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Displaying results 1 - 30 of 43 in total
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 4
Collection
2024 ASEE Annual Conference & Exposition
Authors
Brett Rocha, United States Military Academy; Kevin Francis McMullen, United States Military Academy; Adrian Owen Biggerstaff, United States Military Academy; Robert Hume, United States Military Academy; Eric B. Williamson P.E., United States Military Academy
Tagged Divisions
Civil Engineering Division (CIVIL)
assessment format, instructors were able to identify studenthesitations and conflicts while solving the problem and determine whether they were a result ofconceptual or non-conceptual errors. Following the assessment, the researchers asked each studyparticipant questions to prompt reflection on why certain errors were made. This papersummarizes the assessment and reflection procedure used, a small sample of students’performance on a traditional paper-based assessment compared to the interview assessment, andthe reasons for errors. Recommendations for future research and improving course delivery toprevent misconceptions are provided.IntroductionStrong knowledge of fundamental mechanics is essential for success in undergraduateengineering curricula
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Professional Practice 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Brett Rocha, United States Military Academy; Scott M. Katalenich P.E., United States Military Academy
Tagged Divisions
Civil Engineering Division (CIVIL)
education; infrastructure; sustainable design; and clean, renewable energy. ©American Society for Engineering Education, 2024 Work-In-Progress: Application of Employee Appraisal Forms to Facilitate Assessment of Student Outcomes in the Engineering Capstone CourseAbstractA critical component of educating civil engineering students and preparing graduates to enterprofessional practice is the engineering capstone course. This paper describes a work-in-progress to evaluate the use of employee appraisal forms to facilitate self-reflection andcounseling as a metacognitive strategy in engineering education. The authors have developed a“capstone support form” that mimics an employee evaluation report support form
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Pinar Omur-Ozbek, Colorado State University; Rebecca A Atadero, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico; Chika Winnifred Agha, Colorado State University; Carlotta Duenninger
Tagged Divisions
Civil Engineering Division (CIVIL)
contribute to the higher emphasis on ethics in design engineering firms compared to construction companies? How might these differences impact decision-making processes? Consider organizational culture, project timelines, and stakeholder expectations. 2. Reflecting on Cesar's concerns about working under pressure in a construction company, how do you think time constraints and financial pressures can potentially compromise ethical decision-making in engineering projects? What strategies can engineers employ to maintain ethical standards while meeting tight deadlines? How can project managers and team leaders support this balance? 3. In what ways might Cesar's worries about prioritizing time and money over
Conference Session
Civil Engineering Division (CIVIL) - ASCE Collaborations
Collection
2024 ASEE Annual Conference & Exposition
Authors
Daniel Ivan Castaneda, James Madison University; Afeefa Rahman, University of Illinois Urbana-Champaign; Casey J Rodgers, University of Illinois Urbana-Champaign; Patricia Clayton, Wake Forest University; Dion Karean Coward; Jacob Henschen, University of Illinois Urbana-Champaign; Tanya Kunberger P.E., University of Pittsburgh at Johnstown; Leslie Nolen, American Society of Civil Engineers; Pinar Omur-Ozbek, Colorado State University; Monica Palomo, California State Polytechnic University, Pomona; Carolyn M Rodak, State University of New York, Polytechnic Institute; David A Saftner, University of Minnesota Duluth
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
increase the hands-on time with the workshop activities and tools. 7. Creating new Seminars on “Introduction to Active Learning” and “Creating a Civil Classroom” (i.e., to integrate DEI in the ETW curriculum) to make both of these inferred topics more transparent during the workshop. 8. Creating new Reflection-based activities in order to encourage participants to envision how their learnings could be adapted and applied in their classroom in the near-term future.CFD established an implementation plan whereby CFD committee members would proceed withthe creation of new “Base Slides” for the forthcoming Summer 2023 ETW. In anticipation ofthese workshop changes, CFD organized in December 2022 a “Town Hall Meeting
Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Fahmida Rahman, Rowan University; Aaron Nolan, Rowan University; Kauser Jahan, Rowan University; Eric DuBois
Tagged Divisions
Civil Engineering Division (CIVIL)
futureprofessional licensure. In addition, the program fosters the development of leadership andentrepreneurship skills by engaging students in project-based learning, thereby preparing them toexcel in the ever-evolving domain of civil engineering.IntroductionEngineers reflect on their actions in the workplace, suggesting these skills are best learned indesign studios rather than classrooms [1, 2]. Project-Based Learning (PBL) is praised forfostering teamwork, problem-solving, and leadership within a student-controlled framework. Itoriginated in McMaster University's medical faculty 40 years ago and has since spread acrossvarious disciplines [3]. PBL features ill-structured, real-world problems, student-centered activelearning, small group work, facilitator
Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Afeefa Rahman, University of Illinois Urbana-Champaign; Casey J Rodgers, University of Illinois Urbana-Champaign; Jacob Henschen, University of Illinois Urbana-Champaign
