"This book compiles the latest strategies and information regarding civil engineering education, and the necessary skills for success that are tangential to engineering, including global perspectives, critical and design thinking skills, leadership skills, assessment, recruitment, retention, and more. It is designed so that each chapter can be used separately or in combination with other chapters to help enhance and foster student learning as well as promote the development of skills required for engineering practice. Features: Includes overviews of successful academic approaches for each topic including implementation examples in every chapter Explains how assessment and the resulting data can be used for holistic evaluation, and improvement of student learning Address the complexities of moral and professional ethics in engineering Highlights the importance of adopting a global perspective and the successful strategies that have been used or considered in educating resilient, globally minded engineers Compendium of Civil Engineering Education Strategies: Case Studies and Examples serves as a useful guide for engineering faculty, practitioners, and graduate students considering a career in academia. Academic faculty, and even working professionals will find the content helpful as instructional and reference material in developing and assessing career skills. It is also useful for intellectually curious students who want a deeper understanding and appreciation of the need for professional development andlife-long learning"--
This book compiles the latest strategies and information regarding civil engineering education, and the necessary skills for success that are tangential to engineering, including global perspectives, critical and design thinking skills, leadership skills, assessment, recruitment, retention, and more.
| Preface |
|
xi | |
| Acknowledgments |
|
xv | |
| Authors |
|
xvii | |
|
Chapter 1 Global Perspectives in Civil Engineering Education |
|
|
1 | (18) |
|
|
|
1 | (3) |
|
1.2 Developing Global Competency and Resilience |
|
|
4 | (2) |
|
1.3 Global Perspective in the Civil Engineering Program at USCGA |
|
|
6 | (9) |
|
1.3.1 Technical Component |
|
|
7 | (4) |
|
1.3.2 Leadership Component |
|
|
11 | (2) |
|
|
|
13 | (1) |
|
1.3.4 Cultural/Diversity Component |
|
|
13 | (2) |
|
|
|
15 | (4) |
|
|
|
16 | (3) |
|
Chapter 2 Critical and Design Thinking across the Civil Engineering Curriculum |
|
|
19 | (26) |
|
|
|
19 | (1) |
|
2.2 Background on Critical Thinking Concepts |
|
|
20 | (3) |
|
2.3 Critical/Design Thinking and Bloom's Taxonomy |
|
|
23 | (3) |
|
2.4 Critical Thinking within ABET Student Outcomes |
|
|
26 | (2) |
|
2.5 Case Study: Examples of Implementation at USCGA |
|
|
28 | (14) |
|
|
|
33 | (6) |
|
2.5.2 Cross-Course-Collaboration |
|
|
39 | (1) |
|
2.5.3 Design-Build-Test Project |
|
|
40 | (1) |
|
2.5.4 Capstone Project Design |
|
|
41 | (1) |
|
|
|
42 | (3) |
|
|
|
43 | (2) |
|
Chapter 3 Development of Leadership Skills |
|
|
45 | (16) |
|
|
|
45 | (1) |
|
3.2 Framework for Leadership |
|
|
46 | (2) |
|
3.3 Leadership Development at USCGA |
|
|
48 | (11) |
|
3.3.1 Case Study: Leadership Development in the Civil Engineering Curriculum |
|
|
55 | (4) |
|
|
|
59 | (2) |
|
|
|
59 | (2) |
|
Chapter 4 Communication and Information Literacy Skills |
|
|
61 | (22) |
|
|
|
61 | (1) |
|
4.2 Examples of Communication Skills Development Strategies |
|
|
62 | (5) |
|
|
|
67 | (3) |
|
4.4 Case Study: Communication and IL Skills Development at USCGA |
|
|
70 | (9) |
|
4.4.1 Writing across the Civil Engineering Curriculum |
|
|
72 | (3) |
|
4.4.2 IL across the Civil Engineering Curriculum |
|
|
75 | (4) |
|
4.5 Campus Resources-Partnership with the Library |
|
|
79 | (1) |
|
|
|
79 | (4) |
|
|
|
80 | (3) |
|
Chapter 5 Professional Ethics |
|
|
83 | (16) |
|
|
|
83 | (1) |
|
5.2 Professional Societies Efforts in Ethics Education |
|
|
84 | (1) |
|
5.3 Academic Examples of Addressing Engineering Ethics |
|
|
85 | (6) |
|
5.4 Ethics across the Curriculum at USCGA |
|
|
91 | (6) |
|
5.4.1 Ethics Luncheons and Forum |
|
|
94 | (2) |
|
5.4.2 Extra Curriculum Activities |
|
|
96 | (1) |
|
|
|
97 | (2) |
|
|
|
97 | (2) |
|
Chapter 6 Assessment of Student Learning |
|
|
99 | (22) |
|
|
|
99 | (2) |
|
|
|
101 | (3) |
|
6.2.1 Holistic Assessment Data Analysis |
|
|
103 | (1) |
|
6.3 Critical Thinking/Design Thinking Assessment |
|
|
104 | (7) |
|
6.4 Information Literacy and Communication Skills Assessment |
|
|
111 | (1) |
|
6.5 Leadership Skills Assessment |
|
|
112 | (9) |
|
|
|
119 | (2) |
|
Chapter 7 Engineering Outreach: Recruitment and Retention |
|
|
121 | (22) |
|
|
|
121 | (3) |
|
|
|
124 | (9) |
|
7.3 Implementation Challenges |
|
|
133 | (5) |
|
7.3.1 Traditional Classroom Scheduling |
|
|
134 | (1) |
|
|
|
134 | (1) |
|
7.3.3 Professional Staff Development |
|
|
135 | (1) |
|
7.3.4 Federal Education Policies |
|
|
136 | (1) |
|
7.3.5 Parental Resistance |
|
|
137 | (1) |
|
7.4 Example of USCGA Outreach Program (2004--2018) |
|
|
138 | (1) |
|
|
|
139 | (4) |
|
|
|
140 | (3) |
| Appendix 1 Code of Ethics: The American Society of Civil Engineers |
|
143 | (4) |
| Appendix 2 Multistory Building Design Project |
|
147 | (6) |
| Appendix 3 Soil Mechanics Technical Paper Guidelines |
|
153 | (6) |
