Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Travis Welt, University of St. Thomas; Hannah Dasyam, University of St. Thomas; Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

learners to apply new knowledge to ISIEnvision credit ratings, 2. student motivation metrics which are linked to students’ ability toemploy learning strategies and 3. student reflective observation and conceptualization on theirown ability to apply new knowledge. Findings of this study are preliminary and includequalitative measures but point to potential teaching/learning mechanisms which may be furtherexplored in successive studies.IntroductionThe civil engineering profession faces an increasing range of demands including preparingstudents for evolving challenges including design and maintenance of aging infrastructure,development of sustainable infrastructure and resilient design. The shift from an industrializedeconomy to the knowledge economy

Conference Session

Thinking Outside the BOKs: ABET, Ethics, Civil Engineering as Liberal Education, and 3-Year Degrees

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Michael Anthony Robinson P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

recognizing the diversity of personalvalues among peers. Students delve further into ethical decision making in the context of academicintegrity during the first year with reflections on real-life scenarios.During the second year, students discuss the need for a purpose of a common set of ethicalstandards and review the American Society of Civil Engineers’ Code of Ethics when interpretingethical dilemmas. Students were introduced to an ethical decision-making process during fall oftheir junior year. This process is a step-by-step guide that includes reflection throughout theprocess of assessing and making a judgment on an ethical dilemma. During each quarter of juniorand senior year, students were given a real-life ethical dilemma, and they utilized

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

writing, exploratory writing,formal writing, informal writing and reflective writing exercises. This paper will present thetrends in student learning curves across two semesters. The evaluation criteria was based on thecomponents such as consideration of audience (15%), quality of solution (15%), rigor ofengineering analysis (25%), organization and focus (15%), clarity and coherence (15%), andprofessional appearance (15%). A comparison of student performance in terms of contentaccuracy, language issues and effect of writing expression between the three courses will bepresented. The relationship between the number of errors and the type of writing activity wasevaluated for the three semesters. The major differences in student performances among

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

than the others,to make sure that the final product is of the quality that is expected. As a result, thosestudents should be getting higher grades than the others, if they are doing more work, andthat work is of a higher quality.In order to ensure that the students receive a grade that reflects their level of effort overthe entire semester, and not just the final product, the instructor in the transportationcapstone has turned the grading over to the students for the last three years.Instructors in the US have used peer grading and self-evaluation with varied success. Ageneral concern of this system is that grade boosting and reduction will take place,interfering with the objectivity of the evaluations. A study done by Kaufman, Fleder

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Huiru Shih P.E., Jackson State University; Gordon W Skelton, Jackson State University; Jianjun Yin, Jackson State University

Tagged Divisions

Civil Engineering

required performance to succeed in engineering. The reasonsresulting their failing or dropping out of engineering may include: (1) lack of motivation andinterest in learning engineering; (2) lack of good learning habits, strategies and efforts in theirstudies; and (3) lack of connection with other students and faculty members for seeking support.This paper presents a new instructional framework that integrates SRL process model into courseinstruction. The integrative instruction is to simulate four phases of SRL in series of self-directedfeedback cycles, and to prompt application of learning strategies and self-reflection at thedifferent phases of learning and problem-solving process. This is implemented throughintegrating self-assessment

Conference Session

Notable Topics in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

the content and spirit of the BOK as much as possible.The BOK is a formal embodiment of what the U.S. Civil Engineering Profession values in itsstudents and practitioners.While ABET accreditation may be viewed by some as a compliance activity, at its heart is anassessment program to demonstrate continuous improvement in student learning. It is axiomaticthat students learn better when they know the expectations or goals of the particular learningactivity. In terms of performance, the program outcomes represent the faculty’s learningexpectations of the student. Since the department’s student learning outcomes (SLOs) areconstructed to reflect the ASCE BOK, they are also a representation of the profession’sexpectations of the students

