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Displaying results 1 - 30 of 59 in total
Conference Session
Fostering Transformational Change in Civil Engineering
Collection
2016 ASEE Annual Conference & Exposition
Authors
Euan Lindsay, Charles Sturt University; James R. Morgan, Charles Sturt University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
Paper ID #15487The Charles Sturt University Model - Reflections on Fast-track Implementa-tionProf. Euan Lindsay, Charles Sturt University Professor Euan Lindsay is a Mechatronic engineer, a discipline that integrates computers, electronics and physical hardware. Prof Lindsay’s PhD investigated whether remote and simulated access alternatives to the traditional in-person laboratory experience could provide the same learning outcomes for students. Prof Lindsay’s work in Remote and Virtual laboratory classes has shown that there are significant differ- ences not only in students’ learning outcomes but also in their
Conference Session
Around the Water Cooler: Ideas and Issues in Civil Engineering Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Kenneth Stewart, Angelo State University; Daniel Ivan Castaneda, James Madison University; Azadeh Bolhari P.E., Angelo State University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
can look at something and, figure out why it's moving a certain way or, how it could be made better.”One of the children participating in the project saw an engineer as, “A person that helps theenvironment by creating things that will help the environment.”Overall, the authors identified 15 unduplicated intersections between the concepts used bycitizen scientists to describe engineers and the taxonomies revealed in the Fralick et al. [13] andLucas and Hanson [15] studies. Interestingly, only one additional unique trait was attributed toengineers during the interim and exit sessions with rainwater harvesting participants. One of thechildren reflected on her father as being like an engineer during one of the interim focus groups.“He is
Conference Session
High-impact Learning Practices
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Hwangbo Bae, University of Florida; Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
, and todevelop relationships with professionals. While internships have been studied invarious disciplines, few studies have tried to understand how civil engineeringstudents demonstrate their learning behaviors during an internship. Previousstudies used Kolb’s experiential learning model as a theoretical framework toexplore students’ learning styles as part of an internship experience. This studyextends the use of Kolb’s model as a theoretical framework by focusing on civilengineering students to examine their internship experiences and apparentpatterns of learning styles. Kolb’s experiential learning theory involves fourlearning modes: concrete experience, reflective observation, abstractconceptualization, active experimentation; and four
Conference Session
Reassessing Your Teaching Through Turmoil
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Janille A. Smith-Colin, Southern Methodist University; Baris Salman, Syracuse University; Rodolfo Valdes-Vasquez, Colorado State University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
instructors can enhance the module for future offerings.Findings from the module's implementation demonstrate increased knowledge and understandingof the impacts of COVID-19 on different transportation systems from various stakeholderperspectives. SMU students' mean scores showed high post-evaluation scores, and NMTstudents’ scores increased from pre to post evaluation. Additionally, the reflective writingassignment revealed students' awareness of various issues, including operational and economicimpacts on operators and users. This paper offers contributions to our engineering community byfocusing on lessons learned from the COVID-19 experience while providing recommendationsfor improving this co-create module.Keywords: COVID-19, Infrastructure
Conference Session
Capstone and Collaborations in Civil Engineering
Collection
2016 ASEE Annual Conference & Exposition
Authors
Glen F Koorey, ViaStrada Ltd.; Mark W. Milke P.E., University of Canterbury; Norb Delatte P.E., Cleveland State University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
demonstrates thecompetency and also if the pass/fail bar has been set appropriately.The course syllabus for ENCN470 states: “Much of a professional engineer’s work relies less onthe “technical” skills and knowledge developed at university and more on the “professional”competencies in which that technical knowledge is applied. This is reflected in the CompetencyProfiles developed by IPENZ for graduate engineers; it includes the following items:  Investigation and Research  Risk Management  Teamwork  Communication  The Engineer and Society”The IPENZ Competency Profiles map well with some of the ABET Criterion 3 a – k StudentOutcomes as well as with the ASCE 2nd Edition Body of Knowledge (BOK) outcomes withrespect to professional
Conference Session
Viewpoints, Perspectives, and Creativity in Civil Engineering Education
Collection
2016 ASEE Annual Conference & Exposition
Authors
Abbie B Liel P.E., University of Colorado - Boulder; Timothy J Clarkin, University of Colorado - Boulder
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
