Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, The Citadel, The Military College of South Carolina; Joshua Pelkey, AirWatch; Caroline R. Noyes, Georgia Institute of Technology; Michael Owen Rodgers, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

Paper ID #10382Use of Concept Maps to Assess Student Sustainability KnowledgeDr. Mary Katherine Watson, The Citadel, The Military College of South Carolina Dr. Mary Katherine Watson is currently an Assistant Professor of Civil and Environmental Engineering at The Citadel. Prior to joining the faculty at The Citadel, Dr. Watson earned her PhD in Civil and Environmental Engineering from The Georgia Institute of Technology. She also has BS and MS degrees in Biosystems Engineering from Clemson University. Dr. Watson’s research interests are in the areas of engineering education and biological waste treatment. Specifically, she

Conference Session

Proven Strategies in Classroom Engagement Part II: Activities for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Roth, Lafayette College; Kristen L. Sanford Bernhardt, Lafayette College

Tagged Divisions

Civil Engineering

Paper ID #17112Using Concept Maps for Assessment and Improvement of a Multi-Section In-troduction to Engineering CourseDr. Mary Roth, Lafayette College Mary Roth is the Simon Cameron Long Professor of Civil and Environmental Engineering at Lafayette College in Easton, Pennsylvania. She received her degrees in civil engineering from Lafayette College (B.S.), Cornell University (M.S.), and University of Maine (Ph.D.). She joined the faculty at Lafayette in 1991 and her research interests include risk assessment for earth retaining structures, site investigation methods in karst, and engineering pedagogy. She has authored

Conference Session

Innovative Pedagogy and Assessment in Civil Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W Roberts, University of Wisconsin, Platteville; Carol Haden, Magnolia Consulting, LLC; Michael K Thompson, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

issues into the civil engineering curriculum and the use of data analytics to improve student retention.Dr. Philip J. Parker P.E., University of Wisconsin, Platteville Page 24.216.1 c American Society for Engineering Education, 2014 Assessment of Systems Learning in an Undergraduate Civil Engineering Course using Concept MapsAbstractAs part of ongoing assessment of student learning in a new undergraduate civil and environmen-tal engineering course, faculty members at the University of Wisconsin-Platteville have devel-oped a concept map instrument. A major goal of

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mo Hu, Virginia Tech; Tripp Shealy, Virginia Tech

Tagged Divisions

Civil Engineering

Paper ID #22718Methods for Measuring Systems Thinking: Differences Between Student Self-assessment, Concept Map Scores, and Cortical Activation During Tasks AboutSustainabilityMo Hu, Virginia Tech Mo Hu is a Ph.D. student in Civil and Environmental Engineering at Virginia Tech. Her research interest is applying neuroscience methods in engineering to provide better solutions for sustainability.Dr. Tripp Shealy, Virginia Tech Tripp Shealy is an Assistant Professor of Civil and Environmental Engineering at Virginia Tech. c American Society for Engineering Education, 2018Methods for Measuring Systems

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew W Roberts, Southern Utah University; Carol Haden, Magnolia Consulting, LLC

Tagged Divisions

Civil Engineering

education.To assess how the teaching materials impact student learning, two assessment instruments havebeen developed: 1. A concept map instrument that assesses student understanding of infrastructure and the systems aspects of infrastructure, and 2. An “Infrastructures Views Survey” (IVS) that seeks to determine students’ a. Understanding of the importance of infrastructure to society, b. Appreciation of the infrastructure problems in the US, c. Understanding of the potential solutions to infrastructure problems, and d. Interest in infrastructure challenges and solutions, including the pertinence of in- frastructure management to their future careers.This paper provides background on the

