Conference Session

Innovation and Fun in the Civil Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony Battistini, Angelo State University

Tagged Divisions

Civil Engineering

farther than the students in their classroomsand hallways to know that they are living in an ever-increasing digital world. In fact, in onestudy conducted at Baylor University amongst 164 college students, it was found that malecollege students spent an average of nearly 8 hours per day on their cell phone while femalecollege students spent nearly 10 hours per day [1]. Besides the plethora of social media apps tobe used to connect with one another, many college students use their devices to watch digitalmedia through streaming services like Netflix. In fact, a survey commissioned by LendEDUfound that 92% of college students had access to a Netflix account [2].While it seems most students could concentrate on a tiny screen for hours on end, it has

Conference Session

Active and Out There: Labs and Active Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristin M. Sample-Lord P.E., Villanova University; Virginia Smith, Villanova University; Patricia Gallagher P.E., Drexel University (Eng. & Eng. Tech.); Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

third of the course.Engaging and maintaining student interest in the geology content had been challenging, as someof the engineering students struggled to appreciate the relevance of basic geology to CEE [1, 2].The authors were inspired by the reported benefits of a flipped (i.e. inverted) engineeringclassroom described in the literature for mechanics courses typically taught in engineeringundergraduate curriculums [3-10]. At Villanova, other faculty in the civil engineering 1department have been successful in implementing these techniques in their mechanics andstructural design courses [10, 11]. Other studies on the impacts of the flipped engineeringclassroom have been reported for software [12

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth G. Jones, University of Nebraska, Lincoln; Mostafa Soltaninejad, University of Nebraska, Lincoln; Claudia Ponce de Leon

Tagged Divisions

Civil Engineering

data collectionexercises. The goal of the research presented here is to determine if an outdoor field laboratoryexercise that collects traffic engineering data can be translated to a VR environment using 360-degree videos.The paper presents the work being done to translate the experience of live field laboratoryexercises to a virtual reality environment through the use of 360-degree video.The research for the overall project can be broken into three major research objectives: 1. Develop a VR 360-degree video environment 2. Develop methodology to assess how the student learning experience changes between a live field exercise and a lab-based VR 360-degree video environment 3. Conduct an experiment to assess how the student learning

Conference Session

It's All About the Student: Integration, Problem Solving, Critical Thinking, and Self-Efficacy

Collection

2019 ASEE Annual Conference & Exposition

Authors

Todd M. Brown P.E., University of Hartford; David Pines, University of Hartford; Don Quinn

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

pipe networks. The Civil Engineering Department at theUniversity of Hartford has embraced the challenge of updating many of our courses to includethe use of Civil3D into all four years of the students’ curriculum to enhance learning and toimprove students’ success in landing a career. Based on advice from the Department’s AdvisoryBoard, Civil3D was selected as the software platform that is used throughout the civilengineering industry.This initiative supports the overriding theme of the Third Edition of the Civil Engineering Bodyof Knowledge that is “focused on preparing the future civil engineer for entry into the practice ofcivil engineering at the professional level [1].” Specifically, the use of design software enhancesthe Engineering

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kevin Chang P.E., University of Idaho, Moscow; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Civil Engineering

training opportunity exists does not mean it will benefit the relevant stakeholders. Forexample, when and how frequently should an employee be entitled to training opportunities?How does the agency recover its investment? What are the agency’s philosophies and overallbudget allocation with regard to training? What are the philosophies of individual managers andsupervisors [1]? A range of criteria must be considered regarding the decision to participate intraining or professional development.For civil (and transportation) engineers, there is added recognition that “civil engineers mustlearn and apply new technologies that (may not have been) included in a traditional (academic)curriculum [2]. Such issues become amplified as the design of

Conference Session

Active and Out There: Labs and Active Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University; Benjamin S. Magbanua Jr., Mississippi State University; James L. Martin P.E., Mississippi State University

Tagged Divisions

Civil Engineering

effective. 175 responses were received and analyzed. Evaluation of student responsesindicates broad agreement on the effectiveness of high-impact learning activities. A potentialconcern, however, is that certain critical elements of high-impact teaching strategies, such as“metacognitive thinking” and “questioning”, were not considered important by the students. Wesuggest that additional data be collected to account for variability in students’ learningexperiences and teaching preferences over a longer period of time. 1  IntroductionStudent learning and success is the core objective of any educational institution regardless of thelevel of education. There

Conference Session

It's All About the Student: Integration, Problem Solving, Critical Thinking, and Self-Efficacy

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut Ilgu, Iowa State University; Suhan Yao, Iowa State University

