A Case Study Of Project Based Learning In Structural Engineering

Engineering education remains dominated by the “chalk and talk” technique, despite the large body of education research that demonstrates its ineffectiveness. Structural engineering education also remains dominated by this pedagogy, with a heavy emphasis on lecture-based delivery of the theories of structural analysis and the behaviour of common construction materials. The integration of these fields rarely occurs. Concern about the effectiveness of this approach has been raised by practitioners, professional bodies and educators. The use of project based learning is proposed as one means of overcoming these concerns, as projects enable students to understand the synthesis of structural analysis, material behaviour, constructability and economic reality that occurs in the professional practice of structural engineering. At many institutions design projects are left to the final year of the degree and assessment weighting often heavily favours examinations over project work. This study proposed that the use of design projects in structural engineering is an effective method of learning that models industrial practice, and that projects should consequently be incorporated throughout the degree program. A case study of the effectiveness of project-based learning in structural engineering was undertaken in the third year of an undergraduate civil engineering course in South Australia. This paper discusses the development of the study, including the theoretical framework and the measures of effectiveness used. Students’ and industry’s perceptions of the skills necessary for successful practice in structural engineering are examined as well as the students’ perceptions of the value of the course projects and other components as a means of attaining these skills. Finally, students’ success in acquiring these skills through the design projects and other components of the course is evaluated. Introduction Structural Engineering is one of four main specialist areas of Civil Engineering (the others are geotechnical, water and transportation engineering). It may be defined as The science and art of planning, design, construction, monitoring and inspection maintenance, rehabilitation and preservation, demolishing and dismantling of structures taking into consideration technical, economic, environmental, aesthetic and social aspects. The term “structures” includes buildings, bridges, in-ground structures, footings, frameworks and any other structures composed of any structural material. [1]. The fundamental core of structural engineering is design. To structural engineers, design is what they do when they develop the schemes for construction of a bridge or building, deciding how it P ge 715.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education will support the loads to which it will be subjected, whilst remaining safe and serviceable for its occupants, yet also retaining the external appearance required by the architect. It is also the products that come from these decisions and which are used to communicate the “design” to those who will actually build the structure, usually drawings, backed up by calculations and experience. Design is mistakenly considered by some to be only “putting theory into practice”. Those who hold this view believe that the application of a “correct” mathematical structural analysis will enable the accurate prediction of the stresses and strains in a structure under load and the design of the structural members can then follow. However, structural analysis is just one component of the design process. Analysis of a structure does not occur until after numerous design decisions have been made, many of them based on the economics of the particular structural problem. Practicing structural engineers know that good structural design depends on numerous other factors or types of knowledge apart from mathematical structural analysis. Some examples are: