Graduate Program Review
2001-2006
Department of
Civil & Environmental Engineering
Scott Norville, Chair
College of
Engineering
Pamela Eibeck, Dean
December 2008
PROGRAM REVIEW OUTLINE
Civil and Environmental Engineering
I.
Program Overview – A one to two-page summary of department’s vision and goals.
II.
Graduate Curricula and Degree Programs
A. Scope of programs within the department
B. Number and types of degrees awarded
- Degrees Awarded – Academic Year (chart)
- Total Degrees Awarded – Academic Year (chart)
- Comparison of Degrees Awarded – Fall Data (Peer info table)
- Program Degrees Awarded (table)
C. Undergraduate and Graduate semester credit hours
- Semester Credit Hours – Academic Year (chart)
- SCH compared to Budget - Academic Year (chart)
D. Number of majors in the department
- Enrollment by Level – Fall Data (chart)
- Total Enrollment by Year – Fall Data (chart)
- Comparison of Enrollment – Fall Data (Peer info table)
- Program Enrollment (table)
E. Course offerings and their enrollments over the past six years (enrollment trends by course)
- Course Enrollments by Academic Year (table)
F. Courses cross listed
III.
Faculty
IV.
Graduate Students
A. Number, rank and demographics of the faculty (tenured and tenure track), GPTI’s and TA’s
- Teaching Resources (chart)
- Tenured and Tenure-Track by Rank - Fall Data (chart)
- Comparison of Full-time Faculty (Peer info table)
B. List of faculty members (graduate and non-graduate) (table)
C. Summary of the number of refereed publications and creative activities (table)
D. Responsibilities and leadership in professional societies
- Professional Leadership (table)
- Committee service (table)
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria to
determine)
- Faculty Workload (table)
- College SCH/FTE – Fall Data (chart)
- Department SCH/FTE – Fall Data (chart)
A. Demographics of applicants and enrolled students
- Graduate Student Summary by Category – AY (chart)
- Graduate Student Summary by Year – AY (chart)
- Graduate Applicants by Region – Fall/Summer Data (chart)
- Graduate Applicants - Fall Data (table)
Civil and Environmental Engineering
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
V.
- Admitted Graduate Students - Fall Data (table)
- Enrolled New Graduate Students - Fall Data (table)
- Demographics of Enrolled Graduate Students - Fall Data (table)
- Demographics of Enrolled Undergraduate Students - Fall Data (table)
Test scores (GRE, GMAT or TOEFL) of enrolled students
- Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)
GPA of new students
- New Graduate Students GPA by Level – Fall Data (chart)
Time to Degree in Years (chart)
Provide a breakdown of how many enrolled graduate students are RA’s. TA’s or GPTI’s
Initial position and place of employment of graduates over the past 6 years (table)
Type of financial support available for graduate students.
Number of students who have received national and university fellowships, scholarships and
other awards
- fellowships awarded (table)
Percentage (%) of full time students receiving financial support – percentage of FTS (≥ 18 SCH)
with support / the number of FTS
Average financial support provided – the average financial support provided per full-time
graduate student (including tuition rebate) including research assistantships, teaching
assistantships, fellowships, tuition, benefits, etc. that is out-of-pocket. -Graduate Student Publications and Creative Activities (table) – rolling three year average of the
number of discipline-related refereed papers/publication, juried creative/performance
accomplishments, book chapters, books, and external presentations per year per student.
Programs for mentoring and professional preparation of graduate students.
Department efforts to retain students and graduation rates
Percentage of Full Time students – Rolling three-year average of the FTS (≥ 9 SCH) / number
student enrolled – Fall data
Student–Core Faculty Ratio (rolling 3 YR average of full time student equivalent
(FTSE)/rolling) Fall Data
Department
A. Department operating expenses
- Department Operating Cost - Academic Year (chart)
- Department Operating Cost as a Fraction of Employees - (table)
B. Summary of Proposals (Submitted)
- Summary of Number of Proposals Written and Accepted (table)
C. External Research expenditures
- Summary of Faculty Awards (table)
- Research Expenditures (chart)
- Peer Institution Info (if available) (table)
D. Internal funding
- Source of Internal Funds (TTU) - (table)
E. Scholarships and endowments
F. Departmental resources for research and teaching (i.e. classroom space, lab facilities) - (table)
G. HEAF expenditures (table)
H. External Program Accreditation – Name of body and date of last program accreditation review
including description of body and accreditation specifics.
Civil and Environmental Engineering
VI.
Conclusions – a one- to two-page summary of the observed deficiencies and needs identified by
your review. Highlight areas of greatest need and areas of significant contributions.
VII.
Appendices – should include, but not be limited to, the following:
Table of Contents
A. Strategic plan
- Attachment from Strategic Planning website
B. Course Offerings (table)
C. Recruiting Materials
D. Graduate Student Handbook
E. Graduate Student Association(s) - Description and information
F. Graduate Faculty Information (current Confirmation/Reconfirmation forms for all tenured and
tenure-track faculty)
Civil and Environmental Engineering
1
I.
Program Overview
Mission Statement
The Civil and Environmental Engineering Department provides excellent undergraduate and
graduate instruction as well as design experiences for its students, conducts research that is
relevant to societal needs, and assists the public in understanding civil engineering issues.
Vision Statement
The Civil and Environmental Engineering Department will be nationally and internationally
recognized for producing well-prepared graduates, developing visible research programs, and
advancing knowledge through public outreach and professional service.
The Graduate Program in Civil and Environmental Engineering
Graduate Degree Programs
The Civil and Environmental Engineering program offers four graduate degrees: Master of
Science in Civil Engineering (MSCE) and Doctor of Philosophy (PhD) degrees with specialties
in structural engineering and engineering mechanics, geotechnical and geo-environmental
engineering, transportation engineering, environmental engineering, water resources engineering,
wind engineering, and computational mechanics; Master of Environmental Engineering
(MEnvE); and Master of Science in Environmental Engineering Technology (ETM).
Enrollment
The enrollment and degree production in the graduate program in Civil and Environmental
Engineering have fluctuated with respect to enrollment and degree production but in general
have undergone little significant change with respect to these parameters. Undergraduate
enrollment and degree production over the past six years has tended to show a steady increase.
Faculty
Over the past six years many senior faculty members have retired with younger faculty filling the
vacated positions. As several younger faculty members came into the program, the department
has undergone some turmoil with faculty turnover that seems to be stabilizing. Currently, the
number of tenure track full time faculty is at the same level as in the 2001-2002 academic year
and the department is attempting to fill two positions over the next year. Presently, the
department has three faculty members who anticipate retirement in the near future. As these
faculty leave, the department will hire new faculty with abilities to facilitate achievement of the
department mission.
Facilities
Facilities available to the Civil and Environmental Engineering Department include the building
on campus with offices, classrooms, and laboratory facilities; two buildings at the Reese
Technology Center with offices, classrooms, and laboratory space; a storage facility at 4th Street
and Quaker Avenue; and a new hydraulic facility under development at the East Loop Research
Building.
Civil & Environmental Engineering
2
II. Graduate Curricula and Degree Programs
A. Scope of programs within the department
The Civil and Environmental Department offers the following graduate degree
programs:
Master of Science in Civil Engineering (MSCE)
Doctor of Philosophy (PhD)
Master of Environmental Engineering (MEnvE)
Master of Science in Environmental Technology Management (ETM)
Master of Science in Civil Engineering (MSCE): A student specializes in one of the
principal sub-disciplines of civil engineering (e.g., environmental engineering,
structural engineering, etc.) in this degree program. Students with undergraduate
degrees in non-engineering sciences may gain initial acceptance subject to
completing specified leveling courses in civil or environmental engineering. Both
thesis and non-thesis degree options are available. In the thesis-option, the student
completes 24 hours of coursework, performs 6 credit hours of research, and writes a
thesis based on the findings of the research. The non-thesis option can be 36 hours
of coursework, or 33 hours of coursework plus 3 credit hours for a report on a
selected topic. Students in the non-thesis option may earn up to six credit hours for
an internship.
Doctor of Philosophy (Ph.D.): Doctoral studies consist of selected courses and
independent research culminating in a dissertation. Each student formulates a degree
plan in consultation with a faculty advisory committee. Students with graduate
degrees in non-engineering sciences may gain initial acceptance subject to
completing specified leveling courses in civil or environmental engineering. The
Texas Tech University Graduate Catalogue Degree provides specific requirements.
Master of Environmental Engineering (MEnvE): This 5-year professional degree
program prepares its graduates to specialize in an environmental engineering career
through a unique design-oriented plan of study. As with the non-thesis MSCE
option, the MEnvE students take 36 hours of graduate coursework. Students enter
this program as undergraduates, and the program is accredited at the master’s level.
Master of Environmental Technology Management (ETM): The ETM program
provides interdisciplinary graduate study to facilitate science and other nonengineering students to specialize in environmental technology management.
