This concept map demonstrates the thought process involved in redesigning the delivery method of the CVNG 3003 prestressed concrete module. A constructivist approach was utilized in this course as students were provided with knowledge about the conceptual understanding of prestressing design and  concepts about the equations utilized in design. Some theorists that have popularized these methods include von Glasersfeld and Millwood. Students were also previously exposed to regular concrete design methods and codes. Groups were then asked to work together and build on this knowledge to design a prestressed beam guided by reading resources and design outlines. Many students were unable to bridge the two, with most requiring extra time.

Just as it is important to see limitations and recognize areas of improvement in teaching, it is also important to recognize when something worked well. My design course this semester was very engaged in the learning process and in the approach utilized. In my concrete design courses, I prefer to lecture utilizing the board. This way I believe I can walk students through the processes. However, at the beginning of the course a student was sufficiently brave to ask me to provide additional notes. I did not realize how difficult it was for them to pay attention while writing notes. I provided the students with not only future notes, but past ones as well, though hand written. I also provided tutorials and quick feedback. This worked. It is amazing when students and instructors can work together to achieve the common goal of learning. Now, I know what students require to help them a bit more along the way. They are also aware of my expectations. I plan to practice this at the start of all my courses, to ask students directly what can help their learning process, and to hope for another job well done.