Preparedness of Engineering Freshman to Inquiry-Based Learning

Educational experts, past and present, urge engineering colleges nationwide to transform their pedagogical paradigm from a predominantly lecture- to an inquiry-based teaching approach. Written comments by two seniors, deploring having to read and write in a required course of an ABET accredited program, highlight a common expectation of today’s students. Presented are the disturbing results of a survey that assessed the level of learning skills exhibited by 1,020 engineering freshmen. Time management not only surfaced as needing drastic remediation but it also correlated with the level of students’ motivation to succeed in college. Problems with poor time management were listed by 25% of the freshman cohort at the end of the first semester. From monitoring the submittals of online homework it was learned that timeliness corresponded with the final grade achieved in a course. The work presented in this paper indicates that universities need not only to address the students’ learning preferences but also equip them with the skills necessary to engage actively in the knowledge-building process, a necessary sea-change in engineering education.     

Undergraduate Summer Research in Structural Engineering

For the last seven years, a summer Research Experiences for Undergraduates site in structural engineering, funded by the National Science Foundation, has operated at the University of Alabama at Birmingham. During this time, 33 students from 22 colleges and universities have participated in the site. Participants are recruited nationally and have come from as far away as California and Puerto Rico. The program is intended to provide students interested in graduate studies with an introduction to research methods, and to provide students who will not continue their studies past a bachelor of science in civil engineering with a better understanding of how research provides the theoretical foundation of engineering practice. Students work individually with faculty on literature reviews, computer modeling, laboratory testing, and field research. Three students have researched structural failure case studies and the technical and ethical lessons to be learned from them. Participants also have the opportunity to tour construction sites and construction material manufacturers’ and fabricators’ facilities. During the past three years, an ethics seminar series has been added. At the end of the program, students prepare research papers and Web pages documenting their work and present their results to faculty, students, and other participants.     

Project Enhanced Learning: Addressing ABET Outcomes and Linking the Curriculum

This paper discusses the development of project enhanced courses that combine the best of problem-based learning and traditional “topic” focused instruction. This approach addresses the need to ensure that students receive the technical content required while developing critical problem solving skills. This balance between skill development and technical content assurance is a key feature of this approach and a main difference to problem-based learning. It is also different from traditional approaches where a project is simply added to the tasks the students are expected to accomplish, and the impacts on student learning are significantly different. The paper presents a case study of the implementation of the projects into a junior level introductory structural analysis course, including details into the goals of the projects, and the changes made to make room for the projects. Assessment and evaluation of the impact of these projects include an evaluation on how the courses and projects address specific department and accreditation board for engineering and technology learning outcomes. Student perceptions are evaluated immediately at the conclusion of the course and substantially after the conclusion of the course (while in a senior design course), enabling the assessment of knowledge and skill transfer. Performance in this senior design course is also used to assess the impact of these projects by comparing students with: (1) a project enhanced experience; (2) a project added experience; and (3) no project experience in their structural analysis course. Those students with a project enhanced experience perform much better than students in either of the other groups in the follow-on course, and the contrast with a project added experience is particularly striking. The process of balancing the outcomes for this course with the needs of follow-on courses, and the tradeoffs that are needed to accomplish both could be applied to any junior level engineering course.     

Integrating Management Breadth in Civil Engineering Education

At the beginning of the 21st century, there is a wider awareness that the civil engineering industry has become a global industry. The rapid increase in foreign ownership of firms in the United States along with the globalization of economic markets is reminding professionals that they must be aware of global events before they impact local operating conditions. In response to these developments, university programs must begin to broaden their focus to include subjects that address new economy realities. Specifically, the time to begin exposing students to management topics such as entrepreneurship, financial management, and global economics has arrived. If the civil engineering industry is going to evolve into a new economy business, it will require individuals who are as comfortable with the financial and technological components of the business as they are with design or construction fundamentals.     

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.     

Educating Students via Distance Learning for Civil Engineering Design

Two structural engineering courses were taught using distance-learning technology. One course was a graduate level, steel design course and the other was an undergraduate, elective, timber design course. Two-way live video and audio connections linked classrooms at San Jose State University and San Francisco State University. The interaction between student and teacher is discussed. These courses were the first time the California State University system offered students academic credit at either of two universities for a course taught via distance education from a single location. The challenges of teaching engineering design concepts via distance learning are discussed. Assessment of the teaching method was performed using student surveys and review of student grades. The assessment survey revealed that the students’ overall impression was positive. Grades received by the students at the Remote Site were lower than those at the Home Site, but this discrepancy may not have been a result of the distance-learning environment.     

