Conference Session

The Evolving Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles Riley P.E., Oregon Institute of Technology; Sharon L. Beaudry, Oregon Institute of Technology; Aja Bettencourt-McCarthy, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

lost value of the three truss-based demonstrationclass sequence in the ETW that the ETW veteran was so concerned about was replaced with theadded value of the teaching model demonstrated exquisitely by another faculty member. Itcannot be overstated how valuable this modification was in nurturing a robust culture of teachingand learning at our institution. The sense of shared investment as we delivered the workshop in anew and exciting way with a more diverse team to a more diverse classroom of our owncolleagues was incredibly powerful.The ScheduleThe schedule of our institutional workshop was modified from the ETW schedule based on threeprimary considerations:1) our faculty generally live where the workshop is conducted, so the ETW van travel

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 reinforced concrete behavior. c American Society for Engineering Education, 2018 Peer Mentoring for All: Investigating the Feasibility of a Curricular-Embedded Peer Mentoring StructureIntroductionThe benefits of peer mentoring in undergraduate STEM courses are well documented, and theliterature suggests even more significant benefits to the mentors, compared to the mentees [1-3].The School of Engineering at the University of Kansas has developed a peer-mentoring modelcalled the Undergraduate Teaching Fellows Program, based on the Learning Assistant model [2].Students who participate as mentors in this program reported an improved understanding ofcourse content, more confidence in their academic

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Norman D. Dennis Jr. P.E., University of Arkansas; Decker B. Hains, Western Michigan University; Horst Brandes P.E., University of Hawaii

Tagged Divisions

Civil Engineering

civil engineers for nearly 20 years in support of its Policy Statement 465 -Academic Prerequisites for Licensure and Professional Practice. Policy Statement 465 (PS 465)was first adopted in 1998 and supported "the concept of the master's degree as the FirstProfessional Degree (FPD) for the practice of civil engineering at the professional level." [1]This policy created significant debate among members of the society and motivated ASCE toform the Task Committee for the First Professional Degree (TCFPD) in 1999. This committeewas tasked with developing a vision for the full realization of the policy and a strategy to achieveit. Based on this committee’s report [2] the ASCE Board of Direction revised PS 465 in 2001and softened the language of the

Conference Session

The Evolving Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; James Kaklamanos, Merrimack College; Corrie Walton-Macaulay, Bucknell University; Suresh Immanuel Selvaraj, University of Evansville; David A. Saftner, University of Minnesota, Duluth; Chris Swan, Tufts University; Tanya Kunberger P.E., Florida Gulf Coast University

Tagged Divisions

Civil Engineering

Bachelor of Science and Master of Science from the University of Arkansas, and a doctoral degree from the University of Kentucky, Dr. Corrie Walton-Macaulay is now a Geotechnical Engineering Assistant Professor in the Civil and Environmental Engineering Department at Bucknell University. He teaches the traditional geotechnical courses of soil mechanics and foundation engineering, but also teaches unsaturated soil mechanics, introduction to transportation engineering and mechanics of materials. HIs research area is in unsaturated soil mechanics, energy geotechnics, and transportation infrastructure resiliency. Address: 1 Dent Drive, Department of Civil and Environmental Engineering, Bucknell University, Lewis- burg

Conference Session

The Evolving Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; J. Michael Grayson, The Citadel; Monika Bubacz, The Citadel; Kevin Skenes, The Citadel

Tagged Divisions

Civil Engineering

Perception and Learning OutcomesIntroductionCourses in a large majority of science and engineering curricula are often complemented bylaboratories which provide a learning environment different from a traditional lecture. Theselaboratories promote student engagement through problem-based learning, resulting in increasedstudent performance, increased student confidence in the subject material [1], and greaterenjoyment of the subject material by the students [2]. The lecture courses which theselaboratories supplement are often substantially different in size, with one lecture linked tomultiple smaller laboratory sections. The connection between these lectures and laboratories haslong been observed to play a vital role in the effectiveness of many

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University, San Luis Obispo; Stephen J. Ressler P.E., United States Military Academy; Camilla M. Saviz P.E., University of the Pacific; Brock E. Barry, United States Military Academy; Carol L. Considine, Old Dominion University; Dion Coward, American Society of Civil Engineers; Norman D. Dennis Jr. P.E., University of Arkansas; Scott R. Hamilton P.E., York College of Pennsylvania; David S. Hurwitz, Oregon State University; Tanya Kunberger P.E., Florida Gulf Coast University; Thomas A. Lenox, American Society of Civil Engineers (Retired); Tonya Lynn Nilsson P.E., Santa Clara University; Leslie Nolen CAE, American Society of Civil Engineers; James J. O'Brien Jr., American Society of Civil Engineers; Robert James O'Neill, Florida Gulf Coast University; David A. Saftner, University of Minnesota, Duluth; Kelly Salyards P.E., Bucknell University; Ronald W. Welch P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