Tagged Divisions

Civil Engineering

experienceswhich makes it difficult to teach online as compared to other disciplines [1]. This leads to manyengineering educators to choose lecture capture—streamed and/or recorded— as a way to servedistance education students. However, this approach does not make use of the capabilities ofquality online learning and fails to engage distance education students [2]. To address thisconcern, an online graduate level civil engineering course was redesigned to increase interactionamongst students and engagement in the material which in return would encourage criticalthinking. This study aimed to explore patterns of interaction and level of critical thinking duringstudent-facilitated online discussions through social networking analysis and content

Conference Session

Sustainability in Civil Engineering Education: Service Learning, Capstone Integration, Student Affect and Rating Systems

Collection

2019 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Travis Welt, University of St. Thomas; Hannah Dasyam, University of St. Thomas; Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

acquire and apply new knowledge. Interests include environmental engineering, sustainable development and the Envision rating system.Dr. Tripp Shealy, Virginia Tech Tripp Shealy is an Assistant Professor of Civil and Environmental Engineering at Virginia Tech. c American Society for Engineering Education, 2019 Sustainability Service Learning as a Mechanism for Acquiring New KnowledgeAbstractEvolving infrastructure needs of our society call for development of engineering students whohave “an ability to acquire and apply new knowledge using appropriate learning strategies,” asstated in ABET student outcome 7 [1]. Parallel to the learning strategy need is an

Conference Session

Innovation and Fun in the Civil Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Audra N. Morse P.E., Michigan Technological University

Tagged Divisions

Civil Engineering

engineers (e.g. NAE Engineer of2020, [1]). Within the International Engineering Alliance’s ‘Graduate Attributes and ProfessionalCompetencies’ [2] innovation is included among five attributes of complex activities conductedby engineers (EA5, p. 8). The National Society of Professional Engineers (NSPE) lists among itseight values “innovation through creative application of math, science, and engineering” (p. 6),states that “tomorrow’s successful and relevant professional engineer” will need to be “creativeand innovative” (p. 12), and weaves the ideas of creativity and innovation into four outcomes(engineering science, problem solving, design, and professional attitudes) [3]. Creativity is linkedto design as an outcome in the Environmental Engineering

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Decker B. Hains, Western Michigan University; Leslie Nolen CAE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

management experience to her work with ASCE’s Committee on Education on issues of importance to the undergraduate and graduate level education of civil engineers. c American Society for Engineering Education, 2019 The 5Ws of the Third Edition of the Civil Engineering Body of KnowledgeIntroductionThis paper is a follow-up to updates on the Third Edition of Civil Engineering Body ofKnowledge (CEBOK3) that were presented at the 2017 [1] and 2018 [2] ASEE AnnualConventions, and provides a comprehensive overview of the Civil Engineering Body ofKnowledge 3 Task Committee’s (CEBOK3TC) effort and the process it followed to complete itscharge. This will be done by focusing

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler P.E., U.S. Military Academy; Thomas A. Lenox Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

through March2018, the ultimate goal of the initiative was to change state licensure laws, such that a master’sdegree or equivalent would become the academic prerequisite for licensure as a professionalengineer in the U.S. [1]During this period, the RTB initiative made substantial progress, as reflected in the followingaccomplishments: • In 2004, ASCE published the Civil Engineering Body of Knowledge (CE-BOK)—a landmark document that, for the first time ever, articulated the knowledge, skills, and attitudes required for entry into the practice of civil engineering at the professional level [2]. • In 2008 [3] and 2019 [4], ASCE published CE-BOK updates that improved the document’s usability and addressed changes in

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Decker B. Hains, Western Michigan University; Audra N. Morse P.E., Michigan Technological University; Leslie Nolen CAE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

Engineering Education, 2019 The CEBOK3 and ABET Accreditation Criteria: A Gap AnalysisIntroductionUndergraduate civil engineering curricula must satisfy a variety of constraints, notably anyinstitutional requirements and, to be accredited by ABET [1], the minimum requirements definedin the ABET General Criterion 3: Student Outcomes (see Appendix A), General Criterion 5:Curriculum (see Appendix B), and the Program Criteria for Civil and Similarly NamedEngineering Programs (also referred to as the civil engineering program criteria, or CEPC, seeAppendix C). The American Society of Civil Engineers (ASCE) serves as the lead societyresponsible for content of the CEPC. ASCE also maintains and publishes the Civil