Tagged Divisions
Civil Engineering Division (CIVIL)
, students design their egg protection device, convert the model to machinecode, print their structure and finally load test it. Reports are required at the end of each phase,and a summary presentation is made to the entire course at the end of the project. This projectaims to improve several student outcomes such as experimental design and analysis, research ofnew technology, and communication. Initial student reflections were collected at the end of theproject and are presented here. By intertwining contemporary technology with traditional coursestructures, we aim to reinforce the design thinking of students while providing hands-onexperience with an emergent technology.Keywords:Integrative design course, Additive manufacturing, 3D printing with
Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Leana Santos, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
Paper ID #44299Board 32: Designing a Graduate Course in Sustainable Transportation andHuman Rights with a Student-Centered ApproachLeana Santos, University of Connecticut Leana Santos, is a fourth-year Ph.D. Candidate in structural engineering at the University of Connecticut. She is a Harriott and GAANN Fellow. Alongside her current program courses, Leana is pursuing the Graduate Certificate in College Instruction offered by UConn’s Neag School of Education. Her current research is centered on the impact of pyrrhotite oxidation on concrete deterioration, reflecting her dedication to understanding and mitigating
Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sixto Duran Ballen; Daniel Eduardo Abril; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ
Tagged Divisions
Civil Engineering Division (CIVIL)
provided. It involves critically examining the arguments presented andthe methods used to support the assertions or conclusions offered [18,24]. Explanationencompasses the ability to clearly communicate and articulate thoughts, ideas, and argumentsin a way that is coherent and understandable to others. This includes the ability to providereasons and evidence to support claims made [25]. Self-regulation in critical thinking includesthe ability to critically reflect on one's own thinking and assess its logic, coherence, biases, orweaknesses. It implies being aware of personal limitations and prejudices and being open toreconsider or modify one's own beliefs or points of view based on new evidence orarguments [26,27] . For critical thinking a
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kristen L. Sanford P.E., Lafayette College; Angela R Bielefeldt, University of Colorado Boulder; Rhonda K Young, Gonzaga University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
concept maps for “equitable infrastructure” at the end of the semester. The concept mapsrevealed differences in student ideas that reflect the different approaches taken in the courses.Analysis of these concept maps yields insight into student learning on equitable infrastructureand can provide guidance for others wishing to incorporate equity into first-year and/or civilengineering coursework.IntroductionCivil engineering education has long recognized the need for the curriculum to blend a broadarray of technical and professional skills to meet the needs of the profession (see, for example,the Civil Engineering Body of Knowledge [1]). The ways in which infrastructure has bothpositively and negatively affected equity in our social systems have
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Roshina Babu, University of Utah; Praveen A, APJ Abdul Kalam Technological University Kerala
Tagged Divisions
Civil Engineering Division (CIVIL)
transferable skills are incorporated directly intoexisting courses. Whereas “bolting-on” focuses on the explicit development of transferable skillsas separate modules along with the core curriculum. The “integration” approach weavestransferable skill development throughout the entire curriculum in a systematic manner [9,10].Pedagogical approaches like project-based learning, experiential learning, active learning, andinterdisciplinary collaboration have been used for transferable skill development [11].Additionally, many engineering courses rely on engineering design problems to develop skilltransferability in students [12,13]. Assessment methods employed to evaluate skill transferabilityare surveys and reflections [14], standardized tests [15], and
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3
Collection
2024 ASEE Annual Conference & Exposition
Authors
Angela R Bielefeldt, University of Colorado Boulder
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
For the assignment this week, take some time to reflect on your experiences in college so far. You may choose to read some of the resources provided (or not). Discuss elements among the following that are of interest to you – you do not need to discuss all of these elements. • What has been your mental health / wellness status this semester? Describe times you have felt happy, excited, confident, successful, stressed, anxious, disappointed, and/or tired. Discuss sources of these feelings: physical health / illness, homework, exams, family issues, financial issues, etc. • Describe a situation where you reached out for help and received support – from friends, family, on-campus resources. • Describe positive actions you are taking to
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Rebekah Oulton, California Polytechnic State University, San Luis Obispo
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
