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Development of A Holistic Cross-Disciplinary Project Course Experience as a Research Platform for the Professional Formation of Engineers

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Collaboration and Communication in Problem-based Learning

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

30

DOI

10.18260/1-2--34446

Permanent URL

https://peer.asee.org/34446

Download Count

112

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Paper Authors

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Kakan C Dey P.E. West Virginia University Orcid 16x16 orcid.org/0000-0002-5875-6180

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Dr. Kakan Dey is an Assistant Professor at the Wadsworth Department of Civil and Environmental Engineering, West Virginia University, WV, USA. He completed his Ph.D. in Civil Engineering from Clemson University in 2014 and M.Sc. in Civil Engineering from Wayne State University in 2010. Dr. Dey was the recipient of the Clemson University 2016 Distinguished Postdoctoral Award. His primary research area includes intelligent transportation systems, and traffic safety and operations. He has been very active in engineering education research as well.

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Md Tawhidur Rahman West Virginia University Orcid 16x16 orcid.org/0000-0002-4531-712X

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Md Tawhidur Rahman is pursuing PhD in Civil Engineering at West Virginia University. He has completed his Masters in Civil Engineering from the same university in 2018. Mr. Rahman has been awarded CEE PhD fellowship cap for the academic year of 2019-2020 for his research contribution in the field of transportation engineering. Research interest of Mr. Rahman include winter roadway maintenance, shared-use mobility, social-media data analysis, traffic operation at intersection, and connected and autonomous vehicle.

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V. Dimitra Pyrialakou West Virginia University Orcid 16x16 orcid.org/0000-0001-5471-3290

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Dr. Pyrialakou is an Assistant Professor at the Wadsworth Department of Civil and Environmental Engineering at West Virginia University. She received her Diploma in Civil Engineering from the National Technical University of Athens, Greece, in 2011 and in 2016 she earned a Ph.D. in Civil Engineering from Purdue University. Dr. Pyrialakou’s expertise and interests involve the use of statistical, econometric, spatial, and economic analysis tools in the broader research area of transportation planning and evaluation of transportation systems. She started working in the area of engineering education at Purdue University when she taught Introduction to Transportation Engineering in spring 2016. She currently explores topics related to undergraduate STEM education improvement, including holistic engineering; connecting teaching, research, and practice; student retention in engineering; and recruitment and retention of underrepresented students in engineering. Dr. Pyrialakou also teaches courses on transportation engineering, transportation/urban planning, and civil engineering/transportation data analysis.

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David Martinelli West Virginia University

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Professor of Civil Engineering at West Virginia University.

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Karen E Rambo-Hernandez Texas A&M University Orcid 16x16 orcid.org/0000-0001-8107-2898

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Karen E. Rambo-Hernandez is an associate professor at Texas A&M University in the College of Education and Human Development in the department of Teaching, Learning, and Culture. In her research, she is interested in the assessing STEM interventions on student outcomes, measuring academic growth, and evaluating the impact of curricular change.

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Julia Daisy Fraustino West Virginia University

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Dr. Fraustino is an assistant professor of strategic communication and director of the Public Interest Communication Research Laboratory in the Media Innovation Center of the Reed College of Media at West Virginia University. She is a research affiliate in the risk communication and resilience portfolio at the National Consortium for the Study of Terrorism and Responses to Terrorism (START), a DHS Emeritus Center of Excellence. She specializes in crisis, emergency, and risk communication science. Dr. Fraustino’s work has been recognized with top research paper awards at national/international conferences yearly from 2013-present. Additionally, she was named a national 2017-2018 AEJMC Emerging Scholar, earned the 2018 Doug Newsom Award for Research in Global Ethics and Diversity from the AEJMC PR Division, was the 2017 Reed College of Media Faculty Research Award recipient, was a 2016 national Frank Public Interest Communications Research Prize award winner, received a 2015 Most Promising Professor Award from the AEJMC Mass Communication and Society Division, and was selected as a 2014-2015 START Terrorism Research Award Fellow. She earned a Ph.D. from the University of Maryland, where she was graduate fellow and the 2015 Department of Communication's Most Outstanding Doctoral Student.

