Designing Experiential-Based Assignments in the Earthquake Engineering Course using Digital Tools

Kolb's Experiential Learning Theory  (ELT) offers an innovative approach that extends beyond traditional classroom instruction. Experiential learning is also referred to as learning through action, learning through experience, and learning through discovery and exploration. A teacher can design assignments where ELT is applied as a model in the learning. I wish to present my experience on integrating digital tools (e.g. online resources, software, mobile app) in designing experiential-based assignments in the course earthquake engineering. The first step is to identify a digital tool that you want the students to use in performing and completing the assignment. The digital tool will serve as the trigger in the design of the assignment that will address the four stages in Kolb's ELT shown below:

Kolb (2017) defines four interconnected stages in the experiential learning cycle: 1. Concrete Experience – Participating directly in an authentic or real-world task or situation; 2. Reflective Observation – Reflecting on the experience and relating observations to prior knowledge; 3. Abstract Conceptualization – Formulating new insights, generalizations, or theoretical understanding; and  4. Active Experimentation – Applying and testing new knowledge or skills in a different context.   To design an experiential-based assignment, you may follow the checklist aligned to Kolb's ELT below:

Using the checklist, the instructor can adjust the assignment to satisfy the ELT criteria. If all four stages are checked → Strong alignment with Kolb’s ELT. However, if one or more stages is not covered → enhance the missing component. 

EXAMPLE. Let me illustrate with the assignment used in my Earthquake Engineering class. There are many free available websites that allows you to use online resources. In my case, I searched the website https://www.phivolcs.dost.gov.ph/ and found linked useful resources such as the "Hazard HunterPH" and the "How Safe is My House?" The assignment requires the students to assess with respect to earthquake safety of their own house using PHIVOLCS online tools: HazardHunterPH, and the How Safe is My House? checklist which consist of 12 items on structural safety to inspect and assess. So these digital tools serve as the trigger in completing the exercise. The student needs to assess the seismic risk based on the distance of the house to a seismic fault which is determined using the HazardHUnterPH. This stage requires an assessment of a real site using the digital tool. Then the student inspects the house using the checklist specified in the How safe is my House? A real house will be inspected and rated using a checklist obtained online. A sample output of the exercise is shown as a poster where the seismic risk of the location is described, the score of the house with respect to the 12 safety items are provided with discussion and evidences (photos) and a conclusion and recommendation how to improve the seismic safety of the house. 

So to check if the assignment satisfies KOlb's ELT, the checklist was used as shown.

In conclusion, student-centered assignments that align with the Kolb’s experiential learning theory and integrate online resources and digital tools can be developed. Online resources and digital tools, being accessible can enhance civil engineering education. The teacher simply needs to design student-centered learning activities and tasks aligned with Kolb’s ELT using these resources to enhance the students’ understanding and mastery of specific topics or learning outcomes of a course. By embracing innovative pedagogical approaches and leveraging digital tools and technology, civil engineering educators can empower students to develop the necessary skills and competencies that will be useful in their future professional practice.

·       Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. ResearchGate

·       Kolb, D. A. & Kolb, A. Y. (2017 / 2015). “Experiential Learning Theory as a Guide for Experiential Educators in Higher Education.” In Experiential Learning & Teaching in Higher Education. weber.edu

  

  NOTE: A presentation on this topic was presented. “Designing Student-Centered Assignments Using Digital Tools and Kolb’s Experiential Learning Theory in Structural and Earthquake Engineering,” ASAIHL Winter 2025 Conference, Dec. 3-5, 2025, Hosted by Association of Southeast Asian Institutions of Higher Learning (ASAIHL) through Keuka College, Held at Ho Chi Minh, Vietnam

 

Developing my Teaching Modules on Civil Engineering Perspectives on DRRID

I developed a draft of CE-DRRID Teaching Modules,  "Teaching Modules on Civil Engineering Perspectives on Disaster Risk Reduction and Infrastructure Development (DRRID)" for my DRRID Graduate Seminar. I am now using the draft modules and maybe improved these modules for the next offering. The highlights of the teaching modules: are as follows:

1. The various Civil Engineering specializations and their role in DRRID is emphasized

2. The various tasks per CE specialization are aligned to the Sendai Framework Priorities

3. The role of artificial intelligence and information & communication technology is introduced as a research tool in pursuing research on CE-DRRID.

