Course Syllabus

Instructor
Bernard Amadei Ph.D., NAE 
Professor Emeritus of Civil Engineering
E-mail: amadei@colorado.edu; Tel: 303-929-8167 (cell)
 

Course website:

 

Course Description

This course aims to introduce engineering students to the global context in which engineers are asked to operate in the 21st century. The course also introduces students to system dynamics tools and other decision-making tools (network analysis, agent-based modeling, etc.) to analyze the uncertainty and complexity inherent in global projects. At the end of this course, students should be able to:

  • Have the ability to identify the multiple dimensions of engineering projects in a developed or developing country context;
  • Be aware of the role non-technical issues may play in their technical decision-making;
  • Appreciate the multi-cultural, social, and economic dimensions of practicing engineering;
  • Understand the global interconnectedness of issues at different scales, from the local to the global, and why a systems approach can complement a more traditional linear approach;
  • Formulate problems and their solutions in a more systemic and integrated way;
  • Be able to approach a wide range of simple, complicated, and complex problems often characterized by different levels of uncertainty; and
  • Be familiar with a range of decision-making tools.

These goals will be met through lectures, seminars, and projects. Students will be exposed to various projects in the developed and developing world. In each project, students will be shown how technical and non-technical issues have helped shape the project outcome.

Throughout this course, students will be presented with the importance of depth and breadth in their education and the need for a balance between specialization and a broader understanding of the linkages between engineering and society.

Expected Learning Outcomes

By the end of the course, students should have attained competency in the following areas:

  • participatory decision-making between many parties 
  • creation and administration of a community needs assessment 
  • creating and analyzing multiple design alternatives 
  • determining appropriate technology choices based on the existing knowledge within a partner community 
  • determining metrics for project design 
  • determining metrics for project success vs. failure 
  • understanding of general construction and safety practices within the partner community 
  • objective monitoring and evaluation of a built system
  • creation of long-term communication strategies between in-country partners, partner communities, and project teams 

Class Hours: Tu and Th from 3:30-5:20 pm, Room???

Office Hours: By appointment.

Course Readings:

Students are responsible for all the required readings. These readings aim to (i) set the context for the class, (ii) generate questions for discussions, and (iii) deepen the student's knowledge of topics. A mandatory reading list will be provided for each class period. Textbooks used in class include:

  • Laszlo, E. (2001). The systems view of the world: A holistic vision for our time. Hampton Press, Cresskill, NJ. (distributed in class)
  • Meadows, D. (2008). Thinking in systems. Chelsea Green Publishing, White River Junction, VT. (optional)
  • Richmond, B. (2004). An introduction to systems thinking, STELLA software. isee Systems, Inc.,  Lebanon, NH (web link mentioned in class).

The web and literature are rich in articles, videos, and websites covering the topics below. Students are expected to read three to four articles (or book chapters) before each class, work and learn with their peers, and present their findings in class.  

Software:

You are asked to purchase the student version of the STELLA Architect software (version 3.7.3) from  . Several student licenses are available. Select the one that fits your needs.    

Team Work

All homework assignments and projects will be done in student teams. 


CLASSROOM BEHAVIOR

Course Communication & Professionalism
To create a professional atmosphere within the classroom, please:

  • Arrive to class on time
  • Turn off your cell phone
  • Limit using your laptop computer for class purposes (very rare!)
  • Put away tablets, newspapers, and magazines
  • Refrain from having disruptive conversations during class
  • Remain for the whole class, or if you must leave early, do so without disrupting others
  • Display professional courtesy and respect in all interactions related to this class

Like any professional environment, you can anticipate some variation in expectations based on the culture of your workplace, the personalities of the meeting participants, and the size and subject of the meeting. We will set expectations for the large class meetings, but your project team will likely develop their style and expectations for your meetings. Ensure the whole group understands and is comfortable with the expectations for conduct. When in doubt, always err on the side of being professional!

Compliance with these expectations will assist us with the creation of a learning community and a high-quality educational experience. Both students and faculty are responsible for maintaining an appropriate learning environment in all instructional settings, whether in person, remote or online. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are critical concerning individuals and topics dealing with race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation, or political philosophy.