Civil & Environmental Engineering
3
B. Number and types of degrees awarded
Civil & Environmental Engineering
4
Civil & Environmental Engineering
5
Civil & Environmental Engineering
6
Program Degrees Awarded – Grad Programs Only
Source: Institutional Research Services
Name of Program
Civil Engineering
20012002
20022003
20032004
20042005
20052006
20062007
17
22
42
30
35
18
Environmental Engineering
7
8
4
2
4
1
Environmental Technology Management
2
0
2
0
1
0
Civil & Environmental Engineering
7
Comparison of Degrees Awarded
- Fall Data
Kansas State University
Bachelor
Master
Doctoral
Michigan Tech University
Bachelor
Master
Doctoral
Texas Tech
Bachelor
Master
Doctoral
01/02
02/03
03/04
04/05
05/06
06/07
32
10
5
25
19
2
32
12
2
26
14
5
37
7
2
34
18
3
133
20
7
116
26
3
130
24
5
143
27
4
138
28
2
123
22
3
61
25
1
58
28
2
47
43
9
70
30
2
70
32
8
88
16
3
Civil & Environmental Engineering
8
C. Undergraduate and graduate semester credit hours
Civil & Environmental Engineering
9
Civil & Environmental Engineering
10
Civil & Environmental Engineering
11
Civil & Environmental Engineering
12
D. Number of majors in the department for the fall semesters (all programs)
Civil & Environmental Engineering
13
Civil & Environmental Engineering
14
Civil & Environmental Engineering
15
Civil & Environmental Engineering
16
Civil & Environmental Engineering
17
Civil & Environmental Engineering
18
Program Enrollment – Grad Programs Only
Source: Institutional Research Services
Name of Program
Civil Engineering
EnvE
ETM
20012002
56
8
3
Comparison of Enrollment Fall Data
Kansas State University
Bachelor
Master
Doctoral
Michigan Tech University
Bachelor
Master
Doctoral
Texas Tech
Bachelor
Master
Doctoral
20022003
83
5
5
01/02
20032004
96
7
5
02/03
20042005
85
3
4
20052006
79
5
3
03/04
04/05
20062007
78
3
1
05/06
06/07
160
39
16
172
41
14
187
41
16
180
37
15
206
37
16
208
44
15
500
50
29
484
60
29
532
71
31
538
63
32
559
61
27
538
69
30
327
62
21
361
65
31
414
54
31
414
47
32
444
47
31
462
59
34
Civil & Environmental Engineering
19
E. Course enrollments over the past six years (enrollment trends by course)
Figures are totals – classes may be offered more than once a year
Dept
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
Subject
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
Course
5101
5310
5311
5313
5314
5316
5318
5319
5321
5323
5327
5331
5332
5333
5340
5342
5344
5346
5347
5348
5351
5353
5360
5361
5362
5364
5365
5368
5383
5390
5391
5392
5393
5394
5395
5396
200102
200203
99
135
15
12
200304
200405
200506
200607
130
93
0
0
11
2
8
9
13
21
11
9
8
11
7
0
0
0
0
0
0
7
0
0
5
0
6
0
4
0
2
0
17
15
14
17
8
15
6
0
0
0
0
0
0
0
8
0
5
0
11
0
8
0
9
0
0
9
0
7
0
0
21
30
46
68
35
62
0
0
0
0
0
0
9
2
11
10
6
0
4
3
0
10
8
9
27
0
0
5
10
0
0
0
0
0
0
0
14
16
8
7
9
5
0
8
0
6
7
0
15
18
16
9
13
8
12
0
8
6
0
8
8
8
0
6
5
0
6
8
19
8
12
5
6
4
15
6
9
0
0
2
5
4
7
4
12
6
16
11
0
8
5
0
0
9
0
0
0
0
0
6
0
0
7
0
18
10
0
0
7
13
16
8
5
8
12
10
17
12
6
7
13
0
3
0
0
0
8
15
7
6
0
6
2
10
0
0
7
0
16
14
11
10
4
7
13
17
0
0
0
0
Total
457
58
72
7
12
12
86
6
13
28
16
262
0
38
34
42
0
59
21
79
34
27
58
40
22
53
14
6
35
57
64
16
42
19
62
30
Civil & Environmental Engineering
20
Dept
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
CEE
Subject
CE
CE
CE
CE
CE
ENVE
ENVE
ENVE
ENVE
ENVE
ENVE
ENVE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
CE
ENVE
ENVE
Course
5398
6000
6330
7000
8000
5303
5304
5305
5306
5310
5311
5314
5325
5326
5341
5343
5352
5363
5366
5371
5372
5373
5385
5307
5399
200102
200203
200304
200405
200506
200607
12
0
0
0
0
0
61
77
82
49
31
21
17
11
16
13
6
13
141
176
148
106
63
57
16
30
28
38
39
27
10
18
8
17
10
15
7
5
5
5
0
0
16
10
12
6
6
0
8
6
6
3
3
0
0
0
0
0
0
0
7
0
0
0
0
0
0
0
0
0
0
0
0
0
4
0
0
0
0
14
0
9
0
10
0
0
0
0
6
7
0
27
14
0
13
15
0
7
5
0
6
10
7
8
19
12
7
11
11
17
21
0
0
11
0
0
0
0
0
9
0
0
0
0
0
10
0
0
0
0
0
5
0
0
0
0
8
6
0
0
0
0
5
10
0
18
13
8
9
7
Total
12
321
76
691
178
78
22
50
26
0
7
0
4
33
13
69
28
64
60
9
10
5
14
15
55
Civil & Environmental Engineering
21
F. Courses cross listed – UG and Grad – need syllabus for both ug and grad individual
courses
The Civil and Environmental Engineering Department lists the following courses for
both graduate and undergraduate study. The syllabi for these courses are attached.
In one case, the cross-listed course uses the same syllabus but clearly states the
differences in requirements for undergraduate and graduate study.
CE 4340/5340
CE 4342/5342
CE 4343/5343
CE 4363/5363
CE 5385/ENVE 4385
ENVE 4307/5307
ENVE 4390/CE 5390
ENVE 4399/5399
Civil & Environmental Engineering
22
III. Faculty
A. Number, rank, and demographics of the graduate faculty
Civil & Environmental Engineering
23
Civil & Environmental Engineering
24
Comparison of Full-time
Faculty
01/02
02/03
03/04
04/05
05/06
06/07
Kansas State University
14
15
15
15
15
15
1
2
1
1
1
1
0
0
0
0
0
0
22.5
23.5
22.5
21.5
23
24
0.68
0.25
0
0
1
2
18
18
18
18
18
18
Tenure/Tenure Track
19
20
22
22
23
19
Non-tenure track
7
5
7
7
7
9
TA's
1
3
5
6
2
7
Tenure/Tenure Track
Non-tenure track
TA's
Michigan Tech University
Tenure/Tenure Track
Non-tenure track
TA's
Texas Tech
B. List of faculty members
List all faculty who were employed by your department during the six years of this review
HIRE
DATE
END
DATE
Assistant Professor
Assistant Professor
Professor
Professor
Associate Professor
Priyantha Jayawickrama Associate Professor
Ernst Kiesling
Professor
William Lawson
Assistant Professor
Chris Letchford
Professor
Hongchao Liu
Assistant Professor
James R. McDonald
Professor
8/1/02
9/2/04
9/1/85
8/12/85
8/16/98
8/1/90
9/16/59
9/1/06
9/1/01
9/1/04
9/1/66
7/31/07
John McEnery
Kishor Mehta
Tony Mollhagen
Audra Morse
Assistant Professor
Horn Professor
Associate Professor
Assistant Professor
8/1/03
9/16/64
9/1/94
9/1/03
8/31/07
Charles Newhouse
Assistant Professor
9/1/05
8/31/08
FACULTY NAME
JOB TITLE
Andrew Budek
Xinzhong Chen
Clifford Fedler
James Gregory
Andrew Jackson
5/31/07
6/7/07
8/31/03
5/31/03
Member
of Grad
Faculty?
Y or N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Civil & Environmental Engineering
25
H. Scott Norville
R. Scott Phelan
Kenneth Rainwater
R. Heyward Ramsey
Sanjaya Senadheera
Douglas Smith
Jimmy Smith
Andrew Swift
David Thompson
Lloyd Urban
C V G Vallabhan
W. Pennington Vann
Delong Zuo
Professor
Assistant Professor
Professor
Associate Professor
Associate Professor
Associate Professor
Professor
Professor
Associate Professor
Professor
Professor
Associate Professor
Assistant Professor
1/15/81
9/1/01
9/1/85
9/1/74
9/1/01
9/1/98
1/16/71
9/1/03
1/16/93
9/1/74
9/16/66
9/1/72
9/1/06
6/30/05
1/15/07
8/31/02
5/31/02
5/31/04
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
C. Summary of the number of all publications and creative activities.
2001
Publication Type1
N/F
Refereed Articles/Abstracts
9/20
Books/Book Chapters
2/20
Other Publications
7/20
Presentations/Posters
6/20
N = # of full time faculty contributing
2002
2003
2004
2005
2006
N/F
N/F
N/F
N/F
N/F
8/18
8/19
11/20
14/17
11/18
2/18
2/19
1/20
2/17
1/18
7/18
9/19
12/20
15/17
14/18
8/18
12/19
15/20
13/17
8/18
F = # of full time faculty in department
1
Data in this table represent faculty members who published in various forms. These
data do not represent the total number of publications.
D. Responsibilities and leadership in professional societies
2001
2002
2003
2004
2005
2006
Professional Leadership
N/F
N/F
N/F
N/F
N/F
N/F
Editor/Editorial
2/20
2/18
3/19
2/20
2/17
2/18
Executive Board
4/20
3/18
3/19
5/20
4/17
4/18
Officer in National Org.
1/20
1/18
1/19
1/20
2/17
3/18
Committees
8/20
9/18
11/19
12/20
15/17
13/18
N = # of full time faculty contributing
F = # of full time faculty in department
1
Data in this table represent faculty members who held responsible positions in
professional societies and organizations. These data do not represent the actual number
of positions held.
