First published: N/A
Standard: £9 + VAT
An IStructE account gives you access to a world of knowledge. Create a profile to receive details of our unique range of resources, events and training.
Added to basket
We have a written question submitted by Dr C. 0. Imafidon, who is a university lecturer in pathology at Cambridge. He asks: what is the relevance of this concept to medical research and patient care?
The paper sets out the strategy adopted by the authors for the teaching of structural engineering design within an undergraduate course, and the approach adopted for implementation of that strategy. The strategy is evolved from consideration of the factors that make a design ‘difficult’, and develops through a progression in the ‘difficulty‘ faced in arriving at rational design decisions. Specific examples are provided of set exercises used in the development of the progression. The approaches used in assessment of student performance are also described.
J. Cairns and T.M. Chrisp
This viewpoint presents ideas and suggestions for those preparing to take the Institution’s Part 3 (Membership) examination. It is a personal view based on the author’s own recent experience.