Conference Session

Making Professionals: Methods to Build Success Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William D Lawson P.E., Ph.D., Texas Tech University; Theodore G. Cleveland, Texas Tech University; Ken Rainwater, Texas Tech University

Tagged Divisions

Civil Engineering

traditional (face-to-face, instructor present) classroominstruction and by distance learning (video/ web-based) modalities. The core of the course isexpressed through its learning exercises, of which 60 percent are analysis/ reflection (written)assignments, 20 percent consists of the half-length Mock FE Exam, and 20 percent is a take-home final exam over professional and ethics aspects of the Texas Engineering Practice Act andRules [9]. In addition to these required assignments, the course design allows for several bonuslearning activities, both to earn extra credit and/or to replace missed assignments.Assessment of Course Objectives and Outcomes How successful has CE 4200 been in achieving its intended learning objectives andunderlying student

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Tara Hornor, The Citadel; Robert J. Rabb P.E., The Citadel; Kevin C. Bower P.E., The Citadel

Tagged Divisions

Civil Engineering

20258 which states that civil engineers are “Entrustedby society to create a sustainable world and enhance the global quality of life, civil engineersserve competently, collaboratively, and ethically…”9. The CIVIL Department adopted thefollowing Student Outcome in response:Student Outcome #15: Apply standard of professional and ethical responsibility to determine anappropriate course of action.With this student learning outcome in place, it was easy to incorporate the requirements of theQEP into the existing curricular design. The curriculum design is as follows: 1. Freshmen – describe the ASCE and the NSPE ethical canons and reflect on them using a vignette. 2. Sophomores – explain the ASCE and the NSPE ethical canons; description of

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Long Duy Nguyen P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University; Kristoph-Dietrich Kinzli, Colorado School of Mines; Simeon J. Komisar, Florida Gulf Coast University; Jong-Yeop Kim, Florida Gulf Coast University

Tagged Divisions

Civil Engineering

students and practitioners with regard to the benefits of the industryinvolvement. This paper also describes two successful capstone design projects and culminatessuccess drivers from the reflection of instructors teaching these courses.IntroductionThe profession of engineering takes the knowledge of mathematics and natural sciences gainedthrough study, experience, and practice and applies this knowledge with judgment to developways to utilize the materials and forces of nature for the benefit of all humans1. The engineerapplies his or her knowledge to design and develop usable devices, processes, and structures.The Accreditation Board of Engineering and Technology (ABET) formal definition ofengineering design states that it is “the process of

Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cassandra J McCall, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

(VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. c American Society for Engineering Education, 2016 Disciplinary Influences on the Professional Identity of Civil Engineering

Conference Session

Creating and Maintaining Effective Communication Learning in the Curriculum

Collection

2013 ASEE Annual Conference & Exposition

Authors

Warren N. Waggenspack Jr., Louisiana State University; Sarah Liggett, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Boz Bowles, Louisiana State University; Paige Davis, Louisiana State University

Tagged Divisions

Civil Engineering

Informal Writing Techniques. In one engineering capstone course, students arerequired to keep an informal design notebook. Students are encouraged to use the notebooks as ameans of documenting their progress through the design process. This notebook is collected, anda portion of the notebook is graded. The professor reads 35 entries marked by the student as“quality entries.” These entries are graded on the perceived usefulness to the individual studentand the design group rather than a strict set of formal requirements. The graded portion of thesenotebooks is a relatively minor part of the notebook as a whole. Non-graded entries are risk-freeinformal writing in which the student reflects on aspects of the design process as well as thecomposition

Conference Session

Accreditation and Continuous Quality Improvement -- What the Experts Are Saying!

