Time: Tuesday and Thursday 9:30 am to 11:00 am Location: MCLD 202
Dr. Susan Nesbit, P.Eng.
Department of Civil Engineering
Faculty of Applied Science
Office: CEME 2013
What do civil engineers do? What skills and tools do we use? What is our impact on people? In
teams and on your own, you will learn about, and apply, a variety of civil engineering skills. You
will be introduced to the civil engineering design process including: the context of civil
engineering design and sustainable development, conceptualizing a design, detailing a design,
project planning, and implementing a design. The primary goal of this course is to help you
create your core professional competencies in civil engineering.
PLEASE KEEP THIS COURSE OUTLINE HANDY SO THAT YOU
CAN REFER TO IT FREQUENTLY AS THE TERM UNFOLDS.
Assignments, Due Dates and Marking Scheme:
Readiness Assurance Process
Individual tests (2) 12% Sept 17
Team tests (2) Nov 17
In-Class Activity Deliverables (eg, Panel Question Submissions and 4% Q’s: Oct 13
Summaries (2), etc) Q’s: Nov 29
Engineering Drawing Assignment (1) 5% Sept 22
Revit Structure Assignment (1) 7% Nov 10
MCDM Spreadsheet Assignment (1) 8% Oct 13
Media Article Critique:
Written Opinion (1) 5% Sept 29
Written Article Critique 15% Nov 5
Journal Entries (2) 3% Oct 20
3% Dec 7
CSL Team Disc on Opinions --- Oct 1
CSL Team Disc (1) 2% Nov 26
CSL Project Design and Plan 36% Dec 4
CSL Project Peer Evaluation --- Dec 7
Civil 201 – 2009/10 Term 1 1
Course Learning Outcomes:
By the end of this course you will be able to:
o the civil engineering profession and the different types of
non-determinant problems that civil engineers solve
o the process of civil engineering design
o professional responsibilities of the civil engineer
o societal impacts of civil engineering
o different types of models that are used to solve civil
o what is meant by a Building Information Model (BIM)
o Multi-Criteria Decision Making (MCDM)
o the process of Civil Engineering Project Planning
o Sustainable Development, how it relates to civil
engineering, and tools that can be used to measure
o the Integrated Design Process and how it relates to the
certification process for “Leadership in Environmental and
o BIM in an elementary context
o MCDM in an elementary context
o civil engineering project planning, design, and
communication concepts to a Metro Vancouver
o Media articles that are relevant to civil engineering
o Team mates and peers
o The meaning of infrastructure
o The meaning of civil engineering
o Your experiences during this term, how they affect your
knowledge base as well as your values and beliefs, and
how they are linked to your future engineering practice.
Civil 201 is divided into 4 learning modules. Modules 1, and 3 follow the Team-Based-
Learning (TBL) format – see below for a description.
During the first week of class, you are oriented to the Civil Engineering Department and
to the use of TBL in Civil 201.
Civil 201 – 2009/10 Term 1 2
Module 1: Introduction to Civil Engineering
This module introduces you to what civil engineers do, how we approach the design
process, engineering drawing and design, and the design context that constrains our
engineering designs, LEED, and civil engineering decision-making.
Module 2: Project Design and Planning in Civil Engineering
Throughout the term you will learn about the fundamental aspects of civil engineering
design and project planning. You and your Community Service Learning team will
design and plan for a project that will be implemented during term 2 as part of Civil 202.
You and your team will be working with a community organization and you will be
mentored (NOT LED) during the development of your design and plan by a senior design
student (civil or otherwise) who has some design experience. You will be able to sign-on
to a particular community organization. Your team members consist of other students
who have signed on to the same organization.
Module 3: Sustainable Development
Topics in this module include an introduction to the industrial revolution and the design
assumptions that arise from industrialization, definitions of sustainable development, an
introduction to climate change and infrastructure and the interconnections between
energy use, sustainable development, and civil engineering design.
