Conference Session

Approaches to Virtual Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adrian Hadipriono Tan, The Ohio State University; Fabian Hadipriono Tan P.E., The Ohio State University, Columbus, Ohio, USA; Michael Parke, The Ohio State University; Tarunjit Singh Butalia, The Ohio State University

Tagged Divisions

Civil Engineering

event that would have been affected by the physical environment, theexperiences of the populace, and the spatial movement of the participants. An example of digital graphics in ancient Roman archaeology that encompasses a singlebuilding, rather than a group of buildings or a whole city, was conducted by Cipriani and Fantini[1] in their study on the octagonal halls of the baths at Hadrian’s Villa. This was a study on anarchitectural archetype rather than the recreation of a building in its entirety; nonetheless, itdemonstrates the capability of computer software in the study of specific building topics. Thestudy is intended to explore the ancient designing techniques used for designing new shapes as inthe case of Hadrian’s architecture, and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Divisions

Civil Engineering

year.Characteristics of teamwork assignments specific to each of these courses are summarized inTable 1. Additionally method of team formation and range of student team size is also indicated.With regard to team formation determined through CATME team creation and managementsoftware, Comprehensive Assessment of Team-Member Effectiveness, developed through NSFgrant funding9, uses student entered descriptive data to create teams through objective routinesand is generally viewed by students as an improvement to traditional team formation approaches.Student Perception SurveyA student perception survey was administered by faculty, within a classroom setting, to a total of159 undergraduate civil engineering students, including freshmen (n=47), sophomores (n=37

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Robert J. Rabb P.E., The Citadel; Kevin C. Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

Paper ID #21610Industry Partnerships Assist Programs for AccreditationDr. Ronald W. Welch, The Citadel Ron Welch (P.E.) received his B.S. degree in Engineering Mechanics from the United States Military Academy 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

Conference Session

Creating a Positive Environment for Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Kevin C. Bower P.E., The Citadel; Robert J. Rabb P.E., The Citadel; Ally Kindel Martin, The Citadel

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

Paper ID #21989Keeping a Prospect on the Line and Then in the Boat: Recruitment and Re-tention Efforts that Make a DifferenceDr. Ronald W. Welch, The Citadel Ron Welch (P.E.) received his B.S. degree in Engineering Mechanics from the United States Military Academy 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

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Decker B. Hains, Western Michigan University; Bret J. Wagner, Western Michigan University

Tagged Divisions

Civil Engineering

abilitiesfor graduates (see Table 1). Yet these skills are rarely part of an engineering curriculumthat is typically focused on technical topics. Anecdotally, many graduates starting out inengineering firms report that they need knowledge on fundamental business functions tobetter understand the role of engineering in helping a business organization be profitable.Table 1. Attributes Employers Seek on a Candidate’s Resume [1] PERCENTAGE OF ATTRIBUTE RESPONDENTS 1 Ability to work in a team 78.0% 2 Problem-solving skills 77.3% 3 Communication skills

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kelly Brumbelow, Texas A&M University; Luciana R. Barroso, Texas A&M University; Debra Fowler, Texas A&M University; James Michael Kaihatu, Texas A&M University; Veronica S. Rodriguez Chavarria

Tagged Divisions

Civil Engineering

learningoutcomes on the ASCE Body of Knowledge 2 (BOK2)[1]. This process, with the roots on theASCE Body of Knowledge 2, inherently included an emphasis to move beyond “what coursesdoes a civil engineering major take” to “what can a civil engineering student major do” and whatskills are needed to carry out these tasks [2]. This project also aimed to address gaps andredundancies in the curriculum, to ensure consistent student development in learning outcomes,and to engage faculty in holistic thought on the curriculum through tools such as curriculummapping and learning outcome rubrics.The curriculum map (see appendix) identifies the required courses in the program and thecorresponding program learning outcomes as part of the grid [2]. The grid can also

