Engineering Management Education—An Overview

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Addressing and Assessing Program Outcomes in a Civil Engineering Department Seminar Course Abstract Four of the twelve Program Outcomes established for the Brigham Young University Civil and Environmental Engineering Department are: Be able to communicate ideas effectively, work in teams and lead others Be familiar with professional practice, business management, and public administration Be aware of cultural, societal, contemporary, historical, global and sustainability issues Be committed to life-long learning as licensed engineers of integrity and faith These types of outcomes have been difficult to incorporate into traditional Civil Engineering curricula. A weekly seminar course has been developed to facilitate the development of competencies associated with these program outcomes. “Civil Engineering Seminar” meets one hour each week and is required each semester for all students who have declared Civil Engineering as a major. The course is managed by elected officers of the department’s student chapter of ASCE, under direction of the course instructor. . Presentations are made each week by guest speakers or students. By carefully selecting speakers, positive reinforcement of the importance of each of the necessary competencies can be given to students on a very regular basis. As a part of the Seminar students are required to complete at least five hours of service on projects developed for the course. Service projects are engineering related and developed by students in the course. The last semester students are enrolled in Seminar they are required to write five papers relating their experiences. These papers are evaluated and used as one of the main tools for assessment. Civil Engineering Seminar has been an effective tool to help meet program objectives and excite students about their future in civil engineering. Introduction After carefully considering the Engineering Accreditation Commission/Accreditation Board for Engineering and Technology’s (EAC/ABET) general engineering program criteria and their civil engineering program-specific criteria the Brigham Young University Civil and Environmental Engineering program developed 12 program outcomes. Among these outcomes were the following: Be able to communicate ideas effectively, work in teams and lead others Be familiar with professional practice, business management, and public administration Be aware of cultural, societal, contemporary, historical, global and sustainability issues Be committed to life-long learning as licensed engineers of integrity and faith These outcomes directly relate to the EAC/ABET general engineering program Criteria 3 (d), and (f) through (j): (d) an ability to function on multidisciplinary teams,

Conference listing

Sanghun LEE*, Takao ENDO*, Toshiro KAMADA** and Sangjin KIM*** *Department of Civil and Environmental Engineering, Tohoku Gakuin University, Miyagi 985-8537, Japan E-mail : leesh@mail.tohoku-gakuin.ac.jp **Department of Civil Engineering, Graduate School of Engineering, Osaka University, Osaka 565-0871, Japan ***Department of Civil Engineering, College of Ocean Sciences, Jeju National University, Jeju 690-756, Korea

