Undergraduate Program – June 2009
Program Assessment Report
PROGRAM INFORMATION
Degree Program(s):
Bachelor of Science in Civil
Engineering
Department:
Civil and Environmental
Engineering
Department Chair:
Dr. Udeme Ndon
Phone:
408-924-3900
Report Prepared by:
Dr. Kurt McMullin
Phone:
408-924-3855
E-mail:
mcmullin@email.sjsu.edu
Next Program
Review?
2012/2013
Note: Schedule is posted at:
http://www.sjsu.edu/ugs/programplanning/
ARCHIVAL INFORMATION
Location:
Person to Contact:
(Bldg/Room #)
(Name)
(Phone)
Does the information (e.g., Mission, Goals, and/or Learning Outcomes) posted on the web (see,
http://www.sjsu.edu/ugs/assessment/programs/ ) for this program need to be updated?
Yes
No
If yes, please submit changes to jacqueline.snell@sjsu.edu
The web page lists the department’s Program Educational Objectives. These are the long-term
expectations of what graduates will do after graduating from the program. This Assessment
Report deals with the Program Outcomes, those skills and aptitudes that students are expected to
receive while here at SJSU. I am not sure which of these sets you are intending to disseminate via
the web site.
Significant Changes to Report from Prior Years. In March 2009, the Department has approved the
revision of Program Outcomes to use alphabetic identifiers rather than numeric identifiers. Several
outcomes were altered in their wording to reflect current accreditation board requirements. Performance
criteria were revised by the Department Assessment Committee and accepted by the department faculty
at the faculty meeting of March 17, 2009. These outcomes and performance criteria are dated March 16,
2009. The main change in the outcomes was the combination of Outcomes 5 and 12 into a single
Outcome E.
General Work on Assessment for Year. During Spring 2009 semester, the Department Chair and
Department Assessment Committee have reviewed and adjusted criteria for each Program Outcome.
New criteria have been developed for the two new Program Outcomes. Two flowcharts have been made
by the Department Chair in February 2009. The first flowchart defines the decision making process for
Program Educational Objectives. The second flowchart illustrates the Assessment of and Continuous
Improvement Plan for the Program Outcomes.
Page 1 of 16
Undergraduate Program – June 2009
Program Assessment Report
SCHEDULE OF ASSESSMENT ACTIVITIES*
Please complete the schedule of assessment activities below by listing all program Student Learning
Outcomes (SLOs) by number down the left column and indicating when data were/will be collected (C)
and when they were/will be discussed (D) by your faculty. You can also schedule/track program
changes resulting from your assessment activities by indicating an “I” (implemented changes) where
relevant. This schedule is meant to be fluid; providing a proposed schedule for future assessment while
at the same time, providing a record of your efforts as the program planning cycle progresses.
For the Department of Civil and Environmental Engineering, according to the university guidelines, the
program is reviewed on a six-year cycle rather than a five-year cycle to align with the undergraduate
accreditation cycle.
In March 2009, outcomes were adjusted and in April 2009 a new schedule for data collection and
outcomes evaluation was set in place.
↓Semester of Program Review
SLOs
1
2
3
4
5
6
7
8
9
10
11
12
13
F06
S07
F07
C
D
S08
C
CD
C
C
C
C
C
F08
A
B
C
D
E
F
G
H
I
J
K
L
D
C
CD
C
D
C
C
CD
Semester before next Program Review↓
SLOs
A
B
C
D
E
F
G
H
I
J
K
L
F09
D
D
D
C
C
C
S10
D
D
D
C
C
C
F10
D
D
D
C
C
C
S11
C
C
C
F11
D
D
D
C
C
C
D
D
D
Page 2 of 16
S12
D
D
D
C
C
C
S09
C
C
C
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome A

