Engineering from Lehigh University. Dr. Lenox served for over 28 years as a commissioned officer in the U.S Army Field Artillery in a variety of leadership positions in the U.S., Europe, and East Asia. He retired at the rank of Colonel. During his military career, Dr. Lenox spent 15 years on the engi- neering faculty of USMA – including five years as the Director of the Civil Engineering Division. Upon his retirement from the U.S. Army in 1998, he joined the staff of the American Society of Civil Engineers (ASCE). In his position as educational staff leader of ASCE, he managed several new educational initia- tives – collectively labeled as Project ExCEEd (Excellence in Civil Engineering Education). As ASCE’s Executive Vice
special prominence ofconceptual understanding to students in engineering hydrology courses, it is particularlyimportant for instructors to have direct measures of students’ proficiency in the range of topicscovered, such as: the hydrologic cycle, the origin and mechanisms of precipitation, causes andinfluencing factors of evaporation, infiltration of precipitation into the subsurface, watershedcharacteristics, and others.The primary research question addressed by this project was, “can a concept inventory be usedfor direct assessment of an engineering hydrology course?” To answer this question, a conceptinventory was developed and pilot tested in two undergraduate engineering hydrology courses,with the results of this pilot-testing described
of the experiments so thatstudents can more readily connect the results with the real world. In an effort to improve studentlearning in structural dynamics, forced vibration testing2,3,4 of buildings on the Cal Poly campushas been conducted. Page 23.628.2The Bridge House, a one-story building spanning a small seasonal creek, was constructed in19665 by undergraduate students in the Cal Poly outdoor experimental construction laboratory.The goal of the project was to create a structure that utilized the rough terrain of the nine acrecanyon (see Figure 1). The building has served many purposes over the years including housingfor the canyon
lastiteration, the 2017 Report Card for America’s Infrastructure, America’s cumulative GPA forinfrastructure received a D+, which is the same as it was in 2013 although grades improved inseven infrastructure categories. The 2017 Report Card demonstrates that when investments aremade and projects move forward, the grades rise. In addition to this national Report Card,ASCE’s sections and branches also prepare state and regional Infrastructure Report Cards on arolling basis, to localize these public education and advocacy efforts to the state and local levels.Nearly half of the states have a recent Report Card.Infrastructure Categories, Grading Scale, and Key CriteriaThe 16 categories graded in ASCE’s Infrastructure Report Card include Aviation, Bridges
professional development tool.Dr. Peter T. Savolainen, Iowa State University Dr. Peter Savolainen is an Associate Professor in the Iowa State University (ISU) Department of Civil, Construction and Environmental Engineering. His research includes fundamental and applied projects focused on traffic operations, safety, and driver behavior, as well pedagogical approaches to improve transportation engineering education. Dr. Savolainen currently serves on the editorial advisory boards of Accident Analysis and Prevention and Analytic Methods in Accident Research. Dr. Savolainen’s peda- gogical efforts are reflected by his selection as a fellow by the American Society of Civil Engineers(ASCE) Excellence in Civil Engineering
and the director of Missouri’s Dam and Reservoir Safety Program. Since 1993, he has been at the University of Evansville, serving as a professor, department chair, and interim dean. He continues to work as a consultant on projects involving the design and construction of new dams, modifications to existing dams, and the investigation of dam failures.Dr. Matthew K. Swenty, Virginia Military Institute Matt Swenty obtained his Bachelors and Masters degrees in Civil Engineering from Missouri S&T then worked as a bridge designer at the Missouri Department of Transportation. He went to Virginia Tech to obtain his Ph.D. in Civil Engineering and upon completion worked at the Turner-Fairbank Highway Research Center
experience as a bridge construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme California. His teaching interests include construction equipment, cost estimating and construction process design. His research interests include highway and heavy construction methods, road maintenance methods, innovations in construction process administration, engineering education, hybrid learning and online learning. c American Society for Engineering Education, 2016 A Flipped Classroom Approach to Teaching Transportation EngineeringAbstract: The flipped classroom approach has gained increasing popularity in higher
