Conference Session

Flipped, Blended, Online, Oh My

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cora Martinez, Florida International University, Department of Civil and Environmental Engineering; Lili Steiner, Florida International University

Tagged Divisions

Civil Engineering

anincreased course passing rate. Unsurprisingly, student perception ratings also increased.Table 5. Student Perceptions of Teaching Survey (SPOTs) for online course CGN2420Course S tructure Fall 16 Spring 17 Fal l 17 Spring 18 Fall 18 Spring 19 Fall 19 1 Description of course objectives and assignments 4.2 4.3 4.3 4.4 4.6 3.8 4.4 2 Expression of expectations for performance in this class 4.0 4.2 4.3 4.1 4.3 3.8 4.4 3 Description of grading policies in the course syllabus 4.2 3.6 4.3 4.3 4.5 3.9 4.5Learning S upport 4 Consistency in following the course syllabus

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monique H. Head, Morgan State University; Oludare Adegbola Owolabi PE, Morgan State University; Petronella A James-Okeke, Morgan State University

Tagged Divisions

Civil Engineering

penalized. Another tidbit when using MasteringEngineering® is that advancepreparation is recommended for an instructor to acquire the course access code through Pearsonafter a login has been established for the instructor. Doing this in advance allows the instructor toinclude the information on the syllabus to alert students on what is needed for the course and tolessen student frustrations to a friendly tool that can assist their learning by completinghomework online. Academic dishonesty is always a topic of concern, where it is not alwayscertain whether or not a student has received or given help. To help overcome this issue,Professor A and B also gave in-class quizzes to also assess student learning of topics. From theseresults, it was quite

Conference Session

Holy Cow! We’re Going Online When? 

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica Palomo P.E., California State Polytechnic University, Pomona; Bettina Jeanine Casad, University of Missouri - St. Louis

Tagged Divisions

Civil Engineering

the format in which the class was taught; 2) the prediction that students wouldengage in discussion, group work and project development in an effective way, regardless of theformat in which they communicate; 3) the prediction that students would perform similarly tothose that have completed the course F2F; 4) the prediction that the teaching method used in theF2F environment can be used and effective in the virtual environment; and 5) the prediction thatthe students in the virtual environment would be able to develop a positive rapport with peersand instructor.Course grade, assignment grades and two online questionnaires were used to test the hypotheses.The study results indicate that when comparing course grades the students in the

Conference Session

Use of Technology in Civil Engineering Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

M. A. Karim P.E., Southern Polytechnic College of Engineering and Engineering Technology, Kennesaw State University

Tagged Divisions

Civil Engineering

. (2001). Hybrid courses are best, Syllabus, (1), 22.[14] Johnson, S. D., Aragon, S. R., Shaik, N. and Palma-Rivas, N. (2000). Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments, JI of Interactive Learning Research, 11(1), 29-49.[15] Koohang, A. and Durante, A. (2003). Learners’ Perceptions toward the Web-based Distance Learning Activities/Assignments Portion of an Undergraduate Hybrid Instructional Model, Journal of Information Technology Education, 2. © American Society for Engineering Education, 2016

Conference Session

Innovative Techniques in Structural Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Roberts, University of Wisconsin, Platteville; Angela Marie Jones, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

the ASCEcode on structural loads.In addition to the change in the course sequence, a new grading scheme was adopted for the two Page 24.1393.2structural engineering courses. Grades are not determined based on a typical “points” system.Instead, an outcomes-based grading scheme is used in which students must demonstrate masteryof specified learning outcomes to pass the class.To illustrate how the outcomes are defined and implemented, Table 2 lists the outcomes thatwere covered on the first exam. (The full list of outcomes for the course is given in the syllabus,which is provided as Appendix A.) The letter in the outcome label (“A”, “B”, or “C

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Ali Khasawneh P.E., Jordan University of Science and Technology; Mohammad Obadat P.E., The University of Tennessee at Martin

Tagged Divisions

Civil Engineering

whether or not a class instruction is adequateby itself and vice versa. Question 2 and question 3 are under the second category that measuresthe advantages obtained from adding DARWin 3.1 to the course syllabus. Questions 6, 7 and 9represent the third category, they evaluate the software as an engineering tool in terms of ease ofoperation, extent of tutorial required to get students started and its rank amongst other softwaresthey used in their undergraduate study thus far. The last category includes question 8 andquestion 10. These two questions are used to assess students’ satisfaction concerning the numberof assignments they had to work on using the software and the quality of assistance they receivedfrom the instructor to help understand the

