Departmental Assessment Update - Engineering Report

Department: Civil and Environmental Engineering
Program: BSCE
Level: Undergraduate

1. Has your program developed learning outcomes? If yes, please list.

The student learning outcomes describe what students are expected to know and be able to do at the time of graduation. They are:

  • a. an ability to apply knowledge of mathematics, science, and engineering
  • b. an ability to design and conduct experiments, as well as to analyze and interpret data
  • c. an ability to design a system, component, or process to meet desired needs
  • d. an ability to function on multi-disciplinary teams
  • e. an ability to identify, formulate, and solve engineering problems
  • f. an understanding of professional and ethical responsibility
  • g. an ability to communicate effectively
  • h. the broad education necessary to understand the impact of engineering solutions in a global, societal, and environmental context
  • i. a recognition of the need for, and an ability to engage in, life-long learning
  • j. a knowledge of contemporary issues
  • k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice, particularly recognizing the integral role of computers in engineering and the rapid expansion of resources on the Internet.

2. If your program has learning outcomes, where are they published (e.g., department web page)?

The SLOs are published on the department's web page.

3. Do your faculty list course learning outcomes on their syllabi?

It's up to the faculty. They are encouraged to do so, but it is not policed.

4. Does your program have a curriculum map that links course outcomes to program outcomes? If so, please include.

Table 1 shows the linkages between the curriculum and program outcomes. Courses are linked to the program outcomes using a scale based on the contribution of each course.

Table 1 Core curriculum linkages to program outcomes

Course Outcome(emphasis)

Freshman

Eng 100: f(1), g(3), h(2), k(2)

Math 241: a(3), f(1), k(2)

Chem 161 & 161L: a(3), b(2), f(1), k(1)

Sp 251: f(1), g(3), h(2)

Math 242 & 242L: a(3), f(1), k(2)

Phys 170 & 170L: a(3), b(3), f(1), k(2)

Chem 162: a(3), f(1), k(1)

EE 160/ICS 11: a(3), c(1), f(1), h(1), k(3)

Sophomore

CEE 270: a(3), c(1), e(1), f(1), k(2)

Math 243: a(3), f(1), k(2)

Phys 272 & 272L: a(3), b(3), c(1), f(1), k(2)

Hist 151: f(1), h(3)

Humanities elective: f(1), h(3), j(3)

CEE 271: a(3), c(1), e(3), f(1), g(1), i(1), k(1)

Math 244: a(3), f(1), k(2)

Hist 152: f(1), h(3)

Economics elective: f(1), h(3), j(3)

Social science elective: f(1), h(3), j(3)

Junior

CEE 305: a(3), b(1), c(1), e(2), f(1), h(1), k(1)

CEE 320: a(3), b(3), c(1), d(1), e(3), f(1), g(3), h(1), i(3), j(1), k(1)

CEE 361: a(3), b(1), c(2), e(2), f(1), h(2), j(1), k(2)

CEE 370 & 370L: a(2), b(3), c(1), d(1), e(2), f(1), j(1), k(2)

Math 302/307; ME 403; GG 312: a(3), f(1), k(2)

CEE 330: a(3), b(2), c(1), d(1), e(2), f(1), g(1), h(2), i(1), j(2), k(3)

CEE 355: a(3), b(3), c(2), d(3), e(3), f(1), g(3), h(1), i(1), j(1), k(3)

CEE 375: a(1), b(3), c(2), d(1), e(1), f(1), g(1), h(1), i(2), j(2), k(2)

CEE 381: a(3), c(1), e(3), f(1), g(1), h(1), i(2), k(3)

Senior

CEE 421: a(3), b(3), c(3), d(1), e(3), f(1), g(2), h(2), i(2), j(1), k(3)

CEE 431: a(3), b(1), c(3), d(1), e(3), f(1), g(2), h(3), i(2), j(3), k(3)

