2007 Best Assessment Processes IX Symposium
Rose-Hulman Institute of Technology
Terre Haute, Indiana
Measuring Program
Outcomes using RUBRICs
Sherif Elfass, Ph.D., P.E.
Research Assistant Professor
and
E. “Manos” Maragakis, Ph.D.
Professor and Chair
Department of Civil and Environmental Engineering
University of Nevada, Reno
April 12-14, 2007
Where is UNR?
Presentation Outline
♦ Background Information
♦ Educational Objectives and
Learning Outcomes
♦ Course Outcome Rubrics
• Scales, Subscales and Indicators
• Course Matrix
• Data Collection and Processing
♦ Response Plan
♦ Computer Program
Background Information
Degree titles
♦ Bachelor of Science in Civil Engineering
(BS-CE)
•
•
•
•
Environmental
Geotechnical
Pavements Materials / Transportation
Structures
♦ Bachelor of Science in Environmental
Engineering (BS-EnvE)
Background Information (cont’d)
♦ Faculty
• 15 Academic faculty
• 4 Research faculty
♦ Students
• 320 undergraduates in BS-CE
• 29 undergraduates in BS-EnvE
• Approximately 57 graduates including 19
Ph.D.
Department Mission
The most recent Strategic Plan of the
Department states the mission of the
department as
“…. to offer a broad fundamental education that
emphasizes the creative and analytical skills
necessary for the design, construction, and
operation of the nation’s civil infrastructure
systems………..”
ABET Criteria
Engineering programs must demonstrate that their students attain:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
an ability to apply knowledge of mathematics, science, and engineering
an ability to design and conduct experiments, as well as to analyze and
interpret data
an ability to design a system, component, or process to meet desired
needs within realistic constraints such as economic, environmental,
social, political, ethical, health and safety, manufacturability, and
sustainability
an ability to function on multi-disciplinary teams
an ability to identify, formulate, and solve engineering problems
an understanding of professional and ethical responsibility
an ability to communicate effectively
the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
a recognition of the need for, and an ability to engage in life-long learning
a knowledge of contemporary issues
an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice.
Program Educational
Objectives
1. Equip students with the problem-solving skills and knowledge
necessary for employment as civil and environmental
engineers and in related job functions in consulting, industry,
government, and academia;
2. Produce graduates with the sound backgrounds needed to
undertake the analysis and design of civil and environmental
infrastructure systems and function effectively in
multidisciplinary teams;
3. Provide competent coverage in selected civil engineering
disciplines so that the graduates can successfully acquire
professional registration and those who are well qualified can
pursue graduate studies;
Program Educational
Objectives (cont’d)
4.
Graduate well-rounded engineers, who become valuable
members of the society-at-large with a good understanding of
social, ethical, and technical issues, have effective
communication skills, and are sensitive to the protection of
environment;
5.
Instill graduates with an awareness and appreciation of
contemporary and complex issues, diverse cultural and
humanistic issues, and the value of life-long learning and
professional development.
Program Educational
Objectives (cont’d)
○
○
●
●
(k) Modern Tools
(j) Contemporary Issues
● ○
○
○
○
● ● ●
● ●
(i) Life-Long Learning
○
○
○
●
●
(h) Global Context
(c) Eng. design
(b) Experiments
●
●
●
○
(g) Communication
●
● ● ●
● ● ●
● ●
○
(f) Professionalism and Ethics
●
(e) Engineering problems
Skills and Knowledge for
Employment
Background for Design,
Analysis and Team Work
Professional Registration
and Graduate Study
Social/Ethical/Communication/Environment
Contemporary
Issues/Global/Life-Long
(d) Multi-disciplinary Teams
Educational Objectives
● Explicit relation
○ Implicit relation
(a) Fundamentals in math/science eng.
ABET 2005 Criteria
●
●
●
●
Learning Outcomes
Outcome 1 – Graduates with a B.S. in Civil Engineering from the
University of Nevada, Reno will have proficiency in
fundamental science and engineering principles necessary for
the practice of civil engineering including mathematics,
chemistry, physics, solid mechanics, fluid mechanics, and
environmental systems. (ABET Criterion 3 alignment a)
Outcome 2 – Graduates with a B.S. in Civil Engineering from the
University of Nevada, Reno will have the ability to complete
engineering analysis and design problems in structural,
geotechnical, environmental and water resources, and
transportation and materials areas of civil engineering, as
individuals and as members of multidisciplinary teams using
engineering principles and the latest technologies and
engineering tools. (ABET Criterion 3 alignment a, c, d, e, k)
Learning Outcomes (cont’d)
Outcome 3 – Graduates with a B.S. in Civil Engineering from the
University of Nevada, Reno will have a capacity for
investigation and experimentation into physical (engineering)
phenomena along with the ability to analyze and interpret
engineering data in civil and environmental engineering
applications. (ABET Criterion 3 alignment b, k)
Outcome 4 – Graduates with a B.S. in Civil Engineering from the
University of Nevada, Reno will have the skills to communicate
verbally, in writing, and through the use of engineering
communication media; present outcomes of problem solving
and design projects to groups of engineers and lay persons.
(ABET Criterion 3 alignment g, k)
Learning Outcomes (cont’d)
Outcome 5 – Graduates with a B.S. in Civil Engineering from the
University of Nevada, Reno will understand the role civil
engineering plays in our modern global society, that much is to
be learned from the past and applied to the present, and that a
responsible engineer is ethical and will continue to increase
his/her knowledge throughout his/her lifetime. (ABET Criterion
3 alignment f, h, i, j)
Learning Outcomes (cont’d)
Performance Assessment
♦ Brainstorming sessions
between Civil Engineering
faculty and a consultant
from College of Education
♦ Develop an assessment framework
• Aligned to outcomes
• Easily implemented
• Performance/time investment ratio
• Low maintenance
• Close the loop annually
Assessment Process of
Outcomes and Objectives
Assessment Tools
Professional Feedback and Industry
Focus Groups
●
○
○
●
●
●
●
●
●
●
○
●
●
○
○
●
●
○
●
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PE Registration Records
CEE Advisory Board
○ ●
○ ●
Alumni and alumni employer
surveys
●
●
●
○
○
○
Senior exit survey and interviews
● ● ●
● ● ○
FE exam performance
●
●
Faculty self-assessment
Assessment exams
Skills and Knowledge for
Employment
Background for Design,
Analysis and Team Work
Professional Registration
and Graduate Study
Social/Ethical/Communication/Environment
Contemporary
Issues/Global/Life-Long
Course outcome rubrics
Educational Objectives
● Strongly related/used
○ Somewhat related/used
Students’ faculty and course
evaluations
Constituencies and Tools
○
●
●
Course Outcome Rubrics
♦ Two parts
• Description of task
• Scoring criteria (rubric)
♦ Develop scales, subscales,
indicators and course matrix
♦ Course/Learning outcome
Rubrics
What is a Rubric?
A rubric is an evaluation tool
(chart) that is used to help a
professor assess students’
performance through artifacts
fairly and consistently.
Importance of Rubrics
♦ Help define excellence and plan how to help
students achieve it
♦ Communicate to students what constitutes
excellence and how to evaluate their own work
♦ Communicate goals and results to stakeholders
♦ Help raters be accurate, unbiased, and consistent in
scoring
♦ Document the procedures used in making
judgments about students
What is an Artifact?
♦ An artifact is something that
students create in a class to
fulfill course requirements.
♦ Instructors use artifacts in
assessing Rubric scores
♦ Artifacts are also used as
evidence
Items Used As Artifacts
♦ The instructor should choose artifacts which
reflect upon the objectives of the course
which is, in turn, aligned with the objectives
of the department.
