Showing papers in "Journal of Professional Issues in Engineering Education and Practice in 2005"
TL;DR: In this article, the United Kingdom regulations requiring engineers to design for safety are summarized, but it is concluded that similar legislation in the United States would not be appropriate because of the lack of safety expertise, lack of understanding of construction processes, typical contract terms, and professional fees.
Abstract: A number of factors suggest engineering and construction professionals should discuss increasing designers’ role in construction safety. Design civil engineers could contribute to construction worker safety by performing five tasks differently than current custom and practice: reviewing their designs, creating design documents, assisting the owner in procuring construction, reviewing submittals, and inspecting work in progress. However, four sets of major barriers would prevent designers from increasing worker safety through these tasks: lack of safety expertise, lack of understanding of construction processes, typical contract terms, and professional fees. Potential ways for reducing these barriers are suggested. The United Kingdom regulations requiring engineers to design for safety are summarized, but it is concluded that similar legislation in the United States would not be appropriate.
95 citations
TL;DR: In this paper, the authors present the results of a comprehensive survey of over 40% of the nation's undergraduate civil engineering programs, revealing 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.
Abstract: 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.
76 citations
TL;DR: In this paper, the authors describe an experiment with problem-based learning (PBL), an instructional methodology used in response to the challenges posed by today's professional education, and investigate how students evaluate this methodology and its potential to attain the educational goals set for the course.
Abstract: 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 considerin...
65 citations
TL;DR: In this paper, a survey of 41 practitioners in the field was carried out to identify the most common sources of disputes and the most commonly used dispute resolution methods in Sino-foreign joint venture (SFJVs) construction projects.
Abstract: There has been a sharp increase in the number of Sino-Foreign Joint Venture (SFJV) construction projects in the People’s Republic of China since the 1990s Despite the Chinese Government’s new measures for boosting foreign involvements, entering into the construction market remains problematic for many foreign contractors One of the problems concerns construction disputes In light of this, this paper reports a study on disputes and dispute resolution systems in SFJVs A questionnaire survey of 41 practitioners in the field was carried out The main purpose was to identify the most common sources of disputes and the most commonly used dispute resolution methods in SFJVs Results show that the sources of construction disputes can be classified into three categories: contractual, cultural, and legal matters The most commonly used dispute resolution methods are mediation and arbitration These findings will give both Chinese and foreign contractors invaluable insights into disputes and dispute resolution s
57 citations
TL;DR: The ExCEEd Teaching Model as mentioned in this paper was developed by examining what attributes make a good teacher, how students learn best, and what tools are available to assist the teacher in teaching.
Abstract: While the first five articles in this Journal of Professional Issues in Engineering Education and Practice JPI series covered a variety of teaching tools and techniques such as the chalkboard, questioning, drama, board notes, physical models, and demonstrations, the previous issue took a broader view and introduced a model instructional strategy. This strategy provides a conceptual framework that an instructor can use to develop classroom instruction in an organized and coherent manner. The strategy reflects the way that students actually learn and prompts the instructor to make conscious decisions about allocating responsibility for student learning and sequencing the contributing activities. This article takes an even wider perspective and attempts to answer the question, What constitutes good teaching? The ExCEEd Teaching Workshop strives to demonstrate and then develop good teaching skills. To do this, good teaching, at some point, must be defined. The ExCEEd Teaching Model represents our best attempt to do this. The ExCEEd Model was developed by examining what attributes make a good teacher, how students learn best, and what tools are available to assist the teacher. The model is based on teaching and learning theory from the literature, supported by years of practical experience from veteran instructors. This article traces the development process of the ExCEEd Teaching Model shown in Fig. 1. Once established, this model serves as a definition of good teaching that can then be used consistently throughout the workshop. Admittedly, many others have attempted to answer this same question, and no two answers are the same. Nevertheless, the ExCEEd Teaching Model is relatively simple; and if an instructor is doing everything in it, he or she is most likely teaching well. Defining high quality teaching is a controversial and perilous task. Teaching is a very personal activity, and no two people do it the same way. Teaching effectiveness is often dependent on the personality and individual talents of the instructor. What works superbly for one teacher may totally flop for another. The answer often becomes, “I can’t define good teaching, but I know it when I see it.” Evidence of good teaching can be seen in the infectious enthusiasm of the teacher, the obvious engagement of the students, the clarity of the presentation, or the successful measured evaluation of what the students have learned. Although there are an infinite number of ways to teach well, there are some consistent elements, activities, and attributes that seem to be present with all good teachers. The ExCEEd Model attempts to capture these.
