Civil, Architectural, and Environmental Engineering Department
Architectural Engineering Program
Civil Engineering Program
Environmental Engineering Program
Student Learning Outcomes Assessment Report
April 2010
Overview
The Civil, Architectural, and Environmental Engineering Department assesses learning outcomes
using an annual cycle of assessment and review. This process is consistent with HLC and ABET
requirements. Below are presented the mission of each degree program, the campus-wide
outcomes, and an explanation of how those outcomes map to program outcomes. The outcome
assessment tools and results of the most recent assessment are then shown. As a result of the
most recent assessment cycle, all three programs have taken action to address unexpected results,
and those actions are also described below.
1. Department/Program Mission
a. Architectural Engineering Program - The Architectural Engineering Program will
provide students with the tools necessary to solve architectural engineering problems
critical to our society’s well-being. This will be accomplished through a comprehensive,
forward-looking and broad-based architectural engineering curriculum emphasizing
fundamentals, practical applications, oral and written communication skills, computer
applications skills, and professional practice issues and ethics. The Program will prepare
graduates for entry into the architectural engineering profession, for life-long learning,
and to function as architectural engineers in a global society.
b. Civil Engineering Program - The Civil Engineering Program will prepare students for
professional performance in the global society and for life-long learning and continued
professional development in the civil engineering profession through a comprehensive,
forward-looking and broad-based curriculum in civil engineering emphasizing
fundamentals and practical applications, oral and written communication skills, computer
applications skills, and professional practice issues and ethics.
c. Environmental Engineering Program - The Environmental Engineering Program will
prepare students for a career in the global, interdisciplinary field of environmental
engineering and for life-long development in the profession. The program's fundamental
base in biological and earth sciences and development of specific engineering application
skills prepares graduates to approach unique, atypical problems with a true problemsolving approach, develop solutions to benefit society and the environment, and promote
these solutions.
1
2. Campus-Wide Student Learning Outcomes (SLO)
Programs must demonstrate that their graduates have:
I.
an ability to communicate effectively both orally and in writing.
II.
an ability to think critically and analyze effectively.
III.
an ability to apply disciplinary knowledge and skills in solving critical problems.
IV.
an ability to function in diverse learning and working environments.
V. an understanding of professional and ethical responsibility.
VI.
an awareness of national and global contemporary issues.
VII.
a recognition of the need for, and an ability to engage in, life-long learning.
3. Curriculum Mapping to Campus and/or Program Outcomes
The manner in which the three program curricula and their required courses meet the campus
learning outcomes can be inferred, in part, from the information in the tables below. In these
tables, the relationships between the seven campus learning outcomes and the various program
outcomes are shown. The relationships between the various program outcomes and actual
required program courses can be found in the appropriate program ABET Self-Study reports.
Curriculum and Student Learning Outcome Map – Architectural Engineering Program
Program
Outcome
Campus
Learning
Outcome
I
Campus
Learning
Outcome
II
1
Campus
Learning
Outcome
III
Campus
Learning
Outcome
IV
Campus
Learning
Outcome
VI
X
3
X
4
X
5
X
6
X
X
8
X
9
X
10
11
Campus
Learning
Outcome
VII
X
2
7
Campus
Learning
Outcome
V
X
X
2
Curriculum and Student Learning Outcome Map – Civil Engineering Program
Program
Outcome
Campus
Learning
Outcome
I
Campus
Learning
Outcome
II
1
Campus
Learning
Outcome
III
Campus
Learning
Outcome
IV
Campus
Learning
Outcome
VI
Campus
Learning
Outcome
VII
X
2
X
3
X
4
X
5
X
6
7
Campus
Learning
Outcome
V
X
X
8
X
9
X
10
X
11
X
12
X
13
X
Curriculum and Student Learning Outcome Map – Environmental Engineering Program
Program
Outcome
Campus
Learning
Outcome
I
Campus
Learning
Outcome
II
1
Campus
Learning
Outcome
III
Campus
Learning
Outcome
IV
Campus
Learning
Outcome
VI
Campus
Learning
Outcome
VII
X
2
X
3
X
4
X
5
X
6
7
Campus
Learning
Outcome
V
X
X
8
X
9
X
10
X
11
X
12
X
13
X
14
X
4. Methods/Instruments and Administration
3
The following tables contain descriptions of the methods used in the assessment of the
campus/program outcomes, information on their implementation, the results of the assessment
exercise, and recommendations for either program improvement or assessment modification.
