Conference Session

Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Retherford P.E., The University of Tennessee at Knoxville; Beth Lin Hartmann, Iowa State University; Rania Al-Hammoud P.Eng., University of Waterloo; George A Hunt P.E., University of Nebraska, Lincoln

Tagged Divisions

Civil Engineering

Class Size 50 40 30 Less than 20 0 2 4 6 8 10 12 14 16 Number of RespondentsFigure 2.4. Typical class size. (n=57)Course ResourcesSeveral open ended questions were asked to reflect on the availability of resources in terms ofphysical space, experimental or testing laboratories, and computer resources and softwareavailable. The majority of the

Conference Session

Integrating Sustainability and Resilience Concepts into Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Tech; Tripp Shealy, Virginia Polytechnic Institute and State University; Allison Godwin, Purdue University at West Lafayette (COE)

Tagged Divisions

Civil Engineering

’ decisions in their careers will lock in energy use fordecades. Civil engineering students will make forward-looking decisions in their careers that notonly account for current costs but also more accurately weigh future consequences of theirchoices on community well-being and quality of life. Unfortunately, too many decisions aboutinfrastructure are overly nearsighted and are suboptimal for community well-being and quality oflife [41]–[45]. These decisions may be reflective of the beliefs and perceptions of the nation.Only half of the people in the U.S. believe global warming is harming people in this country, andless than half believe global warming will harm them personally [46]. In other words, there areless perceived repercussions for short

Conference Session

Course Structuring for Effective Student Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

: Understand and interpret the organization and use of the AISC Manual of Steel Construction Identify and apply appropriate steel provisions (AISC) to elements and systems. Design steel members using the Load and Resistance Factor Design (LRFD) approach. Develop skills in completing and checking individual component and complete structural system designs. Due to the volume of possible topics that AISC incorporates within the Specification, thetopical list for AE 401 was selected to be reflected of most standard entry level undergraduate steeldesign classes. Due to our mandatory two steel classes in the undergraduate AE program, no lateralmembers or systems are discussed. Instead, AE 401 is gravity focused while the advanced

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Decker B. Hains, Western Michigan University; Kenneth J. Fridley, University of Alabama; Leslie Nolen CAE, American Society of Civil Engineers; Brock E. Barry P.E., United States Military Academy

Tagged Divisions

Civil Engineering

the deliberate effort of the committee to develop clearer and more concisecognitive domain outcome statements that better reflect the levels in Bloom’s Taxonomywith an appropriate verbs at each level. Another major consideration for the committee wasto be less prescriptive in the outcome statements.The committee first debated which educational taxonomy to use and considered the originalBloom’s Taxonomy, the revised Bloom’s Taxonomy, and at least one other variation ofBloom’s Taxonomy. The committee concluded that the original Bloom’s Taxonomy wasthe most appropriate for BOK3 and discussion on this selection process will be presented.When critically reviewing the BOK2, the committee concluded that some of the outcomestatements only loosely

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

the accreditation cycle under which the program wasreviewed, whether the university is public or private, and the Carnegie Classification. Respondentswere also asked to either provide “Table 5.1” (Curriculum details) from their most recent ABETself-study report, a revised version edited to reflect the current curriculum, or to respond to a seriesof questions designed to elicit the information contained in Table 5.1 of the Self-Study Report.Seventy nine complete survey responses were received including nine from programs undergoingreview in the 2018-19 accreditation cycle. In the case of duplicate records, data obtained from bothsources were compared to confirm that the methods used to identify curricular elements in thisstudy were consistent

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Daniel J. Fox, U.S. Military Academy; Robert M. Wendel, U.S. Military Academy

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

training, independent of teacher experience. This post-session surveysought to gather demographic information to aid in understanding the participant’s particularteaching experience and nonverbal communication training.Results and DiscussionEach participant’s response was compared against the sample population and against thestudent’s report confidence to identify whether overall nonverbal message discrepancies exist.The results of the expert and participant responses are provided in Table 2.The percentages calculated in each row reflect the portion of the population that correctlymatched their assessment (either confident or non-confident) with the students reportedconfidence for an individual video clip. Notably, there is a significant range in

