Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Donald Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

collect and return a portionof the assignments. A majority of assignments associated with this course are writingassignments in the form of technical memos and reflective essays. Students are asked to readand analyze a technical article or professional code and submit a summary or opinion. As such, Page 12.1532.5this process can be handled electronically.The survey feature of Blackboard is utilized for students to complete online quizzes aftermodules of the course have been completed. The survey feature is utilized for end of termlearning objective evaluation, assessment of hybrid techniques, etc.The Blackboard feature that has the most significant

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Kevin Sutterer, Rose-Hulman Institute of Technology; James Hanson, Rose-Hulman Institute of Technology; Robert Houghtalen, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

theassessment scheme is working effectively. The one-year assessment cycle assesses studentlearning outcomes. This assessment includes faculty evaluation/course reflective statements(indirect), submissions to student portfolios (direct), and senior surveys/senior focus groups(indirect). Use of student portfolios as a means of direct assessment is well documented5. Directassessment of learning outcomes, as evidenced in the student portfolios, is facilitated through theweb-based RosE Porfolio tool. It should be noted that the key aspect of the direct assessment isthe use of a portfolio system. The RosE Portfolio is simply a tool that facilitates that process.RosE PortfolioThe RosE Portfolio at Rose-Hulman Institute of Technology has been in use for 6

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Large Seagrave, University of Utah

Tagged Divisions

Civil Engineering

Houston’s Mechanical Engineering department, include a partnership withthe university’s Writing Center in which consultants teach workshops and hold consultationswith teams and individual students in conjunction with specific undergraduate courses.6 Thisprogram reflects the partnership that the Massachusetts Institute of Technology (MIT) began in1996 between its Aerospace Engineering faculty and communication instructors who taughtcommunication practicum in conjunction with specific courses.7 More recently, the partnershipsbegun in MIT’s ME department in 19908 and in Mississippi State University’s ECE departmentin 20049 have resulted in “multidimensional scoring rubrics” designed to provide comprehensivefeedback and help TA’s grade student lab

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Joseph Hanus, University of Wisconsin-Madison; Jeffrey Russell

Tagged Divisions

Civil Engineering

agree.” Page 12.929.5 “I believe that the most important advice that can be passed on, in not only becoming a successful in this class but just in general, is to become completely integrated with your team. Get to know one another on a personal level so that people are not afraid to step up and let each other know how you as well as others can contribute to the team.” “Get to know your team members and what they already know. Use this knowledge and learn from your team members. Establish a good communication base early. ”These results caused the course instructors to really step-back and reflect upon a better approachto the

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Stuart Walesh, S. G. Walesh Consulting; Michael Chajes, University of Delaware; David Mongan, Whitney, Bailey, Cox & Magnani

Tagged Divisions

Civil Engineering

. Allgathered in Landsdowne, Virginia from June 21 to 23, 2006 to participate in the Summit.The Summit’s purpose was to articulate an aspirational global vision for the future of civilengineering addressing all levels and facets of the civil engineering community, that is,professional (licensed) civil engineers, non-licensed civil engineers, technologists, andtechnicians. The Summit’s goal reflects the organizers’ and the participants’ preference of choiceover chance. Statesman William Jennings Bryan highlighted those options when he said:“Destiny is not a matter of chance; it is a matter of choice.” Broadly speaking, there are only twofutures for civil engineering around the globe; the one the profession creates for itself or, in thevoid, the one

Conference Session

Training Faculty to Teach CE

Collection

2007 Annual Conference & Exposition

Authors

Decker Hains, U.S. Military Academy; Mark Evans, U.S. Military Academy; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

skills of USMA facultymembers for the dramatically changing academic workplace of the 21st century.” 10 Theprogram involves monthly small-group discussion sessions, a formative review of classroomteaching, and reflective activities. Participants are provided with: • a pedagogical framework that will provide a basis for planning, implementing, and reflecting on their teaching and learning activities; • a repertoire of skills that will allow participants to operate in a variety of different teaching situations; • the ability to review and assess their teaching critically and revise it appropriately; • techniques for helping learners acquire important discipline-related skills and knowledge; • the ability to