in 1982. He received his M.S. and Ph.D. degrees in Civil Engineering from the University of Illinois, Champaign-Urbana in 1990 and 1999, respectively. He became the Dean of Engineering at The Citadel on 1 July 2011. Prior to his current position, he was the Department Head of Civil Engineering at The University of Texas at Tyler from Jan 2007 to June 2011 as well as served in the Corps of Engineers for over 24 years including eleven years on the faculty at the United States Military Academy. c American Society for Engineering Education, 2018 Twenty Years of Project ExCEEd: Assessing the Impacts and Charting the FutureAbstractIn response to the clear need

Conference Session

The Evolving Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carol Haden, Magnolia Consulting, LLC; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

and outreach programs, STEM teacher development, and climate change education programs.Dr. Matthew W. Roberts, Southern Utah University Dr. Roberts has been teaching structural engineering topics for 16 years. He is a professor of engineering at Southern Utah University. c American Society for Engineering Education, 2018 Civil Engineering Students’ Views on Infrastructure in the U.S.IntroductionInfrastructure is critical to society and drives the economic growth and well-being of communi-ties. In the United States, decades of underinvestment have led to a deterioration of the infra-structure and the need for extensive maintenance and renovation [1]. To meet this challenge, aneed exists to produce

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

cross-disciplinary MSCE/MBA and MSCE/JD dual-degree programs. c American Society for Engineering Education, 2018 Comparison Between the New Bodies of Knowledge for the Civil Engineering Professional and the Civil Engineering TechnologistBackgroundCivil engineering relies on a strong formal knowledge and skills base acquired largely throughhigher education and experience. Central to the identity of civil engineering as a profession isthe need for such expert knowledge and skills, independence of thought and judgment, and anethos to serve the public good grounded in a sound code of ethics [1], [2]. The American Societyof Civil Engineers (ASCE) formally endorsed the

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Long Duy Nguyen P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University; Kristoph-Dietrich Kinzli, Colorado School of Mines; Simeon J. Komisar, Florida Gulf Coast University; Jong-Yeop Kim, Florida Gulf Coast University

Tagged Divisions

Civil Engineering

1 and 2 show representative project topics adopted with collaboration from industry incivil engineering and environmental majors, respectively. Various projects were performed bystudents in both civil engineering and environmental engineering majors in the past years.Faculty typically seek projects from the networks of local practitioners in the fall semester andhad a list of projects with associated practitioner-mentors ready at the first week of the capstonedesign classes in the spring semester. Students then formed their own teams and selected aproject to work on throughout the spring semester. The capstone projects were real-world design-oriented projects that were in their conceptual stage. As such, in addition to data provided

Conference Session

The Evolving Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Lanning P.E., University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

over awide range of institutions.The goal of all these efforts is to establish an effective and engaging concept-driven approach toteaching structural design which is backed up by convincing quantitative and qualitative evidence.IntroductionStructural engineering students are like any others, some are very naturally engaged and arrive inupper-level courses well prepared to take the next steps. However, based on experience andobservation, many are not well prepared and struggle to connect prerequisite material tosuccessfully form a meaningful understanding of structural design. But immediately upongraduation these new engineers are expected to be extremely well prepared to take on designtasks[1][2] which require skills beyond simple operation

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean Lyle Gestson, Oregon State University; Benjamin David Lutz, Oregon State University; Shane A. Brown P.E., Oregon State University; Matthew Stephen Barner, Oregon State University; David S. Hurwitz, Oregon State University; Masoud Ghodrat Abadi, Oregon State University

Tagged Divisions

Civil Engineering

CRs are summarized in Table 1. Three of theeight problems were selected for the present study: 1) an open-ended problem, 2) a rankingproblem, and 3) a multiple-choice problem.For this study, the data from one problem will be analyzed for the four participants. The problemtype analyzed in this study is an open-ended problem. The problem statement asked theparticipant to determine the total headloss for 1000 feet of new unlined 8-inch Schedule 40 steelpipe that is designed to carry water at a rate of 550 gallons per minute.Table 1Description of the four contextual representations provided to solve each problem Contextual Format Description Representation Schedule 40 Tabular Three columns

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan McWhirter, Virginia Tech; Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

alsouse these cases. Slides (either one or two-day instruction), teaching notes, and grading rubrics areavailable for other instructors to download and use and can be found in the Center forSustainable Engineering repository.IntroductionGreater exposure to concepts from behavioral decision sciences can offer civil engineeringstudents a new perspective and potentially new solutions that link human and social values tophysical infrastructure systems [1], [2]. This is a necessary advancement towards moresustainable infrastructure [3]. In effort to contribute to this need, this paper explains three case-based modules that not only teach engineering students about sustainable infrastructure but alsohelps them recognize their own, and their clients

