated learning. Megan integrated learning, for example how to ensure Paull was the chief investigator on the OLT project equitable access for all students including those of Volunteering to Learn. Teena Clerke has participated diversity and equity status, how to engage industry in a range of educational, equity and health research provision of quality work integrated learning or projects. placement and internship-like experiences within curriculum, how to prepare students and workplaces for successful experiences that do not diminish student wellbeing. Check-list ‘audit’ discussion of practices, programs, policies, support mechanisms and curriculum design against the findings for good practice and recommendations.
26 Australasian Association for Engineering Education W3 Peer Review Workshop (140) 11:00 am – 12:30 pm Agents of Change for Equitable Engagement with Professional Practice
OVERVIEW OF WORKSHOP OUTCOMES The limitations of standardised student surveys, Participants will be more confident providing when used as instruments to assess the quality of feedback on a colleague’s classroom teaching, teaching, are well documented (e.g. Boring et al, by identifying suitable criteria to use. Participants 2016). We are very comfortable to assess the quality will gain insight into the variety of ways in which of research by peer review processes. Why are we teaching practices are viewed by others and have an far less likely to assess the quality of teaching by opportunity to calibrate their views against the views peer review? It is 10 years since the ALTC released of others. The workshop organisers will also benefit. a report about peer review of teaching (Crisp et We are conducting work at UNSW to improve peer al, 2009). Since then, there has been very little review of teaching processes and will benefit from discussion about what makes a good teacher into a the views expressed by participants. . good engineering teacher and how these qualities can be determined. What criteria should we be using REFERENCES to review teaching, beyond the generic? Further, Boring, A., et al. (2016). ” Student evaluations peer review is an important aspect of professional of teaching (mostly) do not measure teaching practice, and is therefore an important learning effectiveness.” ScienceOpen Research 2016 (doi: outcome for students. We should be modelling such 10.14293/S2199-1006.1.SOR-EDU.AETBZC.v1) behaviours as teachers. Crisp, G., et al. (2009). Peer Review of Teaching for Promotion Purposes: a project to develop and ACTIVITIES implement a pilot program of external peer review What inferences can be made by observing a of teaching in four Australian universities. Australian colleague’s teaching? Participants will brainstorm Learning and Teaching Council. aspects that peer reviewers may consider when evaluating the quality of teaching in an engineering KEYWORDS classroom. This will be followed by an activity in Peer review teaching; teaching evaluation which participants actually peer review a recorded segment from a teaching session and share their PRESENTERS’ BACKGROUNDS ratings and justifications. This activity will be Iain Skinner has been teaching engineering students supported by an online polling system that will at UNSW since 1992 where he is now Director of enable participants to calibrate their (de-identified) Governance in the Faculty of Engineering. He has ratings against the ratings of the group. been an active proponent of the systematic peer review of teaching for many years and is a Senior TARGET AUDIENCE Fellow of Higher Education Academy. Chinthaka All teaching academics and especially those who Balasooriya is the Director of Medical Education wish to help improve the overall quality of teaching Development at the School of Public Health & in their institutions. Community Medicine at UNSW. He has been deeply involved in medical education research and teaching for the last 20 years.
30th Annual Conference Handbook 27 W4 Wearable Tech Workshop (111) 11:00 am – 12:30 pm Enhancing the 21st century educational landscape with wearables
OVERVIEW OF WORKSHOP ACTIVITIES The new era of learning has progressively extended Brainstorm the various wearable technologies from e-learning to Mobile learning (m-learning) out there in the current market and its potential allowing for a vibrant online learning experience. application in the education context. Create Wearable computing is the latest trend in the sea of a concept design of a wearable for future of technological marvel out there today. education. Introduction: Brief 5-10 mins overview of some wearable technologies available in the market Wearable technologies typically incorporate a and possible use in the education sector. Include variety of sensors, e.g.: mechanical information for examples of current use or tested scenarios in the measuring position, acceleration, displacement or education space. Show examples from my own biological information for measuring heart rate, practice and research. Explain the need and use for temperature, respiration rate etc. Other special wearable technology in education sector. features such as voice activated interfaces or visual interfaces also aid for additional assistive services. Breakout: Group audience in teams of 5 (from a These features lend themselves as an ideal candidate diverse background if possible). for research & development into means for a more • Provide overview of the activity. Set objectives dynamic and rich education experience. and goals. List tangible outcomes. Example: Virtual reality, such as Oculus Rift, has • Present a slide with various pictures of current noticeable impacts in education. It allows learners wearable technology to experience learning differently and without the • Provide overview of the activity. (Use design risk involved. It provides live scenarios for students thinking to approach and solve) and takes them to places that are either difficult, • Framing of the problem. (10 mins) or sometimes impossible, to access in real-life, e.g. space studies, archeology courses, medical • Discuss some limitations (technological and education, chemical/mining engineering and aviation pedagogical) and target outcomes. training. The utilization of virtual reality wearables • Discuss barrier to learning opportunities (e.g.: in education enables hands-on, engaged and accessibility issues) interactive participation of students in their learning • Brainstorm (25 mins) – What is, what if, what process compared to the passive way of reading/ wows, what works watching lessons in a traditional classroom. • Participants to split the butcher paper in 4 Exploring and creating a design idea for an ideal quadrant with the above headings wearable concept can provide a means to solving • Present vs Future. (10 mins) some of the challenges in a creative fashion by the • What is? – the present people who are at the forefront of the application, • What if? – envision the future the teachers, the instructors, the lecturers. • Innovate (10 mins) • What wows? – focus on a solution • What works? – test hypothesis • Sketching the design concept (20 mins) – mind map, sketching on paper • Wrap up (15 mins) – share with the audience the different design solutions
28 Australasian Association for Engineering Education Set objectives and goals. REFERENCES • At least one concept design from each group Bower, M., & Sturman, D. (2015). What are the with reasonable detail educational affordances of wearable technologies? Computer & Education. • A list of generated ideas and a summary of the session Cook, C., & Sonnenberg, C. (2014). Technology • A doc of draft product principles with list of any And Online Education: Models For Change. limitations/negative Contemporary Issues In Education Research.
