Innovation in Construction Engineering Education Using Two Applications of Internet-Based Information Technology to Provide Real-Time Project Observations

Improvements in construction engineering education result when innovative information technologies are incorporated into academic curricula. Through the use of internet-based communication technologies, no longer must students physically travel to a construction project site to observe and hear construction operations. This paper discusses two applications of internet-based, audio and video technologies currently being piloted at Iowa State University (ISU) and at the University of Calgary (UC) for the purpose of bringing live construction projects into the university classroom. Virtual Project Tours have been piloted at Iowa State University in which real-time video and audio are delivered from active construction projects to a remote classroom through the internet. The second application discussed in this paper, Virtual Supervision, is being piloted at the University of Calgary and consists of the monitoring and analysis of construction projects by using imagery gathered by web-enabled, digital cameras of fixed location transmitting video through the internet. This paper also presents a vision of a globally networked organization of engineering and construction education institutions each sharing the unique engineering and building techniques of their respective part of the globe with design and construction students located around the world. This exchange of construction project observations among the institutions will be enabled by the internet-based applications of virtual project tours and virtual supervision systems described in this paper.     

Use of Outdoor Living Spaces and Fink’s Taxonomy of Significant Learning in Sustainability Engineering Education

Previous sustainability engineering education studies have suggested the importance of problem-based learning, project-based learning, team-based learning, and interdisciplinary learning. Place-based learning, interacting with outdoors, and building sustainable communities are also important aspects of sustainability education, yet relatively little has been published on how to use these pedagogical approaches in engineering education. The goal of this paper was to illustrate the implementation of all these pedagogical approaches in a graduate-level sustainability engineering education class. Fink’s taxonomy of significant learning and the University of Toledo’s Outdoor Classroom Garden provided the framework for this implementation. Throughout the semester, sustainability engineering students worked toward an engineering solution for how to water the University of Toledo’s outdoor classroom garden. They also estimated the life-cycle cost and environmental impacts of their proposed solutions. The garden project and the design of the course provided many different learning opportunities that might be absent in a traditional civil engineering class.     

Survey of the National Civil Engineering Curriculum

This paper presents the results of a comprehensive survey of over 40% of the nation’s undergraduate civil engineering programs. This analysis is based on uniform data collected for accreditation and is principally concerned with three major groups of courses: (1) math and science, (2) general education, and (3) engineering topics. The analysis reveals what is currently being taught in our nation’s civil engineering undergraduate programs, what is not being taught, and the implications for future professional practice. The paper discusses how the average national curriculum has changed historically, how well the curriculum satisfies Accreditation Board for Engineering and Technology criteria, and what the current distribution of courses and topics says about the priorities of civil engineering education. Overall, the curriculum was found to be highly specialized in terms of technical subjects but lacking in focus regarding the liberal arts, professional skills, and systems thinking.     

Graphical Communication Using Hand-Drawn Sketches in Civil Engineering

Hand-drawn sketches are still an important tool used by civil engineers to graphically communicate technical information. New engineers often have inadequate experience preparing sketches by hand to effectively communicate information graphically. As a result of using computer aided drafting and digital cameras in both engineering education and professional practice, hand-sketching skills are being overlooked. Practicing engineers from an earlier generation generally appreciate the importance of being able to quickly prepare sketches to communicate a concept to a client or to quickly gather and transmit information from field observations. With limited experience in hand sketching, current students may not see the benefits of such skills. To increase student graphical communication skills and develop an appreciation for hand sketching, opportunities to develop and practice hand-sketching skills can be incorporated within the undergraduate curriculum. Examples of hand-sketching exercises intended to help improve students’ graphical communication skills are presented.     

Introducing Students to Professional Practice in Civil Engineering

This paper describes a module that was introduced into a civil engineering degree program with the help of professional engineers. The aim was to develop a bridge between the world of learning and professional practice by putting students in the role of consulting engineers working with industry to produce a feasible solution to a real inquiry from a client. The module is placed in context by comparing the goals of accredited civil engineering programs in the United Kingdom and America, by describing how it is linked to the degree program and by explaining the matrix developed to identify the skills the students needed to demonstrate their ability to practice as professional engineers. Details of the module are given with examples of student work and feedback.     