Civil & Environmental Engineering
26
Faculty Name
Andrew Budek
Xinzhong Chen
Clifford Fedler
Andrew Jackson
Priyantha Jayawickrama
Ernst Kiesling
Chris Letchford
Hongchao Liu
James McDonald
John McEnery
Kishor Mehta
Audra Morse
Charles Newhouse
Scott Norville
Scott Phelan
Kenneth Rainwater
Heyward Ramsey
Sanjaya Senadheera
Douglas Smith
Jimmy Smith
Andrew Swift
David Thompson
W. Pennington Vann
Committees Chaired
Masters
Doctoral
6
2
28
5
27
8
30
7
10
2
30
12
1
2
3
22
3
3
11
22
1
19
32
14
2
3
3
1
5
10
9
21
7
6
Committees Served
in department
Masters
Doctoral
6
6
2
7
5
6
9
9
6
10
1
1
11
17
2
1
5
3
6
5
2
3
1
1
1
3
2
8
8
4
3
9
5
10
9
1
1
2
2
6
5
Committees Served
outside department
Masters Doctoral
6
6
6
8
3
4
6
1
2
1
21
E. Assess average faculty productivity for Fall semesters only (use discipline
appropriate criteria to determine)
FACULTY WORKLOAD - Fall Data (CEE)
Source: Institutional Research Services
2001 2002
University 11.45 11.34
College 12.67 12.58
Department 13.66 13.48
2003
2004
2005
2006
12.24
16.23
15.82
16.08
15.08
15.79
14.35
14.91
16.79
16.30
10.71
12.91
Civil & Environmental Engineering
27
Civil & Environmental Engineering
28
IV. Graduate Students
A. Demographics of applicants and enrolled students
Civil & Environmental Engineering
29
Civil & Environmental Engineering
30
CE Data:
Graduate Applicants - Fall Data
2002
F
2003
2004
2005
2006
2007
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
1
9
0
5
0
2
0
2
49
2
10
0
0
0
0
15
0
3
0
0
0
2
55
1
6
0
0
1
1
17
1
5
0
0
1
1
47
4
15
0
0
0
0
6
0
3
0
2
0
2
31
3
11
0
2
0
1
10
5
5
0
7
0
1
52
9
18
0
0
1
0
10
1
2
0
1
0
2
56
6
17
Gender Total
15
65
18
64
25
68
9
49
23
87
14
82
80
Total Applicants
82
93
Admitted Graduate Students - Fall Data
2002
2003
F
M
F
58
110
96
2004
2005
2006
2007
M
F
M
F
M
F
F
M
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
1
8
0
4
0
1
0
1
24
0
7
0
0
0
0
9
0
3
0
0
0
2
31
1
6
0
0
0
1
15
1
4
0
0
1
1
26
3
15
0
0
0
0
2
0
3
0
1
0
1
19
1
9
0
0
0
1
5
2
4
0
4
0
1
34
4
13
0
0
1
0
8
1
2
0
0
0
2
41
4
15
Gender Total
13
33
12
40
21
46
5
31
12
56
12
62
46
Total Admitted
52
67
Enrolled New Graduate Students - Fall Data
2002
2003
F
M
F
M
36
68
74
2004
2005
2006
2007
F
F
M
F
F
M
M
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
7
0
3
0
0
0
1
13
0
2
0
0
0
0
6
0
1
0
0
0
0
15
1
2
0
0
0
0
2
1
1
0
0
1
1
9
2
6
0
0
0
0
1
0
1
0
0
0
1
10
0
4
0
0
0
0
3
1
1
0
3
0
0
14
2
7
0
0
1
0
4
0
2
0
1
0
2
15
1
5
Gender Total
10
16
7
18
4
19
2
15
5
26
7
24
Total Enrolled
26
25
23
17
31
31
Civil & Environmental Engineering
31
CE Data:
Demographics of Enrolled Graduate Students - Fall Data
2002
2003
2004
2005
F
M
F
M
F
M
F
2006
M
F
2007
M
F
M
Amer Ind
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
3
1
3
Black
0
0
0
1
0
1
0
1
0
0
1
0
Hispanic
0
2
0
4
1
5
1
5
0
3
0
4
12
43
16
53
14
40
9
35
5
36
7
34
Unknown
0
0
0
2
1
3
1
5
3
6
3
7
White
7
19
7
13
5
15
6
16
5
17
6
27
19
64
23
73
21
64
17
62
13
65
18
75
Non-Resident
Gender Total
83
Graduate
96
85
79
78
93
Demographics of Enrolled Undergraduate Students - Fall Data
2002
2003
2004
2005
2006
F
M
F
M
F
M
F
M
F
2007
M
F
M
Amer Ind
0
2
1
0
1
0
1
0
1
0
1
0
Asian
2
8
2
8
3
11
2
8
2
7
2
8
Black
5
13
2
9
4
8
5
10
4
9
4
14
Hispanic
7
40
7
49
7
67
7
60
8
61
10
66
Non-Resident
0
2
1
3
2
3
3
2
3
2
3
3
Unknown
0
0
0
0
0
0
0
0
0
1
0
1
White
36
212
42
237
41
267
48
268
44
302
36
314
Gender Total
50
275
54
306
57
356
65
348
61
382
55
406
Undergraduate
325
360
413
413
443
461
Civil & Environmental Engineering
32
EnvE Data:
Graduate Applicants - Fall Data
2002
2003
2004
2005
2006
2007
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
1
0
4
1
0
0
0
1
0
0
0
1
0
0
2
0
2
0
0
0
1
4
0
1
0
0
0
0
1
0
1
0
0
1
0
2
0
1
0
0
1
0
0
0
3
0
0
0
0
0
0
1
0
0
0
0
0
0
3
0
0
0
0
0
0
2
1
0
0
0
0
0
0
0
0
0
1
0
0
8
Gender Total
5
1
5
6
2
4
4
1
3
2
0
9
6
Total Applicants
11
6
Admitted Graduate Students - Fall Data
2002 2003
5
5
9
2004
2005
2006
2007
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
0
0
4
0
0
0
0
0
0
0
0
1
0
0
0
0
1
0
0
0
1
1
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
1
0
0
8
Gender Total
4
0
2
3
1
1
2
0
2
1
0
9
4
Total Admitted
5
2
Enrolled New Graduate Students - Fall Data
2002 2003
2
3
9
2004
2005
2006
2007
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
0
0
3
0
0
0
0
0
0
0
0
1
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
1
0
0
0
Gender Total
3
0
2
1
1
1
2
0
1
1
0
1
Total Enrolled
3
3
2
2
2
1
Civil & Environmental Engineering
33
EnvE Data:
Demographics of Enrolled Graduate Students - Fall Data
2002
2003
2004
2005
F
M
F
M
F
M
F
M
2006
F
M
2007
F
M
Amer Ind
0
0
0
0
0
0
0
0
0
0
1
0
Asian
0
0
2
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
1
0
1
0
0
0
0
0
0
0
1
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
3
1
1
3
1
2
3
2
2
1
1
8
Gender Total
3
2
3
4
1
2
3
2
2
1
1
9
5
Graduate
7
3
5
3
10
Demographics of Enrolled Undergraduate Students - Fall Data
2002
2003
2004
2005
2006
F
M
F
M
F
M
F
M
F
M
2007
F
M
Amer Ind
0
0
0
0
1
0
1
0
1
0
0
0
Asian
2
0
0
0
0
0
1
0
2
0
3
1
Black
0
0
0
0
1
0
0
0
0
0
0
0
Hispanic
0
0
1
1
1
1
0
2
0
1
1
1
Non-Resident
1
0
0
0
0
0
1
1
1
1
1
1
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
9
12
5
16
5
11
3
14
4
16
7
9
12
12
6
17
7
12
5
17
7
18
12
12
Gender Total
Undergraduate
24
23
19
22
25
24
Civil & Environmental Engineering
34
ETM Data:
Graduate Applicants - Fall Data
2002
2003
2004
2005
2006
2007
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
1
0
0
0
0
0
1
2
1
2
0
0
0
0
2
0
0
0
0
0
0
2
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
2
0
0
0
0
0
0
1
0
1
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
Gender Total
1
6
2
3
0
2
2
2
0
2
0
1
7
Total Applicants
5
2
Admitted Graduate Students - Fall Data
2002 2003
4
2
1
2004
2005
2006
2007
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
1
0
0
0
0
0
1
1
0
1
0
0
0
0
2
0
0
0
0
0
0
1
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
Gender Total
1
3
2
2
0
2
2
0
0
0
0
1
4
Total Admitted
4
2
Enrolled New Graduate Students - Fall Data
2002 2003
2
0
1
2004
2005
2006
2007
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
1
0
0
0
0
0
1
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
8
Gender Total
1
2
1
1
1
1
0
0
0
0
0
8
Total Enrolled
3
2
2
0
0
8
Civil & Environmental Engineering
35
ETM Data:
Demographics of Enrolled Graduate Students - Fall Data
2002
2003
2004
2005
F
M
F
M
F
M
F
M
2006
2007
F
F
M
M
Amer Ind
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
1
0
1
0
1
Hispanic
0
1
0
0
0
0
0
0
0
0
0
0
Non-Resident
1
1
1
2
1
0
1
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
2
0
2
0
3
0
1
0
0
0
0
Gender Total
1
4
1
4
1
3
1
2
0
1
0
1
5
Graduate
5
4
3
1
1
Demographics of Enrolled Undergraduate Students - Fall Data
2002
2003
2004
2005
2006
F
M
F
M
F
M
F
M
F
M
2007
F
M
Amer Ind
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
0
0
0
0
0
0
0
0
0
0
0
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
0
0
0
0
0
0
0
0
0
0
Gender Total
0
0
0
0
0
0
0
0
0
0
0
0
Undergraduate
0
0
0
0
0
0
Civil & Environmental Engineering
36
B. Test scores (GRE, GMAT and/or TOEFL) of enrolled students
Civil & Environmental Engineering
37
C. GPA of new students
Civil & Environmental Engineering
38
Civil & Environmental Engineering
39
D. Time to Degree in Years – Average years to graduate for all students graduating
each year
Civil & Environmental Engineering
40
E. Number of RA’s, TA’s or GPTI’s, with total number of graduate students in the
program.
