Bringing Real-World Engineering into the Classroom Through Project-Based Learning
Dr. Yufeng Hu
Department of Civil and Construction Engineering
Master Faculty Specialist – Lecturer
How long have you been teaching at WMU?
I have been teaching at WMU since 2009. I received my Ph.D. in structural engineering from the University at Buffalo, State University of New York, in 2007, and worked in a structural engineering consulting firm for two years before joining WMU.
What is your main teaching focus?
I teach a variety of undergraduate and graduate courses in civil engineering and engineering mechanics. Currently, I regularly teach courses such as Introduction to Engineering Practice, Senior Capstone Design, and Structural Analysis at the undergraduate level, and Engineering Mathematics and Prestressed Concrete Design at the graduate level.
Tell us about your recent experience implementing project-based learning.
In Fall 2024, I redesigned CCE 6520: Prestressed Concrete Design, a graduate-level course, to center around project-based learning (PBL). This was a small, in-person class of six students that met for 150 minutes per week. Traditionally, the course was taught using a lecture-based format, but I shifted the focus to a real-world design project involving the prestressed concrete girders of a Michigan bridge.
What were the goals of this PBL approach?
I wanted to increase student engagement and deepen their understanding of structural design by providing an authentic, hands-on experience. The aim was to mirror professional engineering practices, encouraging students to apply their technical knowledge in a real-world context and produce tangible design deliverables.
How did the project connect to professional practices?
The students followed engineering standards while designing bridge girders—just as they would in industry. This connection to real-world work made the learning process more meaningful and helped students understand the relevance of what they were learning.
What strategies did you find most helpful in supporting students through this kind of project?
I found several approaches to be especially effective:
- Make the project the core of the course: Centering the curriculum around a relevant and realistic design project enhanced motivation.
- Break the project into manageable components: Clear milestones and checkpoints helped students manage complexity and stay on track.
Incorporate active learning strategies: I used class discussions, group work, reflection, revisions, and critiques to deepen engagement and support critical thinking.
What resources supported your transition to project-based learning?
Participating in the Gold Standard PBL Higher Education Certification Workshop offered by WMUx in August 2024 was key. This four-day, in-person workshop provided a robust framework for implementing PBL and offered practical tools to improve student engagement and learning outcomes.
What advice would you give to other instructors interested in trying PBL?
Start by selecting a project that feels authentic and achievable within your course’s timeframe. Break it down into smaller parts to help students build confidence. Use active learning methods that promote collaboration and critical reflection. And most importantly, be flexible and ready to adjust based on student feedback and project complexity.