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June 22, 2020
June 22, 2020
June 26, 2021
A large civil engineering department has added a formal curriculum requirement for the B.S. degree that students participate in a high-impact learning practice (HILP) in support of ASCE Body of Knowledge (BOK) outcomes. This requirement evolved from a holistic curriculum transformation process structured around the ASCE BOK version 2; that process postulated that several BOK outcomes underrepresented in coursework (often labeled the “problem outcomes”) could be addressed through HILPs at the approximate midpoint of the B.S. curriculum. The curricular requirement was instituted in the 2016-2017 academic catalog as a “zero credit hour course” that could be satisfied through a number of civil-engineering focused activities meeting the high-impact learning requirements, such as internship, co-op work semester, study abroad, service learning, undergraduate research, directed studies, co-curricular leadership, and any other experience nominated by a student and approved by the department. The placement of the curricular requirement at the midpoint of the B.S. degree was purposely selected to ensure students had a solid technical foundation prior to the experience and would have the opportunity to apply some of the knowledge gained in their senior-level courses. The first full cohort of students has recently completed the HILP requirement, providing insight into what the students are gaining from this new requirement.
The department’s experience in implementation offers several useful lessons for others considering a similar requirement. Specifically, several components are necessary: a clear statement of the need and desired outcomes of the requirement; a well considered process and system for documentation and assessment; proactive publicity and advising of students to include the requirement in their degree planning; communication to external stakeholders who may mentor students in their HILPs; faculty and staff buy-in to cooperatively administer the requirement; and an appropriate set of rubrics for individual student evaluation, among others. While possible HILPs include several experiences, the overwhelming majority of students participated in summer internships, a sign of a strong job market at present. Student deliverables include: (1) completion of a survey on the importance of each of the BOK2 outcomes in the student’s HILP and the student’s sense of preparedness in each outcome, (2) narrative documentation of the student’s experience using the supplementary experience record form required for P.E. licensure application in the department’s home state, and (3) a reflective essay addressing at least three BOK2 outcomes identified earlier as typically underrepresented in coursework. Preliminary analysis of these deliverables has determined that students find HILPs particularly impactful in addressing the BOK2 outcomes “problem recognition and solving,” “lifelong learning,” and “attitudes,” as evidenced by their frequent choice of these outcomes in their reflective essays. The least frequently chosen outcomes were “globalization,” “social science,” and “contemporary issues and historical perspectives,” suggesting less achievement in these outcomes through this cohort’s chosen HILPs.
Brumbelow, K., & Barroso, L. R., & Stadter, G. (2020, June), Implementation of a Civil Engineering High-impact Learning Practice (HILP) Requirement in Support of ASCE Body of Knowledge (BOK) Outcomes Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34768
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