Hands-On Undergraduate Geotechnical Engineering Modules in the Context of Effective Learning Pedagogies, ABET Outcomes, and Our Curricular Reform

Hands-on inquiry-based educational modules were designed for two undergraduate geotechnical engineering courses at the University of Vermont. The modules were designed to achieve three objectives: (1) meet the goals of our ongoing civil and environmental engineering curricular reform (e.g., inquiry-based experiential learning and civic engagement through service-learning); (2) reach higher levels of Bloom’s taxonomy in specific topical areas addressed by the modules; and (3) help achieve Accreditation Board for Engineering and Technology (ABET) outcomes for civil and environmental engineering programs. All four modules were conducted within team settings and required students to write formal technical papers or reports followed by presentations. An additional underlying objective was the development of students’ interpersonal and communication skills. The educational modules included: (1) Atterberg limits using Casagrande and fall cone devices; (2) physical, analytical, and numerical modelings of steady-state seepage; (3) validation of undrained slope stability, bearing capacity of shallow foundations, and active and passive lateral earth pressure analytical solutions using centrifuge modeling; and (4) service-learning projects related to foundations, retaining structures, or slope stability for rehabilitation of historic structures. Student reflection and self-assessment activities were conducted. The student self-assessment results and assessments of student work indicated that many of the curricular reform objectives, ABET outcomes, and higher levels of Bloom’s taxonomy could be reached through these modules. Modules similar to these could be effective in other engineering disciplines and subdisciplines.     

Approach for Integrating Professional Practice Issues into Undergraduate Environmental Engineering Design Projects

According to C. L. Dym and P. Little, the complete design process includes identifying a need or problem, recognizing constraints, identifying and developing courses of action, testing potential courses of action, selecting optimum courses of action, preparing the documents required for the design, managing the overall process, communicating the design, construction, and testing. We have addressed these design considerations by linking design projects in our introductory physicochemical treatment processes course (EV401, taken by second-semester juniors) and our senior capstone design course (EV490, taken by second-semester seniors). The process developed and implemented addresses the integration of professional practice into design inexperience. We require our cadet students to communicate with their customers, an illustrator, and tradesmen, three forms of communication that are necessarily quite different from traditional student-professor exchanges. Also, students must design under constraints, this time not because of the closed nature of the project but rather because of “real world” resource constraints: time to complete the project, a limited budget to purchase materials and labor, availability of materials, ease of construction, and balancing competing projects (in other courses). The first attempt at implementing this engineering design learning model occurred during the spring of 2001 in EV401. Herein we assess the design and construction of one of two projects, oriented toward modification of a surface-water treatment plant model. Results suggest that iterative growth can occur and a more complete appreciation of the design process can result.     

Course in Professional Practice Issues

The Accreditation Board for Engineering and Technology (ABET) and practitioners recognize professional practice issues as important in undergraduate civil engineering education. This paper describes a creative approach for incorporating professional practice issues into the civil engineering curriculum through a course entitled “Civil Engineering Practice.” This course has the following advantages: (1) It encourages active learning via activities as opposed to a traditional seminar; (2) forms long-term teaching partnerships with engineering professionals; (3) offers a venue where important yet distinct topics can be presented systematically; (4) provides the local engineering community with the opportunity to share its accomplishments and to further continuing education credits; (5) reinforces the professional practice elements of the capstone design project; and (6) supplies structured time where students can interact with potential employers and vice-versa. The course feedback from students, faculty, engineering professionals, and ABET evaluators has been overwhelmingly positive.     

Using the Computer to Develop a Better Understanding in Teaching Structural Engineering Behavior to Undergraduates

A parallel approach to the traditional method of teaching of Structural Engineering, which is based on the use of the computer, is presented in this paper. In this approach the emphasis has been shifted to developing a better understanding of the behavior of structures for which the computer plays an important role. The authors believe that the introduction of suitable methodologies for the validation of computer results and the utilization of the power of computers to facilitate a better understanding should be essential in teaching engineering students. The reflective use of computers can facilitate achieving this goal. The paper gives examples of the authors’ achievements in encouraging the interactive use of the computer in developing a different way of understanding structural behavior in undergraduate teaching, through a problem based and student centered learning approach. The paper shows how a different approach, using computers to model real world problems, can allow students to widely explore the design space and very quickly acquire a better understanding, which has traditionally been the domain of the experienced engineer. In this paper, examples of the students’ work, which demonstrates this approach is presented. Although examples presented in this paper are based on students’ work, the approach and methodologies highlighted can be equally beneficial to both graduate and experienced engineers and to the construction industry as a whole.     

