Publications-QQ Liang

PUBLICATIONS
Associate Professor Qing Quan (Stephen) Liang
College of Engineering and Science, Victoria University, Melbourne, Australia
E‐mail: Qing.Liang@vu.edu.au
Citations = 1103. The h‐index = 20. The i10‐index = 29. 21 September 2014
BOOKS
[1] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., Nonlinear Analysis of Concrete‐Filled Steel Tubular
Columns, Scholars’ Press, Germany, ISBN 978‐3‐639‐66536‐9, 2015, 260 pages.
[2] Liang, Q. Q., Analysis and Design of Steel and Composite Structures, CRC Press, Taylor and
Francis Group, London and New York, ISBN 9780415532204, 2014, 458 pages.
[3] Liang, Q. Q., Performance‐Based Optimization of Structures: Theory and Applications, Spon
Press, Taylor and Francis Group, London and New York, ISBN 0‐415‐33594‐9, 2005, 280
pages. Citations = 52.
[4] Liang, Q. Q. and Patrick, M., Design of the Shear Connection of Simply‐Supported Composite
Beams, Design Booklet DB1.2, Composite Structures Design Manual, OneSteel, Sydney, 2001
(Computer software on CD included).
[5] Liang, Q. Q., Performance‐Based Optimization Method for Structural Topology and Shape
Design, Ph.D. thesis, Victoria University of Technology, Melbourne, Australia, 2001, 242
pages. Citations = 6.
BOOK CHAPTERS
[6] Xie, Y. M., Yang, X. Y., Liang, Q. Q., Steven, G. P. and Querin, O. M., Evolutionary Structural
Optimization, Chapter 6, in “Recent Advances in Optimal Structural Design”, edited by S. A.
Burns, American Society of Civil Engineers, ISBN 0‐7844‐0636‐7, 2002 (invited chapter).
Citations = 7.
EDITED SPECIAL ISSUES
[7] Liang, Q. Q., Special Issue on Structural Design Optimization, Advances in Structural
Engineering, An International Journal, 2007, Vol. 10, No. 6.
[8] Uy, B. and Liang, Q. Q., Special Issue on Steel‐Concrete Composite Structures, Australian
Journal of Structural Engineering, 2007, Vol. 7, No. 2.
REFEREED JOURNAL ARTICLES
[9] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “Nonlinear analysis of axially loaded circular
concrete‐filled stainless steel tubular short columns”, Journal of Constructional Steel
Research, 2014, 101, 9‐18. ERA Journal Rank = A*. Impact Factor = 1.370.
[10] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “Biaxially loaded high‐strength concrete‐filled steel
tubular slender beam‐columns, Part II: Parametric study”, Journal of Constructional Steel
Research, 2014. ERA Journal Rank = A*. Impact Factor = 1.370. Citations = 2. (Published
online 8 July 2014).
[11] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “Behavior of biaxially‐loaded rectangular concrete‐filled
steel tubular slender beam‐columns with preload effects”, Thin‐Walled Structures,
2014, 79, 166‐177. ERA Journal Rank = A. Impact Factor = 1.432.
[12] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “Numerical analysis of high‐strength concrete‐filled
steel tubular slender beam‐columns under cyclic loading”, Journal of Constructional Steel
Publications–A/Prof. Q. Q. Liang Page 1 of 7

Research, 2014, 92, 183‐194. (ScienceDirect Top 25 Hottest Articles, October‐December
2013). ERA Journal Rank = A*. Impact Factor = 1.370. Citations = 1.
[13] Hassanein, M. F., Kharoob, O. F. and Liang, Q. Q., “Circular concrete‐filled double skin tubular
short columns with external stainless steel tubes under axial compression”, Thin‐Walled
Structures, 2013, 73, 252‐263. ERA Journal Rank = A. Impact Factor = 1.432. Citations = 2.
[14] Hassanein, M. F., Kharoob, O. F. and Liang, Q. Q., “Behaviour of circular concrete‐filled lean
duplex stainless steel‐carbon steel tubular short columns”, Engineering Structures, 2013, 56,
83‐94. ERA Journal Rank = A*. Impact Factor = 1.767. Citations = 4.
[15] Hassanein, M. F., Kharoob, O. F. and Liang, Q. Q., “Behaviour of circular concrete‐filled lean
duplex stainless steel tubular short columns”, Thin‐Walled Structures, 2013, 68, 113‐123.
ERA Journal Rank = A. Impact Factor = 1.432. Citations = 4.
[16] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “Numerical analysis of circular concrete‐filled steel
tubular slender beam‐columns with preload effects”, International Journal of Structural
Stability and Dynamics, 2013, 13(3), 1250065 (23 pages). ERA Journal Rank = B. Impact
Factor = 1.059. Citations = 1.
[17] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “Inelastic stability analysis of high strength
rectangular concrete‐filled steel tubular slender beam‐columns”, Interaction and Multiscale
Mechanics, An International Journal, 2012, 5(2), 91‐104.
[18] Liang, Q. Q., Patel, V. I. and Hadi, M. N. S., “Biaxially loaded high‐strength concrete‐filled steel
tubular slender beam‐columns, Part I: Multiscale simulation”, Journal of Constructional Steel
Research, 2012, 75, 64‐71. (ScienceDirect Top 25 Hottest Articles, April‐June 2012). ERA
Journal Rank = A*. Impact Factor = 1.370. Citations = 5.
[19] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “High strength thin‐walled rectangular concrete‐filled
steel tubular slender beam‐columns, Part I: Modeling”, Journal of Constructional Steel
Research, 2012, 70, 377‐384. ERA Journal Rank = A*. Impact Factor = 1.370. Citations = 12.
[20] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “High strength thin‐walled rectangular concrete‐filled
steel tubular slender beam‐columns, Part II: Behavior”, Journal of Constructional Steel
Research, 2012, 70, 368‐376. ERA Journal Rank = A*. Impact Factor = 1.370. Citations = 11.
[21] Liang, Q. Q., “High strength circular concrete‐filled steel tubular slender beam‐columns,
Part I: Numerical analysis”, Journal of Constructional Steel Research, 2011,
67(2), 164‐171. (ScienceDirect Top 25 Hottest Articles, October‐December 2010). ERA
[22] Liang, Q. Q., “High strength circular concrete‐filled steel tubular slender beam‐columns,
Part II: Fundamental behavior”, Journal of Constructional Steel Research, 2011,
67(2), 172‐180. (ScienceDirect Top 25 Hottest Articles, October‐December 2010). ERA
[23] Liang, Q. Q. and Fragomeni, S., “Nonlinear analysis of circular concrete‐filled steel
tubular short columns under eccentric loading”, Journal of Constructional Steel
Research, 2010, 66(2), 159‐169. (ScienceDirect Top 25 Hottest Articles, October‐
December 2009). ERA Journal Rank = A*. Impact Factor = 1.370. Citations = 11.
[24] Liang, Q. Q. and Fragomeni, S., “Nonlinear analysis of circular concrete‐filled steel
tubular short columns under axial loading”, Journal of Constructional Steel Research,
2009, 65(12), 2186‐2196. ERA Journal Rank = A*. Impact Factor = 1.370. Citations = 30.
[25] Liang, Q. Q., “Strength and ductility of high strength concrete‐filled steel tubular beam‐columns”,
Journal of Constructional Steel Research, 2009, 65(3), 687‐698. (ScienceDirect
Top 25 Hottest Articles, January‐March 2009). ERA Journal Rank = A*. Impact Factor =
1.370. Citations = 13.
[26] Liang, Q. Q., “Performance‐based analysis of concrete‐filled steel tubular beam‐columns,
Part I: Theory and algorithms”, Journal of Constructional Steel Research, 2009, 65(2), 363‐
372. (Most Cited JCSR Articles in 2014). ERA Journal Rank = A*. Impact Factor = 1.370.
Citations = 34.
[27] Liang, Q. Q., “Performance‐based analysis of concrete‐filled steel tubular beam‐columns,
Part II: Verification and applications”, Journal of Constructional Steel Research, 2009, 65(2),
351‐362. ERA Journal Rank = A*. Impact Factor = 1.370. Citations = 21.

