CE-464-kolsen-2024-10-10-03-44-19
Integrated Civil Engineering Design I
CE 464
Semester and Year [tbd]
2 Credit Hours
Prerequisites - admitted to the major in Civil Engineering; senior standing
Course Details
Day and Time: [tbd]
Meeting Location: [tbd]
Instructor Contact Information
Instructor Name: [tbd]
Instructor Contact Information: [office location, phone, email] [tbd]
Instructor Office Hours: [click here for best practices] [tbd]
TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [click here for best practices] [tbd]
Course Description
Civil engineering applications to planning and preliminary design; problem synthesis, data analysis, considering ethical, social, environmental and economic impacts, analyzing risk potential, decision making and reporting; Planning and scoping of projects that include local and world-wide problems through interdisciplinary teams. The first course in the two part capstone series.
Course Materials
Books:
Engineering Ethics: Contemporary and Enduring Debates, Deborah G. Johnson, Yale University Press, 2020, ISBN: 978-0300209242
Other Materials (not required):
Engineering Ethics, Charles Fleddermann, 4th edition, Prentice Hall, 2012.
ASCE (American Society Civil Engineers) Code of Ethics, other handouts
ASCE Code of Ethics: https://www.asce.org/career-growth/ethics/code-of-ethics
Fees: N/A
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| Understand an engineer’s responsibilities to the profession and society. | A series of 3 lectures/discussions will be given on this topic. Students will then write a paper and give a presentation on 2 separate ethical case studies. | The paper and presentation will be assessed according to the student's understanding of an engineer’s responsibilities to the profession and society. |
| Think analytically about ethical issues. | A series of 3 lectures/discussions will be given on this topic. Students will then write a paper and give a presentation on 2 separate ethical case studies. | The paper and presentation will be assessed according to the student's ability to think analytically about ethical issues |
|
An ability to identify and formulate complex engineering problems by applying principles of engineering, science, and mathematics |
Student teams will write a proposal that reflects their ability to identify and formulate the problem statement(s) for their project. They will be supported in this by a lecture and a series of example proposals from industry that will demonstrate how to do this properly. |
The proposal will be assessed according to the student's ability to perform this outcome. The proposal's will also be assessed by our departmental advisory board comprised of industry leaders in civil engineering. |
|
Apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
As part of the proposal students will include a minimum of 3 alternative solutions for their project considering these different factors. They will then choose a "proposed" alternative to move forward with. |
The alternatives will be assessed for how thoroughly they account for the listed factors. In addition, the selection of the proposed alternative will be assessed in the same way (i.e. did they consider all the listed factors). |
|
Communicate effectively with a range of audiences |
Students will give a series of 3 oral presentations and will submit 3 written assignments throughout the course of the semester. The audience for these deliverables will include the instructor, various faculty, their classmates and the advisory board. |
The various audiences will assess the student teams on their ability to communicate clearly both in an oral and written format. |
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Recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
Students will perform a risk analysis and a socio-economic impact analysis for their project. They will write 2 reports, 1 for each of the analyses. They will be supported in this by a series of lectures and industry examples of how to perform these analyses. |
The reports will be assessed based on the students ability to identify and quantify the various risks as well as social and economic impacts of their project. |
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Function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
Students will be assigned to teams of 4-5 and each team will be assigned a project. |
There will be 2 peer reviews given throughout the semester to assess how well the team is working together. |
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Develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
Students will come up with a method to analyze the risk and socio-economic impact of their project. They will then need to take the data acquired and develop a conclusion on how to proceed with design. |