Generally, the Department of Civil Engineering has found that students entering our
undergraduate program have a variety of backgrounds and skill sets. Many, but not all,
are proficient at technical drawing (orthographic, isometric, and section views of
can perform basic calculations using spreadsheet programs like Microsoft Excel.
know how to communicate effectively in writing and can compose a persuasive
Although several assignments in Civil 201 (flagged with an asterisk below) require the
abilities listed above, class time will not be spent in reviewing the material required to
complete these assignments. For those of you who need to learn the basics that will
enable you to complete the assignments requiring hand drawing skills, Excel calculations,
and/or critical essay writing, remedial learning sessions are available. Please contact me
via e-mail (firstname.lastname@example.org) as soon as possible to let me know if you need
Course Tasks and Assignments:
Team-maker Survey (0 marks): Please go to the Civil 201 Vista site to complete this
Team-maker quiz. You will need to determine your learning style before you do the
Vista quiz. Please see below for details. The quiz will enable me to organize the class
into Teams for various in-class activities (see below)
Civil 201 – 2009/10 Term 1 3
RAP Tests (2 Individual: 6 marks, 2 Team: 6 marks): The individual RAP test results
indicate whether or not you have read and understood the reading material for each
learning module. The Team RAP tests are performed so that each team is aware of its
knowledge base for the learning module before the in-class activities begin.
Hand Drawings* (5 marks): This assignment is intended to bring everyone in the class
up to the minimum level of ability in hand drawing. If you are inexperienced with hand
drawing, please review the on-line lectures before completing this assignment. This
assignment is completed individually.
ReVit Structures Tutorial (7 marks): This assignment introduces you to the concept of
Building Information Models and how they can be used in the design of a simple
structure. BIM is a new tool that is highly relevant to your future practice. The
assignment is completed individually.
MCDM Assignment* (8 marks): This assignment introduces you to the of concept
multi-criteria decision making. It requires a basic understanding of how to use an excel
spreadsheet (please contact me if you need remedial help). As you will see in subsequent
courses, the MCDM is relevant to civil engineering design decisions. The assignment is
Panel Questions (2) and Panel Summaries (2) (4 marks): At the end of each learning
module, a panel of experts will visit our class and answer questions that you submit
before hand. Your participation in this is essential for the success of these discussions.
The panel summaries give you an opportunity to reflect on the answers you have heard
from the experts. Please complete these assignments individually.
250 Word Opinion and Disc (1) (5 marks): It is essential in professional practice that
civil engineers are able to engage in public discourse on a variety of government policy
and other societal issues. This assignment is aimed at getting you to work on your
critical thinking and public speaking skills.
Written Article Critique* (1) (15 marks): The written article critique required for this
course gives you the opportunity to hone your critical thinking and writing skills and
prepares you for assignments in subsequent courses. The written critique is completed
individually. Please see me if you need remedial writing help.
Journal Entries (2) (3 marks each): Research on human learning that has been
published over the last 30 years indicates that learners retain more material and find the
material more relevant in their daily activities if they are given the opportunity to reflect
on the learning material and then get feedback from mentors on their personal reflections.
Therefore many professional organizations, including the Association of Professional
Engineers and Geoscientists of BC, require that those in apprenticeship keep a journal or
log-book. In keeping with this practice, you are required to complete 2 journal entries
during this term, on which you will receive feedback from a mentor who is not assessing
Civil 201 – 2009/10 Term 1 4
CSL Team Disc (1) (2 marks): This discussion session takes place at the end of the
term and is intended to give the CSL team time to reflect on what the team has learned
about Civil engineering project design and planning. It is a team assignment.
Project Design and Implementation Plan (36 marks): A major focus of this course is
the designing and planning of a project for a community organization of your choosing.
This is a team project and the team is different from your in-class activities team.
On-Line Peer Evaluation (affects your project design and plan mark): At the end of
the course you have the opportunity to evaluate your CSL Team-mates. The evaluation
asks you to consider how well your team-mates participated in the design and planning
process for the CSL project.
Details of all assignments will be provided throughout the term.
