Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Karlin, South Dakota School of Mines and Technology; Andrea Surovek, South Dakota School of Mines and Technology

Tagged Divisions

Civil Engineering

11.271.5conducted at the conclusion of each lecture in the series that was completed by all in attendance.Students’ Understanding of Their Roles in the Larger SocietyThe pre-survey and post-survey listed a series of statements connecting the civil engineeringstudents to social and global responsibility. The students marked their agreement with thestatements on a scale of 1 (strongly disagree) to 5 (strongly agree). The cycle one, or first year,pre-survey demonstrated that the students felt they already had a nominal confidence in theirunderstanding of their role as a civil engineer in the larger society. There was, however, someincrease in their confidence after their participation in the seminar series. Table I summarizesthe questions and the mean data

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin-Madison; Thomas Lenox; Stuart G. Walesh S.G., Walesh Consulting; Richard O. Anderson; Gerald E. Galloway, University of Maryland-College Park; Craig Musselman; Wayne R. Bergstrom; James K. Nelson, University of Texas-Tyler; James O'Brien

Tagged Divisions

Civil Engineering

paper is to describe the progress over the last year and the nextsteps for the implementation of Policy Statement 465.BackgroundThe last four years have seen major progress in ASCE’s “Raise the Bar” initiative, from thecreation of a Civil Engineering Body of Knowledge (BOK), to a sea change in the reactiontowards this initiative. The CAP ^3 Body of Knowledge committee formulated and published thefirst edition of the Civil Engineering Body of Knowledge for the 21st Century in early 2004. Thedefinition of BOK is shown in Figure 1. This effort moved the focus of ASCE’s initiative fromone principally referencing degrees to a new focus on the requisite areas of knowledge necessaryfor the professional practice of engineering in the future

Conference Session

Physical Models and Other Interactive Tools

Collection

2006 Annual Conference & Exposition

Authors

Douglas Cleary, Rowan University

Tagged Divisions

Civil Engineering

11.582.3scale was small and the presentation was relatively passive as the students only observed andwere not required to perform any follow-up exercises. The 18-month gap in offering the courseoccurred following the spring 2003 offering.In 2005, the physical testing component of the course was greatly increased. Four full-scalebeams were tested during the course to demonstrate 1) a flexural failure with high ductility, 2) aflexural failure with low ductility, 3) a shear failure, and 4) an anchorage failure. The students inthe course submitted a sequence of laboratory reports culminating in a final report covering allfour tests.Details of the Beam TestingGoals and ObjectivesThe primary objective of the physical testing was to allow students to

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Yusuf Mehta, Rowan University

Tagged Divisions

Civil Engineering

class; however the studentsunderstand the theory by solving real-world problems that are relevant to the theory.IntroductionThe transportation engineering is taught in the junior year as a required course for all civilengineering (CE) students. The course provides an introduction to various aspects oftransportation engineering. The course, which is traditionally a lecture course, was redesigned toensure that every student actively participates and understands the physical elements oftransportation design. The students then have the option of taking an advanced transportationDesign and Planning or pavement Design and Evaluation.Course OutlineThe course (Table 1) included six topics, 1) driver, pedestrian, vehicle and road characteristics,;2

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Ernest Smerdon, University of Arizona; Stephen Ressler, U.S. Military Academy; James K. Nelson, University of Texas-Tyler; Jim O'Brien, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

civil engineers will beequipped to handle the challenges of professional practice in the decades ahead.1 That paperreviewed ASCE Policy Statement 465 (PS 465), which promotes the attainment of a body ofknowledge deemed essential to the practice civil engineering at the profession level.. As part ofthis effort, the society developed a report delineating the body of knowledge (BOK) that futurecivil engineers will need to have. That report, published in 2004, is currently being updatedbased on extensive feedback from the initial BOK report.2 This revised BOK report should becompleted by the end of 2006.There are many organizations and technology experts who are deeply concerned about how theengineering profession will meet the challenges of the

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Stanley Rolfe, University of Kansas; Francis Thomas, University of Kansas-Lawrence

Tagged Divisions

Civil Engineering

an outstanding engineering education sothat they are able to help sustain our existing infrastructure system and to create newinfrastructure systems. A critical part of that education is a clear understanding of the importanceof always acting in an ethical manner.Recognizing that students come to our Department with a variety of ethical backgrounds, weneed to continuously emphasize engineering ethics in three broad areas: 1. Academic: The importance of doing ones’ own work, not cheating, and performing to the best of ones’ ability. This is the foundation for professional ethics. The importance of academic ethics and the consequences of not developing individual academic ethics

