PAK Analysis Results for Building Architectural Engineering Licensure Exam

A primary step in developing the new NCEES licensure examination for Building Architectural Engineering (BAE) was recently completed by the Buros Center for Testing and the AEI Examination Development Subcommittee of the Professional Issues Committee. Discussion is presented herein on the development process and the results of the Professional Activities and Knowledge (PAK) analysis survey. Results of the assessment are presented for each of the specialty areas of architectural engineering as well as the demographic characteristics of the 239 survey respondents. Mean importance ratings and standard deviations of the knowledge and tasks evaluated in the PAK analysis are tabulated and ranked. Discussion is also given regarding the NCEES requirement that the BAE licensure exam follow the single-exam, multiple-choice format.     

Architectural Engineering Curriculum at Missouri University of Science and Technology

Missouri University of Science and Technology (formerly, the University of Missouri-Rolla) began a Bachelor of Science degree program in architectural engineering in the fall of 2002. The 4-year academic program’s curriculum at Missouri S&T requires the students to complete 128 semester credit hours during a period of eight semesters, with options for technical electives in one of four focus areas: structural engineering, construction engineering and project management, environmental systems for buildings, and construction materials. This paper presents the architectural engineering curriculum at Missouri S&T. It discusses the objectives of the curriculum, the constraints upon its structure, along with challenges that faced the establishment of an architectural engineering program.     

A Five-Year Master of Environmental Engineering Curriculum

The master's degree is essentially the entry-level degree for those wanting to practice environmental engineering. Although the BS∕MSCE (environmental emphasis) path produces graduates in high demand by employers, certain parts of the environmental engineering discipline demand graduates with a more specialized degree program. In response to the need for a specialized, or “professional,” degree program, Texas Tech offers an alternative to the traditional path to becoming an environmental engineer: the Master of Environmental Engineering (MEnvE) degree. The courses in the curriculum (EnvE course numbers) are taught by either civil or chemical engineering faculty. The MEnvE degree is a five-year “freshman-to-master's degree” program. The BS∕MSCE (environmental emphasis) degree program and the MEnvE program essentially require the same number of credit hours and many of the same courses. One principal difference between the two programs is that the BS∕MSCE path provides graduates with a broader civil engineering or chemical engineering background while the MEnvE program provides graduates with more concentrated preparation in biology, chemistry, chemical engineering, and environmental engineering. A second principal difference is that MEnvE graduates are focused on environmental engineering design. Thus, the MEnvE degree program is referred to as a professional degree program since graduates from the program typically enter professional practice rather than continue for a PhD degree.     

Combined BS and MS Degree Program in Architectural Engineering

This paper describes the implementation of a combined bachelor of science and master of science degree program in architectural engineering at Kansas State University (KSU). The BS degree in architectural engineering at KSU is a five-year, 162-credit program. Students accepted into the combined BS∕MS program have the potential to reduce their undergraduate program by 15 complementary and free electives and then complete a 30-credit MS program. Availability of the program has contributed to a significant increase in the number and quality of graduate students with the potential to make a significant contribution in the building industry.     

Professional Program Criteria for Civil Engineering Curriculums

The Accreditation Board for Engineering and Technology (ABET) has adopted a revised set of accreditation criteria that is designed to ensure that graduates of accredited programs are prepared to enter the practice of engineering. The proposal also specifies that engineering programs must demonstrate that their graduates have an understanding of professional practice issues in addition to proficiency in specific subject areas that are tabulated in the civil engineering program criteria. The findings of this study indicate that engineering undergraduate and graduate students as well as practitioners perceive that four subject areas are of great importance for civil engineers. They include structural engineering, hydraulics∕hydrology∕water resources, engineering design, and mathematics through calculus and differential equations. In contrast, one area, chemistry, received lower ratings. The data suggest that the majority of subjects included in the civil engineering program criteria are considered by students and practitioners to have generally the same level of importance and should be included in the curriculum at an above average level. In particular, 81% of the subject areas included in the ABET civil engineering program criteria are rated by both students and practitioners with a composite score ≥3.1. This may be interpreted as strong support for the Engineering Criteria 2000 program requirements.     

Integrated Civil Engineering Curriculum: Five-Year Review

An integrated curriculum, which draws material from different areas to teach students about design and problem-solving, offers civil engineering educators an option for accommodating new topics without increasing the number of courses. Freshman engineering and the senior capstone course are two examples of integrated courses, and the writers present a 5-year perspective on an approach that extends the concept of integration to six additional courses, comprised of an 8-course, integrated civil engineering core curriculum. Drawing on their combined experiences with the courses and assessment in a review by the Accreditation Board for Engineering and Technology, the writers conclude that the curriculum offers a useful vehicle by which to add material to the 4-year program without increasing the number of credit hours, and offers flexible courses to meet goals of professional groups. The paper describes lessons learned, challenges that remain, and current approaches to improvement.     

