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

curriculummust prepare graduates to… include principles of sustainability in design...” 8Implementation into Capstone Design ProjectsWhile the Civil Engineering Program Criteria do not explicitly require that sustainability beaddressed within the capstone design project, that is usually the most logical place to include it.Further information is provided in the ASCE Commentary on the Program Criteria 9.As an example, Sattler et al. developed a multidisciplinary capstone course with NationalScience Foundation (NSF) funding support focusing on sustainability. Senior students from civiland industrial engineering participated, designing a biodiesel refinery using vegetable oil wastefrom campus food service. This was the culmination of a series of prior

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Leslie R. Brunell P.E., Stevens Institute of Technology (School of Engineering and Science)

Tagged Divisions

Civil Engineering

, Hoboken, NJ 07030; e-mail: lbrunell@stevens.eduAbstractWhile completing their senior year Capstone Design project, Civil Engineering undergraduatestudents are required to evaluate engineering solutions to real world design problems. Studentswork with professional mentors to develop solutions to relevant real-world issues. They areencouraged to develop innovative designs which meet all regulatory standards and designobjectives. The Capstone coordinator works closely with the professional mentors to ensure thateach design project meets ABET criteria as well as the ASCE Body of Knowledge (BOK).Recent changes to ABET criteria, and proposed changes to the ASCE BOK both focus onsustainability. They emphasize the need for students to gain an

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

. Structuraldesign courses are typically taught in a longitudinal order. Students first take a structural analysiscourse followed by one or more design courses (e.g., reinforced concrete design or steel design).There is some repetition among the design course topics, but they primarily cover their ownunique material behavior. Students are often left to imagine or connect these topics on their own,in a capstone style course towards the end of their education or during their first years ofemployment. Unfortunately, some students graduate with a misunderstanding of the trueprocesses used in structural design. Time restrictions and civil engineering program limitationslead to this quandary. The goal of this project was to integrate the same design

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

an ISI sustainability professional for certification.Envision as a sustainability tool in the classroom shows promise: a University of Utah studydemonstrated using Envision in their civil engineering capstone course helped improve thestudent’s sustainability literacy [12]; and at the University of Colorado – Boulder, an Envisionactive learning assignment for first-year engineering students scored an average grade 86%,indicating that most students had reached the knowledge and comprehension cognitive levels ofsustainability [13].MethodsDevelopment of PartnershipThe course director worked in partnership with the university SCP director to establish thecourse and non-profit developer partnership. The project scope included the course director

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

works… for sustainable[3] Design a system… to meet desired needs within such performance realistic constraints as… sustainability.EnvE BOK Explain the need for and ethics of integrating sustainability Design a complex system, process,AAEE 2009 throughout all engineering disciplines and the role [of] or project to perform sustainably[5] environmental engineers…. Evaluate the sustainability of Quantify environmental releases or resources consumed complex systems…. for a given engineered processABET Criterion 3, c: design a system… within realistic2015 constraints such as … sustainability.[4] CE: Include principles

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jagadish Torlapati, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Tri Tam Nguyen; Tony Andrew Carlino, Rowan University; Victoria Lee Barry, Rowan University

Tagged Divisions

Civil Engineering

concrete pillars.6. AssessmentThe course assessment was done by pre- and post-surveys at the beginning and the end of thecourse. A screenshot of the complete survey is presented in Appendix-A. The questions weredeveloped in collaboration with the University of as a part of the grant.The questions 1-8 are similar as this will allow us to compare the responses across variousuniversities collaborating on the project. We have added the questions 9-11 to check the interestof the students in various disciplines as well as the overall interest of students in the CivilEngineering discipline (Question 10). Since some of the questions posed in the survey aresubjective, we believe it is beyond the scope of the conference paper to present the details of

Conference Session

Tales from the Flip Side

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angel Ari Perez-Mejia, Quinnipiac University

