Asee peer logo
Displaying results 91 - 120 of 494 in total
Conference Session
Using Student Competitions to Enhance Learning
Collection
2013 ASEE Annual Conference & Exposition
Authors
Chris Carroll, University of Louisiana, Lafayette
Tagged Divisions
Civil Engineering
the K-12 level. Page 23.313.1 c American Society for Engineering Education, 2013 Competition Based Learning in the ClassroomIntroduction Traditional engineering courses at most universities have been taught for decades with a3-hour lecture format, usually meeting for either three 50-minute lectures, or two 75-minutelectures each week. In both formats, the course is generally taught with passive, abstract(theoretical), verbal, and sequential teaching styles, in other words, the instructor presents thematerial with little time for experimentation or reflection
Conference Session
Innovative Teaching Techniques in the Classroom
Collection
2014 ASEE Annual Conference & Exposition
Authors
James L. Klosky P.E., U.S. Military Academy; Scott M. Katalenich, U.S. Military Academy; Berndt Spittka P.E., U.S. Military Academy; Seamus F. Freyne, Mississippi State University
Tagged Divisions
Civil Engineering
-Minute Follies assignment is not totally autonomous; the student is not responsiblefor establishing the task or the assessment criteria. However, a key teacher/mentor task is movingour students toward being autonomous and in this assignment the students are given theflexibility to identity a topic for research, find resources, decide how best to teach others aboutthe topic in just a short time, and then reflect upon their performance once the presentation iscomplete.Mechanics of a Two-Minute Folly – Assignments and ClassroomThe Two-Minute Folly concept is simple; students are given a short, tightly enforced timewindow in which to educate their peers on a topic. For the authors, the general trend was that thetime window expanded for elective or
Conference Session
Hey You: Effectively Engaging Students in the Classroom
Collection
2012 ASEE Annual Conference & Exposition
Authors
Glenn W. Ellis, Smith College
Tagged Divisions
Civil Engineering
, knowledgebuilding supports the intentional, reflective, and metacognitive engagement required for deeplearning. In a knowledge-building environment the focus of the learning community is on Page 25.351.4continually improving ideas. It begins with a question of understanding, such as, Could acomputer ever have feelings? The next step is to encourage learners to generate and post theirideas about the topic (typically in an asynchronous, online group workspace such as provided byKnowledge Forum software). In the process the community organizes itself into working groupsthat grow and change in response to the interests of learners. The workspace preserves
Conference Session
Educational Issues in Civil Engineering
Collection
2009 Annual Conference & Exposition
Authors
Wei Zheng, Jackson State University; HuiRu Shih, Jackson State University; Yi-Lung Mo, University of Houston
Tagged Divisions
Civil Engineering
experience. The implementation outcomes suggest that theproposed Pedagogical Model can be suitable for involving students in self-directed learning andcreativity processes and promoting effective inquiry and use of strategies for development ofstudents’ metacognitive skills in creative thinking and self-directed learning. Futureimprovement on the implementation of the proposed Pedagogical Model is also discussed. Page 14.1229.2IntroductionMetacognition is often simply defined as "thinking about thinking", and refers to the awarenessof and reflection upon how one learn knowledge and how one use information to achieve a goal,and the ability to judge
Conference Session
Program Support Initiatives
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Ronald W. Welch, The Citadel; Robert J. Rabb P.E., The Citadel; Alyson Grace Eggleston, The Citadel
Tagged Divisions
Civil Engineering
video can be used to facilitate self-reflection and training,just as athletes and coaches watch videos of themselves [2, 10]. Wearing masks obviouslycomplicates interaction over Swivl, though this can be mitigated by the increased salience of thevisual cues that remain: eye contact, facial expression, gesture. Additionally, some faculty canopt to wear face shields while teaching.Prompting self-reflection, the same reasons that make the Swivl so effective can also make ituncomfortable to use. Studies report an increased self-awareness and self-consciousness on thepart of instructors who rewatch their lecture captures [2, 6]. At the same time, teachersacknowledge that Swivl lecture capture has prompted important changes to the way they teach
Conference Session
Learning by Doing
Collection
2010 Annual Conference & Exposition
Authors
Nicholas Melin, United States Military Academy; Richard Hallon, United States Military Academy; Joseph Hanus, United States Military Academy
Tagged Divisions
Civil Engineering
