Conference Session

Involving Undergraduates in Research

Collection

2013 ASEE Annual Conference & Exposition

Authors

Yusuf A Mehta, Rowan University; Ralph Alan Dusseau P.E., Rowan University; Ravi P. Ramachandran, Rowan University

Tagged Divisions

Civil Engineering

’ Page 23.326.8 and is expected to graduate in one year’s time. Research publications will result. 7Reflective PieceThe reflective piece was obtained from two graduate students that have transitioned from theclinic work and three international graduate students were collected. They are presented in“italics” below.Rowan graduate studentsGraduate student A“The jr./sr. engineering clinics at Rowan University prepared me for graduate school byproviding a comprehensive approach to learning. The clinics bridge the material presented in alecture to the application of the material, as well as, furthered my knowledge with thedevelopment of new techniques

Conference Session

Trends and Applications in Curricula and the Capstone Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

of the collaboration are reflected in theoutcomes.Figure 1. National Transportation Curriculum Project Mission.The National Transportation Curriculum Project was initiated at the conclusion of the 2009Transportation Engineering Educators Conference. Both the conference and the NTCP memberswere motivated by the pedagogical and professional challenges of recruiting, educating, andretaining students in the transportation profession.9 More specifically, concerns that the typicalintroductory transportation engineering course does not meet the needs of students or theprofession as well as it might prompted the NTCP to focus on that course. Within the course,NTCP members were particularly interested in moving students from lower to higher levels

Conference Session

Innovations in Civil Engineering Education III

Collection

2010 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

. Instructor helped me understand importance B6. Instructor used well articulated learning obj. B7. My instructor communicated effectively. B8. Laboratories contributed to my learning. B9. Instructor demonstrated positive expectations. B10. My instructor used visual images. B11. Instructor gave timely/accurate feedback. B12. Instructor was available outside classroom. B13. Grading practices are fair/reflect performance. B14. The Exam's were fair and relevant. 072S 082S 092SFigure 2 Multi-Year Assessment Department Level Pedagogy QuestionsThe results presented so far have been based on

Conference Session

Global Perspective and Experiential Learning in Civil Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

John E. Greenleaf P.E., Quinnipiac University; Emils Stires Schnore, Independent construction professional; Patrick M. Strenk P.E., Golder Associates, Inc.

Tagged Divisions

Civil Engineering

thestudents are prepared to address the tasks and field issues presented them and ensure the studentssafely construct the project. When considering the reciprocity generated between students andDCPs, it is clear this this relationship is not only beneficial, but also something uniquelyprovided by the DCP alone. Domestic construction professionals can serve as a key ingredient,and this strong DCP-student relationship is the foundation for both a strong student-mentorpartnership and a successful project.Modeling Good Professional Practices:Since the service-learning project often serves as a model for the civil engineering andconstruction industries, it is also important that the project realistically reflect these careereventualities. However what is

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

Page 15.1094.2aimed at reaching a pre-established goal, and not by listening to an instructor in a lecture.Advocates of learning-by-doing stress the role of doing as part of preparing to perform in aprofession. According to Schon 3, the main features of reflection in action are learning by doing,coaching rather than teaching, and creating a dialogue between coach and student. Effectiveforms of learning by doing in real laboratories have been implemented in Engineering Education,especially for capstone courses 4. Alternatively, a methodology of building a simulated scenario,in which the student can learn-by-doing while interacting with fictitious characters (some ofwhom provide coaching), has been proposed by Schank 5 as an effective form of

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Retherford P.E., University of Tennessee at Knoxville; Kristen N. Wyckoff, University of Tennessee at Knoxville; Sarah J. Mobley, University of Tennessee at Knoxville

Tagged Divisions

Civil Engineering

platformcreated for each project team. The teaching modality change for these courses presented anopportunity to improve the learning experience and the impact in these specific courses isparticularly relevant as these present many fundamental skills necessary to be transferred to newlearning experiences in later coursework. A summary of the teaching modifications for these threefamilies of courses is presented herein; motivation for changes, implementation of the changes,and some reflective observations made by the faculty are shared.IntroductionTeaching civil and environmental engineering courses through a pandemic offered manyopportunities for reinvention in the hybrid course delivery approach. While the transition throughthe coronavirus pandemic