2001 /02
2002 /03
2003 /04
2004 /05
2005 /06
2006 /07
RA’S
49
64
54
63
58
60
TA’S
1
1
3
8
8
8
GPTI’S
Number of Students
67
93
108
92
87
82
1
2
1
1
F. Initial position and place of employment of graduates over the past 6 years
Name (Program)
Initial Position
Initial Employer
Location
Chicago Bridge & Iron
Friendswood, TX
TxDOT
College Station, TX
2001-2002
Mrs. Robert Pruitt
Civil Engineer
Mr. Ryan C. Jackson
Engineer
Biju Thomas, Ph.D.
Ann Arbor, MI
Mr. John C. Alderete
Tyler, TX
Mr. Pradip K. Sahu
Graduate Student
Texas Tech University
Lubbock, TX
Mr. Selim Turkyilmaz
PhD Candidate
Texas Tech University
Lubbock, TX
Lubbock, TX
Mr. Kishore K. Kotha
Mrs. Bernardo Cuellar
Mrs. Mona Whitworth
Team Member
Mr. Ryan E. Alexander
Abdulrahman M.
Alhabshi, Ph.D.
Structural Engineer
TRC Solutions - Austin,
TX
The Boeing Company
Houston, TX
Hazel Green, AL
Sachse, TX
Geotechnical Engineer
Bechtel Corporation
Mr. Chang Y. Lee
Water Utility Engineer
City of Dallas
Mr. Kartik Venkataraman
Graduate Student
Mr. Troy L. White
Mr. Matthew A.
Thompson
Water Utility Engineer
Oller Engineering, Inc.
Associate Project
Engineer
Senior Engineer
Weston Solutions
Houston, TX
Mr. Adel A. Hezam
Mr. Kevin D. Chappell
Ms. Karon G. Hendren
Texas Tech University
Dimensional Solutions
Inc.
Cirrus Environmental Houston
Arlington, TX
Lubbock, TX
Shallowater, TX
Pearland, TX
Reno, NV
Amarillo, TX
Civil & Environmental Engineering
41
Mr. Martin J. Pflanz
Mrs. Sara A. Black
Mr. Michael W. Thomas
Graduate Student
Chiang, Patel & Yerby Dallas
Family Pharmacy Amarillo
UTSA
Killeen, TX
Amarillo, TX
San Antonio, TX
Bishop, CA
Ms. Montasheema Afroze
Geotechnical Engineer
Terra-Mar Incorporated
Houston, TX
Civil/Structural Design
Group
Utility Engineering
Sugar Land, TX
TxDOT
San Angelo, TX
Mr. David W. McLendon
Civil Engineer
Freese and Nicols
Benbrook, TX
Mr. Jacob K. Bice
Consultant
Mr. Mohammed A. Masud
Mr. Roberto Rodriguez
2002-2003
Mr. George R. Herrmann
Walter P. Moore
Frisco, TX
Mr. Daniel P. Rasband
EIT
Mr. Frank E. Pugsley
Mr. Tony J. Rector
Bioprocess Engineer
Dallas, TX
Broad Brook, CT
International Bridge
Technologies
Oceanside, CA
Associate Engineer
Jones & Carter
Houston, TX
Structural Engineer
Van Sickle Allen &
Associates
Texas Tech University
Minneapolis, MN
Freese & Nichols, Inc.
Dallas, TX
Mr. Sanad A. Shamsan
Mr. Abdullah A. AlHomidy
Ms. Victoria E. Routt
Chiang, Patel & Yerby Dallas
Kennedy Space Center
Ms. Rawaa Al-Saadi
Mrs. Shikha Jain
Dr.Audra Morse
Assistant Professor
Ms. Amber M. Davis
Hector Garcia-Monzon,
Ph.D.
Austin, TX
Engineer
Ms. Lindsay C. Pierce
Ms. Jennifer E. Ray
Structural Engineer
Mr. Steven R. Samuels
Safety Advisor
Ms. Cotton T. McNutt
Ms. Erin L. Badough
Lubbock, TX
Technical Specialist
Ms. Gina R. Vandiver
Engineer
Brown & Gay
Engineers
Park and Pekins
Houston, TX
Parkhill, Smith &
Cooper, Inc.
Exxon Mobil
Corporation
Sage Environmental
Lubbock, TX
Southfields,
London England
Houston, TX
KSA Engineers
Longview, TX
URS Corporation
Leander, TX
Kellogg Brown & Root,
Inc.
Irving, TX
Dallas, TX
Mrs. James A. Tucker
Ms. Spandana Tummuri
Irvine, CA
Dr. Keyi Wang
Mr. Shiva K. Sandrana
Srinath Rajagopalan,
MSCE
San Antonio, TX
Doctoral student
Texas Tech University
Lubbock, TX
Civil & Environmental Engineering
42
Mr. Jason R. Harris
Mohammed A. Ahmed,
Ph.D.
Engineer
Kui Tan, Ph.D.
Project Engineer
Teacher
Carrollton, TX
University of Yemen
Roux Associates, Inc.
Hauppauge, NY
HDR
San Antonio, TX
University of Ruhuna
Peradeniya Sri
Lanka
El Paso, TX
Mr. Shome S. Dey
2003-2004
Dr. Troy M. Dorman
Engineer
Senior Lecturer
Aruna L. Amarasiri, Ph.D.
Ms. Urmilla N. JokhuSowell
Mr. Stephen Morse
Assistant Technical
Director
Research Associate
Computer Programmer
Ameri S. Gurley
Dr. Philip R. Pearson
Agricultural Engineer
Mr. Henry Harle
Engineer
The Glass Association
of North America
Texas Tech University
Lubbock, TX
Standards Design
Group, Inc.
USDA-ARS
Lubbock, TX
Pine Bluff, AR
Jacob & Martin, Inc.
Abilene, TX
Exxon Mobil
Corporation
Cypress, TX
Gilbert Southern
Corporation
Hollywood, FL
Mr. Baris Yazgan
Mr. Sundarrajan Mani
Environmental Advisor
Mr. Matthew R. Reile
Edinburg, TX
Mr. Jabed R. Khan
Mr. Manav Nanda
Mr. Hari-Shankar-Goud
Aamidala
Engineer for KIEWIT
Division
Saint Louis, MO
Manhattan, KS
Mr. Long Qiao
Australia
Mr. Matthew S. Mason
Apoorv Dabral, Ph.D.
Risk Engineer
Mr. Appa R. Hoare
Mr. Dineshkumar
Anbumani
Ms. Kavitha L.
Pulugundla
Project Manager
Equecat, Inc.
San Francisco, CA
Kleinfelder
Waco, TX
Falls Church, VA
Environmental Specialist
Mr. Nilesh S. Waghdhare
Engineer
Mr. John S. Schell
Sage Environmental
Consulting, Inc.
Alan Plummer
Associates, Inc.
Ms. Angela L. Wright
Environmental Business
Manager
Engineer
BP Corporation North
America, Inc.
Halff Associates, Inc.
Environmental Engineer
Alan Plummer
Associates, Inc.
SCE Consulting
Engineers
TAMU
Ms. Tania M. Ho
Structural Engineer
Mr. Kevin L. McCleary
Mr. Jason E. Bewley
Mr. Niaz A. Chowdary
Fort Worth, TX
Laveen, AZ
A. Ashek Rana, Ph.D.
Ms. Janna K. White
Houston, TX
Graduate Student
Goliad, TX
Grapevine, TX
Kennedale, TX
Houston, TX
College Station, TX
Houston, TX
Civil & Environmental Engineering
43
Plano, TX
Ms. Kavitha Barathamani
Hialeah, FL
Mr. Jose L. Canul
Civil Engineering
Mr. Satya R. Dutta
LN Structural
Engineering
Buffalo, NY
Ms. Saumya P. Amarasiri
Dr. Anna Gardner
Board Service Officer
Civil Engineer
Heather Keister
U.S. State Department
Miami, FL
Parkhill, Smith &
Cooper, Inc.
Lubbock, TX
Bridgeport, TX
Mr. Justin R. Davidson
Mr. Eric S. McLamore
Graduate Student
Purdue University
Addison, TX
Fekadu M. Waktola
Mr. Sreenivasu
Kanamarlapudi
Fort Myers, FL
Ph.D. Candidate
Texas Tech University
Lubbock, TX
West Jordan, UT
Civil Engineer
Laiden Group
North Hollywood,
CA
Houston, TX
CDM
Orlando, FL
Mr. Pavan K. Madhira
Mr. Fei Long
Mr. Srinivasakumar
Anandam
Lafayette, IN
College Station, TX
Mr. Hassan A. Ghanem
Anjing Bi, Ph.D.
Mr. Chandraprakas
Bhongir
Houston, TX
Engineer
Engineer
Ms. Sangeetha Arunagiri
Baytown, TX
Ms. Preethi C. Joseph
Houston, TX
Ms. Yan Liang
Orlando, FL
Mr. Lokesh P. Padhye
Atlanta, GA
2004-2005
Mr. Mark S. Martinez
Engineer
Dr. William D. Lawson
Assistant Professor
TxDOT
Austin, TX
Texas Tech University
Lubbock, TX
Fort Stockton, TX
Mr. John B. Turner, Jr.