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

David M. Flaherty, United States Military Academy

Tagged Divisions

Civil Engineering

endless equations and an apparent jumble of theory andpractical application. Wankat and Oreovicz2 are one of many that state “classroomdemonstrations during lecture can provide a concrete learning experience and the chance fordiscovery.”Vander Schaaf and Klosky1 identified four primary reasons to integrate models and demos intoclassroom instruction, which are as follows: “1. Push students toward an active mode of learning; 2. Excite interest in the topic; 3. Link theory to the student’s natural knowledge; and 4. Engage global learners fully.”Using this crane rigging demonstration is one more way to positively engage with your studentsin the classroom.BackgroundThe crane rigging demo study included 60 students from two

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Decker B. Hains, Western Michigan University; Kenneth J. Fridley, University of Alabama; Thomas A. Lenox Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Leslie Nolen CAE, American Society of Civil Engineers; James J. O'Brien Jr., American Society of Civil Engineers

Tagged Divisions

Civil Engineering

proponentsof this initiative. Much has been learned from the experiences of the past – and these hard-learned experiences should guide the preparation of future editions of the CEBOK. A relevantquotation (from Adlai E. Stevenson) comes to mind: “We can chart our future clearly and wiselyonly when we know the path which has led to the present.”As the CEBOK has evolved, numerous papers have been published discussing various aspects ofits three different editions. A new paper titled “The Role of the Civil Engineering Body ofKnowledge in ASCE’s Raise the Bar Effort” is also being published and presented at the 2019ASEE Annual Conference [1].Planting the Seeds (1995-2001)Although the origins of maintaining a current and relevant engineering education

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Horst Brandes, University of Hawaii; Eric L. Flicker, Pennoni Associates Inc.; Kelly Dooley P.E., American Society of Civil Engineers

Tagged Divisions

Civil Engineering

Pennsylvania State Uni-versity and is a licensed Professional Engineer in the state of Maryland. Kelly is also currently pursuinga Master of Science in Management with a specialization in Nonprofit and Association Managementpart-time. c American Society for Engineering Education, 2019 The Role of the Civil Engineering Body of Knowledge in ASCE’s Raise the Bar EffortIntroductionThe Civil Engineering Body of Knowledge (CE-BOK) prescribes the necessary depth and breathof knowledge, skills, and attitudes required of any and all civil engineers entering the practice ofcivil engineering at the professional level. As Abbott [1] and others have indicated, theimportance of the CE-BOK goes even

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles D. Facciolo, Daedalus Structural Engineering; Anahid Behrouzi, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Civil Engineering

be required in the undergraduate civil/architectural engineeringcurriculum. The exclusion of this class is the result of one or more of the following factors:  technical complexity of course topics,  lack of modern textbooks that serve to adequately explain challenging concepts,1  limited perceived necessity based on the majority of undergraduate student career paths,  availability of course at the graduate level for interested students, and/or  undergraduate degree credit hour constraints that restrict offering advanced electives.Universities that have historically offered structural dynamics at the undergraduate level seem tobe located in a region with high earthquake hazard, at sites affiliated with a

Conference Session

Thinking Outside the BOKs: ABET, Ethics, Civil Engineering as Liberal Education, and 3-Year Degrees

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian J. Swenty P.E., University of Evansville; Matthew K Swenty P.E., Virginia Military Institute

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

breadth needed to be a licensed professionalengineer. Most engineering licensure boards, groups that are typically under state governmentcontrol, depend on accreditation organizations to enforce rigorous education standards.Ultimately, public safety is the common thread that connects engineering education toprofessional engineering licensure and the public. The public and their elected representativeswant safe infrastructure, designed and constructed by trustworthy engineers, but they also desireless expensive college education and higher graduation rates [1], [2]. State governments and statelegislatures are accountable to constituents who feel the cost of higher education is too expensive[3], [4]. A former university president stated, “Few

Conference Session

Active and Out There: Labs and Active Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ricardo Zaurin P.E., University of Central Florida

Tagged Divisions

Civil Engineering

)/ pass (ABC) ratio forstatics is very high (40%- 50% ) causing many students to abandon engineering to pursue othermajors.Bad teaching strategies and lack of identification with the major are also reasons for studentswithdrawing from engineering programs, especially during the first years. Education researchhas shown an increase in class success, retention, and graduation rates when the studentsparticipate in relevant learning experiences [1] [2]. A growing number of research publications inengineering education support the necessity to complement purely traditional lecture-basedlearning environment with practical class applications and demonstrations to adequately preparestudents to succeed in the collaborative and challenging engineering

Conference Session

Sustainability in Civil Engineering Education: Service Learning, Capstone Integration, Student Affect and Rating Systems

Collection

2019 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Oklahoma State University; Tricia Heather Hatley, Freese and Nichols, Inc