♦ Artifacts may include:
•
•
•
•
•
•
Assignments
Exams
Quizzes
Projects
Presentations
Other material
Course Outcome Assessment
Rubrics
Learning Outcome Scales
OUTCOME 1: Proficiency in the application of
fundamental science and engineering principles
necessary for the practice of civil engineering
including mathematics, chemistry, physics, solid
mechanics, fluid mechanics, and environmental
systems. ABET Criterion 3 a
Scale 1.1: Mathematics
Scale 1.2: Basic Engineering Sciences
Scale 1.3: Fundamental Engineering Principles
Scale 1.4: Fundamental Engineering Laboratories
Learning Outcome Scales
(cont’d)
OUTCOME 2: Ability to complete engineering analysis and design
problems in structural, geotechnical, environmental and water
resources, and transportation and materials areas of civil
engineering, as individuals and as a member of multidisciplinary
teams using engineering principles and the latest technologies
and engineering tools. ABET Criterion 3 a, c, d, e, k
Scale 2.1: Structural Engineering
Scale 2.2: Geotechnical Engineering
Scale 2.3: Environmental and Water Resources Engineering
Scale 2.4: Transportation and Materials Engineering
Learning Outcome Scales
(cont’d)
OUTCOME 3: Capacity for investigation and
experimentation into physical (engineering)
phenomena along with the ability to analyze and
interpret engineering data in civil and environmental
engineering applications. ABET Criterion 3 b, k
Scale 3.1: Experimental Design
Scale 3.2: Data Analysis and Presentation
Learning Outcome Scales
(cont’d)
OUTCOME 4: Skills to communicate verbally, in
writing, and through the use of engineering
communication media; present outcomes of problem
solving and design projects to groups of engineers
and lay persons. ABET Criterion 3 g, k
Scale 4.1: Oral Reports
Scale 4.2: Written Reports
Learning Outcome Scales
(cont’d)
OUTCOME 5: Understand the role civil engineering
plays in our modern global society, that much is to be
learned from the past and applied to the present, and
that a responsible engineer is ethical and will
continue to increase his/her knowledge throughout
his/her lifetime. ABET Criterion 3 f, h, i, j
Scale 5.1: Professional and Ethical Responsibility
Scale 5.2: Life-long Learning
Learning Outcome Subscales
OUTCOME 1: Proficiency in the application of fundamental science and
engineering principles necessary for the practice of civil engineering including
mathematics, chemistry, physics, solid mechanics, fluid mechanics, and
environmental systems. ABET Criterion 3 a
Scale 1.1: Mathematics
1.1a: Demonstrate proficiency in application of mathematics
1.1b: Demonstrate proficiency in computational and numerical methods
Scale 1.2: Basic Engineering Sciences
1.2a: Demonstrate proficiency in application of physics and chemistry
Scale 1.3: Fundamental Engineering Principles
1.3a: Demonstrate proficiency in statics and dynamics
1.3b: Demonstrate proficiency in solid mechanics proficiency in
engineering hydrology and fluid mechanics
1.3c: Demonstrate proficiency in engineering hydrology and fluid
mechanics
1.3d: Demonstrate proficiency in environmental systems engineering
Scale 1.4: Fundamental Engineering Laboratories
1.4a: Demonstrate ability to collect and analyze laboratory and field data
Learning Outcome Subscales
(cont’d)
OUTCOME 2: Ability to complete engineering analysis and design problems in structural,
geotechnical, environmental and water resources, and transportation and materials areas of
civil engineering, as individuals and as a member of multidisciplinary teams using
engineering principles and the latest technologies and engineering tools. ABET Criterion 3 a,
c, d, e, k
Scale 2.1: Structural Engineering
2.1a: Demonstrate proficiency in structural analysis using appropriate tools
2.1b: Demonstrate ability to design a structure using appropriate tools
Scale 2.2: Geotechnical Engineering
2.2a: Demonstrate proficiency in fundamentals of soil properties
2.2b: Demonstrate ability to analyze interactions between soils and structures using
appropriate tools
Scale 2.3: Environmental and Water Resources Engineering
2.3a: Demonstrate ability to design water and wastewater system components
using appropriate tools
2.3b: Demonstrate ability to perform hydrologic analysis and environmental impacts
using appropriate tools
Scale 2.4: Transportation and Materials Engineering
2.4a: Demonstrate ability to analyze traffic capacity and traffic safety using
appropriate tools
2.4b: Demonstrate ability to evaluate highway materials and design highways using
appropriate tools
2.4c: Demonstrate ability to perform engineering tasks including drawings,
contracts, specifications, and cost estimates
Learning Outcome Subscales
(cont’d)
OUTCOME 3: Capacity for investigation and experimentation into
physical (engineering) phenomena along with the ability to
analyze and interpret engineering data in civil and environmental
engineering applications. ABET Criterion 3 b, k
Scale 3.1: Experimental Design
3.1a: Demonstrate understanding of the requirements and
planning process for experimental design
3.1b: Demonstrate proficiency in conducting experiments
Scale 3.2: Data Analysis and Presentation
3.2a: Demonstrate proficiency in organization and
manipulation of collected data
3.2b: Demonstrate proficiency in interpretation and
development of conclusions from data analysis
Learning Outcome Subscales
(cont’d)
OUTCOME 4: Skills to communicate verbally, in writing, and through the use
of engineering communication media; present outcomes of problem
solving and design projects to groups of engineers and lay persons. ABET
Criterion 3 g, k
Scale 4.1: Oral Reports
4.1a: Demonstrate proficiency in organization of content
for oral presentation
4.1b: Demonstrate proficiency in use of visual aids
4.1c: Demonstrate proficiency in presentation delivery and
group synergism/dynamics (if applicable)
4.1d: Demonstrate ability to effectively respond to
questions
4.1e: Demonstrate ability to generate positive audience
reaction
Scale 4.2: Written Reports
4.2a: Demonstrate proficiency in organization of content for
written reports
4.2b: Demonstrate proficiency in effective report mechanics
4.2c: Demonstrate effective use of software to prepare written report
Learning Outcome Subscales
(cont’d)
OUTCOME 5: Understand the role civil engineering plays in our
modern global society, that much is to be learned from the past
and applied to the present, and that a responsible engineer is
ethical and will continue to increase his/her knowledge
throughout his/her lifetime. ABET Criterion 3 f, h, i, j
Scale 5.1: Professional and Ethical Responsibility
5.1a: Demonstrate understanding of role and impact of
engineering solutions in a global society
5.1b: Demonstrate understanding of ethical responsibility
5.1c: Demonstrate proficiency in leadership and activism
Scale 5.2: Life-long Learning
5.2a: Demonstrate awareness of and the ability to engage
in life-long learning
See
Supplementary
Documents
Outcome Assessment Rubrics
(Scales, Subscales and Indicators)
See
Supplementary
Documents
Outcome Assessment Rubrics
(Scores)
Outcomes and Course Matrix
See
Supplementary
Documents
Outcomes and Course Matrix
Reporting Form
See
Supplementary
Documents
Coversheet for Artifacts
See
Supplementary
Documents
Guideline to Assess Rubric
Scores
1. Refer to Outcomes and Course Matrix to determine which
scale indicators you are responsible for assessing in your
course(s).
2. Select artifacts from among your course assignments that will
provide evidence for meeting the scale indicator criteria. Only
one or two artifacts are needed—whatever will cover the scale
indicators.
3. Use the Outcome Rubric to assess student work on the
artifacts related to the scale indicators. A Student Grading
Sheet can be found in the forms section that may be helpful.
Calculate the mean performance for your class on each scale
indicator. Complete the Course Reporting Form showing
results for all scale indicators for the course.
Guideline to Assess Rubric
Scores (cont’d)
4. Collect student work samples of the artifacts for inclusion in
the Outcomes Notebook—a representative sample of one or
two students from middle-high performance level is all that is
required. Be sure to include a description of the assignment
and any associated grading criteria. Note: The grade on the
assignment may be on a different grading scale than that of
the rubric, although the student’s grade should certainly inform
the performance level on the rubric— i.e. a grade of 97%
would most likely earn a “4” on the rubric, while a grade of
70% might earn a “2” depending on your grading style and the
range of scores.
5. Complete the Outcome Assessment Sheet for Artifacts for
each one of the artifacts you have selected and submit the
artifact with the accompanying form to the designated person
responsible for the Outcomes Notebooks.
