Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Fred Meyer, U.S. Military Academy; Stephen Bert, U. S. Military Academy

Tagged Divisions

Civil Engineering

provide an overview of the assessment process and to provide initialresults of data collected from the fall semester of AY 06-07; additional data will be added to theoverall matrix during future semesters to complete the overall program assessment.The USMA Civil Engineering ProgramThe USMA CE Program is an ABET accredited undergraduate-only program. The CE ProgramOutcomes shown in Table 1 are configured to meet the requirements of ABET 3a-k and specifywhat civil engineering majors should be able to accomplish at the time of graduation from theUSMA. With the evolution of the Body of Knowledge (BOK) and the promise ofimplementation in the near future, the CE Program Outcomes include the requirement to addressaspects of construction and asset

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Blake Tullis, Utah State University; Steven Barfuss, Utah Stat University

Tagged Divisions

Civil Engineering

(2, 3, 4, 5, 6, 7).In addition to the system design, Weiss and Gulliver5 recommend that writtencommunication and the implementation of spreadsheet programs as additional key pointsfor hydraulic structure design courses. Effective written communication, which shouldinclude the ability to concisely summarize key points from a design report or feasibilitystudy in an executive summery or cover letter, is critical to insuring that the proposedsolution is acceptable, to both the engineer and client, and that the solution is germane tothe problem.Because it may not be practical to incorporate all of the topics of a feasibility studysuggested by 1 into a design course, instructors must select an appropriate subset ofdesign-related topics, as well as

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

engineering education. In fact, Bruce Seely writes in the NAEreport that “Engineering education has been the subject of more studies and reviews, formal andinformal, than any other domain of professional education.” 1 We will examine some of therecent reports that call for change in engineering education, chiefly the National Academy ofEngineering (NAE) publication Educating the Engineer of 2020 – Adapting EngineeringEducation to the New Century1 and the ABET, Inc. “PROPOSED Criteria for AccreditingEngineering Programs.”2 While none of these reports mention inspiration by name, the authorsclearly hear the cry to inspire students as being the key to accomplishing many of the aimsaddressed in the publications.The Engineer of 2020The following

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Leslie Inniss, Florida A&M University; Enos Inniss, University of Texas-San Antonio

Tagged Divisions

Civil Engineering

thetower base) are used to lift water up four standpipes located near the central stem of the watertower. (see figure 1) Figure 1: Actual Water Tower in the World of Water ExhibitAs with any service learning project, it cannot be completed overnight. For the lead author, abrainstorming session with a community partner regarding the feasibility of a museum exhibitbecame the basis for a service learning project. The timeline for the Witte Water Tower Projectis outlined below:September 2003 – Dr. Enos C. Inniss and Dr. Weldon Hammond, director of the Center for Water Research were invited to a Water Resource Center meeting to help the staff of the Witte Museum brainstorm ideas for the Witte Water Works exhibit

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

open ended problems with multiple possible solutions and are designed to emphasizeinterpretation of numerical results rather than pure numerical computations. As such, they serveto improve learning outcomes through critical thinking and evaluation. In addition, the projectteams serve to give the students experiences intended to improve ABET1 and TAMUdepartmental outcomes, specifically:TAMU 1. Ability to apply knowledge of basic mathematics, science, and engineering [ABET a]TAMU 2. Ability to function on multi-disciplinary teams [ABET d]TAMU 3. Ability to formulate and solve civil\ocean engineering problems [ABET e]TAMU 4. Ability to communicate effectively (verbal & written) [ABET g]TAMU 5. Ability to use computers to solve civil\ocean

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Philip Dunn, University of Maine; Bryan Pearce, University of Maine-Orono

Tagged Divisions

Civil Engineering

taken structural design courses,the failure of Tacoma Narrows Bridge was fairly obvious to them as the failure of structuralelements and the effects of vibration. However, the failure of a project due to the politicalenvironment was not as obvious. Since most students could relate to automobiles, the discussion Page 11.834.3about the Edsel opened up the dimensions of politics and technical goals. Three automobiles ofthe past were discussed: the Tucker, the Edsel, and the Corvair. 1:18 scale models of theseautomobiles were passed amongst the students to show what each automobile looked like.Videos of time era commercials of these vehicles were