| Appendix 4 Design Competency Survey |
|
159 | (2) |
| Appendix 5 Common Grading Rubric (Geotechnical Engineering and Reinforced Concrete Design courses) |
|
161 | (6) |
| Appendix 6 End of Semester Survey (Geotechnical Engineering Design course) |
|
167 | (2) |
| Appendix 7 AROW School Lesson Plan Template |
|
169 | (2) |
| Appendix 8 Example AROW Lesson Plan on Fundamentals of Buoyancy |
|
171 | (22) |
| Appendix 9 Example AROW Lesson Plan on Fundamentals of Torque and Gears |
|
193 | (28) |
| Index |
|
221 | |
Dr. Hudson Jackson is a licensed Professional Engineer with over 30 years of consulting, academic and research experience in geotechnical engineering, structural design, pavement engineering, construction management, field inspections and construction quality control. His professional experience spans the continents of Africa, Europe and North America. Dr. Jackson is currently a Professor of Civil Engineering at the Coast Guard Academy in New London, Connecticut. In this role, he actively participates in the intellectual and professional development of leaders of character within the Coast Guard. He teaches courses in Coastal Resiliency, Transportation Engineering, Soil Mechanics, Geotechnical Engineering Design, Civil Engineering Materials, and is an active advisor for senior capstone projects. With a background in civil engineering consulting, Dr. Jackson also serves as a general advisor and mentor on matters of professional practice issues. Prior to his current appointment, Dr. Jackson worked as a consulting engineer at Stantec Consulting where he served as an Associate, Office Leader, Project Manager and Field Operations Manager for several state and privately funded projects throughout the United States. Dr. Jackson was also a consulting engineer in Germany and Sierra Leone, West Africa where he supervised several mid to high level structural design, highway design and construction, mining and dam projects.
Dr. Jackson earned a doctorate (PhD) and a Master of Philosophy (Mpl) degree in Geotechnical Engineering from Rutgers University, Piscataway, New Jersey. He also earned a Master of Engineering degree in Construction and Geotechnical Engineering from the Technical Engineering University in Darmstadt, Germany. He is a licensed Professional Engineer in the United States, Germany and Sierra Leone. Dr. Jackson has a strong passion to prepare students for the global community which includes educating students to become better environmental stewards, and to encourage minority students to pursue STEM careers through opportunities for exposure to engineering. He has published several papers to this effect. He is active in several professional organizations and has published over 70 papers at national and international conferences. He is a member of the American Society of Civil Engineers, Deep Foundation Institute, Geo-Institute and the American Society of Engineering Education. Dr. Jackson grew up in Freetown, Sierra Leone, West Africa and graduated from the University of Sierra Leone with a Bachelor of Engineering degree in Civil Engineering with Honors.
Dr. Tarhini is a licensed Professional Engineer with over 35 years of academic, research, and consulting experience in structural and geotechnical engineering. Dr. Tarhini is currently a Professor of Civil Engineering at the Coast Guard Academy in New London, Connecticut. In this role, he actively contributes to the professional development of leaders of character within the Coast Guard. Currently, Dr. Tarhini teaches courses in Engineering Mechanics Statics, Mechanics of Materials, Transportation Engineering, Reinforced Concrete Design, and occasionally Civil Engineering Materials, Soil Mechanics, and Structures. Dr. Tarhini also serve as an advisor for senior capstone projects.
Dr. Tarhini is a licensed Professional Engineer and an active member in several professional organizations such as the American Society of Civil Engineers, Society for Experimental Mechanics, and the American Society for Engineering Education. Dr. Tarhini grew up in Lebanon and pursued higher education in the United States by earning a PhD in Engineering Mechanics, MSCE (Structures and Geotechnical), and BSCE (Magna Cum Laude) from The University of Toledo, Toledo, Ohio. Dr. Tarhini is passionate about engineering education and work hard to develop global citizens. Dr. Tarhini has published over 150 papers as a result of collaboration with colleagues at the U.S. Coast Guard Academy, American University of Beirut, Valparaiso University, University of Toledo, and the University of Nevada Las Vegas. These papers covered technical subjects and innovative pedagogy in engineering education. Collaborated with colleagues at USCGA to introduce the progressive integration of design process into the curriculum, infusing ethics activities through case studies, and the enhancement of leadership development in undergraduate engineering education. Dr. Tarhini is active in the ABET assessment process and engineering accreditation that target the development of Professional Responsibilities and Attitudes such as Leadership, Communications, Teamwork, Ethics, Critical Thinking, Life-long learning, Cultural Awareness, and Globalization.
Rohkem infot Taylor & Francis e-raamatute kohta