Student Learning in a Multidisciplinary Sustainable Engineering Course

An existing multidisciplinary course on sustainable engineering in developing societies was expanded to include sustainability issues and challenges faced in the developed world. The new course consisted of independent modules on general background, sustainability concepts and tools, sustainable water and waste systems, sustainable energy systems, sustainable agricultural and food systems, and sustainable building systems. The course included a semester-long project experience conducted in interdisciplinary teams. Projects were sourced from local businesses and institutions or from organizations involved in international development. Course evaluation included an end-of-semester self-assessment by students and an analysis of project reports. Thirteen out of 18 students surveyed (72%) agreed that their ability to consider techno-economic, environmental, and social aspects of sustainability was improved as a result of the course. An improved student understanding of aspects of sustainability and its measures was also evident in student project reports.     

Introducing Smart Structures Technology into Civil Engineering Curriculum: Education Development at Lehigh University

Most of today’s civil engineering students are unaware of the potential use of smart structures technology in the design, construction, and maintenance of civil infrastructure systems. This paper presents recent education development in the area of smart structures technology at Lehigh University. The goal of this education development is to prepare the future engineer of society for this cutting-edge technology, for which they may see broad application in their professional practice. An overview of the smart structures technology in civil engineering applications, from a systems perspective, is first given in the paper. Educational activities incorporating smart structures technology into civil engineering curriculum are next presented in this paper.     

Implementing Sustainable Development through Problem-Based Learning: Pedagogy and Practice

This paper presents an approach for implementing sustainability within a university environment, and for helping students become more effective problem solvers and professionals. In a “Sustainable Urban Development” course, taught by the writer, students develop projects to make their campus and community more sustainable. In the process, students learn how to analyze sustainability, work with decision makers, and put classroom knowledge into practice. Further, through this course’s emphasis on problem-based learning, students acquire critical cognitive skills and professional skills as they tackle complex, interdisciplinary, and real-world problems. Systematic evaluations of the course offer useful lessons. One is how to create synergies. For instance, while students benefited from hands-on experience with sustainability, the university benefited from students’ work. Another is how to demonstrate and quantify benefits from sustainability, which is vital to gaining support. Yet another is how to enable students to learn from both successful and unsuccessful attempts to implement ideas. Courses such as this can create important bridges between theory and application, and between education and professional practice.     

Changing the Status Quo in Environmental Engineering Education in Response to Emerging Markets

The job market and skill needs have been expanding for environmental engineers requiring more interdisciplinary training and global citizenship. The 1970s was a decade of regulatory activities, the 1980s was a decade of major environmental disasters, the 1990s was a decade for global awakening, and the first decade of the 21st century is becoming the decade of concern for increasing global environmental stress. In parallel with the environmental trends, the environmental engineering programs have evolved from strictly water/wastewater focus to interdisciplinary programs with a wide selection of courses such as computer science, meteorology, aquatic biology, and ecology in addition to the classical environmental engineering curriculum. Advancements in science and technology, changing demographics, new delivery structures, changes in educational programs and policies, new regulatory requirements, increased global interactions, and recent large scale events with significant environmental impacts have increased the needs for engineers who are trained in environmental engineering discipline with adequate skills for addressing the emerging challenges. This technical note presents the emerging job markets and the corresponding skill needs for environmental engineers to respond to current and evolving environmental challenges both at regional and global scales.     

Student Assessment of a Problem-Based Learning Experiment in Civil Engineering Education

This paper describes an experiment with problem-based learning (PBL), an instructional methodology used in response to the challenges posed by today’s professional education. Contrary to the conventional model that places an application problem after concepts or topics have been introduced, PBL uses the problem to initiate learning. Besides promoting the construction of knowledge, it may also contribute to the development of some skills and attitudes deemed important for engineers’ professional practice. This research, of a qualitative nature, intended to investigate how students evaluate this methodology and its potential to attain the educational goals set for the course. In order to answer the research question, the methodology was implemented in the civil engineering curriculum of a Brazilian public university. The results herein presented, deriving mainly from classroom observations and an end-of-course questionnaire, show that most of the students evaluate the methodology positively. Even considering the short duration of the course and its small number of credits, it may also have promoted the development of some skills and attitudes besides knowledge acquisition.     