Combining Rubrics with Other
Assessment Tools
Target Performance Goal
“Among undergraduate students enrolled
in [or graduating from] Civil Engineering,
80% will meet or exceed (be at least
satisfied) on each of the five Outcomes
assessed by the measurable
performance criteria.”
Performance Scores of CE
Outcomes
100%
90%
Performance Score
80%
70%
60%
85%
83%
83%
83%
79%
50%
40%
30%
20%
10%
0%
Outcome 1
ABET criterion (a)
Outcome 2
(a) (c) (d) (e) (k)
Outcome 3
(b) (k)
Outcome 4
(g) (k)
Outcome 5
(f) (h) (i) (j)
Response Plan
Accordingly, following actions are implemented based
on the assessment of outcomes:
•
If 80% or above meets or exceeds expectation: No action
necessary; however individual ABET criterion (a through k)
must still be examined
•
If 60-80% meets expectation: Identify ABET criteria that
require attention. ABET committee makes recommendations
to individual faculty that address the criteria
•
If 60% or less meets expectation: Identify ABET criteria that
require attention. Curriculum/ABET committee brings it to the
department for department-wide solution to the issue
Improvement Plan for CE
Program Objectives
Department ABET Committee
Memo
Implementation
♦ A Windows-based computer
program was developed to
facilitate data collection and
processing
♦ Data is stored in Access database
♦ Instant feedback on performance
♦ Reports can be easily generated
Work-In-Progress
Instructor Program
Administration Program
Reports
Work on the Program Continues
Acknowledgement
The presenters would like to
acknowledge the effort put forward by
the members of the Department ABET
Committee
♦
♦
♦
♦
♦
Keith Dennett
Eric Marchand
Gary Norris
Gokhan Pekcan
Raj Siddharthan
Thank you for your attention
Questions ?
2007 Best Assessment Processes IX Symposium
Rose-Hulman Institute of Technology
Terre Haute, Indiana
Measuring Program Outcomes
using RUBRICs
Supplementary Documents
Sherif Elfass, Ph.D., P.E.
Research Assistant Professor
and
E. “Manos” Maragakis, Ph.D.
Professor and Chair
Department of Civil and Environmental Engineering
University of Nevada, Reno
April 12-14, 2007
Learning Outcome Scales
OUTCOME 1: Proficiency in the application of fundamental science and engineering principles necessary for the practice of civil
engineering including mathematics, chemistry, physics, solid mechanics, fluid mechanics, and environmental systems. ABET
Criterion 3 a
Scale 1.1: Mathematics
1.1a: Demonstrate proficiency in application of mathematics
1.1b: Demonstrate proficiency in computational and numerical methods
Scale 1.2: Basic Engineering Sciences
1.2a: Demonstrate proficiency in application of physics and chemistry
Scale 1.3: Fundamental Engineering Principles
1.3a: Demonstrate proficiency in statics and dynamics
1.3b: Demonstrate proficiency in solid mechanics proficiency in engineering hydrology and fluid mechanics
1.3c: Demonstrate proficiency in engineering hydrology and fluid mechanics
1.3d: Demonstrate proficiency in environmental systems engineering
Scale 1.4: Fundamental Engineering Laboratories
1.4a: Demonstrate ability to collect and analyze laboratory and field data
OUTCOME 2: Ability to complete engineering analysis and design problems in structural, geotechnical, environmental and water
resources, and transportation and materials areas of civil engineering, as individuals and as a member of multidisciplinary teams
using engineering principles and the latest technologies and engineering tools. ABET Criterion 3 a, c, d, e, k
Scale 2.1: Structural Engineering
2.1a: Demonstrate proficiency in structural analysis using appropriate tools
2.1b: Demonstrate ability to design a structure using appropriate tools
Scale 2.2: Geotechnical Engineering
2.2a: Demonstrate proficiency in fundamentals of soil properties
2.2b: Demonstrate ability to analyze interactions between soils and structures using appropriate tools
Scale 2.3: Environmental and Water Resources Engineering
2.3a: Demonstrate ability to design water and wastewater system components using appropriate tools
2.3b: Demonstrate ability to perform hydrologic analysis and environmental impacts using appropriate tools
Scale 2.4: Transportation and Materials Engineering
2.4a: Demonstrate ability to analyze traffic capacity and traffic safety using appropriate tools
2.4b: Demonstrate ability to evaluate highway materials and design highways using appropriate tools
2.4c: Demonstrate ability to perform engineering tasks including drawings, contracts, specifications, and cost estimates
OUTCOME 3: Capacity for investigation and experimentation into physical (engineering) phenomena along with the ability to
analyze and interpret engineering data in civil and environmental engineering applications. ABET Criterion 3 b, k
Scale 3.1: Experimental Design
3.1a: Demonstrate understanding of the requirements and planning process for experimental design
3.1b: Demonstrate proficiency in conducting experiments
Scale 3.2: Data Analysis and Presentation
3.2a: Demonstrate proficiency in organization and manipulation of collected data
3.2b: Demonstrate proficiency in interpretation and development of conclusions from data analysis
OUTCOME 4: Skills to communicate verbally, in writing, and through the use of engineering communication media; present
outcomes of problem solving and design projects to groups of engineers and lay persons. ABET Criterion 3 g, k
Scale 4.1: Oral Reports
4.1a: Demonstrate proficiency in organization of content for oral presentation
4.1b: Demonstrate proficiency in use of visual aids
4.1c: Demonstrate proficiency in presentation delivery and group synergism/dynamics (if applicable)
4.1d: Demonstrate ability to effectively respond to questions
4.1e: Demonstrate ability to generate positive audience reaction
Scale 4.2: Written Reports
4.2a: Demonstrate proficiency in organization of content for written reports
4.2b: Demonstrate proficiency in effective report mechanics
4.2c: Demonstrate effective use of software to prepare written report
OUTCOME 5: Understand the role civil engineering plays in our modern global society, that much is to be learned from the past
and applied to the present, and that a responsible engineer is ethical and will continue to increase his/her knowledge throughout
his/her lifetime. ABET Criterion 3 f, h, i, j
Scale 5.1: Professional and Ethical Responsibility
5.1a: Demonstrate understanding of role and impact of engineering solutions in a global society
5.1b: Demonstrate understanding of ethical responsibility
5.1c: Demonstrate proficiency in leadership and activism
Scale 5.2: Life-long Learning
5.2a: Demonstrate awareness of and the ability to engage in life-long learning
.
2
CE OUTCOME ASSESSMENT RUBRICS
3
CIVIL ENGINEERING OUTCOME ASSESSMENT RUBRIC
Outcome 1
Proficiency in fundamental science and engineering principles necessary for the
practice of civil engineering including mathematics, chemistry, physics, solid
mechanics, fluid mechanics, and environmental systems. ABET Criterion 3 a
Scale 1.1: Mathematics
Not
Acceptable
Below
Expectations
Meets
Expectations
1
2
3
1.1a: Demonstrate proficiency in application of mathematics
Inability to
Formulate and
Apply correct Independently
solve math
apply correct
mathematical
apply correct
models to analyze mathematical
concepts to
mathematical
and/or evaluate
concepts to
formulate a
concepts to
system
formulate a math model and formulate a
performance
math model and solve problems math model to
solve problems. with instructor solve problems
assistance.
with few
conceptual or
procedural
errors.
Apply concepts
Inability to
Apply correct Independently
and governing
apply correct
concepts and apply concepts
equations to solve concepts and choose correct use governing
equilibrium
choose correct
governing
equations to
problems
governing
equations to solve problems
equations to solve problems
with few
solve problems. with instructor conceptual or
assistance.
procedural
errors.
Exceeds
Expectations
Score
4
Independently
apply correct
mathematical
concepts to
formulate a
math model and
solve problems
with no
conceptual or
procedural
errors.
Independently
apply correct
concepts and
choose correct
governing
equations to
solve problems
with no
conceptual or
procedural
errors.