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

likelycontributing to increased belief and recognition to address climate change but an educational gapstill persists in understanding. Future research should explore why misconceptions still existeven when climate change is taught in engineering courses and how particular concepts areexplained and how student experiences shape understanding and interest.IntroductionCivil engineers, who design and construct society’s built environment and maintaininfrastructure services, have a responsibility to ensure safety and wellbeing for people and theplanet [1], [2]. As the global population continues to grow exponentially [3], demand for non-renewable energy is leading to extreme levels of greenhouse gas emissions [4]. The currentconsumption rate of non-renewable

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mo Hu, Virginia Tech; Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

calledinduced demand [1], [2]). Adding a new road lane brings new drivers, and over time (typicallywithin five years) leads to more traffic, more pollution, and contributes to a reduction incommunity quality of life [3], [4]. Similarly, viewing energy efficient building materials inisolation to how they perform within a system may lead to less than optimal solutions. Forinstance, windows with a low U-value typically cost more but produce less heat transfer, whichcan equate to reduction in HVAC loads, leading to a net positive benefit for both financialinvestors and the environment.Unfortunately, civil engineering practice still too frequently ignores these dynamicrelationships between system components. For example, rating systems like Leadership

Conference Session

Creating a Positive Environment for Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Thomas D. Rockaway, University of Louisville; Gerold Willing, University of Louisville

Tagged Divisions

Civil Engineering

will introduce the PRIMES program, and a description regarding the use of UTAs andpeer led groups of students in a Mechanics I: Statics course. This course used the mandatory in-class peer led group implementation. The Statics’ UTAs attended each class meeting, and duringthe final 30 minutes, they worked with groups of students on graded assignments. The studentsgenerally self-selected into small study groups and interacted with the same UTAs throughoutthe semester. In this manner, the students built relationships with the UTAs and the studentsreceived immediate feedback regarding current topic materials.1. IntroductionThe Partnership for Retention Improvement in Mathematics, Engineering, and Science(PRIMES) is a University of Louisville cross

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

an industrial exemption, or due to other circumstances). ASCE has articulatedthese KSA outcomes in the Civil Engineering Body of Knowledge (CE BOK). The first editionof the CE BOK from 2004 [1] included 15 outcomes (the 11 ABET EAC A to K outcomes [2], 1depth outcome, and 3 professional breadth outcomes). An updated version of the CE BOK(BOK2) was published in 2008 and was expanded to 24 outcomes, each mapped to a level ofachievement in Bloom’s cognitive taxonomy that was to be achieved during a Bachelor’s degree,during a Master’s degree or additional formal education, and/or via on-the-job experience [3]. Itis expected that the KSA needed for civil engineering professional practice will evolve andchange over time; thus, review of the CE BOK

Conference Session

Active and Out There: Labs and Active Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

from different universities,undeclared first-year students, and a few students in different majors, including students from theSustainable Urban Environments degree program who are required to take this class during theirfirst or second year,The objectives of the Introduction to Civil Engineering course are 1. List the subdisciplines of civil engineering, identify types of projects that engage each, and understand the multidisciplinary nature of most large infrastructure projects; 2. Explain the overall role of civil engineers in design and operation of urban infrastructure, with understanding of the range of typical day-to-day tasks and responsibilities; 3. Discuss the ethical responsibilities of engineers to their

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University

Tagged Divisions

Civil Engineering

object; rather the model demonstrates the hydrostatic pressuredistribution exerted by a liquid on a flat surface. The motivation for the model was the desire tohelp students avoid common errors when calculating the resultant force produced by thehydrostatic pressure distribution on a submerged flat surface.Underlying fluid mechanics conceptHydrostatic pressure in a liquid increases linearly with distance below the liquid surface. This isoften represented by a triangular pressure distribution drawn on a vertical section through the flatplane on which the pressure is acting. The plane can be either vertical or inclined, so the sectionrepresents the plane by either a vertical or inclined line as shown in Figure 1. Figure 1

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

Knowledge, and todiscuss specifically the incorporation of the affective domain in assessing attainment of the BOKoutcomes and how one might demonstrate attainment.ASCE has been engaged in defining and refining a body of knowledge for civil engineers fornearly 20 years in support of its Policy Statement 465 - Academic Prerequisites for Licensureand Professional Practice [1]. The Society published the first Civil Engineering Body ofKnowledge (CEBOK) in 2004. In that document, a distinguished group of educators andpractitioners, who formed the Body of Knowledge Committee, outlined the general knowledgeall civil engineers should possess for entry into the professional practice of civil engineering.The document defined 15 distinct outcomes that would

