The Role and Effectiveness of Design Projects in Civil Engineering Teaching and Learning

Abstract: Project-based/problem-based learning (PBL) is a comprehensive approach to classroom teaching that is designed to engage students in the investigation of authentic problems. In response to the evolving nature of engineering and the development of computing, PBL is increasingly practiced both in individual modules and as an integrating theme of the entire engineering curriculum. However, great variety exists in its application, particularly in the balance between teachers ’ lecture and tutorial work and students ’ self-directed learning activities, compared with the so-called pure project/problem-based learning in which very little lecture component is included. This paper addresses the subjective nature of the PBL teaching ap-proach by comparing three design project modules. A quantitative parameter, based on self-directed learn-ing theory, is proposed and used to build a route map model of the effectiveness of PBL teaching methods. Qualitative and quantitative data was collected from three design project modules; two in Civil Engineering and one in Aeronautical and Automotive Engineering. Using the data collected, the paper shows the way to a dynamic and controllable optimal teaching framework and discusses its implications. The particular importance in such teaching environments of discipline-specific software and generic Information and Com-munication Tools is highlighted