Implementation of Student-Centered Learning Approach in Building Surveying Course

Authors: Amal A. Abdel-Sattar

Abstract:

The curriculum of architecture department in Prince Sultan University includes ‘Building Surveying’ course which is usually a part of civil engineering courses. As a fundamental requirement of the course, it requires a strong background in mathematics and physics, which are not usually preferred subjects to the architecture students and many of them are not giving the required and necessary attention to these courses during their preparation year before commencing their architectural study. This paper introduces the concept and the methodology of the student-centered learning approach in the course of building surveying for architects. One of the major outcomes is the improvement in the students’ involvement in the course and how this will cover and strength their analytical weak points and improve their mathematical skills. The study is conducted through three semesters with a total number of 99 students. The effectiveness of the student-centered learning approach is studied using the student survey at the end of each semester and teacher observations. This survey showed great acceptance of the students for these methods. Also, the teachers observed a great improvement in the students’ mathematical abilities and how keener they became in attending the classes which were clearly reflected on the low absence record.

Keywords: Architecture, building surveying, student-centered learning, teaching, and learning.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1131129

References:

[1] PSU, 2017, “The PSU Academic Curricula Bulletin”, Prince Sultan University, KSA.
[2] Labib W. (2016), “An Implementation of Multi-Media Applications in Teaching Structural Design to Architectural Students”. International Journal of Social, Educational, Economic, Business and Industrial Engineering, Vol. 10, No 1.
[3] Fahmi. M. and Abdul Aziz A., 2012. “The Integration of Structural Knowledge in Studio Design Projects, An Assessment Curriculum in Architecture Course in SUST”, Journal of Sciences and Technology, 13, 1, 59-71.
[4] Nelson, J., & Lawson, J. W. (2013, June), Teaching Architecture, Engineering, and Construction Disciplines: Using Various Pedagogical Styles to Unify the Learning Process Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia.
[5] Danko, Cristina Carvalho, and António AL Duarte. "The challenge of implementing a student-centered learning approach in large engineering classes." WSEAS Transactions on Advances in Engineering Education 6.8 (2009): 225-236.
[6] Tulbure, 2012, “Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation” - Procedia-Social and Behavioral Sciences 33, 398-402.
[7] Catalano, G.D., and Catalano, K., 1999. Transformation: From Teacher‐Centered to Student‐Centered Engineering Education. Journal of Engineering Education, 88(1), pp.59-64.
[8] Jones, L. (2007). The student-centered classroom. New York, NY: Cambridge University Press.
[9] Ehrenberg, S. D., and Ehrenberg, L. M (1978). Building and Applying Strategies for Intellectual Competencies in Students (Basics), Miami, FL: Institute for Curriculum and Instruction.
[10] Cooper, J. L., Robinson, P., and McKinney, Molly, (1992) “Cooperative Learning in the Classroom”, Changing College Classrooms, (ed.) D. H. Haperin, Jossey-Bass Publishers, San Francisco, Ca., pp. 74-91.
[11] Doyle, Terry, 2008. Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Stylus Publishing, LLC.
[12] Ipbuker, C (2009)., Learning styles and teaching models in engineering education, in Proceedings of the 6th WSEAS International Conference on Engineering Education (EE’09). Edited by P. Dondon et al., World Scientific and Engineering Academy and Society Press.
[13] Burd A. & Buchanan E., 2004, “Teaching the Teachers: Teaching and learning online”, Reference Service Review, 32, 4, 404-412 Learning