Conference Session

Civil Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Fouad H. Fouad, University of Alabama, Birmingham; Mohamed Salah Gallow, University of Alabama at Birmingham

Tagged Divisions

Civil Engineering

no maintenance and has low operating costs. Its applications are in walls, floors, androofs. [28], [29]Teaching approachIn the SRCD course, the sustainable aspects of reinforced concrete will be introduced through avariety of techniques outlined below.Lectures: The course will be conducted through classroom and online lectures that will integratesustainability into the traditional syllabus. Because of time constraints, the sustainability aspectadded to the traditional course topics will be presented in the form of online lectures. Studentswill discuss what they have learned and ask questions, which will enhance the student-lecturerinteraction.Review of literature: Students will be required to perform a literature search on byproductmaterials

Conference Session

Innovative Pedagogies for Facilitating Student-driven Learning Experiences

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven Kurtis Younkin, Iowa State University; Peter T. Savolainen, Iowa State University

Tagged Divisions

Civil Engineering

) found onlyone class included drainage in its syllabus content. At the university where this study wasconducted, this topic has historically been covered in a hydrology course, but not activelyintegrated into highway design. Several survey respondents also suggested that several softwareprograms should be considered when teaching students about drainage within the context ofhighway design, such as the Federal Highway Administration’s HY-8, the Army Corp ofEngineers’ HEC-RAS, and AutoCAD Storm Sewers.It was also noteworthy that capacity and level-of-service ranked in the bottom third of topicsamong employers, especially considering Beyerlein (2010) found traffic flow characteristics andcapacity studies to be rated very high among topics that

Conference Session

Tech Tools and Tips

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gustavo O. Maldonado, Georgia Southern University; Shahnam Navaee, Georgia Southern University; Marcel Maghiar, Georgia Southern University

Tagged Divisions

Civil Engineering

the assigned percentage, 10 points are allocated for attendance and 20 points for in-class/field/lab participation. In the detailed course syllabus, it is explicitly stated that the interaction with the instructor and participation in class/field/lab, and in teamwork if assigned, is expected, and is considered an important part of this course. This participation is measured via online log files, where students record the number of scans completed, cleaned, stitched, or processed otherwise in each class. Additionally, these files assist subsequent groups of students in knowing the tasks already completed and recognizing the ones that are to be started at each new meeting. This continuous record motivates

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shinae Jang P.E., University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

satisfy seven principles as summarized (see Table 1).The first principle, equitable use, is applied to make the design useful and marketable to peoplewith diverse abilities [14]. This was implemented through the course website, textbook, syllabus,and captions. The course website was pre-designed and developed to be accessible to everyoneincluding neurodiverse students. A digital textbook was adopted for text-to-speech functionalityand automated pre-lecture quiz options. Pre-recorded videos were captioned. Syllabus and othercourse files were in accessible file forms and uploaded to the course website in advance. Thispackage is designed as a stand-alone package of online course an instructor can keep usingsemester by semester, once it is

Conference Session

Innovations in Teaching Transportation and Geotechnical Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rhonda K. Young, University of Wyoming; Kristen L. Sanford P.E., Lafayette College; Shashi S. Nambisan P.E., Iowa State University

Tagged Divisions

Civil Engineering

Hoel, a popular and broadly used book across the nation, wasused as for the course. While the book has significant breadth and depth of coverage of topics,the topics included in the course were limited both in breadth and depth. Instructor preparedhandouts were used as supplementary core reference materials. These were posted online usingthe IT system adopted at the Institution.The nationwide initiative to develop knowledge tables and learning outcomes influenced thetopics addressed and the instructional approach adopted. This included refining the breadth anddepth of topics addressed and relating the course objectives to the outcomes listed in Table 1.The student learning objectives for the course (excerpted from the syllabus and assignments

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

-Depth/Synthesis). We provided more Synthesis lessons than would be needed in a single course because multiple synthesis lessons allow flexibility for instructors based one which In-Depth topics they cover. Findings/Results – 17 participants submitted spreadsheet responses and 12 participants participated in the summary webinar. A model course outline was created from the list of 78 topics, retaining the modules and three levels of content within each module. An attempt was made to balance between the three discipline-specific modules (One Water, Transportation, and Energy). Furthermore, the model syllabus utilized several of the most useful sets of materials from University X and University Y and four “showcase lessons

