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Complete sets of acoustic properties (compressional and shear wave velocities and attenuations) and hydraulic properties (the soil water characteristic curve and the unsaturated hydraulic conductivity function) were determined across a full range of water contents for two types of soil specimens. The acoustic and hydraulic data were collected using a novel device developed at the University of Vermont. The acoustic data were collected using a Kelly wavelet with a center frequency of 20 kHz. The measured acoustic velocities and attenuations across a full range of water contents were consistent with similar measurements found in the literature and made in rock specimens. The experimental data reported here can be used to verify analytical models that attempt to link acoustic and hydraulic properties of unconsolidated and unsaturated porous media.

Four hands-on educational modules were designed for undergraduate geotechnical engineering courses at the University of Vermont; introduction to geotechnical engineering (Geotechnical Principles) and foundation engineering (Geotechnical Design). These modules were designed to incorporate inquiry-based learning and expose students to a systems approach to engineering education, which are the two major thrusts of an NSF funded curricular reform within the civil and environmental engineering programs. All modules were conducted within a group setting and required students to write technical papers in ASCE conference format or prepare a technical report and a presentation, with an additional underlying objective of the development of students' interpersonal skills. Some statistical analysis and analytical and numerical modeling were required in some of the modules to expose students to information technology and understand the importance of coupling numerical and experimental methods. The educational modules included: (1) Atterberg limits using Casagrande and fall cone devices; (2) physical, analytical and numerical modeling of steady-state seepage; (3) validation of undrained slope stability, bearing capacity of shallow foundation and active and passive lateral earth pressure solutions using centrifuge modeling; and (4) service-learning projects related to foundations, retaining structures or slope stability for rehabilitation of historic structures. Integrated reflection and assessment activities were conducted. Student assessment results indicate that many of the curricular reform objectives are being successfully implemented.

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