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.
Subjects: foundations, design course, education, inductive learning
Author: Evangelia Ieronymaki, Assistant Professor