In search of approaches to embed teaching of geosynthetics within the curriculum : filling an educational gap
- Authors: Ferentinou, M. , Simpson, Z.
- Date: 2020
- Subjects: Geotechnical engineering education , Geosynthetics , Student engagement
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/457462 , uj:40594 , Citation: Ferentinou, M. & Simpson, Z. 2020. In search of approaches to embed teaching of geosynthetics within the curriculum : filling an educational gap.
- Description: Abstract: In this paper, we present lessons learned from the application of a set of activities aimed at introducing knowledge about geosynthetics within the existing curriculum of a geotechnical engineering course at a South African university. We explain how students were exposed to the multiple functions and benefits of geosynthetics, through a combined approach of selected readings, problem solving activities, physical models for class demonstrations, a guest lecture by an invited industry professional, and a group assignment. The students’ experiences of this program were evaluated using a qualitative survey instrument.
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- Authors: Ferentinou, M. , Simpson, Z.
- Date: 2020
- Subjects: Geotechnical engineering education , Geosynthetics , Student engagement
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/457462 , uj:40594 , Citation: Ferentinou, M. & Simpson, Z. 2020. In search of approaches to embed teaching of geosynthetics within the curriculum : filling an educational gap.
- Description: Abstract: In this paper, we present lessons learned from the application of a set of activities aimed at introducing knowledge about geosynthetics within the existing curriculum of a geotechnical engineering course at a South African university. We explain how students were exposed to the multiple functions and benefits of geosynthetics, through a combined approach of selected readings, problem solving activities, physical models for class demonstrations, a guest lecture by an invited industry professional, and a group assignment. The students’ experiences of this program were evaluated using a qualitative survey instrument.
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Lessons learned about engineering reasoning through project-based learning : an ongoing action research investigation
- Authors: Simpson, Z. , Ferentinou, M.
- Date: 2020
- Subjects: Action research , Student engagement , Teaching methods
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/457451 , uj:40592 , Citation: Simpson, Z. & Ferentinou, M. 2020. Lessons learned about engineering reasoning through project-based learning : an ongoing action research investigation.
- Description: Abstract: In this paper, we report on the third cycle of an ongoing action research project, the purpose of which is to develop engineering students’ skills regarding judgement and reasoning. Students were required to develop a solution to an open-ended problem, and perform a series of analyses in order to propose a safe and viable solution to the given problem. The results of the study suggest that the students found it challenging to handle such an open-ended design problem, and required greater guidance on the part of the lecturer.
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- Authors: Simpson, Z. , Ferentinou, M.
- Date: 2020
- Subjects: Action research , Student engagement , Teaching methods
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/457451 , uj:40592 , Citation: Simpson, Z. & Ferentinou, M. 2020. Lessons learned about engineering reasoning through project-based learning : an ongoing action research investigation.
- Description: Abstract: In this paper, we report on the third cycle of an ongoing action research project, the purpose of which is to develop engineering students’ skills regarding judgement and reasoning. Students were required to develop a solution to an open-ended problem, and perform a series of analyses in order to propose a safe and viable solution to the given problem. The results of the study suggest that the students found it challenging to handle such an open-ended design problem, and required greater guidance on the part of the lecturer.
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Potentials for social semiotics in geotechnical engineering education
- Authors: Simpson, Z.
- Date: 2020
- Subjects: Social semiotics , Geotechnical engineering education , Student learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/457439 , uj:40591 , Citation: Simpson, Z. 2020. Potentials for social semiotics in geotechnical engineering education.
- Description: Abstract: Social semiotics is a branch of linguistics that has been taken up extensively in many fields across the arts, design and humanities. It is concerned with the meaning of signs and symbols within particular social contexts. The principles and methods of social semiotics have begun to be applied within technical fields such as the sciences, medicine and engineering. This paper argues that social semiotics offers potential for application in geotechnical engineering education. The paper identifies three key ways in which social semiotics can be of value in geotechnical engineering education. It does this through a mix of review and synthesis of extant literature, on the one hand, and through presentation of empirical data collected by the author, on the other. The three arguments presented are: 1) that social semiotic approaches offer potential for understanding specific disciplinary values and interests, 2) that it allows for ‘unpacking’ of disciplinary representations, and 3) that it may offer insight into student’s learning and/or misconceptions.
