Perceptions of Structures Coursework for Career Fulfillment from the Student and Practitioner Perspective

Abstract

and is a licensed professional engineer in Construction Engineering. She consulted as a structural engineer with degrees in Architectural Engineering and Construction Administration. Prof. Carisa H Ramming P.E., Oklahoma State UniversityCarisa 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. Professor Ramming has recently been named Halliburton Outstanding Young Faculty and the Outstanding Teacher for the College of Engineering, Architecture and Technology. She has also published books for Project Lead the Way and a text on Numerical Structural Analysis. Professor Ramming enjoys spending time with the students of CEAT as the advisor of the Architectural Engineering Institute, Tau Beta Pi, Women Inspiring Successful Engineers, and CEAT Student Council.

Flipping the Classroom to Create a Student-Centered Learning Environment in Three Undergraduate Civil Engineering Courses

“…The lack of effectiveness from a primarily lecture style course has been well documented [1][2][3][4]. Further, the COVID-19 pandemic showed that lectures delivered remotely in a synchronous environment can be as effective as holding live lectures in a classroom [5]. The virtual environment also proved to many instructors that recording lectures was simple, opening up the possibility that students could access the information at a time that was convenient for them.…”

Online Education Efficacy in Construction

“…Including inclusivity in an online classroom can focus on accessibility (Harris et al, 2020), which can be defined in multiple ways. Construction, Engineering and Engineering Technology students have identified accessibility in an online classroom as a concern, although it was not well-defined (Mosier et al, 2022). While accessibility is often associated with inclusivity, it may also be as simple as access to online content (Harris et al, 2020) or access to faculty outside of the online classroom.…”