Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sean St.Clair, Oregon Institute of Technology; Charles E. Riley, Oregon Institute of Technology; David K. Thaemert P.E., Oregon Institute of Technology; Roger Lindgren, P.E., Oregon Institute of Technology

Tagged Divisions

Civil Engineering

Conference Session

Innovative Pedagogies for Facilitating Student-driven Learning Experiences

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven Kurtis Younkin, Iowa State University; Peter T. Savolainen, Iowa State University

Tagged Divisions

Civil Engineering

. Suchintegration would also help to meet the 24 outcomes outlined by the American Society of CivilEngineers in Civil Engineering Body of Knowledge for the 21st Century (ASCE 2008),particularly those outcomes focused on professional issues. These outcomes, which focus onpractice-oriented skills such as communication, leadership, teamwork, professional and ethicalresponsibilities are generally satisfied during the pre-licensure professional experience ratherthan as a part of the undergraduate experience.Continuing on this point, engineering employers generally prefer students to have a combinationof both strong technical and soft skills. For example, an industry survey by Hawkins and Chang(2016) found that companies often emphasize traits such as

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

A Transdisciplinary Approach for Developing Effective Communication Skills in a First Year STEM SeminarAbstractMany STEM graduates leave school academically prepared in their fields however business leaders havebeen stating that they often lack the more intangible qualities such as teamwork, critical thinking,communication skills, and the ability to manage interpersonal relations. These are often referred to as”soft skills”, yet they are tightly coupled with professional performance. Furthermore, they are allconnected to basic communication skills, commonly referred to as oral and written communication, andtheir close counterparts, listening and reading. Such skills are not only add-ons to a STEM job, they canmake the

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Brock E. Barry P.E., U.S. Military Academy; Kenneth J. Fridley, University of Alabama; Leslie Nolen CAE, American Society of Civil Engineers; Decker B Hains P.E., Western Michigan University

Tagged Divisions

Civil Engineering

the UG curriculum. Many engineers may not need a high level of knowledge in various areas until later in their career. Many skills are better learned through specialized education, through experience, or through mentoring. Many BOK2 topics that are programed in the BS could more effectively be addressed either through extracurricular activities, or later in the engineer's career. For example, how much does an entry level engineer need to know about public policy beyond what they would learn in a high school civics class? By the time someone would need to shape the public policy process they will have years of experience seeing it in action and working through it. The balance between technical topics and soft skills is

Conference Session

Industry and Practice Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Max Teddy, Clemson University; Wayne Sarasua, Clemson University; Matthew Ryan Stanley, Clemson University

Tagged Divisions

Civil Engineering

for Adaptable Training in Engineering) granted to Clemson’s GlennDepartment of Civil Engineering by the National Science Foundation, the structure of the courseofferings of the department is being reimagined. One of the grant’s stated goals is to “produce anew breed of civil engineers capable of creating solutions for 21-st century problems that areposing unprecedented threats to our society” [1]. As society worldwide becomes more complex,the problems that face 21st century engineers are becoming increasingly interdisciplinary,requiring a plethora of soft skills such as communication, teamwork, and critical thinking, skillsthat have not necessarily been explicitly or consistently emphasized in engineering programs.One of the aims of the NSF

Conference Session

Project-based and Experiential Learning in Civil Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cade Fleaher; Dechathon Suwanakeree, United States Military Academy; Scott Amos Collins; Geoff Kirk; Antonio La Torre; Peyton James Pisacane; Kevin P. Arnett P.E., United States Military Academy; Brad C. McCoy, United States Military Academy; Aaron T. Hill Jr., United States Military Academy

Tagged Divisions

Civil Engineering

currently a popular approach for learning in many Science, Technology, Engineering andMath (STEM)-related fields. Its approach is distinct from traditional classroom learning, whereinstudents find themselves as passive recipients of information. Instead, PBL requires students toaddress a problem using information and knowledge they may or may not possess. The beliefbehind project-based learning is that students benefit more from the application of theirknowledge in a group setting than from a traditional classroom model, wherein a teacher presentsstudents with concepts and information and checks to ensure students understand [2]. A studywas done at a university in Malaysia to gage the “soft skills” of engineering undergraduates. Thestudy used