1.1b: Demonstrate proficiency in computational and numerical methods
Utilize appropriate
Inability to
Ability to
Independently Independently
computational
choose and
choose and
choose and
choose and
tools and
utilize
utilize
utilize
utilize
numerical
appropriate
appropriate
appropriate
appropriate
methods
computational computational computational computational
necessary for
tools and
tools and
tools and
tools and
engineering
numerical
numerical
numerical
numerical
practice
methods to
methods to
methods to
methods to
solve problems solve problems solve problems solve problems
with significant
with few
with no
instructor
conceptual
conceptual or
assistance.
and/or
computational
computational
errors.
errors.
4
Scale 1.2: Basic Engineering Sciences
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
1.2a: Demonstrate proficiency in application of physics and chemistry
Inability to
Apply
Apply correct Independently Independently
fundamental
apply correct
scientific
apply correct
apply correct
concepts of
scientific
concepts to
scientific
scientific
physics and
concepts to
solve problems
concepts to
concepts to
chemistry to solve solve problems. with significant solve problems solve problems
problems
instructor
with few
with no
assistance.
conceptual or
conceptual or
procedural
procedural
errors.
errors.
Scale 1.3: Fundamental Engineering Principles
Not
Acceptable
Below
Expectations
Meets
Expectations
1
2
3
1.3a: Demonstrate proficiency in statics and dynamics
Develop
Inability to
Analyze basic Independently
fundamental
analyze basic
structural
analyze basic
knowledge of
structural
elements for
structural
statics and
elements for
static and/or
elements for
dynamics
static and/or
dynamic
static and/or
dynamic
equilibrium
dynamic
equilibrium
using
equilibrium
appropriate
using
mathematics
appropriate
and physics
mathematics
with instructor
and physics
assistance
with few
conceptual
and/or
computational
errors
Exceeds
Expectations
Score
4
Independently
analyze basic
structural
elements for
static and/or
dynamic
equilibrium
using
appropriate
mathematics
and physics
with no
conceptual or
computational
errors
5
1.3b: Demonstrate proficiency in solid mechanics
Inability to
Independently
Independently
Develop a
analyze basic
analyze basic
analyze basic
fundamental
structural
structural
structural
knowledge of
elements
elements
elements
solid mechanics
Independently
analyze basic
structural
elements
subjected to
subjected to
subjected to
subjected to
loading using
loading using
loading using
loading using
appropriate
appropriate
appropriate
appropriate
mathematics and mathematics and mathematics and mathematics and
physics
physics with
physics with few physics with no
instructor
conceptual
conceptual or
assistance
and/or
computational
computational
errors
errors
1.3c: Demonstrate proficiency in engineering hydrology and fluid mechanics
Develop a
Inability to
Apply concepts Independently Independently
fundamental
apply concepts of engineering apply concepts apply concepts
knowledge of
of engineering
hydrology to
of engineering of engineering
engineering
hydrology to solve problems hydrology to
hydrology to
hydrology
solve problems
related to
solve problems solve problems
related to
prediction of
related to
related to
prediction of
runoff and
prediction of
prediction of
runoff and
groundwater
runoff and
runoff and
groundwater
flow with
groundwater
groundwater
flow.
significant
flow with few
flow with no
instructor
conceptual
conceptual and
assistance.
and/or
computational
computational
errors.
errors.
Develop a
Inability to
Apply
Independently Independently
fundamental
apply
conservation
apply
apply
knowledge of fluid conservation
laws to solve
conservation
conservation
mechanics
laws to solve fluid mechanics laws to solve
laws to solve
fluid mechanics problems with fluid mechanics fluid mechanics
problems.
significant
problems with problems with
instructor
few conceptual no conceptual
assistance.
and/or
and
computational computational
errors.
errors.
6
1.3d: Demonstrate proficiency in environmental systems engineering
Inability to
Develop a
Analyze the
Independently Independently
fundamental
analyze the
analyze the
performance of
analyze the
knowledge of
performance of a unit process performance of performance of
various water and a unit process
in water or
a unit process a unit process
wastewater
in water or
in water or
wastewater
in water or
treatment
wastewater
wastewater
treatment by
wastewater
processes (i.e.,
treatment by
treatment by
applying
treatment by
physical,
applying
applying
fundamental
applying
chemical, and
fundamental
fundamental
knowledge of
fundamental
biological)
knowledge of
knowledge of
physical,
knowledge of
physical,
physical,
chemical, and
physical,
chemical, and
biological
chemical, and chemical, and
biological
biological
processes and
biological
processes and current design processes and processes and
current design
criteria with
current design current design
criteria
significant
criteria with few criteria with no
conceptual
conceptual and
instructor
and/or
computational
assistance
computational
errors
errors
Develop an
Identify
Independently Independently
understanding
Inability to
potential
identify both
identify
identify
and appreciation
environmental
potential
potential
of the potential
potential
benefits and
environmental environmental
environmental adverse impacts
impacts of
benefits and
benefits and
engineered
benefits and associated with
adverse impacts adverse impacts
adverse impacts
systems on the
engineered
associated with associated with
associated with systems with
environment
engineered
engineered
engineered
significant
systems with a systems with no
systems
instructor
omissions
few omissions
assistance
Scale 1.4: Fundamental Engineering Laboratories
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
1.4a: Demonstrate ability to collect and analyze laboratory and field data
Collect, analyze,
Inability to
Independently Independently Independently
and synthesize
collect field
collect field
collect field
collect field
data related to
measurements measurements measurements measurements
engineering
and analyze
and analyze
and analyze
and analyze
surveying and
data using
data using
data using
data using
field
principles of
principles of
principles of
principles of
measurements
engineering
engineering
engineering
engineering
surveying
surveying
surveying
surveying
with significant
with few
with no
instructor
procedural
procedural
assistance
errors
errors
7
Collect, analyze,
and synthesize
data related to
the properties
and behavior of
soils in the
geotechnical
laboratory
Inability to
Observe the
perform
collection of
fundamental
samples,
laboratory tests
perform
or collect,
fundamental
analyze, or
laboratory
synthesize
tests, and
appropriate collect, analyze,
and synthesize
data
appropriate
data with
significant
instructor
assistance
Inability to
Collect, analyze,
Perform
and synthesize
perform
fundamental
data related to
fundamental laboratory tests
the behavior of
and collect,
laboratory tests
water in open
or collect,
analyze, and
channels and
analyze, and
synthesize
piping systems in
synthesize
experimental
the fluid
experimental
data with
mechanics
data
significant
laboratory
instructor
assistance
Observe the
collection of
samples,
independently
perform
fundamental
laboratory
tests, and
collect, analyze,
and synthesize
appropriate
data with few
procedural
errors
Independently
perform
fundamental
laboratory tests
and collect,
analyze, and
synthesize
experimental
data with few
procedural
errors
Observe the
collection of soil
samples,
independently
perform
fundamental
laboratory
tests, and
collect, analyze,
and synthesize
appropriate
data with no
procedural
errors
Independently
perform
fundamental
laboratory tests
and collect,
analyze, and
synthesize
experimental
data with no
procedural
errors
8
Collect, analyze,
and synthesize
data related to
the mechanical
and chemical
behavior of
engineering
materials in the
materials
laboratory
Inability to
Collect samples, Independently
perform
collect samples,
collect samples,
perform
perform
fundamental
fundamental
fundamental
laboratory
laboratory
laboratory
tests, and
tests, or collect, collect, analyze,
tests, and
analyze, and and synthesize collect, analyze,
synthesize
experimental and synthesize
experimental
experimental
data with
data with few
data
significant
procedural
instructor
errors
assistance
Independently
collect samples,
perform
fundamental
laboratory
tests, and
collect, analyze,
and synthesize
experimental
data with no
procedural
errors
Total Points
Outcome 1 Mean Score (Total/14)
9
CIVIL ENGINEERING OUTCOME ASSESSMENT RUBRIC
Outcome 2
Ability to complete engineering analysis and design problems in structural,
geotechnical, environmental and water resources, and transportation and materials
areas of civil engineering, as individuals and as a member of multidisciplinary
teams using engineering principles and the latest technologies and engineering
tools. ABET Criterion 3 a, c, d, e, k
