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1.
IOP Conference Series Earth and Environmental Science ; 1189(1):011001, 2023.
Article in English | ProQuest Central | ID: covidwho-20231601

ABSTRACT

The title of the ConferenceXXII Conference of PhD Students and Young Scientists "Interdisciplinary topics in mining and geology”The location and the date of the conferencevirtual event – online conference, June 29th to July 1st, 2022 in Wrocław, PolandXXIInd Conference of PhD Students and Young Scientists "Interdisciplinary topics in mining and geology” continues a series of events that started in 2000 at Wrocław University of Science and Technology. Scientific programme of the Conference focuses on four thematic panels:1. Mining Engineering: sustainable development, digitalisation in mining, problems of securing, protecting and using remnants of old mining works, underground mining, opencast mining, mineral processing, waste management, mining machinery, mine transport, economics in mining, mining aeronautics, ventilation and air conditioning in mines,2. Earth and Space Sciences: geology, hydrogeology, environmental protection, extraterrestrial resources, groundwater and medicinal waters, engineering and environmental protection, geotourism,3. Geoengineering: environmental protection, applied geotechnics, rock and soil mechanics, geohazards,4. Geoinformation: mining geodesy, GIS, photogrammetry and remote sensing, geodata modeling and analysis.The XXII Conference of PhD Students and Young Scientists was held as a virtual event, that is as a virtual, online conference in real-time. The reason why the Organizing Committee decided to change the traditional formula of the event to online formula was related to the concern for the health of the participants due to the COVID-19 epidemic.The XXII Conference of PhD Students and Young Scientists took place from June 29th to July 1st, 2022 in Wroclaw, Poland. That is the organizers worked and managed the event from the Wrocław University of Science and Technology Geocentre building. Because the conference focused on four thematic panels, four different special opening lectures were delivered by wellknown scientists- Professor Jan Zalasiewicz (University of Leicester, England)- Associate Professor Artur Krawczyk (AGH University of Science and Technology, Poland)- Professor Biljana Kovacević-Zelić (University of Zagreb, Croatia)- Assistant Professor Eduard Kan (Tashkent Institute of Irrigation and Agricultural Mechanizations Engineers, Uzbekistan).The Conference was divided into 8 oral sessions (with 33 presentations) and 1 poster session (with 33 posters). The amount of time provided to one presentation was 15 minutes, after presentation there was 5 minutes available for discussion. The poster session was available throughout the event, and the posters were available for online viewing on the Conference's website with the possibility of make discussion and ask questions in real time via zoom meeting application as well. Every day of the Conference one "virtual coffee break” was devoted for discussion between participants and question and answer session for the Organizers.There were 96 registered participants from 13 countries. The online XXII Conference of PhD Students and Young Scientists was conducted using the Zoom meeting platform with commemorative screen shots taken. By tradition two competitions, for the best oral presentation and for the best poster were held. The award for the best oral presentation was given ex aequo to Julia Tiganj (TH Georg Agricola University of Applied Sciences, Germany) for the presentation entitled Post-mining goes international: hurdles to climate neutrality using the example of China and Oksana Khomiak, Jörg Benndorf (TU Bergakademie Freiberg, Germany) for the presentation entitled Spectral analysis of ore hyperspectral images at different stages of the mining value chain, whereas the best poster was awarded to Adam Wróblewski, Jacek Wodecki, Paweł Trybała, Radosław Zimroz (Wrocław University of Science and technology, Poland) for the poster entitled Large underground structures geometry evaluation based on point cloud data analysis.List of Scientific Committee, Organizing Committee, Editorial Team are available i this pdf.

