An integrated teaching method for design courses

Abstract

Design courses in the Civil Engineering curriculum are usually the first introduction students have to problems with multiple solutions, using codes/specifications and designing actual structures. The decision on how to best introduce this new material can be a difficult for instructors. This paper describes a method, developed over 22 years, for addressing these topics. While the example is for a large capacity Design of Steel Structures course with no grader or TA support, the methods and concepts are adaptable for a wide range of design courses and formats. The objective is to provide approaches for students of varying learning styles to internalize design concepts and provide confidence in their ability to complete designs of an overall structure rather than individual components. A unique component implemented to address this is a reference structure interleaved into course content throughout the semester. This reference structure is the bridging connection between each component of the class which allows for a variety of approaches to appeal to different learning styles, and is integrated through a dual approach in assignments. Assessment has included 6 years of anonymous student survey results and direct feedback from a survey distributed to alumni graduating in 1998 through 2019, all showing positive learning experiences through the course. The method of interleaving the reference structure throughout the class is presented. The general concept could be implemented to varying degrees in many other courses.