has published 70+ refereed publications. Page 24.571.1 c American Society for Engineering Education, 2014 Experiences in Implementing an NSF/REU Site on Interdisciplinary Water Sciences and Engineering during 2007-13 AbstractThis paper summarizes the experiences of the author in implementing a successful NSF/REU Siteon Interdisciplinary Water Sciences and Engineering for 6 years at Virginia Tech. The goal of theSite is to train REU fellows in water research using interdisciplinary projects. Site activitiesincluded: 1) 10-week long research
challenged to predict the strength of the “Greencrete” theydeveloped. In addition to introducing students to sustainability concepts, the project developedtheir creativity and critical thinking skills, enabled them to learn concrete design concepts morethoroughly, and provided a challenging yet fun learning environment that they enjoyed.IntroductionCivil engineers are being increasingly expected to develop sustainable solutions to infrastructureand technology problems, yet they may find themselves inadequately prepared to provideanswers.1 In a 2006 study, the rating of new graduates’ knowledge of sustainable principles wasonly 2.8 out of 10, department support for teaching and research in sustainability was 4.7 out of10, and the university
Environmental Engineering (CEE) Department at theUniversity of Wisconsin-Platteville recently created an undergraduate course that introduces stu-dents to infrastructure and helps them understand civil and environmental engineering in termsof interconnected systems.The course is intended for sophomore students, and is typically one of the first courses studentstake from the CEE Department. Two of the primary goals of the course are: 1. To introduce the students to the subdisciplines of civil and environmental engineering while emphasizing the interconnectedness between subdisciplines, and 2. To help students think holistically about civil and environmental engineering, including non-technical and societal aspects of engineering.There are
existing courses. The degree programs included civil engineering, architecturalengineering, civil engineering technology, and construction management. Complete details ofthe research project are provided elsewhere 1.As part of this project, data were gathered from student surveys in the courses where failure casestudies were used. Students were asked specifically about the technical lessons learned, as wellas their response to the case studies. Case study questions were included on homeworkassignments and examinations. Survey questions linked student achievement to learningoutcomes.In addition, some student focus groups were held. Due to logistics, this was only possible atCleveland State University. Student focus group findings are reviewed
of a key “secondary” benefit with Page 24.225.2students being the (primary) intended recipient. Table 1 lists specific learning outcomescommonly associated with these service-learning activities. It should be noted that the benefit oflearning is not exclusive to students and it is often shared by many if not all of thestakeholders11,12. Table 1: Common Learning Outcomes With Respect to Student Service-Learning Projects Outcome Aspects of the Outcome Increased academic Learning, critical thinking, writing improvement Moral development
forth in Figure 1. No. Outcome No. Outcome 1 Mathematics 13 Project Management Breadth in Civil Engineering 2 Natural Sciences 14 Areas 3 Humanities 15 Technical Specialization 4 Social Sciences 16 Communication 5 Materials Science 17 Public Policy Business and Public 6 Mechanics 18
program or by allowing a certain numberof credits to count toward both degrees. Based on available data of these 37 programs, 27 allow‘double counting’ of classes towards the BS/MS degree. These double-counted credits rangefrom zero to 11 semester hours, depending on the institution and credits required for the BS andMS degrees separately (see Appendix A).Co-terminal degrees go by a variety of names or are marketed differently depending on theinstitution. Descriptors for the programs include joint, accelerated, integrated, co-terminal,combined, concurrent, 4+1 or blended and nearly all allow for completion of both degrees in fiveyears. The most common shared term used by institutions offering a co-terminal program is“BS/MS.” Most programs require
targetedbut limited emphasis on critical thinking. The combined effectiveness of the interventions in thecurriculum is primarily assessed by using the Critical Thinking Assessment Test (CAT©)5,6developed by Tennessee Tech University through National Science Foundation funding (CCLIProgram 0404911). The test is administered during the first year of enrollment in the civilengineering program and during the student’s graduating semester. The authors also report onthe current results of the individual interventions and draw some preliminary conclusions.Case for Critical ThinkingNeedCritical thinking is essential for problem solving; however, much of the current instruction in“problem-solving” relies on a “1-2-3 step” strategy7. For engineers, critical
