Department of Civil, Construction, and Environmental Engineering

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Department of Civil, Construction, and
Environmental Engineering
Program Education Objectives and Assessment
Plan ABET Assessment 2010

• Program Coordinators and Committee Members
• CE Mo Gabr
• CEM George List
• ENE Joel Ducoste
• Jim Nau
• David Johnston

• Departmental Assessment Committees
• Fundamentals  Murthy Guddati
• Laboratories  Rudi Seracino
• Design  John Stone
• Applications and Techniques  John Baugh
• Supporting Areas  Chris Frey

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Criterion 2. Program Educational Objectives

• The educational objectives of the civil
  engineering program at North Carolina State
  University are to prepare its graduates to
• Function successfully in a professional
  environment by utilizing and enhancing their
  problem-solving and communication skills
• Continue learning through graduate or other
  professional education and obtaining licensure
  where appropriate
• Provide professional leadership within their
  companies, engineering societies and civic
  organizations, and provide mentoring to those
  under their supervision and influence and,
• Promote organizational success with
  consideration of cost and time management while
  practicing and promoting ethical behavior and
  stewardship of a sustainable environment

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Criterion 3. CE Program Outcome and Interpretation

• (a) an ability to apply knowledge of mathematics,
  science, and engineering
• Graduates should show that they can employ
  mathematics, chemistry, statics, dynamics, solid
  mechanics, and hydraulics in solving a wide range
  of civil engineering problems.
• (b) an ability to design and conduct experiments,
  as well as to analyze and interpret data
• Graduates should show that they can make
  decisions regarding type, location, and number of
  data points to be collected, duration of the
  experiment in view of intended results, and
  demonstrate an understanding of accuracy and
  precision
• (c) an ability to design a system, component, or
  process to meet desired needs
• Graduates should be able to identify the project
  goal define the project search for alternative
  possibilities choose the best of the possible
  solutions create a design drawing, design plan,
  or computer simulation evaluate the design and
  justify the final design in written and oral
  forms.
• (d) an ability to function on multi-disciplinary
  teams
• Graduates should show that they can participate
  effectively as team members working, where
  appropriate, with people who bring different
  skills, expertise, and perspectives to a project
  and with people from different sub-disciplines
  within civil engineering
• (e) an ability to identify, formulate, and solve
  engineering problems
• Graduates should show that they can isolate and
  describe the important components of a
  problem--what is given, what is known, and what
  is unknown--and apply engineering principles and
  mathematics to find the unknowns and arrive at
  appropriate and effective solutions.

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Criterion 3. CE Program Interpretation (continue)

• (f) an understanding of professional and ethical
  responsibility
• Graduates should be familiar with the applicable
  professional codes of conduct for engineers. The
  should be able to apply the codes, where
  appropriate, to particular cases in which ethical
  issues arise. Graduates should also understand
  the importance of professional registration.
• (g) an ability to communicate effectively
• Graduates should be able to use forms of
  discourse appropriate to civil engineering,
  including oral presentations, visual
  presentations, and written communications.
  Examples include written, visual, and
  mathematical solution statements and summaries,
  laboratory reports, progress reports, technical
  reports, summaries, technical presentations,
  charts, graphs, figures, design drawings, and
  tables, etc.
• (h) the broad education to understand the impact
  of engineering solutions in a global and societal
  context, they should
• Graduates should have been exposed to the
  interactions among science, technology, and
  social values, developing an understanding of the
  influence of science and technology on
  civilizations and of the way that science and
  technology have been applied to the betterment of
  humankind.
• (i) a recognition of the need for, and an ability
  to engage in life-long learning
• Graduates should show that they appreciate the
  need for further education and self- improvement,
  understand the value of professional licensure
  and the necessity of continuing professional
  developments, and understand the value of
  membership in appropriate professional
  organizations.
• (j) a knowledge of contemporary issues
• Graduates should have been exposed to and
  understand selected contemporary technical and
  societal issues relevant to their field of study.
  
• (k) an ability to use the techniques, skills, and
  modern engineering tools necessary for
  engineering practice
• Graduates should have an ability to use practical
  methods effectively and readily in the
  performance of engineering analysis and design.
  Graduates should be able to select and use modern
  engineering tools that are used by practicing
  engineers, including computer software such as
  e-mail and spreadsheets, and publishing,
  mathematical, and computer aided drawing (CAD)
  packages.

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Two-Loop Assessment Process
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Relationship of Educational Objectives to EC 2000
Criteria
EC 2000 Criterion
8. Program Criteria

• Support
• /Resources

6. Facilities
5. Faculty
4. Prof. Component
3. Program Outcomes
2. Prog. Ed. Objectives
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Departmental Assessment Committees

• i.  Fundamentals  Murthy Guddati
• (a) an ability to apply knowledge of mathematics,
  science, and engineering
• de los Reys
• Hassan
• Nau
• Overton
• Williams
• ii.  Laboratories  Rudi Seracino
• (b) an ability to design and conduct experiments,
  as well as to analyze and interpret data
• Abhinav
• Khosla
• Knappe
• Nunez
• Shamim
• Yu
• iii.  Design  John Stone
• (c) 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
• (d) an ability to function on multidisciplinary
  teams
• (f) an understanding of professional and ethical
  responsibility

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Departmental Assessment Committees