Scale 2.1: Structural Engineering
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
2.1a: Demonstrate proficiency in structural analysis using appropriate tools
Develop a
Inability to take
Take a
Take a
Take a
fundamental
a determinant determinant or determinant or determinant or
knowledge of
or
indeterminate indeterminate indeterminate
structural analysis indeterminate
system and
system and
system and
system and
analyze the
independently independently
analyze the
system in terms
analyze the
analyze the
system in terms of moments, system in terms system in terms
of moments, shears, internal of moments,
of moments,
shears, internal
shears, internal shears, internal
forces with
forces
forces with few forces with no
significant
conceptual
conceptual
instructor
and/or
and/or
assistance
computational computational
errors
errors
2.1b: Demonstrate ability to design a structure using appropriate tools
Inability to
Apply
Design a
Independently Independently
fundamental
design a
structure using
design a
design a
principles of
structure using
structural
structure using structure using
structural
structural
materials by
structural
structural
systems to design materials by
applying
materials by
materials by
a structure
applying
fundamental
applying
applying
fundamental
knowledge of
fundamental
fundamental
knowledge of
structural
knowledge of
knowledge of
structural
concepts using
structural
structural
concepts using current design concepts using concepts using
current design
criteria and
current design current design
criteria and
specifications
criteria and
criteria and
specifications with significant specifications
specifications
instructor
with a few
with no
assistance
conceptual
conceptual and
and/or
computational
computational
errors
errors
10
Scale 2.2: Geotechnical Engineering
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
2.2a: Demonstrate proficiency in fundamentals of soil properties
Develop
Inability to
Assess
Independently Independently
fundamental
assess
fundamental soil
assess
assess
knowledge of soil fundamental soil properties using fundamental soil fundamental soil
properties
properties using
results of
properties using properties using
results of
results of
results of
appropriate
appropriate
appropriate
appropriate
laboratory
laboratory
laboratory
laboratory
analyses with
analyses
analyses with a analyses with
significant
few conceptual no conceptual
instructor
and/or
and/or
assistance
computational computational
errors
errors
2.2b: Demonstrate ability to analyze interactions between soils and structures
using appropriate tools
analyze systems
Inability to
Independently Independently
Incorporate
involving the
incorporate fundamental soil incorporate
incorporate
interaction soils
fundamental soil properties into fundamental soil fundamental soil
and structures
properties into the analysis and properties into properties into
the analysis and design of soil the analysis and the analysis and
design of soil
design of soil
design of soil
and structure
and structure interactions with and structure
and structure
significant
interactions
interactions with interactions with
a few
no conceptual
instructor
conceptual
and/or
assistance
and/or
computational
computational
errors
errors
11
Scale 2.3: Environmental and Water Resources Engineering
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
2.3a: Demonstrate ability to design water and wastewater system components
using appropriate tools
Design a water or
Inability to
Apply
Independently Independently
wastewater
apply
apply
fundamental
apply
treatment
fundamental concepts of fluid fundamental
fundamental
process, piping
concepts of fluid mechanics and concepts of fluid concepts of fluid
network, pumping mechanics and environmental mechanics and mechanics and
system, or
environmental engineering to environmental environmental
wastewater
engineering to
engineering to engineering to
design an
collection system
design an
design an
design an
environmental
environmental
environmental environmental
system with
system
system with few system with no
significant
conceptual
conceptual or
instructor
and/or
computational
assistance
computational
errors
errors
Apply modern
Inability to use Use computer Independently Independently
commercial
software to
computer
use computer
use computer
engineering
analyze the
software to
software to
software to
design and
performance of
analyze the
analyze the
analyze the
analysis software performance of a piping system performance of performance of
for water and
a piping system with instructor a piping system a piping system
wastewater
with a few
with no
assistance
systems
conceptual
conceptual and
and/or
computational
computational
errors
errors
Prepare
Inability to
Independently
Prepare fair
Prepare good
engineering
prepare suitable
quality
quality, detailed prepare high
drawings
engineering
engineering
quality, detailed
engineering
including plans,
engineering
drawings
drawings using drawings using
profiles, and cross showing plans, computer aided computer aided drawings using
sectional
profiles, and design software design software computer aided
elements as part cross sectional including plans, including plans, design software
of a design
profiles, and including plans,
elements of a
profiles, and
project
profiles, and
proposed
cross sectional cross sectional
elements of a cross sectional
structure or
elements of a
proposed
elements of a
system
proposed
structure or
proposed
structure or
system
structure or
system
system
12
Prepare a
preliminary cost
estimate as part
of a design
project
Inability to
Prepare a
prepare a
preliminary cost
preliminary cost estimate for a
estimate for a
proposed
proposed
structure or
structure or
system using
system using
appropriate
appropriate
methods of
methods of
engineering
engineering
economics with
economics
instructor
assistance
Independently Independently
prepare a
prepare a
preliminary cost preliminary cost
estimate for a estimate for a
proposed
proposed
structure or
structure or
system using
system using
appropriate
appropriate
methods of
methods of
engineering
engineering
economics with economics with
few conceptual no conceptual
and/or
or
computational computational
errors
errors
2.3b: Demonstrate ability to perform hydrologic analysis and environmental
impacts using appropriate tools
Perform a
Apply concepts Independently Independently
Inability to
hydrological
apply concepts of engineering apply concepts apply concepts
analysis and
of engineering hydrology and of engineering of engineering
prepare a design
hydrology and fluid mechanics hydrology and hydrology and
of drainage
to design a
fluid mechanics
fluid mechanics fluid mechanics
systems
drainage system
to design a
to design a
to design a
associated with a drainage system with significant drainage system drainage system
highway system
with few
with no
instructor
conceptual
conceptual or
assistance
and/or
computational
computational
errors
errors
Perform an
Inability to
Independently Independently
Prepare an
environmental
prepare a
prepare an
prepare an
environmental
impact
complete
environmental
environmental
impact
assessment
environmental
impact
impact
assessment with
related to a
significant
impact
assessment
assessment with
proposed highway
a few omissions assessment with
instructor
system
no omissions
assistance
Scale 2.4: Transportation and Materials Engineering
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
2.4a: Demonstrate ability to analyze traffic capacity and traffic safety using
appropriate tools
Inability to
Perform capacity,
Apply concepts Independently Independently
level of service,
apply concepts
of capacity,
apply concepts apply concepts
and safety
of capacity,
level of service,
of capacity,
of capacity,
analyses for
level of service, and safety to level of service, level of service,
major traffic
and safety to
analyze the
and safety to
and safety to
facilities
analyze the
performance of
analyze the
analyze the
performance of a major traffic performance of performance of
13
a major traffic
facility
facility with
significant
instructor
assistance
a major traffic a major traffic
facility with few facility with no
conceptual
conceptual or
and/or
computational
computational
errors
errors
2.4b: Demonstrate ability to evaluate highway materials and design highways using
appropriate tools
Independently
Design a highway Inability to apply Apply concepts Independently
apply concepts of apply concepts of
of materials
concepts of
system using
selection,
materials
materials
materials
concepts of
geometric
design
selection,
selection
selection,
geometric design
geometric design
geometric design geometric design
and traffic
and traffic
engineering
and
traffic
and traffic
and traffic
engineering
operations
engineering
engineering
engineering
operations
principles to
operations
operations
operations
principles
design a highway
principles to
principles to
principles to
design a highway
design a highway design a highway
system with
significant
