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Civil, Architectural, and Environmental Engineering Department

Architectural Engineering ProgramCivil Engineering Program

Environmental Engineering Program

Student Learning Outcomes Assessment Report

April 2010

OverviewThe Civil, Architectural, and Environmental Engineering Department assesses learning outcomes using an annual cycle of assessment and review. This process is consistent with HLC and ABET requirements. Below are presented the mission of each degree program, the campus-wide outcomes, and an explanation of how those outcomes map to program outcomes. The outcome assessment tools and results of the most recent assessment are then shown. As a result of the most recent assessment cycle, all three programs have taken action to address unexpected results, and those actions are also described below.

1. Department/Program Mission a. Architectural Engineering Program - The Architectural Engineering Program will

provide students with the tools necessary to solve architectural engineering problems critical to our society’s well-being. This will be accomplished through a comprehensive, forward-looking and broad-based architectural engineering curriculum emphasizing fundamentals, practical applications, oral and written communication skills, computer applications skills, and professional practice issues and ethics. The Program will prepare graduates for entry into the architectural engineering profession, for life-long learning, and to function as architectural engineers in a global society.

b. Civil Engineering Program - The Civil Engineering Program will prepare students for professional performance in the global society and for life-long learning and continued professional development in the civil engineering profession through a comprehensive, forward-looking and broad-based curriculum in civil engineering emphasizing fundamentals and practical applications, oral and written communication skills, computer applications skills, and professional practice issues and ethics.

c. Environmental Engineering Program - The Environmental Engineering Program will prepare students for a career in the global, interdisciplinary field of environmental engineering and for life-long development in the profession. The program's fundamental base in biological and earth sciences and development of specific engineering application skills prepares graduates to approach unique, atypical problems with a true problem-solving approach, develop solutions to benefit society and the environment, and promote these solutions.

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2. Campus-Wide Student Learning Outcomes (SLO)Programs must demonstrate that their graduates have: I. an ability to communicate effectively both orally and in writing.

II. an ability to think critically and analyze effectively.III. an ability to apply disciplinary knowledge and skills in solving critical problems.IV. an ability to function in diverse learning and working environments.V. an understanding of professional and ethical responsibility.

VI. an awareness of national and global contemporary issues.VII. a recognition of the need for, and an ability to engage in, life-long learning.

3. Curriculum Mapping to Campus and/or Program Outcomes The manner in which the three program curricula and their required courses meet the campus learning outcomes can be inferred, in part, from the information in the tables below. In these tables, the relationships between the seven campus learning outcomes and the various program outcomes are shown. The relationships between the various program outcomes and actual required program courses can be found in the appropriate program ABET Self-Study reports.

Curriculum and Student Learning Outcome Map – Architectural Engineering Program

ProgramOutcome

Campus Learning Outcome

I


II


III


IV


V


VI


VII1 X2 X3 X4 X5 X6 X7 X8 X

9 X

10 X

11 X

2

Curriculum and Student Learning Outcome Map – Civil Engineering Program

ProgramOutcome


I


II


III


IV


V


VI



9 X

10 X

11 X

12 X

13 X

Curriculum and Student Learning Outcome Map – Environmental Engineering Program

ProgramOutcome


I


II


III


IV


V


VI



9 X

10 X

11 X

12 X

13 X

14 X

4. Methods/Instruments and Administration The following tables contain descriptions of the methods used in the assessment of the campus/program outcomes, information on their implementation, the results of the assessment

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exercise, and recommendations for either program improvement or assessment modification. With the exception of the subject field exam, the assessment tools are administered by individual faculty members, and the results are reviewed by / recommendations are made by appropriate department program committees. An ‘NA’ indicates No Action taken because the performance metric was met; highlighted entries reflect a performance metric not being met. Where the performance metric was not met, an Evaluation Action is indicated based on the keys provided.