• iv.                Applications and Techniques 
  John Baugh
• (e) an ability to identify, formulate, and solve
  engineering problems
• (k) an ability to use the techniques, skills, and
  modern engineering tools necessary for
  engineering practice.
• Sankar Arumugam
• Joe Hummer
• Richard Kim
• Ranji Ranjithan
• v.                  Supporting Areas  Chris Frey
• (g) an ability to communicate effectively
• (h) the broad education necessary to understand
  the impact of engineering solutions in a global,
  economic, environmental, and societal context
• (i) a recognition of the need for, and an ability
  to engage in life-long learning
• (j) a knowledge of contemporary issues
• Barlaz
• Brill
• Hummer
• Johnston
• Khosla
• Williams

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Assessment Venues

• Departmental Assessment Committees
• Fundamentals  Vernon Matzen
• Laboratories  Rudi Seracino
• Design  John Stone
• Applications and Techniques  John Baugh
• Supporting Areas  Chris Frey
• Sources of Data
• Course Information/Syllabi
• Fundamentals of Engineering Examination
• Samples of Student Work
• Graduating Senior Survey
• Alumni Survey
• Degree Audit and Advisement Reports
• Employer Survey
• Evaluations of Student Work/Presentations by
  Visitors from Industry
• Student Self-Assessments of Teamwork Experiences
• Attendance at Lectures in Ethics and
  Professionalism
• Membership in Student Professional Organizations

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(a) To demonstrate that graduates have an ability
to apply knowledge of mathematics, science, and
engineering

• Evidence for Assessment
• Fundamentals of Engineering Examination (subject
  areas Mathematics, Chemistry, Statics, Dynamics,
  Mechanics of Materials, Fluid Mechanics, Material
  Science)
• Graduating Senior Survey (1 and 2)
• Faculty Perception Survey X

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(b) To demonstrate that graduates have an ability
to design and conduct experiments, as well as to
analyze and interpret data

• Evidence for Assessment
• Course syllabi
• Samples of student work (laboratory reports from
  courses such as CE 332, 324, 381, 342), rubric
  development
• Graduating Senior Survey (2, 10, and 13)
• IDEAL (Identify, Develop, Evaluate, Act, Loop)
  process. Eleven metrics are used as thresholds
  for deciding whether the objective of outcome (b)
  has been satisfactorily met

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(c) To demonstrate that graduates are able to
design a system, component, or process to meet
desired needs

• Evidence for Assessment
• Samples of student work (technical products from
  capstone courses, such as CE 400, 420, 440, 443,
  and 480)
• Evaluations of student work products by visitors
  from industry
• Graduating Senior Survey (5)
• Senior Project Assessment Questionnaire

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(d) To demonstrate that graduates have an ability
to function on multi-disciplinary teams

• Evidence for Assessment
• Student self-assessments of teamwork experiences
• Samples of student work (from capstone courses,
  such as CE 400, 420, 440, 443, and 480)
• Evaluations of student work products by visitors
  from industry
• Graduating Senior Survey (6)
• Alumni survey

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(e) To demonstrate that graduates have an ability
to identify, formulate, and solve engineering
problems

• Evidence for Assessment
• Samples of student work (homework and projects
  from CE 375 or other appropriate technical
  elective courses)
• Fundamentals of Engineering Examination (subject
  areas in afternoon session)
• Graduating Senior Survey (7)
• Alumni survey (27)

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(f) To demonstrate that graduates have an
understanding of professional and ethical
responsibility

• Evidence for Assessment
• Fundamentals of Engineering Exam (subject area
  Ethics)
• Attendance at Lectures in Ethics and
  Professionalism
• Graduating Senior Survey (10)

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(g) To show that graduates have an ability to
communicate effectively

• Evidence for Assessment
• Samples of student works (CE 305, 324, 332, 381,
  383, 400, 420, 440, 480)
• Graduating Senior Survey (13 and 14)
• A specially prepared and administered survey of
  students in CE senior design courses
• Instructor and outside visitor assessments for
  specific courses.
• Alumni survey
• Employer Interviewer Survey

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(h) To demonstrate that graduates have the broad
education necessary to understand the impact of
engineering solutions in a global and societal
context

• Evidence for Assessment
• Samples of student works (CE 305, 332, 383, 400,
  401, 440, 480)
• Graduating Senior Survey (11)
• A specially prepared and administered survey of
  students in CE senior design courses
• Instructor and outside visitor assessments for
  specific courses.
• Alumni survey
• Employer Interviewer Survey

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(i) To demonstrate that graduates recognize the
need for, and an ability to engage in life-long
learning

• Evidence for Assessment
• Membership in student professional organization
• A specially prepared and administered survey of
  students in CE senior design courses
• Alumni survey
• Graduating Senior Survey (12)
• Samples of student works (CE 383, 400, 420, 440,
  480)
• Attendance at Lectures in Ethics and
  Professionalism
• Percentage of majors taking the Fundamentals of
  Engineering Examination

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(j) To demonstrate that graduates possess a
knowledge of contemporary issues

• Evidence for Assessment
• A specially prepared and administered survey of
  students in CE senior design courses
• Alumni survey
• Graduating Senior Survey (15)
• Samples of student works (CE 203, 383, 400, 401,
  440, 480)
• Attendance at Lectures in Ethics and
  Professionalism

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(k) To demonstrate an ability to use the
techniques, skills, and modern engineering tools
necessary for engineering practice

• Evidence for Assessment
• Samples of student works (technical reports from
  capstone courses laboratory reports)
• Fundamentals of Engineering Examination (subject
  area Computers)
• Graduating Senior Survey (6, 7,and 14)
• Alumni survey (20, 28)

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Timeline Until ABET 2010 Visit
Timeline Until ABET 2010 Visit
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Timeline Until ABET 2010 Visit
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Timeline Until ABET 2010 Visit