Conference Session

Fostering Transformational Change in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Euan Lindsay, Charles Sturt University; James R. Morgan, Charles Sturt University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

Paper ID #15487The Charles Sturt University Model - Reflections on Fast-track Implementa-tionProf. Euan Lindsay, Charles Sturt University Professor Euan Lindsay is a Mechatronic engineer, a discipline that integrates computers, electronics and physical hardware. Prof Lindsay’s PhD investigated whether remote and simulated access alternatives to the traditional in-person laboratory experience could provide the same learning outcomes for students. Prof Lindsay’s work in Remote and Virtual laboratory classes has shown that there are significant differ- ences not only in students’ learning outcomes but also in their

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Glen F Koorey, ViaStrada Ltd.; Mark W. Milke P.E., University of Canterbury; Norb Delatte P.E., Cleveland State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

demonstrates thecompetency and also if the pass/fail bar has been set appropriately.The course syllabus for ENCN470 states: “Much of a professional engineer’s work relies less onthe “technical” skills and knowledge developed at university and more on the “professional”competencies in which that technical knowledge is applied. This is reflected in the CompetencyProfiles developed by IPENZ for graduate engineers; it includes the following items:  Investigation and Research  Risk Management  Teamwork  Communication  The Engineer and Society”The IPENZ Competency Profiles map well with some of the ABET Criterion 3 a – k StudentOutcomes as well as with the ASCE 2nd Edition Body of Knowledge (BOK) outcomes withrespect to professional

Conference Session

Viewpoints, Perspectives, and Creativity in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abbie B Liel P.E., University of Colorado - Boulder; Timothy J Clarkin, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

freshman or capstone engineering classes that have a fairly broad scope of learningobjectives. This paper describes the design and assessment of a service-learning module in arequired junior-level course in probability and statistics for engineering students at a large publicuniversity, which typically enrolls 90-100 students. This course is ideal for service learningbecause students struggle with the material, complaining it is “too theoretical”, and can feelanonymous in a large lecture course. Yet, there are few examples of how to successfullyintegrate service-learning ideas, including reflection activities, into a high-enrollment course thattraditionally focuses heavily on quantitative fundamentals.This paper details the design, student work

Conference Session

Use of Technology in Civil Engineering Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College; Adrienne J Gauthier, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

groups were presented with an Owl’s Dilemma at the beginningof each week or Concept. The dilemma was presented in an inquiry-based fashion for Group Aand required that they share their thoughts about the dilemma. Group B, on the other hand wasjust presented with the dilemma and not asked to comment on it. Both groups were asked toreflect on Owl’s Solution at the end of each week or Concept. Figure 10 shows the percentage oflearners in each group who reflected on Owl’s Solution. Group A learners were consistentlymore likely to reflect on Owl’s Solution than Group B learners. In weeks 5 and 6, 12.9% and15.4% more learners from Group A reflected on Owl’s Solution than learners from Group B.This indicates that Group A learners were more engaged with

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremiah Matthew Stache P.E., U.S. Military Academy; Brad Wambeke P.E., United States Military Academy; Joseph P Hanus, U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

students directly,and also the faculty indirectly – resulting in a more inspiring classroom environment. Simplystated by Harold Hongju Koh, “Theory without practice is as lifeless as practice without theory isthoughtless 15.”It is well researched and documented that problem based learning is well suited for engineeringprograms for students to engage in complex, ill-suited, and open-ended problems to fosterflexible thinking and support intrinsic motivation 16. These characteristics in turn can increaseopportunities for group discussion over potential solutions, provide opportunity for criticalinstructor feedback, and essential self-reflection of the learning.A. Kolb and D. Kolb define Experiential Learning Theory as the “process whereby knowledge

Conference Session

Innovative Instructional Strategies for Integrating Sustainability

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Jeffery M Plumblee II, Clemson University; Dylan Bargar, Clemson University; Penelope Walters Brunner, Clemson University; Karen A High, Clemson University; Leidy Klotz, Clemson University; Amy E. Landis, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

a. Define civic action and reflect on personal role b. Connect and extend knowledge to civic engagement and serve others5. Service Learning 26-28 c. Communicate differing perspectives of communities and cultures d. Collaboratively work across and within a community to provide a serviceThe rubric was created by the authors for this study and for use at Clemson University toevaluate GCS projects based on the 5 GCS program competencies. The rubric criteria weremined and adapted from best practices in the literature.Rubric ApplicationTo demonstrate the use of the proposed rubric, the

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

webinar, there was not a lot of discussionsolicited, as the focus was to get the final outline approved.Overall assessment/reflectionEach member of the management team was asked to share their reflection on the process, andsome of these reflections are shared in the following list. “The biggest challenge in the process was remembering we were writing a model course for new infrastructure instructors, not the Best Infrastructure Course Ever (which, of course, each participant believes she or he had already written and is currently teaching!).” “Remaining focused on the objective helped prevent “my way or the highway” attitudes from intruding. This is not a process for stubborn people. Compromise and consensus requires each

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

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

Proven Strategies in Classroom Engagement Part I: Artifacts for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen C Estes, California Polytechnic State University; Cole C McDaniel, California Polytechnic State University - San Luis Obispo; Alec Roberto Zavala, California Polytechnic University - San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

students to how their understanding and enthusiasm were effected by using K’nexFinally the students were asked to respond to the following multiple choice question: What statement below most accurately reflects your opinion of using K’nex pieces in atechnical engineering course? a. They are useful and enhance the learning experience b. They are not particularly useful but they are fun and enhance the learning experience. c. They neither supported nor detracted from my learning experience d. The requirement to use K’nex posed a needless constraint that detracted from my ability to conduct a seismic experiment

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Douglas Schmucker P.E., University of Utah; Joshua Lenart, University of Utah; Steven J. Burian P.E., University of Utah; Amir Mohaghegh Motlagh, University of Utah

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

rather than a high performance by the students. Instead, the criteria for performanceat the Analysis level might more accurately be defined as demonstrating an understanding of thecompeting measures of success for the various project criteria and how to obtain, process, andanalyze the appropriate data associated with success in each category. If so, the performance ofthe students would occur, at best, around the Application level. It is more likely that other levelswould then be re-scaled to reflect average performance occurring around a mean of 2.5 (betweenComprehension and Application). Note the large coefficient of variation of 0.4. Such a largevalue suggests significant scatter about the mean. (Given the changing perspective of the

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin G. Sutterer, Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology; Jeremy R. Chapman, Rose-Hulman Institute of Technology; James H. Hanson P.E., Rose-Hulman Institute of Technology; Kyle Kershaw P.E., Rose-Hulman Institute of Technology; Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Michelle Marincel Payne, Rose-Hulman Institute of Technology; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Michael Anthony Robinson P.E., Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

highest grade point average (GPA) students. The other group seems to experience great difficulty with the open-ended learning and the independent problem solving that is needed for successful project completion. Sometimes they struggle greatly to carry their part of the work for the team to completion. This group does not necessarily correspond to the lower GPA students. The department hopes to explore further how to facilitate better open-ended problem solving earlier in the students’ careers. Perhaps this reflects the need for a combination of the triplet of Knowledge, Skills and Attitudes necessary for successful civil engineering practice. • There continues to be some confusion with the multiple