Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

demonstration. The useof rubrics to focus the questions and assignments results in more focused student workthat more clearly demonstrates accomplishment of the outcome.Gloria Rogers, formerly of ABET, has always said that a program only needs todemonstrate an outcome only once, but the crafting of that assignment and thedemonstration by the students must hit the mark.12 However, to get to that point in thecurriculum where the demonstration occurs (senior year?), the students have to grow thecorrect skill set. The UT Tyler Department of Civil Engineering decided to haveembedded indicators collected throughout the curriculum to show the development of therequired skill set. If the development of the required skill set cannot be shown, then theprogram

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

? Page 22.141.5The UT Tyler Civil Engineering Program solution: a course added to the curriculum toensure coverage of the professional topics in the title as well as integration of the otherprofessional skills. The course is CENG 4341 Leadership, Public Policy, BusinessPractices, and Asset Management (Figure 1, second semester, senior year) whichprovides coverage of the three new outcomes in the BOK I (represented by programoutcome 9) as well as demonstration of parts of Outcomes 6, 7, and 8.10,11,12 Formalassignment of embedded indicators to courses based on ability to demonstrate anoutcome as well as annual assessment of these embedded indicators collected not onlyprovided BOK compliance, but also accreditation through ABET.13 CENG

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

other disciplinesand instructing with a multidisciplinary team is a challenging endeavor requiring effort to definea single educational philosophy10, appealing to a wide range of learning styles, operating with awidely disparate knowledge base, and overcoming communication barriers. This paper describesa multidisciplinary course taught by a multidisciplinary team bringing together students fromcivil engineering, humanities, and other disciplines to study, analyze, and create an integrated setof technical and non-technical solutions to water management problems in the western U.S.12The second offering of the course was modified to address communication barriers identified inthe first offering. Communication among the disparate disciplines is

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans, Bucknell University

Tagged Divisions

Civil Engineering

anecdotal information, it is believed there remains an strong need for greaterintegration of humanities and social sciences into the civil engineering curriculum. Ways toaccomplish this integration need to be further explored including team teaching with humanitiesand social sciences faculty.One of the most difficult aspects of this problem is the measurement of outcomes, both in theshort-term and the long-term. For example, in the long-term, we might expect an increase incivil engineers in roles as public policy makers and in political positions.Our profession has made an enormous leap forward in the establishment of explicit outcomes inhumanities and social sciences in the 2nd edition of the Body of Knowledge. The next step is toexplore how we

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

. Which of the following does not describe an aspect of management? (a). Planning (b). Organizing (c). Controlling (d). Stalling (e). Directing 4. What possible roles could a civil engineer have regarding management? Choose all that apply. (a). Engineers integrate aspects of a heavy infrastructure project (b). Engineers know where to get information and resources (c). Engineers monitor the construction of their designs to ensure quality and performance (d). Engineers collaborate with an office and outside their firm/entity to ensure the best possible product in the least amount of time for the least cost (e). Engineers provide management services to subcontractors (f). Engineers have no

Conference Session

Attracting and Retaining Students in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shashi S. Nambisan, Iowa State University; Rema Nilakanta, Iowa State University; Shauna Hallmark, Iowa State University

Tagged Divisions

Civil Engineering

information directly into a text field, which goes through an approval process beforegetting published. This task thus involves the readers actively and collectively in generatingknowledge on a common topic. Readers engage in research and writing activities that can beeasily integrated into their school curriculum making it a useful resource for teachers andstudents alike. Figure 2. Homepage of the new Go! web siteThe web site is also continually monitored for visitor traffic and steps are taken to optimize it forsearch engines and promote it on partner sites. It is expected that these changes will help Go!heighten its impact within its target audience and effectively increase teen and young adult’sinterest in transportation

Conference Session

Civil Engineering Education and Workforce Development Challenges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven D. Hart, U.S. Military Academy; Ledlie Klosky, U.S. Military Academy, West Point; Joseph P. Hanus, U.S. Military Academy; Karl F. Meyer, U.S. Military Academy; Jason Allen Toth; Morgan Reese, U.S. Military Academy