Applications and Issues of GIS as Tool for Civil Engineering Modeling

A tool that has proliferated within civil engineering in recent years is geographic information systems (GIS). The goal of a tool is to supplement ability and knowledge that already exists, not to serve as a replacement for that which is lacking. To secure the benefits and avoid misuse of a burgeoning tool, engineers must understand the limitations, alternatives, and context of the tool. The common benefits of using GIS as a supplement to engineering modeling are summarized. Several brief case studies of GIS modeling applications are taken from popular civil engineering literature to demonstrate the wide use and varied implementation of GIS across the discipline. Drawing from the case studies, limitations regarding traditional GIS data models and the implementation of civil engineering models within current GIS are identified and countered by discussing the direction of the next generation of GIS. The paper concludes by highlighting the potential for the misuse of GIS in the context of engineering modeling and suggests that this potential can be reduced through education and awareness. The goal of this paper is to promote awareness of the issues related to GIS-based modeling and to assist in the formulation of questions regarding the application of current GIS. The technology has experienced much publicity of late, with many engineers being perhaps too excited about the usefulness of current GIS. An undoubtedly beneficial side effect of this, however, is that engineers are becoming more aware of GIS and, hopefully, the associated subtleties. Civil engineers must stay informed of GIS issues and progress, but more importantly, civil engineers must inform the GIS community to direct the technology development optimally.     

Crisis of Civil Engineering Education in Information Technology Age: Analysis and Prospects

The brightest students entering postsecondary education are often attracted by routes other than engineering that are perceived more likely to yield careers of higher prestige and greater returns. For civil engineering in particular, this is further compounded by the fact that the field is not traditionally viewed as a high-tech discipline. Thus, student quality, enrollment, and research funding in civil engineering programs have been declining across North America. The conservative construction industry is part of the problem; adjustments of this aging cartel to the new economy are still at the embryonic level. Civil engineering educators are facing the question, How do we change the “hard hat down in the ditch” image of civil engineering in the minds of the new information technology generation? This paper presents an analysis of possible causes of this problem and a vision for potential future solutions.     

Another Look at the L'Ambiance Plaza Collapse

The collapse of the L'Ambiance Plaza building, under construction in Bridgeport, Conn., in 1987, killed 28 construction workers. A number of concurrent investigations were undertaken to attempt to determine the cause. At least six separate theories were developed. However, a prompt legal settlement kept these investigations from being completed. This paper reviews the collapse and discusses the competing theories. The failure focused controversy on the safety of the lift-slab construction method. Because there is a need in civil engineering education for case studies to illustrate ethical and professional issues as well as technical principles, this paper also addresses these aspects. Ways for civil engineering educators to use this case study to address these issues also are discussed.     

Forensics and Case Studies in Civil Engineering Education: State of the Art

This paper reviews the state of the art in the use of forensic engineering and failure case studies in civil engineering education. The study of engineering failures can offer students valuable insights into associated technical, ethical, and professional issues. Lessons learned from failures have substantially affected civil engineering practice. For the student, study of these cases can help place design and analysis procedures into historical context and reinforce the necessity of lifelong learning. Three approaches for bringing forensics and failure case studies into the civil engineering curriculum are discussed in this paper. These are stand-alone forensic engineering or failure case study courses, capstone design projects, and integration of case studies into the curriculum. Some of the cases have been developed and used in courses at the United States Military Academy and the Univ. of Alabama at Birmingham, as well as at other institutions. Finally, the writers have tried to assemble many of the known sources of material, including books, technical papers, and magazine articles, videos, Web sites, prepared PowerPoint presentations, and television programs.     

Information Technology in Civil Engineering Curriculum

The fast-moving world of information technology confronts the civil engineer with constant change. This creates challenges for educators and students because rapid change requires curricula to be flexible and educators to gain competency and access to new equipment and software. Whereas a decade ago, civil engineering educators debated how to teach “programming,” the picture is now much more complex. The paper reports on how information technologies are changing the practice of civil engineering and offers a new framework for integrating next-generation information technology into the civil engineering curriculum at the department level.     