Conference Session

Civil Engineering Division Technical Session 6

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. A. Karim, Kennesaw State University

Tagged Divisions

Civil Engineering

challenging problems that areauthentic, curriculum-based, and often interdisciplinary. Learners decide how to approach aproblem and what activities to pursue. They gather information from a variety of sources andsynthesize, analyze, and derive knowledge from it. Their learning environment is inherentlyvaluable because it's connected to something real and involves adult skills such as collaborationand reflection. At the end, students demonstrate their newly acquired knowledge and are judgedby how much they've learned and how well they communicate it. Throughout this process, theteacher's role is to guide and advise, rather than to direct and manage, student work. PBL is alsoa model that organizes learning around projects. According to the definitions

Conference Session

Fostering Transformational Change in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel; Kevin C Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

summary thatprovides an assessment of student performance and is mapped to reflect linkage with appropriate1-22 outcomes.The entire departmental assessment process is predicated upon twenty-two outcomes developedand adapted from ABET, Criterion 3, student outcomes A-K2 and ASCE Body of Knowledge1.Each outcome provides a succinct statement describing material students are expected to learnover a four-year development period before graduation. Attainment of proficiency for eachoutcome is measured using Embedded Indicators based on mapping to the six levels of Bloom’sTaxonomy15,16. Table 2 summarizes the CEE Department nine professional skills relatedoutcomes. Course Embedded Indicators on tests, assignments, and projects are used to evaluateCEE

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Ronald Welch, The University of Texas-Tyler; Michael Robinson, Rose-Hulman Institute; Charles Glagola, University of Florida; James Nelson, University of Texas-Tyler

Tagged Divisions

Civil Engineering

thoseassumptions. Curriculum as a System The fundamental approach to which the committee adhered is that a civil engineeringcurriculum is an engineered system designed to achieve a specified end and that it is tied directlyto the desired program outcomes. The curriculum should reflect the complete educationalexperience of a student at a respective institution. That experience includes formal coursework aswell as activities and professional development outside the classroom. Taking a systems view of any process necessarily involves addressing such components asraw materials, the supply chain, production modes, distribution, and customer needs. It alsoentails understanding whatever assessment and feedback are present in the system. Theseprinciples

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

William Riddell, Rowan University; Eric Constans, Rowan University; Kevin Dahm, Rowan University; Jennifer Courtney, Rowan University; Roberta Harvey, Rowan University; Peter Mark Jansson, Rowan University; Paris von Lockette, Rowan University

Tagged Divisions

Civil Engineering

discuss how CEE students at Rowan University are taughtdesign in a multidisciplinary, PBL environment, and to discuss how mechanics andcommunication are integrated into the design projects. Sophomore Engineering Clinic Iand II (SEC I and SEC II) are the innovations that allow this to be accomplished. SEC Iand SEC II afford the CEE students at Rowan University an integrated courseworkexperience for 1) learning and reinforcing material that is directly covered the CEEcurriculum, 2) gaining familiarity with material that is not explicitly covered in the CEEcurriculum, 3) developing formal communication skills, 4) developing into designers, and5) acquiring the so-called “soft skills” reflected in ABET 2000 A-K criteria.Sophomore curriculum for CEE

Conference Session

The New Civil Engineering Body of Knowledge (BOK2)

Collection

2008 Annual Conference & Exposition

Authors

Richard Anderson, Somat Engineering, Inc.; Stuart Walesh, S. G. Walesh Consulting; Kenneth Fridley, University of Alabama

