Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cassandra J McCall, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

mostengineering disciplines, we focus our discussion solely on professional identity formation withinthe civil engineering discipline. To reinforce the relationship between the history of the civilengineering profession and students’ professional identity formation, we review the literature onthese two areas of inquiry. In particular, we will frame our paper using the following keydiscussion points: 1) providing a brief overview of key historical events of civil engineering inthe United States; 2) discussing the influence of this history on instructor pedagogies and studentlearning within civil engineering education; and 3) conceptualizing this learning process as ameans of professional identity formation.From this work, we will begin to understand how

Conference Session

Civil Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allen L. Jones PE, South Dakota State University

Tagged Divisions

Civil Engineering

Criteria 2000. TheSOs were reviewed by the faculty in the Department of Civil and Environmental Engineering(CEE) at SDSU as well as the department’s advisory board before being adopted by the program.SDSU’s Civil Engineering student outcomes “a” through “k” are adopted from ABET criterion Page 26.67.2three. During the fall semester of 2008, the CEE department faculty established the followingformal methodology for reviewing and revising student outcomes. In general terms, thefollowing outlines the Student Outcome Assessment Process (SDSU, 2009): 1. A metric or metrics will be established for a SO. 2. A threshold value will be established for

Conference Session

Proven Strategies in Classroom Engagement Part I: Artifacts for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

S Alireza Behnejad P.E., University of Surrey, UK

Tagged Divisions

Civil Engineering

provides further information about the background of the DAD Project anddiscusses the Project in more detail. Also, relevant literature is reviewed and a methodologyis proposed to assess the potential benefits of using full-scale physical models as a part of amaster degree module offered in the academic year 2015-16. Finally, the outcomes of theresearch, as well as further recommendations are provided.1. BackgroundThe Author, as a practicing architect and the director of an architectural firm, has beeninvolved in the design and construction of around 150 ‘Spatial Structures’ in differentprojects since 1999. An example of these projects is a 40 metre span geodesic dome shown inFigure 1. Also, to maintain the relationship between the industry and

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut-Ilgu, Iowa State University; Suhan Yao, Iowa State University; Peter Tarmo Savolainen, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

instructors. These benefits caninclude increased learning gain3,4, flexibility5-15, increased interaction with peers and theinstructor6,8,9,12,13,16-22, improved professional skills20,23, and increased student engagement andpreparation9,13,25,26. Based, in part, on the potential benefits identified in previous studies, ajunior-level transportation engineering course was converted into a flipped format. This paperaims to investigate student perspectives on various components of the course. In particular, thefollowing research questions will be addressed. 1. Are students prepared to take a flipped course? 2. What are student perspectives on a flipped transportation engineering course?Course DescriptionCE 355: Principles of Transportation

Conference Session

Civil Engineering Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Virginia Sisiopiku, University of Alabama, Birmingham; Robert W. Peters, University of Alabama, Birmingham; Ossama E. M. Ramadan, University of Alabama, Birmingham

Tagged Divisions

Civil Engineering

capacity and opportunity to maintain and improve its quality of life indefinitelywithout degrading the quantity, quality or availability of natural, economic and socialresources”1. This description is consistent with the 1987 UN World Commission on Environmentand Development report that defined sustainable development as “meeting the needs of thepresent generation without compromising the ability of future generations to meet their ownneeds”2. These definitions and many others offered in the literature, center around three pillarsof sustainability namely, economy, environment, and society and suggest a need to consider aglobal approach when referring to sustainability that considers economic impacts, the ecologicalview, and a socio-cultural

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

onconcerns of conceptual gaps and redundancies in the degree program and the significant time thathad elapsed since the last comprehensive curriculum restructuring. This curriculum redesignwas noteworthy because it was among the first to incorporate the outcomes from ASCE’s CivilEngineering Body of Knowledge for the 21st Century: Preparing the Civil Engineer for theFuture, 2nd Edition (BOK2)1. Other efforts to incorporate the BOK2 holistically into curriculahave been documented at the Universities of Alabama, Arkansas, and Texas-Tyler2 andLawrence Technological University3, with BOK2-driven curriculum analysis and changeproposals discussed at Rose Hulman Institute of Technology4, Montana State University5,University of Louisiana6, Northern Arizona

