Innovation, Evolution, Distinction: The Civil Engineering Year 3 Integrated Design Project (IDP): An Irish Case Study

Maintaining student engagement in higher education has become an increasing challenge in recent years. In response, educators across Irish institutions have implemented a range of initiatives to enhanced engagement and learning
outcomes. Within the Civil Engineering programme at the University of Limerick, problem-based learning (PBL) and project based learning (PjBL) form the core pedagogical approaches employed throughout the four- and five-year programmes. These student-centred methodologies have been shown to promote engagement while fostering both technical competencies and nontechnical skills. Recognising that engineers routinely collaborate across disciplines on complex projects, a project was developed that authentically models this professional context. The Integrated Design Project (IDP) is a unique offering in Irish engineering education. It requires third-year students to undertake the design of a high-rise building that synthesises the learning outcomes from five diverse six-credit modules, unified under a single project brief. Preparatory work includes the identification of suitable development sites and the acquisition of architectural drawings and site investigation data. Over the past fifteen years, project sites have included locations in Galway, Cork, and Limerick, where students conduct field surveys and gather essential project
information. This paper situates the IDP within a social constructivist teaching framework and traces its evolution in response to student feedback. The discussion addresses the coordination and delivery of the project, including the facilitation of PBL sessions and engagement of external industry consultants as tutors. Assessment methods are also presented, indicating evidence of student
learning and engagement.