The curriculum goals of the unit, as currently stated in the catalog or other departmental documents, are as follows: (from the catalog)

As published in the 2011-2012 catalog, the overall objectives of the bachelor of science program in civil engineering are:

  • ”Graduates will be able to apply basic knowledge in mathematics, basic science, and engineering fundamentals throughout their careers to solving problems and making effective designs in areas encompassing a breadth of civil engineering professional practice in contemporary society.
  • Graduates will successfully engage in professional practice in one or more of the sub-disciplines of civil engineering: construction, environmental, geotechnical, structural, and water resources engineering.
  • Graduates will enhance their technical contributions to the public infrastructure with understanding of non-technical concerns, especially those that bear on civil engineering projects such as cost, public safety, and health.
  • Graduates will fulfill the unique responsibility of civil engineers to uphold ethical relationships with both their clients  and with the public at large.
  • Graduates will extend their knowledge and skills in order to meet new technical challenges and continuously innovate throughout their chosen professional careers.
  • Graduates will build on their education in humanities and social sciences in order to sustain their informed participation in a democratic society.”

These were updated by a vote of the faculty in April 2011; but they were not approved in time to be published in the University Catalog.  The approved objectives are as follows.

“The overall objectives of the bachelor of science program in civil engineering are:

  • Graduates will be successfully employed in engineering, science, or technology careers.
  • Graduates will be assuming management or leadership roles.
  • Graduates will engage in continual learning by pursuing advanced degrees or additional educational opportunities through course work, professional conferences and training, and/or participation in professional societies.
  • Graduates will pursue professional registration or other appropriate certifications.
  • Graduates will be active in civic engagement."

During the last review period, how has the department/program assessed how well it has accomplished its curriculum goals?

A number of assessment instruments are administered by the College of Engineering & Applied Science that gather data relevant to CVEN.  These assessment tools and dates applied since the previous annual assessment report are:

  • Senior Survey (data from December 2011 and May 2012 graduates) – assessment of program outcomes
  • Post-Graduation Surveys (given to alumni approximately 6 months after they graduate; data from May/Aug 2011 and December 2011 available in this cycle)
  • Alumni Surveys (data from summer 2012 surveys of 2007 graduates) – assessment of program objectives

In addition, all graduating students are required to take the national Fundamentals of Engineering (FE) exam.  The results of this exam are released approximately 6 months later, so the fall 2011 and spring 2012 results are available.  These results help us assess both our program outcomes and objectives.

The Faculty Course Questionnaires (FCQs) administered by the University are also used to assess individual courses.  Questions related to the program outcomes have been added to the FCQs for required courses.  These data help us assess which specific courses are helping us meet our program outcomes.

The Joint Evaluation Committees (JECs) in the Department of Civil, Environmental, & Architectural Engineering (CEAE) review the objectives, outcomes, and that the curriculum supports these goals when they meet.  There are multiple JECs in CEAE representing each sub-discipline and each meets on a 3-year rotating basis.  The JEC is composed of at least three practicing engineers from disciplines covered by the particular JEC, preferably with experience employing program graduates, at least one faculty member from each discipline covered by the particular JEC, and at least one current undergraduate student from the discipline covered by the particular JEC.  The environmental and water resources JEC met in spring 2012.  The findings and recommendations of the JEC’s are communicated to the Curriculum Committee who has the responsibility for recommending curriculum changes for approval by the faculty as a whole. The Department Executive Committee and Chair are responsible for allocating teaching, facilities and material resources to implement changes.

What has the department/program concluded with respect to the outcomes of its undergraduate curriculum?

We have concluded that the CVEN program is strong, with appropriate objectives and outcome goals that are being met and serve our students and the profession.  The senior design course is very successful.      The environmental and water resources JEC met April 17, 2012.   The committee included four practicing civil/environmental engineers.  Professor Silverstein coordinated the meeting, five additional CEAE faculty and four CVEN students also participated.  There were 3 general findings and 7 recommendations. First and foremost, the JEC endorsed the five program objectives (new as of April 2011) and 14 outcomes.  The JEC also felt the curricula promotes attainment of the objectives and outcomes, and that the courses support the overall intent of the curricula.  The recommendations to strengthen the program were: (1) adopt the proposed curriculum revision to provide increased flexibility in fulfilling technical and humanities credit requirements (see item 4 below); (2) explore opportunities to incorporate modeling into existing courses; (3) continue efforts to incorporate statistical analysis into curriculum and develop upper level courses incorporating modeling and analysis of complex data sets; (4) incorporate introductory design in junior year; (5) facilitate interactions between students and the engineering community; (6) clarify the program objective regarding civic engagement.  Adoption of the new CVEN curriculum, per item 4 below, will help us meet many of these recommendations.

What changes in the curriculum or in major requirements have occurred as a result of your assessment of your undergraduate program?

Given the highly successful ABET program review in 2011/2012, and feedback from the student and alumni surveys, curriculum revisions were proposed for the CVEN degree.  The largest change was to increase the flexibility of the curriculum.  The highlights of the revised curriculum are:

  • Increase CVEN 1317 Introduction to Civil and Environmental Engineering from 1 to 2 credits, in order to be consistent with GEEN 1500 Introduction to Engineering; allow students the option of taking CVEN 1317 or GEEN 1500.
  • Create a new 3-credit course that combines key content from the currently required CVEN 2012 Geomatics (3 credits) and AREN 1027 Engineering Drawing (3 credits).
  • Remove CVEN 3602 Transportation Systems as a required course.
  • Students select three proficiency level courses with design content in 3 different sub-discipline areas instead of being required to take four proficiency level courses.
  • Students are no longer required to select a concentration area.
  • New curriculum has 12 credits of technical electives (previously only 6 credits) and 6 credits of free electives (previously none).
  • Add a new 2-credit Professional Issues course required in the senior year to increase interaction with professionals and meet learning outcomes related to professional licensure, ethics and professional responsibility, sustainability, contemporary issues, leadership, business & public administration, and public policy.

The curriculum was approved by a vote of the CEAE faculty at the May 2012 departmental retreat. The revised curriculum was also approved by the College’s Undergraduate Education Council (UEC) in fall 2012.  The curriculum will be published in the 2013/2014 catalog and incoming students in fall 2013 will follow this curriculum.