Rizzuto, Joseph (2018) Developing creativity through conceptual structural design. In: University of West London Festival of Learning and Teaching; 27 Jun 2018, Ealing, U.K.. (Unpublished)

Abstract

Design embraces all disciplines of Civil Engineering in line with JBM guidance (JBM117, 2017). Students are required to integrate ideas learned in other module disciplines to create inspired, imaginative and considered solutions to a range of problems. The design-learning environment encourages students to initiate and test new ideas and exercise judgement requiring adaption and modification. To be innovative and creative requires knowledge of the limitations of construction technology and techniques. Students are introduced to conceptual structural design through drawing work and model building (Saidani and Rizzuto, 2000). This familiarises students with design being a creative process highlighting that generating and communicating ideas is an important part of this process. Students are introduced to structural forms and how loads are transferred through them (Rizzuto SCI P387, 2017). They are able to experience the highly iterative nature of the design process and the necessary compromises between conflicting needs required to reach a solution. All engineering projects are unique and hence their design requires creativity (Ibell, 2015). Design projects are open-ended and allow students to solve technically challenging design exercises (May, 2009). They reflect contemporary practice in the industry and are based on real case studies. The implication and integration of a design with its surrounding environment and social context are carefully considered at the different stages of the design process. Students are encouraged to explore on their own and also visit engineering practitioners and architects to learn how to exchange and take on board the views of others. Design learning is appropriately supported by practicing engineers. In industry, design is a team activity and as such students work in groups for a substantial part of their design learning. Students are required to present the outcome of their design studies in a variety of ways including technical reports, drawings and presentations.

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