publications-qq liang

Publications–A/Prof.Q.Q.LiangPage1of7

PUBLICATIONS

AssociateProfessorQingQuan(Stephen)LiangCollegeofEngineeringandScience,VictoriaUniversity,Melbourne,Australia

E‐mail:[email protected]

Citations=1103.Theh‐index=20.Thei10‐index=29.21September2014

BOOKS

[1] Patel,V.I.,Liang,Q.Q.andHadi,M.N.S.,NonlinearAnalysisofConcrete‐FilledSteelTubularColumns,Scholars’Press,Germany,ISBN978‐3‐639‐66536‐9,2015,260pages.

[2] Liang,Q.Q.,AnalysisandDesignofSteelandCompositeStructures,CRCPress,TaylorandFrancisGroup,LondonandNewYork,ISBN9780415532204,2014,458pages.

[3] Liang,Q.Q.,Performance‐BasedOptimizationofStructures:TheoryandApplications,SponPress,TaylorandFrancisGroup,LondonandNewYork, ISBN0‐415‐33594‐9,2005,280pages.Citations=52.

[4] Liang,Q.Q.andPatrick,M.,DesignoftheShearConnectionofSimply‐SupportedCompositeBeams,DesignBookletDB1.2,CompositeStructuresDesignManual,OneSteel,Sydney,2001(ComputersoftwareonCDincluded).

[5] Liang,Q.Q., Performance‐BasedOptimizationMethod for Structural Topology and ShapeDesign, Ph.D. thesis, Victoria University of Technology, Melbourne, Australia, 2001, 242pages.Citations=6.

BOOKCHAPTERS

[6] Xie,Y.M.,Yang,X.Y.,Liang,Q.Q., Steven,G.P.andQuerin,O.M.,EvolutionaryStructuralOptimization,Chapter6,in“RecentAdvancesinOptimalStructuralDesign”,editedbyS.A.Burns, American Society of Civil Engineers, ISBN0‐7844‐0636‐7, 2002 (invited chapter).Citations=7.

EDITEDSPECIALISSUES

[7] Liang, Q. Q., Special Issue on Structural Design Optimization, Advances in Structural

Engineering,AnInternationalJournal,2007,Vol.10,No.6.[8] Uy, B. andLiang,Q.Q., Special Issue on Steel‐Concrete Composite Structures,Australian

JournalofStructuralEngineering,2007,Vol.7,No.2.

REFEREEDJOURNALARTICLES

[9] Patel, V. I.,Liang,Q.Q. and Hadi, M. N. S., “Nonlinear analysis of axially loaded circularconcrete‐filled stainless steel tubular short columns”, Journal of Constructional SteelResearch,2014,101,9‐18.ERAJournalRank=A*.ImpactFactor=1.370.

[10] Patel,V.I.,Liang,Q.Q.andHadi,M.N.S.,“Biaxiallyloadedhigh‐strengthconcrete‐filledsteeltubular slender beam‐columns, Part II: Parametric study”, Journal of Constructional SteelResearch,2014.ERA JournalRank=A*. ImpactFactor=1.370.Citations=2. (Publishedonline8July2014).

[11] Patel,V.I.,Liang,Q.Q.andHadi,M.N.S.,“Behaviorofbiaxially‐loadedrectangularconcrete‐filled steel tubular slender beam‐columns with preload effects”, Thin‐Walled Structures,2014,79,166‐177.ERAJournalRank=A.ImpactFactor=1.432.

[12] Patel,V.I.,Liang,Q.Q.andHadi,M.N.S.,“Numericalanalysisofhigh‐strengthconcrete‐filledsteel tubular slender beam‐columns under cyclic loading”, Journal ofConstructional Steel


Research,2014,92,183‐194.(ScienceDirectTop25HottestArticles,October‐December2013).ERAJournalRank=A*.ImpactFactor=1.370.Citations=1.

[13] Hassanein,M.F.,Kharoob,O.F.andLiang,Q.Q.,“Circularconcrete‐filleddoubleskintubularshort columnswith external stainless steel tubes under axial compression”,Thin‐WalledStructures,2013,73,252‐263.ERAJournalRank=A.ImpactFactor=1.432.Citations=2.

