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Project management knowledge areas such as cost estimating, financial evaluations and project planning tend to receive less focus in engineering curricula. Students often perceive them not as "core" knowledge in their engineering majors. Increasing engineering student interest, attention, engagement and deeper learning in these knowledge areas is a challenge. In addition to making course materials relevant to these engineering disciplines, instructors have to employ various active learning initiatives to ensure effective teaching and learning are actually taking place. This paper presents a case study of using a poll app called Poll Everywhere as an active learning activity in a required senior-level "engineering project management" course for civil and environmental engineering students. As a question driven and student active tool, the poll app was used to quickly assess the students' learning in a previous lesson. The responses were optional and not graded in order to stimulate discussion among small groups of students when working on the poll questions. The classroom setting that followed the SCALE-UP (studentcentered active learning environment for undergraduate programs) model was appropriate for such collaborative learning. The student interest, understanding and knowledge of the course content were perceived to improve among students taking classes that used the polling system compared to those taking in "control" classes that did not use this cloud-based response system. Both students and faculty recognized the benefits of this implementation for identifying knowledge gaps of the course content, having extra practice with collaborative learning and making class sessions more interactive. Polling the right questions and time management were among the challenges when implementing the system. [ABSTRACT FROM AUTHOR]

Extensive literature indicates that industry involvement in capstone design courses provides benefits to students, faculty, and industry practitioners. This paper presents the contributions of industry participants to student experiential learning in the civil and environmental engineering senior design courses at Florida Gulf Coast University (FGCU). Surveys were conducted to obtain insights into the contributions of industry involvement in the capstone design course from the perspectives of both students and practitioners. Practitioners have been involved in various roles, including project mentors for capstone design projects and/or judges for students' capstone design project presentations. Practitioners, through the students, are provided with new ways of looking at and solving problems. Practitioners, through their involvement, provide valuable feedback to the faculty and students that enriches the overall experience gained in the capstone design course. This feedback helps improve student performance on their projects and provides them with additional tools to carry forward to their engineering careers. However, there was a gap in perception between students and practitioners with regard to the benefits of the industry involvement. This paper also describes two successful capstone design projects and culminates success drivers from the reflection of instructors teaching these courses. [ABSTRACT FROM AUTHOR]

Sustainability in engineering practice and design is increasingly important as an outcome for engineering education for Civil and Environmental Engineers. ABET criteria for both Environmental and Civil Engineering stress sustainability, and the development of curriculum components for these degree programs continues to evolve; efforts are directed at spreading sustainability across the curriculum either in a modular fashion or in directed course sequences specifically focused on sustainability. To evaluate curricular sustainability outcomes, we continue a longitudinal study to assess and address more successful curricular applications and teaching methods in the Civil and Environmental Engineering Departments. Currently, the senior-level course in Sustainability is required for Environmental Engineers and serves as an environmental elective for the majority of Civil Engineers. Environmental and Civil engineers at Florida Gulf Coast University share the same course template for the first two years. Performance in the senior level Sustainability in Engineering course varies even though the topics reflect all varieties of infrastructure including energy efficiency, construction, transportation and water and waste infrastructure as well as project planning, life cycle analyses and economic topics. Students in both disciplines achieve student learning outcomes at high taxonomic levels; however, a large cohort of Civil Engineers fall short in achieving learning outcomes at the highest levels. An analysis of course outcomes, particularly in the senior level Sustainability course and the senior capstone design course, presents the results of curricula redesign in regards to sustainability. Continuing the longitudinal study begun in 2015, there is an enhanced immersion of students in all the environmental courses with an emphasis on projectbased learning; civil students are exposed to sustainability in the required Fundamentals in Engineering with a majority of civil students also taking the stand alone Sustainability course. Survey results continue to demonstrate that a focus on sustainability in all environmental courses improves student knowledge and abilities in sustainability concepts. There are some weaker areas in certain concepts in both majors: Civil students score continue to score lower than Environmental students but show a significant improvement in overall knowledge from the previous year's survey. Recommendations based on assessment and survey results are recommended for improvement in environmental policy knowledge as well as environmental tools and technologies associated with sustainability. [ABSTRACT FROM AUTHOR]