Abdoun, T., & El Shamy, U., & Tessari, A., & Bennett, V., & Lawler, J. E. (2013, June), Multi-Institutional Physical Modeling Learning Environment for Geotechnical Engineering Education  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22303

\bibitem{asee_peer_22303}
  Abdoun, T., \& El Shamy, U., \& Tessari, A., \& Bennett, V., \& Lawler, J. E. (2013, June), \emph{Multi-Institutional Physical Modeling Learning Environment for Geotechnical Engineering Education}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22303

Tarek Abdoun, Usama El Shamy P.E., Anthony Tessari, Victoria Bennett, and John E Lawler.  "Multi-Institutional Physical Modeling Learning Environment for Geotechnical Engineering Education".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22303 Internet.  21 Apr, 2024

\bibitem{asee_peer_22303}
  Tarek Abdoun, Usama El Shamy P.E., Anthony Tessari, Victoria Bennett, and John E Lawler.
  "Multi-Institutional Physical Modeling Learning Environment for Geotechnical Engineering Education".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22303 Internet.  21 Apr, 2024

@INPROCEEDINGS{asee_peer_22303
author = "Tarek Abdoun, Usama El Shamy P.E., Anthony Tessari, Victoria Bennett, and John E Lawler"
title = "Multi-Institutional Physical Modeling Learning Environment for Geotechnical Engineering Education"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22303}
number = {10.18260/1-2--22303}
}

TY  - CPAPER
AB  -         Multi-Institutional Physical Modeling Learning Environment for                       Geotechnical Engineering EducationThis paper discusses the preparation and pre-evaluation for the development and implementationof an educational module that integrates remote major research facilities into undergraduateclasses. This effort is funded by the NSF TUES (Transforming Undergraduate Education inScience, Technology, Engineering and Mathematics) program. The developed educationalmodule integrates state-of-the-art experimental tools (geotechnical centrifuge) into theundergraduate education curriculum via web-based technologies that enable real-time videomonitoring, tele-control, and shared execution of experiments. The students’ activities within thedeveloped module are centered around building a model consisting of a shallow foundation on asand deposit utilizing the NEES centrifuge facility. The project provides students at threedifferent engineering universities with new educational tools for improving their understandingof various geotechnical engineering concepts. The main goals of this project are: to develop andpilot test educational models utilizing the centrifuge facility at one of these universities; toprovide visual observation of the response of soil and soil-foundation systems; and to promotestudent-based use of instrumentation, interpretation of acquired data, and utilization of the NEES3D data viewer in order to analyze the measured response. Students were able to access,interpret, evaluate, and exchange relevant technical information via the Internet thereby bringingmajor experimentation into geotechnical engineering classes.In order to ensure successful development and implementation of the multi-institute educationalmodel, a preliminary implementation was conducted in the fall of 2011 at two of the threeuniversities. Students in one university involved in this trial were undergraduate researchstudents, while those participating at the second one did so as part of a Soil Mechanics andFoundations class. The close interaction with undergraduate research students helped inidentifying potential problems at early stages and allowed for timely corrections as the seconduniversity’s class progressed. This paper presents the results and lessons learned through earlyimplementation. It focuses on explaining centrifuge technology, the tools used to build themodel, testing logistics, and methods adopted to resolve obstacles encountered during executionof the module. The student survey indicates that the developed module successfully addresses animportant educational gap - students’ lack of understanding of the strong relationship betweensoil laboratory testing, system design, and field performance. The survey also highlighted thefact that students did appreciate the practical nature of the project. The educational module wasrevised and successfully implemented in the spring of 2012 at the three universities.
AU  - Tarek Abdoun
AU  - Usama El Shamy P.E.
AU  - Anthony Tessari
AU  - Victoria Bennett
AU  - John E Lawler
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Multi-Institutional Physical Modeling Learning Environment for Geotechnical Engineering Education
UR  - https://peer.asee.org/22303
DO  - 10.18260/1-2--22303
ER  -