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

of extending the project over several semesters and therefore through the curriculumis explored.IntroductionAs we become a more global and multicultural society we need educated workers who can meetthe challenges of a rapidly-changing world. One way to ensure this type of worker is to trainuniversity students, not only in the classroom, but also in the real world. Service learning is onemeans of providing this type of education, particularly in engineering. If we define engineeringas an applied science designed to solve practical problems and thereby improve communityliving, then service learning is crucial to engineering education. ABET’s recent changes inoperating philosophy seems to reflect this realization. In its criteria for Civil

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

Open-ended: Challenge Problems can be solved using more than one approach, the approach will not be found in a textbook, and many different yet feasible solutions exist Reflective: problems should have a built-in reflection component, to help students examine their own learning processI used six Challenge Problems during the Fall semester. The problems were solved in class,typically in the lecture period immediately preceding one of the six hourly exams. An entirelecture period was devoted to each problem. Throughout the lecture period, I moved among thevarious groups, and gave feedback, sometimes to individual teams and other times to the entireclass. Moving among the teams provided me with

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

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

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

Model, to ensure that sustainable features of the project are properly reflected in the three-dimensional spatial data and information of the design solution of the project o The Cost/Financial Model, to ensure that sustainable features of the project are properly reflected in the project’s Total Installed Costs (TIC), the Operations & Maintenance (O&M) Costs, and the Life Cycle Costs (LCC) o The Time Model, to ensure that sustainable features of the project are properly reflected in the cycle times of each of the phases of the life cycle of the project o The Production Process Model, to ensure that sustainable features of the project are properly reflected in the production process to

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

John Niehaus, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

Civil Engineering

Teams • Cost Estimating • Value Engineering • Ethics Issues for Projects • Creativity in Design • Construction Management • Safety and Liability • Construction LawFor each of the above seminars the student prepare a short paper summarizing what he/sheexperienced from, learned or received from, the presentation. This is a reflective writing and notjust a repeat of the material presented in the class. The seminars in Autumn Quarter reflect the basic disciplines to be addressed in theproject – site design, structures, drainage, environmental, geotechnical, transportation, andconstruction. More detailed lecture series on 1) modeling and related computer software use(HEC-HMS and HEC-RAS

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

supports the concept of the master’sdegree as the First Professional Degree (FPD) for the practice of civil engineering at theprofessional level.” There was a great level of discussion and opposition to this approach bymembers of the society.6,13,14 The perception was that outstanding practical experience may bejust as or more important than advanced course work. Upon reflection and after numerous discussions, Policy Statement 465 was amended in2001 and 2004 and today reads: “the ASCE supports the attainment of a Body of Knowledge forentry into the practice of civil engineering at the professional level. This would be accomplishedthrough the adoption of appropriate engineering education and experience requirements as aprerequisite for

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

consisting of presentations to clients, plan development, and marketingmaterials.This paper will discuss how project management tools are introduced to civil engineeringstudents and how these skills are utilized in developing the preliminary capstone proposal.BackgroundThe development of CIE 413 Project Management was based on several TC2K/ABET criterion 2objectives. Each of these objectives helped formulate the strategies used to present projectmanagement topics in both active and reflective learning methods. The objectives that wereapplied included: a. demonstrate an appropriate mastery of the knowledge, techniques, skills, and modern tools of their discipline, b. apply current knowledge and adapt to emerging applications

Conference Session

Feedback and IT: Improving Student Learning

Collection

2006 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

curriculum in general, and 6. The outcomes of teaching, as reflected in student learning.8The method or methods selected should be tuned to assess the desired aspects to beevaluated. The evaluator should also be selected with the end in mind—it should besomeone with expertise in evaluating the desired aspect(s).Time is also an important consideration. Faculty members are very busy and reluctant tocommit to excessively time-consuming projects. Many successful peer review projectsrequire a surprisingly small time commitment. A time commitment on the order of a halfhour per week or less is typically feasible—any program requiring significantly more Page