2.
Education Sciences ; 13(4):408, 2023.
Article in English | ProQuest Central | ID: covidwho-2295791

ABSTRACT

This study seeks to investigate whether project-based assignments can lead to better student performance and learning experience compared to traditional examinations. In an engineering course of soil mechanics, the traditional mid-semester and final exams were replaced by project work which was related to a real-life site investigation. Student performance was evaluated on the basis of student marks whilst student feedback was analysed to understand student experience with project-based assignments. The results indicated that the student average mark for the projects was greater than the average mark for the exams. In addition, their learning experience improved after the exams were replaced with the project-based assignments because students were able to see practical applications of the course content. However, a few issues, including feedback to students delivered at the end of the term, increased teacher's workload, and the effect of COVID were also identified.

3.
Geotechnik ; 46(1):48-55, 2023.
Article in English | ProQuest Central | ID: covidwho-2266760

ABSTRACT

Digitale Lehrmaterialien werden seit mehreren Jahren in den Hochschulen eingesetzt und eröffnen ganz neue Wege zur Vermittlung des Lehrstoffs. Die Erstellung dieser Lehrmaterialien kann allerdings je nach Art und Qualität sehr zeitintensiv sein und für Lehrende einen großen Mehraufwand bedeuten. Im Rahmen eines Kooperationsprojekts zur Erstellung von Lehrvideos für geotechnische Feld‐ und Laborversuche haben die Autoren dieses Beitrags allerdings die Erfahrung gemacht, dass das gemeinsame, hochschulübergreifende Erstellen von Lehrmaterialien viele Vorteile mit sich bringt. Dadurch inspiriert, führten die Autoren dieses Berichts eine Umfrage unter den deutschsprachigen Geotechnik‐Lehrstühlen der (Technischen) Universitäten und (Fach‐)Hochschulen durch. Nach drei Semestern, in denen Lehrveranstaltungen an den Hochschulen aufgrund der Corona‐Pandemie überwiegend digital durchgeführt werden mussten, war es ein Ziel dieser Umfrage, den Bestand und den Einsatz digitaler Lehrmaterialien im Fachgebiet Geotechnik zu erheben. Ein weiteres Ziel war die Initiierung eines Netzwerks, in dem sich Geotechnik‐Professorinnen und ‐Professoren zu Lehrthemen austauschen können und gemeinsam (digitale) Lehrmaterialien erstellen und nutzen. Der vorliegende Beitrag stellt das gemeinsame Lehrprojekt der Autoren vor, präsentiert die Ergebnisse der durchgeführten Umfrage und berichtet über die ersten Aktivitäten des neuen Netzwerks.Alternate :Digital education for geotechnical engineering: current status and further developmentsDigital teaching tools and materials have been used at universities (of applied sciences) for several years and open up new ways for higher education. However, depending on the type and intended quality, the creation of these teaching materials can be very time‐consuming and mean a lot of extra work for teachers. In a collaborative project to produce teaching videos for geotechnical field and laboratory experiments, the authors of this paper have experienced that a collaborative approach across university borders for the production of teaching materials has many advantages. Inspired by this collaboration, the authors of this report conducted a survey among German‐speaking geotechnical engineering chairs at (technical) universities and universities of applied sciences. After three semesters of mostly digital or hybrid teaching due to the Corona pandemic, one aim of this survey was to capture the use of digital teaching materials in the field of geotechnical engineering. Another goal was to initiate a network in which geotechnical engineering professors can exchange information on teaching topics and jointly create and use (digital) teaching materials. This article presents the authorś collaborative teaching project and the results of the survey conducted. Moreover, it reports on the first activities of the new network.

