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Lessons Learned from the Implementation of Board Certification in the Medical Profession

Conference Session: Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Decker B Hains P.E., Western Michigan University; Stephen J. Ressler P.E., Dist.M.ASCE, F.ASEE, U.S. Military Academy; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers
Tagged Divisions: Civil Engineering

Paper ID #28789Lessons Learned from the Implementation of Board Certification in theMedical ProfessionDr. Decker B Hains P.E., Western Michigan University Dr. Decker B. Hains is a Master Faculty Specialist in the Department of Civil and Construction Engi- neering at Western Michigan University. He is a retired US Army Officer serving 22 years on active duty with the US Army Corps of Engineers and taught at the United States Military Academy at West Point (USMA). He earned a Bachelor of Science degree in Civil Engineering from USMA in 1994, Master of Science degrees from the University of Alaska Anchorage in Arctic

Relevance Score: 0.48057145

Implementation of a Civil Engineering High-impact Learning Practice (HILP) Requirement in Support of ASCE Body of Knowledge (BOK) Outcomes

Conference Session: High-impact Learning Practices
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kelly Brumbelow, Texas A&M University; Luciana R. Barroso, Texas A&M University; Greg Stadter, Texas A&M University
Tagged Divisions: Civil Engineering

for Civil Engineering in 2025 (2006), American Society of Civil Engineers[2] Civil Engineering Body of Knowledge for the 21st Century: Preparing the Civil Engineerfor the Future, Second Edition. (2008) American Society of Civil Engineers (ASCE), Reston,VA.[3] ASCE Body of Knowledge. Committee, Civil Engineering Body of Knowledge for the 21stCentury: Preparing the Civil Engineer for the Future. Reston, VA, 2008.[4] B. Chance and R. Peck, "From Curriculum Guidelines to Learning Outcomes: Assessment atthe Program Level," The American Statistician, vol. 69, no. 4, pp. 409-416, 2015/10/02 2015.[5] K. Brumbelow, D. A. Fowler, J. R. Morgan, and W. L. Anthony, "Transformation of a LargeCivil Engineering Department Curriculum using the ASCE BOK2

Relevance Score: 0.39129937

Lessons Learned in Developing the Civil Engineering Body of Knowledge, Third Edition

Conference Session: Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Decker B Hains P.E., Western Michigan University; Kenneth J. Fridley, University of Alabama; Leslie Nolen, American Society of Civil Engineers
Tagged Divisions: Civil Engineering

Paper ID #29462Lessons Learned in Developing the Civil Engineering Body of Knowledge,Third EditionDr. Decker B Hains P.E., Western Michigan University Dr. Decker B. Hains is a Master Faculty Specialist in the Department of Civil and Construction Engi- neering at Western Michigan University. He is a retired US Army Officer serving 22 years on active duty with the US Army Corps of Engineers and taught at the United States Military Academy at West Point (USMA). He earned a Bachelor of Science degree in Civil Engineering from USMA in 1994, Master of Science degrees from the University of Alaska Anchorage in Arctic Engineering

Relevance Score: 0.38621476

Pre- and Post-Tenure: Perceptions of Requirements and Impediments for Faculty in Civil Engineering, Architectural Engineering, and Construction Disciplines

Conference Session: Around the Water Cooler: Ideas and Issues in Civil Engineering Education
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Nicholas Tymvios, Bucknell University; Elif Miskioglu, Bucknell University; Eliana Christou, University of North Carolina, Charlotte; Benjamin B. Wheatley, Bucknell University
Tagged Divisions: Civil Engineering

-practice gap in engineering education by serving as an ambassador for empirically driven, and often novel, educational practices.Dr. Eliana Christou, University of North Carolina, CharlotteDr. Benjamin B. Wheatley, Bucknell University Benjamin Wheatley was awarded a B.Sc. degree in Engineering from Trinity College (Hartford, CT, USA) in 2011 and a Ph.D. in Mechanical Engineering from Colorado State University (Fort Collins, CO, USA) in 2017. He is currently an Assistant Professor in the Department of Mechanical Engineering at Bucknell University (Lewisburg, PA, USA). His pedagogical areas of interest include active learning ap- proaches, ethics, and best practices as they relate to computational modeling. He runs the

