ÐÏà¡±á>þÿ ‹þÿÿÿ‡ˆ‰Šÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á€ ø¿³Ôbjbj÷÷ kÖxxº|¾ÿÿÿÿÿÿ·DD‡‡‡‡‡$ÿÿÿÿ«««Pû,'«L¡f3LZZZ§ © © © © © © $²£¢T¦LÍ 9‡å%ZZå%å%Í ‡‡Û¡_+_+_+å%š‡‡§ _+å%§ _+_+¾ýj°5qÿÿÿÿP3â$ø²Í«&Rm8“ ¡0L¡åmP ¦Ñ&| ¦p5q5q& ¦‡[q8/ZŠäÐ_+´ t("½ZZZÍ Í M*ZZZL¡å%å%å%å%ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ ¦ZZZZZZZZZD M: 1. Course title/number, number of credit hours Civil Engineering Design 1– CGN4803C3 credit hours 2. Course prerequisites, corequisites, and where the course fits in the program of study Prerequisites: CEG 3011C, CES 3102C, CGN 2327, CGN 3501C, CWR 3201C, ENV 3001, TTE 3004C, GPA greater than 2.0, and permission of department. NOTE: Minimum Co-requisites for Civil Engineering Design II are: TTE4005, CEG4012, CWR4202, CES4742, ENV4514 Co-Requisites: Registration for the Fundamentals of Engineering (F.E.) Exam. Note that registration occurs 6 months in advance of the date it is to be taken. This is a senior level course in which multidisciplinary design teams are formed and projects selected for the senior capstone design project which teaches students the principles of civil engineering and prepares them to join the workforce, in accordance with Program Outcomes 1-9. This is a writing intensive course. 3. Course logistics Term: Fall 2012 This is a classroom lecture course (lectures will be recorded, if possible) Class location and time: Wed. / Thurs. 4:00 pm – 6:50 pm 4. Instructor contact information Instructor’s nameDr. Daniel E. Meeroff, Associate ProfessorDr. Frederick Bloetscher, PE, Assistant ProfessorMr. Albert Muniz, P.E. Office addressEngineering West (EG-36) Room 222Engineering West (EG-36) Room 223Office hoursT/R 11:00 am – 12:20 pmTelephone no.561-297-3099561-297-0744 561-297-0744Email address HYPERLINK "mailto:pscarlat@fau.edu" dmeeroff@fau.eduh2o_man@bellsouth.netamuniz@hazenandsawyer.com5. TA contact information Not applicable6. Course description The class generally meets once per week (for 180 minutes) for lectures and professional practice. The lectures focus on key aspects of the engineering profession relevant to the assignments. Professional practice focuses on the development of a capstone design project and specific engineering skills. The work involves engineering due diligence, basis of design, site reconnaissance, and site planning. This is a writing intensive course and will fulfill the writing across the curriculum (WAC) requirements for 2000-4000 level courses. Writing assignments promote critical thinking, reading of sustained and challenging texts, and analytical writing. Writing assignments during the semester include formal technical reports. These assignments are evaluated not only for technical content but also for clarity, composition, and organization of writing. A final examination is given on lecture materials. Students are also required to attend at least one (1) professional meeting during the semester. If this class is selected to participate in the university-wide WAC assessment program, you will be required to access the online assessment server, complete the consent form and survey, and submit electronically a first and final draft of a near-end-of-term-paper. 7. Course objectives/student learning outcomes/program outcomes Course objectivesDevelop capstone design project teams and proposals acceptable to a sponsor or client. Develop a fundamental understanding of engineering economics. Understand professional practice issues such as the involvement in and contribution to professional societies, licensing, ethics, and life-long learning. Present and discuss teaming and leadership skills.Student learning outcomes & relationship to ABET a-k objectivesAbility to prepare a project proposal acceptable to a client (d, e, f, g, h, i, j, k) Ability to understand professional practice issues such as procurement of work; bidding versus quality-based selection processes; how the design and construction professions interact to construct a project; engineering economics, development of specifications and bidding. (a, b, c, e, f, h, k) Ability to function on multi-disciplinary teams (d, e, f, h, j, k) Ability to communicate effectively about issues in engineering (d, e, f, g, i)Relationship to program outcomesOutcome 1: An understanding of professional and ethical responsibility.HOutcome 2: A working knowledge of fundamentals, engineering tools, and experimental methodologies. HOutcome 3: An understanding of the social, economic, and political contexts in which engineers must function. MOutcome 4: An ability to plan and execute an engineering design to meet an