Enhancing Students’ Motivation in the Undergraduate Teaching of Hydraulic Engineering: Role of Field Works

Abstract

The paper describes the pedagogical impact of fieldwork in undergraduate hydraulic engineering subjects in an Australian university. Field studies have been regularly organized to complement traditional lectures in hydraulics for the last 10 years. Anonymous student feedback indicated a strong motivation for taking hydraulic courses that include a fieldwork component. Such courses are also associated with lower failure rates. Employers’ response has highlighted strong industry support for such fieldwork experience. Another outcome is the students’ personal development gained during such activities. The study also shows that the selection of field trips is critical to maximize students’ learning.