[28] Rong, J. H. and Liang, Q. Q., “A level set method for topology optimization of continuum
structures with bounded design domains”, Computer Methods in Applied Mechanics and
Engineering, 2008, 197(17‐18), 1447‐1465. (ScienceDirect Top 25 Hottest Articles,
January‐March 2008). ERA Journal Rank = A*. Impact Factor = 2.626. Citations = 31.
[29] Liang, Q. Q., “Nonlinear analysis of short concrete‐filled steel tubular beam‐columns under
axial load and biaxial bending”, Journal of Constructional Steel Research, 2008, 64(3), 295‐
304. (ScienceDirect Top 25 Hottest Articles, January‐March 2008). ERA Journal Rank =
A*. Impact Factor = 1.370. Citations = 18.
[30] Rong, J. H., Liang, Q. Q. and Yang, D. S., “A level set method for structural topology
optimization based on topology random mutations”, Journal of Theoretical and Applied
Mechanics, 2007, 39(6), 804‐812. (in Chinese) ERA Journal Rank = A. Citations = 4.
[31] Liang, Q. Q., “Performance‐based optimization: a review”, Advances in Structural
Engineering, An International Journal, 2007, 10(6), 739‐753. ERA Journal Rank = A. Impact
Factor = 0.603. Citations = 4.
[32] Liang, Q. Q., Uy, B. and Liew, J. Y. R., “Strength of concrete‐filled steel box columns with
buckling effects”, Australian Journal of Structural Engineering, 2007, 7(2), 145‐155. ERA
Journal Rank = B. Citations = 2.
[33] Liang, Q. Q., Uy, B., Bradford, M. A. and Ronagh, H. R., “Closure to ‘Strength analysis of steel‐concrete
composite beams in combined bending and shear’ by Liang, Q. Q., Uy, B., Bradford,
M. A. and Ronagh, H. R.”, Journal of Structural Engineering, American Society of Civil
Engineers, 2007, 133(2), 309‐310. ERA Journal Rank = A*. Impact Factor = 1.488.
[34] Liang, Q. Q., Uy, B. and Liew, J. Y. R., “Local buckling of steel plates in concrete‐filled thin‐walled
steel tubular beam‐columns”, Journal of Constructional Steel Research, 2007, 63(3),
396‐405. (Most Cited JCSR Articles in 2012, ScienceDirect Top 25 Hottest Articles,
October‐December 2006, January‐March 2007, July‐September 2007). ERA Journal
Rank = A*. Impact Factor = 1.370. Citations = 37.
[35] Liang, Q. Q., Uy, B. and Liew, J. Y. R., “Nonlinear analysis of concrete‐filled thin‐walled steel
box columns with local buckling effects”, Journal of Constructional Steel Research, 2006, 62(6),
581‐591. (Top 10 Cited JCSR Articles in 2005‐2011; ScienceDirect Top 25 Hottest
Articles, January‐March 2006, April‐June 2006, July‐September 2006). ERA Journal
Rank = A*. Impact Factor = 1.370. Citations = 46.
[36] Liang, Q. Q., Uy, B., Bradford, M. A. and Ronagh, H. R., “Strength analysis of steel‐concrete
composite beams in combined bending and shear”, Journal of Structural Engineering,
American Society of Civil Engineers, 2005, 131(10), 1593‐1600. ERA Journal Rank = A*.
Impact Factor = 1.448. Citations = 45.
[37] Liang, Q. Q., Uy, B., Bradford, M. A. and Ronagh, H. R., “Ultimate strength of continuous
composite beams in combined bending and shear”, Journal of Constructional Steel Research,
2004, 60(8), 1109‐1128. (ScienceDirect Top 25 Hottest Articles, July‐September 2004,
October‐December 2004, January‐March 2005). ERA Journal Rank = A*. Impact Factor =
[38] Liang, Q. Q., Uy, B., Wright, H. D. and Bradford, M. A., “Local buckling of steel plates in double
skin composite panels under biaxial compression and shear”, Journal of Structural
Engineering, American Society of Civil Engineers, 2004, 130(3), 443‐451. ERA Journal Rank
= A*. Impact Factor = 1.448. Citations = 31.
[39] Liang, Q. Q., Uy, B., Wright, H. D. and Bradford, M. A., “Local and post‐local buckling of double
skin composite panels”, Structures and Buildings, Proceedings of The Institution of Civil
Engineers, UK, 2003, 156(2), 111‐119. ERA Journal Rank = A. Impact Factor = 0.609.
Citations = 18.
[40] Liang, Q. Q., Uy, B. and Steven, G. P., “Performance‐based optimization for strut‐tie modeling
of structural concrete”, Journal of Structural Engineering, American Society of Civil Engineers,
2002, 128(6), 815‐823. ERA Journal Rank = A*. Impact Factor = 1.448. Citations = 51.
[41] Liang, Q. Q. and Steven, G. P., “A performance‐based optimization method for topology
design of continuum structures with mean compliance constraints”, Computer Methods in
Applied Mechanics and Engineering, 2002, 191(13‐14), 1471‐1489. ERA Journal Rank = A*.
Impact Factor = 2.626. Citations = 64.

[42] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “A performance index for topology and shape
optimization of plate bending problems with displacement constraints”, Structural and
Multidisciplinary Optimization, 2001, 21(5), 393‐399. ERA Journal Rank = A. Impact Factor
= 1.696. Citations = 24.
[43] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “Generating optimal strut‐and‐tie models in
prestressed concrete beams by performance‐based optimization”, ACI Structural Journal,
American Concrete Institute, 2001, 98(2), 226‐232. ERA Journal Rank = A*. Impact Factor =
[44] Rong, J. H., Xie, Y. M., Yang, X. Y. and Liang, Q. Q., “Topology optimization of structures under
dynamic response constraints”, Journal of Sound and Vibration, 2000, 234(2), 177‐189. ERA
[45] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “Optimal topology selection of continuum structures
with displacement constraints”, Computers and Structures, An International Journal, 2000,
77(6), 635‐644. ERA Journal Rank = A*. Impact Factor = 2.178. Citations = 51.
[46] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “Optimal topology design of bracing systems for
multistory steel frames”, Journal of Structural Engineering, American Society of Civil
Engineers, 2000, 126(7), 823‐829. ERA Journal Rank = A*. Impact Factor = 1.448. Citations
= 41.
[47] Liang, Q. Q. and Uy, B., “Theoretical study on the post‐local buckling of steel plates in
concrete‐filled box columns”, Computers and Structures, An International Journal, 2000,
75(5), 479‐490. ERA Journal Rank = A*. Impact Factor = 2.178. Citations = 61.
[48] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “Topology optimization of strut‐and‐tie models in
reinforced concrete structures using an evolutionary procedure”, ACI Structural Journal,
American Concrete Institute, 2000, 97(2), 322‐330. ERA Journal Rank = A*. Impact Factor =
[49] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “Optimal selection of topologies for the minimum‐weight
design of continuum structures with stress constraints”, Journal of Mechanical
Engineering Science, Proceedings of The Institution of Mechanical Engineers, UK, Part C,
1999, 213(8), 755‐762. ERA Journal Rank = A. Impact Factor = 0.633. Citations = 42.
[50] Liang, Q. Q. and Uy, B., “Parametric study on the structural behaviour of steel plates in
concrete‐filled fabricated thin‐walled box columns”, Advances in Structural Engineering, An
International Journal, 1998, 2(1), 57‐71. ERA Journal Rank = A. Impact Factor = 0.603.
Citations = 18.
REFEREED CONFERENCE PAPERS
[51] Liang, Q. Q., Patel, V. I. and Hadi, M. N. S., “Nonlinear analysis of biaxially loaded high
strength rectangular concrete‐filled steel tubular slender beam‐columns, Part I: Theory”,
Proceedings of the 10th International Conference on Advances in Steel Concrete Composite and
Hybrid Structures, Singapore, July 2012, pp. 403‐410. Citations = 1.
[52] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “Nonlinear analysis of biaxially loaded high
strength rectangular concrete‐filled steel tubular slender beam‐columns, Part II:
Applications”, Proceedings of the 10th International Conference on Advances in Steel Concrete
Composite and Hybrid Structures, Singapore, July 2012, pp. 411‐418. Citations = 1.
[53] Patel, V. I., Liang, Q. Q. and Hadi, M. N. S., “Nonlinear inelastic behavior of circular concrete‐filled
steel tubular slender beam‐columns with preload effects”, Proceedings of the 10th
International Conference on Advances in Steel Concrete Composite and Hybrid Structures,
Singapore, July 2012, pp. 395‐402.
[54] Liang, Q. Q., “Performance‐based shape optimization of continuum structures”, Proceedings
of the 9th World Congress on Computational Mechanics and the 4th Asian Pacific Congress on
Computational Mechanics, Sydney, Australia, July 2010.
[55] Liang, Q. Q. and Fragomeni, S., “Development and design of strut‐and‐tie models in
reinforced concrete deep beams”, Proceedings of the 24th Biennial Conference of the Concrete
Institute of Australia, Sydney, Australia, September 2009.

