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Assessment of Systems Learning in an Undergraduate Civil Engineering Course using Concept Maps

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Innovative Pedagogy and Assessment in Civil Engineering Education

Tagged Division

Civil Engineering

Page Count


Page Numbers

24.216.1 - 24.216.18



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Paper Authors


Matthew W Roberts University of Wisconsin, Platteville

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Matthew Roberts has been teaching at UW-Platteville since 2002. He is originally from Denver, Colorado and attended Brigham Young University for his B.S. in Civil Engineering. He then spent four years as a civil engineering officer in the U.S. Air Force. After his military service, he completed graduate work at Texas A&M University. He teaches classes on reinforced concrete design, structural steel design, and other structural engineering topics.

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Carol Haden Magnolia Consulting, LLC

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Carol Haden is s Senior Evaluator with Magnolia Consulting, LLC. She holds a doctorate in Curriculum and Instruction with an emphasis on program evaluation from Northern Arizona University. Dr. Haden has extensive experience in the evaluation of formal STEM education projects across the K-20 spectrum and the evaluation of informal STEM Education and Public Outreach (E/PO) programs. She has designed and implemented evaluations of programs funded by the National Science Foundation, the William and Flora Hewlett Foundation, the Arizona Board of Regents, Goddard Space Flight Center, Jet Propulsion Laboratory and the Arizona Department of Education, among others. She has a special interest in supporting exemplary and equitable science education for traditionally underserved populations.

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Michael K Thompson University of Wisconsin, Platteville

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Dr. M. Keith Thompson is currently an associate professor in Civil and Environmental Engineering at the University of Wisconsin-Platteville. Dr. Thompson received his Ph.D. and M.S. degrees from The University of Texas in Austin and his B.S. degree from North Carolina State University. He is a member of ASEE, ASCE, and ACI. His research interests include reinforced concrete design, civil engineering curriculum reform, student retention, and advising. He is currently working on research related to integration of infrastructure issues into the civil engineering curriculum and the use of data analytics to improve student retention.

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Philip J. Parker P.E. University of Wisconsin, Platteville

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Assessment of Systems Learning in an Introduction to Infrastructure Engineering Course using Concept MapsAs part of ongoing assessment of student learning in an “Introduction to Infrastructure” course,faculty members at [institution] have developed a concept map instrument. A major goal of theinfrastructure course is to help students understand civil engineering in terms of interconnectedsystems. In fact, the course was originally designed and added to the curriculum in an effort tohelp student think of the civil engineering profession as an integrated whole, rather than asdistinct sub-disciplines that are taught in separate courses. This systems, connected approach toteaching led to a natural way to assess student learning: concept maps.In this paper, we will provide a literature review on the theory and application of concept maps,discuss the development and refinement of the concept map assessment instrument for thisinfrastructure course, and present results and insights from our evaluation efforts using conceptmaps.

Roberts, M. W., & Haden, C., & Thompson, M. K., & Parker, P. J. (2014, June), Assessment of Systems Learning in an Undergraduate Civil Engineering Course using Concept Maps Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20107

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