TY - JOUR
T1 - Complete research paper
T2 - 124th ASEE Annual Conference and Exposition
AU - Larson, Jean S.
AU - Dalal, Medha
AU - Savenye, Wilhelmina
AU - Zapata, Claudia
AU - Hamdan, Nasser
AU - Kavazanjian, Edward
N1 - Funding Information:
This material is based upon work primarily supported by the National Science Foundation (NSF) under NSF Award Number EEC-1449501. Any opinions, findings and conclusions, or recommendations expressed in this material are those of the author(s), and do not necessarily reflect those of the NSF.
PY - 2017/6/24
Y1 - 2017/6/24
N2 - This Complete Research paper describes a one-lesson instructional module introducing biogeotechnical engineering that has been developed by an interdisciplinary team of engineers and educators for use in freshman-level introduction to engineering courses. The primary aims in developing the module were to educate incoming engineering students regarding the field of biogeotechnics and motivate them to pursue it further. Expanding research and innovation in this emerging area requires providing students with an understanding of the principles of this new paradigm for developing sustainable solutions in geotechnical engineering applications. Field trials of the instructional module, which included pre- and post-assessments, were conducted in two sections of a freshman engineering course at a large southwestern university in the United States. Evaluation data were collected regarding student knowledge gains and attitudes. Both the overall gain in technical knowledge and positive attitudes toward the field of biogeotechnical engineering were reflected in participant responses. With the advent and development of this new field, this work represents a pioneering effort in the biogeotechnical engineering education space. Looking ahead, the study could contribute toward longitudinal research in understanding the best practices of interdisciplinary approaches to developing engineering instruction.
AB - This Complete Research paper describes a one-lesson instructional module introducing biogeotechnical engineering that has been developed by an interdisciplinary team of engineers and educators for use in freshman-level introduction to engineering courses. The primary aims in developing the module were to educate incoming engineering students regarding the field of biogeotechnics and motivate them to pursue it further. Expanding research and innovation in this emerging area requires providing students with an understanding of the principles of this new paradigm for developing sustainable solutions in geotechnical engineering applications. Field trials of the instructional module, which included pre- and post-assessments, were conducted in two sections of a freshman engineering course at a large southwestern university in the United States. Evaluation data were collected regarding student knowledge gains and attitudes. Both the overall gain in technical knowledge and positive attitudes toward the field of biogeotechnical engineering were reflected in participant responses. With the advent and development of this new field, this work represents a pioneering effort in the biogeotechnical engineering education space. Looking ahead, the study could contribute toward longitudinal research in understanding the best practices of interdisciplinary approaches to developing engineering instruction.
UR - http://www.scopus.com/inward/record.url?scp=85030559016&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85030559016&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85030559016
SN - 2153-5965
VL - 2017-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 25 June 2017 through 28 June 2017
ER -