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

James Hanson, Rose-Hulman Institute of Technology; Robert Houghtalen, Rose-Hulman Institute of Technology; Jesse Houghtalen, Rose-Hulman Institute of Technology; Zachary Johnson, Rose-Hulman Institute of Technology; Matthew Lovell, Rose-Hulman Institute of Technology; Maria Van Houten, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

ProjectIn order to assign students to projects, the instructors have each student rank his or her top fiveproject choices on the first day of class (5 = highest preference). The students are provided a oneparagraph description of each potential project. Figure 1 contains an example description. Theinstructors review the descriptions with the seniors and answer any questions before the studentssubmit their preferences. The instructors compile the rankings as demonstrated in Table 1. Theprojects with the highest total score are selected, then the instructors assign students to projectsin an attempt to maximize the number of students receiving either their top or second choice. Todo so, the instructors first assign students with the strongest

Conference Session

Physical Models and Other Interactive Tools

Collection

2006 Annual Conference & Exposition

Authors

Ronald Welch, U.S. Military Academy; James Ledlie Klosky

Tagged Divisions

Civil Engineering

confronting engineering topics for the first time; in a sense, they say “Don’tTELL me, SHOW me!”I. IntroductionPhysical models are a great way to both educate and motivate the student and can greatlyimprove student learning. Sound innovative? Sounds new? Not really; these types of techniqueswere in use at the United States Military Academy and nearly every other engineering institutionat the beginning of the 20th century (Figure 1). Hands-on models were once the cornerstone ofevery class in mechanics, but today many classrooms are equipped with only a textbook,chalkboard (if lucky), and a computer projection system. Is this enough? Not hardly! How canfaculty in today’s classrooms foster an atmosphere that is more conducive to student-centeredlearning

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Ronald Welch, U.S. Military Academy; Allen Estes, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

Society for Engineering Education, 2006 Assessing Current Programs Against the New BOKAbstractThrough the formal development of Policy 465, the American Society of Civil Engineers hasdefined the Body of Knowledge (BOK) that describes the knowledge, skills and attitudesnecessary to become a licensed professional engineer.1, 2 The BOK is presented in the form of 15outcomes that prescribe the necessary breadth and depth of knowledge required for a practicingcivil engineer. The levels of competence for these outcomes are defined as recognition,understanding, and ability. The attainment of the BOK is expected to occur through a broadundergraduate education, specialized education at the masters level, and practical experienceduring the

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy

Tagged Divisions

Civil Engineering

comprise this body and assess who is best qualified to teach each outcome separately. Table1 represents such an attempt. For each BOK outcome, the authors considered four categories offaculty members: 1) the traditional faculty member with Ph.D. who has significant researchresponsibilities and interests; 2) the faculty member with at least a masters degree in the civilengineering discipline but no significant practical industry or research experience; 3) the facultymember with only a masters degree, but has at least 15 years of relevant experience as apracticing civil engineer; and 4) the faculty member with educational expertise in a disciplineother than civil engineering. The bold xx indicates that this person is best qualified to teach

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Fred Meyer, U.S. Military Academy; Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy; David Winget, U.S. Military Academy

Tagged Divisions

Civil Engineering

Engineering Program outcomes shown in Table 1 are configured to meet therequirements of ABET 3a-k and specify what civil engineering majors should be able toaccomplish at the time of graduation from the USMA. With the evolution of the BOK and thepromise of implementation in the near future, the CE Program Outcomes include the requirementfor specialization in an area of civil engineering (14), project management, construction andasset management (15), business and public policy and administration (16), and leadership (17),the requirements extending beyond previous ABET 3a-k requirements. The program is assessedby measuring the extent to which graduates can accomplish the 17 CE program outcomes

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

of which correspond nominally to ABET Criteria 3(a) through 3(k).3Outcome 12 describes a requirement for knowledge in a specialized area related to civilengineering; and Outcomes 13, 14, and 15 require understanding of professional practice topicssuch as management, business, public policy and administration, and leadership.The fifteen outcomes of the BOK reflect five major areas of emphasis: • Fundamentals of math, science, and engineering science • Technical breadth • Breadth in the humanities and social sciences • Technical depth • Professional practice breadthThe association between these “big picture” areas of emphasis and the fifteen BOK outcomes isillustrated in Figure 1 below.In October 2004, the ASCE Board

