Conference Session

Are You Experienced? Approaches and Tools for Experiential Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J Chris Carroll P.E., Saint Louis University, Parks College of Engineering; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Shannon M. Sipes, Indiana University; Ronaldo Luna, Saint Louis University, Parks College of Engineering; John Aidoo, Rose-Hulman Institute of Technology; James H. Hanson P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

of their learning experience [4]. The primary objectives of activelearning are to promote student activity and to engage them in the learning process [5], with themost extreme version being project-based or experiential learning. Project-based learningprovides an open-ended project with a variety of problems to solve over the course of anextended period of time. The primary advantage of project-based learning is the opportunity forstudents to experience the activity. However, to classify as experiential learning, students mustalso have an opportunity to reflect and apply what they learn. A survey [6] was sent to approximately 240 civil engineering programs to determine theextent of active learning use in upper-level courses and to

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marc J. Sanborn P.E., U.S. Military Academy; Kathryn T. Purchase, U.S. Military Academy; Brock E. Barry P.E., U.S. Military Academy

Tagged Divisions

Civil Engineering

examination question which required some form ofapplication, inference or analysis.9From their first days in an academic environment, students are trained to study for examinationsand often use memorization.12 Beyond that, the practice most students get in math based coursesare focused on the fundamental concepts and thus exist as in-class or homework problems wherethe student takes given variables and uses newly- learned concepts and solves for an answer.“Standard exercises ask students to carry out mathematical procedures, not to think aboutthem.”13 Hubbard notes that exercises involve substituting into a formula and carrying out a listof procedures which rarely ask students to reflect on the results or extend thought beyond thenumerical answer

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michelle Oswald Beiler P.E., Bucknell University; Arthur D. Kney, Lafayette College; David A. Veshosky, Lafayette College

Tagged Divisions

Civil Engineering

c American Society for Engineering Education, 2012 Integrating The Charrette Process into Engineering Education: A Case Study on a Civil Engineering Capstone CourseABSTRACTAs engineering educators rethink the structure and value of capstone courses, many have turnedto practical applications. In order to reflect the recent approaches within engineering, capstonecourses can be enhanced through the integration of charrettes. Charrettes are hands-on,collaborative sessions where stakeholders come to a design consensus. These sessions provideopportunities for students to improve communication, technical evaluation, teamwork, peerevaluation and professionalism skills. This research provides a framework for adapting thecharrette

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

Debra Larson, Northern Arizona University; Joshua Hewes, Northern Arizona University

Tagged Divisions

Civil Engineering

requirement is intended to provide students with an understanding of theperspectives (e.g. theoretical; historical; social; political; economic; cultural; religious;geographic or sense of place; environmental; or intellectual traditions and/ or ways of knowing)of non-Western peoples. Through the U.S. ethnic diversity course, students will acquire anunderstanding of the perspectives (e.g. theoretical; historical; social; political; economic;cultural; religious; geographic or sense of place; environmental; or intellectual traditions and/ orways of knowing) of U.S. ethnic minorities.Design: Thirteen of the 24 design hours in the CE program come from the Design4Practice(D4P) curriculum, which is reflective of the engineering program’s long standing

Conference Session

Innovations in Civil Engineering Education I

Collection

2010 Annual Conference & Exposition

Authors

Stuart Walesh, S. G. Walesh Consulting; Javier Conde, National University of Distance Education; Jose M. de Urena, University of Castilla-La Mancha; Jose Turmo, University of Castilla-La Mancha; Raul Vizcaino, University of Castilla-La Mancha

Tagged Divisions

Civil Engineering

other nine civil engineeringschools. The purpose of this paper is to share ideas and information about the master’s program Page 15.1076.2that might be of value to engineering educators in other countries, especially U.S. educators whoare pondering ways to reflect the Civil Engineering Body of Knowledge (BOK) in theirundergraduate and graduate programs.Leadership, as used in the title of this paper, is shorthand for what are usually referred to asleadership and management. Leading means influencing the process of deciding where anorganization should go or what it should do. In contrast, and in a complementary manner,managing concentrates on how