4. My simple key take aways per module:

• CE Education: "DRR is not an optional topic, it's core to ethical & professional practice."
• CE Research: "CE Research must integrate DRR to address safety and sustainability - major responsibilities of civil engineers as specified in the CE Code of Ethics."
• Structural Engg:  "Structural Resilience - Design it right, the first time." 
• Water Resources Engg: "DRR must be integrated to CCA to be address both present and future climate-driven risks."
• Transportation Engg: "Transportation is the lifeline during disasters." 
• Geotechnical Engg is the "foundation of disaster-resilient infrastructures." 
• Construction Engg is the "bridge between disaster risk reduction and resilient infrastructures." 
• AI & ICT are "not replacing engineers -  ICT provides the tools, AI provides the intelligence - they are empowering us to build safe, smarter and more resilient societies."

 

CIVIL ENGINEERING AND THE UN SUSTAINABLE DEVELOPMENT GOALS

Despite the significant role civil engineering plays in contributing to the United Nations Sustainable Development Goals (SDGs) and improving quality of life (QOL), there remains a lack of specific research examining the relationship between civil engineering, SDGs and QOL.  

Several of the UN Sustainable Development Goals (SDGs) are directly related to civil engineering because the discipline plays a critical role in developing infrastructure, managing resources, and promoting sustainable development. Here’s a breakdown of the relevant SDGs and how they connect to civil engineering, explaining their connections and assigning a degree of importance. The degree of importance can vary based on the criticality of civil engineering's involvement in achieving the goal. 

 

 SDG 3: Good Health and Well-Being

• Relation to Civil Engineering:
  Public health is enhanced by infrastructure such as hospitals, clean water systems, proper sanitation, and disaster-resilient buildings. Civil engineers ensure safe living environments.
• Degree of Importance: High
  Civil engineering is essential for public health and safety through infrastructure that supports healthcare and well-being.

 SDG 4: Quality Education

• Relation to Civil Engineering:
  Engineers construct schools, universities, and research facilities. They also design resilient and inclusive educational infrastructure, especially in underserved regions.
• Degree of Importance: Moderate
  While not the primary focus, civil engineering significantly contributes by enabling access to quality education through infrastructure.

 SDG 6: Clean Water and Sanitation

• Relation to Civil Engineering:
  Civil engineers design and construct water supply systems, sewage treatment plants, and sanitation facilities that provide clean water and prevent waterborne diseases. Their work ensures sustainable water management and improves public health.
• Degree of Importance: High
  Civil engineering is indispensable for achieving this goal. Without it, clean water access and sanitation solutions would be impossible to implement.

 SDG 7: Affordable and Clean Energy

• Relation to Civil Engineering:
  Civil engineers design and construct renewable energy facilities such as solar farms, wind farms, and hydropower plants. They also improve energy efficiency in infrastructure projects.
• Degree of Importance: High
  Civil engineering is fundamental to transitioning to affordable and clean energy systems.

 SDG 8: Decent Work and Economic Growth

• Relation to Civil Engineering:
  Civil engineering projects generate jobs and contribute to economic development by creating infrastructure that supports businesses and industries.
• Degree of Importance: Moderate
  Civil engineering indirectly supports this goal by driving economic growth and providing employment.

 SDG 9: Industry, Innovation, and Infrastructure

• Relation to Civil Engineering:
  Infrastructure development is at the core of civil engineering. This includes roads, bridges, railways, buildings, and industrial facilities. Engineers also innovate construction methods and materials for sustainable development.
• Degree of Importance: High
  This SDG directly aligns with civil engineering, as it focuses on building resilient and sustainable infrastructure to foster economic growth.

 SDG 11: Sustainable Cities and Communities

• Relation to Civil Engineering:
  Civil engineers contribute to urban planning, transportation systems, affordable housing, waste management, and disaster-resilient infrastructure. They ensure cities are inclusive, safe, and sustainable.
• Degree of Importance: High
  Civil engineering is critical to creating sustainable and livable urban environments for current and future generations.

SDG 12: Responsible Consumption and Production

• Relation to Civil Engineering:
  Sustainable construction practices, recycling materials, and reducing waste are essential to civil engineering's contribution to this goal.
• Degree of Importance: Moderate
  Civil engineers influence sustainable consumption by adopting eco-friendly materials and minimizing resource use in construction.

 SDG 13: Climate Action

• Relation to Civil Engineering:
  Civil engineers design climate-resilient infrastructure and integrate low-carbon technologies in construction. They also contribute to flood management, renewable energy systems, and sustainable urban planning.
• Degree of Importance: High
  Civil engineering plays a vital role in mitigating and adapting to the impacts of climate change, making it highly relevant to this goal.

