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Learning and teaching methodologies of final year engineering projects (FYEPs) employed across several universities throughout Australia and New Zealand will be presented and discussed. As a result of preliminary dialogue with practitioners within each institution, a number of common issues and discrepancies have been revealed. These issues include a lack of transparency and consistency in assessing FYEPs. Survey findings indicate the need to engage in further dialogue with supervisors, lecturers and students engaged in the FYEP process to develop best practice in the FYEP paradigm.
School of Engineering and Built Environment
Faculty of Sciences, Engineering and Health
Central Queensland University
15 November 2010