Impact of Nanotechnology on Future Civil Engineering Practice and Its Reflection in Current Civil Engineering Education

Current civil engineering education should address the need to provide a broad vision, develop the higher-order skills of future civil engineers, enable them to adopt emerging technologies, and formulate innovative solutions to complex problems. This paper introduces relevant nanotechnology developments to convey the new vision and inspire creativity in civil engineering. It also presents a pedagogical framework for integrating nanotechnology education into a civil engineering curriculum and cultivating self-regulated learning and creativity skills for civil engineering students. The pedagogical framework includes the introduction of nanotechnology innovations and other relevant innovative technologies, and explicit instructions on cognitive strategies for facilitating and inspiring self-regulated learning and creativity. It is implemented with problem/project-based learning for a cocurricular project that requires self-regulated learning and creativity. This pedagogical framework provides a model for integrating emerging technology education and higher-order skill development into existing engineering curriculum. The outcomes from the implementation of the pedagogical framework are presented, and their further improvements are discussed.     

Some Ethical Dimensions of Additional Education for the 21st Century

In October of 1998, the ASCE Board of Direction adopted Policy Statement 465 supporting the concept of the master’s degree or equivalent as a prerequisite for licensure and practice of civil engineering at the professional level. Citing globalization, an intricate and complex infrastructure, and new engineering and information technologies, in October of 2001, the board unanimously voted to move forward with a revised Policy Statement 465, entitled “Academic Prerequisites for Licensure and Professional Practice.” This paper examines the ethical dimensions surrounding the call for additional education. To this end, the ASCE Code of Ethics will be discussed as a living document that governs the practice of safe, effective, and professional civil engineering, and will be brought to bear on the issues surrounding the implementation of ASCE Policy Statement 465.     

Real-World Projects Reinforce Fundamentals in the Classroom

In academia, achieving a balance between teaching fundamental principles and the application of those principles continues to be a challenge. One of the purposes of education is to teach fundamental principles and the thought process. Graduating engineers, however, also need experience and competence in real-world engineering problems. All engineering courses should be based on fundamental principles, but some courses should also demonstrate how to apply engineering concepts to practical engineering problems. This paper is directed primarily at courses that are more applied in nature. One of the factors complicating the implementation of applied courses is the lack of practical engineering by some faculty. If the faculty member goes from graduate student to assistant professor without experience in the profession, it may be difficult for the faculty member to generate meaningful classroom examples. Quality, real-world design problems can often be gleaned from research projects, consulting projects, or supplied by engineering firms. Another challenge is finding appropriate textbooks that address practical problems encountered in real-world engineering. Engineering students should be exposed to projects that require a meaningful analysis, allowing the students to exhibit creativity in their design and analysis without getting bogged down with too many details. The problems should be closely coordinated with the course material so the student has the proper background information. This paper discusses one such project used by the authors in teaching hydraulic design at a senior∕graduate student level and some general suggestions for developing design projects.     

Research in Visualization Techniques for Field Construction

Field construction can be planned, monitored, and controlled at two distinct levels: (1)?the activity or schedule level; and (2)?the operation or process level. Graphical three-dimensional (3D) visualization can serve as an effective communication method at both levels. Many research efforts in visualizing construction are rooted in scheduling. They typically involve linking activity-based construction schedules and 3D computer-aided design (CAD) models of facilities to describe discretely evolving construction product visualizations (often referred to as four-dimensional CAD). The focus is on communicating what components are built where and when, with the intention of studying the optimal activity sequence, spatial, and temporal interferences. The construction processes or operations actually involved in building the components are usually implied. A second approach in visualizing construction is rooted in discrete-event simulation that, in addition to visualizing evolving construction products, also concerns the visualization of the operations and processes that are performed in building them. In addition to what is built where and when, the approach communicates who builds it and how by depicting the interaction between involved machines, resources, and materials. This paper introduces the two approaches and describes the differences in concept, form, and content between activity level and operations level construction visualization. An example of a structural steel framing operation is presented to elucidate the comparison. This work was originally published in the proceedings of the 2002 IEEE Winter Simulation Conference. This paper expands on the original work by describing recent advances in both activity and operations level construction visualization.     

Training Faculty to Teach Civil Engineering

Adoption of ASCE’s Policy Statement 465 and subsequent discussion of the what, how, and who of teaching the body of knowledge (BOK) that will be required for professional civil engineering practice has heightened the need for continued improvement in civil engineering education. ASCE has explicitly said the role of educators and practitioners in teaching the body of knowledge is critical and has listed faculty-related success factors for teaching the BOK. A key success factor is statement 465’s call for faculty and practitioners to properly prepare to “effectively engage students in the learning process.” This paper considers this challenge and discusses an instructor training program that effectively prepares faculty and practitioners to actively engage students in the learning process as envisioned by Policy Statement 465. We will show quantifiable evidence of the positive results gained by using this instructor training program through student and instructor feedback. Additionally, alternative shorter courses based on this program of preparation are highlighted that may be attended by the faculty of multiple engineering programs and by practitioners.     

