Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

rubric levels couldclearly be debated; perhaps all are merely reflecting level 1 of the CEBOK3 rubric. The SEaffect items in the survey do not appear to directly measure the elements in the sustainabilityaffective rubric in the CEBOK3. Self-efficacy items reflect students’ confidence that they haveknowledge and abilities related to sustainable engineering; as such, they are somewhat a self-assessment of the cognitive domain outcomes (e.g. identify is cognitive level 1, understandingreflects comprehension or cognitive level 2).Supporting data from the College of Engineering’s graduating senior survey has also beenincluded. The College-wide survey asks CE students to rate the importance of an “ability toapply the principles of sustainability to

Conference Session

Innovative Instructional Strategies for Integrating Sustainability

Collection

2016 ASEE Annual Conference & Exposition

Authors

Diane L. Bondehagen, Florida Gulf Coast University; Simeon J. Komisar, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University

Tagged Divisions

Civil Engineering

design in their respective field.The American Association of Engineering Societies (AAES) and the World Federation ofEngineering Associations state that engineers “strive to comply with principles of sustainabledevelopment”5 and “maintain and continuously improve awareness and understanding ofenvironmental stewardship, sustainability principles and issues related to your field of practice.”6 To prepare students for future professional practice, FGCU along with many otherinstitutions of learning, has an increased focus on sustainability in engineering with drivingforces present to incorporate concepts of sustainability into the undergraduate curriculum. Thegeneral topic of sustainability integration in engineering curricula is reflected

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cara N. Morton P.E, Washington State University; Anna Karin Roo, Washington State University

Tagged Divisions

Civil Engineering

transition of developingan employed engineer persona. This shift in identity is reflected in writing as a student adjuststo the genre of the workplace and adapts to that workplace’s cultural engineering identity. Thisshift in writer identity creation can be compounded by the lack of practical writing help intechnical communication books (Wolfe, 2009, 2011). Wolfe (2011) notes that technicalcommunication books have shifted away from writing practice assignments to focus more onthe overall written product than on how to create the product over the years and assuming moreof a humanities bias in presentation of writing practices. There are elements of the written engineering work that may not become evident in engineering courses or in a

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Steven Burian, University of Utah; Pedro Romero, University of Utah; Steven Bartlett, University of Utah

Tagged Divisions

Civil Engineering

attributes of a leader periodically by the instructor orteaching assistant and is then assigned full responsibility for the laboratory including directingpreparations for the experiment (Fig. 1), designating experiment duties, and guiding the reportthrough completion. The team leader rates the team members and the team members rate theteam leader in specified categories. The team leader is also graded by the instructor based on theinformation contained in the memo or summary grade sheet (reflecting organization, efficientuse of resources, leading by example) and quality of the laboratory report. Introspective teamdiscussions are encouraged to self-analyze team dynamics and develop plan to improve.In Hydraulics, the report format, team dynamics, and

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Fred Meyer, U.S. Military Academy; Stephen Bert, U. S. Military Academy

Tagged Divisions

Civil Engineering

senior-level capstone designcourse. This paper illustrates a systematic approach across the entire CE program for the directassessment of program outcomes. The civil engineering program outcomes reflect the currentABET 3a-k as well as the ASCE Body of Knowledge (BOK).The approach integrates existing grading practices and correlates the results with the desiredprogram outcomes. This system of direct assessment provides a quantitative assessment withoutincreasing faculty work load, by leveraging what is already being done in the evaluation andgrading of student work. This technique uses embedded indicators, which are specific studentperformance events common to all students in the course such as homework problems, projectsand tests. The program

Conference Session

The Senior Experience: Capstone and Beyond

Collection

2006 Annual Conference & Exposition

Authors

Philip Dunn, University of Maine; Bryan Pearce, University of Maine-Orono

Tagged Divisions

Civil Engineering

consisting of presentations to clients, plan development, and marketingmaterials.This paper will discuss how project management tools are introduced to civil engineeringstudents and how these skills are utilized in developing the preliminary capstone proposal.BackgroundThe development of CIE 413 Project Management was based on several TC2K/ABET criterion 2objectives. Each of these objectives helped formulate the strategies used to present projectmanagement topics in both active and reflective learning methods. The objectives that wereapplied included: a. demonstrate an appropriate mastery of the knowledge, techniques, skills, and modern tools of their discipline, b. apply current knowledge and adapt to emerging applications