identified need. HOutcome 5: An ability to function on multi-disciplinary teams. HOutcome 6: An ability to communicate effectively. HOutcome 7: Graduates will have a proficiency in the following areas of civil engineering: (a) structural engineering, (b) transportation engineering, (c) geotechnical engineering, and (d) water resources/environmental engineering.H Outcome 8: Graduates will have an appreciation for the role of civil engineering in infrastructure planning and sustainability, including hazard mitigation.MOutcome 9: Graduates will be successful in finding professional employment and/or pursuing further academic studies. H 8. Course evaluation method (note percentages subject to change) Professional Practice48%Note: The minimum grade required to pass the course is C. Final Exam 17%Final Report20%Class Assignments15%Attendance to class is required. You are expected to participate in all class sessions and keep up with the material. Three (3) unexcused absences (as determined by the instructor) will reduce your grade by one full letter. Participation in University-approved activities or religious observances, with prior notice, will not be penalized.9. Course grading scale There are no fixed criteria for the grading scale. The overall performance as related to course objectives and outcomes is evaluated and considered during grading.10. Policy on makeup tests, late work, and incompletes Exams will be given only at the scheduled times and places. No one is exempt from the final examination. Makeup tests are given only if there is solid evidence of a medical or otherwise serious emergency that prevented the student of participating in the exam. Makeup exams will be administered and proctored by department personnel unless there are other pre-approved arrangements. Late work is not acceptable. Incomplete grades are against the policy of the department. Unless there is solid evidence of medical or otherwise serious emergency situation, incomplete grades will not be given. Attendance to class is required. You are expected to attend and participate in all class sessions. Final grades will be reduced by one letter for every three (3) unexcused absences (as determined by the instructor).11. Special course requirements This is a writing intensive course and will fulfill the writing across the curriculum (WAC) requirements for 2000-4000 level courses. The goal of integrating writing in this course is to improve students’ ability to produce professional quality engineering reports. For more information, contact the University Center for Excellence in Writing at 561-297-3498 or HYPERLINK "../AppData/Local/Microsoft/Windows/AppData/Local/Microsoft/Windows/Temporary Internet Files/Content.Outlook/Local Settings/Temp/Documents and Settings/dmeeroff/Local Settings/Temp/www.fau.edu/UCEW"www.fau.edu/UCEW. Report all technical problems in Blackboard to the IRM helpdesk ( HYPERLINK "http://www.fau.edu/helpdesk" http://www.fau.edu/helpdesk)12. Classroom etiquette policy University policy requires that in order to enhance and maintain a productive atmosphere for education, personal communication devices, such as cellular phones and laptops, are to be disabled in class sessions.13. Disability policy statement In compliance with the Americans with Disabilities Act (ADA), students who require special accommodations due to a disability to properly execute coursework must register with the Office for Students with Disabilities (OSD) located in Boca Raton campus, SU 133 (561) 297-3880 and follow all OSD procedures.14. Honor code policy Students at ×î´ó×ÊÔ´²É¼¯Íø are expected to maintain the highest ethical standards. Academic dishonesty is considered a serious breach of these ethical standards, because it interferes with the university mission to provide a high quality education in which no student enjoys unfair advantage over any other. Academic dishonesty is also destructive of the university community, which is grounded in a system of mutual trust and place high value on personal integrity and individual responsibility. Harsh penalties are associated with academic dishonesty. See University Regulation 4.001 at HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf"http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf. 15. Required texts/reading First 2 textbooks are required for both semesters of Civil Engineering Design Blank, L & Tarquin, A. (2008) Basics of Engineering Economy, 1st Edition, McGraw-Hill, NY Vesilind, A. (1999) Public Speaking and Technical Writing Skills for Engineering Students by P., Lakeshore Press, NH, ISBN 0-9650539-2-X