Conference Session

The Teacher as Manager: Best Practices for Culminating Design Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University; Kevin D. Hall, University of Arkansas; Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

26% Other“it depends on the project” and“course director, faculty and Figure 10: Primary advisor or mentor of studentsindustry mentor”. Figure 10shows the complete breakdown of responses. Page 25.967.8Course Content and AssessmentEighty-five departments are using the major design experience as an opportunity to teach a widevariety of topics, including the ‘soft skills’ required by ABET. Over 80 percent of the 85departments report teaching project management, teaming skills, oral communication, andtechnical writing or written communication. It should be noted, however, that one schoolreported

Conference Session

CE Capstone: Innovations in Learning & Assessment

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

student teams. Page 15.1300.9As part of the real world design project, student teams must present the project to a jury at the 8midterm and final milestones of the semester. Communication skills are a significant key to thesepresentations as they are in the 21st century workplace. Students have been exposed to andexplored a wide variety of soft skills and graphic communication skills in previous courses. TheCapstone course enhances these student skills with three separate class time presentations relatedto graphics, selling ideas, and making effective

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

demographics and the politicaland social impacts of technology.ABET 2000 criteria also highlighted the need to quantitatively measure the development ofnontechnical (or “soft”) skills. For many programs, this created a need to develop course contentspecific to these outcomes. As Felder and Brent4 state, “the work of equipping students with theattributes specified in [ABET] program outcomes must be done at the individual course level.”It also created a necessity to develop assessment tools to measure non-quantitative studentlearning outcomes, a difficult challenge for engineering faculty far more comfortable in therealm of the technical and quantitative than in the assessment of more qualitative outcomes.In addition to the logistical challenges related

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Decker B. Hains, Western Michigan University; Leslie Nolen, American Society of Civil Engineers; Brock E. Barry PE, U.S. Military Academy; Beth Lin Hartmann P.E., Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

determining if a revision is warranted at this time. The summaryfindings for each question are as follows: (1) Do the reviewed sources affirm aspects of the ASCE BOK2? The majority of the sources either directly or indirectly affirm various aspects of the BOK2. Sources specific to engineering appear to support many of the premises and outcomes identified in the BOK2. Some sources are silent on some of the “soft skill outcomes” of the BOK2, with one example being humanities. Overall, the committee felt the sources reviewed affirmed most aspects of the BOK2. (2) Do the reviewed sources suggest things that may need to be revised or clarified in the BOK? Several of the reviewed sources did support the need for

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Saftner, University of Minnesota Duluth; Mary U. Christiansen; Adrian T. Hanson, University of Minnesota Duluth; Jill D. Jenson, University of Minnesota Duluth; Sara Ojard; Rebecca L. Teasley, University of Minnesota Duluth; Emily Woster, University of Minnesota Duluth

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

students improvetheir writing while still covering normal course content. Needless to say, students struggle withtrying to meet standards they have yet to be taught or had the opportunity to practice. The writingguide is meant to help alleviate this problem by offering consistent guidance for studentsbeginning at the freshman year and continuing throughout the degree program.Simply providing the students with the writing guide, however, will most likely not be enough todrastically improve their communication skills. Faculty must also demonstrate to students theimportance of developing these skills as they relate to a successful career in engineering.6 Socalled “soft skills” such as communication, teamwork, information seeking and

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

should beconsidered as a core activity of the engineering design and project development and inseparablefrom other tasks. In some instances, technical communication courses fall behind accomplishingthis objective because these courses are not necessarily constructed to incorporate engineeringdesign and communication of the design elements in written justification that would make theoverall engineering design process a meaningful task rather than just number-crunching anddesign-drawing activity3.Conventional approaches to teach design skills, such as working numerical problems, routineprogramming are not adequate to help students learn the soft skills, i.e., process skills required todevelop a comprehensive solution to an engineering problem4

Conference Session

Trends and Applications in Curricula and the Capstone Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Dulaski PE, Northeastern University

