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

"The educational objective of the environmental engineering bachelor of science degree is to produce graduates who reach the following achievements three to five years after graduation:

  • become established in professional careers and/or earn advanced degrees;
  • apply multidisciplinary approaches to manage the unique challenges and balance the competing social, political, economic, and technical goals of environmental problems and solutions; and
  • serve the needs of our society and protect the future of our planet in an ethical manner.

Program Outcomes.  The Environmental Engineering Program demonstrates that its graduates:

  • have sufficient knowledge of engineering, mathematics, and science fundamentals to succeed in environmental engineering practice or advanced degrees;
  • have sufficient knowledge of advanced environmental engineering applications and complementary natural sciences to succeed in environmental engineering practice or advanced degrees;
  • have sufficient knowledge of engineering approaches to problem solving (hypothesis, design, testing; team work) to succeed in environmental engineering practice or advanced degrees;
  • have sufficient knowledge of basic engineering skills and tools (computer, laboratory, and field) to succeed in environmental engineering practice or advanced degrees;
  • have adequate writing and oral presentation skills to succeed in environmental engineering practice or advanced degrees;
  • have adequate understanding of the social, economic, political, and ethical context of environmental problems and solutions;
  • have adequate opportunity to include service at the local, state, national, or global levels as an important part of their environmental engineering education; and
  • recognize the importance of life-long learning by seeking advanced degrees and pursuing continuing education.”

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

The program assessed the achievement of the program objectives primarily via the results from the alumni survey, which is administered each summer.  The program assessed the achievement of the program outcomes primarily via the success of our senior students who are required to take the Fundamentals of Engineering (FE) exam, the results from the graduating senior survey, and the post-graduate survey.  In addition, the contribution of specific courses in the curriculum toward meeting the learning objectives are reviewed by students each semester in Faculty Course Questionnaires (FCQs). 

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

We believe that we are meeting both our objectives and our outcome goals.  We are particularly proud of our FE exam results.

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

In 2011-2012 the required capstone senior design course (CVEN 4434 Environmental Engineering Design) was increased to four credits; it was previously 3 credits.  This was based on feedback from students regarding the value and amount of work in the course, and the opinion of the instructor that the previous 3-credits was too low.  The professional advisory board endorsed this change.  This also brought the program into closer alignment with the contributing departments' capstone courses: 4-credit civil engineering, 5-credit chemical engineering, and 6-credit mechanical engineering. 

Changes were also made to the courses that comprised three of the six options (in 2011/2012 compared to 2010/2011): chemical processing, energy conversion fundamentals, and the water resources and treatment option.  The energy and water options are the most popular with students, so these changes impacted many of the students.  The new course requirements or electives were developed by faculty with expertise in these areas to better prepare the students and more accurately reflect courses that are commonly offered to students at CU.