Colley, B.C. (2005) Practical Manual of Land Development, 4th Ed, McGraw- Hill (optional) Materials as needed for the design project development Handouts provided by instructor Blackboard registration16. Supplementary/recommended readings Florida Building Code Plumbing Code ASHRAE South Florida Water Management District Guidebook USGBC LEED Handbook 17. Course topical outline, including dates for exams/quizzes, papers, completion of reading DateTopicAssignmentPre-ClassHW#1 – Personal Narrative Statement HW#2 – Resume HW#3 – Branding on Linked InWeek 1 August 22 Wed The Civil Engineering Profession (Muniz) Professional Licensure and FE (Bloetscher) Introduction to Capstone Projects, Course Expectations, and Writing Requirements (Bloetscher/Meeroff) Assign Groups for Capstone Project via Blackboard ATTENTION: CLASS MAY RUN OVER TIMEHW#1,2 ,3 Due Writing assignment 1: What is a high performance building? Read Vesilind Chapters 1-3 HW#7 – Vesilind AssignmentWeek 1 August 23 ThuIn Class Writing Assignment #1 (draft design team vision statement)HW#4 – Contact List HW#5– Vision Statement HW#6 – AutoCAD Title Block In Class Writing Assignment #1 DueWeek 2 August 29 Wed Teaming and Leadership Skills (Meeroff) Alternative Analysis (Meeroff)HW#4, 5, 6 Due Writing assignment #3: Group alternative analysis reportWeek 2 August 30 ThuPreparing Engineering Reports, Responses to Proposals, Scoping, Project Management, and Scheduling Skills (Muniz/Bloetscher/Meeroff)Writing assignment #2: Develop proposal/RFP response for groupWeek 3 September 5/6 ORAL PRESENTATION #1: “What is a high performance building?” (groups)HW#8 – Short writing assignment: Personal/Group Critique Revise writing assignment #1Week 4 September 12 Wed Ethics for the Fundamentals of Engineering Exam (Bloetscher)HW#8 Due HW#9 – EthicsWeek 4 September 13 Thu Critique of Communication Skills (Meeroff) Peer Review of Report #1Revised Writing Assignment #1 Due Week 5 September 19/20 ORAL PRESENTATION #2: Proposal/RFP Response (groups) Report also due NOTE: This presentation should show that you understand the problem/project, have an outline/theme to create the design, figure out how to manage your team, and convince us you that your group is the best to do this work Writing Assignment #2 Due Revise writing assignment #2Week 6 September 27 Thu Phase 1 Environmental Site Assessments and Writing Requirements (Bloetscher/Meeroff) Site Planning: Water, Sewer, Drainage, Floor Plans, Building Program, and Writing Requirements (Bloetscher) Revised Writing Assignment #2 Due HW#9 Due Writing assignment #4: Develop a Phase 1 site assessment Research applicable codes, permits, and regulations affecting your project Writing assignment #5: Develop proposed site plan for projectWeek 7 October 4 ThuCodes, Permits, and Regulations (Bloetscher) Introduction to Engineering Economics (Bloetscher)Writing Assignment #3 Due HW#7 (Vesilind) Due HW #10 – Engineering Economics Week 8 October 10/11 ORAL PRESENTATION #3: Phase 1 Site Assessment (groups – include code issues associated with existing buildings) Revise writing assignment #4 Week 9 October 18 ThuEconomics Part 2 (Bloetscher) Discuss Effective Assignment and Strategies for Improvement Writing Assignment #4 DueWeek 10 October 24 WedSite Planning Charrettes (Bloetscher/Meeroff)HW#10 DueWeek 10 October 25 ThuNO CLASS STUDY FOR FE October 27FE Examination DateWeek 11 October 31/Nov 1ORAL PRESENTATION #4: Preliminary Site Plan (groups)Revise writing assignment #5 Week 13 November 8 ThuCODES PRESENTATION (individual presentation) Discuss Effective Assignment and Strategies for Improvement Writing Assignment #5 Due Week 12 November 15 ThuDiscuss site planning issues with each group, plus initial floor plans Discuss Effective Assignment and Strategies for Improvement Review for FinalWriting assignment #6: Final Pre-Design Notebook HW#12 - PosterWeek 13 November 16 Fri Time: AMORAL PRESENTATION #5: Practice Final Pre-design of Capstone Project (groups – taped – attendance required) Be prepared for the final presentation May be canceled if taped previouslyWeek 14 November 21/22/23Thanksgiving RecessWeek 15 November 29 ThuORAL PRESENTATION #6: Civil Design 1 Final Presentations (groups)Re-revise writing assignment #6 Week 15 November 29 ThuCivil Design 2 Final Presentations for Department Advisory CommitteeWeek 17 December 5 WedFinal ExamWriting Assignment #6 Due (Final Pre-Design Notebook Due) HW #11, 12 DueNext semester in CGN4804Engineering Ethics Law for Civil Engineers Construction ManagementAs part of the Design Project: Design Process (continued) Teaming/Leadership Skills (continued) Technical Writing (continued) Public Speaking (continued) Project Management (continued) Engineering Economics and Cost Estimating (continued) Completion of the Design Project! Summary of AssignmentsREPORTS/ PRESENTATIONS What is a High Performance Building? Response to an RFP Group Alternative Analysis Report Environmental Audit Site Plan/Characterization and Draft Pre-Design Report Final Pre-Design Notebook OTHER HOMEWORK Personal Narrative Statement Resume Branding Assignment Contact List Vision Statement AutoCAD Title Block Vesilind Assignment Personal/Group Critique Ethics Engineering Economics Professional Meeting Commitment Project Poster Upon completing this WAC-designated course, students will be able to: Produce both finished writing and preparatory writing (e.g., multiple drafts of formal writing); Use writing to engage actively with course material; Employ critical thinking based on well-reasoned assumptions; Demonstrate the distinction between learning-to-write activities from writing-to-learn activities; Recognize and practice writing as a recursive process that demands substantial reworking of drafts (global revision) to revise content, organization, clarity, argument structures, etc., as distinct from editing and correction of surface error (local revision); Demonstrate enhanced learning through global and local revision that is based on "learning-centered" grading criteria; Demonstrate the ability to respond to readings, including student texts, during class-wide or small-group discussions and/or in informal writings; Demonstrate disciplinary forms and styles of writing that include proper citation format; Demonstrate the abilities to identify, understand, and edit for global organization, style, and the patterns of error recurrent in their own writing. Students will receive substantive feedback on graded assignments and drafts from the instructors, in a timely fashion. You will be required to incorporate the feedback into assigned revisions (or supply a written response if not in agreement with a specific or contradictory comment). Summary of Professional Practice Sessions Major Writing AssignmentsWhat is a High Performance Building?This piece answers the question, “What is a high performance building?” and also details the team’s interpretation of the capstone project scope, design goals and objectives. You should describe high performance buildings as well as agencies and checklists (ISO14001, FGBC, LEED certification, etc.) that can be used to dictate design. You should also investigate green building elements, strategies, and precedents that are relevant to your capstone project. You should be able to make a case to convince the client that high performance buildings are worth the investment. Response to an RFPThis piece requires you to brainstorm ideas and concepts that you would like to incorporate in your proposed design. It also requires the team to detail its project management plan, come up with a realistic schedule for accomplishing the work, refine consultant’s resumes, and use your persuasive communication skills to win the job.Alternative Analysis AssignmentThis is a group assignment, written submittal only. This piece will analyze three options for developing a site. The goals and perspective of the analysis will be clearly defined. Then selection criteria will be defined with weighting factors, and each alternative will be analyzed for advantages and disadvantages with respect to the selection criteria. A selection matrix will be constructed and evaluated. A sensitivity analysis will be performed, and a final recommendation will be made.Phase 1 Site AssessmentThis piece requires the students to investigate the existing site for recognized environmental conditions (RECs), past activities, impacts of development, construction safety concerns, long-term sustainability issues, and due diligence. During this exploration, the teams will conduct site reconnaissance, interviews, and record reviews with Federal, State, and local regulatory agencies. This work allows the students to interact with regulatory agencies and work on their interpersonal communication skills.Site Plan and Draft Pre-Design ReportThis piece focuses on developing a preliminary site plan and floor plan for the project. Once again, the scope of work is restated in relation to the design goals, site constraints, and opportunities for innovation. Using this framework, the existing site conditions are presented and a set of viable alternatives are analyzed. The proposed site plan is then presented