Mass timber is an emerging construction technology growing in popularity in the United States. One obstacle in the gradual adoption of mass timber construction is the limited availability of qualified engineers and designers. While successful efforts have been made to address research topics related to mass timber design and to identify common barriers and challenges to the adoption of mass timber as a construction material, little research has been conducted to identify desired student outcomes for undergraduate civil or structural engineering students working with mass timber after graduation. This thesis describes the development of an industry-guided educational resource for curriculum development in order to improve alignment between undergraduate student outcomes and employer requirements related to mass timber design. A “Developing A Curriculum” (DACUM) chart was produced by a panel of qualified industry professionals to identify the tasks, duties, general knowledge, skills, and worker characteristics required of successful entry-level structural engineers working with mass timber. A second panel of qualified subject matter experts was assembled for implementation of the Delphi Survey Methodology, in which experts were instructed to draw upon their opinions and perspectives honed through years of industry experience to rank their level of agreement with each item and propose changes to the chart. Findings reflect a prioritization of competencies related to design of mass timber elements and structures, understanding of material characteristics, navigation of available design resources, contributions to project deliverables, and support of sustainability goals. The finalized DACUM chart provides clarity on curriculum needs to ensure graduating engineers are well-prepared to work with mass timber elements as the industry continues to grow in popularity. The chart can be used as a resource to guide the development of mass timber engineering educational materials, including learning modules, virtual tours, and student assignments to be presented independently or implemented with existing engineering coursework.
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