Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Fernando Fonseca, Brigham Young University; Steven E. Benzley, Brigham Young University; James Nelson, Brigham Young University; A. Woodruff Miller, Brigham Young University

Tagged Divisions

Civil Engineering

Page 22.486.2Responsibility. These outcomes are couched in the following six levels of attainment specifiedwith Bloom’s Taxonomy.4 1. Knowledge - the remembering of previously learned material. 2. Comprehension - the ability to grasp the meaning of material. 3. Application - the ability to use learned material in new and concrete situations. 4. Analysis - the ability to break down material into its component parts so that its organizational structure may be understood. 5. Synthesis - the ability to put together to form a new whole. This may involve the production of a unique communication, a plan of operation (research proposal), or a set of abstract relations (scheme for

Conference Session

Enhancing CE Learning Through Use of Technology

Collection

2010 Annual Conference & Exposition

Authors

Nadarajah Ravichandran, Clemson University; Brian Machmer, Clemson University

Tagged Divisions

Civil Engineering

which was to developexperiments that would provide undergraduates with a firm grounding in structural dynamics.Numerous teaching models that were used to achieve this goal are on the UCIST’s website3.However, though the UCIST provided detailed structural dynamic experiments, they did notprovide soil dynamics experiments particularly those related to liquefaction induced damage tothe built environment.Liquefaction, which is the loss of strength of supporting soil, is one of the major factorscontributing to severe damage to the built environment in various forms such as groundsettlement and movement, slope failure, damage to buried utility lines. Figure 1 shows aphotograph of liquefaction induced damage to structures after 1964 Niigata earthquake

Conference Session

Learning by Doing

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

level capstone experience. This newcapstone course is coupled with two other required graduate courses: 1) a newly developedapplied finite elements (analysis) course, and 2) a pre-stressed concrete design course. Thisstructure requires the students to be a cohort through these courses and allows them to developlearning communities, to gain experience on high stakes teams, and to work on a larger projectthan normally available in an academic setting. These integrated projects allow for leveraging ofresources and just-in-time teaching and learning. The capstone design course is designed tofunction as a small structural engineering design office, where the class as a whole is developingalternative design solutions for a common client. A detailed

Conference Session

Innovations in Civil Engineering Education III

Collection

2010 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin, Platteville; Philip Parker, University of Wisconsin, Platteville; Michael Thompson, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

University of Wisconsin—Platteville. The course isintended for sophomore students and serves two main purposes in the curriculum: 1. To introduce the students to civil engineering and the subdisciplines, and 2. To begin the development of an awareness of infrastructure and the challenges facing the United States with respect to infrastructure overcapacity and degradation.Details of efforts to incorporate exemplary teaching materials in the course development are pre-sented and the content of the course is outlined. As part of the course, students will be complet-ing an infrastructure assessment assignment inspired by the “Report Card for America’s Infra-structure”1 produced by the American Society of Civil Engineers. Assessment of student

Conference Session

Implementing the CE BOK into Courses and Curricula

Collection

2010 Annual Conference & Exposition

Authors

John Tocco, Lawrence Technological University; Donald Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

. Page 15.128.4 1. Could the Department fully implement the BOK2 in the available time frame, with sufficient thoroughness to improve the curriculum? Under normal circumstances, engineering faculty have a multitude of responsibilities with respect to their courses, research and university service. Adding the adoption of BOK2, which almost doubles the number of program outcomes previously reviewed, seemed a daunting task. 2. Could the Department implement the BOK2 with sufficient understanding and thoroughness to satisfy ABET criteria? Even in perfect situations, most civil engineering departments would be overcome with trepidation when preparing for an ABET accreditation visit. The faculty’s dread was

Conference Session

Innovations in Civil Engineering Education III

Collection

2010 Annual Conference & Exposition

Authors

Sarah McCubbin-Cain, University of Kentucky; Bruce Tschantz, University of Tennessee - Knoxville

Tagged Divisions

Civil Engineering

Engineering, University of Tennessee, Knoxville, 1965-2002. *Senior Research Associate, Tennessee Water Resources Research Center, Univ. of Tenn., Knoxville, program development and instruction of state-sponsored training workshops for engineers, planners, developers, contractors and local and state regulators in areas of (1) Phase II, post-construction development, Stormwater Management for MS4 communities and (2) Construction Site Erosion & Sediment Control (2002-present) *Private consulting engineering design & analysis and technical expertise in the areas of hydrologic & hydraulic engineering to several engineering firms, attorneys, municipalities, and

