Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Roth, Lafayette College

Tagged Divisions

Civil Engineering

achievedstandard format project reports. this outcome. Table 2: Summary of Assessment ResultsConclusionsThe three-week geotechnical project developed by the author for the ItE course successfullyachieved the desired student learning outcomes related to geotechnical engineering. There wereno significant challenges associated with the project; however, to improve student writing, anadditional day could be added to the project to provide opportunities for peer review of draftreports.The project provided many benefits beyond the achievement of the desired learning outcomesincluding low cost, easy course preparation, significant student interest and engagement, andimproved student

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut-Ilgu, Iowa State University; Suhan Yao, Iowa State University; Peter Tarmo Savolainen, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

instructors. These benefits caninclude increased learning gain3,4, flexibility5-15, increased interaction with peers and theinstructor6,8,9,12,13,16-22, improved professional skills20,23, and increased student engagement andpreparation9,13,25,26. Based, in part, on the potential benefits identified in previous studies, ajunior-level transportation engineering course was converted into a flipped format. This paperaims to investigate student perspectives on various components of the course. In particular, thefollowing research questions will be addressed. 1. Are students prepared to take a flipped course? 2. What are student perspectives on a flipped transportation engineering course?Course DescriptionCE 355: Principles of Transportation

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heather Noel Fedesco, Purdue University, West Lafayette; Cary Troy, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

of flipping a large fluid mechanics course isassociated with small but positive improvements to quiz and final exam performance. However,it is best to rely on other indicators beyond course performance in order to more accuratelydepict the impact of a course transformation. To supplement the results of the quantitativeanalyses, student comments about the course and instructor observations of the transformationimplementation were assessed. Students found the work sessions to be very effective, enjoyedcollaborating with peers and the instructor, and thought the online videos were helpful. Theinstructor indicated that the benefits of the flipped class include the following: heightenedstudent engagement during class periods; greatly increased

Conference Session

Use of Technology in Civil Engineering Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College; Adrienne J Gauthier, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

encompasses a broad range of activities that engage thestudents in meaningful learning.2,5 While homework and laboratory sessions likely includemeaningful learning activities, advocates of active learning focus on approaches that take placein the classroom in place of traditional lectures.2 Felder and Brent use the following definitionfor active learning: “anything course-related that all students in a class session are called upon todo other than simply watching, listening and taking notes” (p. 2).6 Active learning strategiesinclude the use of clicker questions in class, peer instruction, inquiry-based learning,collaborative learning, and problem- and project-based learning.4,5,6, 7Many active learning strategies have been used successfully in

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

communications for the Depart- ment of Civil & Environmental Engineering and the Department of Chemical Engineering. He holds a Ph.D. from the University of Utah in Rhetoric and Writing Studies and an M.A. in English from Montana State University. His research focuses on land management policy in two discrete areas. The first relates to civil infrastructure projects and landscape-scale impacts on habitat, community resilience, and long- term land use planning; the second involves the utilization, conservation, and management of big game wildlife resources. For the past five years he has led various transdisciplinary teaching and research projects examining land and wildlife resource management conflicts vis-`a-vis

Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven D Hart, Virginia Military Institute

Tagged Divisions

Civil Engineering

expected to review the lesson objectives, read theassignment, answer the assigned questions, and work the pre-class problems. Questions are allbased on the reading assignment and are focused on definitions, formulas, and fundamentalconcepts. For example, in Solid Mechanics, students might be asked to define prismatic,homogeneous, and isotropic. Pre-class problems are fundament in nature requiring use ofparticular concepts, but not extensive in calculations. For example, in Statics a student might beasked to find the internal force in a single member of a simple truss using the method of sections.Pre-class work is peer-evaluated at the start of each lesson. The top header of the advanced sheetcontains the words “GO NO GO.” If the peer-evaluator

Conference Session

Viewpoints, Perspectives, and Creativity in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin Chang P.E., University of Idaho - Moscow

