Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
This paper describes an innovative approach to the integration of social science and engineering content within the context of a field-based course. The class, titled “Oregon Bridges,” combines instruction about both the history of the construction and maintenance of major bridges in Oregon and the fundamental engineering design principles of bridge building. Students participated in a nine-day field trip along the Oregon Coast and the Columbia and Willamette Rivers, followed by classroom instruction and development of a portfolio of the bridges visited. The central theme of the class is the life of the bridge engineer Conde McCullough, best known as the designer of the major bridges on the Oregon Coast, and his continuing influence on the design of bridges in Oregon.
The class was co-taught by two faculty members, one from history and one from civil engineering. The design and execution of the course was a combined effort, with a unified set of readings and integrated instruction that exposed students to multiple viewpoints on the subject. The central goal was to provide civil engineering students with a broad perspective on the factors that influence engineering design, going beyond the purely technical to explore issues associated with aesthetics, place, politics, and economics.
This paper describes the class structure and content, as well as issues raised by the unique structure of the field portion of the class and problems encountered during planning and execution. A thorough discussion of course assessment is also included, based on student surveys and the achievement of learning objectives. Finally, we discuss the place of the course within the context of the major outcomes-based general education reforms now being implemented at the Oregon Institute of Technology as well as other civil engineering curriculum drivers like the ASCE BOK and ABET outcomes.
Riley, C., & Clark, M. H. (2018, June), Board 50: Bridging the Gap: a Co-taught Field Course with Integrated History and Civil Engineering Content Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30049
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: © 2018 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