Conference Session

Going Viral: Effective Instructional Techniques in an Online Environment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie S. Ivey, University of Memphis; Rachel Margaret Best, University of Memphis; Charles V. Camp, University of Memphis; Paul J. Palazolo, University of Memphis

Tagged Divisions

Civil Engineering

revolve around the delicate balance that must bemaintained between educating and graduating engineering students who are suitably prepared forprofessional practice in engineering fields without adding credit hours to undergraduate programrequirements.Recent changes in the Accreditation Board for Engineering and Technology (ABET) criteria forCivil Engineering graduates require that students be able to address Civil Engineering problemsin terms of global and societal context3, 4. New outcomes include educating students who areaware of contemporary issues and capable of effectively using modern engineering tools. Thesenew requirements reflect the changing role of the Civil Engineer in society, and ABET’srecognition that stakeholder expectations must

Conference Session

Capitalizing on COVID: Using This Disruptor to Change the Educational Model

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Tingerthal P.E., Northern Arizona University; Kaikea Kaoni, Northern Arizona University

Tagged Divisions

Civil Engineering

showed all sorts of professional practices and technology that are relevantto surveying today.” There was a sense that, as one student put it, they were “still able tosomewhat properly experience everything.”End-of-semester course evaluations reflected a slight change in student perception with regardsto the most valuable learning experiences of the class. When asked “what assignmentcontributed most to my learning”, 56 percent of students responding in the Fall 2019 semesteridentified the lab/lab assignments as contributing most. This is a marked increase from Fall of2018 (which used the traditional format), when only 43 percent of students responding identifiedthe lab as contributing most to their learning.Practice effect on Summative Quiz

Conference Session

Project-based and Experiential Learning in Civil Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Christian Cardinale, California Polytechnic State University, San Luis Obispo ; Michael James Deigert P.E., California Polytechnic State University, San Luis Obispo; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo; John W. Lawson, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

loading beam, configuration of support frame, erection of wall, and instrumentation; • Testing: conducting a cyclic loading protocol to collect data on wall strength and deflection as well as identify damage progression and final failure mechanism; • Analysis of data: evaluation of experimental results compared to NDS predictions for strength and deflection as well as reflection on anticipated versus observed behavior.To elaborate on the last point of data analysis, students computed wall shear strength via twoapproaches: (i) 2015 NDS Special Design Provisions for Wind and Seismic (SDPWS) [10]Section 4.3.3.1 which accounts for sheathing material, thickness and fastener penetration, type,size, edge spacing and

Conference Session

Holy Cow! We’re Going Online When? 

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Masoud Ghodrat Abadi, California State University, Sacramento

Tagged Divisions

Civil Engineering

%) 108 (76.1%) Other 1 (0.7%) 0 (0.0%) 2 (1.4%) Freshman 6 (4.0%) 4 (3.0%) 2 (1.4%) Sophomore 17 (11.3%) 14 (10.4%) 7 (4.9%) Class Standing Junior 91 (60.7%) 68 (50.7%) 72 (50.7%) Senior 35 (23.3%) 48 (35.8%) 49 (34.5%) Graduate 1 (0.7%) 0 (0.0%) 12 (8.5%) Online Classes Yes 111 (74.0%) 96 (71.6%) 125 (88.0%) in Past? No 39 (26.0%) 38 (28.4%) 17 (12.0%)3. ResultsData were analyzed in four parts, reflecting the type of perceptions that were explored. Inaddition to a visual inspection, a Chi-squared test for trends in proportions was

Conference Session

Tech Tools and Tips

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kevin A. Waters P.E., Villanova University; Jonathan Hubler, Villanova University; Kristin M. Sample-Lord P.E., Villanova University; Virginia Smith, Villanova University; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

sloping downward away from theridges without forming a bowl shape (Figure 4). Once the landscape is created, students areasked questions regarding the contour lines shown in the sandbox, reflecting on what the spacingof contours reveals about slopes. Students then use their hands to create shadows over thesandbox, which simulates rain and subsequent overland flow on the sand, which is observedrelative to the sandbox slope as well as the defined ridgeline. With the simulated water flowingin opposite directions away from the ridgeline, students visualize the concept of a watershedboundary. A discussion on the timing of water moving through the landscape ensues, withstudents asked to comment on what characteristics impact how long it takes water to

