Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

James Ledlie Klosky; Decker Hains; Timothy Johnson, Department of Civil and Mechanical Engineering, USMA; Jakob Bruhl, US Military Academy, Dept of Civil & Mechanical Engineering; Jared B. Erickson, U.S. Military Academy; John Richards, D/CME, USMA

Tagged Divisions

Civil Engineering

AC 2007-2017: AN INTEGRATED APPROACH FOR ENGINEERINGMECHANICS AND DESIGNJames Klosky, U.S. Military AcademyDecker Hains, U.S. Military AcademyTimothy Johnson, Department of Civil and Mechanical Engineering, USMAJakob Bruhl, US Military Academy, Dept of Civil & Mechanical EngineeringJared B. Erickson, U.S. Military AcademyJohn Richards, D/CME, USMA Page 12.217.1© American Society for Engineering Education, 2007 An Integrated Approach for Engineering Mechanics and DesignAbstractAs part of a major curriculum update undertaken over the last three years, the United StatesMilitary Academy at West Point has implemented a new course sequence in statics

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

AC 2007-1085: AN INNOVATIVE INFRASTRUCTURE CURRICULUM FOR 21STCENTURY CIVIL ENGINEERINGMatthew Roberts, University of Wisconsin-Platteville MATTHEW ROBERTS is an Assistant Professor in the Department of Civil and Environmental Engineering. Dr. Roberts earned his B.S. in Civil Engineering from Brigham Young University in 1993 then spent four years in the U.S. Air Force as a civil engineering officer. He received his Ph.D. from Texas A&M University in 2002 and has been teaching structural engineering topics at the University of Wisconsin–Platteville since then.Philip Parker, University of Wisconsin-Platteville PHILIP PARKER, Ph.D., P.E. is an Associate Professor of Civil and Environmental

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

stumbling block here—one needs to work across manyseparate disciplines. Contributions to this synthesis are greatly needed.There are two educational modes for the teaching of this material. In the first mode, create a spe-cific integrating course around natural resource sustainability as sketched here. An alternative isto use the same integrated natural resource material as examples in other courses in appliedmathematics (differential equations, matrix algebra, control theory, optimization, and stochasticdynamics). This approach loses the coherence of the resource theme as a component of sustain-ability, instead adopting with a “natural resources across the curriculum” theme.InfrastructureOne of the defining characteristics of civil infrastructure

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

to about 75university faculty through a series of four annual one day workshops. While some might argue for a required stand-alone course in failure analysis for allundergraduate civil engineering students, the argument is likely to fall on deaf ears, as programsshrink their credit hour requirements. A more promising approach is to integrate failure casestudies into existing courses throughout the curriculum. Many professors have done this on aninformal basis for years. Are failure case studies merely tangential to civil engineering education, or are they infact a fundamental aspect of engineering education? Are failure case studies simply interesting,or should they be an essential component of a civil engineering curriculum

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

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Joseph Hanus, University of Wisconsin-Madison; Jeffrey Russell

Tagged Divisions

Civil Engineering

’ desire to engage more in an active learning environment was expected;however, their desires to integrate the topics and provide a contextual application wereunexpected. To meet this challenge, a set of three lessons was designed with interactiveexercises and discussions, integrated across the TDLC skills, and scheduled early in the semesterto provide an opportunity for use by the student teams in the course projects. The new TDLClessons were included in the fall 2005 semester curriculum. A full course survey wasadministered following the third lesson. The students were asked four questions related to theTDLC lessons: 1. Were we effective in integrating the four skills: Teamwork, Communication, Diversity, and Leadership across the lessons

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

© American Society for Engineering Education, 2007 An Aspirational Vision of Civil Engineering in 2025— The Role of AccreditationBackgroundDuring the summer of 2006, the American Society of Civil Engineers (ASCE) hosted theSummit on the Future of Civil Engineering, bringing together leaders from across the professionto develop an aspirational vision for the year 2025. Summit participants attempted to envisionthe challenges that humanity will face two decades from now, and then articulated a vision forthe civil engineer’s role in meeting those challenges. Integral to this vision is a “Profile of the2025 Civil Engineer,” which describes the attributes—the knowledge, skills, and attitudes—thatwill be required

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

having an integrated lecture-labformat with continuous active participation of the students, immediate reinforcement of theengineering principles provided during lecture is offered. “Students learn best when they areactively involved in the process. Researchers report that, regardless of the subject matter, Page 12.1618.15students working in small groups tend to learn more of what is taught and retain it longer thanwhen the same content is presented in other instructional formats. Students who work incollaborative groups also appear more satisfied with their classes.”11Bibliography1. Vander Schaaf, R. and Klosky, J.L., “Show Me the Money!” Using