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Carsten Ahrens, F.H. OOW

Tagged Divisions

Civil Engineering

descriptions reflect and take into accountthe demands of the respective directive. Concerning the many-facetted character of civilengineering in Europe, this is not very surprising. As an example of the diversity inrecognition of civil engineering qualifications, chapter 3, annex 1 of the 2005 ECCE survey“Civil engineering Profession” 2 describes the different legislation procedures for therecognition and protection of professional titles. – It is obvious that no single civil engineercan exist in Europe when so many different legislation procedures are used.4. Bologna Process and the European Higher Education Area (EHEA)Although a cohesion of professional recognition procedures or a common platform for civilengineers will not be found in the immediate

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

example, consider BOK Outcome 1, which includesrequirements for “biology, chemistry, ecology, geology/geomorphology, engineering economics,mechanics, material properties, systems, geo-spatial representation, and informationtechnology.” The corresponding provision of the Basic-Level Civil Engineering ProgramCriteria requires only “one additional area of science, consistent with the program educationalobjectives.”The sharp difference between the standards communicated in the BOK and the criteria is entirelyappropriate, as it reflects the distinctly different nature of these two documents. If the criteriawere written at the same level of detail as the BOK, they would be overly prescriptive andlargely unattainable. If the BOK were formulated as a

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

statements are recommendations from the NAE Committee on the Engineer of2020, Phase II,1 many of which require inspiration of the students to accomplish. The authorsfind that without that added element of inspiration the likelihood of success is minimal: 1. The baccalaureate degree should be recognized as the “pre-engineering” degree or Bachelor of Arts in 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 Page 12.903.3 baccalaureate and graduate levels in the same department to recognize that

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Ricardo Jacquez, New Mexico State University; Veera Gnaneswar Gude, New Mexico State University; Adrian Hanson, New Mexico State University; Michele Auzenne, New Mexico State University; Sarah Williamson, New Mexico State University

Tagged Divisions

Civil Engineering

have performed better than others in monitoringwork examples. Also the SI group earned better grades than the non-SI group in the class.Introduction “Fundamentals of Environmental Engineering” is a junior course taught in the CivilEngineering department at New Mexico State University. General course objectives areto learn and apply the engineering design process and develop and apply skills used bysuccessful practicing professional engineers, including critical (reflective) thinking,communication, and documentation. This course teaches the fundamental civil-environmental engineering principles for design of conventional domestic watertreatment and wastewater treatment systems. One of the primary learning objectives ofthe course is for students

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Steven Burian, University of Utah; Pedro Romero, University of Utah; Steven Bartlett, University of Utah

Tagged Divisions

Civil Engineering

attributes of a leader periodically by the instructor orteaching assistant and is then assigned full responsibility for the laboratory including directingpreparations for the experiment (Fig. 1), designating experiment duties, and guiding the reportthrough completion. The team leader rates the team members and the team members rate theteam leader in specified categories. The team leader is also graded by the instructor based on theinformation contained in the memo or summary grade sheet (reflecting organization, efficientuse of resources, leading by example) and quality of the laboratory report. Introspective teamdiscussions are encouraged to self-analyze team dynamics and develop plan to improve.In Hydraulics, the report format, team dynamics, and

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Fred Meyer, U.S. Military Academy; Stephen Bert, U. S. Military Academy

Tagged Divisions

Civil Engineering

senior-level capstone designcourse. This paper illustrates a systematic approach across the entire CE program for the directassessment of program outcomes. The civil engineering program outcomes reflect the currentABET 3a-k as well as the ASCE Body of Knowledge (BOK).The approach integrates existing grading practices and correlates the results with the desiredprogram outcomes. This system of direct assessment provides a quantitative assessment withoutincreasing faculty work load, by leveraging what is already being done in the evaluation andgrading of student work. This technique uses embedded indicators, which are specific studentperformance events common to all students in the course such as homework problems, projectsand tests. The program

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

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

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Shashi Nambisan, Iowa State University