Ms. Chandana Thalatam
Ms. Naomi Fernandes
Houston, TX
Richmond, VA
Tucson, AZ
Ms. Bindu M. Kota
Houston, TX
Mr. Mandar U. Ghosalkar
Ms. Sowjanya V.
Mukkamala
Mr. Sarat C.
Brahmandam
Lansdale, PA
Woodland Hill, CA
Mr. Jie Gong
Austin, TX
Mr. Srikara R. Kaparthi
Tampa, FL
Tampa, FL
Mr. Santosh V. Nishtala
Mr. Albert Y. Ayenu-Prah,
Jr.
New Orleans, LA
Towson, MD
Mr. Subrata K. Das
Mr. Joshua L. Wheeler
Wastewater Engineer
Mr. Paul C. Wright
Environmental Manager
Montgomery Watson
Fort Worth, TX
Chapparral Steel
Mansfield, TX
Civil & Environmental Engineering
44
Ms. Maria N. Ruiz
Environmental Engineer
Chiang Patel & Yerby
Irving, TX
Aransas Pass, TX
Mr. Joshua L. Berryhill
Mr. Rusty D. Brown
Trent, TX
Mr. Vamsi Vanama
Boca Raton, FL
Structural Engineer
Mr. Vinayak B. Sharma
Raymond L. Goodson
Consulting Engineers
Dallas, TX
Mr. Navin K. Galani
Corpus Christi, TX
Mr. Sanjaya R. Joshi
Burtonsville, MD
Mr. Guoqing Huang
China
Ms. Ning Lin
Mr. Balasubramanian
Vairavan
PhD Candidate
Mr. Brian Wiese
Engineer
Lizhong Chen, Ph.D.
Structural Engineer
Engineer
Princeton
Princeton, NJ
KSA Engineers, Inc.
Longview, TX
CBI
Naperville, IL
ABC Consulting
Katy, TX
Phoenix, AZ
Mr. Shrinivas V. Kaulgud
Ms. Sudha R.
Singavarapu
Somerset, NJ
Mr. Ashish Kumar
Herndon, VA
Walter P. Moore and
Associates, Inc.
Mr. Aniruddha Dutta
Houston, TX
San Antonio, TX
Mr. Laxman B. Patil
2005-2006
Structural Engineer
Dr. Arn Womble
Nan Zhou, Ph.D.
Mr. James K. Johnson
Project Engineer Structural
Engineer
Engineer
Mr. Bryan M. McElrath
Meredith G. McCullough
Srinath Rajagopalan, PhD
Ms. Sangeetha
Balakarishnan
Engineering Assistant II
Post-doctoral Research
Associate
Cermak Peterka
Petersen, Inc.
Valmont Wind Energy
Inc.
Freese and Nichols
Lubbock, TX
Valley, NE
Fort Worth, TX
Curtain Wall Design
and Consulting
Lockwood, Andrews
Rowlett, TX
Texas Tech University
Lubbock, TX
Austin, TX
Bridgewater, NJ
Engineer
Mr. Otis C. Dickinson
Exxon Mobil
Corporation
Houston, TX
East Bernard, TX
Mr. Jared J. Stavinoha
Mr. Gautam Arora
Riverside, CA
Ms. Seena S. Babu
Fremont, CA
Mr. Anson C. Thompson
Support Engineer
Ms. Cindy L. Jones
Engineer
Structural Engineer
Anjing Bi, Ph.D.
Mr. Darryl D. Low
PhD Candidate
Warner Robins, GA
Halff Associates
Austin, TX
Poggemeyer Design
Group, Inc.
Texas Tech University
Kirkland, WA
Lubbock, TX
Spring, TX
Mr. John A. Jacobson
Project Engineer
Mr. Jonathan R. Edwards
TCS, Inc.
S.C.A. Consulting
Richmond, TX
Engineering
Civil & Environmental Engineering
45
Charlotte, NC
Mr. Dong-Wook Kim
Las Cruces, NM
Mrs. Ashley R. Tydlaska
Cedar Hill, TX
Hongchao Zhu, Ph.D.
Mr. Ashish Waghray
Engineer
CivilTech
Tampa, FL
Ms. Divya Pasupuleti
Mr. Rajmani Subedi
Engineer
Hua He, Ph.D.
Xiaohong Hu, Ph.D.
Houston, TX
Rick Engineering
Riverside, CA
Air-Worldwide,
Boston, MA
Allston, MA
Returned to China
China
Mr. Vikas T. Bhosale
Baton Rouge, LA
Mr. Alfredo E. Arenas
Blacksburg, VA
Mr. Stephen D. Ybarra
Port Arthur, TX
Mr. Shatanand J. Desai
Hector Garcia-Monzon,
Ph.D.
Lubbock, TX
Austin, TX
Dallas, TX
Mr. Robert T. Rogers
Associate
Ms. Amanda M. Lara
Hart Gaugler &
Associates
Dallas, TX
Lubbock, TX
Aswan A. Hamza, Ph.D.
Mohammed A. Ahmed,
Ph.D.
Teacher
University of Yemen
Ms. Felicia F. Wyatt
Engineer
CH2M-Hill
Richardson, TX
PhD Program
University of Illinois
UrbanaChampaign, IL
Phoenix, AZ
Geotechnical Engineer
Bechtel Corporation
Houston, TX
Mr. Debakanta Mishra
Mr. Mandar A. Nangare
2006-2007
Abdulrahman M.
Alhabshi, Ph.D.
Amarillo, TX
Mrs. Sabino Diaz
E.I.T.
Mr. Ajay Ramachandran
Mr. Gyujin Joo
Ms. Lakshmi P. Dhanapal
Mr. Thanh T. Ngo
Mr. Balaji Anandha Rao
Mr. Wickrama B.
Galagoda
Mr. Rishu Ranjan
Alan Plummer
Associates, Inc.
Wayland Baptist Univ.
Research Assistant and
PHD Student
Doctoral Student
Texas A & M University
College Station, TX
Texas Tech University
Lubbock, TX
Austin, TX
Wastewater Engineer
PBS&J
Florida
CPP Wind Engineering
& Air Quality
Consultants
Fort Collins, CO
Lubbock, TX
Mr. Bala M. Gullipalli
Baltimore, MD
Mr. William C. Anderson
Mr. Venkata S. Talatam
Plainview, TX
Portland, OR
Dejiang Chen, Ph.D.
Mr. Jie Zhang
Irving, TX
Graduate Engineer
KBR, Inc.
Dallas, TX
Houston, TX
Civil & Environmental Engineering
46
Associate Professor
Kevin R. Walter, Ph.D.
Director of Meteorology
Polytechnic University
of Puerto Rico
Trade Wind Energy
Matthew W. Jones, Ph.D.
Engineer
Caldwell Engineering
Seabrook, TX
Apoorv Dabral, Ph.D.
Engineer
Eqecat Inc.
Oakland, CA
Dr. Hector Cruzado
Puerto Rico
Overland Park, KS
Mr. Owhoyorua Tadiodi
Ms. Sreelatha Marisetty
Corning, NY
Mr. Deepankar K. Vaidya
Mr. Vignarajah
Muthulingam
Houston, TX
Lubbock, TX
G. Type of financial support available for graduate students
The Civil and Environmental Engineering Department uses a substantial amount of
funds from graduate tuition fees for graduate scholarships. The department has
awarded between 17 and 32 $1,000 scholarships to qualified applicants each year.
These scholarships have proven very effective in recruiting highly capable graduate
students. After their first semester on campus, most students obtain TA, RA, or
GPTI positions. These positions provide a stipend as well as funds for tuition, health
care, and some fee waivers. The majority of financial support for graduate students
comes in the form of RA positions funded by external grants and contracts. In
addition, over the years of this report a small number of graduate students received
IGERT fellowships in wind engineering.
The vast majority of our graduate students find support as teaching assistants,
research assistants, or graduate part-time instructors. Of these three types of
appointments, the largest group consists of research assistants funded from external
grants and contracts. Appointment to one of these three positions provides funding
for tuition and health care along with certain fee waivers. Recently, using course fee
money, the department has been able to fund a small number of additional teaching
assistant positions.
Civil & Environmental Engineering
47
H. Number of students who have received national and university fellowships,
scholarships and other awards
01/02
AWARD
AT&T Chancellors
02/03
03/04
$
#
Stud
$
#
Stud
$3,000
1
$15,000
5
Graduate Tuition
$17,000
17
$28,500
31
05/06
$
#
Stud
$6,000
2
$12,000
4
$1,000
1
$25,000
30
$
Cash Fellowship
CE Graduate
Scholarship
04/05
#
Stud
$19,500
22
$
06/07
#
Stud
$3,000
1
$1,000
1
$24,000
25
Hazlewood
Helen DeVitt Jones
$
#
Stud
$31,000
32
$3,000
1
$3,500
1
$3,500
1
Health/Social Svcs
IGERT Fellowship
$150,000
5
$2,500
3
$180,000
6
$210,000
7
$318,000
13
$2,300
1
$2,325
1
$4,600
2
$6,000
6
$500
1
Jones Part-time
Junction
McNair
Ramsey Scholarship
Smith
Summer
Dissertation
$2,000
1
Urbanovsky
Vallabhan
Scholarship
$2,500
3
Water Conservation
Waterman
I. Percentage of full time master and doctoral students who received financial support the percentage of full-time student with support divided by the number of total FTS.
