Portland State: A Leader in Engagement
Template B: School/College Initiatives, Metrics, and Targets aligned with University Goals
Department of Civil and Environmental Engineering
PSU Goals
Initiatives
#1: Increase the rate of completion for
undergraduate students.
#2: Identify specific and measurable undergraduate
learning objectives integrated across majors and
general education demonstrating the value of students’
learning experiences, especially including the impact of
engagement.
#3: Create and nurture high quality research and academic
programs that clearly demonstrate and differentiate Portland
State on a national and international basis. In doing so, we will
create a magnet for students and faculty, provide evidence of
our leadership position, and build credibility and influence for
programs beyond those selected for advancement.
#4: Develop and support pathway programs to increase participation in
higher education for Portland’s diverse population.
Continue to energize entering
Juniors by using the 1 credit course
CE 315 to engage the students in a
meaningful dialog on the
profession of Civil and
Environmental Engineering;
improve our communication
between advisors and advisees;
provide workshops for entering
Juniors on test-taking strategies and
technical writing development;
junior entrance and senior exit
interviews are used to assess
student satisfaction and work
toward improving the student
experience; encourage student
participation in student clubs, such
as ASCE, EWB, SWE and honor
societies TBP and CE.
The CEE Department is ABET
accredited and has the following
publicized educational objectives and
learning outcomes:
Increase collaborations within MCECS and
across PSU to leverage and expand strong
“green engineering” capabilities and
community partnerships in green
construction, green transportation and in the
general area of environmental engineering
and science
The CEE department will follow the lead of the
College in the following initiatives:
Educational objectives
The educational objectives of the Civil
Engineering program at Portland State
University are for those graduates after
3-5 years from graduation:
1. Prepare graduates for all
essential aspects of
responsible professional
practice in civil engineering.
The program will:

Provide graduates with the
scientific and technical skills
needed to engineer projects
and to practice their
profession ethically and
responsibly.

Prepare graduates to work
effectively in the
professional engineering
community through an
understanding of concepts,
techniques and approaches
that cross traditional
disciplines.

Prepare graduates to
communicate effectively
with other engineers,
decision-makers and the
public at large.

Provide graduates with an
understanding of
contemporary issues
relevant to civil engineering
in a context that includes the
long-term sustainability and
well-being of the
community.

Prepare graduates to
Continue to expand and more effectively
communicate our research programs to
students and community partners
Encourage faculty to develop high-quality
research by providing adequate start-up and
teaching loads in the first few years of the
faculty hire




Continue to strengthen community college
articulation agreements, relationships and
recruiting through the College.
Expand outreach initiatives including
MESA, LSAMP, and other
engineering/CS campus outreach and
recruiting activities through the College.
Enhance student services for
underrepresented students through the
College
Encourage a diverse hiring pool for new
faculty hires
2.
advance in the profession
through professional
registration and an
appreciation of the need for
lifelong learning.
Prepare graduates to enter
and succeed in graduate
programs of advanced
professional education or
research.
Program outcomes
Graduates of the Civil Engineering
program at Portland State University
will have the skills and abilities to
prepare them to begin professional
practice or to succeed in graduate
studies. Graduates will have:
(A) An ability to apply principles of
mathematics, science, and engineering
to the analysis and design of civil
engineering projects.
(B) An ability to design and conduct
experiments, as well as to analyze and
interpret data.
(C) An ability to design a system,
component, or process to meet desired
needs within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability and sustainability.
(D) An ability to participate in projects
that cross disciplines and to function on
multi-disciplinary teams
(E) An ability to identify, formulate,
and solve engineering problems
(F) An understanding of the
professional and ethical responsibility
of engineers in a broad societal context.
(G) An ability to communicate
effectively.
(H) The broad education necessary to
understand the impact of engineering
solutions in a global, economic,
environmental and societal context.
(I) A recognition of the need for, and an
ability to engage in continuing
professional development and life-long
learning.
(J) A knowledge of relevant
contemporary issues
(K) An ability to use the modern
techniques, skills, and engineering tools
necessary for
engineering practice.
(L) Have proficiency in the following
civil engineering discipline areas:
structural, geotechnical,
environmental/water resources, and
transportation.
(M) An awareness of the need for
professional registration in career
development.
Expected
Outcomes
Metrics/Targets/
Evidence
Improved retention of students who
enter our program as Juniors;
increase in student satisfaction
Our CEE graduates will have met our
program outcomes as they leave PSU
and will attain our educational
objectives 3-5 years since graduating
from PSU.
Key metrics currently available are:
First Time Freshmen (FTF) 6 year
graduation rate; and Admitted
Student 4 year graduation rate.
Junior and Senior exit interviews
are shared with Faculty and CEE
Advisory Council yearly.
Primary assessment techniques for
these educational objectives and
program outcomes are standardized
national examinations (FE and PE
examinations), student interviews,
graduate interviews, employer
interviews, course mapping for
individual courses, individual course
grades/assessments.
Goals:
FTF 6 year engineering student
graduation rate with any PSU
degree is currently 32%, goal =
50%;
FTF 6 year engineering student
graduation rate in engineering/CS
is currently 20%, goal = 35%; and
Admitted student 4 year rate in
engineering/CS is currently 75%,
goal = 80%
An example of one assessment
technique is how well our students
succeed in the Fundamental of
Engineering (FE) examination. The
results from 2001-2007 are shown
below:
PSU %
Pass
National %
Year
rate
pass rate
Results will include growing enrollments,
increased research funding, and recognition
within the community of the role of CEE
faculty in high-quality research.
Increase the enrollment of underserved populations in
engineering and computer science.

Research metrics include: research
expenditures, research awards, proposal
submissions. These will be regularly
collected and reviewed
Other metrics of impact of scholarly
work (awards and recognition, etc.) will
be defined and monitored by the
Departments
Program enrollment and graduation
rates will be monitored regularly

CEE continues to recruit faculty with a
track record or potential for a high level
of research productivity. Externally
funded research expenditures have



2001
90
74
2002
100
76
2003
78
78
2004
93
74
2005
94
79
2006
86
62
2007
92
74
Increase the persistence to graduation of underserved
populations in engineering and computer science.