42 citations
TL;DR: In this article, the authors explore the link between sustainable development and the ISO 14000 Environmental Management Series of Standards, with particular reference to ISO 14001 standard, and conclude that despite these shortcomings, the essence of the ISO14000 series of standards is in sympathy with the notion of sustainability.
Abstract: The aim of this study was to explore the link between sustainable development and the ISO 14000 Environmental Management Series of Standards, with particular reference to the ISO 14001 standard. In order to do this, it was decided to evaluate the ISO 14000 series in the context of a large engineering facility; namely, the Canadian provincial Crown Corporation of Manitoba Hydro. The ISO 14000 series is in principle an effective system to manage an organization’s self-prescribed environmental goals; however, its main limitations are that it does not require the demonstration of environmental performance and it is sometimes difficult to interpret and apply due to ambiguous language. The paper closes with speculations that despite these shortcomings, the essence of the ISO 14000 series of standards is in sympathy with the notion of sustainability.
32 citations
TL;DR: In this paper, an introductory environmental engineering course was revised to include an inquiry-based "open" experiment for enhanced student learning, where students designed and conducted experiments to address a problem of their choice.
Abstract: From fall 1999 to spring 2003, an introductory environmental engineering course was revised to include an inquiry-based “open” experiment for enhanced student learning. The students designed and conducted experiments to address a problem of their choice. The students’ experimental topics covered air, water, and soil quality and remediation. At the completion of the experiment each student completed a questionnaire that assessed the efficacy of the open experiments in enhancing student learning; 109 student responses were subjected to statistical analysis. Examination of the survey revealed the students’ belief that the open experiment aided in their understanding of basic and applied environmental concepts. Females in particular indicated that the open experiment enhanced their learning of basic concepts. Neither group size nor selection criteria impacted how well students worked within their groups. By utilizing open-ended questions in the survey, a significant portion of student responses indicated that...
32 citations
TL;DR: In this article, the authors describe the senior level capstone design experience at the University of Wisconsin-Madison, where students not only complete project designs, but also perform feasibility studies, value engineering and prepare a construction schedule and cost estimate based on the designs they have generated.
Abstract: As part of graduation requirements, the Department of Civil Engineering at the University of Wisconsin-Madison requires a minimum of one three credits course in a capstone design experience. The main objective of this course is to allow students the opportunity of undertaking and completing an open-ended design project. Supervision of the projects is performed by practicing engineers and department faculty. The course is a practice oriented design class that integrates several civil engineering areas. Special emphasis is placed on integrating constructability concepts with structural engineering, mechanical systems, electrical systems, and other project details. Student groups not only complete project designs, but also perform feasibility studies, value engineering, and prepare a construction schedule and cost estimate based on the designs they have generated. The objective of this paper is to describe the senior level capstone design experience at the University of Wisconsin-Madison.
30 citations
TL;DR: Potential benefits of technology enabled and open project team collaboration with a case study example are presented and cultural and legal barriers to its widespread adoption by the construction industry are outlined.
Abstract: In today’s world, construction projects require the collaboration of several parties who work independently for a shared purpose, sometimes across space and time, and most of the time across organizational boundaries. Working with a wide diversity of knowledge and skills brings a broad range of viewpoints and expertise to the construction projects. In design and construction, organizations depend on information technology to execute their specific well-defined tasks to make construction projects possible. Technology is used either for executing these tasks more efficiently, or for doing things that were not possible before. Nevertheless, despite the potential positive contribution of these tools to the design and construction processes and organizations, barriers still exist for achieving success. This paper presents potential benefits of technology enabled and open project team collaboration with a case study example and outlines cultural and legal barriers to its widespread adoption by the construction ...
29 citations
TL;DR: In this paper, the authors examine the necessity to rethink the curriculum of a baccalaureate degree in civil engineering and present some recommendations for revamping the curricular structure.
Abstract: 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 th...