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

knowledge, skills, and attitudes outlined by ASCE are obtained through formalstructured education, and other parts are obtained through focused professional experience aftergraduation. The Curriculum Committee of the Committee on Academic Prerequisites forProfessional Practice (CAP3) was charged with two fundamental tasks regarding the formaleducation component, namely: ‚ Determine the current status of civil engineering education in relation to the formal educational component of the BOK, and ‚ Determine the nature of change necessary to support the formal educational expectations of the BOK. Presented in this paper is an extended summary of the work of the committee. The primarytopics addressed in the

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Andrea Welker, Villanova University; Lance Kenney, Villanova University

Tagged Divisions

Civil Engineering

Villanova University promise "to add its influence to the search for world peace and justice by means of its academic programs and the pastoral ministry it provides for the members of the community." In fulfilling this promise, the OIS views its mission as one that enhances and strengthens the University's commitment to diversity, intellectual growth, and a global perspective. Thus, the OIS is committed to ensuring that an international educational perspective is an integral part of a Villanova University education.The OIS mission statement segues with the academic strategic plan of the university (synopsiscan be found at http://www.vpaa.villanova.edu/academicstrategicplan/goals.pdf). Specifically,the

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

years tofacilitate direct assessment of student outcomes. The RosE Portfolio is a web-based system thatallows students to electronically submit what they believe to be the best examples of their ownwork illustrating achievement of learning outcomes. In order to submit to the electronicportfolio, students access their portfolio using an internet browser. Students must log in toensure the integrity of the data. Once logged in, students choose from the list of criteria thatsupport the various outcomes. At this time we have 35 criteria that support 11 outcomes. Page 12.1525.3Students upload the pertinent file, provide a descriptive title, and

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

. 90 no. 7 (Oct) p. 36-42 3. McKee, Sally A.; Kubarek, Diane M. Real-World Engineering: A Course for Masters Students Headed for Industry Proceedings - Frontiers in Education Conference. v. 2 (2003) p. F1E16-F1E21 Engineering as a Human Endeavor: Partnering Community, Academia, Government, and Industry. Westminster, CO, United States, Nov 5-8 2003. Sponsored by IEEE Education Society, IEEE Computer Society, And American Society for Engineering Education, The University of Colorado. Conference code: 62139 4. Aglan, H. A., Ali, S. F. October 1996,“Hands –On Experiences: An Integral Part of Engineering Curriculum Reform”, Journal of Engineering Education, pp 327-330. 5. Goldberg, D.E., April 1996, “Change in

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Carsten Ahrens, F.H. OOW

Tagged Divisions

Civil Engineering

one.Modularization and Study Load (ECTS)In addition all curricula have to be taught or learned in modules, which is more an educationin a series of “pieces” rather than the former more “all-in-one” approach. All modules as wellas the total curriculum have to come with a description of the study load of the “normal”student. This study load is at least the time necessary for a “normal” student to fulfill thedemands of the study program and to successfully finish his studies. The study load of onesemester is 30 ECTS-credits, which are awarded to the successful student per semester. - ECTS stands for European Credit Transfer (and Accumulation) System. – The basis for anormal work load is very much comparable to the normal work time in any normalprofession

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Shashi Nambisan, Iowa State University

Tagged Divisions

Civil Engineering

AC 2007-1513: ENHANCING THE CAPSTONE DESIGN EXPERIENCE IN CIVILENGINEERINGShashi Nambisan, Iowa State University Shashi Nambisan, PhD, PE: Director of the Center for Transportation Research and Education and Professor of Civil Engineering at Iowa State University (ISU), Ames, Iowa. Prior to coming to ISU, Shashi was at the University of Nevada, Las Vegas (UNLV) from July 1989 to January 2007. He enjoys working with students and he has taught undergraduate and graduate courses in the area of Transportation systems as well as the undergraduate capstone design course sequence. An active researcher, Shashi has led efforts on over 130 research projects that have addressed and responded to

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Civil Engineering

education in general, and those of the Middle East and the Arab Gulf States, in particular Page 12.92.1© American Society for Engineering Education, 2007 A Practitioner - Faculty Collaboration in Teaching Civil Engineering DesignAbstractTeaching civil engineering design through senior projects or capstone design courses, withindustry involvement and support, has increased in recent years. The general trend towardincreasing the design component in engineering curricula is part of an effort to better preparegraduates for engineering practice. While some design projects are still of the “made up

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

preliminarydesign with estimates to rule out some design options, and the early integration of sustainableengineering practices in the environmental assessment or environmental impact statement. Thisearly site work can then be integrated through the curriculum with the site being the source ofsoil for soil site investigation and testing, and subsequent geotechnical designs for foundationsand retaining walls. Similarly, the site can be further investigate in the hydrologic engineeringcourse, in stormwater pollution prevention plans (SWPPP), and in any other areas of thecurriculum that might use an “actual” project as a source of real-world problems. This early sitedesign and analysis through the individual courses in the curriculum then culminates in