Collection

2010 Annual Conference & Exposition

Authors

Stephen Ressler, United States Military Academy

Tagged Divisions

Civil Engineering

, definitions of key terms, guidance on acceptable measurement methods, andstandards of enforcement have all evolved significantly. During this period of flux, substantivechanges to Criterion 3 would have caused considerable confusion and would probably have donemore harm than good.Nonetheless, it must be recognized that the current Criterion 3 outcomes reflect the professionalenvironment of the mid-1990s, when they were formulated. The world has changedconsiderably since then—and there are increasing indications that the minimum essentialknowledge and skills required for engineering practice have changed as well. Hence, the EACCriteria Committee’s decision to consider changes to Criterion 3 is both well-founded andtimely

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

John V. Tocco, Lawrence Technological University; Donald D. Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

are placed into one of three categories: foundational, technical and professional.The BOK2 outcomes are also written to reflect preparation as a continuum11,12 , distinguishingbetween Bloom’s level of cognitive achievement13 for baccalaureate level work, to post-baccalaureate, and finally to pre-licensure experience. Therefore, the BOK2 describes whatstudents should achieve by the time they graduate, along with the additional preparation requiredfor them to achieve licensure and practice professionally.Adopting the BOK2 required the review of all civil engineering courses to determine if theircontent was sufficient to meet the new outcomes. Moreover, their respective course objectiveswere painstakingly revised as necessary. The capstone

Conference Session

Innovative Techniques in Structural Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

James H. Hanson, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology; Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Haaken Hagen-Atwell; Matthew James Ross, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

School Psychology Programs developed a task force to address issues with thepracticum.Practicums are common in a Master of Social Work program. Lee and Fortune (2013) conductedresearch on practicums in MSW programs in order to evaluate the importance of “thinking”activities in addition to “doing” activities. They concluded that student reflection is an importantpart of the learning process in a practicum, and that “school faculties can facilitate students’reflection by focusing on application of theories in practice situations” (p. 657).Several business programs require a practicum. At Stanford University, the Graduate School ofBusiness considers the practicum to be “a key element in the revamped program” for PublicManagement (Stanford

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

knowledge structure, although they are usually very objective30.As a result, objective tests may be unsuitable for assessing sustainability knowledge because theydo not allow students to reflect on the inherently broad content and interrelated structure ofsustainability. Open-ended assessment methods, such as essays and presentations, are usualalternatives to objective tests that disclose more about knowledge structure, but are oftenaccompanied by subjective scoring rubrics that are difficult to apply30. In addition, studentinability to produce acceptable artifacts (e.g. reports or posters) may be mistaken for lack ofknowledge in the domain30. Consequently, traditional open-ended assessments may beunfeasible for broad and accurate sustainability

Conference Session

Balancing Act: Ideas in Pre- & Post- Surveys and Assessment of Professional Skills

Collection

2017 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; James Kaklamanos, Merrimack College; Suresh Immanuel Selvaraj, University of Evansville; Corrie Walton-Macaulay, Bucknell University; Matthew Sleep, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

design ofretaining walls. Additionally, a reflection assignment was created to guide students in criticallyexamining what they have learned and where they feel they need to concentrate their efforts.Real-world homework assignments directly linked to the course learning objectives were devisedto scaffold student understanding of the key geotechnical concepts.To further deepen the understanding of the geotechnical engineering concepts and help with thedevelopment of teamwork and leadership skills, students were asked to design an appropriatefoundation system for a proposed two-story steel frame building structure on campus. Studentswere divided into teams of five, and teams were selected based upon overall academiccompetence and learning styles

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

V. Dimitra Pyrialakou, West Virginia University ; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Konstantina Gkritza, Purdue University, West Lafayette

Tagged Divisions

Civil Engineering

staff.Furthermore, the statements are reconfirmed at least once annually or removed from thedatabase. This ensures that the statements are not outdated.As stated on the TRB website: An important function of the Transportation Research Board (TRB) is to stimulate research that addresses concerns, issues, or problems facing the transportation community. In support of this function, TRB Technical Activities standing committees identify, develop, and disseminate research need statements (RNS) for use by practitioners, researchers, and others. The RNS on this website have been developed by the technical committees.4To the authors’ knowledge, no other field maintains such an extensive research needs databasethat reflects the

Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Daniel Lynch, Dartmouth College; William Kelly, Catholic University of America; Manoj Jha, Morgan State University; Ronald Harichandran, Michigan State University

Tagged Divisions

Civil Engineering

ASCE Committee on Sustainability published Sustainable EngineeringPractice: An Introduction in 2004. This report …is intended to be a ‘primer’ on sustainability that … can inspire and encourage engineers to pursue and inte- grate sustainable engineering into their work…and describes the state-of-the-art at the time of its publication. A great deal of practical materialis assembled in this document.The NAE convened important symposia in 2004iv and 2005v to address engineering and engi-neering education reflective of contemporary challenges. Sustainability was clearly emphasizedas part of this: An even greater, and ultimately more important, systems problem than homeland security is the ‘sustainable development’ of human societies on