Tagged Divisions

Civil Engineering

inthis paper) and geomatics. At that time, the infrastructure course was envisioned as includingwater and wastewater, solid waste and basic transportation, topics not covered elsewhere in thecurriculum due to our large and humanities-heavy core requirements. As part of this initial refit,it was thought that dynamics and electrical engineering would be covered in a consolidatedcourse, and we would work with the electrical engineering department to ensure that some powerand power distribution content, considered essential, would be included in the consolidatedcourse. By 2010, West Point’s Civil Engineering Program had undergone an ABET visit andconsiderable further work had been done on the curriculum reform, and the results of that workwere

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Fernando Fonseca, Brigham Young University; Steven E. Benzley, Brigham Young University; James Nelson, Brigham Young University; A. Woodruff Miller, Brigham Young University

Tagged Divisions

Civil Engineering

feel that advantages of the MS management option described above include: (1) an effectivetreatment of issues faced in the management of a civil engineering company, (2) a valuablestructured leadership/mentoring/management experience for graduate students enrolled, (3) aforum that allows practicing engineers to share professional expertise directly with students, and(4) a strengthening of our department’s undergraduate culminating design experienceThe breadth and depth of the subjects covered in this two class sequence provides an adequatecoverage of the issues faced by graduates whose careers result in leading team efforts andmanaging an engineering office. Our current ABET accredited curriculum coupled with thebroad general education and

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

John V. Tocco, Lawrence Technological University; Donald D. Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

Executive Summary in the BOK2 is: “The manner in which CivilEngineering is practiced must change.”11 Recognizing the need to positively change a process, acurriculum, or even a specific course, is the essence of continuous improvement. Mapping theBOK2 outcomes to the capstone sequence was an important first step, but faculty recognized theneed to effect additional improvements.Although there is always an academic aspect to every assignment in an engineering curriculum,faculty decided that there needed to be a better academia/real world balance in the capstone.Faculty agreed that one way to strike this balance would be to revise the course deliverables tomore closely reflect actual project deliverables. Figure 3 is the revised deliverable timeline

Conference Session

The CE Profession: Perspectives from the U.S. & Canada

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger, Florida Gulf Coast University; Steven J. Burian, University of Utah; Whitney A. Lutey, Montana State University; Audra N. Morse, Texas Tech University; Robert O'Neill, Florida Gulf Coast University; Kristen L. Sanford P.E., Lafayette College; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

testing to become a Certified Construction Manager through theirtesting agency, Construction Manager Certification Institute. The basis of sitting for the CCMexam designation is meeting the requirements of graduation from an accredited university and 48months of Responsible-in-Charge project experience or no degree but 12 years of generaldesign/construction experience. Both organizations require member’s adherence to their code ofethics and both organizations require continuing education of their members to maintain theircertifications. Having either designation provides ample proof of the constructor’s commitmentto the industry and their integrity as a construction professional.The civil engineering constructor will be expected to lead

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Haluk M. Aktan, Western Michigan University; John Stephen Polasek P.E., Western Michigan University; Kevin James Phillips

Tagged Divisions

Civil Engineering

Abstract A two semester senior level capstone design course has been restructured (Senior Design I and II) in response to the outcomes defined by the industry to assure job ready engineers and outcomes set by the academicians to assure math and science based fundamentals. The restructuring purpose was also to align the course outcomes with the college mission of graduating „Career- Ready‟ engineers. The department offers programs in civil engineering and construction engineering. Both program curriculums require a two semester course on a comprehensive design application. The courses are designed to meet specific ABET outcomes. Also to meet an additional program outcome of: students are able to explain

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz, University of the Pacific; Abel A. Fernandez, University of the Pacific; Elizabeth A. Basha, University of the Pacific; Andria Patricia Ellis, University of the Pacific, School of Engineering and Computer Science ; Kristina Hammarstrom; Feliciano Leon; Jerry Bruce Hildebrand; Spencer Ton

Tagged Divisions

Civil Engineering

AC 2011-748: ENGINEERING INTERNSHIPS IN SOCIAL ENTREPRENEUR-SHIP: DEVELOPING PARTNERSHIPS AND STUDENT PERSPECTIVESCamilla M. Saviz, University of the Pacific Camilla M. Saviz is an Associate Professor of Civil Engineering at the University of the Pacific. She received B.S. and M.S. degrees in Mechanical Engineering from Clarkson University, an M.B.A. from the New York Institute of Technology, and a Ph.D. in Civil and Environmental Engineering from the University of California, Davis in the area of hydrodynamic and water quality modeling. She joined the University of the Pacific in 1999 and is a registered Professional Engineer in California. Her current research interests include sustainable engineering and

