Adjusting to the New ABET Criteria 3 and 5: It’s Really Not Very Hard

ABET has revised the criteria 3 (Student Outcomes) and 5 (Curriculum) of the general criteria. These changes have made it through the rigorous approval process and will be effective for the 2019-20 academic year. This paper analyzes the differences between the existing criteria and the proposed changes. Through a specific detailed example, the paper illustrates how an existing assessment system can seamlessly be adjusted for the new criteria. Most of the embedded indicators and direct measures of attainment can still be used. The results simply need to be organized differently

Implementing Bluebeam Software in Architectural Engineering Design Courses

A critical aspect of structural engineering education is helping students develop effective electronic graphical communication skills to convey their design solutions. Many undergraduate civil and architectural engineering programs address this at the document creation stage by teaching Autodesk AutoCAD or Revit to create 2-D or 3-D structural design files. However, students tend to have limited exposure to commercial software for document management and markup that allows for coordination between the engineer, architect, and contractor teams. Bluebeam Revu is one such software that has emerged as an industry standard for annotation and markup of engineering design documents. Previous educational studies on the use of Bluebeam have been in construction management courses where students practice plan reading. The main motivation for instructors to incorporate this software in their classes is to expose students to technology they will encounter as practitioners, especially significant since contractors view these drawings as a legal description of their scope of work. Therefore, the production and interpretation of the documents requires that they exhibit a high level of accuracy, specificity, and clarity. This paper focuses on the use of Bluebeam markup and grading in architectural engineering courses to enable communication between faculty and students during the iterative structural design process. The paper provides sample student hand calculations, sketches, and CAD structural drawings with Bluebeam markups provided by practitioner faculty. This markup describes and models how the student might implement necessary design changes. Feedback collected via interviews of course graders, surveys of students, and faculty co-authors is included and illustrates that the use of Bluebeam markup in architectural engineering courses provides a meaningful and efficient review during the development of a structural design solution. The goal of this paper is to show instructors how to integrate Bluebeam into a course, beyond plan reading activities. Faculty will thus be equipped to educate students on a software commonly used in structural design firms for quality assurance/quality control (QA/QC) and communication between the design and construction disciplines

Using Case Studies to Characterize the Broader Meaning of Engineering Design for Today’s Student

Numerous organizations have undertaken the task of envisioning the education required to meet the engineering demands of the future. The ABET study EC2000, ASCE’s Civil Engineering Body of Knowledge and Body of Knowledge 2 and the National Academy of Engineering have documented the need to change engineering education from its historical focus on technical content knowledge to include greater emphasis on professional issues and to integrate engineering practice into education. To this end teaching methods such as project-based learning, and the use of case studies are being explored to address these broader learning outcomes. Case studies in particular facilitate telling the stories of professional practice. This paper discusses the use of engineering case studies in design coursework with specific application to third year architectural engineering student learning. Introduction, application and discussion of several case studies are presented in the context of teaching building structural design. Along with the technical execution of system and member selection, computer analyzes and structural detailing that occur in these courses, broader concepts relating to professional roles and responsibilities, design team interplay, the design process, the construction process and professional practice ethics are investigated. The advantages of this altered approach to teaching engineering design are discussed

Using the Hyatt Regency Skywalk Collapse Case Study in Engineering Education.

To this day, the 1981 skywalk collapse in the Kansas City Hyatt Regency resulted in the worst loss of life from a structural engineering mistake in United States history. While many important engineering lessons can be drawn from this disaster, it is just as important to recognize the broader lessons learned in the design and construction process as a whole that can be successfully brought into the classroom. Numerous organizations have undertaken the task of envisioning how engineering education can meet the demands of the future. ABET’s baccalaureate degree accreditation criteria, ASCE’s Body of Knowledge and Body of Knowledge 2 as well as the National Academy of Engineering have documented the need to change engineering education from its historical focus on technical content knowledge to include greater emphasis on professional issues and to integrate engineering practice into education. To this end teaching methods such as project based learning, active learning and the use of case studies are being explored to address these broader learning outcomes while actively engaging students. Because of the attraction students have in extraordinary events, the Hyatt disaster provides an ideal backdrop to introduce many of the professional issues needed to broaden the undergraduates’ learning experience. This paper discusses the use of the Hyatt Regency skywalk collapse in design coursework with specific application to third and fourth year civil and architectural engineering student learning. Besides the traditional concepts of load flow analysis and member design, broader concepts relating to professional roles and responsibilities, design team interplay, the design process, the construction process and professional practice ethics are emphasized

Failure Case Studies in Civil Engineering: Structures Foundations and the Environment

Sponsored by the Technical Council on Forensic Engineering of ASCE. Failure Case Studies in Civil Engineering: Structures, Foundations, and the Geoenvironment, Second Edition, provides short descriptions of 50 real-world examples of constructed works that did not perform as intended. Designed for classroom use, each case study contains a brief summary, lessons learned, and references to key sources. This new edition, which replaces the 1995 classic edited by Robin Shepherd and J. David Frost, offers expanded descriptions, additional photographs and diagrams, and updated references. It also includes new case studies, such as the Alfred P. Murrah Federal Building, the Charles de Gaulle Airport Terminal, and the North Battleford, Saskatchewan, Water Treatment Plant. Topics include: foundation failures; embankment, dam, and slope failures; geoenvironmental failures; bridge failures; and building failures. This book supplies valuable resource material on typical failures that can be integrated into undergraduate engineering courses. Engineering professors and their students will use this book as the basis for class discussions, a starting point for further research, and a demonstration of how each failure leads to improved engineering design and safety.https://engagedscholarship.csuohio.edu/encee_bks/1002/thumbnail.jp