A vehicular ad hoc network (VANET) is a mobile ad hoc network (MANET) in which network nodes are vehicles -most commonly road vehicles. VANETs present a unique range of challenges and opportunities for routing protocols due to the semi-organised nature of vehicular movements subject to the constraints of road geometry and rules, and the obstacles which limit physical connectivity in urban environments. In particular, the problems of routing protocol reliability and scalability across large urban VANETs are currently the subject of intense research. Clustering can be used to improve routing scalability and reliability in VANETs, as it results in the distributed formation of hierarchical network structures by grouping vehicles together based on correlated spatial distribution and relative velocity. In addition to the benefits to routing, these groups can serve as the foundation for accident or congestion detection, inforomation dissemination and entertainment applications. This paper explores the design choices made in the development of clustering algorithms targeted at VANETs. It presents a taxonomy of the techniques applied to solve the problems of cluster head election, cluster affiliation and cluster management, and identifies new directions and recent trends in the design of these algorithms. Additionally, methodologies for validating clustering performance are reviewed, and a key shortcomingthe lack of realistic vehicular channel modelling -is identified. The importance of a rigorous and standardised performance evaluation regime utilising realistic vehicular channel models is demonstrated.

, "Decoding student satisfaction: how to manage and improve the laboratory experience," IEEE Transactions on Education, vol. 58, (3) pp. 151-1588Education, vol. 58, (3) pp. 151- , 2015 Decoding student satisfaction: how to manage and improve the laboratory experience AbstractThe laboratory plays an important role in teaching engineering skills. An Electrical Engineering department at an Australian University implemented a reform to monitor and improve student satisfaction with the teaching laboratories. A Laboratory Manager was employed to oversee the quality of 27 courses containing instructional laboratories. Student satisfaction surveys were carried out on all relevant laboratories every year, and the data were used for continuous improvement. This paper will investigate the reforms that were implemented and outline a number of the improvements made. It also examines the program's overall impact on: 1) overall satisfaction; 2) laboratory notes; 3) learning experiences; 4) computer facilities; 5) engineering equipment; and 6) condition of the laboratory. Student satisfaction with the laboratories increased by 32% between 2007 and 2013. The results show that the laboratory notes (activity and clarity) and the quality of the equipment used are among the most influential factors on student satisfaction. In particular, it is important to have notes or resources that explain in some detail how to use and troubleshoot equipment and software used in the laboratory. This article has been accepted for inclusion in a future issue of this journal. Content is final as presented, with the exception of pagination. Abstract-The laboratory plays an important role in teaching engineering skills. An Electrical Engineering department at an Australian University implemented a reform to monitor and improve student satisfaction with the teaching laboratories. A Laboratory Manager was employed to oversee the quality of 27 courses containing instructional laboratories. Student satisfaction surveys were carried out on all relevant laboratories every year, and the data were used for continuous improvement. This paper will investigate the reforms that were implemented and outline a number of the improvements made. It also examines the program's overall impact on: 1) overall satisfaction; 2) laboratory notes; 3) learning experiences; 4) computer facilities; 5) engineering equipment; and 6) condition of the laboratory. Student satisfaction with the laboratories increased by 32% between 2007 and 2013. The results show that the laboratory notes (activity and clarity) and the quality of the equipment used are among the most influential factors on student satisfaction. In particular, it is important to have notes or resources that explain in some detail how to use and troubleshoot equipment and software used in the laboratory.

This paper describes in detail a successful training program developed for sessional (part-time or nonpermanent) laboratory demonstrators employed in the Electrical Engineering Department of an Australian university. Such demonstrators play an important role in teaching practical concepts and skills in engineering. The success of the program relies on a centralized approach coordinated by a carefully selected Laboratory Manager responsible for the recruitment, allocation, training, and development of sessional teachers, and for assessing student satisfaction with them. The paper examines the overall impact of the program on these teachers': 1) introducing laboratory material; 2) preparation; 3) communication; 4) interest in student learning; 5) ability to respond to questions; and 6) overall effectiveness. Sessional teacher satisfaction with the training program is also examined, and the data were used to inform the program's further development. The results show that the training program successfully improved the demonstrators' teaching skills and thus led to greater satisfaction and hence learning experience of both students and demonstrators.

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Obtaining oral communication competency is an important skill for engineering students to prepare them for interacting and working in any professional setting. For engineers, it is also important to be able to present technical information to non-technical audiences. To ensure oral competency, a non-graded formative assessment approach using video with self-and peer assessment was introduced into a final-year engineering thesis course. A low workload approach was used due to growing student numbers and higher pressures on academic staff. A quasi-experimental design was used to investigate the differences between traditional delivery, self-assessment and combined self-assessment with peer feedback. The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method. This could be due to previous presentation practice within the degree or more probable, the lack of incentive for weaker students to engage and improve due to the ungraded nature of the activity.