Hands-On Undergraduate Geotechnical Engineering Modules in the Context of Effective Learning Pedagogies, ABET Outcomes, and Our Curricular Reform
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 135, Issue 4
Abstract
Hands-on inquiry-based educational modules were designed for two undergraduate geotechnical engineering courses at the University of Vermont. The modules were designed to achieve three objectives: (1) meet the goals of our ongoing civil and environmental engineering curricular reform (e.g., inquiry-based experiential learning and civic engagement through service-learning); (2) reach higher levels of Bloom’s taxonomy in specific topical areas addressed by the modules; and (3) help achieve Accreditation Board for Engineering and Technology (ABET) outcomes for civil and environmental engineering programs. All four modules were conducted within team settings and required students to write formal technical papers or reports followed by presentations. An additional underlying objective was the development of students’ interpersonal and communication skills. The educational modules included: (1) Atterberg limits using Casagrande and fall cone devices; (2) physical, analytical, and numerical modelings of steady-state seepage; (3) validation of undrained slope stability, bearing capacity of shallow foundations, and active and passive lateral earth pressure analytical solutions using centrifuge modeling; and (4) service-learning projects related to foundations, retaining structures, or slope stability for rehabilitation of historic structures. Student reflection and self-assessment activities were conducted. The student self-assessment results and assessments of student work indicated that many of the curricular reform objectives, ABET outcomes, and higher levels of Bloom’s taxonomy could be reached through these modules. Modules similar to these could be effective in other engineering disciplines and subdisciplines.
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Acknowledgments
The writers would like to acknowledge the National Science Foundation for the funding which has made this work possible through NSFNSF-EEC-0530469. Support from the University of Vermont Community-University Partnerships and Service-Learning (CUPS) is also appreciated. The authors are grateful to Lalita Oka, Adel Sadek, Donna Rizzo, Alessandra Capretti, Sandy Lathem, Floyd Vilmot, and Kurt Anthony for their help in implementing the educational modules described here and to the students of these courses for their hard work and enthusiasm.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 135 • Issue 4 • October 2009
Pages: 161 - 175
Copyright
© 2009 ASCE.
History
Received: Jul 2, 2008
Accepted: Apr 21, 2009
Published online: Sep 15, 2009
Published in print: Oct 2009
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