June 15, 2019
June 15, 2019
June 19, 2019
An integrated student outcome thread focused on development of civil engineering design skills was adopted and mapped across a series of 16 departmental courses extending from Freshman through Senior year in a Bachelor’s of Science curriculum. The design outcome thread encompasses instructional material from courses in 1) Introduction to Civil and Environmental Engineering, 2) Dynamics, 3) Geomatics Lab, 4) Highway Engineering, 5) Mechanics of Materials, 6) Hydrology and Hydraulics, 7) Asphalt and Concrete Laboratory, 8) Measurements, Analysis and Modeling of Civil Engineering Systems, 9) Reinforced Concrete Design, 10) Geotechnical Engineering Lab, 11) Steel Design, 12) Water and Wastewater Systems, 13) Geotechnical Engineering II, 14) Fluid Mechanics Laboratory, 15,16) two-course sequence in Civil Engineering Capstone Design. An instrument to measure design self-efficacy was administered through a questionnaire that asks student to rate their degree of confidence across a series of design-oriented capabilities. The instrument was used across all four student classes to provide insight into student perceptions and belief in their capabilities to succeed in meeting the challenges of performing specific civil engineering design tasks. Results from analysis of this comparative data was used to guide faculty in assessing student learning outcomes, understanding student readiness, and identifying improvements for systematic implementation within the curriculum to enhance the learning environment and student preparation for successful careers in the civil engineering profession.
Watson, M. K., & Davis, W. J., & Mays, T. W., & Welch, R. W., & Ryan, J. C. (2019, June), Measuring Undergraduate Student Design Self-Efficacy within an Undergraduate Civil Engineering Curriculum Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33097
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