Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Daniel Lynch, Dartmouth College; William Kelly, Catholic University of America; Manoj Jha, Morgan State University; Ronald Harichandran, Michigan State University

Tagged Divisions

Civil Engineering

. Page 12.846.2 Page 1 of 18This paper addresses the curricular implementation of this BOK outcome. Included are expan-sions of the ‘general education’ base in four areas: math, science, social science, and humanities.This is necessary in order to firmly ground the professional in the multifaceted bases of sustain-ability, and to connect him/her broadly to the service population, the details of social implemen-tation, and the roles of engineering and the other professions.Beyond this base, a substantive focus is needed on • Natural resources—the foundation of all engineering activity • Infrastructure and the built environment • Innovation and the importance of

Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Kevin Sutterer, Rose-Hulman Institute of Technology; James Hanson, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

client, • a report of the design to the client, • a one day trip to a major city to visit “big” civil engineering projects, and • professional development training.The fourth component is the subject of this paper, but a brief summary of the other three isappropriate to put the work reported in this paper into context.Through friends in the community and open solicitation in the region, the department is able toarrange for a different project for each group of four freshmen taking the course. A freshmanclass of about 40 students thus requires 10 different projects. Students preference their project atthe end of the winter quarter and are given their project assignments in week 1 of the springquarter. Upon assignment of the project, the

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Subhi Bazlamit, Ohio Northern University; Farhad Reza, Ohio Northern University

Tagged Divisions

Civil Engineering

can help in anumber of ways through inspection of pavements, data entry and mail assistance for the monthlyprogram announcements. Page 12.1012.4Benefits from the Program:An assessment rubric has been developed for participating students and is shown below in Table1. This instrument of assessment will be administered starting in the 2006-07 academic year. Table 1. Assessment rubric for learning outcomes associated with PMCOutcome Strongly Agree Disagree Strongly Agree Disagree

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Kevin Sutterer, Rose-Hulman Institute of Technology; James Hanson, Rose-Hulman Institute of Technology; Robert Houghtalen, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

organized process of (1) identifying objectivesconsistent with the program mission, (2) development of measurable learning outcomes, (3)setting performance criteria (rubrics) for each outcome, (4) collecting evidence of learning, and(5) evaluating the evidence. This process should be re-evaluated on a regular basis for necessarychanges or adjustments. Development of an effective program for assessment of studentoutcomes can present a challenge to civil engineering programs. Ideally, assessment of learningwould be continuous, directly documenting each student’s activities and products during theirbaccalaureate work to assure achievement of all learning outcomes. This is, of course,impractical, so compromises are necessary for programs to assess

Conference Session

CE Poster Session in Exhibit Hall

Collection

2007 Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Seamus Freyne, Manhattan College; Stephan Durham, University of Colorado at Denver

Tagged Divisions

Civil Engineering

the course was to illustrate classroom lessons,lectures, and homework. This project required each student group to meet outside of thenormally scheduled lecture time to cast their reinforced concrete beams, but testing wasconducted during the lecture periods.BackgroundPractical experience whether it is design experience or construction experience is adesired trait in civil engineering graduates that many employers seek. In an articledirected to young engineers wishing to enter the construction industry, an industry thatmany civil engineers choose to enter, an executive vice president advised youngengineers “to get a good understanding of how the work is done”.1 Students may gainthis understanding during part time jobs while they are in school

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Norman Dennis, University of Arkansas; Kevin Hall, University of Arkansas

Tagged Divisions

Civil Engineering

of the project in integrating previousknowledge to the design of a system, dealing with real life constraints, engineer-client relations,and instilling an increased commitment to community or public service in the future.IntroductionAccording to some researchers, service learning has its roots in the Morrell Act of 1862 whichcreated land grant colleges to promote “…practical education of the industrial classes in theseveral pursuits and professions in life.” [1]. The reasoning is that land grant institutions wouldcreate a core of citizens with an education rich in agriculture and mechanics who would furtherthe goals of the Nation. However, service-learning as we think of it today did not really start toevolve until the 1960s when VISTA