Resources required for presenter: KEYWORDS • Projector Education, wearables, engineering • Laptop/computer with USB access PRESENTERS’ BACKGROUNDS • Handheld wireless mic (if the venue is large) Indu is an Electrical and Electronics Engineer • Laser pointer with over 15 years of experience in engineering, Resources required per table: education and leadership. She is currently the Deputy Dean at Engineering Institute of Technology and is • 3 pieces of butcher paper/flipchart pad also a Phd student at USQ conducting research in • Pack of 6 coloured markers the space of wearables as an assistive technology in education. Throughout her career, Indu has TARGET AUDIENCE been dedicated in designing and developing This session welcomes staffs from school, TAFE effective education and training programs through College or higher education who works with comprehensive curriculum development and digital technologies as part of their delivery either e-learning. She was awarded the North Metropolitan standalone, blended or complementary approach. Trainer of the year in 2017 for her innovative It will also suit anyone who is working with diverse teaching strategies in engineering education. cohort of students onshore, offshore, on the job or students with special needs.
OUTCOMES • Innovation in education technologies using creative problem solving and design thinking Pedagogy driven digital education • Inclusive education – reducing barriers to learning opportunities
30th Annual Conference Handbook 29 Wednesday Workshop 1:30 pm – 3:00 pm
W4A Research in Automotive Safety Workshop 1:30 pm – 3:00 pm
SCOPE AND AIMS ACTIVITIES Safe System for Universities (SS4U) is a project The workshop will be split into three components: funded by the Victorian Traffic Accident Commission • Introductory presentation and demonstration of and being developed through the University of the Safe System for Universities learning material Adelaide and the Safe System Road Infrastructure (approx. 30 mins) Program, Regional Roads Victoria. SS4U is a • A short group activity requiring workshop curriculum aimed at developing Safe System participants to apply information from the knowledge, recognised as best-practice in road demonstration and their engineering knowledge safety throughout Australia and New Zealand, to a safety task, then report back to other within engineering education. This is being achieved participants (approx. 30 mins) through the development of “plug and play”, self- learning-oriented education material, with emphasis • Group discussion (feedback) and optional short on the principles, ethics, practice and pragmatics of written survey (Approx. 30 mins). both general engineering safety and the specialist FORMAT field of road safety. The workshop is developed for approximately 30 A workshop is being held for a number of attendees, for a duration of 90 minutes. Tables conference participants to inform and engage them and chairs for 30 people are required, set up as to with the Safe System for Universities project. The allow 5-6 people at each table. The group activity is objectives of the workshop are: undertaken in groups of 5-6 people. AV equipment • To inform workshop participants about, and the (for MS PowerPoint presentations) is required for the need for, the Safe System for Universities project introduction/demonstration. • To engage workshop participants in a fun CONTACT and insightful activity that will demonstrate the education style of SS4U and highlight the Chris Stokes, University of Adelaide; learning benefits of the project Email [email protected] Phone +61 8 8313 3773 • To seek feedback from workshop participants regarding current levels of engineering safety education in Australian and New Zealand universities, gaps within current education, whether SS4U represents a viable education conduit and improvements that can be made to the project.
30 Australasian Association for Engineering Education 30th Annual Conference Handbook 31 Parallel Papers
Presentation format | A 7 min pitch for each presenter followed by panel Q&A after the presentations. Each paper session are broken up into 3-4 presentations and follow by Q&A. If you have a session of 6 papers, then starts off with 3 papers approximately for 21 min follow by 20 min Q&A, and then 3 remaining papers approximately 21 min follow by 20 min Q&A. If you have 8 papers in a session, then it will be divided into 2 slots of 4 papers but with only 15 min Q&A.
Monday Papers 1:45 pm – 3:15 pm
Paper M1A Student Motivation and Engagement Chair: Alex Kist
8 Stuart Palmer and Wayne Hall Using qualitative student evaluation data to illuminate quantitative scale item ratings: seeing beyond the numbers 70 Yusuf Khan Outcome of WITT model for EE2E programme for Secondary School to Engineering pathways 84 Kim Blackmore, Chris Browne Project-Based Application Streams to Support Student Motivations and Jeremy Smith and External Engagement 85 David Lowe and Anthony Kadi Diversity in student initial reactions to a Professional Engagement Program
97 David Thorpe and Ian Craig Challenging Students in Teaching Sustainable Engineering – Innovations in the Technology, Sustainability and Society Course at USQ 98 Sarah Lyden and Alan Increasing student satisfaction with teamwork in project-based Henderson engineering units 99 Sarla Kumari, Mohammad Al- Motivation and Engagement: Māori and Pasifika learners Rawi, Jai Khanna and Maryam Moridnejad 107 Sam Cheah, Mona Bahri, Why do students choose engineering: Intrinsic or Extrinsic Motivation? Elena Sitnikova, Kate Wilson and Kate Wilson
32 Australasian Association for Engineering Education Paper M2A Assessment, Curriculum and Program Design Chair: Jo Devine
13 Stuart Palmer and Siva Using text analytics in benchmarking an engineering management Krishnan major in a master of engineering course 24 Nathan Dunbar and Avinda Integrating Experiential Engineering and English Tasks in a Second Weerakoon Language Medium Programme 31 Timothy Anderson and Identifying common problems in the determination of the Smitesh Bakrania thermodynamic properties of pure substances by Mechanical Engineering undergraduate students 36 Pavel Livotov, Mas’udah, Arun Education in systematic eco-innovation in environmental and process Prasad Chandra Sekaran, engineering Richard Law and David Reay
46 Andreas Helwig, Shane Engineering Students e-Portfolio: Review, Reflect, Note, Act and Test Simmons and Steven Goh 58 Mohammad Al-Rawi, Assessing Group Project for Fluids Power and Advanced Fluid Annette Lazonby, Jai Khanna, Mechanics Paper Sarla Kumari and Maryam Moridnejad 83 Jeremy Smith, Ellen Lynch, Building an Australian Humanitarian Engineering Community of Robert Care, Neil Greet and Practice Rob Mitchell