[14] Hassanein,M.F.,Kharoob,O.F.andLiang,Q.Q.,“Behaviourofcircularconcrete‐filledleanduplexstainlesssteel‐carbonsteeltubularshortcolumns”,EngineeringStructures,2013,56,83‐94.ERAJournalRank=A*.ImpactFactor=1.767.Citations=4.

[15] Hassanein,M.F.,Kharoob,O.F.andLiang,Q.Q.,“Behaviourofcircularconcrete‐filledleanduplex stainless steel tubular short columns”,Thin‐WalledStructures, 2013, 68, 113‐123.ERAJournalRank=A.ImpactFactor=1.432.Citations=4.

[16] Patel,V.I.,Liang,Q.Q.andHadi,M.N.S.,“Numericalanalysisofcircularconcrete‐filledsteeltubular slender beam‐columns with preload effects”, International Journal of StructuralStabilityandDynamics,2013, 13(3), 1250065 (23 pages). ERA Journal Rank =B. ImpactFactor=1.059.Citations=1.

[17] Patel, V. I., Liang,Q.Q. and Hadi, M. N. S., “Inelastic stability analysis of high strengthrectangularconcrete‐filledsteeltubularslenderbeam‐columns”,InteractionandMultiscaleMechanics,AnInternationalJournal,2012,5(2),91‐104.

[18] Liang,Q.Q.,Patel,V.I.andHadi,M.N.S.,“Biaxiallyloadedhigh‐strengthconcrete‐filledsteeltubularslenderbeam‐columns,PartI:Multiscalesimulation”,JournalofConstructionalSteelResearch,2012,75,64‐71.(ScienceDirectTop25HottestArticles,April‐June2012).ERAJournalRank=A*.ImpactFactor=1.370.Citations=5.

[19] Patel,V.I.,Liang,Q.Q.andHadi,M.N.S.,“Highstrengththin‐walledrectangularconcrete‐filledsteeltubularslenderbeam‐columns,PartI:Modeling”,JournalofConstructionalSteelResearch,2012,70,377‐384.ERAJournalRank=A*.ImpactFactor=1.370.Citations=12.

[20] Patel,V.I.,Liang,Q.Q.andHadi,M.N.S.,“Highstrengththin‐walledrectangularconcrete‐filledsteeltubularslenderbeam‐columns,PartII:Behavior”,JournalofConstructionalSteelResearch,2012,70,368‐376.ERAJournalRank=A*.ImpactFactor=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.(ScienceDirectTop25HottestArticles,October‐December2010).ERAJournalRank=A*.ImpactFactor=1.370.Citations=15.

[22] Liang, Q. Q., “High strength circular concrete‐filled steel tubular slender beam‐columns,PartII:Fundamentalbehavior”,JournalofConstructionalSteelResearch,2011,67(2),172‐180.(ScienceDirectTop25HottestArticles,October‐December2010).ERAJournalRank=A*.ImpactFactor=1.370.Citations=15.

[23] Liang, Q. Q. and Fragomeni, S., “Nonlinear analysis of circular concrete‐filled steeltubular short columns under eccentric loading”, Journal of Constructional SteelResearch, 2010, 66(2), 159‐169. (ScienceDirect Top 25 Hottest Articles, October‐December2009).ERAJournalRank=A*.ImpactFactor=1.370.Citations=11.

[24] Liang, Q. Q. and Fragomeni, S., “Nonlinear analysis of circular concrete‐filled steeltubular short columns under axial loading”, Journal of Constructional Steel Research,2009,65(12),2186‐2196.ERAJournalRank=A*.ImpactFactor=1.370.Citations=30.

[25] Liang,Q.Q.,“Strengthandductilityofhighstrengthconcrete‐filledsteeltubularbeam‐columns”,JournalofConstructionalSteelResearch,2009,65(3),687‐698.(ScienceDirectTop25HottestArticles,January‐March2009).ERAJournalRank=A*.ImpactFactor=1.370.Citations=13.