Group Dynamics in Projects: Don't Forget the Social Aspects

As faculty members, we have the opportunity to serve as references for our students. One of the questions potential employers invariably ask is, “How well does the student work with others?” The practicing engineer must have the knowledge required to function as a member of a team, combining each individual's expertise with the skills of others on the team. Numerous organizations, most notably the National Science Foundation (NSF) and the Accreditation Board for Engineering and Technology (ABET), have put an emphasis on the need to prepare engineers to work in such an environment. To address this need, we have instituted a series of projects, joining graduate industrial and systems engineers and undergraduate civil engineers, focusing on statistical applications in civil engineering. The courses chosen to pilot this program allow us to explore the hierarchical issues in project management and give us a multidisciplinary setting for potential projects. This paper discusses the issues of teamwork, leadership, and the difficulties of simultaneously creating a group identity and producing a quality product.     

Architectural Engineering Curriculum at Illinois Institute of Technology

Illinois Institute of Technology started a bachelor of science degree program in architectural engineering in the fall of 1995. The program's curriculum requires the students to take 136 semester credit hours during a period of eight semesters, with the option for specialization in one of the three main areas of architectural engineering. To share the experience worldwide with schools that intend to offer similar bachelor degrees, this paper presents the architectural engineering curriculum at Illinois Institute of Technology. It discusses the objectives of the curriculum, the constraints upon its structure, as well as the challenges that face the establishment of an architectural engineering program.     

The Pavement Enterprise at Michigan Technological University

A project-based student Enterprise program was established at Michigan Technological University as part of an effort, funded by the National Science Foundation, related to reform of engineering education. The Enterprise program represents a separate degree track available in all departments of the College of Engineering. The Pavement Design, Construction, and Materials (Pavement) Enterprise was established in the Department of Civil and Environmental Engineering in conjunction with the Thompson Scholars program. The Thompson Scholars program is an asphalt-paving-industry-supported scholarship program. The Pavement Enterprise is composed of a team of students that work in a businesslike setting on projects related to the asphalt paving industry. In addition to their project activities, students are required to participate in paid summer internships in associated industries and organizations. An Advisory Board composed of industry and government leaders meets three times a year to provide advice, guidance, and feedback to the students and associated faculty. The team project activities of the Pavement Enterprise prepares graduates for careers in the pavement engineering field with knowledge and skills well beyond their peers in the traditional civil engineering curriculum. These team projects incorporate “active learning” techniques into the program. The performance of the Pavement Enterprise is demonstrated using student attrition as well as a peer review. Lessons learned in the operation of the program are presented for those institutions considering a similar program.     

Use of Tangible and Augmented Reality Models in Engineering Graphics Courses

Engineering graphics courses are typically a requirement for engineering students around the world. Besides understanding and depicting graphic representation of engineering objects, the goal of these courses is to provide students with an understanding of the relationship between three-dimensional (3D) objects and their projections. However, in the classroom, where time is limited, it is very difficult to explain 3D geometry using only drawings on paper or at the blackboard. The research presented herein aims to develop two teaching aids; a tangible model and an augmented reality (AR) model, to help students better understand the relationship between 3D objects and their projections. Tangible models refer to the physical objects which are comprised of a set of differently shaped pieces. The tangible model we developed includes eight wooden blocks that include all the main geometrical features with respect to their 3D projections. The AR models are the virtual models which can superimpose 3D graphics of typical geometries on real-time video and dynamically vary view perspective in real-time to be seen as real objects. The AR model was developed using the ARToolKitPlus library and includes all the geometrical features generally taught in engineering graphics courses or technical drawing courses. To verify the effectiveness and applicability of the models we developed, we conducted a user test on 35 engineering-major students. The statistical results indicated that the tangible model significantly increased the learning performance of students in their abilities to transfer 3D objects onto two-dimensional (2D) projections. Students also demonstrated higher engagement with the AR model during the learning process. Compared to using the screen-based orthogonal and pictorial images, the tangible model and augmented reality model were evaluated to be more effective teaching aids for engineering graphics courses.     