The reports will be assessed for the quality of risk and socio-economic impact data acquisition as well as the accuracy of the conclusions drawn. |
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Acquire and apply new knowledge as needed, using appropriate learning strategies |
Students will be required to research the communities these projects will take place in and develop a knowledge base from which to analyze the impact of their project. They will also need to research appropriate and innovative design solutions for these problems. |
The proposal will be assessed based on the level and accuracy of the research and how that research was applied in the alternative development. |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
|
Week 1 |
Course Expectations, Project Introductions and ASCE Code of Ethics | Submit Project Preferences | N/A |
| Week 2 [tbd] |
Engineering as a profession and Ethical Theories | N/A | N/A |
| Week 3 [tbd] |
Project Kickoff calls with Project Mentors | Meet with Mentors and set up regular meeting time | N/A |
| Week 4 [tbd] |
Project Delivery Methods and Project Management | N/A | N/A |
| Week 5 [tbd] |
Ethics Case Study Presentations | 25 minute presentation | Presentation assessed for use of ASCE code of Ethics, Ethical Theories and problem solving strategies by instructor and peers. |
| Week 6 [tbd] |
Risk Analysis - Where to Start | Ethics Case Study paper due (must be different then presentation case study) | Paper assessed for use of ASCE code of Ethics, Ethical Theories and problem solving strategies by instructor and TA. |
| Week 7 [tbd] |
Social, Economic and Environmental Impact - Where to Start | N/A | N/A |
| Week 8 [tbd] |
Risk Analysis and Social, Economic and Environmental Impact Report Writing | N/A | N/A |
| Week 9 [tbd] |
Risk Analysis and Social, Economic and Environmental Impact Presentations | 30 minute presentation and written report, Peer Evaluation 1 | Report and presentation will be assessed by the instructor for thoroughness and accuracy of risk assessment and socio-economic impact. |
| Week 10 [tbd] |
Industry Case Study Presentations | N/A | N/A |
| Week 11 [tbd] |
Proposal Writing - Scope | N/A | N/A |
| Week 12 [tbd] |
Proposal Writing - Schedule and Budget | N/A | N/A |
| Week 13 [tbd] |
Proposal Presentations - In Class | 30 minute presentation and written report | Report and presentation will be assessed by the instructor for inclusion of scope schedule and budget components as well as information needs, assumptions, exclusions and fee. |
| Week 14 [tbd] |
Proposal Presentations - Feedback | N/A | N/A |
| Week 15 [tbd] |
Proposal Presentations - Advisory Board | 30 minute presentation and written report, Peer Evaluation 2 | Report and presentation will be assessed by the advisory board to verify achievement of the above learning outcomes. |
Expectations for Student Effort
[Students should expect to work ~5 hours per week on project tasks throughout the semester.]
Grading [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Points | Percent of Overall Grade |
|---|---|---|
| Ethics Case Study Presentation | 100 | 10% |
| Ethics Case Study Paper | 100 | 10% |
| Risk Analysis and Social, Economic and Environmental Impact Report | 100 | 15% |
| Risk Analysis and Social, Economic and Environmental Impact Presentation | 100 | 15% |
| Proposal | 100 | 15% |
| Proposal Presentation - In Class | 100 | 15% |
| Proposal Presentation - Advisory Board | 100 | 5% |
| Peer Evaluation 1 | 100 | 7.5% |
| Peer Evaluation 2 | 100 | 7.5% |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
93-100 |
C | 73-76.9 |
| A- | 90-92.9 | C- | 70-72.9 |
| B | 83-86.9 | D | 60-69.9 |
| B- | 80-82.9 | F | <60 |
| C+ | 77-79.9 |
Attendance and Make-Up Policy
Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (provide documentation, if appropriate) and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in the reduction of the overall grade in the class. This class will have planned group break-out work sessions. Break-out work sessions will be coordinated and organized by each team. Project teams shall keep track of attendance and meeting minutes during all class and break-out work sessions.
Academic Integrity Statement
You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:
-Receive zero points (no score) for that particular assignment
-Be reported to the Center for Community Standards
-Have the right to appeal my decision
-Not be able to drop the course or withdraw from the course until the appeals process is finished
If you have any questions about what you can and cannot do in this course, ask me.
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.