, ill-structured, and open-ended to foster flexible thinking; and being realistic and resonate to students’ experiences tosupport their intrinsic motivation17. These characteristics in turn can increase opportunities forgroup discussion over potential solutions, offers instances for instructor feedback to helpstudents evaluate or even steer learning when needed, and allows self-reflection of the learningthat is taking place17.Ill-defined problems have such a positive view as learning tools for engineering that the NSF-funded Center for the Study of Problem Solving created a case library of engineeringexperiences, based on the premise that engineers generally solve problems in the workplace byremembering similar problems’ histories and applying
Conference Session
Enhancing CE Learning Through Use of Technology
Collection
2010 Annual Conference & Exposition
Authors
Ghulam Bham, Missouri University of Science and Technology; Dan Cernusca, Missouri University of Science and Technology; Uday Manepalli, Missouri University of Science and Technology; Ronaldo Luna, Missouri University of Science and Technology
Tagged Divisions
Civil Engineering
significantly higher than the control group on assessment items. The student-centered reflective questions indicated also some weaknesses and associated potential actions toimprove the GIS based module. Based on these findings a series of changes to the current tasksin the GIS laboratory were planned.KEYWORDSTransportation Education and Training, Traffic Safety, Crash Data, Geographic InformationSystemsIntroductionThe education and practice of transportation engineering has evolved over the past severaldecades. The task of transportation education, as stated by an Institute of TransportationEngineers (ITE) Committee1, is not only “to train students in how to do various activitiesassociated with current practice”, but also “to provide students with the
Conference Session
Viewpoints, Perspectives, and Creativity in Civil Engineering Education
Collection
2016 ASEE Annual Conference & Exposition
Authors
Jakob C Bruhl P.E., U.S. Military Academy; Richard J.H. Gash, United States Military Academy; William Clarence Pyant III, Department of Civil and Mechanical Engineering, United States Military Acadamy
Tagged Divisions
Civil Engineering
left ACT,SEN, VIS, and SEQ represent active, sensing, visual, and sequential learning styles, respectively.On its right REF, INT, VRB, and GLO represent reflective, intuitive, verbal, and global learningstyles. Based on their submission, each student was assigned single number representing eachrow of the figure. Numbers on the left side of the figure were assigned negative values. As anexample, the student submitting Figure 1 was assigned the set of values [5, -1, -9 -1] indicatingthat he or she was demonstrated a moderate preference for reflective learning, slight preferencefor sensing and sequential learning and a strong preference for visual learning. Such analysis wasconducted for each individual student who participated in a group that
Conference Session
Civil Engineering Division Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Ronald W. Welch, The Citadel
Tagged Divisions
Civil Engineering
Fall 2015 65.6 93.1 6.76 Spring 2016 87.6 100 13.0 Fall 2016 85.2 100 47.0ConclusionThere are experimental results noting the fact that many engineering students are visual (versusverbal), sensory (versus intuitive) and active (versus reflective) learners (Figure 8).6,7 Felder’sresearch notes the importance of ensuring all students study at least some time in a preferredlearning style. Using physical models and demonstrations are crucial to improve learning andunderstanding of concepts when students are visual, active, and sensory learners. Of course,many students have loaded structures before (intuitive), the content on
Conference Session
Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE
Collection
2019 ASEE Annual Conference & Exposition
Authors
Stephen J. Ressler P.E., U.S. Military Academy; Thomas A. Lenox Dist.M.ASCE, F.ASEE, American Society of Civil Engineers
Tagged Divisions
Civil Engineering
through March2018, the ultimate goal of the initiative was to change state licensure laws, such that a master’sdegree or equivalent would become the academic prerequisite for licensure as a professionalengineer in the U.S. [1]During this period, the RTB initiative made substantial progress, as reflected in the followingaccomplishments: • In 2004, ASCE published the Civil Engineering Body of Knowledge (CE-BOK)—a landmark document that, for the first time ever, articulated the knowledge, skills, and attitudes required for entry into the practice of civil engineering at the professional level [2]. • In 2008 [3] and 2019 [4], ASCE published CE-BOK updates that improved the document’s usability and addressed changes in
Conference Session
Civil Engineering Division Technical Session 2
Collection
2015 ASEE Annual Conference & Exposition
Authors
Allen C. Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Richard O. Anderson P.E., Somat Engineering, Inc.
