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Assessment Of Practitioner Interaction In The Classroom

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

Professional Practice in CE Education

Page Count

8

Page Numbers

7.244.1 - 7.244.8

Permanent URL

https://peer.asee.org/10920

Download Count

24

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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

Main Menu Session 3215

Assessment of Practitioner Interaction in the Classroom

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 their understanding of various subject areas required by ABET has been enhanced by attendance at and/or participation in class field trips in addition to lectures and seminars presented by practicing professional engineers. In particular, the findings suggest that both undergraduate and graduate students believe that three areas have been greatly enhanced with this activity. They include environmental engineering, project management/scheduling and estimating, and team work. In addition, undergraduates perceive that their understanding of health and safety issues, and ethical considerations has also been increased at a high percentage. In contrast, graduate students believe that their knowledge of hydraulics/hydrology/water resources and geotechnical engineering has been enhanced, but at a lower rate, by interaction with practitioners.

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 accreditation8, 9,10. In this regard, numerous students and practitioners believe that being aware of or involved with engineering work complements the theoretical and design 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 courses taught by the Department of Civil Engineering at Lamar University. Respondents were requested to indicate whether (and at what specific level) various design activities and academic subjects have been enhanced by attendance at and/or participation in class field trips in addition to lectures and seminars presented by practicing professional engineers. 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 accredited 3.

Proceedings of the American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Koehn, E. (2002, June), Assessment Of Practitioner Interaction In The Classroom Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10920

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