Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Karlin, South Dakota School of Mines and Technology; Andrea Surovek, South Dakota School of Mines and Technology

Tagged Divisions

Civil Engineering

11.271.5conducted at the conclusion of each lecture in the series that was completed by all in attendance.Students’ Understanding of Their Roles in the Larger SocietyThe pre-survey and post-survey listed a series of statements connecting the civil engineeringstudents to social and global responsibility. The students marked their agreement with thestatements on a scale of 1 (strongly disagree) to 5 (strongly agree). The cycle one, or first year,pre-survey demonstrated that the students felt they already had a nominal confidence in theirunderstanding of their role as a civil engineer in the larger society. There was, however, someincrease in their confidence after their participation in the seminar series. Table I summarizesthe questions and the mean data

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin-Madison; Thomas Lenox; Stuart G. Walesh S.G., Walesh Consulting; Richard O. Anderson; Gerald E. Galloway, University of Maryland-College Park; Craig Musselman; Wayne R. Bergstrom; James K. Nelson, University of Texas-Tyler; James O'Brien

Tagged Divisions

Civil Engineering

paper is to describe the progress over the last year and the nextsteps for the implementation of Policy Statement 465.BackgroundThe last four years have seen major progress in ASCE’s “Raise the Bar” initiative, from thecreation of a Civil Engineering Body of Knowledge (BOK), to a sea change in the reactiontowards this initiative. The CAP ^3 Body of Knowledge committee formulated and published thefirst edition of the Civil Engineering Body of Knowledge for the 21st Century in early 2004. Thedefinition of BOK is shown in Figure 1. This effort moved the focus of ASCE’s initiative fromone principally referencing degrees to a new focus on the requisite areas of knowledge necessaryfor the professional practice of engineering in the future

Conference Session

Physical Models and Other Interactive Tools

Collection

2006 Annual Conference & Exposition

Authors

Douglas Cleary, Rowan University

Tagged Divisions

Civil Engineering

11.582.3scale was small and the presentation was relatively passive as the students only observed andwere not required to perform any follow-up exercises. The 18-month gap in offering the courseoccurred following the spring 2003 offering.In 2005, the physical testing component of the course was greatly increased. Four full-scalebeams were tested during the course to demonstrate 1) a flexural failure with high ductility, 2) aflexural failure with low ductility, 3) a shear failure, and 4) an anchorage failure. The students inthe course submitted a sequence of laboratory reports culminating in a final report covering allfour tests.Details of the Beam TestingGoals and ObjectivesThe primary objective of the physical testing was to allow students to

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Yusuf Mehta, Rowan University

Tagged Divisions

Civil Engineering

class; however the studentsunderstand the theory by solving real-world problems that are relevant to the theory.IntroductionThe transportation engineering is taught in the junior year as a required course for all civilengineering (CE) students. The course provides an introduction to various aspects oftransportation engineering. The course, which is traditionally a lecture course, was redesigned toensure that every student actively participates and understands the physical elements oftransportation design. The students then have the option of taking an advanced transportationDesign and Planning or pavement Design and Evaluation.Course OutlineThe course (Table 1) included six topics, 1) driver, pedestrian, vehicle and road characteristics,;2

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Ernest Smerdon, University of Arizona; Stephen Ressler, U.S. Military Academy; James K. Nelson, University of Texas-Tyler; Jim O'Brien, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

civil engineers will beequipped to handle the challenges of professional practice in the decades ahead.1 That paperreviewed ASCE Policy Statement 465 (PS 465), which promotes the attainment of a body ofknowledge deemed essential to the practice civil engineering at the profession level.. As part ofthis effort, the society developed a report delineating the body of knowledge (BOK) that futurecivil engineers will need to have. That report, published in 2004, is currently being updatedbased on extensive feedback from the initial BOK report.2 This revised BOK report should becompleted by the end of 2006.There are many organizations and technology experts who are deeply concerned about how theengineering profession will meet the challenges of the

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Stanley Rolfe, University of Kansas; Francis Thomas, University of Kansas-Lawrence

Tagged Divisions

Civil Engineering

an outstanding engineering education sothat they are able to help sustain our existing infrastructure system and to create newinfrastructure systems. A critical part of that education is a clear understanding of the importanceof always acting in an ethical manner.Recognizing that students come to our Department with a variety of ethical backgrounds, weneed to continuously emphasize engineering ethics in three broad areas: 1. Academic: The importance of doing ones’ own work, not cheating, and performing to the best of ones’ ability. This is the foundation for professional ethics. The importance of academic ethics and the consequences of not developing individual academic ethics