Conference Session

Feedback and IT: Improving Student Learning

Collection

2006 Annual Conference & Exposition

Authors

Matthew Roberts, University of Wisconsin-Platteville

Tagged Divisions

Civil Engineering

curriculum in general, and 6. The outcomes of teaching, as reflected in student learning.8The method or methods selected should be tuned to assess the desired aspects to beevaluated. The evaluator should also be selected with the end in mind—it should besomeone with expertise in evaluating the desired aspect(s).Time is also an important consideration. Faculty members are very busy and reluctant tocommit to excessively time-consuming projects. Many successful peer review projectsrequire a surprisingly small time commitment. A time commitment on the order of a halfhour per week or less is typically feasible—any program requiring significantly more Page

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan Huynh, University of South Carolina; Juan M Caicedo, University of South Carolina; Charles E. Pierce, University of South Carolina; Jason W Gantt, University of South Carolina

Tagged Divisions

Civil Engineering

to not only help students learn the class material, but also improve their criticalthinking skills. To accomplish this, we use some key elements from the EFFECTs pedagogy toget students to think and guesstimate an answer to a design problem and to reflect on how thelearned material helped them answer the design problem. The study is carried out in anundergraduate Transportation Engineering course with 57 students. The remainder of this paperdiscusses our modified EFFECT approach and a novel approach for assessing students' learning.Preliminary results are presented and discussed.Modified EFFECT ApproachThe specific structure of the modified EFFECT approach is as follows. During the first lectureof each of the seven topics, the instructor

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Juan M Caicedo, University of South Carolina

Tagged Divisions

Civil Engineering

sensors anddata acquisition systems, even though they might use these tools in their professional life.Furthermore, students might not be aware of the potential uses of the data collected by thesensors.This paper discusses efforts for the development of a course in the area of model updating. Thecourse uses the EFFECTs pedagogical framework consisting of [2] : i) a decision worksheetasking students to estimate the solution to an engineering problem, ii) active learning activities tointroduce students to the material needed to correctly answer the driving question, iii) reflectiveexercises asking students to reflect on the material learned in class and revise the answer to thedriving question, and iv) a final report encouraging students to re

Conference Session

Beyond BS: Issues Affecting Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrea L Welker PE, Villanova University

Tagged Divisions

Civil Engineering

lifting ABET’sban on dual-level accreditation such that “Path 2” was a viable option. The persuasion of ABETto lift this ban was delegated to the TCAP3 Accreditation Committee3. At the time of writing, themodel law has not been changed to reflect the increased educational requirements recommendedby PS 465 by any of the NCEES member boards. It was hoped that at least one state would adoptthe new model law within two years of allowing dual-level accreditation3. The goal of this paperwas to focus on the status and willingness of departments to accredit their master’s degreeprograms even without the changes in the model law.Dual-Level Accreditation and its Role in PS 465To implement PS 465, engineering interns on the second path to licensure will

Conference Session

Best in 5 Minutes: Demonstrating Interactive Teaching Activities

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sotonye Ikiriko, Morgan State University; Ayodeji B. Wemida; Steve Efe, Morgan State University; Mehdi Shokouhian, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Divisions

Civil Engineering

theexperiment. All the students in civil engineering (100%) agree that the use of the device reflectedtheir course content, reflected real practice, reflected their academic area, practice and coursecontent, while slightly more than 50% of the students in other STEM disciplines agree the same.All the civil engineering students (100%) agree that using the device helped them developinterest in the subject area while 60% agree that they have become motivated to learn the coursecontent because of using the device. Most of the civil engineering students (80%) agree that theirknowledge in the subject area increases after they used the device, while 60% agree that usingthe device has increased their confidence in the subject area. The percentage change

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anthony Battistini, Angelo State University; William A. Kitch, Angelo State University

Tagged Divisions

Civil Engineering

Research uses 2 or 3 Research uses and cites sources and barely cites sources and generally 3 or more sources. them. cites them. Ideas generated are one2b) Define the person’s or are missing. Ideas generated reflect Ideas generated reflect Ideas generated reflectproblem, review

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Angela R. Bielefeldt, University of Colorado, Boulder; Kevin G. Sutterer P.E., Rose-Hulman Institute of Technology; Derek Guthrie Williamson, University of Alabama; W. Edward Back, University of Alabama

