Journal of Engineering Education Transformations

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A Strategy for Implementation of Project-Based Learning in Civil Engineering Curriculum


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1 Department of Civil Engineering, National Institute of Technology Uttarakhand, Srinagar Garhwal 246174, India
     

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One of the prime objectives of Outcome Based Learning is to enable students with the capacity to think innovatively and confidently for the successful applications of academic concepts to solve real world problems. This article focusses on highlighting the role and significance of project-based learning in engineering education with the help of two case studies, wherein undergraduate students in Civil Engineering have taken project works as a part of their academic curriculum. In the first case study, a group of students undertook a problem to study the complex phenomena of liquefaction of soils, whereas in the second case study efficiency of stone columns as one of the ground improvement techniques was studied. The important and notable thing in both these studies was the innovative alternatives used by the students in lieu of the complex and costly test setup otherwise required. Also, the way students were able to communicate the test results and demonstrate their understanding of the underlying concepts of liquefaction and stone columns was praiseworthy. Further, taking the existing Civil Engineering curriculum of an Institution of National Importance as basis, a strategy is illustrated for the implementation of Project-Based Learning in undergraduate program leading to a Bachelor of Technology degree in Civil Engineering.

Keywords

Project-Based Learning, Case Studies, Civil Engineering, Curriculum Strategy.
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  • A Strategy for Implementation of Project-Based Learning in Civil Engineering Curriculum

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Authors

Vikas Pratap Singh
Department of Civil Engineering, National Institute of Technology Uttarakhand, Srinagar Garhwal 246174, India

Abstract


One of the prime objectives of Outcome Based Learning is to enable students with the capacity to think innovatively and confidently for the successful applications of academic concepts to solve real world problems. This article focusses on highlighting the role and significance of project-based learning in engineering education with the help of two case studies, wherein undergraduate students in Civil Engineering have taken project works as a part of their academic curriculum. In the first case study, a group of students undertook a problem to study the complex phenomena of liquefaction of soils, whereas in the second case study efficiency of stone columns as one of the ground improvement techniques was studied. The important and notable thing in both these studies was the innovative alternatives used by the students in lieu of the complex and costly test setup otherwise required. Also, the way students were able to communicate the test results and demonstrate their understanding of the underlying concepts of liquefaction and stone columns was praiseworthy. Further, taking the existing Civil Engineering curriculum of an Institution of National Importance as basis, a strategy is illustrated for the implementation of Project-Based Learning in undergraduate program leading to a Bachelor of Technology degree in Civil Engineering.

Keywords


Project-Based Learning, Case Studies, Civil Engineering, Curriculum Strategy.

References