An Interactive Database Supporting Virtual Fieldwork in an Environmental Engineering Design Project

Abstract

This work presents an interactive simulation software package for delivering an environmental engineering design project. The primary goal of the effort is to supplement theory-based course content with a complex and relevant design project, and to do so without increasing student course loads or placing excessive time demands on instructors. An additional goal for research-based instructors is to provide an efficient mechanism for infusing current research findings and experimental techniques into the curriculum. The software that administers the design project is called Interactive Site Investigation Software (ISIS). This paper summarizes the rationale for the development of ISIS, outlines the instructor-generated input required by ISIS, and details current ISIS features. These features allow students to drill boreholes, collect core samples, construct wells, collect groundwater samples, submit samples for laboratory analysis, and execute hydraulic and transport experiments at a virtual hazardous waste site. Initial feedback on the usability and usefulness of ISIS was generally positive, and the automated data requisition and dispensation substantially reduced the project's administrative demands on the instructor. Common student complaints pertained to controlled access to the software in the face of deadline pressure, uncertain expectations regarding their work product, and the need for real-time advice.

Student Perceptions of Learning in the Laboratory: Comparison of Industrially Situated Virtual Laboratories to Capstone Physical Laboratories

“…Far fewer cases of virtual laboratories that have been developed to create learning activities with no direct analog to the university instructional laboratory are reported in the literature. Examples include the dynamic responses of multi-story structures to earthquakes (Sim, Spencer, & Lee, 2009), full-scale industrial processes of styrene-butadiene copolymerization (Jayakumar, Reklaitis, Andersen, & Dietrich, 1995) and hydrogen liquefaction (Kuriyan, Muench, & Reklaitis, 2001), and clean-up of hazardous waste sites (Harmon et al, 2002). Assessment of student learning for these industrially situated laboratories is very limited, in part because there is not an obvious comparison group for such a study.…”

Enhancement of Student Learning in Experimental Design Using a Virtual Laboratory

“…In particular, students compare their results from a trial and error approach to results from the more structured Taguchi method. In contrasting scope, a capstone environmental engineering design project used a virtual laboratory to allow students to perform as a field engineer, drilling boreholes, collecting core samples, constructing wells, collecting groundwater samples, submitting samples for laboratory analysis, and executing hydraulic and transport experiments at a virtual hazardous waste site [19]. The assessment indicates that students gained deep content knowledge, linking theory to real-world applications; additionally, students reported an improvement in their ability to handle complex projects and problem-solving skills [20].…”

Using a Nationwide Internet‐Based Bridge Design Contest as a Vehicle for Engineering Outreach

“…These inadequacies led us to use computer simulation in lieu of a physical model-building project. Harmon and Chung have demonstrated that simulation can be used to create authentic design experiences [18,19]. Moreover, computer animations can enhance student engagement, promote visual learning, and illustrate complex concepts [20].…”