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John Deskins

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John Deskins serves as Assistant Dean for Outreach and Engagement, Director of the Bureau of Business & Economic Research, and as Associate Professor of Economics in the College of Business & Economics at West Virginia University. He leads the Bureau’s efforts to serve the state by providing rigorous economic analysis and macroeconomic forecasting to business leaders and policymakers across the state. He received his PhD in Economics from the University of Tennessee.

Deskins’ academic research has focused on economic development, small business economics, and government tax and expenditure policy, primarily at the US state level. His work has appeared in outlets such as Contemporary Economic Policy, Public Finance Review, Economic Development Quarterly, Small Business Economics, Public Budgeting and Finance, Regional Studies, Annals of Regional Science, Tax Notes, and State Tax Notes, as well as in books published by Cambridge University Press and the Lincoln Institute of Land Policy.

Deskins has testified before the United States Senate, the United States House of Representatives, and the West Virginia Legislature. He has delivered more than 100 speeches to business, government, and community groups and his quotes have appeared in numerous media outlets such as The New York Times, The Wall Street Journal, The Washington Post, Bloomberg, CNBC, National Public Radio, and PBS. He has served as principal investigator or co-principal investigator on more than $2 million in funded research.

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L Christopher Plein West Virginia University

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L. Christopher Plein is an Eberly Family Professor for Outstanding Public Service and Professor of Public Administration at West Virginia University. He is especially interested in the interface of engineering, science, and technology with matters of public affairs and governance.

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Abhik Ranjan Roy West Virginia University Orcid 16x16 orcid.org/0000-0002-7085-8964

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Abhik Roy is a professor educational psychology in the Department of Learning Sciences & Human Development (https://lshd.wvu.edu/) within the College of Education & Human Services at West Virginia University. Dr. Roy holds a Ph.D. in Program Evaluation with expertise in data science, visualization, and social network analysis and is an evaluator on multiple federal grants spanning both the National Science Foundation and the National Institutes of Health. He currently conducts research in (a) the use of machine learning to evaluate programs, (b) using predictive networks to assess change, and (c) deep learning architectures for text classification.

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Abstract

While civil engineering graduates are well prepared in the technical aspects of the engineering profession, they lack the professional skills to think through diverse social aspects posed by current complex engineering grand challenges. The core idea of this research is that a Holistic Engineering Project Course (HEPC), in which civil engineering students work with social science students (e.g., in strategic communication and economics) on a complex and open-ended transportation engineering problem, can significantly improve the professional formation of well-rounded, effective engineers. The HEPC platform, as conceived of and assessed in this research, seeks to enable a formative experience (synthesis of a complex, contemporary problem) that functions in cross-disciplinary teams under diverse constraints of real-world social considerations, such as economic impacts, public policy concerns, and public perception and outreach factors. The innovation of the HEPC platform is that civil engineering students have an opportunity to build non-technical— but highly in-demand—professional qualities simultaneously as the engineering students collaborate and deliberate with students from other disciplines. The primary goal of this HEPC is to implement a cross-disciplinary course experience and investigate its impacts on civil engineering students’ professional formation beyond the traditional technical skills in addition to assessing the programmatic development in collaboration of three civil engineering faculty with two economics and strategic communication faculty. The HEPC faculty are working closely with engineering education researchers to design the course and evaluate its effectiveness and impact on both engineering students and non-engineering students. Engineering education researchers train civil engineering faculty on the fundamentals of engineering education research and methodologies. This paper describes the development of this HEPC and the related planned research questions. In addition, the paper will describe the planned execution of the research design and corresponding methodologies, including both assessments and evaluations, to be applied to study the effectiveness of HEPC offering on the professional formation of engineers on the professional formation of engineers.

Dey, K. C., & Rahman, M. T., & Pyrialakou, V. D., & Martinelli, D., & Rambo-Hernandez, K. E., & Fraustino, J. D., & Deskins, J., & Plein, L. C., & Roy, A. R. (2020, June), Development of A Holistic Cross-Disciplinary Project Course Experience as a Research Platform for the Professional Formation of Engineers Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34446

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