The ultimate goal is to have a demographic mix
that matches the community.
An intermediate goal is to have a demographic
mix that is as diverse as PSU overall
Our goal is to meet the national average
at a minimum. We currently meet or
exceed this target in our pass rate. All
other assessment techniques show that
we are meeting our targets. These
metrics are exhaustively shown in our
ABET self-study guide.
Results/Status

A draft report encompassing
all MCECS degrees has been
shared with departments.
Plans for collection and use of


All assessment techniques are
currently being evaluated each
year
Assessment results are shared

Traditional first time freshmen are a minority of
MCECS students and graduates. Articulation
with community college is a key pathway for
students into engineering and computer science


additional data are in early
development.
Yearly junior and senior
interview results are shared
with faculty and CEE
Advisory Council
CE 315 The CEE Profession
content is evaluated yearly to
improve retention and
engagement of students.
with all CEE constituencies:
faculty, students, the CEE
profession


grown to over $1.5M from $0.6M in
2003.
A substantial portion of the CEE
faculty currently is engaged in research
related to sustainability.
The Intelligent Transportation Center
serves as a successful collaboration
model for cross-discipline research.

and a critical component of enrollments.
Articulation agreements with regional
community colleges are in place and will be
maintained or enhanced
MCECS hosts the MESA program to reach
underrepresented students and several oncampus events are hosted for recruiting.
MCECS is anticipating participating in the
Lewis Stokes Alliance for Minority
Participation if our NSF proposal is funded. The
college also participates in ETIC K-12 initiative
planning and has requested funds to support
recruiting as part of its ETIC request.
Curriculum Map for Template B, Portland State Goal #2: Campus-wide Learning Outcomes
Department of Civil and Environmental Engineering
Critical Thinking
Communication
Ethics & Social
Responsibility
Diversity
Internationalization
Sustainability
Engagement
2
1
0
0
0
0
0
3
2
0
0
0
0
0
3
3
3
1
1
1
1
3
0
0
0
0
1
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
CE 333 DESIGN OF
STEEL STRUCTURES
3
0
0
0
0
0
0
CE 341 SOIL
CLASSIFICATION AND
PROPERTIES
3
0
0
0
0
1
0
University Undergraduate
Learning Outcomes
CE 211 PLANE SURVEYMAPPING
CE 212 FIELD
PROBLEMS IN PLANE
SURVEYING
CE 315 CIVIL & ENV
ENGR PROFESSION
CE 321 CEE
PROPERTIES OF
MATERIALS
CE 324 ELEMENTARY
STRUCTURAL ANALYSIS
CE 325
INDETERMINATE
STRUCTURES
University Undergraduate
Learning Outcomes
CE 351
TRANSPORTATION
SYSTEMS: PLANNING
AND DESIGN
Critical Thinking
Communication
Ethics & Social
Responsibility
Diversity
Internationalization
Sustainability
Engagement
3
0
1
0
0
2
0
CE 362 HYDRAULICS
CE 364 WATER
RESOURCES
ENGINEERING
CE 371
ENVIRONMENTAL
ENGINEERING
3
0
0
0
0
2
0
3
0
0
0
0
3
0
3
0
2
0
0
3
0
CE 407 SEMINAR
CE 410 SELECTED
TOPICS
3
0
0
0
0
2
0
3
0
0
0
0
2
0
3
0
0
0
0
1
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
3
0
0
0
0
0
0
CE 420 ADVANCED
MECHANICS OF
MATERIALS
CE 421 ANALYSIS OF
FRAMED STRUCTURES
CE 423 VIBRATION
ANALYSIS IN
STRUCTURAL
ENGINEERING
CE 431 STABILITY OF
STRUCTURES
CE 432 STRUCTURAL
STEEL DESIGN - LRFD
METHOD
CE 433 COLD-FORMED
STEEL DESIGN
CE 434 PRINCIPLES OF
REINFORCED
CONCRETE
CE 435 DESIGN OF
REINFORCED
CONCRETE
STRUCTURES
CE 436 MASONRY
DESIGN
CE 437 TIMBER DESIGN
CE 438 DESIGN OF
COMPOSITE
STRUCTURES
Critical Thinking
Communication
Ethics & Social
Responsibility
Diversity
Internationalization
Sustainability
Engagement
3
0
0
0
0
1
0
3
0
0
0
0
1
0
CE 443 INTRODUCTION
TO SEISMOLOGY AND
SITE EVALUATION
3
0
0
0
0
1
0
CE 444 GEOTECHNICAL
DESIGN
3
0
0
0
0
2
0
CE 445 GEOENVIRONMENTAL
ENGINEERING WITH
GEOSYNTHETICS
3
0
0
0
0
2
0
3
0
0
0
0
0
0
3
0
3
0
0
0
0
3
0
0
0
0
2
0
CE 453 FREIGHT
TRANSPORTATION AND
LOGISTICS
3
0
0
0
0
2
0
CE 454 URBAN
TRANSPORTATION
SYSTEMS
3
0
3
0
0
3
0
CE 455 INTELLIGENT
TRANSPORTATION
SYSTEMS
3
0
0
0
0
3
0
3
0
0
0
0
2
0
3
0
0
0
0
2
0
3
0
0
0
2
3
0
University Undergraduate
Learning Outcomes
CE 440
GEOSYNTHETICS IN
INFRASTUCTURE
ENGINEERING
CE 442 IN SITU
BEHAVIOR AND
TESTING OF SOILS
CE 448 EARTHQUAKE
ACCOMODATION AND
DESIGN
CE 450
TRANSPORTATION
SAFETY ANALYSIS
CE 451 TRAFFIC
CONTROL AND
ANALYSIS
CE 456 TRAFFIC
ENGINEERING
CE 457 PAVEMENT
DESIGN
CE 458 PUBLIC
TRANSPORTATION
SYSTEMS
Critical Thinking
Communication
Ethics & Social
Responsibility
Diversity
Internationalization
Sustainability
Engagement
3
0
1
0
0
2
0
3
0
0
0
0
2
0
3
0
0
0
0
2
0
3
0
0
0
0
2
0
3
0
0
0
0
3
0
3
0
2
0
0
3
0
3
0
3
0
0
3
0
3
0
3
0
0
3
0
3
0
3
0
0
3
0
CE 484 CIVIL
ENGINEERING PROJECT
MANAGEMENT AND
DESIGN I
3
3
3
3
0
3
3
CE 494 CIVIL
ENGINEERING PROJECT
MANAGEMENT AND
DESIGN II
3
3
3
3
0
3
3
University Undergraduate
Learning Outcomes
CE 459
TRANSPORTATION
OPERATIONS
CE 460 ACCESS
MANAGEMENT
TRANSPORTATION
SYSTEMS
CE 464 HYDROLOGIC
AND HYDRAULIC
MODELING
CE 467 HYDROLOGIC
AND HYDRAULIC
DESIGN
CE 469
GROUNDWATER
HYDROLOGY
CE 474 UNIT
OPERATIONS OF
ENVIRONMENTAL
ENGINEERING
CE 477 SOLID AND
HAZARDOUS WASTE
MANAGEMENT
CE 479 FATE AND
TRANSPORT TOXICS IN
THE ENVIRONMENT
CE 480 CHEMISTRY OF
ENVIRONMENTAL
TOXICS
Portland State: A Leader in Engagement
Template C: School/College Goals aligned with University Priorities
Department of Civil and Environmental Engineering
PSU Priorities
School/College
Goals
Improve Student Success:
Expand Innovative Scholarship:
Enhance Educational Opportunity:
Support students success in achieving a CEE
degree
Improve the Department’s infrastructure for successful
scholarship and continue to change curriculum to attract
students
Mitigate internal barriers to the participation of underserved
populations in engineering education.
Be the university of choice for mid-career and non- traditional
students in the Portland metro region who are seeking
engineering.
Unit Initiatives




