Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gregg L. Fiegel, California Polytechnic State University

Tagged Divisions

Civil Engineering

metric that requires our graduates to demonstrate an ability to evaluate differentcommunication styles. We present the methodology used to assess this performance metric,along with assessment results gathered over the past six years. These results play an importantrole in the program's assessment of communication-related outcomes.IntroductionA number of years ago we revamped our civil engineering capstone design sequence bychanging it from an individual study course into a directed study offering.1 In the new course,students work in six-person teams to complete an integrated design for a private sectordevelopment or public works project. We consider the teams multi-disciplinary since teammembers represent different civil engineering specialty

Conference Session

Beyond BS: Issues Affecting Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zsuzsa Balogh, Metropolitan State University of Denver; Marvin E. Criswell P.E., Colorado State University; Michael A De Miranda, Colorado State University

Tagged Divisions

Civil Engineering

three times in the student‟spreparation: after their undergraduate work, immediately after a graduate level program, or afterMasters-Level graduation and the first few years of experience. This study addresses in somedetail how well the Masters-Level structural engineering education, supplemented with theknowledge increase expected from the initial professional experience, meets the expectations ofthe structural engineering profession in the United States. The outcomes of this research project include an assessment of the competency level(using Bloom‟s taxonomy [1]) expected to be achieved by the conclusion of the Masters-Levelprogram and after the initial five years of professional practice following the graduate program ineach of the

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Isaac W Wait, Marshall University; Jeffrey T. Huffman P.E. P.E., Marshall University; Christopher T. Anderson, Huntington (WV) Sanitary Board

Tagged Divisions

Civil Engineering

experience for students3,4,5.Service-learning projects provide the additional elements of realism and student engagement thattake case-based learning to the next level of pedagogical efficacy. By following a format similarto the project presented in this paper, service-learning projects can be utilized to foster students’critical thinking through providing a real-world context in which to solve engineering problems.The real-world context is generated by: 1. Providing a driving question that has many unknown issues (for the student, instructor and project owner) and does not have a predetermined solution. This prevents the instructor or project owner from steering the project to specific issues on the project. 2. Providing an

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cole C McDaniel, California Polytechnic State University; Graham C. Archer P.Eng, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

of the experiments so thatstudents can more readily connect the results with the real world. In an effort to improve studentlearning in structural dynamics, forced vibration testing2,3,4 of buildings on the Cal Poly campushas been conducted. Page 23.628.2The Bridge House, a one-story building spanning a small seasonal creek, was constructed in19665 by undergraduate students in the Cal Poly outdoor experimental construction laboratory.The goal of the project was to create a structure that utilized the rough terrain of the nine acrecanyon (see Figure 1). The building has served many purposes over the years including housingfor the canyon

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

that they would like to have work with their “firm”. Each class, which ranges in size from 16 to 30 students, depending on the graduating demographic, is broken down into several design firms. Each firm varies in size, but typically ranges from four to six students. The internal structure of the company follows that of a large- scale consulting firm, including management and engineers. The instructor serves as the principal-in-charge (PIC) (Figure 1). Each team has a project manager, and several engineers. InstructorStudents Figure 1 – Capstone Consulting Firm Structure – Four Students The Civil Engineering capstone class at Northeastern University is 14 weeks long, and is broken up into two manageable sections

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark W. Milke P.E., University of Canterbury; Creon Upton, Unaffiliated; Glen F Koorey, University of Canterbury; Aisling Dominique O'Sullivan Ph. D., University of Canterbury; Keith Comer, Chalmers University of Technology

Tagged Divisions

Civil Engineering

development of the programme, theinvolvement of practicing engineers, and preliminary outcomes. The trial has taught us thatstudent work must be tied to professional report practices and practicing engineers must beinvolved in delivering the message. Despite intensive workshops and advice, only 8 out of43 portfolios were judged to have met professional expectations. One key finding of theinvestigation to date is that students need more advice and practice at error checking. TheDepartment has the full support of employers to keep the pass bar high and to fail studentswho do not demonstrate competence with their standards. Results of the 2012 portfolios(submitted in November 2012) will be provided at the conference.1. MotivationEngineering graduates

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Isaac W Wait, Marshall University; Mike McSween, Bentley Systems; Bradley E Workman, Bentley Systems Inc,

