ABET
Self-Study Report
for the
Bachelor of Science in Civil Engineering
(B.S.C.E.) Degree Program
at
The University of Memphis
Herff College of Engineering
Memphis, TN 38152
July 1, 2009
CONFIDENTIAL
The information supplied in this Self-Study Report is for the confidential use of ABET and
its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution.
CONTENTS
CONTENTS
ii
BACKGROUND INFORMATION
1
Degree Title................................................................................................................... 1
Program Mode .............................................................................................................. 1
Contact Information ....................................................................................................... 1
Program History ............................................................................................................ 1
Options 2
Organizational Structure ............................................................................................... 2
Program Delivery Modes .............................................................................................. 2
Shortcomings Documented in the Final Report from the Previous Evaluation and the
Actions Taken to Address Them ...................................................................... 3
Program Concerns ........................................................................................... 3
CRITERION 1. STUDENTS
7
Student Admissions ...................................................................................................... 7
Evaluating Student Performance .................................................................................. 7
Advising Students ......................................................................................................... 8
Transfer Students and Transfer Courses ..................................................................... 9
Graduation Requirements ............................................................................................. 9
Enrollment and Graduation Trends ............................................................................... 9
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
15
Consistency among Department, College, and University Mission Statements ......... 15
Program Educational Objectives ................................................................................. 15
Program Constituencies .............................................................................................. 16
Process for Establishing Program Educational Objectives ......................................... 16
Program Educational Objectives – 2003 Report............................................ 18
Program Educational Objectives - 2006 ........................................................ 18
Current Program Educational Objectives ...................................................... 21
CRITERION 3. PROGRAM OUTCOMES
23
Program Outcomes Processes ................................................................................... 23
Program Outcomes for 2003 EAC of ABET accreditation visit: ..................... 25
Current Program Outcomes (POs) ............................................................................. 26
Relationship of Program Outcomes to Program Educational Objectives ................... 27
Relationship of Courses in the Curriculum to the Program Outcomes ....................... 27
Documentation ............................................................................................................ 29
Achievement of Program Outcomes ........................................................................... 29
Assessment Processes .................................................................................. 29
Assessment of Outcomes ........................................................................................... 35
(a) An ability to apply knowledge of mathematics, science, and
engineering ....................................................................................... 36
(b) An ability to design and conduct experiments and to analyze and
interpret data in two or more of the following areas:
environmental engineering, geotechnical engineering,
hydraulics, and materials .................................................................. 41
CONTENTS ii
(c)
An ability to design a civil engineering system, component, or
process to meet specified performance, cost, time, safety
and quality needs, and objectives ..................................................... 47
(d) An ability to function on multi-disciplinary teams .................................. 56
(e) An ability to identify, formulate, and solve civil engineering problems .. 58
(f) An understanding of professional and ethical responsibility ................. 65
(g) An ability to convey technical material through oral presentations
and written papers and reports ......................................................... 68
(h)
The broad education necessary to understand the impact of
engineering solutions in a global and societal context ..................... 71
(i) A recognition of the need for professional licensure and a
recognition of the need for and an ability to engage in life-long
learning ............................................................................................. 74
(j) Knowledge of contemporary issues ....................................................... 75
(k) An ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice. ......................................... 82
(l) An ability to apply knowledge to develop engineering solutions in a
minimum of four of the following areas: environmental engineering,
geotechnical engineering, structural engineering, transportation
engineering, and water resources engineering ................................ 95
(m) An ability to explain basic concepts in management, business,
public policy and leadership .............................................................. 97
Opportunities on campus that are available to students for participation
and membership in those technical, professional, and/or honor
societies most closely associated with this program ........................ 98
CRITERION 4. CONTINUOUS IMPROVEMENT
101
Information Used for Program Improvement ............................................................ 101
Actions to Improve the Program ............................................................................... 101
Action 1. ....................................................................................................... 101
Action 2. ....................................................................................................... 101
Action 3. ....................................................................................................... 102
Action 4. ....................................................................................................... 103
Action 5. ....................................................................................................... 103
Action 6. ....................................................................................................... 104
Action 7. ....................................................................................................... 105
Action 8. ....................................................................................................... 105
Action 9. ....................................................................................................... 106