With the exception of the subject field exam, the assessment tools are administered by individual
faculty members, and the results are reviewed by / recommendations are made by appropriate
department program committees. An ‘NA’ indicates No Action taken because the performance
metric was met; highlighted entries reflect a performance metric not being met. Where the
performance metric was not met, an Evaluation Action is indicated based on the keys provided.
Fall 2009 Program Outcomes Assessment Methods, Administration, Results, and
Recommendations – Architectural Engineering Program
The table below shows the campus-wide learning outcome, associated program outcome(s), and
results of assessment for each outcome. In some cases, the assessment showed a failure to meet
the metric. Such failure resulted in an action being taken. These actions were of the following
five types:
Evaluation Actions:
1. Wait for another semester and assess with the added data
2. Revise metric to be more realistic
3. Change the assessment tool
4. Dialogue with the Area / Group of instruction (structures, geotech, materials, etc.)
5. Re-evaluate the data as it appears to questionable
Campus-wide
Learning
Outcome
Corresponding
BSArchE Program
Outcome
Assessment Tools
Student oral
presentations in
ArchE 003
1. An ability to
communicate
effectively both …
7. An ability to
communicate
effectively
Student term
papers in ArchE
003
Oral IDT
presentations in
ArchE 298
Written IDT
reports in ArchE
298
2. An ability to
think critically …
2. An ability to
design and
conduct
Laboratory
exercise on the
properties of
4
Metrics
85% of students
or more receive
marks of 70% or
better on their
oral presentations
85% of students
or more receive
marks of 70% or
better on their
term papers
85% of students
score 70% or
better on their
oral
presentations
100% of students
score 60% or
better on their
written reports
85% of students
or more receive
marks of 70% or
Performance
Evaluation
Action
91% -- PASS
NA
81% -- FAIL
1
100% – PASS
NA
100% – PASS
NA
Sec A 86% -PASS
Sec B 88% --
NA
experiments, as
well as to analyze
and interpret data
1. An ability to
apply knowledge
of mathematics,
science, and
engineering
3. An ability to
apply disciplinary
knowledge and
skills in solving
critical problems.
3. An ability to
design a system ,
component, or
process to meet
desired needs
within realistic
constraints …
5. An ability to
identify,
formulate, and
solve engineering
problems
11. An ability to
use the
techniques, skills,
and modern
engineering tools
necessary for
engineering
practice
4. An ability to
function in diverse
learning and
working
environments.
4. An ability to
function on multidisciplinary teams
hardened concrete
from CivE 216
better
PASS
Combined:
87% -- PASS
Laboratory
exercise on the
flexural properties
of structural grade
wood members
from ArchE 103
85% of students
or more receive
marks of 70% or
better
100% --PASS
FE exam
85% of students
pass the exam
69% --FAIL
1
Homework
assignment on
Virtual Work from
ArchE 217
85% of the
students score a
70 or better
87% -- PASS
NA
Final Project
Design from ArchE
298 (IDT) written
report
85% of students
receive marks of
60% or better
100% ---PASS
NA
FE Exam
85% of students
pass the exam
69% --FAIL
Final exam
problems and/or
design project in
CE 229
85% of students
score ≥ 70% on
final exam and/or
design project
89.4% -- PASS
100% -- PASS
NA
Faculty member
evaluation of a
design project
report (IDT) in
ArchE 298
85% of students
pass with a 60%
or better
100% -- PASS
NA
Lighting design
project in ArchE
205
85% of students
or more receive
marks of 70% or
better
Class taught
Spring
Semester only
NA
FE exam
85% of students
pass the exam
69% --FAIL
Individual and
team-based
student work in
ArchE 298
Senior exit Survey
questions on
teamwork
5
85% of students
or more receive
final grades > C in
ArchE 298
Reply average ≥
3.5 /5.0 for each
question or ≥
90% reply YES
NA
1
1
100% ≥ C (IDT
written) 100%
≥ C (IDT oral) –
PASS
NA
94% reply YES
-- PASS
NA
5. An
understanding of
professional and
ethical
responsibility.