25E3. Design/Build & Other Project Methods 0 13 23 87 3 23E4. Leadership Skills/Adaptation to Changes 0 32 25 91 3 40E5. Working with Architects, Contractors, etc. 0 27 34 100 3 33E6. LEED, Green Buildings, Energy Use 0 23 19 84 3 40E7. International Design and Construction Practices 0 7 3 48 3 14 Table 2: Topic Groups and Subtopics
be adopted in2013For delivery of the completed modules, the WEI began a cooperative project with NEES(Network of Earthquake Engineering Simulations) to host the WEI developed courseware ontheir NEESacademy powered by the NEEShub infrastructure. Starting in late 2010, the intent ofthe collaboration was to apply developed methodologies to the NSF sponsored NEES EducationOutreach and Training (EOT) programs. In the spring quarter of 2011, the pilot program waslaunched using Moodle, an open-source learning management system, housed and maintained byNEES (www. nees.org). The pilot program, using the online course content provided by WEI,launched the hybrid /blended timber undergraduate design courses at two separate universities asa first step
method known as the flipped classroom is gaining consideration andimplementation in engineering classes as well as in classrooms of many levels and disciplines.In a flipped classroom, live class lectures are moved out of classroom and replaced with on-linevideos, and active, project-based learning activities are done in their place. At the University ofPittsburgh and Pennsylvania State University two sustainable engineering courses focused onresidential energy efficiency were flipped, and the impact this method had on the students wasinvestigated.For this study, data was collected using pre- and post-confidence tests, a final course reflectionsurvey, and the College and University Classroom Environment Inventory (CUCEI). This datawas then
P.E., United States Military Academy Dr. Brock E. Barry, P.E. is the Director of the Civil Engineering Division and Professor of Engineering Education in the Department of Civil and Mechanical Engineering at the United States Military Academy, West Point, New York. Dr. Barry holds a Bachelor of Science degree from Rochester Institute of Tech- nology, a Master of Science degree from University of Colorado at Boulder, and a PhD from Purdue University. Prior to pursuing a career in academics, Dr. Barry spent 10-years as a senior geotechnical engineer and project manager on projects throughout the United States. He is a licensed professional en- gineer in multiple states. Dr. Barry’s areas of research include
developing world. Dr. George has worked on projects in the Caribbean and in West Africa. Her projects combine her expertise in thermodynamics and heat transfer with the preservation of food, the cooling of space in hot dry climates, and empowering women’s cooperatives to better manage their natural resources.Ms. Erin Anne Kern, University of St. Thomas Erin is a Mechanical Engineering and French student at the University of St. Thomas in her junior year of study. She works in the Playful Learning Lab in the engineering department of her university and leads projects on using code to interpret music. Erin is interested in technical writing, finding ways to connect art and engineering, and sustainable engineering, and she
. 13 Project B 3 Develop solutions to well-defined project management problems. Partially addressed by the CEPC. Management 14 Breadth in Civil B 4 Analyze and solve well-defined engineering problems in at least Partially addressed by the CEPC. Engineering Areas four technical areas appropriate to civil engineering. 15 Technical B 1 Define key aspects of advanced technical specialization Adequately addressed by the CEPC. Specialization appropriate to civil engineering. M 5
as follows: Foundational 1. Mathematics 2. Natural Sciences 3. Humanities 4. Social Sciences Technical 5. Materials Science Page 13.1249.5 6. Mechanics 7. Experiments 8. Problem Recognition and Solving 9. Design 10. Sustainability 11. Contemporary Issues & Historical Perspectives 12. Risk and Uncertainty 13. Project Management 14. Breadth in Civil Engineering Areas 15. Technical Specialization Professional 16. Communication 17. Public Policy 18. Business and Public Administration 19. Globalization 20. Leadership 21. Teamwork 22. Attitudes 23. Life-Long Learning 24. Professional and Ethical ResponsibilityThe importance
. Example web-based screen showing the embedded video for query building.Therefore, the instructor decided to move the GIS laboratory toward the end of the semester bylinking it to the highway design project, the major hands-on activity in the course. This newstructure of the instructional activities was implemented during the last two semesters of theperiod analyzed in this study (Fall 2010 and Spring 2011).Structure and Complexity of Instructional TasksThe structure and complexity of the instructional tasks changed over the implementation cycles.Four major task structure factors that defined the complexity of the instructional tasks throughoutthis study are presented in the following part of this section
