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

Paper ID #16965Shared Capstone Project Mentoring for Improved LearningDr. Kevin G. Sutterer, Rose-Hulman Institute of Technology Kevin Sutterer is Professor and Department Head of Civil Engineering at Rose-Hulman Institute of Tech- nology in Terre Haute, Indiana. He received BS and MS degrees in Civil Engineering at University of Missouri-Rolla, a second MS in Civil Engineering at Purdue University, and a Ph.D. from Georgia In- stitute of Technology. Although his specialization is geotechnical engineering, he has consulted in envi- ronmental and structural engineering as well and currently teaches courses in geotechnical

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University

Tagged Divisions

Civil Engineering

Paper ID #14991A Pre-capstone Junior-level Structural and Materials Design Project for CivilEngineering Students: Glue Laminated Timber DesignDr. Nicholas Andres Brake, Lamar University Nicholas Brake is currently an Assistant Professor in the civil and environmental department at Lamar University. He received his B.S. (2005), M.S. (2008), and Ph.D. (2012) from Michigan State University. His area of expertise is in cementitious composites which includes: fracture and fatigue mechanics of quasi-brittle materials, recycled concrete, conductive concrete, reinforced concrete, pervious concrete, geopolymer, and structural

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; Sue Niezgoda P.E., Gonzaga University; John Aidoo, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

Materials, laboratory and field testing of structures and the fatigue behavior of concrete bridges. c American Society for Engineering Education, 2016 Inter-Collaborative Learning in Capstone Design How Do We Optimize Costs and Benefits?AbstractThe civil engineering programs at Rose-Hulman Institute of Technology (RH) and GonzagaUniversity (GU) have been seeking to understand how to best facilitate capstone projects incollaboration with students at other institutes. We have the following questions – • How beneficial is it for student teams to spend time together in person to understand their cultural differences and to develop a team rapport? • How beneficial is it

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; William A Kitch P.E., Angelo State University; Tori Rhoulac Smith, Howard University; Kenneth W. Lamb P.E. Ph.D, California State Polytechnic University - Pomona; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.

Tagged Divisions

Civil Engineering

materials, we are also currently developing webcasts that present the mostimportant ideas from each unit in a more engaging format.4.2 Use of the MaterialsThe project materials are designed for flexibility in several ways. They can be integrated at anylevel of the curriculum, matching units to students' level of engineering knowledge. Currentimplementations have begun as early as a first-semester Introduction to Engineering course andas late as the final term in senior capstone courses. One university is using the materials as thebasis for a curriculum-wide writing-in-the-disciplines program. We believe that adoption in eachyear of the curriculum will enhance effectiveness because students will be continuously exposedto writing principles

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Glen F Koorey, ViaStrada Ltd.; Mark W. Milke P.E., University of Canterbury; Norb Delatte P.E., Cleveland State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

management, crash analysis, and the design and operation of rural two-lane highways. At Canterbury, Glen taught profes- sional design project courses since 2006 and also delivered oral and written presentation skills to students for many years. Since 2013 he was responsible for the introduction of a new professional engineering skills course to final-year BE students.Mark W. Milke P.E., University of Canterbury Mark Milke is a Professor in the Department of Civil and Natural Resources Engineering, University of Canterbury, in Christchurch, New Zealand. Since 1991 he has taught and conducted research there on solid waste management, design for civil and natural resources engineers, engineering decision-making

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Celio Biering P.E., Department of Civil and Mechanical Engineering, United States Military Academy; Joseph P Hanus, U.S. Military Academy; Rahul Verma P.E., United States Military Academy

Tagged Divisions

Civil Engineering

Academy seeks to educate and inspire their civil engineering studentsthrough a rigorous and realistic academic program. One of the cornerstone courses in theprogram is a Construction Management Course that incorporates a variety of hands-on, real-world, learning challenges. The objective of the first third of the course is for the students togain a foundational understanding of the basics of construction management to include projectbidding, contract mechanisms, scheduling, estimating, and project controls. The topics arepresented in a traditional classroom environment. The students are then challenged in the nextthird of the course to apply those construction management skills in a hands-on constructionsimulation exercise identified as the