6. An awareness
of national and
global
contemporary
issues.
7. A recognition of
the need for, and
an ability to
engage in, lifelong learning.
6. An
understanding of
professional and
ethical
responsibility
8. An
understanding
the impact of
engineering
solutions in a
global, economic,
environmental,
and social context
10. A knowledge
of contemporary
issues including
architectural
principals and the
historical
development and
significance of
architecture
9. A recognition
of the need for,
and an ability to
engage in life-long
learning
Questions on
“interacting with
team” and
“contributing to
team” in the ArchE
298 “Comprehensive
Assessment of Team
Member
Effectiveness
Survey”
Student work from
the ethics and
professionalism
modules in ArchE
210
85% of students
score ≥ 3.0
96% and 92%
respectively -PASS
NA
85% of students
or better receive
marks of 70% or
better
92% -- PASS
NA
Faculty member
evaluation of a
design project
report (IDT) in
ArchE 298
85% of students
receive marks of
70% or better on
student work on
the IDT score in
ArchE 298
100% (IDT
written) 100%
(IDT oral) –
PASS
NA
Written
assignment in
ArchE 003
85% of students
or more receive
marks of 70% or
better on the
written
assignment work
on this topic
91% -- PASS
NA
Reply average ≥
3.5/5.0 for each
question or ≥
90% reply YES
96% -- PASS
NA
90% -- PASS
NA
93% -- PASS
NA
69% --FAIL
1
67% -- FAIL
4
Senior Exit Survey
question(s) on the
impact of
engineering
solutions
Student work (final
project) from Art
203 and/or ArchE
204
Student work
(essays) from Hist
375 (formerly
History 274)
FE exam
Assignments in
ArchE 248 where
students write
papers, reports,
etc based on
readings from the
6
80% of students
or more receive
final marks of
80% or better
80% of students
or more receive
final marks of
80% or better
85% of students
pass the exam
85% of students
or better receive
marks of 80% or
better
literature
Senior Exit Survey
question(s) on the
need for life-long
learning
Reply average ≥
3.5/5.0 for each
question or ≥
90% reply YES
Not Reported
by Sr. Survey
Instructor
1
Fall 2009 Program Outcomes Assessment Methods, Administration, Results, and
Recommendations – Civil Engineering Program
The table below shows the campus-wide learning outcome, associated program outcome(s), and
results of assessment for each outcome. In some cases, the assessment showed a failure to meet
the metric. Such failure resulted in an action being taken. These actions were of the following
five types:
Evaluation Actions:
1. Wait for another semester and assess with the added data
2. Revise metric to be more realistic
3. Change the assessment tool
4. Dialogue with the Area / Group of instruction (structures, geotech, materials, etc.)
5. Re-evaluate the data as it appears to questionable
Campus-wide
Learning
Outcome
Corresponding
BSCivE Program
Outcome
Assessment Tools
Grade in CE 003
1.
2.
An ability to
communicate
effectively
both …
An ability to
think
critically …
3. An ability to
7. An ability to
communicate
effectively
2. An ability to
design and
conduct
experiments, …
1. An ability to
IDT presentations
and reports in CE
298.
Metrics
More than 85%
of students score
80% in the
course.
Written Reports:
100% of students
score 60% or
better
Oral
Presentations:
85% of students
score 70% or
better.