Tagged Divisions

Civil Engineering

3.4 3.8 4Maximum 4 4.0 4 Note: Survey responses were on a scale of 0 to 4. A response of 0 indicates “No, not at all” and 4 indicates “Yes, a lot.”The Team Performance survey also required each student to provide confidential quantitativescores for each member of the team to reflect each person’s contributions to the team’s activities.In general, there was consistency among team members evaluation of each other’s contributionsto the team’s activities. Respondents with poor “scores” on the survey regarding effectiveness ofteams also had poor scores on “individual performance” surveys. Thus, a direct correlation isnoted on student responses

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Ronald Welch, The University of Texas-Tyler; Michael Robinson, Rose-Hulman Institute; Charles Glagola, University of Florida; James Nelson, University of Texas-Tyler

Tagged Divisions

Civil Engineering

thoseassumptions. Curriculum as a System The fundamental approach to which the committee adhered is that a civil engineeringcurriculum is an engineered system designed to achieve a specified end and that it is tied directlyto the desired program outcomes. The curriculum should reflect the complete educationalexperience of a student at a respective institution. That experience includes formal coursework aswell as activities and professional development outside the classroom. Taking a systems view of any process necessarily involves addressing such components asraw materials, the supply chain, production modes, distribution, and customer needs. It alsoentails understanding whatever assessment and feedback are present in the system. Theseprinciples

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

William Riddell, Rowan University; Eric Constans, Rowan University; Kevin Dahm, Rowan University; Jennifer Courtney, Rowan University; Roberta Harvey, Rowan University; Peter Mark Jansson, Rowan University; Paris von Lockette, Rowan University

Tagged Divisions

Civil Engineering

discuss how CEE students at Rowan University are taughtdesign in a multidisciplinary, PBL environment, and to discuss how mechanics andcommunication are integrated into the design projects. Sophomore Engineering Clinic Iand II (SEC I and SEC II) are the innovations that allow this to be accomplished. SEC Iand SEC II afford the CEE students at Rowan University an integrated courseworkexperience for 1) learning and reinforcing material that is directly covered the CEEcurriculum, 2) gaining familiarity with material that is not explicitly covered in the CEEcurriculum, 3) developing formal communication skills, 4) developing into designers, and5) acquiring the so-called “soft skills” reflected in ABET 2000 A-K criteria.Sophomore curriculum for CEE

Conference Session

Implementing the Civil Engineering Body of Knowledge into Courses and Curricula

Collection

2007 Annual Conference & Exposition

Authors

Peter Hoadley, Professor @ VMI

Tagged Divisions

Civil Engineering

professional engineer.”3 Appropriate attitudes are also necessary. Attitudesdetermine how an engineer uses knowledge and skills and they reflect one’s values and how oneperceives and reacts to the world.4 Johnston5 writes, “An attitude is simply a predisposition toapproach or avoid an idea, event, person or object. In other words, it is a tendency to act in oneway or another toward an ‘attitude object.’" Attitudes do not exist in a vacuum; they require anobject toward which to act. Attitudes can be positive and negative and either might beappropriate given the object toward which the attitude acts.Several have shown that “attitudes” are important in the effective use of knowledge and skillswhen accomplishing engineering tasks. Elms noted that “besides

Conference Session

Training Faculty to Teach CE

Collection

2007 Annual Conference & Exposition

Authors

Wilfrid Nixon, University of Iowa

Tagged Divisions

Civil Engineering

Page 12.138.10additional expertise.” A final, and again somewhat pithy, comment regardingdevelopment opportunities for senior faculty simply noted “sabbatical leave.”Other comments that were particularly enlightening included a number about professionaldevelopment, which are reflected in one particular comment “We provide funding forstudy references, examination fees, and license fees thereafter.” Others noted theimportance of professional registration, including one school that has a specific salaryincrement for those who are registered engineers. A very relevant comment concerningmentoring noted “mentoring is formative, not summative – this is important.”ImplicationsWhile the survey results are of interest in their raw form, it may be

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Guoqing Zhou, Old Dominion University

Tagged Divisions

Civil Engineering

the remotely students to immediatelyinteract with instructors, the major shortcoming from the instructor’s perspective is the lack ofvisible body language and eye contact from students. This means that instructors used totraditional in-class teaching cannot use these immediate non-verbal cues to make adjustmentswhile teaching. Thus, the student evaluations often reflect the position that conventionalinstruction is perceived to be better organized and more clearly presented than the distanceeducation. Thus we always maintain eye contact with the camera, are willing to repeat questions,and possess a sense of humor. 3. Web-based Lab: The students conducted their laboratory via Citrix software in theGIS laboratory class before 2004