Support student engagement through
enhanced interaction with faculty in that
student’s specialty area
Expand scholarships and assistantships
Grow and strengthen existing student clubs
Improve our CECOP student cooperative
education program




Expected
Outcomes
Enhanced student services includes outreach
efforts with a special focus on under-represented
students which will create an earlier and stronger
connection between entering students and the
college, thus enabling us to monitor their success
and intervene to provide support when necessary.
Greater funding opportunities will reduce the
portion of persistence rate challenges caused by a
student’s difficulty to afford an education,
particularly in MCECS with its higher tuition than
the rest of campus.
Metrics/Targets/
Evidence


Increase attendance at outreach activities
Grow scholarships and assistantship funding
from external resources by 25%, especially at
the graduate level
Mentoring and assistance to new faculty to support
successful start-up
Develop a funding model for equipment
replacement and acquisition of new laboratory
equipment
Effective utilization and expansion of graduate
student support
Support the new BS degree program in
Environmental Engineering
Improving the CEE equipment and technology will
produce higher returns in research dollars, attract better
quality graduate students, and allow for the department
to grow successfully in new directions.
Having the new BS degree in Environmental
Engineering will enhance our reputation and increase
our student base.



Survey current use of facilities and develop
laboratory development plans and development
efforts to pay for new equipment
Availability and sources of graduate student
support
New BS graduates from Environmental
Engineering meeting our program outcomes and
educational objectives



Continued development of student-focused CEE
Departmental services
Curriculum initiatives to increase early student
engagement
Explore distance learning options
With fewer barriers to seeking out and participating in
engineering education, diverse students are more likely to apply
to PSU and also persist in pursuing their CEE degree.
Working students (undergraduate and graduate) will increase
their participation and success in education if accessibility
barriers are overcome with expanded physical presence and
distance learning options.
The ultimate goal is to have a demographic mix that matches
the community. An intermediate goal is to have a demographic
mix that is as diverse as PSU overall.
Results/Status


Current College outreach efforts include:
Orientation, MCEOP/CECOP events,
Engineering Discovery Showcase, Career
Fair, NWSE, MESA program and events,
transfer student day. CEE participates in each
of these efforts. In 2007, CEE had over 25
students participate in CECOP.

Expansion of scholarships and assistantships
in CEE. For 2007-2008, CEE awarded over
$57,000 in scholarships for
Juniors/Seniors/graduate students.

Attracting highly capable graduate students is an
increasingly important requirement for continued
growth of research and expansion of Ph.D.
programs. Lack of graduate student support is a
competitive disadvantage in growing research.
Future advancement initiatives will include
expanding fellowship opportunities and financial
aid for first year graduate students.
We currently have over 10 students in our
Environmental Engineering BS program. The
numbers are growing. Our first graduate will be
this academic year.

Student services within the College and in the
Department are attuned to the special nature of the
CEE student mix and pathways and we will
continue to develop our student services capabilities
for supporting student engagement

