Progressive Integration of Design Process into Civil Engineering Curriculum

Jackson, Hudson; Tarhini, Kassim

doi:10.1061/(asce)ei.1943-5541.0000269

Cited by 8 publications

(6 citation statements)

References 5 publications

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“…This progressively integration of design experiences have helped students perform at higher levels of cognitive learning. Assessment data indicates that students are making progressive improvements in problem-solving abilities and are better prepared to complete senior capstone design projects [28].…”

Section: A Technical Pillarmentioning

confidence: 99%

The resilient Civil engineer with the changing global environment

Jackson

Tarhini

Zelmanowitz

et al. 2016

2016 IEEE Frontiers in Education Conference (FIE)

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As the world becomes more globally integrated and interdependent, college graduates must be prepared to meet the new challenges of globalization. Students should be made aware of their critical roles in society as the world economy becomes more globally integrated and increasingly exposed to new challenges, threats, opportunities for innovative solutions, and rewards. Engineering students in particular must understand the importance of leadership and creativity on the social, cultural, political and economic systems in the global economy. An approach that has been successfully used to infuse global perspectives into the Civil Engineering curriculum at the United States Coast Guard Academy is presented. The approach is based on four key pillars (technical, cultural, ethical and leadership) that are complimented with four professional skills competencies.

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Section: A Technical Pillarmentioning

confidence: 99%

The resilient Civil engineer with the changing global environment

Jackson

Tarhini

Zelmanowitz

et al. 2016

2016 IEEE Frontiers in Education Conference (FIE)

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“…Besides these teaching strategies adopted in single courses, progressive integration in the CE curriculum can lead to students' continuous improvement in their problem-solving abilities towards project-based tasks (Jackson and Tarhini, 2016). According to Jackson and Tarhini (2016), the pedagogical approach (i.e., problem-solving framework) could be expanded from freshmen year to upper-level CE courses.…”

Section: Introductionmentioning

confidence: 99%

“…According to Jackson and Tarhini (2016), the pedagogical approach (i.e., problem-solving framework) could be expanded from freshmen year to upper-level CE courses. Therefore, an individual course could be properly embedded into the existing CE curriculum by applying students' knowledge and skills obtained from prerequisites and by offering the framework or platform (e.g., project-based design) for students' follow-up studies.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Woodwork Fabrication into the Integrated Teaching and Learning of Civil Engineering Students

Zhang

Jin

et al. 2018

J. Prof. Issues Eng. Educ. Pract.

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As an alternative to the traditional structural analysis adopting computer-aided modeling and evaluation, this pedagogical research provided an integrated teaching and learning approach by mapping cognitive domains defined in Bloom's Taxonomy Theory in the newly launched course named Woodwork Fabrication and Analysis for second-year students. The course incorporated ancient Chinese woodwork tradition into the integrated learning activities involving engineering graphics, mechanics of materials, hands-on fabrication, and structural modeling/analysis. Aiming to compare the traditional and new courses in terms of their effectiveness in enhancing student learning of structural engineering subjects, both courses were designed to achieve consistent learning outcomes (e.g., to develop structural analysis skills). This study demonstrated student work in engineering drawing and structural analysis reflecting their critical thinking and active learning in the new course. Afterwards, students from both traditional and new courses were surveyed in terms of the overall satisfaction of their selected course, perceptions of the course effectiveness in enhancing civil engineering-related skills, and expectations of the course to their further study and work. With the student sample from the traditional course as the control group, the comparative study revealed that the integrated teaching and learning approach in the new course could lead to students' higher overall satisfaction and more positive perceptions of the course effectiveness in enhancing structural analysis-related skills. This pedagogical study would serve as a reference for other civil engineering educators in adopting integrated teaching and learning in lower-years' undergraduate education.

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“… Engineering ethics [24]  Leadership skills [3]  Integrating technology (for course admin administration and student usage) [30]  Service-learning and community-based projects [15]  Multidisciplinary projects [19]  Design teams assembled from different majors or emphasis areas within a major [34]  Principles of sustainability [6]  Developing projects that are more user centered in focus [14]  Treating the process as a simulated industry request for proposals (RFP) [5]  Emphasizing hands-on, open-ended problem solving [17] It became apparent in the initial research for this study that there are significant differences between each of the 22 ABET accredited Architectural Engineering programs in the United States, and that these differences would undoubtedly extend into the structure and format of the capstone.…”

Section: A Need For Capstone Coursesmentioning

confidence: 99%

Benchmarking Architectural Engineering Capstones

Solnosky¹,

Phillips²

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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is also an advisor for Penn State's National AEI Student Competition teams where under his guidance students have won over 45 awards in the last 6 years. His research interests include: integrated structural design methodologies and processes; Innovative methods for enhancing engineering education; and high performing wall enclosures. These three areas look towards the next generation of building engineering, including how systems are selected, configured and designed.

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Progressive Integration of Design Process into Civil Engineering Curriculum

Cited by 8 publications

References 5 publications

The resilient Civil engineer with the changing global environment

The resilient Civil engineer with the changing global environment

Incorporating Woodwork Fabrication into the Integrated Teaching and Learning of Civil Engineering Students

Benchmarking Architectural Engineering Capstones

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