[26] Liang,Q.Q., “Performance‐based analysis of concrete‐filled steel tubular beam‐columns,Part I:Theoryandalgorithms”, JournalofConstructionalSteelResearch,2009,65(2),363‐372.(MostCitedJCSRArticlesin2014).ERAJournalRank=A*. ImpactFactor=1.370.Citations=34.

[27] Liang,Q.Q., “Performance‐based analysis of concrete‐filled steel tubular beam‐columns,PartII:Verificationandapplications”,JournalofConstructionalSteelResearch,2009,65(2),351‐362.ERAJournalRank=A*.ImpactFactor=1.370.Citations=21.


[28] Rong, J.H. andLiang,Q.Q., “A level setmethod for topologyoptimization of continuumstructures with bounded design domains”, ComputerMethods in AppliedMechanics andEngineering, 2008, 197(17‐18), 1447‐1465. (ScienceDirect Top 25 Hottest Articles,January‐March2008).ERAJournalRank=A*.ImpactFactor=2.626.Citations=31.

[29] Liang,Q.Q.,“Nonlinearanalysisofshortconcrete‐filledsteeltubularbeam‐columnsunderaxial loadandbiaxialbending”, JournalofConstructionalSteelResearch,2008,64(3),295‐304.(ScienceDirectTop25HottestArticles,January‐March2008).ERAJournalRank=A*.ImpactFactor=1.370.Citations=18.

[30] Rong, J. H., Liang, Q. Q. and Yang, D. S., “A level set method for structural topologyoptimization based on topology random mutations”, Journal of Theoretical and AppliedMechanics,2007,39(6),804‐812.(inChinese)ERAJournalRank=A.Citations=4.

[31] Liang, Q. Q., “Performance‐based optimization: a review”, Advances in StructuralEngineering,AnInternationalJournal,2007,10(6),739‐753.ERAJournalRank=A.ImpactFactor=0.603.Citations=4.

[32] Liang,Q.Q., Uy, B. andLiew, J. Y. R., “Strength of concrete‐filled steel box columnswithbuckling effects”, Australian Journal of Structural Engineering, 2007, 7(2), 145‐155. ERAJournalRank=B.Citations=2.

[33] Liang,Q.Q.,Uy,B.,Bradford,M.A.andRonagh,H.R.,“Closureto‘Strengthanalysisofsteel‐concretecompositebeamsincombinedbendingandshear’byLiang,Q.Q.,Uy,B.,Bradford,M. A. and Ronagh, H. R.”, Journal of Structural Engineering, American Society of CivilEngineers,2007,133(2),309‐310.ERAJournalRank=A*.ImpactFactor=1.488.

[34] Liang,Q.Q.,Uy,B.andLiew,J.Y.R.,“Localbucklingofsteelplatesinconcrete‐filledthin‐walled steel tubular beam‐columns”, JournalofConstructional SteelResearch, 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 JournalRank=A*.ImpactFactor=1.370.Citations=37.

[35] Liang,Q.Q.,Uy,B.andLiew,J.Y.R.,“Nonlinearanalysisofconcrete‐filledthin‐walledsteelboxcolumnswithlocalbucklingeffects”,JournalofConstructionalSteelResearch,2006,62(6),581‐591. (Top 10 Cited JCSR Articles in 2005‐2011; ScienceDirect Top 25 HottestArticles, January‐March 2006, April‐June 2006, July‐September 2006). ERA JournalRank=A*.ImpactFactor=1.370.Citations=46.

[36] Liang,Q.Q.,Uy,B.,Bradford,M.A.andRonagh,H.R.,“Strengthanalysisofsteel‐concretecomposite beams in combined bending and shear”, Journal of Structural Engineering,AmericanSocietyofCivilEngineers,2005,131(10),1593‐1600.ERA JournalRank=A*.ImpactFactor=1.448.Citations=45.

[37] Liang,Q.Q., Uy, B., Bradford,M. A. and Ronagh, H. R., “Ultimate strength of continuouscompositebeamsincombinedbendingandshear”,JournalofConstructionalSteelResearch,2004,60(8),1109‐1128. (ScienceDirect Top 25Hottest Articles, July‐September 2004,October‐December2004,January‐March2005).ERAJournalRank=A*.ImpactFactor=1.370.Citations=39.