Paper M3A Learning Experiences and Student Success Chair: David Thorpe
33 Adrian McCallum and Helen Empowering self-reflection to stimulate optimum outcomes in first Fairweather year engineering 38 Sarah Dart Developing Predictive Models of Student Success in Undergraduate Engineering Mathematics Courses 47 Maree Lake, Kylie Rice and Factors Influencing Student Success in Engineering Mathematics Neal Lake 61 Robert Ross Gamification of Engineering Exam Revision using Escape Rooms
68 Iouri Belski, Anne TRIZ Heuristics Improve Creative Problem Solving Self-efficacy of Skiadopoulos and Chi Tin Engineering Students Stephen Yang 82 Lokesh Padhye Educational videos, based on the student response system (SRS), as a feedback tool to enhance the learning of core concepts 92 Sooraj Sekhar, Petr Matous, How do students handle atypical subject choices? David Lowe and Tim Wilkinson
30th Annual Conference Handbook 33 Monday Papers 3:45 pm – 5:15 pm
Paper M1B Student Motivation and Engagement Chair: Alex Kist
135 Charlotte Watts and Charles Supporting Student Engagement in Foundational Engineering Courses Hoke Via the Development of a Laboratory Program 137 Kamel Hooman Online evaluation of an engineering course with built-in focus group 139 Felicity Coffey Can MicroMasters MOOCs accomplish their intended marketing role? Review of the first year and a half of the UQx Sustainable Energy MicroMasters series through edX 159 Kathryn Youngblood, Nicola How mental models mental impact students’ engagement with Sochacka, Joachim Walther empathic communication exercises and Shari Miller
172 Nicholas Emerson, Zia Blended learning in Engineering Design: Using YouTube analytics to Javanbakht and Geoff Tansley track student engagement with online content 174 Antonette Mendoza, Shanton The Writing Circle: A peer-based collaborative approach to improving Chang, Kristine Elliott and engineering students scholarly writing skills Anne Venables 177 Carlo Gabriel Motivation, Self-Efficacy and Anxiety in Learning Engineering Fundamentals among Year 1 Students at Southern Institute of Technology 183 Benjamin Taylor, Claire-Marie Appointing Peer STEM Ambassadors in Regional High Schools McLean and Billy Weston
Paper M2B Assessment, Curriculum and Program Design Chair: Jo Devine
90 Roger Hadgraft, Beata Francis, Renewing Mechanical and Mechatronics programs using Studios Terry Brown, Robert Fitch and Ben Halkon 96 David V. Thiel and Hugo G. Engineering Ethics Courses Reimagined Espinosa 117 Hugh Wilson and Malcolm Use of microcredentials to provide an alternative learning pathway for Hay an engineering diploma program.
147 Raj Sharma Impact of Assessment Criteria on Students participation on Online Quizzes 169 Andrew Valentine Intellectual Property Education in Australian engineering degree programs: how do we rate? 193 Xiaoye Liu, Zhenyu Zhang and Teaching Terrestrial Laser Scanning for Spatial Data Collection Marita Basson and Applications - Experiential Learning as a Tool to Enhance the Development of Higher Level Graduate Capabilities
34 Australasian Association for Engineering Education Paper M3B Learning Experiences and Student Success Chair: David Thorpe
108 Tim Wilkinson and Peter Cafe Student at risk perceptions of academic weakness 110 Nigel Robertson and Lynne Learning Engineering: experiences and opinions of learning to Parmenter become an engineer 127 Sanam Aghdamy, Jeung- Impact of Lecture Recording in Undergraduate Engineering Classes: Hwan Doh, Hong Guan and Students’ Perception and Academic Attainment David Thambiratnam 134 Nicholas Tse, Serene Lin- Agile Learning in Product Development Stephens and Shaokoon Cheng
164 Kacey Beddoes First Year Practicing Civil Engineers’ Challenges 184 Samuel Cunningham-Nelson, A Review of Chatbots in Education: Practical Steps Forward Wageeh Boles, Luke Trouton and Emily Margerison 185 Ramadas Narayanan, Prasad Enhancing student learning experience in Engineering Dynamics Gudimetla, Sherre Roy and course with the use of a simulation tool Aruna Jayasuriya 189 Jolanta Szymakowski Like-ability peer interactions and grouping in an engineering classroom
Tuesday Papers 1:45 pm – 3:15 pm
Paper T1A Visualisation and Automation in Teaching Chair: Alex Kist
5 Irina Boiarkina and Bradley Automation of Practice Problem Generation for Reactor Engineering Horton 53 Jonathon Skotny, Andrew Conceptual Learning and Immersive Properties in Head-Mounted- Valentine, Ghulam Mubashar Display Virtual Reality Simulations Hassan and Sally Male 59 Joshua Burridge, David Lowe, Defeating Hawthorne in tech-enabled education: Passive observation Keith Willey and Judy Kay of student behaviour with a remote laboratory
100 Ayodele Olofinjana, Theresa Immersive Visualisation – seeing the engineering problem in surround Ashford, Damon Kent and vision. Helen Fairweather 115 Jayashri Ravishankar, Danny Innovative 3D Virtual Electrical Safety Case Studies for Immersive Tan and William Armour Engagement 162 Jiajun Huang, Shuo Yang and A Visual Content-Based Approach for Automatic Evaluation of Chang Xu Student Assignment Reports
30th Annual Conference Handbook 35 Paper T2A Innovation in Teaching Practices Chair: Jo Devine
9 Nirmal Mandal, Mohammad Team teaching approaches: how to manage student learning in multi- Rasul and Kalam Azad campus settings 20 Jay Somasundaram and Re-engineering Education: Deconstructing the barriers to disruptive Mohammad Rasul innovation 44 Elliot Varoy, Gerard Rowe and Improving Understanding of Electrical Concepts Using Visualisation, Nasser Giacaman Collaboration and Experiential Learning 65 Edoghogho Ogbeifun and Including hands-on experience in the teaching of research methods to Jan-Harm Pretorius graduate students
77 Rex di Bona and Nicholas Tse Lunch Box Labs – Utilising Small and Portable Practicals 81 Ken Louie, Paul Ewart and Jai A double-edged sword: Use of computer algebra systems in first-year Khanna Engineering Mathematics and Mechanics courses 86 Kamrun Nahar and Rezaul Effectiveness of Flipped Classroom Model in Distance Learning Chowdhury
Paper T3A Authentic and Work Integrated Learning Chair: David Thorpe
11 Nirmal Mandal and Frank Authentic assessment in work integrated learning promotes student Edwards work readiness in industrial settings 43 Sally Male, Lesley Jolly, Esther Theory in the Service of Practice: WIL and the curriculum Matemba and Andrew Valentine 51 Savindi Caldera, Cheryl Desha, “Biggs + ACAD =?” Evaluating an international authentic learning Hiromichi Fukui and Shinya pilot in education for sustainable development Yasumoto
52 Yan Kuang Enhancing graduate employability: An authentic work-integrated learning approach 76 May Lim, Buddhi Ranasinghe Industrial Training for 4000 Engineering Students: How Hard Can It and Michele Hannon Be?
