Project-based learning in timber engineering education: A recent example

Abstract

This opinion paper advocates for project-based learning (PBL) and teaching as a way of preserving active learning in timber engineering education. A recent example of using PBL in a timber engineering course is presented. Its strengths and associated challenges are briefly highlighted, and some suggestions are provided for the adoption of such approaches.

Full Article

Project-based Learning in Timber Engineering Education: A Recent Example

Mohammad Derikvand

This opinion paper advocates for project-based learning (PBL) and teaching as a way of preserving active learning in timber engineering education. A recent example of using PBL in a timber engineering course is presented. Its strengths and associated challenges are briefly highlighted, and some suggestions are provided for the adoption of such approaches.

DOI: 10.15376/biores.20.1.17-20

Keywords: Project-based learning; Timber engineering; Engineering higher education; Teaching methods

Contact information: a: InnoRenew CoE, Livade 6a, 6310 Izola, Slovenia; b: Faculty of Mathematics, Natural Sciences and Information Technologies, University of Primorska, Glagoljaška 8, 6000 Koper, Slovenia; email: mohammad.derikvand@innorenew.eu

Introduction

Project-based learning (PBL) is a teaching method that enables students to learn new knowledge, practical skills, and concepts by active engagement in a real-world project (see e.g., Frank et al. 2003; de Los Rios et al. 2010; Guo et al. 2020). In the context of timber engineering education, using PBL approaches, students are challenged to apply theoretical concepts to a practical design problem. This can include several components, including structural design analysis, fabrication, mechanical testing, and analyzing test results of various timber building members. Such an experiential learning process can promote creativity and help students to further develop their problem-solving skills. Although PBL is not a new concept, its adoption in certain teaching practices can be challenging, especially in large classes where PBL might, in some cases, be time-consuming and require significant additional effort from the lecturer.

There are various methods by which PBL can be applied in higher education. The outcome of each method could be unique and dependent on several factors, especially on the lecturer’s skills and familiarity with PBL. This editorial presents a recent example where PBL has been combined with lectures and tutorials in a timber engineering course. The strengths and associated challenges of this approach are highlighted, and some suggestions are provided for implementation of such approaches.

Example of PBL in a Timber Engineering Course

The overall structure and topics of a recent timber engineering course where PBL is combined with conventional lectures and tutorials is illustrated in Fig. 1. This course, under the title of Wood Design and Structural Analysis, was led by the author at the University of Primorska, Slovenia. The content of this course had to be designed in a way that it can suit master’s students from two different curricula, e.g., Civil Engineering and a non-engineering program in Wood Technology.

Fig. 1. Details of a timber engineering course in which PBL is implemented

The examination of student learning in this course is comprised of 50% practical project report and 50% oral exam, such that there is no paper-based exam. The lectures and tutorials of the course are aimed to familiarize students with the theories and design concepts around the use of timber in building construction. Two general assignments are given to students during the semester. These assignments cover any topic that is not already included in the practical projects. The assignments are supposed to be solved and then delivered and described in detail by students during the oral exam, which is held individually at the end of semester. During the semester, each student is assigned a unique practical project on a certain subject. The practical project is performed in two steps and each step has its own smaller tasks (Fig. 1). In the example shown in Fig. 1, the practical project is related to material selection, design, fabrication, mechanical testing, and analytical analysis of a timber-concrete composite (TCC) floor element. TCC is chosen here as it not only covers material-related design factors, but also covers factors related to design and structural performance of connection systems. Nevertheless, other structural members or a combination of members can also be used instead of TCC.

To complete the practical project, the students first need to use their knowledge of strength grading and non-destructive testing (NDT) of timber, which they acquire during the lectures and tutorials, to select some timber boards for their projects. They then use these timber boards to produce a scale-down version of a TCC floor element in groups of two or more students (with each group producing one TCC floor element with a unique design). The initial design of the TCC floor element is provided by the lecturer, which intentionally contains some flaws or imperfections (Fig. 2).

Fig. 2. An example of the scaled-down TCC elements with intentional imperfections (left) and their test results (right) produced and tested by students

After the fabrication of the TCC elements, the students are tasked to estimate the structural properties of the TCC elements by use of analytical methods. In the next step, they test the load-carrying capacity of the TCC elements under bending loads, analyze the effect of flaws and imperfections on the test results, compare the test results with their analytical analysis, analyze and elaborate on the observed failure modes, and perform a complete limit state design analysis to evaluate the maximum span achievable by the tested TCC elements in an office building. Finally, they will write a project report and then deliver and describe the details of their project report during the oral exam.

Strengths and Challenges of PBL

Potential strengths and related challenges of the PBL approach presented in this paper are summarized in Tables 1 and 2. The statements in these tables reflect the author’s viewpoint.

Table 1. Strengths of the Presented PBL Approach

Table 2. Potential Challenges of the Presented PBL Approach

Suggestions

The following suggestions are provided for the implementation of the PBL approach presented in this paper:

• Industry partners can help by allocating materials, equipment, or assistance.

• Lecturers can seek pedagogical assistance to integrate PBL into their teaching.

• Students can be assigned specific tasks within their team activities.

• Optionally, a written exam can be included in the course, or an oral exam can include some items that would have been likely covered in a written exam.

Acknowledgment

The author acknowledges financing received from ARIS for infrastructure program IO-0035, Horizon Europe GA #101160532, and LIFE Programme GA #101148077 — LIFE23-PRE-IT-LIFE BE-WoodEN. Partially supported by the project Green, Digital and Inclusive University of Primorska (GDI UP), co-financed by MVZI and European Union – NextGenerationEU.

References Cited

de Los Rios, I., Cazorla, A., Díaz-Puente, J. M., and Yagüe, J. L. (2010). “Project–based learning in engineering higher education: two decades of teaching competences in real environments,” Procedia-Social and Behavioral Sciences, 2(2), 1368-1378. DOI: 10.1016/j.sbspro.2010.03.202

Frank, M., Lavy, I., and Elata, D. (2003). “Implementing the project-based learning approach in an academic engineering course,” International Journal of Technology and Design Education 13, 273-288. DOI: 10.1023/A:1026192113732

Guo, P., Saab, N., Post, L. S., and Admiraal, W. (2020). “A review of project-based learning in higher education: Student outcomes and measures,” International Journal of Educational Research 102, 101586. DOI: 10.1016/j.ijer.2020.101586