”approach of Wiggins and McTighe3. Even though the course instructor felt case-based learningand improvement to desk study learning would be important elements, this course design processwould help set an appropriate amount of learning in these elements. After careful considerationof curricular priorities, the following course learning objectives were identified: Students should be able to 1. demonstrate understanding of basic applications of geology to civil/environmental engineering 2. classify/rate rocks, minerals, and rock mass systems using standard methodology, 3. apply use of a geologic desk study model of a site 4. interpret the results of geologic explorations 5. discern anticipated subsurface
Education, “Experiential education is aphilosophy that informs many methodologies in which educators purposefully engage withlearners in direct experience and focused reflection in order to increase knowledge, developskills, clarify values, and develop people's capacity to contribute to their communities.”1 TheExperiential Learning Theory (ELT) highlights “experience” as a key role in the learningprocess.2 The ELT process is an integrated cycle of gaining knowledge through a ConcreteExperience (CE), upon which is the basis for Reflective Observation (RO), followed bygathering these reflections through Abstract Conceptualization (AC) to develop inferences andgenerate new experiences of Active Experimentation (AE).2
test run will be presented as they becomeavailable.The GIC pilot program incorporates Likert and free-response surveys to gauge whether the GICmet the perceived student learning outcomes. The results of those surveys helped to address theproposed research questions. The proposed research questions are: Does the GIC meet itsproposed educational objectives? And, does the GIC meet the previously identified gap incompetition based learning activities for civil engineers?Literature reviewThe problems faced by engineers are no longer purely technical. The problems faced now fallinto several categories. As Hart and Spittka 1 discussed in 2013, purely technical problems,where a solution can be optimized, are being joined by wicked, social-technical
, teaching with technology, and classroomassessment techniques. To-date over 600 individuals from more than 200 different academicinstitutions have attended the ExCEEd program.[1-3] Over each of the past five years, I haveserved as an Assistant Mentor, Mentor, and/or Instructor during the workshop.During the ExCEEd teaching workshop, a series of demonstration classes are provided by theinstructors for the participants. Instructors are hand-selected to deliver an example class in amanner that embodies the principles associated with the workshop. For many years, one of thosedemonstration classes has been delivered by Dr. Al Estes, Professor and Head of theArchitectural Engineering Department at California Polytechnic State University, San LuisObispo
, sustainable power supply, data collection hardware, and data processing software allwork together to provide real-time 24/7 watershed data. The LEWAS functions as anenvironmental monitoring lab which collects continuous water quality, water flow, and weatherdata and transmits it in real time to a data server, where it is stored and broadcast to the LEWASdata viewing website.The LEWAS lab is composed of an interdisciplinary team from a variety of backgrounds, whoall work together to develop and maintain the lab. There are currently 4 graduate students and 4undergraduate students working in the lab, and in the past the lab has graduated 3 graduatestudents (2 MS, 1 PhD) and 6 undergraduate students, and hosted 5 NSF REU students1-5
Page 24.762.3have been generally positive, further high-quality research is needed to validate the overallFlipped Classroom model.Applying Mr. Pink’s research to teaching andlearning in higher education, one mightsimilarly argue that the extrinsic motivationincurred by assigning grades to typicalhomework assignments and quizzes isadequate for learning. However, encouragingintrinsic motivation is much more effective inhelping students to progress up Bloom’sTaxonomy (Bloom) (Overbaugh and Schultz),shown in Figure 1. Following Pink’sargument, in order for students to embracesolving wicked and other complex problems,they must be motivated to do so. What is Figure 1: Bloom's Taxonomy after Overbaugh and
insupporting ABET accreditation of the Civil Engineering program as well other programs in thedepartment are presented.1. IntroductionThe Civil Engineering (CE) program started at Indiana University-Purdue University FortWayne (IPFW) in 2006; the only public program offered in the area that enables students to getexcellent public education while living at home and attending school. In December 2008, theCivil Engineering Assessment Plan (CEAP) was developed and approved, based on thedepartment’s existing “one-assessment-plan-fits-all” format that was developed for all programsin 2004. The assessment plan requires intensive effort to implement and lacks consistency anddocumentation in some aspects of assessment. In order to meet the ABET requirements