Fall 2009 Program Outcomes Assessment Methods, Administration, Results, and Recommendations – Architectural Engineering Program

The table below shows the campus-wide learning outcome, associated program outcome(s), and results of assessment for each outcome. In some cases, the assessment showed a failure to meet the metric. Such failure resulted in an action being taken. These actions were of the following five types:

Evaluation Actions: 1. Wait for another semester and assess with the added data2. Revise metric to be more realistic3. Change the assessment tool4. Dialogue with the Area / Group of instruction (structures, geotech, materials, etc.)5. Re-evaluate the data as it appears to questionable

Campus-wide Learning Outcome

Corresponding BSArchE Program Outcome

Assessment Tools Metrics Performance Evaluation Action

1. An ability to communicate effectively both …

7. An ability to communicate effectively

Student oral presentations in ArchE 003

85% of students or more receive marks of 70% or better on their oral presentations

91% -- PASS NA

Student term papers in ArchE 003

85% of students or more receive marks of 70% or better on their term papers

81% -- FAIL 1

Oral IDT presentations in ArchE 298

85% of students score 70% or better on their oral presentations

100% – PASS NA

Written IDT reports in ArchE 298

100% of students score 60% or better on their written reports

100% – PASS NA

2. An ability to think critically …

2. An ability to design and

Laboratory exercise on the

85% of students or more receive

Sec A 86% --PASS

NA

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conduct experiments, as well as to analyze and interpret data

properties of hardened concrete from CivE 216

marks of 70% or better

Sec B 88% --PASS Combined: 87% -- PASS

Laboratory exercise on the flexural properties of structural grade wood members from ArchE 103

85% of students or more receive marks of 70% or better

100% --PASS NA

3. An ability to apply disciplinary knowledge and skills in solving critical problems.

1. An ability to apply knowledge of mathematics, science, and engineering

FE exam 85% of students pass the exam 69% --FAIL 1

Homework assignment on Virtual Work from ArchE 217

85% of the students score a 70 or better

87% -- PASS NA

3. An ability to design a system , component, or process to meet desired needs within realistic constraints …

Final Project Design from ArchE 298 (IDT) written report

85% of students receive marks of 60% or better

100% ---PASS NA

FE Exam 85% of students pass the exam 69% --FAIL 1

5. An ability to identify, formulate, and solve engineering problems

Final exam problems and/or design project in CE 229

85% of students score ≥ 70% on final exam and/or design project

89.4% -- PASS100% -- PASS NA

Faculty member evaluation of a design project report (IDT) in ArchE 298

85% of students pass with a 60% or better

100% -- PASS NA

11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Lighting design project in ArchE 205

85% of students or more receive marks of 70% or better

Class taught Spring Semester only

NA


4. An ability to function in diverse learning and working environments.

4. An ability to function on multi-disciplinary teams

Individual and team-based student work in ArchE 298

85% of students or more receive final grades > C in ArchE 298

100% ≥ C (IDT written) 100% ≥ C (IDT oral) – PASS

NA

Senior exit Survey questions on

Reply average ≥ 3.5 /5.0 for each

94% reply YES -- PASS

NA

5

teamwork question or ≥ 90% reply YES

Questions on “interacting with team” and “contributing to team” in the ArchE 298 “Comprehensive Assessment of Team Member Effectiveness Survey”

85% of students score ≥ 3.0

96% and 92% respectively -- PASS

NA

5. An understanding of professional and ethical responsibility.

6. An understanding of professional and ethical responsibility

Student work from the ethics and professionalism modules in ArchE 210

85% of students or better receive marks of 70% or better

92% -- PASS NA

Faculty member evaluation of a design project report (IDT) in ArchE 298

85% of students receive marks of 70% or better on student work on the IDT score in ArchE 298

100% (IDT written) 100% (IDT oral) – PASS

NA

6. An awareness of national and global contemporary issues.

8. An understanding the impact of engineering solutions in a global, economic, environmental, and social context

Written assignment in ArchE 003

85% of students or more receive marks of 70% or better on the written assignment work on this topic

91% -- PASS NA

Senior Exit Survey question(s) on the impact of engineering solutions

Reply average ≥ 3.5/5.0 for each question or ≥ 90% reply YES

96% -- PASS NA

10. A knowledge of contemporary issues including architectural principals and the historical development and significance of architecture

Student work (final project) from Art 203 and/or ArchE 204

80% of students or more receive final marks of 80% or better

90% -- PASS NA

Student work (essays) from Hist 375 (formerly History 274)

80% of students or more receive final marks of 80% or better

93% -- PASS NA


7. A recognition of the need for,

9. A recognition of the need for,

Assignments in ArchE 248 where

85% of students or better receive

67% -- FAIL 4

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and an ability to engage in, life-long learning.

and an ability to engage in life-long learning

students write papers, reports, etc based on readings from the literature

marks of 80% or better

Senior Exit Survey question(s) on the need for life-long learning

Reply average ≥ 3.5/5.0 for each question or ≥ 90% reply YES

Not Reported by Sr. Survey Instructor

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Fall 2009 Program Outcomes Assessment Methods, Administration, Results, and Recommendations – Civil Engineering Program

