June 24, 2017
June 24, 2017
June 28, 2017
This Complete Research paper will describe a one-lesson instructional module introducing biogeotechnical engineering that has been developed for use in freshman-level introduction to engineering courses. The primary aims in developing the module were to educate incoming engineering students regarding the field of biogeotechnics and motivate them to pursue it further. Expanding research and innovation in this emerging area requires providing students with an understanding of the principles of this new paradigm for developing sustainable solutions in geotechnical engineering applications. Field trials of the instructional module, which included pre- and post-assessments, were conducted in two sections of a freshman engineering course at a large southwestern university in the United States. Formative evaluation data were collected regarding student knowledge gains and attitudes. Both the overall gain in technical knowledge and positive attitudes toward the field of biogeotechnical engineering were reflected in participant responses. With the advent and development of this new field, this work represents a pioneering effort in the biogeotechnical engineering education space. Looking ahead, the study will also contribute toward longitudinal research in understanding the best practices of interdisciplinary approaches to developing engineering instruction.
Larson, J. S., & Dalal, M., & Savenye, W. C., & Zapata, C. E., & Hamdan, N., & Kavazanjian, E. (2017, June), Complete Research Paper: Implementation of an Introductory Module on Biogeotechnics in a Freshman Engineering Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28058
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