Title:
Effective Course Structure for a Concrete Pavement Design Course
Author(s):
Armen Amirkhanian
Publication:
Symposium Paper
Volume:
367
Issue:
Appears on pages(s):
81-94
Keywords:
pavement, concrete, pedagogy, slab-on-grade, active learning, project-based learning
DOI:
10.14359/51750594
Date:
3/1/2026
Abstract:
Teaching concrete pavement design presents unique challenges and opportunities for new civil engineering faculty. This paper outlines best pedagogical practices for teaching slab-on-grade, highway, and airport concrete pavements to senior undergraduate or graduate students. Grounded in constructivist learning theory, the proposed approach emphasizes active learning strategies, including problem-based projects, worked examples, and engagement with real design standards, to deepen student understanding. We discuss syllabus structure, key course content (pavement types, joint design, drainage, overlays, durability), and alignment with ABET accreditation outcomes for civil engineering programs. Literature on engineering education and design pedagogy is reviewed to support active, student-centered learning. Finally, a detailed course design and suggested teaching methods are presented. These highlight the free resources (e.g., CP Tech Center manuals, ACI guides) that new instructors can leverage. Results from prior implementations indicate improved student engagement, conceptual understanding, and attainment of learning outcomes.
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