Conference Session

Civil Engineering Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Scott Hamilton, United States Military Academy

Tagged Divisions

Civil Engineering

and address a serious issue facing our students that could possibly affect their behavior.The author hopes to share his experience and some results of this effort to accomplish some ofthese goals through HB101.The ProblemThe fact that many young adults abuse alcoholic beverages, and especially beer, is not recentnews or surprising to most people, especially those who work at colleges or universities.Research has found that the “vast majority of college students drink alcohol, and over half can beclassified as moderate or heavy drinkers.” 1 “High alcohol consumption has been linked to arange of adverse effects, including high blood pressure, heart disease, and cirrhosis of the liver.”2More disturbing is the prevalence of binge drinking

Conference Session

The New ABET CE Criteria - Program Development

Collection

2010 Annual Conference & Exposition

Authors

David Devine, CURRENTLY UNEMPLOYED

Tagged Divisions

Civil Engineering

effectively; (h) the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal context; and (j) aknowledge of contemporary issues.1 An hypothesis of the assignment is if students take on anendeavor that practicing engineers are currently also doing as well as produce meaningful valuein the work product for their efforts. The evidence of the student work and student surveyresponses indicates that students can take on such an effort. The meaningful value of the workproduct is not so evident.BackgroundCivil Engineers are the care takers of infrastructure. The first priority strategy of the AmericanSociety of Civil Engineers (ASCE) listed in the ASCE Strategy Management2 is

Conference Session

Implementing the CE BOK into Courses and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Wilfrid Nixon, University of Iowa

Tagged Divisions

Civil Engineering

, and conducted a survey at the end of the semester to see whetherstudents felt that this presentation and various other visual aids had helped their learning.Results are presented fully below, but in general students were supportive, and so thenumber of presentations has been increased significantly. Table 1 lists the bridges used inthese presentations.The general format of each presentation was one single photograph of the bridge. Theinstructor showed the bridge at the start of each class, told students a few facts about thebridge (where it was located, when it was built, why it is or was significant, and so forth)and then entertained questions. In most cases, there were not any questions. The wholepresentation lasted no more than three

Conference Session

Enhancing CE Learning Through Use of Technology

Collection

2010 Annual Conference & Exposition

Authors

Ghulam Bham, Missouri University of Science and Technology; Dan Cernusca, Missouri University of Science and Technology; Uday Manepalli, Missouri University of Science and Technology; Ronaldo Luna, Missouri University of Science and Technology

Tagged Divisions

Civil Engineering

the above needs and following the formats and active learning environments, aNational Science Foundation (NSF) sponsored research project focused on developing andimplementing a web-based learning system for civil engineering students8. This NSF projectintroduced a series of GIS laboratories customized for specific areas in the civil engineeringcurriculum such as Environmental, Geotechnical, Surveying, Transportation and WaterResources engineering. A web-based learning system was developed to scaffold learning acrossvarious area-specific modules to introduce GIS to civil engineers. Figure 1 shows two examplesof the level of detail and richness of content available to students, such as built-in videos that canbe played in parallel as they are

Conference Session

Enhancing CE Learning Through Use of Technology

Collection

2010 Annual Conference & Exposition

Authors

Luis Godoy, University of Puerto Rico

Tagged Divisions

Civil Engineering

failuresIntroductionThis paper reports on implementations of active learning strategies carried out within the contextof civil engineering education. The main question addressed in this paper is: How can weimplement virtual learning-by-doing strategies so that students learn without the need to have ahuman expert on the topic in class?The term “active learning” is often used to enclose very different activities, but according toPrince, “active learning requires students to do meaningful learning activities and think aboutwhat they are doing” 1. There are several ways in which active learning can be implemented, suchas collaborative learning, cooperative learning and problem-based learning, among others. Theefficacy of student active learning has been investigated

Conference Session

Implementing the CE BOK into Courses and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Steven Benzley, Brigham Young University; Ronald Terry, Brigham Young University; Rollin Hotchkiss, Brigham Young University

