This paper describes an experiment with problem-based learning (PBL), an instructional methodology used in response to the challenges posed by today’s professional education. Contrary to the conventional model that places an application problem after concepts or topics have been introduced, PBL uses the problem to initiate learning. Besides promoting the construction of knowledge, it may also contribute to the development of some skills and attitudes deemed important for engineers’ professional practice. This research, of a qualitative nature, intended to investigate how students evaluate this methodology and its potential to attain the educational goals set for the course. In order to answer the research question, the methodology was implemented in the civil engineering curriculum of a Brazilian public university. The results herein presented, deriving mainly from classroom observations and an end-of-course questionnaire, show that most of the students evaluate the methodology positively. Even considering the short duration of the course and its small number of credits, it may also have promoted the development of some skills and attitudes besides knowledge acquisition.

From fall 1999 to spring 2003, an introductory environmental engineering course was revised to include an inquiry-based “open” experiment for enhanced student learning. The students designed and conducted experiments to address a problem of their choice. The students’ experimental topics covered air, water, and soil quality and remediation. At the completion of the experiment each student completed a questionnaire that assessed the efficacy of the open experiments in enhancing student learning; 109 student responses were subjected to statistical analysis. Examination of the survey revealed the students’ belief that the open experiment aided in their understanding of basic and applied environmental concepts. Females in particular indicated that the open experiment enhanced their learning of basic concepts. Neither group size nor selection criteria impacted how well students worked within their groups. By utilizing open-ended questions in the survey, a significant portion of student responses indicated that they enjoyed the experience.

The fast-moving world of information technology confronts the civil engineer with constant change. This creates challenges for educators and students because rapid change requires curricula to be flexible and educators to gain competency and access to new equipment and software. Whereas a decade ago, civil engineering educators debated how to teach “programming,” the picture is now much more complex. The paper reports on how information technologies are changing the practice of civil engineering and offers a new framework for integrating next-generation information technology into the civil engineering curriculum at the department level.

The Victoria Bridge across the St. Lawrence River at Montréal is one of the great engineering achievements of the 19th century. At the time of its construction it was the largest bridge project in the world. It was also the last major project of the last of the “legendary” engineering figures of the “Victorian” era of engineering, Robert Stephenson. There were many doubters as to the ability of the engineers of the day to construct a project of this size given the physical conditions of the site. The story of the construction of the Victoria Bridge is one that combines business imperatives, engineering design skills, and construction ingenuity with the enormous challenges presented by one of the world’s great, fast flowing rivers and with the severity of Canadian winters and the massive “ice shoves” that occur as a result. Following its completion controversy raged as to who deserved the most credit for the conception and design of the bridge. The bridge was constructed between 1854 and 1860 and was formally opened by the Prince of Wales in the summer of 1860. Starting in 1897, the original Tubular Superstructure was replaced by pin-connected through trusses designed to carry two rail tracks with a roadway and sidewalk cantilevered out on each side. The bridge was formally reopened on October 16, 1901 and renamed the “Victoria Jubilee Bridge.” It continues to serve rail and road traffic to the present day.

Internet technologies are employed to allow real-time video monitoring, control, and execution of bench-top shake table experiments. Structural models of relevance to education in dynamics and earthquake engineering can be tested remotely over the Internet at any time. The underlying elements of experiment tele-observation and tele-operation/control are incorporated in a newly developed Web site. Tools for graphical display and analysis of recorded model response are included. Related education evaluation and assessment materials are prepared and made available on-line. The Web site currently provides an experimental component in courses such as earthquake engineering and structural dynamics. Based on a developed education assessment framework and the compiled student feedback, the Web site is found to be useful and effective. From this feedback, most students rated their experience as equivalent to the usual hands-on laboratory experiment. Similar applications in other areas of science and engineering will bring valuable experimentation content directly into the classroom, with efficient use of time and resources and the convenience of anywhere/anytime access.

In this paper the writers demonstrate the inclusion of the Long-Term Pavement Performance (LTPP-DATAPAVE 3.0) data within the pavement engineering curriculum at Michigan State University (MSU). The paper presents two examples, one from an undergraduate course on pavement rehabilitation and one from a graduate course on pavement analysis and design. These examples illustrate the use of LTPP data in computing responses, predicting traffic, developing rehabilitation strategies, and predicting performance of both rigid and flexible pavements.

As part of graduation requirements, the Department of Civil Engineering at the University of Wisconsin-Madison requires a minimum of one three credits course in a capstone design experience. The main objective of this course is to allow students the opportunity of undertaking and completing an open-ended design project. Supervision of the projects is performed by practicing engineers and department faculty. The course is a practice oriented design class that integrates several civil engineering areas. Special emphasis is placed on integrating constructability concepts with structural engineering, mechanical systems, electrical systems, and other project details. Student groups not only complete project designs, but also perform feasibility studies, value engineering, and prepare a construction schedule and cost estimate based on the designs they have generated. The objective of this paper is to describe the senior level capstone design experience at the University of Wisconsin-Madison.

Although reverse auctions have been utilized in the procurement of goods for many years, the availability and widespread use of the Internet has recently lead to a dramatic increase in its employment. Reverse auctions have recently found their way to a new market: procurement of construction services. As business and commerce have moved toward e-business and e-commerce, construction is drawn into such new practices. There is an ongoing debate as to whether reverse auctions are suitable equally for the procurement of both goods and services. Some contractors are concerned that reverse auctions are just another form of bid shopping. It is necessary for the construction industry to understand and evaluate the pros and cons of reverse auctions. This article discusses the procedures involved in conducting online reverse auctions and describes reverse auction practices, their advantages, and disadvantages. It also examines the legal principles of reverse auctions, potential problems, and challenges to its use.