This paper presents a case study of an undergraduate integrated civil engineering design project module. This module involved significant input from practicing structural engineers, civil engineers, and architects, leading to a holistic course of study taking into consideration technical, social, economic, and environmental issues. The teaching philosophy focused on engagement and motivation that concentrated on a) incorporating behavioral affective and cognitive dimensions, and b) providing appropriate support at the right time for maximum impact on learning. Educational theories related to acquiring skills, construction of knowledge based on cognitive apprenticeship, knowledge-scaffolding, and constructive alignment were explored and used in the design of the module. The assessment ensured engagement and motivation with clear support for just-in-time continuous formative assessment. Learning-diaries and minutes of design meetings were introduced as a tool contributing to knowledge-scaffolding. This paper presents a methodology of how the educational theories can be applied pragmatically for more effective education and training of engineers.
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