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interests" (Marcuson et al. 1991). Unfortunately, the current geotechnical education curriculum 16 does not provide the foundation necessary to ensure the engineer's success in the 21 st century. A typical academic year in universities is divided into several (e.g., two, three, four or more) 103 teaching semesters, terms, or quarters. The introductory geotechnical course varies from university 104 to university, though it often includes a laboratory section to gain practical experience in soil 105 testing and to reinforce concepts taught in the lecture portion of the course. 230The proposed curriculum cannot be easily adapted at every university. Universities which have 261Addressing these changes will take significant effort, but they are possible. Defining clear presented during the class period. They were simple problems that were easy to grade, yet they 300 provided some "real-time" measure of student comprehension which allowed the instructor to 301 adjust lecture concepts accordingly. 302Although the effectiveness of interactive modules and activities were difficult to measure 303 numerically, the students seemed to respond positively to the new activities at University of 304Vermont, citing that they helped the students better understand the engineering concepts 305 (Dewoolkar et. al. 2009). Students at other universities had similar positive feedback when case 306 studies were introduced to the curriculum (Abbo et. al. 2012; Newson and Delatte 2011

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