Conference Session

CE Poster Session in Exhibit Hall

Collection

2007 Annual Conference & Exposition

Authors

Candace Sulzbach, Colorado School of Mines

Tagged Divisions

Civil Engineering

to complete the project. Oklahoma State University has used the “Work BreakdownStructure” shown in Figure 1, to outline all of the basic tasks associated with the concretecanoe project, including structural analysis, hull design, concrete mix design, reinforcementdesign of the composite section, form construction, preparation for the technical paper and oralpresentation, paddling practice, etc. Develop Promotional Pamphlet Fundraising Work Breakdown Structure Collect Donations (WBS) Update

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

Ronald Harichandran, Michigan State University

Tagged Divisions

Civil Engineering

maintaining flexibility in ABET CE pro-gram criteria, and in the second edition of the Civil Engineering Body of Knowledge document,is also stressed.Faculty Hiring Practices I investigated faculty hiring practices at 14 small- to medium-sized research-oriented CEEdepartments (typically having between 10 and 40 faculty members) by searching departmentWeb pages and identifying assistant professors. I ignored faculty members hired recently as as-sociate or full professors. I then contacted current or former chairs at these departments andposed the following questions to them: 1. Does your department tend to hire faculty in engineering science areas? 2. Has the number of faculty able to teach design courses declined in recent years? If so

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Shashi Nambisan, Iowa State University

Tagged Divisions

Civil Engineering

for the first of the two course sequence.Specific requirements for this Senior design experience are that the students need to complete aproject based on the following criteria: 1. The project must be based on the knowledge and skills related to the design process acquired in earlier course work. This explains the lengthy prerequisite list. 2. The project must incorporate engineering standards and be responsive to local codes and regulations. This explains why proposals are presented by practicing engineers. 3. Consideration must be given to the recognition of reasonable constraints imposed by economic, environmental, sustainability, manufacturability, constructability, ethical, health, safety, reliability, social

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Jason Evers, United States Military Academy; C. Conley; James Ledlie Klosky

Tagged Divisions

Civil Engineering

objectives will bediscussed later, but the major topics covered by the course are listed in the left column in Table1. The right column of this table shows a summary of the results of a recent survey of civilengineering program curriculum at various institutions. This informal survey was conducted inpart to support the most recent slow-loop assessment of the USMA civil engineering program,and in part to reaffirm the content of the CE390 course. Table 1. CE390 Topic Areas comparison with other Institutions CE390 Topic Area Number of Institutions requiring a full term course in this topic Introduction to Civil Engineering

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Donald Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

andtherefore is not the sole source of information or learning. The course management program,Blackboard, facilitates the hybrid component. Blackboard is used to post and receiveassignments, link students to sources of information, facilitate monitored online discussionforums between class meetings, for viewing of streamed video, and to conduct online surveysand quizzes. The goals associated with modifying the course into a hybrid e-Learningenvironment were: Goal 1: Modifying an existing lecture format instructor focused course to a hybrid student learning focused course. Goal 2: Provide students with expanded learning experiences, to learn from each other as well as the instructor, and to enrich the educational experience

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Heiko Merle, Darmstadt University of Technology; Joerg Lange, Darmstadt University of Technology

Tagged Divisions

Civil Engineering

revolutionary it is impossible to compare the evolutional step with theinitial situation1. Mountains Field of possible of quality adjustments Figure 1: Improvement depending on causalityFigure 1 explains this problem. The center describes the initial situation. The outer circledescribes the modification of the current situation. The bigger the diameter the morerevolutionary is the system. The lower left circle describes the area, where an upgrade of thesystems quality can be achieved. If change is too big the upgrading circle will be passedwithout improving the quality.Here quality stands for an

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Robert O'Neill, Florida Gulf Coast University; Chris Geiger; Kristine Csavina, The CORE Institute; Cindy Orndoff

Tagged Divisions

Civil Engineering

screen. Actualthree dimensional, real world, physical models that the students interact with during classactually involve students to improve their understanding. One can find numerous publications Page 12.1618.2discussing the merits of classroom demonstrations.1-6 Richard Felder states that “They reallyonly learn by thinking and doing, not watching and listening.”7 The instructional methodologydeveloped for this course incorporates the physical model demonstration and places it in thehands of the learner as an in-class group activity designed for students to model real problems,take physical measurements, and think about the differences

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Michael Bronzini, George Mason University; John Matusik, The Engineering Groupe