Tagged Divisions

Civil Engineering

experience (3 since graduation andat least one year of co-op) and the most recent graduates had 1.5 years of experience (0.5 sincegraduation and at least one year of co-op). Most students have 1.5 years of co-op; however, thefirst experience happens so early in their academic career that it was not included in their “real-world” experience.Out of the 63 surveyed, 24 responses were received or approximately 38% of the total. Thequestions were divided into three major “groups”, namely, overall experience, projectrequirements, and soft-skills developed. The practitioners had five options for responding to thequestions – “identical, almost identical, similar, different, and not applicable.”When asked “how well did the capstone experience emulate your

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Mercedes Ward, University of Utah; Tariq Banuri, University of Utah; Sajjad Ahmad, University of Nevada, Las Vegas; Rasool Bux Mahar P.E., Mehran University, Pakistan; David Lawrence Stevenson, University of Utah; James A. VanDerslice, University of Utah; Kamran Ansari; Abdul Latif Qureshi

Tagged Topics

Diversity

Tagged Divisions

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

 capacity building not only in terms of technical skills but also soft skills such as effective communication and management. Indeed, in order to achieve the SDGs, higher education must do more than train a high quality workforce; it must both prepare and inspire highly skilled individuals to be innovators—and most importantly, agents of change—in their  institutions  and  industries.  But  to  nourish  the  momentum  of  change  begun  through  its degree and research programs, higher education must be a catalyst for establishing a Community of  Practice by  stimulating  cooperation  among  academia,  business,  and  government,  including providing  opportunities  for  training  and  continuing  education  of  the  water  sector  and

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kevin Chang P.E., University of Idaho, Moscow; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Civil Engineering

some were already available(based on the current offering exercise that was conducted as part of this study and describedearlier in this paper). This finding suggests that awareness of these resources remains a potentialsticking point.TABLE 8 Topic examples for managers and engineers perceiving a need for training notactively available Managers Engineers Data storytelling Right of way Professional (soft skills) GIS training Skip tracing and archive research Team building and change management System Operations ADA compliance Aviation base training PE and FE exam

Conference Session

Challenges of CE Education in a Global World

Collection

2008 Annual Conference & Exposition

Authors

James Hanson, California Polytechnic State University; Senro Kuraoka, Nippon Koei Co., Ltd.

Tagged Divisions

Civil Engineering

Polytechnic State University. The main broad benefit of themethod was directly including soft skills in the curriculum. Specific benefits of videoconferencing included: exposure to global perspectives, interaction with a senior practitioner inthe classroom, enhanced connection between laboratory experiments and real projects, andaddition of new topics in the laboratory course. Specific benefits of video production included:enhanced learning using unconventional learning styles, increased expectations for teamwork,increased accountability for grading work submitted by a team, and increased attention toexperimental detail. Drawbacks of the method included large time commitment and a significantlearning curve associated with video editing. Simple

Conference Session

Professional Issues in Civil Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Steven Hart, United States Military Academy; Joseph Hanus, United States Military Academy; Adam Chalmers, United States Military Academy

Tagged Divisions

Civil Engineering

Frontiers in Education, 1996. Volume 1 pps 103-106.5 Collier, K., Hatfield, J., Howell, S., Larson, D., and Thomas, G. “Corporate Structure in the Classroom: A Modelfor Teaching Engineering Design.” Proceedings, Frontiers in Education Conference, 1995, Volume: 1,pps 2a2.5-2a2.9.6 Kumar, S., and Hsiao, J. “Engineers Learn ‘Soft Skills the Hard Way’: Planting a Seed of Leadership inEngineering Classes.” Leadership and Management in Engineering. January, 2007. Pp18-23.7 Wiswanathan, S. and Evans, H. “Effective Capstone/Master’s Projects—Do’s and Don’ts”. Proceedings of the2005 American Society of Engineering Education Annual Conference and Exposition. ASEE, 2006.8 O’Bannon, D. and Kimes, T. “Design-to-build= Civil Engineering Capstone

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

vision statement notes that “the growing availability of professional Master’s degrees provides increased opportunity for graduates and practitioners to meet such a need.”26  NCEES Position Statement 35 observes that “future demands for increasing technical and professional skills have resulted in the need for additional education beyond the bachelor’s degree for those entering the engineering profession” and advocates four alternative educational pathways to attain this expanding engineering body of knowledge.27  In its “Vision for the Future of Structural Engineering and Structural Engineers,” SEI observes that future structural engineers will need enhanced technical expertise, soft

