Teaching geotechnical engineering for practice-readiness : an action research project

Abstract: Innovative pedagogical approaches are necessary to equip students with the engineering judgment and critical thinking necessary for the design of geotechnical engineering structures. This paper investigates the effectiveness of a suite of pedagogical strategies aimed at better preparing students for the challenges of engineering practice using an action research design. The interventions implemented included a mini-design project, a guest lecture, use of specific geotechnical software, and a term paper on a significant geotechnical problem encountered in practice. Data was collected in the form of a student survey that sought to understand students’ perceptions of their own preparedness for practice, as well as a reflective journal kept by the lecturer. According to the results, the interventions were well received. Students perceive themselves as having medium to high levels of readiness for the demands of practice. Overall, it was clear that active learning strategies are more effective than traditional instruction methods