Tagged Divisions
Civil Engineering
determine if the current ABET CivilEngineering Program Criteria (CEPC) should be changed to reflect one or more of the 24 outcomesof the second edition of the Civil Engineering Body of Knowledge published in 2008. After twoyears of work, a proposed CEPC has been approved by the relevant ASCE committees andforwarded to ABET for approval and incorporation into accreditation criteria. A paper chroniclingthe committee’s efforts through a review of the literature, the committee’s methodology andprocess, and the key issues that emerged was presented at the 2014 ASEE Annual Conference inIndianapolis. This paper updates that effort by presenting the resulting proposed criteria, thechanges generated by constituency feedback, progress on the Commentary, the
Conference Session
The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer
Collection
2019 ASEE Annual Conference & Exposition
Authors
Norman D. Dennis Jr. P.E., University of Arkansas; Decker B Hains P.E., Western Michigan University
Tagged Divisions
Civil Engineering
only way a particular level can be attained.Motivation for Assessing Outcomes in the Affective DomainThe 2006 ASCE Summit on The Future of Civil Engineering - 2025 [14] portrayed the engineerof the future to be knowledgeable, skillful, and one who embraces attitudes conducive toprofessional practice. While the first two attributes are conveniently measured in the cognitivedomain, attitudes most often are a reflection of one’s value system and, as such, outcomes relatedto attitude should be measured in the affective domain. Additionally, the U.S Department ofLabor’s Engineering Competency Model [15] describes the Tier I: Personal EffectivenessCompetencies in terms such as: shows sincere interest, maintains open communication, values aninclusive
Conference Session
Making Professionals: Methods to Build Success Skills
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Angela R. Bielefeldt, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
professional engineers were very confident in their ability to listen toothers, while engineering students rated themselves proficient at listening to others [5].However, the extent that these self-perceptions reflect reality is unclear. In general, listeningreceives almost no attention in formal engineering education [4, p. 529]. For example, listeningwas characterized as the weakest component among the communication skills within anelectrical engineering curriculum [6].Listening can be linked with a number of the 21 outcomes in the ASCE Civil Engineering Bodyof Knowledge 3 (BOK3, [7]), including all 6 of the professional outcomes and 3 of the 7technical outcomes; proposed links are shown in Figure 1.Figure 1. ASCE BOK3 outcomes related to listening
Conference Session
How to Effectively Teach Using Teams
Collection
2007 Annual Conference & Exposition
Authors
Joseph Hanus, University of Wisconsin-Madison; Jeffrey Russell
Tagged Divisions
Civil Engineering
agree.” Page 12.929.5 “I believe that the most important advice that can be passed on, in not only becoming a successful in this class but just in general, is to become completely integrated with your team. Get to know one another on a personal level so that people are not afraid to step up and let each other know how you as well as others can contribute to the team.” “Get to know your team members and what they already know. Use this knowledge and learn from your team members. Establish a good communication base early. ”These results caused the course instructors to really step-back and reflect upon a better approachto the
Conference Session
Android TA: Course Automation and the Fate of the Professor
Collection
2012 ASEE Annual Conference & Exposition
Authors
Pil-Won On, University of Missouri, Columbia; Hani A. Salim, University of Missouri, Columbia
Tagged Divisions
Civil Engineering
videos, and web resources. Andthen, they reflect on their understanding of main concepts by trying out a reading quiz that hasbeen revised to focus on main concepts of the week. When they complete the reading quiz with100% success, the access to an assignment is released. The second part of learning materialssuch as instructor’s notes about important points, problem-solving demonstration videos, andpublisher’s resources is tied into a problem-solving activity through an assignment inBlackboardTM. When students achieve at least 50% of success on the assignment, the access to aweekly test is released. The 50% success on the weekly assignment is determined so that amoderate level of understanding is accomplished without making it prohibitive for
Conference Session
Innovations in Teaching Transportation and Geotechnical Engineering
Collection
2012 ASEE Annual Conference & Exposition
Authors
Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Tom Szymoniak, Portland State University
Tagged Divisions