36 Australasian Association for Engineering Education Tuesday Papers 3:45 pm – 5:15 pm
Paper T1B Visualisation and Automation in Teaching Chair: Alex Kist
129 Sanam Aghdamy, Cheryl From Concept to Reality: Sharing Insights and Pathways for Enabling J. Desha, Dominic Ong, Experiential Learning in Real-time Sensing Shanmuganathan Gunalan, Hong Guan, Andy Nguyen and David Rowlands 167 Sulakshana Lal, Anthony A study of the relative importance of student interactions for the Lucey, Euan Lindsay, David attainment of laboratory-learning outcomes Treagust, Mauro Mocerino and Marjan Zadnik 173 Paul Corcoran, Deb Moulton, Program Roadmap – a visual, interactive and self-regulating digital Liz Smith and Diana Quinn representation of the student learning journey
179 Ali Hadigheh, John Vulic, Preliminary Evaluation of Immersive and Collaborative Virtual Labs in a Joshua Michael Burridge, Tom Structural Engineering Unit of Study Goldfinch, Jacqueline Thomas and Aaron Opdyke 180 Elsayed Abdelaal, Sithara Artificial Intelligence Is a Tool for Cheating Academic Integrity Gamage and Julie Mills 181 Benjamin Winger, Tony Vo, Scoping E-Assessment Tools for Engineering Veronica Halupka and Scott Wordley
Paper T2B Innovation in Teaching Practices Chair: Jo Devine
67 Rosemary Chang, Scott “Teaching people design-talk”: Critically reflective conversations on Daniel, Claire Dixon, Mark cultivating learner empathy in humanitarian engineering Newbound, Melissa Toifl and Scott Rayburg 182 Rosemary Chang, Scott Emergent themes in critically reflective conversations on Daniel, Claire Dixon, Mark (humanitarian) engineering teaching practice Newbound, Melissa Toifl and Scott Rayburg 152 David Walker Surface Mining Techniques: A day at the beach.
163 Tiju Mathew Thomas A Flexible Approach towards Delivering Qualifications to address the Skills Shortage Gap in the Industry 168 Etsuo Morishita and Toshiki Experimental and Theoretical Aerodynamics of a Sphere in Homma Engineering Education 192 Ruby Michael A relationship-based approach for improving a course co-taught with industry lecturers
30th Annual Conference Handbook 37 Paper T3B Authentic and Work Integrated Learning Chair: David Thorpe
112 Marie-Laure Pype, Brian Role-play learning tool to enhance student’s view of industry Hester, Duncan Middleton and operation complexity Gilda Carvalho 121 Alexandra Nero, Timothy J Capturing the student learnings from the Solar Decathlon Middle East McCarthy, Emily Ryan and 2018 Clayton McDowell 149 Chris Whittington and Transformative Change in Engineering Education Timothy Anderson
186 Helen Fairweather, Carolyn GovHack: An engineering assignment Jacobs, Afnan Bashir and Mark Paddenburg 187 Rezwanul Haque, Selvan Simulation games- An approach to teaching world class lean Pather, Robi Islam and manufacturing techniques Ayodele Olofinjana
Paper T4B Understanding the Student and Teams Chair: Melanie Fleming
41 Behzad Beigpourian and Documenting Engineering Students’ Counterproductive Teamwork Matthew Ohland Behaviors through Peer Evaluation 48 Andrew Valentine and Iouri Exploring differences in perceived problem-solving and creativity skills Belski between novice and experienced engineering students 71 Subroto Ghosh and Rupa Meeting Behavioural Challenges through Instructional and Assessment Ghosh Methods in a Vocational Institute: A Comparative Study of Theory and Practice 72 Shahnaz Mansouri, Meng Wai A quantitative method to evaluate student workload Woo, Jonathan Li and Julia Lamborn
93 Gavin Buskes Assessing students’ perception of self as a learner 160 William Schell, Bryce Hughes, How do students view leadership identity in engineering? Brett Tallman, Monika B. Kwapisz, Tessa A Sybesma and Shannon N. Ranch 166 Kacey Beddoes and Todd E. Interdisciplinary Teamwork Challenges in a Design Competition Team Nicewonger
38 Australasian Association for Engineering Education Wednesday Papers 1:30 pm – 3:00 pm
Paper W1 Industry and Engineers of the Future Chair: David Thorpe
22 Emiliya Suprun, Nikola Perisic, Preparing Next Generation Civil Engineering Graduates: Identifying Rodney Stewart and Sherif and Combating the Digital Skills Gap Mostafa 23 Mabatho Gaula, Jan-Harm Harvesting mining engineering graduates’ potential for value added to Pretorius and Antoine the organisation Mulaba-Bafubiandi 34 Caroline Crosthwaite, Peter Preparing the next generation of engineers: what will an engineering Lee, Robin King, Doug graduate of 2035 look like? Hargreaves, Bernadette Foley, Tom Goldfinch, Julia Lamborn, Mark Symes and John Wilson 91 Swapneel Thite and Jayashri Role of effective team activities in engineering courses that satisfy Ravishankar requirements of Industrial workforce in Australia
114 Ashlee Pearson, Margaret Learning Outcome Trends in Australian Undergraduate Engineering Jollands and Colin Kestell Education 156 Mohan Yellishetty, Roger Hu Role of Industry in Shaping Mining Curriculum in Tertiary Education: A and Arun Patil Case Study 170 Syed Wahid, John Pumwa and Challenges of Engineering Education-Impact of Globalisation Nosare Maika
Paper W2 Problem-Based Learning and Capstone Projects Chair: Jo Devine
2 Brad Stappenbelt, Abheek Engineering Undergraduate Dissertation Supervision: a thesis for Basu, Senevi Kiridena and change David Hastie 6 Huaizhong Li and Simon Engaging engineering students through project-based learning and Howell industrial site visits in a mechanical design course 17 Megan Boston, Mark Tokomaru Bay Wharf and Heritage Buildings Restoration Design: Dyer, Rachel Dyer, Federica Innovating a Holistic Final Year Civil Design Project Geremicca and Ali Shokri 25 Ellen Lynch, Jeremy Smith, A chemist, engineer and environmental scientist walk into a Kim Blackmore, Sara Beavis classroom… Outcomes from an interdisciplinary project-based course and Larissa Schneider