Tagged Divisions

Civil Engineering

crucial for the engineering graduates of the future. This documentstated “. . . attributes needed for the graduates of 2020 . . . include such traits as strong analyticalskills, creativity, ingenuity, professionalism, and leadership.”1 In their follow-up report,Educating the Engineer of 2020, NAE encouraged engineering educators to incorporate moreeducation in the topics of leadership principles, professional ethical behavior, knowledge ofglobal technology issues, and understanding of the world’s cultures in order to facilitate workingin a global arena and engagement in civic activities.2 The popular author Thomas Friedman, inhis bestselling book The World is Flat3, effectively described the current state of globalizationand its effect on the

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

Debra Larson, Northern Arizona University; Joshua Hewes, Northern Arizona University

Tagged Divisions

Civil Engineering

– Humanities, 4 – Social Sciences, 10 –Sustainability, 11 – Contemporary Issues & History, 12 – Risk & Uncertainty, 17 – PublicPolicy, 18 – Business & Public Administration, 19 – Globalization, and 20 – Leadership. Inaddition, the committee identified Outcomes 5 – Material Science and 24 – Professional &Ethics as outcomes that may be challenging for programs to fully implement.The purpose of this paper is threefold: (1) provide an analysis of Northern Arizona University'scurrent undergraduate civil engineering curriculum with respect to the BOK2 with attentiongiven to the challenging outcomes; (2) propose a revised BOK2-orientated curriculum withinNorthern Arizona University's context; and (3) provide an analysis of that

Conference Session

Innovations in Civil Engineering Education I

Collection

2010 Annual Conference & Exposition

Authors

Stuart Walesh, S. G. Walesh Consulting; Javier Conde, National University of Distance Education; Jose M. de Urena, University of Castilla-La Mancha; Jose Turmo, University of Castilla-La Mancha; Raul Vizcaino, University of Castilla-La Mancha

Tagged Divisions

Civil Engineering

integrated in the following modules with the numbersin parentheses indicating the approximate class hours devoted to the topics: 1) Organizational Behaviour (leadership and organizational behaviour, economic theory of leadership), (40); 2) Leadership Basis and Types of Leadership (leadership and types of leadership, how to improve leadership abilities), (40); 3) Grounds of Negotiation. Cooperation, Conflict and Negotiation (key strategies of negotiation, conflict resolution), (40); 4) Company Management in Civil Engineering (company management, project managing and leading, social responsibility in business), (40); 5) Strategic Company Management. Enterprises and Business Plan

Conference Session

Innovations in Civil Engineering Education III

Collection

2010 Annual Conference & Exposition

Authors

Steven Hart, United States Military Academy; Steven Kreh, United States Military Academy; Rhett Blackmon, United States Military Academy; Nicholas Melin, United States Military Academy

Tagged Divisions

Civil Engineering

AC 2010-319: PROBLEM SET ZEROSteven Hart, United States Military AcademySteven Kreh, United States Military AcademyRhett Blackmon, United States Military AcademyNicholas Melin, United States Military Academy Page 15.986.1© American Society for Engineering Education, 2010 Problem Set Zero What these students were good at…was feeding back correct answers: they had mastered the arts of short-term memory and recall. The whole class was a wonderful example of what the British call “surface learning.” But very little “deep learning”—which comes with time, depth, practice, and reinforcement— seems to have occurred.1 This

Conference Session

Innovations in Civil Engineering Education I

Collection

2010 Annual Conference & Exposition

Authors

Brock Barry, United States Military Academy; Jeffrey Braun, United States Military Academy; Mark DeRocchi, United States Military Academy

Tagged Divisions

Civil Engineering

search led to little information on the process of selecting appropriateindependent study projects. Rather than utilizing a formal evaluation and decision process, mostof the identified resources1,2,3,4,5,6,7,8 provided simple justifications for performance ofindependent study projects. These justifications typically included important considerationswhich, when summarized, hold the potential to be utilized as selection criteria for such projects.The following table is a summarization of the common considerations noted within several priorindependent study publications:Table 1 – Summarized List of Independent Study Project Considerations  Does the potential project have a well defined scope?  Is there a detailed timeline for benchmarks