Conference Session

Feedback and IT: Improving Student Learning

Collection

2006 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

that have been successfully used in the peer review of teaching.Peer Review Of Teaching: Elements Of SuccessBefore discussing the methods used for peer review of teaching, it is important to deter-mine the attributes of a successful peer review program. The three main goals of peerreview should be: 1. Intellectual rigor, 2. Appropriateness to the discipline, and 3. Improvement of teaching.6As the last of these goals states, peer review should not just be about evaluating teaching,but should improve student learning. In addition, it is important that peer review be aprocess that is “owned” by the faculty.7 As Hutchings states (emphasis in the original),“On most campuses, the evaluation of teaching is something that happens to faculty

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

C. Conley, U.S. Military Academy; Decker Hains, U.S. Military Academy; Scott Hamilton, U.S. Military Academy

Tagged Divisions

Civil Engineering

curriculum. Finally, ASCEstudent group activities can also be used to support civil engineering program accreditation,under both current and proposed criteria.IntroductionCivil engineering programs, and the policies and guidelines for their assessment, continue toevolve. The latest activities in these areas are reflected in the American Society of CivilEngineer’s (ASCE) publication Civil Engineering Body of Knowledge for the 21st Century[1], theNational Academy of Engineering (NAE) publication Educating the Engineer of 2020 –Adapting Engineering Education to the New Century[2], and the ABET, Inc. “PROPOSEDCriteria for Accrediting Engineering Programs”[3] . In fact, Bruce Seely writes in the NAE reportthat “Engineering education has been the subject

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

James Maccariella, Urban Engineers, Inc. / Rowan University

Tagged Divisions

Civil Engineering

faculty must consider the skills of the individual, and the needs of thedepartment. Sputo5 suggests that adjuncts: 1. Teach courses in applied areas of engineering design. That is, areas with low potential for research funding, thus little faculty interest. 2. Teach courses in specialized areas where no full time faculty have expertise, but where the adjunct has developed expertise over years of practice in that area. 3. Teach broad based design courses, particularly Capstone Design courses, where the adjunct’s breadth of knowledge and expertise is exactly what is needed. 4. Teach business oriented courses, such as ethics, engineering construction, and professional practice courses, where the

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

shown in the following table. The assignment handouts supplyadditional details, and are provided in the Appendix. Table 1: Summary of Challenge Problems Challenge Problem Primary Fluid Mechanic Topic Addressed Draft Requirements of a Mississippi River Barge Buoyancy Design of a Plug Hydrostatics Thrust Blocks in Water Main Construction Linear Momentum Calibrate a Pitot Tube Energy Equation Analysis of a Water Distribution System Energy Equation Design of an Open Channel

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Large Seagrave

Tagged Divisions

Civil Engineering

,communication and professional practice intensive experience. Page 11.334.2The Civil Engineering Capstone ExperienceThe importance of writing skills is widely recognized1. Because up to "half of an engineer's timecan be spent on written communication and most everything an engineer does needs to bedocumented in writing"1 , industry leaders agree that writing skills need to be addressed incapstone courses, though written and oral communication are not part of the traditionalengineering curriculum. In her interviews with industry leaders, Sundy Wantanabe, a WritingConsultant at the Center for Engineering Leadership, found that Salt Lake City engineering

Conference Session

Feedback and IT: Improving Student Learning

Collection

2006 Annual Conference & Exposition

Authors

James Ledlie Klosky; Decker Hains, U.S. Military Academy; Jason A. Evers, U.S. Military Academy; Jared B. Erickson, U.S. Military Academy; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

conducted, 100 students (in 7 sections) were enrolled in the course. Nearly allwere third-year students enrolled in an ABET-accredited civil engineering, mechanicalengineering, electrical engineering, or engineering management major. Four instructors taughtthe course and two used AIM (4 of the 7 sections). Page 11.165.3The purpose of the survey was three-fold. First, it was intended to investigate student comfortlevels with IM. The first six questions on the survey provided insight into student comfortlevels. These questions were: 1. Do you use instant messaging? 2. Please estimate the number of IM “conversations” you have per week