along with solutions for stormwater, drainage, parking, accessibility, utilities, preliminary cost estimates, and “green” features. Final floor plans are also presented for approval.Final Pre-Design ReportThis piece is an integrated final design report that provides an introduction and justification for building green, a scope of the project, a summary of the group member’s qualifications and design approach, a summary of existing site conditions that will influence the design, and a basis of design for stormwater, drainage, parking, accessibility, and utilities solutions as well as floor plans, site plans, and elevations of the proposed building and site-civil considerations. The report will also include appendices for resumes, timecards, peer evaluation of performance, supporting documentation, preliminary cost estimates, checklists, credit templates, and green features/specifications. This final notebook will also include the second draft revisions of writing assignments 1, 2, 3, 4, and 6.Codes Presentation This individual assignment is an oral presentation only. Each student will select one code section and provide a brief summary of the code requirements along with a brief explanation of how it applies to the project. Each student will then answer questions about how to implement the code in design applications. Presentation Rubric ExcellentGoodFairPoorUnacceptableContent All team members display professional level of knowledge of subject material with no important content left out and no incorrect material presented.All team members display professional level of knowledge of subject material with minor amount of subject material left out or minor amount of incorrect materials presented.Majority of team members display professional level of knowledge of subject material with minor amount of subject material left out or minor amount of incorrect materials presented.Some team members display professional level of knowledge of subject material with minor amount of subject material left out or minor amount of incorrect materials presented.No team members display professional level of knowledge of subject material with minor amount of subject material left out or minor amount of incorrect materials presented.Subject MatterAll important topics are covered during the presentation with no essential elements missing or misrepresented.Knowledge of SubjectEach member of the team demonstrates an understanding of the essential topics presented.Organization Presentation has a strong introduction, an effective body of material that supports the conclusions, and a strong ending.Presentation has deficiencies in only one of the following: introduction, body, or conclusion.Presentation has deficiencies in two of the following: introduction, body, or conclusion.Presentation has deficiencies in all of the following: introduction, body, or conclusion.Presentation is missing introduction, body, or conclusion.IntroductionPresentation starts strong with scope and objectives clearly presented.ContinuityFacts are presented in a logical sequence and transitions effectively between speakers.ConclusionFinishes strong with reasonable summary and/or recommendations presented, as justified from the body of the presentation.Delivery Presentation is effective in terms of rhythm, visuals, and presenters’ body language.Presentation has deficiencies in only one of the following: rhythm, visuals, and presenters’ body language.Presentation has deficiencies in two of the following: rhythm, visuals, and presenters’ body language.Presentation has deficiencies in all of the following: rhythm, visuals, and presenters’ body language.Presentation is clearly not rehearsed, visuals are unprofessional, and/or presenters’ body language is unprofessional.RhythmPresentation demonstrates effective use of time, presenters seem well-prepared, and appears rehearsed.VisualsVisuals are effective, free of clutter, related to the discussion, and meaningful.Body LanguagePresenters maintain eye contact with the audience and are free of any distracting or annoying mannerisms.Discussion All questions are fielded professionally, confidently, and correctly while avoiding defensive or argumentative responses.Majority of questions are fielded professionally, confidently, and correctly while avoiding defensive or argumentative responses.Some questions are fielded professionally, confidently, and correctly while avoiding defensive or argumentative responses.Only one question is fielded professionally, confidently, and correctly while avoiding defensive or argumentative responsesNone of the