freshman or capstone engineering classes that have a fairly broad scope of learningobjectives. This paper describes the design and assessment of a service-learning module in arequired junior-level course in probability and statistics for engineering students at a large publicuniversity, which typically enrolls 90-100 students. This course is ideal for service learningbecause students struggle with the material, complaining it is “too theoretical”, and can feelanonymous in a large lecture course. Yet, there are few examples of how to successfullyintegrate service-learning ideas, including reflection activities, into a high-enrollment course thattraditionally focuses heavily on quantitative fundamentals.This paper details the design, student work
Conference Session
Civil Engineering Division Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Deborah Besser P.E., University of St. Thomas; Camille M. George, University of St. Thomas; Erin Anne Kern, University of St. Thomas; Jenna Laleman, University of St. Thomas
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
of the course content reflects the needfor continuous improvement in engineering content, as well as, a growing body of literaturewhich points to the need for instructor led intercultural intervention for intercultural knowledgeand competence growth. This paper focuses on the integration of intercultural competence in thecontext of developing future engineers who have both the skill set and mindset to understandengineering projects and services within a “global context”. Central to this goal is a baselineunderstanding of intercultural learning theory which is briefly delineated from a theoreticalperspective. The course is then examined as a case study. And finally, assessment of studentlearning growth is considered in terms of quantitative
Conference Session
Development Around Diversity
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Pamela K. Judge, Roger Williams University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
, changing racial and ethnic demographics, national security, andglobalization have all fueled the push to increase and diversify the science and engineeringworkforce [6]. Further, expanding racial (and gender) representation of engineering faculty hasbecome a top priority in many engineering colleges and departments across the country. Despitethe best intentions, many organizations have failed to reflect societal demographics within theirfaculty ranks. Techniques and strategies exist to recruit candidates from traditionallyunderrepresented groups, yet the full participation of these groups has not been achieved [6].It is clear that the engineering programs within higher education must improve their teachingapproaches to address issues of diversity
Conference Session
Reassessing Your Teaching Through Turmoil
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Vikash V. Gayah, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
4 knowledge task Relevance Applying theoretical knowledge 4 Self-control and self- Encouraging students to reflect on their learning 4 reflection and behavior Epistemological Teaching students to identify complexity and 3 understanding uncertainty related to domain-specific knowledge Teaching for understanding Helping students develop interconnected 7 knowledge and apply to tasks Supporting learning for Understanding what concepts and information is 4 understanding needed to solve
Conference Session
Use of Technology in Civil Engineering Courses
Collection
2016 ASEE Annual Conference & Exposition
Authors
Vicki V. May, Dartmouth College; Adrienne J Gauthier, Dartmouth College
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
groups were presented with an Owl’s Dilemma at the beginningof each week or Concept. The dilemma was presented in an inquiry-based fashion for Group Aand required that they share their thoughts about the dilemma. Group B, on the other hand wasjust presented with the dilemma and not asked to comment on it. Both groups were asked toreflect on Owl’s Solution at the end of each week or Concept. Figure 10 shows the percentage oflearners in each group who reflected on Owl’s Solution. Group A learners were consistentlymore likely to reflect on Owl’s Solution than Group B learners. In weeks 5 and 6, 12.9% and15.4% more learners from Group A reflected on Owl’s Solution than learners from Group B.This indicates that Group A learners were more engaged with
Conference Session
Developing Infrastructure Professionals
Collection
2016 ASEE Annual Conference & Exposition
Authors
Jeremiah Matthew Stache P.E., U.S. Military Academy; Brad Wambeke P.E., United States Military Academy; Joseph P Hanus, U.S. Military Academy
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
students directly,and also the faculty indirectly – resulting in a more inspiring classroom environment. Simplystated by Harold Hongju Koh, “Theory without practice is as lifeless as practice without theory isthoughtless 15.”It is well researched and documented that problem based learning is well suited for engineeringprograms for students to engage in complex, ill-suited, and open-ended problems to fosterflexible thinking and support intrinsic motivation 16. These characteristics in turn can increaseopportunities for group discussion over potential solutions, provide opportunity for criticalinstructor feedback, and essential self-reflection of the learning.A. Kolb and D. Kolb define Experiential Learning Theory as the “process whereby knowledge
Conference Session
Supporting the Capstone Experience
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Leslie R. Brunell, Stevens Institute of Technology; Alex Dubro, Stevens Institute of Technology; Viraj Vasudev Rokade, Stevens Institute of Technology
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