Much of this course is delivered using a Team-Based-Learning
(TBL) format. Accordingly, you are assigned to a team with
approximately 6 members. Teams are announced in class during the
first week of term. We create the teams based on your experience,
learning style, and gender.
Modules 1 and 3 will have a sequence of 3 discrete learning phases:
Phase 1 – Preparation: During phase 1, you complete specified
readings and attend a lecture. The purpose of this phase is to prepare
you for the testing in phase 2.
Phase 2 – Readiness Test: During phase 2, you are given a readiness
assurance process (RAP) test. The typical RAP test signals to yourself,
your teammates, and me that you have read and understood the assigned
readings. During the RAP you individually complete the test and then
submit your answer sheet. Next, you join your team and, together,
answer the questions of the same test. The individual tests are scored
and reviewed while your team completes the team test. The purpose of
phase 2 is to ensure that you and your teammates have sufficient
foundational knowledge to begin learning how to apply and use the
course concepts in phase 3.
Phase 3 - In-class Activities: You and your team apply your foundational knowledge,
acquired in the first two phases, to various issues during in-class team activities. Near
the end of each module, you submit suggested panel questions and then at the last class
meeting of the module you listen to, and ask questions of, a panel of professionals with
expertise in the module topic. The panel session ends with a short in-class panel
Civil 201 – 2009/10 Term 1 5
Readiness Assessment Process Test Details
These tests are closed book and based on the assigned readings.
Individual RAP (IRAP) - This assessment process requires that you
complete approximately 20 multiple choice questions. The test is
taken individually. These tests use Scantron™ forms so pencils are
Team RAP (TRAP) - Following the IRAP, the same multiple choice
test is re-taken with your team. These tests use “scratch and win”
type answer cards known as IF-AT sheets.
When using the IF-AT sheet your team is awarded 4
points if you uncover the correct answer on the first
scratch, 2 points for second scratch, and 1 point for third
scratch. Correct answers are indicated by a small star.
Appeals Process - Once your team has completed the
team test, your team has the opportunity to fill out an
appeals form. The purpose of the appeals process is to
allow your team to identify questions where you disagree with the question keying or
wording or the information in the readings. The instructor will review the appeals outside
class time and report the outcome of your team appeal at the next class meeting.
Feedback - Following the tests the instructor answers any clarifying questions on the reading
Academic Integrity: As a student at UBC, you are expected to uphold the highest moral
and ethical standards with respect to academic integrity. Academic integrity involves
many things, including:
Acknowledging all sources of information.
Doing your assignments independently or acknowledging any collaboration
Reporting your results accurately when conducting original research or when
doing a lab.
Remaining honest during an examination.
Late Assignments: Late assignments are docked 10% per day (including weekend days).
Late assignments are not accepted after 7 days.
Civil 201 – 2009/10 Term 1 6
Important: to be completed before the first class
1. Team Formation Survey
You must complete a 4 question team formation quiz by the end of September 8,
2009. We use this information to help us create equal strength teams that have the
range of skills required to successfully complete the in-class team activities. Teams
are announced at the first class meeting on September 10, 2009.
Before starting the on-line Vista quiz, you need to determine your learning style –
please see below for details of how to determine your learning style. The team
formation quiz is accessed by going to your “My Vista” portal
auth/login.htm) and logging on with your CWL. If Civl 201 is not in your list of
courses, then please let me know as soon as possible.
2. Learning Style
You work with many people during your career and it is important that you both
understand your preferred learning and interaction style and learn how to successfully
accommodate other people’s styles. Knowing how to work successfully with different
kinds of people is essential to your success in engineering practice.
To begin the course, please complete a learning styles inventory. We discuss the
inventory during our second class meeting. Your individual inventory results help you
to understand yourself and your teammates.
Learning Style Inventory Based on David Kolb's Model
Part I: Concrete Experience vs. Abstract Conceptualization
1. I prefer
A. hands-on learning experiences.
B. learning through thinking and reasoning.
2. I tend to
A. rely on feelings when making decisions.
B. rely on logical reasoning when making decisions.
3. I learn more effectively from
A my peers.