[38] Liang,Q.Q.,Uy,B.,Wright,H.D.andBradford,M.A.,“Localbucklingofsteelplatesindoubleskin composite panels under biaxial compression and shear”, Journal of StructuralEngineering,AmericanSocietyofCivilEngineers,2004,130(3),443‐451.ERAJournalRank=A*.ImpactFactor=1.448.Citations=31.

[39] Liang,Q.Q.,Uy,B.,Wright,H.D.andBradford,M.A.,“Localandpost‐localbucklingofdoubleskin composite panels”, Structures and Buildings, Proceedings of The Institution of CivilEngineers, UK, 2003, 156(2), 111‐119. ERA Journal Rank = A. Impact Factor = 0.609.Citations=18.

[40] Liang,Q.Q.,Uy,B.andSteven,G.P.,“Performance‐basedoptimizationforstrut‐tiemodelingofstructuralconcrete”,JournalofStructuralEngineering,AmericanSocietyofCivilEngineers,2002,128(6),815‐823.ERAJournalRank=A*.ImpactFactor=1.448.Citations=51.

[41] Liang,Q.Q. and Steven, G. P., “A performance‐based optimization method for topologydesign of continuum structureswithmean compliance constraints”,ComputerMethods inAppliedMechanicsandEngineering,2002,191(13‐14),1471‐1489.ERAJournalRank=A*.ImpactFactor=2.626.Citations=64.


[42] Liang,Q.Q., Xie, Y. M. and Steven, G. P., “A performance index for topology and shapeoptimization of plate bending problems with displacement constraints”, Structural andMultidisciplinaryOptimization,2001,21(5),393‐399.ERAJournalRank=A.ImpactFactor=1.696.Citations=24.

[43] Liang, Q. Q., Xie, Y. M. and Steven, G. P., “Generating optimal strut‐and‐tie models inprestressed concrete beams by performance‐based optimization”,ACI Structural Journal,AmericanConcreteInstitute,2001,98(2),226‐232.ERAJournalRank=A*.ImpactFactor=0.964.Citations=32.

[44] Rong,J.H.,Xie,Y.M.,Yang,X.Y.andLiang,Q.Q.,“Topologyoptimizationofstructuresunderdynamicresponseconstraints”,JournalofSoundandVibration,2000,234(2),177‐189.ERAJournalRank=A*.ImpactFactor=1.857.Citations=77.

[45] Liang,Q.Q.,Xie,Y.M.andSteven,G.P.,“Optimaltopologyselectionofcontinuumstructureswithdisplacement constraints”,ComputersandStructures,An International Journal, 2000,77(6),635‐644.ERAJournalRank=A*.ImpactFactor=2.178.Citations=51.

[46] Liang,Q.Q.,Xie,Y.M.andSteven,G.P., “Optimal topologydesignofbracingsystems formultistory steel frames”, Journal of Structural Engineering, American Society of CivilEngineers,2000,126(7),823‐829.ERAJournalRank=A*.ImpactFactor=1.448.Citations=41.

[47] Liang,Q.Q. and Uy, B., “Theoretical study on the post‐local buckling of steel plates inconcrete‐filled box columns”, Computers and Structures, An International Journal, 2000,75(5),479‐490.ERAJournalRank=A*.ImpactFactor=2.178.Citations=61.

[48] Liang,Q.Q.,Xie,Y.M.andSteven,G.P.,“Topologyoptimizationofstrut‐and‐tiemodelsinreinforced concrete structures using an evolutionary procedure”, ACI Structural Journal,AmericanConcreteInstitute,2000,97(2),322‐330.ERAJournalRank=A*.ImpactFactor=0.964.Citations=85.

[49] Liang,Q.Q.,Xie,Y.M.andSteven,G.P.,“Optimalselectionoftopologiesfortheminimum‐weight design of continuum structures with stress constraints”, Journal of MechanicalEngineering Science, Proceedings of The Institution of Mechanical Engineers, UK, Part C,1999,213(8),755‐762.ERAJournalRank=A.ImpactFactor=0.633.Citations=42.