Tagged Divisions

Civil Engineering

Civil Engineering Professional Seminaroffering (CE 491). This course is designed to provide graduating students with newopportunities to develop a skill set that will help foster their individual growth andlearning. Class participants learn and practice oral and written communication skillsusing practical examples in their selected area of interest. The other goals of this courseinclude:  Further understanding of the civil engineering field and related topics;  Developing multidisciplinary collaboration and team-building skills;  Enhancing communication skills in both oral and written formats through writing and presentation exercises; and  Providing support toward completion of their degree.Each student is divided

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

Outcome 4 Social Sciences.In practice, in the United States, this requirement is somewhat redundant for most universities,which already have in place a robust general education requirement, typically about 25 % of thecurriculum or so. At the third author’s home institution, two courses each in humanities andsocial sciences are required, along with two more in diversity, in addition to the generaleducation courses in writing, mathematics, and science that we would want engineering studentsto take anyway.Theoretically, then, professional development at a U.S. university would be easier to achieve,since it would be built on a sound general education foundation. In practice, that is rarely thecase. Students, and often faculty, fail to make the

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

objectives V Planning a Class: Offers a structured methodology for organizing a class with emphasis on constructing an outline, board notes, and out-of-class activities VI Writing: Covers the fundamentals of making written presentations using the chalk board, vu-graphs, and PowerPoint slides VII Teaching Assessment: Covers student, peer and self-assessments and separates myth from fact regarding their usefulness. Classroom assessment techniques (Angelo and Cross, 1993) are illustrated throughout the seminars. VIII Communications - Speaking: Covers fundamentals of communication skills with emphasis on speaking to a group and generating positive emotion from students IX Communications – Questioning: Examines different

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

S Alireza Behnejad P.E., University of Surrey, UK

Tagged Divisions

Civil Engineering

‘Civil Engineering’ and ‘Bridge Engineering’ courses.A main aim of the Project is to involve students in an active learning environment. Also, thestructure designed by the students is not as important as the process of the design andconstruction. In other words, the project is ‘process based’ rather than ‘product based’. So,the attention of the present paper is on the potential benefits of the DAD Project as anexample of the use of full-scale physical models in engineering education. The benefits maybe grouped into the following two categories: o General benefits of a group design project such as the development of team-working and communication skills to solve engineering problems. As a group project, peer learning 7 is a key

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

it enjoyable to work with a groupof people you interact with on a daily basis, and getting to know my peers outside of the engineering center, was agreat experience … Working on this project with Student A, Student B, and Student C allowed me to get to knowthem on a personal level. I learned more about what they are involved with in their engineering program… Sometechnical information I received was from Student A, who has worked on construction projects with her dad eversince she was a kid. She taught me some construction practices that I would have never thought about in regards tomeasuring the plastic more efficiently and effectively. This project was such a great experience, that I wouldrecommend doing it again, the same way. Thanks to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anahid Behrouzi, University of Illinois, Urbana-Champaign

Tagged Divisions

Civil Engineering

development andstudy of physical models have been in the topic areas of: statics5, structural mechanics3, generalstructural engineering6,7, steel design8, and reinforced concrete design9-14.Examining the hands-on teaching tools and exercises associated only with reinforced concretedesign courses, the vast majority involve laboratory testing of beams and/or columns to helpstudents understand structural response.9-13 These activities often require students to conduct:concrete mix design, flexural/shear design, fabrication, instrumentation, testing of both materialsamples and structural specimens, data analysis, as well as report writing. While these activitiesare an outstanding way for students to apply their design knowledge, understand concrete

Conference Session

Use of Technology in Civil Engineering Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles Riley P.E., Oregon Institute of Technology; Jason D. Millar, Oregon Institute of Technology; Samuel Lozano, Oregon Institute of Technology; Sean St.Clair, Oregon Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

of technology in the classroom provides an opportunity for studentsto interact more efficiently with information and peers in a learning environment. The interactiveteaching methods discussed in this paper relate to active, inductive, and problem based learning(PBL). Active learning is most generally defined as any instructional method of engagingstudents for the entire duration of the teaching contact time6. In addition to traditional homeworkand examination, active learning allows students to participate in collaborative activities thatpositively influence student attitudes and study habits for course material6. Inductive learningencompasses interactive instruction techniques including inquiry learning, PBL, project-basedlearning, case