Location
Chicago, Illinois
Date
01 May 2013, 2:00 pm - 4:00 pm
Abstract
As engineering is essentially an application of science and mathematics to resolve real-life, practical problems, incorporation of actual field encounters or case histories in the teaching process can facilitate better understanding among students by providing a link between the theories and the applied solutions. It is the same for geo-engineering courses, like Advanced Foundation Engineering. By introducing the study of a relevant existing case in the course, the gap between theories and field applications can be effectively bridged. It is therefore no wonder that recent years have seen increased emphasis on problem-based learning in the delivery of engineering courses. In this paper, the implementation of a group project in the final year Advanced Foundation Engineering course in the form of a case study is discussed. Set against the background of challenging foundation issues on deep peat deposit at Sibu, Sarawak state of East Malaysia, students were required to examine the underlying problems and to propose an effective solution. Individual groups of 4-5 students exercised critical thinking in systematically analyzing the causes of foundation failures in the area and formulating suitable solutions based on lectures, extra reading and talking to the experts. Weekly discourse was held with the lecturer throughout the 12-week endeavour to ensure satisfactory work progress as well as to provide guidance where necessary. At the end of the project, each group constructed a scaled model to demonstrate the conceptual model of their respective foundation design and solution to the problematic soil. Documentation included the Project Folder, which chronicled the development of the conceptual model and design (i.e. project management); and the Technical Report, which elaborated and explained the creative work of the students (i.e. technical writing). In a nutshell, the embedded case study approach enlivened the learning process of an otherwise ‘dreary’ subject, and helped to enhance the students’ soft skills often overlooked in the delivery of geo-engineering courses.
Department(s)
Civil, Architectural and Environmental Engineering
Meeting Name
7th Conference of the International Conference on Case Histories in Geotechnical Engineering
Publisher
Missouri University of Science and Technology
Document Version
Final Version
Rights
© 2013 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
Chan, Chee-Ming, ""Extreme Foundations" for Peat Deposits: Conceptual Model, Creative Thinking and Learning Process" (2013). International Conference on Case Histories in Geotechnical Engineering. 22.
https://scholarsmine.mst.edu/icchge/7icchge/session01/22
"Extreme Foundations" for Peat Deposits: Conceptual Model, Creative Thinking and Learning Process
Chicago, Illinois
As engineering is essentially an application of science and mathematics to resolve real-life, practical problems, incorporation of actual field encounters or case histories in the teaching process can facilitate better understanding among students by providing a link between the theories and the applied solutions. It is the same for geo-engineering courses, like Advanced Foundation Engineering. By introducing the study of a relevant existing case in the course, the gap between theories and field applications can be effectively bridged. It is therefore no wonder that recent years have seen increased emphasis on problem-based learning in the delivery of engineering courses. In this paper, the implementation of a group project in the final year Advanced Foundation Engineering course in the form of a case study is discussed. Set against the background of challenging foundation issues on deep peat deposit at Sibu, Sarawak state of East Malaysia, students were required to examine the underlying problems and to propose an effective solution. Individual groups of 4-5 students exercised critical thinking in systematically analyzing the causes of foundation failures in the area and formulating suitable solutions based on lectures, extra reading and talking to the experts. Weekly discourse was held with the lecturer throughout the 12-week endeavour to ensure satisfactory work progress as well as to provide guidance where necessary. At the end of the project, each group constructed a scaled model to demonstrate the conceptual model of their respective foundation design and solution to the problematic soil. Documentation included the Project Folder, which chronicled the development of the conceptual model and design (i.e. project management); and the Technical Report, which elaborated and explained the creative work of the students (i.e. technical writing). In a nutshell, the embedded case study approach enlivened the learning process of an otherwise ‘dreary’ subject, and helped to enhance the students’ soft skills often overlooked in the delivery of geo-engineering courses.
