Abstract:

Structural engineering is often learned in engineering schools in an abstract manner. Calculations of stresses and deflections, limit state checks, and dimensioning of structural elements unfold in theoretical explanations and practical exercises that do not typically consider the social, cultural, and technical context of structural engineering works. This approach is incomplete, as structural engineering works are always associated with a specific place and time, and their quality is defined by elements that go beyond the strictly technical. Therefore, it is crucial for students to complement their learning with field trips that connect them with works of significant value, and whenever possible, with their creators.

Within this context, this article summarizes the experience of the authors in the organization of field trips with students from the courses "Structural Systems" (Bachelor's Degree in Civil Engineering) and "History and Aesthetics of Structural Concrete" (Masters Degree in Concrete Engineering) taught at the Universitat Politècnica de València. These trips enable students to understand structural design holistically, i.e., considering aspects such as sustainability, resilience, durability, aesthetics, creativity and ethics and also give the students a broad perspective of the potential professional paths of the structural engineer. The article outlines the main features of the trips (duration, teaching methodologies employed, visited locations, and selection criteria) along with evidence of their success. Furthermore, the presentation describes the integration of these trips into a broader teaching strategy aimed at fostering a passion for structural engineering and an appreciation for the built heritage.

Keywords:

Holistic learning, active learning, structural engineering, engineering education.