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Shane Palmquist, Western Kentucky University

Tagged Divisions

Civil Engineering

academic and practice based. In the past several decades,greater emphasis has been place on engineering academics3.Practice based projects should be an integral part of engineering courses and should be spreadout over all four years of the undergraduate program4. For civil engineering students, this meansgetting students out in the field as much as possible. While lecture and lab based engineeringeducation is important, field experience is equally important. Too often, students lack actualfield experience.Students in an academic setting typically have ample opportunity to become proficient in thepencil and paper rigor of engineering problem solving. However, there is a disconnect betweenacademia and engineering practice5. The classroom learning

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin-Madison; Gerry Galloway, Univ of Maryland; Thomas Lenox, American Society of Civil Engineers; James O'Brien, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

requiredseminars, additional and redesigned courses, and enhancement of content in currentcourses and formal experience.The committee also decided that the outcome regarding specialized technical knowledgeis best accomplished in a post-graduate program of study. By not including thefulfillment of the technical specialization outcome in the undergraduate program of study,necessary outcomes can be achieved to the required level of achievement withoutrequiring an increase of the undergraduate curriculum beyond four years. Further, thisapproach facilitates program accreditation by delineating the content of the curricula—that is to say, the outcomes expected to be accomplished at the undergraduate level.Licensure Committee:Professional licensure activities

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

applicationof social sciences in civil engineering courses such as transportation, environmentalengineering and in a capstone design course. Page 12.1461.12Both outcomes require an engineering student to have achieved proficiency at Level 3“Application” of Bloom’s taxonomy. It is assumed that this is achieved as part of theBachelor of Science in Civil Engineering.How does a program achieve these outcomes? How does this change the currentsmorgasbord of humanities and social science electives from which our students choose?These and other issues remain to be explored further. Certainly, the role of humanitiesand social sciences in the curriculum is not a new

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Blake Tullis, Utah State University; Steven Barfuss, Utah Stat University

Tagged Divisions

Civil Engineering

solving problems,so that they can later apply this knowledge to engineering system design.Of course, an inductive discussion (the “why”) about the inductive teaching/learningapproach is of value, but a deductive discussion (the “how”) on inductive teaching is alsoimportant. Certainly, there are many different ways to teach design effectively; thebalance of this paper attempts to illustrate some specific successful teaching techniquesthat seem to improve the learning environment in the authors’ hydraulic structures designcourse.Course ExampleAlong with the philosophical ideas just discussed, the development of the hydraulicstructure design course illustrated here was based upon three general principles: 1)integrating lab and lecture topics, 2

Conference Session

CE Poster Session in Exhibit Hall

Collection

2007 Annual Conference & Exposition

Authors

Candace Sulzbach, Colorado School of Mines

Tagged Divisions

Civil Engineering

maneuverable and aesthetic concrete canoe.The design/build process required to create a competitive concrete canoe provides civilengineering students with an opportunity to gain hands-on practical experience and leadershipskills that will enhance their engineering education. They learn the importance of effectiveproject management and teamwork, including communication, organization, quality and costcontrol and safety. The technical challenges of the project are quite similar to thoseencountered in a high-quality undergraduate research project.Students who participate on a concrete canoe team gain valuable skills that they would notnecessarily learn in a standard engineering undergraduate curriculum. The concrete canoecompetition is a program that

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Kenneth Fridley, University of Alabama; Richard Anderson, Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

committee continues to deliberate. For example, asmentioned previously, a task committee was established to study and recommend howhumanities and social sciences should be integrated into the BOK. In addition to a strong effortbeing made to assess existing and evaluate possible new outcomes for inclusion in the BOK, thenew BOK has also adopted Bloom’s Taxonomy to better define and communicate the outcomes.All aspects of this second edition of the BOK are still under review by the committee. Inaddition to the outcomes, explanations (or commentary) are being developed to add definitionand context to each of the outcomes. Also, in addition to the outcomes, the BOK committee willrecommend the distribution of how an individual may be expected to develop

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Large Seagrave, University of Utah

Tagged Divisions

Civil Engineering

, 2002. 3. Body of Knowledge Committee of the Committee on Academic Prerequisites for Professional Practice, 2004. 4. Pappas, E.C. and Hendricks, R.W. “Holistic grading in science and engineering,” Journal of EngineeringEducation, vol. 89, pp. 403-408, Oct. 2000. 5. Miller, R., Olds, B. "A Model Curriculum for a Capstone Course in Multidisciplinary Engineering Design."Journal of Engineering Education, October, 1994, pp. 1-6. 6. Hodges, Colley, Wilmot, Cari-Sue, Askew, Robert, and Bannerot, Richard. “Teaching TechnicalCommunications in an Introductory Design Course through Interventions from the University’s Writing Center.”ASEE Frontiers in Education Conference Proceedings, 2004. 7. Barrett, Edward and Waitz, Ian. “Integrated

