In order to develop the evaluative skills necessary for successful
performance of design, a senior, Geotechnical Engineering course
was revised to immerse students in the complexity of the design process
utilising a project-based learning (PBL) approach to instruction.
The student-centred approach stresses self-directed group learning,
which focuses on the process rather than the result and underscores
not only the theoretical but also the practical constraints of a
problem. The shift in course emphasis, to skills over concepts, results
in reduced content coverage but increased student ability to independently
acquire a breadth of knowledge. © 2013 Copyright SEFI.
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