Kevin C. Bower

Department wide application of embedded indicators

The Department of Civil & Environmental Engineering has adopted a sample-based embedded indicator plan to systematically evaluate course goals and program outcomes on a course-by-course basis using a common framework and standard measures with the intention of creating a comprehensive assessment of student learning. The approach is predicated on the Accreditation Board for Engineering and Technology assessment criterion, American Society of Civil Engineers Body of Knowledge (BOK-I) guidelines for assessment of program outcomes, and Bloompsilas Taxonomy of cognitive educational objectives. Embedded indicators were generally defined as assessment tools used to specifically measure a collectively determined course goal at an appropriately pre-assigned level of Bloompsilas cognitive performance. The paper provides an analysis of a populated matrix using data from three semesters (Fall 2006 through Fall 2008), including 33 course offerings and 83 course sections taught by nine faculty and two adjunct professors. Findings from this analysis will be summarized along with suggested steps to address problem areas, recommendations for optimizing the sampling process, and means to expand the process to include the entire 132 credit hour undergraduate curriculum. The entire process was established and is being implemented within a small-school environment by department faculty without benefit of support staff.

Meaningful learning environment by design: systematic curriculum assessment to enhance sequential linkage of course goals and objectives

The Department of Civil & Environmental Engineering has instituted a course assessment process that allows comprehensive evaluation of course goals and program outcomes from a curriculum-wide perspective. The approach is predicated on use of the American Society of Civil Engineers Body of Knowledge guidelines. The first step in implementing the process involved establishment of common course goals, assessment criterion, and BOK levels for each course offered within the departmental curriculum. A matrix of ASCE criterion and BOK levels are coded with each course goals allowing a comprehensive review of the distribution that is reflective of the curriculum. In addition, sequenced lists of course goal are created for major learning activities within civil engineering. Sequenced course goal lists are useful in ensuring the curriculum provides students with academic instruction, within a progressive context, leading to a cumulative set of technical skills necessary to enter the civil engineering profession or to be prepared for graduate education

Development of a Driven Pile Ground Vibration Case History Database

Ground vibrations are a major concern for driven pile projects. Although experience has shown that vibration concerns from pile driving operations can be managed, it is difficult to illustrate this concept based on the available information. This difficulty is evident in the wide range of vibration criteria applied to pile driving in use today. While there is extensive technical literature on ground vibrations generated from pile driving, no central database exists that incorporates the various case history data. The creation of a central database of driven pile vibration case histories is an important first step towards future research examining these environmental effects of pile driving on adjacent structures and residents. A pile driving vibration case history database was developed that incorporates available data from the technical literature and data provided by professionals within the pile driving industry. The following paper details the background related to the database creation, the data collection and review process, and development of the data into a database format.