Tagged Divisions

Civil Engineering

technical communication is included in capstonedesign since teams try to convince the client that they have the best design; since all of the teamswork on the same project it ends up being somewhat competitive. Persuasive communication tonon-technical audiences is largely absent. I believe modifications could be made to try to helpstudents reach level 1, but reaching level 2 would be more difficult.Rose-Hulman. We do not have concerns about fulfilling this in our program. Level 1 is acommon theme in the lessons both within our department and institute-wide. We’re optimisticthe students could effectively reflect on this, but we do not ask them to do so, at least in ourdepartment. The students work hard at level 2 in multiple points in our curriculum

Conference Session

High-Impact Teaching and Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenna Williams, California Polytechnic State University, San Luis Obispo; Mark William Wright LEED Green Associate, California Polytechnic State University, San Luis Obispo; Michael James Deigert, California Polytechnic State University; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

to augment physical models, as well as laboratory and in-field experimentation. Thisoverview provides context for the pedagogical approach discussed in this paper which combinesproject-based learning and large-scale laboratory experimentation. Based upon a review ofpublished research related to structural steel design instruction, there have been no similar steeldesign courses which use this teaching approach to expose students to the lateral load resistingframe systems common in seismic areas.Project-based LearningPast engineering pedagogy research has shown that incorporating a project-based approach in astructural steel course, that reflects a task similar to that in industry, is more effective than thetraditional lecture approach [2-3

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

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

Tagged Divisions

Civil Engineering

. He is a consulting geotechnical engineer in Michigan. c American Society for Engineering Education, 2016 Accreditation Insights and the Next Body of KnowledgeAbstractThe American Society of Civil Engineers (ASCE) organized the Civil Engineering ProgramCriteria Task Committee (CEPCTC) in October 2012. The CEPCTC charge was to determine ifthe current ABET Civil Engineering Program Criteria (CEPC) should be changed to reflect one ormore of the 24 outcomes of the second edition of the Civil Engineering Body of Knowledge. Aftertwo years of work, a proposed CEPC was approved by the relevant ASCE committees andforwarded to ABET for approval and incorporation into accreditation criteria. Two previous

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

water conflict.Essentially, we were poorly communicating the relationship of activities and lesson topics tolesson learning objectives and this was causing students to interpret the objectives and relevanceof the activities differently. We therefore created learning objectives for each lesson and made adirect connection to the topic of the lesson and activities in the lesson.JournalStudents were supplied with notebooks and required to record their thoughts, notes, discussions,etc. in journal. The objective was to encourage them to reflect during class and recall or sharetheir journals with others in the class. We anticipated more sharing of thoughts from journals insmall group discussions in class.Outside EventsWater issues in the western U.S

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

wording was consistent with ABET definitions which are generally difficult todefine clearly, and 2) the addition of four new outcomes focused on additional Page 22.141.2professional 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 withlarger breadth occurring at the undergraduate level. The addition of professional skillsabove what even ABET2 EC2000 requires reflects greater recognition of the importanceof the development of professional skills at the bachelor’s level. How/Where are thesesupplementary professional topics to be included in the current

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering

genres and for effective work on teams (e.g., acapstone course with writing and presentation components, research reports). These experiencesshould prepare CE graduates for the exigencies of the workplace. However, considerable concernabout the communication skills of CE graduates is reflected in the significant attention devotedto studying and improving both the communication training and student proficiencies by facultyand researchers who publish in professional engineering education journals (e.g., Journal ofProfessional Issues in Engineering Education and Practice; Journal of Engineering Education)and present at conferences such as those sponsored by ASEE and Frontiers in Education (FIE

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mikhail Gershfeld, S.E., California State Polytechnic University, Pomona; Judith Ellen Sheine, California State Polytechnic University, Pomona; Gary LeMarr McGavin, California State Polytechnic University, Pomona, Department of Architecture

Tagged Divisions

Civil Engineering

at the end. Strict deadlines were established for engineering-sensitive decisions and engineering students were required to monitor these deadlines and soundan alert to the architecture students and faculty (who also monitored the design process) if thesewere slipping.Following are comments from some of the architectural and engineering judges that have beeninvolved in the studio for the last three years. They were asked to provide some reflection onwhy they are willing to take 6-8 hrs of their time, typically on Fridays, to judge students’ de-signs.Will Shepphired is a registered engineer and architect. He is a principal of his own successfularchitectural firm. He has been an active member of our judging panel for the last three years

