Course Project (30%)

Contemporary Issues in Civil Engineering

CVL 292
Semester: SPRING 2025
 Table of Contents
1. Introduction .................................................................................................................... 3
2. Project learning Objectives ............................................................................................ 3
3. ABET Student Outcome ................................................................................................. 3
4. Project Narrative ............................................................................................................ 4
4.1. Description: ................................................................................................................ 4
4.2. Technical requirement: ............................................................................................... 4
4.3. Deliverables: ............................................................................................................... 5
5. Project Management ...................................................................................................... 6
5.1. Project planning .......................................................................................................... 6
5.2. Group formation.......................................................................................................... 6
6. Project Grading .............................................................................................................. 7
6.1. Grading Distribution .................................................................................................... 7
6.2. Deliverable Rubrics .................................................................................................... 7
Appendix A ......................................................................................................................... 10
1. Introduction
Engineering projects help students to learn and acquire practical knowledge. Despite of theory
concept they acquire, various industries also need to know their capacity to complete projects using
their specific initiatives. Thus, we recommend students to realize engineering projects in their four
years of engineering and try to present as many white papers as possible. Students who give
importance to their course projects are expected to learn how to:
• Work in teams including multidisciplinary teams
• Build a major design experience based on the knowledge and skills acquired in the course work
• Build a major design experience incorporates appropriate engineering standards and multiple
realistic constraints
• Apply both analysis and synthesis in the engineering design process, resulting in designs that
meet the desired needs

2. Project learning Objectives

The aim of this project is to:
• An ability to apply engineering ethics to the cases that meet specified needs with consideration of
public health, safety, and welfare, as well as global, cultural, social, environmental, and economic
factors (2).
• An ability to recognize ethical and professional responsibilities in engineering situations and make
informed judgments, which must consider the impact of engineering solutions in global, economic,
environmental, and societal contexts (4).
• An ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives (5).
• An ability to acquire and apply new knowledge as needed, using appropriate learning strategies (7)

3. ABET Student Outcome

List ABET SOs related to the project

SO(1) an ability to identify, formulate, and solve complex engineering problems by applying principles
of engineering, science, and mathematics.

SO(2) an ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social, environmental,
and economic factors

SO(4) Ability to recognize ethical and professional responsibilities in engineering situations and make
informed judgments, with consideration of the impact of engineering solutions in global, economic,
environmental, and societal contexts.

SO(5): Ability to function effectively on a team, providing leadership, creating a collaborative and
inclusive environment, establishing goals, planning tasks, and meeting objectives.

SO(7): Ability to acquire and apply new knowledge as needed, using appropriate learning strategies
4. Project Narrative
4.1. Description:
As part of CVL292 course project, groups of 3 students from same major (AE or CVL) will focus on
addressing a specific challenge within Kuwait based on the United Nations Sustainable
Development Goals (SDGs). Each group will choose a topic based on their assigned group number.
The project requires extensive research to present the issue comprehensively, including its
background, current impact, and any existing efforts to address it. The groups will then propose
an innovative solution, which could range from policy recommendations to technological
innovations, aimed at mitigating the identified challenge. This solution should be practical,
sustainable, and consider Kuwait's unique context with a strong emphasis on ethical
considerations.
Topic Selection Process based on group number:

Topics Group # Group #

Water Scarcity & Management 1 12

Climate Change & Rising Temperatures 2 13

Dependence on Fossil Fuels and Economic Diversification 3 14

Youth Unemployment and Workforce Skills Gap 4 15

Air Pollution & High Carbon Emissions 5 16

Traffic Congestion and Sustainable Transport 6 17

Waste Management and Plastic Pollution 7 18

Gender Equality & Workforce Participation 8 19

Sustainable Food Security and Agriculture 9 20

Public Health and Non-Communicable Diseases (NCDs) 10 21

Marine & Coastal Ecosystem Protection 11 22

4.2. Technical requirement:

The technical requirements for the project involve the following key elements:
1. Project Focus:
o Address a specific challenge within Kuwait based on the United Nations Sustainable
Development Goals (SDGs).
o Propose practical and sustainable solutions that consider Kuwait's unique context.
2. Group Work:
o Work in teams of 3 students to conduct extensive research.
o Provide comprehensive background and current impact of the selected issue.
3. Innovative Solutions:
 oDevelop innovative solutions to the identified challenge, including policy
recommendations or technological innovations.
o Ensure solutions are practical, feasible, and take ethical considerations into account.
4. Sustainability and Ethics:
o Focus on the sustainability of the solution in line with Kuwait's environment and global
ethical standards.