Relevance Score: 0.37899014

Implementation of a Laboratory Experience in Reinforced Concrete Courses

Conference Session: Are You Experienced? Approaches and Tools for Experiential Learning
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Benjamin Z. Dymond, University of Minnesota Duluth; Matthew K Swenty P.E., Virginia Military Institute; Christopher R. Shearer, South Dakota School of Mines and Technology
Tagged Divisions: Civil Engineering

resubmittalwas allowed to help the students improve their final lab grade. Material data and the load versusdeflection data from all eight tested beams were provided to the students. The final lab reportincluded the tasks listed in Appendix B.University B University B is a midsized, public, master's university in a medium density city in theWest North Central Region (Carnegie Classification, Master's Colleges & Universities: MediumPrograms). The university has six colleges/schools, a medical school branch, and a graduateschool, which primarily offers M.S. degrees (although Ph.D. degrees can be obtained in somemajors or cross-disciplinary programs). Within the engineering college, there are five types ofengineering disciplines that offer a B.S

Relevance Score: 0.36076507

An Integrated Teaching Method for Design Courses

Conference Session: Inquiry, Inclusivity, and Integration
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Scott A Civjan, University of Massachusetts, Amherst
Tagged Divisions: Civil Engineering

: An Overview, Theory Into Practice, 41:4, 212-218,4) Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives: The classification of educational goals. Handbook II: The affective domain. New York: David McKay.5) Fink, L.D. (2013). Creating significant learning experiences: an integrated approach to designing college courses. 2nd Edition. Jossey-Bass A Wiley Imprint.6) Randolph, G. B. “Collaborative Learning in the Classroom: A Writing Across the Curriculum Approach.” Journal of Engineering Education. ASEE. Vol. 89, No. 2. April 2000. pp. 119-122.7) Felder, R. M. and Silverman, L. K. “Learning and Teaching Styles In Engineering Education.” Journal of Engineering

Relevance Score: 0.33928666

A Comparison between Mixed-Mode and Face-to-Face Instructional Delivery Approaches for Engineering Analysis: Statics.

Conference Session: Flipped, Blended, Online, Oh My
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Ricardo Zaurin PE, University of Central Florida; Sudipta Dey Tirtha, University of Central Florida; Naveen Eluru, University of Central Florida
Tagged Divisions: Civil Engineering

students (grades) in either sections usingdescriptive analyses employing one variable and two variable relationships. The relationshipsconsidered include: (a) for one variable: comparing the grade distribution across the sectionswith and without mixed-mode, gender, ethnicity, student level, and prior GPA (b) for twovariables: grade performance by gender and mixed-mode, and ethnicity. Further, we build on thedescriptive analyses by developing individual level models of student grade performance whilecontrolling for several covariates simultaneously. The modeling approach controls for severalstudent characteristics and is more likely to offer stable model attribute impacts on gradecompared to descriptive analysis where the analyst has no control

Relevance Score: 0.29791886

Personalized Learning Plans for Prerequisite Materials in a Senior-level Traffic Engineering Course

Conference Session: Making it Sticky: Ways to Reinforce Prerequisite Knowledge
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Vikash V. Gayah, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University
Tagged Divisions: Civil Engineering

currently serves as an editorial advisory board member of Transportation Research Part C: Emerging Technologies, an editorial board editor of Transportation Research Part B: Methodological, an associate editor for the IEEE Intelligent Transportation Systems Magazine (an international peer-reviewed journal), a handling editor for the Transportation Research Record and is a member of the Transportation Research Board’s Committee on Traffic Flow Theory and Characteristics (AHB 45), where he serves as a paper review coordinator. He has been recognized with multiple awards for his research and teach- ing activities, including the Dwight D. Eisenhower Transportation Fellowship, Gordon F. Newell Award for Excellence in

Relevance Score: 0.29368687

Highlights and Lessons Learned from a Partially Flipped Civil Engineering Classroom Study

Conference Session: Flipped, Blended, Online, Oh My
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kimberly Warren, University of North Carolina at Charlotte; Meagan Padro, University of North Carolina at Charlotte; Chuang Wang, University of Macau
Tagged Divisions: Civil Engineering

academic conferences. Dr. Wang is the recipient of the 2019 International Education Award and the 2018 Harshini V de Silva Graduate Mentor Award at University of North Carolina at Charlotte in the United States. He received the 2008 American Educational Research Association (AERA) Distinguished Paper Award, 2009 Excellence in Research Award from the College of Education, 2010 Distinguished Research Award from the U.S. Academy of Educational Leadership, and the 2012 College of Education Excellence in Teaching Award. He served as the Editor-in-Chief of two peer-reviewed journals: (a) New Waves – Educational Research and Development; and (b) Journal of Applied Educational and Policy Research. He also served as the

