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Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

School of Civil Engineering and Surveying, University of Southern Queensland, Toowoomba, QLD 4350, Australia
Educ. Sci. 2019, 9(3), 213; https://doi.org/10.3390/educsci9030213
Received: 7 June 2019 / Revised: 30 July 2019 / Accepted: 9 August 2019 / Published: 11 August 2019
Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course. View Full-Text
Keywords: hydrology; online education; industry practice; competency hydrology; online education; industry practice; competency
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Chowdhury, R. Industry-Practice-Based Engineering Hydrology Education at USQ, Australia. Educ. Sci. 2019, 9, 213.

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