Conference Session

Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Timothy W Mays P.E., The Citadel; Monika Bubacz, The Citadel; Kevin Skenes, The Citadel; Kaitlin Marley, University of California - San Diego; James Michael Grayson, The Citadel

Tagged Divisions

Civil Engineering

(depending on site and weather) with competitive team activities. The mentorsalso use meals and morning / afternoon snack breaks for team building, reflection time, anddiscussion. A closing dinner provides participants with an opportunity to interact with othersoutside of their own teams and to celebrate their achievements after four days of hard work.Mini-ExCEEd Teaching Workshops: A Mini-ExCEEd Teaching workshop is a two-dayworkshop that focuses on presenting two demonstration classes by master teachers and 9-10seminars (normally Seminars 1-9, 11, Table 1, occasionally Seminar VII is minimized to onlythe assessment form presented before demonstration class 2). As can be seen in the typicalExCEEd Teaching Workshop schedule (Figure 3), the

Conference Session

Proven Strategies in Classroom Engagement Part II: Activities for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Michelle Reynolds P.E., Colorado School of Mines; Raul N. Tackie, Colorado School of Mines

Tagged Divisions

Civil Engineering

are of greatimportance, while others may only need to be briefly mentioned in the lecture. To reflect thisrelative importance in the skeleton notes the instructor should rank each topic in the list; in effectcreating a hierarchy of importance. The next step is to reorder the list of topics as they wouldappear chronologically in a lecture; the topics should build on one-another in a logical fashion tocreate a progression of thought that serves to inform the student and demonstrate how theconcepts relate to one another. This reordering can take many forms, and should be written in away that encourages the instructor to think about how the topics are related. Some instructorsmay find that a bulleted list serves this purpose best, while others

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Douglas Schmucker P.E., University of Utah; Joshua Lenart, University of Utah; Steven J. Burian P.E., University of Utah; Amir Mohaghegh Motlagh, University of Utah

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

rather than a high performance by the students. Instead, the criteria for performanceat the Analysis level might more accurately be defined as demonstrating an understanding of thecompeting measures of success for the various project criteria and how to obtain, process, andanalyze the appropriate data associated with success in each category. If so, the performance ofthe students would occur, at best, around the Application level. It is more likely that other levelswould then be re-scaled to reflect average performance occurring around a mean of 2.5 (betweenComprehension and Application). Note the large coefficient of variation of 0.4. Such a largevalue suggests significant scatter about the mean. (Given the changing perspective of the

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology; Jeremy R. Chapman, Rose-Hulman Institute of Technology; James H. Hanson P.E., Rose-Hulman Institute of Technology; Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Michael Anthony Robinson P.E., Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

highest grade point average (GPA) students. The other group seems to experience great difficulty with the open-ended learning and the independent problem solving that is needed for successful project completion. Sometimes they struggle greatly to carry their part of the work for the team to completion. This group does not necessarily correspond to the lower GPA students. The department hopes to explore further how to facilitate better open-ended problem solving earlier in the students’ careers. Perhaps this reflects the need for a combination of the triplet of Knowledge, Skills and Attitudes necessary for successful civil engineering practice. • There continues to be some confusion with the multiple

Conference Session

Proven Strategies in Classroom Engagement Part I: Artifacts for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University; Fatih Alperen Adam

Tagged Divisions

Civil Engineering

performance data via a midterm or final examination was not included heresince it would only be reflective of one component of the project (truss analysis) and not of theothers (computer and oral presentation skills, CAD, data analysis, and engineering design).Table 2. Online survey instrument Statement ID Statement Scale Skills SE 1 I can perform experiments independently. 1-6 Skills SE 2 I can analyze data resulting from experiments. 1-6 Skills SE 3 I can communicate results of experiments in written form. 1-6 Skills SE 4 I can solve problems using a computer. 1-6 Skills SE

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adam J. Lobbestael, Lawrence Technological University; Matthew Sleep, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

Agree Average RankingFigure 4 – Results of Part II post survey at both institutionsConclusionsTwo problem-based learning modules were developed for an introductory, junior level soilmechanics/geotechnical engineering course. The first module was delivered at one institution,and the second module was delivered at two institutions. The instructors made generalobservations to assess the effectiveness of the modules with regard to comprehension and used aseries of pre and post surveys to assess the effect of the modules on student attitude towards soilmechanics and geotechnical engineering. The following conclusions are drawn from theinstructors’ reflections on the PBL delivery and from the results of the

Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Douglas Schmucker P.E., University of Utah; Joshua Lenart, University of Utah ; Hessam Tavakoldavani, University of Utah; Pedro Romero, University of Utah; Michael E. Barber, University of Utah

Tagged Divisions

Civil Engineering

civilengineering profession. Creative learning activities are needed to translate outcomes frominternational learning experiences to serve the local professional market.A key broader impact of the project is the development, testing, and refinement of techniques toefficiently and effectively assess a broad definition of global learning in civil and environmentalengineering programs. The baseline study presented herein used three measures. Reflection onthe measures combined with reviewer comments indicates a direct measure of student learningremains a key missing component, but one that requires a much more significant effort.However, the use of the GCI and CQ survey has not been tested in the Department of Civil andEnvironmental Engineering at the

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew W Roberts, Southern Utah University; Carol Haden, Magnolia Consulting, LLC

Tagged Divisions

Civil Engineering

or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. The authors also wish to thank the reviewers for their comments,which were helpful in improving the final version of the paper.Bibliography[1] P. J. Parker, M. W. Roberts and M. K. Thompson, "Work in progress — Assessment and pilot delivery of an introduction to infrastructure course," in Proceedings of the 2010 Frontiers in Education Conference, Washington, DC, 2010.[2] M. W. Roberts, P. J. Parker, M. K. Thompson and B. A. Barnet, "Development of an Introduction to Infrastructure Course," in Proceedings of the 2011 ASEE Annual Conference, Vancouver, Canada, 2011.[3] M. R. Penn, P. J

Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mei-Mei Song, Tamkang University; Shang-Hsien (Patrick) Hsieh, National Taiwan University

Tagged Divisions

Civil Engineering

clear thatincorporating futures thinking is a good approach to motivate first-year civil engineeringstudents into thinking for the future, thinking for the present, and raising awareness aboutpeople and society. It provides a good stepping-stone for civil engineering students todevelop their capacities to design for the future. Additional efforts to further and deepenstudents’ learning, however, will continue to be pursued.    Bibliography1. Aktas, C. B. (2015). Reflections on interdisciplinary sustainability research with undergraduate students. Journal of Sustainability in Higher Education, 16(3), 354-366.2. ASCE: American Society of Civil Engineers. (2008). Civil engineering body of knowledge for the 21st century: Preparing the

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; W. Edward Back, University of Alabama; Derek G. Williamson, University of Alabama

Tagged Divisions

Civil Engineering