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

comments and fewer in the less important categories. However, in all but onecategory, the differences between groups were not statistically significant. A follow-up surveywas used to gauge student perceptions on various dimensions related to the peer review process.Perceptions were generally more positive in the in-class instruction group, but again thedifferences were not statistically significant. These results indicate that the handout-only methodmay be adequate for teaching peer review to first-year electrical and computer engineeringstudents and indicate the need for further research in this area. Page 26.1482.2 1 Introduction

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

asked to prepare by bringing a draft of a figurethat they intended to use in their Capstone report, which is due at the end of spring quarter.Workshop design:Our workshop was 90 minutes in length. We presented three design principles for students to usetoward assessing and providing feedback to one another in small groups, and expected to spendapproximately twenty minutes on each principle (Figure 1). In order to give students anopportunity to apply design knowledge soon after constructing it, our workshop was designed tocontain a number of cycles of uncovering a principle, and then applying that principle towardpeer assessment and feedback.1. Discussion/uncovering of design principle. The workshop facilitator guided the class, as a whole, to

Conference Session

Notable Topics in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Greg Rulifson P.E., University of Colorado, Boulder

Tagged Divisions

Civil Engineering

attitudes were characteristic of bothengineers and themselves. Three groups participated in the study: (1) ~120 first year civil,environmental, and architectural engineering students; (2) 18 senior civil engineering students;and (3) 21 students at the end of their junior year of college (in 7 different engineering majors,attending 5 different institutions). Students in all of the groups were presented with a list of 18attitudes and asked to indicate which five were the most representative of engineers and thenwhich five were most representative of themselves; groups 1 and 2 answered this question as partof a written survey in fall 2015 while group 3 answered the question as part of interviews inspring 2015. The interview participants explained why

Conference Session

Innovative Instructional Strategies for Integrating Sustainability

Collection

2016 ASEE Annual Conference & Exposition

Authors

William E. Kelly P.E., Retired ; J. P. Mohsen, University of Louisville; Liv Haselbach P.E., Washington State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

topics such as low impact development and carbon sequestration, and is active in the sustainability education community. Dr. Haselbach is a licensed professional engineer and a LEED AP (BD+C). Prior to her academic career she founded an engineering consulting company in the New York – Connecticut area. Her degrees include a BS in Civil and Environmental Engineering from Cornell, an MS in Chemical Engineering from UC Berkeley, and a PhD in Environmental Engineering from the Uni- versity of Connecticut. She is currently an Associate Professor in Civil and Environmental Engineering at Washington State University, an Associate Director of the USDOT Tier 1 UTC: Center for Environ- mentally Sustainable Transportation

Conference Session

Proven Strategies in Classroom Engagement Part I: Artifacts for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anahid Behrouzi, University of Illinois, Urbana-Champaign

Tagged Divisions

Civil Engineering

theconcrete cross-section or steel rebar (referred to herein as “3-D stress block”). Part of thedifficulty that students face comes from the fact that most instruction on flexural analysisinvolves the 2-D strain-to-stress-to-force diagrams shown in Figure 1, and it is difficult tovisualize the associated 3-D stress blocks. Figure 1. 2-D Strain-to-Stress-to-Force Diagrams for Rectangular Beams subject to Flexure: (Top Left) Linear, (Bottom Left) Parabolic, and (Right) Equivalent Rectangular Stress StatesTo clarify this concept, a set of physical models for various stress conditions in rectangularbeams was created. Figure 2 shows the models associated with: a) concrete compressive stress at the extreme compression fiber (𝑓𝑐 ) is less than 0.5

Conference Session

Civil Engineering Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

John V. Tocco J.D., Lawrence Technological University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, the team members shared their engineering knowledge, along with theircollege experiences, in the mentoring of at-risk girls.Capstone Execution The major design and project management experience for the Civil Engineering Program(Program) at Lawrence Technological University is a fall/spring sequence of two, two-creditcourses, CE Design Project 1 (Project 1) and CE Design Project 2 (Project 2). In execution, thesequence is somewhat akin to an independent study course. Students are responsible for formingfive-person teams, identifying a project, and generating conceptual designs and project Page 26.38.2management plans. Each team member is

Conference Session

Civil Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

James L. Hanson, California Polytechnic State University; Amro El Badawy; Katherine C. Chen, California Polytechnic State University; Nazli Yesiller

Tagged Divisions

Civil Engineering

exercises as a tool in engineeringeducation provides opportunities not only from a pedagogical standpoint but also as a potentialmechanism for generating research investigations that can contribute to the advancement ofscience and engineering. The teaming activity can be adopted for use in similar courses at otherinstitutions as well as adopted for other pairs of courses.IntroductionTeaming exercises in engineering education have been reported to: 1) improve student academicperformance; 2) increase student involvement and participation; 3) foster critical thinking skills;and 4) prepare a trained workforce to work in real-world settings with requirements forcollaboration and interaction on multidisciplinary projects1-4. Nanotechnology is a

