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Developing Global Learning Outcomes in a Civil Engineering Program

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Civil Engineering Division Poster Session

Tagged Division

Civil Engineering

Page Count

22

DOI

10.18260/p.26761

Permanent URL

https://peer.asee.org/26761

Download Count

312

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Paper Authors

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Steven J. Burian University of Utah

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Dr. Steve Burian is an Associate Professor of Civil and Environmental Engineering at the University of Utah. Dr. Burian’s career spans two decades during which he has worked in design engineering, as a scientist at Los Alamos National Laboratory, as a professor at the University of Arkansas and the University of Utah, and as a co-founder of Harit Solutions, an engineering design and sustainability consulting firm in India. He has research and teaching expertise related to the engineering of sustainable and resilient urban water infrastructure systems, including water supply, stormwater management, flood control, and wastewater collection. Dr. Burian currently serves as the Director of the USAID-sponsored U.S.-Pakistan Center for Advanced Studies in Water and an Associate Director of the Global Change and Sustainability Center at the University of Utah. During his career, Dr. Burian has been involved with several engineering education endeavors including serving as the Co-Director of Sustainability Curriculum Development at the University of Utah, an Assistant Mentor and Mentor for the ASCE ExCEEd Teaching Workshop, the Secretary/Treasurer for the ASEE Civil Engineering Division, and a frequent collaborator on engineering education projects and ASEE annual conference papers.

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Douglas Schmucker P.E. University of Utah

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Dr. Schmucker has 20 years experience in teaching and consulting. Focused on high quality teaching following the T4E, ExCEEd, and NETI teaching models, he is currently a full-time teaching professional with a focus on online, practice, project, and problem-based teaching methodologies.

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Joshua Lenart University of Utah

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Dr. Joshua Lenart is an Associate Instructor with the Communication, Leadership, Ethics, and Research (CLEAR) Program at the University of Utah where he teaches technical communications for the Department of Civil & Environmental Engineering and the Department of Chemical Engineering. He holds a Ph.D. from the University of Utah in Rhetoric and Writing Studies and an M.A. in English from Montana State University. His research focuses on land management policy in two discrete areas. The first relates to civil infrastructure projects and landscape-scale impacts on habitat, community resilience, and long-term land use planning; the second involves the utilization, conservation, and management of big game wildlife resources.

For the past five years he has led various transdisciplinary teaching and research projects examining land and wildlife resource management conflicts vis-à-vis public policy, assessing stakeholder needs and desires, resource analysis, and collective impact engagement. Currently, he is working closely with several local and national organizations to research and rally opposition against the transfer of federal public lands to state governance.

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Hessam Tavakoldavani University of Utah

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I have got my Bachelor Science's degree in Civil Engineering from Iran University of Science and Technology, Tehran, Iran. I am currently pursuing my Master of Science's degree in Water Engineering at University of Utah.

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Pedro Romero University of Utah

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Pedro Romero is Associate Professor of civil engineering.

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Michael E. Barber University of Utah

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Abstract

Civil engineering education continues to evolve to match societal needs. Globalization is one of the issues that has led to changes in the profession and in turn civil engineering education. The American Society of Civil Engineers (ASCE), for example, convened a summit in 2006 to discuss the changing landscape of the profession responding to globalization, sustainability, and other issues. The summit helped to articulate a vision for the future of civil engineering and initiate the development the Civil Engineering Body of Knowledge, second edition (BOK2). Inspired by national directives (e.g., ASCE BOK2), an internal programmatic review, and university-level initiatives, the Civil and Environmental Engineering program at the University of ___________has initiated a baseline study associated with global learning outcomes. For the purposes of the study, global learning is defined as the knowledge, skills, and attitudes students acquire to help them understand world cultures and events, analyze global systems, appreciate cultural differences, and apply this knowledge as citizens and workers. The comprehensive review reported here involved identifying existing global learning activities, documenting existing perceptions of global learning from student and faculty perspectives, surveying cultural intelligence among students at various points in the curriculum, and using this information to design strategies for enhancing and implementing global learning outcomes in connection with ASCE's BOK Professional Outcomes. The first part of the study involved helping faculty members identify global learning activities in their courses. Using an activity sheet summary, the number and type of existing activities in courses was found. In follow-up discussions the majority did not realize they were engaged in global learning. The second part involved brief surveys of faculty and students. These were conducted at the beginning of the Fall 2015 term to explore perceptions about students and their self-efficacy associated with global learning. The students surveyed ranged across the curriculum from freshman to graduate students. The third part of the study included more extensive and rigorously supported global concept inventories of students. Results showed that students’ self-perception is higher among those earlier in the program. These multiple-level surveys are establishing a baseline for which a longitudinal study of global learning through the curriculum can be conducted.

Burian, S. J., & Schmucker, D., & Lenart, J., & Tavakoldavani, H., & Romero, P., & Barber, M. E. (2016, June), Developing Global Learning Outcomes in a Civil Engineering Program Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26761

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