Forks in the road: decisions that have shaped and will shape the teaching and practice of geotechnical engineering

Abstract

Geotechnical engineering spans a wide range of applications, including tunnels, foundations, dams, and retaining structures. It deals with a material known to be difficult to model: a particulate material whose mechanical response is affected by all three invariants of the stress tensor, by loading rate, by density and by fabric. New problems and greater complexity in old problems have come about with the effects of climate change. Progress in certain technologies—notably artificial intelligence—also defines the new landscape in which geotechnical engineers must operate. This paper focuses on mechanics-based geotechnical engineering applications. The paper reviews some of the major decisions that were made by the engineers and researchers who developed geotechnical engineering to the point at which it was an identifiable separate discipline and the consequences that these decisions have had on the development of the discipline and on its teaching. The paper identifies some key modelling choices that were made that have had an undeservedly disproportionate impact on the teaching and practice of geotechnical engineering. The focus of the paper is therefore on these decisions and choices, and what should be taught in their place today. Challenges that future geotechnical engineers may face, as well tools that will be available to them, are also discussed in the context of what should be taught in undergraduate and graduate courses.

Keywords:
Piles; Geotechnical engineering; Education; Mohr-Coulomb and Tresca yield criterion; Dilatancy; Critical state soil mechanics; Machine learning; Discrete Element Method; Artificial Intelligence; Offshore wind energy