Conference Session

Horizontal and Vertical Integration

Collection

2017 ASEE Annual Conference & Exposition

Authors

Caroline R. Bennett P.E., University of Kansas; William N. Collins, University of Kansas; Molly A. McVey, University of Kansas

Tagged Divisions

Civil Engineering

important to note that mentors had to have earned a C orbetter in the remedial chemistry course- so the mentors were not only the highest achievingstudents, and that these students went on to outperform the students who were higher-achieving atadmission. In addition, 75% of the mentors were minorities or female, showing strong support forthe implementation of these types of programs for the retention of minority and female students inSTEM.In addition to learning gains, the experience of mentoring has many benefits in the developmentof professional soft skills and interpersonal growth (Miller, 2004; Terrion and Leonard, 2007;Seymour and Hewitt 1997). In a study of long-term effects of mentoring in a PLTL setting inChemistry (Gafney and Varma-Nelson

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

and approaches. While studying as an undergraduate I hadtaken classes in civil engineering materials, transportation engineering and pavement design,which provided me a working knowledge to preparing me for career. The clinics expanded myunderstanding of the material and introduced me to new material like reclaimed asphaltpavement, warm mix asphalt, modified binders, which typically aren’t discussed in detail inclass. Furthermore the clinics provided an opportunity to hone my soft skills by writing projectreports and presenting our research and designs to our clients and other professors. Byperforming hands on testing and analysis as an undergraduate I gained a deeper understandingof testing results which has helped me extensively in my

Conference Session

Civil Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

students sometimes feel thatworking on soft skills such as communication, writing, and sustainability are not directlyimportant to the tasks of their future4. However, the Accrediting Board for Engineering andTechnology (ABET)5, the organization that develops standards for college programs to meet,requires that sustainability is addressed in engineering curriculum. Hence it is necessary foraccredited university programs to incorporate the issue of sustainability in its curriculum.The first step to this is to define sustainable design. Pappas & Olga note 6 that sustainable designpractices in engineering have their roots in two engineering fields, green engineering whichfocuses on designing to be more in tune with the earth and environmental

Conference Session

Topics Related to Civil Engineering Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jim Nelson, Brigham Young University; Erick Hollenbaugh; M. Brett Borup, Brigham Young University

Tagged Divisions

Civil Engineering

that capstone canbe seen as a “rite of passage or luminal threshold through which participants change their statusfrom student to graduate. A capstone course should be a synthesis, reflection and integration,and a bridge or a real-world preparatory experience that focuses on the post-graduation future.”Academic RequirementsIn today’s world many professors and college graduates have observed that it takes more thantechnical expertise to be a successful professional. A wide range of nontechnical skills areessential: leadership, teamwork, problem solving, decision making, critical thinking,interpersonal communication, and management. These types of skills are often referred to as“soft skills.” To help students develop both soft and technical

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela K. Judge, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

put a human face on the problem, maybe people will be more interested insolving it.” And, third, it enables students to address a range of “soft skills” such ascommunicating to a wide audience, coordinating work within a team, evaluating ethics, andconsidering the broader societal implications of the project. 5.1. Useful StrategiesAll students deserve an opportunity to fully participate in the diversity and inclusion activitieswithin a civil engineering classroom. However, many engineering students are introverted; theymay feel uncomfortable speaking aloud regarding a topic that is subjective or controversial.Further, students require adequate time to absorb the material and respond in a mindful manner.The following summarizes five

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

Education (SDE)3.1 Project-based learning approachIn the last two decades PBL has become an important and recurrent learning technique applied inAEC education in combination with ICTs [1]. PBL is a proven effective pedagogical approachwhere the students have an active participation in the learning process [20]. PBL involvesplacing the students in realistic scenarios in order to solve real problematics. Some of the skillsthe students can develop through this approach are building knowledge, critical thinking,creativity, and soft skills (e.g. leadership, communication, teamwork) [1].3.2 Transversal citizenship attributeTransversal citizenship is an academic component of support for educational models inuniversities [7]. The objective is to bring the

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Donald Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