Tagged Divisions

Civil Engineering

program, andif the requisite client software (i.e., Citrix Receiver) is not installed on the student machine, thenit provides an intuitive and easy way to install the client (see Figure 1). Since administratorrights were not required to install the client, this meant that students were able to configureaccess to the virtualized WaterGEMS even on computers where they have limited accounts. Figure 1 – Obtaining the virtualization client.Trigger software virtualization. Once the client software was installed and running in thebackground as evidenced by an icon displayed in the computer’s system tray, students onceagain clicked on the instructor-provided access link to trigger virtualization of WaterGEMS (seeFigures 2 and 3

Conference Session

Teaching and Assessing Sustainability and Life Long Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Claire L. Antaya, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Piervincenzo Rizzo, University of Pittsburgh; Amy E. Landis, Arizona State University

Tagged Divisions

Civil Engineering

. Page 23.735.3Figure 1. Development of two experiential and active sustainability-learning labs. This figure illustrates the labsdeployed in three courses at UPitt and one course at ASU assessed with three pre- and post-survey questions.Figure 2. Sample of developed and incorporated sustainability labs. This figure depicts the timeline of events for theimplementation of these labs in in three courses at UPitt and one course at ASU assessed with three pre- and post-survey questions.Description of the infrared thermography (IRT) energy audit labThe IRT Energy Audit Lab was designed to enhance existing activities within the traditional civilengineering course, NDE, and a new civil engineering course, DfE. Dr. Rizzo (NDE instructor

Conference Session

Beyond BS: Issues Affecting Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zsuzsa Balogh, Metropolitan State University of Denver; Marvin E. Criswell P.E., Colorado State University

Tagged Divisions

Civil Engineering

skills in hisor her initial time in professional practice as an employee. This paper presents information from a Delphi-type survey on the additionalcompetencies expected by the structural engineering community to be gotten by the entrance-level engineer during the first 5 years of experience following completion of a masters-levelgraduate program. It does this by defining the competencies as quantified using Bloom’staxonomy [1] expected by the structural engineering profession in 44 specific subtopics within thefollowing 5 general areas: A-Basic Mechanics and Engineering Tools, B-General StructuralEngineering Tools, C-Technology and Communication Tools, D-Structural Engineering Topicsand Tools, E-Management and Professional Tools at both

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chuang Wang, University of North Carolina at Charlotte; Kimberly A Warren, University of North Carolina at Charlotte

Tagged Divisions

Civil Engineering

a course curriculum improvementcase study involving an introductory geotechnical engineering course where an inquiry-basedapproach is used. The purpose of this study is twofold: (1) to describe how the inquiry-basedapproach is used in the classroom including student perspectives of the use of this approach; and(2) to examine the relationships between student performance on the final exam with studentself-efficacy beliefs and self-regulatory behaviors. The inquiry-based pedagogy model is based on Bloom and Krathwohl’s Taxonomy andBloom’s Revised Taxonomy2, which focuses on student-centered learning activities andinteractive skills. Bloom’s taxonomy is used in education as a valid benchmark to measure astudent’s level of understanding

Conference Session

Involving Undergraduates in Research

Collection

2013 ASEE Annual Conference & Exposition

Authors

Randel L. Dymond, Virginia Tech; Vinod K Lohani, Virginia Tech; Daniel S Brogan, Virginia Polytechnic Institute and State University; Manuel Alejandro Martinez, Virginia Tech

Tagged Divisions

Civil Engineering

effective teaching of hydrologyconcepts but this system does not use the LabVIEW software12.The outdoor site of the LEWAS is located on a creek that flows through the campus of VirginiaTech. The watershed (~3 km2) of this creek (see Figure 1) is fairly urbanized and the creek hasbeen declared impaired for not meeting established water quality standards. Rapid urbanizationof this watershed and associated water quality problems provide excellent opportunities fordemonstrating use of the latest sensor and computing technologies, embedded into the LEWAS,for promoting water research and education. Figure 1 also shows a flooding scenario at theLEWAS site in the summer of 2012. This is the only real-time data monitoring system on thecampus.Figure 1

Conference Session

Involving Undergraduates in Research

Collection

2013 ASEE Annual Conference & Exposition

Authors

Usama El Shamy P.E., Southern Methodist University; Tarek Abdoun, Rensselaer Polytechnic Institute; Flora P McMartin, Broad-based Knowledge, LLC; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Divisions