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles Riley P.E., Oregon Institute of Technology; Sharon L. Beaudry, Oregon Institute of Technology; Jesse M. Kinder, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

practices in remote and online teaching. We then describe our institutionalteaching model, which is built upon best practices in traditional classroom instruction. Next, wecompare and contrast these models of instruction as we describe how we adapted our workshop,based on traditional classroom instruction, for remote instruction. We close with feedback fromparticipants on the effectiveness of the workshop.Much like moving classes online, moving the workshop online was a challenge, but it wasrewarding. It opened our eyes to new ways of doing things and allowed us to reflect on teachingmore broadly rather than the specific techniques we have honed in the classroom. There are somechanges we will happily abandon when we can meet in person — such as

Conference Session

Flipped, Blended, Online, Oh My

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarira Motaref P.E., University of Connecticut

Tagged Divisions

Civil Engineering

help students to bettercomprehend engineering problems. To evaluate this hypothesis, a few visualization methodswere implemented in the flipped classroom including:a) Instructor built simple foam models to show design details and potential loadings and stresses.Figure 1 shows sample foam models used in Mechanics of Materials course. The instructordisplays and interacts with the foam models during lectures to visually show deformation andfailure modes. More than 80% of students reflected in SET data that these foam models veryhelpful in their learning. However, they suggested that letting them to interact with the modelswill be more beneficial. (a) (b) Figure 1. Foam models to

Conference Session

Innovative Pedagogies for Facilitating Student-driven Learning Experiences

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremiah Matthew Stache P.E., U.S. Military Academy; Brock E. Barry PE, U.S. Military Academy; James Ledlie Klosky, U.S. Military Academy; Gregory Martin Freisinger, U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

context of the student’s temperaments as determined by the Keirsey Temperament Sorter.Results are presented discussing the impact of team composition on both team and peer ratings.Literature ReviewEngineering curricula have been historically very technically focused, with larger classes focusedon a specific engineering topic1. This style of instruction does not accurately reflect anengineer’s job requirements, which often include multi-disciplinary problem-solving andworking in groups. Under recent ABET guidance, there has been an increased push for project-based learning that integrates complex, group problem-solving to better align with employer’sneeds2. There is a large body of research related to how to best select individuals for

Conference Session

Integrating Sustainability and Social Responsibility into the Curriculum

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremiah Matthew Stache P.E., U.S. Military Academy; Joseph P Hanus P.E., U.S. Military Academy; Jennifer Gonser, U.S. Military Academy

Tagged Divisions

Civil Engineering

potential future event, allows PBL and ELT to worktogether.Furthermore, ELT instruction can be recognized by analyzing the student engagement with theproblem presented. Anderson identified a few indicators of ELT instruction: • Students engaged in EBL are involved through their senses, feelings, and intellect, at varying levels. • Students can recognize and relate lessons to personal learning experiences. • Students can reflect upon earlier experiences and transform them into deeper understanding.20Therefore, given the complex nature of sustainability problems and the PBL and ELT pedagogy,realistic problems that draw on students’ past experiences may be an effective way to meet theASCE and ABET goals as it pertains to teaching

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie E. Fogarty, California State University, Sacramento

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

have easy access to technology or the time to spend preparing forclass due to other obligations such as work.AcknowledgementThis research received no specific grant from any funding agency in the public, commercial, ornot-for-profit sectors. Any opinions, findings, conclusions, and recommendations expressed inthis paper are those of the author and do not necessarily reflect the views of the university.ReferencesBishop, J.L. and Verlager, M.A. (2013) “The Flipped Classroom: A Survey of the Research” Proc. of 120nd ASEE Annual Conference and Exposition, ASEE, Washington, D.C.Bishop, J.L., and Verlager, M.A. (2013) “Testing the Flipped Classroom with Model-Elicting Activities and Video Lectures in a Mid-Level Undergraduate Course

