Lessons from practice

Implementing project-based learning in a water engineering course

Abstract

This paper presents a case study on the redesign of assessment in a second-year water engineering course using a project-based learning (PjBL) model with scaffolded learning supports and a scaffolded assessment design, culminating in an individual viva voce. The redesign was initiated in response to academic integrity concerns in online exams. Drawing on a design-based research approach, the study analysed seven years of course data (2018 to 2024), student feedback, and instructor reflections. Key findings indicate that the PjBL model improved student engagement, academic integrity, and learning outcomes by aligning assessment more closely with industry practice. The viva voce enabled nuanced assessment of individual understanding, while scaffolded support strategies including tutorials, checkpoints, and multimodal delivery contributed to sustained learning. However, the model requires significant instructional effort and raises challenges for scalability in large cohorts. The paper concludes with practical insights for educators implementing PjBL in STEM contexts, particularly regarding authentic assessment design and the role of oral assessments in promoting academic integrity.