Theory to Practice: Application of Problem-based learning,  Flipped-classroom, and Just-in-time-teaching  in an Advanced Geotechnical Engineering Course

Jes Barron; Brock Barry; James Klosky

Download Paper | Permalink

Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!
Page Count: 16
DOI: 10.18260/1-2--40485
Permanent URL: https://peer.asee.org/40485
Download Count: 268

Paper Authors

biography

Jes Barron United States Military Academy

visit author page

Jes Barron is an Assistant Professor in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, New York. He holds a Bachelor of Science degree in Civil Engineering from West Point (2009), a Master of Business Administration from Oklahoma State University (2015), and a Master of Science degree in Underground Construction and Tunnel Engineering from Colorado School of Mines (2018). He is a licensed professional engineer in the state of Texas. His research interests include underground construction, tunnel engineering, engineering mechanics, engineering education, productivity, and creativity.

visit author page

biography

Brock Barry United States Military Academy

visit author page

Dr. Brock E. Barry is the Director of Civil Engineering and Professor of Engineering Education in the Department of Civil & Mechanical Engineering at the United States Military Academy, West Point where he has been part of the faculty since 2009. Dr. Barry holds a Bachelor of Science degree from Rochester Institute of Technology, a Master of Science degree from University of Colorado at Boulder, and a PhD in Engineering Education from Purdue University. Prior to pursuing a career in academics, Dr. Barry spent 10 years as a senior geotechnical engineer and project manager on projects throughout the United States. He is a licensed professional engineer. Dr. Barry's passion is teaching the Army's future engineers. He was recognized for his remarkable teaching with the American Society for Engineering Education 2020 National Outstanding Teaching Award.

visit author page

biography

James Klosky United States Military Academy

visit author page

Led Klosky is a Professor of Civil Engineering and long-time member of the faculty at West Point. A Professional Engineer, Led serves as the Dean's Executive Agent for Design and Construction and is interested in the design of collaborative learning spaces, infrastructure engineering and education, and subsurface engineering. Dr. Klosky is a past winner of the National Outstanding Teaching Medal from ASEE.

visit author page

Download Paper | Permalink

Abstract

Geotechnical engineering, more than most other engineering disciplines, is highly empirical and experientially based due to the nature of geological settings and the resulting multitude of variables and uncertainties. Engineering education can be viewed in a similar manner. Both disciplines have their theories, yet due to the uncertainties in both geological and behavioral sciences, it is not until the theories are put to practice and the results carefully observed that understanding develops. As geotechnical legend Dr. Ralph Peck once stated, “No theory can be considered satisfactory until it has been adequately checked by actual observations.” Following this thought, the Fall 2020 and 2021 Advanced Soil Mechanics and Foundation Engineering course taught at a four year undergraduate university was redesigned to put both geotechnical engineering and pedagogical theory into practice. Teams of students were presented real-world geotechnical engineering challenges from around the campus and then asked to solve the problems as a consulting firm would. While students were busy putting geotechnical engineering theory into practice, their efforts were supported by a course designed as a problem-based, flipped-classroom, with just-in-time-teaching, thereby combining and putting modern pedagogical theory into practice. This paper presents the evidence-based practice study of interleaving and putting the pedagogical theories of problem-based learning, flipped classrooms, and just-in-time-teaching into practice. It captures the intricacies of the course design, documents the student and professor experience, and provides analysis and recommendations for engineering educators aimed at supporting the jump from theory to practice for these educational methods. This paper also demonstrates both the synergies and challenges experienced when interleaving these pedagogies together. Finally, this paper demonstrates how the course design successfully contributed to student learning and inspiration, while also addressing all seven of ABET’s student outcomes. This paper will be of interest to educators looking to incorporate these pedagogies, especially when attempting to interleave them together.

Citation
Format

Barron, J., & Barry, B., & Klosky, J. (2022, August), Theory to Practice: Application of Problem-based learning, Flipped-classroom, and Just-in-time-teaching in an Advanced Geotechnical Engineering Course Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40485

TY  - CPAPER
AB  - Geotechnical engineering, more than most other engineering disciplines, is highly empirical and experientially based due to the nature of geological settings and the resulting multitude of variables and uncertainties. Engineering education can be viewed in a similar manner. Both disciplines have their theories, yet due to the uncertainties in both geological and behavioral sciences, it is not until the theories are put to practice and the results carefully observed that understanding develops. As geotechnical legend Dr. Ralph Peck once stated, “No theory can be considered satisfactory until it has been adequately checked by actual observations.” Following this thought, the Fall 2020 and 2021 Advanced Soil Mechanics and Foundation Engineering course taught at a four year undergraduate university was redesigned to put both geotechnical engineering and pedagogical theory into practice. Teams of students were presented real-world geotechnical engineering challenges from around the campus and then asked to solve the problems as a consulting firm would. While students were busy putting geotechnical engineering theory into practice, their efforts were supported by a course designed as a problem-based, flipped-classroom, with just-in-time-teaching, thereby combining and putting modern pedagogical theory into practice.  This paper presents the evidence-based practice study of interleaving and putting the pedagogical theories of problem-based learning, flipped classrooms, and just-in-time-teaching into practice. It captures the intricacies of the course design, documents the student and professor experience, and provides analysis and recommendations for engineering educators aimed at supporting the jump from theory to practice for these educational methods. This paper also demonstrates both the synergies and challenges experienced when interleaving these pedagogies together. Finally, this paper demonstrates how the course design successfully contributed to student learning and inspiration, while also addressing all seven of ABET’s student outcomes. This paper will be of interest to educators looking to incorporate these pedagogies, especially when attempting to interleave them together.
AU  - Jes Barron
AU  - Brock Barry
AU  - James Klosky
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Theory to Practice: Application of Problem-based learning,  Flipped-classroom, and Just-in-time-teaching  in an Advanced Geotechnical Engineering Course
UR  - https://peer.asee.org/40485
DO  - 10.18260/1-2--40485
ER  -