scholarly journals Study on Using Experiential Teaching Mode in the University Civil Engineering Safety Course

Author(s):  
Jingjing Tang ◽  
Yuming Zou
1873 ◽  
Vol 21 (139-147) ◽  

William John Macquorn Rankine was bom at Edinburgh on the 5th July, 1820. He was the son of David Rankine (a lieutenant in the Rifle Brigade, and a younger son of Macquorn Rankine, of Drumdow, of a well-known family in the county of Ayr), and of Barbara Grahame, one of the daughters of Archibald Grahame, of Dalmarnock, a banker in Glasgow. He was educated partly at Ayr Academy, partly at the High School of Glasgow, from which he went to the University of Edinburgh; but he derived much of his instruction from his father, and, like most men who have made any real mark in science, he owed the greater part of his knowledge to his own energy and industry. In 1836 he received a gold medal for an essay on the Undulatory Theory of Light, and in 1838 he gained an extra prize for his essay on Methods of Physical Investigation. Shortly after this date he entered upon the profession of Civil Engineering, as a pupil of Sir John McNeill, under whose direction he was employed from 1839 to 1841 in various schemes for waterworks and harbour-works in the north of Ireland, and on the Dublin and Drogheda Railway.


Author(s):  
Thomas Lagoarde-Segot ◽  
Laurence Le Poder

The goals of the Agenda 2030 require a significant effort to educate and train new generations on sustainability issues. This article presents an initiative in favor of the evolution of the contents and the pedagogy of economics at the University level. We present the new “Ecological Money and Finance” textbook developed by SDSN France. We detail the assumptions, contents and learning objectives proposed in this new textbook. Then, we describe how it can be used in the framework of an experiential pedagogy of economics, taking as a case study the fundamental economics course of the Grande Ecole program at KEDGE BS.


2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.


2020 ◽  
pp. 157-166
Author(s):  
Anna Gelfond ◽  
Andrei Lapshin

The Nizhny Novgorod State University of Architecture and Civil Engineering (NNSUACE) campus is located in Zapochainie, a historical area in Nizhny Novgorod, so the issues of revitalization of the historico-architectural environment and those concerning the methods of architectural design are interwoven in the text. The symbiotic relationship between education, science and practice used as a principal tool for the training of architects at NNSUACE made it possible to envision the evolution of the university campus. The article presents the projects proposed by professional architects and students in response to the need to meet both practical and ideological challenges – to transform the university campus into a viable public space.


Author(s):  
Daniel Pritchard ◽  
Edward A. Beimborn

Results are reported of the implementation of an engineer-in-residence concept in the Department of Civil Engineering and Mechanics at the University of Wisconsin–Milwaukee College of Engineering and Applied Science. This concept brings an experienced practitioner to campus specifically to mentor students and faculty in the application of engineering and management principles to real-life problems and to provide additional relevancy to the education process. Success of the concept is measured by evaluations completed by students and faculty. On the basis of the findings of these evaluations, the concept is a promising way to provide expanded relevancy to a transportation education program.


1934 ◽  
Vol 1 (3) ◽  
pp. 353-359 ◽  

Walter Rosenhain was born in Melbourne, Australia [hand writen note: Berlin (see DNB 1931-40)], on August 24, 1875. His early education was at Wesley College in that City, from which he passed to Queen’s College in the University of Melbourne, graduating in Physics and Engineering in 1897. He came to England as the holder of an 1851 Exhibition Scholarship, and entered St. John’s College, Cambridge, with the intention of studying civil engineering. He carried out an investigation on steam jets, published in the Proceedings of the Institution of Civil Engineers, but the direction of his life’s work was determined on his arrival, when he consulted Professor (now Sir Alfred) Ewing, as to a suitable subject for research. The study of metals by means of the microscope, following the methods so brilliantly devised by H. C. Sorby, was then making rapid progress in the hands of such men as Roberts-Austen, Stead, Osmond and Arnold. Professor Ewing suggested that it would be of interest to examine how the crystal grains of a metal behaved when they were deformed plastically.


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