Tagged Divisions

Civil Engineering

construction. As the leaders of change in fundamental civil engineeringprocesses, it is the responsibility of civil engineering departments nationwide to lead themovement toward sustainable civil engineering development through research and education oftheir students.” 1 Sustainability is one of the American Society of Civil Engineers (ASCE) fourkey programs 2. It is also part of Canon 1 of the ASCE Code of Ethics, “Engineers shall holdparamount the safety, health and welfare of the public and shall strive to comply with theprinciples of sustainable development in the performance of their professional duties.” 3Robinson and Sutterer cited as barriers to sustainability in education that many civil engineeringfaculty are not knowledgeable about

Conference Session

High-Impact Teaching and Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew K Swenty P.E., Virginia Military Institute; Benjamin Z. Dymond, University of Minnesota Duluth; Sara Ojard

Tagged Divisions

Civil Engineering

project in two upper level civilengineering structural design courses that were taught in a longitudinal manner: (1) reinforcedconcrete design and (2) steel design. Through the curricula in this study, students were requiredto take reinforced concrete design and had the option of taking steel design. Use of the sameassignment allowed for the presentation of common design processes in each course. Thestudents could also conceptualize the process of design alternatives for future use in capstoneprojects and employment.Background One of the goals of an engineering program is to teach students a body of knowledge thatthey are expected to master by graduation. In each program there are unique sets of topics andmany of them have some degree of

Conference Session

It's All About the Student: Integration, Problem Solving, Critical Thinking, and Self-Efficacy

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; William J. Davis P.E., The Citadel; Timothy W. Mays, The Citadel; Ronald W. Welch P.E., The Citadel; John C. Ryan, The Citadel

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

NCSEA Service Award. His areas of expertise are code applications, structural design, seismic design, steel connections, structural dynamics, and civil engineering aspects of antiterrorism.Dr. Ronald W. Welch P.E., The Citadel Ron Welch (P.E.) received his B.S. degree in Engineering Mechanics from the United States Military Academy in 1982. He received his M.S. and Ph.D. degrees in Civil Engineering from the University of Illinois, Champaign-Urbana in 1990 and 1999, respectively. He became the Dean of Engineering at The Citadel on 1 July 2011. Prior to his current position, he was the Department Head of Civil Engineering at The University of Texas at Tyler from Jan 2007 to June 2011 as well as served in the Corps of

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brad Wambeke P.E., United States Military Academy; Todd Mainwaring, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

house. Leadership wants this new structure to be a large, inviting building that serves golfers as well as large events. The Academy already has detailed plans and intends to put the project up for bid. Figure 1 is a screenshot from the building information model (BIM) for the structure. They’ve hired an owner’s representative from Vitruvius Consulting Group to act on their behalf throughout the process. They call the project: Imperium. You work at a local construction firm that is interested in going after the project. The owner selected a Design-Bid-Build project delivery method with a lump sum contract. Throughout this process you will create an estimate and schedule which will result in a

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University; Laura Doyle, Santa Clara University

Tagged Divisions

Civil Engineering

reactions. Separate studies byStief [1] and Call, et al, [2] found students struggled with determining the correct supportreactions to include on a free body diagram, which is unlikely to surprise engineering facultywho have taught the course. Work by Litzinger, et al, [3] looked deeper into the actual problemsolving approach of students in statics. They found that the majority of students, all of the weakand most of the strong, identified support reactions based purely on memory and that only a fewstudents would try to reason out the support reactions based on expected physical behaviors.Having made these same observations, the authors endeavored to create a lesson module thatwould support student’s development of an intuitive feel for 3D

Conference Session

Tales from the Flip Side

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angel Ari Perez-Mejia, Quinnipiac University

Tagged Divisions

Civil Engineering

strategy for teaching engineering design bears many similarities to problem-basedlearning [1] which makes it attractive as a teaching framework for a design focused course. Asubset of problem-based learning, project-based learning uses a long-term, ill-defined, andcomplex project to mimic real world conditions when teaching design to students. Advantages ofproject-based learning include stronger student motivation, students gaining a better understandingof how to apply their knowledge in practice, and improved teamwork and communication skills[1]. The benefits of project-based learning also include a democratization of the learning process;Frank et al [2] found that by using the project-based learning approach, teams that had started offthe course

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Scott R. Hamilton, York College of Pennsylvania; David A. Saftner, University of Minnesota Duluth; Camilla M. Saviz P.E., University of the Pacific

