Geo-disasters vs. climate change: Enhancing student's learning via a course-embedded project

Abstract

The unresolved debate over the effect of climate change on the occurrence of geo-disasters has led to the relevance of incorporating the issue in geo-education today. To cultivate active learning, this was achieved with an embedded project in the engineering technology undergraduate course of Soil Mechanics and Foundations. The primary parameter examined was rainfall intensity. Students worked in groups to gather information, make careful judgment and identify links between rainfall intensity pattern over the years with localized landslide and flooding respectively. The students also conducted interviews with locals of the selected site for firsthand information and eye witness accounts. It was found that these geo-disasters were partially caused by a change in the rainfall pattern over the years, while other anthropogenic activities have also contributed to the recurring and seemingly worsening disasters. In conclusion, the project has effectively killed two birds with one stone: (1) identified the severity of climate change impact on geo-disaster occurrence in certain localities, and (2) engaged students (future engineers and technologists) in a scientific research exercise pertaining to a current issue very relevant to the course. From the education perspective, the undertaking has enabled students to hone their investigative skills in addressing a technical problem, encouraging them to adhere by their social responsibilities while performing their professional tasks.