28 citations
TL;DR: The Dispute Adjudication Board (DAB) as discussed by the authors is an innovative form of primary dispute adjudication for the international construction industry that has been proposed by the International Federation Internationale des Ingenieures-Conseils (FIDIC).
Abstract: The role of institutional arbitration has become significantly less commercially viable in the international construction industry as a primary means of dispute resolution because of the uniqueness of the construction process. As a result, the construction industry has developed an innovative form of primary dispute adjudication called the Dispute Adjudication Board (DAB). This paper will show the need for an efficient dispute resolution process because of the globalization of the construction industry. It will focus on the standard contract forms of the Federation Internationale des Ingenieures-Conseils (International Federation of Consulting Engineers) (FIDIC), which are widely used in international construction projects. The paper will then discuss recent developments in the FIDIC, including the development of the DAB to address the fundamental need for a commercially viable means of construction dispute adjudication.
TL;DR: The ASCE ExCEEd ~Excellence in Civil Engineering Education! Teaching Workshops as discussed by the authors is a series of quarterly articles on lessons learned and best practices in civil engineering education.
Abstract: This is a continuing series of quarterly articles on lessons learned and best practices in civil engineering education. The intent of the series is to reinforce good practices, describe new or developing practices, and provide a forum for what works well and what does not. It is hoped that this series will be an important quarterly read for all civil engineering educators and all those interested in what’s going on in civil engineering education today. Writers and topics will vary from issue to issue. Contact the column editor, Steve Ressler, if you wish to contribute to an upcoming issue. This is the fifth in a series of articles that expand on ideas and techniques that are included in the ASCE ExCEEd ~Excellence in Civil Engineering Education! Teaching Workshops.
TL;DR: In the past five issues of the Journal of Professional Issues in Engineering Education and Practice, we have examined a variety of teaching tools and techniques: the chalkboard, questioning, drama, physical models, and demonstrations.
Abstract: For the past five issues of the Journal of Professional Issues in Engineering Education and Practice, we have examined a variety of teaching tools and techniques: the chalkboard, questioning, drama, physical models, and demonstrations. All of these tools are focused on the delivery of classroom instruction. All are valu able, and mastering them will undoubtedly improve your teach ing. However, effective teaching entails more than just the appli cation of effective classroom techniques. Exemplary teachers must also master the broader endeavor of instructional design— the process of crafting coherent learning activities and experi ences that ultimately result in students’ achievement of desired instructional objectives. When designing instruction, professors must invariably answer a wide range of questions, such as • What are the learning outcomes I expect my students to achieve? • To what extent should I expect my students to read and under stand the course textbook? • Should I devote our limited classroom time to discussing theory, working problems, or both? • Should I work an example problem at the chalkboard, or is it better to have the students work problems at their seats? • What kind of homework problems should I assign? • How should the homework be graded? There are no universal right or wrong answers to these questions. Rather, the answers depend on the subject being taught, the stu dents’ capabilities, the amount of time available, and many other factors. The challenge of instruction design is taking these factors into account in a logical and coherent way. Student Learning as the Basis for Instructional Design
TL;DR: 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.
Abstract: 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 i...
TL;DR: Occupational accidents that take place in construction constitute an economic and social problem of the first magnitude and are a tragedy that affects not only the worker but also his or her surroundings—family, friends, coworkers, etc.
Abstract: Occupational accidents that take place in construction constitute an economic and social problem of the first magnitude. It is difficult to quantify the labor accidents on a world scale, as many countries provide no information to this regard. However, an estimated 350,000 workers die every year in labor accidents. Of these accidents, 60,000 occur in construction—that is, every 10 min a construction worker dies somewhere in the world (Lopez-Valcarcel 1994). Each accident is a tragedy that affects not only the worker but also his or her surroundings—family, friends, coworkers, etc. To these social costs, the following economic costs must be added (Niosh 2002): 1. Costs to the worker • Lower income (for not being insured, for the loss of other income beyond normal job), • Greater expenses (expenses for other family members to help the victim’s family, uninsured medical, rehabilitation, assistance expenses, etc.), and • Lower quality of living (relapses, permanent disorders, complications). 2. Costs to the company • Costs from lower production, or from taking special compensation measures, • Costs from material damages, • Costs from guaranteeing the safety of the production system, • Costs of accident-insurance premium and compounded rates based on the number of accidents, • Variable costs of accident-prevention measures, and • Costs caused by personal injury: medical aid, sick pay, administrative consequences, salaries of the injured and
TL;DR: In this article, the authors discuss the procedures involved in conducting online reverse auctions and describes reverse auction practices, their advantages, and disadvantages, and examine the legal principles of reverse auctions, potential problems, and challenges to its use.