30th Annual Conference Handbook 39 26 Nicholas Tse and Rex Di Bona Large Scale Vertically Integrated PBL 28 Mohammad Rasul and Nirmal Performance of students’ choice team vs teacher/facilitator’s created Mandal team in project-based learning (PBL) units 79 Hong Guan, Shanmuganathan Project Enhanced Learning in Fundamental Mechanics and Structures Gunalan, Benoit P Gilbert, Courses Hassan Karampour, Jeung- Hwan Doh and Julie Crough 153 Kourosh Dini, Elizabeth Levin Designing Assignments and Rubrics for Multidisciplinary Capstone and Aaron Blicblau Projects for Engineering Students as Part of Integration of Curriculum and Programs
Paper W3 Teaching the Teacher to Teach Chair: Alex Kist
35 Anlia Pretorius, Jan-Harm Supervisors’ approach and other factors contributing to the successful Pretorius and Leon Pretorius completion of doctoral studies 60 Jai Khanna, Mohammad Al- Incorporating Effective Teaching Pedagogies to Improve Learning and Rawi, Maryam Moridenjad Teaching Approaches Globally and Sarla Kumari 63 Melissa Marinelli, Sally Male, Development of Educators’ Resources for Creating Inclusive Teamwork Lee-Von Kim and Zoe Sydney in Engineering and Computing
144 Nicola Sochacka, Joachim Cultivating a culture of scholarly teaching and learning: An Walther, John Morelock, ecosystems approach to institutional change in engineering education Nathaniel Hunsu and Peter Carnell 178 Ariana Henderson, Steve Teaching the teachers to communicate Campitelli and Brice Shen 188 Alison-Jane Hunter, Dorothy Leadership Paradigms in Engineering Education Missingham, Kieran Bennett and Gianni Severino
40 Australasian Association for Engineering Education Conference Committees
The conference was supported by two committees; the Steering Committee, and the Technical and Editorial Committee. The steering committee shares extensive experience in the engineering education field and organisation of engineering education conferences.
Steering Committee The Steering Committee outlined below includes USQ academic Staff, and leaders of the AAEE and IEEE community: • Dr Steven Goh – University of Southern Queensland, Senior Lecturer and Program Coordinator (Mechanical and Mechatronic Engineering), School Coordinator (Students), School of Mechanical and Electrical Engineering; Secretary of AAEE; National Councillor (2015) and Congress member of Engineers Australia (Conference Chair) • Professor Scott Smith – Southern Cross University, Dean of Engineering; Australian Council of Engineering Deans Executive member; AAEE2016 Conference Chair • Professor Charles Lemckert – Canberra University; AAEE2013 Conference Chair • Professor Les Dawes – QUT Science and Engineering Faculty; Editor of AJEE • Dr Sasha Nikolic – University of Wollongong; Chair, IEEE NSW Section (2018); Chair, IEEE Education Society NSW; TALE2018 Conference Chair
Technical and editorial committee The technical and editorial committee is composed of: • Dr Steven Goh – University of Southern Queensland (Conference Chair) • AProf David Thorpe - University of Southern Queensland, (Engineering/Technology Management), School Coordinator (Students) and Coordinator Springfield Campus, School of Civil Engineering and Surveying • AProf Alexander Kist - University of Southern Queensland, School of Mechanical and Electrical Engineering; 2014 Australian Council of Engineering Deans National Award for Engineering Education Excellence • Dr Jo Devine – University of Southern Queensland, Senior Lecturer (Construction Engineering and Management), School of Civil Engineering and Surveying; AAEE Executive Committee member • Dr Rezaul Chowdhury - University of Southern Queensland, Senior Lecturer (Water Engineering), School of Civil Engineering and Surveying • Dr Xiaoye Liu - University of Southern Queensland, Senior Lecturer (Surveying and Spatial Science), Program Coordinator for ADSS • AProf Sally Male, Editor (or delegated associate editor) of Australasian Journal of Engineering Education
30th Annual Conference Handbook 41 AAEE 2019 Reviewers (AKA. Superheroes)
Mohammad Al-Rawi Roger Hadgraft David Rowlands Timothy Anderson Ali Hadigheh William Schell William Armour Veronica Halupka Raj Sharma Peta Ashworth Doug Hargreaves Iain Skinner Iouri Belski Alan Henderson Jeremy Smith Kim Blackmore Arian Henderson Nicki Sochacka Aaron Blicblau Charles Hoke Emiliya Suprun Gavin Buskes Simon Howell Mark Symes Gilda Carvalho Alison-Jane Hunter Benjamin Taylor Rosemary Chang Colin Kestell David Thiel Shaokoon Cheng Yusuf Khan Tiju Mathew Thomas Hong-Gunn Chew Alexander Kist David Thorpe Rezaul Chowdhury Julia Lambourn Andrew Valentine Caroline Crosthwaite Justine Lawson Jakobus van-Zyl Scott Daniel Miao Li Tony Vo Sarah Dart Euan Lindsay Chris Whittington Les Dawes Xiaoye Liu Chamith Wijenayake Cheryl Desha Sally Male Tim Wilkinson Jo Devine Nirmal Mandal Keith Willey Ray Eaton Andrea Mazzurco Kate Wilson Hugo Espinosa Adrian McCallum Scott Wordley Helen Fairweather Tim McCarthy Chang Xu Melanie Fleming Dorothy Missingham Mohan Yellishetty Carlo Gabriel Brian Ng Anne Gardner Sasha Nikolic Mabatho Gaula Ayodele Olofinjana Subroto Ghosh Stuart Palmer Steven Goh Ashlee Pearson Tom Goldfinch Carl Reidsema Hong Guan Robert Ross Andrew Guzzomi Gerard Rowe
42 Australasian Association for Engineering Education General Information
Registration desk and info desk The registration desk will NOT be attended for all hours during the conference. It will be open for 1 hour at various stages of the conference day; in the morning before the start of the day, morning tea, lunch, and afternoon tea. If you need assistance at other times during the conference, please contact one of the conference volunteers, committee members, and/or the conference chair. If there is any emergency, please dial 000 for assistance to reach the police, ambulance or fire services.