Conference Session

Attracting and Retaining Students in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sameer Hamoush P.E., North Carolina A&T State University; Ellie H. Fini, North Carolina A&T State University; Mahour Mellat Parast, University of North Carolina, Pembroke; Sanjiv Sarin, North Carolina A&T State University

Tagged Divisions

Civil Engineering

Professional Engineer in North Carolina. Page 22.1448.1 c American Society for Engineering Education, 2011 The Effect of Project-Based Learning (PBL) on Improving Student Learning Outcomes in Transportation EngineeringABSTRACT This paper discusses the results of an ongoing study on the effect of project-basedlearning (PBL) on students’ learning outcomes in Transportation Engineering, a required juniorlevel course in the Civil Engineering curriculum. The course was taught in 2008, 2009, and2010 by the same instructor. The course was transformed from a lecture-based course to aproject

Conference Session

Attracting and Retaining Students in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rhonda K. Young, University of Wyoming; Kristen L. Sanford P.E., Lafayette College; Steven W. Beyerlein, University of Idaho, Moscow; Andrea Bill, University of Madison, Wisconsin; Michael Kyte, University of Idaho, Moscow; Kevin Heaslip, Utah State University; David S. Hurwitz, Oregon State University; Shashi S. Nambisan, Iowa State University

Tagged Divisions

Civil Engineering

Idaho where he has taught since 1987. He is college coordinator of the inter-disciplinary senior design program and is an active participant in research activities within the National Institute for Advanced Transportation Technology. He has published numerous articles on curriculum design and facilitation of active learning, assessment of professional skills within project courses, and knowledge management involving engineering software tools.Andrea Bill, University of Madison-WisconsinMichael Kyte, University of Idaho, MoscowKevin Heaslip, Utah State University Kevin Heaslip is an assistant professor of Civil and Environmental Engineering specializing in Trans- portation Engineering. He received his PhD from

Conference Session

Use of Technology in Civil Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Halverson, Brigham Young University; Rollin H. Hotchkiss, Brigham Young University

Tagged Divisions

Civil Engineering

learning can increase. At Brigham Young University (BYU), we designed acompetitive project-based learning curriculum for the 79 students in the Civil Engineering course“Hydraulics and Fluid Flow Theory” for the winter and fall semesters 2010. During eachsemester, students competed in small groups to develop an engaging storyboard that would teachan especially challenging engineering topic to those outside their discipline. The top threewinning projects each won prize money. Additionally, the top project from each semester wonthe opportunity to be professionally developed by BYU’s Center for Teaching and Learning.Though students felt some apprehension early on in each semester about this project-basedapproach to learning, by the end of each

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Civil Engineering

statistics, calculus-based physics, and general chemistry; proficiency in statics, strength ofmaterials, thermodynamics, fluid mechanics, electric circuits, and engineering economics; proficiency in a minimumof two (2) of the three (3) basic curriculum areas of structures, building mechanical and electrical systems, andconstruction/construction management; engineering design capabilities in at least two (2) of the three (3) basiccurriculum areas of architectural engineering, and that design has been integrated across the breadth of the program;and an understanding of architectural design and history leading to architectural design that will permitcommunication, and interaction, with the other design professionals in the execution of building

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Chris Hendrickson, Carnegie Mellon University; Amy E. Landis, University of Pittsburgh; Scott Matthews, Carnegie Mellon University

Tagged Divisions

Civil Engineering

,architectural, and environmental discipline indicated that about 88% of respondents wereteaching sustainable engineering or integrated courses (see Table 5.1 in (CSE 2008)); the 2010survey results for civil and environmental only were at 89%, as previously mentioned. When amore direct comparison was made, the results indicated that an increase did not occur. However,given that a large percentage of schools were already offering sustainable engineering courses,this result was reasonable.In addition to understanding the percentage of schools offering sustainable engineering courses,the 2005 benchmark survey also examined the number of sustainable engineering coursesoffered. A comparison between the 2005 and 2010 results was examined. In 2005, the

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

AC 2011-1348: GLOBAL INTERESTS AND EXPERIENCE AMONG FIRST-YEAR CIVIL ENGINEERING STUDENTSAngela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt, PhD, PE, is an Associate Professor in the Department of Civil, Environmental, & Ar- chitectural Engineering at the University of Colorado - Boulder (CU). She is affiliated with the Mortenson Center in Engineering for Developing Communities at CU. She has taught the first-year Introduction to Civil Engineering course 13 times, starting in 1997. She also teaches a senior capstone Environmental En- gineering Design course, which included international water and sanitation projects in 2001, 2002, 2006, and 2010. Her research interests include ceramic water

