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Design and Implementation of Experiential Learning Modules for Geotechnical Engineering

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Project-based and Experiential Learning in Civil Engineering

Tagged Division

Civil Engineering

Page Count

17

DOI

10.18260/1-2--36909

Permanent URL

https://peer.asee.org/36909

Download Count

40

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Paper Authors

biography

Kyle Kershaw P.E. Rose-Hulman Institute of Technology

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Dr. Kyle Kershaw is an Associate Professor in the Department of Civil Engineering at Rose-Hulman Institute of Technology. Kyle's primary teaching duties include courses in geotechnical engineering and construction materials. His research interests include behavior and monitoring of in-place foundations and retaining structures. In addition to his teaching and research duties, Kyle is involved in geotechnical consulting and Engineers Without Borders.

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Ronaldo Luna Saint Louis University

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Ronaldo Luna is a Professor of Civil Engineering at Saint Louis University, in St. Louis, Missouri. He received his Ph.D. from the Georgia Institute of Technology in 1995. His research interests include: engineering education, geotechnical earthquake engineering, and hazard mitigation.
Address: 3450 Lindell Blvd, Rm 1045, St. Louis, MO 63103; Tel: 314-977-8372; Fax: 314-977-8388; ronaldo.luna@slu.edu

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J. Chris Carroll Saint Louis University Orcid 16x16 orcid.org/0000-0001-9250-8503

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Dr. Carroll is an Associate Professor and the Civil Engineering Program Coordinator in Parks College of Engineering, Aviation and Technology at Saint Louis University. His experimental research interests focus on reinforced and prestressed concrete, while his engineering education research interests focus on experiential learning at both the university and K-12 levels. Dr. Carroll is the chair of ACI Committee S802 - Teaching Methods and Educational Materials and he has been formally engaged in K-12 engineering education for nearly ten years.

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Matthew D. Lovell P.E. Rose-Hulman Institute of Technology

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Matthew Lovell is an Associate Professor in the Civil Engineering Department at Rose-Hulman Institute of Technology, and he currently serves as the Interim Senior Director of Institutional Research, Planning, and Assessment office. He is also serving as the director of the Making Academic Change Happen (MACH) program. He received his Ph.D. from Purdue University, and he holds his PE license in Indiana. Matt is very active with respect to experimentation in the classroom. He greatly enjoys problem-based learning and challenge-based instruction. Matt is the 2018 recipient of the American Concrete Institute’s Walter P. Moore, Jr. Faculty Achievement Award. He was awarded Teacher of the Year for the Illinois Indiana section of ASEE in 2017. Also, he was awarded the Daniel V. Terrell Outstanding Paper Award from ASCE. Matt is highly active in ASEE, currently serving as the ASEE CE Division’s Freshman Director. In 2014, Matt received the ASEE CE Division Gerald R. Seeley Award for a paper highlighting a portion of his work regarding the development of a Master’s Degree at Rose-Hulman.

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Abstract

Geotechnical engineering undergraduate curricula typically consist of courses in soil mechanics and foundation design that include a variety of topics that are difficult for students to understand and master. Behavior of the below grade geomaterials discussed in these courses can be difficult for students to visualize. Typically, the mechanisms of behavior are demonstrated using small-scale laboratory tests, two-dimensional sketches, simple table-top models, or video simulations in the classroom. Students rarely have the opportunity to observe large-scale behavior of foundations in the field or laboratory, particularly since deformation is often small and they do not fail often. The authors from Rose-Hulman Institute of Technology (RHIT), a small, private, masters-terminal university, and St. Louis University (SLU), a large, private, doctoral-granting university, designed and implemented a large-scale foundation testing system to address several topics that students tend to struggle with the most, including 1) the difference in strength and service limit states in shallow foundation design, 2) soil-structure interaction associated with lateral behavior of deep foundations, and 3) the influence of near-surface soil on lateral behavior of foundations. This paper provides a detailed overview of the design, fabrication, and implementation of two large-scale experiential learning modules for undergraduate courses in soil mechanics and foundation engineering. The first module utilizes shallow foundations in varying configurations to demonstrate the differences in strength and service limit state behavior of shallow foundations. The second module utilizes a relatively flexible pile foundation embedded in sand to demonstrate the lateral behavior of deep foundations. The first module was used in the soil mechanics courses at RHIT and SLU to compare theoretical and observed behavior of shallow foundations. The second module was used in the foundation engineering course at RHIT to illustrate the concepts of soil-structure interaction and the influence of near-surface soil on lateral behavior of foundations.

Kershaw, K., & Luna, R., & Carroll, J. C., & Lovell, M. D. (2021, July), Design and Implementation of Experiential Learning Modules for Geotechnical Engineering Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36909

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