; Leadership – Students collaborate and self-reflect on strengths and weaknesses as leaders and teammates while understanding how sustainability influences decision-making. 4. Deliverables (Written & Oral Reports) – Students write about and present their research, designs, and sustainability analysis (e.g. meaningfully, concisely, scientifically).Although the SIS was originally developed for the SM capstone project requirement, it wasapplied, modified and updated to the Sustainability Components Assessment (SCA) to focus onsustainability research and analysis and communication of sustainability findings. The SCA wasrecently used as a case study within a civil engineering Senior Design capstone course at StevensInstitute of
Conference Session
Industry and Practice Topics
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kristen L. Sanford P.E., Lafayette College; Philip J. Parker P.E., University of Wisconsin - Platteville; Matthew W. Roberts, Southern Utah University; Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Michael R. Penn, University of Wisconsin - Platteville; Rodolfo Valdes-Vasquez, Colorado State University; Frederick Paige, Virginia Polytechnic Institute and State University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
influence that CIT-Ehas had on him. But we were still left with unanswered questions related to the demographics ofCIT-E and its impact. For example: 1. Who makes up the CIT-E CoP, and how does it reflect the demographics of CEE faculty? 2. To what extent is the model course being used, and by whom? Why? Which lessons are being accessed the most? 3. What skills have faculty members gained from their association with CIT-E, and has it made a meaningful impact on faculty professional networks? 4. What else do faculty members want out of CIT-E, and what are the next steps for CIT-E as a CoP? 5. Which aspects of the CIT-E CoP reflect the characteristics of a CoP as found in the literature?Finding answers to these questions
Conference Session
Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering
Narratives aims to provide students with a toolkit for successfulcommunication in contemporary society and the workplace. This integrated course experience invitesstudents to reflect and use diverse ways of communication in the digital era. During one semester,participants were introduced to oral, written, visual and auditory techniques of communication, anddocumented through various digital media artifacts. Page 26.127.3Our value proposition that artistic storytelling can help students think, communicate and aid in theiremotional wellbeing is backed by a long history of scholarship. Such seminal articles as K. Egan’s“Memory, Imagination
Conference Session
Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE
Collection
2019 ASEE Annual Conference & Exposition
Authors
Allen C. Estes, California Polytechnic State University, San Luis Obispo
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
chilled the classroom?• Celebrate every moment spent on critical self-reflection about teaching The ETW places a premium on reflective self-assessment. The assessment of the third participant class relies heavily on self-assessment, with the intent that workshop participants will continue to develop these skills at their home institutions.There are several items on the list that are not currently in the ETW but could andprobably should be incorporated:• Build coalitions with educators who are different from me in terms of race, sexual orientation, gender, religion, home language, class, (dis)ability, and other identities The suggestion of building a coalition is a great one and it could easily be incorporated into the
Conference Session
Making Professionals: Methods to Build Success Skills
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Angela R. Bielefeldt, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
professional engineers were very confident in their ability to listen toothers, while engineering students rated themselves proficient at listening to others [5].However, the extent that these self-perceptions reflect reality is unclear. In general, listeningreceives almost no attention in formal engineering education [4, p. 529]. For example, listeningwas characterized as the weakest component among the communication skills within anelectrical engineering curriculum [6].Listening can be linked with a number of the 21 outcomes in the ASCE Civil Engineering Bodyof Knowledge 3 (BOK3, [7]), including all 6 of the professional outcomes and 3 of the 7technical outcomes; proposed links are shown in Figure 1.Figure 1. ASCE BOK3 outcomes related to listening
Conference Session
Innovative Instructional Strategies for Integrating Sustainability
Collection
2016 ASEE Annual Conference & Exposition
Authors
Claire L. A. Dancz, Clemson University; Jeffery M Plumblee II, Clemson University; Dylan Bargar, Clemson University; Penelope Walters Brunner, Clemson University; Karen A High, Clemson University; Leidy Klotz, Clemson University; Amy E. Landis, Clemson University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
a. Define civic action and reflect on personal role b. Connect and extend knowledge to civic engagement and serve others5. Service Learning 26-28 c. Communicate differing perspectives of communities and cultures d. Collaboratively work across and within a community to provide a serviceThe rubric was created by the authors for this study and for use at Clemson University toevaluate GCS projects based on the 5 GCS program competencies. The rubric criteria weremined and adapted from best practices in the literature.Rubric ApplicationTo demonstrate the use of the proposed rubric, the