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

program name. As such, “Civil Engineering” and similarly named programsseeking accreditation by the EAC/ABET at the baccalaureate level must demonstrate that theprogram meets both the General Criteria for Baccalaureate Level Engineering Programs and theCivil Engineering Program Criteria (CEPC). A subset of curricular topics required by the CEPCincludes the following [1], [2]:  apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science; and  analyze and solve problems in at least four technical areas appropriate to civil engineering.This study was conducted to characterize current practices within EAC/ABET accredited civilengineering programs by

Conference Session

Thinking Outside the BOKs: ABET, Ethics, Civil Engineering as Liberal Education, and 3-Year Degrees

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily F. Cutrer, Texas A&M University-Texarkana; Melissa M. Nelson; James K. Nelson Jr. P.E., Texas A&M University System

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

reflect the population as a whole. [1].The report continues to state that: While continuing to pursue increased knowledge and higher standards of excellence in teaching, research and innovation, two- and four-year colleges in Texas will need to consider more explicitly the primary reason most students attend college: to get a better job and achieve a better life. [1]A primary outcome of the 60x30TX initiative relevant to our discussion is the following: By 2030, all graduates from Texas public institutions of higher education will have completed programs with identified marketable skills: The marketable skills goal emphasizes the value of higher education in the workforce. Students need to

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Mary Katherine Zanin, The Citadel; Dena Garner, The Citadel; Deirdre D Ragan, The Citadel; Jeffery M. Plumblee II, The Citadel; Daniel B. Bornstein, The Citadel; John H. Lewis Jr, The Citadel

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

on Undergraduate Research, undergraduate research is defined as “aninquiry or investigation conducted by an undergraduate student that makes an originalintellectual or creative contribution to the discipline [1].” As stated in literature, undergraduateswho conduct research show improvements in thinking independently, thinking critically, puttingideas together, solving problems, analyzing data, analyzing literature, interpreting researchfindings, conducting ethical research, writing and communicating [2-9]. Literature also assertsthat it is rare for students to have enough opportunity to gain higher-order thinking skills fromtheir undergraduate research experiences [10].Students involved in undergraduate research also report outcomes that may

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Brock E. Barry P.E., U.S. Military Academy; Kenneth J. Fridley, University of Alabama; Leslie Nolen CAE, American Society of Civil Engineers; Decker B Hains P.E., Western Michigan University

Tagged Divisions

Civil Engineering

, distribution, and responses for each of the three surveys in turn. Thepaper elaborates on information provided in the ASCE CEBOK3 Appendix D [6].CEBOK2 Survey, Winter 2017Survey 1 DevelopmentThe process of acquiring input from outside constituencies into the development of the CEBOK3began early. A subcommittee of the CEBOK3TC focused on “outreach to other constituencies”had a conference call November 2, 2016. They continued their work over the following weeks,developing an online survey via multiple iterations. The goal of the survey was to get feedbackfrom a diversity of stakeholders in the civil engineering community on the existing CEBOK2 andpotential new outcomes that were identified via a rigorous literature review process by theCEBOK3TC [7]. New

Conference Session

Active and Out There: Labs and Active Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gretchen Bohnhoff P.E., University of Wisconsin, Platteville; Kristin M. Sample-Lord P.E., Villanova University

Tagged Divisions

Civil Engineering

andgraduate students at both VU and UW-Platteville, and support from USUCGER. The materialsfor each activity include: (1) a summary sheet for the instructor with learning objectives andinstructions; (2) the activity handout to provide to the students; (3) the solution set; (4) anexample rubric for the activity; and (5) supplemental information, if applicable. The required in-class time for the activities ranges from as short as one to two minutes to 50 minutes, to allow forflexibility in implementing the activities in existing courses. All of the activities were created forsmall informal groups. The activities vary widely in their format (e.g. "typical" quantitativeproblems, group jigsaws, concept questions/discussion, group presentations

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Angela R. Bielefeldt, University of Colorado, Boulder; Kevin G. Sutterer P.E., Rose-Hulman Institute of Technology; Derek Guthrie Williamson, University of Alabama; W. Edward Back, University of Alabama

Tagged Divisions

Civil Engineering

and Environmental Engineering Director, Center for Sustainable Infrastructure The University of Alabama c American Society for Engineering Education, 2019 Curricular Changes Needed to Fulfill the CEBOK3: Three Case StudiesIntroductionAll civil engineering programs accredited by ABET must satisfy the requirements defined in theABET Criteria for Accrediting Engineering Programs [1], including the program criteria for“Civil and Similarly Named Engineering Programs” (also referred to as the civil engineeringprogram criteria, or CEPC). The CEPC was revised and is based, in part, on the 24 outcomes inthe Second Edition of the Civil Engineering Body of Knowledge (CEBOK2