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg E. West, Ohio State University

Tagged Divisions

Civil Engineering

education. In the hopes of filling the void, Gavin [11]suggests that “problem based learning should be used as a partial solution to developprofessional problem-solving skills through the application rather than the acquisition ofknowledge” and as such uses project-based learning in his capstone design course. Gavin’s [11]review of project-based learning was in context of a capstone design course that is focused onstructures engineering; however, the pedagogies described can be easily transferred totransportation engineering design. In the course, learning is directed by the problem itself andstudents are required to guide themselves toward a solution. Self-reflection through questionssuch as ‘What did I learn?’ and ‘What further knowledge do I

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Sybil Sharvelle, Purdue University; M Katherine Banks, Purdue University; Sean Brophy, Purdue University; William Oakes, Purdue University

Tagged Divisions

Civil Engineering

, and Cocking’s5 text HowPeople Learn (HPL) provides a framework for such learning environments. This frameworkemphasizes the importance of not only centering on the formalism of the knowledge to belearned, but also on factors centering on the learner, how they learn the specific content,assessments (both formative and summative) and issues of community (e.g. in undergraduateeducation this could include the classroom, department, university and specific profession)The general instructional design principles governing problem-based learning are: • Provide a context for knowing (conditions of when and how to use the knowledge) • Encourage reflection, refine and reapplication of knowledge • Continual test of knowledge (formative assessment

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Evans, Bucknell University; Daniel Lynch, Dartmouth College; David Lange, University of Illinois-Urbana Champaign

Tagged Divisions

Civil Engineering

andsocial sciences legs and the obligation to develop these within the profession broadly, asa matter of basic professional competence.The 20th century has seen a major expansion in the math and science ‘legs’ that supportcivil engineering education. Reflecting this heritage, the natural science and math ‘legs’are separately and explicitly articulated in the current ABET outcome 3(a) [An ability toapply knowledge of mathematics, science, and engineering] . The importance of mathand natural science to civil engineering education is further emphasized by splitting thisABET outcome 3(a) into four separate outcomes in the current working draft of thesecond edition of the BOK. In addition there are ABET outcomes 3(c) [An ability todesign a system

Conference Session

Use of Technology to Provide Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Jean-Pierre Bardet, University of Southern California; Dennis McLeod, University of Southern California; Gisele Ragusa, University of Southern California; Nazila Mokarram, University of Southern California

Tagged Divisions

Civil Engineering

navigate through the ontology, and identifyrelevant kinds of objects and inter-relationships; specific instances can then be accessed – suchinstances will be presented with an associated measure of semantic relevance, determined by thedegree to which the instances match the desired result. (2) One can issue a word-basedinformation request, in which case the tools we develop will utilize the ontology to disambiguatethe request, and do an ontology-enhanced word-based search; the results presented will again bepresented with an associated estimate of semantic relevance. (3) The ontology can itself be usedfor study and analysis – it can be evolved dynamically to reflect new or modified ESAs, explorealternative delivery paradigms, etc.Conclusion

Conference Session

Challenges of CE Education in a Global World

Collection

2008 Annual Conference & Exposition

Authors

James Hanson, California Polytechnic State University; Senro Kuraoka, Nippon Koei Co., Ltd.