. The hybridnature of the course has also been well received with the students who are not accustomed toonline, hybrid, or distance learning within the college of engineering at the author’s homeinstitution. Finally, the course serves as a direct assessment vehicle for the soft programoutcomes. As such, this course can serve as a model for other institutions that are trying to coveradditional “soft skills” in a typically packed technical

Conference Session

Civil Engineering Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ryan Fries P.E., Southern Illinois University, Edwardsville; Brad Cross P.E., Southern Illinois University, Edwardsville; Jianpeng Zhou, Southern Illinois University, Edwardsville; Chad Verbais, Southern Illinois University, Edwardsville

Tagged Divisions

Civil Engineering

stillcritical to ensure a quality final team selection19. Others have noted that the best teams havebeen made using a blend of instructor decisions and student self-selections 33.Despite differing disciplines, program sizes, and course designs, this review of industry-sponsored engineering capstone design courses reveals several key themes. First, thearrangement of student teams and the timing of industry participation can be challenging andtime-consuming. Next, students learn both hard and soft skills as a result of industry-sponsorship of these projects. Also, including multiple disciplines and countries can increasestudent learning, but may pose unique challenges as well.Previous work on Communication Skills in the Engineering CurriculumThere exists

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

students.CIVE 6670/8670 at the University of Toledo is a course developed based on Fink’s taxonomy ofsignificant learning19. The course focuses on life-cycle assessment (LCA) with topics introducingLCA, describing LCA steps, different LCA types, computational LCA approaches, andapplications. Students are required to complete written assignments, make oral presentations, andundertake a team project. In the fall 2014 semester, the course had five civil engineeringstudents, two chemical engineering students, and one industrial engineering student. Therefore, itis a multidisciplinary class across engineering disciplines. The learning objectives for this coursewere written using Fink’s taxonomy and included both technical and soft skills (Table 1).Content

Conference Session

Star Tech: Bringing Data Science and Technologies into the Classroom

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana - Champaign

Tagged Divisions

Civil Engineering

. Vogler, P. Thompson, D. W. Davis, B. E. Mayfield, P. M. Finley, and D. Yasseri, "The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork," Instructional Science, vol. 46, no. 3, pp. 457-488, 2017.[12] M. E. Beier, M. H. Kim, A. Saterbak, V. Leautaud, S. Bishnoi, and J. M. Gilberto, "The effect of authentic project‐based learning on attitudes and career aspirations in STEM," Journal of Research in Science Teaching, vol. 56, no. 1, pp. 3-23, 2018.[13] N. Mvududu, “A Cross-cultural Study of the Connection Between Students' Attitudes Toward Statistics and the Use of Constructivist Strategies in the Course,” Journal of Statistics Education [online], vol. 11 no. 3, 2003

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

William Riddell, Rowan University; Eric Constans, Rowan University; Kevin Dahm, Rowan University; Jennifer Courtney, Rowan University; Roberta Harvey, Rowan University; Peter Mark Jansson, Rowan University; Paris von Lockette, Rowan University

Tagged Divisions

Civil Engineering

discuss how CEE students at Rowan University are taughtdesign in a multidisciplinary, PBL environment, and to discuss how mechanics andcommunication are integrated into the design projects. Sophomore Engineering Clinic Iand II (SEC I and SEC II) are the innovations that allow this to be accomplished. SEC Iand SEC II afford the CEE students at Rowan University an integrated courseworkexperience for 1) learning and reinforcing material that is directly covered the CEEcurriculum, 2) gaining familiarity with material that is not explicitly covered in the CEEcurriculum, 3) developing formal communication skills, 4) developing into designers, and5) acquiring the so-called “soft skills” reflected in ABET 2000 A-K criteria.Sophomore curriculum for CEE

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

critical“soft” skills called for by ASCE. CENG 4341 Multi-Year Assessment College/Inst. Level Scale (1-5) 3.0 3.2 3.4 3.6 3.8 4.0 4.2 4.4 4.6 4.8 5.0 A1. Instructor encouraged being responsible for learning. A2. Instructor used effective techniques A3. Instructor cared about my learning. A4. Instructor demonstrated respect. A5. Students contributed to my learning. A6. Motivation to learn has increased. A7. Instructor stimulated my thinking