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- Authors: Simpson, Z.
- Date: 2020
- Subjects: Social semiotics , Geotechnical engineering education , Student learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/457439 , uj:40591 , Citation: Simpson, Z. 2020. Potentials for social semiotics in geotechnical engineering education.
- Description: Abstract: Social semiotics is a branch of linguistics that has been taken up extensively in many fields across the arts, design and humanities. It is concerned with the meaning of signs and symbols within particular social contexts. The principles and methods of social semiotics have begun to be applied within technical fields such as the sciences, medicine and engineering. This paper argues that social semiotics offers potential for application in geotechnical engineering education. The paper identifies three key ways in which social semiotics can be of value in geotechnical engineering education. It does this through a mix of review and synthesis of extant literature, on the one hand, and through presentation of empirical data collected by the author, on the other. The three arguments presented are: 1) that social semiotic approaches offer potential for understanding specific disciplinary values and interests, 2) that it allows for ‘unpacking’ of disciplinary representations, and 3) that it may offer insight into student’s learning and/or misconceptions.
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Ethical demand and first year civil engineering study : applying virtue ethics
- Simpson, Z., Bester, J., Swanepoel, D., Westman, C.
- Authors: Simpson, Z. , Bester, J. , Swanepoel, D. , Westman, C.
- Date: 2018
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/268773 , uj:28536 , Citation: Simpson, Z. et al. 2018. Ethical demand and first year civil engineering study : applying virtue ethics.
- Description: Abstract: Incidents within the civil engineering profession (structural collapses, collusion, and the like) draw attention to the need for ethical conduct on the part of civil engineering practitioners. This paper explores ethical action in first-year civil engineering study. This is done to discuss the role of universities in the development of civil engineering graduates with a critical awareness of the need for ethical action. The paperusesaparticularapproachtovirtueethicstotheorizefirst-yearstudentactionsduringapracticalexerciseinconcretemixproportioning. Three aspects of ethical action emerged from observation of the students’ completion of this practicum: corner-cutting, erroneous reporting, and misrepresentation of knowledge and ability. The paper argues that ethical behavior should be nurtured and discussed throughout the undergraduate degree, so that students are more likely to practice ethical behavior after graduation. There is thus opportunity to better integrateconsiderationofethicalresponsibilityintotheundergraduatecurriculum, and to shift the focus of higher education away from external goods to the good of the profession and the communities it serves.
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- Authors: Simpson, Z. , Bester, J. , Swanepoel, D. , Westman, C.
- Date: 2018
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/268773 , uj:28536 , Citation: Simpson, Z. et al. 2018. Ethical demand and first year civil engineering study : applying virtue ethics.
- Description: Abstract: Incidents within the civil engineering profession (structural collapses, collusion, and the like) draw attention to the need for ethical conduct on the part of civil engineering practitioners. This paper explores ethical action in first-year civil engineering study. This is done to discuss the role of universities in the development of civil engineering graduates with a critical awareness of the need for ethical action. The paperusesaparticularapproachtovirtueethicstotheorizefirst-yearstudentactionsduringapracticalexerciseinconcretemixproportioning. Three aspects of ethical action emerged from observation of the students’ completion of this practicum: corner-cutting, erroneous reporting, and misrepresentation of knowledge and ability. The paper argues that ethical behavior should be nurtured and discussed throughout the undergraduate degree, so that students are more likely to practice ethical behavior after graduation. There is thus opportunity to better integrateconsiderationofethicalresponsibilityintotheundergraduatecurriculum, and to shift the focus of higher education away from external goods to the good of the profession and the communities it serves.
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Driving responsible research and innovation: science, society and the energy movement
- Malan, N., Simpson, Z., Janse van Rensburg, N.
- Authors: Malan, N. , Simpson, Z. , Janse van Rensburg, N.