 SDG 14: Life Below Water

• Relation to Civil Engineering:
  Coastal and marine engineers design sustainable harbors, manage coastal erosion, and mitigate pollution to protect marine ecosystems.
• Degree of Importance: Moderate
  Civil engineering supports

 SDG 15: Life on Land

• Relation to Civil Engineering:
  Civil engineers implement sustainable land-use practices and minimize environmental degradation during infrastructure development.
• Degree of Importance: Moderate
  Civil engineering indirectly contributes by integrating environmental protection measures into construction projects.

 SDG 16: Peace, Justice, and Strong Institutions

• Relation to Civil Engineering:
  Civil engineers provide the physical infrastructure for institutions, courts, and governance, fostering societal stability.
• Degree of Importance: Indirect
  Civil engineering plays a secondary role by enabling governance and justice systems through infrastructure.

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Summary of Degree of Importance:

1. High Importance: SDG 6, SDG 7, SDG 9, SDG 11, SDG 13, SDG 3
2. Moderate Importance: SDG 4, SDG 8, SDG 12, SDG 15, SDG 14
3. Indirect Importance: SDG 16

Using the CE-QOL Framework, the CE-QOL facets can be aligned to the UN SDGs which is summarized below:

Summary of Civil Engineering Facets and Their Aligned SDGs:

• Infrastructure Development

  • SDG 9: Industry, Innovation, and Infrastructure
  • SDG 1: No Poverty
  • SDG 8: Decent Work and Economic Growth
  • SDG 10: Reduced Inequality

• Water Supply and Sanitation

  • SDG 6: Clean Water and Sanitation
  • SDG 3: Good Health and Well-being
  • SDG 12: Responsible Consumption and Production
  • SDG 2: Zero Hunger

• Disaster Resilience

  • SDG 11: Sustainable Cities and Communities
  • SDG 3: Good Health and Well-being
  • SDG 15: Life on Land
  • SDG 17: Partnerships for the Goals

• Environmental Sustainability

  • SDG 13: Climate Action
  • SDG 7: Affordable and Clean Energy
  • SDG 12: Responsible Consumption and Production
  • SDG 14: Life Below Water

• Climate Change Adaptation

  • SDG 13: Climate Action
  • SDG 11: Sustainable Cities and Communities
  • SDG 7: Affordable and Clean Energy
  • SDG 2: Zero Hunger

A CONCEPTUAL FRAMEWORK RELATING CIVIL ENGINEERING TO QUALITY OF LIFE

Read the full paper at https://www.academia.edu/128855799/

QOL is a comprehensive concept that encompasses the overall well-being of individuals and communities, incorporating physical, mental, emotional, and social dimensions. It is influenced by a wide range of factors, including health, education, income, the environment, safety, relationships, cultural enrichment, and access to resources and opportunities. 

Shown in Figure 1 are five domains as proposed by Felce and Perry (1995) plus a sixth domain. The six QOL domains are described below:

1)    Physical well-being focuses on aspects related to the health and safety of individuals or communities, encompassing factors such as physical health, safety, and access to healthcare.

2)    Material well-being pertains to living conditions, including income, housing, privacy, food security, transportation, and overall personal or community security.

3)    Social well-being emphasizes the quality of interpersonal relationships within families and friendships, as well as broader interactions and engagement within the community.

4)    Development and activity relates to factors that contribute to the personal or communal growth, such as competence, independence, and participation in functional activities like work, leisure, and education.

5)    Emotional well-being includes self-esteem, a sense of status or respect, and spiritual or religious faith, all of which contribute to an individual’s sense of fulfilment and stability.

6)    Environmental well-being - Although not explicitly part of Felce and Perry’s domains, environmental well-being can be seen as an implicit aspect of quality of life today. This domain refers to the quality of the natural and built environment in supporting human health, safety, and overall life satisfaction. It encompasses the conditions of air, water, soil, ecosystems, and the sustainability of urban and rural spaces.

Quality of Life (QOL) in the context of civil engineering refers to the enhancement of community living standards through the strategic design, implementation, and maintenance of infrastructure and services. Five key facets of civil engineering that significantly contribute to QOL are as follows:

1. Infrastructure Development: Enhancing well-being by supporting employment, income generation, mobility, health, recreation, and other essential needs through efficient and reliable infrastructure.
2. Water Supply and Sanitation: Safeguarding public health and hygiene through the development of sustainable water systems and effective sanitation solutions.
3. Disaster Resilience: Ensuring community safety and resilience by constructing robust structures that can withstand natural and human-made hazards, thereby saving lives, reducing injuries, and protecting physical assets.
4. Environmental Sustainability: Embedding eco-friendly practices in civil engineering design and construction to preserve ecosystems and reduce carbon footprints.
5. Climate Change Adaptation: Integrating sustainable urban planning and design to balance development with environmental stewardship, addressing the challenges posed by climate change.

