Conference Session

ASCE Liasion Committee Presents: All Things ASCE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering Division (CIVIL)

civil engineering and gettingthem excited about how our profession can lead the way to face all these emerging challenges.”Similarly, John W. van de Lindt, a professor of Civil and Environmental Engineering atColorado State University, stated, “As a recruiting tool, it will definitely have an impact on theoverall profession by getting some of the best and brightest into civil engineering” [35].However, there is a dearth of publications discussing the application of FWV in civil engineeringeducation. Hall [36] briefly mentioned FWV twice in his paper about the future of civilengineering. ASCE hosted an online webinar to discuss integrating FWV into courses [37]. Thispaper gives an example of the integration of FWV into a first-year

Conference Session

Committee on Effective Teaching Presents: Creativity

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut; Christa Taylor, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

figures components are and typed words detailed missing 1-2 items in the format. Final The The proposal was The proposal fulfilled deliverable proposal fulfilled mostly all components (50 pts) was not missing 1-2 items. proposed in the proposal fulfilled successfully. Table 3. Learning objectives of the Statics course from the Syllabus By the end of the semester, students should be able to: 1. Draw free body diagrams

Conference Session

Committee on Effective Teaching Presents: Evaluation, Assessment, & Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothy Aaron Wood, P.E., The Citadel; Stephanie Laughton, The Citadel

Tagged Divisions

Civil Engineering Division (CIVIL)

[10] P. D. Kearsley and A. G. Klein, “Self-Corrected Homework for Incentivizing Metacognition,” presented at the 2016 ASEE Annual Conference & Exposition, Jun. 2016. Accessed: Jan. 25, 2020. [Online]. Available: https://peer.asee.org/self-corrected- homework-for-incentivizing-metacognition[11] K. Chang, “Homework Assignment Self-Grading: Perspectives from a Civil Engineering Course,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Jan. 25, 2020. [Online]. Available: https://peer.asee.org/homework-assignment- self-grading-perspectives-from-a-civil-engineering-course[12] D. Breid, “Replacing Cheating with Metacognition – Reevaluating the Pedagogical Role of Homework in

Conference Session

Committee on Educational Policy Presents: Pillars of Our Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebeka Yocum, Oregon Institute of Technology; Vikash Gayah, Pennsylvania State University

Tagged Divisions

Civil Engineering Division (CIVIL)

and software used to cover this material • Instructional strategies used in courses that cover concepts related to traffic operations, including active learning strategies • Specific topics and concepts covered related to traffic operations • Demographic information about instructorsThe survey consisted of 74 potential questions, though various questions were only presentedbased on responses to previous questions. The questions consisted of mostly multiple choice orfill-in-the-blank responses, and respondents were allowed to upload their course syllabus so theresearch team could extract relevant pieces of information. The survey was electronically codedinto the Qualtrics survey software and took approximately 15 minutes to

Conference Session

Committee on Educational Policy Presents: Pillars of Our Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Gutierrez-Bucheli, Monash University; Alan Reid, Monash University; Gillian Kidman, Monash University; Julia Lamborn, P.E., Monash University

Tagged Divisions

Civil Engineering Division (CIVIL)

rapidly during thiscentury, there have been few empirical studies beyond a single institution's case. Furthermore,many case studies have also been limited to documenting changes in course maps or the explicitcurriculum, i.e., what is overt in the documentation. In light of this, this research presentsfindings from a doctoral thesis that analyses educators’ and students’ experiences of the explicitand implicit—which is learnt from the organisation, intentions, attitudes and behaviours of theeducators, for example, and what is not taught respectively—to provide a richer picture of whatis understood and experienced as the intended and enacted curriculum.In general, findings suggest that accreditation systems (such as the Washington Accord