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Background: Engineering concept inventories have been broadly used to assess student conceptual knowledge and evaluate the effectiveness of educational innovations. Concept inventory questions were developed to isolate concepts and typically include common misconceptions as possible incorrect answers. Situated cognition theory suggests that knowledge is an interaction between the individual and the context and that isolated concepts may be of limited value in solving engineering design problems. We began to test this proposition by administering the statics concept inventory to practicing civil engineers. Purpose: The purpose of this research is to gather data on practicing civil engineers’ performance on the statics concept inventory. Methods: The statics concept inventory, implemented as an online survey, collected responses from practicing engineers with a range of experience from 1 year to 45 years as an engineer. Results: There were 25 participants, all of whom were practicing civil engineers. The average number of years of experience was 11.4 yrs. The participants, on average, answered 13 questions (out of 27 questions) correctly or a score of about 50%. Conclusions: Our results provide insights into professional civil engineers understanding of statics concept inventory concepts. Although the data set is not necessarily indicative of the larger community of professional engineers, it provides early evidence that not all concepts from the statics concept inventory may be relevant for practicing civil engineers. More research is needed to understand how and why academic concepts are important to civil engineering practice.

Practicing Civil Engineers’ Understanding of Statics Concept Inventory Questions