Action 10. ..................................................................................................... 106
Action 11. ..................................................................................................... 107
Action 12. ..................................................................................................... 107
Action 13. ..................................................................................................... 108
Action 14. ..................................................................................................... 108
Action 15. ..................................................................................................... 109
Action 16. ..................................................................................................... 109
Action 17. ..................................................................................................... 110
Action 18. ..................................................................................................... 110
Action 19. ..................................................................................................... 111
Action 20. ..................................................................................................... 111
Action 21. ..................................................................................................... 111
Action 22. ..................................................................................................... 112
Action 23. ..................................................................................................... 113
Action 24. ..................................................................................................... 113
CRITERION 5. PROGRAM CURRICULUM
CONTENTS iii
115
Program Curriculum .................................................................................................. 115
Mathematics, Physics, and Chemistry ......................................................... 115
Probability and Statistics .............................................................................. 115
Proficiency in Recognized Major Civil Engineering Areas ........................... 115
Laboratory Experiences ............................................................................... 116
Design Experiences ..................................................................................... 116
Professional Practice Issues ........................................................................ 117
Prerequisite Flow Chart ............................................................................................ 118
Course Syllabi .............................................................................................. 121
CRITERION 6. FACULTY
127
Leadership Responsibilities ...................................................................................... 127
Authority and Responsibility of Faculty ..................................................................... 127
Faculty 128
Faculty Competencies .............................................................................................. 128
Education ..................................................................................................... 129
Diversity ....................................................................................................... 129
Experience ................................................................................................... 129
Ability to Communicate ................................................................................ 129
Developing an Effective Program ................................................................ 129
Scholarship .................................................................................................. 130
Participation in Professional Societies ......................................................... 130
Registration /Licensure as Professional Engineers ..................................... 130
Instructional Workloads ................................................................................ 130
Faculty Size ............................................................................................................... 131
Advising and Counseling .......................................................................................... 131
Faculty Development ................................................................................................ 132
CRITERION 7. FACILITIES
137
Space 137
Resources and Support ............................................................................................ 139
Major Instructional and Laboratory Equipment ......................................................... 140
CRITERION 8. SUPPORT
141
Program Budget Process and Sources of Financial Support ................................... 141
Sources of Financial Support ....................................................................... 142
Adequacy of Budget ..................................................................................... 142
Support of Faculty Professional Development............................................. 143
Support of Facilities and Equipment ............................................................ 144
Adequacy of Support Personnel and Institutional Services ......................... 145
CRITERION 9. PROGRAM CRITERIA
147
APPENDIX A – COURSE SYLLABI
149
APPENDIX B – FACULTY RESUMES
185
APPENDIX C – LABORATORY EQUIPMENT
213
Foundation Sequence Laboratory............................................................................. 213
Environmental Engineering Laboratory .................................................................... 213
Hydraulics and Hydrology Laboratory ....................................................................... 214
Traffic Laboratory ..................................................................................................... 215
Geotechnical/Materials Laboratory ........................................................................... 215
CONTENTS iv
CONTENTS v
BACKGROUND INFORMATION
Degree Title
Bachelor of Science in Civil Engineering (B.S.C.E.)
Program Mode
The program is offered as an on-campus day program.
Contact Information
Department Chairman
Dr. Shahram Pezeshk, Emison Professor and Chair
Department of Civil Engineering
The University of Memphis
Memphis, TN 38152
Phone:
Fax:
Email:
901-678-4727
901-678-3026
spezeshk@memphis.edu
ABET Coordinator
Dr. Paul J. Palazolo, Associate Professor
Department of Civil Engineering
The University of Memphis
Memphis, TN 38152
Phone:
Fax:
Email:
901-678-3275
901-678-3026
ppalazol@memphis.edu
Program History
The Department of Civil Engineering was established in 1968 and the first
B.S.C.E. degree was awarded in 1970. The program was accredited by the Engineering Council for Professional Development (ECPD) shortly after the first degree was awarded and has continuously maintained accreditation by ECPD and
subsequently ABET since that time.
BACKGROUND INFORMATION 1
Options
None
Organizational Structure
Dr. William Segui serves as the undergraduate coordinator for civil engineering
and reports to Dr. Shahram Pezeshk, Chair of Civil Engineering. Dr. Pezeshk
reports to Dr. Richard Warder, Dean of the Herff College of Engineering who reports to Dr. Ralph Faudree, Provost of the University of Memphis who reports to
Dr. Shirley Raines, President of the University of Memphis. An organization chart
for the University, including its governing board, is shown in Figure D-1 of Appendix D.
