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Shaking the Foundations of Geo-engineering Education

Edited by Bryan McCabe, Marina Pantazidou, Declan Phillips

CRC Press – 2012 – 330 pages

Purchasing Options:

  • Add to CartPack - Book & CD: $154.95
    978-0-415-62127-4
    June 12th 2012

Description

This book comprises the proceedings of the international conference Shaking the Foundations of Geo-engineering Education (NUI Galway, Ireland, 4-6 July 2012), a major initiative of the International Society of Soil Mechanics and Geotechnical Engineering (ISSMGE) Technical Committee (TC306) on Geo-engineering Education. SFGE 2012 has been carefully crafted to showcase a diversity of effective and engaging approaches to geo-engineering education while raising awareness of how crucial this effort is to the future development of the engineering profession.

The five keynote papers were chosen to prompt delegates to debate geo-engineering education issues in the context of best practice in engineering education. A further 36 high quality peer-reviewed papers present valuable insights and experiences in the following key areas:

• What topics should be taught in geo-engineering courses?

• The use of case histories in geo-engineering

• Laboratory work and fieldwork in geo-engineering

• Computing and technology in geo-engineering

• Research on geo-engineering education and teaching experiences

• Student-centred learning in geo-engineering

Shaking the Foundations of Geo-engineering Education is an essential reference for university lecturers, academics and professionals involved in the education and training of geo-engineers. Readers of this text are guaranteed to discover many new inspirational ideas and techniques to “shake the foundations” of their teaching

Reviews

"…this book should be seen as a source of reference information and a reminder of what can be done — the difficult bits can be tackled when needed. Each chapter ends with a collection of problems for the reader to solve. Many of these ask for the derivation of equations that have been merely stated in the preceding text. The book ends with a collection of potted biographies of some 82 scientists and engineers who have in some way contributed to the analysis or modelling of geomaterials. Some are still living — others come from across the past 400 years. The author suggests that it is inspiring to learn a little of the human and social context within which developments in applied mechanics have taken place."

—Canadian Geotechnical Journal, August 2013

Contents

Preface

Organisation

Keynote Lectures

What should geotechnical professionals be able to do?

J. Atkinson

Engineering education: A tale of two paradigms

R.M. Felder

Quandary in geomaterial characterization: New versus the old

P.W. Mayne

Using questioning to enhance student engagement

S.J. Ressler

Equilibrium, strength, strain, dilation and superposition

B. Simpson

What topics should be taught in geo-engineering courses?

Key skill sets for use in geotechnics – a contractor’s view

M.J. Baldwin

Will this be on the final exam? Learning objectives for an introductory geotechnical engineering course

G.L. Fiegel

Geotechnical-structural integration in US foundation engineering curricula

W.A. Kitch & D.P. Coduto

Geotechnical engineering education – removing the barriers

D. Muir Wood

Geo-engineering: A co-production of applied earth sciences and civil engineering – 2nd phase

D.J.M. Ngan-Tillard, J. Dijkstra,W. Broere &T. Heimovaara

Rethinking aspects of theory and tradition in soil mechanics teaching

L.D.Wesley

The use of case histories in geo-engineering education

The use of case histories to encourage reflection by civil engineering design students

K.G. Gavin

Teaching the importance of engineering geology using case histories

R. Jimenez & S. Senent

Use of case studies in geotechnical courses: Learning outcomes and suitable cases

T.L.L. Orr & M. Pantazidou

Laboratory work in geo-engineering

The use of online resources to support laboratory classes in soil mechanics

D.W. Airey, P. Cafe & H. Drury

Soil mechanics laboratory classes as an integral part of the learning process

W. Hachich

Interactive learning modules in geotechnical engineering

M.B. Jaksa

Reinventing geotechnical engineering laboratory classes

M.B. Jaksa, D.W. Airey, J.K. Kodikara, M.A. Shahin & S.T.S. Yuen

Activities to enhance students’ understanding of pore water pressure, seepage and total head

D.F.T. Nash

Fieldwork work in geo-engineering

The BMG ignimbrite quarry: Case study of an undergraduate field exercise in engineering geology

S.G. Fityus & J.H. Gibson

The use of field visits in graduate geotechnical teaching

R. Jimenez &W. Martin-Rosales

TU Delft Spain fieldwork and other outdoor activities

D.J.M. Ngan-Tillard, L.A. van Paassen, P.M. Maurenbrecher, A. Concha & M. Gonzalez

Computing and technology in geo-engineering

Dunmore Bridge case study: An introduction to geotechnical engineering via finite element analysis

A.J. Abbo, S.G. Fityus & S. Mackenzie

Integrating a major Excel exercise in an introductory soil mechanics course

D.W. Airey, N. Balaam, P. Cafe &A. El-Zein

The use of electronic voting systems to enhance deep learning

D. Barreto

Implementation of the use of computing and software in undergraduate Soil Mechanics courses

M. Pinho-Lopes

Learning issues related to basic concepts in geotechnics: A teacher’s perspective

V. Szavits-Nossan

Geo-engineering research and teaching experiences

The LARAM School: teaching, “LAndslide Risk Assessment and Mitigation” to PhD students

L. Cascini, G. Sorbini, M. Calvello & S. Cuomo

Challenges in teaching engineering to the next generation: Some data from a geo-engineering perspective

S.G. Fityus

Lecturers’ perceptions of students’ learning needs in geo-engineering in Spain

R. Monroy, F.J. Torrijo-Echarri & F. Hernández-Pina

A tour through education sites for an engineering instructor: Major stops and impressions

M. Pantazidou & J.D. Frost

Intellectual synergy in the education of geo-engineering

R. Ray, P. Scharle & R. Szepesházi

Student-centred learning in geo-engineering

Teaching geotechnical engineering with theory-practice integration: Group project approach

C.-M. Chan

Use of project based learning to teach geotechnical design skills to civil engineering students

K.G. Gavin

Experiences from revising a course to promote significant learning

T. Kunberger

Promoting active learning in geotechnical engineering

C.F. Leung

Sport and soil mechanics – analogies to aid student learning

B.A. McCabe & M.B. Jaksa

Integrating professional geotechnical practice into the curriculum

D.F.T. Nash

Context, rigour and enjoyment in geotechnical education

D.T. Phillips

Some reflections on the use of a cooperative learning model in Soil Mechanics courses

M. Pinho-Lopes

Learning through doing: Using geotechnical research to prepare undergraduates for graduate school

N.W. Trombetta, G.L. Fiegel & H.B. Mason

Author index

Name: Shaking the Foundations of Geo-engineering Education (Pack - Book & CD)CRC Press 
Description: Edited by Bryan McCabe, Marina Pantazidou, Declan Phillips. This book comprises the proceedings of the international conference Shaking the Foundations of Geo-engineering Education (NUI Galway, Ireland, 4-6 July 2012), a major initiative of the International Society of Soil Mechanics and Geotechnical Engineering...
Categories: Engineering Education, Geomechanics, Soil Mechanics