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

Kenneth McManis, University of Louisiana

Tagged Divisions

Civil Engineering

degree.The BOK2 Outcomes Rubric, using Bloom’s Taxonomy, is graphically presented in Figure 1.The reader is cautioned that this is a simple graphical representation of the full rubric only andshould refer to the full rubric as presented in Appendix I of the BOK2 report2 (which is availableat www.asce.org/raisethebar). What is clearly represented in Figure 1 is the recommended levelof achievement that an individual must demonstrate for each outcome to enter the future practiceof civil engineering at the professional level and, for each outcome, the level of achievement(LOA) expected to be fulfilled through the baccalaureate degree (B), the master’s degree orequivalent post-baccalaureate formal education (M/30), and pre-licensure experience (E

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Fridley, University of Alabama

Tagged Divisions

Civil Engineering

BOK2 outcomes associated with the baccalaureate degree. Specific emphasis isgiven herein to these identified “challenging” outcomes. Curricular changes are then presentedthat would bring the curriculum into compliance with the BOK2, in addition to meeting currentuniversity graduation and ABET/EAC accreditation requirements.BackgroundAs mentioned, the first edition of the Civil Engineering Body of Knowledge for the 21st Century1(BOK1) was released in January 2004, with a second edition (BOK2) released in February 2008.The emphasis of this paper is on the BOK2 and the BOK2 outcomes and achievement targetedfor the baccalaureate degree.The BOK2 Outcomes Rubric, using Bloom’s Taxonomy, is graphically presented in Figure 1.The reader is cautioned

Conference Session

Implementing the CE BOK into Courses and Curricula

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

noted waslacking. This approach of using “rich” pedagogy and learning experiences will be necessary toachieve the requirements in the BOK2. Student feedback on the BOK2 may indicate wherecurriculum changes in a specific program are needed, and/or may be useful indicators of whataspects of the profession may be appealing to students who are underrepresented in civilengineering (females and minorities).BackgroundThe American Society of Civil Engineers developed a Body of Knowledge (BOK2) whichdefines the breadth and depth of knowledge, skills, and attitudes required to become a licensed,practicing professional civil engineer in the 21st century.1 The BOK2 is rooted in a vision forpreparing future engineers to benefit society via their practice of

Conference Session

Innovations in Civil Engineering Education I

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

Engineering Students to SustainabilityAbstractAs articulated in the Body of Knowledge for Civil Engineering, all civil engineering studentsshould be introduced to the concept of sustainability. The objective of this project was tointegrate sustainability concepts into the 1-credit Introduction to Civil Engineering course thatfirst year students are required to take at the University of Colorado at Boulder. Student attitudesabout sustainability were evaluated using a written survey and in class questions to whichstudents responded using a Course Response System (clickers). Evidence of student learning onsustainability was acquired via student performance on a homework assignment worth 12% oftheir overall course grade

Conference Session

Civil Engineering Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Yusuf Mehta, Rowan University

Tagged Divisions

Civil Engineering

problems were assigned before any exampleproblems were solved in the class. During the class, the faculty was available to answer anyquestions they may have. At the end, after solving the problem in class, the solution wasdistributed. This allowed the students to see how they thought through the problem as well asprovided them with a correct solution for future reference.The purpose of this paper is to present a detailed assessment data of both these courses over aperiod of five years. The assessment period includes before and after the innovative techniqueswas implemented. The paper also presents the metrics that were used for assessing thesecourses. The paper demonstrates the following two aspects; 1) the assessment tool, and 2) theeffectiveness

Conference Session

Civil Engineering Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Robert Rabb, United States Military Academy; John Rogers, United States Military Academy

Tagged Divisions

Civil Engineering

civil engineers’ role in planning, designing, building,operating and maintaining the nation’s infrastructure. Students will use computer modeling andsimulation tools to design, build and test a truss bridge. Students will also design and build abridge out of K-nex components, and load the bridge to failure in a competition. Surveyedparticipants overwhelmingly praise the hands-on learning.IntroductionAccording to the 2006 Program for International Student Assessment (PISA), 15-year-old U.S.students ranked at the bottom third for both mathematics and science compared to all othercountries that participated.1 The U.S. has seemingly fallen behind other developed countries, ineducating the students to succeed in the math and science curriculum. Many

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

course. We also describethe structure of the new course and the activities that course participants are expected tocomplete. In developing and implementing the new course, we relied extensively on supportprovided by local civil engineering professionals. The local professionals were recruited to assistwith the course so that (1) we could provide realistic design experiences for the students and(2) we could integrate professional practice issues directly into the course curriculum. In thepaper, we describe the specific roles that local professionals play on the instructional team.Both faculty members and local practitioners helped to assess course and program outcomes.We present course and program assessment data in the paper, along with a brief

