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

third is aset of specific sustainability principles, which provide the foundation for the vision and the road map.More details on these three elements, which are described next, can be found in [20].A Vision for Built Environment SustainabilityA vision for Built Environment Sustainability (BES) has three levels: a global level, an industry level,and a project level visions. At each level, there are questions that could be answered through research,problems and needs that could be solved and satisfied through design and construction, opportunitiesthat could be realized through entrepreneurship, and aspirations that can be fulfilled through practice,outreach, service, education, and/or research. The full vision for BES offers an initial

Conference Session

Physical Models and Other Interactive Tools

Collection

2006 Annual Conference & Exposition

Authors

Douglas Cleary, Rowan University

Tagged Divisions

Civil Engineering

•(g) an ability to communicate effectively •(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context(i) a recognition of the need for, and an ability to engage in life-long learning •(j) a knowledge of contemporary issues(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. • Table 2. Results of course evaluations for Reinforced Concrete Design (“Overall, how do you rate this course?”). Term Evaluation (out

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

experiences.Constraints in curriculum expansion set by state mandates make it difficult to add additionalcourses as graduation requirements, even one credit hour seminar courses, so the program wasspecifically developed to tie into an existing course, CEE 463, “Civil Engineering Professions.”The combination of a general lecture and a course component allows for impact on the entireCEE student body while imposing a required component on graduating seniors. One potentialbenefit of this approach is that by the time students reach their senior year, they have a betterunderstanding of societal and global impacts than they would have if they were only exposed to aseminar class in their senior year.Program DevelopmentTwo components were developed to address the goals

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

. Page 11.207.14However, the real measure must take into consideration the start point of the participantsbefore ETW as shown in Figure 11. Upon comparison of the long-term results for each groupof participants, the delta between before and after for each category has been relativelyconsistent since the workshop started in 1999.The obvious result is that the exposure of ExCEEd participants to demonstrations ofexcellent teaching using physical models and practicing the use of physical models anddemonstrations by participants under the watchful gaze of a mentor is key. Some of thespecific comments by recent ExCEEd Teaching Workshop Graduates are: • Toys help me (the instructor) to see the concepts more clearly • I need one for every lesson

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Large Seagrave

Tagged Divisions

Civil Engineering

, Ethics,And Research).While finishing their graduate degrees in Communication, Rhetoric and Composition, andEnglish, these consultants collaborate with Engineering faculty to develop and implementwritten, oral and teamwork communication education in various departments within the Collegeof Engineering. In the Civil and Environmental Engineering department, faculty and consultantshave developed a capstone course intended to provide students with a unique opportunity to learnand practice written, oral and team communication in a simulated professional firm environment.They produce and present a Proposal, Feasibility Study, and Preliminary Engineering Reportwith 75% drawings and specifications for their community client, making the course a design

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

2006-2582: PROJECTS IN DEPARTMENT-WIDE JUNIOR CIVIL ENGINEERINGCOURSESLuciana Barroso, Texas A&M UniversityJames Morgan, Texas A&M University Page 11.1046.1© American Society for Engineering Education, 2006 Projects in Department-Wide Junior Civil Engineering CoursesIntroductionThe civil engineering department at Texas A&M University (TAMU) has modified two junior-level courses, dynamics and introductory structural analysis, to incorporate design-oriented teamprojects based on realistic civil-engineering systems. This change represents a move towardsproject-based learning, a pedagogical approach that closely models engineering practice. Theseprojects are

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Scott Yost, University of Kentucky; Derek Lane, University of Kentucky; George Blandford, University of Kentucky

Tagged Divisions

Civil Engineering

individual learning and group learning,these assessments show that team learning is quantifiable greater than individual learning.Introduction Over the past two decades much has been accomplished to reform engineering education.The adoption of Engineering Criteria 2000: Criteria for Accrediting Programs in Engineering inthe United States,1 required that engineering programs demonstrate that graduates are able tofunction on multidisciplinary teams.2,3,4 As a result, student teams in undergraduate engineeringcourses have become much more prevalent. Unfortunately, however, some of the strongerstudents continue to resist working in teams despite clear research findings that document that“teams outperform individuals acting alone or in larger

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

-Long Learning) and Outcome 14,(Business and Public Policy). The assessment for business and public policy was downgraded.The initial rating was based on averaging the assessment of business knowledge (sub-Level 1)and public policy awareness (almost Level 2). A new interpretation indicates that Level 1 abilityis needed in both areas. Future USMA curriculum revisions will require more emphasis onbusiness practices and issues.After the Curriculum committee recommended the use of 3 levels mentioned above, CAP3established the Competency Committee to study and recommend the best method of assessingthe outcomes. After much debate and research into alternative methods by the CompetencyCommittee, it was decided that the Curriculum Committee suggestion

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

practical experienceduring the pre-licensure and post-licensure periods.One of the next crucial issues associated with this initiative to raise the bar in civil engineeringeducation is, “Who should teach the BOK?” Currently, the model is that all tenured faculty musthave a Ph.D. and if they are teaching a design course, they need a professional license orequivalent education and experience. It is extremely difficult to find a faculty member who is anoutstanding researcher, has extensive academic credentials, and possesses experience inprofessional practice. What is the ideal combination? Must the person teaching design havemore than just the minimum number of years of practical experience necessary to sit for the PE?Or should these faculty have