system
system with few system with no
instructor
conceptual
conceptual or
assistance
and/or
computational
computational
errors
errors
2.4c: Demonstrate ability to perform engineering tasks including drawings,
contracts, specifications, and cost estimates
Prepare
Inability to
Prepare fair
Prepare good
Independently
engineering
prepare suitable
quality
quality, detailed prepare high
drawings
engineering
engineering
engineering
quality, detailed
including plans,
engineering
drawings
drawings using drawings using
profiles, and cross showing plans, computer aided computer aided drawings using
sectional
profiles, and design software design software computer aided
elements related cross sectional including plans, including plans, design software
to a highway
profiles, and including plans,
elements of a
profiles, and
design
profiles, and
proposed
cross sectional cross sectional
elements of a cross sectional
highway system elements of a
proposed
elements of a
proposed
proposed
highway system highway system
highway system
Develop an
Inability to
Identify and
Independently Independently
engineering
identify and
compile the
identify and
identify and
contract
compile the
necessary
compile the
compile the
necessary
components of
necessary
necessary
components of an engineering components of components of
an engineering contract with an engineering an engineering
contract
significant
contract with a contract with no
omissions
instructor
few omissions
assistance
14
Prepare
engineering
specifications
related to the
design of a
highway system
Prepare a
preliminary cost
estimate for an
engineering
design
Inability to
compile a
relevant set of
engineering
specifications
Compile a
complete and
relevant set of
engineering
specifications
with significant
assistance from
instructor
Inability to
Prepare a
prepare a
preliminary cost
preliminary cost estimate for a
estimate for a
proposed
proposed
structure or
structure or
system using
system using
appropriate
appropriate
methods of
methods of
engineering
engineering
economics with
economics
instructor
assistance
Compile a
complete and
relevant set of
engineering
specifications
with minor
assistance from
instructor
Independently
prepare a
preliminary cost
estimate for a
proposed
structure or
system using
appropriate
methods of
engineering
economics with
few conceptual
and/or
computational
errors
Independently
compile a
complete and
relevant set of
engineering
specifications
Independently
prepare a
preliminary cost
estimate for a
proposed
structure or
system using
appropriate
methods of
engineering
economics with
no conceptual
or
computational
errors
Total Points
Outcome 2 Mean Score (Total/16)
15
CIVIL ENGINEERING ASSESSMENT RUBRIC
Outcome 3
Capacity for investigation and experimentation into physical (engineering)
phenomena along with the ability to analyze and interpret engineering data in civil
and environmental engineering applications. ABET Criterion 3 b, k
Scale 3.1: Experimental Design
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
3.1a: Demonstrate understanding of the requirements and planning process for
experimental design
Identify the
Demonstrates Has basic idea
Establishes
Demonstrates
physical
either no,
but in need of
ground work
comprehensive
phenomenon,
incomplete or
extreme
successfully,
knowledge and
experimental
incorrect
supervision and identifies the
proposes
parameters,
knowledge,
steering in the appropriate/pro improvements
uncertainties,
unable to
right direction per and selects
experimental
identify the
adequate and
methods suitable
physical
feasible,
for the given
phenomenon
describes steps
case, reference
involved
to standard
procedures, etc
3.1b: Demonstrate proficiency in conducting experiments
Select
Demonstrates Has basic idea
Establishes
Demonstrates
appropriate
either no,
but in need of
ground work
comprehensive
equipment/
incomplete or
extreme
successfully,
knowledge and
measuring
incorrect
supervision and identifies the
proposes
devices and
knowledge,
steering in the appropriate/pro improvements
methodology for
unable to
right direction per and selects
conducting
identify
adequate and
experiment
feasible,
describes steps
involved
16
Scale 3.2: Data Analysis and Presentation
Not
Acceptable
Below
Expectations
1
2
3.2a: Demonstrate proficiency in organization
using proper tools (e.g. software)
Demonstrates Has basic idea
Present
experimental
either no,
but in need of
data; plots,
incomplete or
extreme
tables,
incorrect
supervision and
consideration of
knowledge,
steering in the
trends, statistical
unable to
right direction
evaluation
identify
Meets
Expectations
Exceeds
Expectations
Score
3
4
and manipulation of collected data
Demonstrates
Describes the
methods of data comprehensive
analysis, able to knowledge in
identify
data analysis
necessary tools
and
and potential
presentation
errors as well as and requires no
discrepancies,
supervision
identifies trends
and presents
scientific/proces
sed data in a
coherent way
3.2b: Demonstrate proficiency in interpretation and development of conclusions
from data analysis using proper tools (e.g. software)
Interprets results Demonstrates
Able to generate Demonstrates
Has basic
of data analysis
scientific
either no,
comprehensive
knowledge of
and draws
formulations
incomplete or
knowledge and
theory, but in
conclusions and
and reports
incorrect
requires no
need of extreme
makes
knowledge of supervision and based on the
supervision,
connections to
steering in the
experimental
the basic
generates
existing theory
observations
theory, unable right direction
mathematical
and results
to identify and
formulations
discuss
and correct
coherently the
applications that
proposes
experimental
improvements
observations
to existing
and results
theory and
methods
Total Points
Outcome 3 Mean Score (Total/4)
17
CIVIL ENGINEERING OUTCOME ASSESSMENT RUBRIC
Outcome 4
Skills to communicate verbally, in writing, and through the use of engineering
communication media; present outcomes of problem solving and design projects to
groups of engineers and lay persons. ABET Criterion 3 g, k
Scale 4.1: Oral Reports
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
4.1a: Demonstrate proficiency in organization of content for oral presentation
Unsuitable
Somewhat
Suitable,
Superior
Suitable
Introduction
unsuitable, not
appropriate
performance;
focused
clear and
precise
Logical
Unsuitable
Somewhat
Suitable,
Superior
arrangement of
unsuitable, not
appropriate
performance;
topics and
focused
clear and
accuracy of the
precise
presentation
Appropriate
Unsuitable
Somewhat
Suitable,
Superior
conclusions and
unsuitable, not
appropriate
performance;
recommendations
focused
clear and
precise
4.1b: Demonstrate proficiency in use of visual aids
Appropriate
Not clear or Difficulty
Clear and
Superior clarity
choice
readable
reading
readable
and readability
(projection,
overhead,
handouts, etc.)
Effective use of
Not clear or Difficulty
Clear and
Superior clarity
software
readable
reading
readable
and readability
4.1c: Demonstrate proficiency in presentation delivery and group
synergism/dynamics (if applicable)
Voice volume,
Not acceptable
Poor
Acceptable
Superior
enunciation,
performance
performance
performance
speed,
appearance
One person
Even division of
Apparent
Even division of Even division
effort
effort; all
clearly
uneven
and welldominates or
distribution of members speak delegation to
on and answer
did not
effort
group
questions on members, each
contribute
technical
individual has
material
knowledge of
the entire
presentation
18
Interactions
between team
members, time
management
No interaction
Limited
Acceptable
Consistent and
knowledge of
performance complementary
the project,
(back-up); each
individual has a
disorganized
comprehensive
presentation
knowledge of
without proper
the topic
transition
4.1d: Demonstrate ability to effectively respond to questions
Unable to
Evasive, not
Acceptable
Direct and
Quality of
Response
respond
complete
response
comprehensive
4.1e: Demonstrate ability to generate positive audience reaction
Response
Overall poor Somewhat poor
Acceptable
Well-received
performance
performance
Scale 4.2: Written Reports
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
4.2a: Demonstrate proficiency in organization of content for written reports
Unsuitable
Somewhat
Work requested/
Suitable,
Superior
Abstract
unsuitable, not
appropriate
performance;
focused
clear and
precise
Introduction
Unsuitable
Somewhat
Suitable,
Superior
unsuitable, not
appropriate
performance;
focused
clear and
precise
Unsuitable
Somewhat
Theoretical
Suitable,
Superior
development
unsuitable, not
appropriate
performance;
focused
clear and
precise
Results
Unsuitable
Somewhat
Suitable,
Superior
unsuitable, not
appropriate
performance;
focused
clear and
precise
Unsuitable
Somewhat
Conclusions and
Suitable,
Superior
recommendations
unsuitable, not
appropriate
performance;
focused
clear and
precise
4.2b: Demonstrate proficiency in effective report mechanics
Organization
Inappropriate Some content is