Tagged Divisions

Civil Engineering

sessions, active discussions, and other active learning activities mayhappen in the classroom that would otherwise be replaced by content delivery. Students who areworking on a long-term design project can use this active classroom time in order to acquire theskills they have identified as necessary to accomplish their project.Engineering course projects, and especially the engineering capstone experience, are oftenexperiences that revolve around group work in the service of a large and complex project. Byblending the flipped classroom approach with a project-based learning approach, the goal is thatthe students will be better prepared for both the capstone experience and professional life post-graduation. The project-based learning component

Conference Session

Innovation and Fun in the Civil Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Michelle K. Marincel Payne, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

firstprinciples, making assumptions, and self-assessing their problem-solving skills. For the affectivedomain, students demonstrated difficulty in spending time on task, sketching and taking notesduring their problem-solving process, and being comfortable with ambiguity [6].At Rose-Hulman Institute of Technology (RHIT), we have witnessed our students strugglingthrough their capstone projects in terms of defining and approaching the problem, connectingvarious components into one cohesive system, and applying and synthesizing knowledge fromsub-discipline specific design courses to create a complete design. We were able to observethese weaknesses because of the nature of our year-long capstone design course. In the winterquarter, students from different

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

are many approaches that make student learning effective in a givencurriculum. Some of the high-impact activities that improved student learning were [1]: first-yearseminars; learning communities; service learning; undergraduate research; and capstone coursesand projects. On the other hand, high-impact teaching practices include [2]: helping studentsbecome meta-learners; learning-centered course design; using small groups in a powerful way;service-learning/community engagement—with reflection; and being a leader with your students.Kuh [3] has supplied an exhaustive list of ten high-impact activities that were reported aseffective in many studies. These are listed as follows.High impact learning activities [3]: 1. First-Year Seminars and

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

CADD, usually AutoCad, taught in the first or second year. For moststudents, their experience with AutoCad ended there, while others were able to build on thatintroductory knowledge through a single class project, capstone project or internship experience.None indicated that their program provided follow-up classes or focus on continuing to build theCADD skills to enhance critical thinking and problem-solving skills, such as using 3-dimensional design to help envision the constructability and maintainability of a design, throughclass projects. None of the programs or students that we contacted indicated that their programincorporated CADD to provide a more holistic design experience.The United States Military Academy at WestPoint initially

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton P.E, Washington State University; Anna Karin Roo, Washington State University

Tagged Divisions

Civil Engineering

.Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing critical thinking and active learning in the classroom. (2nd ed.) Hoboken, N.J.: John Wiley & Sons.Blicblau, A. S., & Dini, K. (2012). Intervention in engineering students’ final year capstone research projects to enhance their written, oral and presentation skills. . International Journal of Engineering Pedagogy, 2(3), 11-18.Bodnar, C. A., Kadlowec, J. A. (2018). Initial validation of a technical writing rubric for engineering design. International Journal of Engineering Pedagogy, 8(1), 81-91.Budinski, K. G. (2001). Engineer’s guide to technical writing. Materials Park, OH: ASM International.Cho, Y. & Choi, I

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

ABETrequirement. All such assignments are graded with a rubric.Rose-Hulman. Considering the first two levels, we have case-based learning in multiple classesin our curriculum. The student responses to this learning often includes demonstration of thiscognitive learning. We do not have concerns about this being a part of our program, but areuncertain about the level of expertise the students will demonstrate for this outcome. Level 3 isinherent in our senior capstone project and in other parts of the curriculum as well, so we do nothave concerns about fulfilling this in our program. We do not currently assess this outcome, butplan to do so. Although the comments here indicate confidence about the presence of thislearning in our curriculum, we think there

Conference Session

High-Impact Teaching and Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenna Williams, California Polytechnic State University, San Luis Obispo; Mark William Wright LEED Green Associate, California Polytechnic State University, San Luis Obispo; Michael James Deigert, California Polytechnic State University; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

and BA in Spanish language & literature from North Carolina State University, and a MS/PhD in civil engineering from the University of Illinois at Urbana-Champaign. c American Society for Engineering Education, 2019 Exposing Undergraduates to Design, Fabrication, and Large-Scale Experimentation in a Structural Steel Design CourseAbstractDuring Fall 2017, Spring and Fall 2018 quarters, various hands-on design, fabrication, and large-scale experimental projects were incorporated into a 10-week undergraduate structural steeldesign course offered in the Department of Architectural Engineering at California PolytechnicState University – San Luis Obispo. Through these projects students

