Abstract
Project-based education has recently been incorporated into the first undergraduate reinforced concrete design class at California State University, Sacramento (CSUS) to enhance student learning. Students participate in diverse open-ended projects that challenge them to work in small groups to address a contemporary issue in structural concrete. Projects during the first four semesters typically fell into one or more of the following four areas: design, construction; materials, and research/testing. This approach to project-based education has generated significant student initiative, practical learning, and excitement. This paper summarizes key the features of team projects, including: advantages related to student learning and fulfillment of ABET criteria; design project concept; teammate and project selection; project proposals; project execution; oral presentations; formal reports; and teammate grading. In addition, student response and faculty challenges to implementing team project are addressed. Excerpts from project guidelines, a summary of project topics, and slides of team presentations are also provided.