[56] Liang, Q. Q. and Fragomeni, S., “Nonlinear inelastic behavior of circular concrete‐filled steel
tubular slender beam‐columns”, Proceedings of the 24th Biennial Conference of the Concrete
Institute of Australia, Sydney, Australia, September 2009.
[57] Liang, Q. Q., "Inelastic analysis of concrete‐filled steel tubular beam‐columns with local
buckling effects, Part I: Theory", Proceedings of the Australasian Structural Engineering
Conference, Melbourne, Australia, 2008. Citations = 1.
[58] Liang, Q. Q., "Inelastic analysis of concrete‐filled steel tubular beam‐columns with local
buckling effects, Part II: Applications", Proceedings of the Australasian Structural
Engineering Conference, Melbourne, Australia, 2008. Citations = 1.
[59] Liang, Q. Q. and Fragomeni, S., "Computer automated performance‐based optimization
of strut‐and‐tie models in reinforced concrete corbels", Proceedings of the Australasian
Structural Engineering Conference, Melbourne, Australia, 2008. Citations =1.
[60] Liang, Q. Q., "Fiber element analysis of concrete‐filled steel tubular columns under
axial load and biaxial bending", Thin‐Walled Structures: Recent Innovations and
Developments, Proceedings of the Fifth International Conference on Thin‐Walled
Structures, Gold Coast, Australia, 2008, pp. 991‐998. ISBN 978‐1‐74107‐239‐6.
[61] Liang, Q. Q., "Ultimate strength of high strength concrete‐filled steel tubular columns
under axial load and biaxial bending", Thin‐Walled Structures: Recent Innovations and
Developments, Proceedings of the Fifth International Conference on Thin‐Walled
Structures, Gold Coast, Australia, 2008, pp. 999‐1006. ISBN 978‐1‐74107‐239‐6.
[62] Rong, J. H., Liang, Q. Q., Guo, S. and Mu, R. K., “A topological optimization method considering
stress constraints”, Proceedings of the International Conference on Intelligent Computation
Technology and Automation, Vol. 1, Changsha, China, 2008, 1205‐1209. Citations = 1.
[63] Liang, Q. Q., "Automated performance‐based optimal design of continuum structures under
multiple load cases", Proceedings of the Fifth Australasian Congress on Applied Mechanics,
Brisbane, Australia, 2007, pp. 671‐676.
[64] Liang, Q. Q., "Effects of continuum design domains on optimal bracing systems for
multistory steel building frameworks", Proceedings of the Fifth Australasian Congress on
Applied Mechanics, Brisbane, Australia, 2007, pp. 794‐799. Citations = 6.
[65] Liang, Q. Q. and Ng, A. W. M., "Performance‐based optimization of strut‐and‐tie models in
reinforced concrete deep beams", Innovations in Structural Engineering and Construction,
Proceedings of the Fourth International Structural Engineering and Construction Conference,
Melbourne, Australia, 2007, pp. 321‐326.
[66] Liang, Q. Q. and Hadi, M. N. S., "Nonlinear analysis and behavior of concrete‐filled steel
tubular beam‐columns", Innovations in Structural Engineering and Construction, Proceedings
of the Fourth International Structural Engineering and Construction Conference, Melbourne,
Australia, 2007, pp. 777‐782.
[67] Rong, J. H., Yi, J. H. and Liang, Q. Q., "A level set method with maximum design domain
limits", Innovations in Structural Engineering and Construction, Proceedings of the Fourth
International Structural Engineering and Construction Conference, Melbourne, Australia,
2007, pp. 883‐889.
[68] Liang, Q. Q., “Inelastic behavior of concrete‐filled thin‐walled steel tubular columns
subjected to local buckling”, Real Structures: Bridges and Tall Buildings, Proceedings of the
Tenth East Asia‐Pacific Conference on Structural Engineering and Construction, Bangkok,
Thailand, 2006, pp. 239‐244. Citations = 1.
[69] Liang, Q. Q., “Performance‐based optimization of strut‐and‐tie models in reinforced
concrete beam‐column connections”, Real Structures: Bridges and Tall Buildings, Proceedings
of the Tenth East Asia‐Pacific Conference on Structural Engineering and Construction,
Bangkok, Thailand, 2006, pp. 347‐352. Citations = 4.
[70] Liang, Q. Q., “Post‐local buckling of steel plates in concrete‐filled thin‐walled steel tubular
columns under biaxial loading”, Materials, Experimentation, Maintenance and Rehabilitation,
Proceedings of the Tenth East Asia‐Pacific Conference on Structural Engineering and
Construction, Bangkok, Thailand, 2006, pp. 487‐492.

[71] Rong, J. H. and Liang, Q. Q., “A level set method for structural topology optimization
considering maximum design domain limits”, Proceedings of the Fourth China‐Japan‐Korea
Joint Symposium on Optimization of Structural and Mechanical Systems, Kunming, China,
2006, 365‐371.
[72] Rong, J. H., Tang, G. J., Liang, Q. Q. and Yang, Z. X., “A topology optimization method for
three‐dimensional continuum structures”, Proceedings of the 6th World Congress on Structural
and Multidisciplinary Optimization, Rio, de Janeiro, Brazil, 2005, pp. 6531. Citations = 3.
[73] Liang, Q. Q., Uy, B. and Liew, J. Y. R., “Strength of concrete‐filled steel box columns with local
buckling effects”, Proceedings of the Australian Structural Engineering Conference, Newcastle,
Australia, 2005. Citations = 6.
[74] Uy, B., Bradford, M. A. and Liang, Q. Q., “Behaviour and design of composite beams
subjected to flexure and torsion”, Proceedings of the United Engineering Foundation 5th
Conference on Composite Construction in Steel and Concrete, Kruger National Park, South
Africa, 2004.
[75] Liang, Q. Q., Uy, B., Bradford, M. A. and Ronagh, H. R., “Ultimate strength of composite beams
in combined bending and shear”, Proceedings of the Second International Conference on Steel
& Composite Structures, Seoul, Korea, 2004, pp. 1155‐1168. ISBN 89‐89693‐12‐8‐98530.
[76] Liang, Q. Q., Uy, B., Wright, H. D. and Bradford, M. A., “Local and post‐local buckling of
composite steel‐concrete panels under combined states of stresses”, Advances in Structures,
Proceedings of the International Conference on Advances in Structures: Steel, Concrete,
Composite and Aluminium, Sydney, Australia, A. A. Balkema Publishers, 2003, pp. 723‐
728.
[77] Liang, Q. Q., Uy, B., Wright, H. D. and Bradford, M. A., “Local buckling of biaxially compressed
steel plates in double skin composite panels”, Advances in Steel Structures, Proceedings of the
Third International Conference on Advances in Steel Structures, Hong Kong, China, Elsevier
Science Ltd, 2002, pp. 625‐632.
[78] Berry, P. A., Patrick, M., Liang, Q. Q. and Ng, A., “Cross‐section design of continuous
composite beams”, Proceedings of the Australasian Structural Engineering Conference, Gold
Coast, Australia, 2001, pp. 491‐497.
[79] Liang, Q. Q., Patrick, M. and Bridge, R. Q., “Computer software for longitudinal shear design
of steel‐concrete composite beams”, Proceedings of the Australasian Structural Engineering
Conference, Gold Coast, Australia, 2001, pp. 515‐522.
[80] Liang, Q. Q., “Performance‐based optimization method in civil and structural engineering”,
Proceedings of the Australasian Structural Engineering Conference, Gold Coast, Australia,
2001, pp. 37‐44.
[81] Liang, Q. Q., Bridge, R. Q., Patrick, M., Berry, P. A. and Ng, A., “COMPSECT: a computer
software for cross‐section design of continuous composite beams”, Proceedings of the Second
International Conference on Mechanics of Structures, Materials and Systems, Wollongong,
Australia, 2001, pp. 75‐80.
[82] Patrick, M. and Liang, Q. Q., “Shear connection to steel tubes used in composite beam
construction”, Composite Construction in Steel and Concrete IV, Proceedings of the United
Engineering Foundation 4th Conference on Composite Construction in Steel and Concrete,
ASCE, 2002, pp. 699‐710.
[83] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “Optimal strut‐and‐tie models in structural concrete
members”, Optimization and Control in Civil and Structural Engineering, Proceedings of the
Seventh International Conference on Civil and Structural Engineering Computing, Oxford,
England, Civil‐Comp Press, 1999, pp. 1‐8. Citations = 2.
[84] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “Optimal topology selection of continuum structures
with stress and displacement constraints”, Proceedings of the Seventh East Asia‐Pacific
Conference on Structural Engineering and Construction, Kochi, Japan, 1999, pp. 560‐565.
Citations = 5.
[85] Liang, Q. Q., Xie, Y. M., Steven, G. P. and Schmidt, L. C., “Topology optimization of strut‐and‐tie
models in non‐flexural reinforced concrete members”, Proceedings of the International
Conference on Mechanics of Structures, Materials and Systems, Wollongong, Australia, 1999,
pp. 309‐315. Citations = 7.

[86] Liang, Q. Q. and Uy, B., “Geometric and material nonlinear behaviour of steel plates in thin‐walled
concrete filled box columns”, Thin‐Walled Structures: Research and Development,
Proceedings of the Second International Conference on Thin‐Walled Structures, Singapore,
Elsevier Science Ltd, 1998, pp. 339‐346.

Q. Q. Liang, Internationalising the undergraduate curriculum at Victoria University: A case study, September 2012.
Internationalising the undergraduate curriculum at Victoria
University: A case study
Qing Quan Liang
School of Engineering and Science, Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia
Abstract
This paper presents a case study on internationalising the undergraduate curriculum at Victoria
University. The audit of the current inclusive practice of Unit VAC4092 Structural Engineering Design 2
offered in the undergraduate architectural and civil engineering programs is conducted. A plan to
internationalise the curriculum based on the audit and peer feedback and comprehensive reflections on
the planned improvements is developed. The plan and reflections presented are underpinned by
research literature and University’s plans and polices.
1. Introduction
More and more international students are coming to Australia to study in recent years. Students are of
devise social and cultural backgrounds. Therefore, there is a need to develop an international outlook in
students and staff and to internationalise the curriculum in higher education. In this paper, a case study
on internationalising the undergraduate curriculum in structural engineering is described. The audit of
current inclusive practice is presented first and then a plan to internationalise the curriculum is
developed.
2. Audit and description of current inclusive practice
Unit VAC4092 Structural Engineering Design 2 is offered in Semester 2 in the undergraduate
architectural and civil engineering programs in the School of Engineering and Science in the Footscray
Park Campus. It is a fourth year structural design subject for architectural and civil engineering students.
The aims of this subject are to develop students’ ability to design structural engineering projects
including reinforced and prestressed concrete structures to Australian and American Standards. The
subject was designed using the innovative backward design method [1]. In the development of this
subject, the desired learning outcomes of the subject were designed first. The assessment evidence
that demonstrates that students have achieved the learning outcomes was then determined. Finally,
learning activities and instructional methods to achieve the desired learning outcomes were planned.
The contents of Unit VAC4092 cover both fundamental knowledge required by industry and the most
recent research findings related to the subjects in the fields. In addition, real-world engineering design
problems are used in the subject as worked examples, tutorial problems and design projects. Moreover,
worked examples are used to train students’ self-learning ability while tutorial problems are designed to
enhance students’ critical thinking and problem solving abilities. Furthermore, design projects are
utilised to train students’ four core abilities that include self-learning, critical thinking, problem solving
and creativity. The problem-based learning (PBL) method [2] is adopted in this subject as it is believed
that the PBL method is the most effective approach to the learning of professional knowledge and to the
training of students’ four core abilities. Tutorial problems are designed to monitor students’ learning and
use design projects and examinations to assess students’ understanding of the subject contents and
four core abilities [3]. Design projects are used not only to assess students’ understanding of the subject
contents but also to train their self-learning, critical thinking, problem solving and creative abilities.
http://www.linkedin.com/pub/qing-quan-stephen-liang/74/150/670 1