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

implementation of ourapproach.IntroductionEfforts to integrate the teaching of knowledge / skills across a curriculum are wide spread acrossmany institutions with efforts such as Writing Across the Curriculum being undertaken since theearly 1970’s [1]. A “pervasive method” of teaching ethics to law students was described by Link[2] where every professor in every course at the Notre Dame Law School would include ethics intheir course. Each course, thereby, served a dual purpose: the teaching of law as well as theteaching of ethics. Ethics was to be spread widely - be pervasive - throughout the lawcurriculum. Refining this pervasive approach, Davis [3] described a method called “micro-insertion” where knowledge / skills can be added to a course without

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

to addressthe impact of these hurricanes. Students were assessed through a survey at the beginning and endof the course to determine the significance of these lectures have on student interest in variouscivil engineering disciplines.1. IntroductionInfrastructure plays an important role in the nation’s sustained economic development.Infrastructure consists of two main types which are “hard” infrastructure and “soft”infrastructure. Hard infrastructure consists of physical networks which include transportation,power, etc. while soft infrastructure consists of institutions and human capital. Inadequate andinefficient performance of “hard” or “soft” infrastructure hinders economic development. In thepast decade, a significant increase in the

Conference Session

Innovation and Fun in the Civil Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

in courses [1, 2]. This improvement has been seen acrossall STEM disciplines, course levels, and course sizes [2]. Cooperative learning is recommendedto be used with active learning activities, and improves content retention, critical thinking andproblem-solving skills [1].Team-based learning (TBL) builds on cooperative learning by increasing the time teams spendtogether and the expectations of team integration and performance and has been shown toimprove individual student learning and course satisfaction in a variety of disciplines [3-7]. TBLhas been shown to be particularly effective for low-performers [8, 9]. TBL is more structuredthan cooperative learning and includes careful team formation, opportunities for peer assessment,prompt

Conference Session

High-Impact Teaching and Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; James Kaklamanos, Merrimack College; Tanya Kunberger P.E., Florida Gulf Coast University; Corrie Walton-Macaulay Ph.D., P.E., Saint Martin's University; Suresh Immanuel P.E., University of Evansville; David A. Saftner, University of Minnesota Duluth; Brock E. Barry P.E., U.S. Military Academy; Shawn Griffiths, University of Wyoming; Craig M. Shillaber, Northeastern University; Chris Swan, Tufts University

Tagged Divisions

Civil Engineering

included in the dataset) independently graded the 50 conceptinventory surveys, using an established solution to the instrument. The end result was adistribution of seven instructor scores for each question within the dataset of student responses.The objectives of this study are (1) to quantify instructor bias in grading concept inventorysurveys by examining whether there are differences between instructors' grading of their ownstudents and instructors' grading of anonymous surveys, and (2) to quantify instructor precision(instructor-to-instructor variability) in grading. Statistical analyses were performed on the scoresof the concept inventory surveys to quantify the distributions of instructor grading within thedistributions of student scores. In

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

Committee on Education on issues of importance to the undergraduate and graduate level education of civil engineers. c American Society for Engineering Education, 2018 The Third Edition of the Civil Engineering Body of Knowledge: An Update and OverviewIntroductionIn October, 2016, the American Society of Civil Engineers (ASCE) launched the Body ofKnowledge 3 Task Committee (BOK3TC), and in 2017 an update on the task committee’s workwas provided 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

Conference Session

Course Structuring for Effective Student Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daniel W. Baker Ph.D., P.E., Colorado State University

Tagged Divisions

Civil Engineering

Colorado State University. Topics will include: the learningcurve and use of Geogebra, how assignments built around interactives encourage student use,and future plans for the use of Geogebra in Statics and Dynamics.Educational Basis of StudyThe use of active learning (across its various forms) has been broadly found to enhance studentlearning [1], however care must be taken to create active learning tools which are well-structuredand delivered. As one example of active learning, the use of physical and virtual interactives (orthe combination thereof) for both in-class teaching and outside of class learning has often beenshown to enhance student learning [2]. Similar to all other learning materials, the way in whichinteractives are used can be as