Conference Session

Capitalizing on COVID: Using This Disruptor to Change the Educational Model

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron P.E., United States Military Academy; Jakob C. Bruhl, United States Military Academy; Brad C. McCoy, United States Military Academy; Brock E. Barry P.E., United States Military Academy; Rebecca Zifchock, United States Military Academy; Margaret Nowicki, United States Military Academy; James E. Bluman, United States Military Academy; Brad Wambeke P.E., United States Military Academy

Tagged Divisions

Civil Engineering

) formulated a teaching model which guided the training of new faculty.The model served faculty well as they provided instruction and developed learning activities.The model remained unchanged for about 15 years until a team of faculty conducted amethodical review of the literature, reflected on desired outcomes, and deliberated about the rolethat this model played in achieving the institution and department’s mission and vision. Theresult was an updated teaching and learning model which was presented at the ASEE NationalConvention in 2017. As was emphasized in a previous paper, the faculty believed strongly thatthe teaching and learning model be viewed as a living document that must be applied andregularly challenged, discussed, and updated to ensure

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shinae Jang P.E., University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

. Frequent stretch breaks, screen breaks, anda one-time 3-minute transition break were used during online meetings. In addition to this,students had opportunities to reflect on their efforts and performance in class using self-reflection surveys (after two midterm exams). Smaller student tutor sessions were provided forunder-performing students based on their choices. Table 1. UD Principles and Implementation in Statics UD Principles Implementation in Statics Course Equitable Use ▪ Course website on Blackboard is pre-designed to be accessible to everyone ▪ Digital textbook is adopted for text-to-speech functionality

Conference Session

Supporting Successful Progression From First-year Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erica J. Marti, University of Nevada, Las Vegas; Eakalak Khan, University of Nevada, Las Vegas; Amit Gajurel, University of Nevada, Las Vegas; Neil Christian Ledesma Tugadi

Tagged Divisions

Civil Engineering

play games such as Jenga. During spring 2020, a ‘DepartmentMeet and Greet’ was held over two days in which the participants met with the CEEC facultiesand learned about ‘Engineering for People Design Challenge’. Another activity was ‘Geowall’ inwhich students created a retaining wall using as little amount of paper as possible. Students andmentors also discussed study tips and reflected on their experience working on the group projectin the last meeting of the semester.In fall 2020, four cohort activities were held virtually since the in-person interactions werelimited because of the COVID-19 pandemic. During one activity, the cohort participated in the‘Fun with Professors’ event and played a virtual game ‘Skribbl’ [7] with faculties, GAs

Conference Session

Program Support Initiatives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew K. Swenty, Virginia Military Institute; Christopher R. Shearer, South Dakota School of Mines and Technology; Benjamin Z. Dymond, University of Minnesota Duluth; Wakeel Ishola Anthony Idewu, Virginia Military Institute

Tagged Divisions

Civil Engineering

andstyles, but there was no attempt to unify any of the classes. The primary point of similarity wasthat all the surveys and exam questions administered in this study were the same and were madetogether. All the exam questions were presented in a multiple-choice format to reflect the mostcommon method of questioning on the FE exam.University A required students to take the FE exam and students were reimbursed for the examcost if they passed. At University A, most senior students (approximately 75% or more per year)in civil engineering take the FE review course and depend on it as their sole source ofpreparation for the exam. Universities B and C strongly encouraged students to attempt the FEexam prior to graduation. At University B, review sessions

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

regulations (writing assignment 2), withpersonal opinions and reactions to the case, offering time for reflection of some of the conceptsexplored in the class. This combination (sometimes more elegantly achieved than others) isexemplified by this submission to the forensic engineering assignment: These improvements are relatively inexpensive from an economical point of view… the state will definitely not be happy with these extra expenses, so this is controversial… the construction team could be at a high risk of losing their engineering license and the media will most likely stir up some harsh and unnecessary labels to them…This student is reflecting on many of the case study’s key ideas, but struggling to articulate hisideas

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark W. Milke P.E., University of Canterbury; Annelies Kamp, University of Canterbury ; Dave Brierley, Engineering New Zealand

