Discussion of "recommendations for Teaching a Successful Design-Based Course: Hydraulic Structure Design" by B. P. Tullis and S. L. Barfuss

Design-based courses often have more latitude with respect to implementing interesting and unique teaching styles and curricula; they can also provide opportunities for broader-context problem solving, thereby improving student learning. Deductive teaching methods are used extensively throughout math, science, and engineering curricula [i.e., students are taught the “how” (fundamental principles), and the “why” is learned by applying those principles through solving problems]. When students successfully grasp why something is important, they often become more engaged in developing and understanding the fundamentals underlying the solution (inductive teaching style). With some creativity and planning, design-based classes can offer a positive alternative learning environment that utilizes both deductive and inductive learning processes. Four keys for enhancing student-learning experiences in a design-based course are discussed. The recommendations and techniques presented herein come from the authors’ first-hand experiences developing and teaching a hydraulic structures design course at Utah State University.