Welcome to "Connected Horizons: Exploring IoT Applications in Infrastructure, Agriculture, Environment, and Design," a groundbreaking exploration edited by Professor Jagdish H. Godihal, Professor in Civil Engineering at Presidency University, Bengaluru. In the ever-evolving landscape of technology, the Internet of Things (IoT) has emerged as a transformative force, reshaping industries and revolutionizing the way we interact with our environment. This anthology brings together a diverse array of experts, each contributing their unique insights into the potential of IoT across various domains. From the deployment of IoT in animal healthcare and location tracking to its vital role in modern power systems, the chapters in this volume offer a comprehensive look at the breadth and depth of IoT applications. Whether it's the implementation of telemedicine applications for pandemics or the optimization of wastewater treatment plants using IoT-based solutions, the possibilities are as vast as they are innovative. As we analyse deeper into the book, we encounter discussions on IoT in logistics, agriculture, smart buildings, and beyond. The intersection of IoT with artificial intelligence opens up new avenues for efficiency and automation, while practical applications in smart homes and cities showcase the tangible benefits of connected technologies. Through case studies and practical examples, this book not only illuminates the current state of IoT but also offers glimpses into its future potential. From intelligent street lighting to safe riding solutions and battery optimization for electric vehicles, the chapters in this anthology exemplify the transformative power of IoT in shaping a smarter, more sustainable world. As we start this exploration journey, we welcome readers to join us in uncovering the boundless opportunities presented by IoT. Together, let us navigate the connected horizons and chart a course towards a future defined by innovation, collaboration, and technological advancement. I am delighted to express my sincere gratitude to all the authors for their invaluable contributions to this book on Connected Horizons: Exploring IoT Applications in Infrastructure, Agriculture, Environment, and Design. Special appreciation is extended to Iterative International Publishers (IIP) and Selfypage Developers Pvt Ltd., located in Chikkamagaluru, Karnataka, India – 577102, for their dedicated efforts in bringing this volume to fruition. I would like to acknowledge the remarkable contributions of several colleagues at Presidency University, including Dr. Nakul Ramanna, Professor and Head of the Department of Civil Engineering; Dr. Ashok Itagi, Head of the School of Design; Dr. Manohar Joshi, Professor and Head of the Department of Electrical and Electronics Engineering, Dr. Mahaboob Pasha, Professor and Head of the Department of Physics, Dr. Shashikala, A R Professor and Head of the Department of Chemistry, Dr. Gopal Shyam, Professor CSE, Presidency University, Bengaluru; Dr. Ganesh Hegde, Professor Civil Engineering, Goa College of Engineering, Farmagudi, Goa, Mrs Himmi Gupta, Assistant Professor, Civil Engineering Department, NITTTR, Sector 26, Chandigarh. Dr. Rashmita Srinivasan, Associate Dean (Academics), Civil Engineering Department, Maharashtra Institute of Technology (Autonomous), Aurangabad. Dr. Sreenivasappa, Professor of Electronics Engineering; Dr. Syed Abid Hussain, Associate Professor, School of Commerce, Galiveeti Poornima, Assistant Professor, Department of Computer Science and Engineering, School of Engineering; Dr. Ravi Angadi, Assistant Professor, EEE Department, Madhusudana M, Assistant Professor, School of Design [Fashion Design],Presidency University, Bengaluru, Dr. A Jency Priyadharshany, Asst. Professor, School of Commerce, Presidency University, Bengaluru and Dr. Madhavi, T, Dr. Venkatesh Raju K, Associate Professor, Civil Engineering and Dr. Divya Rani, Associate Professor, Electronics and Communication Engineering. Dr. Mohammed Mujeer Ulla, Assistant Professor- Selection Grade, Presidency University, Preethi, Assistant Professor- Senior Scale and Sapna R, Assistant Professor, Manipal Institute of Technology, Bengaluru. Mr. Santhosh M B, Dr Shwetha, Mr. Bhavankumar, Mr. Gopalkrishnan, Mrs. Divya Nair, Mrs. Sowmyashree, Mr. Dayalan, Mr. Ajay, Mr. Karthik Assistant Professors, Department of Civil Engineering, Presidency University, Bengaluru; Mr. Harshavardhana, Mr. Jithendra, Mr.Vinayak Babu and Mr. Bibang, Mrs. Chetana, Mrs. Manjula, Mrs. Padmavathi and Mrs. Chaithra, Mrs. Shobha, Research Scholars, contribution and support have been instrumental in shaping this publication. Gratitude is extended to the management authorities and the key officials of Presidency University, Bengaluru, for their continued support and encouragement throughout this endeavour. Special thanks to my wife, Kavita, and daughter, Saatvika, for their invaluable suggestions, unwavering support, insightful feedback, and constant motivation throughout the journey of completing this book.