Abstract: Although reverse auctions have been utilized in the procurement of goods for many years, the availability and widespread use of the Internet has recently lead to a dramatic increase in its employment. Reverse auctions have recently found their way to a new market: procurement of construction services. As business and commerce have moved toward e-business and e-commerce, construction is drawn into such new practices. There is an ongoing debate as to whether reverse auctions are suitable equally for the procurement of both goods and services. Some contractors are concerned that reverse auctions are just another form of bid shopping. It is necessary for the construction industry to understand and evaluate the pros and cons of reverse auctions. This article discusses the procedures involved in conducting online reverse auctions and describes reverse auction practices, their advantages, and disadvantages. It also examines the legal principles of reverse auctions, potential problems, and challenges to its use.
TL;DR: For example, the authors argued that there is no drama in engineering and that there are no tears in baseball and no dramatic events in engineering. But he would be wrong. Hollywood knows. They make movies and television shows about cops, doctors, lawyers, corpo- rate villains, sometimes even about teachers and soldiers, but almost never about engineers.
Abstract: When one advocates using drama to breathe fresh life into a col lege classroom, engineering is not the first subject that comes to mind. Law, history, and political science seem much more likely candidates. Law offers a natural source of conflict and resolution as major issues are argued passionately by both sides and a jury or all-powerful judge decides the outcome; there are clear winners and losers. History is the story of dreams realized, wars fought, nations formed, and a perpetual competition for resources. Politi cal science relates how nations organize, make decisions, and establish policy. All of these activities feature exciting tales of backroom maneuvering, powerful personalities, and unpredictable events. These subjects naturally lend themselves to suspense, in trigue, and compelling stories. Engineering, on the other hand, is the application of scientific theories, imposition of an organized and mechanistic thought process, and demonstration of conserva tive and responsible behavior. Hollywood knows. They make movies and television shows about cops, doctors, lawyers, corpo rate villains—sometimes even about teachers and soldiers—but almost never about engineers. If an engineer ever did appear in a movie, it would probably be Tom Hanks screaming, “There’s no crying in baseball and there’s no drama in engineering.” But he would be wrong.
TL;DR: In this article, a number of assumptions are made in the literature relating to accountability; these concern the necessity of multiple strategies of accountability, information symmetries, sanctions, trust, homogeneous service users, community-level answerability, incentives, self-regarding behavior, and for users' voice to be heard in service delivery.
Abstract: This paper is concerned with the potential of accountability to improve the performance of public urban services. A number of assumptions are made in the literature relating to accountability; these concern the necessity of multiple strategies of accountability, information symmetries, sanctions, trust, homogeneous service users, community-level answerability, incentives, self-regarding behavior, and for users’ voice to be heard in service delivery. It is the purpose of this paper to reconsider these theoretical propositions for the functioning of accountability in light of practical experience from the United Kingdom, South Africa, Bangladesh, and South Korea. Each of these case studies was selected to illustrate a different form of accountability. The forms of accountability investigated in this research are professional, political, user, and managerial accountabilities. An assessment is made of whether accountability is demonstrated in these case studies in the way predicted by the literature. The empi...
TL;DR: In this paper, the authors report on how information technologies are changing the practice of civil engineering and offer a new framework for integrating next-generation information technology into the civil engineering curriculum at the department level.
Abstract: 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.
TL;DR: In this article, the authors recognize that modern engineers require this diversity in technical skills, and should identify in engineering courses the "connections" in topics that are common to more than a single discipline.
Abstract: Engineers are educated with significant technical depth in their chosen engineering discipline. Yet almost exclusively engineers work in teams made up of those educated in many different disciplines. And the design tasks that engineers face are becoming much more complex requiring engineers with a broader technical education to develop innovative solutions. Due to the increasing complexity of modern engineering projects, successful engineering leaders must have some degree of competence in more than one engineering field. Educators should recognize that modern engineers require this diversity in technical skills, and should identify in engineering courses the “connections” in topics that are common to more than a single discipline. In addition, engineering students should be required to work in multidisciplinary teams before they graduate.