4.
Sustainability (Switzerland) ; 15(5), 2023.
Article in English | Scopus | ID: covidwho-2263390

ABSTRACT

Since 2020, with the global spread of major respiratory infectious diseases, such as COVID–19, the demand and consumption of personal protective equipment, such as masks, have increased dramatically worldwide. The environmental pollution caused by numerous waste disposable face masks has gradually attracted people's attention. In this study, the mechanical properties of mask–chip–reinforced soil are evaluated from a new perspective, through the uniaxial, biaxial, conventional triaxial, and true triaxial compression tests on reshaped sandy soil samples mixed with different contents of mask chips. The experimental results show that the mechanical properties of the sandy soil can be improved by the mask chips. With the proper content of mask chips, the failure strength is substantially improved, and the failure of soil is delayed. Meanwhile, the strength and stiffness are significantly affected by the stress path and the content of mask chips, even if the soil samples with the same mask–chip content can also show different mechanical properties under different stress paths. Additionally, the mechanical properties of soil are not necessarily improved constantly with the increasing content of mask chips. The failure strength of sandy soil samples under conventional and true triaxial stress paths decreases when the mass content of mask chips exceeds 0.3% and 0.5%, respectively. This study confirms the potential of mask chips applied to subgrade, slope, and other engineering construction fields in a sustainable way. © 2023 by the authors.

5.
Geotechnik ; 2022.
Article in German | Scopus | ID: covidwho-2172909

ABSTRACT

Digital education for geotechnical engineering: current status and further developments. Digital teaching tools and materials have been used at universities (of applied sciences) for several years and open up new ways for higher education. However, depending on the type and intended quality, the creation of these teaching materials can be very time-consuming and mean a lot of extra work for teachers. In a collaborative project to produce teaching videos for geotechnical field and laboratory experiments, the authors of this paper have experienced that a collaborative approach across university borders for the production of teaching materials has many advantages. Inspired by this collaboration, the authors of this report conducted a survey among German-speaking geotechnical engineering chairs at (technical) universities and universities of applied sciences. After three semesters of mostly digital or hybrid teaching due to the Corona pandemic, one aim of this survey was to capture the use of digital teaching materials in the field of geotechnical engineering. Another goal was to initiate a network in which geotechnical engineering professors can exchange information on teaching topics and jointly create and use (digital) teaching materials. This article presents the authorś collaborative teaching project and the results of the survey conducted. Moreover, it reports on the first activities of the new network. , Ernst und Sohn. All rights reserved.

6.
Geotechnik ; 2022.
Article in German | Web of Science | ID: covidwho-2172908

ABSTRACT

Digital teaching tools and materials have been used at universities (of applied sciences) for several years and open up new ways for higher education. However, depending on the type and intended quality, the creation of these teaching materials can be very time-consuming and mean a lot of extra work for teachers. In a collaborative project to produce teaching videos for geotechnical field and laboratory experiments, the authors of this paper have experienced that a collaborative approach across university borders for the production of teaching materials has many advantages. Inspired by this collaboration, the authors of this report conducted a survey among German-speaking geotechnical engineering chairs at (technical) universities and universities of applied sciences. After three semesters of mostly digital or hybrid teaching due to the Corona pandemic, one aim of this survey was to capture the use of digital teaching materials in the field of geotechnical engineering. Another goal was to initiate a network in which geotechnical engineering professors can exchange information on teaching topics and jointly create and use (digital) teaching materials. This article presents the authors collaborative teaching project and the results of the survey conducted. Moreover, it reports on the first activities of the new network.

7.
129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022 ; 2022.
Article in English | Scopus | ID: covidwho-2046581

ABSTRACT

The development and advancement of technology during the COVID-19 pandemic have been a major contributor to the innovation in pedagogy. Teaching in virtual or hybrid classrooms brought challenges as well as opportunities, particularly for classes with large student enrollment. Many educators quickly learned to use the appropriate instructional technology to be able to not only teach in remote or hybrid mode, but also to keep the students engaged in the process. Keeping in mind the social distancing rules as prescribed by the Centers for Disease Control and Prevention (CDC) and personal preferences of both the students and the instructors alike, several large Civil and Environmental Engineering (CEE) courses at the University of Connecticut were offered either remotely or in a hybrid setting during the academic year (AY) 2020-21. This transition was feasible with the financial as well as instructional support from the university. This paper discusses three such courses taught by the authors: Applied Mechanics I and Soil Mechanics in Fall 2020, and Mechanics of Materials in Spring 2021. All these courses had large enrollment (over 100) and were taken primarily by upper-class students to fulfil the requirements of their majors. Several changes were made in the course delivery, method of student engagement, and assessment techniques to adjust for remote as well as hybrid teaching modes. To verify the effectiveness of those changes, both mid-semester surveys and annual student surveys were conducted in all three courses and the results are shared in this paper. With the availability of vaccines and by enforcing the mask mandate, most of the CEE courses were offered in person in the Fall of 2021. During this new normal, two of the large civil engineering courses (Principles of Construction I and Soil Mechanics) were taught by the authors in person. Based on the lessons learned during the pandemic (AY 2020-21), some of the virtual instructional tools were used in these in-person courses to improve student engagement. The purpose of this paper is to describe those instructional tools and their effectiveness in improving the pedagogy as well as the students' learning using the data collected during the mid-semester and annual student surveys. © American Society for Engineering Education, 2022.