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Kenneth Fridley, University of Alabama; Richard Anderson, Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

understand the principles of leadership.Engineers will need to exhibit high ethical standards and a strong sense of professionalism, andthey need to be lifelong learners. The NAE also recognizes that engineers will need somethingthat cannot be described in a single word or phase but involves dynamism, agility, resilience, andflexibility.As for the second NAE report which focuses on preparing the future engineer for entry into theprofession, the first recommendation states that “The baccalaureate degree should be recognizedas the “pre-engineering” degree or “bachelor of arts” in engineering degree, depending on thecourse content and reflecting the career aspirations of the student.”The common theme and mutual support communicated through ASCE Policy

Conference Session

Effective Learning Innovations in Civil Engineering Courses

Collection

2007 Annual Conference & Exposition

Authors

Brock Barry, Purdue University; Sybil Sharvelle, Purdue University; M Katherine Banks, Purdue University; Sean Brophy, Purdue University; William Oakes, Purdue University

Tagged Divisions

Civil Engineering

, and Cocking’s5 text HowPeople Learn (HPL) provides a framework for such learning environments. This frameworkemphasizes the importance of not only centering on the formalism of the knowledge to belearned, but also on factors centering on the learner, how they learn the specific content,assessments (both formative and summative) and issues of community (e.g. in undergraduateeducation this could include the classroom, department, university and specific profession)The general instructional design principles governing problem-based learning are: • Provide a context for knowing (conditions of when and how to use the knowledge) • Encourage reflection, refine and reapplication of knowledge • Continual test of knowledge (formative assessment

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Evans, Bucknell University; Daniel Lynch, Dartmouth College; David Lange, University of Illinois-Urbana Champaign

Tagged Divisions

Civil Engineering

andsocial sciences legs and the obligation to develop these within the profession broadly, asa matter of basic professional competence.The 20th century has seen a major expansion in the math and science ‘legs’ that supportcivil engineering education. Reflecting this heritage, the natural science and math ‘legs’are separately and explicitly articulated in the current ABET outcome 3(a) [An ability toapply knowledge of mathematics, science, and engineering] . The importance of mathand natural science to civil engineering education is further emphasized by splitting thisABET outcome 3(a) into four separate outcomes in the current working draft of thesecond edition of the BOK. In addition there are ABET outcomes 3(c) [An ability todesign a system

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University; Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

develop program outcomes that reflect the unique nature of your program and embed theCriterion 3 a-k outcomes within them. Then you need to assess how your students perform withrespect to your program outcomes.Program: The assessment part is easy. The program outcomes are accomplished through thecourses we teach, and every professor provides a direct assessment of student performancethrough course grades. It the students pass all of the courses, we can then conclude that theyhave met all of the outcomes.Expert: You cannot use course grades alone to assess the achievement of your programoutcomes. Unless there is a clear one-to-one correspondence between a given course and anassociated program outcome, simply passing the course does not guarantee

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin-Madison; Gerry Galloway, Univ of Maryland; Thomas Lenox, American Society of Civil Engineers; James O'Brien, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

of Engineering in the New Century” (NAE 2004). The second report isentitled “Educating the Engineer of 2020 – Adapting Engineering Education to the NewCentury” (NAE 2005).The second report validates ASCE Policy 465 by stating that: “It is evident that the exploding body of science and engineering knowledge cannot be accommodated within the context of the traditional four year baccalaureate degree.”In addition, the first recommendation of the second report indicates that: “#1 The baccalaureate degree should be recognized as the “pre- engineering” degree or “bachelor of arts” in engineering degree, depending on the course content and reflecting the career aspirations of the student.” (NAE

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Kristopher Lengieza, Weitz Golf International; Jennifer Caffrey, Pennoni Associates Inc.; Gerard Lennon, Lehigh University; John Ochs, Lehigh University; Joe Sterrett, Lehigh University; Vincent Munley, Lehigh University

Tagged Divisions

Civil Engineering