New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Based on a perceived need within the Department of Civil and Environmental Engineering at the University of Utah to increase faculty and student awareness of 1) the national infrastructure crisis and 2) a departmental-wide pedagogical approach to engineering instruction with a more holistic, global understanding of infrastructure systems, three faculty members attended the 2nd Annual Infrastructure Education Workshop on Pedagogies of Engagement in Infrastructure Classrooms. Hosted by the Center for Infrastructure Transformation and Education (CIT-E), over 30 national faculty members participated in a three-day, best-practices teaching seminar and workshop held on the campus of the University of Utah in Salt Lake City, Utah (May 2015). One of the primary goals of this and subsequent workshops is to grow a community of practice focused on creating learning modules to populate an open-source teaching and research database on infrastructure education.
This paper discusses our use of the workshop materials including modifications made to them to fit our local environment. The paper describes additional activities inspired by and/or designed to complement the workshop materials. Crucial questions for our project team included: What does infrastructure education mean and how does it differ from civil engineering education? How do we teach it? And, how do we assess student achievement within it? The work reported here is, in essence, a pilot study of initial efforts to answer these questions. In this process, we both broadened and deepened our understanding of what the infrastructure perspective means and how it informs the delivery and assessment of a baccalaureate program. Part of our assessment of this pilot study includes descriptions and analyses of student deliverables by both direct and indirect methods.
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