engineering curriculum, a foundationwill be formed upon which a system for improved communication skill in engineering can bebuilt.Initial InvestigationsThere has been for a long time a concerted effort by a number of practitioners across the countryto develop programs that will help students understand the need to communicate in a manner thatwill benefit careers outside of the English world. The Writing Across the Curriculum movementhas done much to support the need to make faculty and students more conscious of theimportance of communication in life and in the workplace. The Northwest Inland Writing Projectat the University of Idaho, the National Writing Project, and the Red Mountain Writing ProjectScholarly Writing Retreat for University Faculty
AC 2011-1476: CONNECTING STUDENT EXPERIENCES WITH CON-CEPTS AND PRINCIPLES OF FLUID MECHANICSSandra Shaw Courter, University of Wisconsin, Madison Sandra Shaw Courter is PI for the ”Aligning Educational Experiences with Ways of Knowing Engineering (AWAKEN): How People Learn” project. She is Professor Emeritus in the Department of Engineering Professional Development and Wendt Commons: Teaching and Learning Services. Her area of research is engineering education including assessment of student learning. She taught technical communication courses to undergraduate engineering students and currently consults with faculty and teaching assistants. She earned her Ph.D. in educational administration at UW-Madison.Lauren
flexible and additional assignments werecreated to augment student learning and grades when needed. Table 2: Student Assessment Techniques Course Percentage Assessment Type AE 401 20% 12 homework sets (each weighted equally) 15% One mini-project 60% three exams (20% each) 5% Participation (flipped quizzes, attend, think-pair-shares, etc.) AE 404 15% 12 homework sets (each weighted equally) 5% Participation 15% 3 quizzes (5% each) 40% 2 exams
the University of Port Harcourt (UNIPORT) in Port Harcourt Nigeria. Her passion for innovative and sustainable engi- neering research has led Ms. Sotonye Ikiriko to participate in several engineering research. In 2019 Ms. Sotonye Ikiriko was part of the Maryland Department of Transportation State Highway Administration (MDOT SHA) Project on Noise Abatement Decisions for the state of Maryland and co-authored the report ’HIGHWAY GEOMETRICS AND NOISE ABATEMENT DECISION’. In 2017 and 2018 Ms. Sotonye Ikiriko was part of a research sponsored by the Transportation Research Center for Livable Communities (TRCLC). And has authored, co-authored, and presented research papers published by the Transportation Research
orientation andcommitment to professional practice. The D4P is a four-year sequence of classes that werecarefully designed through a joint industry and university effort to provide all engineeringstudents with hands-on learning and the continuous practice of a broad set of professional skillsin better preparation for careers as engineering practitioners. The program builds these technical,managerial, and professional skills by increasing project intensity, technical difficulty, andprocess complexity one step (course) at a time. EGR 186 and 286 are multi-disciplinary coursesfollowed by the disciplinary CENE 386W, 476, and 486C. Each preceding D4P course serves asa prerequisite to the proceeding one and fosters the accumulation of skills and knowledge
). Her research is focused on applying optimization and decision analysis tools to evaluate the sustainability, equity, and reliability of power systems in the US and Sub-Saharan Africa. One of her current NSF-funded projects include developing a framework for understanding the sustainability and equity trade-offs for different power plant investments. Another project involves quanti- fying the air pollution emissions associated with electric transmission and distribution systems. Dr. Nock holds a Ph.D. in Industrial Engineering and Operations Research from the University of Massachusetts American c Society for Engineering Education, 2021
an active role in reimagining the field of CEE in the future. This course establishes thefoundation for further computing (and sensing) skill development in required junior- and senior-level lab and project courses, including our senior capstone design course. Before graduation, asignificant number of undergraduates also elect to take at least one graduate-level course with astrong computational focus.Both educational activities described in this work were developed and deployed in the Spring2020 semester, after the transition from in-person instruction to remote instruction. In particular,the first activity (“Graph Theory and Disease Transmission”) was released five days after theState of Pennsylvania issued its first “Stay at Home” order