[50] Liang,Q.Q. and Uy, B., “Parametric study on the structural behaviour of steel plates inconcrete‐filledfabricatedthin‐walledboxcolumns”,AdvancesinStructuralEngineering,AnInternational Journal, 1998, 2(1), 57‐71. ERA Journal Rank =A. Impact Factor = 0.603.Citations=18.

REFEREEDCONFERENCEPAPERS

[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”,Proceedingsofthe10thInternationalConferenceonAdvancesinSteelConcreteCompositeandHybridStructures,Singapore,July2012,pp.403‐410.Citations=1.

[52] Patel, V. I., Liang,Q.Q. and Hadi, M. N. S., “Nonlinear analysis of biaxially loaded highstrength rectangular concrete‐filled steel tubular slender beam‐columns, Part II:Applications”,Proceedingsofthe10thInternationalConferenceonAdvancesinSteelConcreteCompositeandHybridStructures,Singapore,July2012,pp.411‐418.Citations=1.

[53] Patel,V.I.,Liang,Q.Q.andHadi,M.N.S.,“Nonlinearinelasticbehaviorofcircularconcrete‐filled steel tubular slender beam‐columns with preload effects”, Proceedings of the 10thInternational Conference on Advances in Steel Concrete Composite andHybrid Structures,Singapore,July2012,pp.395‐402.

[54] Liang,Q.Q.,“Performance‐basedshapeoptimizationofcontinuumstructures”,Proceedingsofthe9thWorldCongressonComputationalMechanicsandthe4thAsianPacificCongressonComputationalMechanics,Sydney,Australia,July2010.

[55] Liang, Q. Q. and Fragomeni, S., “Development and design of strut‐and‐tie models inreinforcedconcretedeepbeams”,Proceedingsofthe24thBiennialConferenceoftheConcreteInstituteofAustralia,Sydney,Australia,September2009.


[56] Liang,Q.Q.andFragomeni,S.,“Nonlinearinelasticbehaviorofcircularconcrete‐filledsteeltubularslenderbeam‐columns”,Proceedingsofthe24thBiennialConferenceoftheConcreteInstituteofAustralia,Sydney,Australia,September2009.

[57] Liang,Q.Q.,"Inelasticanalysisofconcrete‐filledsteeltubularbeam‐columnswithlocalbucklingeffects,PartI:Theory",ProceedingsoftheAustralasianStructuralEngineeringConference,Melbourne,Australia,2008.Citations=1.

[58] Liang,Q.Q.,"Inelasticanalysisofconcrete‐filledsteeltubularbeam‐columnswithlocalbuckling effects, Part II: Applications", Proceedings of the Australasian StructuralEngineeringConference,Melbourne,Australia,2008.Citations=1.

[59] Liang,Q.Q.andFragomeni,S.,"Computerautomatedperformance‐basedoptimizationofstrut‐and‐tiemodelsinreinforcedconcretecorbels",ProceedingsoftheAustralasianStructuralEngineeringConference,Melbourne,Australia,2008.Citations=1.

[60] Liang,Q.Q., "Fiber element analysis of concrete‐filled steel tubular columns underaxial load and biaxial bending", Thin‐Walled Structures: Recent Innovations andDevelopments, Proceedings of the Fifth International Conference on Thin‐WalledStructures,GoldCoast,Australia,2008,pp.991‐998.ISBN978‐1‐74107‐239‐6.

[61] Liang,Q.Q., "Ultimatestrengthofhighstrengthconcrete‐filledsteel tubularcolumnsunder axial load and biaxial bending", Thin‐Walled Structures: Recent Innovations andDevelopments, Proceedings of the Fifth International Conference on Thin‐WalledStructures,GoldCoast,Australia,2008,pp.999‐1006.ISBN978‐1‐74107‐239‐6.