Conference Session

Tech Tools and Tips

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana-Champaign; Eleftheria Kontou, University of Illinois at Urbana-Champaign; Christopher W. Tessum, University of Illinois at Urbana-Champaign; Lei Zhao, University of Illinois at Urbana-Champaign; Hadi Meidani, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

. The middle survey was focused on student reactions toward the newmaterials we prepared to accommodate the student-centered learning model. The final surveywas focused on student perceptions about how much they know and reflection of their ownapproach to learning.3.1. Cognitive outcomesIn this section, we summarize cognitive assessment by reviewing formative and summativeassessment grades. As we shifted to student-centered learning, we were wondering if this willhave an effect on student performance. In the following, when available, we use data fromprevious semesters for comparison. Because instructors used slightly differentiated classmanagement and surveys, we present outcomes for each course separately.3.1.1. SEE courseIn Figure 3, the

Conference Session

Integrating Sustainability and Resilience Concepts into Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Sanchez, Tecnologico de Monterrey; Romeo Ballinas-Gonzalez, Tecnologico de Monterrey (ITESM); Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Juan Arturo Nolazco-Flores, Tecnologico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

. communities where it is in the project. 2) Each team member presents a final reflection where they discuss the reality of our society in terms of the problems detected and the intervention that as professionals through the construction industry, can have to improve the quality of life of the same. Bibliography Identify the origin of the data and information. (5%) Format Present the report in a professional and organized way. (5%) Teamwork Bring an individual feedback to your team members Teamwork; resilience. rubrics about their participation and performance in the (5%) development of the project.4.0 Case

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Gonser, United States Military Academy, West Point; Todd Mainwaring P.E., United States Military Academy, West Point

Tagged Divisions

Civil Engineering

stay of the forefront of the application of sustainability in design and construction,LEED has evolved through four iterations. Reflecting the increasing rate of innovation, LEEDversion 2, launch in 2000 was followed by version 2.0 (new construction) in 2005, version 3 in2009 and version 4 in 2013. As a result, “61% of corporate leaders believe that sustainabilityleads to market differentiation and improved financial performance” (USGBC 2017) though itcomes with a cost. The process of certification generally adds 2% to the cost of a project.CE489: LEED GAThe United States Military Academy graduates about 50 civil engineers every year thatcommission in the Army as second lieutenants. Some of the graduates will join the EngineerRegiment and may

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel; Ally Kindel Martin, The Citadel; Ronald W. Welch, The Citadel; Kevin C Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

, Studying Engineering: A Road Map to a RewardingCareer [7], has been used by over 100,000 students at more than 300 institutions [8]. Throughthis course, students gain a clear picture of what success in engineering study will bring to theirlives [6].The major goals of this course are to: (1) encourage students to develop the study skills neededto succeed in engineering and (2) guide them in becoming integrated into the engineeringcommunity on campus. To accomplish these goals, students participate in interactive classdiscussions and projects related to academic success and community building, as previouslyreported [5]. In addition, students are required to attend and submit a reflection on each of theacademic and community building resources

Conference Session

Inquiry, Inclusivity, and Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott A Civjan, University of Massachusetts, Amherst

Tagged Divisions

Civil Engineering

conceptualapplications. By the end of the class, an instructor would hope that the students have obtainedfundamental new knowledge, have the ability to transfer this to other contexts, and have initiatedan underlying interest and confidence in their abilities required to pursue a path of life-longlearning throughout their careers.Research and case studies have shown collaborative learning activities to be a very effectivemodel for teaching [6,8-12]. The effectiveness often relates to the amount of active learning [6,7,8,11,13], and the time for reflection on material during the activities [6, 7, 8]. At the same time,for groups to be effective they must have dynamics which are conducive to learning [14] andassignments must have sufficient complexity to make the

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allen C Estes, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

pointsConstructability considerations* _______/ 5 pointRubric:5 points: Outstanding discussion of considerations; reflected critical thought andanalysis; evidence of some outside research; innovative and deep discussion; evidence oforiginal thought; came up with points that the instructor had not considered4 points: Good discussion of considerations; reasonable level of thought; relevant points;articulate presentation of ideas3 points: Reasonable discussion of considerations; shallow level of thought; left outsome obvious considerations;2 points: Poor discussion of considerations; Listed a few but did not discuss at all;pattern matching from instructor examples;1 point: Minimum level of effort; little to no thought; just