Special dietary requirements If there are any special dietary requirements such as food allergies and intolerance, lifestyle and/or religious reasons that have not been disclosed at registration stage, please make known to the registration desk or the conference volunteers immediately. The venue catering staff will make every effort to cater for last minute requests, but there is no guarantee that it will be fulfilled upon request.
Free WIFI BCEC has a free complimentary wifi service for browsing the internet, checking emails, or posting on social media. If you are wondering around Brisbane CBD, Brisbane City Council now offers free wireless internet (wi- fi) access is available in parks and public spaces across Brisbane. Locations include the Queen Street and Valley Malls, Reddacliff Place, Victoria Bridge, South Bank and Roma Street Parklands, Mt Coot-tha Summit Lookout, Brisbane Libraries and on CityCats. Wifi hotspots can be viewed on https://www.brisbane.qld.gov.au/things-to- see-and-do/experiences-and-culture/free-wi-fi-in-brisbane
Name badges Please wear your conference badge at all time during the conference including the welcome reception and conference dinner. This is the primary source of identification for conference attendees.
30th Annual Conference Handbook 43 Welcome receptions Smart Casual Although every possible precaution has been taken to ensure that these menu items are allergen free, certain items may still contain traces of allergic ingredients as they are prepared in facilities that also process milk products, egg products, gluten containing products, fish, crustacean, soybean, lupin, sesame seeds and nut products. V VEGETARIAN VEGAN VEGAN GF GLUTEN FREE DF DAIRY FREE NF NUT FREE * Signature ingredients sourced within QUEENSLAND Sunday’s Welcome Reception is hosted at the Plaza Foyer between 6:30pm to 8:30pm. Attendees will be treated to 2 hr of Queensland Beverage Package; includes Sirromet Vineyard Selection Sauvignon Blanc (White) and Witches Falls Syrah (Red). There will be Canape Stations located at the Plaza foyer to provide attendees a sample of what Queensland foodies have to offer - Asian, Queensland, Fish and Chip, Souvlaki, Spanish.
Monday to Wednesday Catering Smart Casual Although every possible precaution has been taken to ensure that these menu items are allergen free, certain items may still contain traces of allergic ingredients as they are prepared in facilities that also process milk products, egg products, gluten containing products, fish, crustacean, soybean, lupin, sesame seeds and nut products.
44 Australasian Association for Engineering Education MONDAY DAY CATERING
COFFEE ON ARRIVAL Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
MORNING TEA • Plain and fruit scones, jam and cream V • Mini Thai green curry chicken pie • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
LUNCH SANDWICHES, WRAPS AND ROLLS • Sandwich: Pastrami, sauerkraut, pickles, Swiss cheese, spicy tomato, mayonnaise Wrap: Chicken korma, red onion, lettuce, cucumber, eggplant, spicy mayonnaise • *Roll: Guacamole, tomato, mozzarella, roasted capsicum, pesto, mesclun V
SALADS • Roasted red vegetable salad, Thai herbs and spices, crushed cashews, tamari, ginger dressing VEGAN, GF, DF • Paneer, chickpea, green bean, red onion, asparagus and tomato salad with Indian spiced dressing V, GF • Salad of new potatoes, snipped herbs, capers, gherkins, lentil mayonnaise V, GF, DF
HOT ITEMS • Indian butter chicken, basmati rice, cucumber yoghurt GF • *Moroccan spiced vegetable tagine with fruity cous cous V, DF
DESSERT • Strawberry and cream verrine V, GF • *Sliced seasonal and tropical fruit VEGAN, GF, DF, NF • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
AFTERNOON TEA • *Lemon myrtle tea cake V • Spinach and ricotta muffin V • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
V VEGETARIAN | VEGAN VEGAN | GF GLUTEN FREE | DF DAIRY FREE | NF NUT FREE * Signature ingredients sourced within QUEENSLAND
30th Annual Conference Handbook 45 TUESDAY DAY CATERING
COFFEE ON ARRIVAL Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
MORNING TEA • Mini muffin selection: double chocolate, lemon and poppyseed, carrot and walnut • Mushroom and corn quiche V • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
LUNCH SANDWICHES, WRAPS AND ROLLS • *Sandwich: Roast chicken, avocado, corn and kidney bean, cheese, chipotle mayonnaise • *Wrap: Marinated tofu, grilled zucchini, avocado, carrot, rocket, pesto V • Roll: Smoked salmon, cucumber, rocket, onion, caper mayonnaise DF
SALADS • Harissa lamb, penne pasta, roasted Mediterranean vegetables, fetta, herb dressing • Smoked salmon salad, cocktail potato, green beans, kale, tomato, roasted seeds, lemon mustard dressing GF, DF • *Sweet potato salad, fermented cabbage, currants, pepitas, pumpkin, wild rice V, GF, DF
HOT ITEMS • *Aromatic Thai green curried chicken, jasmine rice, fragrant herbs GF, DF • Ricotta and spinach tortellini, creamed mushrooms V
DESSERT • Ice cream break - Selection of Mini Magnums • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
AFTERNOON TEA • •Peanut butter cheesecake brownie V, GF • Leek and goat’s cheese tartlets V, GF • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
V VEGETARIAN | VEGAN VEGAN | GF GLUTEN FREE | DF DAIRY FREE | NF NUT FREE * Signature ingredients sourced within QUEENSLAND
46 Australasian Association for Engineering Education WEDNESDAY DAY CATERING
COFFEE ON ARRIVAL Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
MORNING TEA • Coffee and chocolate sour cream cake V, GF • Ham and gruyère brioche toasties • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
LUNCH SANDWICHES, WRAPS AND ROLLS • *Sandwich: Charred and marinated vegetables, goat’s cheese, tapenade, pesto and rocket V • *Wrap: Seared beef, Asian slaw, mesclun, crispy shallots, Nam Jim dressing DF • Roll: Roast turkey, Swiss cheese, corn slaw, shredded lettuce, aioli
SALADS • *Chicken and eggplant salad, Lebanese cous cous, capsicum, red onion, olives, sumac, sweet lemon dressing DF • *Thai salad of daikon, grilled pineapple, cucumber, capsicum, snow pea tendrils, basil, mint and coriander VEGAN, GF, DF • Smoked salmon salad, avocado, celeriac, dried cranberry, seeded mustard, frizee lettuce GF, DF
HOT ITEMS • *Prawns, crab, mussels, tomato, chorizo and saffron rice, with Spanish flavours GF, DF • *Thai green vegetable curry, jasmine rice VEGAN, GF, DF
DESSERT • French pastries V • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
AFTERNOON TEA • *Chicken, pistachio sausage roll • *Sliced seasonal and tropical fruit VEGAN, GF, DF, NF • Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas served from stations
V VEGETARIAN | VEGAN VEGAN | GF GLUTEN FREE | DF DAIRY FREE | NF NUT FREE * Signature ingredients sourced within QUEENSLAND
30th Annual Conference Handbook 47 Conference Dinner Smart Casual Although every possible precaution has been taken to ensure that these menu items are allergen free, certain items may still contain traces of allergic ingredients as they are prepared in facilities that also process milk products, egg products, gluten containing products, fish, crustacean, soybean, lupin, sesame seeds and nut products. Tuesday’s Conference Dinner is hosted at the Boulevard North Terrace Room starting with drinks at 6:30pm for a 7:00pm start till 11:00pm. Attendees will be treated to 4 hr Queensland Beverage Package; including Witches Falls Sauvignon Blanc (White) and Sirromet Vineyard Selection Cabernet Sauvignon (Red).
