Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; Sue Niezgoda P.E., Gonzaga University; John Aidoo, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

Materials, laboratory and field testing of structures and the fatigue behavior of concrete bridges. c American Society for Engineering Education, 2016 Inter-Collaborative Learning in Capstone Design How Do We Optimize Costs and Benefits?AbstractThe civil engineering programs at Rose-Hulman Institute of Technology (RH) and GonzagaUniversity (GU) have been seeking to understand how to best facilitate capstone projects incollaboration with students at other institutes. We have the following questions – • How beneficial is it for student teams to spend time together in person to understand their cultural differences and to develop a team rapport? • How beneficial is it

Conference Session

Sustainability in Civil Engineering Education: Service Learning, Capstone Integration, Student Affect and Rating Systems

Collection

2019 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Oklahoma State University; Tricia Heather Hatley, Freese and Nichols, Inc

Tagged Divisions

Civil Engineering

curriculummust prepare graduates to… include principles of sustainability in design...” 8Implementation into Capstone Design ProjectsWhile the Civil Engineering Program Criteria do not explicitly require that sustainability beaddressed within the capstone design project, that is usually the most logical place to include it.Further information is provided in the ASCE Commentary on the Program Criteria 9.As an example, Sattler et al. developed a multidisciplinary capstone course with NationalScience Foundation (NSF) funding support focusing on sustainability. Senior students from civiland industrial engineering participated, designing a biodiesel refinery using vegetable oil wastefrom campus food service. This was the culmination of a series of prior

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Shannon K Reynolds

Tagged Divisions

Civil Engineering

engineeringeducation. One approach has been to use professional rating systems as a vehicle in designcourses. This paper describes such an approach using the Institute for Sustainable Infrastructure(ISI) EnvisionTM rating system as part of a learning module in the capstone design course at theUniversity of Utah. In the module, students are first presented fundamental sustainabilityconcepts and tools, and in a separate seminar are introduced to the Envision rating system.Students are exposed at least two more times to brief follow-up discussions applying Envision totheir project. It was expected that the use of Envision helps students reinforce underlyingsustainability concepts and improve the learning about Envision by applying it to a project. Themodule

Conference Session

CE Capstone: Innovations in Learning & Assessment

Collection

2010 Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Brad Cross, Southern Illinois University, Edwardsville; Susan Morgan, Southern Illinois University Edwardsville

Tagged Divisions

Civil Engineering

enjoyed the interaction withthe students. This paper will describe in detail the course objectives, course outline, placementstrategies, assessment procedures, and the successes and failures of the method with localengineering firms and agencies of varying size.IntroductionEngineering capstone courses are excellent tools for preparing traditionally-educated engineersfor the real world of design. As a result, a plethora of schools use such courses and knowledgein the area is vast. For example, as of 1997 there were approximately 100 papers related toengineering design courses 1 and at the time of this writing, at least 150 papers were published.Several of these previous studies focus on student design projects involving real-world projects.Some

Conference Session

CE Capstone: Innovations in Learning & Assessment

Collection

2010 Annual Conference & Exposition

Authors

Gregg Fiegel, California Polytechnic State University; Jay DeNatale, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

Design CourseAbstractThe paper describes a civil engineering capstone design course led by faculty and practitioners.The objectives, content, and organizational structure of the two-quarter capstone course aresummarized. The primary student activity involves work on a multidisciplinary private sectordevelopment or public works project. During the first term, the students prepare a writtenStatement of Qualifications in response to a specific Request for Qualifications. During thesecond term, the students prepare a written Design Report with a full set of calculations anddesign drawings. Each term, the students present their ideas orally to a panel of faculty andpractitioners. An instructional team of three to five faculty members and up to thirty

Conference Session

Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Retherford P.E., The University of Tennessee at Knoxville; Beth Lin Hartmann, Iowa State University; Rania Al-Hammoud P.Eng., University of Waterloo; George A Hunt P.E., University of Nebraska, Lincoln

Tagged Divisions

Civil Engineering

Paper ID #30528Civil Engineering Capstone Inventory: Standards of Practice & The ASCEBody of KnowledgeDr. Jennifer Retherford P.E., The University of Tennessee at Knoxville Dr. Retherford is an alumna of the University of Nebraska, Omaha, and received her graduate degrees from Vanderbilt University. She currently teaches a variety of courses supporting the department of Civil & Environmental Engineering at the University of Tennessee. Among many structural engineer- ing courses, Dr. Retherford also manages the Senior Design Project course for all undergraduate civil & environmental engineering seniors.Dr

