June 14, 2009
June 14, 2009
June 17, 2009
14.775.1 - 14.775.21
Integration of Information Technology Software in a Civil Engineering Program
The Civil Engineering profession demands rapidly advancing skills in information technology. As a result, many universities include the development of information technology knowledge in their vision and goals, and ABET outcomes and objectives. There are many challenges associated with integrating such technologies in courses and programs. Underlying these challenges is the realization that student development in these areas is likely to encompass all three commonly accepted domains of development; the cognitive, affective, and psychomotor domains. Furthermore, such technologies are advancing at a rate faster than the faculty can develop the skills required to teach to the students. As such, by the time faculty develop sufficient knowledge, appreciation and physical skills to use the technologies, the technologies have advanced to the next level. This paper will discuss how the Civil Engineering program at the United States Military Academy has met these challenges, assessed them, and applied solutions.
The purpose of this paper is to discuss the challenges, assessments, and applied solutions associated with teaching a specific Civil Engineering software package at the United States Military Academy. The software is a state-of-the-art information technology platform. The Civil Engineering profession demands rapidly advancing skills in information technology. Such expectations are embedded in Outcome 10 of the American Society of Civil Engineers (ASCE) Civil Engineering Body of Knowledge for the 21st Century: Preparing the Civil Engineer for the Future (BOK2)1, which references Outcome 3k of ABET Inc. Proposed Criteria for Accrediting Engineering Program 2. The BOK2 Levels of Achievement Subcommittee recommends that civil engineers who have earned a bachelorette degree should be able to achieve the third level (application) of the six-level cognitive domain in this outcome. At that level, graduates should be able to2: List the techniques, skills, and modern engineering tools that are necessary for engineering practice. Explain how these techniques, skills, and modern engineering tools are used in engineering practice. Apply relevant techniques, skills, and modern engineering tools to solve problems.
Others that have recognized these needs with respect to the Civil Engineering profession include Grigg et. al. (2005)3, Clough (2000)4, and Bordogna (1998)5. Furthermore, Grigg et. al. (2005)3 reported on the obstacles to educators in trying to meet these needs that evolved from research at Colorado State University sponsored by the National Science Foundation. The obstacles included limited faculty capacity to maintain pace with the technologies, complexities and cost of the technologies, and the difficulty of integrating the technologies across a program rather than a one-class exposure. These obstacles were also observed at the United States Military Academy, and are addressed in this paper.
Caldwell, C., & Hanus, J., & Chalmers, A. (2009, June), Integration Of Information Technology Software In A Civil Engineering Program Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5152
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