Delatte, N., & Bagaka's, J. G. (2014, June), Assessment Results: Incorporating Case Studies in the Civil Engineering Curriculum  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20108

\bibitem{asee_peer_20108}
  Delatte, N., \& Bagaka's, J. G. (2014, June), \emph{Assessment Results: Incorporating Case Studies in the Civil Engineering Curriculum}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20108

Norb Delatte P.E. and Joshua Gisemba Bagaka's.  "Assessment Results: Incorporating Case Studies in the Civil Engineering Curriculum".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20108 Internet.  11 Jul, 2024

\bibitem{asee_peer_20108}
  Norb Delatte P.E. and Joshua Gisemba Bagaka's.
  "Assessment Results: Incorporating Case Studies in the Civil Engineering Curriculum".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20108 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_20108
author = "Norb Delatte P.E. and Joshua Gisemba Bagaka's"
title = "Assessment Results: Incorporating Case Studies in the Civil Engineering Curriculum"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20108}
number = {10.18260/1-2--20108}
}

TY  - CPAPER
AB  -    Assessment Results: Incorporating Case Studies in the Civil Engineering                                Curriculum        Lessons learned from case studies have had a significant impact on both education andpractice of engineering and related disciplines. The history of practice in civil engineering is, inlarge part, the story of failures, both imminent and actual, and ensuing changes to designs,standards and procedures made as the result of timely interventions or forensic analyses. Inaddition to technical issues, professional and ethical responsibilities are highlighted by therelevant cases.        Over the past five years the project extended the work of implementing and assessingcase studies from University X to eleven other university partners, and broadened the scope tocover engineering disciplines in addition to civil engineering, as well as the NSF MaterialsDigital Library. This paper reports on the results from including case studies in various coursesat a diverse data set of universities.        Furthermore, a number of workshops on incorporating failure case studies has beenoffered at ASEE annual meetings and elsewhere. Those workshops have helped shape thecourse of this research.        Student learning was assessed through surveys and focus group discussions. Studentswere asked specifically about the technical lessons learned, as well as their response to the casestudies. Case study questions were included on homework assignments and examinations.Survey questions linked student achievement to learning outcomes. This year, the data fromstudent focus groups and surveys of faculty that teach with case studies have been investigated aswell. Case studies have potential for positive impacts in the affective domain as well as in thecognitive domain.        The results have been evaluated against the ABET general student outcomes (criterion 3)as well as the Civil Engineering specific curriculum requirements. Furthermore, the results arecompared to the 2nd Edition of the ASCE Civil Engineering Body of Knowledge.
AU  - Norb Delatte P.E.
AU  - Joshua Gisemba Bagaka's
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Assessment Results: Incorporating Case Studies in the Civil Engineering Curriculum
UR  - https://peer.asee.org/20108
DO  - 10.18260/1-2--20108
ER  -