Full Time Students
With Support
FY 2002
FY 2003
FY 2004
FY 2005
FY 2006
FY 2007
50
66
57
71
67
68
Full Time Students
67
93
108
92
87
82
Percentage of
Students Receiving
Support
74.63%
70.97%
52.78%
77.17%
77.01%
82.93%
Civil & Environmental Engineering
48
J. Average financial support provided to master and doctoral students - For those
receiving financial support, the average financial support provided per full-time
graduate students (≥ 9 hours), including tuition rebate, for the prior year, and
including RA’s, TA’s, fellowships, tuition, benefits, etc. that is ‘out-of-pocket’.
Ratio of Tuition and Fee Waivers to Number of Students on Assistantships
Average
Ratio of Tuition and Fee
Out of Pocket
Financial Support
Waivers to Number of
Expenses per
per Month
Students on Assistantships
Semester1
FY 2002
$1,130
$2,060
$1,180
FY 2003
$1,130
$2,060
$1,180
FY 2004
$1,330
$2,470
$1,180
FY 2005
$1,450
$2,060
$1,180
FY 2006
$1,510
$1,993
$850
FY 2007
$1,520
$2,080
$1,000
1
The numbers represent the department’s best estimate from records of the difference between
the average tuition and fees and the amounts subsidized by grants, contracts, or other funding
sources.
K. Graduate Student Publications and Creative Activities – Number of disciplinerelated refereed papers/publications, juried creative/performance accomplishments,
book chapters, books, and external presentations by Master and Doctoral students in
the department.
Publication:
Year
2006
2005
2004
2003
2002
2001
2000
Refereed
Thesis
Diss.
5
5
7
7
6
5
7
5
1
2
3
1
Non-Refereed
Thesis
Diss.
3
2
2
2
5
1
7
3
4
2
9
6
2
Poster
presentations
Thesis
Diss.
7
4
1
4
3
3
2
2
8
7
1
1
1
Other activities
Thesis
Diss.
6
7
4
4
4
3
5
1
3
10
2
13
2
Civil & Environmental Engineering
49
L. Programs for mentoring and professional preparation of graduate students
Two departmental graduate advisors, one in the Water Resources/Environmental
area and one in the Structures/Wind/Geotechnical/Transportation area initially
mentor and advise new graduate students. Non-thesis courses-only students
continue to be advised by the departmental graduate advisors. Thesis-option and
non-thesis report masters and doctoral students continue with the departmental
advisors until the students select a Graduate Advisory Committee Chairperson. The
Graduate Advisory Committee Chairperson then directs the student’s plan of study
as well as the report, thesis or dissertation.
M. Department efforts to retain students and graduation rates.
The advising system described above works effectively in helping to retain graduate
students. In general, our admission criteria allow us to select students capable of
performing graduate study successfully. The departmental Senior Advisor (Ms.
Glenna Andrews) monitors student’s academic performance each semester. She
informs Graduate Advisory Committee Chairpersons of any students performing
substandard work. The Graduate Advisory Committee Chairperson of a poorly
performing student helps the student develop a plan that will lead to a successful
course of graduate study.
N. Percentage of Full-Time Master and Doctoral students – Rolling three-year average
of the FTS (≥ 9 SCH) divided by the number of students enrolled (headcount) for the
last three fall semesters.
Years
Avg FTS
Percentage of Full-Time MS & PhD
03-04-05
207
69%
04-05-06
237
79%
05-06-07
160
80% 1
1
Fall 2007 information not available at time of writing.
Civil & Environmental Engineering
50
O. Student-Core Faculty Ratio – Include data for masters and doctoral students - The
rolling three-year average of full-time (≥ 9 hours) student equivalent (FTSE) divided
by rolling. ‘Core Faculty’ is full-time tenured and tenure-track faculty who teach 50
percent or more, (or other individuals integral to the program) and, for doctoral
programs, those who can direct dissertation research.
Years
00-01-02
01-02-03
02-03-04
03-04-05
04-05-06
05-06-07
Rolling
Average
58
58
65
65
69
68
Number of
Faculty
20
18
19
20
17
18
Ratio
2.52
3.22
3.42
3.25
4.06
3.78
Civil & Environmental Engineering
51
V. Department
A. Department operating expenses
Department Operating Costs as a Fraction of Employees
01/02
Dept Operating Cost
Faculty & Staff
Dept Op Cost /FS
$328,136
02/03
03/04
$326,675
$342,848
04/05
$338,843
05/06
$328,906
06/07
$344,970
29
28
19
30
30
31
$11,315
$11,667
$18,045
$11,295
$10,963
$11,128
Civil & Environmental Engineering
52
B. Summary of Proposals (submitted)
Summary of Number of Proposals Written and Accepted
Foundation
2006
2005
2004
2003
2002
2001
D
M
3
7
6
2
1
1
3
3
1
State
D
Federal
M
D
M
Successfully
funded
Others
D
M
16
4
13
9
5
3
20
4
6
14
11
1
12
8
10
9
6
2
13
8
6
6
1
6
6
6
4
1
11
7
2
9
4
1
D = proposals written by CO-PI’s from your department only
M = proposals written by CO-PI’s from multiple departments
D
M
13
21
8
12
8
11
12
7
6
6
11
9
C. External Research expenditures
SUMMARY OF FACULTY AWARDS BY HOME DEPARTMENT
Source: Office of Research Services
Year
Number of
Awards
Facilities &
Administrative
Award Amount
01/02
33.69
$742,745
$3,632,565
02/03
33.56
$785,309
$3,798,655
03/04
29.93
$809,716
$3,870,358
04/05
31.13
$476,948
$3,109,208
05/06
30.43
$364,903
$2,204,126
06/07
33.71
$502,927
$3,348,328
192.45
$3,682,549
$19,963,241
Totals:
Civil & Environmental Engineering
53
Comparison of
Research
Expenditures
Kansas State
University
Michigan Tech
University
01/02
02/03
03/04
04/05
05/06
06/07
$1,567,085
$1,711,551
$1,784,080
$1,912,731
$1,777,395
$1,787,156
$3,758,203
$3,265,528
$2,817,341
$2,670,132
$1,882,554
$2,524,866
Texas Tech
$3,632,565
$3,798,655
$3,870,358
$3,109,208
$2,204,126
$3,348,328
Civil & Environmental Engineering
54
D. Internal Funding
Source of Internal Funds (TTU)
Source: Institutional Research Services
01/02
Research Enhancement
Research Incentive
Line Items
Interdisciplinary Seed Grants
New Faculty Start-ups
Matching from VP of Research
Special needs and opportunities
Research Promotion
Graduate School Fellowships
HEAF
TOTALS:
02/03
$76,697
$83,300
$280,741 $281,022
$215,000
03/04
04/05
06/07
$3,000
$81,618 $169,041 $152,327 $144,426
$281,282 $288,822 $292,316 $273,111
$57,000
$112,700
$5000
$15000
$94,931
$62,183
$672,369 $498,505
$6000
$70,766
$552,366
$134,083
05/06
$211,216
$151,300
$67,000
$14300
$8825
$11100
$116,612 $55,187 $58,383
$722,858 $719,871 $708,320
E. Scholarships and endowments
The CEE Department uses a substantial amount of funds from graduate tuition fees for graduate
scholarships. It awards $1000 per year to qualified applicants. Over the period of this review
CEE has awarded between 17 and 32 of these scholarships per year. These scholarships very
effectively aid in the recruitment of well-prepared graduate students. The IGERT program
supported a small number of graduate students for interdisciplinary graduate work in wind
engineering. In addition, the department has some small, recently endowed scholarship funds
for graduate students.
Civil & Environmental Engineering
55
F. Departmental resources for research and teaching (i.e., classroom space, lab
facilities)
Type of Space
Number of Rooms
Total Assignable Square Feet
Faculty & Administration
30
5610
Clerical
23
6574
Graduate Assistant
20
3613
Technician
4
475
Special Instruction Labs
14
197891
Research Labs
884
10001
4
1571
(Included Above)
(Included Above)
(Included Above)
(Included Above)
OFFICES:
Emeritus
LABS:
STORAGE:
LIBRARY:
CENTERS & OTHER
FACILITIES:
Office
Lab (Instruction &
Research)
1
386322,3
TOTAL SQUARE FEET
An overlap in usage between research and special instruction laboratory space occurs.
Additional space for reception and classrooms is not included herein.
3
This information accounts only for space usage in the CEE Building on campus.
2
G.
HEAF expenditures
2006
2005
2004
2003
2002
2001
Labs
Classroom
$79,647
$60,108
$126,131
$36,800
$132,005
$69,864
$1,291
Other
(identify)
$22,629
*$2,970
TOTAL
$80,938
$60,108
$148,760
$36,800
$134,975
$69,864
*Purchased some furniture for Dr. Priyantha Jayawickrama
Civil & Environmental Engineering
56
H.
External Program Accreditation – Name of body and date of last program
accreditation review, if applicable. Include description of body and
accreditation specifics.
ABET, Inc., the recognized accreditation organization for college and university
programs in applied science, computing, engineering, and technology, is a federation of
29 professional and technical societies representing these fields. Among the most
respected accreditation organizations in the U.S., ABET has provided leadership and
quality assurance in higher education for over 75 years. ABET, Inc., conducted the last
external accreditation of Civil and Environmental Engineering programs at TTU. The
Civil and Environmental Engineering Department completed two self-studies, one for
the BSCE degree program and one for the MEnvE program, in 2005. ABET evaluators
visited the campus in November 2006. Both programs received accreditation with the
next general review cycle planned for 2011-2012.
Civil & Environmental Engineering
57
VI.