Promulgation of the Higher Education Qualifications Framework (HEQF) tasks the Council for Higher Education (CHE), South African Qualifications Authority (SAQA) and Department of Higher Education and Training (DHET) and standards generating bodies (Engineering Council of South Africa (ECSA)) with guiding institutions through the implementation of the new framework. Implementation is through a phased approach spanning a five-year period beginning in January 2011 and with anticipated culmination in December 2014. As the Higher Education Framework Handbook (CHE 2011:2) states: ‘all existing institutions, public and private, offering existing and previously accredited higher education programmes will be impacted upon by this process in some manner or form, whether it be through a minor name change or a complete renewal of the programme content.’ Consequently, universities of technology (UoT’s) have embarked on a curriculum renewal process and the Civil Engineering Department of Durban University of Technology (DUT) is no different. It is within this context of participation and multiple contributory environments of different role-players that this study was founded. This research explored the Civil Engineering industry’s involvement in the curriculum renewal at DUT with the intention of understanding its contribution and influence in the renewal process and particularly in terms of curriculum design. The scope of the study was restricted to DUT Civil Engineering Department and their graduates, with subjects selected from a convenience sample of DUT Civil Engineering Department’s database of employers that have in the past and presently employ DUT graduates and/ or Work-Integrated Learning (WIL) students. The sample constituted organisations from the contracting, consulting and para-statal fields of employment. A questionnaire was designed containing both open-ended questions and rating scales that explored and probed the Civil Engineering industry level of involvement in the curriculum and curriculum renewal activities at DUT. In addition, interviews were conducted with seasoned Civil Engineering staff that have interacted with industry at various levels to gain their view of industry’s involvement with design of the Civil Engineering curriculum. Data from both questionnaires and interviewees overwhelmingly suggested that industry is not directly involved with the curriculum renewal currently underway at DUT, some respondents only gathered that such an activity was taking place through the medium of the questionnaire. This suggests that the resultant curriculum will be void of much industry engagement and influence. The nature of engagement that does occur is largely through the utilisation of DUT graduates or WIL students. Engagement occurs most commonly when curriculum issues are raised by staff at interviews of employers during WIL, suggesting that the nature of association with DUT is limited to employment of students or graduates. It is inferred that industry has very little direct input into the curriculum. DUT Advisory Board is considerably under-utilised for its intended purpose of engaging industry on curriculum issues, and its existence is unfamiliar to industry at large. As much as the Advisory Board is the most appropriate avenue to discuss curriculum issues, it has limitations in that its function is not entirely realised. The data generated also resoundingly suggests that industry is fully supportive of an inclusive participation process. Data further suggest that industry genuinely wants to be involved in curriculum discussions, and decisions for reasons ranging from participating to create more relevant course content, to contributing to creation of graduates with more appropriate employability attributes. Participants from industry further intimated that their role remains for on-site experiential learning: they provide the working knowledge to complement the academic knowledge provided by DUT. They also consider themselves to be providers of other facets that contribute to a holistic graduate, and assume further roles such as those of mentors and supervisors. The likely outcomes of their influence would be rapid engagement of graduates within the Civil Engineering field. A symbiotic relationship therefore becomes apparent between DUT and industry, where with more input into the curriculum by industry; a more work- orientated graduate is produced to better serve the needs of industry. The following recommendations emerge from the findings of this study: Since most of industry’s engagement occurs during WIL interviews, it would be prudent if a generic curriculum- based questionnaire is devised. This should be filled in by employers during student WIL visitations by staff in addition to the existing questionnaire. In doing so DUT would be proactive in literally ‘taking curriculum issues to them’. The DUT Civil Engineering Department should target those companies that have an interest in making a concerted effort by enlisting them onto the Advisory Board. From an institutional perspective DUT should be more proactive and advertise the existence of such an entity, created solely for curriculum discussions with the public, and particularly with industry. Assessments, course content and the project component of the programme generated considerable comments from industry that the Civil Engineering Department could take into consideration during the curriculum renewal process.

CFD simulation of pedestrian-level wind conditions around buildings: Past achievements and prospects

This chapter explains how a general contractor can obtain the benefits and what changes to construction processes are desirable. It begins with a discussion of the various types of contractors and how Building Information Modeling (BIM) can provide benefits for their specific needs. The chapter focuses on important application areas that apply to most contractors. These include: BIM support for process change, including lean construction; constructability analysis and clash detection; quantity takeoff and cost estimating; construction analysis and planning; integration with cost, schedule, quality, and safety control; off-site fabrication; BIM in the field; and improved handover of the completed building to the owner. The chapter discusses the contractual and organizational changes that are needed to fully exploit the benefits that BIM offers, and concludes with some thoughts on how BIM can be implemented in a construction company.

