Abstract—Project-Based Learning (PBL) is a teaching approach that has been shown to enhance students’ learning in higher education. PBL ensures that students develop critical thinking and professional competence in civil engineering education through a well-rounded approach. In civil engineering modules, design projects provide practical design experience to the students. This allows them to apply their knowledge and skills across disciplines. The design of such projects plays a crucial role in their learning journey. Therefore, it is essential to ensure that they are well-designed. This paper presents a framework for designing PBL in a civil engineering module in a joint degree programme in Singapore. This framework for the PBL design is based on the Universal Design for Learning (UDL). A questionnaire was prepared to obtain feedback from students on their PBL experience. Through the implementation of PBL in Foundation Engineering, the students have feedback that the PBL was well-designed and had a positive impact on their learning. 
 

Keywords—Project-Based Learning (PBL), Universal Design for Learning (UDL), civil engineering

Cite: Yongmin Kim, Samiran Das, Jolly Atit Shah, and Li Hong Idris Lim, "Design of Project-Based Learning (PBL) in Civil  Engineering," International Journal of Learning and Teaching, Vol. 10, No. 4, pp. 539-543, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.