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler P.E., United States Military Academy; Thomas A. Lenox, American Society of Civil Engineers (Retired)

Tagged Divisions

Civil Engineering

all licensedphysicians in the United States are Board Certified Medical Specialists [27].This high percentage reflects the medical profession’s collective commitment to providing thepublic with a high level of specialized expertise; however, it also reflects the system’s stronginternal incentives for board certification. Most hospitals require board certification to practicein a medical specialty area, and insurance fee reimbursement rates are typically tied to boardcertification. Furthermore, many hospitals have independently made the decision to requireboard certification for staff privileges [28]. Thus, from the physician’s perspective, certificationserves as both a carrot and a stick.In summary—and in sharp contrast with civil engineering

Conference Session

Innovation and Fun in the Civil Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kevin Chang P.E., University of Idaho, Moscow

Tagged Divisions

Civil Engineering

two different perspectives. On one hand, self-assessment is a process of enabling students to: become “more critical and perceptive” in theirlearning, make personal judgments on their learning outcomes and academic activities, andexperience “holistic development” [13], [14], [15], [16]. Goal-setting activities and self-reflection performance are part of an overall process where the ultimate goal is to “grow oneself”and fuel future learning needs by examining individual performance, monitoring and evaluatingthinking and behavior, and finding strategic ways to improve understanding [5], [17], [18], [19].Self-assessment can also be specifically viewed as the ability of a student to reliably evaluateone’s own work and to complete tasks such as

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

engineering”, including 20 attitudes (Table 1): “commitment, confidence, considerationof others, curiosity, entrepreneurship, fairness, high expectations, honesty, integrity, intuition,judgment, optimism, persistence, positiveness, respect, self-esteem, sensitivity, thoughtfulness,thoroughness, and tolerance.”2, p. 148 Interestingly, the attitude entrepreneurship is omitted fromthe list in Appendix O of the BOK2, p. 172; this is perhaps indicative of the difficulty in convergingon a single set of appropriate or desirable attitudes. Some of these attitudes are reflective of a“People Mind” as described by Goldberg and Somerville12, such as consideration of others.Despite the seeming certainty of the list of important attitudes that were articulated for

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

already been tasked with designing slabreinforcement for flexure and shrinkage/ temperature, beam reinforcement for positive/negativeflexure and shear, as well as column reinforcement for flexure-axial and shear individually. Yet,the interaction or continuity of this reinforcement to tie the entire structural system together isoften not well understood, but is critical to the performance of the building’s design.The one-way slab model, shown in Figure 8, aims to clarify all of the aforementioned concepts ina way that directly reflects reinforced concrete design practice and is clear to students. Themodel was constructed by the University of Illinois Department of Civil & EnvironmentalEngineering (CEE) Machine Shop using funding from the

Conference Session

Civil Engineering Division Technical Session 6

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Defne S. Apul, University of Toledo

Tagged Divisions

Civil Engineering

collaborative learning since student teams wererequired to make a presentation at each institution; therefore, teammates had to help teach acrossinstitutions to cover the content of the projects not taught in their respective courses. Studentperformance was assessed based on the quality of each deliverable, instructor reflection, anopinion survey, and a post-course assessment of student learning. The authors conclude the paperwith a discussion of the perceived benefits of the CICL approach and provide suggestions forfuture implementation.IntroductionEducators have been grappling with the challenges of integrating sustainability concepts andskills into engineering education1,2. Many reasons for the lack of progress have been offered,including

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

helped them to create model materials for an infrastructure course and to acquire toolsand materials to teach their courses (80%). Perhaps most importantly, the majority felt that theworkshop helped them to build relationships with others interested in infrastructure education.Reflecting on the CIT-E Community of PracticeThe CIT-E Community of Practice is evolving over time. Early work revolved around coalescingaround ideas and generating materials and is moving toward broader dissemination. CIT-E CoPmembers are participating at varying levels of effort and involvement. Those in the midst ofteaching an infrastructure course or preparing to teach the course are most engaged in the workof the community.    In reflecting on their participation

