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It As Information Technology In Ce And Instructional Technology In Education

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

Teaching Engineers to Teach

Page Count


Page Numbers

9.827.1 - 9.827.11

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Paper Authors

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Neil S. Grigg

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Darrell G. Fontane

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Marvin Criswell

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Thomas Siller

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session xxxx

IT as Information Technology in CE and Instructional Technology in Education Neil S. Grigg, Marvin E. Criswell, Darrell G. Fontane, and Thomas J. Siller, Dept. of Civil Engineering, Colorado State University Fort Collins, CO 80523-1372


The fast-moving world of information technology is greatly changing the practice of civil engineering. Thus, it is generating changing needs and opportunities in education. These needed changes are both in program content and in delivery. The authors have conducted a NSF Department-Level Reform Planning Grant on the topic of “Information Technology in the Integrated Civil Engineering Curriculum”, and this paper reflects findings from this effort. The primary emphasis of this paper is on the utilization of Information Technology within the civil engineering profession and in the large-scale products and systems the civil engineering profession provides, operates and maintains. Instructional technology, both general and IT is noted more as a part of implementing changes within the educational environment.

Information technology as utilized in CE can be placed into four general categories. (1) personal IT/computing tools – which all graduates and civil engineers need at a fairly high level of proficiency, (2) civil engineering systems tools such networks, data structures, highly interactive design, supervisory control and data acquisition systems, decision support systems and other IT tools applied to intelligent transportation systems, NDE, environmental monitoring and control, smart buildings, etc., (3) IT-system components – sensors, actuators, communication links, etc., used in remote systems, and (4) IT tools used in instruction, presentation, sales, and general communications. The future graduate cannot be an expert in all of these areas. The paper explores which IT topics need to be addressed at what level of proficiency (recognition, understanding, or ability) and how this might be achieved in revised courses or academic programs.

Introduction and Background

Developments in information technology (IT) and their utilization are rapidly changing both civil engineering practice and the management and operation of civil engineering systems. A critical current challenge for civil engineering education is how it needs to change, both in pedagogy and, more crucially, in its content, to better prepare its graduates for tomorrow’s professional environment. What needs to be added, with what priority and what depth of coverage? How can it best be integrated into the curriculum? To make room, which existing topics may need to be de-emphasized or even dropped (very often an unpopular, difficult subject)? What knowledge

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright  2004, American Society for Engineering Education

Grigg, N. S., & Fontane, D. G., & Criswell, M., & Siller, T. (2004, June), It As Information Technology In Ce And Instructional Technology In Education Paper presented at 2004 Annual Conference, Salt Lake City, Utah.

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