Conference Session

Integrating Sustainability and Resilience Concepts into Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

engineering design to produce solutions that meet specific needs with consideration ofpublic health, safety and welfare as well as global, cultural, social, environmental and economicfactors [2].” Applying these criteria into the Civil Engineering Capstone Design which exposesthe senior engineering students to real-world design challenges reflects experiences students willface as professionals, benefiting those who plan to pursue engineering careers after graduation.Exposing students to both the UN Sustainable Development Goals and the Envision RatingSystem aligns with both the ASCE BOK and ABET criteria requiring engineers to understandthe importance of sustainability within their designs. The Capstone Design projects examinedwithin this study are

Conference Session

Making it Sticky: Ways to Reinforce Prerequisite Knowledge

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jakob C Bruhl P.E., U.S. Military Academy

Tagged Divisions

Civil Engineering

wouldreinforce the importance of the concept. And, third, it could be used by the instructor to leaddirectly into in-class coverage of how that concept relates to the current course.The final comment is from a student who did not understand the purpose. MC300 and MC364cover statics and mechanics of materials. Most review problems relied on content from thesebecause understanding how fundamental mechanics principles apply to the design of steel orreinforced concrete structures is vital. This comment reinforces that the explanation for why thetopics are being reviewed must be made clearer and more effective on the assignment and inclass. The frustration with point values is an ongoing challenge. Points assigned to problemsshould reflect their difficulty

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wayne Sarasua, Clemson University; Nigel Berkeley Kaye, Clemson University; Jennifer Harper Ogle, Clemson University; Mehdi Nassim Benaissa, Clemson University; Lisa Benson, Clemson University; Bradley J. Putman, Clemson University; Aubrie Lynn Pfirman, Lander University

Tagged Divisions

Civil Engineering

faced by our society. The springer sequence is just the beginning of the student’s civil engineering journey at Clemson. Additional changes during the junior and senior years are designed to keep students engaged while reinforcing both oral and written communication concepts and use of civil engineering tools such as CAD. Acknowledgement This work was supported through a grant from the National Science Foundation (Award # EEC-1730576). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. References[1] ABET CRITERIA FOR ACCREDITING ENGINEERING PROGRAMS. ABET

Conference Session

Around the Water Cooler: Ideas and Issues in Civil Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Tymvios, Bucknell University; Elif Miskioglu, Bucknell University; Eliana Christou, University of North Carolina, Charlotte; Benjamin B. Wheatley, Bucknell University

Tagged Divisions

Civil Engineering

tenure process began in the US in1915, it has faced both criticism and praise. This paper aims to highlight the variability inperceptions of tenure requirements among assistant professors in civil engineering, architecturalengineering, and construction programs, between universities of different research activityintensities and assess their perceptions of impediments towards obtaining tenure. Associateprofessors in the same programs were also surveyed in order to reflect and report theirperceptions of their requirements, and assess the impediments they faced towards their tenureprocess. The motivation for this research is to surface some of the concerns assistant professorshave regarding the tenure process, and to identify if these concerns are

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

develop program outcomes that reflect the unique nature of your program and embed theCriterion 3 a-k outcomes within them. Then you need to assess how your students perform withrespect to your program outcomes.Program: The assessment part is easy. The program outcomes are accomplished through thecourses we teach, and every professor provides a direct assessment of student performancethrough course grades. It the students pass all of the courses, we can then conclude that theyhave met all of the outcomes.Expert: You cannot use course grades alone to assess the achievement of your programoutcomes. Unless there is a clear one-to-one correspondence between a given course and anassociated program outcome, simply passing the course does not guarantee

Conference Session

Accreditation and Assessment Concerns in Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Michael Casey, George Mason University; Ellen O'Donnell, George Mason University

Tagged Divisions

Civil Engineering

grouped with “industrypartner” or “alumni relations” information. Separate sections or totally separate websitesprovided information ranging from a basic mission statement to detailed organizationalinformation including items such as a constitution, by-laws, annual reports, meeting minutes, etc.It must be restated that the survey reflects only whether evidence of an IAB was present and, inthe case of a College-level IAB, beneficial to the program, not whether one actually exists or not.The survey results are summarized in Figure 1. Page 13.901.6 Figure 1: Number of IABs identified for College-only (E), Multi-level (M

