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Course prerequisites, corequisites, and where the course fits in the program of study Writing Across Curriculum (Gordon Rule) For Civil Engineering Majors: Prerequisites: CEG 3011C, CES 3102C, CGN 2327, CGN 3501C, CWR 3201C, ENV 3001C, TTE 3004C with minimum grades of “C,” GPA greater than 2.0, and permission of department. Corequisite: Registration with the Florida Board of Professional Engineers for the Fundamentals of Engineering (F.E.) Exam eligibility. Note that registration occurs six months in advance of the date the FE exam is to be taken. For Geomatics Engineering Majors: Prerequisites: GPA greater than 2.0, and permission of Department Corequisite: SUR 4531 and SUR 4531L with minimum grade of “C” For Environmental Engineering Majors: Prerequisites: ENV4514 with minimum grade of “C”, GPA greater than 2.0, and permission of Department Corequisite: Registration with the Florida Board of Professional Engineers for the Fundamentals of Engineering (F.E.) Exam eligibility. NOTE: Minimum Co-requisites for Civil Engineers in Capstone Engineering Design II are: TTE4005, CEG4012, CWR4202, CES4742, ENV4514 This is a senior level course in which multidisciplinary design teams are formed and projects selected for the senior capstone design project with multiple realistic constraints, which teaches students the principles of civil engineering and prepares them to join the workforce. This is a writing intensive course.3. Course logistics Term: Spring 2015 This is a classroom lecture course (lectures will be recorded, if possible) Class location and time: Wed. / Thurs. 4:00 pm – 6:50 pm4. Instructor contact information Instructor’s nameDr. Daniel E. Meeroff, EI, ProfessorDr. Frederick Bloetscher, PE, Assistant ProfessorMr. Albert Muniz, P.E. Office addressEngineering West (EG-36) Room 206Engineering 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 Civil Engineering educational objectivesObjective A: Practice civil engineering within the general areas of structural engineering, transportation engineering, geotechnical engineering, and water resources/environmental engineering in the organizations that employ them.H Objective B: Advance their knowledge of civil engineering, both formally and informally, by engaging in lifelong learning experiences including attainment of professional licensure, and/or graduate studies.HObjective C: Serve as effective professionals, based on strong interpersonal and teamwork skills, an understanding of professional and ethical responsibility, and a willingness to take the initiative and seek progressive responsibilities. HObjective D: Participate as leaders in activities that support service to, and/or economic development of, the region, the state and the nationHRelationship to Geomatics Engineering educational objectivesObjective A: Practice geomatics engineering within the general areas of boundary and land surveying, geographic information systems (GIS), photogrammetry, remote sensing, mapping, geodesy, and global navigation satellite positioning systems in the organizations that employ them.HObjective B: Advance their knowledge of geomatics engineering, both formally and informally, by engaging in lifelong learning experiences including attainment of professional licensure, and/or graduate studies.HObjective C: Serve as effective professionals, based on strong interpersonal and teamwork skills, an understanding of professional and ethical responsibility, and a willingness to take the initiative and seek progressive responsibilities.HObjective D: Participate as leaders in activities that support service to, and/or economic development of, the region, the state and the nation.HRelationship to Environmental Engineering educational objectivesObjective A: Practice environmental engineering within the general areas of water and wastewater, air quality, solid and hazardous waste, and groundwater and soils in the organizations that employ them.HObjective B: Advance their knowledge of environmental engineering, both formally and informally, by engaging in lifelong learning experiences including attainment of professional licensure, and/or graduate studies.HObjective C: Serve as effective professionals, based on strong interpersonal and teamwork skills, an understanding of professional and ethical responsibility, and a willingness to take the initiative and seek progressive responsibilities.HObjective D: Participate as leaders in activities that support service to, and/or economic development of, the region, the state and the nation.H8. Course evaluation method (note percentages subject to change) Professional Practice48%Note: The minimum grade required to pass the course is C. Academic Service-Learning assessments count toward the Professional Practice component of the grade. Reflection assignment counts toward the Class Assignments component of the grade.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 "H:\\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 http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf15. Required texts/reading First textbooks required for both semesters of CapstoneEngineering Design Bloetscher, F. and Meeroff, D.M. (2015) Capstone Engineering Design, JRoss, Plantation FL Blank, L & Tarquin, A. (2014) Basics of Engineering Economy, 2nd Edition, McGraw-Hill, NY, ISBN: 9780073376356 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 Ogaja, C.A. (2011). Geomatics Engineering: A Practical Guide to Project Design. CRC Press, Boca Raton, FL ISBN: 978-1-4398-1743-8. Florida Building Code Plumbing Code ASHRAE South Florida Water Management District Guidebook USGBC LEED Handbook17. Academic Service Learning Statement Due to the nature of the course content, this course is designated as an “academic service-learning” course. The assistance you provide to the agency/organization during your academic service-learning experience is a service to the community and will allow you to apply knowledge from the course to local, national, and/or global social issues. Throughout this course you will be participating in academic service-learning activities while demonstrating civic engagement at