MENU
ENTRÉE ALTERNATE SERVICE • *Entrée - Queensland hors d’oeuvres plate: Fraser Island crab and avocado, Noosa prawn and corn salsa, Moreton Bay bug and wasabi dressing GF, NF • *Entree - Coconut chicken, kimchi, grilled pear, citrus caramel sauce, rice noodles GF, DF
MAIN ALTERNATE SERVICE • *Main - Roast pork belly, turmeric rice, pineapple and green paw paw salad, palm sugar tamarind dressing GF, DF • *Main - Crispy skin barramundi, roasted fennel, braised tomato and white beans, wattle seed, kale, lemon dressing GF, DF, NF
DESSERT ALTERNATE SERVICE • Dessert - Pumpkin ice cream, pecan coral sponge, marinated pineapple, chocolate and pecan soil, maple cinnamon yoghurt V, GF • *Dessert - Textures of Stanthorpe apple: apple and pistachio cake, apple foam, apple purée, apple sorbet, pistachio crumble V, GF TEA AND COFFEE Locally roasted, freshly ground Arabica coffee and a selection of Rainforest Alliance Certified™ teas
V VEGETARIAN | VEGAN VEGAN | GF GLUTEN FREE | DF DAIRY FREE | NF NUT FREE * Signature ingredients sourced within QUEENSLAND
48 Australasian Association for Engineering Education QUEENSLAND BEVERAGE PACKAGE
SPARKLING AND WINES • Sirromet Vineyard Selection Sparkling Chardonnay Pinot Noir (Granite Belt) • Sirromet Vineyard Selection Sauvignon Blanc (Granite Belt) | Welcome Reception • Witches Falls Sauvignon Blanc (Granite Belt) | Conference Dinner • Witches Falls Syrah (Granite Belt) | Welcome Reception • Sirromet Vineyard Selection Cabernet Sauvignon (Granite Belt) | Conference Dinner
QUEENSLAND CRAFT BEER • Burleigh Brewing Co. 28 Pale Ale (Burleigh Heads, Gold Coast) | Welcome Reception • Brouhaha Strawberry & Rhubarb Sour (Maleny, Sunshine Coast) | Welcome Reception • Balter XPA (Currumbin, Gold Coast) | Conference Dinner • Slipstream Brewing Co. ‘Laguna’ Tropical Pale Ale (Yeerongpilly, Brisbane) |Conference Dinner
OTHER BEERS • Little Creatures Rogers’ • James Squire ‘Orchard Crush’ Apple Cider • Hahn Premium Light will also be available
OTHER BEVERAGES • Orange Juice, Coke, Coke No Sugar, Sprite, • Sparkling Mineral Water Beverage package must match the length of the event. Cash bars and beverages on consumption cannot be added to the end of a beverage package.
30th Annual Conference Handbook 49 Sky Terrace Bar
Lift Sky Foyer Sky Room Lift Lift
Stairs to
Plaza Level Sky Bridge
S1 Foyer S1
Sky Terrace Bar Plaza North Plaza North Terrace Plaza Terrace Plaza Auditorium Auditorium Lift Sky Foyer Sky Room Conference Venue Map Lift Lift Plaza Central Terrace Plaza Central Terrace Registration Registration
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The Conference Dinner is located at the Boulevard NorthPlaza TerraceBallroom Concourse Room. Plaza Ballroom Concourse
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Lobby Centre M4 M3 Lift Car Lift M9 M8 M7 M6 M5 Lift Lift Ramp Speakers Escalators Presentation Centre M10 Door 9 Door 8 Speakers Boulevard Boulevard Presentation Centre Boulevard M2 North Terrace Room Foyer M4 M3 Mezzanine Car M9 M8 M7 M6 M5 Auditorium Foyer Lift Mezz Ramp Cafe Escalators M1 Boulevard Central TeM10rrace Door 9 Q3 Q2 1 Bar Boulevard Registration Door 8 Boulevard Boulevard Bar Great Hall Door 7 Lifts
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Lower Level Lower Level Arbour of Boulevard Arbour of Boulevard Boardroom Auditorium Green Boardroom Auditorium Green Room Room Change Room Great Hall F1 Change Backstage Dock Dock 1 Room A1 Arbour Great Hall Car F1 Speakers Backstage Arbour Lounge Lobby Dock 1 Dock A2 Arbour Lounge Lift Board Bar Foyer A1 Arbour Tasting Lift Room Room 2 Lift Lobby Speakers Car Lift A2 Arbour Lounge Arbour Door 3 Lift Lift Lounge Board Lift Bar Foyer Door 4 Tasting Lift Room Room 2 Lift EXHIBITION HALLS 2- Merivales Restaurant, Speakers Presentation Centre Lift Cafe, Bar Door 3
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30th Annual Conference Handbook 51 Bess St Ada St Frederick St Maygar St Jean St Robe St Carberry St Days Rd Gilbert Rd Crombie St Bridge St Riverton St Oriel Rd Daisy St Annie St Grove St Antill St McLennan St Yarradale St Daisy St Camden St Cumberland St Reeve St Oriel Rd Gracemere St Wakefield St Flower St
Salt St Sandgate Rd Mina Parade Bale St Primrose St Inglis St Palmer St Barlow St Constitution Rd Drury St Albion Rd Dalrymple St Albion Butler St Ormond St Ascot Ascot St Hudson Rd Upper Lancaster Rd Montpelier St Lovedale St Dibley Ave Mackay St Yabba St Brent St Kate St Blackmore St Alderon St Wilston Rd Angliss St Harris St Towers St ASCOT