- Date: 2017
- Subjects: Science-society engagement , Renewable energy , Sustainable development
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/250917 , uj:26158 , Citation: Malan, N., Simpson, Z. & Janse van Rensburg, N. 2017. Driving responsible research and innovation: science, society and the energy movement.
- Description: Abstract: South Africa faces the challenges of poverty, unemployment and inequality, as well as looming problems regarding water, energy and food. Science, technology and engineering are able to address some of these challenges but are often inaccessible and unfamiliar to the general public. Research and innovation in these fields needs to be increased, and undertaken in partnership with multidisciplinary stakeholders. This article uses the example of an engineering education initiative, the African Solar Drive, to illustrate how this may be achieved. It discusses recent developments in the philosophy of science that have emphasised responsibility in research and development, the similarities of these with action research methodologies and the relevance of these for the concerns South Africa faces at the moment. It presents a general methodology for science-society engagement and locates the African Solar Drive as a prelude to such engagement between higher education and the general public.
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- Authors: Malan, N. , Simpson, Z. , Janse van Rensburg, N.
- Date: 2017
- Subjects: Science-society engagement , Renewable energy , Sustainable development
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/250917 , uj:26158 , Citation: Malan, N., Simpson, Z. & Janse van Rensburg, N. 2017. Driving responsible research and innovation: science, society and the energy movement.
- Description: Abstract: South Africa faces the challenges of poverty, unemployment and inequality, as well as looming problems regarding water, energy and food. Science, technology and engineering are able to address some of these challenges but are often inaccessible and unfamiliar to the general public. Research and innovation in these fields needs to be increased, and undertaken in partnership with multidisciplinary stakeholders. This article uses the example of an engineering education initiative, the African Solar Drive, to illustrate how this may be achieved. It discusses recent developments in the philosophy of science that have emphasised responsibility in research and development, the similarities of these with action research methodologies and the relevance of these for the concerns South Africa faces at the moment. It presents a general methodology for science-society engagement and locates the African Solar Drive as a prelude to such engagement between higher education and the general public.
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Systemic cost of risk for heavy haul operations in South Africa
- Van Der Merwe, J., Malan, C., Havenga, J., De Bod, A., Simpson, Z., Swarts, S.
- Authors: Van Der Merwe, J. , Malan, C. , Havenga, J. , De Bod, A. , Simpson, Z. , Swarts, S.
- Date: 2017
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/276650 , uj:29608 , Citation: Van Der Merwe, J. et al. 2017. Systemic cost of risk for heavy haul operations in South Africa.
- Description: Abstract: This paper compares the systemic cost of risk between the two heavy haul lines and general freight routes on the South African rail network to determine operational resilience of heavy haul rail systems in a growing export market. The Railway Safety Regulator in South Africa requires permitted railway operators to report extrinsic incidents and intrinsic occurrences in a standardised manner, as well as direct costs aggregated for combined categories. Data recorded and categorized since 2009 according to national standards provides insight into route-specific systemic cost of risk when related to the gross domestic product railed over time. The 33,079 intrinsic occurrences and extrinsic incidents were geospatially superimposed to the nearest station on an existing audited rail freight flow model for South Africa. Reported railway occurrence cost was allocated on an average basis to the nearest station associated with an incident or occurrence. A leading business intelligence tool was used to query the combined database. Data was visualized using maps, animations and graphs. Results suggest that over time the heavy haul remote western iron ore export line exhibits superior route-specific systemic cost of risk when compared to the more populous coal export line over difficult terrain in the east, and the various general freight lines. Evidence suggests that, in terms of systemic cost of risk, the heavy haul model is resilient in a growing market. The paper concludes that socioeconomic factors, topography, and railway operational considerations contribute to systemic cost of risk.
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- Authors: Van Der Merwe, J. , Malan, C. , Havenga, J. , De Bod, A. , Simpson, Z. , Swarts, S.
- Date: 2017
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/276650 , uj:29608 , Citation: Van Der Merwe, J. et al. 2017. Systemic cost of risk for heavy haul operations in South Africa.