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
webinar, there was not a lot of discussionsolicited, as the focus was to get the final outline approved.Overall assessment/reflectionEach member of the management team was asked to share their reflection on the process, andsome of these reflections are shared in the following list. “The biggest challenge in the process was remembering we were writing a model course for new infrastructure instructors, not the Best Infrastructure Course Ever (which, of course, each participant believes she or he had already written and is currently teaching!).” “Remaining focused on the objective helped prevent “my way or the highway” attitudes from intruding. This is not a process for stubborn people. Compromise and consensus requires each
Conference Session
Mechanics, Music, Meaning, and Mohr
Collection
2017 ASEE Annual Conference & Exposition
Authors
Vicki V. May, Dartmouth College
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
that when compared to more traditional learning approaches,cooperative learning results in higher test scores, higher levels of critical thinking, higher levelsof transfer, and improved ability to work in groups (Johnson and Johnson, 1989). Students wholearn in cooperative environments tend to be more actively engaged and motivated by the topicand have more frequent student-student as well as student-faculty interactions (Lord, 2001).Project PhasesThe project was separated into three phases: a conceptual design phase, a calculations andprototyping phase, and a construction and reflection phase. Rubrics for each phase of the projectwere distributed to the class and are included in the Appendix of this paper.Phase 1: Conceptual Design. During
Conference Session
Civil Engineering Division Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Molly A. McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; William N. Collins, University of Kansas; Remy Lequesne, University of Kansas; Carl W. Luchies, University of Kansas; Sara E. Wilson, University of Kansas; Elaina J. Sutley, University of Kansas; Matthew F. Fadden, University of Kansas; Chris Melgares, University of Kansas
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines
Conference Session
Creating a Positive Environment for Learning
Collection
2018 ASEE Annual Conference & Exposition
Authors
Molly McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; Carl W. Luchies, University of Kansas; Rémy Lequesne
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines
Conference Session
Development Around Diversity
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Daniel Erian Armanios; Sarah Jane Christian P.E., Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Millard L. McElwee, Exponent; Joe Dallas Moore, Carnegie Mellon University; Destenie Nock, Carnegie Mellon University; Constantine Samaras, Carnegie Mellon University; Gerald J. Wang, Carnegie Mellon University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
multiplecourses in different ways, including class discussions, team projects, problem sets, and writingassignments. These efforts include discussions of how civil engineering projects are linked toinequitable pollution concentrations, lack of access, mass incarceration, and displacement of lowincome communities. We have used readings to investigate the social cost of not consideringsocial justice in investment decisions and have engaged in design and build projects to contributeto the revitalization of historically-underserved communities. To reflect the diversity that weseek to encourage, we have placed particular emphasis on assigning readings from scholars whoare Black, Indigneous, People of Color (BIPOC). This is especially important given
Conference Session
Development Around Diversity
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo ; Tessa Gail Gallagher, California Polytechnic State University, San Luis Obispo ; Claire Katherine Anovick, California Polytechnic State University, San Luis Obispo
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
University, San Luis Obispo Claire Anovick is a fourth-year civil engineering undergraduate at the [Institution] with interests in geotechnical engineering and geology. She currently serves as the co-founder of the SBSC, an organiza- tion comprised of civil and environmental students engaged in critical reflection on justice in engineering initiatives within engineering academia. Additionally, Claire serves as President of Cal Poly CalGeo and as a geotechnical engineering research assistant, developing course modules infusing social justice, sus- tainability, and equity within geotechnical engineering curricula. She is involved in the community as an intern at Earth Systems Pacific and as an amateur runner and rock
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
of one or both of these documents.Although similar in intent and based on equivalent Bloom’s taxonomies for their construct, thereare significant differences between the two that reflect variations in knowledge base and skills,but also somewhat contrasting visions and overall work approaches by the two groups. It shouldbe stated that with the exception of the first author, there was no overlap in the composition ofthe two committees and relatively limited interaction. The purpose here is to provide a briefoverview of the outcomes for each body of knowledge and to compare and contrast how bothefforts have progressed with recommendations provided for a unified process when it comestime to update the two bodies again. This information may be of
