Reinventing geotechnical engineering laboratory classes
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In his 1987 Nash Lecture, Prof. John Burland questioned the educational value of requiring undergraduate students to undertake routine laboratory testing, such as the triaxial, direct shear and oedometer tests. He stated that students are far from inspired by these. Other highly respected geotechnical engineering educators and researchers have expressed similar reservations about the current nature of geotechnical engineering laboratory classes. This paper re-examines the nature, structure and assessment of geotechnical laboratory experiments, explores their educational aims and proposes a framework whereby these classes can be more effective places of learning, be more engaging and more efficient. This last aspect is particularly challenging in recent times, as class sizes continue to grow to the point where educators are questioning the sustainability of resource-hungry and time-intensive laboratory classes.
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Jaksa, M.; Kuo, Y.; Shahin, Mohamed; Yuen, S.; Airey, D.; Kodikara, J. (2016)Most geotechnical engineering educators would agree that experience in the laboratory by geotechnical engineering students is an essential part of their university education. Traditional geotechnical engineering practical ...
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Lindsay, Euan; Long, P.; Imbrie, P. (2007)Laboratory classes are an integral part of engineering education, but they are resource intensive impose significant logistical constraints upon the curriculum. One option to reduce these burdens is the use of remote ...