The audit of Unit VAC4092 has been conducted by utilising the self-review toolkit prepared by Woodley
and Pearce [4]. The audit performed indicates that the Unit VAC4092 has been well designed and has
many features of an internationalised curriculum. For this Unit, lecture notes and learning materials have
been designed based on international publications produced by authors from a range of cultural
perspectives. The subject covers the design of projects to the Australian and American Standards and
clearly links outcomes, learning activities and assessment tasks. Innovative learning methods are used
including PBL. Assessment tasks are designed to develop deep learning in curriculum.
VU is one of the largest and most culturally diverse universities in Australia and one of the five multi-sector
universities offering TAFE and higher education courses. There are about 3920 onshore
international students at VU. Students at VU are from diverse backgrounds and 39.4% of students are
from a non-English-speaking background. In my class, there are five international students and about
50% of the students are from a non-English-speaking background. Gabb [5] states that good teaching
should account for both the social and cultural background contexts of the students’ cohort and of the
teaching staff, and the resulting dynamics contained in classroom interactions. To achieve effective
teaching and learning, therefore, inclusivity is promoted in classroom in current teaching practice to
reflect the diversity of students’ social and cultural backgrounds. The lecture notes and learning
materials were prepared based on international publications, including international case studies and
examples and the inclusion of international topics. More importantly, the author’s teaching practice
emphasises on social inclusion and intercultural interaction as these are the most critical elements of a
truly internationalised curriculum as pointed out by De Vita [6]. However, further improvement of the
curriculum is necessary to develop its international outlook.
3. Plan to Internationalise the curriculum
A comprehensive and detailed plan has been developed to internationalise the curriculum based on the
audit conducted by utilising the self-review toolkit prepared by Woodley and Pearce [4]. The plan is
described in detail in Tables 1-10 in terms of the unit of study level, resources, learning outcomes,
program content, teaching methods, learning activities, assessment, evaluation and curriculum
development process. The changes are identified and the reasons for the changes and their impacts on
teaching and learning are discussed in the tables.
4. Peer feedback
The plan to internationalise the Unit VAC4092 has been discussed with peer. The feedback received
from the peer is positive and encouraging. The peer agreed that there is a need for internationalising the
curriculum to reflect the devise social and cultural backgrounds of students although the current practice
has incorporated many features of an internationalised curriculum. The peer suggested that the plan
should include topics on ethical issues in globalisation and group tasks where members are from
different cultures to develop students’ experience in intercultural interaction. Peer feedback has been
incorporated in the final plan presented in the preceding section.
5. Reflection on improvements planned
The idea of internationalisation of the curriculum is relatively new in higher education [6-8]. Some
universities have developed guidelines for internationalisation of the curriculum [9,10]. VU has
developed nine principles for internationalisation of the curriculum as described in the paper by Woodley
and Pearce [4]. RMIT University aims to develop students’ social and cultural competences in the
internationalised university and to provide a ‘global passport’ to students [10]. Montgomery [8] states

Table 1 Course and Unit Levels
Contents Yes
(Tick)
Course Level
 Internationally recognized qualifications 
 Elective with global focus 
Unit of Study Level
 Unit of Study is an international subject 
 Unit of Study is about culture (work in a socially diverse environment) 
 Unit of Study incorporates global perspectives (global environmental issues) 
International/Intercultural Activity
 Study abroad/exchange program 
 Study tour 
 Offshore delivery 
 Work/community engagement with diverse community groups 
Evidence/Examples/Comments
Engineering projects in international markets become more and more complex and need a team effort.
The engineering team usually consists of professional engineers who are from diverse backgrounds and
cultures. In addition, professional engineers frequently work with clients who are from diverse
backgrounds and cultures. The incorporation of global perspectives and multicultural aspects into the
unit of study will prepare students to perform professionally and socially in global and multicultural
contexts.
Table 2 Resources
Resources
 Use international case studies 
 Use local case studies featuring diverse cohorts 
 Use materials from diverse sources which reflect Indigenous perspectives on global
issues

 Use international publications, eg journals, textbooks, conferencing proceedings 
 Use guest lecturers who have international experience within the discipline 
 Involve contact/involvement with local migrant communities 
 Include readings, examples, cases studies produced by writers from a range of
cultural perspectives

 Describe contents in terms that includes explicit reference to international,
Indigenous and Australian content

Lecture notes have been designed based on international publications produced by authors from a
range of cultural perspectives including the book and journal papers written by myself. The subject
covers the design of engineering projects to the Australian and American Standards. However, to further
improve the teaching resources, it is necessary to include materials relevant to the Eurocodes so that
students will be familiar with the European practice and can work in the international contexts. I have no
intention to use guest lecturers with international experience as I am the one with many years of
international experience.

Table 3 Learning outcomes
Learning Outcomes (rate the following on a scale of 1-5 where 1=strongly agree, 5=strongly
disagree and 0=not applicable)
 Develops students’ ability to reflect on their own cultural perspective on
an issue
1 2 3 4 5 0
 Develops students’ understanding of intercultural issues 1 2 3 4 5 0
 Develops students’ awareness of world geography in English 1 2 3 4 5 0
 Develops students’ awareness of politics in other cultures 1 2 3 4 5 0
 Develops students’ ability to use a range of recourses to assist their
learning, including bilingual resources where appropriate
1 2 3 4 5 0
Unit VAC4092 Structural Engineering Design 2 aims to develop students’ ability to design structural
engineering projects in international contexts. Students’ ability to use a range of resources to assist their
learning is developed by studying the subject. Developing students’ ability to reflect on their own cultural
perspective on issues and students’ understanding of intercultural issues have not been listed as
learning outcomes in the current program. However, the intercultural issues will be incorporated into the
curriculum as learning outcomes and students will be encouraged to reflect on their own cultural
perspectives on issues.
Table 4 Program content
Program Content (rate the following on a scale of 1-5 where 1=strongly agree, 5=strongly
 Requires students to reflect on their own cultural identity 1 2 3 4 5 0
 Includes specific international contexts 1 2 3 4 5 0
 Does not promote monolithic description of other countries or cultures 1 2 3 4 5 0
 Includes topics on ethical issues in globalisation 1 2 3 4 5 0
 Includes accounts of the historical background to current international
practices
1 2 3 4 5 0
 Includes investigation of professional practices in other cultures 1 2 3 4 5 0
 Includes an exploration of how knowledge may be constructed differently
from culture to culture
1 2 3 4 5 0
The current program content includes accounts of historical background to current international
practices and investigations of professional practices in other cultures, but does not include topics on
ethical issues in globalisation. As ethical issues in globalisation are important to the success of
engineering projects from biding to completion, topics on ethical issues will be incorporated in the
program content.

Table 5 Teaching methods
Inclusive teaching practices used in the program (rate the following on a scale of 1-5 where
1=strongly agree, 5=strongly disagree and 0=not applicable)
 Acknowledge that any curriculum decision is a selection rather than a
complete truth
1 2 3 4 5 0
 Make explicit the rationale underpinning course design 1 2 3 4 5 0
 Are explicit about what students are expected to do and how they will
achieve it
1 2 3 4 5 0
 Respond to the knowledge base of students 1 2 3 4 5 0
 Use a range of teaching methods 1 2 3 4 5 0
 Are explicitly aware of culturally different teaching methods 1 2 3 4 5 0
 Use guest speakers to provide a range of cultural perspectives (both
face-to-face and online)
1 2 3 4 5 0
 Include field trips/excursions to investigate a range of cultural
perspectives
1 2 3 4 5 0
 Avoid reinforcing cultural/gender stereotypes (eg peer review) 1 2 3 4 5 0
 Encourage open-ended questioning, participation in lectures, and
checking for understanding (CATs)
1 2 3 4 5 0
 Clearly link learning outcomes, learning activities and assessment tasks 1 2 3 4 5 0
 Are sensitive to the constraints of all learners 1 2 3 4 5 0
 Recognise international and CALDB students as a resource 1 2 3 4 5 0
 Accommodate students’ various learning styles and preferences. 1 2 3 4 5 0
 Ensure that colloquial language is limited and/or explained, is not
obscure
1 2 3 4 5 0
 Present the point of view of the teacher as a culturally relative one. 1 2 3 4 5 0
The program has been designed using the innovative backward design method [1]. The learning
outcomes, assessments, instruction and learning activities are designed for students to achieve the
goals and to response to the knowledge base of students. The rationale underpinning the subject
design is made explicit. The study plan, assessment tasks and tutorial materials clearly indicate that
teaching practices are explicit about what students are expected to do and how they will achieve it. A
range of teaching methods is used, including the traditional teaching method and problem-based
learning [2].

