Experiential learning exercised through project based instruction

Abstract

This paper describes the use of students with work experience as team leaders to promote peer-to peer teaching and learning. This concept is employed in a senior-level design course titled Foundation Engineering. The course utilizes a scenario based semester-long design problem as the major learning vehicle. The design problem requires the development of a facility; typically a shopping mall, office complex or hospital, that is set on a real 100-acre agricultural site owned by the University. The scenario provides the basic functional requirements of the facility and a topographic map, which roughly delineates the property boundaries. Student teams are responsible for developing a functional site layout, planning a subsurface exploration program, selecting and designing shallow and deep foundations, locating and designing retaining walls, and synthesizing all activities into a comprehensive geotechnical report to a client. The problem is completely open-ended, allowing the students to use a substantial amount of individual creativity in their designs. However, the open nature can overwhelm students who have no exposure to land development activities. To combat this, design teams of 3 or 4 students are selected on the basis of pairing experienced students with non-experienced students. The results of this pairing activity have significantly improved the learning experience for all students. Evidence is presented that indicates design submissions have improved in content, accuracy and realism over submissions from teams that are randomly or self selected.