Abstract
At the end of the second year of a four-year honors program in civil engineering, 12 students of varied ability in a class of 54 opted to follow a self-directed and self-assessed third year Design course. This option was scheduled for six to seven hours per week, over a full academic year of 30 weeks. In their fourth year, this experimental group rejoined their classmates, and were taught conventionally in all their final year classes. At the end of the fourth year, the class rankings for each member of the experimental group were compared with their individual rankings at the end of the second year. The average improvement in position in class was 15 places, which was regarded as significant. This paper discusses the learning contract problems, student reactions, and other aspects of the subject.
| Original language | English |
|---|---|
| Pages (from-to) | 1-5 |
| Number of pages | 5 |
| Journal | Civil Engineering Education |
| Volume | 8 |
| Issue number | 1 |
| Publication status | Published - Mar 1986 |