Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corinna Marie Fleischmann P.E., United States Coast Guard Academy; Hudson V. Jackson P.E., United States Coast Guard Academy; Kassim M. Tarhini P.E., United States Coast Guard Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

Paper ID #43295Pedagogical Changes to a Capstone Course to Foster Refinement of ProfessionalSkillsDr. Corinna Marie Fleischmann P.E., United States Coast Guard Academy Captain Corinna Fleischmann is a licensed Professional Engineer with military, academic and research experience in water resources engineering, environmental engineering, coastal resiliency, construction project management and engineering education. CAPT Fleischmann is a career educator who has been a member of the US Coast Guard Academy (CGA) faculty since 2004. She served as the Department Head of the Civil and Environmental Engineering Program from 2017-2021

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brett Rocha, United States Military Academy; Scott M. Katalenich P.E., United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

“thinkingabout thinking” and Ayersman’s explanation that it “occurs as a result of one’s individualevaluation and observation of their cognitive behavior in a learning environment” [4]. Inexplaining the importance of metacognition to critical reading, Baker and Brown state that“effective learning requires an active monitoring of one’s own cognitive activities” [6]. Acrossthe various descriptions of metacognition, the recurring theme is of learners being consciouslyaware of, and taking responsibility for, their learning. Vos and de Graff argue that active learningin engineering (ALE) experiences like project work and problem-based learning, e.g., theactivities we undertake in engineering capstone design courses, require clear developmentalobjectives [7

Conference Session

Joint Session: Experimentation and Laboratory-Oriented Studies Division and Civil Engineering Division

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yingxiao Song, Muskingum University

Tagged Divisions

Civil Engineering Division (CIVIL), Experimentation and Laboratory-Oriented Studies Division (DELOS)

Paper ID #42934Integrating a Design Project to Bridge Experiment for Statics learning inGeneral Engineering EducationDr. Yingxiao Song, Muskingum University Assistant Professor in Physics and Engineering Department of Muskingum University ©American Society for Engineering Education, 2024Integrating a Design Project to Bridge Experiment for Statics learning inGeneral Engineering EducationAbstractEngineering Statics, a foundational course for most engineering students, is typically undertakenearly in their academic careers. Integrating hands-on experiments, such as the classic bridgeexperiment, is essential not only for a

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Afeefa Rahman, University of Illinois Urbana-Champaign; Casey J Rodgers, University of Illinois Urbana-Champaign; Jacob Henschen, University of Illinois Urbana-Champaign

Tagged Divisions

Civil Engineering Division (CIVIL)

participants to recall events in different sequences, can unearth moreaccurate and detailed information.Now that the core details of the project have been developed, the instructors plan to gatherfeedback from future project groups to bolster the preliminary data presented here. Refinementof the survey and additional surveys will be needed to document how well the educationalobjectives are being met. Additionally, the instructors will study how the perception of thedesign process changes over the course of the project and how students perceive the newtechnology.List of References[1] J. Retherford, B. L. Hartmann, R. Al-Hammoud, and G. A. Hunt, “Civil engineering capstone inventory: Standards of practice & the ASCE body of knowledge,” ASEE

Conference Session

Civil Engineering Division (CIVIL) - ASCE Collaborations

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carly Woelfel, United States Military Academy; Brett Rocha P.E., United States Military Academy; Kevin Francis McMullen, United States Military Academy; Kevin Taylor Scruggs, United States Military Academy; Talal Salem, United States Military Academy; Aaron T Hill Jr. P.E., United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

scenario. Many of thesedesired goals are difficult to attain in a traditional classroom setting and may not be realized tillstudents complete their senior capstone design projects. Capstone projects are the culminatingexperience for undergraduate civil engineering students. Performance on these projects mayserve as an individual assessment tool to evaluate student learning outcomes in accordance withthe Accreditation Board for Engineering and Technology (ABET). The ABET student outcomesinclude a student’s ability to solve problems, apply new knowledge, design, communicate bothwritten and orally, conduct experiments, function effectively as a member of a team, andrecognize ethical and professional responsibilities. One of the main challenges for