Conference Session

Let’s Get Pumped: Innovative Approaches for Better Student Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University; Camilla M. Saviz P.E., University of the Pacific; David A Saftner, University of Minnesota Duluth

Tagged Divisions

Civil Engineering

and indicate support for, and appreciation of, candy use in engineering courses.Chewing on the Idea: MethodsThe survey was designed to quantify the effect of candy use on student attitude and engagementduring class and to elicit student perspectives regarding the appropriateness of using candy in thecollege classroom. Students were asked to respond to four statements using a Likert scale rangingfrom “Strongly Agree”, to “Agree”, “Neutral”, “Disagree”, and “Strongly Disagree”. Thestatements assessed student views from both a positive perspective and a negative perspective tovalidate responses. The four statements were: 1. Candy is distracting. 2. Candy helps motivate students to pay attention and participate 3. Candy is appropriate

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

withregards to these courses.IntroductionThere are a number of professional skills that are important for engineering graduates topossess.1-10 These skills are particularly important in creating engineers capable of addressingcomplex global challenges. Professional skills are included among the outcomes in the ABETEAC criterion 3 (Table 1).11 As well, the American Society of Civil Engineers (ASCE) definedan expanded list of professional outcomes in its Body of Knowledge Second Edition (BOK2).12Similar professional skill outcomes can also be found in the ABET accreditation criteria forengineering technology (ABET ETAC)13 and computing programs (ABET CAC)14, as well asinternational accreditation standards.15-17 Some faculty in engineering refer to

Conference Session

Let’s Get Pumped: Innovative Approaches for Better Student Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria Bennett, Rensselaer Polytechnic Institute; Tarek Abdoun, Rensselaer Polytechnic Institute; Casper Harteveld, Northeastern University; Flora P McMartin, Broad-based Knowledge, LLC; Usama El Shamy P.E., Southern Methodist University

Tagged Divisions

Civil Engineering

materials.Dr. Usama El Shamy P.E., Southern Methodist University Dr. Usama El Shamy is an associate professor in the Civil and Environmental Engineering Department at Southern Methodist University. He received his Ph.D. in Civil Engineering from Rensselaer Polytechnic Institute in 2004. He is the Principal Investigator and Project Director of the NSF funded TUES-Type 1 project: ”A Multi-Institutional Classroom Learning Environment for Geotechnical Engineering Educa- tion.” c American Society for Engineering Education, 2017 Classroom Implementation of Game-Based Module for Geotechnical Engineering EducationAbstractThis paper highlights an ongoing effort to address the

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

). For comparative purposes, thisclass is similar in nature to most traditional civil engineering undergraduate entry structural designclasses.Traditional Structural Engineering Status Quo According to sources such as U.S. DOE (2001) and Young et al. (2012), traditional structuralengineering instruction within classrooms more often than not take a hands-off approach that transmitsinformation statically and with little appeal. Typical techniques include (Moon 2010) those groupedand listed in Table 1. Table 1: Examples of Traditional Instruction Techniques Group Type Traditional Techniques Conveying Notes Transparencies White and black boards

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

(ASCE) launched the Body ofKnowledge 3 Task Committee (BOK3TC), and in 2017 an update on the task committee’s workwas reported at the ASEE Annual Conference and Exposition in Columbus, OH [1]. Thatpresentation and paper provided a summary of the findings of the committee followingcritical reviews of published literature and an initial survey of constituents. Based on thesefindings, the BOK3TC determined that a Third Edition of the Civil Engineering Body ofKnowledge (BOK3) was justified and warranted, and outlined a series of next steps todevelop the BOK3.Part of the process for BOK3 included developing revised rubrics for the outcomes and thisinvolved revisiting the cognitive domain of Bloom’s Taxonomy. The purpose of this paperis to discuss

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Bhaskar C. S. Chittoori, Boise State University; Sondra M. Miller, Boise State University; Thomas A. Robbins

Tagged Divisions

Civil Engineering

part of the undergraduate civil engineering curriculum.By incorporating sustainability and resiliency throughout the undergraduate civil engineeringcurriculum, students will be better prepared to address these topics as part of their senior designprojects, and in their future careers.IntroductionIndustry, government, and the public are increasingly expecting to see civil engineers presentsustainable infrastructure and technology solutions. However, civil engineers may findthemselves not adequately prepared to provide answers [1]. The American Society of CivilEngineers documented the need for horizontal thinking among civil engineers [2], which couldrelate to gaining a broader systems view addressing environmental, economic, and social needsfor