Tagged Divisions

Civil Engineering

(thinking vs. feeling), and outside world orientation (judging vs. perceiving) resulting in 16 personality types. Kolb Learning Based on quadrants of 2 dimensions of perception (sensing/feeling vs. Cycle thinking) and 2 dimensions of processing (doing vs. watching). Felder and Based on 5 dimensions of learning: perception (sensory vs. intuitive), Silverman’s input (visual vs. auditory), organization (inductive vs. deductive), Index of processing (active vs. reflective), and understanding (sequential vs. Learning Styles global). Herrmann Brain Based on 4 quadrants of thinking preferences generally characterized Dominance

Conference Session

Issues in the Professional Practice of Faculty Members in Civil Engineering

Collection

2008 Annual Conference & Exposition

Authors

Andrew Rose, University of Pittsburgh -Johnstown; Norman Voigt, Penn State, New Kensington

Tagged Divisions

Civil Engineering

, consideration ofhow other professions, such as law and medicine, utilize practicing professionals in theireducational processes is warranted. The American Bar Association12 (ABA) establishes aset of standards for programs of legal education. Their curriculum requirements given inStandard 302.(b) state: “A law school shall offer substantial opportunities for: (1) live-client or other real-life practice experiences, appropriately supervised and designed to encourage reflection by students on their experiences and on the values and responsibilities of the legal profession, and the development of one’s ability to assess his or her performance level of competence; …”12In describing the instructional role of faculty, Standard 403(c) states: “A

Conference Session

Integrating Computer-based Technology in the Civil Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Vinod Lohani, Virginia Tech; Parhum Delgoshaei, Virginia Tech; Chelsea Green, Virginia Tech

Tagged Divisions

Civil Engineering

over the three semesters about three quarter of the students perceivedLabVIEW to be very useful in learning basic programming concepts. This result complementsthe statistical significant gain in student post-tests over their pre-tests as discussed earlier.Figure 8: Summary of Exit Survey DataFigure 8 reflects students’ perception that the majority of the students (distributed with almostthe same proportions for all the semesters under study) believed the course activities weresuccessful in conveying basic programming concepts.Figure 9: Summary of Exit Survey DataFinally, the results shown in Figure 9 indicate that in all three semesters more than two thirds ofthe students enjoyed the LabVIEW experience in the course. These results are

Conference Session

International Aspects of Civil Engineering

Collection

2009 Annual Conference & Exposition

Authors

Eric Crispino, United States Military Academy; Andrew Bellocchio, United States Military Academy; Scott Hamilton, United States Military Academy; Aaron Hill, United States Military Academy; Stephen Ressler, United States Military Academy

Tagged Divisions

Civil Engineering

DevelopmentEach civil engineering instructor, with the exception of the ANA Department Head, is a part timeadjunct faculty member. These adjunct faculty members split their days between a full teachingload at Kabul University and a part-time teaching load at NMAA. As such, most part-timefaculty can only handle 2 to 3 sections of 18 cadets. The small class size is reflective of thesmall class sizes used at West Point, but is also a requirement given the small classroom facilitiesat NMAA. With the class size restriction and full teaching load at Kabul University, the adjunctfaculty at NMAA are unable to handle larger enrollments. The short term solution to copingwith this increasing load and overcome graduate school attrition has been to higher more

Conference Session

Implementation of the Civil Engineering Body of Knowledge and Recent ABET Experiences

Collection

2009 Annual Conference & Exposition

Authors

Fred Meyer, United States Military Academy; Stephen Ressler, United States Military Academy

Tagged Divisions

Civil Engineering

consistent with the program educational objectives.The big change in this component is the requirement to apply knowledge of one additional areaof science consistent with the program educational objectives. As the ASCE Commentary on theABET Criteria indicates, The requirement for “one additional area of science” reflects ASCE’sintent that civil engineering graduates develop greater breadth in the basic sciences beyond thetechnical core subjects of physics and chemistry.5 The statement “consistent with the programeducational objectives” allows tremendous latitude on the part of the program director to identifyan additional area of science. In the case of USMA, our graduates are commissioned as officersin the US Army. During their term of service

Conference Session

ASCE Policy 465: Raising the Bar

Collection

2009 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin, Madison; Gerry Galloway, University of Maryland; Thomas Lenox, American Society of Civil Engineers; James O'Brien, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

Jul08, together with several visits Advocate changes to the licensing laws in each of the 56 to key state and industry leaders. CAP3,9. jurisdictions to reflect the NCEES model law and raise the 3, 5 2035 Conducted two “town hall” CGA bar for the licensure of engineers. meetings in NE in Oct08. Completed a four-day visit to LA