Conference Session

Civil Engineering Division (CIVIL) - ASCE Collaborations

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth G. Jones, University of Nebraska, Lincoln

Tagged Divisions

Civil Engineering Division (CIVIL)

engineering, water resources, and environmental engineering; emphasis on integrating professional skills, data analysis, and technical skills. Project based.CIVE 401 – Civil Engineering Design 1 (3 credits-2 hr lecture+3 hr studio; Prereq.-all requiredjunior level civil engineering courses) The first of two courses in the capstone sequence. Practical application of the engineering design process in a team project focused on an authentic and comprehensive civil engineering design project.CIVE 402 – Civil Engineering Design 2 (3 credits-2 hr lecture+3 hr studio; Prereq.-CIVE 401) The second of two courses in the capstone sequence. Practical application of the engineering design process in a team project

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roshina Babu, University of Utah; Praveen A, APJ Abdul Kalam Technological University Kerala

Tagged Divisions

Civil Engineering Division (CIVIL)

, like civil engineering, are undergoing atremendous transformation with the emergence of newer technological solutions. The majority ofthese solutions require operational convergence, placing a heavy demand on the academiclearning process to ensure that graduates possess the skill transferability required at theworkplace. This study examines the transferability of design skills in undergraduate civilengineering students through a longitudinal study conducted at the Kerala TechnologicalUniversity. In particular, the study analyzes the impact of freshmen Design and Engineeringcourse on the transferability skills demonstrated by the same group of students in a senior-yearGroup Project course in the civil engineering program. The findings show that

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Stephen Barner, University of Portland; Sean Lyle Gestson, University of Portland; Audrey Dewey

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

(OSU). During his time at OSU, Sean taught multiple undergraduate engineering courses including, geotechnical engineering, highway design, surveying, and senior capstone design. His engineering education research aims to understand more about the gap in student preparedness for the engineering workplace. He has worked closely with engineering practitioners, faculty, and students to understand more about their problem-solving behavior, beliefs around engineering knowledge, and learning more about what it means to be an engineer. Sean enjoys being active outdoors with his family and friends while climbing, mountain biking, and camping.Audrey Dewey ©American Society for Engineering Education

Conference Session

Civil Engineering Division (CIVIL) - ASCE Collaborations

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timmy Elwin Kipfmiller III, United States Military Academy; Alexander Tucker, United States Military Academy; Charles James Richardson Reeves, United States Military Academy; Nicholas Ryan Parker, United States Military Academy; Scott M. Katalenich, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

engineering design capstone course [13] [14].One group of educators identified a need for increased knowledge of sustainability, so theydeveloped a module with learning objectives that included definitions of basic concepts ofsustainability, sustainable development, the triple bottom line, cradle-to-cradle, life-cycleassessment and whole-system thinking, accompanied by application of the Envision ratingsystem to an infrastructure project [13]. The authors concluded that, although their PowerPointpresentation and assessment assisted in students achieving lower levels of development, deeperlearning and higher levels of achievement would require a dedicated sustainability engineeringcourse [13]. Another author described how the EnvisionTM rating system

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott R Hamilton P.E., York College of Pennsylvania; Camilla M. Saviz P.E., University of the Pacific; David A Saftner, University of Minnesota Duluth; Tanya Kunberger P.E., University of Pittsburgh at Johnstown

Tagged Divisions

Civil Engineering Division (CIVIL)

methods, often combining elements of different gradingmodels. Different types of courses will likely require students to produce different types of work(e.g., solved problems in a foundational course in engineering mechanics vs. a design report anddrawings in a project-based capstone course). Artés and Rahona found that requiring and gradingproblem sets increased student performance in their sample by almost an entire letter grade (eightpercent) [8].University students’ grades are often determined based on the level of achievement on specificlearning objectives as demonstrated through exams, assignments, and projects. Instructors mayalso consider attendance, participation, timeliness of submission, effort and behaviors [2].Grading criteria seem

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Glavin, United States Military Academy; Robert Hume, United States Military Academy; Scott M. Katalenich, United States Military Academy; William Graves, United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