- Description: Abstract: This paper compares the systemic cost of risk between the two heavy haul lines and general freight routes on the South African rail network to determine operational resilience of heavy haul rail systems in a growing export market. The Railway Safety Regulator in South Africa requires permitted railway operators to report extrinsic incidents and intrinsic occurrences in a standardised manner, as well as direct costs aggregated for combined categories. Data recorded and categorized since 2009 according to national standards provides insight into route-specific systemic cost of risk when related to the gross domestic product railed over time. The 33,079 intrinsic occurrences and extrinsic incidents were geospatially superimposed to the nearest station on an existing audited rail freight flow model for South Africa. Reported railway occurrence cost was allocated on an average basis to the nearest station associated with an incident or occurrence. A leading business intelligence tool was used to query the combined database. Data was visualized using maps, animations and graphs. Results suggest that over time the heavy haul remote western iron ore export line exhibits superior route-specific systemic cost of risk when compared to the more populous coal export line over difficult terrain in the east, and the various general freight lines. Evidence suggests that, in terms of systemic cost of risk, the heavy haul model is resilient in a growing market. The paper concludes that socioeconomic factors, topography, and railway operational considerations contribute to systemic cost of risk.
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Cultural intermediaries and the circuit of culture : the digital ambassadors project in Johannesburg, South Africa
- Benecke, D.R., Simpson, Z., Le Roux, S., Skinner, C.J., Janse van Rensburg, N., Sibeko, J., Bvuma, S., Meyer, J.
- Authors: Benecke, D.R. , Simpson, Z. , Le Roux, S. , Skinner, C.J. , Janse van Rensburg, N. , Sibeko, J. , Bvuma, S. , Meyer, J.
- Date: 2016
- Subjects: Circuit of culture , Culture-centred approach , Public relations
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/214217 , uj:21252 , Citation: Benecke, D.R. et al. 2016. Cultural intermediaries and the circuit of culture : the digital ambassadors project in Johannesburg, South Africa.
- Description: Abstract: The question raised by Cheney and Christensen (2001) as to “what a non-Western, nonmanagerial and non-rationalist form of public relations will look like” (p.182), together with the call made by Gregory (2014) for public relations practitioners (PRPs) to be active social change agents, motivated this paper. The aim of this research is to follow a culture-centred approach and apply the circuit of culture (Curtin & Gaither, 2005) to investigate the meanings that young people (aged 18 to 34), as cultural intermediaries, ascribe to their participation in a digital empowerment project implemented by the City of Johannesburg, South Africa. This research forms part of a larger, ongoing multi-disciplinary research project...
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- Authors: Benecke, D.R. , Simpson, Z. , Le Roux, S. , Skinner, C.J. , Janse van Rensburg, N. , Sibeko, J. , Bvuma, S. , Meyer, J.
- Date: 2016
- Subjects: Circuit of culture , Culture-centred approach , Public relations
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/214217 , uj:21252 , Citation: Benecke, D.R. et al. 2016. Cultural intermediaries and the circuit of culture : the digital ambassadors project in Johannesburg, South Africa.
- Description: Abstract: The question raised by Cheney and Christensen (2001) as to “what a non-Western, nonmanagerial and non-rationalist form of public relations will look like” (p.182), together with the call made by Gregory (2014) for public relations practitioners (PRPs) to be active social change agents, motivated this paper. The aim of this research is to follow a culture-centred approach and apply the circuit of culture (Curtin & Gaither, 2005) to investigate the meanings that young people (aged 18 to 34), as cultural intermediaries, ascribe to their participation in a digital empowerment project implemented by the City of Johannesburg, South Africa. This research forms part of a larger, ongoing multi-disciplinary research project...
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Understanding the impact of engineering through appropriate technology development
- Janse van Rensburg, Nickey, Simpson, Z., Malan, N.
- Authors: Janse van Rensburg, Nickey , Simpson, Z. , Malan, N.
- Date: 2016
- Subjects: Engineering education , SOLO taxonomy , Project-based learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124081 , uj:20871 , Citation: Janse van Rensburg, N., Simpson, Z & Malan, N. 2016. Understanding the impact of engineering through appropriate technology development.
