Streamlining Case Studies for Education

Recent results of cognitive psychology seem to confirm that post secondary education in civil engineering can be conceived as introduction to the world of models, and to the model selection and application skills. From this perspective, case study analysis turns to be one of the most efficient approaches used worldwide by educators teaching geotechnics. BSc and MSc levels of knowledge and competency are easy to distinguish and characterize plausibly in this conceptual framework. Significance of the MSc level thinking in geotechnics proves to be a consequence. Plenty of case studies, in principle, can be selected to meet the educational purposes, since conference proceedings and periodicals contain a treasury of informative, instructive and illuminating case studies. Nevertheless, there are faults and shortcomings hindering the educators from using these publications effectively. There is some room to improve this situation. Priority aspects can be defined and offered to case study authors ready for considering educational points. Case study treasuries can be evaluated a posteriori with regard to the same priority list. Pilot selection results and informal discussions with prolific case study authors show that it is worth putting some effort into this work

Case Studies — Pavement of the Educator\u27s Road

One of the lessons of educational strategies in geo-engineering is to inspire the students’ motivation by telling them how the geoengineer thinks and why is it worth attaining. The Geotechnical Triangle developed by Burland proved to be a useful conveyance to deliver essentials of the geo-engineers’ habit of mind. Slight extension of this simplex to a tetrahedron brings into the framework the construction technology, equivalent of importance with ground profile, observed behavior and appropriate model. Case histories retain their central role within this 3D simplex. In this perspective geo-engineering proves to be analogous with medicine where concepts such as symptom, syndrome, diagnose and therapy appear and case histories in teaching have a central role, as well. This role has got an institutionalized representation in Eurocode 7, the new standard for geotechnical design brought into force in the EU by 2010