Civil Engineering

Paper ID #6383Integration of Remote Major Research Instrumentation in UndergraduateCivil Engineering EducationDr. Usama El Shamy P.E., Southern Methodist University Dr. Usama El Shamy is an assistant professor in the Civil and Environmental Engineering Department at Southern Methodist University. He received his Ph.D. in Civil Engineering from Rensselaer Polytechnic Institute in 2004. He is the Principal Investigator and Project Director of the NSF funded TUES-Type 1 project: ”A Multi-Institutional Classroom Learning Environment for Geotechnical Engineering Educa- tion.”Dr. Tarek Abdoun, Rensselaer Polytechnic InstituteDr

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P Brophy, Purdue University, West Lafayette; Sensen Li, Purdue University, West Lafayette

Tagged Divisions

Civil Engineering

that are required to solve thechallenge as the course progresses. This processengages students in high level problem solvingtasks of design, trouble shooting and systemsanalysis which they will do during theirprofession.Challenge-based instruction has been usedsuccessfully in multiple engineering contextsincluding bioengineering[2], civil engineering[6]and first year engineering to name a few. Figure 1: STAR Legacy Learning CycleCommon to each of these efforts was the use ofthe STAR.Legacy learning cycle to guide the instructional design[7]. STAR stands for SoftwareTechnology for Action and Reflection. Action and reflection define the primary pedagogicalapproach. The learning cycle, shown in Figure 1, illustrates a common

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

enhance the transfer of core knowledge through active learning. Anoutline of the EFFECT components is provided in Figure 1. Page 23.303.2 Figure 1. EFFECTs pedagocial structure.As shown in Figure 1, each EFFECT begins with a decision worksheet. The decision worksheetprovides a brief context about the problem and asks students to provide an answer to a designproblem. For example, the context to a problem concerning the design of a solar power system3could be as follows. A complete decision worksheet is provided in Appendix 1; it is one of manythat have been developed as part of the NSF CCLI project and is publicly

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monique H. Head, Morgan State University; Oludare Adegbola Owolabi PE, Morgan State University; Petronella A James-Okeke, Morgan State University

Tagged Divisions

Civil Engineering

(electronic) homework as opposed to traditional(written) homework. For this study, 2 different civil engineering instructors compare studentdata for this engineering mechanics course taught during the spring 2012 semester and summer2012 mini-mester (3 sessions), thereby sampling a total of 56 students. The instruments used tomeasure effectiveness were homework assignments and final exam grades, and their effect on thefinal grades for the course. The homework assignments for this study focused on 2 main topics:1) structural analysis of trusses, and 2) construction of shear and moment diagrams. The resultsshow that an online instructional tool that supports the facilitation of online (electronic)homework, was used compared to traditional (written

Conference Session

Using Student Competitions to Enhance Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Carroll, University of Louisiana, Lafayette

Tagged Divisions

Civil Engineering

, generally spending a significantamount of class time discussing theory, using chalk or dry erase markers and other forms ofverbal communication, in a very step-by-step progression, where preceding topics are built uponthroughout the duration of the course. Engineering education researchers have shown thesestyles of teaching to contradict the learning styles of most engineering students, who aregenerally active, sensory, visual, and sequential learners [1]. As a result, the awareness in theengineering community has risen in recent years and a number of techniques have beenintroduced to help instructors tailor their courses to incorporate most, if not all learning styles ofthe students. Within the past decade, a push for learner-centered

Conference Session

Using Student Competitions to Enhance Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brock E. Barry PE, U.S. Military Academy; Karl F. Meyer, U.S. Military Academy; Kevin P. Arnett P.E., U.S. Military Academy; Berndt Spittka P.E., Department of Civil and Mechanical Engineering, West Point, NY

Tagged Divisions

Civil Engineering

wider pool of civil engineering student challenges in existence that haven’t beenfully identified to the national audience. While most of these competitions require a significantinvestment of resources, including faculty/staff time and departmental fiscal support, theengineering education literature appears to be devoid of a recent, critical assessment of civilengineering competition-based learning activities and their associated learning value.Accordingly, the research questions associated with this study are: 1.) What civil engineering-related intercollegiate competition-based learning activities are currently in use in the UnitedStates, and 2.) What is the perceived learning value associated with particular identifiedcompetition? For

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

: 1) Mid-term presentation to the project manager and other faculty members associated with the project 2) Final presentation to the faculty members in the department and to the sponsorsIn addition, clinic students with or without the assistance of graduate students may writequarterly reports, visit the sponsor and make presentations, and write peer reviewed conferenceproceedings and journal papers. The overall objectives of the clinic and the grading guidelinesare shown below. These objectives and the grading guidelines were developed by a committeeof faculty members and are applicable to all engineering clinics. The author has adopted theseobjectives and grading guidelines. In addition to the overall clinic objectives, project