Conference Session

Training Faculty to Teach CE

Collection

2007 Annual Conference & Exposition

Authors

Decker Hains, U.S. Military Academy; Mark Evans, U.S. Military Academy; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

can also be displayed in theclassrooms and in the department areas. All of these activities can be embedded into coursesand many programs may just need to take credit for what they already probably do.Professional & Ethical ResponsibilityAnother professional outcome that can be integrated throughout the curriculum is professionaland ethical responsibility. At USMA, our cadets are required to take over 70 hours ofeducation in professional and military ethics where they discuss honor and integrity issues,leadership and officership. To focus on the civil engineering professional standards and ethics,each civil engineering major in our program takes a mandatory one-credit hour senior seminarcourse taught by an endowed chair with years of

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

others, like Kolar [9], and Wood et.al.,[10] suggest an integrated and systematicapproach to design which spans the entire four year curriculum. In the Civil Engineeringprogram at the University of Arkansas the culminating design experience prescribed in Criteria 4has been satisfied with a course titled Senior Design, CVEG 4494, a four credit hour, singlesemester course dedicated to a culminating design experience that requires the application ofdesign principles learned in previous course work.Senior Design, CVEG 4494, was introduced to the Civil Engineering curriculum in 1989. Itsintroduction was a direct result of the program self study prepared for the 1990 ABETaccreditation visit to the department. Through that self study the faculty

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Donald Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

challenge. Accordingly, there are numerous pedagogical approaches for teaching ethicsand/or contemporary issues with a wide range curriculum implementation strategies includingmodules, individual stand alone courses, integration throughout the curriculum, through extracurricular experiences, or as a component of the required capstone experience. The approachtaken by the author’s department was to utilize a stand alone senior level course to reinforceethical behavior and to discuss a wide range of contemporary issues associated with the aboveoutcomes. The key idea, of course, is to reinforce these topics immediately prior to graduation.The Civil Engineering Department at Lawrence Tech covers these outcomes in other coursesbeginning with an

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

4 5 3 4 1 3Assessed by Course Director: 1=No Contribution 2=Small Contribution 3=Average Contribution 4=LargeContribution 5=Very Large ContributionTable 2. An improved matrix that uses a rating of 1 to 5 to assess the degree to which eachcourse in the curriculum contributes to each program outcome.Some examples of credible data which can be used as measures of outcome achievement areprovided, in order of priority from best to worst, as follows: • Fundamentals of Engineering Exam results. The FE exam is a standardized, nationally normed exam taken by engineering students across the country in a controlled environment. Since the test includes subjects such as mathematics, ethics

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

Construction Institute.Jennifer Caffrey, Pennoni Associates Inc. Jennifer M. Caffrey is a Staff Engineer currently working on commercial, institutional, and municipal land development projects for Pennoni Associates Inc. in Philadelphia, Pennsylvania. She earned a B.S. in Civil Engineering in 2002 from Lehigh University and is presently working on an M.S. in Engineering Management from Drexel University. During the summer of 2000, Ms. Caffrey participated in the initial golf facility design through the Lehigh Earth Observatory (LEO) summer internship program. In the fall of that year, she utilized the Integrated Learning Experience (ILE) program to continue gaining experience in planning

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

(1989) has been incorporated into the course to foster learningoutside of engineering design. The knowledge, skills and attitudes imparted in this book andsupporting materials will be referenced in the remainder of this paper as Seven Habits.Freshman Design Class OverviewThe course Introduction to Design is an Engineering Mechanics course required for mostfreshmen engineering students at Rose-Hulman. The 10 week course is two quarter credits,meeting once a week for 3 successive class periods. Each engineering department that requiresthe course offers at least one section targeted to their own students. There is no coordination ofthe course between disciplines, so each department defines the course makeup and activities tomeet their curriculum

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

education through a “professional” master’s degree produces an AME, an accredited “master” engineer.3. Engineering schools could more vigorously exploit the flexibility inherent in the outcomes-based accreditation approach to experiment with novel models for baccalaureate education. ABET should ensure that evaluators look for innovation and experimentation in the curriculum and not just hold institutions to a strict interpretation of the guidelines as they see them.4. Whatever other creative approaches are taken in the four-year engineering curriculum, the essence of engineering-the iterative process of designing, predicting performance, building, and testing-should be taught from the earliest stages of the curriculum, including