Resumo em Inglês:

Abstract Αn online questionnaire was developed to find out (i) whether geotechnical engineering instructors have available a variety of satisfactory educational material and (ii) the types of educational material they desire. The title of the questionnaire was phrased as “What Geotechnical Engineering Educational Material can we dream of?”, in order to convey that the main purpose of the survey project reported herein is to learn about these desired educational materials. In doing so, the survey also aims to assemble information on related issues, such as: existing educational materials, where do instructors search for them and how satisfied they are with available material. The questionnaire has 12 close-ended (four yes/no and eight multiple choice) and four open-ended questions. Of the 94 completed questionnaires received, 63 were deemed to be conscientious attempts to answer its questions and were analyzed in detail. The most revealing findings from the close-ended questions include the following. The majority of the instructors (52%) are not adequately satisfied with the material they use. Likewise, whereas a significant percentage have searched for additional material, a little less than half of them (45%) are not satisfied with material found. Respondents need materials for their lectures, materials to engage students outside lecture time and, to a lesser extent, materials to assess students. In terms of topics of interest, case studies and laboratory-related educational materials are the most popular. The online supplement of the paper includes broad-stroke and fine-stroke descriptions of desirable educational materials that provide directions for developing them.

Resumo em Inglês:

Abstract Small-scale physical models of geotechnical problems are thought-provoking didactic tools that motivate students by arousing their curiosity and facilitating the understanding of physical phenomena and theoretical concepts. This work presents the development of an educational video about slope stability failures and its contributing factors. It shows several small-scale models built in a glass wall tank measuring 150 x 50 x 10 cm. Layers of fine gravel were placed on a sloping surface of polystyrene to represent a slope with a layer of residual soil on rock. Toy houses and cars were used to represent anthropogenic agents, and water with dye represents the groundwater flow. Each model depicts a different scenario of shallow slope failure. The objective of the video is to show that most slope failures in urban areas result from natural and anthropogenic factors. Several influence factors are shown: porewater level rise, excavation, surcharge application, and solid urban waste deposition. The 6-minute video has had more than 130,000 views on YouTube. Thanks to its simple and concise language, the video is shown in basic education and science museum, as well as in graduate and undergraduate courses. A questionnaire survey was carried out with undergraduate students to assess how helpful the video was for the learning process. This article explains the construction of the model, the video script, and the strategies for its use, as well as its reception. It was found that the video promoted motivational and learning benefits of providing context, establishing relevance, and teaching inductively.

Resumo em Inglês:

Abstract The use of problem-based and project-based learning is beneficial. The teaching-learning process requires the development of a critical, objective, and rational mind. This paper analyzes methodological experiments from the teaching-learning process carried out in the geotechnical area of the civil engineering program at three universities in the state of Pernambuco, Brazil, for more than 40 years. Three integrated experiments are presented. In the first experiment, undergraduate students in geotechnical engineering courses interacted with companies operating in the area, conducting laboratory and field tests and geotechnical instrumentation. The second experiment integrated students and teachers from different areas of the civil engineering program around a multidisciplinary project, while the third brought together undergraduate and graduate (master and doctoral) student research activities into a single project that extends from the development and construction of geotechnical equipment and applications of new soil improvement techniques to land use planning and occupation. This study shows the use of teaching-learning experiences carried out in geotechnical engineering, contributing to the development of technical skills and professional competencies of civil engineers. It contributed to the advancement of knowledge in the development of new equipment, soil improvement, testing techniques and in the use, planning and occupation of soils. The interaction between the university, society and government institutions in problem solving also contributed.

Resumo em Inglês:

Abstract An international educational initiative to facilitate the exposure of geosynthetics to undergraduate civil engineering students has been conducted by the International Geosynthetics Society (IGS) for over a decade. Geosynthetics is a comparatively new topic within geotechnical engineering and, consequently, has only been sporadically introduced into undergraduate Civil Engineering curricula. In particular, geotechnical engineering professors themselves may have not been exposed to the basics of geosynthetics to be able to comfortably transfer such knowledge to their students. As part of this educational program, civil engineering professors are invited to take a course on geosynthetics, for which they receive fellowships covering their expenses. The course also includes complementary components such as a workshop consisting of practical demonstrations, pedagogical material, and technical documents. Implementation of the program involves multiple parties, including the IGS, its national chapters, and geosynthetics industry, who are allotted the responsibilities of supporting the program instructors, offering practical project-oriented input. This paper describes the course structure, the educational tools employed, the impact on the program caused by the pandemic, and results from feedback surveys that assessed how the knowledge on geosynthetics acquired by the participants was transferred to their students in terms of new courses on geosynthetics, inclusion of geosynthetics topics in existing undergraduate disciplines, etc. Emphasis is given on the experience of the Brazilian Chapter of IGS, which has already conducted programs. The educational outcomes of the programs currently offered are being evaluated and they suggest excellent acceptance of the course by participants and undergraduate students at the universities.

