Displaying all 4 results
- Conference Session
- Broadening Participation in Civil Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Scott Rosas; Philip J. Parker P.E., University of Wisconsin - Platteville
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering Division (CIVIL)
) education:integrating diversity, equity, inclusion, and justice (DEIJ) principles to counter systemic racismwhen teaching the infrastructure lifecycle. The research team piloted the Group ConceptMapping (GCM) methodology to identify and prioritize actionable strategies that can guide theeducation of future engineers in addressing racial inequities in infrastructure projects. Thefindings from this pilot study demonstrate that GCM is feasible, and valuable results are likely tobe obtained from a more extensive study. A total of 15 participants contributed to GCM activitiesin this pilot study. Forty statements generated by the participants were clustered and rated by theparticipants to create concept maps to understand the importance, implementation feasibility
- Conference Session
- Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Shenghua Wu, University of South Alabama; Basant Bhatt, University of South Alabama
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering Division (CIVIL)
exposure to civil engineering disciplines. This study introduces a blended teachingapproach, in which students are actively involved in delivering lectures on selected topics, ratherthan relying solely on the instructor. Pre-class and post-class surveys were administered to thestudent presenters to gauge their perceptions on delivering team lectures. The surveys also aimedto assess whether their knowledge improved, their roles in team presentations, and theirdevelopment of effective presentation skills. Additionally, audience feedback on the grouppresentations was collected and it was observed that the majority of students reported an increasein their knowledge after lecture delivery. This not only developed a sense of student ownershipin the
- Conference Session
- Civil Engineering Division (CIVIL) Poster Session
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Cristián Eduardo Vargas-Ordóñez, Purdue University at West Lafayette (COE); Maria Santagata, Purdue University at West Lafayette (COE); David J. Yu
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering Division (CIVIL)
engineering education has much room for improvement in training students on thesocial implications of engineering works, particularly how engineering can shape socialvulnerability under climate change, natural hazards, and aging infrastructure, and on the powerstructures that contribute to the generation of systematic social injustices. This work-in-progresspresents the results of the first stage of a broader study aimed at developing curricularinterventions that build social justice awareness and compassion amongst students in the LylesSchool of Civil Engineering at Purdue University. We followed a convergent mixed methodsstudy (QUAN-qual), collecting quantitative and qualitative data through two questionnaires, onefor social justice and another for
- Conference Session
- Civil Engineering & Leadership Division Joint Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Binita Acharya, Colorado State University; Rebecca A Atadero P.E., Colorado State University; Mehmet Egemen Ozbek; Fawzi Khalife, Colorado State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)
success. Future efforts should prioritize the creationof equity-focused modules that can be integrated into the engineering curriculum. These modulesmight include interdisciplinary case studies, sustainability-focused projects, and workshops ledby practitioners to provide students with practical, contextual learning experiences. Additionally,pilot programs could be established to evaluate the effectiveness of these modules, collectingfeedback from both students and educators to refine and expand their application. Collaboratingwith industry professionals can also help create frameworks that ensure equity education remainsrelevant to current practices and aligns with professional standards. These initiatives willcontribute to the development of a