CEE 462 a(3), b(1), c(2), d(2), e(2), f(2), g(3), h(3), i(2), j(2), k(3)

or

CEE 464: a(3), b(1), d(2), e(2), f(1), g(3), h(3), i(1), j(1), k(2)

CEE 472: a(1), c(1), d(1), e(1), f(2), g(2), h(3), i(3), j(2), k(2)

or

CEE 473: a(1), c(2), e(1), f(1), g(1), h(1), i(2), j(2), k(1)

or

CEE 474: a(1), b(1), c(2), e(2), f(2), g(2), h(2), i(2), j(2), k(2)

CEE 485: a(3), b(2), c(3), d(1), e(3), f(1), g(1), i(1), k(1)

CEE 455: a(3), b(1), c(2), d(1), e(2), f(2), j(1), k(1)

CEE 490: a(3), b(2), c(3), d(3), e(3), f(3), g(3), h(2), i(2), j(2), k(3)

Biological science elective: a(3), f(1), h(3)

Note: 1 = some emphasis; 2 = moderate emphasis; 3 = significant emphasis; missing outcome = no emphasis

5. Does your program benchmark or have goals for student performance? (e.g. 70% students will graduate within 5 years)

Yes. The ultimate goal is to have all students achieve all outcomes.

6. Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for the degree? (i.e. capstone project, class assignment)

Each outcome is assessed using multiple (at least 2) methods as shown in Table 2. The Department’s four assessment tools are described in this section. The tools are: performance appraisal (PA), FE exam (FE), and capstone course (CP).

Table: Mapping of program educational outcomes and assessment methods

  • a. math, science & engineering: PA, FE
  • b. design & conduct experiments: PA
  • c. design system, component, process: PA, CP
  • d. function on multi-disciplinary teams: PA
  • e. identify, formulate & solve eng. problems: PA
  • f. professional & ethical responsibility: PA, FE
  • g. communicate effectively: PA, EI
  • h. understand impact in global & societal context: PA, CP
  • i. life-long learning: PA, EI
  • j. knowledge of contemporary issues: PA, EI
  • k. use techniques, skills and tools for eng. practice: PA, FE

A. Exit Interviews

Exit interviews are conducted every semester. This involves a group face-to-face dialog with all seniors a few days prior to graduation. 

  B. Commercial, Norm-referenced, Standardized Examinations

The Fundamentals of Engineering (FE) Exam is a nationally designed and administered exam that allows us to assess our students’ capabilities, as they near graduation, relative to students across the U.S. From a civil engineering student’s perspective, the FE is important because it is the first step towards licensure as a professional engineer (P.E.). The FE Exam is administered such that all students take a common general morning session, but the students have the option in the afternoon session of either additional general questions or civil engineering specific questions.

The FE exam is offered twice a year, in April and October. The exam is not required, but students are encouraged to take it. Evaluation of the scores provides a direct feedback regarding areas of study in which our graduates are competent, as well as areas that should be improved. The FE exam is used to assess outcomes a (math, science and engineering), f (professional and ethical responsibility) and k (techniques, skills and tools for engineering practice). The Department has discussed making this exam mandatory for graduation, although our participation rates are so high that this would not add much.

C. Capstone Course

The student performace during the capstone design course (CEE 490) that is mandatory for all students in their senior year is used to assess outcomes close to graduation. Multiple outcomes can be assessed. We use it to assess outcomes a, c, d, e, g, h, j and k. Assessment is performed by a panel of six professional practitioners. The results of this rating are then reported to the program assessment committee. One advantage of using the capstone course is that it minimizes test anxiety and other “one shot” measurement problems.

7. Who interprets the evidence of student learning?

The department's Program Assessment Committee.

8. How are the assessment data/results used to inform decisions concerning the curriculum and administration of the program?

There is a feedback loop. Recommendations for curriculum change are made, and if approved by the department (as necessary), they are implemented. The effect of these changes are monitored in the next assessment cycle.