Civil Engineering
they are a typical workplace writing task, but research rarely explicitly addresses howwriting tips reflect what practitioners actually write. Some instructors have substantialexperience in industry, but others do not.As Donnell, Aller, Alley, and Kedrowicz have argued, a much-needed step in improvinginstruction concerns determining the specific characteristics of successful engineeringcommunication for different settings, whether in academia or industry. 9 They warn about thedifficulties of interpreting what is said by managers in surveys. A more direct route tounderstanding the features of workplace writing is to study the writing itself. We therefore haveundertaken a project to collect writing from numerous civil engineering firms and
Conference Session
ASCE Policy 465: Raising the Bar
Collection
2009 Annual Conference & Exposition
Authors
Stephen Ressler, United States Military Academy; Jeffrey Russell
Tagged Divisions
Civil Engineering
is associated with higher education ≠ An ideology that serves one or more transcendent values and claims greater commitment to doing good work than to economic rewardIt is important to recognize that all three of these paradigms—free market, bureaucracy, andprofession—are defined as ideal types. In the real world, no market, organization, or professioncorresponds exactly to the corresponding theoretical model. Indeed, because no two real-worldprofessions are alike, it follows that no theoretical model can perfectly reflect the characteristicsof all real-world professions. The strength of Freidson’s model is that its formulation reliesprimarily on logic (hence, the “third logic” of his book’s title). The result is a stable
Conference Session
Innovative Instructional Strategies for Integrating Sustainability
Collection
2016 ASEE Annual Conference & Exposition
Authors
Claire L. A. Dancz, Clemson University; Jeffery M Plumblee II, Clemson University; Dylan Bargar, Clemson University; Penelope Walters Brunner, Clemson University; Karen A High, Clemson University; Leidy Klotz, Clemson University; Amy E. Landis, Clemson University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
a. Define civic action and reflect on personal role b. Connect and extend knowledge to civic engagement and serve others5. Service Learning 26-28 c. Communicate differing perspectives of communities and cultures d. Collaboratively work across and within a community to provide a serviceThe rubric was created by the authors for this study and for use at Clemson University toevaluate GCS projects based on the 5 GCS program competencies. The rubric criteria weremined and adapted from best practices in the literature.Rubric ApplicationTo demonstrate the use of the proposed rubric, the
Conference Session
Developing Infrastructure Professionals
Collection
2016 ASEE Annual Conference & Exposition
Authors
Philip J. Parker P.E., University of Wisconsin, Platteville; Michael R. Penn, University of Wisconsin, Platteville; Matthew W Roberts, Southern Utah University; Steven D Hart, Virginia Military Institute; Carol Haden, Magnolia Consulting, LLC; Michael K Thompson, University of Wisconsin, Platteville
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
webinar, there was not a lot of discussionsolicited, as the focus was to get the final outline approved.Overall assessment/reflectionEach member of the management team was asked to share their reflection on the process, andsome of these reflections are shared in the following list. “The biggest challenge in the process was remembering we were writing a model course for new infrastructure instructors, not the Best Infrastructure Course Ever (which, of course, each participant believes she or he had already written and is currently teaching!).” “Remaining focused on the objective helped prevent “my way or the highway” attitudes from intruding. This is not a process for stubborn people. Compromise and consensus requires each
Conference Session
Aspirational Visions of Civil Engineering in 2025 & Policy 465
Collection
2007 Annual Conference & Exposition
Authors
Stuart Walesh, S. G. Walesh Consulting; Michael Chajes, University of Delaware; David Mongan, Whitney, Bailey, Cox & Magnani
Tagged Divisions
Civil Engineering
. Allgathered in Landsdowne, Virginia from June 21 to 23, 2006 to participate in the Summit.The Summit’s purpose was to articulate an aspirational global vision for the future of civilengineering addressing all levels and facets of the civil engineering community, that is,professional (licensed) civil engineers, non-licensed civil engineers, technologists, andtechnicians. The Summit’s goal reflects the organizers’ and the participants’ preference of choiceover chance. Statesman William Jennings Bryan highlighted those options when he said:“Destiny is not a matter of chance; it is a matter of choice.” Broadly speaking, there are only twofutures for civil engineering around the globe; the one the profession creates for itself or, in thevoid, the one