Conference Session

Educational Issues in Civil Engineering

Collection

2009 Annual Conference & Exposition

Authors

Heiko Merle, Darmstadt University of Technology; Joerg Lange, Darmstadt University of Technology

Tagged Divisions

Civil Engineering

. Therefore the students had tochange their role. After the development of the cognitive structure they had to use thisknowledge to analyze and evaluate the written knowledge of other learners. In “Bloom’sTaxonomy – learning in action” [4] the educational objective describes in its hierarchy theanalysis and the evaluation as its upper levels. Due to this the students had to raise this level andchange from the learner into the role of a teacher respectively an expert. The amplifying of thestudents examples also asked the students to reflect their still existing example as well as thesolution. This reflexive and evaluative analysis of the work helped to tighten the cognitivestructure and the mental model. After amplifying the example the students got a

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

James Hanson, Rose-Hulman Institute of Technology; Robert Houghtalen, Rose-Hulman Institute of Technology; Jesse Houghtalen, Rose-Hulman Institute of Technology; Zachary Johnson, Rose-Hulman Institute of Technology; Matthew Lovell, Rose-Hulman Institute of Technology; Maria Van Houten, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

project jointly (Boronkay et al., 2002; Jones et al., 2002). Some of theadvantages noted by those authors include the following:• Increases technical skills.• Teaches teamwork over international borders.• Links two teams over cultural boundaries.• Provides international experiences for students who cannot afford to travel.• Reflects modern reality that products are designed in one country and manufactured in another.• Teaches international project management.• Teaches communication through technical media.Those authors also noted the following disadvantages:• Partner schools must acquire computers, workstations, and communications tools.• Difficult to coordinate the design effort.From those papers, we observed the following additional

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Divisions

Civil Engineering

educational programs as it is a tool to evaluate or promotestudents’ learning and guide the instruction process. There are many different ways to assessstudent knowledge1. The methods used depend on what the instructor wants to accomplish andwhen/how often, the assessment takes place. The question types used in assessment methods canbe multiple-choice, short answer, open-ended, essays, matching, and true or false and can beincorporated in written reflections, quizzes, assignments, and others2. A commonly acceptedassessment instrument used for both diagnostic and formative purposes is concept inventories3,which refer to any kind of research-based assessment techniques that measure conceptualunderstanding4. Using concept inventories helps instructors

Conference Session

Integrating Teaching Assistants, Tenure-track, and Non-tenure-track Faculty into a Cohesive Department

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brad Wambeke, United States Military Academy; Brock E. Barry, U.S. Military Academy; Jakob C Bruhl P.E., U.S. Military Academy

Tagged Divisions

Civil Engineering

for students and teachers 4) It must make connections to the outside world and support core learning values.One objective of an effective learning environment is to promote deep learning by students.Entwistle & Peterson11 summarize guidelines for learning environments that promote deeplearning. These include relating new to prior knowledge, providing extensive examples todevelop accurate concepts, encouraging reflection and providing opportunities for discussionsnot just about the course content but also about the learning process. Struyven et al.12 describedthe role of the student in learning environment and provided suggestions for teachers to createenvironments that improve student perceptions of the environment, thereby

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janey Camp P.E., Vanderbilt University; Leslie Nolen, American Society of Civil Engineers; Carolyn Sofman, American Society of Civil Engineers

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, ASCE updated the series findings to reflect currentconditions, Failure to Act: Closing the Infrastructure Investment Gap for America's EconomicFuture (available at http://www.asce.org/failuretoact/). These reports cover 10 of the 16categories addressed by the Report Card for America’s Infrastructure, and give specific figureson the cost of infrastructure inefficiencies, including the: • cost to each family’s disposable income, • impact to American jobs, • added cost to U.S. businesses, and • overall impact to the U.S. economy. Figure 2: Failure to Act: Closing the Infrastructure Investment Gap for America's Economic FutureThe 2011 and 2012 infrastructure sector-specific reports of the Failure