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Ronald Harichandran, Michigan State University

Tagged Divisions

Civil Engineering

, each CEE department in the country is characterized by its particular focus andstrength. The Big 10+ CEE department chairs named in this document provided several ideas re-garding current research trends, and thereby to project a vision for the future. Some chairs pro-vided their own detailed vision documents, whereas others loosely sketched out their views. Theprincipal elements of these visions and views are captured and categorized in Figure 1. Figure 1 suggests the need for flexible alignment and focusing of CEE research programs,as well as of CEE education. Civil and environmental engineering faculty perform research re-lated to the built and the natural environments, and until recently have focused their work in thenow

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Nathan Gartner, University of Massachusetts-Lowell; John TIng, University of Massachusetts-Lowell; Oguz Gunes, University of Massachusetts-Lowell; Xiaoqi Zhang, University of Massachusetts-Lowell

Tagged Divisions

Civil Engineering

curriculumreform.Initially, three service-learning projects of various content, workload, and community partneringwere identified and implemented in two core and one elective undergraduate courses in CEE in2005. Over 80 undergraduate students ranging from freshmen to seniors participated in thesecommunity-based projects: (1) Davidson Street Parking Lot Redesign for the City of Lowell; (2)Intersection Analysis – Traffic Signal Control for the City of Lowell; and (3) PreliminaryBuilding Structural Evaluation for the Architectural Heritage Foundation (AHF) In Lowell, MA.Service-learning was found to be an effective approach to help meet several of the well-knownABET EC2000 educational outcomes. At the completion of these service-learning projects, thestudents not only

Conference Session

A Serving Profession: Service Learning in Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Warren Cambell, Western Kentucky University; Shane Palmquist, Western Kentucky University; Greg Mills, Western Kentucky University

Tagged Divisions

Civil Engineering

new development in these zones are not available. Manypoorer communities have many of these A-zones. Some of the sinkhole A zones in the city were not made AE zones because standardmethods gave 100-yr flood zones much lower than those observed in large events. Figure 1shows three sinkhole flood zones, of which two are approximate A zones. Accurate determination of flood zones requires several things: 1) accurate topographicsurvey data, 2) application of appropriate hydrologic and hydraulic models, 3) good calibrationdata, and 4) familiarity with the watershed. Each of these four requirements for good flood mapsis a link in a chain. Failure to provide any one of the links can significantly reduce the accuracyof the map. A

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Civil Engineering

of passive spectators.(1)This method, however, continues to be the mostdominant teaching method in engineering institutions and widely used in most classes.To improve the relevancy of engineering education, we believe that teaching, or morefundamentally, student learning needs to be emphasized. Learning, as defined today, is morethan the acquisition of knowledge. Bloom(2) has defined six increasing levels of learning and/orcomprehension, beginning with fact-based knowledge, and followed by: comprehension (usingfactual information and explaining facts), application (applying facts to solve problems,analyzing concept structures), synthesis (creating something new by using different components),and evaluation (exercising judgments and comparing

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

process, • Inadequate knowledge of the role of technology, and • Minimum knowledge of business, economics, and management. The Accreditation Board for Engineering and Technology (ABET) is also concerned withthe particular knowledge and skills that the graduate of 2020 will need to enter professionalpractice. Meetings are being held to predict what must be included in the BOK required forfuture engineers.1 It is hoped that the application of ASCE Policy Statement 465 will assist insolving the perceived problems in engineering education.Engineering Education Recently, there have been recommendations from educators and technical/professionalsocieties such as ASCE and NRC, as indicated in the previous sections

Conference Session

Project-based and Experiential Learning in Civil Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Reynolds, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

deformable cables (Figures 1, 2). Figure 1. Rigid Beam Supported by Deformable Figure 2. Rigid Beam Supported by Deformable Cables (Undeformed, Drawn by Hand) Cables (Deformed, Drawn by Hand)This type of visual communication was likely drawn on any number of dry erase boards inengineering classrooms around the world. As in-class drawing is relatively time-consuming,instructors were likely to make the drawing process as efficient as possible, perhaps overlayingthe deformed geometry on top of the undeformed geometry, using a different color todifferentiate between the two ideas (Figure 2).These diagrams are both symbolic and analytical. They are drawn in a language onlycomprehensible to those that possess a certain