Table 6 Learning activities
Learning Activities (rate the following on a scale of 1-5 where 1=strongly agree, 5=strongly
 Formatively contribute to the development of intercultural communication
skills including non-verbal communication
1 2 3 4 5 0
 Focus on current or historical international issues 1 2 3 4 5 0
 Include a critique of international/intercultural literature 1 2 3 4 5 0
 Investigate international/intercultural practice/context 1 2 3 4 5 0
 Simulate intercultural interactions 1 2 3 4 5 0
 Compare local and international standards within the discipline/
professional area
1 2 3 4 5 0
 Include group tasks where members are from different cultures 1 2 3 4 5 0
 Include online discussion using international guest as facilitator 1 2 3 4 5 0
 Require students to consider other cultural perspectives 1 2 3 4 5 0
 Require students to locate and evaluate resources from a range of
cultural perspectives
1 2 3 4 5 0
 Require students to articulate their own cultural position/values 1 2 3 4 5 0
Learning activities in current program include studies on international and Australian practices in tutorial
classes. To further internationalise the learning activities, students will be required to compare local and
international standards for the design of engineering projects in a tutorial group, to consider other
cultural perspectives and to articulate their own cultural values using resources from a range of cultural
perspectives.
Table 7 Assessment
Assessment (rate the following on a scale of 1-5 where 1=strongly agree, 5=strongly disagree
and 0=not applicable)
 is criterion-referenced and validly linked to learning outcomes 1 2 3 4 5 0
 is designed to facilitate deep learning in curriculum, not just to test
knowledge
1 2 3 4 5 0
 is collaboratively developed and reviewed to identify cultural assumptions 1 2 3 4 5 0
 measures performance of intercultural skills 1 2 3 4 5 0
The assessment tasks in Unit VAC4092 are designed to achieve the learning outcomes. They are
designed not only to assess student’s learning but also to train students’ abilities of self-learning, critical
thinking, problem solving and creativity. Students develop their intercultural skills by working on design
projects in international contexts but it is difficult to measure the performance of intercultural skills.

Table 9 Evaluation
Evaluation (rate the following on a scale of 1-5 where 1=strongly agree, 5=strongly disagree and
0=not applicable)
 Evaluates cultural assumptions, biases of content, teaching approaches
and assessment
1 2 3 4 5 0
 Uses a range of evaluation methods 1 2 3 4 5 0
 Uses international benchmarks 1 2 3 4 5 0
 Uses culturally diverse representation in peer reviews 1 2 3 4 5 0
Table 10 Curriculum development process
Curriculum Development Process (rate the following on a scale of 1-5 where 1=strongly agree,
5=strongly disagree and 0=not applicable)
 Content, learning activities and assessment tasks are developed with
diverse range of consultation
1 2 3 4 5 0
 Content is reviewed regularly to ensure that it does not promote
monolithic descriptions of other countries or cultures
1 2 3 4 5 0
The content, learning outcomes, learning activities and assessment tasks in VAC4092 have been
designed with diverse range of consultation.
that internationalisation of the curriculum cannot be achieved by only encouraging students to study
languages and redesigning the syllabi. The competence-oriented and social-cultural approach to the
internationalisation of the curriculum is being adopted in policy of many universities worldwide as
reported by Caruana [7] and Jones and Brown [11]. The proposed plan to internationalise the curriculum
presented is underpinned by VU’s nine principles for internationalising the curriculum at VU and the
competence-oriented and social-cultural approach and aligns well with the VU Equity and Diversity
Strategy for Staff, Students and Community [12].
The improved plan incorporates students’ competence in the understanding of the intercultural issues
into the learning outcomes because this is the most critical element of a truly internationalised
curriculum as pointed out by De Vita [6]. The subject contents and recourses such as lecture notes and
learning materials are designed based on international publications and practice. The problem-based
learning approach as one of the innovative teaching methods is employed in the delivery of the Unit
VAC4092. This is well informed by Stone [13] who suggests that the approaches to learning and
teaching that support the internationalisation of the curriculum should include a variety of active learning
methods such as self-assessment, problem-solving and collaborative learning. The learning activities
and assessment tasks with explicit assessment criteria in Unit VAC4092 are designed to achieve the
learning outcomes as supported by Stone [13] and De Vita [6]. The assessment tasks in Unit VAC4092
are designed not only to assess students’ learning but also to develop students’ abilities including self-learning,
critical thinking, problem-solving and creativity. The assessment tasks designed align well with
the VU Graduate Capabilities. In conclusion, the recourses, program contents, learning activities and

assessment tasks implemented in the improved plan will prepare students to work professionally and
socially in global and multicultural contexts [4,14].
6. Conclusions
A comprehensive and innovative plan for internationalising the Unit VAC4092 Structural Engineering
Design 2 offered in the undergraduate architectural and civil engineering programs in the School of
Engineering and Science at Victoria University has been presented in this report. The plan was
developed based on the audit of current practice of the curriculum conducted and on the peer feedback
and the author’s reflections. The audit indicates that the current program in terms of its learning
outcomes, contents, assessments, learning activities has been well designed, having many features of
an internationalised curriculum. However, the curriculum can be further improved and developed into an
international outlook by incorporating some critical elements. The improved plan is informed by
university plans and policy and published literature on learning and teaching.
References
[1] Wiggins, G. P. and McTighe, J., Understanding by design, Expanded 2nd Edition, Association for
Supervision and Curriculum Development, USA, 2005.
[2] Chambers, D., How to succeed with problem-based learning, Carlton South, Vic. : Curriculum
Corporation, 2007.
[3] Biggs, J. and Tang, C., Teaching for quality learning at University, What the student does, 3rd edn,
Society for Research into Higher Education and Open University press, McGraw-Hill Education,
England, 2007.
[4] Woodley, C. and Pearce, A., “A Toolkit for Internationalising the Curriculum at VU”, Victoria
University, 2007.
[5] Gabb, D., “Transcultural Dynamics in the Classroom”, Journal of Studies in International Education,
2006, 10(4), 357-368.
[6] De Vita, G., “Taking stock: an appraisal of the literature on internationalising HE learning”, In
Jones, E. and Brown, S. (eds). Internationalising Higher Education. Abingdon, Oxon: Routledge,
2007.
[7] Caruana, V., “The internationalisation of UK Higher Education: a review of selected material”,
Higher Education Academy, 2006.
<http://www.heacademy.ac.uk/assets/york/documents/ourwork/tla/internationalisation/lit_
review_internationalisation_of_uk_he_v2.pdf>
[8] Montgomery, C., “Internationalisation and teaching and learning in Higher Education: promoting
effective engagement for all students”, The RECAP Series, Researching the Challenges in
Academic Practice, paper 22, 2008, Northumbria University.
[9] Oxford Brookes University, “Internationalisation Policy”, Oxford Brookes University, 2008.
<http://bejlt.brookes.ac.uk/article/internationalisation_of_the_curriculum_ioc_at_brookes/ >
[10] RMIT University, “Internationalisation and Learning and Teaching Strategy”, RMIT University, 2008.
<http://www.rmit.edu.au/teaching>
[11] Jones, E. and Brown, S., Internationalising Higher Education, Abingdon, Oxon: Routledge, 2007.
[12] Victoria University, “Equity and Diversity Policy for for Staff, Students and Community”, Victoria
University, 2009.
[13] Stone, N., “Conceptualising Intercultural Effectiveness for University Teaching”, Journal of Studies
in International Education, 2006, 10, 334-356.
[14] Bonfiglio, O., “The difficulties of internationalising the Undergraduate Curriculum’, Journal of
Studies in International Education, 1999, 3(2, Fall).

Q. Q. Liang, Research into effective student assessment in undergraduate civil engineering programs, September 2012.
Research into effective student assessment in undergraduate
civil engineering programs
Qing Quan Liang
Abstract
This paper presents five personal accounts that report the author’s research into effective student
assessment in undergraduate civil engineering programs. These include developing learning outcomes,
designing assessment tasks, developing marking schemes, providing high quality feedback and
maintaining accurate records of students’ progress with reference to Unit VAC4092 Structural
Engineering Design 2 offered to civil engineering students at Victoria University. The accounts are
analysed by utilizing the process of sketch—thread—personal theories. It shows that the assessment
practice described is effective and easy to be implemented in other units in civil engineering.
1. Introduction
Effective student assessment in undergraduate civil engineering programs is very important to the high
quality teaching and learning. Assessment must be linked to the learning outcomes of the subject. There
are five components related to student assessment, which are described in this paper.
2. Developing learning outcomes
Unit VAC4092 Structural Engineering Design 2 is offered in Semester 2 in the School of Engineering
and Science in the Footscray Park Campus. This is a final year structural design subject, which was
taught by sessional staff in the past. Previously, the subject contents covered the design of prestressed
concrete to Australian Standards. The learning outcomes of this subject were not clearly identified and
no complete lecture notes had been used in teaching and learning. In order to develop an effective
assessment system for this unit, the whole program was redesigned that includes learning outcomes,
subject contents, lecture notes and assessment tasks. The redesigned subject covers the design of
prestressed and reinforced concrete structures to Australian and American Standards.
In order to develop the unit learning outcomes, internal and external requirements such as the VU
Graduate Capabilities Policy and professional requirements of Engineering Australia and students’
previous knowledge and preferred learning approaches were consulted. These requirements indicate
that graduates should be able to possess professional knowledge required by industry and core abilities
such as critical thinking, self-learning, problem-solving and creativity. Regarding to students’ previous
knowledge, they haven’t learning the design of reinforced concrete footings in any other subject. As
footings are the most import parts of a building, the design of footings is in the revised curriculum. For
the subject VAC4092, the learning outcomes are that students are expected to be able to analyse and
design prestressed and reinforced concrete structures and to develop their core abilities. All learning
activities, delivery methods and assessment tasks are used to achieve the learning outcomes.
The unit learning outcomes are at the center of an effective assessment system. The author believes
that teaching is the means to the objectives—learning outcomes. Learning outcomes are therefore very
important to the success of the learning program. The author strongly believes that learning outcomes