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

James Hanson, Rose-Hulman Institute of Technology; Robert Houghtalen, Rose-Hulman Institute of Technology; Jesse Houghtalen, Rose-Hulman Institute of Technology; Zachary Johnson, Rose-Hulman Institute of Technology; Matthew Lovell, Rose-Hulman Institute of Technology; Maria Van Houten, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

ProjectIn order to assign students to projects, the instructors have each student rank his or her top fiveproject choices on the first day of class (5 = highest preference). The students are provided a oneparagraph description of each potential project. Figure 1 contains an example description. Theinstructors review the descriptions with the seniors and answer any questions before the studentssubmit their preferences. The instructors compile the rankings as demonstrated in Table 1. Theprojects with the highest total score are selected, then the instructors assign students to projectsin an attempt to maximize the number of students receiving either their top or second choice. Todo so, the instructors first assign students with the strongest

Conference Session

Physical Models and Other Interactive Tools

Collection

2006 Annual Conference & Exposition

Authors

Ronald Welch, U.S. Military Academy; James Ledlie Klosky

Tagged Divisions

Civil Engineering

confronting engineering topics for the first time; in a sense, they say “Don’tTELL me, SHOW me!”I. IntroductionPhysical models are a great way to both educate and motivate the student and can greatlyimprove student learning. Sound innovative? Sounds new? Not really; these types of techniqueswere in use at the United States Military Academy and nearly every other engineering institutionat the beginning of the 20th century (Figure 1). Hands-on models were once the cornerstone ofevery class in mechanics, but today many classrooms are equipped with only a textbook,chalkboard (if lucky), and a computer projection system. Is this enough? Not hardly! How canfaculty in today’s classrooms foster an atmosphere that is more conducive to student-centeredlearning

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Ronald Welch, U.S. Military Academy; Allen Estes, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

Society for Engineering Education, 2006 Assessing Current Programs Against the New BOKAbstractThrough the formal development of Policy 465, the American Society of Civil Engineers hasdefined the Body of Knowledge (BOK) that describes the knowledge, skills and attitudesnecessary to become a licensed professional engineer.1, 2 The BOK is presented in the form of 15outcomes that prescribe the necessary breadth and depth of knowledge required for a practicingcivil engineer. The levels of competence for these outcomes are defined as recognition,understanding, and ability. The attainment of the BOK is expected to occur through a broadundergraduate education, specialized education at the masters level, and practical experienceduring the

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy

Tagged Divisions

Civil Engineering

comprise this body and assess who is best qualified to teach each outcome separately. Table1 represents such an attempt. For each BOK outcome, the authors considered four categories offaculty members: 1) the traditional faculty member with Ph.D. who has significant researchresponsibilities and interests; 2) the faculty member with at least a masters degree in the civilengineering discipline but no significant practical industry or research experience; 3) the facultymember with only a masters degree, but has at least 15 years of relevant experience as apracticing civil engineer; and 4) the faculty member with educational expertise in a disciplineother than civil engineering. The bold xx indicates that this person is best qualified to teach

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Fred Meyer, U.S. Military Academy; Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy; David Winget, U.S. Military Academy

Tagged Divisions

Civil Engineering

Engineering Program outcomes shown in Table 1 are configured to meet therequirements of ABET 3a-k and specify what civil engineering majors should be able toaccomplish at the time of graduation from the USMA. With the evolution of the BOK and thepromise of implementation in the near future, the CE Program Outcomes include the requirementfor specialization in an area of civil engineering (14), project management, construction andasset management (15), business and public policy and administration (16), and leadership (17),the requirements extending beyond previous ABET 3a-k requirements. The program is assessedby measuring the extent to which graduates can accomplish the 17 CE program outcomes

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

of which correspond nominally to ABET Criteria 3(a) through 3(k).3Outcome 12 describes a requirement for knowledge in a specialized area related to civilengineering; and Outcomes 13, 14, and 15 require understanding of professional practice topicssuch as management, business, public policy and administration, and leadership.The fifteen outcomes of the BOK reflect five major areas of emphasis: • Fundamentals of math, science, and engineering science • Technical breadth • Breadth in the humanities and social sciences • Technical depth • Professional practice breadthThe association between these “big picture” areas of emphasis and the fifteen BOK outcomes isillustrated in Figure 1 below.In October 2004, the ASCE Board

