Conference Session

Civil Engineering & Leadership Division Joint Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Monica Pickenpaugh PE, United States Air Force Academy; Owen Sedej P.E., United States Air Force Academy; Brad Wambeke P.E., United States Air Force Academy; Joseph Pickenpaugh PE, PMP, NORAD and USNORTHCOM J4

Tagged Divisions

Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)

education through aholistic approach using a combination of methods. The framework used here may serve as aframework for other institutions examining incorporating or implementing leadership inprograms.Leadership OutcomesLeadership is an integral part of education at the US Air Force Academy (USAFA). Thisleadership is ubiquitous in all functions at USAFA including the Civil Engineer major. CivilEngineer majors will graduate and enter various career fields all with the expectation that theywill be leaders. The nine institutional outcomes define the goals for students to work towardimproving. The objective of this paper is to explore leadership theory and practice in civilengineering education through a holistic approach using a combination of

Conference Session

Committee on Educational Policy Presents: Holistic Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joan Z. Carter, Inver Hills Community College

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

programs was $5,665 [24] or approximately one-third thecost of the University of Minnesota.F. Engineering Pathway“Community Colleges play a key role in preparing Americans to enter the workforce withassociate’s degrees or certificates or to transition to four-year educational institutions” [2].Nearly half (47%) of all U. S. students who earned bachelor’s degrees in science andengineering between 2010 and 2017 did some coursework at a community college, and 18%earned associate degrees [2]. Students can take the first two years of a four-year engineeringdegree at a community college, and then transfer to and graduate from a four-year engineeringprogram. This is considered the community college pathway toward a Bachelor of Sciencedegree in

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 Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Paul Summerfield, Wentworth Institute of Technology; John Peter Voccio; Wenye Camilla Kuo-Dahab, Wentworth Institute of Technology; Brian Ernst, Wentworth Institute of Technology; Chris Bode-Aluko, Wentworth Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

growth over sustainability and equity. This emphasis on limitlessgrowth is what led to the climate crisis to begin with. Therefore, to prepare engineering studentsto be a part of the effort to address the climate crisis, civil engineering instructors need todevelop curricula that will ensure students acquire the necessary knowledge and skills, as well asan understanding of the far-reaching impacts their work will have.Many institutions of higher education have begun to prepare undergraduate students to serve aspart of this workforce by developing sustainability-focused coursework, concentrations, minors,and in some cases, majors. Such curriculum initiatives, while necessary, take years to develop.Institutions that do not yet offer similar

Conference Session

Sustainability & Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Doyle, Santa Clara University

Tagged Divisions

Civil Engineering Division (CIVIL)

and contributing to the solution of a real problem in a community where theyalready belong. The new service-learning project is an example of learning through situatedlearning, a theory of instruction that states that learning and knowledge building are connected tothe real-world situation where learning occurs [11], [12], [13]. The meaningful project allowsstudents to learn while doing with a community of classmates [11] an essential component ofsituated learning.This research seeks to answer the following question related to students’ persistence andretention in Civil Engineering: How does a service-learning project on campus influencestudents perceived self-efficacy, interest in programming and the perceived utility ofprogramming in civil

Conference Session

Focus on the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin Haas, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Jennifer Kaiser, Georgia Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

) isuseful in first-year engineering courses by helping students develop critical thinking and problem-solving skills while making the learning process more engaging [5]. PBL in this context has beenshown to improve student’s understanding of how their engineering education fits within theirworldview. Similarly, in another study [6], integrating hands-on activities with practicalapplications enhances learning and helps students build higher levels of self-efficacy. This helpsstudent’s sense of belonging to the profession, increasing their commitment to staying in theengineering program. Student retention is highly related to the level of engagement, both social and academic.Helping students obtain a sense of belonging within their academic

Conference Session

Focus on the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., United States Military Academy; Aaron T Hill Jr. P.E., United States Military Academy; Kevin Taylor Scruggs

Tagged Divisions

Civil Engineering Division (CIVIL)

prep classes to the Department of Defense community. His research interests include topics in structural engineering and engineering education. He serves as the Chair of the American Society of Civil Engineers (ASCE) Committee on Education Chair and the American Institute of Steel Construction (AISC) Partners in Education Committee Vice Chair. Additionally, he serves as the Head Officer Representative for Men’s Basketball. He is a licensed Professional Engineer in Virginia and a Project Management Professional.Kevin Taylor Scruggs Major Kevin T. Scruggs is a Senior Instructor in the Department of Civil and Mechanical Engineering at the United State Military Academy, West Point, NY. He earned a B.S. in Civil

Conference Session

Student Services & Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin Taylor Scruggs, United States Military Academy; Erin Kennedy Duhon, US Military Academy Department of Civil and Mechanical Engineering; James Ledlie Klosky P.E., United States Military Academy; Matthew Glavin, United States Military Academy; Aaron T Hill Jr. P.E., United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

recognized the value of group work and collaborative problemsolving as an effective way of learning engineering concepts that inherently prepare youngengineers for what they will experience as practicing professional engineers [6]. Mercier et al.highlight how collaborative learning differs from cooperative learning, or when team memberslearn cooperatively by dividing the task into different elements and then building upon eachother’s results to accomplish the overall task. In the Boodler’s Pizzeria Case Study, studentslearn through collaboration by developing knowledge through shared performance of thelearning activities. Mercier et al. emphasize the value of collaborative learning in engineeringeducation as it increases student engagement