Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-20T11:36:25.006Z Has data issue: false hasContentIssue false
  • English
  • Français

Tertiary EE Student Projects: What the Academics Learnt

Published online by Cambridge University Press:  23 June 2015

Barry Meehan  and
Ian Thomas
Barry Meehan
Affiliation:
RMIT University
Ian Thomas*
Affiliation:
RMIT University
*
†School of Social Science & Planning, RMIT University, GPO Box 2476V, Melbourne, Victoria 3001, Australia. Email: [email protected]
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

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.

Keywords

Evaluationtertiaryenvironmentprojectsproblem-based learning
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 22 , Issue 2 , 2006 , pp. 59 - 70
Copyright
Copyright © Cambridge University Press 2003 

References

Atwong, C. T., Lange, I. L., Doak, L. & Aijo, T. S. (1996). How Collaborative Learning Spans the Globe, Marketing Education, 12, 08, 16–19. Available ProQuest Information and Learning Company [June, 2004].Google Scholar
Behrens, J. C. (1992). A learning experience. American Printer, 02, 46–47. Available ProQuest Information and Learning Company [July, 2004].Google Scholar
Brockbank, A., & McGill, I. (1998). Facilitating reflective learning in higher education. Buckingham: Society for Research into Higher Education and Open University Press.Google Scholar
Eaton, B., Gangluff, D., & Deere, D. (2004). Motivating students to learn: Application of solution-focused learning to interdisciplinary training. Infants and Young Children, 17(1), 59–68. Available ProQuest Information and Learning Company [06, 2004].Google Scholar
Ephross, P. H., & Vassil, T. V. (1988). Groups that work: Structure and process. New York: Columbia University Press.Google Scholar
Garner, H. G., & Orelove, F. P. (1994). Teamwork in human services: Models and applications across the life span. Boston: Butterworth-Heinemann.Google Scholar
Hill, A., & Stewart, I. (1999). Character education in business schools: Pedagogical strategies. Teaching Business Ethics, 3, 179–193. Available ProQuest Information and Learning Company [07, 2004].Google Scholar
Kendler, B.S. & Grove, P.A. (2004) Problem-based learning in the biology curriculum. The American Biology Teacher, 66(5), 348–354. Available ProQuest Information and Learning Company [07, 2004].Google Scholar
Lev, S. M. (2004). A problem-based learning exercise for environmental geology. Journal of Geoscience Education, 52(2), 128–132. Available ProQuest Information and Learning Company [06, 2004].Google Scholar
Meehan, B., & Thomas, I. (forthcoming) Team work: Education for entrants to the environment professions. Accepted for publication in Environmental Education Research.Google Scholar
Meehan, B., & Thomas, I. (2006). A project-based model for professional environmental experience. Applied Environmental Education and Communication, 5, 127–135.Google Scholar
Schön, D. A. (1991). The reflective practitioner: How professionals think in action. Avebury, Aldershaot (Hants.).Google Scholar
Shore, M., Shore, J., & Boggs, S. (2004). Allied health applications integrated into developmental mathematics using problem based learning. Mathematics and Computer Education, 38(2), 183–189. Available ProQuest Information and Learning Company [06, 2004].Google Scholar
Toseland, R. W., & Rivas, R. F. (2005). An introduction to group work practice, 5 th edn. Boston: Pearson/Allyn and Bacon.Google Scholar
Verhovsek, E., & Striplin, T. (2003). Problem-based learning: Applications for college mathematics and allied health. Mathematics and Computer Education, 37(3), 381–387. Available ProQuest Information and Learning Company [07, 2004].Google Scholar