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

of Engineering in the New Century” (NAE 2004). The second report isentitled “Educating the Engineer of 2020 – Adapting Engineering Education to the NewCentury” (NAE 2005).The second report validates ASCE Policy 465 by stating that: “It is evident that the exploding body of science and engineering knowledge cannot be accommodated within the context of the traditional four year baccalaureate degree.”In addition, the first recommendation of the second report indicates that: “#1 The baccalaureate degree should be recognized as the “pre- engineering” degree or “bachelor of arts” in engineering degree, depending on the course content and reflecting the career aspirations of the student.” (NAE

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Kevin C Bower P.E., The Citadel; Ronald W. Welch, The Citadel; Douglas H. Fehrmann, The Krause Center for Leadership and Ethics, The Citadel

Tagged Divisions

Civil Engineering

faculty tenure and promotionprocess for working with students outside of class.Combined Mapping of Overall Program for Leadership DevelopmentUsing linkages and mapping previously described, Table 6 provides a comprehensive overviewof student leadership development for civil engineering students reflecting both curriculuminstruction and extracurricular activities. A total of 16 course goals evaluated using embeddedindicators are dedicated to CEE Department program outcomes that support leadershipdevelopment, excluding an addition 12 that are aligned with engineering design. As shown inTable 6, course goals covered in the curriculum are generally aligned with lower levels ofBloom’s Taxonomy, Level 3 or lower. With addition of representative mapping

Conference Session

Innovations in Civil Engineering Education II

Collection

2010 Annual Conference & Exposition

Authors

Kristen Sanford Bernhardt, Lafayette College; Steven Beyerlein, University of Idaho; Andrea Bill, University of Wisconsin; Shashi Nambisan, Iowa State University; Ida van Schalkwyk, Oregon State University; Rod Turochy, Auburn University; Rhonda Young, Texas Christian University

Tagged Divisions

Civil Engineering

getting faculty members to agreeon course outlines. At the conference, an attempt was made to determine instructor priorities forcourse topics in the first course on transportation engineering. Forty-three of the conferenceattendees participated in a survey that included 34 potential course topics. The attendees rankedeach topic on a scale of 1 to 5, with 5 being the highest importance and 1 the lowest, in a mannersimilar to the 2004 survey of practitioners. Table 1 shows a list of the 20 highest ranked topics,along with the mean scores and standard deviations for the 43 survey responses. The survey wasintended to reflect whether a given course topic should be included but not necessarily to reflecton the extent, or depth, of the topic

Conference Session

Learning by Doing

Collection

2010 Annual Conference & Exposition

Authors

James O'Brien, Villanova University

Tagged Divisions

Civil Engineering

. 2007School Program The participants attend to whatever subject questions the students have. Most of the time is spent helping the students with Math, Science, and English, and occasionally, with Spanish and their Senior projects.Sophomore Students live in the same residence hall, where they attend weekly seminars toService 2006 discuss/study their service learning. Students must take at least one Service LearningLearning course as well as the one credit reflection seminar. Students offer weekly service.Community VESTED is an exposure and enrichment program whereby students receive

Conference Session

Research Experience in Stormwater Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Walter McDonald, Virginia Tech; Randel L. Dymond, Virginia Tech; Vinod K. Lohani, Virginia Tech; Daniel S. Brogan, Virginia Tech; Debarati Basu, Virginia Tech

Tagged Divisions

Civil Engineering

24.761.14finding, and conclusion or recommendations expressed in this paper are those of the author (s)and do not necessarily reflect the views of the National Science Foundation.References[1] Clark, H., McDonald, W., Raamanathan, H., Brogan, D., Lohani, V.K., Dymond, R. (2013). “Investigating theResponse of the Stroubles Creek Watershed to Acute Toxicity Events via Real-Time Data Analysis.” 2013 NSFREU Proceedings. Blacksburg, VA, p. 15.[2] Rai, A., Brogan, D., Guest, A., and Lohani, V.K., (2013). “A LabVIEW Enabled Weather Monitoring SystemWith an Interactive Database.” 2013 NSF REU Proceedings. Blacksburg, VA, p. 15.[3] Martinez, M., Bradner, A., Brogan, D., Rogers, M., Delgoshaei, P., and Lohani, V.K., (2012). “Study andApplication of a Real-Time

Conference Session

Research Experience in Stormwater Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Walter McDonald, Virginia Tech; Randel L. Dymond, Virginia Tech; Vinod K. Lohani, Virginia Tech; Daniel S. Brogan, Virginia Tech; Richard Lee Clark Jr., Virginia Western Community College