Conference Session

Sustainability in Civil Engineering Education: Service Learning, Capstone Integration, Student Affect and Rating Systems

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

, Hoboken, NJ 07030; e-mail: lbrunell@stevens.eduAbstractWhile completing their senior year Capstone Design project, Civil Engineering undergraduatestudents are required to evaluate engineering solutions to real world design problems. Studentswork with professional mentors to develop solutions to relevant real-world issues. They areencouraged to develop innovative designs which meet all regulatory standards and designobjectives. The Capstone coordinator works closely with the professional mentors to ensure thateach design project meets ABET criteria as well as the ASCE Body of Knowledge (BOK).Recent changes to ABET criteria, and proposed changes to the ASCE BOK both focus onsustainability. They emphasize the need for students to gain an

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Large Seagrave

Tagged Divisions

Civil Engineering

curriculum capstone courses in Civil and other engineering disciplines attempt tofulfill a host of objectives. Most notably, they incorporate design projects and teamwork tofulfill specific criteria of the Accreditation Board for Engineering and Technology (ABET).They provide their students with an opportunity for synthesis, employing the technical skills theyhave learned in the program, and introducing elements of professional practice that will easetheir integration into industry after graduation.In order to meet the needs industry has for young engineers, many universities have incorporatedmock corporate environments and real-world clients into the capstone course. Besides familiaritywith a team work environment and real clients, preparation for

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Joseph Hanus, University of Wisconsin-Madison; Jeffrey Russell

Tagged Divisions

Civil Engineering

(BOK 15). Effectivecommunication skills are inherent to all the skills in the professional domain (BOK 7, ABET g).These skills are commonly addressed in engineering programs in separate courses and/or an end-of-program team project design course, i.e., capstone course. However, simply having arequisite capstone course with these skills included does not guarantee successful developmentof these skills, and potentially a negative experience could be detrimental in an individual’sprofessional development. Many programs recognize this challenge and try to address thedevelopment of these skills through passive knowledge infusion within the capstone course.Several techniques commonly used to provide information to the students include lectures by

Conference Session

Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elise Barrella P.E., Wake Forest University ; Mary Katherine Watson, The Citadel; Justyn Daniel Girdner, James Madison University; Robin Dawn Anderson, James Madison University

Tagged Divisions

Civil Engineering

differences between groups.This paper reports the outcomes of using the Sustainable Design Rubric as a formativeassessment in a civil engineering capstone design course at a regional, teaching-focusedinstitution in the Southeast. The assignment was given to 35 students across 7 teams. First,students individually scored their projects for a subset of the criteria - teams divided up criteriaamongst their members so that at least two people would score each criterion. Next, studentsdiscussed their individual responses with team members to arrive at a set of consensus scores,with written justifications, for all 14 criteria. We reviewed students’ responses forappropriateness of scores and quality written justifications as part of the structural and

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Michael Dulaski P.E., Northeastern University

Tagged Divisions

Civil Engineering

whether or not “grade” boosting is occurring in capstone, a survey wasconducted of the three most recent graduating classes. This paper presents the findingsfrom that survey.IntroductionAs part of the transportation Capstone track at Northeastern University, students work insmall teams, ranging in size from 4-6 members. Over the course of the 14-weeksemester, each student has various responsibilities, typically assigned by another studentwho functions as the leader or project manager. Most of the work is performed on anindependent basis – the student works on their component and then submits it to the team.The material is then integrated into the final product.Throughout the semester, the faculty advisor meets with the team on close to a weekly

Conference Session

Supporting the Capstone Experience

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kun Zhang P.E., California State University-Chico; Pablo K. Cornejo, California State University-Chico; Chris Fosen, California State University-Chico

Tagged Divisions

Civil Engineering

depend on the kinds of questions instructors ask, the use of supportivefeedback, and their attention to issues of content versus formatting and editing concerns.The one-page letter report assignment provides a balanced time and length for students to write.However, this type of written assignment mainly emphasizes narrative writing with fewerfocuses on preparations of figures, tables, equations, and reference citation. Therefore,department-level efforts in the engineering major should be made to allow students to practice allaspects of technical writing in the curriculum from first-year courses to the senior capstonedesign project. Because the survey results from this study show that almost no one in thislaboratory course visited the university

Conference Session

Civil Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Allison Carlson; Travis Jensen, University of Minnesota, Duluth; Andrew Frank Lund, University of Minnesota, Duluth; Eshan V. Dave, University of Minnesota, Duluth; David A. Saftner, University of Minnesota, Duluth