questions are fielded professionally, confidently, and correctly while avoiding defensive or argumentative responsesQuestion and Answer SessionAnswers supplied reflect an understanding of the topic.Overall Impression Presentation addresses all important subject matter; demonstrates conceptual understanding of the content, and responds to the purpose of the report; slides are cohesive, clear, concise, and organized well; presentation has many strengths; delivery is professional; question and answers show excellent engineering judgment.Presentation addresses most of the important subject material; demonstrates conceptual understanding of the content, and responds to the purpose of the report; majority of slides are cohesive, clear, concise, and organized well; presentation has strengths; delivery is professional; question and answers show good engineering judgment.Presentation addresses some of the important subject material; demonstrates conceptual understanding of the content, and responds to the purpose of the report; some of the slides are cohesive, clear, concise, and organized well; presentation has few strengths; delivery is professional; question and answers show some engineering judgment.Presentation addresses little of the important subject material; demonstrates conceptual understanding of the content, and responds to the purpose of the report; some of slides are cohesive, clear, concise, and organized well; presentation has requires major revision; delivery is professional; question and answers show lack of engineering judgment.Presentation is completely unprofessional. Report Rubric ExcellentGoodFairPoorUnacceptableLetter of TransmittalFormat is correct. Opening and closing provide primacy and recency. Professional tone. No obvious errors. Signed.Format is correct, but has deficiencies in opening, closing, or tone. Includes obvious errors or not signed.Format is incorrect, or has deficiencies in opening, closing, or tone. Includes obvious errors or not signed.Format is incorrect, and has deficiencies in opening, closing, or tone. Includes obvious errors or not signed.No letter included.Executive SummaryStand alone, with all essential elements summarized briefly with primacy and recency.Too long or too short or missing one of the essential elements.Too long or too short and missing one of the essential elements.Too long or too short and missing more than one of the essential elements.No summary included.Opening Report starts strong with scope and objectives clearly presented. Fully and completely expresses the primary argument in its context at the beginning of the report.Generally expresses the primary argument in its context at the beginning of the report.Vaguely or partially expresses the primary argument with minimal context in the report. May not express the primary argument or provide context anywhere in the report.Not an argument driven report.Content Report displays professional level of knowledge of subject matter with no important content left out and no incorrect material presented. Report displays effective organizational structure, rhetorical structure, reasoning, data support, and finishes strong.Report displays professional level of knowledge of subject matter with minor amount of subject material left out or minor amount of incorrect materials presented. Report displays minor failures in organizational structure, rhetorical structure, reasoning, data support, and finishes strong.A substantial amount of the report fails to display professional level of knowledge of subject matter with substantial amounts of subject material left out or substantial amounts of incorrect materials presented. Report displays failures in organizational structure, rhetorical structure, reasoning, or data support, and finishes weakly.A substantial amount of the report fails to display professional level of knowledge of subject matter with substantial amounts of subject material left out and substantial amounts of incorrect materials presented. Report displays failures in organizational structure, rhetorical structure, reasoning, and data support, and finishes weakly.Not an argument driven report.Organizational StructurePresents a clear statement located in the beginning of paper that demonstrates how the argument will track the fundamental, secondary, and implied problems, questions, issues. Rhetorical StructureThe argument’s focus is clear to the reader and paragraphs logically and coherently build upon each other through the complete and fluent use of transitions and/or headings towards a logical conclusion supported by