Tagged Divisions

Civil Engineering

setting gathering, “The Vision for CivilEngineering in 2025”7, provided further input for the revision of the BOK1. In fact there wassignificant potential synergism between the Vision and the BOK efforts.Second Edition of the Civil Engineering Body of KnowledgeBased on the groundswell of opinions and the plethora of reports and studies that indicated thetime for engineering education reform has come, ASCE elected in 2005 to revise the BOK1 toreflect the consensus that had developed since the development of the BOK1. Thus, in late 2005the Second Edition of the Civil Engineering Body of Knowledge Committee (BOK2Cmte) wasformed for the specific purpose of revising the BOK1 to reflect all that had happened in thisarena in the intervening

Conference Session

Beyond BS: Issues Affecting Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zsuzsa Balogh, Metropolitan State University of Denver; Marvin E. Criswell P.E., Colorado State University; Michael A De Miranda, Colorado State University

Tagged Divisions

Civil Engineering

view a summary of the group‟s evaluations and to give them the option torevise, considering this feedback on group response and additional time for reflection, their ownindividual evaluations. This is consistent with the basic principles of the Delphi Method. The Round 2 questionnaire included the same topics as did Round 1, with the addition ofa group of six questions recommended for inclusion in the participant‟s Round 1 responses. Therequested participant input was to assign the achievement levels using Key Set #1 as follows:Level 1-Knowledge; Level 2-Comprehension; Level 3-Application; Level 4-Analysis; Level 5-Synthesis, and Level 6-Evaluation. The numbers ranging from 1 to 6 were assigned to the rank-ordered categories for the

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark W. Milke P.E., University of Canterbury; Creon Upton, Unaffiliated; Glen F Koorey, University of Canterbury; Aisling Dominique O'Sullivan Ph. D., University of Canterbury; Keith Comer, Chalmers University of Technology

Tagged Divisions

Civil Engineering

profession, AmericanSociety for Engineering Education Annual Conference, Paper AC 2009-424, Austin, Texas.Paradis, J.G., and M.L. Zimmerman, 2002, The MIT Guide to Science and EngineeringCommunication, 2nd edn., MIT Press, 324 p.Robinson, C.M. and G.M. Blair, 1995, Writing Skills Training for Engineering Students inLarge Classes, Higher Education, v. 30, p. 99-114.Royal Academy of Engineering (UK), 2007a, Educating Engineers for the 21st Century.Royal Academy of Engineering (UK), 2007b, Creating Systems that Work: principles ofengineering systems for the 21st century.Schon, D.A., 1983, The Reflective Practitioner, Basic Books.Schon, D.A., 1990, Educating the Reflective Practitioner: toward a new design for teachingand learning in the professions

Conference Session

BOK2 - Influencing Changes to the ABET Civil Engineering Program Criteria and Civil Engineering Curricula

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

Page 24.138.1 c American Society for Engineering Education, 2014 Adopting the BOK2 Student Outcomes: A Six Year RetrospectiveAbstractIn 2008, the American Society of Civil Engineers (ASCE) published the Civil Engineering Bodyof Knowledge, Second Edition (BOK2), reflecting ASCE’s vision of the skills and knowledgethe next generation of civil engineers must acquire. The Department of Civil Engineering atLawrence Technological University adopted the BOK2 that same year as part of its regularprogram review process. Faculty engaged in extensive debate on the prudence of adopting anew, more complex standard just two years before the ABET accreditation visit in 2010.However, the Department’s commitment to

Conference Session

Using Student Competitions to Enhance Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brock E. Barry PE, U.S. Military Academy; Karl F. Meyer, U.S. Military Academy; Kevin P. Arnett P.E., U.S. Military Academy; Berndt Spittka P.E., Department of Civil and Mechanical Engineering, West Point, NY

Tagged Divisions

Civil Engineering

product may not reflect student designs, owners anddesign engineers could benefit from student insights. This concept matches well with Cooley’s[6]second item listed previously. Page 23.314.5Further, although the concrete canoe and steel bridge are competitions defined and organizedoutside of a university, they are often considered to be extracurricular activities at a particularschool. For both the students and the advisors who participate in them, there is some level ofextra effort required. Houston[15] advocated that higher participation rates would result fromofficially crediting the work both students and faculty put in by incorporating the

