Field project-based learning to enhance structural design abilities for civil engineering students

Abstract

Design courses need to embrace the exemplary nature of the civil engineering profession and to address the concerns of employers that engineering graduates are unprepared and poorly trained to face the engineering profession. The introduction of project-based learning is important because as a constructivist learning pedagogy, project-based approach emphasizes learning by doing via direct students’ engagement in projects, performed either individually or in groups. The objective of this research is to investigate the extent to which the students’ design abilities are enhanced through field project-based learning in structural reinforced concrete design course. The research was carried out on groups of student who were assigned design tasks at a local design firm. The data were collected through interviews, journal entries, direct observations and document analysis. These data were analysed using content analysis method and the results were later triangulated to increase the reliability and validity of the findings. The findings of the study have suggested that field project-based learning have enhanced students’ self-directed learning, fostered their professional skills as well as promoting their lifelong learning skills. The design projects have also lifted the students’ problem solving skill to an appropriate level. Another component of the finding involves the measurement for design projects. The findings have also indicated that stakeholders have high expectations of design projects in preparing students for workplace environment. Hence, it is imperative that an innovative instructional approach, which includes proper assessment for design course, is implemented in making design projects relevant to the students and the engineering programs.