The table below shows the campus-wide learning outcome, associated program outcome(s), and results of assessment for each outcome. In some cases, the assessment showed a failure to meet the metric. Such failure resulted in an action being taken. These actions were of the following five types:

Evaluation Actions: 1. Wait for another semester and assess with the added data2. Revise metric to be more realistic3. Change the assessment tool4. Dialogue with the Area / Group of instruction (structures, geotech, materials, etc.)5. Re-evaluate the data as it appears to questionable


Corresponding BSCivE Program

OutcomeAssessment Tools Metrics Performance Evaluation

Action


7. An ability to communicate effectively

Grade in CE 003

More than 85% of students score 80% in the course.

84% -- FAIL 1

IDT presentations and reports in CE 298.

Written Reports: 100% of students score 60% or betterOral Presentations: 85% of students score 70% or better.

Written: 97% -- FAIL

Oral: 100% -- PASS

2


2. An ability to design and conduct experiments, …

Experimental design report; laboratory exercise on the properties of hardened concrete from CE 216

More than 85% of students score 70% or better

91% -- PASS(combined sections)

NA

7

Design of lab experiment in CE 234

100% of students score 70% or better

Sec B = 75%Sec A = 100%Combined: 88% -- PASS

NA


1. An ability to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of science.

Graded assignment on beam deflections using virtual work in CE 217

85% or more of the students score ≥ 70%

Sec A = 86.7% --- PASSSec B = 81% -- FAIL(combined) 84% -- FAIL

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Graded assignment on the chemistry of the carbonate system in CE 261


45% -- FAIL 5

Graded assignment on geology fundamentals in CE 215


98.2% -- PASS NA

3. An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability…

Individual Design Task (IDT) from CE 298 (written report)

100% of students score 60% or better

97% -- FAIL 2

5. An ability to identify, formulate, and solve engineering problems…

Final exam grades in CE 234


Sec A = 9% -- FAILSec B = 12% -- FAILCombined 12% -- FAIL

4

Graded assignment in CE 221 (e.g., design of member in compression) and CE 223 (e.g., structural component of the RC design term project)


CE 221 = 100% -- PASSCE 223A = 100% -- PASSCE 223B = 100% -- PASS

NA

11. An ability to Student grades on More than 85% CE 211A = NA

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use the techniques, skills, and modern engineering tools necessary for engineering practice…

a variety of assignments in required classes, including CE 1, 3, 211, 215, 216, 217, 230, 234, 242, 248, 261

of students shall receive marks of 70% or better

100% -- PASSCE 211B = 92% -- PASS

CE 298 IDT (written and oral)

Combined score ≥ 75%

Written: 97% -- FAILOral: 100% -- PASS

NA

12. An ability to design a system, component, or process in more than one civil engineering context.

Graded assignment in CE 211, geometric design of a highway


CE 211A = 100% -- PASSCE 211B = 92% -- PASS

NA

Graded assignment in CE 298, Individual Design Task (IDT)


92% -- PASS NA


4. An ability to function on multi-disciplinary teams

Individual and team-based student work in CE 298

Final grades ≥ C

92% ≥ C (IDT written) 100% ≥ C (IDT oral) – PASS

NA

Senior Exit Survey questions on teamwork in CE 298

Question average ≥ 3.5 / 5.0 for each question or ≥ 90% reply YES

91.5% reply YES -- PASS NA

"Comprehensive Assessment of Team Member Effectiveness" (CATME) survey questions on "interacting with team" and "contributing to team" in CE 298

85% or more of the students score 3.0 or better

100 % -- PASS NA


6. An understanding of professional and ethical responsibility

Graded work on ethics and professionalism in CE 210


89.4% -- PASS NA

13. An ability to explain basic concepts in management, business, public policy, and leadership.

Leadership exercise in CE 210


59% -- FAIL 4

Final grade on the midterm examination in CE 248


Sec A = 85.2 -- PASSSec B = 68.4% -- FAILCombined =

5

9

76.9% -- FAILGraded assignment on contemporary topics in CE 261


87% -- PASS NA

CATME survey in CE 298


96.2% -- PASS NA


8. An understanding the impact of engineering solutions in a global, economic, environmental, and social context

Written assignment on this topic in CE 003


89% -- PASS NA

Senior Exit Survey (CE 210) on the impact of engineering solutions

Question average ≥ 3.5 / 5.0 for each question or ≥ 90% reply YES

Q54: 4.4 -- PASS; Q55: 4.6 -- PASS;Q61: 3.3 – FAIL;Q69: 4.2 -- PASS;Overall: 4.2-- PASS

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10. Attain a knowledge of contemporary issues

