Building Student Teamwork with the Student Geo-Challenge

Cerato, Amy B.; Elton, David J.; Shannon, David

doi:10.1061/(asce)ei.1943-5541.0000082

Cited by 6 publications

(2 citation statements)

References 17 publications

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“…The hand-on activity focused on building and analysing the performance of small scale models of reinforced soil structures and was inspired by the GeoChallenge described by Cerato et al (2012). Using the PBL approach, each team of students had to decide which structures to test, for example allowing for different reinforcement solutions, facing elements, while addressing issues related to formwork, stability during construction and loading of the models.…”

Section: Hands-on Activitymentioning

confidence: 99%

Reinforced soil with geosynthetics - hands-on learning (PBL) using sand and paper

Pinho-Lopes¹

2016

IV International Conference on Geo-Engineering Education

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M.Pinho-Lopes@soton.ac.uk SUMMARY: An elective module on geosynthetics was designed and made available to Civil Engineering students (5 years' integrated masters). This paper reports a hands-on activity using sand and paper, adopted as part of a problem-based learning (PBL) model and the feedback collected in 2011/2012 using questionnaires. The model and its main features are briefly described, particularly the problem on soil reinforcement with geosynthetics. The students' feedback and some of their outputs are presented to highlight how simple and relatively cheap activities can contribute to learning and create a positive impact on students. The success of the PBL approach is enhanced by managing expectations, as well as giving adequate support and feedback to students.

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Section: Hands-on Activitymentioning

confidence: 99%

Reinforced soil with geosynthetics - hands-on learning (PBL) using sand and paper

Pinho-Lopes¹

2016

IV International Conference on Geo-Engineering Education

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“…The activity involves using sand and paper to build a reinforced soil wall, inspired by competitions in the US, particularly the Geo-Challenge Student Competition (Cerato et al 2012). This activity was adapted to different groups of students, regardless of their level of previous knowledge on the topic.…”

Section: Description Of the Activitymentioning

confidence: 99%

Outreach initiatives operated by universities for increasing interest in science and technology

Gumaelius

Almqvist

Arnadottir

et al. 2016

European Journal of Engineering Education

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Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. In the introduction, the initiatives are characterised by looking at The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university's normal activities, and one where outreach activities are designed specifically for the visiting students.

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Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review

Borrego

Karlin

McNair

et al. 2013

J of Engineering Edu

247

209

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Background Engineering student team projects are frequently used to meet professional learning outcomes. Industrial and organizational psychologists study teams in the industry settings for which we prepare students, yet this research does not effectively inform engineering education. Purpose This research review sought to demonstrate the relevance of literature on teams literature from industrial and organizational psychology to engineering education and to identify implications for practice and future directions for research. Scope/Method Phase 1 systematically reviewed 104 articles published from 2007 to 2012 describing engineering and computer science student team projects and sought to answer the following questions: What professional learning outcomes have been met by team projects? What negative student team behaviors have faculty sought to minimize? What literature has been used to inform development of teamwork outcomes? Phase 2 reviewed five team effectiveness constructs selected according to the results of Phase 1: social loafing, interdependence, conflict, trust, and shared mental models. Examples from Phase 1 articles and our own work explain how this research informs facilitation and assessment of engineering student teams. Conclusions Engineering faculty sought to achieve a variety of outcomes through team projects, including teamwork, communication, sustainability, and consideration of global/societal design context. They sought to avoid social loafing and conflict while building trust to ensure equal team effort. That few Phase 1 articles engaged the literature about team effectiveness indicates there is great opportunity to apply industrial and organizational psychology research to engineering education.

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Building Student Teamwork with the Student Geo-Challenge

Cited by 6 publications

References 17 publications

Reinforced soil with geosynthetics - hands-on learning (PBL) using sand and paper

Reinforced soil with geosynthetics - hands-on learning (PBL) using sand and paper

Outreach initiatives operated by universities for increasing interest in science and technology

Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review

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