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Transportation engineering curricula at the undergraduate and graduate levels are critical to the development of technical competency in future transportation engineering professionals--those who will be responsible for the planning, design, construction, operation, and maintenance of safe and efficient transportation systems. This paper provides an analytic review of journal articles and refereed conference papers addressing how transportation engineering curricula have changed over time. The literature review found 51 articles for analysis, with an increased frequency of those publications over time. Curriculum issues described in these papers include how transportation fits broadly within engineering programs and, more specifically, within civil engineering programs, which topics are addressed in transportation courses, and how these courses attend to stakeholder needs. This analytic review of the literature provides a resource for transportation engineering educators, administrators, and researchers to consider how transportation curricular issues have been treated in the literature historically as the community continues to develop and implement the transportation engineering curricula of the future. The findings will inform transportation engineering educators of the state of the practice in transportation engineering curricula. [ABSTRACT FROM AUTHOR]

The goal of the research reported in this paper is to design and systematically assess the effectiveness of a collaborative contextaware mobile augmented reality tool (CAM-ART) in construction and civil engineering curriculum. To achieve this goal, an augmented reality (AR)-based information delivery tool, CAM-ART, was implemented in classroom-scale experiments to enhance traditional lecture- based instruction and information delivery methods. In the research reported in this paper, the contents of an ordinary textbook were enhanced using computer-generated three-dimensional (3D) objects and other virtual multimedia (e.g., sound, video, and graphs), and delivered to students through an AR application running on their smartphones or tablet computers. The sample consisted of construction and civil engineering students, who were randomly assigned to Group A (control group) and Group B (test group). The designed learning tool was tested in a collaborative and interactive environment, preperformance and postperformance data was collected, and student perception of using the AR-based tool was elicited through a feedback questionnaire. Data analysis showed that CAM-ART had a measurable and positive impact on students' learning both in short-term and long-term. Moreover, results of the feedback questionnaire indicated that students found CAM-ART to be an interesting, helpful, and motivational approach in the classroom that helped them gain more in-depth and long-lasting knowledge beyond what is normally expected from traditional lecture-based teaching methods. [ABSTRACT FROM AUTHOR]

Cooperative education (co-op) is a program in which participating students typically alternate between full-time study and paid full-time employment. Choosing to participate in a co-op program usually delays the student's graduation by up to one year, but may increase the student's job market prospects. This paper attempts to estimate the response of co-op participation to the engineering field-specific average wage for recent graduates. A relationship between wage growth, student ability, and co-op participation is investigated. Predictive modeling was performed using data obtained from the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD), as well as the American Association of Engineering Societies (AAES) Annual Report of Engineering Salaries. Semi-structured interviews were conducted with industry co-op representatives to address supply and demand related questions. The authors found that a $10,000 real increase in the average initial wage causes a 5.4% decrease in co-op program participation. In addition, there is hetero- geneity in the response by student ability. [ABSTRACT FROM AUTHOR]

The ASCE Body of Knowledge and the ABET Engineering Accreditation Commission have emphasized a broad set of competencies required by 21st century civil engineers. In addition to competencies that are traditionally technical, these organizations recognize that professional competencies such as leadership, the ability to design sustainable systems, effective communication, and interdisciplinary teamwork are among the many skills required by engineers of the future. To develop and enhance all of these proficiencies within the undergraduate curriculum, there is a need to take an approach that interconnects all of these outcomes throughout the curriculum, or a "networked" approach. This paper discusses service learning as a potential approach for facilitating the broad set of foundational, technical, and professional learning outcomes cited by ASCE and ABET, by investigating two case studies within the Engineering Projects in Community Service program at Purdue University. The case studies are two service-learning projects from one large, multidisciplinary, vertically integrated student design team. One project focuses on sustainable and energy efficient housing for Habitat for Humanity (HFH) in Indiana, whereas the other project focuses on affordable houses for HFH in Haiti. The current analysis of these cases suggest that service-learning projects can provide a unique learning experience for the students to develop and synthesize the broad set of foundational, technical, and professional skills by integrating learning outcomes [ABSTRACT FROM AUTHOR]