as well as subject contents, learning activities, delivery methods and assessment tasks must be
designed in order to achieve effective learning. The backward design method [1] was employed to
develop the whole subject VAC4092. The assessment is used to assess whether students have
achieved the learning outcomes. In order to increase the graduate employability, the learning outcomes
is identified as obtaining professional knowledge required by industry and core abilities.
3. Designing assessment tasks
After developing the learning outcomes for the unit VAC4092, the assessment system was planned for
the unit. There are many assessment methods that can be used to assess students’ learning in higher
education as described by Bloxham and Boyd [2]. These methods can be classified into formative
assessment such as assignments/projects and summative assessment such as the unseen written
exams.
Before designing the assessment tasks for this unit, the advantages and disadvantages of the unseen
written exams and formative assessment were studied. The advantages of the unseen written exams
are that they are relatively economical, equal opportunity for students, anti-plagiarism, and causing
students to get down to learning as discussed by Race [3]. However, the disadvantages of the unseen
written exams are that students get little or no feedback from the exams, and exams do not contribute to
the training of students’ core abilities described above. Formative assessment such as
assignments/design projects in civil engineering not only can assess students’ learning but also can
provide effective and constructive feedback on students’ progress and hence motivate students’
learning.
In order to achieve the learning outcomes of the unit, an effective assessment system was designed
that includes design project, tutorial coursework and final exam. The design project as a formal
formative assessment was taken from real-world engineering design problems. More importantly,
structural design projects were designed not only to assess student’s learning but also to facilitate the
problem solving process in which students apply theory to solve real-world engineering design problems
and develope their self-learning, critical thinking, problem solving and creative abilities. The tutorial
coursework as an informal formative assessment was used to monitor students’ progress on learning.
The final exam was a summative assessment and used as the purpose of assessment of learning. This
integrated assessment system was used to achieve the intended learning outcomes described above
and is shown to be effective for assessing and motivating students’ learning.
Assessment tasks were designed to achieve the learning outcomes. The author believes that
assessment is important part of student learning as it influences on the quality of student learning and
learning approaches they adopt. Assessment tasks must be designed to achieve the learning outcomes.
The author also believes that an effective assessment system should utilize the advantages of both
formative and summative assessment methods. It has been found that tutorial coursework and design
projects taken from real-world structural design problems are valid and effective formative assessment
tasks that not only can measure the intended learning outcomes of final year structural engineering
design subjects, specially the core abilities but also can motivate students to learn.
4. Developing marking criteria and scheme
Two approaches to marking are commonly used in higher education. The first one is called the norm-referenced
approach and the second is called the criterion-referenced approach. Norm-referenced
assessment is designed to distribute student performance in the assessment across a range. In this
approach, students are judged based on the performance of other members of their particular cohort. In

the criterion-referenced assessment, student achievement is evaluated against learning outcomes and
is based on the quality of their work rather than the performance of other students. As assessment tasks
in unit VAC4092 were designed to achieve desired learning outcomes, the criterion-referenced
approach to marking assignments and examinations was adopted. Compared to the norm-referenced
approach, criterion-referenced assessment is fairer to students.
For the assignment, students were required to complete several parts of the design project. Marking
criteria were developed to ensure the consistence of marking the assignment. In addition, marks were
indicated on each part of the project on the assignment sheet to ensure the transparency of marking
criteria. The marking scheme (rubric) that combines the assessment criteria and standards for the
assignment was developed using a spreadsheet. The marking scheme was created based on the
worked examples given in the author’s lecture notes and solutions to tutorial problems. The spreadsheet
is actually a simple computer program that automatically adds up the marks of each part of the project
awarded to the student. After finishing marking all assignments, all students’ spreadsheets were
checked to make sure that the same marking criteria and standards were applied to all students’
assignments. Any amendment to the student’ marks could be easily done on the spreadsheet program.
The spreadsheet program implementing the marking scheme significantly speeded up the marking and
provided consistent and transparent assessment practice.
Marking schemes based on the criterion-referenced approach were used to ensure consistence and
transparency of marking all assessments. The author believes that a detailed marking scheme that
combines the assessment criteria and appropriate standards for an assignment or exam must be
developed and used to ensure marking is carried out fairly and consistently. Marking criteria should be
specified on the assignment sheet to ensure transparency. The criterion-referenced approach to
marking should be adopted as it is fairer to students, particularly when the number of students enrolled
in the subject is small. The easiest way to develop a marking scheme is using work from a model
answer as suggested by Race [3].
5. Providing high quality feedback
In Unit VAC4092 Structural Design 2, tutorial problems and projects that were used to provide feedback
to students about their learning. Students were required to do tutorial coursework in the tutorial class
after the lecture weekly and to submit their coursework in the next week’s tutorial class. Tutorial
problems were taken from real-world structural design problems and were used to monitor students’
progress and to motivate students’ learning. Students were provided with comments that were detailed
and related to the specific aspects of the tutorial problems. In addition, comments on students’
coursework were improvement focused. Students’ coursework with detailed comments were usually
returned to them after one week submission. Moreover, in the tutorial class, prompted feedback was
provided to students on their work. This means that prompted and timely feedback were provided to
students on their learning and progress.
The design project was a large assignment. Marking the large assignment that involves professional
adjustment is time consuming. Despite of this, detailed and constructive comments on their assignments
were provided to students. In addition to the comments on individual student’s assignment, general
comments were published on the WebCT. These comments helped students to improve and prevent
them from making the same mistakes. The assignments were returned to students within two weeks to
achieve high quality feedback.
High quality feedback is detailed, improvement focused, prompted and timely. The author believes that
feedback is the most important aspect of the assessment process in improving student learning and

should be considered as an essential part of an effective learning process. Informative assessment such
as assignments and coursework can be used to provide feedback to students. As stated by Bloxham
and Boyd [2] that feedback should provide specific comments and suggestions on strengths and areas
for development and strategies for improvement.
6. Maintaining accurate records of students’ progress
Marking schemes—spreadsheet programs were developed to mark all assessments in Unit VAC4092.
This means that not only the final marks that the student achieved for the individual component of
assessment were recorded in the spreadsheet but also his/her performance in each part of the
individual component of assessment in the unit of study was accurately recorded. A spreadsheet
program was also developed to record the marks that students achieved in individual component of
assessment and the final marks and grades. The author believes that maintaining accurate records of
students’ achievements and progress is important for high quality teaching and assessment. This can
be done by using simple spreadsheet programs with little effort.
7. Conclusions
The effective student assessment practice conducted by the author has been described in this paper. It
has been shown that effective student assessment includes developing learning outcomes, designing
assessment tasks, developing marking criteria and scheme, providing high quality feedback, and
maintaining accurate record of students’ progress. All assessment tasks and activities must be linked to
the learning outcomes of the subject and designed to achieve the learning outcomes. The method
discussed in this paper has been used in the teaching and learning of structural design subjects in
practice and is shown to be effective.
References
[1] Wiggins, G. P. and McTighe, J., Understanding by design, Expanded 2nd Edition, Association for
Supervision and Curriculum Development, USA, 2005.
[2] Bloxham, S. and Boyd, P., Developing effective assessment in higher education: A practical guide,
Open University Press, McGraw-Hill Education, UK, 2007.
[3] Race, P., The lecturer’s toolkit: A practical guide to learning, teaching and assessment, Kogan
Page Limited, 1998, UK.

Q. Q. Liang, Designing and managing a hybrid problem-based learning unit in structural engineering, September 2012.
Designing and managing a hybrid problem-based learning unit
in structural engineering
Qing Quan Liang
Abstract
Many graduates are unsuitable for employment not because they are deficient in their professional
knowledge but because they lack core attributes such as self-directed learning, critical thinking,
problem-solving and creativity. To respond to the challenge of developing students’ core attributes,
Victoria University has introduced the problem-based learning (PBL) approach to the undergraduate
programs in engineering since 2006. This paper presents the design and management of a hybrid
problem-based learning (HPBL) unit VAC4022 Structural Engineering Analysis and Design 2 offered to
the final year students in structural engineering. The backward design method is used to design the unit
learning outcomes, assessment systems, learning activities and delivery methods. Three innovative
concept maps are developed to implement the backward design of the unit. Core graduate abilities are
embedded in the learning outcomes and assessment tasks of the unit. All teaching and learning
activities and assessment tasks are designed to achieve the desired learning outcomes. Real-world
structural engineering design problems are used in the unit as tutorial problems, design projects and
exam questions. An innovative hybrid problem-based learning environment is created and managed to
engage and challenge students in solving real-world engineering design problems. The unit developed
is evaluated by students’ performance in the assessment tasks, formal student evaluation of teaching
and the author’s reflections. It is demonstrated that the HPBL unit designed and managed is effective for
achieving high quality teaching and learning. The designing and managing methods presented in this
paper can be applied to the development of other subjects in structural engineering.
1. Introduction
The higher education sector is changing its focus of educational policy and practice from institutions to
learners and from teaching to learning to respond to the changes in the work patterns and the new
forms of organization of work owing to the global changes to the economy (Mclennan and Keating
2005). A study conducted by DETYA demonstrated that many graduates were unsuitable for
employment not because they were deficient in their professional knowledge but because they lacked
generic attributes such as the ability of critical thinking, creativity, communication skills, interpersonal
skills and an understanding of business practice (ACNielsen Research Services 2000). The expansion
of the Australian higher education has resulted in a diverse student population which consists of
students with different academic experiences, motivation, engagement, age and cultural background.
The student population in VU is characterized by the high proportions of low socio-economic status
students, part-time students, first in the family university students and students who work part-time. VU
students generally have low motivation, poor higher-order skills, little autonomy, lower progress rates,
and low retention rate. The challenge for VU teachers is to develop active learning programs
incorporating diversity to engage students and to develop students’ generic skills required by industry.
VU has developed a number of teaching and learning polices to support the shift from teacher-entered
to learner-centered practice, including the Student Assessment, the Core Graduate Attributes and