Conclusion – a one- to two-page summary of the observed deficiencies and needs
identified by your review. Identify areas of greatest need and areas of significant
contributions.
The Civil and Environmental Engineering Department has a relatively large graduate program.
Feedback from employers, including members of the Civil and Environmental Engineering
Advisory Council, indicates CEE graduates leave here well prepared for employment in many
capacities. They find employment as design engineers, academicians, and researchers. Over
time a significant percentage of our graduates have risen to managerial and executive positions.
The departmental Curriculum Committee regularly monitors our course offerings to ensure that
students receive education that will meet their needs as they move into professional practice.
The CEE Department seems to perform consistently well in comparison to the institutions
chosen for comparison.
The CEE Department has undergone huge changes in faculty over the period of review. Nine of
our senior faculty, three of whom worked primarily in administration, retired during the last
several years. In addition, one established associate professor left to enter consulting and one
professor left for an administrative position. With three notable exceptions, we have replaced
the departed faculty members with assistant professors. Of these, we have lost four who were
not working out well, either from the departmental point of view or their personal points of
view. The department has open searches for two structures faculty that we expect to fill by the
beginning of the fall semester of 2009. The Department still has three very senior faculty
members who will most likely retire within three years. In filling vacant positions, CEE has
striven, with some success, to increase the diversity of the faculty. Also, when one of the
assistant professors left two years ago, the College of Engineering used the vacated position for
another department in the college.
Data provided by the graduate school for this report indicate that the quality of our graduate
students remains fairly constant measured in terms of grade point averages and scores on the
Graduate Record Examination (GRE). [As a side note, the graduate school provided data
concerning GRE scores ostensibly divided by program. These data provided are the same for
CE, EnvE, and ETM. This is obviously an error that calls into question the other tabulated data
that the graduate school provided.] The data indicates that the CEE department consistently
generates graduate credit hours and continues to produce graduates. In short, the graduate
program seems to be healthy. The majority of CEE graduate students are international. This
fact may or may not be a problem as it is consistent with efforts to recruit international students.
Over the past year, the department has increased the number of TA positions through the use of
course fee funds. In general, the increase in TA positions produces good results. However, the
department still needs funding for many additional TAs. The availability of well-prepared TAs
would alleviate the teaching load of faculty members who suffer under high teaching loads, thus
providing them more time to pursue research interests. Overall, if CEE could find funds for at
least one TA for each faculty member, departmental productivity would increase accordingly. In
addition, this plan would provide a unique one-on-one mentoring opportunity for faculty
members.
Civil & Environmental Engineering
58
Graduate programs in CEE are functioning well for the most part. With one exception, each
program in CEE has several faculty members actively conducting research and obtaining
external funding to support RAs. The exception occurs in the Environmental Technology
Management program. This program centers around one faculty member who works only part
time in the department. While this faculty member works hard in securing external funding, the
program is not sustainable without additional faculty members buying into and participating in
the program.
Many factors are putting CEE facilities under significant stress. These factors include but are
not limited to increasing enrollment, particularly at the undergraduate level; growth in the
number of clerical personnel in the research centers; and growth in research programs. The
CEE building does not have sufficient space to provide desks for graduate students and new
faculty members. The Wind Science and Engineering (WISE) Center has facilities at Reese
Center that include offices, classrooms, and laboratory space. The renovations described in the
previous review were made and these facilities are usable. The Reese Center facilities, because
of their distance from campus, are inconvenient. Most faculty members use their campus
offices and spend little, if any time, at Reese Center. The CEE Building would require
renovation to provide additional office space. Although the college has plans to add large
classrooms in the future, currently CEE does not have sufficient classrooms to seat several of its
high enrollment undergraduate classes.
In conclusion, CEE has a history of producing graduates who are prepared to enter practice or
academia. Graduate enrollment and degree production remains consistent with a slight increase.
Undergraduate enrollment is increasing rapidly. The CEE faculty and staff have a superb
reputation for outstanding teaching and for creating a friendly and nurturing environment for
students. The CEE Department will strive to maintain its excellent performance and pursue the
objective of its strategic plan. To facilitate the CEE Department in its efforts, we need some
improvement in facilities, additional TAs, and the ability to fill, not lose, positions vacated by
departing faculty members.
Civil & Environmental Engineering
59
VII. Appendices – should include, but not be limited to, the following:
A.
B.
C.
D.
E.
F.
Strategic Plan
Graduate Course Offerings
Recruiting Materials
Graduate Student Handbook
Graduate Student Association(s)
Graduate Faculty Information
Civil & Environmental Engineering
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APPENDIX A
Strategic Plan
Our departmental strategic plan is located at the following website:
www.ce.ttu.edu/OurDept/StrategicPlan.php
Civil & Environmental Engineering
61
APPENDIX B
Graduate Course Offerings
Our graduate course offerings are located at the following website:
www.ce.ttu.edu/Graduate/GeneralInfo.php
Civil & Environmental Engineering
62
APPENDIX C
Recruiting Materials
Our departmental graduate recruiting materials are located at the following websites:
http://www.ce.ttu.edu/Graduate/GeneralInfo.php.
Civil & Environmental Engineering
63
APPENDIX D
Graduate Student Handbook
At this time, our department does not publish a graduate student handbook.
Civil & Environmental Engineering
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APPENDIX E
Graduate Student Association(s)
Our department does not have a Graduate Student Association.
Civil & Environmental Engineering
65
APPENDIX F
Graduate Faculty Information
Civil & Environmental Engineering
Graduate Program Reviews 2008‐2009 FACULTY AND STUDENT SURVEY RESULTS College: College of Engineering Department: Civil & Environmental Engineering Conducted by: Institutional Research Services
1 FACULTY SURVEY RESULTS – CIVIL & ENVIRONMENTAL ENGINEERING Number of faculty participated in survey Professor 4
Asso.Prof 7
Asst.Prof 3
PARTICIPANT TOTAL 14
SCALE 5 Strongly Agree 4 Agree 3 Neutral
2 Disagree
Q‐1 The facilities and equipment available to teach graduate courses are adequate. 4 7 1
1 Strongly Disagree ‐ N/A Average
2
0 0
3.93
Q‐2. I have adequate access to facilities and equipment needed for my graduate work 3 7 1
2
1 0
3.64
Q‐3 The quality and availability of departmental graduate student office space is adequate for my needs 5 4 1
3
1 0
3.64
Q‐4 Library resources available to me are adequate 6 6 0
1 0
4.14
3
2 0
3.43
Q‐6 The program offers an adequate selection of graduate courses, sufficient for timely completion of a full graduate program 10 1 1
1
1 0
4.29
Q‐7 The graduate courses available are taught at an appropriate level and are of sufficient rigor. 8 5 0
0
1 0
4.36
Q‐8 The graduate teaching assistants avaiable to faculty in the program are of appropriate quality 5 4 3
1
1 0
3.79
Q‐9 Graduate courses in other fields, needed to support your program or minor, are sufficiently available 3 5 6
0
0 0
3.79
Q‐10 There is adequate communication about policy and program changes in your department 6 4 2
0
2 0
3.86
Q‐11 There is adequate communication from the upper administration regarding policy changes. 2 5 2
2
3 0
3.07
Q‐12 I am satisfied with the professional interaction with faculty throughout TTU. 3 6 4
1 0
3.71
1
Q‐5 Teaching resources (faculty, teaching assistants) are adequate to my needs 4 5 0
0
2 Q‐13 Graduate courses in other fields, needed to support your program(s) or minors, are sufficiently accepted. 3 4 4
1
0 2
3.75
Q‐14 Graduate courses in other fields, needed to support your program(s) or minors, are sufficiently recommended by your advisor(s). 3 2 6
2
0 1
3.46
Q‐15 Graduate courses in other fields, needed to support your program(s) or minors, are sufficiently recommended by your advisor(s). 4 5 2
0
2 1
3.69
Q‐16 I am satisfied with the professional interaction with the graduate program coordinator(s). 4 4 2
1
2 1
3.54
Q‐17 I am satisfied with the professional interaction with other faculty within the program(s). 5 6 0
0
2 1
3.92
Q‐18 I am treated as a respected contributor to the graduate program in which I am involved. 8 3 1
0
2 0
4.07
Q‐19 I have been given an opportunity to be engaged in decisions regarding changes in the program(s). 8 5 0
0
1 0
4.36
Q‐20 Course and program changes are evaluated by all faculty and voted upon by those faculty. 4 7 0
1
2 0
3.71
Q‐21 Sufficient graduate teaching assistantship stipends are available. 3 2 2
5
2 0
2.93
Q‐22 The program offers adequate opportunity for its faculty to gain teaching training. 3 4 3
2
1 1
3.46
Q‐23 Graduate teaching assistantships assignments are made equitably, based on established criteria. 5 4 2
2
1 0
3.71
Q‐24 Graduate program policies are clearly defined and readily available to me. 5 6 2
1 0
4.00
1 0
3.64
0
Q‐25 Graduate program policies clearly identify petition and appeals procedures available. 3 6 3
1