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

[46]described how a civil engineering capstone design course was evaluated for alignment with KEEN(Kern Entrepreneurship Education Network) outcomes, using KEEN rubrics. The author exploredthe first course in a two-course sequence, focusing on a feasibility study project and a globalperspectives essay. The analytic hierarchy process (AHP) was integrated into a capstone designcourse for mechanical and aerospace engineers to facilitate a creative process as a team of foursenior students designed an autonomous robot boat [47]. The process is similar to a traditionalweighted criteria decision matrix approach but with refinement that can help guide the divergent– convergent thinking processes that are characteristics of creative design

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

Critical Thinking and Problem Solving Required CE Courses 9 Project Management 10 Engineering Economics 11 Risk and Uncertainty Probability and Statistics 12 Breadth in Civil Engineering Areas Technical Four CE Areas Required 13 Design Capstone Design Course 14 Technical Depth Technical Electives 15 Sustainability Required CE Courses 16 Communication Capstone Design Course 17 Teamwork and Leadership Capstone Design Course 18 Lifelong Learning CE

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

James M. Thompson, Carnegie Mellon University

Tagged Divisions

Civil Engineering

Paper ID #25353Bringing Graphs Alive in Structural DynamicsJames M. Thompson, Carnegie Mellon University Jim Thompson is an Assistant Teaching Professor in the Civil and Environmental Engineering Depart- ment at Carnegie Mellon University. He teaches primarily undergraduate courses, from the first year In- troduction to Civil and Environmental Engineering course to the senior capstone Civil and Environmental Engineering Design course. Jim’s experience and expertise is in structural engineering, and primarily focused on buildings. He has worked as a structural engineer in Baltimore and Pittsburgh, and worked on projects

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

including capstone type project: design of a retaining wall. CIVL 1 Geotechnical Design a lab experiment to determine an 402 Engineering Lab appropriate, quantitative relationship between void ratio and hydraulic conductivity of sand CIVL 3 Steel Design Design of spread footings for column 406 demands from an actual building. CIVL 3 Water and Wastewater (1) Design a sedimentation basin based on 408 Systems defendable water demand (2) Design selected

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Michael Anthony Robinson P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

during the spring quarter.Year 4:By the end of Year 4, students should be able to: • Analyze a no-win ethical dilemma • Analyze a dispute involving multiple conflicting ethical principles • Discuss how ethics played a role in their senior design projectDuring the year-long senior capstone design course, students assessed two different ethicaldilemmas. One dilemma involved an engineer being asked to donate engineering services tomaintain future work for his firm (a no-win ethical dilemma). The students also analyzed theDeepwater Horizon Oil Spill case, in which there were conflicting ethical principles. For bothcase studies, students utilized the ethical decision-making process worked in teams to discuss thedilemma, reflect on relevant

Conference Session

Innovation and Fun in the Civil Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexandra Kondyli, University of Kansas; Molly McVey, University of Kansas; Christopher Patrick Melgares, University of Kansas

Tagged Divisions

Civil Engineering

Transportation Research Center. Dr. Kondyli has worked on research projects funded by Kansas DOT, Florida DOT, USDOT, and by the National Coop- erative Highway Research Program (NCHRP). She has authored and co-authored more than fifty publi- cations, presentations and reports related to traffic operations, simulation, highway capacity, safety, and driver behavior. Dr. Kondyli is currently the Chair of the Freeways/Multilane Highways of the Highway Capacity and Quality of Service Committee (AHB40) of the Transportation Research Board. She also has consulting experience in the fields of traffic operations, geometric design and roadway safety. Dr. Kondyli received her Graduate Diploma in Rural and Surveying Engineering, (five