Program Delivery Modes
The Civil Engineering program is conducted in the day program mode. This is the
dominant program mode throughout the College. An engineering co-op program
is administered by the Office of the Associate Dean for Undergraduate Affairs.
This co-op program is optional with a minimum entry requirement of a 2.5 GPA.
Enrolled students may participate on a one-semester-in, one-semester-out rotation or as part-time employees throughout the entire year.
BACKGROUND INFORMATION 2
Shortcomings Documented in the Final Report from the
Previous Evaluation and the Actions Taken to Address Them
Program Concerns
Criterion 1. Students and Criterion 4. Professional Component
During the review of student transcripts, it was noted that the department is not totally consistent in its handling of transfer credits.
For example, one transfer student had taken Calculus III at another institution but had not taken Calculus I or II. The department
accepted substitute courses for Calculus I and II. The substitute
courses as well as Calculus III at the other institution were all 3unit courses. Therefore, the student was allowed to graduate with
only 13 units instead of the normal 16 units of mathematics. This
also resulted in a shortage of total math and basic sciences of 3
credit units (29 compared to the required 32). The lack of stated
technical prerequisites for the senior design course could and, in
some cases, does result in students taking this course without the
requisite knowledge of the sub-discipline design concepts necessary to complete a culminating design experience. A review of recent senior design projects revealed an inconsistent level of rigor
in the design process and in the production of a final project.
Some projects had little if any additional design rigor over the
sophomore-level designs that were reviewed, while others clearly
satisfied the rigor necessary for a culminating design experience.
Practitioner involvement with this course during the projectdevelopment and interim-work phases would aid in creating the
design rigor and standards of practice that the profession demands.
Actions Taken
The College of Engineering, in collaboration with the campus Registrar, developed and implemented an automatic online degree program requirement check
that serves all departments in the College of Engineering. This system, which includes documentation of transfer credits, will not allow a student to register for a
class unless the prerequisites for that class have been met. All variances to this
process must be approved by the Department Chair, and an electronic permit issued by the Department Associate Chair.
BACKGROUND INFORMATION 3
Criterion 4. Professional Component
Action Taken
The department has developed a set of guidelines regarding the scope and rigor
expected from the capstone design projects. The status and results of these efforts are shown below.
Prerequisites for senior design have been established as the terminal required courses in each concentration area and have become prerequisites for enrollment in senior design. This will be incorporated in the undergraduate bulletin..
Specific guidance is given for all design projects that require design
knowledge beyond that obtained in the prerequisite courses. Practitioners and faculty act as mentors to the students to help them handle difficult
design issues that inevitably arise in real-world engineering designs. Students have phone conversations and meetings with these consultants as
they (the students) seek to solve these important design issues.
Projects are proposed before the start of each semester by faculty working in conjunction with local engineers, developers, and permitting authorities who act as practitioner advisors to the class as described above.
Final project selection is by consensus of the faculty at the start of each
semester. A single project is chosen for that semester. Depending on the
size of the class in any given semester, smaller classes undertake the
project as a group while larger classes are divided into competing teams.
The practitioner advisors are part of the teaching team and attend the lecture and lab sessions as needed. As the semester progresses, they emphasize specific uses of knowledge that the students have developed during their undergraduate program as well as additional skills such as reading engineering plans, dealing with clients, writing specifications, etc. In
addition, they help the students deal with critical project issues and focus
the range of possible solutions.
Grades are determined based on the following components: work plan,
preliminary engineering report, oral presentations, and final design submittal (plans, limited specifications, and final design report).
Criterion 5. Faculty and Criterion 8. Program Criteria
There are at least two faculty members proficient in four of the five
areas of specialization; however, due to the recent death of one
faculty member, there is now only one faculty member proficient in
the geotechnical area. With Tennessee's budget situation, it is not
known if this position will be filled in the near future.
BACKGROUND INFORMATION 4
Due Process Response
This position is expected to be filled by July 2004.
Action Taken
The department hired a new faculty member proficient in the geotechnical area in
August 2004. Currently, there are two faculty members in the geotechnical area.
BACKGROUND INFORMATION 5
BACKGROUND INFORMATION 6
CRITERION 1. STUDENTS
Student Admissions
Admission criteria for new students are described in the 2008-2009 edition of the
Undergraduate Bulletin (hereafter referred to as the Bulletin), available at
http://www.memphis.edu/ugcatalog/. Students must complete the following
courses before they can be classified as civil engineering majors: CHEM 1110,
CIVL 1101, ENGL 1010, MATH 1910, and CIVL 1112. Until completion of these
courses, students are classified as pre-civil engineering students.
