This paper presents a case study of an undergraduate integrated civil engineering design project module. This module involved significant input from practicing structural and civil engineers as well as architects leading to a holistic course of study taking into consideration technical, social, economic and environmental issues. The teaching philosophy focused on engagement and motivation focusing on behavioral affective and cognitive dimensions and providing appropriate support at the right time for maximum impact on learning. Educational theories related to acquiring skills and construction of knowledge based on cognitive apprenticeship, knowledge-scaffolding and constructive alignment were explored and used in the design of the module. The assessment ensured engagement and motivation with clear support for just-in-time continuous formative assessment. Learning-diaries and minutes of design meetings were introduced as a tool contributing to knowledge-scaffolding. This paper presents a methodology of how the educational theories can be applied in a pragmatic manner for a more effective education and training of engineers.
|Title of host publication||Proceedings of the 2nd Australasia and South East Asia Structural Engineering and Construction Conference|
|Publication status||Published - Nov 2014|
|Event||Sustainable Solutions in Structural Engineering and Construction conference - Bangkok, Thailand|
Duration: 3 Nov 2014 → 7 Nov 2014
|Conference||Sustainable Solutions in Structural Engineering and Construction conference|
|Period||3/11/14 → 7/11/14|
- Engineering Education, Bridge Design, Cognitive Apprenticeship