[62] Rong,J.H.,Liang,Q.Q.,Guo,S.andMu,R.K.,“Atopologicaloptimizationmethodconsideringstress constraints”,Proceedingsof the InternationalConferenceon IntelligentComputationTechnologyandAutomation,Vol.1,Changsha,China,2008,1205‐1209.Citations=1.

[63] Liang,Q.Q.,"Automatedperformance‐basedoptimaldesignofcontinuumstructuresundermultiple load cases",Proceedingsof theFifthAustralasianCongressonAppliedMechanics,Brisbane,Australia,2007,pp.671‐676.

[64] Liang, Q. Q., "Effects of continuum design domains on optimal bracing systems formultistory steel building frameworks", Proceedings of the Fifth Australasian Congress onAppliedMechanics,Brisbane,Australia,2007,pp.794‐799.Citations=6.

[65] Liang,Q.Q.andNg,A.W.M.,"Performance‐basedoptimizationofstrut‐and‐tiemodelsinreinforced concrete deep beams", Innovations in StructuralEngineeringandConstruction,ProceedingsoftheFourthInternationalStructuralEngineeringandConstructionConference,Melbourne,Australia,2007,pp.321‐326.

[66] Liang,Q.Q. andHadi,M. N. S., "Nonlinear analysis and behavior of concrete‐filled steeltubularbeam‐columns",InnovationsinStructuralEngineeringandConstruction,ProceedingsoftheFourthInternationalStructuralEngineeringandConstructionConference,Melbourne,Australia,2007,pp.777‐782.

[67] Rong, J. H., Yi, J. H. andLiang,Q.Q., "A level setmethodwithmaximumdesign domainlimits", Innovations in Structural Engineering and Construction, Proceedings of the FourthInternational Structural Engineering and Construction Conference, Melbourne, Australia,2007,pp.883‐889.

[68] Liang, Q. Q., “Inelastic behavior of concrete‐filled thin‐walled steel tubular columnssubjectedto localbuckling”,RealStructures:BridgesandTallBuildings,Proceedingsof theTenth 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 reinforcedconcretebeam‐columnconnections”,RealStructures:BridgesandTallBuildings,Proceedingsof the Tenth East Asia‐Pacific Conference on Structural Engineering and Construction,Bangkok,Thailand,2006,pp.347‐352.Citations=4.

[70] Liang,Q.Q., “Post‐localbucklingofsteelplatesinconcrete‐filledthin‐walledsteeltubularcolumnsunderbiaxialloading”,Materials,Experimentation,MaintenanceandRehabilitation,Proceedings of the Tenth East Asia‐Pacific Conference on Structural Engineering andConstruction,Bangkok,Thailand,2006,pp.487‐492.


[71] Rong, J. H. and Liang, Q. Q., “A level set method for structural topology optimizationconsideringmaximumdesigndomainlimits”,ProceedingsoftheFourthChina‐Japan‐KoreaJoint Symposium on Optimization of Structural andMechanical Systems, Kunming, China,2006,365‐371.

[72] Rong, J.H.,Tang,G. J.,Liang,Q.Q. andYang, Z.X., “A topologyoptimizationmethod forthree‐dimensionalcontinuumstructures”,Proceedingsofthe6thWorldCongressonStructuralandMultidisciplinaryOptimization,Rio,deJaneiro,Brazil,2005,pp.6531.Citations=3.

[73] Liang,Q.Q.,Uy,B.andLiew,J.Y.R.,“Strengthofconcrete‐filledsteelboxcolumnswithlocalbucklingeffects”,ProceedingsoftheAustralianStructuralEngineeringConference,Newcastle,Australia,2005.Citations=6.

[74] Uy, B., Bradford, M. A. andLiang,Q.Q., “Behaviour and design of composite beamssubjectedtoflexureandtorsion”,ProceedingsoftheUnitedEngineeringFoundation5thConferenceonCompositeConstructioninSteelandConcrete,KrugerNationalPark,SouthAfrica,2004.

[75] Liang,Q.Q.,Uy,B.,Bradford,M.A.andRonagh,H.R.,“Ultimatestrengthofcompositebeamsincombinedbendingandshear”,ProceedingsoftheSecondInternationalConferenceonSteel&CompositeStructures,Seoul,Korea,2004,pp.1155‐1168.ISBN89‐89693‐12‐8‐98530.

