Tertiary EE Student Projects: What the Academics Learnt

Abstract

Problem solving and teamwork abilities are important skills for graduates entering the environment profession. Through a problem based learning approach small groups of students from the environmental courses at RMIT University have been gaining these professional skills by undertaking projects in Vietnam. With three years experience in running the project we have data, through the students' reflections and feedback, to demonstrate the value of the project approach, and to undertake improvements. Drawing on data from the latest project we can identify opportunities for improving the details of the project's organisation, but importantly demonstrate the value of the project in providing a depth of professional experiences for the students. This analysis will be important for other academics needing support in the development of project based activities for those in environmental courses.

Creating Web-based Environmental Education Resources through Community and University Partnerships

“…Ideas of encouraging team-based resource development (which would have been possible to negotiate within assessment requirements) would clearly not have appealed to all students (particularly secondary students) but may have encouraged some. If a team approach to assessment is taken in future, Meehan and Thomas' (2006) advice that even tertiary students need to be prepared for projects involving team work will be heeded.…”

Connecting curriculum, capabilities and careers

“…This suggests that the PBL approach of the VP (Meehan and Thomas, 2006) was an effective contributor to developing professional capabilities.…”

“…This Vietnam Project (VP) is cross-disciplinary encompassing students from Social Science (Environment), Environmental Science and Environmental Engineering degrees, as well as students taking double-degree programmes from these same disciplines. While the students' research has had a real-world direction and application, the VP has had a focus on the development of professional capabilities, through a problem-based learning (PBL) curriculum (Meehan and Thomas, 2006). The background, design and organisation of the VP have been detailed by Meehan et al (2008) (and in Meehan and Thomas, 2006).…”

“…While the students' research has had a real-world direction and application, the VP has had a focus on the development of professional capabilities, through a problem-based learning (PBL) curriculum (Meehan and Thomas, 2006). The background, design and organisation of the VP have been detailed by Meehan et al (2008) (and in Meehan and Thomas, 2006). However, in summary, the project, each year:…”