Tagged Divisions

Civil Engineering

include 220,000 sfof retail space, of which 100,000 sf is a single user anchor store. The remaining area will beancillary retail use. The client may require 2-3 smaller (1 acre) pad sites for a fast-food store,and a convenience store with fuel pumps.Industrial Team. Choose an appropriate zoning district for a 160,000 sf distribution warehousesite. A minimum of two buildings is required. Dimensions for one building are 150 ft x 550 ft.This building will include a second floor mezzanine for office space in a single-user area of 150ft x 200 ft at one end of the building. The mezzanine will be a minimum 30 ft wide along oneexterior wall. The client prefers most bays to be 50 ft wide.Results. To give the reader a glimpse of the amount of work involved

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

William Carpenter, University of South Florida

Tagged Divisions

Civil Engineering

follows: • A topic is presented to students using traditional teaching techniques: lecturing, active learning, cooperative learning, homework, etc. (As an example, one topic covered in Structures I is bar forces in a truss using the Method of Joints.) • After the coverage of this topic, students are given a single exam question on the topic where they can demonstrate proficiency. (In the Structures I example, the exam question would require that students solve for all the bar forces in a simple truss as shown in Figure 1.) • Although proficiency can be defined in numerous ways, the method works well when, to demonstrate proficiency, a student’s solution must be 100% correct. This definition of

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

Randel Dymond, Virginia Tech; Howell Simmons, Paciulli, Simmons & Associates; Derrick Cave, Kimley-Horn Assoc.; Robert Jansen, KB Home

Tagged Divisions

Civil Engineering

learned and recommendations for other universities that may wish to initiate asimilar program.Historically, the CEE department has had one course in Land Development Design available formore than 10 years, taught by various adjunct instructors, who were always fulltime practicingprofessional engineers. Constant turnover in the position was difficult to handle and an adjunctcould not expand the course into a program. Recently, a tenured faculty member began to teach theclass and initiated a major collaborative effort with practitioners in the state in order to 1) develop aprogram in land development within the department, and 2) increase student interest in landdevelopment as a possible career. The Land Development Design Initiative (LDDI

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Sybil Sharvelle, Purdue University; M Katherine Banks, Purdue University; Sean Brophy, Purdue University; William Oakes, Purdue University

Tagged Divisions

Civil Engineering

various aspects of the PBL and howeach aspect contributed to their individual learning. Students completed the survey on avoluntary basis during the final course meeting and after all assessments had been completed.A portion of the exit survey questions have been analyzed and the results are graphicallypresented herein. In the case where a range of responses were possible, the data was analyzed byassigning number values across the range (e.g. strongly disagree = -2, disagree = -1, agree = 1,and strongly agree = 2). The results are presented graphically, but without the associatednumeric values. It should be noted that the graphic presentation assumes an even distributionbetween each response

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

example, consider BOK Outcome 1, which includesrequirements for “biology, chemistry, ecology, geology/geomorphology, engineering economics,mechanics, material properties, systems, geo-spatial representation, and informationtechnology.” The corresponding provision of the Basic-Level Civil Engineering ProgramCriteria requires only “one additional area of science, consistent with the program educationalobjectives.”The sharp difference between the standards communicated in the BOK and the criteria is entirelyappropriate, as it reflects the distinctly different nature of these two documents. If the criteriawere written at the same level of detail as the BOK, they would be overly prescriptive andlargely unattainable. If the BOK were formulated as a

Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Norb Delatte, Cleveland State University; Paul Bosela, Cleveland State University; Kevin Rens, University of Colorado-Denver; Kenneth Carper, Washington State University; Kevin Sutterer, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

cases can help place designand analysis procedures into historical context and reinforce the necessity of life-long learning. Engineering education is about teaching students to design. The Accreditation Board forEngineering and Technology (ABET) defines engineering design as “the process of devising asystem, component, or process to meet desired needs. It is a decision-making process (ofteniterative), in which the basic sciences, mathematics, and the engineering sciences are applied toconvert resources optimally to meet these stated needs.”1 A simplified definition of engineering design might be: • Anticipate everything that can possibly go wrong (identify all possible failure modes) • Devise a system