Graduates have an ability to apply knowledge of engineering, mathematics through differential
equations, probability and statistics, calculus-based physics, chemistry, and one additional area
of science.
Performance Criteria (approved March 17, 2009)
A1)
Demonstrate an ability to use calculus, vector algebra, statistics, probability theory and/or
differential equations to model the physical processes necessary to perform engineering
calculations.
A2)
Demonstrate an ability to use fundamental engineering theory and applied science to perform
engineering calculations, evaluate systems, and solve engineering problems.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
FE Exam results for April 2009 Fundamentals of Engineering Examination.
Exam Group: Currently enrolled – FE - Civil Exam
No. of Examinees: 34
Percent Passing Exam: 62%
Average Correct Score for Mathematics: 61%
Average Correct Score for Chemistry: 54%
Average Correct Score for Statics: 60%
Exam Group: Currently enrolled – FE - General Exam
No. of Examinees: 21
Percent Passing Exam: 33%
Average Correct Score for Mathematics: 63%
Average Correct Score for Chemistry: 55%
Average Correct Score for Statics: 53%
Exam Group: Currently enrolled – FE - Environmental Exam
No. of Examinees: 1
Percent Passing Exam: 100%
Average Correct Score for Mathematics: 100%
Average Correct Score for Chemistry: 100%
Average Correct Score for Statics: 100%
Exam Group: Graduated – FE - Civil Exam
No. of Examinees: 23
Percent Passing Exam: 30%
Average Correct Score for Mathematics: 61%
Average Correct Score for Chemistry: 50%
Average Correct Score for Statics: 49%
Page 3 of 16
Undergraduate Program – June 2009
Program Assessment Report
Exam Group: Graduated – FE - General Exam
No. of Examinees: 28
Percent Passing Exam: 11%
Average Correct Score for Mathematics: 58%
Average Correct Score for Chemistry: 52%
Average Correct Score for Statics: 46%
Exam Group: Graduated – FE - Environmental Exam
No. of Examinees: 1
Percent Passing Exam: 0%
Average Correct Score for Mathematics: 68%
Average Correct Score for Chemistry: 64%
Average Correct Score for Statics: 50%
Additional data collected for this outcome is being processed in Summer 2009.
II.
What have you learned about this Student Learning Outcome?
[Spring / 09] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome A was held this year.
III.
Action Item(s) (if necessary):
[Spring / 09] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
At the May 2008 retreat, a motion was passed that a course revision for an expanded CE192
be prepared that will incorporate some numerical methods. If approved, CE190 will be
removed from the curriculum.
Page 4 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome B

Graduates have an ability to design and conduct experiments, as well as to analyze and
interpret data in more than one civil engineering area.
Performance Criteria (approved March 17, 2009)
B1)
Demonstrate an ability to conduct experiments through collecting data, analysis and interpreting
data using graphs, tables and reports to present data, compare data to theoretical predictions,
and make conclusions and recommendations about the phenomena tested, with ability to operate
test equipment.
B2)
Demonstrate an ability to design an experiment by determining ranges of parameters to be
monitored, determining which data is to be collected, and using statistical methods to design a
hypothetical experiment.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I. Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 09] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
III. Action Item(s) (if necessary):
[Spring / 09] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
A course proposal for a new CE 120 which would combine CE 113 and the existing CE 120
into a single one-unit course is being developed by a committee of department full-time
faculty.
Page 5 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome C

Graduates have an ability to design a civil engineering system, component, or process to meet
desired needs within realistic constraints such as economical, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability.
Performance Criteria (approved March 17, 2009)
C1)
Demonstrate an ability to perform civil engineering component and system design to meet
defined constraints.
C2)
Demonstrate an ability to integrate desired constraints such as social, political, economic,
environmental and other considerations into the design of a component or system.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I. Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
FE Exam results for April 2009 Fundamentals of Engineering Examination.
Exam Group: Currently enrolled – FE - Civil Exam
No. of Examinees: 34
Percent Passing Exam: 62%
Average Correct Score for Structural Design: 46%
Exam Group: Graduated – FE - Civil Exam
No. of Examinees: 23
Percent Passing Exam: 30%
Average Correct Score for Structural Design: 37%
Additional data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome C was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
At the May 2008 retreat, a motion was passed that a course revision for an expanded CE130
be prepared that will include skills related to the selection of appropriate alternatives for
engineering design.
Page 6 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome D

Graduates have an ability to function as a member of a multidisciplinary teams, with the ability to
explain the role of a leader.
Performance Criteria (approved March 17, 2009)
D1)
Demonstrate an ability as a member of a team to interact, communicate in a professional manner
with other members on the team and contribute discipline-specific input to a multi-discipli9nary
project.
D2)
Demonstrate an ability to explain leadership (or team leader) responsibilities.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I. Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome D was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
No Action Items related to Outcome D were developed during the year.
Page 7 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome E

Graduates have an ability to identify, formulate, and solve engineering problems in technical
areas appropriate to civil engineering.
Performance Criteria (approved March 17, 2009)
E1)
Demonstrate an ability to identify, formulate and solve engineering problems in the following civil
engineering areas: Construction, Environmental, Geotech, Structural, Transportation and Water
Resources.
E2)
Demonstrate an ability to identify the known and unknown information from a problem statement
and develop a solution strategy.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I. Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
FE Exam results for April 2009 Fundamentals of Engineering Examination.
Exam Group: Currently enrolled – FE - Civil Exam
No. of Examinees: 34
Percent Passing Exam: 62%
Exam Group: Currently enrolled – FE - General Exam
No. of Examinees: 21
Percent Passing Exam: 33%
Exam Group: Currently enrolled – FE - Environmental Exam
No. of Examinees: 1
Percent Passing Exam: 100%
Exam Group: Graduated – FE - Civil Exam
No. of Examinees: 23
Percent Passing Exam: 30%
Exam Group: Graduated – FE - General Exam
No. of Examinees: 28
Percent Passing Exam: 11%
Exam Group: Graduated – FE - Environmental Exam
No. of Examinees: 1
Percent Passing Exam: 0%
Additional data collected for this outcome is being processed in Summer 2009.
Page 8 of 16
Undergraduate Program – June 2009
Program Assessment Report
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome E was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
No Action Items related to Outcome 5 were developed during the year.
Page 9 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome F
 Graduates have an understanding of professional and ethical responsibility.
Performance Criteria (approved March 17, 2009)
F1)
Demonstrate an ability to analyze and evaluate a situation in which personal or professional
ethics are involved.
F2)
Demonstrate a knowledge of codes, standards and regulations.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome F was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
No Action Items related to Outcome F were developed during the year.
Page 10 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome G