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

newanalysis (Figure 1). In the first phase, we gathered approximately 400 student papers from fouruniversities and 400 workplace documents from 50 firms and agencies, covering ten genres (e.g.technical memoranda, reports, proposals, e-mail messages). We compared organization,grammar choices, and grammar and punctuation errors in the practitioner and student papers,using a combination of computer-assisted, quantitative techniques and functional interpretationsof language in context (described further elsewhere).9,10,11 Interviews with 20 students, 20engineering practitioners, and 10 faculty provided context for understanding the choices thatwriters made and identifying the student writing features that were likely to be most detrimentalin industry

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, Education Consultant; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

licensure.1 The three IEA agreements governingaccreditation are the Washington Accord, for engineering programs; the Sydney Accord, forbaccalaureate-level engineering technology programs; and the Dublin Accord, for associate-levelengineering technician programs.2 All three accords—also known as mutual recognitionagreements—are non-governmental agreements among national-level accreditationorganizations. Through these accords, participating organizations recognize the substantialequivalency of each other’s accreditation processes and of their graduates’ academic preparationto enter professional practice. Accreditation systems that are substantially equivalent havecomparable—though not necessarily identical—standards, outcomes, and processes. On the

Conference Session

Civil Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Richard O. Anderson P.E., Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

-Chair at The Ohio State University; active in ASCEeducational activities and lead on several ABET self-studies.• Paul Mlakar: U.S. Army Corps of Engineers, experienced ABET PEV, and member ofABET/EAC.• Ellen Stevens: Consulting engineer, ABET/EAC PEV, and active in ASCE educationalcommittees.• Jim O’Brien: Ex-officio, ASCE staff, Managing Director, Professional & EducationalActivities.Photo 1: The CEPCTC conducts their second face-to-face meeting as ASCE Headquartersin Reston, Virginia in May 2014. Pictured from left to right are Jim O’Brien, PhilBorrowman, Ellen Stevens, George Blandford, Al Estes, Don Carpenter, Carolyn Merry,Rich Anderson, Ken Fridley, Tom Lenox, and Jeff Evans. Tragically, Carolyn Merry was

Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Douglas Schmucker P.E., University of Utah; Joshua Lenart, University of Utah ; Hessam Tavakoldavani, University of Utah; Pedro Romero, University of Utah; Michael E. Barber, University of Utah

Tagged Divisions

Civil Engineering

through the curriculum is being conducted. The information helped to identify a needfor cross-disciplinary engagement, create draft global learning outcomes consistent with ASCE'sBOK Professional Outcomes, and create preliminary ideas for a professional development planfor the faculty to support improved global learning.IntroductionAs globalization has expanded, the need has arisen for civil engineers to be able to designinfrastructure considering a systems perspective, especially those able to transcend technicalconcerns and consider cross-cultural factors.1 The ASCE BOK2 captures the essence of this needin an array of civil engineering education student learning outcomes. The BOK2 is organizedinto three broad areas: foundational, technical, and

Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven D Hart, Virginia Military Institute

Tagged Divisions

Civil Engineering

employing the ExCEEd Teaching Model highly, many, if not most,of them were not retaining essential information from one course to the next. The bestexplanation for the students’ lack of retention was that they were only minimally engaged withthe material. Analysis of student time survey data consistently showed that students spent largeamounts of time cramming for tests and major projects immediately before the event, smalleramounts of time completing homework the night before it was due, and almost no time in dailypreparation.To rectify this issue various instructors developed a variety of different initiatives. Problem SetZero (1) experimented with making the first homework assignment in a given class a review ofthe materials from the previous

Conference Session

Civil Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natacha Depaola, Illinois Institute of Technology; Paul R. Anderson, Illinois Institute of Technology; Roberto Cammino, Illinois Institute of Technology; Bonnie Haferkamp, Illinois Institute of Technology; Limia Shunia, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology; Jamshid Mohammadi, Illinois Institute of Technology; Fouad Teymour, Illinois Institute of Technology