The five CE facets can be aligned to the six QOL domains as follows: 

Table: Alignment of QOL Domains and Civil Engineering Facets

QOL Domain	Aligned Civil Engineering Facets	Explanation
Physical Well-being	Water Supply and Sanitation, Disaster Resilience, Infrastructure Development	Focuses on health, safety, and access to essential services.
Material Well-being	Infrastructure Development, Climate Change Adaptation	Supports financial security and access to material resources through employment and sustainable growth.
Social Well-being	Infrastructure Development, Disaster Resilience, Climate Change Adaptation	Enhances community inclusion, safety, and cohesion through inclusive planning and disaster management.
Emotional Well-being	Disaster Resilience, Environmental Sustainability, Infrastructure Development	Promotes security, comfort, and life satisfaction through safety and eco-friendly practices.
Development and Activity	Infrastructure Development, Climate Change Adaptation, Environmental Sustainability	Facilitates growth, learning, and meaningful activities through infrastructure and innovation.
Environmental Well-being	Environmental Sustainability, Climate Change Adaptation	Improves ecosystems, reduces pollution, and ensures sustainable living conditions.

• Oreta, A. (2025). “Introducing a QOL Provider-Receiver Model for Assessing Disciplinary Contributions to Quality of Life: A Civil Engineering Perspective,”  https://www.academia.edu/128855799/

• Felce, David and Perry, Jonathan (1995). “Quality of Life: Its Definition and Measurement,” Research in Development Disabilities, Vol. 16, No. 1, pp. 51-74, 1995, Elsevier Science, Ltd.

STRUCTURAL ENGINEERING AND QUALITY OF LIFE

Quality of Life (QOL), as defined by the World Health Organization (WHO), refers to “an individual’s perception of their position in life in the context of the culture and value systems in which they live and in relation to their goals, expectations, standards, and concerns.” 

The quality of life (QOL) is deeply influenced by the built environment and the infrastructure that supports daily activities. Structural engineering, as a specialized field within civil engineering, makes a unique and essential contribution to Quality of Life (QOL). From the perspective of a structural engineer, QOL encompasses the role of safe, resilient, and efficient structural systems in enhancing the well-being of individuals and communities. This involves the design and construction of buildings, bridges, and other infrastructure that go beyond meeting safety standards to also improve usability, accessibility, sustainability, and aesthetic appeal. By creating structures that are functional and adaptable, structural engineers contribute to better living and working conditions, fostering a sense of security and comfort in the built environment. 

Structural engineering also prioritizes minimizing risks associated with structural failures, particularly during natural disasters, by incorporating advanced techniques and materials to enhance resilience. Ensuring the long-term durability of structures reduces maintenance demands and associated disruptions, while the optimization of resources supports economic efficiency and environmental sustainability. Collectively, these contributions elevate the standard of living by promoting safer, more reliable, and sustainable infrastructure, aligning structural engineering with broader societal goals of well-being and progress. 

Structural engineering, as a specialized field within civil engineering, makes a unique and essential contribution to Quality of Life (QOL). To understand and assess the contribution of structural engineering to QOL, a conceptual framework is proposed. A preliminary conceptual framework, termed STE-QOL (Structural Engineering and Quality of Life), identifies 12 key facets associated with civil structures throughout their lifecycle—from planning to implementation. Each facet aligns with QOL domains and demonstrates how structural engineering integrates technical expertise with social and environmental responsibility. These facets are as follows:

1. Understanding of Community Impact – Addressing community needs to promote satisfaction, equity, and cohesion.
2. Safety and Resilience – Ensuring structures withstand disasters, accidents, and aging to protect lives and livelihoods.
3. Sustainability and Environmental Impact – Reducing carbon footprints, conserving resources, and promoting environmental harmony.
4. Accessibility and Inclusivity – Creating infrastructure accessible to diverse populations, promoting independence and equity.
5. Economic and Social Benefits – Supporting economic growth, job creation, and improved community connectivity.
6. Aesthetic and Cultural Considerations – Enhancing community identity, pride, and emotional well-being through thoughtful design.
7. Health and Well-being – Promoting physical and mental health through clean, functional, and recreational infrastructure.
8. Maintenance and Longevity – Ensuring infrastructure reliability and durability for long-term use with minimal disruptions.
9. Innovation and Technology – Incorporating advanced technologies to improve efficiency, sustainability, and adaptability.
10. Compliance and Best Practices – Ensuring adherence to standards, ethical practices, and safety requirements.
11. Collaboration and Communication – Engaging stakeholders for inclusive decision-making and improved project outcomes.
12. Post-Completion Evaluation – Assessing and improving projects to maintain long-term relevance and effectiveness.

