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LTERC SEMINAR SERIES PRESENTS

An Innovative delivery and assessment of Thermofluid Engineering: a PBL course in undergraduate engineering program

Presenter: A/Prof Mohammad Rasul (CQUniversity)

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Abstract

The intent of project based learning (PBL) in undergraduate engineering courses at Central Queensland University is to expose students to real life engineering problems. Thermofluid engineering a PBL course aims to facilitate students to develop and demonstrate mastery of technical skills required for analysis, formulation and design of the various systems in Thermofluid Engineering. In addition to the technical skills development, this course aims to provide students with opportunities to continue with practice and development of professional skills such as team work, creativity, critical thinking, oral presentation, written communications and lifelong learning skills. Students gain a wide range of exposure to thermofluid engineering with appropriate applications of theory. This paper presents an overview of the curriculum and innovative techniques used for both delivery and assessment for achieving excellence in research informed teaching and learning processes in thermofluid engineering. It is believed that, from this study students could achieve effective learning techniques and gain advanced knowledge through research informed learning which they could practice in their professional career. The paper focuses on how the outcome of this study will impact on the progressive educational trend in the learning process and will give a better outcome for engineering as a profession.

Speaker Bio 

Mohammad Rasul obtained his PhD from University of Queensland. Currently, he is an Associate Professor at Central Queensland University. He is specialised and experienced in research, teaching and consultancy in the areas of energy (industrial and renewable), thermodynamics and fluid mechanics. He has published more than 200 research articles/papers both in reputed journals and refereed conferences including 8 book chapters, 2 edited books, 1 research book, one awarded paper in a refereed journal and two awarded papers at conferences in the area of energy science and technology. He has supervised 8 Research Higher Degree (RHD) students (PhDs and Masters) to completion and currently he is supervising 13 RHD students. In last five years he has secured more than $2.5 million research grant. He has established a solid productive relationship with major local organizations and industry partners. He is recognised in professional communities which he has demonstrated through creating significant impact and the large number of citations by the relevant professionals, both nationally and internationally. His publications have attracted significant interest with 300 citations and h-index of 11.

He has also made significant contributions in engineering education research and scholarship. He has published several refereed conference papers and 2 book chapters in the area of project based learning and innovative teaching practices. He has edited a book on Developments in Engineering Education Standards: Advanced Curriculum Innovations published by IGI Global publisher in USA, in 2012. 

Date of Presentation

22 May 2012