Tagged Divisions

Civil Engineering

capstone design experience.O’Bannon and Kimes (2006) summarized a capstone design course taught at the University ofMissouri-Kansas City based around a project from the City of Kansas City. A 14 student teamdesigned a bridge to replace an existing bridge that was deemed unsafe. Catalano et al. (2000)describe a capstone experience at the United States Military Academy in which students workedwith a nonprofit agency to design tools for a person with advanced cerebral palsy. Ruwanpuraand Brown (2006) discuss a project at the University of Calgary in which students developeddesigns for an urban renewal project in Lisbon. In addition to the benefits of working withpractitioners, this project provided students with invaluable international experience

Conference Session

CE Capstone: Innovations in Learning & Assessment

Collection

2010 Annual Conference & Exposition

Authors

Charlie Quagliana, University of WIsconsin-Madison; Jeffrey Russell, University of Wisconsin, Madison; Michael Doran, University of WIsconsin-Madison; Rod Hassett, University of WIsconsin-Madison; Greg Harrington, University of WIsconsin-Madison

Tagged Divisions

Civil Engineering

design class was created as a result of our ABET visit andfeedback in 1994. The capstone design class, at that time, was discipline-specific and with anarrow design context (i.e., a structure, foundation, water system, etc.) and failed to comply withthe CE program criteria. The department embraced the ABET feedback as a means to improvethe curriculum and student preparation for professional practice.The selected instructional strategy was to evolve a curriculum that develops young engineers Page 15.1300.3through more hands-on experiences with real world projects. The scope and depth of the course

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; William A Kitch P.E., Angelo State University; Tori Rhoulac Smith, Howard University; Kenneth W. Lamb P.E. Ph.D, California State Polytechnic University - Pomona; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.

Tagged Divisions

Civil Engineering

materials, we are also currently developing webcasts that present the mostimportant ideas from each unit in a more engaging format.4.2 Use of the MaterialsThe project materials are designed for flexibility in several ways. They can be integrated at anylevel of the curriculum, matching units to students' level of engineering knowledge. Currentimplementations have begun as early as a first-semester Introduction to Engineering course andas late as the final term in senior capstone courses. One university is using the materials as thebasis for a curriculum-wide writing-in-the-disciplines program. We believe that adoption in eachyear of the curriculum will enhance effectiveness because students will be continuously exposedto writing principles

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Glen F Koorey, ViaStrada Ltd.; Mark W. Milke P.E., University of Canterbury; Norb Delatte P.E., Cleveland State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

management, crash analysis, and the design and operation of rural two-lane highways. At Canterbury, Glen taught profes- sional design project courses since 2006 and also delivered oral and written presentation skills to students for many years. Since 2013 he was responsible for the introduction of a new professional engineering skills course to final-year BE students.Mark W. Milke P.E., University of Canterbury Mark Milke is a Professor in the Department of Civil and Natural Resources Engineering, University of Canterbury, in Christchurch, New Zealand. Since 1991 he has taught and conducted research there on solid waste management, design for civil and natural resources engineers, engineering decision-making

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

achieving success. Hence, doesplacing students in a group automatically lead to a level of success that individuals workingalone can not reach? Do students really know how to maximize the benefits of teaming? If theconditions lead to successful teams, how can it be determined that synergy occurs and the wholeis truly greater then the sum of individual parts?Surveying students in the capstone design course on their abilities to function in teams is onemechanism for assessing success in developing teaming skills. Several semesters ofobservations are presented and comparisons are made among students with formal teameducation as their team skills advance over the course of a semester. Results will be presentedfrom student surveys, faculty assessment

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

civil engineering design projects. The projects ex- pose the civil engineering students to real world design problems. The students gain first hand experience communicating professionally, developing schedules, meeting deadlines and preparing professional qual- ity reports and presentations. Prof. Brunell is also the director of the Water Resouces graduate program. In addition to Senior Design she teaches Surveying and Water Resources. c American Society for Engineering Education, 2020AbstractCivil Engineering Capstone Design requires undergraduate students to work in teams withprofessional mentors to develop solutions to relevant real-world problems. Recent changes toboth ABET Engineering

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michelle Oswald Beiler P.E., Bucknell University; Arthur D. Kney, Lafayette College; David A. Veshosky, Lafayette College

