This report provides a simplified method to be used for evaluating the skin friction and tip resistance of axially loaded drilled shafts. A summary of literature and current practice was completed and then a comprehensive set of field and laboratory tests was performed. Several soil samples were collected from different sites from Arizona and surrounding states. Large scale direct shear apparatus was developed and used to determine the friction between soil and concrete. Finite element analyses were conducted on several prototype cases to determine effect of soil parameters such as dilation on the skin friction values. A step-by-step simplified approach was introduced to determine the skin and tip resistance of drilled shaft foundations in gravelly soils. An example application was presented to guide users in utilizing the simplified approach.

If Arizona is going to be successful not only in improving minority access to higher education, but more importantly, minority student success in higher education, a systematic approach needs to be developed. The answers to improving minority access and achievement in higher education requires a holistic view of education as a system as well as an integrated look into the drivers of academic success. A fundamental problem exists with current policies designed to improve minority representation in higher education. Arizona’s lack of both a systematic view of the problem and the creation of a framework to evaluate policy ideas are sources of these disappointing results. The purpose of this paper is to fill in the gap by providing a framework of focus for academic success to be used to enhance Arizona’s approach to higher education policy.