Experimental
design report;
laboratory exercise
on the properties
of hardened
concrete from CE
216
More than 85%
of students score
70% or better
Design of lab
experiment in CE
234
100% of students
score 70% or
better
Graded assignment
85% or more of
7
Performance
84% -- FAIL
Evaluation
Action
1
Written: 97%
-- FAIL
2
Oral: 100% -PASS
91% -- PASS
(combined
sections)
Sec B = 75%
Sec A = 100%
Combined:
88% -- PASS
Sec A = 86.7%
NA
NA
1
apply disciplinary
knowledge and
skills in solving
critical problems.
apply knowledge
of mathematics
through
differential
equations,
calculus-based
physics,
chemistry, and at
least one
additional area of
science.
3. An ability to
design a system,
component, or
process to meet
desired needs
within realistic
constraints such
as economic,
environmental,
social, political,
ethical, health and
safety,
manufacturability,
and
sustainability…
on beam
deflections using
virtual work in CE
217
Graded
assignment on the
chemistry of the
carbonate system
in CE 261
Graded assignment
on geology
fundamentals in CE
215
Individual Design
Task (IDT) from CE
298 (written
report)
Final exam grades
in CE 234
5. An ability to
identify,
formulate, and
solve engineering
problems…
11. An ability to
use the
techniques, skills,
and modern
engineering tools
necessary for
engineering
Graded
assignment in CE
221 (e.g., design
of member in
compression) and
CE 223 (e.g.,
structural
component of the
RC design term
project)
Student grades on
a variety of
assignments in
required classes,
including CE 1, 3,
211, 215, 216,
217, 230, 234,
8
the students
score ≥ 70%
--- PASS
Sec B = 81% -FAIL
(combined)
84% -- FAIL
85% or more of
the students
score ≥ 70%
45% -- FAIL
85% or more of
the students
score ≥ 70%
98.2% -- PASS
100% of students
score 60% or
better
97% -- FAIL
2
85% or more of
the students
score ≥ 70%
Sec A = 9% -FAIL
Sec B = 12% -FAIL
Combined
12% -- FAIL
4
85% or more of
the students
score ≥ 70%
CE 221 = 100%
-- PASS
CE 223A =
100% -- PASS
CE 223B =
100% -- PASS
NA
More than 85%
of students shall
receive marks of
70% or better
CE 211A =
100% -- PASS
CE 211B = 92%
-- PASS
NA
5
NA
practice…
242, 248, 261
Combined score
≥ 75%
Written: 97% - FAIL
Oral: 100% -PASS
NA
85% or more of
the students
score ≥ 70%
CE 211A =
100% -- PASS
CE 211B = 92%
-- PASS
NA
85% or more of
the students
score ≥ 70%
92% -- PASS
NA
Final grades ≥ C
92% ≥ C (IDT
written) 100%
≥ C (IDT oral) –
PASS
NA
Question average
≥ 3.5 / 5.0 for
each question or
≥ 90% reply YES
91.5% reply
YES -- PASS
NA
85% or more of
the students
score 3.0 or
better
100 % -- PASS
NA
Graded work on
ethics and
professionalism in
CE 210
85% or more of
the students
score ≥ 70%
89.4% -- PASS
NA
Leadership
exercise in CE 210
85% or more of
the students
score ≥ 70%
59% -- FAIL
4
85% or more of
the students
score ≥ 70%
Sec A = 85.2 -PASS
Sec B = 68.4%
-- FAIL
Combined =
76.9% -- FAIL
5
85% or more of
the students
score ≥ 70%
87% -- PASS
NA
85% or more of
the students
96.2% -- PASS
NA
CE 298 IDT
(written and oral)
12. An ability to
design a system,
component, or
process in more
than one civil
engineering
context.
4. An ability to
function in
diverse learning
and working
environments.
4. An ability to
function on multidisciplinary teams
6. An
understanding of
professional and
ethical
responsibility
5. An
understanding of
professional and
ethical
responsibility.