Conference Session

Educational Issues in Civil Engineering

Collection

2009 Annual Conference & Exposition

Authors

Charles Pierce, University of South Carolina; Juan Caicedo, University of South Carolina; Joseph Flora, University of South Carolina; Briana Timmerman, University of South Carolina; Wiley Graf, Midlands Technical College; Andrew Nichols, Marshall University; Timothy Ray, Midlands Technical Institute

Tagged Divisions

Civil Engineering

may have inaccuracies or conclusion. Reasoning may be vague or contain some faults. The misconceptions. student makes connections from material directly from class. 3. Accurate: Student uses several specific 3. Reflective: Student uses multiple observations to draw a terms and the majority of them accurately. conclusion. The majority of reasoning must be valid. Student makes new connections among topics within the course. 4. Sophisticated: Student demonstrates 4. Metacognitive: Student demonstrates awareness of their completely accurate knowledge about learning. Student uses multiple observations to make a completely multiple concepts

Conference Session

Sustainable and Urban Development

Collection

2009 Annual Conference & Exposition

Authors

Clara Fang, University of Hartford

Tagged Divisions

Civil Engineering

on society.CONCLUSIONSThis article discusses the potential for incorporating service learning and its associatededucational advantages in civil engineering undergraduate courses. Meeting specific objectivesand outcomes of the initiative and feedback from students indicates that overall the projects aresuccessful. Service-learning benefits a student in many ways: It deepens understanding of coursecontent; builds a bridge between theory and practice; increases a sense of social responsibility;and sharpens abilities to solve problems creatively and to work collaboratively.However, the implementation of these real-life projects also allows faculty to reflect on somemajor challenges uncounted. Good co-ordinations between faculty and community

Conference Session

Innovation in the Civil Engineering Classroom

Collection

2009 Annual Conference & Exposition

Authors

Yusuf Mehta, Rowan University

Tagged Divisions

Civil Engineering

methodology was utilized for other applications,such as All-way Stop Control Signalized Intersection and Two-Way Stop Control. Throughoutthis course, the author has extensively used the highway capacity manual not only as a designtool, but also as a way of to explain the theory behind the development of the design. Theoutline explained above reflects the methodology outlined below.Signalized IntersectionA step-by-step framework of explaining signalized intersection is shown in Figure 1 below: Explain terminology and parameters using HCM For example, the importance of Explanation of why the understanding the

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Ernest Smerdon, University of Arizona; Stephen Ressler, U.S. Military Academy; James K. Nelson, University of Texas-Tyler; Jim O'Brien, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

engineering degree, depending on the course content and reflecting the career aspirations of the student. 2. ABET should allow accreditation of engineering programs of the same name at the baccalaureate and graduate levels in the same department to recognize that education through a “professional” master’s degree produces an AME, an accredited “master” engineer.Recommendation 2 refers to a provision in the ABET Accreditation Policy and ProcedureManual, which states, “Engineering programs may be accredited at either the basic or advancedlevel … A program may be accredited at only one level in a particular curriculum at a giveninstitution.”5 This restriction is imposed only by the Engineering Accreditation

Conference Session

Integrating Sustainability and Social Responsibility into the Curriculum

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leslie Dodson, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; John Andrew Bergendahl, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Glenn Gaudette, WPI; Curtis Abel, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

that themost effective and socially responsible practices combine content, approaches, anddispositions from both the humanities and engineering, so they can navigate their waythrough the integrated space of these disciplines. Now in its second iteration, the courseoffers students opportunities to reflect on social justice and ethical issues whiledeveloping the qualities of compassion, empathy, and curiosity.Background and ContextSanitation is a Human RightInevitably, students and professionals must navigate the ethical labyrinth of imperfectoptions and make difficult human and design decisions. In “Humanitarian EngineeringPast and Present,” students are supported in their ethical decision-making by theknowledge that while sanitation is a basic

Conference Session

Innovation and Fun in the Civil Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Audra N. Morse P.E., Michigan Technological University