Resumo em Inglês:

Abstract The Federal University of Goiás (UFG) and the University of Brasília (UnB), in partnership with the company Eletrobras Furnas, have developed research and, based on this, extension projects aimed at education in a broad sense, in which they seek to disseminate and popularise technical-scientific knowledge. This paper aims to present and evaluate educational actions carried out in the area of soil science and geotechnics applied to engineering, geography, and the environment. To do so, the educational experiences developed within the scope of two extension projects are shared. Besides that, the relevance of publishing books and primer, with language adapted to lay society, within the scope of research projects, is analysed. The results collected regarding the effectiveness of the extension actions as a tool for learning point to a positive evaluation by the students. Furthermore, social networks are an important tool for scientific dissemination and have the potential to disseminate knowledge more widely than in a classroom course. By comparing the number of citations in Google Scholar of the books and booklets with the papers arising from these projects, one can observe the reach of this type of publication, although its purpose is the popularisation of science, with reach in places not considered in the technical-scientific publication metrics. Finally, for effective scientific development, it is necessary to have public policies, effective interaction between universities, research centres and schools, and the participation of professional associations, funding and evaluation agencies, Education Departments and the Ministry of Education, Science, Technology, and Innovation.

Resumo em Inglês:

Abstract The need to develop several students’ competencies is one of the leading challenges for Engineering instructors in undergraduate courses. It has been quite exhausting in many cases, mainly due to the lack of professors’ expertise in engineering education. Case studies may provide examples and help develop professors’ ability to design effective learning experiences. In this context, this paper presents a case study of implementing an in-class/ex-class activity conducted in the Soil Mechanics-I course at the Federal University of Rio Grande do Norte. Additionally, it aims to discuss students’ perception regarding development of the proposed activity and competences. The activity comprised three phases: selection of Geotechnical Engineering problems on university campus, documentation and analysis of each situation, and presentation of solutions considering technical, environmental, and social aspects. Students' perceptions were assessed using an anonymous online survey (18 Likert and open-ended questions), divided into three categories: general impressions, competencies development, and open statements. General impressions and competencies development were mostly positive, with deadlines reported as the most challenging aspect. Open questions responses provided positive feedback, emphasizing the main developed competencies, according to students’ perspective (e.g. leadership, interpersonal relationship, and analytical view of the problem). The need of dealing with real problems and work in groups appears to be a successful approach for teaching Geotechnical Engineering courses and developing competences in Engineering undergraduate courses. This case study can support innovation in teaching any engineering course and help students face future professional challenges.

Resumo em Inglês:

Abstract This paper discusses some points of the evolution of Engineering Geology based on a survey of historical facts, books, and other types of publications and technical reports and analyzes the teaching in engineering schools, specifically in the São Carlos School of Engineering, at University of São Paulo (EESC/USP). The survey involved the main topics considered in the teaching of Engineering Geology and both successes and challenges of the teaching experience at undergraduate and graduate levels at EESC/USP over the past 50 years are presented. Engineering Geology teaching has undergone different phases and adaptations to the evolution of knowledge and research procedures. According to the survey, it focuses on four large groups of didactic activities for the current decade and, perhaps, for the next one in several countries. The first group refers to access to materials of each topic in the format of books, videos, and lectures available on websites and the second includes face-to-face activities on the solution of practical problems related to a specific topic. The third group focuses on field and laboratory works, whereas the fourth comprehends development and analyses of specific civil work projects, mineral exploration, and environmental problems according to both face-to-face and non-face-to-face methodologies.

