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CE 3211 – Water Resources Engineering

Project 1 – Contemporary Issues

Purpose

The main objective for this project is for students to develop a written report associated with contemporary issues associated with water resources. Along the way there are various skills that go beyond the content of water resource engineering and help with the development of a well-rounded civil engineer.

Learning Objectives

This assignment will prepare students with:

· 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.

· an ability to communicate effectively in writing with a range of audiences.

· an ability to think in a way that is clear, reasoned, reflective, informed by evidence, and aimed at deciding what to believe or do.

· an ability to recognize when information is needed and have the ability to locate, evaluate and use the needed information for a wide range of purposes.

Tasks

Activity	Submittal Type	Date Assigned	Date Due
Librarian Visit		August 26th
Annotated Bibliography	Electronic PDF	August 26th	September 11th
Draft Paper	Electronic PDF to Blackboard Email Word Doc to Team-members	September 11th	September 25th
Peer Review			September 28th
Librarian Visit		September 30th
Final Paper	Online	September 28th	October 5th

Droughts constantly impact water supply in the State of California. In this paper you are asked to provide a critical evaluation of the impact’s droughts have in our community and what engineers can do to reduce the impact on our water supply.

1. Annotated Bibliography (25 points)

Task: Develop an Annotated Bibliography which contains a minimum of 3 sources. Cite the sources using the ASCE citation style. The annotated bibliography is a minimum of two paragraphs per source.

Your annotation should include:

· An identification of the type of source (peer review, journal proceedings, popular, newspaper article, ebook, video, website, etc…), which should include the citation in ASCE format.

· A summary (annotation) of what the source is about (this includes the main points of the source).

· An explanation of how you plan to use this source to support your position

Your bibliography must be submitted as a hard copy in class and *.pdf through blackboard.

Example of Annotated Bibliography:

Doe, J. (2009). “Applications of realist political theory.” Journal of Political Theory, 99(12), 304-310.

Doe, an Associate Professor of Political Science at the University of Bratislava, argues that despite developments in constructivist international theory, realism is still the best paradigm for understanding International Relations (IR). Doe takes five principle assertions from classical realism and modern constructivism and applies them to three prominent events in recent IR: the attacks on the U.S.S. Cole, the 9/11 attacks and the war in Iraq. Doe determined that since realism puts greater emphasis specifically on the given nature of the world stage, realism is more useful and more correct than constructivism.

While Doe’s analysis is useful, the study does not sufficiently answer why a political theory emphasizing a given nature of international relations is more ideal than a theory that does not emphasize it. Regardless, the definitions of realism and constructivism, as well as the general principles behind the methodology, are the most useful aspects of this article, even if its execution of the methodology is poor. I will use Doe’s definitions of realism and constructivism in my own research.

2. Draft Paper (25 points)

Write a critical evaluation regarding the critical evaluation of the impact’s droughts have in our community and what engineers can do to reduce the impact on our water supply? How as engineers can we make decisions regarding analysis, design and emergency management to reduce the impacts associated with droughts? Remember that it is important to support your position through peer reviewed journals and other relevant sources. The following categories will be used to evaluate your essay:

· Identify and summarize the problems. Consider if there are any ethical or professional responsibilities in the situation.

· Identify and present your perspective/position. Are their professional and or ethical responsibilities that must be considered for the solution that you are proposing?

· Use evidence to support you position

· Draw an adequate conclusion given the evidence. Make sure that the ethical and professional responsibilities are addressed.

· Quality of writing

· Clarity of writing, with no vague or ambiguous ideas

· Proper essay format (Introduction, Body, Conclusion)

· Provide in-text citation and a works cited page.

SPECIFICATIONS:

· 2 to 3 pages

· Single Space

· Times Roman at 12 pt font

· 1 inch margins

· Name in Header

PLEASE USE THE TEMPLATE PROVIDED

3. Peer Review (10 points)

Review two colleagues’ draft papers and provide feedback. You will provide feedback directly on their paper using track changes and also use the rubric. You will receive a rubric and instructions during class to perform the review.

4. Final Paper (40 points)

Incorporate the comments from the peer review and the information provided by Mr. Paul Hottinger and update your final paper.

