A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Emphasizing Underlying Science in Geotechnical Education through Flipped Classroom
In most undergraduate civil engineering degree programs, students start with a mechanics sequence in which physics concepts are applied to solve problems. In geotechnical courses, sometimes these physics-based concepts are de-emphasized in favor of focusing on empirical procedures used in practice. While such an approach certainly has its benefits, it can be argued that a well-founded background in fundamental principles can better equip geotechnical engineers to troubleshoot problems and extrapolate to achieving more innovative, resilient, and comprehensive solutions, in particular amidst the rapid rate of technological advance in other fields of science and engineering. Herein, the flipped classroom technique is proposed as one means to promote enhanced student learning of underlying scientific principles in geotechnical engineering. In the flipped classroom, students watch a short video “lecture” outside of class, availing time in class for group problem solving, instructor interaction, and anchoring of solution methods back to fundamentals. Two example applications are presented. Several positive outcomes have been observed: students demonstrate higher command of knowledge and are more interactive, engaged, and enthusiastic about geotechnical engineering.
Emphasizing Underlying Science in Geotechnical Education through Flipped Classroom
In most undergraduate civil engineering degree programs, students start with a mechanics sequence in which physics concepts are applied to solve problems. In geotechnical courses, sometimes these physics-based concepts are de-emphasized in favor of focusing on empirical procedures used in practice. While such an approach certainly has its benefits, it can be argued that a well-founded background in fundamental principles can better equip geotechnical engineers to troubleshoot problems and extrapolate to achieving more innovative, resilient, and comprehensive solutions, in particular amidst the rapid rate of technological advance in other fields of science and engineering. Herein, the flipped classroom technique is proposed as one means to promote enhanced student learning of underlying scientific principles in geotechnical engineering. In the flipped classroom, students watch a short video “lecture” outside of class, availing time in class for group problem solving, instructor interaction, and anchoring of solution methods back to fundamentals. Two example applications are presented. Several positive outcomes have been observed: students demonstrate higher command of knowledge and are more interactive, engaged, and enthusiastic about geotechnical engineering.
Emphasizing Underlying Science in Geotechnical Education through Flipped Classroom
Rechenmacher, Amy L. (author)
Geo-Congress 2020 ; 2020 ; Minneapolis, Minnesota
Geo-Congress 2020 ; 702-710
2020-02-21
Conference paper
Electronic Resource
English
Emphasizing Underlying Science in Geotechnical Education through Flipped Classroom
| British Library Conference Proceedings | 2020
Enriching the Geotechnical Engineering Classroom through Novel Multidisciplinary Examples
| British Library Conference Proceedings | 2020