Tagged Divisions

Civil Engineering

industry. Yet, key components of mentoring that havebeen identified in the literature are often unfamiliar at the level of practice. The intent ofmentoring is that mentees, in our case the engineering student, arrive at their own solutionsthrough a process of reflection facilitated by their mentor.In designing the mentoring trial, we used a five-factor mentoring framework, drawing on theeducation literature. 1. The first factor is building rapport. Rapport is at the heart of mentoring [18]. Rapport is when the student and their industry partner feel comfortable communicating. Mentors and students can build rapport by learning a little about the other; mentors can encourage rapport by being attentive to body language and adopting a

Conference Session

Professional Issues in Civil Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

formed a committee to study and develop a Civil Engineering Bodyof Knowledge (BOK)2 to document 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’staxonomy3 as well as the adding of four new outcomes focused on additional professionaltopics and discipline depth. Very quickly it was determined by most programs and ASCEthat the discipline depth could only occur at the Master’s level. The additionalprofessional skills above what even EC2000 requires reflect greater recognition of theimportance of professional skills. Where are these supplementary professional topics tobe just included in the

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Civil Engineering

education provides agreater understanding of the multifaceted nature of civil engineering.(7,8) They can be used tosimulate a variety of learning protocols such as: design and analysis experiences,interdisciplinary issues and concerns, costs, hazards, owner preferences, and compliance withstandards and guidelines. Cases, by and large, describe situations, projects, problems, decisions,etc., and are primarily derived from actual experience, and do reflect thoughts, outlook, andconcerns of: managers, professionals, regulatory agencies, communities, and owners. Cases arealso widely used in other disciplines such as: education, medicine, and law.This paper describes the steps taken in planning, developing, and executing a case study/ casehistory course

Conference Session

Mechanics, Music, Meaning, and Mohr

Collection

2017 ASEE Annual Conference & Exposition

Authors

Craig M. Shillaber, Northeastern University; Joseph E Dove P.E., Virginia Tech; James K. Mitchell, Virginia Tech; Cristopher D. Moen; Victoria A Mouras P.E., Virginia Tech

Tagged Divisions

Civil Engineering

development and design skills.To address the goals of this study, the survey used in the GT study16 was modified to includequestions related to perceptions of Engineering Mechanics in addition to SustainableDevelopment and Sustainable Design. The Engineering Mechanics questions serve as a point ofreference to which questions related to Sustainable Development and Sustainable Design can becompared. The survey asked students to rate how important they felt certain engineering skillsand abilities in all three areas are, and how confident they are in their abilities to exercise thoseskills on a 7-point scale. Students were also asked to rate their interest in a variety ofsustainability topics and reflect on the source of their sustainability knowledge

Conference Session

It's All About the Student: Integration, Problem Solving, Critical Thinking, and Self-Efficacy

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut Ilgu, Iowa State University; Suhan Yao, Iowa State University

Tagged Divisions

Civil Engineering

engineeringeducators focused more on content coverage rather than creating learning opportunities forpracticing critical thinking skills [4]. Learning activities that stimulates critical thinking skillswould be desirable in any engineering classroom. Online discussion has emerged as a promising method for encouraging critical thinking indistance education [5], [10]. It provides opportunities for flexibility [11], [12] and collaboration[5]. Asynchronous text-based mode allows for greater reflection and higher levels of criticalthinking and in-depth feedback as well as allowing instructors to model, foster, and evaluate thecritical thinking skills exhibited during the discussion [6], [11], [13], [14]. Despite the potential of online discussions in

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles D. Facciolo, Daedalus Structural Engineering; Anahid Behrouzi, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Civil Engineering

goalof modifying the course was to expose students to physical experiments to foster their: (i)engineering intuition and calculation abilities, (ii) proficiency in data acquisition applicationsavailable on smart phones, (iii) data post-processing, analysis, and visualization skills in Matlab,(iv) writing thoughtful reflections in lab reports based on observations and quantitative dataresults, and (v) teamwork. Also, the hope was to engage and excite students in the course topic.Description of Physical / Virtual ExperimentsThe course activities are summarized below in the order they were covered in class. Additionaldetails related to course instruction (lab handouts), model fabrication (materials, budget,drawings), and sample solutions are