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Engineering education remains dominated by the "chalk and talk" technique, despite the large body of education research that demonstrates its ineffectiveness. Structural engineering education also remains dominated by this pedagogy, with a heavy emphasis on lecture-based delivery of the theories of structural analysis and the behaviour of common construction materials. The integration of these fields rarely occurs. Concern about the effectiveness of this approach has been raised by practitioners, professional bodies and educators. The use of projectbased learning is proposed as one means of overcoming these concerns, as projects enable students to understand the synthesis of structural analysis, material behaviour, constructability and economic reality that occurs in the professional practice of structural engineering.
Julie E. Mills (Thu,) studied this question.