Conference Session

Feedback and IT: Improving Student Learning

Collection

2006 Annual Conference & Exposition

Authors

Thomas Steinborn, Darmstadt University of Technology; Joerg Lange, Darmstadt University of Technology

Tagged Divisions

Civil Engineering

within the research focus of the staff are taught.With a decreasing number of staff members some interesting subjects might be missed. Viae-learning within teaching networks this problem can be reduced because students can drawknowledge from other schools where highly specialized courses are offered. In addition thisimproves the possibilities for practicing engineers in life long learning.For a number of years lecturers and professors from other universities were interested inoffering this course to their students. Due to the development of Darmstadt University ofTechnology (TUD) to a Dual Mode university 1 (figure 1) it was possible to test this kind ofcooperation. The Dual Mode TUD combines traditional (face-to-face) teaching with e-teaching

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Divisions

Civil Engineering

the followingsections.As a requirement for graduation, Civil Engineering majors at The Citadel, a teaching focusedinstitution in the Southern United States, must take an engineering economy course in theirjunior year. The course focuses on basic principles of engineering economy as applied to theeconomic analysis of the costs of construction and operation of various engineering works. Theobjectives of this study were to (1) assess the amount of exposure engineering majors have toengineering economy prior to this course and (2) to assess student learning as a result of variouspedagogical techniques used. A pre-test and post-test were developed based on key concepts inengineering economy. The pre-test was administered to measure student’s prior

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Allison Godwin, Purdue University, West Lafayette; Haley Margaret Gardner

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

identity, career motivations,and agency through engineering. The survey was designed for students in their final senior design, orcapstone course, just prior to entering the workforce. We developed the survey using prior nationalsurveys and newly written questions categorized into six sections: (1) career goals and motivation, (2)college experiences, (3) agency, (4) climate literacy, (5) people and the planet, and (6) demographicinformation. We conducted focus groups with students to establish face and content validity of thesurvey. We collected pilot data with 200 engineering students in upper-level engineering courses toprovide validity evidence for the use of these survey items to measure students and track changes acrossthe undergraduate

Conference Session

Integrating Teaching Assistants, Tenure-track, and Non-tenure-track Faculty into a Cohesive Department

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brad Wambeke, United States Military Academy; Brock E. Barry, U.S. Military Academy; Jakob C Bruhl P.E., U.S. Military Academy

Tagged Divisions

Civil Engineering

first meeting in August 2016 and continued to meetevery 2-3 weeks throughout the fall semester. This manuscript documents the structuredmethodology utilized by the committee in the development of a new teaching and learningmodel, describes the resulting model, and discusses implications for the department.Existing Teaching ModelTo be truly effective, a teaching model should be considered a living document. It must berevisited on a regular basis for consideration of revisions. While the existing document, asshown in Figure 1, may have been living in spirit, its content was nearly on life-support as thecommittee found no indications that the model has been revised, or formally revalidated, since itwas initially developed in the late 1990s

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Cowan, James Madison University; Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

full list in Table 1). While the rubric was designed to allowfor assessment of a variety of project types, it has only been applied to civil engineering studentdesign projects.5The rubric includes two four-point rating scales to aid evaluators in judging capstone reportsbased on the 16 sustainable design criteria. The earned points scale [0-3] captures the extent towhich students consider each sustainable design criterion in their capstone projects. Evaluatorsassign a score of 0 to projects that show no evidence of incorporating the design criterion, whilea score of 3 is assigned if the project shows evidence of extensive criterion application. Thepotential points scale [0-3] describes the extent to which each sustainable design criterion

Conference Session

Horizontal and Vertical Integration

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea L. Welker, Villanova University; Kristin M. Sample-Lord, Villanova University; Joseph Robert Yost, Villanova University

Tagged Divisions

Civil Engineering

partnership with the Kern Family Foundation in 2007. That firstgrant supported implementation of the Kern Entrepreneurial Engineering Network (KEEN)initiative. Subsequent grants from the Kern Family Foundation have supported intrapreneurshipdevelopment and intercollegiate entrepreneurship opportunities, faculty training to attain the goalof including EML into at least half of the engineering classes in the College, and creation of anEngineering Entrepreneurship minor that can be attained during the school year or through asingle summer-intensive program.The training workshops for faculty at Villanova University are held each summer.Approximately eight faculty members from all four departments participate each year. At thetime of writing about 1/3 of