Resumo em Inglês:

Abstract The important role of the critical state theory in the modern soil mechanics is undeniable. It is true that the number of soil mechanics courses that not cover this subject is progressively decreasing. However, when the critical state theory is introduced, this topic cannot be seen as a simple extension of the classic soil mechanics. On the contrary, it is essential that some significant differences between modern and classic soil mechanics are adequately clarified and understood. This subject is a relevant objective of this paper, besides the large benefits brought by the modern soil mechanics. This discipline, like the mechanics applied to other materials, is fundamentally a preliminary learning to prepare for the professional practice of geotechnical engineering. When the main objective is to teach methods to solve the engineering problems (foundations, excavations, embankments, tunnels, etc.), the matters transmitted to the students are sometimes focused on the geotechnical engineering methods, where, nevertheless, soil mechanics, naturally, has an irreplaceable role. It is true that a design is unique in itself. However, all designs must have in common the same theoretical principles of soil mechanics, regardless of the particularities of the geotechnical design. This cannot be neglected in the modern soil mechanics teaching. Brief ideas concerning where and how soil mechanics has been taught, is also introduced. The fundamentals about plastic design of geotechnical structures are highlighted. The article ends calling attention to the outstanding contribution of the critical state theory for a unified understanding of the soil behavior. Its pedagogic benefits are invaluable.

Resumo em Inglês:

Abstract This paper discusses the potential of gamification as a tool for teaching and learning in geotechnical engineering. Gamification involves incorporating elements of gameplay such as challenges, rewards, competition, and cooperation into teaching and learning environments to make the process more interactive and engaging. Although gamification is widely used in many fields, it is still relatively new in geotechnical engineering. This paper presents the ‘Soil Character’ board game developed by the GeoFUN group as an example of successful gamification in geotechnical engineering education. The game focuses on basic soil characterization, including soil classification systems, index properties, and geotechnical characterization tests such as sieving, sedimentation, and Atterberg limits. The paper provides background information on the development of the game, and a description of the game components. The online Portuguese version of the game was tested with eight civil engineering undergraduate students who had successfully undertaken the introductory soil mechanics module. Student’s satisfaction in terms of game design, rules, and gameplay was measured via a questionnaire. Results of the questionnaires showed that the game was well evaluated in all aspects. Student volunteers reported that they felt very motivated, and that they wished they had been able to play the game when they were learning the topic. Thus, results presented in this paper suggest that gamification has the potential to make geotechnical engineering education more interactive and engaging. Exploring the effectiveness of the game in various contexts and with diverse student populations constitutes a key direction for our future research.

Resumo em Inglês:

Abstract This article presents the incorporation of information and communication technologies on the teaching-learning process of geotechnical engineering to improve the quality of education and provide practical knowledge to civil engineering students. The content of this paper is divided into three main modules, which are: Treatment of laboratory tests results, Slope stability and Rock mass stability. For this, some software were used, including 2D limit equilibrium stability analysis, stability analysis of rock wedges and a dynamic mathematics, to obtain and analyze soil shear strength parameters, among others. Furthermore, a digital tool was developed to analyze the results gathered in compaction, one-dimensional consolidation, and direct soil shear tests, in order to clarify the relationship between theoretical concepts and practical results of the tests and analyses and to help students on doubts, in addition to increase their interest and motivation to perform the complete interpretation of the collected data. The activities were conducted in classes of geotechnical disciplines of the undergraduate course in Civil Engineering at the Federal University of Viçosa, aiming to promote active learning and improve teaching quality. Based on the results of an applied feedback questionnaire, it was observed that most students were satisfied with the resources used in the classroom, demonstrating that the implemented digital tools work as a didactic instrument that facilitates learning and comprehension of practical problems, in addition to enabling the resolution of several geotechnical engineering problems much more quickly and efficiently.

Resumo em Inglês:

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.

Resumo em Inglês:

Abstract Students often express an anxiety about how knowledge is classified (i.e., differentiated) and framed (i.e., prioritized, and sequenced) in capstone design problems. This anxiety is by design as capstone design courses are meant to test students’ ability to solve complex problems that are weakly classified and framed. Nevertheless, educators can play a role in scaffolding student progress, so students advance past a conceptual understanding of problems to applying technical acumen learnt in prior years. This paper presents three geotechnical design projects set by the author, along with three interventions used to scaffold student progress. Projects included the design of an industrial waste facility for dry filtered residue, design of remedial works for a clay river embankment subject to undercutting, and design of a remining method for mine slimes contained behind a sand embankment. Interventions included requiring students to prepare, present and critique presentations based on weekly stage gates, collaboratively brainstorming, and ranking high level implications of a design, and collaboratively brainstorming specific implications of a design. When implementing such interventions care must be taken to ensure they remain student driven, or the learning benefits of a capstone design course may be lost.