The Challenge of Implementing a Student-Centred Learning Approach in Large Engineering Classes

The renovation of teaching and learning methodologies, promoted by the onset of the Bologna Declaration, is leading to shifting perceptions of roles and responsibilities of both teachers and students. Particularly in large engineering classes, certain subjects benefit from more active approaches to learning, namely those associated with team work and tutorial practices, rather than traditional lecture/teacher-driven presentations. Project-led education (PLE) and Project/problem-based learning (PBL) are successful student- centred teaching strategies by directing team work towards independent learning. These new approaches transfer the teacher's role from a mere transmitter of knowledge to that of advisor and facilitator of the learning process, by providing guidance and suggestions designed to encourage students to find their own solutions for proposed problems. This paper describes a methodology for promoting and encouraging independent team work using tutorial techniques for the practical sessions of the Environmental Impact Assessment course (mandatory and elective) included in the Civil Engineering programme at the University of Minho. The authors were faced with a multi- faceted problem: managing and motivating a large class of civil engineering students in a transdisciplinary and non-traditional civil engineering setting. So, they decided to implement a project-based strategy aiming to foster the development and enhancement of studentskills and aptitudes. The learning objectives were well- defined, as well as a set of pre-scheduled tutorial meetings for team work monitoring and assessment. The overall project goal was to conduct a critical analysis of one or more cases concerning environmental impact assessment, in view of the concepts apprehended in lecture and through literature review of pertinent documents and applicable regulations. The students were pleased with the requirement to use and critically analyse procedural documents and regulations, favouring a broader understanding of the subject. The opportunity to study and analyse real cases was referred as a particularly positive aspect of this methodology, which allowed for another learning dimension towards the development of professional competencies. At the end of the semester and upon submitting the final written report, each student was required to conduct a simple exercise of self and peer-assessment. The results of the Teaching/Learning Evaluation institutional survey were used to determine how successful the implementation of the new EIA course design had been, and, overall, both instructors and students considered the implemented methodology to be positive and suitable. The ability to conduct independent work and the freedom to manage their own work schedules were particularly appreciated, especially by students with heavier workloads from other courses. The experience described represents a significant move towards innovative approaches for handling and motivating large engineering classes in a transdisciplinary context, by encouraging active and collaborative learning activities, and by leading with real-world problems.