The CEE BS degree curricula are highly prescriptive
and present special barriers to persistence, especially
for diverse students. Curriculum initiatives are
under consideration in CEE to increase early student
engagement at the freshman level.
Portland State: A Leader in Engagement
Template D: Department of Civil and Environmental Engineering Learning Objectives
Institutional Priorities
Student Success: Make learning meaningful, relevant, and authentic through active engagement with faculty, other students, and significant issues affecting communities
near and far. This engagement is an important element in a comprehensive approach to enhancing student learning, preparing students for success in their personal and
professional lives, and supporting higher rates of retention, graduation, and applications for continuing degrees, certificates, and licenses.
Primary means of supporting students’ success include: (1) offering high quality programs that establish and achieve both institutional and programmatic learning
outcomes; (2) assisting student integration into the experience of academic and university life; and (3) supporting students’ achievement of their academic goals.
Modified PSU Goal
Goal #2: Identify, implement and assess specific and measurable undergraduate learning objectives integrated across majors and general education demonstrating the value
of students’ learning experiences, especially including the impact of engagement.
Dept. Learning
Objectives
L.O. #1 includes a group of
our ABET program outcomes:
L.O. #2 includes a group of
our ABET program outcomes:
L.O. #3 includes a group of
our ABET program outcomes:
L.O. #4 includes a group of
our ABET program outcomes:
L.O. #5 includes a group of
our ABET program outcomes:
(A) An ability to apply
principles of mathematics,
science, and engineering to
the analysis and design of
civil engineering projects.
(B) An ability to design and
conduct experiments, as well
as to analyze and interpret
data.
(C) An ability to design a
system, component, or
process to meet desired needs
within realistic constraints
such as economic,
environmental, social,
political, ethical, health and
safety, manufacturability and
sustainability.
(D) An ability to participate in
projects that cross disciplines
and to function on multidisciplinary teams
(E) An ability to identify,
formulate, and solve
(F) An understanding of the
professional and ethical
responsibility of engineers in
a broad societal context.
(G) An ability to
communicate effectively.
(H) The broad education
necessary to understand the
impact of engineering
solutions in a global,
economic, environmental and
societal context.
(J) A knowledge of relevant
contemporary issues
(K) An ability to use the
modern techniques, skills, and
engineering tools necessary
for engineering practice.
(I) A recognition of the need
for, and an ability to engage in
continuing professional
development and life-long
learning.
(M) An awareness of the
need for professional
registration in career
development.
engineering problems
(L) Have proficiency in the
following civil engineering
discipline areas: structural,
geotechnical,
environmental/water
resources, and transportation.
How your Learning
Objectives are
conveyed to students
Each course has its own
learning objectives matrix that
is handed out to the student;
educational objectives and
program outcomes are on the
CEE web page and are gone
over in our introductory
course, CE 315, the CEE
Profession
Each course has its own
learning objectives matrix that
is handed out to the student;
educational objectives and
program outcomes are on the
CEE web page and are gone
over in our introductory
course, CE 315, the CEE
Profession
Each course has its own
learning objectives matrix that
is handed out to the student;
educational objectives and
program outcomes are on the
CEE web page and are gone
over in our introductory
course, CE 315, the CEE
Profession
Each course has its own
learning objectives matrix that
is handed out to the student;
educational objectives and
program outcomes are on the
CEE web page and are gone
over in our introductory
course, CE 315, the CEE
Profession
Each course has its own
learning objectives matrix that
is handed out to the student;
educational objectives and
program outcomes are on the
CEE web page and are gone
over in our introductory
course, CE 315, the CEE
Profession
Metrics: Tool &
Measures
Course assessment matrices
performed by professor;
student assessment of meeting
course objectives; integration
of course matrices in
Departmental-wide analysis of
program outcomes assessment;
comparison of Fundamentals
of Engineering examination
subject matter to learning
objective; student entrance and
exit interviews; individual
course assessment techniques
by instructor
Course assessment matrices
performed by professor;
student assessment of meeting
course objectives; integration
of course matrices in
Departmental-wide analysis of
program outcomes assessment;
comparison of Fundamentals
of Engineering examination
subject matter to learning
objective; student entrance and
exit interviews; individual
course assessment techniques
by instructor
Course assessment matrices
performed by professor;
student assessment of meeting
course objectives; integration
of course matrices in
Departmental-wide analysis of
program outcomes assessment;
comparison of Fundamentals
of Engineering examination
subject matter to learning
objective; student entrance and
exit interviews; individual
course assessment techniques
by instructor
Course assessment matrices
performed by professor;
student assessment of meeting
course objectives; integration
of course matrices in
Departmental-wide analysis of
program outcomes assessment;
comparison of Fundamentals
of Engineering examination
subject matter to learning
objective; student entrance and
exit interviews; individual
course assessment techniques
by instructor
Course assessment matrices
performed by professor;
student assessment of meeting
course objectives; integration
of course matrices in
Departmental-wide analysis of
program outcomes assessment;
comparison of Fundamentals
of Engineering examination
subject matter to learning
objective; student entrance and
exit interviews; individual
course assessment techniques
by instructor
Results/Feedback
loop
Outcome A

FE examination
results meeting
outcome A above
national average
(Appendix I-F-2):
Example FE exam results
averaged over the last 4 years
(see Error! Reference source
not found.):
Chemistry: PSU 68% pass
rate – national average 58%
Mathematics: PSU 63% pass
rate – national average 60%
Thermodynamics: PSU 51%
pass rate – national average
43%
Outcome F

FE examination
results meeting
outcome F above
national average
(Appendix I-F-2):
Example FE exam results
averaged over the last 4 years
(see Error! Reference source
not found.):
Ethics: PSU 72% pass rate –
national average 67%
Construction management:
PSU 48% pass rate – national
average 46%

Course mappings
show % of
Outcome G

Course mappings
show % of
curriculum of
outcome G is
identifiable and
significant
(Outcome G is
between 4-20% of
our curricular
content and course
assessments show
student success;
specialized courses
in the curriculum
emphasize this
outcome, such as
Outcome J
Course mappings show % of
curriculum of outcome J is
identifiable and significant
and course assessments show
student success. Outcome J is
between 2-7% of our total CE
curricular content
Outcome I

Course mappings
show that outcome
I is an identifiable
part of our
curriculum even
though it does not
have > 5%
coverage in our
overall curriculum.
Outcome I is
between 1-3% of
our total CE
curricular content.
The introduction
of a specialized
course in the
Outcome K

FE examination
results meeting
outcome K above
national average:
Example FE exam results
averaged over the last 4 years:
Computers: PSU 65% pass
Electrical circuits: PSU 48%
pass rate – national average
40%
Dynamics: PSU 55% pass rate
– national average 53%
Statics: PSU 62% pass rate –
national average 58%
Fluid Mechanics: PSU 59%
pass rate – national average
55%
Materials Science: PSU 59%
pass rate – national average
53%