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Ronald Harichandran, Michigan State University

Tagged Divisions

Civil Engineering

, each CEE department in the country is characterized by its particular focus andstrength. The Big 10+ CEE department chairs named in this document provided several ideas re-garding current research trends, and thereby to project a vision for the future. Some chairs pro-vided their own detailed vision documents, whereas others loosely sketched out their views. Theprincipal elements of these visions and views are captured and categorized in Figure 1. Figure 1 suggests the need for flexible alignment and focusing of CEE research programs,as well as of CEE education. Civil and environmental engineering faculty perform research re-lated to the built and the natural environments, and until recently have focused their work in thenow

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Nathan Gartner, University of Massachusetts-Lowell; John TIng, University of Massachusetts-Lowell; Oguz Gunes, University of Massachusetts-Lowell; Xiaoqi Zhang, University of Massachusetts-Lowell

Tagged Divisions

Civil Engineering

curriculumreform.Initially, three service-learning projects of various content, workload, and community partneringwere identified and implemented in two core and one elective undergraduate courses in CEE in2005. Over 80 undergraduate students ranging from freshmen to seniors participated in thesecommunity-based projects: (1) Davidson Street Parking Lot Redesign for the City of Lowell; (2)Intersection Analysis – Traffic Signal Control for the City of Lowell; and (3) PreliminaryBuilding Structural Evaluation for the Architectural Heritage Foundation (AHF) In Lowell, MA.Service-learning was found to be an effective approach to help meet several of the well-knownABET EC2000 educational outcomes. At the completion of these service-learning projects, thestudents not only

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Warren Cambell, Western Kentucky University; Shane Palmquist, Western Kentucky University; Greg Mills, Western Kentucky University

Tagged Divisions

Civil Engineering

new development in these zones are not available. Manypoorer communities have many of these A-zones. Some of the sinkhole A zones in the city were not made AE zones because standardmethods gave 100-yr flood zones much lower than those observed in large events. Figure 1shows three sinkhole flood zones, of which two are approximate A zones. Accurate determination of flood zones requires several things: 1) accurate topographicsurvey data, 2) application of appropriate hydrologic and hydraulic models, 3) good calibrationdata, and 4) familiarity with the watershed. Each of these four requirements for good flood mapsis a link in a chain. Failure to provide any one of the links can significantly reduce the accuracyof the map. A

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Civil Engineering

of passive spectators.(1)This method, however, continues to be the mostdominant teaching method in engineering institutions and widely used in most classes.To improve the relevancy of engineering education, we believe that teaching, or morefundamentally, student learning needs to be emphasized. Learning, as defined today, is morethan the acquisition of knowledge. Bloom(2) has defined six increasing levels of learning and/orcomprehension, beginning with fact-based knowledge, and followed by: comprehension (usingfactual information and explaining facts), application (applying facts to solve problems,analyzing concept structures), synthesis (creating something new by using different components),and evaluation (exercising judgments and comparing

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Enno Koehn, Lamar University; James Koehn, Chadron State College; Sunil Paleru, Lamar University

Tagged Divisions

Civil Engineering

process, • Inadequate knowledge of the role of technology, and • Minimum knowledge of business, economics, and management. The Accreditation Board for Engineering and Technology (ABET) is also concerned withthe particular knowledge and skills that the graduate of 2020 will need to enter professionalpractice. Meetings are being held to predict what must be included in the BOK required forfuture engineers.1 It is hoped that the application of ASCE Policy Statement 465 will assist insolving the perceived problems in engineering education.Engineering Education Recently, there have been recommendations from educators and technical/professionalsocieties such as ASCE and NRC, as indicated in the previous sections

Conference Session

Feedback and IT: Improving Student Learning

Collection

2006 Annual Conference & Exposition

Authors

Thomas Steinborn, Darmstadt University of Technology; Joerg Lange, Darmstadt University of Technology