Enhancing Civil Engineering Education and ABET Criteria through Practical Experience

The Accreditation Board for Engineering and Technology (ABET) has adopted a revised set of criteria for accrediting engineering programs. Nevertheless, as in the past, civil engineering departments will be required to demonstrate proficiency in specific subject areas which are included in the ABET program criteria. This paper investigates how civil engineering students at Lamar University improved their understanding of various subject areas required by ABET and listed in the Program Criteria for Civil and Similarly Named Engineering Programs and the General Criteria (professional component) by being involved with cooperative, part-time, and summer work experiences. In particular, the findings suggest that both undergraduate and graduate students believe that three areas have been greatly enhanced with engineering work. They include structural engineering, project management/scheduling and estimating, and teamwork. In addition, undergraduates perceive that their understanding of health and safety issues and ethical considerations has also increased. In contrast, graduate students believe that their knowledge of hydraulics, hydrology, and water resources, constructability, and economic factors has been enhanced by civil engineering work experiences.     

Teaching of Hydraulic Design at University of Newcastle upon Tyne

At the University of Newcastle, Hydraulic Engineering Design is part of the fourth (final) year curriculum of the (undergraduate) MEng course and of the 1-year (postgraduate) MSc course. The prerequisites are a good foundation in basic civil engineering subjects and a working knowledge of hydrology, hydraulic structures, and advanced hydraulics as covered in the previous 3 years of the undergraduate BSc course. Hydraulic Engineering Design is taught as a subject in its own right in two modules with 36 h contact each and 64 h private study requirement each. Module A is oriented toward computer-aided design. Module B has three major components: advanced topics in dam and reservoir hydraulics, hydraulic design of highway and irrigation structures, and structural design aspects of hydraulic structures. The structure of the course is continuously updated and further details together with one example of set coursework from each module are included in the paper. The aim of the course is to provide an understanding of and ability in design; the lecturers involved in the teaching of the modules should preferably have experience in hydraulic engineering design. The emphasis in teaching, apart from explanations of the factual background to the various topics, is on the demonstration of alternative solutions to the design problems, bearing in mind environmental, economic, and sociological aspect. It is important that students, in dealing with their open-ended assignments, show the ability of independent thinking. Hydraulic problems are part of integrated civil engineering design assignments in the Newcastle undergraduate BEng course (e.g., drainage and water supply), but the Hydraulic Engineering Design course discussed in this paper is needed for a deeper understanding of various problems and for a mature design philosophy in a specialized area of civil engineering. Civil engineering courses at U.K. universities are (in addition to teaching and research assessments) subjected to a rigorous professional assessment by the Institution of Civil Engineers, as their degree qualifications are a basic part of the requirements for the status of a chartered engineer. The design courses are a vital component in the institution assessment procedure.     

2022年度矿业与冶金工程学科国家自然科学基金管理工作综述

总结了2022年度国家自然科学基金委员会工程与材料科学部矿业与冶金工程学科科学基金项目的申请、评审和资助情况,主要分石油工程、矿业工程、安全科学与工程和冶金与材料加工工程4大领域进行分析;同时介绍了科学基金项目的结题审查和中期检查情况,并对学科下一步的工作进行了展望.     

Engineering Experience and Competitions Implement ABET Criteria

The Accreditation Board for Engineering and Technology (ABET) has adopted a revised set of criteria for accrediting engineering programs. Nevertheless, as in the past, civil engineering departments will be required to demonstrate proficiency in specific subject areas which are included in the ABET program criteria. This paper investigates, according to civil engineering students, the level at which their understanding of various subjects required by ABET and listed in the Program Criteria for Civil and Similarly Named Engineering Programs and the General Criteria (Professional Component) has been enhanced by being involved with projects associated with the steel bridge and concrete canoe competitions. The results are also compared with students who have practical civil engineering experience. In particular, the findings suggest that students who are directly involved with project work believe that four areas have been greatly enhanced. They include: structural engineering, project management/scheduling and estimating, constructability, and teamwork. Understanding of engineering codes and standards, health and safety issues, materials engineering, and ethical considerations are also perceived to be enhanced. Furthermore, the results complement documentation from the American Institute of Steel Construction including comments from students participating in the steel bridge competition.     