Learning in the Workplace (Victoria University 2007). A central focus of the University is to provide
environments that promote high quality learning. The University is committed to provide education for a
diverse range of students and to design and deliver programs to meet students’ needs. The University is
also committed to provide learning and teaching activities that actively engage and challenge students
to enhance not only students’ employability but also their ability to learn. The Student Assessment policy
aims to ensure that assessment at VU is of high quality and is used as both assessment for learning
(formative) and assessment of learning (summative). The Core Graduate Attributes policy is to ensure
that VU graduates develop their core graduate attributes in their discipline to enhance their employability
and to develop their effectiveness as lifelong learners. The Learning in the Workplace policy requires
courses to include a compulsory learning in the workplace component to enhance collaborative and
autonomous learning experience for VU students. One of the key initiatives undertaken at VU was the
introduction of a problem-based learning (PBL) approach to the undergraduate engineering programs in
2006. PBL enhances technical learning in active mode and enables the development of the core
graduate attributes as part of the process of learning technical competence (Parr 2005).
Problem-based learning was introduced in the late 1960s by Woods (Woods 1985) at the McMaster
University in Canada as an innovative educational approach to undergraduate engineering programs.
PBL aims to promote learner-centered education building on adult learning principles of self-directed
learning and supporting the development of life-long learning skills (Barrows and Tamblyn 1980). PBL
was adopted by undergraduate programs in Medicine at McMaster in 1907s, at Maastricht in Netherland
(Norman 1988) and by Medicine at Newcastle in Australia. Schmidt (1983) presented a seven-steps
process that demonstrates the problem-based learning process to be conducted in small and large
groups and in assessment experiences. The cognitive apprenticeship model of PBL derived from the
McMaster experience and the reflective practitioner model given by Schön (1983) at the University of
Wisconsin in USA were widely used in Medical and Nurse and other Health professional undergraduate
programs in 1980s and 1990s. Other PBL models were also emerged, including the Block model in
Architecture at the Technical University, Delft (Graaff and Westrik 1994) and Intergrated Learning
(Maitland 1985) and Research-Based Learning models in Architecture (Cowdroy and Graaff 2005) at
the University of Newcastle, Australia.
This paper describes the design and management of an innovative hybrid problem-based learning unit
VAC4022 Structural Engineering Analysis and Design 2 offered to the final year students in structural
engineering. The unit learning outcomes, assessment systems, learning activities and delivery methods
are designed by the backward design approach implementing three new concept maps. An effective
hybrid problem-based learning environment is created and managed to engage and challenge students
in solving real-world engineering design problems. The effectiveness of teaching and learning in the unit
is evaluated by students’ performance, formal student evaluation of teaching and the author’s
reflections.
2. Designing learning
2.1. Backward design
Traditional activity-focused and coverage-focused design methods have been found to be ineffective for
developing curriculum (Wiggins and McTighe 2005). The activity-focused design is hands-on without
being minds-on. It focuses on activities which might be fun and interesting and engaging students, but
does not incorporate important ideas as well as learning outcomes so that it will not lead to intellectual
achievements. The coverage-focused design is an approach in which all contents in a textbook is
covered in lectures within a specified time frame and students are led through unending facts without
the sense of overarching ideas and intended learning outcomes. Both methods have no guiding

intellectual purpose. The curriculum development process by the traditional content-focused design
consists of selecting contents, identifying resources, choosing specific instructional methods based on
the resources and contents, and preparing exam questions and quizzes for assessing the student
understanding of the contents. This method focuses on teaching without considering student learning.
To overcome the drawback of traditional design methods, Wiggins and McTighe (2005) introduced the
backward design for developing curriculum and it has become a popular design method in curriculum
development. Backward design was derived from the practice of professionals. Teachers are designers
who design curriculum and learning activities to achieve the desired outcomes. Like professional
structural engineers who design buildings based on building codes and national design standards,
teachers are also guided by national or institutional standards that specify what students should
understand and be able to do. In addition, teachers need to consider the needs of diverse students with
various experiences. Wiggins and McTighe (2005) states that curriculum should design the most
effective ways to achieve the desired results and the best design derives backward from the intended
learning outcomes. Unlike traditional design focusing on teaching, backward design focuses on learning
which is suitable for developing learner-centered curriculum.
The backward design process can be divided into three stages as shown in Figure 1 (Wiggins and
McTighe 2005). The stage 1 of the backward design is to identify the desired learning outcomes. In
order to develop the desired learning outcomes, the teacher as a designer needs to examine the
established content standards, the requirements of professional body, and students’ previous
knowledge. In addition, the teacher needs to determine what content is worth of understanding. The
stage 2 of the design process is to determine the acceptable assessment evidence that demonstrates
the desired learning outcomes are achieved. This implies that what assessment tasks students should
do in order to attain the desired understandings and it is not what content should be covered in the
curriculum. The stage 3 of the backward design is to plan learning activities and instruction as depicted
in Figure 1. After the desired learning outcomes and assessment evidence have been determined, the
study schedule, resource materials and teaching methods can be planned. In the final stage, the
teacher determines the knowledge and skills that students needed in order to perform effectively and to
achieve the intended learning outcomes. In addition, the teacher plans the activities that train students
with the needed knowledge and skills. Moreover, the teacher needs to select materials and resources
that can be used to accomplish the learning outcomes.
Identify
Desired Learning
Outcomes
Determine
Assessment
Evidence
Plan
Learning Activities
and Instruction
Figure 1. The backward design process
2.2. Identifying desired learning outcomes
The concepts and process of backward design have been briefly described in the preceding section.
Backward design has been utilized to develop a hybrid problem-based learning unit VAC4022 Structural
Engineering Analysis and Design, which is offered to the fourth year undergraduate students in
architectural and civil engineering in the School of Engineering and Science.
A concept map has been developed to identify the desired learning outcomes for the unit as depicted in
Figure 2. The figure shows that the task of identifying the desired learning outcomes is at the center of
the concept map. There are five parts around the center in the concept map and they are toward to the

central task. This means that the teacher needs to examine the national content standards, the
requirements of professional body, University policy on teaching and learning, core graduate attributes
and student diversity and previous knowledge in order to identify the desired learning outcomes of the
unit. It seems that there is no national content standard for higher education curriculum in Australia, but
the engineering course has requirements about the content of the unit. Engineering Australia has
established clear professional requirements for civil engineering graduate students. For examples, civil
engineering graduates must be able to analysis and design of engineering structures/projects and have
generic skills such as problem-solving, communication, and creativity. Developing core graduate
attributes is required by VU, Engineering Australia and employers so they are important issues that
must be embedded in the learning outcomes of the curriculum. Student diversity and previous
knowledge should also be taken into account when developing the unit learning outcomes. VAC4022
introduces the analysis and design of prestressed and reinforced concrete members and the finite
element method. The unit composes of design part and analysis part. The design part is on the design
of prestressed and reinforced concrete members while the analysis part is on the finite element method.
After examining the five parts in the concept map shown in Figure 2, the learning outcomes were
identified as follows:
On successful completion of the unit, students are expected to be able to:
1. Analyse and design prestressed concrete beams for strength and serviceability;
2. Analyse and design prestressed concrete slabs for strength and serviceability;
3. Analyse and design non-flexural concrete members using the strut-and-tie model approach;
4. Analyse and design reinforced concrete footings;
5. Understand the basic concepts of finite element analysis; and
6. Analyse 2D and 3D structures using a commercial finite element analysis package.
The core graduate attributes were not listed in the learning outcomes rather they were incorporated in
the above learning outcomes. This implies that students will attain the core graduate attributes by
successfully achieving the above six learning outcomes.
Identify
Desired Learning
Outcomes
Student Diversity
and Previous Knowledge
Figure 2. Concept map for identifying the desired learning outcomes

2.3. Determining assessment evidence
Teaching is a means to the end–the desired learning outcomes. The assessment evidence must
demonstrate that students have achieved the learning outcomes. As stated in the VU Assessment
Policy (Victoria University 2007) that assessment tasks are used for the purposes of assessment for
learning (formative) and of the assessment of learning (summative). A concept map has been
developed for determining the assessment evidence and is depicted in Figure 3. It can be seen from the
figure that assessment tasks may be include the performance tasks (formal formative assessment),
tutorial coursework (informal formative assessment), Mid-semester tests (summative assessment), and
final examination (summative assessment). In order to measure the performance of students in the main
assessment tasks, such as performance tasks, Mid-semester tasks and final examination, the teacher
needs to develop appropriate marking criteria and marking scheme.
The core performance task in the field of prestressed concrete is to analyse and design prestressed
concrete beams, which is one of the most important performance demands in the field. An open-ended
design project (Supervised Assignment) was used as the core performance task in the design part of
the unit VAC4022. Students were required to design a partially prestressed concrete beam in a real-world
structural design situation and submitted a report with detailed design calculations and drawings.
This performance task clearly aimed to achieve the desired learning outcomes 1 and 3 and the core
graduate attributes.
The core performance task in the field of finite element analysis of structures is to analyse structures
using the modern finite element analysis software. An open-ended analysis project was used as the
core performance task in the analysis part of the unit. Students were required to analyse a three-dimensional
multistory buildings using the powerful finite element program STRAND7. The purpose of
this project was to achieve the learning outcomes 5 and 6.
Tutorial problems were taken from real-world structural design problems and were used to assess
student understanding and monitor students’ progress. The mid-semester test was used in the design
part only to measure students’ understanding.
Determine
Assessment
Evidence
Final Examination
Figure 3. Concept map for determining assessment evidence