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Janille A. Smith-Colin, Southern Methodist University; Baris Salman, Syracuse University; Rodolfo Valdes-Vasquez, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, Concept Mapping, Reflective writingIntroductionContext of the paper (COVID) and NSF Funded Community of PracticeIn the summer of 2020, the Center for Infrastructure Transformation and Education (CIT-E, anNSF-funded center to develop and implement curriculum on infrastructure) hosted theInfrastructure Education in Unprecedented Times Workshop to maintain and grow thecommunity of practice established by this organization. The workshop allowed participants toco-create lessons on how pandemics and systemic racism affect and/or are affected by civilinfrastructure. These topics were introduced through keynote speaker presentations as well assuggested readings curated by the organizing committee. During the event, participants proposedtopics for

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Roth, Lafayette College

Tagged Divisions

Civil Engineering

ability to conduct a simple analysis of risk. The authordeveloped a three-week project within the course in which teams of students identify, document,analyze, and report on (in writing and orally) campus structures that are exhibiting distressrelated to settlement or other soil-related issues. Assessment of the achievement of thegeotechnical student learning outcomes in the course was conducted by analyzing student-generated concept maps and rubrics created for the project reports and presentations.Assessment results provide evidence that the seven-week course, including the three-weekgeotechnical module, successfully supports the general engineering learning outcomes and thegeotechnical learning outcomes associated with the

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Carol Haden, Magnolia Consulting, LLC

Tagged Divisions

Civil Engineering

productive and concentratedcollaborative and they highly valued the critical feedback from colleagues on the lessons theywere co-developing. The workshop built understanding of how the model course is developingby allowing participants to share lessons with those outside of their working group. With respectto improving the experience, participants most frequently cited the need for more time fordeveloping the lessons than the three-day workshop provided. They noted that consensusbuilding among group members was not always easy and required time and opencommunication.Planned assessment of the model courseThe ability of students to learn to view infrastructure as a system will be assessed using theInfrastructure Concept Map instrument. Student

Conference Session

Hey You: Effectively Engaging Students in the Classroom

Collection

2012 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College

Tagged Divisions

Civil Engineering

students to see and feel different seepage conditions, measure hydraulicheads and calculate pore water pressures and soil stresses under various seepage conditions.Philosophic (Theoretic) UnderstandingMost college age students have noticed that there are theories, methodologies, and schema thatunderlie patterns of seemingly disconnected details and experiences. EGR 340 engages anddevelops Philosophic understanding by using theoretic narratives and concept maps. By bringingorder to concepts and helping students see the big picture from the beginning, these tools helpstudents develop learning goals, organize their learning within a conceptual framework andreflect on their progress toward understanding.Concept maps were used in a variety of ways in

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Alec William Maxwell, San Francisco State University; Zahira H. Merchant, San Francisco State University

Tagged Divisions

Civil Engineering

In progressA common concept map idea proposed by Egelhoff and Burns [17] which combined theprinciples of mind maps, concept maps and heuristics is adopted as a main flow to design andconnect different mobile knowledge apps. The common concept map used in the course isshown in Fig. 3. This is also used to help students connect various concepts, giving them anoverall view of the course content. Assumptions Pressure Linearelastic Homogeneous

Conference Session

Teaching and Assessing Sustainability and Life Long Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans P.E., Bucknell University; Michelle Oswald Beiler P.E., Bucknell University; Akmal S Daniyarov; Christopher Adam Kulish

Tagged Divisions

Civil Engineering

keyconcepts related to environmental, social, and economic sustainability. Two activities wereimplemented with regards to ecological footprint and green building. Students calculated theirecological footprint based on a survey of lifestyle-related questions and compared their impactsto average values in developing countries. In addition, they completed a case study assessmentof exemplary green buildings and developed a concept map depicting the project’s applicabilityto the triple bottom line goals. To simplify the task of implementing the modules, detailedprocedures for the experiments and activities, along with worksheets for the students have beendeveloped for interested instructors. The modules have been tested at Bucknell Universityduring the

Conference Session

Active and Out There: Labs and Active Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University; Benjamin S. Magbanua Jr., Mississippi State University; James L. Martin P.E., Mississippi State University