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pyoyoon Hong P.E., Southern Polytechnic State University

Tagged Divisions

Civil Engineering

of enabling totallynew modes of teaching in structural engineering because of its different approach to the userinterface and to the underlying computation method. As students simply play with variousexamples of simulations they get to grasp the best possible feeling of fundamental structuralconcepts by shifting greater emphasis on visually thinking about the physical behavior of the Figure 1-1 Dynamic effects of horizontal and vertical components and their resultant can be a very effective tool to acquire conceptual understanding of static equivalence of them without using trigonometry. Figure 1-2 The conceptual understanding of static equilibrium can be achieved by visually analyzing the results of dynamic simulations

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Kevin C Bower P.E., The Citadel; Ronald W. Welch, The Citadel; Douglas H. Fehrmann, The Krause Center for Leadership and Ethics, The Citadel

Tagged Divisions

Civil Engineering

. His staff experience includes tours on The Air Staff and The Operations Directorate of The United States Transportation Command. Colonel Fehrmann returned to his alma mater in 2007 as a professor of Aerospace Studies and commander, Air Force ROTC Detachment 765, where he served until retirement from active duty after nearly 28 years of service. He assumed his current duties at The Citadel on August 1, 2011. Col. Fehrmann earned his bachelor of science degree in business administration from The Citadel in Charleston, S.C. in 1983. In 1990, he graduated from the Squadron Officers School at Maxwell Air Force Base, Ala. He earned his master of arts degree in Aeronautical Science/Management from Embry-Riddle

Conference Session

Teaching and Assessing Sustainability and Life Long Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, Georgia Institute of Technology; Elise M. Barrella, James Madison University; Thomas A. Wall, Georgia Institute of Technology; Caroline R. Noyes, Georgia Institute of Technology; Michael O. Rodgers, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students.Mr. Thomas A. Wall, Georgia Institute of TechnologyDr. Caroline R. Noyes, Georgia Institute of TechnologyDr. Michael O. Rodgers, Georgia Institute of Technology Dr. Michael Rodgers is a research professor in the Georgia

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Warren N. Waggenspack Jr., Louisiana State University; Sarah Liggett, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University

Tagged Divisions

Civil Engineering

. Faculty can reviewC-I course requirements on a university website and then submit documentation via that websiteto receive the C-I designation. The requirements for C-I certification are • Use of informal communication for learning and formal communication for sharing ideas publicly • Emphases on at least 2 of 4 modes • Student/faculty ratio of no greater than 35:1 • Focus on genres and audiences appropriate to the discipline or profession • Dedication to effective communication techniques • Use of draft-feedback-revision process • 40% of course grade based on communication work • Ethical and professional standards for all class workFaculty members teaching these courses give students direct feedback on

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Natalya A. Koehler, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Civil Engineering

"mixed-mode instruction" are often usedinterchangeably in current research literature. Typically hybrid courses include e-learning activities suchas online lectures, online quizzes, synchronous or asynchronous discussions, and group work sessions(Vernadakis et al., 2011). The previous research indicates that students in hybrid courses were equallysuccessful or even more successful compared to students in traditional courses (Young, 2002; Means etal., 2010). “The hybrid online model employs the best characteristics of online education and theinteractivity that typically characterizes face to-face classroom instruction” (Martyn, 2003, p.1). Even though the hybrid model has been successfully adopted by many universities in a variety

Conference Session

Preparation of Professional Engineers Outside of the USA. What are the Education, Experience, and Exam Requirements?

Collection

2013 ASEE Annual Conference & Exposition

Authors

Albert T. Yeung, University of Hong Kong

Tagged Divisions

Civil Engineering

; electronics;environmental; fire; gas; geotechnical; information; logistics & transportation; manufacturing &industrial; marine & naval architecture; materials; mechanical; and structural. Moreover, theHKIE is also the signatory representing Hong Kong in the Washington Accord2, the InternationalProfessional Engineers Agreement (IPEA)3 (formally the Engineers Mobility Forum Agreement),and the APEC Engineer Agreement4.Regardless of the discipline, there are three different routes to Membership: (1) Formal TrainingRoute (also known as Engineering Graduate Training Scheme A); (2) General Experience Route;and (3) Mature Route. Details of these three routes are depicted in Figures 1 and 2.Formal Training and General Experience RoutesFor

Conference Session

Preparation of Professional Engineers Outside of the USA. What are the Education, Experience, and Exam Requirements?