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ghulam H. Bham, University of Alaska, Anchorage; Dan Cernusca, Missouri University of Science & Technology

Tagged Divisions

Civil Engineering

variables were collected throughout the four semesters using anunannounced exit survey administered online in the lab in the week following the GISlaboratory.Student PerformanceFive multiple-choice and fill-in-the-blank assessment items tested their recall of traffic safetyissues covered in the GIS laboratory. Students had no prior preparation associated with this test.Of these five assessment items, two were common for all semesters and three were equivalent indifficulty, but different for the stand-alone (first two semesters) and context-driven approach(last two semesters). This adjustment reflected the nature of the analyses required by the crash

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig J. Gunn, Michigan State University

Tagged Divisions

Civil Engineering

quality that comes from much of thetext that is produced by students. This quality reflects a lack of flow in the wording, a conditionsimilar to reading a list that indicates no apparent connection among the various parts of the list.This lack of connection makes a reader quickly begin to wander, sometimes becoming lost inpersonal thoughts far from the actual text. The three items that may help improve all student text area focus on outlines, a review of simple paragraphing with topic sentences and supportinginformation, and an overview of the transitions that can be placed in a piece of writing to make thetext flow. These relatively easy elements in writing can make a great difference in the quality of astudent’s text.Another problem that is

Conference Session

The Designer of 2020: Innovations in Teaching Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew W. Roberts P.E., University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville; Barb A. Barnet, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

“horizontal integration with non-engineering disciplines” (two of the issues we faced) aschallenges faced in multidisciplinary environments for which limited information is to be foundin the literature.7We believe there are three main reasons that the multidisciplinary teams did not function at thelevel we had envisioned. First, there is not equal inducement to both sets of students, since onegroup is approaching this course as a general education class and the other group is approachingit as a class in their major. Consequently, this creates a difference in attitude and hence per-ceived importance for these projects. There are very different incentives for each group of stu-dents. The difference in perceived importance was also reflected in the

Conference Session

Research Experience in Stormwater Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aimee S. Navickis-Brasch, Gonzaga University; Noel E. Bormann P.E., Gonzaga University; Sue L. Niezgoda P.E., Gonzaga University; Matt Zarecor, Spokane County Stormwater Utility

Tagged Divisions

Civil Engineering

stormwater plans generally include guidance for selecting, designing, and maintainingBMPs. Where a BMP is a structural or managerial practices used to meet NPDES requirementsby reducing stormwater pollutant loads and volumes7-8. BMP design guidance reflects generallyaccepted engineering practices and is customization for the specific regional conditionsincluding; pollutant concerns, terrain, hydrology, issues with receiving waters, and siteconditions9-10. The addition of a new or the modification of an existing BMP requires a study todemonstrate the effectiveness of the proposed BMP for meeting NPDES permit requirements.Such a study involves developing a quality assurance project plan (QAPP), that is approved bythe EPA and generally describes the

Conference Session

Innovative Pedagogy and Assessment in Civil Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W Roberts, University of Wisconsin, Platteville; Carol Haden, Magnolia Consulting, LLC; Michael K Thompson, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

-standing.24 This involves devoting instructional time to teaching students how to construct con-cept maps so that those used in assessment are reflective of what they know and understand ra-ther than how sophisticated they are at constructing a concept map overall.Concept mapping tasks can vary from having students create a map from scratch, to giving stu-dents skeleton maps with some concepts included, to providing a list of concepts and asking stu-dents to create a map from the list. Variations in scoring systems also exist. While some empha-size a more qualitative approach based on the overall morphology of the maps to indicate stu-dents understanding, other approaches are highly quantitative with detailed scoring systems in-volving counting of