United States Military Academy and his M.S.E. and PhD in Mechanical Engineering from the University of Texas at Austin. His research and teaching interests are in mechatronics, regenerative power, and multidisciplinary engineering.Ally Kindel Martin, The Citadel Ally Kindel Martin is the Director of Student Engagement, Projects & Finance in the School of Engi- neering. In her position, she has worked with the Supplemental Instruction program, launched STEM Freshmen Outreach initiatives, created an Engineering Mentor Connection program, and revitalized the Engineering Career & Networking Expo. She holds a M.Ed. in Higher Education and Student Affairs from the University of South Carolina. Previously she worked
, existing assignments did not produceexplicit evidence of achievement of the outcome. For example, one of our outcomes is “Anability to work effectively on teams”. One of the criteria under that outcome is “shareresponsibilities and duties”. If a team of students works together all term on a project, you cantell by the content of the report that the team must have shared responsibilities in order toaccomplish the work. However, the report itself is not explicit evidence that the team membersshared responsibilities and duties. Therefore, that submission of the report by the students wouldfail because the report itself was not direct evidence of sharing responsibilities and duties.The faculty discussed two options to make the data better reflect
experiences and the resulting Page 13.975.5solutions are judged using carefully crafted numeric rubrics. Embedded signatureassignments are critical assignments that are linked to accreditation standards and aresummative measures of course content. They range from a criterion referencedexamination to group or solo project. The assignments offer proof of within courselearning15. Rubric judged laboratory experiences have most often been applied to K-12sciences coursework however they are beginning to be applied to university course-basedlab experiences. Rubrics for the laboratories are aligned
future, and a rigorous project management course from an engineering society.NCEES is considering forming a “clearinghouse” which would provide services to individuals,PE Boards and institutions to facilitate additional engineering education in this fashion. Forindividuals, these services might include validating acceptable coursework from approvedproviders and providing a certificate to PE Boards attesting that the individual has met the ModelLaw educational requirements. Clearinghouse services for institutions and other entities wouldinclude the evaluation of course offerings and programs to approve providers in accordance withthe Model Rules. Representatives of both NCEES and ABET are participating in discussionsregarding the role and
that students are turned loose on an in-depthcase study of a real, and big, structure. Most become quite attached to their mega-structures, andmany go the extra mile in gathering information and learning about their mega-structures. It isrewarding to see their reactions when they see their mega-structures face to face. Their writtenreports and oral presentations have been very impressive. Here are some of their comments atthe end of the program: “I became an expert on my assigned building and bridge.” “Studying these very large projects and very tall structures is something that isn't really offered in other courses.” “I feel like I now have a pretty good understanding of how large structures are designed and
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
STEM9–11.Introductory engineering courses taught with forms of active learning such as project-basedlearning and problem-based learning have led to increased retention of engineering majors12–15,improved student performance13,15, higher quality of peer interactions13, and more positivestudent attitudes about engineering13,16. In addition to the strong case for adopting active learningin introductory engineering classrooms17, there is growing concern about how to effectivelydisseminate innovations in engineering education18. Recommendation for adoption anddissemination include attending to the specific needs of varied university cultures and curricula,supporting educators in becoming reflective teachers, and providing long-term support
possible use of anonline repository at their institution. 23 While there is evidence that the use and amount ofcontent within these repositories is growing, the growth appears slow, and there is littleevidence of active faculty participation. 24MethodsBackground: Project DesignBecause there has been no research on a web-based repository of curriculum materials,results from prior studies discussed above are being used to inform the development of theweb-based repository and the decision-making research. The project utilizes Rogers’components of adoption in several ways. Relative advantage is addressed through both of thestudies. The usability testing allows for potential user feedback on the usefulness of therepository, while the decision-making