Enriching the Learning Experience for Civil Engineering Students through Learner-Centered Teaching

Abstract

The role of professors has changed from being primarily responsible for delivering content to students to including deeper or more in-depth learning opportunities designed to help students develop into creative and critical thinkers who value lifelong learning. This has resulted in a shift from teacher-centered to student-centered teaching. In this paper, the introduction of learner-centered teaching in three different undergraduate civil engineering classes during the academic year 216–217 to provide more meaningful learning opportunities is presented. The activities introduced were designed to reinforce the students’ understanding of the content as well as encourage the development of soft skills such as public speaking and group work negotiation skills. To gauge the students’ reactions to the impact of the new approach, feedback from the students was gathered via midsemester focus group interviews and end of semester surveys. The data from the students indicate they benefited from the activities and new approach to teaching. Owing to the nature of the different activities offered in each of the three classes, some of the benefits focused on soft skills, such as improved teamwork/leadership skills as well as improved understanding of the content and others centered around the introduction of new topics and improved problem-solving skills. Students in all three classes stated that the activities helped them improve their research skills. Some suggestions and advice to professors who wish to adopt learner-centered teaching are also offered.