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Incorporating Various Learning Styles in a Geotechnical Engineering Laboratory

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees

Page Count

11

Page Numbers

22.855.1 - 22.855.11

DOI

10.18260/1-2--18136

Permanent URL

https://peer.asee.org/18136

Download Count

108

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Paper Authors

biography

James L. Hanson California Polytechnic State University

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Professor, Civil and Environmental Engineering Department

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biography

David J. Elton Auburn University

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Dr. Elton is a professor of Civil Engineering at Auburn University. He has taught geotechnical courses for over 25 years.

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biography

Kirk Vandersall Arroyo Research Services

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Managing Director of Arroyo Research Services. Vandersall has over 20 years of experience in leading evaluations and policy studies at the federal, state and local levels, and providing a range of professional services for education organizations. STEM-related work includes current projects funded by NSF, FIPSE, the U.S. Department of Education, Department of Defense Education Agency,and the states of Virginia, Maryland and Ohio.

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Abstract

Incorporation
of
Various
Learning
Styles
in
a
Geotechnical
Engineering
Laboratory

Abstract
This
paper
presents
an
update
for
an
ongoing
project
that
involves
extensive
use
of
video
technology
for
classroom
activities
in
a
geotechnical
engineering
laboratory.

Specifically,
synchronous
video
conferencing
between
XYZ
University
(Primarily
Undergraduate
Institute)
and
ABC
University
(Research‐1
University)
were
conducted.

Also,
synchronous
video
conferencing
has
occurred
between
university
classrooms
and
practitioners.

In
some
cases,
international
partners
(both
practitioners
and
universities)
were
involved
in
the
conferencing
activities.

In
addition,
video
productions
have
been
assigned
and
completed
by
students
in
lieu
of
conventional
written
laboratory
reports.

For
selected
assignments,
graphics‐only
(i.e.,
no
words)
or
audio‐only
documentation
of
laboratory
experiences
was
required.

These
activities
are
together
being
undertaken
to
investigate
the
pedagogical
benefits
of
incorporating
unconventional
learning
styles
into
teaching
of
geotechnical
engineering
laboratory
courses.

Assessment
of
the
learning
activities
is
presented.

Opportunities,
challenges,
and
strategies
for
implementing
this
teaching
methodology
are
described.



Hanson, J. L., & Elton, D. J., & Vandersall, K. (2011, June), Incorporating Various Learning Styles in a Geotechnical Engineering Laboratory Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18136

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