Conference Session

Civil Engineering Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shawn P. Gross, Villanova University; Eric Musselman P.E., Villanova University

Tagged Divisions

Civil Engineering

sequence. Furthermore, differences in the lengthand number of recorded videos, and in how quizzes on video content were implemented withinthe course probably contributed to this perception. These issues will be discussed in more depthlater in this paper. Regardless of the reasoning however, it is logical to conclude that there is acorrelation between the students’ perceived time commitment and their acceptance of theinverted class format.Lecture VideosRecorded lecture videos are a critical component of the inverted course structure since studentsare required to watch these theory-based lectures online before coming to class to work onproblems that apply this theory. These videos are posted on a course learning platform such asBlackBoard or

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

and writing studies faculty. The collaboration reinforced workdone in the required writing classes and allowed both parties to leverage their expertise. Thewriting guide currently contains sections detailing reports, figures, tables, equations, references,memos, homework, professional e-mails, and a general grading rubric. The rubric is generalenough so that individual instructors can adapt it for a given assignment, while maintaining aconsistent framework as students move from course to course. Civil engineering faculty used theproposed rubric to evaluate Fall 2014 assignments from a freshman-level introduction to civilengineering course, two required junior-level laboratory courses, and the department’s capstonedesign course; all four

Conference Session

Civil Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allie S Peters, Oregon State University; Shane A. Brown P.E., Oregon State University; Kevin Chang P.E., University of Idaho, Moscow; Katherine N Thorton; Kristen Shinohara; Kacey D Beddoes, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

thatembodies the technology as a material or physical object, and (2) a software aspect,consisting of the information base for the tool.8Prior educational research involving Diffusion of Innovations (DI) theory has focused on theuse of computer technology,9 course management systems,10,11 and online teachingmaterials.12 While these studies have found the adoption of technology in classrooms to becorrelated to student achievements13 and teaching experience,14 the focus tends to be on thehardware components of technologies and neglects the software components. Research onhardware has identified relationships between use of technologies and the characteristics ofadopters,15,16,17 but it has not addressed the adopters’ perspectives, which have been argued

Conference Session

Civil Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kelly Brumbelow, Texas A&M University; Debra A. Fowler, Texas A&M University; James R. Morgan, Texas A&M University; Whitney L. Anthony, Zachry Department of Civil Engineering, Texas A&M University

Tagged Divisions

Civil Engineering

Page 26.1599.14online resources that students can use for reinforcement and refreshment of difficult topics. Acatalog of dozens of pre-existing, publicly available online videos (e.g., Khan Academy) hasbeen compiled and disseminated to students covering a wide range of topics in calculus, physics,chemistry, statistics, and others, with cross-referencing to specific courses (currently available athttp://ceresources.weebly.com/). Departmental faculty are at work on producing similar videos tocover topics at more mid- and upper-levels in the curriculum. Combined with beginning-of-course diagnostics, these resources should help students identify weak points in theirunderstanding (another form of gap) and have ready resources to address them.In