DU Hongjian1,* and LIANG Yan2
1Department of Civil and Environmental Engineering, NUS
2School of Civil Engineering, Zhengzhou University, China
Du, H., & Liang, Y. (2024). Integrating design competitions in civil engineering education: Case studies from Singapore and China [Paper presentation]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-hjdu-lyan/
SUB-THEME
Opportunities from Engaging Communities
KEYWORDS
Design competition, professional engineers, assessment, sustainability real-life problem
CATEGORY
Paper Presentation
INTRODUCTION
Previous literature has shown that design competition can have tremendous educational value in developing desired skills and competencies in students, provided ideal conditions are identified and maintained (Bunchal, 2004). The Royal Academy of Engineering’s report on Educating Engineers for the 21st century concluded that engineering courses must align better with the evolving needs of business and industry (2006). More high-quality project work is needed, centred around real-life problems and ideally delivered in collaboration with industry (Davies, 2013). In addition to technical skills, enabling skills are crucial, allowing engineer to operate effectively in a commercial environment (Gadola & Chindamo, 2019).
Despite these recognised benefits, there is limited research on the use of design competition in civil engineering education. This paper explores how a design competition in structural concrete design impacts student learning at both the National University of Singapore (NUS) and Zhengzhou University (ZZU), China. The framework of this innovative teaching method is illustrated in Figure 1, showcasing its application in diverse educational contexts.
Figure 1. Proposed teaching frameworks based on design competition.
METHODOLOGY
The method was initially implemented in the course CE3165 “Structural Concrete Design” in AY2023/24, a core course in the Civil Engineering Programme at NUS. In the past, conventional design projects within CE3165 failed to evoke significant interest among students, who often found them to be labour intensive with minimal returns. Recognising the need for a paradigm shift, I sought to reimagine the design project as a dynamic and competitive endeavour. The design competition was introduced in collaboration with the Institution of Structural Engineers Singapore Regional Group, challenging teams to design the structural frame for Singapore’s first net-zero building. By providing clear assessment guidelines, the marking rubric facilitated an objective and transparent evaluation process, allowing judges to assess the merits of each design comprehensively (Table 1). The competition involved presentations evaluated by professionals from the construction industry (Figure 2). The design competition method was subsequently introduced in a similar course in the School of Civil Engineering, Zhengzhou University. During a visit to NUS between 2022 and 2023, the lecturer (co-author of this paper) identified similar challenges faced in his course: lack of student motivation and a disconnection between theory and real-life design. After observing the implementation of this design competition at NUS, the lecturer decided to adopt it at his home university.
I was involved in the planning of the course and was invited to serve as an external judge in the design competition in 2024. The same format and marking rubrics were used. At Zhengzhou University, due to course requirements, students participated in the design competition individually, with a total of 15 students. I attended the presentation online (refer to Figure 3). An anonymous student survey was conducted to evaluate their feedback on the design competition.
Table 1
Marking rubrics of reports and presentations of the design competition
Figure 2. Judge commenting on the design solution at NUS.
Figure 3. Judge commenting on the design solution at ZZU.
RESULTS
The design competition has yielded tangible evidence of its effusiveness in enhancing student learning outcomes and fostering a deeper understanding of sustainability in structural engineering. Quantitative scores from student evaluations corroborate the effectiveness of the competition, with high ratings indicating satisfaction with the learning outcomes and overall experience on their learning of structural design (Figure 4) and sustainability (Figure 5). Qualitative feedback from students highlights the positive impact of the design competition on their learning experience, with many expressing increasing motivation, engagement, and enthusiasm in structural engineering and sustainability (Table 2).
Figure 4. Feedback from NUS and ZZU students on the question “Do you think the design competition has helped your learning of structural concrete design?” (1 represents “Not at all”, 5 represents “Very much”).
Figure 5. Feedback from NUS and ZZU students on the question “Do you think the design competition has motivated your thinking and learning of sustainability?” (1 represents “Not at all”, 5 represents “Very much”).
Table 2
Qualitative comments from students on the design competition
CONCLUSIONS
This study compares the effectiveness of using design competition in two universities for similar courses. Results consistently demonstrated that design competitions lead to higher student learning motivation and a deeper understanding of structural design. The positive outcomes indicate the potential for broader adoption of this teaching method in engineering curricula, paving the way for more engaged and practically skilled engineering graduates.
REFERENCES
Buchal, R. O. (2004). The educational value of student design competitions. In Proceedings of the inaugural CDEN design conference, Montreal, Canada.
Davies, H. C. (2013). Integrating a multi-university design competition into a mechanical engineering design curriculum using modern design pedagogy. Journal of Engineering Education, 24(5), 383-396. https://doi.org/10.1080/09544828.2012.761679
Gadola, M., & Chindamo, D. (2019). Experiential learning in engineering education: The role of student design competitions and a case study. International Journal of Mechanical Engineering Education, 47(1), 3-22. https://doi.org/10.1177/0306419017749580
Royal Academy of Engineering. (2006). Educating engineers for the 21st century: The industry view. A commentary on a study carried out by Henley Management College for the Royal Academy of Engineering. London, UK.