2.4. Planning learning activities and instruction
In the final stage of backward design, learning activities and instruction are planned. A concept map
depicted in Figure 4 has been developed and used to design the learning activities and instruction of the
unit VAC4022. It appears from the figure that the design of learning activities and instruction includes
planning the study schedule, selecting resource materials, writing lecture notes for each module,
designing tutorial problems and activities, and choosing suitable teaching methods. The study schedule
depicting the layout of contents and assessment tasks of the design part in the unit VAC4022 is given in
Appendix and is helpful for student learning.
Perhaps the most important task in the planning is writing the lecture notes. I believe that high quality
lecture notes lead to high quality learning. However, this requires that the teacher not only has the
expertise in the discipline he teaches but also knows how to learn new knowledge and skills effectively.
The lectures should allow for learning through cognitive apprenticeship (Collins et al. 1989), which
believes that students should not only solve problems themselves but also need to observe expert
problem-solving to learn problem-solving strategies (Schoenfeld 1985). This learning theory was applied
to the design of unit VAC4022 by incorporating a large number of worked examples taken from real-world
structural engineering problems into the lecture notes.
A hybrid problem-based learning (HPBL) approach was used as the teaching and learning method for
unit VAC4022. This hybrid approach combined traditional lectures incorporating the cognitive
apprenticeship theory with problem-based learning tutorials. HPBL is believed to be effective for
achieving the desired learning outcomes and core graduate attributes.
Plan
Learning Activities
and Instruction
Teaching Methods
Figure 4. Concept map for planning learning activities and instruction
3. Managing learning
3. 1. Hybrid problem-based learning environment

Baptiste (2003) states that the characteristics of a pure PBL model include: (a) learning is learner-centered;
(b) teacher acts as a facilitator; (c) problems of learning scenarios are from the basic, focus
and stimulus for learning; (d) new knowledge and skills are acquired through self-directed learning. In a
pure PBL learning environment, no lectures are given to students but problems. Students usually work
in a small group consisting of 4-5 peoples on the problems. Although pure PBL is effective for training
students’ problem-solving skills, but self-directed learning skills may need a couple of years to develop.
As discussed in the preceding section, VU students generally have low motivation, poor self-directed
learning skills and little autonomy. It will be hard for students with poor higher-order skills to attain high
quality learning in 12 weeks using a pure PBL model.
A hybrid problem-based learning environment was created for students to study unit VAC4022 actively
and effectively. The HPBL integrated traditional lectures developed by the backward design and
cognitive apprenticeship theory with innovative PBL tutorial classes into an engaging and challenging
learning environment. In the lectures, real world structural design problems were taken as worked
examples, which were used to demonstrate the expert problem-solving strategies to students. By
observation of working through the examples, students learned how to apply the new knowledge
learned in the lecture to practical design problems which may be solved by a professional engineer. The
learning environment implementing real-world structural design problems as worked examples was
found to effectively engage students and to lead to effective learning. Tutorial workshops were designed
and managed as a pure PBL environment in which students were required to solve tutorial problems
taken from real-world structural design problems that effectively engaged and challenged students
learning. In a HPBL environment, students learned professional knowledge required by industry
efficiently and enhanced their core graduate attributes significantly. The HPBL environment was found
to be effective for achieving the desired learning outcomes.
3. 2. Roles and responsibilities of members in a HPBL environment
In a HPBL environment, the teacher takes up the role of expert who gives a lecture to start the process
of knowledge acquisition. Students gain information during lectures which can be treated as large group
sessions. The expert teacher should not simply give a lecture but embrace the challenge of responding
to the students learning needs. In the tutorial workshops, the teacher takes up the roles of both the
facilitator and expert. The teacher not only facilitates the problem-based learning process in tutorial
workshops but also acts as an expert who responses to the questions raised by students. In a tutorial
workshop, students are usually grouped to form collaborative learning communities. I encouraged and
promoted student responsibility for their learning, stating that learned for yourself and your future.
4. Evaluation
4.1. Students’ performance
In 2010, there were 13 students enrolled in VAC4022 Structural Engineering Analysis and Design 2
which consists of design part and analysis part. The performance of students in VAC4022 in 2010 is
demonstrated in Table 1. It can be seen from the table that students performed very well in this unit.
There were 38.5% of the students obtaining High Distinction and 30.8% of the students achieving
Distinction. The pass rate of this unit was 92.3%. Students enrolled in the unit VAC4092 Structural
Engineering Design 2 needed to study the design part only and VAC4092 was run with VAC4022
together. There were 21 students enrolled in VAC4092 in 2010. The performance of students in
VAC4092 in 2010 is demonstrated in Table 2. It appears that students performed exceptionally well in
this unit. There were 38.1% of the students obtaining High Distinction and 33.3% of the students

achieving Distinction. The pass rate of this unit was 100%. It can be concluded that the teaching and
learning of both units were effective and high quality.
Table 1 Performance of Students in VAC4022 Structural Engineering Analysis and Design 2, 2010
Marks Grade Number of Students Percentage (%)
80-100 HD 5 38.5
70-79 D 4 30.8
60-69 C 2 15.4
50-59 P 1 7.7
0-49 F 1 7.7
50-100 PASS 12 92.3
Table 2 Performance of Students in VAC4092 Structural Engineering Design 2, 2010
Marks Grade Number of Students Percentage (%)
80-100 HD 8 38.1
70-79 D 7 33.3
60-69 C 3 14.3
50-59 P 3 14.3
0-49 F 0 0.0
50-100 PASS 21 100
4.2. Students’ evaluation
The formal online student evaluation of teaching (SET) survey was conducted for VAC4022 Structural
Engineering Analysis and Design 2 in 2009 and 2010, respectively. Table 3 depicts the benchmark
summary of distribution and weighted average of responses in unit VAC4022, School, Faculty and
University in 2009. It can be seen from the table that the weighted average of the unit was 5.0/5.0,
which was higher than that of the School, Faculty and University. The 2010 survey results are given in
Table 4. The weighted average of the unit VAC4022 in 2010 was 4.5/5.0, which was still higher than that
of the School, Faculty and University. The student evaluation of teaching demonstrates that students
were extremely satisfied with the teaching of the units VAC4022 and VAC4092.
Table 3 SET overall satisfactions with the teaching in unit VAC4022, 2009

Table 4 SET overall satisfactions with the teaching in unit VAC4022, 2010
4.3. Reflections on the unit
The units VAC4022 and VAC 4092 were redesigned using the backward design method and delivered
using a hybrid problem-based learning model in 2009 and improved in 2010 based on students’
performance and my own reflections. Students’ performance and overall satisfactions with the teaching
of these units have significantly been improved in comparison with the old ones offered in 2008 and
before as evidenced by the formal student evaluation of teaching described in the preceding section. As
the designer and teacher of these units, I am happy with the results obtained.
5. Conclusions
The design and management of a hybrid problem-based learning unit in structural engineering has been
presented in this paper. The unit was designed by the backward design method, which consists of three
stages namely identifying the desired learning outcomes, determining the assessment evidence and
planning learning activities and instruction. Three innovative concept maps were developed and
implemented in the backward design process of the unit, incorporating the requirements of professional
body, VU Policies, core graduate attributes and students’ diversity and previous knowledge. Real-world
structural design problems were used in the unit as worked examples, tutorial problems and
performance tasks. An innovative hybrid problem-based learning environment was created and
managed to engage and challenge students in learning. Students’ performance and evaluation of
teaching in the unit demonstrate that the hybrid problem-based learning unit designed and managed is
effective and of high quality. The designing and managing methods presented in this paper can be
applied to the development of other subjects in structural engineering.
References
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writing, and mathematics,” in Resnick, L. B. (Ed.), Knowing, learning, and instruction: Essays in
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Barrows, H. S. and Tamblyn, R. M., Problem-based learning: An approach to medical education,
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Cowdroy, R. and Graaff, E. de, “Assessing high-level ability,” Assessment and Evaluation in Higher
Education, 2005, 5(30), October.
Graaff, E. de and Westrik, J., “Innovation and adaption: Searching for the balance between PBL and
traditions of design education,” in Ostwald, M. and Kingsland, A. (Eds.), Research and development
in the problem based learning, Vol. 2, Newcastle, Australia, Charles Sturt University Press, 1994.
Maitland, B. S., “A problem-based course in architecture,” in Boud, D. (Ed.), Problem-based learning in
education for the professions, Higher Education Research and Development Society of Australasia,
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McLennan, B. and Keeting, S., “Making the links to student learning,” Victoria University, 2005.
Norman, G. R., “Problem-solving skills, solving problems and problem-based learning,” Medical
Education, 1988, 22, 279-286.
Parr, P., “Proposal to introduce a problem-based learning curriculum to the bachelor of engineering
degree courses, commencing with first year in 2006: overview and background briefing,” Victoria
University, Melbourne, 2005.
Schmidt, H., “Problem-based learning: rationale and description,” Medical Education, 1983, 17, 11-16.
Schoenfeld, A. H., Mathematical problem solving, Roland Academic Press, 1985.
Schön, D. A., The reflective practitioner, Basic Books, New York, 1983.
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Wiggins, G. and McTighe, J., Understanding by design, Association for Supervision and Curriculum
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