Harmony in Engineering Curricula: Striking a Balance between Traditional, PBL and WIL Approaches to Learning and Teaching

Abstract

Traditional classroom-based teaching, problem-based learning (PBL) and Work Integrated Learning (WIL) are three commonly used approaches to Learning & Teaching (L&T) in universities. All these approaches have their place in engineering education, but it is important to recognise the advantages and disadvantages associated with each. As contemporary learning approaches grow in popularity in engineering curricula, it is critical for academic staff to ensure they strike a balance between providing students with the theoretical/conceptual knowledge they require for problem-solving, and the hands-on experience they need to ensure they are suitably educated and employable when they graduate. This paper provides an overview of Griffith University's revised Bachelor of Engineering (Civil Engineering) program, and demonstrates how academic staff at Griffith University have been striving to strike a balance between the provision of fundamental engineering knowledge and the practical application of that knowledge through a tiered approach to L&T. Students are progressively introduced to PBL, beginning in first year with case studies and small group tasks, and culminating in the final year with a capstone PBL subject as well as an independent WIL exercise that integrates their learning from preceding years.