]. Results from the case-study questions during the firsttwo years proved inconclusive and student comments reflected their confusion in trying torespond to the case studies, so this part of the survey was dropped in subsequent years. Resultsof the case study responses from 2020 and 2021 are not included in this discussion. This studypresents the results of the Likert scale questions, which were consistent across all four years ofthe study period. Values reported below are the averages for all responses, based on the 5-pointscale defined for each question.Results and DiscussionThe social justice focused instruction showed an effect on the first-year environmentalengineering students’ understanding of social justice, their perspectives on equity
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Corinna Marie Fleischmann P.E., United States Coast Guard Academy; Hudson V. Jackson P.E., United States Coast Guard Academy; Kassim M. Tarhini P.E., United States Coast Guard Academy
Tagged Divisions
Civil Engineering Division (CIVIL)
project, anticipated capstone specific products and deliverables, design and testingapproaches, timelines, and plans for demonstrating each of the ABET Student Outcomes. EPICScourse standard assessment practices applied to capstone projects include notebook documentationof work and accomplishments, weekly and summative reflections, design review presentations,transition documents, and peer evaluations. The notebook is filled with data on all the project-related activities the students are actively involved in, often with links to specific work artifacts,explanations of them, and concise narratives explaining the student's specific individualcontribution to them. The weekly and summative semester reflections ask students to write brieflyabout
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sarira Motaref, University of Connecticut; Alexandra Hain, University of Connecticut
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
duties or roles, where teaching faculty alternate in delivering classes or dividethe course credit load based on specific weeks or assignments [4]. This method does notmaximize the potential of coteaching, which should enable instructors to interact with each otherin class be used to leveraging the collective knowledge and expertise of multiple teachers withinthe same classroom to enhance student learning outcomes [1], [5]. This collaborative teachingmodel fosters a dynamic learning environment, addresses the varied learning needs of students,promotes active engagement, and provides differentiated instruction. Furthermore, co-teachingencourages shared responsibility, reflection, and professional growth among teachers, ultimatelyenhancing the
Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Joel Lanning, University of California, Irvine
Tagged Divisions
Civil Engineering Division (CIVIL)
to do, but keeps the work hidden until the student has the chance totry it for themselves. Further, in Fig. 2b, the first “Show me” button is expanded allowing thestudent to check their attempt. Then in Fig. 2c, there is some reflection on the prior steps, anexplanation about how they fit into the current step, and more hints about the how to moveforward. This is also an important feature of the walkthrough format, at each step students arecarefully guided through the problem without simply giving the answer away immediately.The last stage of the interactive walkthrough format is shown in Fig. 3, with the Wrap-up,connection with other similar problems, and various references displayed together. Thesesections provide the student the resources
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 4
Collection
2024 ASEE Annual Conference & Exposition
Authors
Joel Sloan, United States Air Force Academy; Timothy Frank, United States Air Force Academy
Tagged Divisions
Civil Engineering Division (CIVIL)
self-regulated learning [5] and life-long learning [6]. Self-assessment is an important metacognitive skill [7]. Practicing metacognition hasbeen shown to foster more effective learning [8, 9]. Accurate self-assessment as a part of themetacognitive process helps students to discover what skills they have mastered and what areasstill need development. Pairing instructor assessments with student self-assessments allows forstudent reflection and calibration of their self-assessment capabilities, which can guide futurelearning behaviors [7]. Students have demonstrated improvement in self-assessment accuracywith practice [10], which can mitigate under- and over-confidence for a more equitable learningenvironment [7].Knowledge SurveysEd Nuhfer
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3
Collection
2024 ASEE Annual Conference & Exposition
Authors
Manish Roy, University of Connecticut; Christa L. Taylor, University of Connecticut; Maria Chrysochoou, University of Connecticut
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
such as this. Instead, students were encouraged to reflect ontheir own strengths and challenges and make choices based on their understanding of theirabilities. Following every exam and the group project, the students were asked to respond toreflection questions, encouraging them to take ownership of their learning. For example, after themidterm II exam, the students were asked to answer the following questions among others: a)What was/were the most important factor/s behind your performance in Midterm-II exam? b)“How well do you expect to perform in Midterm-III exam? What is/are your plan(s) to achievethat?”The term group project was part of the Project-Based Learning implementation in the course andhad specific milestones for deliverables
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Joseph Speight P.E., United States Military Academy; Brett Rocha P.E., United States Military Academy; Brock E. Barry P.E., United States Military Academy
Tagged Divisions
Civil Engineering Division (CIVIL)