Tagged Divisions

Civil Engineering

) Instructor’s Role: In terms of the instructor’s role, the students should be providedguidance throughout each of the three phases of the charrette process. For Phase 1 (Researchand Preparation), information on the project background, timeline, resources, and objectivesshould be provided. During Phase 2 (Charrette), the instructor simply acts as a moderator for thediscussion during the charrette process. For Phase 3 (Plan Implementation), the instructor canprovide technical assistance as necessary. In general though, the capstone experience should Page 25.7.7allow students to complete a design process from start to finish in an attempt to simulate a

Conference Session

Perceptions, Projects, and Practical Approaches

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University, University Park

Tagged Divisions

Civil Engineering

Education, 2020 Mini-Project Explorations to Develop Steel and Concrete Gravity System Design SkillsAbstractCore undergraduate steel and concrete courses focus their content on the fundamentals ofanalyzing and designing members. While this builds core knowledge in future structural engineers,many times these examples, homework, and exams approach isolated systems and/or members toconvey topics. It is often up to the capstone to connect members to systems; yet, there is often agap between offerings. If larger picture systems can adopted earlier, then stronger connections tothe topic while also informing students of real project complexity has potential. This paperdiscusses a two offerings of a yearlong piloted

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

James Hanson, Rose-Hulman Institute of Technology; Robert Houghtalen, Rose-Hulman Institute of Technology; Jesse Houghtalen, Rose-Hulman Institute of Technology; Zachary Johnson, Rose-Hulman Institute of Technology; Matthew Lovell, Rose-Hulman Institute of Technology; Maria Van Houten, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

client companies began to expand. In fact, project solicitation is rare; moreproject requests come in each year than can be fulfilled.The client-based projects are vetted and teams are selected early in the academic year. Projectproposals by potential clients are received in August. The best projects are retained based onscope of work, variation in civil engineering disciplines, and faculty and client interest. Studentsvote on their top five choices based on project abstracts during the first week of class (moreprojects are available than teams). Teams of four are selected by the faculty based on studentinterest and team considerations.The capstone design experience lasts a full year. The projects commence with a client meetingand a site visit

Conference Session

Project-based and Experiential Learning in Civil Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cade Fleaher; Dechathon Suwanakeree, United States Military Academy; Scott Amos Collins; Geoff Kirk; Antonio La Torre; Peyton James Pisacane; Kevin P. Arnett P.E., United States Military Academy; Brad C. McCoy, United States Military Academy; Aaron T. Hill Jr., United States Military Academy

Tagged Divisions

Civil Engineering

primary areas of research are engineering education, the behavior of steel structures, and blast. Aaron mentors students by serving as an advisor for capstone projects and through service as an Officer Representative for Women’s Volleyball and Men’s Basketball. His passion for teaching and developing tomorrow’s leaders resulted in his selection in 2009 for the American Society of Civil Engineers New Fac- ulty Excellence in Teaching Award and the 2013 Outstanding Young Alumni Award for the Department of Civil and Environmental Engineering at Virginia Tech. American c Society for Engineering Education, 2021 Project Based Learning in a COVID Environment

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Nathan Gartner, University of Massachusetts-Lowell; John TIng, University of Massachusetts-Lowell; Oguz Gunes, University of Massachusetts-Lowell; Xiaoqi Zhang, University of Massachusetts-Lowell

Tagged Divisions

Civil Engineering

way tointegrate activities designed to strengthen abilities in technical subject matter with otherwiseseparate activities focused on the above (ABET) aspects of student development.While service-learning has been well established in many disciplines in higher education [1],engineering has been slow to adopt the pedagogy [3, 4]. Recently, efforts have been made toimplement S-L in engineering contexts. Examples include civil and environmental engineeringcourses [5]; first-year introductory courses [6, 7]; capstone senior design courses [8];multidisciplinary approaches [9, 10]; and the Engineering Projects in Community Service (EPICS)program at Purdue University [11]. However, it appears no program in engineering has service-learning spread

Conference Session

Sustainable and Urban Development

Collection

2009 Annual Conference & Exposition

Authors

Clara Fang, University of Hartford

Tagged Divisions

Civil Engineering

AC 2009-1643: COMMUNITY-BASED SERVICE PROJECT LEARNING IN CIVILENGINEERING COURSESClara Fang, University of Hartford Page 14.342.1© American Society for Engineering Education, 2009 Community-based Service Project Learning into Civil Engineering CoursesAbstractThis paper describes and analyzes the experience of implementing community-based serviceproject learning into civil engineering undergraduate courses at the University of Hartford, andconsiders the evidence of the impact of such learning on students and community organizations.The paper begins by discussing how such a learning module has been developed and analyzesthe