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark William Killgore PE, D. WRE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

, education beyond the baccalaureate degree will be necessary for entry into theprofessional practice of civil engineering. Already several countries have recognized the needfor advanced education for licensure or chartering.This is one of several scholarly papers that will be written and presented about the preparationof engineers for licensure or equivalent outside of the United States. These papers will bewritten from different, yet related, perspectives including the (1) overview, (2) educationalrequirements for licensure in Asia and the United Kingdom, (3) ABET role and understanding Page 23.457.2about overseas educational preparation for

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

Seamus F Freyne P.E., Mississippi State University

Tagged Divisions

Civil Engineering

civilengineering course and meets several ABET outcomes.Documentaries as Educational ToolsOld curriculums must be updated with more dynamic and flexible teaching styles toaccommodate the way students want to learn.1 A documentary project is a potentially usefuleducational tool that can complement traditional coursework such as textbook problem sets. Themain contribution to student achievement is improvement of communication skills.The absence of much literature on student documentaries is evidence of the novelty of thisexercise. Previously, at two universities, undergraduates in geotechnical laboratory coursesmade documentaries of experimental procedures, and the activity was found to enhance studentenjoyment and engagement. These documentaries, each a

Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ghulam H. Bham, University of Alaska, Anchorage; Dan Cernusca, Missouri University of Science & Technology

Tagged Divisions

Civil Engineering

students’ academic self-efficacy. Higher self-efficacy produced the desiredoutcome as a result of better alignment of the complexity of the laboratory activity with the levelof students’ expectations. This outcome is of great interest as the GIS laboratory was set as adistributed learning activity implemented as stand-alone laboratories in several coursesthroughout the civil engineering curricula. The data used for the analyses were obtained from afour-semester study of student performance in the GIS laboratory.INTRODUCTIONWeb-enhanced instruction, ranging from basic communication support to fully immersivelearning environments made promising developments in higher education lately (1). Oneimportant benefit of web-enhanced instruction is its

Conference Session

Trends and Applications in Curricula and the Capstone Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

://www.webs1.uidaho.edu/transportation_education_conference-2009/index.htm). The 2009conference focused on how to 1) map the learning domain for transportation engineering, 2)create active learning environments for undergraduate transportation engineering students, and 3)develop collaborative tools for sharing transportation engineering curricular materials. TheNTCP has focused on how to improve the typical introductory transportation course taught inmost civil engineering programs and how to effect positive change at institutions across the U.S.Using backwards course design (beginning with desired outcomes and working “backwards” tolearning objectives and activities), NTCP members have collaboratively developed learningoutcomes and knowledge tables

Conference Session

Beyond BS: Issues Affecting Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cole C McDaniel, California Polytechnic State University; Allen C Estes, California Polytechnic State University

Tagged Divisions

Civil Engineering

Engineering Department faculty is composed of bothprofessors with a Ph.D. degree and an engineering license and professors with a master’sdegree and 10 or more years of industry experience including a structural engineeringlicense. This unique blend of faculty allows for a wide range of course offerings and acomplementary balance of theory and practice. Page 23.106.2The vision of the Cal Poly Architectural Engineering Department’s masters program is tocreate a uniquely balanced education of practice and theory which prepares graduates tosucceed in the building industry. This is done through courses that 1) link analysis,design and constructability, 2) promote

Conference Session

Preparation of Professional Engineers Outside of the USA. What are the Education, Experience, and Exam Requirements?

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael K. J. Milligan P.E., ABET; Daniela Iacona, ABET; Joseph L Sussman, ABET

Tagged Divisions

Civil Engineering

Processing Society (CIPS), Honk Kong Institute of Engineers(HKIE), Institution of Engineering Education Taiwan (IEET) and Japan Accreditation Board forEngineering Education (JABEE).The multi-lateral Washington Accord was signed in 1989 by six founding signatoriesrepresenting the US (ABET), UK, Canada, Australia, Ireland, and New Zealand. Its membershiphas since grown to include 15 full signatories and five members under provisional status:Full Signatories 1. Engineers Australia [1989] 2. Engineers Canada [1989] 3. Institute of Engineering Education Taiwan (IEET) [2007] 4. Hong Kong Institution of Engineers (HKIE) [1995] 5. Engineers Ireland [1989] 6. Japan Accreditation Board for Engineering Education (JABEE) [2005