Graded assignment on contemporary topics in CE 003


88% -- PASS NA

Graded assignment on contemporary topics in CE 261


92% -- PASS NA

7. A recognition of the need for, and an ability to engage in, life-long learning.

9. A recognition of the need for, and an ability to engage in life-long learning

Graded assignment on the Fundamental Canons of Ethics in CE 248


73% -- FAIL 4

Senior Exit Survey (CE 210) questions on the need for life-long learning

Question Avg ≥ 3.5/5.0 for each question or ≥ 90% reply YES

97% -- PASS NA

Fall 2009 Program Outcomes Assessment Methods, Administration, Results, and Recommendations – Environmental Engineering Program

The table below shows the campus-wide learning outcome, associated program outcome(s), and results of assessment for each outcome. In some cases, the assessment showed a failure to meet the metric. Such failure resulted in an action being taken. These actions were of the following six types:

Evaluation Actions: 1. Wait for another semester and assess with the added data

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2. Revise metric to be more realistic3. Change the assessment tool4. Dialogue with the Area / Group of instruction (environmental, water resources, etc.)5. Re-evaluate the data as it appears to questionable6. Curricular change

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Corresponding BSEnvE Program

OutcomeAssessment Tools Metrics Performance Evaluation

Action


7. An ability to communicate effectively using oral, written, and graphic forms

EnvE 298 IDT presentation and project

85% of students receive marks of 70% or better on each

298 IDT Oral - 100% of students met metric. 298 IDT project - 100% of students met metric.

NA

261 oral presentations score;

262 oral presentations and final exam (paper analysis).

85% of students receive marks of 70% or better on each

261 oral presentation scores - no data;262 oral presentation - 262 not offered FS 2009;262 paper analysis - 262 not offered FS 2009

NA


2. An ability to outline and conduct experiments …

Experimental design in air pollution (366, 367, or 368) and experimental design in 263


Air Pollution - offered 366 FS 2009, 100% of students met metric.

NA

Experimental grade in selected labs in 261 (Drinking Water and BOD) and CE 234 (group designed lab)


263 - No data.261 Water treatment lab - 100% of students met metric. 261 BOD lab - 83% of students met metric (FAIL)234 lab - No data.

NA


1. An ability to apply knowledge of mathematics through differential equations, probability and statistics, sciences including physics,

FE exam scores for morning (general) section

The student average shall be at or above the national average in each area

FE Exam: 6 of 6 passed (current students in FS 2010) Subject S&T % correct National % correct Fail?

Math 68 65 Statistics 58 56 Chemistry 80 78 Computers 71 74 FAIL by 3% Ethics/Bus Practices 82 79 Economics 63 68 FAIL by 5% Statics 42 49 FAIL by 7% Dynamics 33 50 FAIL by 17% Strength of Materials 44 40 Material Properties 31 42 FAIL by 11% Fluid Mechanics 63 63 Electricity & Magnetism 44 46 FAIL by 2% Thermogodamics 64 55

Note: National Standard Deviation = 1.3-3.1 questions = 15-20%

6

Composite grade (average) in representative courses in math (204), chemistry 3

85% of students receive C or better

1

12

chemistry, biology, and geology, and engineering

or Geo 275, biological sciences (110), and introductory engineering (EnvE 261, CE 230, and GE 50).

3. An ability to carry out the design of an integrated system and its various components and processes for an environmental engineering project

Final Project Design in EnvE 369.

All students shall receive marks of 60% or better and 85% of students receive marks of 70% or better

369 was not offered FS 2009

1

Design project from EnvE 298.


298 - 100% of students met metric

NA

5. An ability to identify, evaluate and solve environmental engineering

Scores on specified assignments (homeworks) in EnvE 369.



1

EnvE 298 IDT score

All students score 70% or greater

298 IDT scores - 100% of students met metric

NA

Afternoon section of FE score.

The student average shall be at or above the national average in each area.

FE afternoon scores: Subject S&T % correct National % correct Fail?

Water resources 53 58 FAIL by 5% Water and wastewater engineering 60 58 Air pollution engineering 60 66 FAIL by 6% Solid and Hazardous Waste 67 52 Environmental Science and Management 63 62

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13.Proficiency as demonstrated by problem solving in at least four environmental engineering areas

Final Exam Scores in EnvE 265, Air Pollution Elective Course and two Depth elective courses.

