Data-driven curriculum redesign in civil engineering

Debra A Fowler, Whitney Anthony, Nathaniel Poling, James Morgan, Kelly Brumbelow

Research output: Book chapter/Published conference paperConference paperpeer-review


Fundamental concept gaps in math, science, and physics, as well as other gaps students and faculty perceive in the curriculum, can have crucial implications for faculty teaching courses and for students progressing through a civil engineering program. Faculty noted anecdotally that students were getting midway through the curriculum and having extreme difficulty with concepts in certain courses. A data gathering process was designed to identify the perceived concept gaps as well as the intentional redundancies, and this paper presents the gathered data and explains their influence on proposed changes to the curriculum. The data collection included: faculty and student surveys regarding conceptual gaps, student helpdesk survey, student pre-requisite survey, student supplemental resource analysis, and student focus groups as senior exit interviews. Survey formats were both qualitative and quantitative. Program learning outcomes were clarified and performance criteria defined for each outcome at several developmental levels. Conclusions and implications for civil engineering curriculum redesign and curriculum design in general are discussed.
Original languageEnglish
Title of host publicationFIE 2014
Subtitle of host publicationOpening Doors to Innovation and Internationalization in Engineering Education
PublisherIEEE, Institute of Electrical and Electronics Engineers
Number of pages9
Publication statusPublished - 2014
Event44th Annual Frontiers in Education Conference: FIE 2014 - Melia Castilla Hotel & Convention Center, Madrid, Spain
Duration: 22 Oct 201425 Oct 2014 (Conference website) (Conference proceedings)


Conference44th Annual Frontiers in Education Conference
Abbreviated titleOpening Doors to Innovation and Internationalization in Engineering Education
Internet address


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