ORCID Profile
0000-0001-6110-5904
Current Organisation
Deakin University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: ASEE Conferences
Date: 2012
DOI: 10.18260/1-2--22143
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--17181
Publisher: Begell House
Date: 2018
Publisher: Elsevier BV
Date: 03-2022
Publisher: ASEE Conferences
Date: 2016
DOI: 10.18260/P.26964
Publisher: Elsevier BV
Date: 09-2022
Publisher: Informa UK Limited
Date: 27-08-2019
Publisher: IEEE
Date: 10-2015
Publisher: Begell House
Date: 2020
Publisher: Begell House
Date: 2020
Publisher: Elsevier BV
Date: 03-2022
Publisher: ASEE Conferences
Date: 2018
DOI: 10.18260/1-2--31094
Publisher: MDPI AG
Date: 22-11-2021
Abstract: A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the c us and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.
Publisher: Elsevier BV
Date: 2022
Publisher: IEEE
Date: 10-2015
Publisher: ASME International
Date: 21-01-2022
DOI: 10.1115/1.4053398
Abstract: Insertion of flexible microprobes into the brain requires withstanding the compressive penetration force by the microprobes. To aid the insertion of the microprobes, most of the existing approaches use pushing mechanisms to provide temporary stiffness increase for the microprobes to prevent buckling during insertion into the brain. However, increasing the microprobe stiffness may result in acute neural tissue damage during insertion. Moreover, any late or premature removal of the temporary stiffness after insertion may lead to further tissue damage due to brain micromotion or inaccuracy in the microprobe positioning. In this study, a novel pneumatic-based insertion mechanism is proposed which simultaneously pulls and pushes a flexible microprobe toward the brain. As part of the brain penetration force in the proposed mechanism is supplied by the tensile force, the applied compressive force, which the microprobe must withstand during insertion, is lower compared with the existing approaches. Therefore, the microprobes with a critical buckling force less than the brain penetration force can be inserted into the brain without buckling. Since there is no need for temporary stiffness increment, neural tissue damage during the microprobe insertion will be much lower compared with the existing insertion approaches. The pneumatic-based insertion mechanism is modeled analytically to investigate the effects of the microprobe configuration and the applied air pressure on the applied tensile and compressive forces to the microprobe. Next, finite element modeling is conducted, and its analysis results not only validate the analytical results but also confirm the efficiency of the mechanism.
Publisher: ASEE Conferences
Date: 2004
DOI: 10.18260/1-2--13108
Publisher: ASEE Conferences
Date: 2004
DOI: 10.18260/1-2--13106
Publisher: MDPI AG
Date: 07-01-2020
DOI: 10.3390/SU12020460
Abstract: The rapid advancement of technology, including the internet of things (IoT), industry 4.0, and smart cities, revealed an excess need for career-ready graduates. It is expected that a career-ready graduate is technically competent and possess professional skills acquired via the experiential learning incorporated into the curriculum. But the gap exists with the learners understanding of requirements and opportunities associated with graduate employability. In this research, we focus on evaluating the learners’ experiences, expectations, and perceptions of graduate employability in an engineering curriculum. In this research, the interpretations of students on the graduate employability and the extent of influence that exists based on the learning outcomes of the graduate course are examined. The gaps between the academic environment and graduate employability awareness are highlighted. Later, a national language processing-based sentiment analyzer is used to evaluate the student’s perceptions. Results from the analysis portrayed that the different levels of expectation and experiences that prevailed in the graduate course based on the conceptual idea of graduate employability need substantial focus in future curriculum development.
No related grants have been discovered for John Long.