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Civil Engineering

education provides agreater understanding of the multifaceted nature of civil engineering.(7,8) They can be used tosimulate a variety of learning protocols such as: design and analysis experiences,interdisciplinary issues and concerns, costs, hazards, owner preferences, and compliance withstandards and guidelines. Cases, by and large, describe situations, projects, problems, decisions,etc., and are primarily derived from actual experience, and do reflect thoughts, outlook, andconcerns of: managers, professionals, regulatory agencies, communities, and owners. Cases arealso widely used in other disciplines such as: education, medicine, and law.This paper describes the steps taken in planning, developing, and executing a case study/ casehistory course

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

engineering degree, depending on the course content and reflecting the career aspirations of the student. 2. ABET should allow accreditation of engineering programs of the same name at the baccalaureate and graduate levels in the same department to recognize that education through a “professional” master’s degree produces an AME, an accredited “master” engineer.Recommendation 2 refers to a provision in the ABET Accreditation Policy and ProcedureManual, which states, “Engineering programs may be accredited at either the basic or advancedlevel … A program may be accredited at only one level in a particular curriculum at a giveninstitution.”5 This restriction is imposed only by the Engineering Accreditation

Conference Session

Physical Models and Other Interactive Tools

Collection

2006 Annual Conference & Exposition

Authors

Douglas Cleary, Rowan University

Tagged Divisions

Civil Engineering

physically observe thetypes of failures in reinforced concrete that were being studied in the course. The testing was toprovide hands-on experience with the failures to supplement the reading and lecture material.This provided an opportunity for alternative patterns of teaching and learning. The physicaltesting is especially valuable in providing opportunities for visual vs. verbal, inductive vs.deductive, and active vs. reflective learning – patterns that may be less emphasized in atraditional lecture format9, 10.Specific goals include: • Students are able to classify service and failure load behavior in reinforced concrete beams based on observed and recorded data • Students are able to collect and analyze of laboratory data

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

propagate to the point of becomingubiquitous, the nature of communication, both formal and informal, is undergoing a realtransformation. This transformation is reflected within the student bodies of colleges across thenation as text messaging, live personal video and internet voice communication become moreevolved technically and entrenched in the psyche of our students. Student comfort levels withinstant messaging, documented by these authors in previous papers, is only one sign of thecoming wave of communication tools and attitudes which will truly blur the line betweenactually there and virtually there.In this paper, the authors document their experiences with instant messaging, video-based one-on-one student instruction and internet telephony

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

projects were confusing and ill-prepared. Students had trouble figuring out what it was we were supposed to be doing.” ‚ “The projects were frustrating because we didn’t always know exactly what we were supposed to be doing. I did however learn a lot by struggling through them.”The first comment illustrates how some students are focused on exams and the grade, rather thanon learning the material. The second comment is related to the discomfort most students feelwhen first presented with a realistic and open-ended problem.Mid-term and final course evaluations for this class reflect that, though students find the coursechallenging, they indicate that these are courses where they see how the material relates to thepractice of civil

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

any given project in my work as a civil engineer, I can identify sources where the global and societal 3.2 4.2 < 0.0001 impacts of my project are discussed. I can identify the appropriate governmental regulatory bodies and general policies concerning the global and 2.8 3.8 0.00011 societal impact of my work as a civil engineer.Each Speaker’s ContributionUsing the same 1 to 5 scale, the seniors in the Professions course were asked, in the post-survey,to rate the degree to which they agreed with statements reflecting the individual speakers’ aid inincreasing the students’ understanding of global and societal issues, as summarized in Table III.Speakers one through four spoke in

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

only the final design project submission is shown, the Sum of Correlation Points values may not reflect the sum of the shown Correlation with Requirements values squared. • Measure of Correlation was determined by dividing the Sum of Squares of Correlation Points value by the Sum of Correlations Required for Acceptable Correlation value. A value greater than one meant the result was a reliable assessment of the particular CE Program Outcome. A value less than one meant the result was perhaps not a reliable assessment of the outcome.The following definitions apply to Figure 2 which provides a compilation of grade and outcomeassessment results for CE492 during the spring semester of Academic Year 2004-20054