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

validate a sustainable design rubric to bothscaffold student application of sustainable design principles, as well as provide a tool to capturestudents’ sustainable design skills. Adapting Benson’s Model for construct validation, the first(substantive) stage included producing a set of cross-disciplinary sustainable design principlesthrough review of literature, published rating systems, and reflections from professionals.Currently, we are engaged in the structural and external stages to complete validation of theSustainable Design Rubric. In particular, we are piloting application of the rubric as a formativedesign tool in capstone design courses at various institutions to compare intercorrelationsbetween rubric items and expected performance

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Megan L. Hart, Saint Louis University, Parks College of Engineering

Tagged Divisions

Civil Engineering

to be posted on social networking sites and to limit students fromgetting overwhelmed by an open ended project.Following the tour, the class divided itself into groups consisting of approximately four students each. Thefour undecided majors were interspersed evenly within the groups completely of their own accord. Afterdividing into groups, and prior to receiving the assignment, the class introduced themselves and discussedwhy they chose their major. As a class, the students discussed what they thought a civil engineer was and did.In order to assess initial and final association and thereby engagement, students were asked to define what acivil engineer was and why they wanted to be a civil engineer in a reflective paper. In the reflective

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

also surveyedto determine their perception of the enhanced specification course versus that of other traditionalcourses they have taken in the past. Finally, this paper includes a reflection of theimplementation of specification grading, a reflection on the appropriate competencies forreinforced concrete design, and the potential benefits for use in broader civil engineeringeducation.Introduction and BackgroundA picture of traditional grading as providing constructive feedback and serving as an impactfullearning device sounds both noble and desirable. However, traditional grading, at least intraditional engineering courses, often falls short. Rather than profound guidance, grading oftenmanifests itself as a cutthroat point competition

Conference Session

Accreditation and Assessment Concerns in Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Thuy Nguyen, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin; William O'Brien, University of Texas at Austin

Tagged Divisions

Civil Engineering

Technology). This literacy variable is concerned with learners’ awareness of various available technologies that could be used to improve their work as well as their social life and self-improvement. It also reflects the willingness to explore and adopt technology. Mature students become aware of state-of-the-art technologies relevant to their professional domain and personal needs. They are also receptive to change in their existing ways of doing things as well as to the adoption and adaptation of new technologies for better work performance. • Literacy 2: Operational Skills. This literacy variable reflects the understanding of learners about the purposes and functionality of various technologies, the

Conference Session

Global Perspective and Experiential Learning in Civil Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann E. Jeffers, University of Michigan; Paul A. Beata, University of Michigan; Beverly Ilse Strassmann, University of Michigan

Tagged Divisions

Civil Engineering

. Page 24.94.1 c American Society for Engineering Education, 2014 A Qualitative Study to Assess the Learning Outcomes of a Civil Engineering Service Learning Project in BoliviaAbstractTo better understand the learning outcomes of engineering service learning projects carried outin an international setting, we performed an exploratory study to assess the learning outcomes ofa student-led project involving the design and construction of a pedestrian bridge in a village inrural Bolivia. The students kept reflective journals during their four-week stay in Bolivia. Wehave analyzed the journals from a phenomenological framework. The data suggests that thedesign experience stretched the students

Conference Session

Best in 5 Minutes: Demonstrating Interactive Teaching Activities

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Civil Engineering

scales. As they progress through the Figure 1: General system setup showing half-roundsactivity, students are required to use results they supported on the scales and the ruler supported at the zero and 12 inch marks.observed in the previous beams to estimate the next beam’s support reactions before measuringthe reactions using the ruler, weights andscales. Each load case is followed by a thoughtquestion to encourage students to reflect ondifferent behaviors or mathematical patterns.The first load case is very simple with 10grams added at the ruler mid span (Figure 1).The students are not asked to solve the staticsequations for this

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Donald Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

collect and return a portionof the assignments. A majority of assignments associated with this course are writingassignments in the form of technical memos and reflective essays. Students are asked to readand analyze a technical article or professional code and submit a summary or opinion. As such, Page 12.1532.5this process can be handled electronically.The survey feature of Blackboard is utilized for students to complete online quizzes aftermodules of the course have been completed. The survey feature is utilized for end of termlearning objective evaluation, assessment of hybrid techniques, etc.The Blackboard feature that has the most significant

Conference Session

Civil Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans P.E., Bucknell University; Michelle Oswald Beiler P.E., Bucknell University

Tagged Divisions

Civil Engineering

. Page 26.865.4 Figure 2: Integration of Humanities and Social Sciences into BOK and CEPCHumanities and Social Science in ABETInterestingly, the ABET9 General Criteria for the 1999-2000 accreditations cycle provided astatement about the curriculum (I.C.3.d (2)) which included the following:I.C.3.d. (2) Humanities and Social SciencesI.C.3.d.(2) (a) Studies in the humanities and social sciences serve not only to meet the objectivesof a broad education but also to meet the objectives of the engineering profession. Therefore,studies in the humanities and social sciences must be planned to reflect a rationale or fulfill anobjective appropriate to the engineering profession and the institution’s educational objectives.In the interests of making

Conference Session

Civil Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kelly Brumbelow, Texas A&M University; Debra A. Fowler, Texas A&M University; James R. Morgan, Texas A&M University; Whitney L. Anthony, Zachry Department of Civil Engineering, Texas A&M University

Tagged Divisions

Civil Engineering

and growth through curriculum design and redesign, professional development of graduate students related to teaching and the influence of reflection and creation of eportfolios on student connections to learning and employment.Dr. James R. Morgan, Texas A&M University Jim Morgan is the father of two daughters and the spouse of an engineer. He has been at Texas A&M for 30 years, currently serving as an associate professor of civil engineering. Jim has been active in the fresh- man engineering program at A&M for nearly 20 years; was an active participant in the NSF Foundation Coalition from 1993 to 2003; also has received funding for his engineering education research from the Department of Education

Conference Session

Civil Engineering Education and Workforce Development Challenges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris R. Rehmann, Iowa State University; Diane T. Rover, Iowa State University; Mark Laingen, Iowa State University; Steven K. Mickelson, Iowa State University; Thomas J. Brumm, Iowa State University

Tagged Divisions

Civil Engineering

other states,mostly in the Midwest, were represented. Two of the students had not declared a specific majorin the College of Engineering. The others came from five departments in the College, includingsix students from the Department of Civil, Construction, and Environmental Engineering. All butone of the students continued in the program for the sophomore seminar.Freshman seminarThe fifteen-week freshman seminar consisted of three weeks devoted to each of the four pillarsand three weeks for a course introduction, team building, and reflection. The class met for onehour each week, and the first offering was in the spring semester of 2010. The module for eachpillar followed a KSA approach: knowledge in week one, skills in week two, and abilities

Conference Session

Innovative Teaching Techniques in the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jayne Marks, University of Pittsburgh; Kevin J. Ketchman, University of Pittsburgh; David R. Riley II, Pennsylvania State University, University Park; Lisa Riley Brown, Penn State University; Melissa M. Bilec, University of Pittsburgh

Tagged Divisions

Civil Engineering

course in which students arechallenged to apply concepts of sustainability through tangible and appropriate projects carriedout with a partnering community/project. The Pennsylvania State University is a publicuniversity with 36,749 full time undergraduates and 6,418 graduate students. The flipped classwas of similar design and make-up, containing 12 students of mixed majors and years in school.Both classes were pilot programs for the National Energy Leadership Corps (NELC). TheNELC is a joint program under development at Penn State and UPitt and is designed to teachstudents about home energy efficiency and sustainability and empower them to conduct homeenergy assessments in their community. The design of the program reflects the need

Conference Session

The Designer of 2020: Innovations in Teaching Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Michael Robinson P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

thedepartment’s course lesson plans in the late 1980’s. Assessment of student learning aboutapplication of sustainable design principles became a specific criterion of the engineering impactstudent outcome in the department’s assessment plan in 2008.Results of student work assessment presented in the paper demonstrate that, although studentscould reflect thoughtfully on sustainability principles, they struggled to demonstrate rational,comprehensive application of these principles to the design process. The evidence suggested adifferent approach to learning sustainable design was needed. Dialogue with practitioners andindustry experts reminded the department that sustainable design is just “good engineering” thathas been present in the curriculum for

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Camille M. George, University of St. Thomas; Erin Anne Kern, University of St. Thomas; Jenna Laleman, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

of the course content reflects the needfor continuous improvement in engineering content, as well as, a growing body of literaturewhich points to the need for instructor led intercultural intervention for intercultural knowledgeand competence growth. This paper focuses on the integration of intercultural competence in thecontext of developing future engineers who have both the skill set and mindset to understandengineering projects and services within a “global context”. Central to this goal is a baselineunderstanding of intercultural learning theory which is briefly delineated from a theoreticalperspective. The course is then examined as a case study. And finally, assessment of studentlearning growth is considered in terms of quantitative

Conference Session

Civil Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Douglas G Schmucker, University of Utah; Steven J. Burian, University of Utah

Tagged Divisions

Civil Engineering

reflect the organizedtime made available for group work. A fourth course, MG EN 1050 Technical Communicationsis not included here as it solely addresses the technical skill of using a computer drawing tool(CAD) and does not address the broader issues that are encompassed in the professional “spine.”In essence, these three courses create a “vertical” professional spine through the curriculum.Specifically, three courses were designated as the vehicle for delivering and assessing learningexperiences for most of the professional skill sets identified in the BOK. Table 1 identifies therelated BOK outcomes for each course and the desired level of achievement using Bloom’sTaxonomy of Educational Objectives4 as a basis for performance. The sequence was

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

in structural engineering.In response to these challenges, there is a growing sense that the structural engineering disciplinemust transform itself in order to preserve its viability as a professional entity. As evidenced byarticles in recent publications and initiatives, this need for transformation is being manifested in:  calls for substantial increases in the technical structural engineering coursework offered by university engineering programs;2,3  a growing consensus that a master’s degree is required for structural engineering practice in all but the smallest firms;1  and strong advocacy for structural engineering licensure.4,5,6Although these various calls for change reflect a broad and growing consensus

Conference Session

Civil Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

that geology would be onenatural science that would be a typical choice for civil engineers. Support for a third sciencebeyond physics and chemistry is also reflected in the civil engineering program-specific criteriafor ABET accreditation, which requires that civil engineering programs include at least one basicscience other than chemistry or physics.Context for Course DevelopmentThere are currently no geology faculty members at Rose-Hulman Institute of Technology (Rose-Hulman). However, the Department of Civil Engineering (CE Department) has always stronglyfelt CEE students should be able to learn geology as a science elective, and has thus worked hardto see that geology is available to students at least once each year. The institute has

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela K. Judge, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, changing racial and ethnic demographics, national security, andglobalization have all fueled the push to increase and diversify the science and engineeringworkforce [6]. Further, expanding racial (and gender) representation of engineering faculty hasbecome a top priority in many engineering colleges and departments across the country. Despitethe best intentions, many organizations have failed to reflect societal demographics within theirfaculty ranks. Techniques and strategies exist to recruit candidates from traditionallyunderrepresented groups, yet the full participation of these groups has not been achieved [6].It is clear that the engineering programs within higher education must improve their teachingapproaches to address issues of diversity

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vikash V. Gayah, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

4 knowledge task Relevance Applying theoretical knowledge 4 Self-control and self- Encouraging students to reflect on their learning 4 reflection and behavior Epistemological Teaching students to identify complexity and 3 understanding uncertainty related to domain-specific knowledge Teaching for understanding Helping students develop interconnected 7 knowledge and apply to tasks Supporting learning for Understanding what concepts and information is 4 understanding needed to solve

Conference Session

Your Best in 5 Minutes: Demonstrations of Hands-On and Virtual In-Class Teaching Aids

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University; Laura Doyle, Santa Clara University

Tagged Divisions

Civil Engineering

are required to reflect and indicate wherethey have seen this connection type outside of the classroom. The demos are followed by four3D examples where students work in their pairs to draw the FBD. A survey conducted in fivestatics courses taught by the authors found that 75.3% of student respondents (n = 78) indicatedthis activity was helpful in their understanding of support reactions with only 9.1% saying it hadno impact and 15.6% indicating it was only a little helpful.IntroductionThe ability to accurately solve statics problems is critical for engineers in a wide variety of fieldsincluding civil, mechanical, aerospace and bio-engineering. Fundamental to determiningstatically correct solutions is the accurate determination of support

Conference Session

Use of Technology in Civil Engineering Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College; Adrienne J Gauthier, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

groups were presented with an Owl’s Dilemma at the beginningof each week or Concept. The dilemma was presented in an inquiry-based fashion for Group Aand required that they share their thoughts about the dilemma. Group B, on the other hand wasjust presented with the dilemma and not asked to comment on it. Both groups were asked toreflect on Owl’s Solution at the end of each week or Concept. Figure 10 shows the percentage oflearners in each group who reflected on Owl’s Solution. Group A learners were consistentlymore likely to reflect on Owl’s Solution than Group B learners. In weeks 5 and 6, 12.9% and15.4% more learners from Group A reflected on Owl’s Solution than learners from Group B.This indicates that Group A learners were more engaged with

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremiah Matthew Stache P.E., U.S. Military Academy; Brad Wambeke P.E., United States Military Academy; Joseph P Hanus, U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

students directly,and also the faculty indirectly – resulting in a more inspiring classroom environment. Simplystated by Harold Hongju Koh, “Theory without practice is as lifeless as practice without theory isthoughtless 15.”It is well researched and documented that problem based learning is well suited for engineeringprograms for students to engage in complex, ill-suited, and open-ended problems to fosterflexible thinking and support intrinsic motivation 16. These characteristics in turn can increaseopportunities for group discussion over potential solutions, provide opportunity for criticalinstructor feedback, and essential self-reflection of the learning.A. Kolb and D. Kolb define Experiential Learning Theory as the “process whereby knowledge

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

of extending the project over several semesters and therefore through the curriculumis explored.IntroductionAs we become a more global and multicultural society we need educated workers who can meetthe challenges of a rapidly-changing world. One way to ensure this type of worker is to trainuniversity students, not only in the classroom, but also in the real world. Service learning is onemeans of providing this type of education, particularly in engineering. If we define engineeringas an applied science designed to solve practical problems and thereby improve communityliving, then service learning is crucial to engineering education. ABET’s recent changes inoperating philosophy seems to reflect this realization. In its criteria for Civil

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

Open-ended: Challenge Problems can be solved using more than one approach, the approach will not be found in a textbook, and many different yet feasible solutions exist Reflective: problems should have a built-in reflection component, to help students examine their own learning processI used six Challenge Problems during the Fall semester. The problems were solved in class,typically in the lecture period immediately preceding one of the six hourly exams. An entirelecture period was devoted to each problem. Throughout the lecture period, I moved among thevarious groups, and gave feedback, sometimes to individual teams and other times to the entireclass. Moving among the teams provided me with

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kelly Brumbelow, Texas A&M University; Luciana R. Barroso, Texas A&M University; Debra Fowler, Texas A&M University; James Michael Kaihatu, Texas A&M University; Veronica S. Rodriguez Chavarria

Tagged Divisions

Civil Engineering

dynamics, earthquake engineering, and engineering education.Dr. Debra Fowler, Texas A&M University Dr. Debra Fowler serves as the Director of the Center for Teaching Excellence at Texas A&M University. Following 16 years working in industry she completed a Ph.D. is in Interdisciplinary Engineering with a specific focus on engineering education from Texas A&M University. Her research areas of focus are faculty perspectives and growth through curriculum design and redesign, interdisciplinary teaching and learning, reflective eportfolios and professional development of graduate students related to teaching.Dr. James Michael Kaihatu, Texas A&M University Associate Professor of Civil Engineering at Texas A&M