Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Horst Brandes P.E., University of Hawaii; Joe D. Manous Jr, U.S. Army Corps of Engineers; Kenneth J. Fridley, University of Alabama

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, while the Civil Engineering Professional is expected to exercise responsible in chargeduties and have acquired sufficient knowledge and experience to handle complex engineeringproblems, the Civil Engineering Technologist is presumed to have adequate knowledge andexperience to address well-defined problems, and more importantly, to possess specific and in-depth knowledge within at least one specialty area, knowledge that may go beyond that of theCivil Engineering Professional. With this understanding in mind, the CET-BOK identifies 17specialty outcomes that are unique to the role of the Civil Engineering Technologist. Theseoutcomes are formulated in the cognitive domain and for the most part have assigned levels ofachievement at either

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg E. West, Ohio State University

Tagged Divisions

Civil Engineering

during their undergraduate careerand in turn the only opportunity to gain their attention. With this in mind, Young et al. [23]asked the question, “What is the impact on students of designing/revising a course based onthese learning outcomes and knowledge tables?” The original course emphasized exposure tomany different topics within transportation engineering rather than depth in a few topics. Thecourse instructor redeveloped the course to include further depth into the most critical topics andreduce breadth using the knowledge tables and course outcomes created by the NTCP.Keeping in mind the school’s geographic region and the interest of the students, the totalnumber of topics in the course was reduced by about 25% [23]. To provide more depth

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

Climate Change from Existing Energy Infrastructure,” Science, vol. 329, no. 5997, pp. 1330–1333, Sep. 2010.[5] T. R. Karl, Global Climate Change Impacts in the United States. Cambridge University Press, 2009.[6] T. Shealy et al., “Half of Students Interested in Civil Engineering Do Not Believe in Anthropogenic Climate Change,” J. Prof. Issues Eng. Educ. Pract., vol. 0, no. 0, p. D4016003, Nov. 2016.[7] A. Leiserowitz, E. Maibach, C. Roser-Renouf, and J. D. Hmielowski, Climate change in the American Mind: Americans’ global warming beliefs and attitudes in March 2012, Yale University and George Mason University, New Haven, CT: Yale Project on Climate Change Communication,[web document](2012). 2012.[8] L. M. Lefsrud

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yusuf A Mehta, Rowan University

Tagged Divisions

Civil Engineering

Paper ID #21148A Project-based Learning Method to Teach Concepts of Viscoelasticity and itsApplications to Seniors and Graduate Students in Biomedical, Civil, Chemi-cal, and Mechanical EngineeringDr. Yusuf A Mehta, Rowan University Dr. Mehta is a Professor at the Department of Civil and Environmental Engineering at Rowan University. Dr. Mehta has extensive experience in teaching pavement materials and pavement systems. Dr. Mehta has published several technical and educational papers in leading professional organizations. c American Society for Engineering Education, 2018 A Project Based Learning

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Goncher, Charles Sturt University

Tagged Divisions

Civil Engineering

., & Rosenbauer, L. M., & Arunkumar, S. (2017, June), Board # 116 : Collaborative Research: From School to Work: Understanding the Transition from Capstone Design to Industry Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27700[5] Reidsema, C., Goldsmith, R., & Mort, P. (2010, June). Enabling the reflective practitioner in engineering design courses. In 2nd International Conference on Design Education (ConnectED2010). The University of New South Wales.[6] Trede, F. (2017). Interact2: EEL513 - Workplace learning: Theory and Practice. “WPL Preparation.”[7] Vygotsky, L. S. (1980). Mind in society: The development of higher psychological

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Alec William Maxwell, San Francisco State University; Zahira H. Merchant, San Francisco State University

Tagged Divisions

Civil Engineering

Paper ID #21187Using Mobile Learning to Improve Low Success Rate in Engineering CoursesDr. Zhaoshuo Jiang P.E., San Francisco State University Zhaoshuo Jiang graduated from the University of Connecticut with a Ph.D. degree in Civil Engineering. Before joining San Francisco State University as an assistant professor, he worked as a structural engi- neering professional at Skidmore, Owings & Merrill (SOM) LLP. As a licensed professional engineer in the states of Connecticut and California, Dr. Jiang has been involved in the design of a variety of low- rise and high-rise projects. His current research interests mainly

