She worked as a project manager for the City of Oklahoma City on municipal infrastructure construction projects. These projects include roadways, utilities, bridges and buildings; including two LEED building projects, a library and fire station.Dr. Mosier's areas of academic interests include heavy highway estimating and structural design. Her research interest has been the cost of sustainable construction to owners, specifically Oklahoma City. Additional work is on-going in area of sustainability in construction. Other research interests include technology in the classroom.Dr. Mosier is an active member of the American Public Works Associations, National Council of Structural Engineers Associations, and is a member of the American Society of Civil Engineers and Chi Epilson.c American Society for Engineering Education, 2016 Participation in Structures Classes via Student Made VideosAbstract: Opportunities for hands-on student participation in structures classes can be limited. Teaching labs are useful, but are limited in the ability to use non-traditional methods. In order to increase participation, students were asked to create their own videos like math or science teaching videos available online. The integration of technology in the classroom has been identified as technological pedagogical content knowledge. In this study, the students were allowed and encouraged to investigate the technology on their own to supplement in class education. The students were asked to create videos of strength of materials related content as review for structural design courses. The content was limited to solving truss problems, centroid and moment of inertia problems, which were presented in previous courses by other faculty. A survey of the students to assess their perceptions of their understanding of the content and video creation was performed. The importance and competence levels were self-assessed by the students through a survey instrument. A comparison of grades was utilized to determine if underperforming students increased performance. Using the course content from previous semesters allows the study to compare grades from the previous course to the current course to determine if using this technique increased overall grades.Introduction:

Carisa Ramming is a graduate of Oklahoma State University where she obtained degrees in Architectural Engineering and Civil Engineering Construction Management. She worked in industry for six years as licensed engineer and structural consultant for Wallace Engineering in Tulsa, OK before returning to Oklahoma State as a visiting faculty member in the School of Architecture. In 2009, Professor Ramming joined the faculty full time as an assistant professor of architectural engineering. Since that time, she has taught classes in structural analysis, timber and steel design, engineering mechanics: statics, building foundations and numerical analysis.

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Online education has seen rapid growth through teaching and learning in university degrees. Higher education faculty have identified challenges while transitioning from face-to-face to online because of time management issues and the different instruction modalities. This study analyzes how construction faculty feel about the delivery of online instruction. A survey was developed to determine construction faculty expertise in delivering online content and their level of expertise after the changes due to the pandemic. The survey was conducted during the pandemic (May/August 2020). We asked faculty to reflect on the pre-pandemic vs pandemic perception course delivery method. The relevant survey questions focused on teaching experience, different delivery types, online teaching experience, course management resources, and proficiency of online teaching. While most responding faculty indicated traditional lecture was typically used for content delivery, the remaining faculty indicated “project-based learning, experimental laboratory course, or computer lab studio," as the content delivery method. From the faculty responses, there are challenges in delivering online construction courses having components of project-based learning, experimental laboratory course, and computer lab studio. The survey responses identified specific concerns about online courses from construction faculty members. Online delivery is difficult for teaching hands-on or experimental lab types of construction courses. Some construction faculty also identified concerns about academic integrity in the online delivery of construction courses.

Universities and colleges with Science, Mathematics, Engineering and Technology (STEM) programs use standardized tests with a variety of names for student placement. The Assessment and LEarning in Knowledge Spaces (ALEKS) is an assessment tool created by McGraw-Hill with a mathematics placement module. Similarly, College Board's Scholastic Aptitude Tests (SAT) and American College Testing (ACT) Inc.'s college entrance exams serve as a basis for admissions into higher education. Since 2012, the university studied has collected data for Engineering, Architecture, and Technology programs to determine if these exams used for admissions and placement actually serve as a predictor for success. This study seeks to determine if the ALEKS and ACT scores predict success in a comparison to grades achieved in Engineering and Technology classes.