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

James B Guthrie P.E., California Polytechnic State University; Allen C. Estes, California Polytechnic State University; Jill Nelson P.E., California Polytechnic State University; Brent Nuttall P.E., California Polytechnic State University

Tagged Divisions

Civil Engineering

integrated building design, has received moreattention in the instruction and the assessments show that the course has been verysuccessful in meeting this goal. The large and small lectures, described in the previoussection are typically on technical topics and the students incorporate this material in theirprojects. In addition, as is seen in the Grading section of this paper, the majority of thegrading reflects the building design and construction.The second learning objective, function effectively on an interdisciplinary team, has beenaddressed to a lesser extent. A lecture on personality types and the consideration ofpersonality types in the formation of student teams provided some basis for discussionson teamwork. Some quarters have

Conference Session

Status of CE Education: Today & Tomorrow

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy; Daniel R. Lynch, Dartmouth College

Tagged Divisions

Civil Engineering

outcomes beyond the eleven Criterion 3 outcomes demonstrated that the BOK cannot beadequately addressed in a traditional four-year baccalaureate degree program—a conclusionsubsequently affirmed by a comprehensive curriculum analysis.6The BOK1 report defined three levels of achievement, using the terms recognition,understanding, and ability to reflect a progression of learning. These specific terms wouldeventually be superseded by a more broadly accepted taxonomy (described below); however, theconcept of levels of achievement has persisted as an integral element of the conceptualframework used to define the Civil Engineering BOK.In October 2004, the ASCE Board reinforced the importance of the BOK by modifying thewording of Policy Statement 465 as

Conference Session

Innovations in Civil Engineering Education I

Collection

2010 Annual Conference & Exposition

Authors

Brock Barry, United States Military Academy; Jeffrey Braun, United States Military Academy; Mark DeRocchi, United States Military Academy

Tagged Divisions

Civil Engineering

. Page 15.394.6Initially it seemed natural to have a two-part decision matrix. The first set of criteria wasenvisioned as hierarchy based and serving as a simple GO/NO-GO decision. Any proposedindependent study project that failed to meet the first set of criteria would be automaticallynegated. However, upon further review, this logic proved unfounded as there were pastacademic years that always had exceptions to these criteria that ended up being fantastic projects.Further, some of the initial criteria were noted to have little or no influence on the hierarchalrating due to commonality in the scaled criteria value. This resulted in a modification of the listof criteria to reflect more than simply the D-C&ME stakeholders.Finally, there were

Conference Session

Implementing the CE BOK into Courses and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

information from this assignment revealed student attitudes aboutcivil engineering. The course included additional assignments on sustainability (2009 only),ethics, a team West Point Bridge Designer project, a curriculum plan to graduation at CU with aB.S. in CVEN, a paper on a significant event or structure related to civil engineering (such as theThree Gorges Dam, the flooding in New Orleans from hurricane Katrina, etc.), and a shortsummary of a professional society meeting that they attended (such as ASCE or AGC). In thefinal assignment of the semester the students wrote a reflective essay that instructed them to statewhether or not they planned to remain a civil engineering major and why/why not. The studentswere also instructed to comment on

Conference Session

Innovations in Civil Engineering Education I

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

read about a moral exemplar; compare ASCE Code of Ethics5 to CU Student 20 20 Honor CodeTeam bridge competition in West Point Bridge Designer: teams of 4-5 students create a bridge using the WPBD software in an attempt to optimally fulfill 30 24 specified weighted design criteria and describe their design processCourse plan and curriculum mapping: outline courses that fulfill the CU CVEN 10 10requirements and illustrate how these courses teach the skills needed for licensureCivil engineering Controversies, Disasters, and Feats slides and paper 22 16Professional society meeting write-up and Reflective Essay 12 12The Civil Engineering

