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dc.contributor.authorRasul, M.
dc.contributor.authorLawson, L.
dc.contributor.authorJarman, R.
dc.contributor.authorHoward, P.
dc.contributor.authorHadgraft, R.
dc.contributor.authorFae, M.
dc.contributor.authorKestell, C.
dc.contributor.authorAnwar, Faisal
dc.contributor.authorStojcevski, A.
dc.contributor.authorAlan, H.
dc.contributor.authorKootsookos, A.

Final Year Engineering Projects (FYEP) present students, academic staff (project supervisors) and assessors (review panel), professional accreditation bodies and industry project sponsors with many challenges. Experience with coordinating and examining FYEPs and discussions with colleagues at past few AAEE conferences indicated that many engineering educators have concerns about learning and teaching approaches of FYEPs. Development of good practice guidelines which meet Australian Qualifications Framework (AQF) Level 8 outcomes was therefore required. This led to a successful Australian Government grant on “Assessing Final Year Engineering Projects (FYEPs): Ensuring Learning and Teaching Standards and AQF8 Outcomes” funded by Office for Learning and Teaching.

dc.titleGuidelines for learning and teaching of final year engineering projects at AQF8 learning outcomes
dc.typeConference Paper
dcterms.source.title26th Annual Conference of the Australasian Association for Engineering Education (AAEE 2015): Order of Proceedings
dcterms.source.publisherSchool of Engineering, Deakin University, Victoria, Australia
dcterms.source.conference26th Annual Conference of the Australasian Association for Engineering Education (AAEE 2015)
dcterms.source.conference-start-date7 Dec 2015

Copyright © The Authors. Reproduced with permission.

curtin.departmentSchool of Civil and Mechanical Engineering
curtin.accessStatusOpen access
curtin.facultyFaculty of Science and Engineering
dcterms.source.conference-end-date9 Dec 2015

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