Civil Engineering @ University of Limerick
Design Studio 1 – Part 1 - Debates
Problem-Based Learning
Civil Engineering Debates
Tutor Document
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Trigger (Brief Form): Civil Engineering Research and Debate
Trigger
At the end of Week 2, you will debate in teams “for” or “against” a Civil Engineering related
motion.
Page 2 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Preparation Prior to Term
The following must be carried out by the module leader prior to the Autumn Semester:










Identify 8 Civil Engineering motions for debates. To be shortlisted to 6 later (assuming the
class divides approximately evenly into 6 groups)
Research each topic, be aware of issues, determine what researching sources are most
applicable to each motion, etc.
Know PBL Process (Refer to the “How the PBL Workshop Operates” document by Yvonne
Delaney et al, if necessary)
Confirm timetable and email to students prior to Week 1
Inform students to bring markers to meetings for group work
Update Tutor Document before start of module if necessary. Additional changes to be
mark-up throughout semester as necessary
Update Module Outline Document. One copy to be given to each group in Meeting1 and
uploaded to Sulis (UL Learning Management System)
Arrange for guest judge to assist with debate assessment
Organise librarian (Michelle Breen preferably) to join Meeting No. 3, witness process and
offer general research advice and advice particular to each group’s motion
Update Briefing Notes as necessary. Current list is as follows:
o Autobiographical Essay
o Report on Team Research
o Debate Summary
o Research and knowledge Sources
o Reflections on Learning
Page 3 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Meeting 1 (1 hour Plenary Session), Monday, Week 1
Preparation






Determine how tutors are to manage groups. E.g. 1 tutor to manage 2 or 3 groups
Decide on “floating tutor” to observe consistency and feedback from other tutors
Appoint lead tutor to be alternated for sessions
Fully understand the debate motion of assigned group(s) in particular:
o Sound overview of debate topic
o Key issues / facts / figures
o Knowledge of source information
Appoint one tutor to take attendance for each session
Be equipped with:
o Student name list for each group
o Printout of student photographs
o Markers and board wipe
o Copy of Tutor Document
o Timetable
Meeting Timetable
0-20 minutes
20-35 minutes
35-50 minutes
Module Overview
Trigger Presentation and overview of Debate Topics
Grouping and Debate Motions Assignment
Details
0-20 minutes
Module Overview
Present module overview noting in particular the following:
 Design Studio 1 is a double module and is allocated twice the time per week as a normal
module. The time input for this, including formal meetings, should be approximately 18-20
hours per week
 It is a continuously-assessed module. There is no exam.
 The module is non-repeatable
 Project 1 is a Research and Debate Project and accounts for 45% of the total module
marks. (Give breakdown from Overview document)
 Summarise each deliverable.
Page 4 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
20-35 minutes


Trigger Presentation and Overview of Debate Motions
Introduce Debate Motions (add brief commentary of each)
Tell students that Design Studio 1 is a problem-based learning module and offer a reminder
of the process. Refer to Appendix A.
35-50 minutes





Civil Engineering @ University of Limerick
Grouping and Debates Assignment
Instruct students to break into groups of size 5 or 6 by self-selection
Assign a letter (Team Name) to each group
Instruct each group to appoint a scribe
Instruct each scribe to write down the names of each team member and to return to tutor
Draw Debate Motions by lots and assign to each team.
Inform class of next meeting time and location.
Page 5 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Meeting 2 (3 hour PBL Session), Tuesday, Week 1
Stage 1: Preparation




Agree that each tutor be assigned to their groups at the start of the meeting
Agree that Student Learning Logs will be submitted after Project No. 1 (Monday, Week 3)
and after Project No. 2 (Monday, Week 7). Instruct Learning Logs to be submitted to
Departmental Office. Tell students that Learning Logs will be returned by the following
Tuesday
Agree that weekly Self Assessments are available for completion from Friday to Monday
Be equipped with:
o Student name list for each group
o Printout of student photographs
o Markers and board wipe
o Copy of Tutor Document
o Timetable
o Assessment marks.
Stage 2: Announcements

A Librarian will attend next meeting and will speak to each group separately regarding
Research Resources

Include “Reflections on Your Learning” in Learning Logs. Give example of a reflection and of a
non-reflection

Autobiographical Essays must be completed and returned by Tuesday, Week 2

In parallel with researching the topic, you must also learn how to debate effectively

Self-Assessments must be completed
Stage 3: Starting Procedure

Appoint a scribe and timekeeper

Develop Meeting Timetable

Clarify and define any unfamiliar or unclear language in the problem scenario (or add to
research needs)

Brainstorm the process / the issues : there is no such thing as a bad idea at this stage
Page 6 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Brainstorm may include jumping to possible solutions, unstructured review of existing knowledge
held by group members, speculation as to possible relevance of different ideas or facts, free
association of ideas, phrases, words and images. Avoid critique evaluation or discussion. Fill the
whiteboard with a jumble of words and sketches.
Encourage participation by each group member from the beginning. Initiate the brainstorming by
a quick go-around. (Go-around: each person in sequence is allowed to contribute without
interruption or pass to the next person)

Identify sources of prior knowledge. Refer to Briefing on Research and Knowledge Source

Identify key knowledge areas themes

Prohibit internet searches for 1st 30 minutes of brainstorming
Stage 4: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose reasonable
number of questions to complete in available time)

Check that everyone is clear on the learning plan: Everyone writes down an identical list of
agreed questions / tasks for research
Tutor may help prioritise questions, decide priority questions that everyone will research. Some
questions may be delegated to individuals for specialist study and reporting at next session, (latter
arises if volume of work cannot be done in time available)