Tagged Divisions

Civil Engineering

conclusion or recommendations expressed in this paper are those of the author(s)and do not necessarily reflect the views of the National Science Foundation.References[1] Delgoshaei, P., (2012). “Design and Implementation of a Real-Time Environmental Monitoring Lab withApplications in Sustainability Education.” Ph.D. Dissertation Virginia Polytechnic Institute and State University,Blacksburg VA.[2] Dymond, R., Lohani, V.K., Brogan, D., and Martinez, M., (2013). “Integration of a Real-Time Water andWeather Monitoring System into a Hydrology Course.” Proc. 120th ASEE Annual Conference & Exposition.Atlanta, GA.[3] Lohani, V.K., Delgohaei, P., Green, C., (2009). “Integrating LabVIEW and Real-Time Monitoring intoEngineering Instruction.” Proc. 2009

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morgan Reese, U.S. Military Academy; Joseph P. Hanus, U.S. Military Academy; Ledlie Klosky, U.S. Military Academy, West Point

Tagged Divisions

Civil Engineering

reflect on their experiencesand have practiced doing this many times. The feedback is generated anonymously through adatabase with the students filling out the surveys at the end of the semester. The instructors maynot access the results of the surveys until the system is closed to input and the grades arefinalized. The instructors do not have access to the names associated with the feedback at anypoint. The students involved in the distance-learning program do not typically have theopportunity to fill out the survey. For those students, the experimental group, the survey wassent to them manually, completed by the cadets, and compiled. The names and associated resultswere not released to the instructor. The grades and results of the course-end

Conference Session

Attracting and Retaining Students in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sameer Hamoush P.E., North Carolina A&T State University; Ellie H. Fini, North Carolina A&T State University; Mahour Mellat Parast, University of North Carolina, Pembroke; Sanjiv Sarin, North Carolina A&T State University

Tagged Divisions

Civil Engineering

, working together on the project improves students’teamwork skills. This suggests that PBL is an effective method which enables students to relatecourse materials to practice while improving their level of understanding about the subjectmatter.AcknowledgmentsThe materials in this paper are partially based upon work supported by the National ScienceFoundation (grant numbers 0928213, 0442531, 0736997, and 0623351) and the Laboratory forInnovative Technology and Engineering Education (LITEE). Any opinions, findings, andconclusions or recommendations expressed in this paper are those of the authors and do notnecessarily reflect the views of the National Science Foundation and LITEE

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sean St.Clair, Oregon Institute of Technology; Charles E. Riley, Oregon Institute of Technology; David K. Thaemert P.E., Oregon Institute of Technology; Roger Lindgren, P.E., Oregon Institute of Technology

Tagged Divisions

Civil Engineering

of the presentations. Groups will present during the third week of the term with the Public Policy (Dr. St.Clair) and Management (Dr. Riley) groups presenting on October 13 and the Business (Dr. Lindgren) and Leadership (Prof. Thaemert) groups presenting on October 15. Any number of group members may participate in the presentation. Five minutes will be allowed for questions. Short quizzes on the topic will immediately follow each presentation and will be taken by everyone in the class. Each individual will submit a brief narrative of your work: who you contacted, resources you referenced, how long you spent on tasks. This is similar to the time accounting one would do at a consulting firm. Your grade on this project will reflect

Conference Session

The CE Profession: Perspectives from the U.S. & Canada

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig N Musselman P.E., A & E Consulting; Jon D. Nelson, Tetra Tech, Inc.; Monte L. Phillips P.E., University of North Dakota, Professor Emeritus of Civil Engineering

Tagged Divisions

Civil Engineering

developed by NCEES with assistance from professionalengineers in each discipline. Group II exams are sponsored and developed by individualengineering societies with assistance by NCEES. The exam development process followsspecific rules established by the NCEES Committee on Examinations for Professional Engineers Page 22.598.13which reflect the recommendations of the Standards for Educational and Psychological Testingas published by the American Educational Research Association and the National Council onMeasurement in Education. Exam item writers are both practitioners and academicians, andmore volunteers are always needed.3.4 Continuing

Conference Session

Hey You: Effectively Engaging Students in the Classroom

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Laman, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park; Irene B. Mena, Pennsylvania State University, University Park