13. An ability to
explain basic
concepts in
management,
business, public
policy, and
leadership.
Graded
assignment in CE
211, geometric
design of a
highway
Graded
assignment in CE
298, Individual
Design Task (IDT)
Individual and
team-based
student work in CE
298
Senior Exit Survey
questions on
teamwork in CE
298
"Comprehensive
Assessment of Team
Member
Effectiveness"
(CATME) survey
questions on
"interacting with
team" and
"contributing to
team" in CE 298
Final grade on the
midterm
examination in CE
248
Graded
assignment on
contemporary
topics in CE 261
CATME survey in
CE 298
9
6. An awareness
of national and
global
contemporary
issues.
8. An
understanding the
impact of
engineering
solutions in a
global, economic,
environmental,
and social context
10. Attain a
knowledge of
contemporary
issues
7. A recognition
of the need for,
and an ability to
engage in, lifelong learning.
9. A recognition of
the need for, and
an ability to
engage in life-long
learning
Written
assignment on this
topic in CE 003
Senior Exit Survey
(CE 210) on the
impact of
engineering
solutions
Graded assignment
on contemporary
topics in CE 003
Graded
assignment on
contemporary
topics in CE 261
Graded assignment
on the
Fundamental
Canons of Ethics in
CE 248
Senior Exit Survey
(CE 210) questions
on the need for
life-long learning
score ≥ 70%
85% or more of
the students
score ≥ 70%
89% -- PASS
NA
Question average
≥ 3.5 / 5.0 for
each question or
≥ 90% reply YES
Q54: 4.4 -PASS;
Q55: 4.6 -PASS;
Q61: 3.3 –
FAIL;
Q69: 4.2 -PASS;
Overall: 4.2-PASS
1
85% or more of
the students
score ≥ 70%
88% -- PASS
NA
85% or more of
the students
score ≥ 70%
92% -- PASS
NA
85% or more of
the students
score ≥ 70%
73% -- FAIL
4
Question Avg ≥
3.5/5.0 for each
question or ≥
90% reply YES
97% -- PASS
NA
Fall 2009 Program Outcomes Assessment Methods, Administration, Results, and
Recommendations – Environmental Engineering Program
The table below shows the campus-wide learning outcome, associated program outcome(s), and
results of assessment for each outcome. In some cases, the assessment showed a failure to meet
the metric. Such failure resulted in an action being taken. These actions were of the following six
types:
Evaluation Actions:
1. Wait for another semester and assess with the added data
2. Revise metric to be more realistic
3. Change the assessment tool
4. Dialogue with the Area / Group of instruction (environmental, water resources, etc.)
5. Re-evaluate the data as it appears to questionable
6. Curricular change
10
Campus-wide
Learning
Outcome
Corresponding
BSEnvE Program
Outcome
Assessment Tools
EnvE 298 IDT
presentation and
project
1.
An ability to
communicate
effectively
both …
7. An ability to
communicate
effectively using
oral, written, and
graphic forms
261 oral
presentations
score;
262 oral
presentations and
final exam (paper
analysis).
Experimental
design in air
pollution (366, 367,
or 368) and
experimental
design in 263
2. An ability to
think critically …
3. An ability to
apply disciplinary
knowledge and
skills in solving
critical problems.
2. An ability to
outline and
conduct
experiments …
1. An ability to
apply knowledge
of mathematics
through
differential
equations,
probability and
statistics, sciences
including physics,
chemistry,
Metrics
85% of students
receive marks of
70% or better on
each
85% of students
receive marks of
70% or better on
each
Performance
298 IDT Oral 100% of
students met
metric.
298 IDT
project - 100%
of students
met metric.
261 oral
presentation
scores - no
data;
262 oral
presentation 262 not
offered FS
2009;
262 paper
analysis - 262
not offered FS
2009
Evaluation
Action
NA
NA
85% of students
receive marks of
70% or better
Air Pollution offered 366 FS
2009, 100% of
students met
metric.