Evaluation Criteria

Annotated Bibliography Grading Rubric

Evaluation Rubric – Annotated Bibliography
Criteria	4 points			0 points
Bibliography contains a minimum of 3 sources.	Bibliography contains at least 3 sources related to the assigned project.			Contains less than 3 sources
	7 points	5 point	3 point	0 points
Citations are formatted in ASCE style.	All citations are correctly formatted.	Citations are formatted in ASCE style, but with noticeable errors.	Citations are technically formatted in ASCE, but many errors.	Non ASCE citation standard used.
Annotations summarize the sources cited	Annotation summarizes the source, providing a complete description of the content of the source.	Annotation describes the content of the source, but may be vague.	Annotation provides a brief, superficial description of the source.	Annotation includes no description of the source.
Annotations specify how the source will be used.	Annotations specify how the source will be used to support your position and/or conclusion.	Annotations give a general idea how the sources will be used to support their position or conclusion.	Annotation give a very brief explanation for the source, but does not support a position.	Annotation does not specify how the source will be used.

Paper Grading Rubric – 5 points for Format
Criteria	5 Points	4 Points	2 Points	0 Points
Problem/Issues: Student Identifies summarizes the problems/questions/issues.	Identifies the main problem (ethical/professional) clearly or accurately, and addresses implicit or embedded issues and their relations.	Identifies several impacts of the problem (ethical/professional) and its relation to engineering, showing understanding of more than one context.	Identifies some evidence of knowledge of the problem (ethical/professional); causal connections between problem and engineering. Engineering impacts not made clear or only one context considered.	Failed to identify or summarize the problem (ethical/professional) accurately and/or completely, and confuses main and subordinate issues.
Organization/Flow of Paper	Organization of key ideas fully supports the purpose of the written work.	Organization of key ideas supports the purpose of the written work, however there is a disproportional emphasis from one idea to another (i.e. inconsistently organized).	Organization of key ideas partially supports the purpose of the written work and there is a disproportional emphasis from one idea to another (i.e. inconsistently organized).	Organization of key ideas does not supports the purpose and ideas are random.
Development	Development of ideas is logical, appropriate, relevant, thorough, and compelling to illustrate mastery of the topic. Transitions between ideas must be effective.	Development of ideas is logical, appropriate, relevant and adequate which explores ideas of the topic. Transitions between ideas are smooth and reasonable.	Development of ideas are appropriate and relevant which explores ideas through portions of the work. Transitions between ideas are abrupt.	Ideas are appropriate and relevant which provides a simple and or shallowly development of ideas. There is little connection between ideas.
Perspective/Others and the Student's: Student identifies and analyzes other perspectives (arguments) and presents his/her own perspective or position	States specific position taking into account the complexity of the issue and acknowledging others point of view; accurately notes limitations of other positions by clearly showing problems with the arguments/evidence used to support them; recognizes limits to one's own view as well	States specific position and acknowledges different sides of the issues and attempts to take into account the complexity of the subject matter; however, the analysis of other positions is overly simplistic or uncharitable	States a position but is unclear or simplistic and obvious; recognizes the positions others take but cannot articulate those positions or recognize or properly evaluate them	No position is stated, no perspective defined or fails to recognize the positions that others take. No proper articulation of position or proper evaluation
Citations: Use of sources ethically, according to established standards…in text citation and work cited page.	Three or more relevant sources, cited. (Student correctly (all the time) provides citations and references of all material presented.	Two relevant sources, cited (Most of the time, student correctly provides citations and references of most material presented)	One relevant source, cited. (Occasionally, student correctly provides citations and references of all material presented.)	Relevant sources are not on topic. (Student does not correctly provide citations and references of all material presented.)
Evidence: Student uses evidence to support positions/the evaluation of evidence	Use of evidence and sources to directly support writing. (This is what well integrated evidence would look like: Makes few or no fallacious inferences. Clearly distinguishes fact, opinion and value judgement.)	Use of evidence and sources to support writing, however is not fully integrated. (This is what not fully integrated looks like: Makes some fallacious inferences. Sometimes distinguishes fact, opinion and value judgement.)	Uses Evidence and sources are in an attempt to support ideas in the writing. (This is what it looks like: Merely repeats information provided, taking it as truth, or denies evidence without adequate justification. Makes many fallacious inferences. Does not distinguish fact, opinion and value judgement)	Use of Evidence and sources do not support ideas in the writing. (This is what this may look like: Work is unorganized without structure. Fails to provide sense on the topic.)
Conclusions: Student Draws adequate conclusions given the evidence	Comes to a clear conclusion based on relevant information/evidence; thoroughly discuss consequences/implications of the conclusion which integrated professional/ethical responsibilities	Comes to a partial conclusion based on somewhat adequate analysis of information/evidence; discuss consequences/implications of the conclusion which includes professional/ethical responsibilities	Does not or cannot come to a conclusion based on the information or evidence presented or discussed; Does not or cannot see consequences/implications of the conclusion as they are associated with professional/ethical responsibilities.	Work is unorganized without structure. Fails to provide conclusions associated with professional/ethical responsibility.

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