Tagged Divisions

Civil Engineering

campus wide inpromoting creative thinking among students.Table 1. AAC&U VALUE Rubric for Creative Thinking [28] Sub area 1 Benchmark 2 3 4 Capstone Acquiring Successfully Successfully adapts an Creates entirely new Reflect: evaluates creativecompetencies reproduces appropriate exemplar to object, solution or process and product using appropriate own specifications idea appropriate to domain-appropriate criteria exemplar the domain Taking risks Stays strictly within Considers new Incorporates new Actively seeks out and

Conference Session

Civil Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

talented pullout program to experience STEM disciplines in a college environment tonot only inform the future mathematics and science classes they have and will have, but also tobegin the discussion on the importance of going to college and follow-on careers, especially inSTEM disciplines. The School of Engineering and Science and Mathematics work together toprovide four distinct one hour blocks of activities and interaction with discussion of how deviceswork (theory). The key focus is engineering and each student group of 25 students see two onehour blocks on engineering (civil and electrical). The students complete a reflection on the day-long experience and the teachers incorporate pictures of the activities the students experiencedinto future

Conference Session

PBL and Flipped Classrooms in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heather Noel Fedesco, Purdue University, West Lafayette; Cary Troy, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

passivelearning is actually associated with a decrease in course performance.2,3 Conversely, activelearning includes the use of pedagogical strategies that encourage student engagement withcourse material. Research shows that when students reflect, discuss, ask questions, or pose andresolve problems, they stand a better chance of actually learning and understanding coursematerial, compared to a traditional lecture wherein they passively receive information from theinstructor.4 More specifically, when students are actively involved in their learning process, theyreceive a host of benefits including improvements in retention of information,5,6 examperformance2,7 and thinking and writing skills8 to name a few.Of course there are some challenges associated

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Chris Hendrickson, Carnegie Mellon University; Amy E. Landis, University of Pittsburgh; Scott Matthews, Carnegie Mellon University

Tagged Divisions

Civil Engineering

Societyfor Industrial Ecology and the Green Building Alliance. Interested faculties have numerouspublication outlets as a result.AcknowledgementsThis research was supported in part by NSF grant no. 0442618. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.References1. (CSE 2008) Allen, David, Braden Allenby, Michael Bridges, John Crittenden, Cliff Davidson, Chris Hendrickson, Scott Matthews, Cynthia Murphy, and David Pijawka, (2008), ‘Benchmarking Sustainable Engineering Education: Final Report,’ Center for Sustainable Engineering, University of Texas at Austin, Carnegie Mellon University

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler; Clifton B. Farnsworth, University of Texas, Tyler

Tagged Divisions

Civil Engineering

22.1645.6easiest step is using physical models and demonstrations within each lesson to appeal tothe visual, global, sensory and active learner.16,17,18 These students can connectphysically to what they see to what they calculate. The physical models can be extendedto the drawings that are provided as part of the organized lesson presentation that isclearly written on the board and stated for the verbal, sequential, and reflective learners inthe student body.19 The written presentation, if it remains on the board for a period oftime and not immediately erased or passed by through the clicking to the next PowerPointslide, assists the reflective learner. Additionally, there is a need to get out into the studentbody mass while the instruction is happening

Conference Session

Raise the Bar – Visions for the Future, Bodies of Knowledge, and Accreditation Vicissitudes.

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Divisions

Civil Engineering

statesof completion, have raised awareness of BOKs and have provided lessons in how todevelop and implement them.Numerous volunteers worked long and hard to develop the NSPE mission-vision-values,produce the NAE report, and initiate BOK efforts in various engineering disciplines. TheNSPE EBOK effort benefitted from those earlier efforts. This reflects a lesson learned asa result of ASCE’s development of the CEBOK. That lesson was to stand respectfullyand thankfully on the shoulders of others. 2The Body of Knowledge ConceptA profession’s BOK is its common intellectual ground – it is shared by everyone in theprofession regardless of employment or engineering discipline. The EBOK, as used inthis paper, is defined as the depth and breadth of knowledge

Conference Session

Capitalizing on COVID: Using This Disruptor to Change the Educational Model

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tony Lee Kerzmann, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh; Claire P. Chouinard, University of Pittsburgh