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

thedifferent course writing assignments were characterized as “misconceptions of effectivewriting”, “weak language skills” and “ignorance of professional practice expectations”. Thestudent experiences were also gathered through a survey consisting of questions related to theirlearning process and the expected engineering course outcomes. Lessons learnt from theseengineering design and writing assignments and future direction will be discussed in this paper.       1  IntroductionThe engineer training can be facilitated by integration of communication skills, especially inwritten form to reflect actual practice in the professional environment1, 2. Writing

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Goncher, Charles Sturt University

Tagged Divisions

Civil Engineering

with university and industry can present challenges to the professionalformation of engineers within the profession [1]. Integrating workplace learning experiencesthroughout university study, and working with industries can help students meet therequirements of accreditation bodies, and develop their professional identity [2].Reflective practice contributes to preparing graduates to be employable as their graduatelearning outcomes relate to life-long learning. Reflective practice can include the applicationof skills in work contexts, as well as reflecting on the experiences to advance learning.Reflective practice is an essential attribute for engineers due to it’s ability to promotethoughtfulness [2] and can support engineers in learning from

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

Master’s degree or 30 additional credits of coursework (M/30) should berequired prior to professional licensure. This effort has been called “raise the bar”, and anentire book summarizes the rationale [1].The raise the bar initiative traces its roots to the Civil Engineering Education Conferencein 1995, and formally began in 1998 when the ASCE issued Policy Statement 465 todescribe their vision for the Academic Prerequisites for Licensure and Practice [2]. Thus,the vision of raise the bar is intimately tied to how to best prepare individuals to becompetent and ethical professionally licensed engineers (PEs). Organizations outside theASCE began formal involvement in 2000, when the National Council of Examiners forEngineering and Surveying (NCEES

Conference Session

Course Structuring for Effective Student Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Kenneth Lamb, California State Polytechnic University, Pomona; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.

Tagged Divisions

Civil Engineering

workplace. This need has been acknowledged for decades[1], [2], and numerous articles discuss ways of addressing writing, such as improved assignmenttypes and assessment rubrics [3]-[5]. However, most engineering faculty continue to believe thatgrammar skills are the responsibility of English departments or writing centers. As a previousASEE paper put it, issues related to sentence structure, grammar, and syntax are part of the "rule-based" component of writing that others can address: "Students usually have access to goodtutoring services and they should be encouraged to use them" [5].In this paper, we argue that civil engineering programs do a disservice to students if they viewgrammar only as rules that others should teach. Using the example of

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

sayback, non-evaluative pointing andnon- evaluative questioning. The questions on the peer review sheet were: 1. Write what youhear is the topic of the project as fairly and faithfully as possible. 2. What parts of this piece ofwriting stand out to you? How and why do they get your attention? 3. What parts of this pieceof writing raise questions for you and why? These questions kept students from focusingevaluation but allowed them to think about improvement of the executive summaries not justtheir individual summary but in general. Analysis Procedures Analysis began with an initial read of all the summaries for the semesters in thestudy.There was a goal to identify any common structural features of the documents. Thisinitial review

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology; James H. Hanson P.E., Rose-Hulman Institute of Technology; Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Michelle K. Marincel Payne, Rose-Hulman Institute of Technology; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Michael Anthony Robinson P.E., Harding University

Tagged Divisions

Civil Engineering

learning activities and real-life scenarios applied in her courses, students experience the application of technical concepts being taught and non-technical skills for big picture problem solvingDr. Michael Robinson P.E., Rose-Hulman Institute of Technology Michael Robinson is an Associate Professor of Civil and Environmental Engineering at Rose-Hulman Institute of Technology. c American Society for Engineering Education, 2019 A Collaborative Process Leading to Adoption of ASCE BOK3 Consistent with ABETAbstractThe Rose-Hulman Institute of Technology Department of Civil and Environmental Engineeringidentified the coming release of ASCE BOK3 and the new ABET 1-7