Course mappings
show % of
curriculum of
outcome A is
identifiable and
significant
(Outcome A is
between 20-48%
of our curricular
content) and
course assessments
show student
success

Seniors indicate in
self-assessment
that their skills are
high in outcome A
Outcome B


Course mappings
show % of
curriculum of
outcome B is
identifiable and
significant
(Outcome B is
between 5-21% of
our curricular
content) and
course assessments
show student
success
Seniors ranked
curriculum of
outcome F is
identifiable and
significant (>5%)
with specialized
course in the
curriculum that
emphasizes this
topic, such as CE
315. Outcome F is
between 1-5% of
our curricular
content (see
Error! Reference
source not
found.).
(Appendix I-F-4)
Seniors indicate in selfassessment that their skills
and understanding are high in
outcome F
CE 315, CE
484/494
Outcome H

FE examination
results meeting
outcome H above
national average:
Example FE exam results
averaged over the last 4 years:
Legal and professional
aspects: PSU 85% pass rate –
national average 66%

Course mappings
show % of
curriculum of
outcome H is
between 1-3% of
our CE curricular
content (see
Error! Reference
source not
found.). This
outcome is
identifiable, even
though less than
5% coverage in
our CE courses.
This did not
include the PSU
FreshmanSophomore-Junior
inquiry sequences
which are designed
to incorporate CE
program outcome
H. Efforts to
improve this
coverage are
discussed in
Appendix I-F-4.
rate – national average 60%
Computers and numerical
methods: PSU 56% pass rate
– national average 53%

Course mappings
show % of
curriculum of
outcome K is
identifiable and
significant (>5%).
Outcome K is
between 10-22%
of our total CE
curricular content

Seniors indicate in
self-assessment
that their skills are
high in outcome K
curriculum that
emphasizes this
topic, CE 315 was
used to ensure
adequate topical
coverage.
Seniors indicate in selfassessment that their skills
and understanding are high in
outcome I. On a 1-5 scale,
over the last 2 years they
averaged a score of 4.5 in
recognizing the need for
lifelong learning and
professional registration.
Outcome M

Seniors indicate in
self-assessment
that they recognize
the need to be
registered. On a 15 scale, over the
last 2 years they
averaged a score of
4.7 in recognizing
the need for
professional
registration. This
may be a result of
including this as a
primary
component of the
CE315 CEE
profession course.
Most seniors take the FE
examination in their senior
year.
themselves low in
the use of statistics
in interpreting
data. On a scale of
1-5, seniors ranked
their use of
statistics at 3.5 and
their ability to use
instrumentation to
perform
experiments at 3.8
(averaged over 2
years).

Seniors felt that
the 2004 PSU
capstone design
experience was not
adequate in length
since it was only 1
quarter and that the
statistics class was
not practical in
meeting their
needs in analyzing
data
Outcome C

FE examination
results meeting
outcome C above
national average:
Example FE results averaged
over the last 4 years:
Structural design: PSU 56%
pass rate – national average
46%
Construction management:
PSU 48% pass rate – national
average 46%

Course mappings
show % of
curriculum of
outcome C is
identifiable and
significant
(Outcome C is
between 5-13% of
our curricular
content and
capstone design
CE 484/494 course
successful. Not
shown in CE
course mappings is
University
emphasis on these
topics in our
Inquiry sequences.
Seniors indicate in
self-assessment
that their skills are
high in outcome C
Outcome D

FE examination
results meeting
outcome D above
national average –
this question was
focused on
construction
management:
Example FE results averaged
over the last 4 years:
Construction management:
PSU 48% pass rate – national
average 46%

Course mappings
show % that
outcome D is
identifiable and
significant part of
CE 484/494 for
Spring 2005.
Outcome D is
between 2-11% of
our curricular
content. Course
portfolio and video
of presentations
and reviewer
comments show
successful
completion of this
outcome.
Outcome E

FE examination
results meeting
outcome E above
national average:
Example FE exam results
averaged over the last 4 years:
Thermodynamics: PSU 51%
pass rate – national average
43%
Electrical circuits: PSU 48%
pass rate – national average
40%
Dynamics: PSU 55% pass rate
– national average 53%
Statics: PSU 62% pass rate –
national average 58%
Fluid Mechanics: PSU 59%
pass rate – national average

55%
Materials Science: PSU 59%
pass rate – national average
53%
Mechanics of Materials: PSU
58% pass rate – national
average 53%

Course mappings
show % of
curriculum of
outcome E is
identifiable and
significant
(Outcome E is
between 10-20%
of our curricular
content and course
assessments show
student success

Seniors indicate in
self-assessment
that their skills are
high in outcome E
Outcome L

