A Collaborative Process Leading to Adoption of ASCE BOK3 Consistent with ABET
- Conference
- Location
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Tampa, Florida
- Publication Date
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June 15, 2019
- Start Date
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June 15, 2019
- End Date
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June 19, 2019
- Conference Session
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Thinking Outside the BOKs: ABET, Ethics, Civil Engineering as Liberal Education, and 3-Year Degrees
- Tagged Division
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Civil Engineering
- Page Count
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13
- DOI
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10.18260/1-2--31944
- Permanent URL
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https://peer.asee.org/31944
- Download Count
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529
Paper Authors
Kevin G. Sutterer Rose-Hulman Institute of Technology
Kevin Sutterer is Professor and Department Head of Civil and Environmental Engineering at Rose-Hulman Institute of Technology in Terre Haute, Indiana. He received BS and MS degrees in Civil Engineering at University of Missouri-Rolla, a second MS in Civil Engineering at Purdue University, and a Ph.D. from Georgia Institute of Technology. Kevin was a geotechnical consultant with Soil Consultants, Inc. of St. Peters, Missouri from 1984-1988. He also served as Director of Engineering Services for SCI Environmental of Chesterfield, Missouri from 1988-89 before leaving practice to pursue his Ph.D. Kevin was an Assistant Professor at University of Kentucky from 1993-1998, and has been a faculty at Rose-Hulman since then. Kevin has served the Civil Engineering Division of ASEE for over 10 years and was Division Chair in 2010-11. He has also served on a variety of ASCE committees.
John Aidoo Rose-Hulman Institute of Technology
Dr. Aidoo is currently an Associate Professor of Civil Engineering Department at Rose-Hulman Institute Technology. Prior to this appointment, he worked as the Bridge Design Engineer at South Carolina Department of Transportation. He received a B.Sc. from the University of Science & Technology in Ghana in 1997 and a M.Sc. and Ph.D. from the University of South Carolina. His research activities include repair and strengthening of buildings and bridges using Advanced Composite Materials, laboratory and field testing of structures and the fatigue behavior of concrete bridges.
James H. Hanson P.E. Rose-Hulman Institute of Technology
Dr. James Hanson is a Professor of Civil Engineering at the Rose-Hulman Institute of Technology. His teaching emphasis is structural analysis and design. Over the last thirteen years he has conducted research on teaching students how to evaluate the reasonableness of their results. He is the recipient of several best paper awards and teaching awards including the American Concrete Institute’s Young Member Award for Professional Achievement in 2006 and the Walter P. Moore Jr. Faculty Award in 2007. He also received the Ferdinand P. Beer & E. Russell Johnston, Jr., Outstanding New Mechanics Educator Award from the Mechanics Division of ASEE in 2006.
Professor Hanson brings four years of military and industry experience to the classroom. Upon completing his Ph.D. in structural engineering at Cornell University, he taught for two years at Bucknell University. He is a registered Professional Engineer.
Kyle Kershaw P.E. Rose-Hulman Institute of Technology
Dr. Kyle Kershaw is an Associate Professor in the Department of Civil and Environmental Engineering at Rose-Hulman Institute of Technology. Kyle's primary teaching duties include courses in geotechnical engineering and construction materials. His research interests include behavior and monitoring of in-place foundations and retaining structures. In addition to his teaching and research duties, Kyle is involved in geotechnical consulting and Engineers Without Borders.
Matthew D. Lovell P.E. Rose-Hulman Institute of Technology
Matthew Lovell is an Associate Professor in the Civil Engineering Department at Rose-Hulman Institute of Technology, and he currently serves as the Interim Senior Director of Institutional Research, Planning, and Assessment office. He is also serving as the director of the Making Academic Change Happen (MACH) program. He received his Ph.D. from Purdue University, and he holds his PE license in Indiana. Matt is very active with respect to experimentation in the classroom. He greatly enjoys problem-based learning and challenge-based instruction. Matt is the 2018 recipient of the American Concrete Institute’s Walter P. Moore, Jr. Faculty Achievement Award. He was awarded Teacher of the Year for the Illinois Indiana section of ASEE in 2017. Also, he was awarded the Daniel V. Terrell Outstanding Paper Award from ASCE. Matt is highly active in ASEE, currently serving as the ASEE CE Division’s Freshman Director. In 2014, Matt received the ASEE CE Division Gerald R. Seeley Award for a paper highlighting a portion of his work regarding the development of a Master’s Degree at Rose-Hulman.