Tagged Divisions

Civil Engineering

theactivity to compete with each other in teams as a high-impact teaching strategy undercollaborative learning. Multiple exposures was favored as a high-impact teaching strategy bymany students as it was also suggested as a high-impact learning activity in the second questionof the first set. Strategies to promote self-questioning, discussion and concept mapping were also notrated as very important. Neither was questioning rated as an important high-impact teachingstrategy; this aligns with the attitude of most of the students, who dread being called upon in aclassroom learning environment. Precise (specific, accurate and actionable) and timely feedbackhas been rated high across the student body. Individual interventions as part of

Conference Session

Use of Technology to Provide Civil Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Jean-Pierre Bardet, University of Southern California; Dennis McLeod, University of Southern California; Gisele Ragusa, University of Southern California; Nazila Mokarram, University of Southern California

Tagged Divisions

Civil Engineering

approach, and with each other. In the past, this approach yieldedsuccessful results in many areas other than engineering curricula (http://www.swoogle.com).Preliminary ResultsOne of the advantages ontological tools is their ability of integrating concepts from educationalpsychology, such as embedded signature assignments/assessments (ESAs) and research basedevaluation methods. ESAs are signature or primary assignments that address the essence andprimary goals of each course in a comprehensive manner18. They combine an assignment with aquantifiable assessment that allows engineering educators to assess student learning. ESAsinclude course projects, concept inventories, vignette assignments, concept maps andcomprehensive examinations.Our research

Conference Session

Making Professionals: Methods to Build Success Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

discuss with 3 students who used critical listening, for example).In addition, the students’ individual in-class papers could be returned with written feedback, toreinforce the importance of listening and provide concrete suggestions for improvement.Two weeks later in the same course, a second listening exercise was integrated into thesustainability lecture. Prior to the class period devoted to discussing sustainability, students readone of two papers ([60] 32% of the students, [61] 68% of the students) and wrote a shortresponse. During the class period, students worked with their bridge design team (4 to 5students) to create a concept map of a sustainable bridge; initial concepts were circled. Next, abrief segment (~5 minutes) from the ASEE

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charles Cowan, James Madison University; Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

tools have been aimed at capturing students’ conceptualunderstanding of sustainability using surveys1 and concept maps.2 While it is critical to ensurethat students grasp the complexity of sustainability topics, it is especially important forengineering students to be able to apply this knowledge in the design process. Unfortunately, lessdiscussion in the literature has been devoted to how to assess student sustainable designabilities.3One approach to capturing student sustainable design abilities is the use of rubrics. Rubrics areadvantageous because in addition to allowing for assessment of student work, they can also beused to scaffold student learning.3 Some authors have used or adapted professional ratingsystems for assessment of student

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carol Haden, Magnolia Consulting, LLC; Philip J. Parker P.E., University of Wisconsin - Platteville; Michael K Thompson, University of Wisconsin - Platteville; Michael R. Penn, University of Wisconsin - Platteville; Steven D Hart, Virginia Military Institute; Matthew W Roberts, Southern Utah University

Tagged Divisions

Civil Engineering

andenvironmental engineering and general studies courses. The project team has also made availablea concept mapping assessment (developed at the University of Wisconsin-Platteville) thatinstructors can use as a pre/post measure of student learning about infrastructure from a systems-wide perspective.[6] First-time infrastructure course implementers are supported throughmentoring from the CIT-E faculty members who developed the materials and have experiencewith teaching an infrastructure course.In an effort to understand how members of the CIT-E community are implementing and adaptingshared resources in infrastructure education courses at their institutions, project evaluatorsconducted interviews with seven faculty members who taught an infrastructure

Conference Session

Before the Capstone: Project-based Experiences Early in the Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Roth, Lafayette College; Haritha Malladi, Lafayette College

Tagged Divisions

Civil Engineering

. Farhey, “First Year Civil and Environmental Engineering Design Experience,” J. Eng. Educ., vol. 90, no. 4, pp. 645–651, 2001, doi: 10.1002/j.2168-9830.2001.tb00654.x.[28] J. Song and G. G. Ma, “Different Lab Formats in Introduction to Engineering Course,” presented at the 2017 ASEE Annual Conference & Exposition, 2017.[29] K. Sanford Bernhardt and M. Roth, “Using Concept Maps to Assess Student Learning in a Multi-Section Introduction to Engineering Course,” presented at the 2018 ASEE Annual Conference & Exposition, 2018.[30] J. E. Shamma and R. Purasinghe, “Introduction to Sub-Branches of Civil Engineering Fields through a Creative Freshmen Civil Engineering Design Course,” presented at the 2015 ASEE Annual