studentmotivation. This paper builds upon the previous work by describing the implementation ofLEWAS based modules into a senior level hydrology course given in spring 2014 as well as theimplementation into freshman level courses at VWCC. Preliminary results from studentassessment in the VWCC freshman level courses have indicated that the LEWAS modules didincrease student motivation.Design of the LEWAS LabThe LEWAS lab is composed of an interdisciplinary group of researchers from a variety ofbackgrounds all working together to create, maintain and expand the LEWAS lab. Currentlythere are 4 graduate students and 4 undergraduate students working in the lab, and in the past thelab has graduated 3 graduate students (2 MS, 1 PhD), 6 undergraduate students, and
assessment results will be compared to the 2009and 2011 studies, along with other assessments. It is believed that these results, and thecontinued assessment of the teaching approach at this institution, will provide valuable insight toother programs to help them overcome the challenges of teaching information technologies.IntroductionThe purpose of this paper is to present the results of the assessment of the continued efforts toimprove the learning and teaching of a site design software package in the Civil Engineerprogram at the United States Military Academy. The results are an extension of two previouslypublished papers: Integration of Information Technology Software in a Civil EngineeringProgram (2009, Caldwell et. al.)1 and Integration of
cartridge. The smart pen user must writeon special “dot paper” (see Figure 1b)) that allows the pen to orient itself. The dots arepractically not visible to the naked eye and give the dot paper a slightly gray appearance.a) Smart Pen. b) Writing with Smart Pen on Dot Paper to Create Pencast. Figure 1. Smart Pen and Creating Pencast. Page 24.790.4Figure 2. Pencast Sample Screen Shot Page 24.790.5Compatible DevicesPencasts can be viewed on the several software platforms listed above by any device that canaccess these platforms. The authors have primarily utilized the familiar
thecomprehensive design process, capstone courses have become mainstream.1 Capstone coursesare typically upper level classes focused on open-ended, real world design problems that requirestudents to apply multidisciplinary approaches to problem-solving.2 Capstone courses can beenhanced through the integration of design charrettes, which are stakeholder-driven collaborativesessions that lead to a design consensus. Design charrettes have evolved in response to thechallenges facing traditional engineering research design methods. 3Traditional engineering research design methods include using structured public hearings andclient meetings to gather community input and stakeholder perspectives. Using these traditionalapproaches in isolation can lead to barriers
laboratorythat meets for three days a week with core hours of 1:00 – 5:00 pm. The projects aredifferent every quarter, typically have had little or no previous design work, aregeographically close enough for student visits, have an identified client or clients whocan participate in the course and have sufficient scope to challenge each of the fourdisciplines. The course has evolved into one with a target enrollment of 72 students fromfour disciplines, ARCE, ARCH, CM and LA. It is team taught by four faculty membersrepresenting each of these same four disciplines with the class divided into smallinterdisciplinary student teams, typically twelve teams of approximately six studentseach. Ideally each team contains one or two architecture, one architectural
(Hazard et al., 2006). Through all of these efforts, however, the studentbody as a whole was not developing skills in sustainable design, even though they were learningabout sustainable design. Even the freshman and senior design projects were only partiallyincorporating sustainable design principles, and there was some doubt among faculty memberswhether the students as a group generally understood sustainable design.In the second edition of the ASCE Body of Knowledge (ASCE 2008), the sustainability outcomedefined three levels of cognitive achievement for students earning a baccalaureate degree: 1. Students should be able to define key aspects of sustainability relative to engineering phenomena, society at large, and its dependence on