Tagged Divisions

Civil Engineering

within the research focus of the staff are taught.With a decreasing number of staff members some interesting subjects might be missed. Viae-learning within teaching networks this problem can be reduced because students can drawknowledge from other schools where highly specialized courses are offered. In addition thisimproves the possibilities for practicing engineers in life long learning.For a number of years lecturers and professors from other universities were interested inoffering this course to their students. Due to the development of Darmstadt University ofTechnology (TUD) to a Dual Mode university 1 (figure 1) it was possible to test this kind ofcooperation. The Dual Mode TUD combines traditional (face-to-face) teaching with e-teaching

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Leslie Inniss, Florida A&M University; Enos Inniss, University of Texas-San Antonio

Tagged Divisions

Civil Engineering

thetower base) are used to lift water up four standpipes located near the central stem of the watertower. (see figure 1) Figure 1: Actual Water Tower in the World of Water ExhibitAs with any service learning project, it cannot be completed overnight. For the lead author, abrainstorming session with a community partner regarding the feasibility of a museum exhibitbecame the basis for a service learning project. The timeline for the Witte Water Tower Projectis outlined below:September 2003 – Dr. Enos C. Inniss and Dr. Weldon Hammond, director of the Center for Water Research were invited to a Water Resource Center meeting to help the staff of the Witte Museum brainstorm ideas for the Witte Water Works exhibit

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

open ended problems with multiple possible solutions and are designed to emphasizeinterpretation of numerical results rather than pure numerical computations. As such, they serveto improve learning outcomes through critical thinking and evaluation. In addition, the projectteams serve to give the students experiences intended to improve ABET1 and TAMUdepartmental outcomes, specifically:TAMU 1. Ability to apply knowledge of basic mathematics, science, and engineering [ABET a]TAMU 2. Ability to function on multi-disciplinary teams [ABET d]TAMU 3. Ability to formulate and solve civil\ocean engineering problems [ABET e]TAMU 4. Ability to communicate effectively (verbal & written) [ABET g]TAMU 5. Ability to use computers to solve civil\ocean

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Philip Dunn, University of Maine; Bryan Pearce, University of Maine-Orono

Tagged Divisions

Civil Engineering

taken structural design courses,the failure of Tacoma Narrows Bridge was fairly obvious to them as the failure of structuralelements and the effects of vibration. However, the failure of a project due to the politicalenvironment was not as obvious. Since most students could relate to automobiles, the discussion Page 11.834.3about the Edsel opened up the dimensions of politics and technical goals. Three automobiles ofthe past were discussed: the Tucker, the Edsel, and the Corvair. 1:18 scale models of theseautomobiles were passed amongst the students to show what each automobile looked like.Videos of time era commercials of these vehicles were

Conference Session

Feedback and IT: Improving Student Learning

Collection

2006 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

that have been successfully used in the peer review of teaching.Peer Review Of Teaching: Elements Of SuccessBefore discussing the methods used for peer review of teaching, it is important to deter-mine the attributes of a successful peer review program. The three main goals of peerreview should be: 1. Intellectual rigor, 2. Appropriateness to the discipline, and 3. Improvement of teaching.6As the last of these goals states, peer review should not just be about evaluating teaching,but should improve student learning. In addition, it is important that peer review be aprocess that is “owned” by the faculty.7 As Hutchings states (emphasis in the original),“On most campuses, the evaluation of teaching is something that happens to faculty

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

C. Conley, U.S. Military Academy; Decker Hains, U.S. Military Academy; Scott Hamilton, U.S. Military Academy

Tagged Divisions

Civil Engineering

curriculum. Finally, ASCEstudent group activities can also be used to support civil engineering program accreditation,under both current and proposed criteria.IntroductionCivil engineering programs, and the policies and guidelines for their assessment, continue toevolve. The latest activities in these areas are reflected in the American Society of CivilEngineer’s (ASCE) publication Civil Engineering Body of Knowledge for the 21st Century[1], theNational Academy of Engineering (NAE) publication Educating the Engineer of 2020 –Adapting Engineering Education to the New Century[2], and the ABET, Inc. “PROPOSEDCriteria for Accrediting Engineering Programs”[3] . In fact, Bruce Seely writes in the NAE reportthat “Engineering education has been the subject

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

shown in the following table. The assignment handouts supplyadditional details, and are provided in the Appendix. Table 1: Summary of Challenge Problems Challenge Problem Primary Fluid Mechanic Topic Addressed Draft Requirements of a Mississippi River Barge Buoyancy Design of a Plug Hydrostatics Thrust Blocks in Water Main Construction Linear Momentum Calibrate a Pitot Tube Energy Equation Analysis of a Water Distribution System Energy Equation Design of an Open Channel