campus, local, national, and/or global community levels. You will also reflect on your academic service-learning experience and the impact on the community as well as your professional development. To receive academic service-learning notation of hours on your transcript, your hours must be logged electronically through NobleHour, www.noblehour.com, while completing your academic service-learning project. Also, pre-assessment and post-assessment surveys through Survey Monkey are required to be taken by academic service-learning students. Please visit the Weppner Center for Civic Engagement & Service website, www.fau.edu/volunteer, for instructions on how to log hours through NobleHour and the links for the surveys. Once your hours have been approved and both surveys have been completed, you will receive an academic service-learning notation on your transcript. Assessment of your performance in this aspect of the course is accomplished using your Professional Practice Assignments/Presentations/Reports, the Final Report, and Class Assignments, as evaluated using the rubrics at the end of this syllabus and also found in blackboard. If you are selected to participate in the university-wide Academic Service-Learning program, you will be required to document a minimum of 10 hours of student service to the community agency.17. Course topical outline, including dates for exams/quizzes, papers, completion of reading DateTopicAssignmentDuePre-ClassBB HW#1 – Personal Narrative Statement BB HW#2 – Resume HW#3 – Branding on Linked InWeek 1 Wed The Civil Engineering Profession (Muniz) Professional Licensure and FE (Bloetscher) Introduction to Capstone Projects, Course Expectations, and Writing Requirements (Bloetscher/Meeroff) Read Vesilind Chapters 1-3 ATTENTION: Class May Run Over TimeBB HW#1 – Personal Narrative Statement due BB HW#2 – Resume due HW#3 – Branding on Linked In (hard copy) dueWeek 1 ThuAssign Groups for Capstone Project via Blackboard In Class Writing Assignment #1 (draft design team vision statement)BB HW#4 – Contact List BB HW#5– Vision Statement BB HW#6 – AutoCAD Title Block HW#7 – Vesilind Assignment In Class Writing Assignment #1 Due (BB)In Class Writing Assignment #1 Due (BB) dueWeek 2 ThuPreparing Engineering Reports, Responses to Proposals, Scoping, Project Management, and Scheduling Skills (Muniz/Bloetscher/Meeroff)Report writing assignment #1: Develop proposal/RFP response for groupBB HW#4 – Contact list due BB HW#5– Vision statement due BB HW#6 – AutoCAD title block due Week 3 Wed Teaming and Leadership Skills (Meeroff) Alternative Analysis (Meeroff)Report writing assignment #2: Alternative analysis report for group projectMake progress on slides for presentationWeek 3 ThuPeer Review of Draft Proposal ReportRevise writing assignment #1First Draft Report Writing Assignment #1 due Bring 2 copies to class Week 4 Wed/Thu ORAL PRESENTATION #1: Proposal/RFP Response (groups) [Revised Report also due]NOTE: This presentation should show that you understand the project, have an outline/theme to create the design, know how to manage your team, and convince us you that your group is the best to do this work BB HW#8 – Short writing assignment: Personal/Group Critique Revised Report Writing Assignment #1: Proposal/RFP Response Due Week 5 Thu Phase 1 Environmental Site Assessments and Writing Requirements (Bloetscher/Meeroff) Critique of Communication Skills (Meeroff) Writing assignment #3: Develop a Phase 1 site assessment Research applicable codes, permits, and regulations affecting your project BB HW#8 - Short writing assignment: Personal/Group Critique dueWeek 6 Wed Site Planning: Water, Sewer, Drainage, Floor Plans, Building Program, and Writing Requirements (Bloetscher) Writing Assignment #4: Proposed site plan for projectMake progress on slides for presentationWeek 6 ThuCodes, Permits, and Regulations (Bloetscher)Research applicable codes, permits, and regulations affecting your project HW#7 (Vesilind) DueWeek 7 Thu More About Codes, Permits, and Regulations (Bloetscher) Alternative Analysis Review Writing Assignment #3 Group alternative analysis report Due Report writing assignment #2: Alternative analysis report for group project due Week 8 ThuDiscuss Effective Assignment and Strategies for Improvement Ethics for the Fundamentals of Engineering Exam (Bloetscher) Introduction to Engineering Economics (Bloetscher)HW#9 – Ethics HW #10 – Engineering EconomicsWriting Assignment #3: Phase 1 site assessment DueWeek 9 Wed/Thu ORAL PRESENTATION #2: Phase 1 Site Assessment (groups – include code issues associated with existing buildings) Revise Writing Assignment #3: Phase 1 site assessmentWeek 10 WedEconomics Part 2 (Bloetscher) Site Planning Charrettes (Bloetscher/Meeroff)Revised Report Writing Assignment #3: Phase 1 site assessment report due Draft Site Plan dueWeek 11 ThuCODES PRESENTATION (individual presentation)Code Section Presentation Ready to PresentWeek 12 Wed/ThuORAL PRESENTATION #3: Preliminary Site Plan (groups)Revise writing assignment #4 Week 13 ThuDiscuss site planning issues with each group, plus initial floor plans Discuss Effective Assignment and Strategies for Improvement Review for FinalRevised Report Writing Assignment #4: Preliminary Site Plan due HW#9 Due HW#10 DueWeek 14 Wed, Thu, Fri ORAL PRESENTATION #4: Practice Final Pre-design of Capstone Project (groups – taped – attendance required) Be prepared for the final presentationDraft final report dueWeek 15 ORAL PRESENTATION #5: Capstone Engineering Design 1 Final Presentations (groups)Re-revise writing assignment #5HW#12 – Poster due (printed out)Week 16 December 4, ThuCapstone Engineering Design 2 Final Presentations for Department Advisory CommitteeWeek 17 WedFinal ExamWriting Assignment #6 Due (Final Pre-Design Notebook and DVD Due) HW #11, 12, 13 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 Reflection piece 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 AssignmentsResponse 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. This piece also 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. 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. 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