Civil Engineers are the builders of a nation. They always have played a significant role in providing the infrastructure required for the society. Ever increasing population, rapid urbanization and industrialization, global warming and climate change, increasing incidents of natural and manmade hazards and environmental degradation have become major concerns of the society today and these concerns pose several challenges to the Civil Engineers. There has been a noticeable change in the environment within which civil engineers carry out their work. There is a growing concern on the adverse consequences of the development activities. There is a need for Civil Engineers to rise up to face these challenges and contribute to the development and betterment of the nation in all core areas. A multitude of threats confront us in our effort to achieve the same. Civil engineers have always been looking for innovative tools and techniques for solving the challenging problems that they face during planning, analysis, design and construction of civil engineering structures. It was in this context that the Department of Civil Engineering, National Institute of Technology Calicut, Kerala, India, has come out with the proposal of organizing an International Conference on Materials, Mechanics and Structures 2020 (ICMMS 2020) with major funding from Technical Education Quality Improvement Program-Phase III. This conference was aimed to provide a forum to all Civil Engineers to deliberate on the innovative tools and techniques that are needed to face the challenges in the fields of Materials, Mechanics and Structures.List of Comittees and editors are available in this pdf.

Sustainability represents a commonly agreed global development goal. It aims at ensuring the quality of life on Earth for current and future generations. Sustainability should thus become the fundamental overarching concept for the efficient/high-quality design and operation of any product or service throughout its lifecycle—focusing on all three pillars of sustainability—social, environmental, and economic. Among the different socioeconomic sectors, dealing with the impacts that the construction sector has is fundamental, as it strongly contributes to many of the pressing issues that need to be addressed. Not only do we need to improve the economic, environmental, and social performance of our built environment, but we also need to be better prepared for new conditions that are appearing as a cause of global challenges (e.g., climate change). The importance of this approach is all the more clear in light of an increasing number of man-made and natural disasters occurring globally. Thus, current developments and changes in the environment and socioeconomic situation require improvements in the technology of different processes that are involved in construction projects. In this context, concrete is a particularly interesting material, because it has a great potential for new technical solutions meeting new requirements, leading to the necessary reduction of environmental impacts and at the same time improvement of social and economic conditions, including safety and reliability during emergency situations. However, considering the huge volume of global concrete production and the negative impacts closely linked to its production, the overall environmental negative impact associated with the construction of concrete structures on a global scale is considerable. In view of the above global situation, it is of utmost importance to focus on the introduction of new production and construction technologies, advanced design techniques and efficient operation, maintenance, and recycling techniques of concrete structures. Concrete mixes, concrete products, and concrete structures should be designed to meet the requirements of sustainability—namely, to minimize their negative impacts and increase the positive impact on society, the environment, and the economy. This could be achieved by increasing the quality and durability of concrete structures throughout their life cycle, through (i) improvements in design methods, (ii) development of concrete mixtures, composite materials, and reinforcement methods, (iii) modernization of concrete technology, (iv) development of integrated design approaches, and (v) innovation in maintenance, repair, demolition, and recycling processes. This requires the involvement of all actors in the construction process, from material manufacturers, designers, and builders to users, and their conviction and initiative in the need to achieve better results in terms of sustainability requirements. This special theme of Structural Concrete journal: Sustainability of Concrete Structures collects a selection of contributions related to different aspects of sustainability showing potential of concrete structures to contribute to the achievement of the Sustainable Development Goals (SDGs) set by the United Nations in 2015 as an action plan until 2030. The content of this special theme volume covers issues related to Life Cycle Assessment of concrete structures, carbon neutrality, use of recycled concrete and other recycled components, optimization of concrete structures, and many other issues bringing the contribution of concrete research and development to SDGs. We trust that the presented selection of articles is of interest to the concrete community focusing on the development of concrete structures toward a sustainable and resilient built environment as a contribution for future generations. Petr HajekDepartment of Architectural Engineering,Faculty of Civil Engineering, Czech Technical University in Prague, Czech Republic; Member of fib COM7, Convener of fib TG7.1: Sustainable Concrete—general framework; Member of fib COM10, TG10.1: Model Code 2020; Member of TG6.3:Sustainability of structures with precast elements and TG1.5:Structural sustainability. Albert de la Fuente AntequeraAssociate Professor, Civil and Environmental Engineering Department, Universitat Politècnica de Catalunya, Barcelona, Spain. Nikola TošićUniversitat Politècnica de Catalunya—BarcelonaTECH (UPC), Barcelona, Spain. Irene JosaDepartment of Civil, Environmental and Geomatic Engineering, University College London (UCL), London, UK. Petr Hajek, Department of Architectural Engineering, Faculty of Civil Engineering, Czech Technical University in Prague, Czech Republic; Member of fib COM7, Convener of fib TG7.1: Sustainable Concrete—general framework; Member of fib COM10, TG10.1: Model Code 2020; Member of TG6.3: Sustainability of structures with precast elements and TG1.5: Structural sustainability. Albert de la Fuente Antequera, Associate Professor, Civil and Environmental Engineering Department, Universitat Politècnica de Catalunya, Jordi Girona 1-3, 08034 Barcelona, Spain. Nikola Tošić, Universitat Politècnica de Catalunya—BarcelonaTECH (UPC), Jordi Girona 1–3, 08034 Barcelona, Spain. Irene Josa, Department of Civil, Environmental and Geomatic Engineering, University College London (UCL), London, UK.