Tagged Divisions

Civil Engineering

, business,and design are well-suited to urban problems); and we have a history of collaborativeinteractions with various city departments that play a vital role in maintaining and improvingurban infrastructure.In fall 2014, the urban systems IPRO had 35 students, representing several engineeringdisciplines, architecture, psychology, business, and the sciences. The sequence of major tasks forthe semester (Figure 1) guided students through a multistep process including problemdefinition, exploratory prototyping, and project execution, all culminating in a final presentationat a campus-wide IPRO exposition. Weeks  1  -­‐  4:   Weeks  5  -­‐  6:   Weeks  7  -­‐  9:   Weeks  10  -­‐  13:   Examine

Conference Session

Civil Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allie S Peters, Oregon State University; Shane A. Brown P.E., Oregon State University; Kevin Chang P.E., University of Idaho, Moscow; Katherine N Thorton; Kristen Shinohara; Kacey D Beddoes, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

materials and teaching methods.1 While thesematerials and methods are evidence-based and shown to positively affect student learningand educational outcomes, they have been slow to be adopted or disseminated.In an effort to improve curriculum sharing, there is currently a two-part study underway forthe development and dissemination of a web based repository containing curriculummaterials and best practices. These two efforts are in place to understand, facilitate, andencourage sharing of materials and best practices between educators. The first is thedevelopment and refinement of the web-based repository for curriculum materials; thesecond is a study on the curricular decision-making processes of transportation engineeringeducators.The overarching

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carol Haden, Magnolia Consulting, LLC; Philip J. Parker P.E., University of Wisconsin - Platteville; Michael K Thompson, University of Wisconsin - Platteville; Michael R. Penn, University of Wisconsin - Platteville; Steven D Hart, Virginia Military Institute; Matthew W Roberts, Southern Utah University

Tagged Divisions

Civil Engineering

. c American Society for Engineering Education, 2016 Support for Implementation of Infrastructure Education Courses Across Multiple InstitutionsIntroductionCommunities of Practice (CoP) are formed when individuals collaborate in order to shareknowledge and develop solutions for collective problems[1]. They usually grow informallyaround a need and involve voluntary membership by participants who are motivated to take partin a learning community that serves a common purpose.[2] In higher education, CoPs often formwith the intent of sharing best practices, resources, and knowledge around a common domain.They can serve to invigorate and advance the teaching and learning beyond what may bepossible by

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

instruction forengineering faculty at Santa Clara University, with over 70% of STEM faculty self-reportinglecturing “most” or “all” of the time.1 A recent meta-analysis by Freeman, et.al.2 of over 225studies in STEM education, indicates that students in STEM courses taught with extensivelecturing are 1.5 times more likely to fail, earn a D, or withdraw from the course than studentstaught with active-learning methods in the same STEM course subject. To facilitate other SCUfaculty in adopting more active approaches in the statics course, the authors developed active-learning modules for specific statics course content with the intent to document the modules’effectiveness in improving student performance, material retention and engagement. This workwas

Conference Session

Innovative Instructional Strategies for Integrating Sustainability

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Jeffery M Plumblee II, Clemson University; Dylan Bargar, Clemson University; Penelope Walters Brunner, Clemson University; Karen A High, Clemson University; Leidy Klotz, Clemson University; Amy E. Landis, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

GCS program components, including 1) hands-onproject/research experience, 2) interdisciplinary curriculum, 3) entrepreneurship, 4) globaldimension, and 5) service-learning. The authors discuss potential applications of the rubric toevaluate course-level outcomes, including student projects from an interdisciplinary courseentitled “Creatively Applying Science for Sustainability.” In the course, students work to addressa societal Grand Challenge in a semester-long project and in interdisciplinary student projectsthat tackle Grand Challenges on an international scale. This rubric fills a literature gap inassessing 21st century global engineering skills by measuring capabilities based on five key NAEGCS program components and provides a mechanism

Conference Session

Notable Topics in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz P.E., University of the Pacific; Luke S. Lee P.E., University of the Pacific; Gary M. Litton, University of the Pacific

Tagged Divisions

Civil Engineering

used topromote participation.Student Evaluations of Instruction – Analysis of Response RatesA pilot study was performed in the SOECS in Fall 2015 to examine effects of interventions onstudent participation in end-of-semester evaluations. For the seven course/lab sections listed inTable 1, interventions were implemented in Fall 2015 but not in prior semesters. The interventionmechanisms used are shown in Table 1. A total of 75 different course sections were taught in Fall2015 by SOECS faculty. Table 1. Interventions used in Fall 2015 courses to evaluate effects on response rates for end-of-semester evaluations No. of Students Course Subject