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

. Size of Capstone TeamLogistics of the Course Figure 9: Student team size based on institution type.In respect to the basic logistics of theculminating design experience: team size, course length, course units and required weekly workhours per unit, there are some differences between the institution types as highlighted in Figures9 – 13. Undergraduate Only institutions are the most likely to have individual projects, whileUM and Ph.D. universities have a strong preference for team sizes of four to five students.Semester long courses are the most common lengths and definitely predominant for Ph.D.granting and public institutions. Departments at UO, UM, and private universities are morelikely to have yearlong programs.The

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

forces and stresses be determined for the structure, but it does not specify how thoseresults are to be presented. Students then ask for specific instructions: “Do you want a table?Graphs? How many? They are not comfortable when the instructor replies asking them toconsider why those results are important in the context of the entire project and to use that todetermine how to best present the information.CVEN 400 – CapstoneThis study was conducted in a senior capstone design class for civil engineering students. Selfselected groups of four or five students work in a largely self directed environment to design aproject. The project for the semester reported herein was to create a design for a neo-traditionalneighborhood on a 46 acre tract of land

Conference Session

Trends and Applications in Curricula and the Capstone Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt, Lafayette College; David S. Hurwitz, Oregon State University; Rhonda K Young, University of Wyoming; Rod E. Turochy, Auburn University; Shane A. Brown P.E., Washington State University; Joshua Swake, Oregon State University; Andrea R. Bill, University of Wisconsin-Madison; Kevin Heaslip, Utah State University; Michael Kyte, University of Idaho, Moscow

Tagged Divisions

Civil Engineering

primary areas of research are in intersection operations, traffic signal control systems, highway capacity, and transportation engineering education. Page 23.68.2 c American Society for Engineering Education, 2013 A Model for Collaborative Curriculum Design in Transportation Engineering EducationAbstractThe National Transportation Curriculum Project (NTCP) has been underway for four years as anad-hoc, collaborative effort to effect changes in transportation engineering education.Specifically, the NTCP had developed a set of learning outcomes and associated

Conference Session

Horizontal and Vertical Integration

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, NYU Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

promoteinnovation through real world projects that connect student to faculty research.1 The goal of theVIP program at NYU Tandon School of Engineering is to add project-based curriculumthroughout the four year undergraduate degree. Increasingly, engineering educators areidentifying this project-based curriculum sequence as the cornerstone to capstone courses – first-year intro to engineering and capstone design curriculum. Vertically Integrated Projects allowstudents to continue developing skills from the first-year engineering design projects:entrepreneurship, innovation, design, teamwork, and leadership. In addition to these professionalskills, these Vertically Integrated Project teams will develop hardware, software, data analysis,planning and

Conference Session

Horizontal and Vertical Integration

Collection

2017 ASEE Annual Conference & Exposition

Authors

Benjamin Z. Dymond, University of Minnesota Duluth; Matthew K Swenty P.E., Virginia Military Institute

Tagged Divisions

Civil Engineering

classes or capstone style courses hasbeen well documented. Design projects introduced in a single course can help connect esotericconcepts, reinforce team-building principles, and bring practical considerations into theclassroom. However, many of the concepts taught and learned in these courses may be leftbehind when the student moves on to another design course or focus area within civilengineering. Capstone style courses are frequently used to instill the importance of the overalldesign process, but this may not be completed until the final semester or year of study. Theglobal objective of this research study was to horizontally integrate the same design project inmultiple structural design courses to incorporate the concepts of iterative

Conference Session

Civil Engineering Teaching Part Two

Collection

2008 Annual Conference & Exposition

Authors

Steven Burian, University of Utah; William Johnson, University of Utah; Fred Montague, University of Utah; Arrin Holt, Cooper Roberts Simonsen Associates; Jim Nielson, Cooper Roberts Simonsen Associates; Rachel David, Cooper Roberts Simonsen Associates

Tagged Divisions

Civil Engineering

real world use.” ̇ “This course was much like the capstone course in that it was to solve real world problems.” ̇ “The course did not cover several issues addressed in the capstone course, for example: ethics, finance, and drafting.” ̇ “Design courses focus on understanding the mechanics while working on a project requires higher thinking to understand the context those mechanics and their applicability to the project. A good analogy for the differences would be a toolbox. Design classes focus on what is in the toolbox while working on a project focuses on selecting the right tool for the job.” ̇ “The capstone class is required and individual roles are assigned. For many students, it is