Conference Session

The Evolving Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles Riley P.E., Oregon Institute of Technology; Sharon L. Beaudry, Oregon Institute of Technology; Aja Bettencourt-McCarthy, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

Paper ID #21646An Institutional Excellence in Teaching Workshop Adapted from the Ex-CEEd ModelDr. Charles Riley P.E., Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 10 years and has been honored with both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award (2012) and the Beer and Johnston Outstanding New Mechanics Educator Award (2013). While he teaches freshman to graduate- level courses across the civil engineering curriculum, his focus is on engineering mechanics. He im- plements classroom demonstrations at every opportunity as part of a complete

Conference Session

The Evolving Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Lanning P.E., University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

strong learning community within each class and the use of high-impact practices to engage and challenge his students. c American Society for Engineering Education, 2018 Developing an Effective and Engaging Concept-Driven Approach to Teaching Structural DesignAbstractStructural engineering students are expected to have a very well developed understanding ofstructural design upon graduating. However, many students achieve only a low level ofunderstanding with design abilities amounting to “plug-and-chug”. This might be the product ofthe combination of two factors. First, commonly instructors only use traditional teacher-centereddirect instructional practices (e.g. only lecturing and

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Bhaskar C. S. Chittoori, Boise State University; Sondra M. Miller, Boise State University; Thomas A. Robbins

Tagged Divisions

Civil Engineering

, sophomores, and seniors [13]–[15].However, as described in Table 1, these existing approaches present several problems.Table 1: Problems with infusing sustainability and resiliency into the CE curriculum PRO BLEM DESCRIPTION Junior-year Gap Most civil engineering programs implement sustainability concepts in freshmen, sophomore and senior years, which clearly indicates a junior year gap. Students gain sub-discipline specific knowledge during the junior year. It would be prudent to show students how S&R applies in each of these sub-disciplines. Weak Transitions Designers created a number of modules with specific courses in mind, but with no

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean Lyle Gestson, Oregon State University; Benjamin David Lutz, Oregon State University; Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University; David S. Hurwitz, Oregon State University; Masoud Ghodrat Abadi, Oregon State University

Tagged Divisions

Civil Engineering

Paper ID #23100Developing an Understanding of Civil Engineering Practitioner Problem-solvingRationale Using Multiple Contextual RepresentationsMr. Sean Lyle Gestson, Oregon State University Sean Gestson is a recent graduate from the University of Portland where he studied Civil Engineering with a focus in Water Resources and Environmental Engineering. He is currently conducting Engineering Education research while pursuing a doctoral degree in Civil Engineering at Oregon State University. His research interests include situated cognition, problem-solving research, and engineering curriculum development.Mr. Benjamin David

Conference Session

Course Structuring for Effective Student Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan L. Solonsky P.E., Pennsylvania State University, University Park

Tagged Divisions

Civil Engineering

Paper ID #21216Possibilities for Technology-enhanced Active Learning of Structural Steel De-signDr. Ryan L. Solonsky P.E., Pennsylvania State University, University Park Ryan Solnosky is an Assistant Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky started at Penn State in July of 2013 and has taught courses for Architectural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated Professional Bachelor of Architectural Engineering/Master of Architectural Engineering (BAE/MAE) degrees in

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles Riley P.E., Oregon Institute of Technology; Mark Henry Clark, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

Paper ID #21651Bridging the Gap: a Co-taught Field Course with Integrated History andCivil Engineering ContentDr. Charles Riley P.E., Oregon Institute of Technology Dr. Riley has been teaching mechanics concepts for over 10 years and has been honored with both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award (2012) and the Beer and Johnston Outstanding New Mechanics Educator Award (2013). While he teaches freshman to graduate- level courses across the civil engineering curriculum, his focus is on engineering mechanics. He imple- ments classroom demonstrations at every opportunity as part of an