Instilling collaborative and reflective practice in engineers: using a team-based learning strategy to prepare students for working in project teams

Abstract

ABSTRACT This case study from the Civil and Environmental Engineering department of a UK university presents an educational design that uses team-based learning (TBL) to prepare students prior to undertaking a group project. Our aim is to show how the established TBL approach can be used in a novel way as a precursor to a group project to improve the achievement of learning outcomes. The purpose of the TBL was to ensure pre-reading was completed, to instil a sense of subject matter mastery, to allow students to discuss complex issues and to develop collaborative and inclusive behaviours. These skills and knowledge were necessary to successfully complete the follow-on group project and importantly for success in their future careers. Student’s end of module reflective statements indicated that they positively collaborated and communicated when working on a group project.