4.3. Deliverables:
- Deliverable 1: Technical Report
• Technical Requirements
✓ Introduction: Must include group information, the selected topic (related to the
assigned SDGs), an overview of the topic, and a description of the SDGs in relation to
the relevant challenge.
✓ Explain the topic in detail and its relationship with the SDGs. Include specific
information about the location, timeframe, and key stakeholders involved.
✓ Discuss the ethical and professional duties of engineers concerning the project,
referencing the NSPE (National Society of Professional Engineers) Code of Ethics [SO4-
PI4a].
✓ Assess the challenge's effects on society, the environment, and the economy [SO4-
PI4b].
✓ Propose two innovative solutions to address the issue effectively.
✓ References: Properly cite all references using APA format.
• A technical report covering all required sections (introduction, context, solutions, ethics, and
conclusion) should be submitted.
• The report must be well-organized and formatted according to academic standards, including a
cover page with group details and consistent formatting throughout.
• Include a list of references in APA format.
• Handwritten submissions are not allowed. The report must be typed and formatted
professionally in Word then saved as a PDF and submitted as PDF.
• Figures, charts, and tables must be included in the report to support the solutions and analysis.
• The report must be submitted by the due date: Week 13, Monday 28/04/2025, by 11:59 pm.
• Students must work within their group and ensure the report is collaborative.

- Deliverable 2: Poster Presentation

• Technical Requirements
The poster must include:
✓ The project name, group number, member names.
✓ Presentation of the topic
✓ Include a matrix based on the society, environment and economy impact, for selecting
the best solution of the proposed solutions in Pd1 [SO4-PI4c].
✓ Impact analysis on the long term and short term of the chosen solution (the society,
environment and economy)
✓ Conclusion: Provide a summary and clear rationale for the selected solution.
✓ Use charts, graphs, and images to support the content.
• A poster (formatted as a poster presentation and saved and submitted as a PDF) summarizing the
group’s work, with visual elements such as charts and graphs should be submitted by the
students.
 • A brief oral presentation (3-5 minutes) accompanied by a Q&A session (3-5 minutes).
• Typed content only handwritten elements are not allowed.
• Plagiarism or reusing work from other groups or past projects is strictly not allowed.
• Icons and symbols must be used for visual representation, and images must be relevant to the
topic.
• The poster must be submitted by Week 15, Sunday 11/05/2025, by 11:59 pm.
• Poster presentation and Q&A will be held week 15 in class.
• Presentation skills and the Q&A session will be graded individually.

5. Project Management
5.1. Project planning
Project Deliverable Deliverable Type Due Date

PD1 Technical Report week 13 – 28/04/2025-11:59 pm

week 15 – 11/05/2025-11:59 pm
Poster Submission
PD2
Poster presentation and week 15
Q&A

5.2. Group formation

- Students in each class need to form project groups (3 members per group from the same major
: AE or CVL).
- It is the students' responsibility to form a group and submit the group members to the
instructor.
- If a student is unable to find a group, they are required to report to the instructor for assistance.
- Once groups are formed, each group must submit the following table to the instructor:

Team Members Responsibility of each team member

1-

2-

Notes:
✓ Students have the full responsibility of:
o submitting the required documents within the deadline
o verifying that the correct files are submitted
o verifying that the submitted files are not corrupted
✓ Softcopies are required to be uploaded into Turnitin when applicable.
✓ The regulations mentioned in the course syllabus apply. Please ensure you are fully aware of all
sections in the syllabus, especially (but not limited to) the following: APA style, plagiarism, AI
usage, group work, group submission, and forming groups.
 6. Project Grading
6.1. Grading Distribution
Weight

PD 1 15%
Project
PD 2 15%
Total 30%

6.2. Deliverable Rubrics

The project is worth 30% of the total grade of your course; each deliverable is worth 15%. The
grade will be based on every group’s work, simulation, prototype, analysis, etc. The student will
be evaluated based on the below rubric