Conference Session

Mechanics, Music, Meaning, and Mohr

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; James Ledlie Klosky, U.S. Military Academy; Joseph P. Hanus, U.S. Military Academy

Tagged Divisions

Civil Engineering

) has evolved sincethe institution’s inception in 1802 1: To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country and prepared for a career of professional excellence and service to the Nation as an officer in the United States Army.The Department of Civil and Mechanical Engineering is one of 11 departments at USMA, andboth the civil and mechanical engineering programs are ABET accredited. The mission of thedepartment parallels that of the Academy, and focuses on educating and inspiring engineeringstudents 2: To educate, develop, and inspire agile and adaptive leaders of character who design and implement innovative solutions

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janey Camp P.E., Vanderbilt University; Leslie Nolen, American Society of Civil Engineers; Carolyn Sofman, American Society of Civil Engineers

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, iPhone and Android platforms featuring animatedinfographics, videos and state-specific data and placement of stories to make the informationmost readily available and applicable to the American public, as was done in 2013. Figure 1: Sample of the displays of the 2017 Report Card on multiple devicesThe Failure to Act Economic Study SeriesASCE’s Infrastructure Report Card grades are a comprehensive assessment of infrastructureconditions across the United States. But what does D+ infrastructure mean for the nation’seconomy?In 2011, ASCE commissioned a series of economic reports called Failure to Act, to provide anobjective analysis of the economic implications for the U.S. on the current investment trends inkey infrastructure sectors. In 2016

Conference Session

Approaches to Virtual Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alec Maxwell, San Francisco State University; Zhaoshuo Jiang P.E., San Francisco State University; Cheng Chen, San Francisco State University

Tagged Divisions

Civil Engineering

laboratory. An innovative mobile RemoteShake Table Laboratory (RSTLab) was recently developed in San Francisco State University(SFSU) which provides students the opportunity to remotely participate and conduct physicalshake table experiments in real-time through smart mobile devices (e.g. smartphones andtablets). To alleviate the passive participating feeling, a telepresence robot is adopted andintegrated with the mobile RSTLab to actively engage students and provide them a real sense ofin-person participation without the need of being physically present in the laboratory. Theschematic of the mobile RSTLab is shown in Figure 1. An experiment will be initiated byreserving a time slot from a booking system. Once the reservation is made, the student

Conference Session

Innovative Pedagogies for Facilitating Student-driven Learning Experiences

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University, San Luis Obispo; John W. Lawson, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

structural engineering.1 Furthermore, mostof the other 17 accredited ARCE programs have elected not to focus to the same depth onstructural engineering, despite being located in colleges of engineering2. The CAED alsocontains the Architecture (ARCH) and Construction Management (CM) programs thus offeringunique opportunities for interdisciplinary collaboration. Students applying to Cal Poly arerequired to request a specific major; and due to a tight sequence of courses with prerequisites,enrolled students must embark on a major-specific course flowchart that is somewhatconstrained.Until recently, the ARCE freshmen did not take their first ARCE course until the beginning oftheir sophomore year. The freshmen spent their first year taking architecture

Conference Session

Integrating Teaching Assistants, Tenure-track, and Non-tenure-track Faculty into a Cohesive Department

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Robert J. Rabb P.E., The Citadel; Kevin C Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

Paper ID #18287Non-Tenure Track Faculty Professional Development OpportunitiesDr. Ronald W. Welch, The Citadel Ron Welch (P.E.) received his B.S. degree in Engineering Mechanics from the United States Military Academy in 1982. He received his M.S. and Ph.D. degrees in Civil Engineering from the University of Illinois, Champaign-Urbana in 1990 and 1999, respectively. He became the Dean of Engineering at The Citadel on 1 July 2011. Prior to his current position, he was the Department Head of Civil Engineering at The University of Texas at Tyler from Jan 2007 to June 2011 as well as served in the Corps of Engineers for

Conference Session

Approaches to Virtual Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio P.E., University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

architecture, and plant science courses offered at theUniversity of Delaware over more than 14 years. Courses are delivered in-person but with asubstantial “flipped classroom” component. LON-CAPA 1 is a free, open-source, LMSdeveloped and supported by Michigan State University. LON-CAPA includes sophisticatedtesting and assessment components that provide a variety of formats for online homework (HW)problems. A review of literature and the author’s experience form the basis for discussion of thepedagogical considerations associated with use of online problem sets that count for a significantportion of student grades. Advantages of online problem sets include: significant reduction in ifnot elimination of cheating, better more individualized student