[76] Liang,Q.Q., Uy, B.,Wright, H. D. and Bradford, M. A., “Local and post‐local buckling ofcompositesteel‐concretepanelsundercombinedstatesofstresses”,AdvancesinStructures,Proceedings of the International Conference on Advances in Structures: Steel, Concrete,CompositeandAluminium, Sydney, Australia, A. A. BalkemaPublishers, 2003, pp. 723‐728.

[77] Liang,Q.Q.,Uy,B.,Wright,H.D.andBradford,M.A.,“Localbucklingofbiaxiallycompressedsteelplatesindoubleskincompositepanels”,AdvancesinSteelStructures,ProceedingsoftheThird InternationalConferenceonAdvances inSteelStructures,HongKong,China,ElsevierScienceLtd,2002,pp.625‐632.

[78] Berry, P. A., Patrick, M., Liang, Q. Q. and Ng, A., “Cross‐section design of continuouscompositebeams”,ProceedingsoftheAustralasianStructuralEngineeringConference,GoldCoast,Australia,2001,pp.491‐497.

[79] Liang,Q.Q.,Patrick,M.andBridge,R.Q.,“Computersoftwareforlongitudinalsheardesignofsteel‐concretecompositebeams”,ProceedingsoftheAustralasianStructuralEngineeringConference,GoldCoast,Australia,2001,pp.515‐522.

[80] Liang,Q.Q.,“Performance‐basedoptimizationmethodincivilandstructuralengineering”,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 computersoftwareforcross‐sectiondesignofcontinuouscompositebeams”,ProceedingsoftheSecondInternational Conference onMechanics 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 beamconstruction”, Composite Construction in Steel and Concrete IV, Proceedings of theUnitedEngineering Foundation 4th Conference on Composite Construction in Steel and Concrete,ASCE,2002,pp.699‐710.

[83] Liang,Q.Q.,Xie,Y.M.andSteven,G.P.,“Optimalstrut‐and‐tiemodelsinstructuralconcretemembers”,OptimizationandControl inCivilandStructuralEngineering,ProceedingsoftheSeventh International Conference on Civil and Structural Engineering Computing, Oxford,England,Civil‐CompPress,1999,pp.1‐8.Citations=2.

[84] Liang,Q.Q.,Xie,Y.M.andSteven,G.P.,“Optimaltopologyselectionofcontinuumstructureswith stress and displacement constraints”, Proceedings of the Seventh East Asia‐PacificConference on Structural Engineering and Construction, Kochi, Japan, 1999, pp. 560‐565.Citations=5.

[85] Liang,Q.Q.,Xie,Y.M.,Steven,G.P.andSchmidt,L.C.,“Topologyoptimizationofstrut‐and‐tiemodels innon‐flexural reinforcedconcretemembers”,Proceedingsof the InternationalConferenceonMechanicsofStructures,MaterialsandSystems,Wollongong,Australia,1999,pp.309‐315.Citations=7.


[86] Liang,Q.Q.andUy,B.,“Geometricandmaterialnonlinearbehaviourofsteelplatesinthin‐walled concrete filled box columns”, Thin‐Walled Structures: Research and Development,Proceedings of the Second International Conference on Thin‐Walled Structures, Singapore,ElsevierScienceLtd,1998,pp.339‐346.

Q. Q. Liang, Internationalising the undergraduate curriculum at Victoria University: A case study, September 2012.

http://www.linkedin.com/pub/qing-quan-stephen-liang/74/150/670 1

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.



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

Evidence/Examples/Comments 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

Evidence/Examples/Comments 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

disagree and 0=not applicable) 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

Evidence/Examples/Comments 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 Evidence/Examples/Comments 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

disagree and 0=not applicable) 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 Evidence/Examples/Comments 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

Evidence/Examples/Comments 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

Evidence/Examples/Comments

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

Evidence/Examples/Comments 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 ACNielsen Research Services, “Employer satisfaction with graduate skills”, Research Report,

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