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Investigating Construction Courses within the US Civil Engineering Curricula – A Resource for Designing the Course

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2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Multidisciplinary Curriculum and Course Development

Tagged Division

Multidisciplinary Engineering

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Paper Authors


Kleio Avrithi P.E. Mercer University

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Dr. Avrithi is Assistant Professor of Civil Engineering at Mercer University. She earned a Diploma in Civil Engineering, an MS in Structural Engineering both from the National Technical University of Athens, Greece, an MS in Mechanical Engineering from the University of Illinois at Urbana-Champaign, and a Ph.D. in Civil Engineering from the University of Maryland, College Park. She is a Professional Engineer with a multi-year experience in the design and analysis of buildings, power plant components, and geotechnical engineering. Her research interests include uncertainty and risk quantification for design, structural mechanics, optimization, resilience, performance of soil, and systems design. She is member of ASCE, ASEE, ASME, and ASTM.

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Samuel Alan Fong Mercer University

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Mr. Samuel Fong is an undergraduate engineering student at Mercer University. He is a member of the Tau Beta Pi honor society. He earned a diploma in secondary education with an emphasis on mathematics from Pensacola Christian College. He previously coached baseball and taught mathematics at a high school level.

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Construction courses in the civil engineering curriculum significantly contribute to the technical and professional knowledge, even if students do not follow a career in construction. Construction courses are offered during the junior or senior year of studies and meet several of the learning outcomes of the Accreditation Board for Engineering and Technology (ABET) Criterion 3. Additionally, the engineering topics covered are necessary for the successful completion of both the National Council of Examiners for Engineering (NCEES), Fundamentals of Engineering (FE) and Principles and Practice of Engineering (PE) exams. The study undertakes an online search and examines the construction courses offered by the civil engineering programs at major US universities. Information is imparted about the prerequisite courses, the credit hours, and the topics taught. The paper examines how well the topics taught align with the student outcomes of the ABET Criterion 3, the American Society of Civil Engineers (ASCE) Body of Knowledge (CEBOK 3), and the FE and PE civil engineering exams. The paper recommends specific topics and strategies for improving the course content, or for creating new construction courses. The research concludes that undergraduate construction courses contribute significantly to the technical and professional knowledge of future civil engineers and need to be included in the curriculum.

Avrithi, K., & Fong, S. A. (2021, July), Investigating Construction Courses within the US Civil Engineering Curricula – A Resource for Designing the Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.

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