Tagged Divisions

Civil Engineering

captured on a digital audiorecording. All students consented according to the university policy on human subjects socialscience research.To open the focus group discussion, the facilitator asked the students to reflect about the pre-class assignments and quizzes. In general, tell me your thoughts about the pre-class assignments and quizzes. The consensus was that the pre-class assignments and quizzes were beneficial because class time could be spent on examples. However, students thought the quantity of assignments was excessive; that turning in a paper each class was too much even though this was helpful to work on the material. Students admitted that the pre-reading would not have been done if it was not required.The first discussion

Conference Session

Hey You: Effectively Engaging Students in the Classroom

Collection

2012 ASEE Annual Conference & Exposition

Authors

Charles E. Riley, Oregon Institute of Technology; Sean St.Clair, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

Little 36 21% Not at All 55 32% Figure 2. Summary of initial impressions.In summary, while half or more of the respondents found it to be at least somewhat attractive,functional, and thought-provoking, most of the participants found it to be more reflective oftechnical issues than social or environmental issues. The researchers hypothesized that thiswould change once they were presented with the background information on the sculpture. Page 25.1125.8Final ImpressionsAfter completing the pre-survey, respondents were given a one-half page

Conference Session

Expanding Access and Opportunities for M/30

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

(publicpolicy 22, social science 23, humanities 24). Outcomes with the greatest divergence between thethree majors were: mechanics, natural science, contemporary issues, math, and sustainability.These differences are also reflected in the predominance of these topics in the curriculum at CU.Items with the greatest differences of opinion within architectural engineering majors based onstandard deviation were: math, attitudes, material sciences, and mechanics; or based on thedifference between the maximum and minimum rankings were: sustainability, science, andexperiments (ranked by some as high as 1 and others as low as 24). Among civil engineeringstudents the greatest differences of opinion were for the outcomes breadth, lifelong learning,experiments

Conference Session

The Civil Engineering Technologist and the Civil Engineer – What’s the Difference?

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe D Manous Jr P.E., Institute for Water Resources, USACE; Jon D Nelson, Tetra Tech, Inc.

Tagged Divisions

Civil Engineering

contract administration, marketing, resources management, and computer aided design (CAD) based work. It is noteworthy that many interviewees had not been fully aware of the differences in content or opportunities between ETAC and EAC accredited programs when making decisions about colleges. The information is limited, but common reasons for selecting ETAC (technology) rather than EAC (engineering) programs often reflected personal situations (i.e., location, cost, grades, etc.) rather than an understanding of the job Page 23.947.6 opportunities offered by these programs. In some states, a limitation

Conference Session

The Civil Engineering Technologist and the Civil Engineer – What’s the Difference?

Collection

2013 ASEE Annual Conference & Exposition

Authors

Harry G Cooke P.E., Rochester Institute of Technology (CAST); Todd Dunn, Rochester Institute of Technology (CAST); Scott B. Wolcott P.E., Rochester Institute of Technology

Tagged Divisions

Civil Engineering

agencies or entities from a business standpoint. However,these considerations are more reflective of dealing with the business climate rather thanreflective of the abilities of the RIT-CET graduate to perform the necessary work effectively.ConclusionsFrom the data collected from the supervisors/department heads of civil engineering firms thatemploy graduates of the Bachelor of Science in civil engineering technology degree at RochesterInstitute of Technology (RIT), the conclusions outlined below can be reached concerning theabilities and preparedness of these graduates for pursuing careers in civil engineering design. • RIT-CET graduates enter their first year of employment with adequate technical design and adequate communication skills

Conference Session

Program Support Initiatives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Leslie Nolen, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

then highlighted. Thisinformation grounds the research questions that were explored in this study.BackgroundWithin civil engineering, there is debate over the extent that a master’s degree or similar formalpost-baccalaureate education is necessary for professional practice. Reflective of this debate arechanges in ASCE’s Policy Statement 465 and the Civil Engineering Body of Knowledge(CEBOK) over time [4,5,6], as well as changes in the National Council of Examiners forEngineering and Surveying (NCEES) model law. The current version of Policy 465 states:“ASCE believes that the most effective means of fulfilling the formal educational requirementsof the CEBOK is by completing a baccalaureate degree in civil engineering from an ABET-accredited