Conference Session

Fulfilling the CE BOK2 - Case Studies

Collection

2010 Annual Conference & Exposition

Authors

Brett Gunnink, Montana State University

Tagged Divisions

Civil Engineering

degree.The BOK2 Outcomes Rubric, using Bloom’s Taxonomy, is graphically presented in Figure 1.The reader is cautioned that this is simple graphical representation of the full rubric only andshould refer to the full rubric as presented in Appendix I of the BOK2 report2 (which is availableat www.asce.org/raisethebar). What is clearly represented in Figure 1 is the recommended levelof achievement that an individual must demonstrate for each outcome to enter the future practiceof civil engineering at the professional level and, for each outcome, the level of achievement(LOA) expected to be fulfilled through the baccalaureate degree (B), the master’s degree orequivalent post-baccalaureate formal education (M/30), and pre-licensure experience (E).Recently

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

Implementing the CE BOK into Courses and Curricula

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

many decades in the United States.Noteworthy are the periodic reports, beginning with the Mann Report of 1918, that haveemphasized the need for engineering education reform. Since Mann’s report there have beenmany other significant reports published from 1930 to present that stress this need.Two suchstudies were those completed in recent years by the American Society of Civil Engineers(ASCE)1 and the U.S. National Academy of Engineering (NAE)2. The impetus for both was arealization that major changes in engineering education were needed to meet 21st centurychallenges. Important conclusions from these studies are that civil engineering education mustfoster more interdisciplinary collaboration, include more team-based learning, and provide

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

Conference Session

Use of Technology in Civil Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Halverson, Brigham Young University; Rollin H. Hotchkiss, Brigham Young University

Tagged Divisions

Civil Engineering

life; seeing and making the connections between what is learnedand everyday life).1 In response to these identified needs, accrediting agencies and otherinstitutions (e.g., ABET, ASCE) have recommended changes to engineering educationalpractices to more fully meet these needs.2,3 Team-based and project-based learning is one valideducational practice that can help learners meet these objectives.4In a fluid dynamics course taught at Brigham Young University (BYU), we introduced a team-based and project-based assignment, believing that students would recognize that such anassignment could help them develop better communication, teamwork, design, and applicationcompetencies. We also reasoned that students would report deeper understanding of and

Conference Session

The CE Profession: Perspectives from the U.S. & Canada

Collection

2011 ASEE Annual Conference & Exposition

Authors

Martin E. Bollo, British Columbia Institute of Technology; Carlos Estuardo Ventura, University of British Columbia

Tagged Divisions

Civil Engineering

the undergraduate curriculum) in terms ofcredit hours in these programs ranged from 74.0% to 89.8%1. Core courses make up89.8% of the credit hour requirements at the University of British Columbia (UBC),which until 2010 was the only institution in British Columbia (B.C.) to offer anaccredited program in Civil Engineering. There is therefore limited opportunity to takespecialized and advanced optional technical structural engineering courses in the typicalCanadian undergraduate civil engineering program and in B.C. specifically.The practice of Professional Engineering in Canada is self-regulated by Provincial andTerritorial associations. Each of the associations’ Code of Ethics are modeled on those ofEngineers Canada, which contains an

Conference Session

Attracting and Retaining Students in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rhonda K. Young, University of Wyoming; Kristen L. Sanford P.E., Lafayette College; Steven W. Beyerlein, University of Idaho, Moscow; Andrea Bill, University of Madison, Wisconsin; Michael Kyte, University of Idaho, Moscow; Kevin Heaslip, Utah State University; David S. Hurwitz, Oregon State University; Shashi S. Nambisan, Iowa State University

Tagged Divisions

Civil Engineering

in this effort, including further development and assessment,are explored.

Introduction
Transportation engineering workforce development at the university level is commonlypromoted through civil engineering programs. Nearly all of the nation’s 224 civil engineeringprograms have one or two required transportation courses as part of their undergraduateprogram.1 For some civil engineering sub-disciplines, such as geotechnical, materials, structures,and hydraulics, a logical sequence of required prerequisite courses leads to the required courses.For other disciplines, such as transportation, the logic and sequence is less clear. A lack of clarityand connection with other sub-disciplines pose significant challenges for faculty, students