B. my teachers.
4. I like learning through
Civil 201 – 2009/10 Term 1 7
5. I learn well by
A. practical experience.
B. applying theories to hypothetical situations.
6. I am best at learning
Total of As _____ Concrete Experience (CE) score
Total of Bs _____ Abstract Conceptualization (AC) score
Part II: Active Experimentation vs. Reflective Observation
1. I learn best through
C. active involvement in projects.
2. I would rather
C. do volunteer work with disadvantaged youth.
D. read about disadvantaged youth.
3. I prefer assignments that
C. require me to work examples.
D. require me to think about situations.
4. I learn well through
C. participating in a discussion
D. listening to what others have to say.
5. I tend to
C. jump right in and do something new.
D. think about possible outcomes before trying something new.
6. I learn best
C. by doing.
D. watching and then reflecting.
Total of Cs _____ Active Experimentation (AE) score
Total of Ds _____ Reflective Observation (RO) score
Civil 201 – 2009/10 Term 1 8
A responses = Concrete Experience (CE)
B responses = Abstract Conceptualization (AC)
C responses = Active Experimentation (AE)
D responses = Reflective Observation (RO)
_________ = Concrete Experience (CE)
_________ = Abstract Conceptualization (AC)
_________ = Active Experimentation (AE)
_________ = Reflective Observation (RO)
CONVERGER - Those with highest scores in Abstract Conceptualization (AC) and Active
Experimentation (AE). This person's greatest strength lies in the practical application of ideas. A person
with this style seems to do best in those situations where there is a single correct answer or solution to a
question or problem and can focus on specific problems or situations. Research on this style of learning
shows that Convergers are relatively unemotional, preferring to deal with things rather than people. They
often choose to specialize in the physical sciences, engineering, and computer sciences.
DIVERGER - Those with highest scores in Concrete Experience (CE) and Reflective Observation
(RO). Divergers have characteristics opposite from convergers. Their greatest strengths lie in creativity and
imaginative ability. A person with this learning style excels in the ability to view concrete situations from
many perspectives and generate many ideas such as in a "brainstorming" session. Research shows that
Divergers are interested in people and tend to be imaginative and emotional. They tend to be interested in
the arts and often have humanities or liberal arts backgrounds. Counselors, organizational development
specialists, and personnel managers tend to be characterized by this learning style.
ASSIMILATOR - Those with highest scores in Abstract Conceptualization (AC) and Reflective
Observation (RO). This person's strength lies in the ability to understand and create theories. A person
with this learning style excels in inductive reasoning and in synthesizing various ideas and observations
into an integrated whole. This person, like the converger, is less interested in people and more concerned
with abstract concepts, but is less concerned with the practical use of theories. For this person it is more
important that the theory be logically sound and precise; in a situation where a theory or plan does not fit
the "facts," the Assimilator would be likely to disregard or re-examine the facts. As a result, this learning
style is more characteristic of the basic sciences and mathematics rather than the applied sciences.
Assimilators often choose careers involving research and planning.
ACCOMMODATOR.- Those with highest scores in Concrete Experience (CE) and Active
Experimentation (AE). Accommodators are polar opposites form Assimilators. Their greatest strengths
lie in carrying out plans and experiments and involving themselves in new experiences. They are risk-
takers and excel in those situations requiring quick decisions and adaptations. In situations where a theory
or plan does not fit the "facts," they tend to discard it and try something else. They often solve problems in
an intuitive trial and error manner, relying heavily on other people for information. Accomodators are at
ease with people but may be seen as impatient and "pushy." Their educational background is often in
practical fields such as business or education. They prefer “action-oriented" jobs such as nursing, teaching,
marketing, or sales.
Kolb, D. (1985). Learning style inventory. Boston, MA: McBer and Company.
Lamberski, R. (2002). Kolb learning style inventory. Available at
Civil 201 – 2009/10 Term 1 9