Michelle K. Marincel Payne Rose-Hulman Institute of Technology
Michelle Marincel Payne is an assistant professor in the Civil Engineering Department at Rose-Hulman Institute of Technology. She completed her Ph.D. in environmental engineering from the University of Illinois at Urbana-Champaign, her M.S. in environmental engineering from Missouri University of Science and Technology, and her B.S. in nuclear engineering from the University of Missouri-Rolla. Michelle is co-leading an Undergraduate Research Community to support students learning through research, efforts to integrate open-ended problems throughout students' curricula, research to remove stormwater pollutants via engineered treatment wetlands, and development of appropriate technology courses and research with strong emphasis on social sustainability.
Jennifer Mueller PE P.E. Rose-Hulman Institute of Technology
Jennifer Mueller, PhD, PE, is an Associate Professor in the Department of Civil and Environmental Engineering at Rose-Hulman Institute of Technology. She obtained her BS in Environmental Engineering from Northwestern University, and she earned her MS and PhD in Civil Engineering, with a focus on environmental river mechanics, from Colorado State University. Dr. Mueller’s teaching and research areas focus on environmental and water resources engineering, including stream restoration, sustainable design, environmental river mechanics, and stormwater management practices for low-impact development. As graduates of Rose-Hulman typically leave with technical competency, she feels strongly that students need to understand the importance of also developing skills in non-technical areas, including sustainability, ethics, and critical thinking. Additionally, Dr. Mueller aspires to continue to provide meaningful experiential learning opportunities for her students. Through these experiential learning activities and real-life scenarios applied in her courses, students experience the application of technical concepts being taught and non-technical skills for big picture problem solving
Michael Anthony Robinson P.E. Harding University
Michael Robinson is an Associate Professor of Civil and Environmental Engineering at Harding University.
Abstract
The Rose-Hulman Institute of Technology Department of Civil and Environmental Engineering identified the coming release of ASCE BOK3 and the new ABET 1-7 student outcomes as an opportunity to review and revise their program learning outcomes. The program concluded it would be most effective to foster adoption of new outcomes during the 2018-19 academic year, to be followed immediately thereafter by curricular revision to address the new outcomes. All of the faculty members took part in the process, with teams of faculty taking leadership of four to six BOK3 outcomes, identifying their fit with ABET 1-7 and civil engineering-specific program criteria, comparing with institute student outcomes, and ultimately recommending department adoption of outcomes synchronized with BOK3, ABET and the institute requirements. This paper shares the process followed by the department, including our discussions about prioritizing student learning, trust in each other that we could evolve to an effective final outcome, and how we agreed in advance to manage unexpected discoveries or challenges during the process. As a part of this, we formulated and followed a specific process for adoption of BOK3 learning outcomes. During that process, some affective learning outcomes were judged highly appropriate for the specific outcome and thus adopted. The paper deals only with development of the outcomes and a philosophy about creation of criteria for assessing student work, but does not address actual curricular change. Some significant challenges have been encountered in the process, including differences between BOK3, ABET and the institute in outcome wording, level of attainment, and scope of learning, but we were able to account for the differences by prioritizing student learning first while retaining consistency with ABET requirements.
Adoption of the new outcomes is a first stage for planning curricular change during the 2019-20 academic year, when we anticipate the new outcomes to be in effect. We are confident the adopted outcomes, as well as the steps being taken to explore additional affective outcomes, have the potential to significantly improve student learning in our program. We conclude with recommendations for other programs to adopt processes appropriate to their own setting, needs, and goals in order to foster effective changes in their own programs.
Sutterer, K. G., & Aidoo, J., & Hanson, J. H., & Kershaw, K., & Lovell, M. D., & Marincel Payne, M. K., & Mueller, J., & Robinson, M. A. (2019, June), A Collaborative Process Leading to Adoption of ASCE BOK3 Consistent with ABET Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--31944
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