NA
Experimental grade
in selected labs in
261 (Drinking
Water and BOD)
and CE 234 (group
designed lab)
85% of students
receive marks of
70% or better
263 - No data.
261 Water
treatment lab
- 100% of
students met
metric.
261 BOD lab 83% of
students met
metric (FAIL)
234 lab - No
data.
NA
FE exam scores for
morning (general)
section
The student
average shall be
at or above the
national average
in each area
Composite grade
(average) in
representative
courses in math
(204), chemistry 3
85% of students
receive C or
better
11
FE Exam: 6 of 6 passed (current students in FS 2010)
S&T % correct
National % correct
Subject
68
65
Math
58
56
Statistics
80
78
Chemistry
71
74
Computers
82
79
Ethics/Bus Practices
63
68
Economics
42
49
Statics
33
50
Dynamics
Strength of Materials
44
40
Material Properties
31
42
Fluid Mechanics
63
63
Electricity & Magnetism
44
46
Thermogodamics
64
55
Note: National Standard Deviation = 1.3-3.1 questions = 15-20%
Fail?
FAIL by 3%
FAIL by 5%
FAIL by 7%
FAIL by 17%
6
FAIL by 11%
FAIL by 2%
1
biology, and
geology, and
engineering
fundamentals
including fluid
mechanics.
3. An ability to
carry out the
design of an
integrated system
and its various
components and
processes for an
environmental
engineering
project
or Geo 275,
biological sciences
(110), and
introductory
engineering (EnvE
261, CE 230, and
GE 50).
Final Project
Design in EnvE 369.
All students shall
receive marks of
60% or better and
85% of students
receive marks of
70% or better
369 was not
offered FS
2009
Design project
from EnvE 298.
85% of students
receive marks of
70% or better
298 - 100% of
students met
metric
85% of students
receive marks of
70% or better
369 was not
offered FS
2009
EnvE 298 IDT score
All students score
70% or greater
298 IDT scores
- 100% of
students met
metric
Afternoon section
of FE score.
The student
average shall be
at or above the
national average
in each area.
Scores on specified
assignments
(homeworks) in
EnvE 369.
5. An ability to
identify, evaluate
and solve
environmental
engineering
13.Proficiency as
demonstrated by
problem solving in
at least four
environmental
engineering areas
Final Exam Scores
in EnvE 265, Air
Pollution Elective
Course and two
Depth elective
courses.
85% of students
receive marks of
70% (C) or better
14. An ability to
Quizzes on these
85% of students
12

FE afternoon scores:
S&T % correct National % correct
Fail?
Subject
Water resources
53
58
FAIL by 5%
Water and wastewater engineering
60
58
Air pollution engineering
60
66
FAIL by 6%
Solid and Hazardous Waste
67
52
Environmental Science and Management
63
62
265 Final Exam
- metric not
met (FAIL) 62% of
students
scored 70 or
better.
366 Final Exam
- metric met 100% of
students
received 70 or
better.
361 Final Exam
- metric met 100% of
students
received 70 or
better.
261 - No data;
1
NA
1
NA
1
NA
4
explain
environmental
issues associated
with air, land, and
water systems
and associated
environmental
health impacts.
topics in EnvE 261.
Final exam scores
in EnvE 361
(Remediation), GE
331, Air Pollution
elective (EnvE 366,
367 or 368), and
EnvE 369.
Individual and
team-based
student work in
EnvE 298, IDT Oral
and CATME
4.Effective
communication in
multi-disciplinary
environments
Senior Exit Survey,
Questions asking
about
multidisciplinary
communication.
4. An ability to
function in
diverse learning
and working
environments.
8. An ability to
provide
leadership when
working in multidisciplinary teams
EnvE 298 group
assessment,
CATME score in
Interaction with
Team
Alternative
Assessment Tool
EnvE 210 Senior
Survey question(s)
13
receive marks of
70% (C) or better.