Conference Session

Civil Engineering Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shawn P. Gross, Villanova University; Eric Musselman P.E., Villanova University

Tagged Divisions

Civil Engineering

sequence. Furthermore, differences in the lengthand number of recorded videos, and in how quizzes on video content were implemented withinthe course probably contributed to this perception. These issues will be discussed in more depthlater in this paper. Regardless of the reasoning however, it is logical to conclude that there is acorrelation between the students’ perceived time commitment and their acceptance of theinverted class format.Lecture VideosRecorded lecture videos are a critical component of the inverted course structure since studentsare required to watch these theory-based lectures online before coming to class to work onproblems that apply this theory. These videos are posted on a course learning platform such asBlackBoard or

Conference Session

Attracting and Retaining Students in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

William A Kitch, California State Polytechnic University, Pomona

Tagged Divisions

Civil Engineering

distinguish among datafrom the three different instructors.Learning tools used in coursesThe learning tools used in the courses included: assigned reading from a traditional textbook,comprehensive learning objectives for each lessons, JiTT pre-class warm-up exercises, andtraditional computationally oriented homework exercises. One of the instructors, the author, alsoused peer instruction methods in the classroom. The inclusion of JiTT warm-up exercises wasspecifically designed to improve students’ pre-class preparation, keep students on-schedule withthe syllabus, and reduce cramming before exams.Assessment tools and methodsThe assessment instrument consisted of an online student survey collected using the Blackboardlearning management system. Surveys

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

Washington State University (2013-2014) and George Mason University (2014-2017). Throughout his career, his primary responsibility as a faculty member has been teaching students, for which he aspires to provide them with a quality and enjoyable experience. c American Society for Engineering Education, 2019 Using Themes and Pop Culture References to Make Introductory Civil Engineering Courses More EngagingAbstractWith the widespread availability of online streaming services, students can easily binge-watchshows or videos for hours. Yet, the same students seem to struggle to maintain their attentioninside engineering classrooms. It is proposed that employing the use of themes and stories

Conference Session

Mechanics, Music, Meaning, and Mohr

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; James Ledlie Klosky, U.S. Military Academy; Joseph P. Hanus, U.S. Military Academy

Tagged Divisions

Civil Engineering

a statics textbook: they would generate necessary statics content and include it in acourse study guide. This decision was based on several factors: (1) the visual appeal of thistextbook’s images and emphasis on clear explanation to beginners; (2) the rich online contentprovided with this text in the form of demonstration videos, problem solving videos, andMecMovies; (3) cost savings by selecting a single textbook which would provide necessaryreference for two courses; and (4) a deep library of faculty generated statics content.SEQUENCE OF COURSESOne important aspect of this course redesign was that MC300 and MC364 be maintained as asequence of courses and this sequence be as obvious to students as possible. The final syllabireflected this

Conference Session

Balancing Act: Ideas in Pre- & Post- Surveys and Assessment of Professional Skills

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

/or graduate school. Note that thecourse outcome mappings may be incomplete, since in most cases a full syllabus was notavailable. Some of the courses counted toward fulfilling general education or core requirementsat the university. Some of the courses were noted to be graded pass/fail or satisfactory/fail. Someof the papers noted excellent support materials that could be used in a variety of coursesincluding the ASME’s Professional Practice Curriculum E-book training manual and podcasts(http://php.aist.org/ela/training_series.htm) and the EPSA case scenarios and professional skillsassessment rubrics25-27; the Institute for Professional Practice materials referenced in Clemence& McGinley28 could not be found using an online search (only

Conference Session

Innovations in Civil Engineering Education III

Collection

2010 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin, Platteville; Philip Parker, University of Wisconsin, Platteville; Michael Thompson, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

five modules covered the subdisciplines within civil engineering: con-struction engineering, environmental engineering, geotechnical engineering, structural engineer-ing, and transportation engineering. The final syllabus, showing all lesson topics, for the firstoffering of the course is included in Appendix B.Module ThemesIn addition to covering basic content, each of the “subdiscipline” modules covered multiplethemes that the authors felt were important to introduce to civil engineering students. Thethemes were: • Analysis vs. design • Maintenance and rehabilitation • Sustainability • Planning • Public financing

