Location
Arlington, Virginia
Date
15 Aug 2008, 1:30 pm - 3:00 pm
Abstract
The staged incorporation of appropriate case histories is one of the tools utilised at the University of Limerick to educate construction management & engineering students. This paper presents the author’s experience of introducing case histories in the first year of the four-year Bachelors Degree programme and the subsequent adoption of a case-based instruction approach on an introductory module in geology and soil mechanics. A post-module student survey indicates increased enthusiasm for the subject matter and a clear understanding of how key geotechnical concepts such as compaction theory and bearing capacity influence construction projects. This is a valuable module outcome for second year students about to embark on an eight month period of mentored work experience.
Department(s)
Civil, Architectural and Environmental Engineering
Meeting Name
6th Conference of the International Conference on Case Histories in Geotechnical Engineering
Publisher
Missouri University of Science and Technology
Document Version
Final Version
Rights
© 2008 Missouri University of Science and Technology, All rights reserved.
Creative Commons Licensing
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Document Type
Article - Conference proceedings
File Type
text
Language
English
Recommended Citation
Phillips, D. T. P., "Benefits of Case Based Instruction in Undergraduate Geotechnical Education" (2008). International Conference on Case Histories in Geotechnical Engineering. 3.
https://scholarsmine.mst.edu/icchge/6icchge/session11/3
Benefits of Case Based Instruction in Undergraduate Geotechnical Education
Arlington, Virginia
The staged incorporation of appropriate case histories is one of the tools utilised at the University of Limerick to educate construction management & engineering students. This paper presents the author’s experience of introducing case histories in the first year of the four-year Bachelors Degree programme and the subsequent adoption of a case-based instruction approach on an introductory module in geology and soil mechanics. A post-module student survey indicates increased enthusiasm for the subject matter and a clear understanding of how key geotechnical concepts such as compaction theory and bearing capacity influence construction projects. This is a valuable module outcome for second year students about to embark on an eight month period of mentored work experience.