freshman engineering sequence. The design of thespace was to place the ownership and maintenance of the “laboratory” into the hands of thestudents. This space also enabled a significant increase in the number of hands-on activitiesreported by each of the students during the quarter and a boost in the amount of experientiallearning.In 2013, Harvard University created a more experimental atmosphere with its Scibox, a 2,500-square-foot-space where walls are covered in blackboard paint and tables are on wheels [6]. Thespace is half-classroom and half-lab that instructors intended to feel more like a workshop or agarage. It was done as part of Harvard’s broader interest in testing new ways of teaching andlearning and reflects a departure from the
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Abigail Louise Beck, University of Illinois Urbana-Champaign; Eun Jeong Cha, University of Illinois Urbana-Champaign; Luc Paquette, University of Illinois Urbana-Champaign; Eric G Shaffer, University of Illinois Urbana-Champaign
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
will be able to understand how equity can be considered in community resilience-basedinfrastructure decision-making. 4) Students will be able to assess the potential impact of differentdecisions on various stakeholders in the community, including marginalized groups. 5) Studentswill be able to collaborate effectively with their peers to make informed and equitable decisionsbased on multiple criteria and perspectives. 6) Students will be able to reflect on their learningexperience and apply the knowledge and skills gained from the game to real-world situations.The concepts stemming from these objectives drive the entire game design and motivate choicefor game structure, components, actions, special roles, and scoring system. Additionally
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Joel Lanning, University of California, Irvine; Matthew W Roberts, Southern Utah University; Brandon K Wiggins, Southern Utah University
Tagged Divisions
Civil Engineering Division (CIVIL)
engineering, but other disciplines including civilengineering were also impacted.In the 1960s, Malcolm Gregory, in [3] and [4], described the lack of “engineering attitude” inengineering education. He reflected on the 19th century apprenticeship model and early 20thcentury practical application training that nurtured an engineering mindset through personalcontact and hands-on learning. Gregory believed past approaches better instilled design intuitionand real-world know-how, developing design proficiency by imitation, learned rules-of-thumb,and learned the practical rules of design and construction.Gregory described a problem with overly theoretical training. He argued the growing emphasison analytical skills came at the expense of teaching
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jessica Momanyi, William Paterson University; Grace Panther, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln
Tagged Divisions
Civil Engineering Division (CIVIL)
faculty member of the School of Engineering Education at Purdue University. She is currently a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. Her role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, establishing a cadre of engineering education research faculty in the engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Scott R Hamilton P.E., York College of Pennsylvania; Camilla M. Saviz P.E., University of the Pacific; David A Saftner, University of Minnesota Duluth; Tanya Kunberger P.E., University of Pittsburgh at Johnstown
Tagged Divisions
Civil Engineering Division (CIVIL)
learning in engineering coursesAbstractFaculty traditionally have used a variety of individual and group-based learning activitiesincluding homework assignments, exams, projects, reflection papers, and presentations in aneffort to promote, enhance, assess, and evaluate students’ knowledge and learning. More currentresearch has suggested modifications to some of the historic assessment methodologies andtechnological advances that have potentially influenced the use of various assessmentapproaches. The authors pose the following question in this paper: How are faculty currentlyevaluating student learning and encouraging student success in engineering courses?This paper provides a summary of research into grading practices and then shares the results
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Salvatore Marsico, Penn State University; Henrique Oliveira, University of Campinas; Débora Paula Simões, University of Campinas
Tagged Divisions
Civil Engineering Division (CIVIL)
success.In the proposed approach, students engage in projects that not only address real-world problemsor challenges but also contribute to serving the needs of a community or organization - when adeliverable is created and shared with the community. These projects typically involveidentifying community needs (Step 2), designing and implementing solutions (Step 1), collectingand processing data (Steps 3 and 4), and reflecting on the impact of their work on both learningoutcomes and community well-being (Step 5).The set of sensors used in the proposed approach can be seen in Figure 2, where the cameras areshown in detail (Figure 2.a), and also the system assembled on top of a vehicle is presented(Figure 2.b). It used five GoPro cameras (three
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Tamecia R. Jones, North Carolina State University at Raleigh; Kevin Han, North Carolina State University at Raleigh
Tagged Divisions
Civil Engineering Division (CIVIL)
tointegrate the software.Literature ReviewIntuition helps professionals make quick and accurate predictions and decisions. It has beendefined in many fields, but it has only recently been defined in engineering as “subconsciouslyleveraging experience to assess a present situation or predict a future outcome[1]. Intuitiondevelops in engineering learners and is often reflected in the speed, automaticity, andengagement of information when problem-solving. Humans have a visual intuition for materialsand structures we interact with on day-to-day basis and an intuition for shapes and materials thathelps to negate flawed designs[2]. Yet, construction and building engineering learners mustinteract with materials and structures from abehavioral design
Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Matthew Stephen Barner, University of Portland; Sean Lyle Gestson, University of Portland; Audrey Dewey
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
their curriculum development project also revealed their increasedawareness of their own understanding of the material and the challenges for curriculum design.Based on the feedback provided by the first cohort of students to receive this project, the nextoffering of the project will have students present a rough draft of their curriculum in class atmidterm to receive feedback from their peers. Each student will then also participate in amidterm interview with the instructor to discuss how to incorporate that feedback in their finaldeliverable. The authors hope these changes will help students make further progress on theircurriculum design, but also provide the students additional opportunities to reflect on and learnfrom the curriculum
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kevin Taylor Scruggs, United States Military Academy; Scott M. Katalenich P.E., United States Military Academy; James Ledlie Klosky PE, United States Military Academy
Tagged Divisions
Civil Engineering Division (CIVIL)
possible before attending the lesson. The same population improved enough toreceive satisfactory performance if it was a graded assessment, but the results are not wildlyhigher quantitatively than the initial lower performing groups. While it is difficult to discernstudent intent or motivations from the data, a possible explanation may be that high-performingstudents recognize the instructor emphasis reflected in the unique demonstration, and will engageclosely, rising to the academic challenge posed to them. The lowest achievers have the largestgap in knowledge, so increased contact time with the material combined with presentingknowledge in a more digestible and physical manner, i.e., incorporating new learning modes,helps those students make
Conference Session
Civil Engineering Division (CIVIL) - ASCE Collaborations
Collection
2024 ASEE Annual Conference & Exposition
Authors
Carly Woelfel, United States Military Academy; Brett Rocha P.E., United States Military Academy; Kevin Francis McMullen, United States Military Academy; Kevin Taylor Scruggs, United States Military Academy; Talal Salem, United States Military Academy; Aaron T Hill Jr. P.E., United States Military Academy
Tagged Divisions
Civil Engineering Division (CIVIL)
assessment form modeled off an employee appraisalform [19]. The assessment form (Appendix A) provided an opportunity for student reflection anddiscussion between the student and the advisor to ensure that the students perceived effort andachievements in each category matched the advisor’s assessment. Also, individual deliverables orgraded assignments were assigned to each student to provide a quantitative assessment of theABET student outcomes. A more in-depth description of the assignment of roles andresponsibilities and the qualitative and quantitative assessment of ABET student outcomes forthe Student Steel Bridge Team and the Concrete Canoe Team are provided below.Steel BridgeThe AISC SSBC inherently lends itself to achieving the ABET Student
Conference Session
Civil Engineering Division (CIVIL) Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Adebayo Iyanuoluwa Olude, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering Division (CIVIL)
illustrated. Learners are alsoactively participating in the activity. Finally, the instructor asks the same sets of questions toassess how well students comprehend the experiment. ECP Module Instructional Design Template Module Information Synoptic/Purpose of Instructional Instructor Module Process Reflection a. Developers/Instructors a. Essential Questions a. Materials needed/Expected Reflection Institution for use. b. Module Objectives b. Mobile Title/Topic b. Procedures c. Placement within
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Ayatollah S Yehia, University of Virginia; Devin K. Harris, University of Virginia; Diana Bairaktarova, Virginia Polytechnic Institute and State University
Tagged Divisions
Civil Engineering Division (CIVIL)
) and reopening it rectified this. Participants mentioned severalchanges they would implement in the app, such as moving the location of buttons to allow formore streamlined use, adding an axis system, including a scale to illustrate how deformationscompared to the predeformed structure, changing the contour map to reflect compression andtension more accurately, and dynamically increasing the load magnitude and observing how thechange in magnitude impacts results.ConclusionStudents often struggle with conceptualizing complex three-dimensional behavior in traditionalmechanics-oriented classes. Although structural analysis software is often introduced and taughtin these classes to explain these concepts, fundamental behaviors such as elastic
Conference Session
Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 4
Collection
2024 ASEE Annual Conference & Exposition
Authors
Charles Riley, Oregon Institute of Technology
Tagged Divisions
Civil Engineering Division (CIVIL)
as an analysis toolwith thoughts similar to this: “If engineers are confident in their assumed or measured blastforce and blast profile, Newmark’s Method provides engineers with an extremely accurate wayto predict a structure’s response to a blast load.” Thus, a primary goal of the laboratory wasreached: to demonstrate the benefits of numerical time-stepping procedures in dynamic responsecalculation.Comparison of experimental and numerical results was the focus of this lab, but analytical resultscould – and probably should – be included to provide a complete picture. After reflecting on thelab, the instructor offered the students a comparison with the analytical approaches to estimatingresponse to blast loads in the following lecture period