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Michael R. Penn, University of Wisconsin, Platteville; Matthew W Roberts, Southern Utah University; Steven D Hart, Virginia Military Institute; Carol Haden, Magnolia Consulting, LLC; Michael K Thompson, University of Wisconsin, Platteville

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

infrastructure Figure 2: Sample of grouping of "stickie" notesRound 2: Online poll to request ideasof learning outcomes Process – Five members of the CIT-E community, all of whom were PIs on the NSF grant that funded the project, are members of the “management team.” This management team simplified the wording of the outcomes from Round 1 and split the original outcome 3 into two distinct outcomes (3 and 4 in the new list). Furthermore, one additional outcome was added to coincide with exercises that been successfully conducted at University Y in which students go out into the local area and inspect real infrastructure (number 8 in the list below): 1. solve open-ended infrastructure

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremiah Matthew Stache P.E., U.S. Military Academy; Brad Wambeke P.E., United States Military Academy; Joseph P Hanus, U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

design and construction briefing, andoral exam. The briefing and oral exam is intended to simulate a realistic environment typical ofrecent graduate military engineer officers, and with a project that is based on the real-worldexperiences of the faculty. The paper will detail the course, the road design and constructionproject, and the briefing and oral exam. An assessment will then be presented with respect to theCE495 Transportation Engineering course objectives, civil engineering program studentoutcomes, and department mission to educate and inspire. 3 Literature ReviewThe original concept of the experienced based learning in the CE495 – TransportationEngineering was presented in the 2010 ASEE

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

-scale interventions and chose to approach changes cautiously byconducting a small pilot study involving the courses in the professional “core.”Three course were selected (CVEEN 1000, 3100, and 4910) as appropriate candidates. Thesecourses represent students from across the program and constitute the core of the department’sprofessional skills-related offerings. Practical issues caused the co-authors to implement theinfrastructure theme in only two courses: CVEEN 1000 and 3100. The capstone course (CVEEN4910) was already overloaded with a focus on development and execution of design projects; aswell, many aspects of an infrastructure perspective were already embedded in the course from theoutset of this study.4 Rubric DevelopmentThe initial

Conference Session

Innovative Instructional Strategies for Integrating Sustainability

Collection

2016 ASEE Annual Conference & Exposition

Authors

Diane L. Bondehagen, Florida Gulf Coast University; Simeon J. Komisar, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University

Tagged Divisions

Civil Engineering

and future generations. Currently a project-basedapproach to promoting student knowledge and skill in sustainability design is limited to upperlevel environmental engineering courses. The long-term goal is to introduce sustainability-related activities and projects throughout the curricula and to assess levels of expertise insustainability as students progress towards graduation. This longitudinal study will attempt to elucidate differences between Civil andEnvironmental teaching strategies implemented to integrate sustainability concepts in coursedelivery. Continual assessment will help identify more effective teaching methods and yearlysenior level capstone design course assessments will evaluate student skill in

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

being exposed to substantial professional technicalities. Keystone coursescombine theory with hands-on design project courses. Capstone courses aim to allow studentsto integrate professional knowledge in design practices, assessing students’ overall learningresults across their college career. Futures thinking can be integrated in all three clusters ofcourses, though the levels of futures thinking ought to be adjusted according to students’maturity and levels of professional knowledge in civil engineering. By introducingfundamental concepts and methods in Futures Studies, the curricular experiment aims to helpstudents develop comprehensive and long-term thinking skills while being first exposed tothe civil engineering curriculum. To begin

Conference Session

Fostering Transformational Change in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel; Kevin C Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

Choice Questions X X X Test, or Test Question Short Answer Questions X X X X Test, or Test Question Calculation Based Problems X X X X Test, or Test Question Essay Questions X X X X Test, or Test Question Research Papers X X X X X X Entire Paper Lab Reports X X X X X X Lab Report Design Problems X X X X X X Project Capstone Projects X X X X X X Project Bloom’s Taxonomy Levels: 1) Knowledge, 2) Comprehension, 3) Application, 4) Analysis, 5