data. Facts are presented in a logical sequence and transition effectively between topics and authors. ReasoningExhibits substantial depth and complexity of thought supported by sophisticated ideas/analysis/evidence that support the report’s argument. Builds towards an effective conclusion. Considers context, assumptions, data, and evidence.Data SupportSeamlessly incorporates and explains the accuracy and relevance of data/evidence/ quotations/paraphrase/visuals; offers evidence from a variety of sources, including counterarguments, contrary evidence, and quantitative analysis. Presents data in graphical, tabular, or sketch format, follows all rules for tables/figures format, includes proper units and labels, tables/figures are numbered independently, all mentioned in the text. ConclusionFinishes strong with a reasonable summary and/or recommendations presented, as justified from the body of the report using primacy and recency.Overall Impression Addresses all important subject matter; demonstrates conceptual understanding of the content, and responds to the purpose of the report; cohesive, clear, concise, and organized well; has many strengths; tone is professionalAddresses most of the important subject material; demonstrates conceptual understanding of the content, and responds to the purpose of the report; majority of the text is cohesive, clear, concise, and organized well; has some strengths; tone is professional and shows good engineering judgmentAddresses some of the important subject material; demonstrates conceptual understanding of the content, and responds to the purpose of the report; some of the text is cohesive, clear, concise, and organized well; has few strengths; tone is professional and shows some engineering judgmentAddresses little of the important subject material; demonstrates conceptual understanding of the content, and responds to the purpose of the report; some of the text is cohesive, clear, concise, and organized well; requires major revision; tone is professional, but shows lack of engineering judgmentPresentation is completely unprofessional.References Follow the format in http://pubs.asce.orgCites and formats sources accurately and consistently and provides appropriate and complete references. No references are missing.Cites and formats sources consistently and provides appropriate references. Some errors or flaws are present. Few references are missing.Cites some sources but often inaccurately. May neglect to cite some sources altogether. References typically present, but inaccurate. Many references missing.Little or no use of citation formats.No references.Appendix Raw data/photos correctly arranged and labeled.Missing one item, except raw data, or unnecessary items in the appendix.Missing two items, except raw data and unnecessary items in the appendix.Missing more than two items and unnecessary items in the appendix.No appendix.Writing FormatFollows all format requirements: 1-inch margins, 1.5 spaced 11 pt Times / Arial font Block justification.Missing one of the format requirements.Missing two of the format requirements. Missing three of the format requirements. Failed to respect any of the format requirements.Grammar and SyntaxSpelling and grammar checked; Sentences consistently communicate thoughts clearly, while relatively free of sentence level patterns of error; technically sound sentence structure that is varied, convincing, nuanced, eloquent with appropriate tone. Evidence of good editing.Spelling and grammar checked, but minor sentence level patterns of error, improper sentence structure, or tone issues. Evidence of decent editing. Minor spelling or grammar errors with sentence level patterns of error, improper sentence structure, or tone issues. Evidence of fair editing. Spelling or grammar errors throughout, and major sentence level patterns of error, improper sentence structure, or tone issues. No evidence of editing. 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tàÖ0ÿÿÿÿÿÿöˆ6ööÖÿÿÿÿÿÿÖÿÿÿÿÿÿÖÿÿÿÿÿÿÖÿÿÿÿÿÿ4Ö4Ö lBÖaöf4ytÎ:A^°â‚.‚V‚W‚‚‚‚›‚´‚ùùùùùùùùùù$If ´‚µ‚È‚Úƒ/"$If &F$IfgdÎ:AÏkdek$$If–l4ÖÖˆ”ÿÚK¼-"ž*3…D4D4D4D4D3 tàÖ0ÿÿÿÿÿÿöˆ6ööÖÿÿÿÿÿÿÖÿÿÿÿÿÿÖÿÿÿÿÿÿÖÿÿÿÿÿÿ4Ö4Ö lBÖaöf4ytÎ:AÚƒm„n„ý„þ„–…—…¸…ùùùùùùù$If¸…¹…º…¼…½…/'%%$a$gdÎ:AÏkdEl$$If–l4ÖÖˆ”ÿÚK¼-"ž*3…D4D4D4D4D3 tàÖ0ÿÿÿÿÿÿöˆ6ööÖÿÿÿÿÿÿÖÿÿÿÿÿÿÖÿÿÿÿÿÿÖÿÿÿÿÿÿ4Ö4Ö lBÖaöf4ytÎ:A½…¿…À…Â…Ã…Å…Æ…<ÔXÔhÔiÔÔ—Ô°Ô±Ô²Ô³Ôýýýýýýõõõýíííýýå$a$gdÎ:A$a$gd>'T$a$gdÂJfDepartment of Civil Environmental and Geomatics Engineering ×î´ó×ÊÔ´²É¼¯Íø Course Syllabus CGNC4803 Civil Engineering Design 1 Fall 2012 Daniel E. 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