Conference Session

Innovative Instructional Strategies for Integrating Sustainability

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abbie B Liel P.E., University of Colorado, Boulder; Sarah J. Welsh-Huggins, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

of each week’s class. A list of the course learning objectives,as described in the syllabus, are provided in Table 1. The primary topics addressed in the classunder each of the main modules are listed in Table 2. Table 1. Course learning objectives. No. Course Learning Objective (abbreviated “CO”) 1 Understand challenges (technical, social, etc.) to building “better” buildings 2 Describe physical, social, economic and environmental impacts of natural hazards on buildings 3 Describe how building design has changed over time to respond to needs of

Conference Session

Fostering Transformational Change in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cary Troy, Purdue University - West Lafayette; Jenna Bruntz; Rao S. Govindaraju, Purdue University - West Lafayette; Ghadir Haikal, Purdue University; Joseph David Horn, Purdue Civil Engineering; Michael M. Kelly, Purdue University; Mariah Grace Schroeder, Purdue University Lyles School of Civil Engineering; Jon See, East Tennessee State University; J. Case Tompkins, Purdue University

Tagged Divisions

Civil Engineering

infrastructure grade was a D+. The Report Card additionally suggested that an estimated$3.6 trillion would need to be invested in improving and rehabilitating America’s infrastructureby the year 2020.Civil Engineers will undoubtedly play a key role in this work. The United States Department ofLabor's Bureau of Labor Statistics projects that an additional 23,600 civil engineers will beneeded by 2024 in large part to meet these demands, an 8.4% increase from 20142,3 (Table 1).This projected number of Civil Engineers greatly exceeds the projections of all other majorengineering disciplines and is nearly twice that of the next most in-demand discipline. If civilengineering and environmental engineering job projections are combined (as is the case at

Conference Session

Civil Engineering Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

Ecuadorian villages and twovillages in Panama that did not have a reliable water source. The paper will discuss the creationof a new course that allows the university to offer an international design experience within thetraditional Capstone course, and it will further compare the outcomes of the international servicelearning frameworks to the standard senior design projects.IntroductionMany Engineering programs are becoming interested in including an international servicelearning project into the school’s curriculum [1-6, 8, 9, 12-20]. There are many components in atypical international service learning experience that can benefit both the students and the school.[7, 10] One of the first and well documented benefits comes from the value project

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

Table 1, the two RH students from Team 1, SandCreek Fish Passage, visited GU and the site with the RH lab manager during their Fall Break onThursday-Sunday, October 9-12, 2014. The two GU students from Team 2, DNR CentennialShelter, visited RH and their project sites on Friday-Sunday, October 24-26, 2014. The fall visitsallowed time for the teams to get to know each other and their project sites while conducting fieldwork at sites. The site visits near RH were accompanied by a department faculty member, and theGU site visit was accompanied by the GU Team Coach and RH lab manager. Three of the fourRH students also attended the GU Senior Design Expo at the end of their projects, travelingTuesday-Thursday, April 28-30, 2015 to participate in the

Conference Session

Civil Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Hamilton P.E., Boise State University

Tagged Divisions

Civil Engineering

Accreditation Commission (EAC), the body responsible foraccreditation of engineering programs, changed the criteria for Civil Engineering programs toinclude a requirement that graduates of those programs “can . . . apply knowledge of . . . at leastone additional area of science, consistent with the program educational objectives”.1 This newrequirement appears to have its origins in the Body of Knowledge (BOK), and the desire to makethose ideals and the ABET requirements for Civil Engineering programs become one in thesame. However, for many programs across the country this became an issue of concern andconfusion. Taking its cue from the BOK the “one additional area of science” shortly becamedefined to mean a physical science, as opposed to a social

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology; Jeremy R. Chapman, Rose-Hulman Institute of Technology; James H. Hanson P.E., Rose-Hulman Institute of Technology; Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Michael Anthony Robinson P.E., Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

practical for senior design as well.Figure 1 shows a typical team of four students surrounded by the three types of mentors, theCourse Instructor (in the industry role of administrator), the Team Coach (in the role of seniorproject engineer) and the Technical Design Mentor (obviously in the role of technical mentor). Figure 1. Team mentoring structure, report products, and timingThe Course Instructor on the top left, leads multiple teams during all three terms, teachingcontent and helping the teams and coaches stay organized. The Course Instructor is also asecondary reviewer of the teams’ work products and determines final grades for CE486, CE488and CE489. The Team Coach on the top right typically only coaches one team through all