Conference Session
Training Faculty to Teach CE
Collection
2007 Annual Conference & Exposition
Authors
Decker Hains, U.S. Military Academy; Mark Evans, U.S. Military Academy; Stephen Ressler, U.S. Military Academy
Tagged Divisions
Civil Engineering
skills of USMA facultymembers for the dramatically changing academic workplace of the 21st century.” 10 Theprogram involves monthly small-group discussion sessions, a formative review of classroomteaching, and reflective activities. Participants are provided with: • a pedagogical framework that will provide a basis for planning, implementing, and reflecting on their teaching and learning activities; • a repertoire of skills that will allow participants to operate in a variety of different teaching situations; • the ability to review and assess their teaching critically and revise it appropriately; • techniques for helping learners acquire important discipline-related skills and knowledge; • the ability to
Conference Session
Teaching and Assessing Sustainability and Life Long Learning
Collection
2013 ASEE Annual Conference & Exposition
Authors
Claire L. Antaya, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Piervincenzo Rizzo, University of Pittsburgh; Amy E. Landis, Arizona State University
Tagged Divisions
Civil Engineering
follow, thus results may beinfluenced due to greater interest in these careers than others. Greater than or equal to 50% of Page 23.735.10respondents over the four-year period believe that government careers integrate concepts ofsustainability. This trend follows for teachers, with the exception of DfE Post 2012 at ASU.Careers in healthcare and marketing/sales fluctuated to the largest degree over the administrationof the surveys. In 2011 healthcare sustainability topics were added as a semester project withinDfE. The increase in healthcare career awareness may be reflected by a result of this inclusion.The authors acknowledge that the
Conference Session
Civil Engineering Poster Session
Collection
2012 ASEE Annual Conference & Exposition
Authors
Edward F. Glynn P.E., Villanova University; Frank E. Falcone, Villanova University
Tagged Divisions
Civil Engineering
to determine the oral presentation grade. Near the completion of the course, the attributes and characteristics sheets originally prepared and submitted by each student, but now including all of the comments from their group members evaluating the student‟s performance as PM, are complied and given back to the students. Therefore, at the conclusion of the course, students have a clear record of their individual performance as PMs as measured against their own initial list of the attributes and characteristics of a ‘good’ PM. This seems to be an extremely effective summary document as part of this approach to introducing, stressing and measuring project management performance.Student Reflections
Conference Session
Supporting Successful Progression From First-year Studies
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Rubab Saher, University of Nevada, Las Vegas; Haroon Stephen, University of Nevada, Las Vegas; Jee Woong Park, University of Nevada, Las Vegas; Cristian David Arteaga Sanchez, University of Nevada, Las Vegas
Tagged Divisions
Civil Engineering
preparedness group, compared with the other groups?A Statics course (CEE 241), one of the most fundamental civil engineering courses, was used tocollect data. The sample size of the study includes 129 students. Both qualitative and quantitativeanalysis were conducted to understand students’ prior knowledge. Data were collected in variousways, including a qualitative survey reflecting students’ confidence levels on prerequisitematerials (qualitative preparedness) and quantitative measurements from a quiz (quantitativepreparedness), as well as final grades (course performance).The rest of the paper is organized into three main sections. Section 2 discusses the objective andscope of the study; Section 3 illustrates data collection and processing for the
Conference Session
Inquiry, Inclusivity, and Integration
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Ilgin Guler, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University
Tagged Divisions
Civil Engineering
, innovation, and entrepreneurship education. American c Society for Engineering Education, 2020Work in Progress: Inquiry Based Learning in Transportation Engineering Work in Progress: Inquiry Based Learning in Transportation EngineeringAbstractThis paper reflects a work-in-progress of a study on the implementation of inquiry-basedlearning in a junior-level introduction to transportation engineering course. The goal is to teach amodule that will introduce the operation of traffic signals to students using inquiry-basedlearning. As a part of this work, a new class session focusing on demonstrating the impacts ofsignals installed at intersections and their impacts on traffic