TL;DR: In this article, the three major processes of project risk management are risk identification, risk quantification and risk response, and the authors provide guidelines for using these processes on large capital projects.
Abstract: The three major processes of project risk management are risk identification, risk quantification and risk response. This paper provides guidelines for using these processes on large capital projects. Risk identification consists of determining what risks could have a positive or negative effect on the project and documenting them. Risk quantification requires that a risk evaluation procedure be established to measure potential risk. Risk response involves creating a risk management plan that allows for rapid responses to risk. The paper provides examples of various risk elements and outlines how to document, respond to and mitigate each one.
TL;DR: In this paper, three of the most powerful principles of learning are presented in an effort to help classroom instructors better understand not only the "how" of instructional innovation but also the "why".
Abstract: Across the country, there is a call for instructional innovations that will increase the practical problem solving ability of college graduates. To meet this need, instructors are inundated with prescriptions on how to change teaching, the classroom, and assessments. To effectively employ these innovations, instructors need knowledge of more than just how to change instruction; instructors also need to understand the learning processes of the students in the classroom. In this paper, three of the most powerful principles of learning are presented in an effort to help classroom instructors better understand not only the ”how” of instructional innovation but also the ”why.” The three principles, student attention, knowledge organization, and problem solving processes, are covered in separate sections of this paper. In each section, the principle is explained and specific links to instructional practice are provided. The paper closes with an explanation of how the three principles operate jointly and how the...
TL;DR: Public/Private Partnership (PPP) is a delivery method that has traditionally been used on large infrastructure projects in developing nations, in order to allow more development for less public capital investment while maintaining the overall quality of construction as mentioned in this paper.
Abstract: Our public schools face almost irresistible pressures to upgrade and expand facilities and deliver better, more advanced, and higher-quality education while tax revenues and therefore budgets are shrinking each year. Class sizes grow in old and outdated facilities, and municipalities and school districts have few resources to address the pressing space needs. There is little public support for increased funding. However, there is a way to deliver educational facilities that uses less public capital than traditional project finance. Public/Private Partnership (PPP) is a delivery method that has traditionally been used on large infrastructure projects in developing nations, in order to allow more development for less public capital investment while maintaining the overall quality of construction. In recent years, PPP has gained acceptance in Europe and now in the United States as a means of public school finance and construction. This paper discusses PPP, its fundamental principles, and the various ways it ...
TL;DR: In this article, the underlying elements of experiment tele-observation and tele-operation/control are incorporated in a newly developed Web site for real-time video monitoring, control, and execution of bench-top shake table experiments.
Abstract: Internet technologies are employed to allow real-time video monitoring, control, and execution of bench-top shake table experiments. Structural models of relevance to education in dynamics and earthquake engineering can be tested remotely over the Internet at any time. The underlying elements of experiment tele-observation and tele-operation/control are incorporated in a newly developed Web site. Tools for graphical display and analysis of recorded model response are included. Related education evaluation and assessment materials are prepared and made available on-line. The Web site currently provides an experimental component in courses such as earthquake engineering and structural dynamics. Based on a developed education assessment framework and the compiled student feedback, the Web site is found to be useful and effective. From this feedback, most students rated their experience as equivalent to the usual hands-on laboratory experiment. Similar applications in other areas of science and engineering will bring valuable experimentation content directly into the classroom, with efficient use of time and resources and the convenience of anywhere/anytime access.
TL;DR: The first lecture in structural engineering for the students at the Graz University of Technology as mentioned in this paper was scheduled during the first period of study, along with courses primarily dealing with natural sciences e.g., mathematics and mechanics.