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler; Clifton B. Farnsworth, University of Texas, Tyler

Tagged Divisions

Civil Engineering

radio or television • CD-ROM, in which the student interacts with computer content stored on a CD- ROM • PocketPC/Mobile Learning where the student accesses course content stored on a mobile device or through a wireless server • Integrated distance learning, the integration of live, in-group instruction or interaction with a distance learning curriculum • Online tutoringMost faculty who have listened to any discussion on distance education have heard thewords synchronous and asynchronous. Synchronous deals with students observing theclass in real time and asynchronous deals with students observing the class after it occurs,is processed, and posted for viewing.Synchronous technologies25 such as: • Web-based

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James R. Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

AC 2011-533: INCORPORATING TECHNICAL PEER REVIEW OF CIVILENGINEERING STUDENT PROJECTSLuciana Barroso, Texas A&M University Luciana R. Barroso, Ph.D., is an Associate Professor of Structural Engineering in the Department of Civil Engineering, in the Dwight Look College of Engineering at Texas A&M University. She has been with Texas A&M University for more than 10 years, and in that time has taught over a dozen different courses ranging from the freshman to graduate levels. She has received funding for her engineering education research from the Department of Education FIPSE program and from the NSF CCLI program. She also has been involved in several professional developments that were provided by the NT

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James D. Bowen, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

Civil Engineering

rather than Matlab. As part of an integrated project supported by the NSF to increase student retention in theCollege of Engineering, we are implementing course curriculum enhancements into our secondsemester Introduction to Civil and Environmental Engineering course. This curriculumdevelopment is done to rectify a perceived weakness in the existing course that it serves less wellstudents interested in Environmental Engineering. We are also working as part of this project toreintroduce the automated grading capability for our VBA-based computer programming portionof the course. The larger project seeks to improve retention of first and second year Engineeringstudents throughout the College through implementation of these five new

Conference Session

Civil Engineering Education and Workforce Development Challenges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University

Tagged Divisions

Civil Engineering

frontiers of engineering” and “each is associated withincreasing complexity.”3By comparison, the discipline of architecture’s curriculum andpedagogy consciously and actively fosters and rewards creativity. Architecture students prioritizeinnovation and continuously engage in creative thinking while keeping an eye on the big picture:the cultural significance and ultimate aims of the “program” in relationship to the cultural andenvironmental context of the project. Students are exposed to the best examples of creativeendeavor and cutting-edge design practice and taught the history of their field. Throughout theireducation, students are exposed to a range of approaches and methodologies for problem-solvingdesign, helping to provide the understanding

Conference Session

Status of CE Education: Today & Tomorrow

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy; Daniel R. Lynch, Dartmouth College

Tagged Divisions

Civil Engineering

outcomes beyond the eleven Criterion 3 outcomes demonstrated that the BOK cannot beadequately addressed in a traditional four-year baccalaureate degree program—a conclusionsubsequently affirmed by a comprehensive curriculum analysis.6The BOK1 report defined three levels of achievement, using the terms recognition,understanding, and ability to reflect a progression of learning. These specific terms wouldeventually be superseded by a more broadly accepted taxonomy (described below); however, theconcept of levels of achievement has persisted as an integral element of the conceptualframework used to define the Civil Engineering BOK.In October 2004, the ASCE Board reinforced the importance of the BOK by modifying thewording of Policy Statement 465 as

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Shaw Courter, University of Wisconsin, Madison; Lauren Seabury, University of Wisconsin, Madison; Benjamin Lee; Gregory Alan Payne; John A. Hoopes, University of Wisconsin, Madison

Tagged Divisions

Civil Engineering

students bringwith them, (2) teachers must teach some subject matter in depth, providing many examples inwhich the same concept is at work and providing a firm foundation of factual knowledge, and (3)teaching of meta-cognitive skills (self-reflection strategies) should be integrated into thecurriculum. Finally, technology-enhanced strategies and instructional design principles should beincorporated into teaching practices. Page 22.373.4New Approacha) Learning outcomes – aligning lectures, homework, labs, quizzes, examsWith the introduction of the new App assignment to an already busy course schedule, alignmentof all course components and seamless