Farm St Melvin St Main Ave Lapraik St Henry St Lancaster Rd
Bonython St Garden Tce Gaunt St Kedron Brook Rd
Dover St
Lansdowne St Burdett St Watson St Constitution Rd Airport Link Tunnel (Toll road) McDonald Rd
Rupert Tce Erneton St Fifth Ave Joseph St Grafton St Pringle St Londsale St
Dover St Crosby Rd Barwood St Vine St Newmarket Napier St
Crosby Rd Abbott St North St Kichener Rd Duke St
Vale St Beatrice Tce Norman St
Bowen St Mayfield St Charlston St
Fox St Anthony St Lamont Rd Sixth Ave Pine St
BurrowsSt e c Tenth Ave T Brown St Silvester St l a Somerset St y Dobson St Abuklea St Macgregor St o Willmingston St R Greene St Hewitt St Joynt St Sparkes Ave Windermere Rd Windsor Le Geyt St Hipwood Rd Stevenson St Clowes Ln Queens Rd Grantson St Kent St Quandong St Wilston d
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Foster St Yulestar St Gallway St Davidson St Green Tce Swan Tce Nicholas St Mark St Bretts Wharf Federation St
Victoria St
Cullen St Thompson St
Goring St Northey St ClemTunnelJones Edmon dstone Rd Gould Rd More St McConnell St Bishop St Allom St Apollo Road Free St Green Tce Edgar St Portside Pl Bally St Rees St Gould Rd Victoria St Glin Ave Camona St Bird St ASCOT & John Isley Dr Downey St Wickham Grove Parklane Pl Merry St Byron St Fagan Rd Fagan Edmund St HAMILTON
Tait St Abbotsford Rd Folkestone St Dunsmore St Hulme St Butterfield St Cowper St Bowen Bridge Rd Coutts St Picot St Bancroft St Ballymore St Maud St McComb St Ricardo St Clyde Rd Butterfield St Jordan Tce
Monro St Rd Aberleigh Inner City Bypass NewsteadTce Bulimba St Praed St Errard St Bowen Hills Banya St Guildford St Roche Ave Quay St Garrick Tce Austin St Bulimba Pde Lang St Harrison St Windsor Rd Herston Rd Hunter St Fleming Rd Bramston Tce
Boyd St Kenbury St Franklin St Roche Ave Emma St Pace St Thompson St Murray Rd Garrick Tce Cintra Rd Campbell St Dunl Ale St Henderson St Tennyson St Mayne Rd Haughton St Banbridge St Moy St McLeod St Breakfast Creek Rd op Evely BOWEN n St Gordon Ballina St Creswell Carbeen St
McCullough St K St Byres Parkhurst Ave St Hetherington Mason St e Scott Rd Brisbane St Crescent Rd lv Scott Rd Thorn St in G Gibb St Sneyd St HILLS S S Brisbane St
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t Taxi Rd Bennetts Park Little Jane St Musgrave CityCat Tennyson St E T 40 QueensPlaza ...... Q4 d SOUTH ANLEY ST ek m Park e d B 9 34 Police Station 41 The Myer CentreLytto ...... P6 r o Ferry n R C Hall Ave ro n d e R Scott Bell St Salstone an 13 S w d CAPTAIN COOK BRIDGE 13 42 Hilton St Longfellow St Rawlins St Tattersall’s Arcade ...... R5 u t WEST n s BANK g t rm a in o t CityHopper Post Office t O g S n st S South Bank 3 43 The Barracks...... H2 No n ’C e S ne o o Er RIVER EAST M END n t t Train Sinclair St Major Banks 44 Wintergarden ...... Q5 n M South Bank Heath St V e e e ulture S l r c t l S iv Bus Station Stadiums & Venues a r T Train Route Hospital BRISBANE 14 t C 14 Vultu o le S QUA e re St Besant St Y v 45 Brisbane Convention rd i e t Maritime R Free Loop Buses & Exhibition Centre ...... L11 t li t t S a S t S S s GOODWILL BRIDGE 46 Queensland Conservatorium – S Museum BOUNDARY ST s a t e i r Marilla St South Bank b r Griffith University ...... M10 Norman Park e e m c o a t Geelong St o Thynne Ave V T r e u P l Railway Station 8-10 tu r mins t h re S Stafford St 15 x e 15 47 Queensland University Turin St t v a Bond St T i E Rome St St R L Cambridge St Marly St of Technology (QUT) ...... R10Northcote St Sussex St St 26 Princhester St Franklin St Appel St Sidon Dock Lower River Lower 500m Tce Wellington 48 Rd Suncorp Stadium ...... F1 Heidelberg St Burlington St Clarendon St K A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 49 The Courier-Mail Piazza ...... N11 Barker St u Vultu Ashfield St rilp G re St Anglesey St Princess St Morehead Ave a S d ranville S R t Westbourne St t Dorchester St Oaklands Parade LaheyLn Princess St e Mark Ln t Mowbray Tce v B S righ NORMAN PARK a ton R Ha r d St rriet St g Spring S End St anl Mater Hill Linton St Macrossan Ave d t Vu Duke St r ey S lture St a Bus Station Linton St Blakeney St Brook St Stephens Rd Raymond Tce Cairns St Mowbray Tce Brady St H t Crowther W Hove S Canara St hynot St Baynes St t Water St Lomond Tce d P McIlwraith Ave Arc Morris St R a h Graham St ib ald St Julia St c Prospect Tce n i Rogers Jacob Ln fi
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