Conference Session

Trends and Applications in Curricula and the Capstone Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University; Kevin D. Hall, University of Arkansas; Ronald W. Welch, The Citadel

Tagged Divisions

Civil Engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

)determined that there were gaps in meeting these professional skill outcomes, and as such aprofessional issues course was added as a requirement in the senior year. Many other universitiesoffer similar courses, and the content of these courses has been reviewed. At CU, theprofessional issues course has learning objectives that map to six different BOK2 outcomes:professional and ethical issues, sustainability, contemporary issues, leadership, public policy, andbusiness & public administration. The majority of the topics in the course are often perceived bystudents to be “soft skills”, which they believe are less important than technical outcomes. Thisand other issues presented obstacles to creating a course that would be well received by

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Norb Delatte P.E., Oklahoma State University; Stephen J. Ressler P.E., United States Military Academy; Audra N. Morse P.E., Michigan Technological University; Camilla M. Saviz P.E., University of the Pacific; Brock E. Barry P.E., U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

aware that each year a substantial percentage of the shortcomings cited were associated withCriterion 3 [3].”The Criterion 3 Task Force was instructed to survey constituents about the EAC Criterion 3outcomes and the accreditation process. Data collected in this survey focused primarily onproblems that evaluators and programs were experiencing with the existing outcomes—e.g.,difficulties and inconsistencies in assessing the “soft skill” outcomes such as life-long learning.The EAC Criteria Committee reviewed the work of the Criterion 3 Task Force and incorporatedadditional constituent feedback into the development of draft revisions to Criterion 3. In doingso, the committee determined that revisions to Criterion 5 (Curriculum) would also be

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark William Killgore, American Society of Civil Engineers; Eric Lee Flicker PE, Pennoni Associates Inc.; Bradley Aldrich P.E., Aldrich + Elliott, PC

Tagged Divisions

Civil Engineering

fit an ever-expanding body of knowledge intotraditional baccalaureate programs while program credit hours decline and there are justifieddemands to include more “soft skills training” within their already full programs. The civilengineering BOK concludes that the level of engineering knowledge needed by PEs to meet theever-expanding and complex needs of our changing society cannot be taught solely within afour-year civil engineering program (see Appendix A). The breadth and depth of curriculaneeded simply doesn’t fit!With the ever-expanding complexity of societal needs and the techniques needed to addressthem, it should be obvious that post-baccalaureate education is necessary for all licensedprofessional civil engineers. In engineering as in

Conference Session

Civil Engineering Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dan Budny P.E., University of Pittsburgh; Sina Arjmand, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

based coursework adds to the students experience. Students who are involved in projects have the chance togain experience and develop their soft skills while actively engaged in hands on CivilEngineering learning. Projects can bring different learning styles into one place so that studentscan have the opportunity to learn the material to a depth that is difficult to attain in a typicalcourse. Students can develop their personal skills such as critical thinking, project managementskills, and improve self-confidence. Engineers in real world projects have to work in teams andtherefore a project based course help students to practice teamwork, and to develop effectivecommunication skills. These projects demand that the students communicate within

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering