Conference Session

Use of Technology in Civil Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diane L. Bondehagen, Florida Gulf Coast University

Tagged Divisions

Civil Engineering

this assignment as you would like.”The raison d'être of these lifelong learning assignments was to cultivate in the students thepractice of self-learning required for true lifelong learning 5,6. The students were required toaccess new material and demonstrate they can learn this material on their own and apply thisknowledge to the course assignment. In order to evaluate and focus student efforts, an evaluationrubric (Table 1) and specific instructions were provided by the professor for both assignments7,8,9 . In the assignment instructions, the professor directed the students to write a clear, succinctanalysis of their research and chosen applications of Fluid Mechanics principles. In fact,throughout our course, written and communication

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans, Bucknell University

Tagged Divisions

Civil Engineering

because theycontribute to understanding the context of problems. The solution to any given engineeringproblem depends, in part, on the richness of the engineer’s understanding of context. Thinkingmust be systematic and guided by analysis and assessment of relevant information (i.e. criticalthinking). As noted elsewhere 5 , a critical thinker 6 : 1) raises vital questions and problems, formulating them clearly and precisely; 2) gathers and assesses relevant information, using abstract ideas to interpret it effectively, comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; 3) thinks open-mindedly within alternative systems of thought, recognizing and assessing, as

Conference Session

The Designer of 2020: Innovations in Teaching Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

James H. Hanson, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

Society for Engineering Education, 2012 Capstone Design: Insights from an International Collaborative Student Team James H. Hanson1, Frank Annor2, John Aidoo1, Appiah Gyamera Adu2, Eric Davenport1, Alex Kline1, Afua Owusu2, Ben Sollman1, and David Tikoli2 1 Department of Civil Engineering, Rose-Hulman Institute of Technology 2 Department of Civil Engineering, Kwame Nkrumah University of Science and TechnologyAbstract:Since 2005 the Civil Engineering Department at Rose-Hulman Institute of Technology (RHIT)has had at least one international capstone design project each year. For each of those projects,the student team worked on a project for a

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

William P. Manion, University of Maine; Judith A. Hakola, University of Maine

Tagged Divisions

Civil Engineering

adetailed report and oral presentation. In a separate event, they also present to the Maine chapterof the American Society of Civil Engineers (ASCE) during a poster session,Students receive four different grades from the four different instructors: Project Management(fall semester, 2 credits), Fall ECP (1 credit), Engineering Project Design (spring semester, 3credits) and Spring ECP (1 credit). Neither course credits nor instructor workloads changedfrom earlier course sequences. Rather, existing courses were just adapted to the capstoneexperience.This paper includes a literature review, description of the Capstone Consultants experience,advantages over previous capstone courses, specific management and organizational strategies,highlights from some

Conference Session

Going Viral: Effective Instructional Techniques in an Online Environment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Blair J. McDonald, University of Texas, Pan American

Tagged Divisions

Civil Engineering

students participating in the tutoring passed the course and all of the participants experienced Page 25.312.7improved performance as a result of this effort. The distribution of grades for participatingstudents was: A(0), B(3), C(2), F(1). The final grade distribution for all students enrolled in thecourse was A(3), B(5), C(5), F(2). The other student failing the class did not attend regularly,had no interest in the tutoring offer and did not take the final. The typical failure rate for thiscourse is between 30% and up to 50%.ConclusionsMaking available laboratory space for students to study in with minimal supervision and havingbasic tutoring

Conference Session

ABET: Reflections on Accreditation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Karl F. Meyer, U.S. Military Academy; Allen C. Estes, California Polytechnic State University; Paul Francis Mlakar, U.S. Army Engineer Research and Development Center

Tagged Divisions

Civil Engineering

across the criteria haveimpacted the way in which programs must approach their accreditation efforts.1 The mostsignificant change is related to the reporting of assessment activities and their use for programimprovement. For the first time this year, assessment results of program educational objectivesand student outcomes are reported in Criterion 4, Continuous Improvement. Additionally, therehave been changes to the former Criterion 9, Program Criteria. The Program Criteria is nolonger numbered, but more importantly, contains some fairly significant changes impacting theassessment of student performance. The changes include no longer requiring programs tospecifically incorporate the program criteria in their student outcomes and no longer

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

– Structural Design of Foundations has been deliveredprimarily as a lecture-based course. While successful, this approach is not entirely consistentwith an engaging teaching philosophy and is a continuing concern, particularly when recognizingthat students are preparing to advance to the structures capstone course, a highly group- andproject-oriented experience. Fall 2011 was the fourth offering of CE441 to be taught withessentially an unchanged format and materials. The instructor worked with the Penn StateCollege of Engineering Leonhard Center for the Enhancement of Engineering Education todesign an active learning environment within CE441 that will: 1) better promote group activitiesand peer interaction; 2) shrink the perceived size of the course

Conference Session

Innovations in Teaching Transportation and Geotechnical Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yusuf A. Mehta, Rowan University; Leslie Ann McCarthy P.E., Villanova University

Tagged Divisions

Civil Engineering

workforce to have a basic understanding of the MEPDGand the software. Therefore, the instructors from Rowan and Villanova universities incorporatedthe MEPDG as part of their courses.Structure of Pavement Design CourseRowan UniversityThe pavement design course is taught as a combined undergraduate and graduate course. It is atechnical elective for the undergraduate students. The graduate students do an additional paperand a presentation. The class is taught once a week for 150 minutes. The class size is around 20to 25 students, with approximately 3 to 4 graduate students. The instructor has been teaching thepavement and analysis course every alternate year since spring 2002. The instructor hasdeveloped innovative techniques in several courses (1, 2

Conference Session

Android TA: Course Automation and the Fate of the Professor

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Allen Toth, U.S. Military Academy; Joseph P. Hanus, U.S. Military Academy

Tagged Divisions

Civil Engineering

engineering tools are used in engineering practice.  Apply relevant techniques, skills, and modern engineering tools to solve problems. Page 25.344.2   These needs were recognized by Grigg et. al. (2005)4, Clough (2000)5, and Bordogna (1998)6.The specific obstacles to meeting these needs were identified by Grigg et. al. (2005)4 andconfirmed by the second author with Caldwell et. al. 1: 1) Limited faculty capacity to maintain pace with the technologies, 2) Complexities and cost of the technologies, 3) Difficulty of integrating the technologies across a program rather than a one-class

Conference Session

Innovations in Teaching Transportation and Geotechnical Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rhonda K. Young, University of Wyoming; Kristen L. Sanford P.E., Lafayette College; Shashi S. Nambisan P.E., Iowa State University

Tagged Divisions

Civil Engineering

minor differences among thesurveys administered at the three institutions; however, the majority of the survey was commonamong the institutions, and it is the responses to these common questions that are anayzed. Page 25.349.3Table 1. Suggested Learning Outcomes for the Introductory Transportation Course1. Competencies 2. Movement 3. Experience 4. Integrated Performance1.1 Complete a 2.1 Able to apply the 3.1 Connecting driving 4.1 Integration of geometric design scientific method to and

Conference Session

Hey You: Effectively Engaging Students in the Classroom

Collection

2012 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College

Tagged Divisions

Civil Engineering

theory.IE builds on learners’ characteristic ways of thinking to structure their engagement with ideasand knowledge. Egan’s intent is to engage learners’ imaginations in their pursuit ofunderstanding and thus engender the kind of caring about learning necessary for developing deepunderstanding. In the IE approach, instruction is designed to support a developmental sequenceof five different types of understanding that enable learners to make sense of the world indifferent ways. As shown in Table 1, each of these five understandings is associated withspecific cognitive tools. The tools are mental devices that have been developed by our ancestorsto help them make sense of the world and to operate more effectively in it. The five types ofunderstanding

Conference Session

Going Viral: Effective Instructional Techniques in an Online Environment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Norb Delatte, Cleveland State University

Tagged Divisions

Civil Engineering

respects, however, the engineering feats (and certainly the engineers) of the new world are not nearly as well documented as those of the old.  Development of suspension bridges – the development of suspension bridges extends from Telford’s Menai Straits bridge and Roebling’s Brooklyn Bridge (and earlier Roebling bridge), in chapters 2 and 11 of The Innovators 1 on to Ammann’s George Washington Bridge and eventually to the Tacoma Narrows Bridge, in chapter 8 of Power, Speed, and Form2. Using stronger materials, bridges became longer and more structurally efficient. In the process, however, the defenses Roebling used against failure – diagonal stiffening stays, deck trusses, and mass – were

Conference Session

Android TA: Course Automation and the Fate of the Professor

Collection

2012 ASEE Annual Conference & Exposition

Authors

King To Hung, Brigham Young University; Fernando Fonseca, Brigham Young University

Tagged Divisions

Civil Engineering

analysis is completed.2. Will the students work while completing the MS or not work (company cover costs)? Answer: The authors have added a clarification that no incomes are generated until completing education.3. The simple cost of courses for medical school and engineering need to be compared. Answer: The educational costs are presented in Table 1 and the author has added a clarification that the cost of general graduate school is used for civil engineering.4. Second paragraph under introduction, not clear that 6 year is the European model. Answer: The authors have made the following changes to clarify sentence, “Lyons1 reports that U.S. companies involved in the international engineering market that have hired both U.S. and

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatih Oncul, Southern Polytechnic State University; Wasim Barham P.E., Southern Polytechnic State University; Metin Oguzmert P.E., Southern Polytechnic College of Engr and Engr Tech

Tagged Divisions

Civil Engineering

house was built in the middle of SPSUcampus. During construction, more than 600 hours of engineering and non-engineering studentlabor time were spent. This paper focuses on undergraduate student involvement duringconstruction and testing phases. Results of survey administered among volunteered students arealso presented. It appears that volunteers enjoyed this humanitarian hands-on project activity,and expressed a strong desire to see similar opportunities on the campus. Overall, the project hasmade positive impacts on students’ approach to community issues, interest in volunteeractivities, and team-work skills.1. IntroductionA 7.0 magnitude earthquake struck Haiti on January 12th, 2010. The Haitian governmentestimates 200,000 have died as a

Conference Session

Android TA: Course Automation and the Fate of the Professor

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Divisions

Civil Engineering

number, theexceptions to functional symmetry are relevant to this paper. Page 25.55.4Table 1. With respect to how we think, the brain’s left and right hemispheres differmarkedly. LEFT HEMISPHERE RIGHT HEMISPHERE Verbal Nonverbal Analytic Synthetic Symbolic Actual Abstract Analogic Temporal Nontemporal Rational Nonrational Digital

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Maria Dawn Blevins, University of Utah; Steven J. Burian, University of Utah

Tagged Divisions

Civil Engineering

engineering design tends to produce products and processes in which nature is not subject to continual 1) increases in the use of natural resources, 2) increases in goods Page 25.189.3 produced by society, and 3) increases in waste products and effects of their degradation6.Once a definition of sustainability has been established the program can begin to implement thecourses to teach sustainability. Fox et al.8 suggest that there is a support network created by theNational Science Foundation and existing engineering sustainability programs that will helpeducators incorporate lessons of sustainability into existing classes. Focusing

Conference Session

ABET: Reflections on Accreditation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; Michael Robinson P.E., Rose-Hulman Institute of Technology; James H. Hanson, Rose-Hulman Institute of Technology; Michael C. Reeves P.E., Civil & Environmental Consultants, Inc.; Andrew B Twarek P.E., Ruby+Associates, Inc.

Tagged Divisions

Civil Engineering

passing rates for some student work, thus fostering greater leaps inimprovement of learning in those outcomes. Team review of student work also facilitates greaterlevels of cooperation and more frequent deliberate communication between faculty members andindustry colleagues, ultimately enhancing student learning through the sharing of ideas betweenthese two groups.Findings are reported as: (1) a comparison of passing rate statistics before and after inclusion of industry raters, (2) reflections on the process by both industry and faculty raters, and (3) reflections on the process by the administrators of the rating.We recommend that other institutes consider use of industry raters for student outcomes becauseof the enhanced continuous improvement

Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jon D. Nelson P.E., Tetra Tech, Inc; Monte L. Phillips P.E., Americal Society of Civil Engineers; Craig N. Musselman, CMA Engineers, Inc.; Michael J. Conzett, HDR, Inc.

Tagged Divisions

Civil Engineering

to the “Raise the Bar” initiative. These papers will be written from six different, yetrelated, perspectives including the (1) overall initiative, (2) civil engineering bodies ofknowledge, (3) changed university curricula, (4) experiential guidelines, (5) revised accreditationcriteria, and (6) modified licensure laws and rules. This paper addresses the sixth perspective: theprocess of modifying the educational standards for engineering licensure in the state laws andrules.Because ASCE considers “professional practice” to mean “licensed practice,” implementation ofthe “Raise the Bar” initiative must include the modification of the requirements for engineeringlicensure. Individual states and other U.S. jurisdictions regulate the practice of

Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Divisions

Civil Engineering

Level of achievement number and 1 2 3 4 5 6 title Know- Compre- Appli- Analy- Synthe- Evalu- ledge hension cation sis sis ation Foundational1. Mathematics B B B2. Natural sciences B B B3. Humanities B B B4. Social sciences B B B Technical5. Materials science B B B6. Mechanics B B B B7

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

integrate Policy Statement 465 implementation into theSociety’s broader strategic planning process. At this important juncture, there is a critical needto document the achievements of the past, discern key lessons learned, and chart an appropriatecourse for the future.PurposeThe purposes of this paper are (1) to summarize the decade-long process of developing andimplementing new accreditation criteria in support of the ASCE Raise the Bar initiative; (2) toidentify the principal lessons learned through this process; and (3) to provide recommendationsfor future developments in the accreditation domain of this ongoing effort to raise theeducational standard for civil engineering professional practice

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Russell, University of Wisconsin, Madison; Thomas A. Lenox Ph.D., American Society of Civil Engineers

Tagged Divisions

Civil Engineering

Civil Engineering Page 25.1330.1 Division and the Middle-Atlantic Section of the American Society for Engineering Education (ASEE), c American Society for Engineering Education, 2012and as a member of ASCE’s Educational Activities Committee. Lenox also served as Co-principal In-structor of the NSF-supported Teaching Teachers to Teach Engineering (T4E) workshops at West Pointin 1996, 1997, and 1998. Upon his retirement from the U.S. Army on Oct. 1, 1998, Lenox joined thestaff of the American Society of Civil Engineers (ASCE). In his position as Educational Staff Leader ofASCE, Lenox led several

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monte L. Phillips P.E., American Society of Civil Engineers; Forrest M. Holly Jr. P.E., University of Iowa

Tagged Divisions

Civil Engineering

) in February 2004; a revised (second) edition was published in February2008 (BOK22). The BOK2 is a comprehensive list of 24 outcomes divided into three outcomecategories: foundational, technical, and professional. The BOK2 outcomes have the desired levelof achievement defined according to Bloom’s Taxonomy for the cognitive domain3. The BOK2has recommended outcome achievement targets for each stage of the fulfillment pathway: thebaccalaureate degree (B), post-baccalaureate formal education (M/30), and pre-licensureexperience (E) (see Figure 1).Detailed implementation guidelines are included in the second edition of the Civil EngineeringBody of Knowledge for the 21st Century (BOK22); see www.asce.org/raisethebar/reports. Policy465 and BOK2 are

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Kevin D. Hall, University of Arkansas; James K. Nelson Jr. P.E., University of Texas, Tyler

Tagged Divisions

Civil Engineering

of several papers presented in recognition of the tenth anniversary of establishingCAP^3. The collective papers will provide engineering educators and practitioners with adescription of the history, lessons learned, and next steps related to the “raise the bar" initiative.Collectively these present the six different aspects of the “Raise the Bar” initiative: (1) Theoverall initiative, (2) The civil engineering body of knowledge, (3) changed university curricula,(4) draft guidelines for professional experience, (5) revised accreditation criteria, and (6)modified licensure laws and rules.IntroductionBeginning in 1995 at the American Society of Civil Engineers (ASCE) Civil EngineeringEducation Conference (CEEC ’95), key educational and

Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

Professional Engineer in Virginia and a Distinguished Member of ASCE. Page 25.1361.1 c American Society for Engineering Education, 2012 To Raise the Bar or Not: Addressing the OppositionBackgroundConsistent with its Vision for Civil Engineering in 2025, the American Society of CivilEngineers (ASCE) has been engaged in an ambitious effort to better prepare civil engineeringprofessionals to meet the technological, environmental, economic, social, and politicalchallenges of the future.1 This “Raise the Bar” initiative attained an important milestone

Conference Session

Going Viral: Effective Instructional Techniques in an Online Environment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie S. Ivey, University of Memphis; Rachel Margaret Best, University of Memphis; Charles V. Camp, University of Memphis; Paul J. Palazolo, University of Memphis

Tagged Divisions

Civil Engineering

, andinterdependent curricular materials and activities that will improve the ability of CivilEngineering students to analyze engineering problems in multiple contexts using a GIS platform.We expect that students will demonstrate fluency with one or more of the following skills uponcompletion of each Civil Engineering course targeted for this project: 1. Demonstrate technical competency in fundamental GIS skills utilizing existing GIS data to examine Civil Engineering problems. 2. Analyze Civil Engineering problems by generating GIS data and integrating it with existing data while demonstrating comprehension of multiple decision factors. 3. Synthesize data acquisition and analysis within the Civil Engineering design process to

Conference Session

Android TA: Course Automation and the Fate of the Professor

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pil-Won On, University of Missouri, Columbia; Hani A. Salim, University of Missouri, Columbia

Tagged Divisions

Civil Engineering

education as well. The strategies from explicit instruction and mastery learning wereimplemented in redesigning the course.Online Course Design and Development Page 25.1374.3The redesigned introductory engineering course was offered fully online as a pilot section duringthe Fall 2011 semester. In a weekly-based structure, the course consisted of 15 main topics. Thelearning process is automated with a mastery-learning framework in which a predetermined levelof success in each progressing stage precedes to the next. Figure 1. Learning Process during Pilot in Fall 2011Figure 1 illustrates how the learning process for the Fall

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Ghulam H. Bham PhD, Missouri University of Science & Technology

Tagged Divisions

Civil Engineering

as the “Net Generation” 1, the “Millennials” 2,3,4 or“Me Generation” 5,6 have several characteristics that significantly impact how educationalenvironments need to be shaped to stimulate their motivation and engagement. For example,high confidence and significant external-driven achievement are two predominant characteristicsof this generation. To address the needs associated with these generational characteristics,instructors started to integrate in their courses technology-rich tools and associated instructionalstrategies. For example, one important role of technology was that of creating engaging andimmersive learning contexts that promote personal achievement though peer and instructor-driven active learning. Another important role of

Conference Session

Going Viral: Effective Instructional Techniques in an Online Environment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monique H. Head, Morgan State University

Tagged Divisions

Civil Engineering

traditional review methodology. Lessons learned from thisstudy are also shared, where the use of wikis for writing research abstracts can promote a sharedlearning environment with the opportunity for students to improve their technical writing skillsand remove any inhibitions, if any, about having their writing reviewed and ultimately edited forimprovement. As such, the range of applicability and accessibility for using wikis is vast, andcan be cleverly incorporated into most courses.BackgroundImproving students’ writing and critical thinking skills are very important and necessary forcareer preparation. In recent years, increasing attention has been devoted towards improving thewriting skills of students in science and engineering fields.1 While

Conference Session

Innovations in Teaching Transportation and Geotechnical Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Tom Szymoniak, Portland State University

Tagged Divisions

Civil Engineering

brief case studies that demonstrate the contrast betweenpractitioners and students. The methods and results are summarized here but are covered inmore detail in other publications.10, 11 We then discuss teaching strategies for changing studentpractices and beliefs that are unlikely to be effective in the workplace.In the next section, we provide an overview of the project. We then present each of the casestudies, describing the methods and findings for analyses of (1) organization, (2) sentencestructure , and (3) grammatical errors. This is followed by a general discussion of all threefindings, with particular reference to student interviews that help to explain the results. The finalsection discusses teaching applications, including those we

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward F. Glynn P.E., Villanova University; Frank E. Falcone, Villanova University

Tagged Divisions

Civil Engineering

management creates an environment within the group ofstudents which encourages creative thought, rewards the self-driven sharing of ideas andconcludes with a final product which is of a quality much higher than that achievable by any onemember of the group individually. The academic challenge for engineering faculty is to carefullycraft a course, or a suite of courses, through which these concepts are introduced, practiced,measured and honed. One of the goals of Civil Engineering Fundamentals is to attempt toaddress that challenge through an organized and measurable approach.As noted in Figure 1, Fundamentals is structured around five modules, each of which has amajor written or oral report associated with it. Four of these modules are technical in