Using ‘design shorts’ to engage engineering students in self and peer supported problem based learning

Davies, Aled W. ORCID: https://orcid.org/0009-0008-9972-117X 2024. Using ‘design shorts’ to engage engineering students in self and peer supported problem based learning. Presented at: SEFI 2024, Lausanne, Switzerland, 2-5 September 2024. Proceedings 52nd Annual Conference of the European Society for Engineering Education. pp. 1338-1347. 10.5281/zenodo.14256809

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Abstract

Large engineering modules containing a diverse array of technical and design content can cause students to both disengage and treat taught content as silos. By not understanding the wider context and inter-linkage between diverse technical content, solving authentic design problems becomes problematic for students and staff. These deficiencies were addressed through repackaging our original engineering problems into smaller but authentic group based ‘design shorts’. These smaller problems purposely connect a diverse range of structural engineering topics using formative assessment to facilitate self and peer supported student learning. Constructive feedback and dialogue were key elements to ensure successful student outcomes and attainment of learning outcomes. The impact of these design shorts on student engagement and module results over a six-year period is reviewed. Importantly, these ‘design shorts’ introduced a strong ethos of ‘thinking’, self and group peer supported learning and curiosity when addressing structural design problems.

Item Type:	Conference or Workshop Item - published (Paper)
Status:	Published
Schools:	Schools > Engineering
ISBN:	978-2-87352-027-4
Date of First Compliant Deposit:	7 April 2026
Last Modified:	07 Apr 2026 16:00
URI:	https://orca.cardiff.ac.uk/id/eprint/186255

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