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Large Seagrave

Tagged Divisions

Civil Engineering

,communication and professional practice intensive experience. Page 11.334.2The Civil Engineering Capstone ExperienceThe importance of writing skills is widely recognized1. Because up to "half of an engineer's timecan be spent on written communication and most everything an engineer does needs to bedocumented in writing"1 , industry leaders agree that writing skills need to be addressed incapstone courses, though written and oral communication are not part of the traditionalengineering curriculum. In her interviews with industry leaders, Sundy Wantanabe, a WritingConsultant at the Center for Engineering Leadership, found that Salt Lake City engineering

Conference Session

Feedback and IT: Improving Student Learning

Collection

2006 Annual Conference & Exposition

Authors

James Ledlie Klosky; Decker Hains, U.S. Military Academy; Jason A. Evers, U.S. Military Academy; Jared B. Erickson, U.S. Military Academy; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

conducted, 100 students (in 7 sections) were enrolled in the course. Nearly allwere third-year students enrolled in an ABET-accredited civil engineering, mechanicalengineering, electrical engineering, or engineering management major. Four instructors taughtthe course and two used AIM (4 of the 7 sections). Page 11.165.3The purpose of the survey was three-fold. First, it was intended to investigate student comfortlevels with IM. The first six questions on the survey provided insight into student comfortlevels. These questions were: 1. Do you use instant messaging? 2. Please estimate the number of IM “conversations” you have per week

Conference Session

Physical Models and Other Interactive Tools

Collection

2006 Annual Conference & Exposition

Authors

Gregory Miller, University of Washington

Tagged Divisions

Civil Engineering

in regards to Page 11.196.3assessing effectiveness and potential. Therefore, the presentation here is perhaps best interpretedas trying to do two modest things: (1) to address the simple question, “Can the approach beeffective?” via a specific, focused example; and (2) to illustrate the nature of the communicationmechanisms and overview the underlying technologies, again in the context of a particularexample.Live Modeling with Embedded PresentationFigure 1 depicts the combined modeling/presentation environment in typical screenshot form. Asthe figure shows, there is a modeling window and a presentation window. The modeling windowcan be

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Karen Lee Hansen; Jorge Vanegas, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

&CIS, the processes for the sustainable delivery and use of F&CIS, andthe resources required for the delivery and use of F&CIS in a sustainable way.In a sustainable approach to F&CIS, decision-makers need to integrate sustainability at all stages ofthe project life cycle, particularly the early funding allocation, planning and conceptual design phases.More specifically, to be successful in the pursuit of sustainability, the A/E/C industry needs to: (1)define, plan, and design more sustainable F&CIS; (2) procure, construct, commission, operate, andmaintain F&CIS in more sustainable ways; and (3) supply more sustainable building technologies,systems, products and materials used within F&CIS. Satisfying these needs

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Adnan Javed, University of Florida/Boyle Engineering; Fazil Najafi, University of Florida

Tagged Divisions

Civil Engineering

generation of intellectuals with enhancedcapabilities to meet the evolving demands of this age.1. IntroductionTo better grasp the concept behind dual- and combined-, degrees programs it isimperative to understand what each term means. ‘Combined degrees’ is a course of studywith a structure which includes components of two discrete courses and which willsatisfy the requirements for either the conferral of a single combined award or conferralof two separate awards.‘Dual degrees’ are two separate degrees pursued simultaneously in different fields butclosely coordinated so as to produce maximum saving of time and cost withoutsacrificing quality. These usually require students to complete the core courses in bothprograms, which help them in obtaining

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Christy Jeon, Georgia Institute of Technology; Adjo Amekudzi, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

students in teams of 4-6 to select a large-scale civil infrastructurefacility, evaluate it with the integrated systems/sustainability framework presented in the course,develop recommendations to enhance the sustainability of the system, and evaluate theassociated costs and benefits. CEE 3000 satisfies the ABET 2000 requirements in the Page 11.784.3curriculum and enrolls about 150-200 students each year [1]. The course offers an ideal area inthe curriculum to formerly integrate ethical issues. Other institutions with similar courses mayfind it helpful to incorporate similar case studies that extend the criteria for alternatives analysisto include