Content
Organization
found in
sections of
appropriate to
enhances
inappropriate
report
all sections of
readability
section of
report
and/or
report
understandabilit
y of report
Aesthetics
Visually
Visually poor
Appropriate
Superior
unacceptable
19
Spelling/grammar
Too many
errors to the
extent that it is
unreadable
Some errors
Minimum errors
Superior
spelling and
grammatical
skills
4.2c: Demonstrate effective use of software to prepare written report
Not clear or
Appropriate
Difficulty
Clear and
Superior clarity
choice
readable
reading
readable
and readability
Not clear or Difficulty
Effective use of
Clear and
Superior clarity
software
readable
reading
readable
and readability
Total Points
Outcome 4 Mean Score (Total/20)
20
CIVIL ENGINEERING OUTCOME ASSESSMENT RUBRIC
Outcome 5
Understand the role civil engineering plays in our modern global society, that much
is to be learned from the past and applied to the present, and that a responsible
engineer is ethical and will continue to increase his/her knowledge throughout
his/her lifetime. ABET Criterion 3 f, h, i, j
Scale 5.1: Professional and Ethical Responsibility
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
5.1a: Demonstrate understanding of role and impact of engineering solutions in a
global society
Identify both
Inability to
Identify
Independently Independently
potential benefits
identify
potential
identify both
identify
and adverse
potential
environmental
potential
potential
impacts of
environmental
benefits and
environmental environmental
engineered
benefits and adverse impacts benefits and
benefits and
systems on
adverse impacts associated with adverse impacts adverse impacts
society and the
associated with
associated with associated with
engineered
environment
engineered
engineered
engineered
systems with
systems
systems with a systems with no
significant
omissions
few omissions
instructor
assistance
Inability to
Develop and
Appropriately
Develop and
Appropriately
evaluate
develop and
develop and
evaluate
develop and
alternative
evaluate
evaluate
alternative
evaluate
designs of civil
alternative
alternative
designs of civil
alternative
infrastructure
designs of civil infrastructure designs of civil designs of civil
systems to
infrastructure
infrastructure
systems to
infrastructure
minimize adverse
systems to
systems to
minimize
systems to
environmental
minimize
minimize
adverse
minimize
and societal
adverse
adverse
environmental
adverse
impacts
environmental
and societal
environmental environmental
and societal
and societal
impacts in a
and societal
impacts
impacts
group of
impacts in a
independently
students with
group of
with no
significant
students with
instructor
some assistance assistance from
from the
the instructor
assistance
instructor
21
5.1b: Demonstrate understanding of ethical responsibility
Appropriately
Identify and
Inability to
Identify and
respond to
identify and
identify and
respond to
significant ethical
respond to
respond to
significant
aspects related to
significant
significant
ethical aspects
the design or
ethical aspects related to the ethical aspects
construction of an related to the
related to the
design or
engineered
design or
design or
construction of
system
construction of an engineered construction of
an engineered
an engineered
system in a
system in a
system
group of
group of
students with
students with
significant
assistance from some assistance
the instructor
from the
instructor
Determines
Does not exclude Either unable to
Determines
or skew
determine
whether new
whether new
knowledge that is whether new knowledge has knowledge has
pertinent even
knowledge has an impact on
an impact on
when it impacts
an impact on the individual’s the individual’s
the individual's
the individual’s value system
value system
value system.
value system or and takes steps and takes steps
takes no steps
to reconcile
to reconcile
to reconcile
differences with differences with
little bias
little bias
differences.
Appropriately
identify and
respond to
significant
ethical aspects
related to the
design or
construction of
an engineered
system
independently
with no
assistance from
the instructor
Determines
whether new
knowledge has
an impact on
the individual’s
value system
and
takes steps to
reconcile
differences
without bias
5.1c: Demonstrates proficiency
Demonstrate
Does not
leadership skills in participate in
classroom setting
class
discussions/
activities and
does not
interact with
fellow students
Demonstrate
leadership skills
through student
membership in
professional
societies
in leadership and activism
Participates Participates to a Participates to a
moderate
high degree in
infrequently in
degree in class
class
class
discussions/
discussions/
discussions/
activities and
activities and
activities and
sometimes
often engages
rarely engages
fellow students engages fellow fellow students
students in
in positive
in positive
positive
behaviors
behaviors
behaviors
relative to the
relative to the
relative to the
engineering
engineering
engineering
profession
profession
profession
Is not a member of a
Is a member of Participates as
professional engineering society a professional
an active
engineering
member in a
society
professional
engineering
society
22
Attend public
meetings related
to impacts of
proposed
infrastructure
systems
Express no
Express no
interest in
interest in
public hearings public hearings
or meetings
or meetings
related to
related to
impacts of
impacts of
proposed
proposed
infrastructure
infrastructure
systems
systems
Actively
Actively
participate in at participate in
least one public two or more
hearing or
public hearings
meeting related or meetings
to impacts of
related to
proposed
impacts of
infrastructure
proposed
systems prior to infrastructure
graduation
systems prior to
graduation
Scale 5.2: Life-long Learning
Not
Acceptable
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Score
1
2
3
4
5.2a: Demonstrate awareness of and the ability to engage in life-long learning
Pass the
Unable to pass Unable to pass
Pass the FE
Pass the FE
Fundamentals of
the FE exam
the FE exam
exam prior to
exam prior to
Engineering (FE) after more than
prior to
graduation after graduation after
exam
two attempts
two attempts
one attempt
graduation
Express a desire Express no interest in becoming
Express sincere interest in
to complete
a licensed civil or environmental
becoming a licensed civil or
requirements for
engineer
environmental engineer
licensure as a
professional
engineering
Participate in
Participates in Participates in Participates in
Does not
extra-curricular
participate in extra-curricular extra-curricular extra-curricular
professional
extra-curricular professional
professional
professional
activities as an
professional
activities one
activities with a
activities
undergraduate:
activities prior
time prior to successfully two high degree of
• Engineering
times prior to success three or
to graduation
graduation
internship
more times
graduation
• Undergraduate
prior to
research
graduation
programs
• Attend a CEE
professional
conference
• Design
competitions
Total Points
Outcome 5 Mean Score (Total/10)
23
OUTCOMES AND COURSE MATRIX
24
Outcome 1
Graduates with a B.S. in Civil Engineering from the University of Nevada, Reno will
have proficiency in fundamental science and engineering principles necessary for
the practice of civil engineering including mathematics, chemistry, physics, solid
mechanics, fluid mechanics, and environmental systems.
ABET Criterion 3 Alignment: a
Representative Courses Responsible for Meeting Outcome 1
Scale 1.1: Mathematics
a. Demonstrate proficiency in application of mathematics
b. Demonstrate proficiency in computational and
numerical methods
Scale 1.2: Basic Engineering Sciences
a. Demonstrate proficiency in application of physics and
chemistry
Scale 1.3: Fundamental Engineering Principles
a. Demonstrate proficiency in statics and dynamics
b. Demonstrate proficiency in solid mechanics
c. Demonstrate proficiency in engineering hydrology and
fluid mechanics
CEE 241
CEE 367L
CEE 371
CEE 372
CEE 381
CEE 390
ME 367
CEE 404
CEE 418
CEE 479
CEE 371
CEE 404
CEE 418
CEE 479
CS 135
CEE
CEE
CEE
CEE
CEE
CEE
ME
EE
241
390
417
479
453
458
311
220
CEE 241
ME 242
CEE 372
CEE 364
CEE 367L
ME 367
CEE 404
CEE 456*
CEE 457*
CEE 459
25
d. Demonstrate proficiency in environmental systems
engineering
Scale 1.4: Fundamental Engineering Laboratories
a. Demonstrate ability to collect and analyze laboratory
and field data
CEE 390
CEE 413
CEE 456*
CEE 457*
CEE459
CEE 121
CEE 367L
CEE 375
CEE 376
CEE 404
CEE 417
CEE 442
CEE 443*
* Capstone course
26
Outcome 2
Graduates with a B.S. in Civil Engineering from the University of Nevada, Reno will
have the ability to complete engineering analysis and design problems in
structural, geotechnical, environmental and water resources, and transportation
and materials areas of civil engineering, as individuals and as a member of
multidisciplinary teams using engineering principles and the latest technologies
and engineering tools.