FACULTY COMMENTS: What do you consider to be the strengths of your graduate program(s)? Capable of research and timely publication in both traditional and emerging topics; Capable of recruiting high quality international students; Capable of recruiting students with diverse backgrounds; Attractive to part time students. Good faculty. knowledgable faculty, solid curriculum, small class size. Multidisciplinary involving faculty from different departments and colleges. new faculty ‐‐ recruited and accepted because of several faculty in similar research areas rather than prior 'lone wolf' situation at previous institution. All not applicable are because I am new to Tech and don't have the time here to answer. 3 The positive records of our graduates as fine engineers, their successful pursuit of their licenses, continued research support. We have faculty that are interested in their teaching at the graduate level and are willing to put the time in to be good teacher. We have faculty that are interested in providing students with research interests to participate in research. Well qualified faculty; students, faculty, and staff with a good work ethic. What changes, if any, could be made to improve the quality of your graduate program(s)? Need more financial supports to support students presenting at national and international conferences. More scholarships. More TAs. More institutional support for graduate assistants. I encounter mostly foreign national graduate students, and many of these students have difficulty communicating in English as a second language. Attracting highly qualified students from across the country and around the world through sufficient funding. Ask in one year. More university support for fellowship and TA support so that we could attract more students. Additional faculty positions to reduce our high teaching loads. Increase our department's FTE. If we are going to maintain a viable program and offer courses and research opportunities to the additional students being planned for by the administration, we are going to need additional faculty. One of the needs in engineering is to be able to offer 1 year programs for obtaining a master's degree. We need more faculty to be able to accomplish this so that additional courses could be offered in the summer sessions so as to accomplish this. This would also require greater numbers of graduate courses to be offered during the long semesters also. All of this is going to put a demand on additional slots for faculty in the college of engineering. Our professional engineering society, ASCE, is asking academia for an additional year of training to prepare our students for engineering practice. We are going to have to expand our faculty and courses offerings to be able to accomplish this when it becomes a requirement in a few years. Higher stipends for graduate assistants. Better classroom and laboratory facilities. Availability of graduate assistantships for first year PhD students to recruit best students. The, they can be moved to RA positions after Year 1. Departmental guidelines could be made available on website. Please feel free to add any additional comments or questions in the space below. Overall, I enjoyed being a faculty advisor to Tech's graduate students. Faculty involved in multidisciplinary programs need encouragement and incentives from their home departments and colleges. 4 STUDENT SURVEY RESULTS –CIVIL & ENVIRONMENTAL ENGINEERING Number of students participating in survey Doctoral Master’s Thesis Student participant: Years in program 1ST year 4 14 Other 9 rd
4 th
1 th
0 th
0 2 year 3 PARTICIPANT TOTAL 7 nd
3 year 21 4 year 5 year 6 year SCALE 5 Strongly Agree 4 Agree 3 Neutral
2 Disagree
1 Strongly Disagree ‐ N/A Average
Q‐1 The research facilities and equipment available for my graduate research meet my needs 8 8 2
1
0 2
4.21
Q‐2 I have adequate access to facilities and equipment needed for my graduate work 9 10 0
1
0 1
4.35
Q‐3 The quality and availability of departmental graduate student office space is adequate for my needs 8 8 1
1
0 3
4.28
Q‐4 Library resources available to me are adequate for my needs 9 6 5
1
0 0
4.10
Q‐5 Teaching resources (faculty, teaching assistants) are adequate to my needs 8 10 1
1
0 1
4.25
Q‐6 The program offers an adequate selection of graduate courses, sufficient for timely completion of a full graduate program 5 8 4
4
0 0
3.67
Q‐7 The graduate courses available are taught at an appropriate level and are of sufficient rigor. 7 11 2
1
0 0
4.14
Q‐8 The graduate teaching by faculty in the program is of appropriate quality 6 13 1
0 0
4.14
Q‐9 Graduate courses in other fields, needed to support my program or minor, are sufficiently available 3 6 5
2
0 5
3.63
Q‐10 Program seminars are adequate to keep me informed of developments in my field 4 6 5
2
1 3
3.56
Q‐11 The initial advising I received when I entered the program was an adequate orientation 6 6 7
2
0 0
3.76
1
5 Q‐12 I have a department mailbox or other form of communication with faculty & graduate students 4 9 2
1
0 5
4.00
Q‐13 I have adequate access to my major professor 11 5 1
0 1
4.30
Q‐14 I am receiving the research and professional development guidance I need 10 5 3
1
0 2
4.26
Q‐15I am satisfied with the professional interaction with my major professor 10 6 3
1
0 1
4.25
Q‐16 I am satisfied with the professional interaction with faculty both within the program and at TTU 9 9 2
1
0 0
4.24
Q‐17 I am treated as a respected contributor to the research program in which I am involved 8 8 1
0
0 4
4.41
Q‐18 I have been given an opportunity to be engaged in significant research for my thesis or dissertation 11 4 2
0
0 4
4.53
Q‐19 If I decide to change my major professor, the mechanism for doing so is suitable 2 5 4
0
0 10
3.82
3
Q‐20 I am informed of opportunities for professional development and contacts outside TTU, such as attendance at professional meetings 3 12 1
4
0 1
3.70
Q‐21 Graduate teaching or research assistantship stipends are adequate 3 3 5
3
0 7
3.43
Q‐22 The program offers adequate opportunity for its graduate students to gain teaching experience 4 4 4
2
0 7
3.71
Q‐23 Graduate teaching assistantships, assignments are made equitably, based on established criteria 2 6 4
0
0 9
3.83
Q‐24 Program policies are clearly defined and readily available to me 6 9 6
0 0
4.00
0 1
3.75
0
Q‐25 Graduate program policies clearly identify petition and appeals procedures available to me 4 9 5
2
Q‐26 There is a well‐established mechanism for regular graduate student participation in decisions affecting students, whenever this is appropriate 3 5 8
1
0 4
3.59
STUDENT COMMENTS: What do you consider to be strengths of this program? Accessibility of the faculty, cooperativeness of the faculty/staff with students, Accessibility of research facilities. Good faculty. I am not far along into the program to say. 6 I believe the faculty members are well qualified and demanding teachers that are pursuing quality research. It gives profound knowledge about the advance technologies being used in waste water treatment. The advantages are research and faculty involvment, teaching exposure, and departmental cooperation. The contents of the courses together with the performance of the professors make the program more than what i expected. The faculty in the Water Resources area of the C & Env Eng department are of the highest caliber. I have had professional associations with them for many years through my employer. The quality of the faculty in Civil and Environmental Engineering. The strength of my particular program (unique as it is) is that I have the opportunity to be a crucial investigator in a real world research problem with adequate direction and freedom to explore my own ideas and solutions. They are some good courses which taught me good knowledge about my major area of intrest. The assaignments and exam pattern are really nice which improves my knowledge. Water Resource was stronger than other schools in Texas such as A&M. What do you consider to be the weaknesses of this program? retainment of faculty and with this, a set schedule of what graduate courses are scheduled to be offered in future semesters. I think if faculty retention is solved, scheduling will be easier. Limited courses. Again, I couldn't possibly say since this is only my first semester in the program. I do not believe that the research equipment and facilities are on par with that of a tier 1 research school. It does not covers other environmental Engineering subjects such as global warming. The weakness would be seminars and bringing in external speakers. I am a 'non‐traditional' student; one who is a working professional living in another city. I will be working toward a PhD for the next several years, with the intent of finishing up after I retire from my current position. I intend to pursue a course of study that focuses on hydrologic and sediment transport processes in semi‐arid/arid environments. Tech does not offer many courses geared toward fluvial processes/fluvial geomorphology or sediment transport. I intend to ask to be allowed to address this deficiency in a non‐traditional way through self‐study, field research, and commercially available professional development courses. None. Across the board, I believe the graduate courses are being watered down to an upperclass, undergraduate levels to allow unprepared foreign students and under motivated domestic students to 'succeed' (aka. get an A). It seems to be that professors are afraid of challenging and failing students who fail to learn and master true graduate level material. I didnt get full fledged course work for my major field. My major course work is not satisfying for the industry. It is incomplete. We need to have more course. I am not prepared well enough for the FE exam because our program does not included the courses necessary to pass the FE. in additon to trying to study, i now have to basically teach myself to prepare for the FE although i paid for an FE review class which provided absolutely no help. 7 It is very frusterating to get help from the professors. Most of the times I have gone to them, even during the office hours they set up for their class, I feel like they are either too busy to help with the problem, or I feel like I am bothering them. There have also been time when I set up a meeting before hand, and the professor forgot about it. not enough flexibility in choosing courses, only limited courses are available. What changes, if any, could be made to improve the quality of this graduate program? offer more courses. I don't have any suggestions. Expand the facilities to draw more top researchers and graduate students, who in turn can raise the profile of Texas Tech as a quality graduate program. Should focus on global warming aswell. While other researchers are willing to help each other, it would be nice if they would present their research for others in a formal setting. The program seems to be geared primarily toward 'traditional' students who are young, full‐time, and fall within certain criteria. While it should not be easy to get a PhD, making a program sufficiently flexible that it will allow non‐traditional approaches should be beneficial to everyone. Those of us in the professional world are presented with opportunities for development, research, and learning that are different from those in the academic environment, but equally valuable. It should be possible for that value to be acknowledged on a basis equivalent to some of the developmental opportunities presented by 'total immersion' in the academic environment. The program can be made more flexible without relaxing the level of rigor. None. Decrease the research and publication demands on professors and encourage them to challenge, inspire and weed out students through both their classroom lectures and informal research discussions. Guide students in a way which are suitable for industry. Tell them these courses might be useful for your carrer. structure the program better. flexibility in choosing courses. Please feel free to add any additional comments or questions in the space below. Thanks. I have heard that there exists a goal for enrollment to be at 40,000 students by 2020, and for 25% of those students to be for PhD degrees. That is a laudable goal. I submit that allowing increased flexibility in the doctoral regimen will contribute toward achieving the 25% PhD goal. To improve the quality of teaching and researching at TECH, faculty, staff and students are cooperating each other. Staff was not cooperative. 8