Conference Session

Civil Engineering Education and Workforce Development Challenges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven D. Hart, U.S. Military Academy; Ledlie Klosky, U.S. Military Academy, West Point; Joseph P. Hanus, U.S. Military Academy; Karl F. Meyer, U.S. Military Academy; Jason Allen Toth; Morgan Reese, U.S. Military Academy

Tagged Divisions

Civil Engineering

individual studentportfolios. The purpose of the portfolio is to help the students organize a large body ofknowledge and apply the infrastructure principles learned in the course to contemporary debatesand current topics on infrastructure. The portfolios consisted of structured reading notes pairedwith reflection questions to provide a forum for cadets to reflect on their reading. Supplementaryportfolio items, such as Op-Ed pieces and sketches, were added to the mix to encourage thestudent to view course readings and topics from a variety of perspectives. The desired end-stateis a student who both comprehends the broad topic of infrastructure and is ready to participate inthe broad thinking necessary as they confront the highly variable and

Conference Session

Global Perspective and Experiential Learning in Civil Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrea L. Welker, Villanova University; Seri Park, Villanova University; Susan B. Mackey-Kallis, Villanova University

Tagged Divisions

Civil Engineering

a university-wide survey at Villanova University indicated that a strong majorityof full-time faculty agree that internationalizing our curriculum will help students be moresuccessful after graduation (78% agree or strongly agree). Nearly 95% of faculty agree orstrongly agree that colleges and universities should prepare students for an increasinglyinterconnected world. However, a weaker majority (58% agree or strongly agree) believe thatglobal and international topics should be incorporated into all undergraduate programs. Thislatter issue likely reflects the specific needs of the professional colleges, such as Engineering,and science departments to develop a robust education plan that meets standards within technicaldisciplines. In the

Conference Session

Trends and Applications in Curricula and the Capstone Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University; Kevin D. Hall, University of Arkansas; Ronald W. Welch, The Citadel

Tagged Divisions

Civil Engineering

% 0.0% 12.5% 4-5 Persons Only 45 71.1% 24.4% 15.5% 6 or More Persons Only 14 71.4% 42.9% 14.2%Figure 4 presents department responses to a list of topics and skills assessed from the designexperience, as a function of team size. Overall, patterns initially identified in the 2012 paper –regarding specific topics/skills assessed – are reflected for all team sizes. For example, mostprograms (70-plus percent) assess communication skills; Figure 4 confirms that this is the caseregardless of team size. Conversely, relatively few programs assess asset manageme nt; Figure 4also confirms this is the case regardless of team size. However

Conference Session

Teaching and Assessing Sustainability and Life Long Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans P.E., Bucknell University; Michelle Oswald Beiler P.E., Bucknell University; Akmal S Daniyarov; Christopher Adam Kulish

Tagged Divisions

Civil Engineering

reflect the most rigorous andaccepted rating systems being used at the current time. Another future opportunity involvesexpanding the modules to include additional innovative topics within civil engineering. As newglobal risks arise, the field of civil engineering will adapt and reflect the needs of society.Therefore, new lesson module topics such as “Engineering for Climate Change” or “Eco-engineering” can be developed to further promote the shifting demands of civil engineering.Exposing secondary students to these innovative concepts can stimulate and prepare the nextgeneration of civil engineers. Future work also includes revised assessment of outcomes,particularly for the Sustainability module.AKNOWLEDGEMENTSThe support of the National

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

learning environment- The development of technology and the internet have promoteda rapid change in instructional and pedagogical approaches used to engage digital learners (Chyret al., 2017). Online instruction (i.e., fully online or hybrid) has been used to effectively servedifferent types of learning needs (e.g., distance learning, active learning, collaborative learning,etc.), and to promote students’ continuous development, reflection, discovery, and innovation(Chyr et al., 2017; Tsa et al., 2015; Wei et al., 2015;). Nonetheless, while there is a lot ofevidence of the advantages to online pedagogy, it has been reported that online learning canpromote student segregation, which could negatively affect the learning experience and