Development of Undergraduate Students’ Professional Skills

The development of engineering students’ professional skills has gained considerable national attention from Accreditation Board for Engineering and Technology, the National Academy of Engineering, ASCE, and other constituents. There is little debate that these professional skills are necessary. Engineering programs have tried many approaches to develop these skills in the undergraduate programs. Colorado State University (CSU) has developed a new approach modeled on the type of professional development that occurs in the professional environment. This new Professional Learning Institute (PLI) provides students with a broad array of workshops, presentations, and experiential opportunities addressing the areas of cross cultural communication and teamwork, innovation, leadership, ethics, and public service. This program introduces students to the concept of professional development through required extracurricular activities, includes minimum requirements along with requirements to earn certificates in specialty areas for motivated students. The majority of offerings in the PLI are presented by leaders from the engineering profession who have teamed with CSU to provide high quality programs for our students.     

Failure Analysis Case Study Information Disseminator

Since 1989, the American Society of Civil Engineers Technical Council on Forensic Engineering has conducted two surveys to gauge the need for teaching failure analysis topics in the civil engineering curriculum. Although the surveys addressed different topics, the limited availability of instructional materials in failure analysis was a recurring theme. The purpose of this paper is to respond to each of the questionnaires by reporting on the ongoing development of a preliminary Internet web site whereby consultants can contribute failure case studies. These case studies will then be readily available for professors and instructors to use in stand-alone failure analysis courses. The case studies can also be used as supplemental material and can be integrated into existing general civil engineering curriculum courses as well.     

Industrially Sponsored Senior Capstone Experience: Program Implementation and Assessment

The Accreditation Board for Engineering and Technology (ABET) 2000 requires that students participate in a major design experience prior to graduation. A well-planned senior design capstone program will satisfy this criterion while meeting the Criterion 3 (a–k) program outcomes. Seattle University has an industrially sponsored, year-long, senior design program that has been in existence for the past 20 years. In addition to applying the knowledge of mathematics, science, and engineering to solve a real-life engineering problem, students develop the soft skills such as project management, leadership, team work, written and oral communication, and professional networking which are important for a successful career. This paper describes the program within the Civil and Environmental Engineering department, lists the various tools used to assess the program outcomes, and includes assessment of the program by sponsoring agencies, alumni, and reflection by faculty.     

The Master Builder Program: An Integrative, Practice-Oriented Program

The Master Builder Program is a practice-oriented master of engineering degree program that has been developed and implemented by the faculty in the Civil and Environmental Engineering Department at the Worcester Polytechnic Institute. The central theme of the Master Builder Program is building process integration, which is a systems or integrated approach to the planning, design, construction, and management of constructed facilities. Building process integration was chosen as a strategic plan to focus on one segment of the building industry, to provide a unique educational product, to exhibit the strengths of Worcester Polytechnic Institute, and to distinguish the program from practice-oriented graduate degree programs that have been established at competing colleges and universities. The 30-credit-hour curriculum includes two required courses, a capstone project, and electives. Faculty collaboration and industrial participation are critical elements of the program.     

Sustainability Education: Approaches for Incorporating Sustainability into the Undergraduate Curriculum

The objectives of this study were to describe two approaches to incorporating sustainability into the undergraduate engineering curricula and to list a variety of existing course resources that can easily be adopted or adapted by science and engineering faculty for this purpose. The two approaches described are (1)?redesigning existing courses through development of new curricular materials that still meet the objectives of the original course and (2)?developing upper division elective courses that address specific topics related to sustainability, such as manufacturing or life-cycle assessment, in depth. Case studies of three courses—Green Industrial Organic Chemistry, Environmentally Conscious Design and Manufacturing (Kettering University), and Sustainable Engineering (University of Oklahoma)—are presented. Assessment results from Green Industrial Organic Chemistry indicate that alternative curricular materials incorporating green chemistry can be used to meet the learning objectives of more traditional courses in organic chemistry, which are already required for many engineering majors. Environmentally Conscious Design and Manufacturing assessment data indicate that students increased their knowledge and application of industrial ecology topics as a result of taking the course. Preliminary assessment data from Sustainable Engineering indicate that students applied concepts of global resource reserves, sustainable growth and development, design for environment, and life-cycle assessment in their course work or employment approximately 1?year after finishing the course.     

What Do Students Need in Hydraulic Design Projects?

As engineering curriculums strive to meet Accreditation Board for Engineering and Technology 2000 design criteria as well as the demands of prospective employers, educators must often develop and incorporate design projects into courses. Unfortunately, in the fluid mechanics∕hydraulics disciplines, textbooks do not often provide sufficient design examples, leaving professors with little resources in this area. This paper presents hydraulic engineering design projects for use in the undergraduate classroom that mirror consulting practice. In addition to the presentation of the projects, the paper discusses enhancements to the design-oriented learning experience in the areas of written communication, computer competency, and synthesis and application of hydraulic engineering concepts.