Conference Session

Making Professionals: Methods to Build Success Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William D Lawson P.E., Ph.D., Texas Tech University; Theodore G. Cleveland, Texas Tech University; Ken Rainwater, Texas Tech University

Tagged Divisions

Civil Engineering

both of these areas. He has implemented online instructional tools to enhance student experience in hydraulics and hydrology courses.Dr. Ken Rainwater, Texas Tech University Dr. Ken Rainwater is a Professor in the Department of Civil, Environmental, and Construction Engineer- ing at Texas Tech University. Rainwater has 34 years of experience in water resources and environmental engineering. He teaches courses in fluid mechanics, environmental engineering, engineering hydrology, water systems design, groundwater hydrology, groundwater contaminant transport, and water resources management. His research expertise is in problems of groundwater quantity and quality, remediation of soil and groundwater contamination, and

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Cleveland State University

Tagged Divisions

Civil Engineering

Cleveland State University’s General Education requirements, it wasnot approved for Gen Ed listing by the University Curriculum Committee. As a result, few, ifany, non-engineering students take the course.A complete description of the course is provided in another paper 4. The earlier paper alsodiscusses similar courses at other universities, as well as the assessment of the course atCleveland State University and some preliminary results. The course syllabus is provided as anAppendix.Student Learning OutcomesThe requirements that civil engineering programs have to meet now, and will have to meet in thefuture, are contained in a number of documents. The requirements are written in terms ofoutcomes, which include technical knowledge as well as the

Conference Session

Attracting and Retaining Students in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rhonda K. Young, University of Wyoming; Kristen L. Sanford P.E., Lafayette College; Steven W. Beyerlein, University of Idaho, Moscow; Andrea Bill, University of Madison, Wisconsin; Michael Kyte, University of Idaho, Moscow; Kevin Heaslip, Utah State University; David S. Hurwitz, Oregon State University; Shashi S. Nambisan, Iowa State University

Tagged Divisions

Civil Engineering

knowledge tables and course outcomes to guide course content decisions. This processremoved considerable breadth from the course, which provided time to introduce further depthinto the most critical topics. Another major change to the course was the addition of a 1 hour and45 minute lab section to the course. The lab section was scheduled weekly, but the intent was tooffer 5-6 labs per semester on key topics and to also use the time for exams.It is difficult to accurately quantify the change in course content from one semester to another,but using the topics listed in the syllabus as a guide, the total number topics covered in the coursewas reduced by approximately 25%. As the lecture material for each topic was reworked thefocus was again to

Conference Session

Star Tech: Bringing Data Science and Technologies into the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Edwin R. Schmeckpeper P.E., Norwich University

Tagged Divisions

Civil Engineering

design. The University Curriculum Committee approved the request to change thecontact hours for Structural Analysis from 3 hours of lecture per week to 2 hours of lecture plus2 hours of laboratory per week to accommodate the experiential aspects of these proposedchanges. After assessing the changes to the Structural Analysis course, we will decide whether tomake similar changes in the class meeting times for the Structural Design courses.The Structural Analysis course syllabus lists the following broad goals for the course: a) Students will develop technical skills in classical methods for analysis of determinate and indeterminate structures. b) Students will gain proficiency in analysis structures comprised of trusses, beams, frames

Conference Session

Industry and Practice Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Max Teddy, Clemson University; Wayne Sarasua, Clemson University; Matthew Ryan Stanley, Clemson University

Tagged Divisions

Civil Engineering

students also missed the accountability that synchronous labs require of them. Themain critique of the synchronous labs was that it was difficult to operate the software and followalong with the TA’s instructions of the Zoom call at the same time. If a student only has onecomputer monitor, it makes the task more challenging. The format of the lab also caused delaysif one or more students got behind, leading to some inefficiencies. Students did like being able toask questions instantly and get instant feedback from the TA’s.The feedback from the SALG survey shows that Geomatics has the potential to be a very flexiblecourse and can adapt to changing circumstances. There are still ways to improve the online labexperience, but the course has been

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg E. West, Ohio State University