Conference Session
Tech Tools and Tips
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Sotiria Koloutsou-Vakakis, University of Illinois at Urbana-Champaign; Eleftheria Kontou, University of Illinois at Urbana-Champaign; Christopher W. Tessum, University of Illinois at Urbana-Champaign; Lei Zhao, University of Illinois at Urbana-Champaign; Hadi Meidani, University of Illinois at Urbana-Champaign
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
. The middle survey was focused on student reactions toward the newmaterials we prepared to accommodate the student-centered learning model. The final surveywas focused on student perceptions about how much they know and reflection of their ownapproach to learning.3.1. Cognitive outcomesIn this section, we summarize cognitive assessment by reviewing formative and summativeassessment grades. As we shifted to student-centered learning, we were wondering if this willhave an effect on student performance. In the following, when available, we use data fromprevious semesters for comparison. Because instructors used slightly differentiated classmanagement and surveys, we present outcomes for each course separately.3.1.1. SEE courseIn Figure 3, the
Conference Session
Integrating Sustainability and Resilience Concepts into Courses
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Benjamin Sanchez, Tecnologico de Monterrey; Romeo Ballinas-Gonzalez, Tecnologico de Monterrey (ITESM); Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Juan Arturo Nolazco-Flores, Tecnologico de Monterrey
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
. communities where it is in the project. 2) Each team member presents a final reflection where they discuss the reality of our society in terms of the problems detected and the intervention that as professionals through the construction industry, can have to improve the quality of life of the same. Bibliography Identify the origin of the data and information. (5%) Format Present the report in a professional and organized way. (5%) Teamwork Bring an individual feedback to your team members Teamwork; resilience. rubrics about their participation and performance in the (5%) development of the project.4.0 Case
Conference Session
Around the Water Cooler: Ideas and Issues in Civil Engineering Education
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Cassandra J. McCall, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Ashley Shew, Virginia Tech; Denise Rutledge Simmons P.E., University of Florida; Courtney Zongrone, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
if it was me and my group that had kind of said, "When are we going to get a civil one? [. . .] and [the instructor] said, "Weren't you excited about the popsicle bridge?" [. . .] After reflecting about what that person I asked me, I thought, "Wow, I didn't really go as far as I should have if I really would have been passionate about structural or civil engineering as some of these people are about what they're doing."For Natalie, ultimately hitting these barriers related to interest and technical content promptedher to navigate out of her civil engineering program.Theme 3: Navigating intersecting stereotypes and compounding marginalizationThird, participants’ decisions to leave were also linked to
Conference Session
Civil Engineering Division Poster Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Kenneth R. Leitch P.E., West Texas A&M University; Byungik Chang P.E., University of New Haven; Erick Benjamin Butler, West Texas A&M University; J. Arn Womble P.E., West Texas A&M University; Nathan Howell, West Texas A&M University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
tocurriculum planning and teaching coursework for all courses with a civil engineering specificdesignation. ABET and ASCE prefer that civil and environmental engineering faculty to belicensed in order to teach any course with significant design content, typically reflected in thecourse title and catalog description. The civil engineering faculty members are currentlylicensed as professional engineers while the environmental engineering faculty members arelicensed or in process of professional licensure as of the start of the fall 2016 semester.The Need for New Engineering ProgramsCurrently, thirty-two public and private universities in Texas graduate approximately 10% of allengineering students in the USA, about 65,000 current students in total as of
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
. Frequent stretch breaks, screen breaks, anda one-time 3-minute transition break were used during online meetings. In addition to this,students had opportunities to reflect on their efforts and performance in class using self-reflection surveys (after two midterm exams). Smaller student tutor sessions were provided forunder-performing students based on their choices. Table 1. UD Principles and Implementation in Statics UD Principles Implementation in Statics Course Equitable Use ▪ Course website on Blackboard is pre-designed to be accessible to everyone ▪ Digital textbook is adopted for text-to-speech functionality
Conference Session
Civil Engineering Division Poster Session
Collection
2016 ASEE Annual Conference & Exposition
Authors
Cassandra J McCall, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
(VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. c American Society for Engineering Education, 2016 Disciplinary Influences on the Professional Identity of Civil Engineering