New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
The importance of future civil engineering students’ capacity to design for the future should go without saying. Civil engineering structures are meant to stand for decades, if not hundreds or even thousands of years, and are to be utilized by future generations. How do civil engineers of the present envision the wants and needs of future generations, especially in this fast-changing world where values often shift rapidly? How do civil engineers safeguard the rights of future generations while fulfilling the wants and needs of the present? How do structural designs of today meet the different needs of the stakeholders in the future? How do we prioritize the needs of the natural environment while engaging in the designs of construction projects now? We contend that these are the key questions related to the future that ought to be embedded in civil engineering curriculum.
This paper describes the ongoing efforts and the preliminary results of incorporating futures thinking in a Cornerstone course at the Department of Civil Engineering at (a university). The experiment was carried out as one of the two parts of a freshman course, Civil Engineering Concept Design Studio for one of the three classes. The paper will briefly describe the process of the trial teaching in the Fall semester of 2014 as well as that of the pilot curriculum in the Fall of 2015. Major elements of futures thinking and fundamental civil engineering design concepts extracted during the process of incorporation will be presented, along with the assessment of student learning. Suggestions for future curricular implementation will also be made.
Song, M., & Hsieh, S. P. (2016, June), Incorporating Futures Thinking in a Civil Engineering Cornerstone Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25656
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