Sustainable Infrastructure’s EnvisionRating System in a senior capstone design course [6]. These examples of internationalpartnership demonstrate the potential support network for educators in the United States as weadjust or build courses in support of ABET Student Outcomes and ASCE Program Criteria.Recent work in the development of sustainability threads and courses has shown that manyprograms are using problem-based and project-based learning approaches for delivery of coursematerials. Educational researchers at the University of North Carolina at Charlotte found thatstudents not only had a generally favorable perception of problem-based learning, but that theywere more aware of and confident in their ability to address associated ill-defined

Conference Session

Civil Engineering Division (CIVIL) - ASCE Collaborations

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew K Swenty P.E., Virginia Military Institute; Brian J. Swenty P.E., University of Evansville

Tagged Divisions

Civil Engineering Division (CIVIL)

curriculumrequirements and address NCEES and ASCE curriculum criteria [10], [11]. At some universities,required curriculum topics are lumped together in a single course. For example, CEPC topicssuch as principles of sustainability, basic project management concepts, business, public policy,leadership, professional ethics, and professional licensure are frequently included in a seniorseminar or capstone design course [1]. Every civil engineering program has the discretion todetermine how it will meet the CEPC criteria, and embedding required curriculum topics in asingle course or several courses are two common methods. The following study investigateshow civil engineering programs are addressing the current ABET requirements in the 2023-24academic

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Namita Shrestha, Rose-Hulman Institute of Technology; Timothy Chow, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

, methodsand applications of GIS. It also teaches the students basics of tools and techniques for operating software. A couple of freshmen endup with internship opportunities because of this course. The students use GIS for their freshman design project and during their senioryear during their capstone design projects, specifically for generating project site maps. In addition, the GIS skillset can be helpful tothe freshmen in several of their upper-level courses such as water resources, soil mechanics, environmental engineering, geology etc.This is because the GIS database has a huge repository of real-world data such as demographics, environment, geology, hydrology,government, and infrastructures throughout the world.Historically, this course has

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rubaya Rahat, Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

Paper ID #42244Exploring Civil Engineering and Construction Management Students’ Perceptionsof Equity in Developing Infrastructure ResilienceMiss Rubaya Rahat, Florida International University Rubaya Rahat grew up in Bangladesh, where she pursued her Bachelor of Science in Civil Engineering at the Bangladesh University of Engineering and Technology (BUET). After graduating she worked for two years in a construction management company in Dhaka, Bangladesh. She was involved in various residential and infrastructure construction projects. Rubaya now is a Ph.D. candidate at Department of Civil and Environmental Engineering

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sydney Donohue Jobe, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University; Paris Eisenman, University of New Mexico; Ethan Kapp, University of New Mexico; Carl Lyle Abadam, University of New Mexico; Vanessa Svihla, University of Texas at Austin; Anjali Mulchandani, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

approach different fields of civiland construction management is overall beneficial for a mixed class of students from bothmajors. Civil engineering students are able to learn about concepts that construction managerswill cover in further depth in their future courses, while construction managers are able toappreciate how civil engineers seek design solutions. While these students will only overlap in afew courses over their undergraduate degree (e.g., Engineering Economics), they are pairedtogether again in their final senior capstone design course. In that course, the students work witha project mentor from a local engineering firm to design a civil engineering system (e.g.,wastewater treatment plant, new transportation corridor, bridge

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Retherford, University of Tennessee at Knoxville; Sarah Mobley, University of Tennessee at Knoxville

Tagged Divisions

Civil Engineering Division (CIVIL)

; Exposition, 2009, p. 14.223. 1- 14.223. 18.[5] S. D. Hart, “Applying the ExCEEd Teaching Model in a Flipped Classroom Environment,” in 2016 ASEE Annual Conference & Exposition, 2016.[6] J. Q. Retherford and J. K. Amoah, “Incorporating ASCE’s ExCEEd Principles in Capstone Project and Other Active Learning Courses,” in Proceedings of the American Society of Engineering Education Southeast Section Conference, 2014.[7] R. W. Welch and C. B. Farnsworth, “Using the ExCEEd Model for Distance Education,” in 2011 ASEE Annual Conference & Exposition, 2011, p. 22.1645. 1-22.1645. 22.

