1. Design of a Typical Course s c h o o l s o f e n g I n e e r I n g S. D. Rajan Professor of Civil Engineering Professor of Aerospace and Mechanical Engineering

2. FULTON schools of engineering sustainable engineering and the built environment 10,000 ft view of a typical engineering degree program 4-year degree program Course 1 Course 2 Course 35 A typical course

3. FULTON schools of engineering sustainable engineering and the built environment n ABET (2011) definitions n Objectives: Broad statements that describe what graduates are expected to attain within a few years after graduation. n Outcomes: Student outcomes describe what students are expected to know and able to do by the time of graduation. These relate to the knowledge, skills, and behaviors that students acquire as they progress through the program. Program Objectives and Outcomes

4. FULTON schools of engineering sustainable engineering and the built environment Program Objectives & Outcomes

5. FULTON schools of engineering sustainable engineering and the built environment n Our graduates will be employed as engineers or will be enrolled in (or have graduated from) engineering or professional graduate school. n Our graduates will provide engineering and program management services for civil infrastructure development that protect and enhance the environment while stewarding natural resources. n Our graduates will demonstrate professionalism and will hold positions of increasing responsibility within their organizations. n These objectives will be attained within 3 years of graduation. Program Objectives

6. FULTON schools of engineering sustainable engineering and the built environment A. Knowledge of mathematics, science, and engineering. B. Ability to design and conduct experiments, and to collect, analyze, and interpret data on civil engineering applications. C. Ability to design civil engineering systems, components, and processes, in conjunction with economic, environmental, ethical, sustainability and other considerations. D. Ability to work in, and provide leadership for, diverse teams in the solution of engineering problems. E. Ability to identify, formulate, and solve civil engineering problems. ABET A-K Program Outcomes

7. FULTON schools of engineering sustainable engineering and the built environment F. Understanding of professional, sustainability and ethical issues. G. Ability to communicate effectively at a personal level and through written reports and oral presentations which utilize professional-quality visual aids. H. Understanding of issues and impact of engineering solutions in a broad cultural and geographical scale that extends to metropolitan, regional, national and global levels. I. Ability to engage in life-long learning and recognition of its necessity. ABET A-K Program Outcomes

8. FULTON schools of engineering sustainable engineering and the built environment J. Ability to take into consideration contemporary issues and environmental impact in civil engineering practice. K. Ability to use modern techniques, skills, and tools required in civil engineering practice. ABET A-K Program Outcomes

9. FULTON schools of engineering sustainable engineering and the built environment Case Study

10. FULTON schools of engineering sustainable engineering and the built environment ASU CEE Degree Program Full-time student (15 sem. hrs/semester) 8 semesters Area# of hours General Studies19 Mathematics20 Physics & Chemistry12 Other3 Civil Engineering66 CE Technical electives – 12 CE Design electives - 6 TOTAL120

11. FULTON schools of engineering sustainable engineering and the built environment n Establish the pre-requisites to this course n What courses is this course a pre-requisite to n Course topics n Course objectives and outcomes n Linking course contents to the objectives and outcomes n Using technology to making the course contents contemporary and challenging n Course delivery challenges n Handling the assessment challenges Designing a Typical Course

12. FULTON schools of engineering sustainable engineering and the built environment Engineering Mechanics Courses

13. FULTON schools of engineering sustainable engineering and the built environment 1. Students understand and appreciate the relationship between the underlying principles of mechanics and the behavior of static mechanical systems. 2. Students can represent physical bodies and restraints as idealized statical systems. 3. Students understand and appreciate the relationship between natural forces and their idealization in modeling. 4. Students can analyze particles and rigid bodies subjected to external forces using analytical means and numerical methods implemented in computer programs. Statics: Course Objectives

14. FULTON schools of engineering sustainable engineering and the built environment 5. Students can apply the principles of statics to systems in the context of design or other similar engineering contexts. 6. Students advance their abilities to solve engineering problems and to articulate the outcomes of technical investigations. 7. Students will be prepared for more advanced study of engineering mechanics, dynamics, mechanics of materials, and deformable solids as these subjects apply to a wide variety of civil engineering disciplines. Statics: Course Objectives

15. FULTON schools of engineering sustainable engineering and the built environment n A (3) n C (3) n E (3) n K (1) n Correlation –1: low –2: medium –3: high Statics: A-K Outcomes Link A: Knowledge of mathematics, science, and engineering. C: Ability to design civil engineering systems, components, and processes, in conjunction with economic, environmental, ethical, sustainability and other considerations. E: Ability to identify, formulate, and solve civil engineering problems. K: Ability to use modern techniques, skills, and tools required in civil engineering practice.

16. FULTON schools of engineering sustainable engineering and the built environment n Free Body Diagrams and Static Equilibrium n Vector Principles, Forces & Moments, Force Systems, Distributed Effects n Fluid Statics n Friction n Internal Forces and Bending Moments n Analysis of Simple Structures (Trusses, Frames) Statics: Topics Covered

17. FULTON schools of engineering sustainable engineering and the built environment n Six modules – 2 to 4 week duration n Typical module –1 lecture –Several recitation sessions –1 Rehearsal exam –1 Module Assessment (exam) n 4 computing projects involving MATLAB n Course grade –6 Assessment exams –4 computing projects Statics: Course Delivery

18. FULTON schools of engineering sustainable engineering and the built environment Life After Statics

19. FULTON schools of engineering sustainable engineering and the built environment n Demonstrate mastery consistently n 6 assessment exams –Individual work –Conceptual questions (true/false, hypothesis testing, derivations) –Questions involving calculations (from problem statement to final solution, implementing a specific step) –One page of reference sheet –Uses previous exams as a springboard n 4 computing projects –Either individual work or team projects –Complements ideas covered in the course –Explore unique aspects of problems that would otherwise be tedious Statics: Assessment

20. FULTON schools of engineering sustainable engineering and the built environment n Engagement –Class participation (come prepared to class, work actively in class, ask questions, show leadership in a group, daily feedback on Statics Blog) –Homework (Upload solutions, comment on other people’s solutions, develop additional problems) Statics: Assessment

21. FULTON schools of engineering sustainable engineering and the built environment Hands-On Exercises