Geotechnical Engineering Course Research Articles

Students’ perception of the impact of a Geotechnical Engineering field activity on their competences development

The need to develop several students’ competencies is one of the leading challenges for Engineering instructors in undergraduate courses. It has been quite exhausting in many cases, mainly due to the lack of professors’ expertise in engineering education. Case studies may provide examples and help develop professors’ ability to design effective learning experiences. In this context, this paper presents a case study of implementing an in-class/ ex-class activity conducted in the Soil Mechanics-I course at the Federal University of Rio Grande do Norte. Additionally, it aims to discuss students’ perception regarding development of the proposed activity and competences. The activity comprised three phases: selection of Geotechnical Engineering problems on university campus, documentation and analysis of each situation, and presentation of solutions considering technical, environmental, and social aspects. Students’ perceptions were assessed using an anonymous online survey (18 Likert and open-ended questions), divided into three categories: general impressions, competencies development, and open statements. General impressions and competencies development were mostly positive, with deadlines reported as the most challenging aspect. Open questions responses provided positive feedback, emphasizing the main developed competencies, according to students’ perspective (e.g. leadership, interpersonal relationship, and analytical view of the problem). The need of dealing with real problems and work in groups appears to be a successful approach for teaching Geotechnical Engineering courses and developing competences in Engineering undergraduate courses. This case study can support innovation in teaching any engineering course and help students face future professional challenges.

Methodological teaching-learning experiments applied to Geotechnical Engineering

The use of problem-based and project-based learning is beneficial. The teaching-learning process requires the development of a critical, objective, and rational mind. This paper analyzes methodological experiments from the teaching-learning process carried out in the geotechnical area of the civil engineering program at three universities in the state of Pernambuco, Brazil, for more than 40 years. Three integrated experiments are presented. In the first experiment, undergraduate students in geotechnical engineering courses interacted with companies operating in the area, conducting laboratory and field tests and geotechnical instrumentation. The second experiment integrated students and teachers from different areas of the civil engineering program around a multidisciplinary project, while the third brought together undergraduate and graduate (master and doctoral) student research activities into a single project that extends from the development and construction of geotechnical equipment and applications of new soil improvement techniques to land use planning and occupation. )This study demonstrated the use of positive teaching-learning experiences carried out in the teaching of geotechnical engineering in the development of civil engineers who have technical skills and professional competences. It contributed to the advancement of knowledge in the development of new equipment, soil improvement, testing techniques and in the use, planning and occupation of soils. The interaction between the university, society and government institutions in problem solving also contributed.

Development of Instructional Modules to Create Aha Moments in Geotechnical Engineering Courses

Development of Instructional Modules to Create Aha Moments in Geotechnical Engineering Courses

Combining Project Based Learning and Cooperative Learning Strategies in a Geotechnical Engineering Course

This paper presents the implementation of a learning methodology following a student-centred approach. The methodology is based on the use of project based and cooperative learning and mainly consists of commissioning students to prepare a presentation on a topic of their subject. Students work in groups, and later must deliver a real lecture to their colleagues. The proposed methodology was applied across 7 years and its implementation was monitored via day-to-day observations, annual surveys, the gathering of direct feedback as well as by analysing the students’ academic performance. Results show the ability of the proposed learning methodology to enhance motivation and engagement of students, facilitate the improvement of four soft skills (team-working, practical thinking, effective communication and critical thinking), eliminate absenteeism and facilitate long-term retention of the knowledge and skills acquired in a subject.

加权平均概念在岩土工程学科中的应用

加权平均概念在岩土工程学科中的应用

Supporting active learning in an undergraduate geotechnical engineering course using group-based audience response systems quizzes

The use of audience response systems (ARSs) or ‘clickers’ in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS quizzes have been integrated into an undergraduate civil engineering course on foundation design. Overall, the ARS summary quizzes were very well received by the students. Feedback obtained from the students indicates that the majority believed the group-based quizzes were useful activities, which helped to improve their understanding of course materials, encouraged self-assessment, and assisted preparation for their summative examination. Providing students with clickers does not, however, necessarily guarantee the class will be engaged with the activity. If an ARS activity is to be successful, careful planning and design must be carried out and modifications adopted where necessary, which should be informed by the literature and relevant student feedback.

Incorporating learning outcomes into an introductory geotechnical engineering course

The article describes the process of incorporating a set of learning outcomes into a geotechnical engineering course. The outcomes were developed using Bloom's taxonomy and define the knowledge, skills, and abilities the students are expected to achieve upon completion of the course. Each outcome begins with an action-oriented verb corresponding to one of six levels of achievement in the cognitive domain (remember, understand, apply, analyse, evaluate, and create). The article includes a listing of outcomes articulated for several course topics. The article also summarises how the outcomes were linked to lesson plans and assignments. Example formative and summative assessment methods and results are presented with the results of teaching evaluations, which indicate that students value this approach to course design. The article concludes with a discussion of how the above approach has been implemented in upper-division courses. Outcomes are presented for a course on earth retention systems.

Revising a design course from a lecture approach to a project-based learning approach

In order to develop the evaluative skills necessary for successful performance of design, a senior, Geotechnical Engineering course was revised to immerse students in the complexity of the design process utilising a project-based learning (PBL) approach to instruction. The student-centred approach stresses self-directed group learning, which focuses on the process rather than the result and underscores not only the theoretical but also the practical constraints of a problem. The shift in course emphasis, to skills over concepts, results in reduced content coverage but increased student ability to independently acquire a breadth of knowledge.

Hands-On Undergraduate Geotechnical Engineering Modules in the Context of Effective Learning Pedagogies, ABET Outcomes, and Our Curricular Reform

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-s...

Building Research Skills: Course-Integrated Training Methods

An enriched syllabus has been experimentally introduced to undergraduate level students enrolled in a geotechnical engineering course. Two research assignments have been integrated in the course, which require students to find information on a geotechnical engineering topic using both print and electronic resources available at the university library and on the Internet. Aiming to foster the development of technical information literacy and communication skills, the students are required to prepare a report based on a specific set of guidelines, followed by oral presentations of the topics researched. Between the two assignments, a lecture on the subject of identifying and using information resources for geotechnical engineering is included in the syllabus. Preliminary results of the study are presented along with directions for designing and implementing an enriched curriculum for geotechnical engineering courses.