Conference Session

Activities and Assessment for “Awkward ABET Outcomes”

Collection

2013 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Kevin C Bower P.E., The Citadel; Ronald W. Welch, The Citadel; Douglas H. Fehrmann, The Krause Center for Leadership and Ethics, The Citadel

Tagged Divisions

Civil Engineering

of practicing engineers through emphasis on principled leadership. The goal ofthis initiative is to establish an integrated approach for concept mapping, knowledge construction,and educational scaffolding of principles needed for graduates to embody the highest ideals ofprincipled leadership in engineering practice.Until recently this program initiative has been limited to courses in the curriculum due to theneed to assess all students against adopted CEE Department program outcomes and standards.However, now the CEE Department’s student leadership development program is beingexpanded to include extracurricular activities, which will be recorded, coded, and aggregated tofurther enhance this crucially important aspect of preparing civil

Conference Session

Civil Engineering Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rhonda K. Young, University of Wyoming; Kristen L. Sanford Bernhardt, Lafayette College; David S. Hurwitz, Oregon State University; Rod E. Turochy P.E., Auburn University

Tagged Divisions

Civil Engineering

evidence of adoption beyond the original instructor or team ofinstructors. The variety of work is encouraging, but no list of “best practices” emerged from thework reviewed. Thus, there remains a need for work that promotes adoption of effectiveinnovative practices.In the literature reviewed, student learning was measured through surveys, in-person interviews,direct assessment of student work, and concept maps; measurement of learning was not reportedin all articles reviewed. Indirect measures, such as qualitative surveys of student opinion, weremore common than direct measures, such as performance on an exam question. The mostpersuasive assessments of student learning employed mixed-methods approaches, combining avariety of qualitative and

Conference Session

Proven Strategies in Classroom Engagement Part II: Activities for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Michelle Reynolds P.E., Colorado School of Mines; Raul N. Tackie, Colorado School of Mines

Tagged Divisions

Civil Engineering

may create a concept map,such as in Fig. 17, and graphically group topics on a page with arrows to highlight related ideas. Figure 17 - An excerpt from the concept map used to develop the workshop in Case Study #2The final step in the planning phase involves determining the physical layout of concepts on thepage. This can be accomplished by blocking out specific areas on each page, effectivelyreserving them for particular topics, while referring to the chronological list of topics to ensurethey are in the correct order. Because the chronological list also contains hierarchical importanceinformation, the instructor should use it to determine the relative sizes of each topic box.Different applications of skeleton notes require

Conference Session

Industry and Practice Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen L. Sanford P.E., Lafayette College; Philip J. Parker P.E., University of Wisconsin - Platteville; Matthew W. Roberts, Southern Utah University; Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Michael R. Penn, University of Wisconsin - Platteville; Rodolfo Valdes-Vasquez, Colorado State University; Frederick Paige, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

School▢ First year or Sophomore Undergraduate▢ Junior or Senior Undergraduate▢ Graduate▢ Other ________________________________________________ Q11 Which lesson(s) have you found to be the most useful?________________________________________________________________Q12 Indicate your level of agreement with each statement below. Strongly Agree Disagree Somewhat Not agree disagree Applicable The CIT-E materials have been easy to adopt for my classes. The CIT-E materials have been high quality. CIT-E has helped me to develop professionally as an educator (e.g. how to use concept maps, how to develop reflective writing assignments, etc

Conference Session

ABET: Reflections on Accreditation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ryan Fries, Southern Illinois University, Edwardsville; Sree Kalyani Lakkaraju, Southern Illinois University, Edwardsville; Brad Cross, Southern Illinois University, Edwardsville; Susan M. Morgan, Southern Illinois University, Edwardsville; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