Conference Session

Physical Models and Other Interactive Tools

Collection

2006 Annual Conference & Exposition

Authors

Gregory Miller, University of Washington

Tagged Divisions

Civil Engineering

in regards to Page 11.196.3assessing effectiveness and potential. Therefore, the presentation here is perhaps best interpretedas trying to do two modest things: (1) to address the simple question, “Can the approach beeffective?” via a specific, focused example; and (2) to illustrate the nature of the communicationmechanisms and overview the underlying technologies, again in the context of a particularexample.Live Modeling with Embedded PresentationFigure 1 depicts the combined modeling/presentation environment in typical screenshot form. Asthe figure shows, there is a modeling window and a presentation window. The modeling windowcan be

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Karen Lee Hansen; Jorge Vanegas, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

&CIS, the processes for the sustainable delivery and use of F&CIS, andthe resources required for the delivery and use of F&CIS in a sustainable way.In a sustainable approach to F&CIS, decision-makers need to integrate sustainability at all stages ofthe project life cycle, particularly the early funding allocation, planning and conceptual design phases.More specifically, to be successful in the pursuit of sustainability, the A/E/C industry needs to: (1)define, plan, and design more sustainable F&CIS; (2) procure, construct, commission, operate, andmaintain F&CIS in more sustainable ways; and (3) supply more sustainable building technologies,systems, products and materials used within F&CIS. Satisfying these needs

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Adnan Javed, University of Florida/Boyle Engineering; Fazil Najafi, University of Florida

Tagged Divisions

Civil Engineering

generation of intellectuals with enhancedcapabilities to meet the evolving demands of this age.1. IntroductionTo better grasp the concept behind dual- and combined-, degrees programs it isimperative to understand what each term means. ‘Combined degrees’ is a course of studywith a structure which includes components of two discrete courses and which willsatisfy the requirements for either the conferral of a single combined award or conferralof two separate awards.‘Dual degrees’ are two separate degrees pursued simultaneously in different fields butclosely coordinated so as to produce maximum saving of time and cost withoutsacrificing quality. These usually require students to complete the core courses in bothprograms, which help them in obtaining

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Christy Jeon, Georgia Institute of Technology; Adjo Amekudzi, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

students in teams of 4-6 to select a large-scale civil infrastructurefacility, evaluate it with the integrated systems/sustainability framework presented in the course,develop recommendations to enhance the sustainability of the system, and evaluate theassociated costs and benefits. CEE 3000 satisfies the ABET 2000 requirements in the Page 11.784.3curriculum and enrolls about 150-200 students each year [1]. The course offers an ideal area inthe curriculum to formerly integrate ethical issues. Other institutions with similar courses mayfind it helpful to incorporate similar case studies that extend the criteria for alternatives analysisto include

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

John Niehaus, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

Civil Engineering

(who collectively act as owners) to gather dataand information; the owners are also in the audience for final presentations. A specially DesignCenter houses all the teams. The whole experience stresses on communication and collaborativeskills. This course is designed as a gateway to the profession. The deliverable each quarter is aset of plans with a written report. For the autumn quarter, the drawings show a conceptual plan.The product of the Winter Quarter is a set of design plans with details, specifications, quantitiesand a construction cost estimate, and the product of the Spring Quarter is a set of design planssimplified for better understanding by a non-technical audience. This paper describes fouraspects to the IDS course: 1

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Scott Yost, University of Kentucky; Derek Lane, University of Kentucky; George Blandford, University of Kentucky