Over the past ten years, Ben’s work in environmental engineering has focused on anaerobic biotechnologies. His projects have included studying the effects of anaerobic digester configuration on methane production rates, examining digestion of secondary residuals from brewery wastewater to enhance bioenergy generation, investigating the relationship between microbial community structure and digester performance, and co-digestion of solid wastes. He received his Ph.D. in Civil and Environmental Engineering from Marquette University (2012) and his B.S. and M.S. in Civil Engineering from Washington University in St. Louis (2006). The desire join the faculty at Platteville can best be summed up in the word accompany—Ben feels quite blessed to be able to accompany students as they become engineers. His work with the Milwaukee Water Council oversaw the founding of student chapters, and he has been involved with Engineers Without Borders. He began teaching in the Civil & Environmental Engineering Department at the University of Wisconsin – Platteville in the fall of 2012. When he is not working on engineering-related work, he enjoys being outside, especially with his two little girls and wife or running.

The objective of the current paper is to examine how group learning and cooperative learning are used in civil engineering courses. The paper defines group learning and cooperative learning in the first section. It is hypothesized that group learning is used in civil engineering courses to build teamwork skills and communication skills among civil engineers but that its effectiveness is not maximized owing to a lack of awareness of how it can be structured. The paper suggests that using cooperative learning is more effective. The paper describes a study of the attitudes and perceptions of lecturers in civil engineering departments in several universities. The paper finds that many lecturers use group learning in order to teach civil engineers ‘soft skills’ but are uncomfortable with the assessment of such work. There is a lack of awareness regarding how group work can be structured and regarding research into the use of cooperative learning.

