The paper sets out the strategy adopted by the authors for the teaching of structural engineering design within an undergraduate course, and the approach adopted for implementation of that strategy. The strategy is evolved from consideration of the factors that make a design 'difficult', and develops through a progression in the 'difficulty 'faced in arriving at rational design decisions. Specific examples are provided of set exercises used in the development of the progression. The approaches used in assessment of student performance are also described.
|Number of pages||5|
|Journal||The Structural Engineer|
|Publication status||Published - 19 Nov 1996|