Conference Session

Around the Water Cooler: Ideas and Issues in Civil Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassandra J. McCall, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Ashley Shew, Virginia Tech; Denise Rutledge Simmons P.E., University of Florida; Courtney Zongrone, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

if it was me and my group that had kind of said, "When are we going to get a civil one? [. . .] and [the instructor] said, "Weren't you excited about the popsicle bridge?" [. . .] After reflecting about what that person I asked me, I thought, "Wow, I didn't really go as far as I should have if I really would have been passionate about structural or civil engineering as some of these people are about what they're doing."For Natalie, ultimately hitting these barriers related to interest and technical content promptedher to navigate out of her civil engineering program.Theme 3: Navigating intersecting stereotypes and compounding marginalizationThird, participants’ decisions to leave were also linked to

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Ricardo Jacquez, New Mexico State University; Veera Gnaneswar Gude, New Mexico State University; Adrian Hanson, New Mexico State University; Michele Auzenne, New Mexico State University; Sarah Williamson, New Mexico State University

Tagged Divisions

Civil Engineering

have performed better than others in monitoringwork examples. Also the SI group earned better grades than the non-SI group in the class.Introduction “Fundamentals of Environmental Engineering” is a junior course taught in the CivilEngineering department at New Mexico State University. General course objectives areto learn and apply the engineering design process and develop and apply skills used bysuccessful practicing professional engineers, including critical (reflective) thinking,communication, and documentation. This course teaches the fundamental civil-environmental engineering principles for design of conventional domestic watertreatment and wastewater treatment systems. One of the primary learning objectives ofthe course is for students

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

John Niehaus, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

Civil Engineering

Teams • Cost Estimating • Value Engineering • Ethics Issues for Projects • Creativity in Design • Construction Management • Safety and Liability • Construction LawFor each of the above seminars the student prepare a short paper summarizing what he/sheexperienced from, learned or received from, the presentation. This is a reflective writing and notjust a repeat of the material presented in the class. The seminars in Autumn Quarter reflect the basic disciplines to be addressed in theproject – site design, structures, drainage, environmental, geotechnical, transportation, andconstruction. More detailed lecture series on 1) modeling and related computer software use(HEC-HMS and HEC-RAS

Conference Session

The New ABET CE Criteria - Program Development

Collection

2010 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

the requisite knowledge, skills, and attitudesnecessary for future civil engineers. Two key areas associated with the BOK was adefinition of expected performance levels by these new engineers through Bloom’staxonomy2 as well as the addition of four new outcomes focused on additionalprofessional topics and discipline depth. Very quickly it was determined by mostprograms and ASCE that the discipline depth could only occur at the Master’s level. Theadditional professional skills above what even ABET3 EC2000 requires reflect greaterrecognition of the importance of the development of professional skills at the time ofbachelor’s level graduation. How/Where are these supplementary professional topics tobe included in the current curriculum?The ABET3

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

for thisquestion was: more rigorous (3 Points), similar in rigor (2 Points) and less rigorous (1 Points).Students were also asked to comment on whether the level of rigor of the class was view as apositive or negative. The remaining questions about specific perceptions of the profession werescored on a five point Likert scale with five points being most agreeable. For these questions,students could also provide a “Don’t Know” response that was coded as a null value. Allquestions were coded so that higher values reflected more positively on the transportationprofession than lower values. For all questions, improvements in the students’ perceptions of thetransportation field are indicated in final survey values that are higher than the initial

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

give thepresentations. All students attend these presentations together in a lecture environment, andconcepts are reinforced through in-class reflection exercises.The course also provides formal instruction in four different civil engineering emphasis areas -geotechnics, structures, transportation, and water resources. Technical modules within theseareas focus on quantitative considerations important for the design project and serve to reinforcesome of the knowledge areas that typically appear in the breadth session of the National Councilof Examiners for Engineering and Surveying (NCEES) Principles and Practice of EngineeringExam. These modules focus on such quantitative considerations as bearing capacity of shallowfoundations, axial capacity

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Byungik Chang P.E., University of New Haven; Erick Benjamin Butler, West Texas A&M University; J. Arn Womble P.E., West Texas A&M University; Nathan Howell, West Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

tocurriculum planning and teaching coursework for all courses with a civil engineering specificdesignation. ABET and ASCE prefer that civil and environmental engineering faculty to belicensed in order to teach any course with significant design content, typically reflected in thecourse title and catalog description. The civil engineering faculty members are currentlylicensed as professional engineers while the environmental engineering faculty members arelicensed or in process of professional licensure as of the start of the fall 2016 semester.The Need for New Engineering ProgramsCurrently, thirty-two public and private universities in Texas graduate approximately 10% of allengineering students in the USA, about 65,000 current students in total as of