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Momanyi, William Paterson University; Grace Panther, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

Civil Engineering Division (CIVIL)

departments aside from civilengineering to gain a broader perspective on learning community facilitation in universityengineering classrooms.Another variable that could be considered are the differences between core mid-level engineeringcourses (200- and 300-level) and capstone and design courses (400-level core courses). Designand capstone courses are typically meant to equip students with skills to undertake differentdesign projects and work collaboratively with their peers in small groups, oftentimes outside ofthe classroom setting. Student teams are also required to meet regularly with their instructors'giving students and faculty more opportunities for communication and camaraderie, whichallows for increased learning community facilitation. This

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Charles Riley, Oregon Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

coursework outside of the capstone that integrate multiple concepts, experimentation, and problem-solving approaches.MethodsThe blast load laboratory is one of ten labs offered in a course that is cross-listed as a senior andgraduate elective at a small public polytechnic institution. Course enrollment is usually aroundten students. The instructor has offered this course five times in the last ten years and this is thefirst year a lab devoted to blast loading was offered. Prior labs at this point in the course hadbeen devoted to comparing theories and methods: Duhamel’s integral, Newmark’s Method, andother time-stepping procedures to solve for structural response to arbitrary loading, a prerequisitefor further study of seismic ground motions

Conference Session

Joint Session: Experimentation and Laboratory-Oriented Studies Division and Civil Engineering Division

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Ronald W. Welch P.E., The Citadel; William J. Davis P.E., The Citadel

Tagged Divisions

Civil Engineering Division (CIVIL), Experimentation and Laboratory-Oriented Studies Division (DELOS)

,” Proceedings of the2020 ASEE Annual Conference, Paper #30221, 2020.[15] Tally, K., “Lights, Camera, Action! Peer-to-Peer Learning through Graduate StudentVideos,” Proceedings of the 2013 ASEE Annual Conference, Paper #59900, 2013.[16] Demoret, K., “Students Teaching Students: An approach to improving Capstone design,”Proceedings of the 2021 ASEE Annual Conference, Paper #34707, 2021.[17] Cummings, M., Darbeheshti, M., Simon, G., Schupbach, Jocobson, M., Altman, T.,Goodman, K., “Comparing Student Outcomes from Four Iterations of an Engineering LearningCommunity,” Proceedings of the 2021 ASEE Annual Conference, Paper #33192, 2021.[18] Dennis, N., “Experiential Learning Exercised Through Project Based Instruction,”Proceedings of the 2001 ASEE Annual

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adebayo Iyanuoluwa Olude, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

, modeling, simulation assignments,laboratory procedures, field activities, and capstone projects [11]. A primary purpose of hands-on activities is to provide learners with actual experiences that allow them to apply engineeringskills to reinforce knowledge and directly observe the outcomes of their efforts, which leads todeeper learning.In this study, a hands-on approach called, the Experiment-Centric Pedagogy (ECP) wasimplemented. This pedagogy has been found to actively engage learners by utilizing affordable,safe, and portable electronics in various educational settings (classrooms or laboratories). ECPcombines problem-solving exercises and constructive learning methods with a hands-on,portable multifunction tool that can be used in place of

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Sloan, United States Air Force Academy; Timothy Frank, United States Air Force Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

[11, 12] introduced knowledge surveys (KS) to develop self-assessment skills instudents. Rather than requiring students to provide answers to learning prompts, KS requirestudents to rate their ability to perform the specified skill tied to a learning objective. Pre-courseor pre-unit of instruction KS allow faculty to discern prior knowledge students may bring to thecourse while serving as a cognitive “heads up” for students of learning objectives and material tocome [10]. KS completed in close proximity to an assessment event (e.g., exam, design project,or writing assignment) allow faculty to compare students’ self-assessments of learning with theirown assessments of student learning (i.e., the grade on the assignment). Such comparisons