Tagged Divisions

Civil Engineering

individual learning and group learning,these assessments show that team learning is quantifiable greater than individual learning.Introduction Over the past two decades much has been accomplished to reform engineering education.The adoption of Engineering Criteria 2000: Criteria for Accrediting Programs in Engineering inthe United States,1 required that engineering programs demonstrate that graduates are able tofunction on multidisciplinary teams.2,3,4 As a result, student teams in undergraduate engineeringcourses have become much more prevalent. Unfortunately, however, some of the strongerstudents continue to resist working in teams despite clear research findings that document that“teams outperform individuals acting alone or in larger

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Akhter Hossain, University of South Alabama; Kevin White, University of South Alabama

Tagged Divisions

Civil Engineering

build the10 ft. x 10 ft. x 12 ft. chamber. The framework of the chamber was constructed with treatedlumber frames as shown in Fig. 1(a). The chamber was carefully wired for the operation of thelighting, temperature control, humidity control, and auxiliary outlets. After the wiring wascompleted, the chamber was fully insulated as shown in Fig. 1(b). The exterior of the chamberwas finished with fiber cement siding. To finalize the chamber, a 6000 BTU room air conditionerwith digital control was installed in one of the walls to control the temperature within thechamber. In addition, a humidifier and a dehumidifier were installed inside the chamber tocontrol the humidity within the chamber. The completed environmental chamber cost around$1500

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

AC 2007-224: ASCE POLICY 465 ? THE MEANS FOR REALIZING THEASPIRATIONAL VISIONS OF CIVIL ENGINEERING IN 2025Jeffrey Russell, University of Wisconsin-MadisonGerry Galloway, Univ of MarylandThomas Lenox, American Society of Civil EngineersJames O'Brien, American Society of Civil Engineers Page 12.257.1© American Society for Engineering Education, 2007ASCE Policy 465 - the Means for Realizing the Aspirational Visions of Civil Engineering in 2025Russell, Galloway, Lenox and O’BrienASCE Policy 465 –a Means for Realizing the Aspirational Visions of Civil Engineering in 2025 Jeffrey S. Russell 1, Gerald E. Galloway2

Conference Session

CE Poster Session in Exhibit Hall

Collection

2007 Annual Conference & Exposition

Authors

Clara Fang; David Pines, University of Hartford

Tagged Divisions

Civil Engineering

instructor-led "chalk and talk" byenabling students to explore complex traffic modeling processes in computerized learningenvironments, and the new learning experience enables students to think critically abouttransportation problems and solutions.1. Introduction Technology innovations play an increasingly important role in engineering education asan effective tool for enhancing classroom learning. My experience in both teaching and studyingtransportation engineering has me realize that computer simulation, one of these innovations,complements traditional transportation engineering education methods. Conventionalapproaches to transportation education emphasize rationality and are dominated by analyticaltraining, which tends to

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Guoqing Zhou, Old Dominion University

Tagged Divisions

Civil Engineering

computers without requiring the fast internetconnection. With such a unique ready-to-explore geospatial data-rich environment, this paperintroduce how we adopt the GeoBrain system as a tool for GIS distance courses to allow studentsto format, document, and access the geospatial data. The teaching improvements include: (1) addthe topics related to GeoBrain technology into the course, and require students to finish thecorresponding homework; (2) Add geospatial data standard adopted in GeoBrain system into thecourse; (3) Develop spatial analysis service modules for distance courses; (4) develop thehomework for the courses. Finally, we evaluated the teaching effectiveness after teachingimprovement using GeoBrain System by questionnaire survey, and the

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Large Seagrave, University of Utah

Tagged Divisions

Civil Engineering

ASCE’s prescribed Body ofKnowledge (BOK)1 learning outcomes. However, with a full third of the BOK’s prescribed learningoutcomes based on professional practice and communication skills, Civil Engineeringadministrators have begun to consider the interdisciplinary2 characteristics of the BOK.Among ten more technically-focused learning outcomes, the BOK entails that graduatesdemonstrate “(6) an understanding of professional and ethical responsibility, (7) an ability tocommunicate effectively, (8) the broad education necessary to understand the impact ofengineering solutions in a global and societal context, (9) a recognition of the need for, and anability to engage in, life-long learning,…[and] (15) an understanding of the role of the leader