Annual Meeting, Chicago, IL, June 18-21, 2006.5. Bilec, M. M.; Hendrickson, C.; Landis, A. E.; Matthews, H. S. Updating the Benchmark: Sustainable Engineering Report 2005-2010. ASEE Annual Meeting, Vancouver, BC, CA, June 26 - 29, 2011.6. Burian, S. Teaching Sustainability and Sustainable Engineering Practice in The Civil Engineering Curriculum. ASEE Annual Meeting, Louisville, June 20 - 23, 2010.7. Borrego, M.; Newwander, C. B.; McNair, L. D.; McGinnis, S.; Paretti, M. C. Using Concept Maps to Assess Interdisciplinary Integration of Green Engineering Knowledge. Advances in Engineering Education 2009, Winter.8. Hayden, N. J.; Rizzo, D. M.; Dewoolkar, M. M.; Neumann, M. D.; Lathen, S.; Sadek, A.; Suny, B

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

George Okere, Washington State University; Chris Souder M.S., California State University, Chico

Tagged Divisions

Civil Engineering

Construction Engineering and Management, vol. 129, no. 6, pp. 635-644, 2003.[14]. T. L. Goldfinch, A. L. Carew, and T. J. McCarthy (2008). “Improving Learning in Engineering Mechanics: The Significance of Understanding.” Available: http://ro.uow.edu.au/cgi/viewcontent.cgi?article=5557&context=engpapers[15]. R. Karim, “Teaching and learning of fundamentals of mechanics in an innovative way to maximize students’ understanding,” 2nd WIETE Annual Conference on Engineering and Technology Education, Pattaya, Thailand, 25-28 January, 2011[16]. D. J. Novak, Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations, Mahwah, NJ: Lawrence Erlbaum Associates. 1998.[17]. L. Lefever

Conference Session

Horizontal and Vertical Integration

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyle Daniel Balkos, University of Waterloo; Benjamin Dow, University of Waterloo; Shoeleh Shams, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Monica B. Emelko, University of Waterloo; Scott Walbridge P.E., University of Waterloo; Chris Bachmann, University of Waterloo

Tagged Divisions

Civil Engineering

. I., Mercado, A., & De Hoyos, G. (2005). Horizontal integration in teaching within a biomedical department. Medical education, 39(11), 1148-1149.Barrella, E., & Watson, M. K. (2015). Comparing the outcomes of horizontal and vertical integration of sustainability content into engineering curricula using concept maps. International Conference on Engineering Education for Sustainable Development (EESD) (7th : 2015). C, . Retrieved January 25, 2017, fromhttps://open.library.ubc.ca/cIRcle/collections/52657/items /1.0064682Bloom, B. (1956). Taxonomy of educational objectives : The classification of educational goals. New York: Longman.Figueiredo J. (2017). Learning Engineering Through Teams. In: Auer M., Guralnick D

Conference Session

Teaching and Assessing Sustainability and Life Long Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, Georgia Institute of Technology; Elise M. Barrella, James Madison University; Thomas A. Wall, Georgia Institute of Technology; Caroline R. Noyes, Georgia Institute of Technology; Michael O. Rodgers, Georgia Institute of Technology

Tagged Divisions

Civil Engineering

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; Nathan C. Brown, Pennsylvania State University; Rebecca Napolitano, Pennsylvania State University

Tagged Divisions

Civil Engineering

over Zoom that was live steamed from the classroom. Class sessionswere planned to cover examples, design charrettes, and work on assigned homework. Most classtime was reserved for the assignments. Piazza discussion forums were set up to provide studentswith a venue for posting questions that the TA, instructor, and other students could collaborativelyask and answer. Other planned hands-on activities included interactive whiteboard activities ongravity system layouts, concept maps, and brainstorming, on paper or free digital platforms. AE 404 was also developed to be delivered with mixed mode instruction, blendingtraditional lectures with active learning strategies to the extent possible. A typical week ofinstruction included a