Creative Laboratory Model for Large Undergraduate Engineering Classes
Publication: Journal of Professional Issues in Engineering Education & Practice
Volume 138, Issue 1
Abstract
Universities are under continual pressure to reduce the expense associated with the laboratory education of undergraduate engineering students. Many alternatives to traditional laboratory instruction have been tested to improve educational benefits and to reduce academic input. This paper describes the benefits of laboratory classes run in an interactive competitive framework to enhance the teaching of structural engineering and construction materials. A creative framework that defines limits and quantifies performance encourages student engagement and allows reasonable control without stifling creativity. Two examples are presented in this paper: a wood bridge competition as part of an introductory structural engineering design course and a concrete technology competition within a structural concrete course. The educational benefits of this broad-based approach are compared with other laboratory methods. Course surveys suggest that students view this method of laboratory education positively when it is well integrated within an engineering degree course.
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Acknowledgments
The advice and practical assistance of the following civil engineering technicians at the University of Canterbury is gratefully acknowledged: Russell McConchie, Tim Perigo, Alan Poynter, and Stuart Toase.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education & Practice
Volume 138 • Issue 1 • January 2012
Pages: 55 - 61
Copyright
© 2012 American Society of Civil Engineers.
History
Received: Aug 31, 2010
Accepted: Apr 11, 2011
Published online: Apr 13, 2011
Published in print: Jan 1, 2012
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