Mathematics is a key point for engineers in general and since the early ages of higher education in civil engineering it had a fundamental position in the admission exams and in the basic education of future engineers. Romanian civil engineers, led by eng. Ion Ionescu, understanding the need of a good basic education in mathematics of the candidates for technical sciences in general and especially for civil engineering, initiated in 1895 the "Mathematics Gazette" (Gazeta Matematica). The paper presents the subjects of mathematics proposed to the candidates for the civil engineering studies in 1900 (published in the Mathematics Gazette), and as a temporal bridge, the subjects from the admission exam at Faculty of Civil Engineering Bucharest in 2000. The paper also contains a brief introduction of the early years of "Mathematics Gazette". [ABSTRACT FROM AUTHOR]

As the field of civil engineering evolves to address twenty-first century challenges, the demand for creative and innovative thinking rises. Engineering institutions around the nation have begun to integrate sustainability into the curriculum. Topics such as innovation and entrepreneurship are highly correlated with sustainability goals; however, many times they are viewed as market or management-driven principles. The Kern Entrepreneurship Education Network (KEEN) Program was established to transform the U.S. workforce through equipping graduate engineers with an entrepreneurial mindset. This program is based on KEEN student outcomes (KSOs), which can be incorporated into department level, as well as course level, curricula. This paper focuses on the integration of KSOs into a senior civil engineering capstone course through two course activities over two years. KEEN rubrics are used to assess student achievement of the KSOs focused on innovative thinking and productive collaboration. The assessment results indicate that there are existing strengths as well as future opportunities to enhance student performance of innovative thinking and open-ended problem solving--skills that are essential to promoting sustainable design and development. [ABSTRACT FROM AUTHOR]

If any engineering courses are unlikely to be transferable between Australasian and overseas universities, one could argue that civil engineering capstone design courses with a strong practical engineering focus would be the least likely. This analysis considers two capstone design courses in the US and New Zealand. The analysis examines the approaches each university has taken to improve design education through simulating professional practice. The two approaches are superficially very different with different course structure and course requirements. In addition the emphasis on site and project, and the consequent dependence on country-specific matters related to regulation and codes, would lead one to expect low transferability. Closer analysis shows that the learning objectives of the courses are relatively similar and that the relationship between site and design are key for both. The challenges faced by the two approaches have much in common, reflecting similar student experiences, and so high transferability. The paper provides details on learning objectives and challenges faced at the two programs to aid others who wish to analyse capstone design experiences across multiple universities. The conclusion is that transferability between these two design experiences is high. The implication is that, through similar forces for educational change in both countries, internationalisation of engineering education is high. [ABSTRACT FROM AUTHOR]

Over the past few decades, there has been growing emphasis on sustainable development and a growing need to train students to think sustainably in preparation for their careers as practicing engineers. Thinking sustainably requires the consideration of not only environmental impacts but also societal and economic impacts. Thus, teaching future engineers to think sustainably requires a multifaceted, multipronged approach. To that end, a team of faculty from the Departments of Civil, Industrial, and Mechanical Engineering at the University of Texas at Arlington acquired funding from the National Science Foundation to implement a project entitled 'Engineering Sustainable Engineers.' The project was designed to infuse undergraduate curricula in the three departments with sustainability, which was augmented by incorporating sustainability emphasis into other aspects of the undergraduate experience. Key program elements were (1) learning modules developed for courses across all levels of matriculation within the three curricula, (2) quality sustainable internships, and (3) a multidisciplinary senior design project with a sustainability focus. This paper summarizes the rationale, approaches, and results for integrating sustainability into the civil engineering undergraduate learning experience. [ABSTRACT FROM AUTHOR]

This paper summarizes the state of knowledge in relation to advances in education for sustainable development focused on higher education and in generic competencies, reviewing some of the existing proposals in the literature and analyzing other university approaches. It has focused on the curricula, applying a participatory methodology based on surveys and expert consultation for the identification and selection of generic competencies related to sustainability in a civil engineering degree at Universidad Europea (Spain). From the literature review, 17 generic competencies were preselected. A set of five weighted transversal competencies and their acquisition level have been obtained through surveys to stakeholders and interviews with experts. Critical thinking, adaptation to change, decision making, problem solving, and multidisciplinary team-working were chosen in order of importance. Competence acquisition level was addressed as not easy to rate or it seems to be exigent for graduate students. Problem-based learning is also selected as the best choice for the development of these sustainability generic skills in the entire civil engineering degree. [ABSTRACT FROM AUTHOR]