Tagged Divisions

Civil Engineering

acombination of Likert scale questions and open-ended essay questions with a focus oncontrasting student opinion between online and in-person course delivery. Throughout thesurvey, students are asked to self-reflect about topics such as understanding of concepts, courserigor and level of retention in an online environment as compared to a traditional in-person class.The questionnaire data has provided the team with a valuable combination of quantitative andqualitative data with which to draw meaningful conclusions. One of the major takeaways fromthis research is that although students are highly adaptable and can adjust to the remote aspectsof a flex model, their perceived ability to engage with their professor and peers in an onlineenvironment is

Conference Session

Industry and Practice Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Secil Akinci-Ceylan, Iowa State University of Science and Technology; Yiqi Liang, Iowa State University of Science and Technology; Kristen Sara Cetin P.E., Michigan State University; Benjamin Ahn, Iowa State University of Science and Technology; Bora Cetin

Tagged Divisions

Civil Engineering

-structured problems are perceived byengineering students, less work has been conducted on engineering faculty’s perceptions ofteaching and solving ill-structured problems. In one study, Mason [15] explored faculty’sperceptions and approaches to problem solving and found that while teaching problems, facultydecomposed the problem into smaller pieces implicitly with a variety of details. Faculty alsoused reflection as a way of understanding students’ problem solving processes as an informalway of assessment. They felt that having students collaborate with each other to solve a problemresulted in informal rather than structured social learning, although they recognized theimportance of collaboration in the workforce. In another study, Phang et al. [16

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Okere O. George, Washington State University; W. Max Kirk, Washington State University

Tagged Divisions

Civil Engineering

Receive and Review Last Minute Sub Quotes Adjust Bid to Reflect New Information Received Bid Day Activities Evaluate and Decide on Bid Strategy Add and Distribute Job Level Overhead

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sami Maalouf, California State University, Northridge; Anwar Alroomi, California State University, Northridge

Tagged Divisions

Civil Engineering

and capstone courses, this is doneby planning a feasible civil engineering design or construction project with a community-basedorganization, categorizing activities that students can achieve, and proposing a timeline for eachof these activities.To accomplish this, two CECM faculty members identified community partners, listened to theirneeds and established common areas of work within a few projects that students are able toachieve. The faculty worked with the community partners to clearly address the goal, desired valueand sustainability of each activity. Coupling valuable civic service projects along with classicalinstructional models proved to enhance the learning experience and enable students to reflect onhow their collective deeds may

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

prerequisite knowledge whichis difficult to accommodate with the limited amount of class time.The advancement of technologies provides an opportunity to help on these challenges. It isestimated that there are over 7 billion mobile phone subscriptions worldwide [1]. Althoughmobile phone subscription doesn’t necessarily reflect the number of mobile phone owners sincethere are multiple mobile subscriptions for individual people and for businesses, it does reflectthe prevalent usage of mobile devices. These devices have prolific use in our everyday life forcommunication, access of information, and entertainment. Besides, mobile devices are beginningto be used in all levels of education because of their easy accessibility and increase incomputational power

Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Kevin Sutterer, Rose-Hulman Institute of Technology; James Hanson, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

) • an ability to communicate effectively (5) • an understanding of management (1-7) • an understanding of leadership principles and attitudes (1-7)The numbers in parentheses are the habit numbers, as identified by Covey, corresponding tothose professional outcomes. Although the department had identified Covey’s work as a goodstarting point for the students’ professional development prior to release of the ASCE report, wewere pleased to see exceptional support for our learning reflected in the new ASCE Body ofKnowledge.One particular component of the ASCE Body of Knowledge that is still under development byASCE is the “attitudes” part of the knowledge, skills, and attitudes required by civil engineeringprofessionals to succeed. The final

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Norman Dennis, University of Arkansas; Kevin Hall, University of Arkansas

Tagged Divisions

Civil Engineering

learning strategy that integrates meaningful community service withinstruction and reflection to enrich the learning experience and, teach civic responsibility, andstrengthen communities.” [2]. More practically, in engineering education the definition ofservice learning could be modified to include the fact that students should be required to bringspecific and unique knowledge, gained in earlier coursework, to bear on a problem that mightotherwise not be solved. The application of knowledge and service should benefit both thecommunity and service provider [3].In theory, the model of service learning should be an ideal vehicle for simultaneously satisfyingthe culminating design experience required by ABET Criterion 4, producing a product for