Tagged Divisions

Civil Engineering

. Undergraduate students can receive jobs in and around the same locationof their alma mater, which leads to the need to gain knowledge of the geography and populationto be a successful transportation engineer in that area. Turochy [22] gave the example of “aninstitution located in a large metropolitan area may place a higher value on a multimodalapproach (including coverage of mass transit systems) than an institution in a small collegetown” (p. 202).The increase of information technology applications, including simulations, in recent years hascreated the need to educate future engineers on the use of them and how to interpret theiroutputs. This adds another topic to the already expansive course syllabus. The fact thattransportation agencies are

Conference Session

Integrating Computer-based Technology in the Civil Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Ayhan Irfanoglu, Purdue University; Yating Chang, Purdue University

Tagged Divisions

Civil Engineering

which dynamic loads are simplified to their static equivalents without anydetailed discussion of the dynamics to statics conversion process. Dynamic response ofstructures is excluded altogether. Structural dynamics is taught at graduate-level often with arefresher portion on fundamentals of vibratory systems.The main curriculum challenge was to develop a syllabus that would allow rapid development ofa common minimum-level of understanding of dynamic processes involved so that the studentswith their wide range of engineering background could participate in the learning process at theirrespective levels at all times. The topics covered in the course are listed in Table 1.Table 1. Outline of class lectures, in chronological order

Conference Session

Innovative Instructional Strategies for Integrating Sustainability

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abbie B Liel P.E., University of Colorado, Boulder; Sarah J. Welsh-Huggins, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

-long course, they could also be used as modules to incorporate societal orsustainable thinking in other courses on building design. To facilitate adaptation by others, thecomplete assignment sheets and grading criteria for the key assignments are provided online. Thefinal section of the paper assesses the curriculum in terms of student achievement of learningobjectives, and changes in student perceptions of building design and sustainability during thecourse. The assessment is based on the first offering of the course and examines (a) feedbackfrom students during university-administered course questionnaires, (b) examples of studentwork, and (c) a pre- and post-survey on student perceptions about buildings.Course overviewThis course aims to

Conference Session

Innovations in Civil Engineering Education I

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

Engineering course (taken by juniors), sometimes in Engineering Geology (asophomore/junior level course), and in the senior capstone design course. The capstone designcourse reaches Bloom’s level 3 analysis; per the syllabus: “Students synthesize technicalknowledge from prior courses, incorporating aspects of ethics, sustainability and safety. The Page 15.803.4course will consider multiple constraints, including economics and engineering standards as wellas social and political issues.”It was also of interest to determine if focusing on sustainability might appeal to groupstraditionally under-represented in engineering. This has been proposed in

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

John V. Tocco, Lawrence Technological University; Donald D. Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

project management experience,or capstone sequence, for the Department of Civil Engineering (Department) at LawrenceTechnological University occurs over two terms: ECE4021 CE Design Project 1 (CE Project 1), a one-credit course offered in the fall, and ECE4033 CE Design Project 2 (CE Project 2), a three-credit course offered in the spring.Students form their own teams of three to five members and develop a project where theygenerate a conceptual design and project management plan. The capstone represents theculmination of the students’ undergraduate education, providing them an opportunity to integratevarious curricular components in preparation for careers as civil engineers.Neither course has an instructor in the traditional sense

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

and writing studies faculty. The collaboration reinforced workdone in the required writing classes and allowed both parties to leverage their expertise. Thewriting guide currently contains sections detailing reports, figures, tables, equations, references,memos, homework, professional e-mails, and a general grading rubric. The rubric is generalenough so that individual instructors can adapt it for a given assignment, while maintaining aconsistent framework as students move from course to course. Civil engineering faculty used theproposed rubric to evaluate Fall 2014 assignments from a freshman-level introduction to civilengineering course, two required junior-level laboratory courses, and the department’s capstonedesign course; all four

Conference Session

Making Professionals: Methods to Build Success Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony Battistini, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

structures and the people who use them.The idea is summarized in a graphic syllabus (see Figure 1), as well as the standard courseoutline provided to the students (see Figure 2). Figure 1: Graphic SyllabusFigure 2: Standard Course OutlineIn order to make the tour more authentic, country themes were added to the handouts used by theinstructor and where possible, real-world examples were mimicked so students could readily seethe applications of the different analysis techniques being learned. In addition, the pictures ofstructures selected not only were there to inspire the students, but could act as talking points todiscuss the country’s culture during class and to maybe highlight key societal differences or inthe