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

the participants' workshop experience--a testament to the effort put forth bythe workshop coordinators and staff. ASCE will offer three ETWs in 2018, reflecting thecontinued strong demand for the program as its 20th anniversary approaches. The third workshopis made possible through generous funding from the Durham School at the University ofNebraska, Omaha where the third workshop will be hosted. The ExCEEd demand as defined bynumber of applications received is shown in Figure 2 as well as in Table 1.In total, 267 different institutions have sent faculty members to ETW. The eleven universitieswith the most ETW graduates are listed in Table 2. Given these institutions’ high level ofparticipation in Project ExCEEd, it is evident that ETW

Conference Session

Innovative Techniques in Structural Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Roberts, University of Wisconsin, Platteville; Angela Marie Jones, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

grad-ing scheme is used in which students must demonstrate mastery of specific concepts to pass theclass. Mastery of additional outcomes beyond these specific concepts leads to a higher grade.This paper focusses on the outcomes-based grading used in the course and the students reactionsto the grading scheme.Results of preliminary assessment indicate that outcomes-based grading may create greater un-certainty in students regarding their final grades and can lead to the perception that final gradesdo not reflect their true knowledge of the material. Outcomes-based assessment can help stu-dents to better anticipate what they will be tested on, but a well-organized traditional “points-based” grading scheme can accomplish this just as

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

, physical, and mechanical properties and durability performance of infrastructure materials, with a focus on sustainable concrete materials technology. He also researches new strategies to improve STEM education. c American Society for Engineering Education, 2020 Implementation of a laboratory experience in reinforced concrete coursesIntroduction College students enrolled in an engineering curriculum learn in a variety of ways (e.g.,sensory vs. intuitive, visual vs. verbal, inductive vs. deductive, active vs. reflective, or sequentialvs. global). In a reinforced concrete design course, where students learn how to designcomponents of large structures, it can be

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

George List, North Carolina State University

Tagged Divisions

Civil Engineering

  BOK2  and  Blooms Taxonomy before providing that assessment, an effort that takes time away from their research. The  second  is  that  the  assessment  is  hypothetical,  it  reflects  the  authors  sense  of  the  extent  to which  BOK2  outcomes  are  presently  being  achieved  and  commentary  about  what  would  be required  if  the  department  were  to  make  these  outcomes  a  driving  force  in  its  curriculum development.  Other  faculty  members,  in  the  same  department,  might  have  opinions  which  are different, and even perhaps more informed, especially those that are directly involved in the day­ to­day delivery of the undergraduate program. Where  NC  State  stands  relative  to  BOK2  is  presented  in  assessment

Conference Session

Supporting the Capstone Experience

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; M. Kevin Parfitt, Pennsylvania State University

Tagged Divisions

Civil Engineering

]. In this capstone study, results show success when students applied thebasics notions of the BIM Execution Planning Guide [29] in setting up the team’s infrastructure.A reflective exercise of students first exploring the process generation then asking for faculty toreview the plans was more beneficial to their overall planning than providing immediate lecture-type instruction. Two key steps that all teams needed to develop and execute are listed below.Only file repository will be discussed in this paper as it is impacted by the team functionalitywhereas software workflows are primarily focused on technical usage of engineering software toget results from one platform to another.  Defining the software workflows they plan to follow

Conference Session

Supporting Successful Progression From First-year Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allen C. Estes, California Polytechnic State University, San Luis Obispo ; John W. Lawson, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

Model [4], [5] andcompleting his learning style inventory survey. The results of the survey provide each studentwith rating on a scale of 1 to 11 regarding their preference for sensory versus intuitive, visualversus verbal, active versus reflective, and sequential versus global learning situations. Usingslides from the ASCE ExCEEd Teaching Workshop [6], the instructor explains what the learningstyle dimensions mean and provides insights as to how students can use this information to assistin their own learning. The survey sheets are collected, the data are assembled and the compositeresults for the entire course are shown at a later date. COVID format: This was one of two activities in the course that were conducted entirelyvirtually

Conference Session

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

Collection

2009 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

demonstrated depth of knowledge. B3. My instructor demonstrated enthusiasm. B4. My instructor had a structure or plan. B5. Instructor helped me understand importance B6. Instructor used well articulated learning obj. B7. My instructor communicated effectively. B8. Laboratories contributed to my learning. B9. Instructor demonstrated positive expectations. B10. My instructor used visual images. B11. Instructor gave timely/accurate feedback. B12. Instructor was available outside classroom. B13. Grading practices are fair/reflect performance. B14. The Exam's were fair and relevant

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; W. Edward Back, University of Alabama; Derek G. Williamson, University of Alabama

Tagged Divisions

Civil Engineering