Benchmarking the World Wide Web in Student Collaboration

The introduction of new communication technologies such as the World Wide Web is creating unique opportunities for civil engineering educators to develop new classroom collaboration methods, where student teams can interact remotely in a virtual team environment. Whereas traditional project collaboration requires regularly scheduled face-to-face meetings, technologies such as the Web are introducing concepts such as asynchronous collaboration, remote videoconferencing, and centralized information centers. These remote forms of collaboration introduce a unique set of questions and issues into the civil engineering domain such as the efficiency of the technology and the appropriateness of the technology. This paper introduces one approach to examining these issues through the use of benchmarks developed specifically for analyzing remote collaboration within Web-based teams. This paper introduces and summarizes results from the first 4 years of a benchmarking study focusing on Web-based collaboration technologies within the civil engineering classroom.     

Construction Engineering and Management Undergraduate Education

Construction education is not new. It was a part of the practical aspects of many early civil engineering degree programs. As early as the 1920's, specializations in construction engineering were found in a few civil engineering programs, paralleling structural engineering and other areas. However, the gradual need for more specialization than could normally be integrated in the civil engineering degree eventually led to the formation of some construction specialty degree undergraduate programs, particularly after World War II. This paper documents the historical evolution of construction education, promotes construction as a stand-alone professional engineering discipline, provides information for schools that are interested in starting an undergraduate construction engineering and management (CEM) degree program, and discusses the engineering accreditation aspects of the CEM curriculum and the role of the construction industry in the CEM curriculum development.     

Education for Sustainability: Experiences from Greece

Increasing awareness of sustainability has affected civil engineering education, making it more complex and demonstrating the connections to economic, social, and technological problems. Environmental consciousness in the Organization for Economic Cooperation and Development countries is growing, but in Greece the subject still tends to remain a marginalized and compartmentalized corner of educational systems. Environmental education means more than transmitting knowledge about the environment; it is also about educating for sustainable development. One of the main issues involved is changing people’s attitudes, values, behavior, and consumption patterns. University education in Greece aims to educate engineers so that besides acquiring theoretical knowledge they also learn to show personal responsibility and are motivated to act sustainably. Educating for sustainable development also entails the development of critical capacities and the necessary skills to be able to identify and formulate problems. This paper outlines the way in which a multidisciplinary approach to teaching sustainability has been embodied in the Civil Engineering Department at the University of Thessaly, Greece. More specifically, it describes a course to develop a comprehensive information technology-based learning resource comprising a set of multidisciplinary case studies and support material in order to aid engineering students in understanding the sustainability concepts and how solutions can be developed.     

Problem-Based Learning in Structural Engineering Education

Structural engineering education has been based historically on specialization within the framework of a four-year undergraduate degree in civil engineering. Many practitioners, however, are concerned that modern civil engineering curricula are not meeting the needs of the structural engineering profession. The purpose of this paper is to contribute to the conversation about undergraduate education and the increased technical skills requested by the structural engineering profession. Problem-based learning is presented as a strategy for expanding the civil engineering curriculum to include concentrated study and a problem-solving experience, as well as engaging students in the process of learning how to learn. The paper reports on our experience in incorporating problem-based learning within a senior-year project. The conclusions discuss the challenges of extending this learning format to additional students.     

The Civil Engineering Resource Library

The delivery of civil engineering projects requires civil engineers to address a broad spectrum of issues generated by both project participants and regulatory agencies. Providing tools that assist team members in addressing these issues through the use of information and knowledge from previous projects may reduce project errors by creating informed decision makers. Recent advances in communications and computer technologies provide the opportunity to enhance professional and student access to these resources. The Civil Engineering Resource Library research effort explores this opportunity by combining an introduction to civil engineering processes with emerging web-based technologies for an electronic classroom supplement. The electronic library uses case studies to provide students with illustrations of emerging civil engineering practices and regulatory compliance strategies.