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 architectural engineering program is to develop graduates who acquire the broad knowledge and skills necessary to successfully begin and sustain a career, and to become leaders who advance the state-of-the art, in one of four core disciplines of the building industry:

  • electrical and lighting systems
  • heating, ventilating, and air conditioning (HVAC) systems
  • structural systems
  • construction engineering and management

The outcomes that students are expected to have attained upon graduation with the bachelor of science degree in architectural engineering are:

  • the ability to apply knowledge of mathematics, science, and engineering
  • the ability to design and conduct experiments
  • the ability to analyze and interpret data
  • the ability to design a system or component to meet desired needs
  • the ability to function on multidisciplinary teams
  • the ability to identify, formulate, and solve engineering problems
  • an understanding of professional and ethical responsibilities
  • the ability to communicate effectively through writing and/or drawing
  • the ability to communicate effectively through oral presentations
  • an understanding of the impact of engineering on society
  • an understanding of the necessity to engage in life-long learning
  • a knowledge of contemporary issues in civil, environmental, and architectural engineering
  • the ability to use modern engineering techniques, skills, and tools"

During the last review period, what revisions, if any, have been made to your curriculum goals as stated in the CU course catalog? What is your schedule for such curriculum review?

No changes were made to the program objectives or outcomes in the 2013-2014 academic year.  In spring 2015 the program objectives were reviewed by the Joint Evaluation Committee (JEC) of the Building Systems group.  The JEC is comprised of external individuals who employ engineers (and may be program alumni), as well as faculty and student representatives from within the program.  No changes in the objectives were recommended. However, they did provide recommendations for changes in the curriculum to better meet our stated objectives (in addition to changes that would better meet the overall mission statement from the department). 

Summarize the means you have employed to assess your success in attaining those curriculum goals.

The curriculum committee, faculty at large, and JEC review the results from assessments including: student performance on the Fundamentals of Engineering (FE) exam that is required for all undergraduate students prior to graduation; undergraduate student ratings on the outcomes of each course using questions on the FCQs; the graduating senior survey; post graduate survey; alumni survey; and student performance based on outcome rubrics in senior design and other selected courses.

In April 2015 a JEC met to review AREN, and specifically the Building Systems parts of the curriculum. The courses specifically reviewed and commented on by the JEC included: ARCH 3114 and 3214 History & Theories of Architecture I and II; AREN 1316 Introduction to Architectural Engineering, AREN 2050 Engineering Systems for Buildings, CVEN 2012 Introduction to Geomatics, GEEN 1300 Introduction to Engineering Computing, ECEN 3030 Electrical Circuits for Non-Majors, AREN 4570 Building Electrical Systems, and AREN 4317 AREN "capstone" Design. The JEC had a number of suggestions for these courses. The JEC also made extensive comments and recommendation regarding the CEAE department mission, AREN program objectives, and various general, philosophical, and long-term goals. In May 2015, the AREN/Building Systems JEC submitted an extensive, 13-page report documenting their discussion and recommendations. In the 2015/2016 academic year the faculty will be reviewing these ideas and writing a response to indicate changes they are making to address the issues that were raised.

Specify what actions you have taken as a result of employing your assessment protocols.

The outcomes and objectives assessments found that the AREN program is meeting its goals, with the exception of student performance on the FE exam.  The FE exam is of questionable suitability to assess AREN students, given the lack of a discipline-specific exam for AREN and the variable importance of later professional licensure for AREN graduates.  The faculty continue to discuss whether to require the FE exam for all AREN graduates.  In spring 2015 as part of the capstone design course, all AREN students were required to take on online multiple-choice exam that was designed to simulate the FE exam. No changes were made to the overall curriculum in the 2014-2015 academic year.