Journal of Professional Issues in Engineering Education and Practice, Volume 129, Issue 1, January 1, 2003, pages 40-43.
NOTE: At the time of publication, the author Adriana Popescu was not yet affiliated with Cal Poly.
The definitive version is available at https://doi.org/10.1061/(ASCE)1052-3928(2003)129:1(40).
An enriched syllabus has been experimentally introduced to undergraduate level students enrolled in a geotechnical engineering course. Two research assignments have been integrated in the course, which require students to find information on a geotechnical engineering topic using both print and electronic resources available at the university library and on the Internet. Aiming to foster the development of technical information literacy and communication skills, the students are required to prepare a report based on a specific set of guidelines, followed by oral presentations of the topics researched. Between the two assignments, a lecture on the subject of identifying and using information resources for geotechnical engineering is included in the syllabus. Preliminary results of the study are presented along with directions for designing and implementing an enriched curriculum for geotechnical engineering courses.
Library and Information Science