Conference Session

Training Faculty to Teach CE

Collection

2007 Annual Conference & Exposition

Authors

Ronald Welch, The University of Texas-Tyler; Allen Estes, California Polytechnic State University; Carol Considine, Old Dominion University

Tagged Divisions

Civil Engineering

teaching requirements within a program. The need for adjunctfaculty may be due to the sudden departure of current faculty, position cuts or unfilled positionsdue to budget issues, the need to cover new topics such as those associated with the new Body ofKnowledge (BOK)1 being instituted in the near future, faculty buy-out for research, or by designsuch that the number of authorized faculty does not meet the required number of instructors tocover the current course load. Some adjunct faculty teach in a department as part of the full-timefaculty, many times without a doctorate or any research requirements, while others teach for acouple of years until the shortage is filled or they teach only as required. However, these facultyare influencing

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Evans, Bucknell University; Daniel Lynch, Dartmouth College; David Lange, University of Illinois-Urbana Champaign

Tagged Divisions

Civil Engineering

faculty.Humanities and social sciences are a valuable part of a balanced educational experiencebecause they contribute to understanding the context of problems and development ofskills in critical thinking. Civil engineers need to consider the context of problems asthey design solutions, and so the quality of solutions depend in part on the richness of theengineer’s understanding of context. A civil engineer’s thinking must be systematic andguided by analysis and assessment of relevant information. A critical thinker 1) raisesvital questions and problems, formulating them clearly and precisely; 2) gathers andassesses relevant information, using abstract ideas to interpret it effectively, comes towell-reasoned conclusions and solutions, testing them against

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Chris Ramseyer, University of Oklahoma

Tagged Divisions

Civil Engineering

hamburgers were never served.Figure 1 shows the students eating kabobsduring the first Friday lunch of thesummer. It was hoped that Friday lunchwould help build the sense of communityquickly and also that it would also sendthe message that the principle investigatorwas committed to and involved in boththe research and the development of the Page 12.209.4 Figure 1 – Friday lunch in the conference roomstudents. 4Learning Skills Emphasized:At any university, the undergraduate student can be considered the

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Ronald Welch, The University of Texas-Tyler; Michael Robinson, Rose-Hulman Institute; Charles Glagola, University of Florida; James Nelson, University of Texas-Tyler

Tagged Divisions

Civil Engineering

Page 12.200.2 1 This paper is extracted from the ASCE report Development of Civil Engineering Curricula Supporting theBody of Knowledge for Professional Practice, 2006.to provide thoughts and strategies for institutions when they implement their own uniquecompliant programs.FUNDAMENTAL ASSUMPTIONS As the committee conducted its tasks, several assumptions were made about the nature ofcivil engineering curricula to focus the process and to provide boundaries within which thecommittee could have an impact on the overall development of a civil engineer. Theseassumptions also provided the philosophy by which the curricula would be developed. Discussedbelow are the primary assumptions made by the committee and the rationale for

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Shane Palmquist, Western Kentucky University

Tagged Divisions

Civil Engineering

curriculum thatrequired field work. The project involved students performing a hands-on inspection and deadload analysis of the trusses of a historical steel bridge.II. BackgroundCollege Street Bridge is a four-span, steel, truss structure which crosses the Barren River inBowling Green, Kentucky (see Figures 1 and 2). Spans 1 through 3 are through trusses, andspan 4 is a pony truss. The historic bridge was built in 1915 and presently serves as a pedestrianbridge. The top chord truss members and the vertical truss members of the through trusses aremade of built-up riveted steel sections. The lower chord truss members and the diagonalmembers of the through trusses are steel eyebar members, which connect to steel pins at thejoints. The slender tension

Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin-Platteville; Christina Curras, University of Wisconsin-Platteville; Philip Parker, University of Wisconsin-Platteville; Michael Penn, University of Wisconsin-Platteville; Max Anderson, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

culminates in a capstone design class that is taken in the last se-mester in school. Projects for this class are often solicited from communities and non-profitorganizations, and typically incorporate a service learning component.In reviewing the existing UWP CEE curriculum for this curriculum development project, itbecame clear that the curriculum had not changed significantly in over 20 years. To illustratethis, the curricula from the 1985 and 2005 catalogs are shown in Table 1. The course changesare very minor, and the total revisions made in 20 years to the UWP CEE curriculum consistof the following: replacing Route Layout with Construction Engineering; replacing TechnicalWriting with 3-9 more credits of Social Sciences and Humanities; changing