FE examination
results meeting
outcome L usually
above national
average – students
excel in several
proficiency areas
Example FE exam results
averaged over the last 4 years:
Environmental Engineering:
PSU 65% pass rate – national
average 56%
Hydraulics/Hydrological
systems: PSU 61% pass rate –
national average 53%
Structural Analysis: PSU 59%
pass rate – national average
52%
Structural Design: PSU 56%
pass rate – national average
46%
Surveying: PSU 56% pass
rate – national average 50%
Transportational Facilities:
PSU 45% pass rate – national
average 48% (Std Dev 6%)
Soil Mechanics: PSU 49%
pass rate – national average
51% (Std Dev 8%)
Only Transportational
Facilities and Soil Mechanics
passing rates averaged over 4
years are below the averaged
national pass rate. But PSU
student pass rates are less than
1 standard deviation from the
national average pass rate. We
will continue to monitor these
results for statistically
significant trends. This will be
a focus for our next
assessment cycle.
CE curriculum continues to
require two or more courses
in each discipline area for
Juniors and Seniors
Please attach completed Curricular Map for Template D (below).
Curriculum Map for Template D: Program Level Learning Objectives
Department of Civil and Environmental Engineering
L.O. #1 includes a group of our ABET
program outcomes:
L.O. #2 includes a
group of our ABET
program outcomes:
L.O. #3 includes a
group of our ABET
program outcomes:
L.O. #4 includes a group
of our ABET program
outcomes:
(F) An understanding
of the professional
and ethical
responsibility of
engineers in a broad
societal context.
(G) An ability to
communicate
effectively.
(H) The broad
education necessary
to understand the
impact of engineering
solutions in a global,
economic,
environmental and
societal context.
(J) A knowledge of
relevant contemporary
issues
(K) An ability to use the
modern techniques,
skills, and engineering
tools necessary for
engineering practice.
3
0
0
3
1
3
0
0
3
1
1
3
3
3
3
3
0
2
3
1
3
0
2
3
1
3
0
2
3
1
3
0
2
3
1
3
0
2
3
1
3
3
1
0
2
2
3
3
1
1
(A) An ability to apply principles of
mathematics, science, and engineering
to the analysis and design of civil
engineering projects.
(B) An ability to design and conduct
experiments, as well as to analyze and
interpret data.
(C) An ability to design a system,
component, or process to meet desired
needs within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability and sustainability.
(D) An ability to participate in projects
that cross disciplines and to function
on multi-disciplinary teams
(E) An ability to identify, formulate,
and solve engineering problems
(L) Have proficiency in the following
civil engineering discipline areas:
structural, geotechnical,
environmental/water resources, and
transportation.
CE 211 PLANE SURVEYMAPPING
CE 212 FIELD
PROBLEMS IN PLANE
SURVEYING
CE 315 CIVIL & ENV
ENGR PROFESSION
CE 321 CEE PROPERTIES
OF MATERIALS
CE 324 ELEMENTARY
STRUCTURAL ANALYSIS
CE 325
INDETERMINATE
STRUCTURES
CE 333 DESIGN OF
STEEL STRUCTURES
CE 341 SOIL
CLASSIFICATION AND
PROPERTIES
CE 351
TRANSPORTATION
SYSTEMS: PLANNING
AND DESIGN
CE 362 HYDRAULICS
L.O. #5 includes a group of our
ABET program outcomes:
(I) A recognition of the need for,
and an ability to engage in
continuing professional
development and life-long learning.
(M) An awareness of the need for
professional registration in career
development.
L.O. #1 includes a group of our ABET
program outcomes:
L.O. #2 includes a
group of our ABET
program outcomes:
L.O. #3 includes a
group of our ABET
program outcomes:
L.O. #4 includes a group
of our ABET program
outcomes:
(F) An understanding
of the professional
and ethical
responsibility of
engineers in a broad
societal context.
(G) An ability to
communicate
effectively.
(H) The broad
education necessary
to understand the
impact of engineering
solutions in a global,
economic,
environmental and
societal context.
(J) A knowledge of
relevant contemporary
issues
(K) An ability to use the
modern techniques,
skills, and engineering
tools necessary for
engineering practice.
3
1
2
3
1
3
3
1
1
2
2
3
3
1
3
3
0
2
3
1
3
0
2
3
1
3
0
2
3
1
3
0
2
3
1
3
1
2
3
1
3
0
2
3
1
3
0
2
3
1
3
0
2
3
1
(A) An ability to apply principles of
mathematics, science, and engineering
to the analysis and design of civil
engineering projects.
(B) An ability to design and conduct
experiments, as well as to analyze and
interpret data.
(C) An ability to design a system,
component, or process to meet desired
needs within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability and sustainability.
(D) An ability to participate in projects
that cross disciplines and to function
on multi-disciplinary teams
(E) An ability to identify, formulate,
and solve engineering problems
(L) Have proficiency in the following
civil engineering discipline areas:
structural, geotechnical,
environmental/water resources, and
transportation.
CE 364 WATER
RESOURCES
ENGINEERING
CE 371
ENVIRONMENTAL
ENGINEERING
CE 407 SEMINAR
CE 410 SELECTED
TOPICS
CE 420 ADVANCED
MECHANICS OF
MATERIALS
CE 421 ANALYSIS OF
FRAMED STRUCTURES
CE 423 VIBRATION
ANALYSIS IN
STRUCTURAL
ENGINEERING
CE 431 STABILITY OF
STRUCTURES
CE 432 STRUCTURAL
STEEL DESIGN - LRFD
METHOD
CE 433 COLD-FORMED
STEEL DESIGN
CE 434 PRINCIPLES OF
REINFORCED
CONCRETE
L.O. #5 includes a group of our
ABET program outcomes:
(I) A recognition of the need for,
and an ability to engage in
continuing professional
development and life-long learning.
(M) An awareness of the need for
professional registration in career
development.
L.O. #1 includes a group of our ABET
program outcomes:
L.O. #2 includes a
group of our ABET
program outcomes:
L.O. #3 includes a
group of our ABET
program outcomes:
L.O. #4 includes a group
of our ABET program
outcomes:
(F) An understanding
of the professional
and ethical
responsibility of
engineers in a broad
societal context.
(G) An ability to
communicate
effectively.
(H) The broad
education necessary
to understand the
impact of engineering
solutions in a global,
economic,
environmental and
societal context.
(J) A knowledge of
relevant contemporary
issues
(K) An ability to use the
modern techniques,
skills, and engineering
tools necessary for
engineering practice.
3
0
2
3
1
3
3
0
0
2
2
3
3
1
1
3
0
2
3
1
3
0
2
3
1
3
0
2
3
1
3
1
2
3
1
3
0
2
3
1
3
0
2
3
1
3
1
2
3
1
(A) An ability to apply principles of