Relevance Score: 0.29267827

Educating Engineers in Coastal Resiliency with a Global Perspective on Climate Change

Conference Session: Integrating Sustainability and Resilience Concepts into Courses
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Corinna Marie Fleischmann P.E., U.S. Coast Guard Academy; Hudson V. Jackson, U.S. Coast Guard Academy; Brian Maggi P.E., United States Coast Guard Academy
Tagged Divisions: Civil Engineering

erosion and deposition of sand at the site, Figure 1 [6]. (a) (b) (c)Figure 1. (a) USACE stabilization project during construction (Photo Credit: First CoastalCorporation), (b) As-built condition of the site in June 2016, (c) Post nor’easter erosionassessment in January 2017. o USCG Station Brant Point, Nantucket, MA: Many of the Coast Guard’s facilities are vulnerable to flooding, especially many of the older, historic facilities in New England. Station Brant Point is presented as an example where the increased frequency of tidal flooding and storm induced flooding negatively impacts

Relevance Score: 0.2903199

Student Support, Confidence, Workload, and Video Resources in a New Civil Engineering Graphics Course

Conference Session: Inquiry, Inclusivity, and Integration
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Bradley James Schmid, University of Saskatchewan
Tagged Divisions: Civil Engineering

confident while those withno prior experience more commonly indicate being somewhat confident; both groups havesimilar rates for the not confident response. The data presented here is consistent with the studyby Metraglia et.al. [9] who found that first-year engineering students from technical high schoolsthat most likely had CAD offered exhibited higher levels of self-efficacy compared to their peerswho did not have prior CAD experience.Figure 2 Student confidence following lab assignments for (a) students with no previous CADexperience compared to (b) students with previous CAD experience. Note: The studentconfidence data for Lab1 was not available due to a technological error.Recorded DemonstrationsIn each of the lab sessions, the demonstration

Relevance Score: 0.2890954

Engaging Civil Engineering Students through a “Capstone-like” Experience in their Sophomore Year

Conference Session: Before the Capstone: Project-based Experiences Early in the Curriculum
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Wayne Sarasua, Clemson University; Nigel Berkeley Kaye, Clemson University; Jennifer Harper Ogle, Clemson University; Mehdi Nassim Benaissa, Clemson University; Lisa Benson, Clemson University; Bradley J. Putman, Clemson University; Aubrie Lynn Pfirman, Lander University
Tagged Divisions: Civil Engineering

: http://www.asee.org/public/conferences/20/papers/6134/download [Accessed Jan. 15, 2020][10] P. C. Blumenfeld, E. Soloway, R. W. Marx, J. S. Krajcik, M. Guzdial, and A. Palincsar. "Motivating project-based learning: Sustaining the doing, supporting the learning." Educational psychologist 26, no. 3-4 (1991): 369-398.[11] B. Stephanie. "Project-based learning for the 21st century: Skills for the future." The clearing house 83, no. 2 (2010): 39-43.[12] S. Hurtado , NL. Cabrera, MH Lin , L. Arellano, LL. Espinosa. Diversifying science: underrepresented student experiences in structured research programs. Res High Educ. 2009;50:189–214.[13] PW. Schultz, PR. Hernandez, A. Woodcock, M. Estrada, RC. Chance, M. Aguilar

Relevance Score: 0.28807175

Preliminary Results from Implementing a Data-driven Team Project in an Introductory Risk and Uncertainty Analysis Class for Sophomore Civil and Environmental Engineering Students

Conference Session: Star Tech: Bringing Data Science and Technologies into the Classroom
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Sotiria Koloutsou-Vakakis, University of Illinois at Urbana - Champaign
Tagged Divisions: Civil Engineering

isuseful information to share with the community, as a case study about what worked, what did notwork and lessons learned moving toward the second iteration. This first assignment of the projectwas on exploratory grounds, aiming to overcome two major challenges: a) transfer to a big classof an activity and assessment type that the instructor has successfully used in smaller senior levelclasses; and b) the unpopularity of this specific class among students. Past surveys have pointedto two main reasons the class is unpopular: first, students do not immediately recognize this classas a CEE class, therefore association to CEE is a conscious, consistent effort throughout thesemester; second, similar to what has been reported in the literature (e.g. [13