Conference Session

ASCE Policy 465: Raising the Bar

Collection

2009 Annual Conference & Exposition

Authors

Craig Musselman, CMA Engineers

Tagged Divisions

Civil Engineering

engineeringeducation requirements by NCEES is the assertion that the body of knowledge related to thelicensed practice of engineering has dramatically expanded in recent decades and will continueto do so. Concurrently, the number of credit hours required for graduation has decreased dueprimarily to political and economic pressures in virtually all states to provide baccalaureateprograms with fewer hours of coursework. Thus, the body of knowledge required to enter thepractice of engineering in the future does not fit within the curricula currently provided byundergraduate engineering programs.This is generally reflected in the following statement, which is provided in the report entitled“Educating the Engineer of 2020,”(1) prepared by the National Academy of

Conference Session

Professional Issues in Civil Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

E James Nelson, Brigham Young University; Gus Williams, Brigham Young University; Paul Richards, Brigham Young University; Grant Schultz, Brigham Young University; Travis Wight, Brigham Young University; Jeff Armstrong, Armstrong Forensic

Tagged Divisions

Civil Engineering

state licensure board member was: “Considering the engineering course work in a current [BS] degree and the additional technology available, it may be time to require additional college courses for a practicing engineer. I support making a bachelors degree a five year degree (150 hour) rather than making a bachelors degree nothing more than a technology degree (i.e. one by which the holder can not become licensed).”Many of the survey respondents strongly supported additional academic training for engineers,but opposed making that training mandatory. These comments reflect the thought that ourprofession is very broad, and depending on the type of practice, mandatory academic trainingmay not always be the best way to

Conference Session

Integrating Computer-based Technology in the Civil Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Michael Chajes, University of Delaware; Glen Loller, University of Delaware; Frank Conforti, Bentley Systems; Scott Lofgren, Bentley Systems; Laura Meier, Bentley Systems

Tagged Divisions

Civil Engineering

students are learning technology skills prized by future employers. BentleyLEARN also tracks students’ progress individually and generates a learning transcript forstudents reflecting what they complete.By the end of the semester, even though the students had attended only six lab lectures, theywere able to complete a full semester’s worth of material by utilizing the concept of blendedlearning. The tracking and evaluation of student progress was facilitated by the use of Bentley’son-line tracking and transcript generation system. Compared to the previous year, whenOnDemand eLearning was not utilized, the improvement in student learning and progress wassignificant. Due to the success of this novel instructional technology, it is being considered

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Enno Koehn, Lamar University; James Koehn, Chadron State College; Sunil Paleru, Lamar University

Tagged Divisions

Civil Engineering

supports the concept of the master’sdegree as the First Professional Degree (FPD) for the practice of civil engineering at theprofessional level.” There was a great level of discussion and opposition to this approach bymembers of the society.6,13,14 The perception was that outstanding practical experience may bejust as or more important than advanced course work. Upon reflection and after numerous discussions, Policy Statement 465 was amended in2001 and 2004 and today reads: “the ASCE supports the attainment of a Body of Knowledge forentry into the practice of civil engineering at the professional level. This would be accomplishedthrough the adoption of appropriate engineering education and experience requirements as aprerequisite for

Conference Session

Balancing Act: Ideas in Pre- & Post- Surveys and Assessment of Professional Skills

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

teaching survey did include this information. For the 27civil engineering courses described, the most common methods used to teach ethical/societalissues were: case studies (n=24), lectures (n=21), in-class discussions (n=21), examples ofprofessional scenarios (n=20), guest lectures (n=16), in-class debates/role plays (n=10),reflections (n=9), and videos (n=8). The most common assessment method for ethical/societalimpacts knowledge was an individual homework assignment graded with a rubric (n=20),followed by test and/or quiz questions (n=12) and individual reflections (n=10). Thebenchmarking results indicate that a number of different models are used for civil engineeringprofessional issues courses. Figure 1. Topics Taught in