85% of students
receive marks of
70% (C) or better
80% of students
receive marks of
70% or better on
IDT oral score and
85% of students
receive marks of
3.0 or better on
group evaluation
via CATME
Student replies
for each question
shall average 3.5
or higher for
each question
85% of students ≥
3.0 score
Replies average
3.5 or greater
quizzes
apparently not
performed.
361 Final Exam
- metric met,
100% of
students
received 70 or
better.
GE 331 - Not
offered FS
2009
366 Final Exam
- Metric met,
100% of
students
received 70 or
better.
369 – Not
offered FS
2009
298 IDT Oral 100% of
students met
metric.
298 CATME
group
evaluation 100% of
students met
metric.
Senior Exit
Survey –
Metric met.
Student
replies
averaged 4.2
for the
question now
asked.
298 CATME
score on core
in Interaction
with Team 100% of
students met
metric.
Senior Exit
Survey Metric met.
Student
replies
NA
NA
NA
NA
NA
averaged 4.2
for the
question
5. An
understanding of
professional and
ethical
responsibility.
6. An awareness
of national and
global
contemporary
issues.
6. An
understanding of
the responsibility
of environmental
engineers to
practice in a
professional and
ethical manner at
all times
12. Environmental
engineering
project
management
skills and design
techniques.
9. An
understanding of
the potential
impacts of
engineering
solutions on
society and the
environment
11. A knowledge
of contemporary
issues related to
environmental
engineering
7. A recognition of
the need for, and
an ability to
engage in, lifelong learning.
10. An
understanding of
the need for up to
date engineering
tools acquired
through life-long
Student work from
the ethics / professionalism module
in EnvE 210.
Students shall
receive marks of
80% or better
210 Ethics
module - All
students
received 100%
Student leader
scores in EnvE 369,
instructor and
group assessment.
85% of students
receive marks of
70% or better
369 was not
offered FS
2009
CATME score in
Interaction with
Team
85% of students
≥ 3.0 score
EnvE 263
assignment based
upon sustainability
ethos.
85% of students
receive marks of
70% or better
Senior Exit Survey,
Question on
impacts.
Student replies
shall average 3.5
or higher
EnvE 261
contemporary
issues assignment
85% of students
receive marks of
70% or better
Report write-up in
EnvE 269
Students shall
receive marks of
B or better
EnvE 369 professional
societies/services
awareness and
knowledge
assignment.
85% of students
receive marks of
70% or better
14
298 CATME
score on core
in Interaction
with Team 100% of
students met
metric
263 – “Not
done, I
thought it was
in 369”
Senior Exit
Survey Metric met.
Student
replies
averaged 4.4
for the
question
261
contemporary
issues - 83% of
students, less
than 85%,
metric FAIL.
269 - Metric
met. 100% of
students
received B or
better
369 was not
offered FS
2009
NA
1
NA
4
NA
1
NA
1
learning
Senior Exit Survey,
question on lifelong learning.
Student replies
for each question
shall average 3.5
or higher for
question
Senior Exit
Survey Metric met.
Student
replies
averaged 4.2
for the
question
NA
5. Results and Changes Implemented or Planned
a. Findings
i. Architectural Engineering Program – See information in appropriate table in Section
4.
ii. Civil Engineering Program – See information in appropriate table in Section 4.
iii. Environmental Engineering Program – See information in appropriate table in
Section 4.
b. Use of results
i. Architectural Engineering Program – See information in appropriate table in Section
4.
ii. Civil Engineering Program – See information in appropriate table in Section 4.
iii. Environmental Engineering Program – See information in appropriate table in
Section 4.
c. Results Brought by the Changes
i. Architectural Engineering Program – It is too soon to tell if the changes
implemented for the current assessment year have brought about any changes.
ii. Civil Engineering Program – It is too soon to tell if the changes implemented for the
current assessment year have brought about any changes.
iii. Environmental Engineering Program – It is too soon to tell if the changes
implemented for the current assessment year have brought about any changes.
15