Globalization Challenges, Legacies, and Civil Engineering Curriculum Reform

Across nations and industries, numerous changes are taking place due to globalization. Naturally, the effects are channelled back to the academic world and prominently felt at the level of higher learning in view of its constant contact with the industries. Universities and institutions have to reassess the adequacy of their existing curricula in fulfilling the needs arising from globalization. With reference to issues encountered in southeast Asia, this paper examines the necessity to rethink the curriculum of a baccalaureate degree in civil engineering and presents some recommendations for revamping the curricular structure. The context discussed is most relevant to small, developing countries, but generally concerns those countries with a legacy of educational systems similar to this region. One rising trend is the move toward a general engineering education at the undergraduate level; a professional degree is emphasized only at the master’s level. More management-related subjects may be included in the undergraduate curriculum to equip engineers with skills to cope with globalization challenges.     

Educating Civil Engineers to Work in Space

This paper addresses the role of civil engineering in space operations and its impact on undergraduate education. The history of civil engineering and its role in society is discussed. The increasing complexity of the civil engineer's responsibilities from ancient times to the present is articulated. New civil engineering challenges fostered by man's quest to explore and inhabit the solar system and beyond are addressed. These challenges give rise to new requirements for the undergraduate education of tomorrow's civil engineers. The U.S. Air Force Academy's attempt to respond to these new undergraduate requirements is described. The civil engineering curriculum at the Air Force Academy emphasizes preparation for the unique challenges associated with space exploration and habitation. It is described and presented as a model for other undergraduate civil engineering programs that wish to focus on aerospace engineering activities into the 21st century.     

Building Research Skills: Course-Integrated Training Methods

An enriched syllabus has been experimentally introduced to undergraduate level students enrolled in a geotechnical engineering course. Two research assignments have been integrated in the course, which require students to find information on a geotechnical engineering topic using both print and electronic resources available at the university library and on the Internet. Aiming to foster the development of technical information literacy and communication skills, the students are required to prepare a report based on a specific set of guidelines, followed by oral presentations of the topics researched. Between the two assignments, a lecture on the subject of identifying and using information resources for geotechnical engineering is included in the syllabus. Preliminary results of the study are presented along with directions for designing and implementing an enriched curriculum for geotechnical engineering courses.     

Geometry in Architectural Engineering Education Revisited

Geometric conceptualization has always been among the essential mental tools required for the invention, modeling, and visualization of spatial building structures. Furthermore, without an understanding of the geometric and mathematical base of computer graphical procedures, the ability to cope with significant developments in advanced architectural graphical representation and to adapt to the ever-changing technology in this area is limited. Despite the unquestionable significance of geometric thinking for the conception, design, and realization of buildings, the role of geometry in the education of architectural engineers, a role that traditionally constituted a significant part of their education, has been downplayed. This paper presents a systematic effort to strengthen architectural engineers’ skills in the understanding of geometric concepts and approaches that are directly related to their profession. Toward this effort a body of knowledge, mainly from Euclidean and Parabolic geometries, has been identified and organized in content units. The manner in which these content units have been consolidated into the curriculum of the architectural engineering program at the University of Texas at Austin is also presented.     

Digital Image Analysis in Geotechnical Engineering Education

Existing research has shown that visual input significantly contributes to learning, therefore, it is paramount to use visual tools to help demonstrate engineering concepts. One of these tools, digital image analysis, can help effectively communicate complex concepts to students in a simple and understandable format as a supplement to traditional lecturing, while simultaneously enabling students to have hands-on experience. This note describes a series of activities to incorporate digital image analysis into engineering education. The undergraduate students worked in research projects that involved image-based analysis of geomaterials. Based on these activities and the students’ response to a questionnaire, it was recognized that digital image analysis can enhance the understanding of engineering phenomena for undergraduate students. The hands-on experience and visual demonstration improved the students’ grasp of fundamental concepts in research projects. The research experience allowed the students to build a connection between the classroom and the solution of state-of-the-art engineering scientific problems. It also taught them about cooperation and teamwork, as well as academic independence.