Define potential learning resources (later on in a project this might include sharing about
which books are particularly relevant or well written/illustrated)
Precise Learning Plan Questions:
1. From preliminary brainstorming, what are the unknowns?
2. Do you understand the motion?
Prescribed Reading
1. Briefing Note on Research and Knowledge Sources
2. Motion-specific texts.
Page 7 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Meeting 3: (3 hour PBL Session), Friday, Week 1
Stage 1: Announcements

Group Report on Team Research must be carried out and returned by Tuesday of Week 3

Self-Assessments must be completed
Stage 2: Starting Procedure

Appoint a scribe and timekeeper

Develop Meeting 2 Timetable

Tutor directs attention to last sessions questions

Table Research output and organise information as it relates to questions
Target/Aspiration that there is a requirement for each group member to bring along at least one
research output from outside reading lists

Compare notes on common research: did everybody find same information?

Suggest “go-around”

Delegated special research is now presented.
Stage 3: Core Objectives

Apply new knowledge

Re-engage in process and with issues

Brainstorming continues

Explore issues and controversies

Establish facts, opinions thoughts, fragments, ideas

Identify gaps in knowledge & formulate as questions

List information sources
o Books – what subject areas? For masts – Health / Public Health, Electromagnetic
Field, Radiation, Cancer, Epidemiology, Environmental Impact etc.
Page 8 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
o Websites – which ones? Who are the stakeholders? What statutory processes are
involved? What public agencies have information / knowledge? (inside & outside
Ireland);
o Newspapers
o Databases
o Journals
o Etc.

Develop arguments for / against categorised by Technical and Non Technical (Values,
symbolism, perception)
o Identify fear / paranoia and application in making an argument
o Determine Political drivers?
o Draw from experiences elsewhere?

Research Debate Technique
Stage 4: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose reasonable
number of questions to complete in available time)

Check that everyone is clear on the learning plan: Everyone writes down an identical list of
agreed questions / tasks for research

Define potential learning resources (later on in a project this might include sharing about
which books are particularly relevant or well written/illustrated)
Precise Learning Plan Questions:
1. Having brainstormed the motion fully, what further information is required to fully understand
issues?
2. Are the sources of my information reputable?
Prescribed Reading
1. Briefing Notes
2. Motion-specific texts.
Page 9 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Meeting 4: (3 hour PBL Session), Tuesday, Week 2
Stage 1: Announcements

Learning Logs with “Reflections on Learning” to be handed up on Tuesday of Week 3 in
Design Studio Meeting. Learning Logs will be returned by Friday, Week 3

“For” and “against” speakers will be announced on Sulis on Thursday at 12pm

One Tutor will act as Timekeeper for debates

Motions to be summarised will be allocated after the debate

Staff members will be invited to attend

Self-Assessments must be completed
Stage 2: Starting Procedure

Appoint a scribe and timekeeper

Develop Meeting 4 Timetable

Tutor directs attention to last sessions questions

Table Research output and organise information as it relates to questions

Compare notes on common research: did everybody find same information?
Stage 3: Core Objectives

Re-engage in process and with issues

Construct lucid and logical arguments for / against categorised by Technical and Non Technical
(Values, symbolism, perception)

Categorise factual data / information with source references

Identify key issues and points to be used in the Debate

Determine key aspects of effective arguing
Between Meeting 3 and Meeting 4, students must partner-up and rehearse 5 minute verbal
debate. Focus is on speaking skills rather than content as allocation of “for” and “against” will only
be provided on Thursday Morning Week 2. Feedback notes should be taken by your partner and
returned to you. Students then submitted same by hand to lecturer in Meeting 4. Feedback notes
can be handwritten.
Page 10 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Stage 4: Learning / Action Plan

Develop a Learning Plan with specific questions agreed by everyone; (Choose reasonable
number of questions to complete in available time)

Check that everyone is clear on the learning plan: Everyone writes down an identical list of
agreed questions / tasks for research

Define potential learning resources (later on in a project this might include sharing about
which books are particularly relevant or well written/illustrated)
Precise Learning Plan Questions:
1. Research and practice debating skills
2. Finalise “for” and “against” arguments.
Prescribed Reading
Briefing Notes
Page 11 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Meeting 5: Debate Day
Schedule of debate summaries will not be given to students. This will ensure full attendance
throughout Debate Day. Nevertheless, students will be aware that they have to take notes of
other debates. At end of Debate Day, students will be allocated one motion for which arguments
“for” and “against” must be summarised.
A guest judge may be present to help assess debates.
Summaries along with Learning Logs and Group Report on Research must be submitted by
Tuesday of Week 3.
Page 12 of 13
CE4023 Design Studio 1
Project 1 – Briefing Note
Civil Engineering @ University of Limerick
Appendix A: PBL Briefing and Orientation for Students
Plenary Session: Some houserules/expectations

Be Present. these are not optional tutorials;

Be Punctual: Respect your colleagues (team mates);

Change is difficult at all stages of life. Taking responsibility for your own learning is a new
challenge for anyone coming from Secondary school and even for most leaving University.

Feeling lost or frustrated some of the time? This is a good sign! Deep learning is uncomfortable;

Contribute to the team: work in and between sessions, think, share.

Be honest: If you don’t understand say so. Then you will learn;

Respect the person: Critique the idea or opinion rationally. Do not criticise the person;

Be a Team Player. Keep minor disagreements within the group;

Commit to your task: put in the time required.
Page 13 of 13