8.
129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022 ; 2022.
Article in English | Scopus | ID: covidwho-2046171

ABSTRACT

Due to the public health policies put into place by institutions in response to the international COVID-19 pandemic, many engineering educators were required to implement alternative pedagogies into their courses. The flipped classroom was viewed by many educators as a method to continue to teach within the constraints created by the pandemic. At its most fundamental form, a flipped class moves activities, which commonly take place in-person, outside of the classroom by providing students with alternative educational resources. Students are expected to engage in these activities prior to attending class which allows students to use the valuable in-person class periods to complete example problems and study advanced topics in a collaborative and creative learning environment. In the 2021 academic year, the Department of Civil and Mechanical Engineering at the U.S. Military Academy implemented the flipped classroom into four undergraduate civil engineering courses: Mechanics of Materials, Hydrology and Hydraulic Design, Soil Mechanics and Foundation Engineering, and Design of Reinforced Concrete Structures. The objective of this study is to evaluate the approach taken by each individual course to implement the flipped classroom pedagogy. The design of the four courses varied based on the execution of asynchronous content out-of-class, schedule for in-person learning, and delivery of graded assessments. The impact of each flipped course design was determined by comparing the results to historical student performance, the time spent by the students on out-of-class activities, and anecdotical feedback from both the instructors and students. The results of the study confirmed a more deliberate design approach is required than simply rearranging the order of learning activities to effectively execute a flipped course. © American Society for Engineering Education, 2022.

9.
129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022 ; 2022.
Article in English | Scopus | ID: covidwho-2045886

ABSTRACT

During and immediately after the Covid-19 pandemic, faculty and students were pushed into online learning resources in ways that were not previously encountered. Faculty identified methods to produce laboratory exercises through distance learning, and these tools are still available as universities return to in-person classes. In our in-person soil mechanics laboratory courses, faculty are now using these previously developed online learning resources to supplement and enhance our traditional hands-on laboratory exercise. To determine how these new tools affect learning, an anonymous survey instrument was developed. Existing analytical data from Learning Management Systems (LMS) and grades were used to determine how student learning has changed. This research focuses on soils mechanics laboratory exercises which are traditionally considered difficult to execute online. The survey instrument collects demographic information specifically inquiring about representation from historically marginalized groups in order to study whether instructional changes equitably impact these groups. In addition, respondents are asked for their perceptions of online, flipped, and in-person course delivery methods. A more specific question asks about internet connectivity which can correlate with financial status or location and can impact how these instructional changes affect students. The survey enquires about student experience with online laboratory exercises, especially in soils mechanics. Since returning to in-person classes, student perceptions of online courses have evolved. Students report that online content has many positives, like watching videos multiple times or at their own pace. Conversely, students have repeatedly stated a strong preference to in-person delivery of content. Students have adapted to post-pandemic changes, specifically the availability of online course content and appreciate the opportunities to use video content as a supplement to other more traditional tools. Anecdotally, faculty have found that student interactions with pre-recorded lab videos have increased their depth of understanding of soil lab testing and soil mechanics properties. Faculty have also observed students investing more time outside of class, using the videos to inform questions asked in class and office hours. © American Society for Engineering Education, 2022.

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