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Kenneth Fridley, University of Alabama; Richard Anderson, Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

the report3 “Civil Engineering Body ofKnowledge for the 21st Century: Preparing the Civil Engineer for the Future” (a copy of whichcan be found at www.asce.org/raisethebar). As the name implies, this report provided adefinition to the BOK necessary for entry into the professional practice of civil engineering.Fifteen outcomes were defined in the first edition of the BOK and include seven technical andeight professional outcomes as shown in Table 1. Table 1. First Edition BOK Outcomes. Technical Professional1. Apply knowledge of math, science and 8. Function on multidisciplinary teams. engineering. 9. Understand

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gregg L. Fiegel, California Polytechnic State University

Tagged Divisions

Civil Engineering

metric that requires our graduates to demonstrate an ability to evaluate differentcommunication styles. We present the methodology used to assess this performance metric,along with assessment results gathered over the past six years. These results play an importantrole in the program's assessment of communication-related outcomes.IntroductionA number of years ago we revamped our civil engineering capstone design sequence bychanging it from an individual study course into a directed study offering.1 In the new course,students work in six-person teams to complete an integrated design for a private sectordevelopment or public works project. We consider the teams multi-disciplinary since teammembers represent different civil engineering specialty

Conference Session

Beyond BS: Issues Affecting Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

three times in the student‟spreparation: after their undergraduate work, immediately after a graduate level program, or afterMasters-Level graduation and the first few years of experience. This study addresses in somedetail how well the Masters-Level structural engineering education, supplemented with theknowledge increase expected from the initial professional experience, meets the expectations ofthe structural engineering profession in the United States. The outcomes of this research project include an assessment of the competency level(using Bloom‟s taxonomy [1]) expected to be achieved by the conclusion of the Masters-Levelprogram and after the initial five years of professional practice following the graduate program ineach of the

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Isaac W Wait, Marshall University; Jeffrey T. Huffman P.E. P.E., Marshall University; Christopher T. Anderson, Huntington (WV) Sanitary Board

Tagged Divisions

Civil Engineering

experience for students3,4,5.Service-learning projects provide the additional elements of realism and student engagement thattake case-based learning to the next level of pedagogical efficacy. By following a format similarto the project presented in this paper, service-learning projects can be utilized to foster students’critical thinking through providing a real-world context in which to solve engineering problems.The real-world context is generated by: 1. Providing a driving question that has many unknown issues (for the student, instructor and project owner) and does not have a predetermined solution. This prevents the instructor or project owner from steering the project to specific issues on the project. 2. Providing an

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cole C McDaniel, California Polytechnic State University; Graham C. Archer P.Eng, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

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

Conference Session

Trends and Applications in Curricula and the Capstone Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Dulaski PE, Northeastern University

Tagged Divisions

Civil Engineering

that they would like to have work with their “firm”. Each class, which ranges in size from 16 to 30 students, depending on the graduating demographic, is broken down into several design firms. Each firm varies in size, but typically ranges from four to six students. The internal structure of the company follows that of a large- scale consulting firm, including management and engineers. The instructor serves as the principal-in-charge (PIC) (Figure 1). Each team has a project manager, and several engineers. InstructorStudents Figure 1 – Capstone Consulting Firm Structure – Four Students The Civil Engineering capstone class at Northeastern University is 14 weeks long, and is broken up into two manageable sections

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

development of the programme, theinvolvement of practicing engineers, and preliminary outcomes. The trial has taught us thatstudent work must be tied to professional report practices and practicing engineers must beinvolved in delivering the message. Despite intensive workshops and advice, only 8 out of43 portfolios were judged to have met professional expectations. One key finding of theinvestigation to date is that students need more advice and practice at error checking. TheDepartment has the full support of employers to keep the pass bar high and to fail studentswho do not demonstrate competence with their standards. Results of the 2012 portfolios(submitted in November 2012) will be provided at the conference.1. MotivationEngineering graduates