Classroom Assessment and Redesign of an Undergraduate Steel Design Course: A Case Study

Abstract

The objective of this paper is to share experience gained in classroom assessment and subsequent redesign of an undergraduate, practice-oriented steel design course. A term project involving the design of a low-rise structural steel building was used to provide a summative evaluation of student learning. The essence of the project was for students to demonstrate their ability to apply the course material in a realistic activity, similar to structural engineering practice. Critical reflection on student performance, student feedback on course evaluation forms, the author’s observations as course instructor, and the educational literature motivated redesign of the course. Adaptation of an assignment-centered or project-based approach to course planning guided course redesign. Comparison of student performance and course evaluation data suggests that the redesigned course better meets the goal of developing the students’ abilities to apply the subject knowledge and skills to realistic problems or scenarios.