Making Foundation Design Courses More Engaging and Effective for Students

Civil engineering education relies on traditional methods of teaching, comprising mostly of deductive instruction by presenting the theory, followed by applications. This paper presents an alternative way for teaching foundation design to senior students, introducing a more inductive approach. The students are presented with a project/game adapted to a real-world problem at the beginning of the course. They are asked to identify the correct steps and methods throughout the lectures, for reaching an appropriate solution that they document and present at the end of the course. To make the project more enjoyable, the project has the format of a game where the students compete with each other on completing the task faster and more efficiently. The goal of this teaching approach is to enhance the ability of the students for problem solving and the engineering way of thinking, while playing a game. In the end, the students were requested to respond to a survey regarding the efficiency of this project/game on their learning. The results showed that students prefer more inductive methods for a design course, feeling that this project made them think more like engineers, while the ‘game’ twist of it made the whole course more fun. INTRODUCTION Most civil engineering courses are taught in 2019 the same way they used to be taught 40 years ago in the 80s. Classic methods are mostly deductive, where the instructor presents the theory first and then applications of that theory follow. Little or no attention is given initially to why the theory was developed or what are the problems it solves. The applications of the theory, and thus the purpose it serves, come only in the end and after methodologies have been presented, leading the students to show low interest in the material. As Albanese and Mitchell (1993) have reported, people are mostly motivated to learn things when they clearly see the need to know them. This explains the students’ little motivation that, if any, comes mainly from the fact that the material may be useful either in other courses or in their future careers. On the other hand, there are alternative inductive methods of teaching, where the role of the students is more active. A lot of researchers have highlighted the benefits of inductive methods in teaching engineering courses. Based on Prince and Fedler (2006), inductive methods include; a) inquiry-learning, b) discovery learning, c) problem and project-based learning (PBL), d) case-based teaching, and e) just-in-time learning. Inquiry-learning is maybe the most traditional method of inductive teaching/learning methods, where the instructor asks questions or poses problems and the students need to apply the theory they have learnt in order to find the solution (Bateman 1990; Prince 2004; Lee 2012). Similar to inquire-learning is the discovery learning, where students have to find the solution to a problem or answer to a question, while the instructor simply provides feedback to the students without guiding their efforts (Leonard 1988; Westbrook and Rogers 1994).