BOARD # 264: IUSE: Using Strategic Planning to Drive Curriculum and Cultural Change

Donald R. Webster; Adjo A Amekudzi-Kennedy; Robert Benjamin Simon

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: NSF Grantees Poster Session I
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 6
Permanent URL: https://peer.asee.org/55626

Paper Authors

biography

Donald R. Webster Georgia Institute of Technology orcid.org/0000-0002-3397-9222

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Donald Webster, Ph.D., P.E. is the Karen & John Huff School Chair and Professor in the School of Civil & Environmental Engineering (CEE) at the Georgia Institute of Technology in Atlanta, Georgia. Dr. Webster earned a B.S. from the University of California, Davis (1989), and M.S. (1991) and Ph.D. (1994) degrees from the University of California, Berkeley. He joined the Georgia Tech faculty in September 1997 after completing a postdoctoral research appointment at Stanford University and holding a non-tenure-track faculty position at the University of Minnesota. Dr. Webster’s research expertise lies in environmental fluid mechanics focused on the influence of fluid motion and turbulence on biological systems. His contributions have been in three arenas: 1) illuminating the fluid mechanics processes related to sensory biology and biomechanics; 2) developing advanced experimental techniques and facilities; and 3) translating research results into bio-inspired design. In recognition of these contributions, Dr. Webster is a Sustaining Fellow of the Association for the Sciences of Limnology and Oceanography (ASLO) and a Fellow of the American Society of Civil Engineers (ASCE). He has won numerous awards including the Felton Jenkins, Jr. Hall of Fame Faculty Award, Class of 1934 Outstanding Innovative Use of Education Technology Award, the Eichholz Faculty Teaching Award, and the British Petroleum Junior Faculty Teaching Excellence Award.

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Adjo A Amekudzi-Kennedy Georgia Institute of Technology

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Professor Adjo Amekudzi-Kennedyâ€™s research, teaching and professional activities focus on civil infrastructure decision making to promote sustainable development. She studies complex real-world systems and develops infrastructure decision support system

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Robert Benjamin Simon Georgia Institute of Technology

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Abstract

This paper highlights a key approach, specifically developing and adopting a comprehensive strategic plan, that was taken to support curriculum innovations and enable cultural change. Over the past four years, the School of Civil and Environmental Engineering at the Georgia Institute of Technology has worked systematically to change the undergraduate civil engineering and environmental engineering programs. The goals were to enhance early engagement in the major, strengthen professional identity development, improve retention in the program, and enhance engineering efficacy and professional skills development. A key feature of the process included adopting and institutionalizing these goals in the School’s strategic plan. The strategic plan was developed over an 18-month period and included engagement of numerous stakeholders, including faculty, students, staff, advisory boards, alumni, and industry partners. Throughout the planning process, the School aimed for a balance of alignment with the College and Institute’s strategic directions, and charting a unique path forward germane to the disciplinary and professional contexts within Civil and Environmental Engineering. The final plan encompasses three umbrella areas: Community, Student Experience, and Discovery & Service with themes, objectives, and initiatives in each area. The initiatives under the area of Student Experience are strongly aligned with the objectives of the NSF-funded Revolutionizing Engineering Departments (RED) grant, as well as a Kern Entrepreneurial Engineering Network (KEEN) grant from the Kern Family Foundation. These initiatives include developing new courses, adopting a new curriculum, and deploying innovative pedagogy to support the program goals listed above. In addition, initiatives in the area of Community target the associated cultural changes, including incentivizing professional development, enhancing inclusiveness, and improving the sense of belonging. The effect of integrating these initiatives in the comprehensive strategic plan was to gain wide “buy-in” from faculty and staff and to effectively formalize the program goals into the shared vision for the future of the School.

Citation
Format

Webster, D. R., & Amekudzi-Kennedy, A. A., & Simon, R. B. (2025, June), BOARD # 264: IUSE: Using Strategic Planning to Drive Curriculum and Cultural Change Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/55626

TY  - CPAPER
AB  - This paper highlights a key approach, specifically developing and adopting a comprehensive strategic plan, that was taken to support curriculum innovations and enable cultural change.  Over the past four years, the School of Civil and Environmental Engineering at the Georgia Institute of Technology has worked systematically to change the undergraduate civil engineering and environmental engineering programs.  The goals were to enhance early engagement in the major, strengthen professional identity development, improve retention in the program, and enhance engineering efficacy and professional skills development.  A key feature of the process included adopting and institutionalizing these goals in the School’s strategic plan.  The strategic plan was developed over an 18-month period and included engagement of numerous stakeholders, including faculty, students, staff, advisory boards, alumni, and industry partners.  Throughout the planning process, the School aimed for a balance of alignment with the College and Institute’s strategic directions, and charting a unique path forward germane to the disciplinary and professional contexts within Civil and Environmental Engineering.  The final plan encompasses three umbrella areas: Community, Student Experience, and Discovery &amp;amp; Service with themes, objectives, and initiatives in each area.  The initiatives under the area of Student Experience are strongly aligned with the objectives of the NSF-funded Revolutionizing Engineering Departments (RED) grant, as well as a Kern Entrepreneurial Engineering Network (KEEN) grant from the Kern Family Foundation.  These initiatives include developing new courses, adopting a new curriculum, and deploying innovative pedagogy to support the program goals listed above.  In addition, initiatives in the area of Community target the associated cultural changes, including incentivizing professional development, enhancing inclusiveness, and improving the sense of belonging.  The effect of integrating these initiatives in the comprehensive strategic plan was to gain wide “buy-in” from faculty and staff and to effectively formalize the program goals into the shared vision for the future of the School.
AU  - Donald R. Webster
AU  - Adjo A Amekudzi-Kennedy
AU  - Robert Benjamin Simon
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - BOARD # 264: IUSE: Using Strategic Planning to Drive Curriculum and Cultural Change
UR  - https://peer.asee.org/55626
ER  -