The STE-QOL facets can be grouped based on type of activity or output: a) Design of the Structure, b) Design Practices and c) Designing with People.   The facets related to the three categories are shown together with the QOL domains. The STE-QOL facets can be associated to the domains of QOL. A checklist was designed using the 12 STE-QOL facets to assess the awareness and practices of structural engineers in relation to QOL of a community. A online survey will be conducted targeting Filipino structural engineers and design firms. 

NOTE: This blog is based on the concept paper (to be published or presented in a conference) on 

""DEVELOPING A CONCEPTUAL FRAMEWORK AND CHECKLIST TO ASSESS STRUCTURAL ENGINEERS' CONTRIBUTIONS TO QUALITY OF LIFE" by Andres Winston C. Oreta and Ronaldo S. Ison, 17 Dec 2024

Read the Draft Paper. 

Experiential Learning about Seismic Performance of Buildings through Shake Table Competitions

Understanding the seismic behavior and performance of structures under earthquake ground shaking considering the various factors like structural stiffness, building period, soil properties and frequency of ground shaking becomes effective if lectures are supplemented with actual demonstration through model testing and videos. Experiential learning through shake table testing and competitions are opportunities to understand more about earthquakes. The introduction of shake table activities in schools can enhance students’ comprehension of earthquake-resistant designs. These activities also stimulate students’ creativity in seismic engineering.

“Experiential learning is an engaged learning process whereby students “learn by doing” and by reflecting on the experience.” Examples of ELE activities are hands-on laboratory experiments, internships, practicums, field exercises, study abroad and undergraduate research. Through ELE activities, the teacher aims to apply Kolb's theory on ELE which consists of a spiral of learning involving four phases (https://www.bu.edu/ctl/guides/experiential-learning/):

1. Concrete Experience – Engaging directly in authentic or real-world situation
2. Reflective Observation – Relating observations to past experience and knowledge
3. Abstract Conceptualization – Generating ideas and distilling perceptions
4. Active Experimentation – Testing new ideas and designs, honing new skills

To maximize and test the capability and performance of the shake table, a hands-on group exercise, “Shake the Tower Challenge” is introduced as a fourth hour activity in the undergraduate course on earthquake engineering with course code, STERQUA. A fourth hour activity is a student-centered learning activity which is accomplished outside of the regular class meetings at their own time and place. The main objective of the exercise is for the students to develop an understanding and an intuition regarding the dynamic nature of structures when subjected to ground shaking. The “Shake the Tower Challenge” is a group exercise where the students construct a 24-inch tall tower made of sticks glued together by glue stick. The shake table exercise as an experiential learning strategy is described as follows: 

Watch the Video of a Group Shake Table Construction and Testing

Through this exercise the students observed the swaying of the tower at different frequencies and the change of the swaying with respect to frequency and amplitude as the tower is damaged. The student feedback on the exercise is positive, to quote one student: “The Shake the Tower Challenge was a very interesting activity because I was able to view various towers and how they performed under various shake table settings. It helped me understand and appreciate the concepts related to structure stiffness, period, frequency, and displacement. It was fun building towers and experimenting with the shake table to create the competition parameters because I was able to apply the lessons learned (in structural dynamics). I noticed that the best towers were the ones that had designs that minimized the number of joints while still being able to provide bracings. This helped reinforce my understanding of building retrofitting and the design of earthquake resistant structures. I would definitely recommend this type of activity for future reference.” 

Related link: https://animociv.blogspot.com/2023/11/dce-faculty-presents-papers-at-icee.html

Reference: "Experiential Learning about Seismic Performance of Buildings through Shake Table Competitions" by Jade Vanessa Ching,  Aldrei Ong, Vicente Raphael Chan, Rei Kevin Tungcab, Rodolfo Mendoza Jr., and Andres Winston Oreta. Presented at the 9^th International Conference on Engineering Education Philippines (ICEE-PHIL) 2023, UPLB on Nov 10-11, 2023, Hosted by the Phil Association of Engg Schools (PAES).