Relevance Score: 0.23721361

Development and Implementation of a Final Year Civil Engineering Capstone Project – Successes, Lessons Learned, and Path Forward

Conference Session: Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Andrew C. Brown P.E., The University of Auckland; Hugh Watson Morris, University of Auckland, NZ
Tagged Divisions: Civil Engineering

: 1. An overview of: a. The project; b. The social, political and environmental context; and c. The technical work proposed 2. A progress report on the technical work and issues faced 3. Near final details on approximately 40% of the final report content and two technical appendices 4. A forward-looking update on: a. What is going to be achieved by final report submission; b. The time/budget spent compared to the proposed timeline; and c. An evaluation of the roles being undertaken and their effectivenessAdditionally in Week 6, students submit a “40% Design” report electronically as a single PDF filefor evaluation and feedback (analogous to an early draft report

Relevance Score: 0.23552299

Best in 5 Minutes: Improving Students' Conceptual Understanding of Arch Construction and Behavior Using Physical Models of Masonry Arches in a Classroom Exercise

Conference Session: Best in 5 Minutes: Demonstrating Interactive Teaching Activities
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Rachel Herring Sangree, Johns Hopkins University; Benjamin W. Schafer, Johns Hopkins University
Tagged Divisions: Civil Engineering, Environmental Engineering

have tofabricate the voussoirs yourself. 4 The thick semicircular arch does not require abutments on most surfaces because its weight creates enough frictionto resist the thrust.Figure 3. Top: students constructing the thin parabolic arch (left) and the completed thin parabolic arch(right); Middle: students constructing the thin semicircular arch (left) and the completed thinsemicircular arch (right); Bottom: students constructing the thick semicircular arch (left) and thecompleted thick semicircular arch (right)References [1] D. Billington, The Tower and the Bridge, New York: Basic Books, 1983.[2] R. Hooke, A description of helioscopes, and some other instruments, London, 1676.[3] B

Relevance Score: 0.23523903

Using Case Studies and Educational Technology to Teach Structural Analysis and Design to Construction Engineering and Management Undergraduates

Conference Session: Making it Sticky: Ways to Reinforce Prerequisite Knowledge
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Monique H. Head, University of Delaware; Allen A. Jayne P.E., University of Delaware; Kevin R Guidry, University of Delaware
Tagged Divisions: Civil Engineering

analytics from the LMS,students who viewed the course content more frequently earned either an A or B in the class,suggesting a link between increased student preparedness and performance.BackgroundSeveral science and engineering educators are committed to using different methods andtechniques to improve student learning and engagement [1-3]. To shift engineering education,multiple ways to present concepts can aid student understanding and learning in science andengineering. Using case studies to enhance civil engineering education is not a new concept [4-5]; rather, both the student and instructor can learn new insights through this process regardingstrategies to improve learning and teaching. Case studies can be an effective way to teach

Relevance Score: 0.23329973

Integration of Unmanned Aerial Vehicles and Aerial Photogrammetry into a Civil Engineering Course to Enhance Technology Competency

Conference Session: Star Tech: Bringing Data Science and Technologies into the Classroom
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mary Kay Camarillo P.E., University of the Pacific; Elizabeth Basha, University of the Pacific; Muhammad Saud Khan, University of the Pacific
Tagged Topics: Diversity
Tagged Divisions: Civil Engineering

. Sturgill, A. Kirk, and G. B. Dadi, "Estimating earthwork volumes through use of unmanned aerial systems," Transportation Research Record, pp. 1-8, 2017.[5] S. Siebert and J. Teizer, "Mobile 3D mapping for surveying earthwork projects using an Unmanned Aerial Vehicle (UAV) system," Automation in Construction, vol. 41, pp. 1- 14, May 2014.[6] R. E. Pereira, S. Zhou, and M. Gheisari, "Integrating the use of UAVs and photogrammetry into a construction management course: Lessons learned," presented at the 35th International Symposium on Automation and Robotics in Construction (ISARC 2018), 2018.[7] J. B. Sharma and D. Hulsey, "Integrating the UAS in Undergraduate Teaching and Research