Technical Design:

Grading Rubric - Technical Design

Unsatisfactory Developing Satisfactory Excellent

Criteria
(0-59%) (60%-74%) (75%-87%) (>88%)
Problem •The problem •The problem definition •The problem definition •The problem definition
Definition definition statement statement is partially statement is clear and statement is exceptionally well-
Statement is unclear and clear and may not effectively defines the written, providing a clear and
(5% - only If doesn't effectively effectively define the problem being addressed. concise definition of the problem
required) define the problem problem being being addressed, its significance,
being addressed. addressed. and its potential impact.
Identify •Design •Partial design •The major design •All design requirements are
engineering requirements are requirements are requirements are identified. clearly identified and explained.
design not identified. identified. •Design strategy/procedure •A detailed design
requirements •No design •Design is defined strategy/procedure is defined and
(5% - only If strategy/procedure strategy/procedure is clear design's steps are proposed.
required) is defined not clearly defined
Identify design •Minimal or no •Only partial •Major constraints are •All constraints are fully taken into
constraints consideration of consideration of the considered but not fully consideration and efficiently
(5% - only If design's constraints. design's constraints. integrated into design. integrated and applied into the
required) design.

•No standards or •Standards or codes are •Relevant standards or •All relevant standards and codes
Standards and codes are mentioned but not fully codes are clearly referenced are thoroughly researched and
Codes referenced or used utilized or explained, and applied correctly, with properly referenced, with clear
(5% - only If in the report and there may be errors appropriate explanations for explanations for their use and
required) in their use their use impact on the project.

Propose •The student did •The student provided •The student provided more •The student provided more than
multiple Design not provide more more than one solution than one solution that are one solution that are well-
solutions than one solution that is partially documented and partially documented and justified.
(20%) for the project. documented and not justified
well justified.
Select a •Unable to perform •Partially analyze the •Analyze the different •Successfully analyze and evaluate
solution analysis nor to different solutions, but solutions and provide a clear all solutions. Select the optimum
considering select a solution. not able to provide a methodology on how to one using appropriate
risks, solid method on how to select a solution. methodology. Use the insights and
constraints and select a solution. the gained knowledge to re-assess
making the design.
appropriate
 trade-offs
(15%)

Analyze the •Unable to •Moderately able to •Able to show good •Able to show thorough
impact of understand the understand the wider understanding of the understanding of immediate and
engineering wider impacts of impacts of engineering widespread effects of long-term effects of engineering
solutions in engineering design design solutions. engineering design solutions, design solutions.
global, solutions. •Partially able to assess but with somewhat limited •Able to consider and understand
economic, •Unable to assess the impact of simple perspective about long term the impact of engineering design
environmental, the impact of engineering design factors. solutions on users and non-users
and societal engineering design solutions on users and •Able to consider and locally and globally.
contexts solutions on non-users. understand the impact of •Able to thoroughly analyze the
(10% - only If immediate users. •Moderately able to engineering design solutions economic, environmental, and
required) •Unable to assess assess the economic, on some, but not all, users social impacts of engineering
the economic, environmental, and and non-users. design solutions.
environmental, and social impacts of •Able to show good
social impacts of engineering design understanding of the general
engineering design solutions. economic, environmental,
solutions. and social impacts of
engineering design solutions.
Make informed •The student does •The student •The student evaluates the • The student provides a
judgments with not evaluate the demonstrates limited relevancy of their solution comprehensive and insightful
consideration relevancy of their evaluation of the towards sustainability and evaluation of the relevancy of their
of the impact solution towards relevancy of their ethics. solution towards sustainability and
of engineering sustainability and solution towards •Student provides well- ethics.
solutions in ethics. sustainability and ethics defined and appropriate •Student provides innovative and
global, •Student provides •Student provides examples of how their creative examples of how their
economic, minimal or no limited or unclear project addresses project addresses sustainability
environmental, examples of how examples of how their sustainability and targeted and targeted SDGs.
societal their project project addresses SDGs.
contexts and addresses sustainability and
other relevant sustainability and targeted SDGs.
SDGs targeted SDGs.
(10% - only If
required)
•The student •The student displays •The student effectively •The student displays the results
struggles to display the results using visual displays the results using using clear and well-constructed
the results using representations, but appropriate visual visual representations (tables,
appropriate visual with some errors or representations (tables, graphs, sketches) without any
representations inconsistencies. graphs, sketches) with minor errors.
(tables, graphs, •There may be errors, if any. •There is a deep understanding
Analyze and
sketches). challenges in effectively •There is a clear and insightful interpretation of the
interpret
•There is difficulty in interpreting the understanding and displayed results
collected data
interpreting the displayed results interpretation of the •The student demonstrates the
(10%)
displayed results •Partial ability to relate displayed results ability to relate the results to
•Limited or no some of the results to •The student demonstrates theoretical concepts
analysis of the theoretical concepts. the ability to relate some of *There is evidence of critical
results in relation to the results to theoretical thinking
theoretical concepts.
concepts.
Use •Unable to draw •Demonstrate some •Ability to draw conclusions •Ability to draw conclusions about
engineering conclusions about difficulties to draw about the results and the results, errors, and to come up
judgment to the results and conclusions about the comments on some errors. with creative suggestions about
draw comments on some results and comments improving the solution procedure.
conclusions errors. on some errors.
about the
results
(10%)
Formatting •Weak English with •Good English with •Very good English with few •Excellent English with no
and language many grammatical some grammatical and grammatical and language grammatical and language
(5%) and language language mistakes. mistakes. mistakes.
 mistakes. •Illustrations are of •Illustrations are of •Illustrations are of great quality
•No illustrations, bad quality, resolution, acceptable quality and and resolution, sized correctly,
equations, or size and dimension. resolution. and in the right place.
tables are utilized •No captioning or •Mistakes in captioning or •No mistakes in captioning or
in the document. labeling for labeling the illustrations. labeling the illustrations.
illustrations. Equations are correctly Equations are correctly
Equations are badly formatted with minor formatted.
formatted. mistakes.