Conference Session
Let’s Get Pumped: Innovative Approaches for Better Student Engagement
Collection
2017 ASEE Annual Conference & Exposition
Authors
Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University
Tagged Divisions
Civil Engineering
0% Very Bad 0%DiscussionAs seen in the previous section, there was very good agreement between the grades assigned bythe instructor and the students. The difference is statistically insignificant, and would not alterthe overall final course grade of any of the students. The instructor believes that similar resultswould have been obtained had the comparison been between the grading of the instructor and aTA. While it is premature to generalize this result, due to the limited number of samples, onemay reflect on the findings to deduce some lessons learned. The sample course was a seniorengineering one in which almost all the students had previously attended one or two courses withthe same instructor in
Conference Session
Mechanics, Music, Meaning, and Mohr
Collection
2017 ASEE Annual Conference & Exposition
Authors
Vicki V. May, Dartmouth College
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
that when compared to more traditional learning approaches,cooperative learning results in higher test scores, higher levels of critical thinking, higher levelsof transfer, and improved ability to work in groups (Johnson and Johnson, 1989). Students wholearn in cooperative environments tend to be more actively engaged and motivated by the topicand have more frequent student-student as well as student-faculty interactions (Lord, 2001).Project PhasesThe project was separated into three phases: a conceptual design phase, a calculations andprototyping phase, and a construction and reflection phase. Rubrics for each phase of the projectwere distributed to the class and are included in the Appendix of this paper.Phase 1: Conceptual Design. During
Conference Session
Civil Engineering Division Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
James L. Hanson PE, California Polytechnic State University
Tagged Divisions
Civil Engineering
reviews). Students were encouraged tomark manuscripts directly with comments and provide a separate summary of their review.Copies of the reviews were provided to the authors anonymously. The review from the instructorwas apparent as it was more thorough, generally more critical, and contained both familiarpenmanship and a numerical score for the draft paper. The authors had approximately 1 week tomodify their papers to incorporate changes recommended during the review process. Studentswere required to provide a brief response to reviewers (a point-by-point response was notrequired, simply a statement related to reflection on reviewer recommendations versusmodifications made to the paper). Final papers were due 1 day prior to the oral
Conference Session
Educational and Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Stephen J. Ressler P.E., United States Military Academy; Leslie Nolen CAE, American Society of Civil Engineers; Wayne R. Bergstrom, Bechtel Infrastructure
Tagged Divisions
Civil Engineering
Infrastructure and Power Corporation. American c Society for Engineering Education, 2021 Preparing the Future Civil Engineer: Review and Update of the ABET Civil Engineering Program CriteriaPurpose and ScopeThis paper summarizes the ongoing process by which the ABET Engineering AccreditationCommission (EAC) Civil Engineering Program Criteria (CEPC) are being considered forrevision to reflect the most recent edition of the American Society of Civil Engineers (ASCE)Civil Engineering Body of Knowledge.The scope of this paper includes: • an overview of the drivers for this process; • a description of the task committee that has been charged with performing the update
Conference Session
Project-based and Experiential Learning in Civil Engineering
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Ronaldo Luna, Saint Louis University; J. Chris Carroll, Saint Louis University; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Alec Colin Derks, Saint Louis University
Tagged Divisions
Civil Engineering
orientation of the foundation throughout the test and visual displacement ofthe soil. The foundation was exhumed and the soil beneath the foundation disturbed to get itback to the pre-test condition. The foundation was then re-set into the box and the test was runagain with a different embedment condition. Photographs of the failed foundation condition areshown in Figure 8. (a) (b)Figure 8—Shallow foundation failure condition for (a) an embedded foundation at RHIT and (b) a non-embedded foundation at SLU. Following the second test, students were asked to reflect and then discuss the followingquestions: 1. Did your load-deflection curve accurately predict