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

William Riddell, Rowan University; Eric Constans, Rowan University; Kevin Dahm, Rowan University; Jennifer Courtney, Rowan University; Roberta Harvey, Rowan University; Peter Mark Jansson, Rowan University; Paris von Lockette, Rowan University

Tagged Divisions

Civil Engineering

discuss how CEE students at Rowan University are taughtdesign in a multidisciplinary, PBL environment, and to discuss how mechanics andcommunication are integrated into the design projects. Sophomore Engineering Clinic Iand II (SEC I and SEC II) are the innovations that allow this to be accomplished. SEC Iand SEC II afford the CEE students at Rowan University an integrated courseworkexperience for 1) learning and reinforcing material that is directly covered the CEEcurriculum, 2) gaining familiarity with material that is not explicitly covered in the CEEcurriculum, 3) developing formal communication skills, 4) developing into designers, and5) acquiring the so-called “soft skills” reflected in ABET 2000 A-K criteria.Sophomore curriculum for CEE

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Stuart Walesh, S. G. Walesh Consulting; Michael Chajes, University of Delaware; David Mongan, Whitney, Bailey, Cox & Magnani

Tagged Divisions

Civil Engineering

prepare them for theconference. This includes an annotated bibliography, a refined version of which is Appendix A.The TC researched and discussed the meaning of vision. Some vision definitions discoveredduring this process are: • “A mental model of a future state of a process, a group, or an organization.”1 • “A cognitive image of the future which is positive enough to members so as to be motivating and elaborate enough to provide direction for future planning and goal setting.”2 • “A mental image of something that is not perceived as real and is not present to the senses” “…produced by the imagination.”3 • “An image (not just an idea) of an attractive (compelling) future state unique to a group

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Vincent Drnevich, Purdue University; John Norris, Purdue University

Tagged Divisions

Civil Engineering

. The typical estimated total cost of thesefacilities is in the range of $5M to $15M. The Design-Build (D-B) approach is taken with eachof the student teams acting as a D-B firm competing for the project. For realism, the coursestarts out by asking the teams to form a firm and respond to a Request for Qualifications (RFQ).Within two weeks, a Request for Proposals (RFP) is issued and it, along with Addenda, controlsthe remaining portion of the course. More information on the history of this course was providedby Drnevich (2001, 2005)1, 2.Balanced Student Team Assignment Macro (BSTAM)The software used to facilitate the student team assignment (BSTAM) was developed by JohnNorris (Norris (2007)3) originally as part of an independent study as an MBA

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Joseph Hanus, University of Wisconsin-Madison; Jeffrey Russell

Tagged Divisions

Civil Engineering

in theTDLC skills and address recommendations from the previous semester. Following the full-length lesson a group of students were interviewed to assess the effectiveness of the lesson. Thestudents had three primary recommendations: 1. Continue to develop the TDLC skills in an active learning environment with interactive exercises and discussions versus passive lecture type formats; 2. Better integrate the four TDLC skills; and 3. Develop the TDLC skills as immediate help for the course project teams, i.e., they recognized that these skills were essential to their success in the immediate project requirements.Based on these recommendations the course’s overall approach to the TDLC skills were?reviewed. The students

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Kristopher Lengieza, Weitz Golf International; Jennifer Caffrey, Pennoni Associates Inc.; Gerard Lennon, Lehigh University; John Ochs, Lehigh University; Joe Sterrett, Lehigh University; Vincent Munley, Lehigh University

Tagged Divisions

Civil Engineering

. Copies of the three project reports are availablefrom the authors1,2,3.B. Learning ObjectivesUpon completion of this course the student should be able to: 1. Work effectively as a member of an interdisciplinary project design team, bringing unique skills perspectives and background not shared by all team members, and using information provided outside the student’s own background to complete the design. 2. Carry out a sports facility design including the evaluation of considerations such as economics, ethics, societal, environmental impacts, and constructability. 3. Write a project report that is of a quality commonly found to be acceptable in the engineering profession. 4. Orally present the results of an