majorsin Civil and Environmental, Chemical, Electrical and Computer and Mechanical Engineering.Rowan received full ABET accreditation in 2006-2007 with the next ABET visit scheduled in2013.The FGCU and Rowan University teaching missions foster excellence in teaching byproviding innovative lecture-lab classes.1 Both the Fluid Mechanics and Civil EngineeringMaterials courses provide this type of environment. The specific ABET Page 23.223.2 1(formerlyAccreditation Board for Engineering and Technology) outcome of Life- longlearning (LLL) is also integral to our missions and
ASCE ExCEEd teaching awardee in 2011, and has been awarded the ASCE Student Chapter Advisor of the year in Region six multiple years.Dr. Geoff Wright, Brigham Young University Page 23.253.1 c American Society for Engineering Education, 2013 Bringing Creativity into the Lab EnvironmentIntroductionIn a day and age where much of our nation’s infrastructure continues to erode and degrade atrates much faster than we are able to maintain and rebuild,1 civil engineers need to be creativeproblem solvers more than ever before. This means that both the civil engineer of today
Education emerged. 12 The number of papers from the American Society forEngineering Education (ASEE) annual conference that included the terms “global” or“international” in their titles has been increasing, as shown in Figure 1. The diversity of thisliterature cannot be fully described here. However, the papers fall into a few general categories: - International experiences via exchanges, study abroad, and service projects - International collaboration via distance models - Developing student skills to work internationally Page 22.751.2 - Assessing global competencyFigure 1. Number of papers in the ASEE Annual
the lack of certainknowledge and skills among civil engineering graduates, while at the same timeengineering programs were facing pressure to decrease credit hour requirements inundergraduate curriculums. ASCE formed a committee to study and develop a CivilEngineering Body of Knowledge (BOK)1 to document the requisite knowledge, skills,and attitudes necessary for future civil engineers. Two key areas that resulted from theBOK and an effort to demonstrate the BOK outcomes by the ASCE CurriculumCommittee2 were a need to define expected performance levels by these new engineersthrough Bloom’s taxonomy3 as well as the addition of four new outcomes focused onadditional professional topics and discipline depth. Very quickly it was determined by
graded report is returned, their focus has likely shifted to the next assignmentand they may not even reflect on the feedback received. Peer-reviews were implemented in twoCivil Engineering laboratory classes: Mechanics of Materials and Soil Mechanics. The primarypurpose of these reviews was two-fold: (1) students were required to think more holisticallyabout their own writing and the writing process and (2) students were exposed to the technicalwriting process, which includes rough drafts, reviews and revisions. Students preparedpreliminary drafts of their reports and then exchanged reports with classmates for review. Thereview feedback from their classmate was then used in the preparation of the final report. Finalreports were submitted to the
for the course, but it is also a criticalengineering skill for students. This paper presents a model for classroom practice, which is basedon the peer review, tutoring, and teaching literature, to develop both knowledge and skills instudents.IntroductionActive and project-based learning (PBL) strategies provide a great means for students to enhancetheir learning and further develop critical engineering skills [1-6]. PBL provides complex tasksbased on challenging questions or problems that involve the students' problem solving, decisionmaking, investigative skills, and reflection. The activities are student centered and focus on real-world problems and issues, which further helps motivate students to learn. However, studentsstill struggle with
Structural Analysis and Engineering Construction Management, from Western Michigan University. Graduated from Western Michigan University in Spring 2010, with a Bachelor of Science in Civil Engi- neering. Page 22.867.1 c American Society for Engineering Education, 2011 Capstone Design Factory “Industry University Partnership in Restructuring Senior Design Course I & II” John S. Polasek P.E.1, Kevin Phillips2, Haluk Aktan Ph.D., P.E.3
most with identifying key variables andderiving the behavior over time from causal loop diagrams.IntroductionThe College of Engineering at Iowa State University (ISU) aims to educate engineers who canaddress the grand challenges identified by the National Academy of Engineering 1. Thesechallenges include providing abundant clean water, renewable non-polluting energy, safe roadsand bridges, access to modern health care, sustainable agriculture and manufacturing, andprotection from natural and man-made disasters. The large scale of these challenges and theimportance of infrastructure make them especially relevant for civil engineers. Engineers whocan tackle such problems need not only solid technical skills but also strengths in leadership