Graduates have an ability to communicate effectively.
Performance Criteria (approved March 17, 2009)
G1)
Demonstrate an ability to give an oral, individual or group, presentation that is organized and
uses effective visuals.
G2)
Demonstrate an ability to convey technical information through the use of visual instruments such
as data plots, graphs, calculations, drawings and equations, and write well organized reports that
are grammatically correct, properly formatted, and convey a specific concept.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome G was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
No Action Items related to Outcome G were developed during the year.
Page 11 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome H

Graduates have the broad education necessary to understand the impact of engineering
solutions in global, economic, environmental, and social context.
Performance Criteria (approved March 17, 2009)
H1)
Demonstrate an ability to analyze economic benefits and costs of projects and systems.
H2)
Demonstrate an ability to identify economic, environmental and social impacts (both benefits and
costs) of engineering projects.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome H was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
At the May 2008 retreat, a motion was passed that a course revision for an expanded CE130
be prepared that will include skills related to the selection of appropriate alternatives making
account of global issues.
Page 12 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome I

Graduates have a recognition of the need for, and an ability to engage in life-long learning and
working towards professional licensing.
Performance Criteria (approved March 17, 2009)
I1)
Demonstrate knowledge of various civil professional organizations, the recognition of the need for
participation in professional societies, professional meetings, advanced education, and
application of self learning.
I2)
Demonstrate ability to explain the importance of professional licensing.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome 9 was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
No Action Items related to Outcome 9 were developed during the year.
Page 13 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome J

Graduates have a knowledge of contemporary issues.
Performance Criteria (approved March 17, 2009)
J1)
Demonstrate ability to identify contemporary issues associated with engineering projects and
practices.
J2)
Demonstrate an ability to synthesize and analyze information related to contemporary issues,
such as legal issues, current codes, new technologies, the environment, traffic, and other social
issues.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring / 08] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome 10 was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
No Action Items related to Outcome 10 were developed during the year.
Page 14 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome K

Graduates have an ability to use the techniques, skills, and modern engineering tools necessary
for engineering practice.
Performance Criteria (approved March 17, 2009)
K1)
Demonstrate an ability to use computer programs and computer skills to organize and present
information, to analyze problems, and to design components and systems.
K2)
Demonstrate an ability to use hands-on laboratory instruments and other modern tools for
engineering applications, and use of online resources to locate pertinent information.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring / 08] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 08] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
Limited discussion about Outcome K was held this year.
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
No Action Items related to Outcome K were developed during the year.
Page 15 of 16
Undergraduate Program – June 2009
Program Assessment Report
Student Learning Outcome L

Graduates can explain key concepts and problem-solving processes used in business, public
policy, and public administration.
Performance Criteria (approved March 17, 2009)
L1)
Demonstrate an ability to identify the basic concepts of various project delivery systems in
construction, fundamental concepts of construction cost estimating techniques, the basic
concepts of owner-engineer-designer relationships, public policy and administration related to
civil engineering practice.
L2)
Demonstrate an ability to explain the basic concepts of minimizing life-cycle costs, and the
principals of decision engineering economics.
RECORD OF ASSESSMENT
Begin generating a record of assessment for this Student Learning Outcome in which you record the
following areas of assessment activity. Start each entry with the semester in which the activity(s)
occurred followed by a description of the activity(s).These dates and activities should correspond with
the “Schedule of Assessment Activities” on the first page of this report.
I.
Data Collection:
[Spring / 09] – For this assessment cycle, how were the data collected and what were the
results?
Data collected for this outcome is being processed in Summer 2009.
II. What have you learn about this Student Learning Outcome?
[Spring / 09] – Based on the results in part I., briefly summarize the discussion surrounding
this outcome, i.e., what does the faculty conclude about student learning for this SLO?
III. Action Item(s) (if necessary):
[Spring / 08] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes,
resources requests, etc?
No Action Items related to Outcome L were developed during the year.
Page 16 of 16