ABSTRACT
The teaching of geo-engineering subjects in universities has always been challenging, and one of the foremost reasons for this is perhaps the inherent complexity of a multi-disciplinary area of study, involving mathematics, mechanics, physics and other disciplines. Saroyan et al. (2004) summarized it well; effective teaching requires a sound understanding of the knowledge as well as the delivery method. Most teachers of geo-engineering subjects are well-versed with their study area and have a good grasp of the subjects, but transmission of knowledge to the students may still be interrupted without effective channeling methods. Disciplinary knowledge alone is not sufficient to achieve teaching excellence, but must necessarily be paired with relevant teaching skills and practices (Kreber 2002).
