Hands-on undergraduate geotechnical engineering modules in the context of effective learning pedagogies, ABET outcomes, and our curricular reform

Journal of Professional Issues in Engineering Education and Practice

Volumn 135, Issue 4, 2009, Pages 161-175

  Dewoolkar, Mandar M ^a   George, Lindsay ^a   Hayden, Nancy J ^a   Neumann, Maureen ^b  

^a 301 Votey Hall ^*  (United States)

^b UNIVERSITY OF VERMONT   (United States)

Author keywords

Curricula; Engineering education; Geotechnical engineering; Soil mechanics; Undergraduate study

Indexed keywords

ABET OUTCOMES; ACCREDITATION BOARD FOR ENGINEERING AND TECHNOLOGIES; ANALYTICAL SOLUTIONS; ATTERBERG LIMITS; BLOOM'S TAXONOMY; CENTRIFUGE MODELING; CIVIC ENGAGEMENT; COMMUNICATION SKILLS; CURRICULAR REFORMS; EFFECTIVE LEARNING; ENGINEERING DISCIPLINES; ENVIRONMENTAL ENGINEERING PROGRAMS; EXPERIENTIAL LEARNING; FALL CONE; HISTORIC STRUCTURES; LATERAL EARTH PRESSURE; RETAINING STRUCTURE; SELF-ASSESSMENT; SERVICE LEARNING; SERVICE LEARNING PROJECT; SHALLOW FOUNDATIONS; SUB-DISCIPLINES; TEAM SETTING; UNDERGRADUATE STUDY; UNDRAINED; UNIVERSITY OF VERMONT;

ACCREDITATION; BLOOMS (METAL); CENTRIFUGATION; CONVERGENCE OF NUMERICAL METHODS; CURRICULA; ENGINEERING EDUCATION; ENVIRONMENTAL ENGINEERING; MODELS; SLOPE STABILITY; SOIL MECHANICS; SOILS; STUDENTS; TAXONOMIES;

GEOTECHNICAL ENGINEERING;

EID: 70349307321     PISSN: 10523928     EISSN: None     Source Type: Journal    
DOI: 10.1061/(ASCE)1052-3928(2009)135:4(161)     Document Type: Article

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