- Description: Abstract: This research describes a pilot project which aimed to introduce CDIO-type (Conceive-Design-Implement-Operate), project-based learning through a community-based project in a third year Material Science module. The project formed part of an agriculture research initiative, and relied on interdisciplinary research collaboration between engineering, social sciences, management, entrepreneurship, and industrial arts. The initiative seeks to develop an agribusiness solution that will create an open-market, growth-oriented food economy. As part of the initiative, engineering students, participating in teams, worked alongside a community of urban farmers, most of whom are working poor, so as to develop appropriate, intermediate technology/ies that could support the farmers. This was informed by the need to have students demonstrate high level understanding of disciplinary content, but also to engage in human-centered design thinking and practice.
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- Authors: Janse van Rensburg, Nickey , Simpson, Z. , Malan, N.
- Date: 2016
- Subjects: Engineering education , SOLO taxonomy , Project-based learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124081 , uj:20871 , Citation: Janse van Rensburg, N., Simpson, Z & Malan, N. 2016. Understanding the impact of engineering through appropriate technology development.
- Description: Abstract: This research describes a pilot project which aimed to introduce CDIO-type (Conceive-Design-Implement-Operate), project-based learning through a community-based project in a third year Material Science module. The project formed part of an agriculture research initiative, and relied on interdisciplinary research collaboration between engineering, social sciences, management, entrepreneurship, and industrial arts. The initiative seeks to develop an agribusiness solution that will create an open-market, growth-oriented food economy. As part of the initiative, engineering students, participating in teams, worked alongside a community of urban farmers, most of whom are working poor, so as to develop appropriate, intermediate technology/ies that could support the farmers. This was informed by the need to have students demonstrate high level understanding of disciplinary content, but also to engage in human-centered design thinking and practice.
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Talk that counts : participation in practicums and student success in civil engineering
- Authors: Simpson, Z. , Bester, J.
- Date: 2015
- Subjects: Student success , Engineering education , Engineering - Study and teaching
- Type: Article
- Identifier: uj:5137 , http://hdl.handle.net/10210/14104
- Description: Engineering courses across the globe include practical components generally undertaken in small groups. This study aims to determine whether the quantity and quality of students’ participation in these group-based practicums could be correlated with their academic performance. A first year course in Concrete Technology was selected, and groups of students were filmed as they undertook a practicum that required them to mix, test, cast and crush concrete cubes as per the guidelines of two established procedures. Approximately four hours of film was then time-coded according to student activity. The resulting transcripts were analysed quantitatively in terms of total time spent on specific activities, and qualitatively in terms of the nature of student engagement with those activities. The results show that group discussion may have a greater impact on student learning than time spent on the task itself. However, this depends on the specific nature of this talk. Implications of the study include the fact that attention needs to be given to designing group tasks in such a way that they facilitate group interaction, and the fact that tutors and lecturers should promote group discussion and be aware of interactional dynamics that act to the detriment of student learning.
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- Authors: Simpson, Z. , Bester, J.
- Date: 2015
- Subjects: Student success , Engineering education , Engineering - Study and teaching
- Type: Article
- Identifier: uj:5137 , http://hdl.handle.net/10210/14104
- Description: Engineering courses across the globe include practical components generally undertaken in small groups. This study aims to determine whether the quantity and quality of students’ participation in these group-based practicums could be correlated with their academic performance. A first year course in Concrete Technology was selected, and groups of students were filmed as they undertook a practicum that required them to mix, test, cast and crush concrete cubes as per the guidelines of two established procedures. Approximately four hours of film was then time-coded according to student activity. The resulting transcripts were analysed quantitatively in terms of total time spent on specific activities, and qualitatively in terms of the nature of student engagement with those activities. The results show that group discussion may have a greater impact on student learning than time spent on the task itself. However, this depends on the specific nature of this talk. Implications of the study include the fact that attention needs to be given to designing group tasks in such a way that they facilitate group interaction, and the fact that tutors and lecturers should promote group discussion and be aware of interactional dynamics that act to the detriment of student learning.
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