Relevance Score: 0.2330675

Modernizing an Introductory Civil Engineering Course with Project-Based Learning

Conference Session: Before the Capstone: Project-based Experiences Early in the Curriculum
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: John Komlos, Villanova University; Stephanie L. Walkup PE, Villanova University; Kevin A. Waters P.E., Villanova University
Tagged Divisions: Civil Engineering

corresponds with the increase in self-assessed perceived level of proficiencybetween the beginning and end of the course (Figure 1). Table 2. Designation of assessment criteria. Category Corresponding grade Complete mastery of concepts A (90-100) Mastery of concepts with minor errors B (80-89) Satisfactory attainment of concepts C (70-79) Limited attainment of concepts D (60-69) Unsatisfactory attainment of concepts F (below 60) Figure 2. Assessment results from three separate assignments. Assessment criteria is outlined in Table 2. The survey assessment

Relevance Score: 0.2299345

A Comparative Analysis of the Students’ Performance in Two Statics Courses Due to the Inclusion of an Adaptive Learning Module (ALM) to Review the Mathematics Prerequisite Knowledge

Conference Session: Making it Sticky: Ways to Reinforce Prerequisite Knowledge
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Ricardo Zaurin PE, University of Central Florida; Sudipta Dey Tirtha, University of Central Florida; Naveen Eluru, University of Central Florida
Tagged Topics: Diversity
Tagged Divisions: Civil Engineering

MethodsThe research compares the performance of the students (pass/fail) in either sections usingdescriptive analyses employing one variable and two variable relationships. The relationshipsconsidered include: (a) for one variable: comparing the grade distribution across the sectionswith and without ALM, gender, ethnicity, student level, and prior GPA (b) for two variables:grade performance by gender and ALM, and ethnicity and ALM. Further, we build on thedescriptive analyses by developing individual level models of student grade performance whilecontrolling for several covariates simultaneously. The modeling approach controls for severalstudent characteristics and is more likely to offer stable model attribute impacts on gradecompared to

Relevance Score: 0.20897982

Civil Engineering Capstone Inventory: Standards of Practice & The ASCE Body of Knowledge

Conference Session: Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jennifer Retherford P.E., The University of Tennessee at Knoxville; Beth Lin Hartmann, Iowa State University; Rania Al-Hammoud P.Eng., University of Waterloo; George A Hunt P.E., University of Nebraska, Lincoln
Tagged Divisions: Civil Engineering

. (2011, June), Entrepreneurial MindsetDevelopment in a Senior Design/Capstone Course Paper presented at 2011 ASEE AnnualConference & Exposition, Vancouver, BC. https://peer.asee.org/17913Fries, R., & Lakkaraju, S. K., & Cross, B., & Morgan, S. M., & Welker, A. L. (2012, June),Survey of Civil Engineering Assessment Changes in Response to Revised ABET CE ProgramCriteria Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas.https://peer.asee.org/21974Haave, N.C. (2015). Survey of Biology Capstone Courses in American and Canadian HigherEducation: Requirement, Content, and Skills. Bioscene Volume 41(2) December 2015Henscheid (2000), Professing the disciplines: An analysis of senior seminars and

Relevance Score: 0.17424983

Practical approach towards teaching a content intensive subject in higher education

Conference Session: Perceptions, Projects, and Practical Approaches
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: James Lambrechts P.E., Wentworth Institute of Technology; Anuja Kamat, Wentworth Institute of Technology; Ron Frattura
Tagged Divisions: Civil Engineering

Paper ID #29343Practical approach towards teaching a content intensive subject inhigher educationProf. James Lambrechts P.E., Wentworth Institute of Technology James Lambrechts received a B.S. from the University of Maryland and an M.S. from Purdue University, both in civil engineering. He was a geotechnical engineer for 27 years with Haley & Aldrich, Inc. in Boston before taking a position at Wentworth in 2005.Dr. Anuja Kamat, Wentworth Institute of Technology Anuja Kamat is an Associate Professor in the Civil Engineering Department at Wentworth Institute of Technology, Boston. Prof. Kamat received her Ph.D. in Civil

Relevance Score: 0.17100045

Coordinating Field Trips for Design Courses

Conference Session: Best in 5 Minutes: Demonstrating Interactive Teaching Activities
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Scott A Civjan P.E., University of Massachusetts, Amherst
Tagged Divisions: Civil Engineering, Environmental Engineering