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

, they are using these technologies to solve the infrastructure andenvironmental problems faced by today’s society, are adopting a system-integration view of thebuilt and natural environments, and are embracing the concept of sustainability.Vision for CEE Research Civil and environmental engineers work on complex, large-scale systems that improve thebuilt and natural environments. Typically, these systems are unique, insofar that they must takeinto account diverse considerations associated with technical developments and their implica-tions, prevailing local conditions, as well as available resources and talents. This is a monumen-tal task, and CEE’s innate breadth reflects the many areas of expertise required to accomplish it.Inevitably

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

out course materials and huge timecommitment. With careful planning, we were able to cover all the subjects that we can normallycover. For courses with existing lab exercises already directly related to projects that are ofservice to the community, only minimal additional time is needed for implementation, e.g.“Transportation Engineering.”Issues identified: (1) pre-test survey should be conducted in order to evaluate the impact of S-Lexperience on students; (2) substantive assessment should be developed for future S-Limplementation, in particular, students should be asked to reflect on their S-L experience andprovide feedback on attitudes, broader citizenship, and academic performance. Exit interviewswill also be conducted for graduating

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

project jointly (Boronkay et al., 2002; Jones et al., 2002). Some of theadvantages noted by those authors include the following:• Increases technical skills.• Teaches teamwork over international borders.• Links two teams over cultural boundaries.• Provides international experiences for students who cannot afford to travel.• Reflects modern reality that products are designed in one country and manufactured in another.• Teaches international project management.• Teaches communication through technical media.Those authors also noted the following disadvantages:• Partner schools must acquire computers, workstations, and communications tools.• Difficult to coordinate the design effort.From those papers, we observed the following additional

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

achievement of others [15].The document emphasized the fact that making choices in order to provide optimum futureconditions within the Study Corridor will necessarily and properly reflect the balancing ofvarious competing values [16]. Major possible impacts taken into account in the document are1) social and economic impacts, 2) environmental impacts such as impacts on energyconsumption, air and water quality impacts, and effects on noise levels, 3) changes in travel andtraffic patterns, and 4) other impacts such as aesthetic and visual effects, parks and waterfrontaccess, displacement and relocation, etc. [16]. In terms of social and economic impacts, the EIS considers long-term benefits from theprovision of improved access to the CBD as well

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

(recognition, understanding, andability) were difficult to apply in mapping the Body of Knowledge into existing curriculum.Thus, a subcommittee was formed to address this issue. The subcommittee completed their workin September 2005.The Second Edition of the Body of Knowledge Committee was formed at the end of 2005 todevelop the second edition of the ASCE BOK. Since the publication of the original BOKdocument in February 2004, there have been many papers written, talks presented anddiscussions held on the BOK. The purpose of the new BOK-2 committee is to review all that hastranspired and to update the BOK as necessary to reflect the new information. The expected dateof completion of this effort is February 2007

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

they would liketo see on (added to) the site and how it should work. Once the site was uploaded onto theMcGraw-Hill server, the USMA team began alpha-testing it and providing feedback. Thefeedback loop continues running in an effort to improve the workability of the site for the contentproviders and the administrators. Teamwork was essential throughout the development process,and the finished site reflects extensive cooperation between the publisher (McGraw-Hill), thedevelopers (Hunt and Gather, Inc.) and the content providers/editors (USMA).The procedures currently being used with the USMA will continue once the site is open to all forphysical model submission. If you provide a physical model, you must be willing to serve as areviewer for

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

Page 11.236.4completing the entire curriculum became more of a judgment call. There may be ten courses thatcontribute to attainment of recognition and understanding is finally achieved through a Capstonedesign course. A numerical manipulation of averages was not helpful in making this assessment.After considerable discussion, the attainment of each BOK outcome was assessed from thecombined contribution of courses and other activities in the student’s four-year experience. Theresults are shown in Figure 2 where the ratings reflect, for example, that the USMA CE majorsupon graduation are fully able to attain recognition and understanding competency in the designof a system and are about 20% of the way to ability which entails being able to