Abstract: As a part of the reorganization of the civil engineering curriculum at the Graz University of Technology, a new course entitled “Design Models” was developed about 10 years ago. This course is scheduled during the first period of study, along with courses primarily dealing with natural sciences e.g., mathematics and mechanics . Therefore, the course is the first lecture in structural engineering for the students. The objective of the course is the presentation of the fundamentals on modelling and design in structural engineering. Furthermore, lectures include a presentation of design rules for simple structural elements such as beams, columns and trusses in steel, reinforced concrete, and timber. The design rules include cross-section design and member design, with a discussion of flexural and lateral torsional buckling of beams and columns. As a part of design exercises, every student must design a specific simple structure made from each of these individual materials. So the students get an idea of the different cross-section dimensions, depending on the specific material. Professor Greiner, the former lecturer of the course, proposed the idea of using structural models as a learning aid. Implementation was achieved by the writer, who is now the lecturer of the course. The main reason for the use of structural models is to show the different failure modes, such as cross-section failures, flexural and lateral torsional buckling of structural members, local buckling, and failures under concentrated loads, which are the basis for theoretical design rules. An important requirement for structural models is that they are simple, with respect to the stresses and internal forces within the individual structural members, because of the student’s limited knowledge of statics.
TL;DR: The Accreditation Board for Engineering and Technology (ABET) has revised the accreditation criteria that are designed to assure that graduates of accredited programs are prepared to enter the practice of engineering and satisfy industrial requirements as discussed by the authors.
Abstract: The Accreditation Board for Engineering and Technology (ABET) has revised the accreditation criteria that are designed to assure that graduates of accredited programs are prepared to enter the practice of engineering and satisfy industrial requirements. The general criteria also specify that engineering programs must demonstrate that their graduates possess or satisfy eleven (11) educational outcomes generally known as “a” through “k.” This investigation suggests that graduating seniors in civil engineering believe their educational experience has given them a strong background in two of the outcomes required by ABET. These include: (1) an ability to apply knowledge of mathematics, science, and engineering; and (2) an ability to identify, formulate, and solve engineering problems. In contrast, three outcomes received slightly lower ratings from alumni practitioners and employers. These include, a knowledge of contemporary issues; the broad education necessary to understand the impact of engineering soluti...
TL;DR: In this article, the authors discuss the current state of affairs for graduate geotechnical education, and present a set of challenges and recommendations for the future of the field of engineering.
Abstract: “It was the best of times; it was the worst of times.” This quote from Charles Dickens’s A Tale of Two Cities could summarize our current state of affairs for graduate geotechnical education. Geotechnical engineering salaries are low, but adequate; undergraduate student perception of the geotechnical engineering image warrants improvement; research funding is scarce; and the role of the PhD degree needs an evaluation. Yet, on the other hand, demand is high for graduates, the MS degree will soon become the first professional degree, and continuing education via the Internet presents a considerable opportunity. Whereas we face formidable challenges, discussed below, the first step toward resolution is acknowledging the challenge. Challenges are commonplace for geotechnical engineering and I’m confident we will make great progress in resolving these challenges and positioning ourselves for the future. Consequently, this paper addresses the following: 1. Current climate for graduate geotechnical engineering; 2. Motivation for pursuing an advanced geotechnical degree; 3. Research and funding for support of geotechnical engineering; 4. Role of distance learning and continuing education; and 5. Challenges and recommendations.
TL;DR: In this paper, a case study method for the design and construction of a large-scale civil engineering project is presented, where the main purpose is to create an educational tool that brings into the classroom a "real-life" design problem, including the construction field, operation of equipment, and details of construction methods.
Abstract: The case study method, which has been proven to be a very useful learning tool, can be further enhanced with the use of multimedia and the World Wide Web. This paper demonstrates multimedia and Web-based enhancement with the design and construction of a port, a large-scale civil engineering project. The main purpose was to create an educational tool that brings into the classroom a "real-life" design and construction problem, including the construction field, operation of equipment, and details of construction methods. This enables civil engineering students to better understand the details of the planning, design, and construction of a complicated project. Furthermore, through the use of evaluation tests, feedback on the students' understanding of the case study can be provided to both the students and the educator. This application can be expanded beyond an academic environment for use as a learning tool in a business environment, which may be especially beneficial for new engineers.
TL;DR: In this article, an instructor training program that effectively prepares faculty and practitioners to actively engage students in the learning process as envisioned by Policy Statement 465 is presented. And quantifiable evidence of the positive results gained by using this instructor-training program through student and instructor feedback is provided.
Abstract: 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 ...