This paper describes a project conducted to provide research experience to engineering undergraduate students involving discovery through actual construction, experimental testing, observing and recording, synthesizing the data collected, and generalizations. The project was part of a Research for Undergraduates Site grant sponsored by the National Science Foundation, and administered in the Department of Civil and Environmental Engineering at the University of Cincinnati during the Summer of 2001. The research experience provided was in the area of structural engineering. Nine students were selected to participate in the Site; four students selected were from institutions outside Cincinnati, and five were selected from UC. These included three women, one Native American male, one Hispanic male, one African American male, and three white American male students, and each group worked on a separate project during the two summer months. Each group were supervised by the Project Director (author) and a Faculty Mentor, one Graduate Student Mentor (Research Assistant), and a Lab Technician during the complete duration of the REU Site. The paper presents how the whole research program was planned and conducted, the details of the projects selected for the students, and procedures used to evaluate the impact of the project. This paper will help others in planning similar experiences for engineering undergraduate students.

This paper investigates how the students perceive their preparedness when they start writing their bachelor thesis. Students at the University of Agder (UiA) will, in their first semester, receive lectures in ethics, academic writing and referencing to equip them for future writing, mostly academic reports. In the Civil Engineering Department, an IMRAD report template is used during their bachelor thesis. The Civil Engineering Department also requires lecturers to use variations of the same template for every report to prepare the students for their bachelor thesis. National Guidelines for engineering studies require students to have general competencies in environmental, social, health-related, and financial consequences around their work in Civil Engineering and put this into an ethical and life cycle perspective. Hence, this paper investigates if the students meet these requirements. In January and February, the students will attend a workshop and follow a course called ‘TFL200 – system course for engineers’. The workshop will give the students a recap in academic writing, referencing, the writing process, project management, and how the template is structured, explaining the template's different parts. TFL200 covers ethics, systems theory, innovation and LCA, sustainability, and academic writing. In the spring semester, two surveys will be sent out to third-year bachelor students in Civil Engineering writing their bachelor thesis. The first survey will be sent out at the beginning of January before the students start their course and workshop. This survey will investigate to which degree the students feel prepared, motivated, and ready to write their bachelor thesis. The second survey will be conducted in late February to evaluate the effects of TFL200 regarding the bachelor project and the workshop, measuring the student's current preparedness, motivation, and to which degree the students feel competent.

The purpose of the study was to evaluate the performance of graduates from the Civil Engineering Department at the Pontianak State Polytechnic to know the assessment of service users from the Civil Engineering and Planning Department graduates on the ability to integrity (ethics and morals), professionalism, foreign language skills, information technology, communication, teamwork, and self-development. Our study method collects field data in interviews, surveys, and observation data. Researchers also use questionnaires distributed to alumni and alumni who use the services of contractors and consultants. The field passed the data research tracer study that determines the extent to which the assessment of alumni and graduate users on the performance of graduates of the Department of Civil Engineering and Planning at the Pontianak State Polytechnic at the same time received advice or input to improve the performance of graduates From the evaluation results above, it is hoped that the data obtained can improve the performance of graduates so that by itself it can increase accreditation for two study programs, namely the D-III Civil Engineering Study Program and the D-IV Housing and Settlement Planning Study Program—learning program and learning program. Thus, we hope that the results of this study will be helpful for all parties; academics, policymakers, and other researchers.

This research analyzes the Civil Engineering department students' needs for English learning materials and the need regarding the language element by students in English learning material in the civil engineering department. Populations in this research were carried out in the Department of Civil Engineering, at the University of Bengkulu. This research used descriptive quantitative research with questionnaire as the tools in collecting data and interview was carried out to find out in-depth and strengthen the questionnaire. To analyze the data, the writer involved two steps in analyzing the data collected; Give questionnaires to civil students using Google Form and then they were given 2 days to fill out and Analyze and explain the results of the list of answers from the questionnaire. The result of this research showed that the civil engineer students want to improve their English speaking skills and listening skills to communicate in their activities in the field of civil engineering where the material provided is easily understood by the students. In addition, the language element they want is more conversational. The English conversations given are more situational conversations and the texts given are more discussion texts. The last, English is important for professional needs because English is needed for everything such as the TOEFL score and confidence in their English which is one of the requirements to continue studying and to become an employee in a company.