mathematics, science, and engineering
to the analysis and design of civil
engineering projects.
(B) An ability to design and conduct
experiments, as well as to analyze and
interpret data.
(C) An ability to design a system,
component, or process to meet desired
needs within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability and sustainability.
(D) An ability to participate in projects
that cross disciplines and to function
on multi-disciplinary teams
(E) An ability to identify, formulate,
and solve engineering problems
(L) Have proficiency in the following
civil engineering discipline areas:
structural, geotechnical,
environmental/water resources, and
transportation.
CE 435 DESIGN OF
REINFORCED
CONCRETE
STRUCTURES
CE 436 MASONRY
DESIGN
CE 437 TIMBER DESIGN
CE 438 DESIGN OF
COMPOSITE
STRUCTURES
CE 440 GEOSYNTHETICS
IN INFRASTUCTURE
ENGINEERING
CE 442 IN SITU
BEHAVIOR AND
TESTING OF SOILS
CE 443 INTRODUCTION
TO SEISMOLOGY AND
SITE EVALUATION
CE 444 GEOTECHNICAL
DESIGN
CE 445 GEOENVIRONMENTAL
ENGINEERING WITH
GEOSYNTHETICS
CE 448 EARTHQUAKE
ACCOMODATION AND
DESIGN
L.O. #5 includes a group of our
ABET program outcomes:
(I) A recognition of the need for,
and an ability to engage in
continuing professional
development and life-long learning.
(M) An awareness of the need for
professional registration in career
development.
L.O. #1 includes a group of our ABET
program outcomes:
L.O. #2 includes a
group of our ABET
program outcomes:
L.O. #3 includes a
group of our ABET
program outcomes:
L.O. #4 includes a group
of our ABET program
outcomes:
(F) An understanding
of the professional
and ethical
responsibility of
engineers in a broad
societal context.
(G) An ability to
communicate
effectively.
(H) The broad
education necessary
to understand the
impact of engineering
solutions in a global,
economic,
environmental and
societal context.
(J) A knowledge of
relevant contemporary
issues
(K) An ability to use the
modern techniques,
skills, and engineering
tools necessary for
engineering practice.
3
2
2
3
1
3
0
2
3
1
3
0
2
3
1
3
1
2
3
1
3
1
2
3
1
3
0
2
3
1
3
0
2
3
1
3
1
2
3
1
3
0
2
3
1
(A) An ability to apply principles of
mathematics, science, and engineering
to the analysis and design of civil
engineering projects.
(B) An ability to design and conduct
experiments, as well as to analyze and
interpret data.
(C) An ability to design a system,
component, or process to meet desired
needs within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability and sustainability.
(D) An ability to participate in projects
that cross disciplines and to function
on multi-disciplinary teams
(E) An ability to identify, formulate,
and solve engineering problems
(L) Have proficiency in the following
civil engineering discipline areas:
structural, geotechnical,
environmental/water resources, and
transportation.
CE 450
TRANSPORTATION
SAFETY ANALYSIS
CE 451 TRAFFIC
CONTROL AND
ANALYSIS
CE 453 FREIGHT
TRANSPORTATION AND
LOGISTICS
CE 454 URBAN
TRANSPORTATION
SYSTEMS
CE 455 INTELLIGENT
TRANSPORTATION
SYSTEMS
CE 456 TRAFFIC
ENGINEERING
CE 457 PAVEMENT
DESIGN
CE 458 PUBLIC
TRANSPORTATION
SYSTEMS
CE 459
TRANSPORTATION
OPERATIONS
L.O. #5 includes a group of our
ABET program outcomes:
(I) A recognition of the need for,
and an ability to engage in
continuing professional
development and life-long learning.
(M) An awareness of the need for
professional registration in career
development.
L.O. #1 includes a group of our ABET
program outcomes:
L.O. #2 includes a
group of our ABET
program outcomes:
L.O. #3 includes a
group of our ABET
program outcomes:
L.O. #4 includes a group
of our ABET program
outcomes:
(F) An understanding
of the professional
and ethical
responsibility of
engineers in a broad
societal context.
(G) An ability to
communicate
effectively.
(H) The broad
education necessary
to understand the
impact of engineering
solutions in a global,
economic,
environmental and
societal context.
(J) A knowledge of
relevant contemporary
issues
(K) An ability to use the
modern techniques,
skills, and engineering
tools necessary for
engineering practice.
3
2
2
3
1
3
0
2
3
1
3
0
2
3
1
3
1
2
3
1
3
1
2
3
1
3
2
2
3
1
3
1
2
3
1
3
1
2
3
1
(A) An ability to apply principles of
mathematics, science, and engineering
to the analysis and design of civil
engineering projects.
(B) An ability to design and conduct
experiments, as well as to analyze and
interpret data.
(C) An ability to design a system,
component, or process to meet desired
needs within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability and sustainability.
(D) An ability to participate in projects
that cross disciplines and to function
on multi-disciplinary teams
(E) An ability to identify, formulate,
and solve engineering problems
(L) Have proficiency in the following
civil engineering discipline areas:
structural, geotechnical,
environmental/water resources, and
transportation.
CE 460 ACCESS
MANAGEMENT
TRANSPORTATION
SYSTEMS
CE 464 HYDROLOGIC
AND HYDRAULIC
MODELING
CE 467 HYDROLOGIC
AND HYDRAULIC
DESIGN
CE 469
GROUNDWATER
HYDROLOGY
CE 474 UNIT
OPERATIONS OF
ENVIRONMENTAL
ENGINEERING
CE 477 SOLID AND
HAZARDOUS WASTE
MANAGEMENT
CE 479 FATE AND
TRANSPORT TOXICS IN
THE ENVIRONMENT
CE 480 CHEMISTRY OF
ENVIRONMENTAL
TOXICS
L.O. #5 includes a group of our
ABET program outcomes:
(I) A recognition of the need for,
and an ability to engage in
continuing professional
development and life-long learning.
(M) An awareness of the need for
professional registration in career
development.
L.O. #1 includes a group of our ABET
program outcomes:
L.O. #2 includes a
group of our ABET
program outcomes:
L.O. #3 includes a
group of our ABET
program outcomes:
L.O. #4 includes a group
of our ABET program
outcomes:
(F) An understanding
of the professional
and ethical
responsibility of
engineers in a broad
societal context.
(G) An ability to
communicate
effectively.
(H) The broad
education necessary
to understand the
impact of engineering
solutions in a global,
economic,
environmental and
societal context.
(J) A knowledge of
relevant contemporary
issues
(K) An ability to use the
modern techniques,
skills, and engineering
tools necessary for
engineering practice.
3
3
3
3
3
3
3
3
3
3
(A) An ability to apply principles of
mathematics, science, and engineering
to the analysis and design of civil
engineering projects.
