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Assessment Of Asce/Aisc Student Projects

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

7

Page Numbers

6.216.1 - 6.216.7

Permanent URL

https://peer.asee.org/8930

Download Count

32

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Paper Authors

author page

Enno Koehn

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1421

Assessment of ASCE/AISC Student Projects

Enno “Ed” Koehn Lamar University

Abstract

The Accreditation Board for Engineering and Technology (ABET) has adopted a revised set of criteria for accrediting engineering programs. Nevertheless, as in the past, civil (construction) engineering departments will be required to demonstrate proficiency in specific subject areas which are included in the ABET program criteria.

This paper investigates, according to civil engineering and construction related students, the level at which the understanding of various subjects required by ABET has been enhanced by being involved with the steel bridge and concrete canoe projects. In particular, the findings suggest that both students who are directly and also those indirectly involved with project work believe that three areas have been greatly enhanced. They include: structural engineering, project management/ scheduling and estimating, and team work. Understanding of engineering codes and standards, health and safety issues, materials engineering, and manufacturability (constructability) are also perceived to be enhanced.

I. Introduction

The American Society of Civil Engineers (ASCE) believes that the practice of civil engineering is broad and diverse, including numerous disciplines. As a result, the breadth of the professional component of civil engineering education is necessarily broad. This precept is recognized by the ASCE Committee on Curriculum and Accreditation and has been adhered to in the development of the criteria for accreditation6, 7, 8. In this regard, numerous students and practitioners believe that being involved with the AISC/ASCE steel bridge and/or concrete canoe projects complements the theoretical concepts developed in class. To further investigate this perception, data was obtained from a survey instrument which was distributed to graduate and undergraduate students enrolled, in part, in construction related courses taught in civil engineering degree programs. Respondents were requested to indicate whether (and at what specific level) various design activities and academic subjects have been enhanced by working on the steel bridge and concrete canoe projects. The subjects chosen are those that have been included in the criteria that has been adopted by the Accreditation Board for Engineering and Technology (ABET) and must be satisfied for a program to be accredited3. For comparative purposes, the findings of the investigation could be utilized by other institutions and departments that may wish to study their curriculum.

“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”

Koehn, E. (2001, June), Assessment Of Asce/Aisc Student Projects Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/8930

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2001 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015