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler P.E., United States Military Academy; Thomas A. Lenox, American Society of Civil Engineers (Retired)

Tagged Divisions

Civil Engineering

comparison with the current system of specialization in the medicalprofession, then in the broader context of a theoretical model from the Sociology of Professions.Based on this analysis, we offer recommendations for strengthening the profession through morepurposeful management of specialization within civil engineering.Specialization in Civil EngineeringAccording to the American Society of Civil Engineers (ASCE) Policy Statement 465, ASCE“supports the attainment of the Civil Engineering Body of Knowledge (CEBOK) for entry intothe practice of civil engineering at the professional level…through appropriate engineeringeducation and experience, and validation by passing the licensure examinations [1].” This policyfurther states that the BOK includes

Conference Session

Course Structuring for Effective Student Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristin M. Sample-Lord P.E., Villanova University; Patricia M. Gallagher P.E., Drexel University; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

challenge. Despite the authors’ best efforts, students struggled to appreciate the relevanceof basic geology to engineering. When teaching the course in a mostly lecture-style format, theauthors were constrained in the amount of activities and examples they could include toemphasize the link to engineering, while still covering all of the basic geology content that wasrequired. Literature supporting the potential benefits of a flipped (i.e. inverted) engineeringclassroom, e.g. [1-12] , as well as previous success by other faculty at Villanova University inflipping required civil engineering courses [13, 14] motivated the authors to overhaul geologyfrom a mostly lecture format to a flipped classroom format. A flipped class typically

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; Michael O'Connor P.E., New York University

Tagged Divisions

Civil Engineering

ChallengeAbstractASCE’s Grand Challenge to civil engineers is to significantly enhance the performance andvalue of infrastructure project over their lifecycles. [1] ASCE wants to drive transformationalchange in infrastructure projects from planning to design to project delivery. How does ASCEmove from the strategic vision to the detailed implementation? The paper’s objective is toanswer that question in part by highlighting the role played by proposed changes to the civilengineering knowledge framework, specifically, ASCE’s Civil Engineering Body of Knowledge(BOK) as it undergoes revision for a Third Edition.Knowledge may be the most strategically significant resource the profession can possess. Thetraditional view of civil engineering has always been about the

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

stipulated in the program criteria are limited to the areas ofcurricular topics and faculty qualifications. There is a perception that innovation, flexibility, andcreativity in civil engineering curriculums are stifled by the EAC-ABET program criteria. Thegoals of this study are to determine if the civil engineering program criteria (and indirectlyASCE's Body of Knowledge) have 1) hindered innovation and 2) standardized civil engineeringcurriculums.A curriculum study was performed of 86 EAC-ABET accredited civil engineering programs inthe United States. The study included programs from all 50 states; small and large; public andprivate; and research and teaching focused. For uniformity in the study and because the majorityof civil engineering

Conference Session

Course Structuring for Effective Student Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin Z. Dymond, University of Minnesota, Duluth; Matthew K Swenty P.E., Virginia Military Institute; Chris Carroll, Saint Louis University

Tagged Divisions

Civil Engineering

questions were posed to the students at each university. Tounderstand how grading biases propagated throughout the exam questions, each of the professorsre-graded the questions from all three universities at the conclusion of the course after thestudent identifiers were removed. A comparative study was then performed to determine if therewere patterns in the grading results from each professor.Background and Literature ReviewSynthesis Providing feedback on engineering exams is an important phase of the learning processfor both the professor and student [1]. For the student, this leads to grades and a permanentrecord of achievement, which influences their attitude toward the course and even profession [2],[3]. For professors, student

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muthusamy Krishnamurthy P.E., Hydro Modeling Inc; David Anthony Pezza P.E., Old Dominion University; Kenneth J. Fridley, University of Alabama; Decker B. Hains, Western Michigan University

Tagged Divisions

Civil Engineering

program, continuing education, experience,and mentoring: material sciences, mechanics, experiments, problem recognition and solving,design, sustainability, contemporary issues and historical perspective, risk and uncertainty,project management, breadth in civil engineering, and technical specialization.(C) Professional outcomes achieved through the degree program, experience and mentoring:communications, public policy, business and public administration, globalization, leadership,teamwork, attitudes, and professional and ethical responsibility.Detailed commentaries on these outcomes, along with their rubrics in the cognitive domain andthe desired level of achievement can be found in the report published by the BOK2 TaskCommittee [1]The BOK3TC

Conference Session

Tales from the Flip Side

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angel Ari Perez-Mejia, Quinnipiac University

Tagged Divisions

Civil Engineering

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

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

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

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

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

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

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

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

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

Conference Session

Active and Out There: Labs and Active Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

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