Conference Session

Viewpoints, Perspectives, and Creativity in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abbie B Liel P.E., University of Colorado - Boulder; Timothy J Clarkin, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

freshman or capstone engineering classes that have a fairly broad scope of learningobjectives. This paper describes the design and assessment of a service-learning module in arequired junior-level course in probability and statistics for engineering students at a large publicuniversity, which typically enrolls 90-100 students. This course is ideal for service learningbecause students struggle with the material, complaining it is “too theoretical”, and can feelanonymous in a large lecture course. Yet, there are few examples of how to successfullyintegrate service-learning ideas, including reflection activities, into a high-enrollment course thattraditionally focuses heavily on quantitative fundamentals.This paper details the design, student work

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

desired outcomes. These include using service learning with a connection tointernational, capstone projects, elective courses, and research opportunities. Given the widearray of experience that can be achieved from global programs, institutions are seeking to selectappropriate programs to match their global learning outcomes. For instance in 2015, the facultyof the University of Portland introduced three sets of outcomes related to global engineering.5Institutions remain in search of methods to determine if global learning programs are helpingstudents to develop attributes that meet program objectives, accreditation requirements, and theneeds and desires of prospective employers.6 Studies have investigated the effectiveness of arange of

Conference Session

Notable Topics in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

senior capstone design course. Oncecollected, each outcome for each student was evaluated on a five point Likert scale, providingcritical primary assessment data. When this process was first implemented, the graduationportfolios were assessed by two faculty members and two advisory board members each. Thereview effort was significant for both faculty and advisory board members; however, portfolioreview data constituted a very large part of the department’s data collection activity. In the2006/2007 academic year 50 students graduated with a BS degree, meaning 20 studentsgenerated graduation portfolios in the fall and 30 in the spring. With sixteen faculty and a dozenboard members in attendance, reviews of the graduation portfolio at the end of

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

. - Communicate geotechnical engineering recommendations by composing professional written and graphical documents.The PBL began with students being introduced to the arena construction project with pictures ofthe site prior to construction, pictures of the current state of the excavation (at the time of thePBL), and renderings of the complete facility. The primary purpose of the introductorypresentation was to provide students with an understanding of the magnitude of the excavation.The students were then shown a demonstration where moist sand was transferred from one cupto another of identical size. Despite fitting perfectly into the first cup, the soil overflows from thesecond cup, due to particle rearrangement and a change in void space

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen C Estes, California Polytechnic State University; Cole C McDaniel, California Polytechnic State University - San Luis Obispo; Alec Roberto Zavala, California Polytechnic University - San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

courses. Other applications have included constructing structuralmodels for structural design and capstone courses. This paper takes this use of classroomtechnology even further by demonstrating how K’nex pieces can be used effectively in an upper-division, highly technical structural dynamics / seismic design course.K’nex pieces consist of various rods and connectors as shown in Figure 1. The rods areingeniously sized such that right triangles are naturally formed. While one size of rod forms thesides of a triangle, the next size up forms the hypotenuse. The pattern continues as the rodschange colors and triangles get progressively larger. The connectors allow rods to be joined at45 and 90 degree angles in various configurations. Some connectors

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew K Swenty P.E., Virginia Military Institute; Kacie Caple D'Alessandro, Washington & Lee University; Ben Dymond, California State University, Sacramento

Tagged Divisions

Civil Engineering

structural engineering courses, en- joys working with the students on undergraduate research projects, and has research interests in concrete bridges, materials, and engineering education.Dr. Kacie Caple D’Alessandro, Washington & Lee University Kacie Caple D’Alessandro obtained her B.S. and M.S. degrees in Civil Engineering at Clemson University before obtaining her Ph.D. in Civil Engineering at Virginia Tech. Kacie is currently an Assistant Professor in the Department of Physics and Engineering at Washington and Lee University. She teaches engineering mechanics, engineering design, and materials science courses at W&L, and her research interests include ultra-high performance concrete, concrete structures, and