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

will be made between the designdeveloped by the student team and that proposed by the professional mentor. This comparisonmay provide added educational benefits as it will further illustrate the limitations of real-worlddesign solutions.IntroductionRecent changes to ABET criteria and proposed changes to the Civil Engineering Body ofKnowledge (BOK) both emphasize the importance of sustainability within civil engineeringeducation [1, 2]. Students are expected to have the knowledge and skills necessary to practiceengineering at a professional level and include principles of sustainability within their designs.Requiring students to address sustainability within the capstone design course can help prepareundergraduate students with some of the

Conference Session

High-impact Learning Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelly Brumbelow, Texas A&M University; Luciana R. Barroso, Texas A&M University; Greg Stadter, Texas A&M University

Tagged Divisions

Civil Engineering

continued process, the American Society of CivilEngineers (ASCE) convened a “Summit on the Future of Civil Engineering” in 2006 that lookedat articulating an “aspirational global vision for the future of civil engineering” [1]. This alsoserved as a guide to updating the ASCE Body of Knowledge document, which “offers guidancefor the education and training programs of private and public organizations that employ civilengineers; and supports changes in licensure requirements” [2]. The document providesguidelines on the learning outcomes deemed important for the profession.During the 2013-14 and 2014-15 academic years, Texas A&M University’s civil andenvironmental engineering department undertook a curriculum transformation project, basing

Conference Session

Are You Experienced? Approaches and Tools for Experiential Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Z. Dymond, University of Minnesota Duluth; Matthew K Swenty P.E., Virginia Military Institute; Christopher R. Shearer, South Dakota School of Mines and Technology

Tagged Divisions

Civil Engineering

hard to implement a hands-on, active environment thatmay benefit students. To this end, experiential learning can be an important part of engineeringeducation and is often achieved through laboratory exercises (labs) and in-class demonstrations.Providing hands-on, physical activities augments and enhances the students’ understanding andvisualization of a topic [1]-[4]. This is especially true in engineering courses that involve designand construction, such as reinforced concrete design. Experiential learning in a laboratory can be simple or extremely complex depending onthe topic and time permitted. In a laboratory setting, students can be involved in the constructionand testing of small or large specimens. Immersion in the construction

Conference Session

Inquiry, Inclusivity, and Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harshdutta I Pandya, Rowan University; Yusuf Mehta P.E., Rowan University; Andrae Francois, Rowan University Center for Research and Education in Advanced Transportation Systems (CREATEs); Dan Offenbacker, Rowan University, Center for Research and Education in Advanced Transportation Engineering Systems (CREATEs)

Tagged Divisions

Civil Engineering

economicexpansion. This escalating use of transportation infrastructure; coupled with financial constraints,has forced transportation agencies to shift more attention on the preservation and maintenance ofexisting infrastructure (i.e., pavements) rather than the construction of new highways [1]. Forexample, the United States Department of Transportation (USDOT) invested $91 billion in 2013for the purpose of pavement maintenance to restore the road network to a satisfactory,operational condition [2]. The main objective of any federal, state or municipal transportationagencies is to develop an efficient system of planning for the maintenance, rehabilitation, andconstruction of roadway networks; within the confines of allocated funding. Most

Conference Session

Before the Capstone: Project-based Experiences Early in the Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Roth, Lafayette College; Haritha Malladi, Lafayette College

Tagged Divisions

Civil Engineering

Assessment in an Introduction to Engineering CourseIntroductionIn light of climate change, increasing global population, and the need to repair or replace agingand deteriorating infrastructure, as well as goals such as those articulated by the United Nations[1], it has become critical for civil engineers to have knowledge of the impacts of their projectsover their entire life cycle. Life cycle assessment (LCA) is a tool to examine the environmentalimpact of a product or process throughout its life and the use of LCA in all areas of civilengineering is becoming more common, e.g. [2]–[11]. In addition, the ABET CE criteria states,“The curriculum must prepare graduates to… include principles of sustainability in design” [12].The