Paper ID #29322Coordinating Field Trips for Design CoursesProf. Scott A Civjan P.E., University of Massachusetts, Amherst Scott Civjan is a faculty member at UMass Amherst where he has taught a wide variety of undergraduate and graduate courses over the past 20+ years. He has 4 years of consulting experience between obtaining his BSCE from Washington University in St. Louis and his MS and PhD in Structural Engineering from the University of Texas Austin. c American Society for Engineering Education, 2020 Coordinating Field Trips for Design CoursesAbstractAn instructor’s experience

Relevance Score: 0.16810782

Engaging Students Through an Interactive Mass Balance Fundamentals Demonstration

Conference Session: Best in 5 Minutes: Demonstrating Interactive Teaching Activities
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Benjamin Michael Wallen P.E., United States Military Academy; Michael A. Butkus, United States Military Academy; Nathaniel P. Sheehan, United States Military Academy; Andrew Ng, United States Military Academy; Andrew Ross Pfluger, United States Military Academy
Tagged Divisions: Civil Engineering, Environmental Engineering

“Stillwell Lake” (5 drops) and the same contaminant isintroduced into “Long Pond” (6 drops). The students are tasked with determining theconcentration of the contaminant entering “Stony Lonesome Water Treatment Plant” (SL WTP).This scenario and the conduct of the demonstration enables 16 different students the opportunityto participate. The specific conduct of the in-class demonstration is discussed below with thepotential points noted where a student could participate.Equipment Required for the In-Class Demonstration and Set-Up Required Prior to Class The equipment needed to conduct the in-class demonstration is shown in Figure 2. Thetwo orange 5 gal buckets provide elevation head for the two higher beakers (B-Ker2 2000 mLsquare ¼ in thick

Relevance Score: 0.15529056

The Five-minute Adsorption Demonstration

Conference Session: Best in 5 Minutes: Demonstrating Interactive Teaching Activities
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Michael A. Butkus, United States Military Academy; Anand Deju Shetty, United States Military Academy; Benjamin Michael Wallen P.E., United States Military Academy; Nathaniel Sheehan, United States Military Academy; Andrew Ross Pfluger, United States Military Academy
Tagged Divisions: Civil Engineering, Environmental Engineering

0 250 500 750 1000 1250 1500 Reaction Time (Minutes)Figure 4. Rate of Crystal violet adsorption on GAC at room temperature. Percentremaining values are based on absorbance readings at 590 nm. 9Appendix B: PowerPoint SlidesA video, which shows the adsorption experiment, is available to accompany these slides. 101112Appendix C: In-Class ProblemA manufacturing process generates a waste stream of Crystal violet (CV) dye in dilute solutionswhich they store in 55 gallon drums. Based on local regulations, the CV waste can’t bedischarged to the wastewater collection

Relevance Score: 0.14732829

Beyond the Capstone: National Competition and Community Engagement in a Timber Bridge Senior Project

Conference Session: Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Bin (brenda) Zhou P.E., Central Connecticut State University; Sylwia Tanski, Fuss & O'Neill, Inc.
Tagged Divisions: Civil Engineering

Paper ID #31439Beyond the Capstone: National Competition and Community Engagement inATimber Bridge Senior ProjectDr. Bin (Brenda) Zhou P.E., Central Connecticut State University Dr. Zhou is an Associate professor in the Engineering Department at Central Connecticut State University (CCSU). Her research enthusiasm lies in quantitative analyses and modeling techniques, and her field of expertise is transportation planning and engineering. After joining CCSU, she expanded her work into STEM education, student outreach, and community engagement.Sylwia Tanski, Fuss & O’Neill, Inc. Sylwia is a Civil Engineer working in the

Relevance Score: 0.14250037

Scaffolding and Assessing Sustainable Design Skills in a Civil Engineering Capstone Design Course

Conference Session: Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Elise Barrella P.E., Wake Forest University ; Mary Katherine Watson, The Citadel; Justyn Daniel Girdner, James Madison University; Robin Dawn Anderson, James Madison University
Tagged Divisions: Civil Engineering

Paper ID #31082Scaffolding and Assessing Sustainable Design Skills in a CivilEngineering Capstone Design CourseDr. Elise Barrella P.E., Wake Forest University Dr. Elise Barrella is a founding faculty member of the Department of Engineering at Wake Forest Univer- sity and a registered Professional Engineer. She is passionate about curriculum development, scholarship and student mentoring on transportation systems, sustainability, and engineering design. Dr. Barrella completed her Ph.D. in Civil Engineering at Georgia Tech where she conducted research in transportation and sustainability as part of the Infrastructure