Presentation and Q&A:

Grading Rubric – Presentation and Q&A
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
• The presentation covered • The presentation covered • The presentation • The presentation
most of the topics in the all of the topics in the final covered all of the topics in covered all of the topics in
final report. • The report. the final report. the final report.
presentation included • Information is presented • Information is presented • Information is presented
mistakes. in logical order. in logical order. in logical order.
Presentation Slides
• Problems with format and • The presentation included • The presentation is well • The presentation is well
(25% - Group)
use of language. some mistakes. structured and it does not structured and it does not
(Only If required)
• Unclear results (figures, • Adequate format and use include mistakes. include mistakes.
graphs…) and illustrations. of language. • Adequate format and • Correct format and use
• Some results (figures, use of language. of language.
graphs…) and illustrations • Clear results (figures, • Clear results (figures,
are not clear. graphs…) and illustrations. graphs…) and illustrations.
• Student demonstrated • Student demonstrated • Student demonstrated • Student demonstrated
poor understanding of the sufficient understanding of good understanding of the excellent understanding of
subject. the subject. subject. the subject.
• Lacking the analysis and • The analysis is discussed • The analysis is clearly • The analysis is clearly
method discussion. and the implemented discussed and the discussed and the
Knowledge of subject •Only few questions are method is debated. implemented method is implemented method is
(50% - Individual) answered correctly. • Some of the questions are debated. debated.
answered correctly. • Most of the questions • All of the questions are
are answered correctly. answered correctly.

• Poor language skills, • Acceptable language • Good language skills, • Excellent language skills,
Presentation Skills gestures, etc. skills, gestures, etc. gestures, etc. gestures, etc.
(20% – Individual) • Student showed poor • Student showed adequate • Student showed good • Student showed
(Only If required) presentation skills presentation skills presentation skills outstanding presentation
skills
Appendix A

A.1. Civil Engineering Program Student Outcomes – ABET:

1. an ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social, environmental,
and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations and make
informed judgments, which must consider the impact of engineering solutions in global, economic,
environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and
use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

A.2 Course contribution to the global goals

AUM is committed to encouraging sustainable practices and supporting the 17 Sustainable
Development Goals (SDGs), also known as global goals. For more information about the global goals,
please refer to Sustainability at AUM.

This course project focuses on all of the SDG(s).