(B) An ability to design and conduct
experiments, as well as to analyze and
interpret data.
(C) An ability to design a system,
component, or process to meet desired
needs within realistic constraints such
as economic, environmental, social,
political, ethical, health and safety,
manufacturability and sustainability.
(D) An ability to participate in projects
that cross disciplines and to function
on multi-disciplinary teams
(E) An ability to identify, formulate,
and solve engineering problems
(L) Have proficiency in the following
civil engineering discipline areas:
structural, geotechnical,
environmental/water resources, and
transportation.
CE 484 CIVIL
ENGINEERING PROJECT
MANAGEMENT AND
DESIGN I
CE 494 CIVIL
ENGINEERING PROJECT
MANAGEMENT AND
DESIGN II
*These are the same objectives you will list in Template D.
Please indicate level at which objective is addressed in each course:
0 = this objective is not addressed in this course
1 = students are introduced to concepts related to this objective
2 = students are given opportunities to practice using knowledge, skills, attitudes related to this objective
3 = students learn to integrate and synthesize in the area of this objective; it represents a major theme of the course
L.O. #5 includes a group of our
ABET program outcomes:
(I) A recognition of the need for,
and an ability to engage in
continuing professional
development and life-long learning.
(M) An awareness of the need for
professional registration in career
development.
#5 New Certificate and/or Degree Programs being developed in CEE
None have been committed at this time.
#6 CEE contributions to PSU’s leadership in engagement
CEE has extensive collaboration across the community in a variety of forms. These include both governmental and industrial partners and the
collaborations take many forms. CEE anticipates that these engagements will continue to expand as a consequence of the increasing research profile
of the college and as a result of participation in sustainability initiatives and other cross-campus partnerships.
Besides being active in collaboration at PSU with other Departments, the CEE faculty is active in the profession. The table below shows a sampling of
specific professional development and service activities of our faculty over the last 5 years. In addition to these activities, faculty are participating
members of many professional organizations and are partners in many other ways, including research, publications, student chapter advising, etc. They
present research papers at local and national ASCE conferences and other professional venues, serve on proposal technical review committees (including
EPA, NSF and USGS), are officers of technical committees, and are peer reviewers for numerous journals (including various ASCE, WEF, AGU and
AFS).
Examples of Faculty professional development and service activities over the last 5 years.
Professional development partner
Apprenticeships in Science and
Engineering
MESA (Mathematics, Engineering and
Science Advancement)
ASCE
AGU
ASCE
AWWA
TRB
International Conference Marine Waste
Water Disposal
DuPont, Inc.
Applied Technology Council
ABET/EAC
ABET
NSPE
Description
Recruit and supervise Apprenticeships in Science and Engineering high school students for summer research experiences.
Provide support through mentoring and participating in MESA events at PSU in support of minorities in science and
engineering.
Present research papers at national professional conferences and attend technical committees
American Geophysical Union National Fall Meeting, Co-Chair, Hydrology Special Session.
Energy Engineering Division Environmental Effects Committee: Effects of Energy Production on Reservoir Water
Quality.
Project Advisory Committee (PAC) for American Water Works Association (AWWA), Advisory Board Membership.
Secretary, Committee on Traffic Flow Theory and Characteristics
Advisory and Technical Committee, 2000 and 2005
Scientific Advisory Panel, Modeling and Management of Emerging Environmental Issues: Mixing Zones and SurfaceGroundwater Interactions,
ATC 58 Project; Member of Development Team for “Interim Shake Table Test Protocol for Quantifying Seismic Fragility
of Motion-Sensitive Nonstructural Components.”
ABET/EAC Program Evaluator Training Workshops, Instructor.
ABET Engineering Accreditation Commission (EAC), Member
NSPE/Professional Engineers in Education (PEE), Chair.
Professional development partner
NSPE
PEE
AISC
ASCE
EERI
DOGAMI
EPA
Washington County
AGU
City of Portland
ASCE
TRB
TRB
TRB
ITS
ITE
TRB
TRB
ASCE
ASCE
ACI
Description
NSPE Board of Directors, Member.
Executive Board, Professional Engineers in Education (PEE), Secretary.
Columbia Slough Sediment Cleanup Technical Advisory Committee.
Member of the AISC Panel for Career Enhancement Award.
Reviewer for: Journal of Structural Engineering, ASCE, Journal of Composite Science and Technology, Journal of
Reinforced Plastics and Composites, and Journal of Engineering Mechanics, ASCE, Journal of Transportation
Engineering.
Local Organizing Committee, EERI Annual Meeting, Co-chair.
Earthquake Reconnaissance Team, Oregon State Department of Geology and Mineral Industries (DOGAMI).
U.S. Environmental Protection Agency / NCER Star Program, Adhoc Peer Reviewer.
Task Force and Hydrologic and Hydraulic Design Standards, Clean Water Services, Washington County, OR.
Hydrology Section Executive Committee.
Bull Run Water Treatment Citizens Advisory Panel, Bureau of Water Works, City Of Portland, OR.
CE World, First Virtual World Congress for Civil Engineering, ASCE, Content Area Chair.
Highway Capacity and Quality of Service Comm., Conference Sessions Chair.
Unsignalized Intersections Subcommittee.
Interchange Subcommittee.
Intelligent Transportation Society of America, Oregon Chapter, President.
Institute of Transportation Engineers, Oregon Section, Student Chapter Liaison and Webmaster.
TRB Task Force to develop the Highway Safety Manual.
TRB Subcommittee on Road Safety Audits.
The Committee on Substation Structures, (ASCE), Secretary.
Coordinate and/or Chair the Civil Engineering Department Heads Conference, Department Heads Council Executive
Committee.
Lectures presented, ACI International.
CEE will participate in international education collaborations which have strategic benefit and operate on a sound financial basis.