85% of students receive marks of 70% (C) or better

265 Final Exam - metric not met (FAIL) - 62% of students scored 70 or better. 366 Final Exam - metric met - 100% of students received 70 or better. 361 Final Exam - metric met - 100% of students received 70 or

NA

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better.

14. An ability to explain environmental issues associated with air, land, and water systems and associated environmental health impacts.

Quizzes on these topics in EnvE 261.

85% of students receive marks of 70% (C) or better.

261 - No data; quizzes apparently not performed.

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Final exam scores in EnvE 361 (Remediation), GE 331, Air Pollution elective (EnvE 366, 367 or 368), and EnvE 369.

85% of students receive marks of 70% (C) or better

361 Final Exam - metric met, 100% of students received 70 or better. GE 331 - Not offered FS 2009366 Final Exam - Metric met, 100% of students received 70 or better. 369 – Not offered FS 2009

NA


4.Effective communication in multi-disciplinary environments

Individual and team-based student work in EnvE 298, IDT Oral and CATME

80% of students receive marks of 70% or better on IDT oral score and 85% of students receive marks of 3.0 or better on group evaluation via CATME

298 IDT Oral - 100% of students met metric. 298 CATME group evaluation - 100% of students met metric.

NA

Senior Exit Survey, Questions asking about multidisciplinary communication.

Student replies for each question shall average 3.5 or higher for each question

Senior Exit Survey – Metric met. Student replies averaged 4.2 for the question now asked.

NA

8. An ability to provide leadership when working in multi-disciplinary teams

EnvE 298 group assessment, CATME score in Interaction with Team

85% of students ≥ 3.0 score

298 CATME score on core in Interaction with Team - 100% of students met metric.

NA

Replies average Senior Exit NA

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Alternative Assessment Tool EnvE 210 Senior Survey question(s)

3.5 or greater

Survey - Metric met. Student replies averaged 4.2 for the question


6. An understanding of the responsibility of environmental engineers to practice in a professional and ethical manner at all times

Student work from the ethics / profes-sionalism module in EnvE 210.

Students shall receive marks of 80% or better

210 Ethics module - All students received 100%

NA

12. Environmental engineering project management skills and design techniques.

Student leader scores in EnvE 369, instructor and group assessment.



1

CATME score in Interaction with Team

85% of students ≥ 3.0 score

298 CATME score on core in Interaction with Team - 100% of students met metric

NA


9. An understanding of the potential impacts of engineering solutions on society and the environment

EnvE 263 assignment based upon sustainability ethos.


263 – “Not done, I thought it was in 369”

4

Senior Exit Survey, Question on impacts.

Student replies shall average 3.5 or higher

Senior Exit Survey - Metric met. Student replies averaged 4.4 for the question

NA

11. A knowledge of contemporary issues related to environmental engineering

EnvE 261 contemporary issues assignment


261 contemporary issues - 83% of students, less than 85%, metric FAIL.

1

Report write-up in EnvE 269

Students shall receive marks of B or better

269 - Metric met. 100% of students received B or better

NA

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7. A recognition of the need for, and an ability to engage in, life-long learning.

10. An understanding of the need for up to date engineering tools acquired through life-long learning

EnvE 369 - professional societies/services awareness and knowledge assignment.



1

Senior Exit Survey, question on life-long learning.

Student replies for each question shall average 3.5 or higher for question

Senior Exit Survey - Metric met. Student replies averaged 4.2 for the question

NA

5. Results and Changes Implemented or Planneda. Findings

i. Architectural Engineering Program – See information in appropriate table in Section 4.

ii. Civil Engineering Program – See information in appropriate table in Section 4.iii. Environmental Engineering Program – See information in appropriate table in

Section 4.b. Use of results

i. Architectural Engineering Program – See information in appropriate table in Section 4.

ii. Civil Engineering Program – See information in appropriate table in Section 4.iii. Environmental Engineering Program – See information in appropriate table in

Section 4.c. Results Brought by the Changes

i. Architectural Engineering Program – It is too soon to tell if the changes implemented for the current assessment year have brought about any changes.

ii. Civil Engineering Program – It is too soon to tell if the changes implemented for the current assessment year have brought about any changes.

iii. Environmental Engineering Program – It is too soon to tell if the changes implemented for the current assessment year have brought about any changes.

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