ABET Criterion 3 Alignment: a, c, d, e, k
Representative Courses Responsible for Meeting Outcome 2
Scale 2.1: Structural Engineering
a. Demonstrate proficiency in structural analysis using
appropriate tools
b. Demonstrate ability to design a structure using
appropriate tools
CEE 381
CEE 481
CEE 484
CEE 486
CEE 488
CEE 480
CEE 481*
CEE 482
CEE 483
CEE 484
CEE 487
CEE 488
Scale 2.2: Geotechnical Engineering
a. Demonstrate proficiency in fundamentals of soil
properties
CEE 442
CEE 445
CEE 443*
b. Demonstrate ability to analyze interactions between
CEE 442
CEE 445
soils and structures using appropriate tools
CEE 443*
CEE 479
Scale 2.3: Environmental and Water Resources Engineering
a. Demonstrate ability to design water and wastewater
CEE 390
CEE 404
system components using appropriate tools
CEE 413
CEE 456*
CEE 457*
b. Demonstrate ability to perform hydrologic analysis and
CEE 364
CEE 426*
environmental impacts using appropriate tools
CEE 459
Scale 2.4: Transportation and Materials Engineering
a. Demonstrate ability to analyze traffic capacity and
CEE 426*
traffic safety using appropriate tools
b. Demonstrate ability to evaluate highway materials and
CEE 375
CEE 426*
design highways using appropriate tools
CEE 431*
c. Demonstrate ability to perform engineering tasks
CEE 101
CEE 388
including drawings, contracts, specifications and cost
CEE 426*
estimates
* Capstone course
27
Outcome 3
Graduates with a B.S. in Civil Engineering from the University of Nevada, Reno will
have a capacity for investigation and experimentation into physical (engineering)
phenomena along with the ability to analyze and interpret engineering data in civil
and environmental engineering applications.
ABET Criterion 3 Alignment: b, k
Representative Courses Responsible for Meeting Outcome 3
Scale 3.1: Experimental Design
a. Demonstrate understanding of requirements and
planning process for experimental design
b. Demonstrate proficiency in conducting experiments
Scale 3.2: Data Analysis and Presentation
a. Demonstrate proficiency in organization and
manipulation of collected data using proper tools (e.g.
software)
b. Demonstrate proficiency in interpretation and
development of conclusions from data analysis using
proper tools (e.g. software)
CEE 140
CEE 367L
CEE 375
CEE 376
CEE 417
CEE 418
CEE 442
CEE 479
CEE 121
CEE 367L
CEE 375
CEE 376
CEE 404
CEE 442
CEE 479
CEE 140
CEE 121
CEE 367L
CEE 371
CEE 375
CEE 376
CEE 389
CEE 404
CEE 442
CEE 426
CEE 456*
CEE 458
CEE 140
CEE 121
CEE 367L
CEE 371
CEE 375
CEE 376
CEE 404
CEE 426
CEE 442
CEE 431*
CEE 443*
CEE 456*
CEE 486
* Capstone course
28
Outcome 4
Graduates with a B.S. in Civil Engineering from the University of Nevada, Reno will
have the skills to communicate verbally, in writing, and through the use of
engineering communication media; present outcomes of problem solving and
design projects to groups of engineers and lay persons.
ABET Criterion 3 Alignment: g, k
Representative Courses Responsible for Meeting Outcome 4
Scale 4.1: Oral Reports
a. Demonstrate proficiency in organization of
content for oral presentation
b. Demonstrate proficiency in use of visual aids
c. Demonstrate proficiency in presentation delivery
and group synergism/dynamics (if applicable)
d. Demonstrate ability to effectively respond to
questions
e. Demonstrate ability to generate positive
audience reaction
CEE 140
ENGR 301
CEE 420
CEE 426*
CEE 428
CEE 456*
CEE 140
ENGR 301
CEE 420
CEE 426*
CEE 428
CEE 456*
CEE 140
ENGR 301
CEE 420
CEE 426*
CEE 456*
ENGR 301
CEE 426*
CEE 428
ENGR 301
CEE 426
CEE 481*
CEE 457*
CEE 458
CEE 479
CEE 481*
CEE 484
CEE 488
CEE 457*
CEE 479
CEE 481*
CEE 484
CEE 488
CEE 140
ENGR 301
CEE 426*
CEE 431*
CEE 442
CEE 443*
CEE 481*
CEE456*
CEE 457*
CEE 458
CEE 479
CEE 486
CEE 431*
CEE 426*
CEE 442
CEE 443*
CEE 481*
CEE456*
CEE 457*
CEE 479
CEE 457*
CEE 479
CEE 481*
CEE 484
CEE 488
CEE 481*
CEE 456*
CEE 457*
CEE 456*
CEE 457*
Scale 4.2: Written Reports
a. Demonstrate proficiency in organization of
content for written reports
b. Demonstrate proficiency in effective report
mechanics
CEE 367L
CEE 375
CEE 376
CEE 404
CEE 411
CEE 413
CEE 417
CEE 420
CEE 140
ENGR 301
CEE 367L
CEE 375
CEE 376
CEE 404
CEE 413
CEE 420
29
c. Demonstrate effective use of software to
prepare written reports
CEE 140
ENGR 301
CEE 367L
CEE 375
CEE 376
CEE 404
CEE 413
CEE 420
CEE 426*
CEE 431*
CEE 442
CEE 443*
CEE 481*
CEE 456*
CEE 457*
CEE 479
CEE 486
* Capstone course
30
Outcome 5
Graduates with a B.S. in Civil Engineering from the University of Nevada, Reno will
understand the role civil engineering plays in our modern global society, that
much is to be learned from the past and applied to the present, and that a
responsible engineer is ethical and will continue to increase his/her knowledge
throughout his/her lifetime.
ABET Criterion 3 Alignment: f, h, i, j
Representative Courses Responsible for Meeting Outcome 5
Scale 5.1: Professional and Ethical Responsibility
a. Demonstrate understanding of role and impact of
engineering solutions in a global society
b. Demonstrate understanding of ethical responsibility
c. Demonstrate proficiency in leadership and activism
Scale 5. 2: Life-long Learning
a. Demonstrate awareness of and the ability to engage in
life-long learning
UNR Core
Curriculum
CEE 140
CEE 390
CEE 411
CEE 413
CEE 426
CEE 431*
CEE 443*
CEE 481*
CEE 456*
CEE 457*
CEE 458
CEE 479
UNR Core
Curriculum
CEE 140
CEE 411
CEE 426
CEE 431*
CEE 443*
CEE 481*
CEE 456*
CEE 457*
CEE 479
UNR Core
Curriculum
CEE 140
Senior Exit
Interviews
ENGR 490
Senior Exit
Interviews
Alumni Surveys
* Capstone course
31
TEMPLATES
32
Course Reporting Form
Data Collection for Outcome Rubric Results
Course: _________
Semester:
Fall
Spring
Instructor:_________________________________
Summer
Year_________
No. of Students ___________
Please complete one box below for EACH subscale assigned to your courses.
EXAMPLE:
Outcome #_1_ Subscale:_1.3a_ Mean class performance__3.19__
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
Outcome #___ Subscale____ Mean class performance ________
33
Outcome Assessment Sheet for Artifacts
Outcome (Circle one):
1
Course: ________ Semester:
2
3
Fall
4
Spring
5
Summer
Year________
Instructor _____________________________________
Title of artifact: _________________________________________________
Scale Indicators met by this artifact (From course matrix):
______________________________________________________________
Please check the box of all ABET Criterion 3 indicators met by the selected
artifact.
(a)
An ability to apply
(b)
An ability to
(c)
An ability to
(d)
(e)
An ability to
An ability to
(f)
An understanding of
(g)
(h)
(i)
An ability to
The broad education
necessary to understand
the impact of
engineering solutions
Recognition of
(j)
(k)
Ability to engage in
A knowledge of
An ability to use
knowledge of mathematics
knowledge of science
knowledge of engineering
design experiments
conduct experiments
analyze data
interpret data
design a system to meet desired needs
design a component to meet desired needs
design a process to meet desired needs
function on multi-disciplinary teams
identify engineering problems
formulate engineering problems
solve engineering problems
professional responsibility
ethical responsibility
communicate effectively
in a global context
in a social context
need for life-long learning
life-long learning
contemporary issues
techniques necessary for engineering practice
skills necessary for engineering practice
modern engineering tools necessary for
engineering practice
This artifact is filed in Outcome Notebook
___#1
___#2
___#3
___#4
___#5
and is cross-listed in Outcome Notebook
___#1
___#2
___#3
___#4
___#5
34