Case studies in geotechnical/foundation engineering: Engaging students and bringing the practice into the classroom

Abstract

The goal of the case study/case history course described herein was to improve the relevancy of civil engineering education in the arena of geotechnology. Cases are normally used to extend the learning experience beyond the traditional classroom activities. Cases are optimum when they relate real-world issues and expose students to analysis and decisions encountered by practicing engineers. A case study/ case history course is one solution to the existing discrepancy between what is taught at the university and what actually takes place in the field. The case approach to learning requires more of the student than merely assimilating information. Passive listening is not sufficient. The student must be an active participant, and assumes roles that he/ she may have not experienced before such as: presenting information, participating in open discussions, and most importantly being an active member of a group. The paper describes the steps taken in planning, developing, and executing a case study/ case history course in geotechnical/ foundation engineering at an international university. The paper sheds light on how a "workable" format for the course was arrived at; discusses the organization of the course; reveals some of the problems that have arisen; and focuses on improvements and challenges in learning outcomes. Embedded in this experience and its related protocols are the emphases on: (i) how geotechnical engineering is practiced in the Region; (ii) pedagogies of engagement and collaborative learning in particular; and (iii) development of more effective communication skills including oral, written and other delivery methods. Perhaps the greatest challenge in this exercise was the attempt to create an active class environment and break away from the traditional method of "teaching by telling" that has gripped the education system for a long time, with little opportunity, if any, for questions and answers and/ or a feedback loop. Despite some inherent deficiencies, attributed principally to the rigidity of the education system in place, most students have expressed their approval and satisfaction of being in a collaborative learning environment. The most frustrating part of teaching this course was the extreme difficulty in getting some students to participate and become team players, and/ or to have the courage to ask questions. The most rewarding part was the opportunity to work with many students who clearly grew during the course, broadened their perspective about the geotechnics of the Region, and acquired desirable traits including the ability to ask intelligent questions and participate in a useful technical discussion. © American Society for Engineering Education, 2006.