Transcripts from other institutions in Tennessee are evaluated in accordance with
articulation agreements between the various institutions involved. These agreements are subject to routine review by the departments and programs involved. A
history of freshmen admissions for the past five years is given in Table 1-1.
Table 1-1. History Standards for Freshmen Admissions
Academic
Year
Composite ACT
Percentile Rank
in High School *
MIN.
AVG.
MIN.
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
24
19
17
19
20
24.4
23.4
23.5
24.2
24.8
MIN.
Number
of New Students Enrolled
11
13
17
19
16
* Data not available.
Evaluating Student Performance
It is the responsibility of the civil engineering faculty advisor to monitor a student's
progress to ensure that the student is following the prescribed curriculum. Students must earn a grade of “C” or better in all civil engineering courses. The advisor checks to ensure that this requirement is satisfied.
The University’s Office of Admissions and Records audits students’ grades each
semester. Students failing to meet the University's 2.0 GPA requirement are
placed on probation for one semester and receive additional advising. If a student fails to raise his/her GPA after one semester of probation, he/she is no
longer allowed to continue in the Civil Engineering Program.
CRITERION 1. STUDENTS 7
Advising Students
Incoming freshmen, including those who have decided on a major and transfer
students who have not yet selected a major, are advised by the College of Engineering Undergraduate Academic Advisor. Most civil engineering students declare their major when they matriculate. After they have completed the pre-civil
engineering course requirements, their records and advising are transferred from
the College academic advisor to the Department of Civil Engineering.
Although the department does not have the formal advising role during a student's first year, these students are enrolled in civil engineering classes (CIVL
1101 and CIVL 1112) and have close contact with civil engineering faculty members. The College advisor maintains close contact with the department and identifies the civil engineering students she advises and forwards the information to
the department. Students who have completed the pre-civil engineering course
requirements and transfer students who enter the university as civil engineering
majors are sent to the department for advising.
Dr. William Segui, the Associate Chair, is responsible for assigning students to
faculty advisors. Assignments are made in such a way as to distribute the number of students uniformly to advisors; however, if the student has a preference for
a specific advisor, that preference is honored. At any time, either the student or
the advisor can request that a new advisor be assigned.
Students admitted to the civil engineering program are initially advised by the associate chair. These students are sent a letter that welcomes them to the department and provides them with their advisor’s name and contact information.
Student folders are retained in the department office and are available to faculty.
Faculty can also review student transcripts by accessing the University’s Banner
computer database system.
Each semester, students pre-register for the next semester. Students are not
cleared to register until they have met with their advisor. Once the student has
been advised, the advisor issues a clearance via the Banner System. Although
students can subsequently change their schedule without clearance from their
advisor, this procedure ensures that students meet with their advisor at least
once each semester. The computer registration process does not allow students
to register for civil engineering courses unless the prerequisite courses have
been completed. For exceptional circumstances, pre-requisite waivers can be
permitted upon approval of instructor, advisor, and the Department Chair.
CRITERION 1. STUDENTS 8
Transfer Students and Transfer Courses
The Associate Chair is responsible for validating all transfer credits. Lower division courses taken at Tennessee Board of Regents (TBR) institutions, which include the community colleges, have a common numbering system. For courses
taken at other institutions, the Associate Chair may review the catalog from the
institution, consult institutional web pages, and/or require the student to produce
documentation that the course has the same content as an equivalent course at
the University of Memphis.
Each student's file contains a degree sheet (see Table 1-5), which is used to record the student's progress toward the degree. The reverse side of this sheet lists
all of the options for electives, both for civil engineering and general education
courses. The Department Chair must approve substitutions for required courses,
with the exception of General Education courses. The College Undergraduate
Academic Advisor, in consultation with the University Transfer Articulation Office,
must approve in writing substitutions for General Education courses. These substitutions are usually for transfer students who have taken similar courses. General Education requirements are waived for students who already have a baccalaureate degree from a regionally accredited institution of higher education.
Graduation Requirements
During the semester preceding the student’s final semester, the advisor checks
and certifies that the student has met all requirements for the degree and that all
EAC of ABET engineering criteria requirements have been satisfied. Students
are required to earn a grade of “C” or above in all civil engineering courses
counted toward graduation. The Department Chair must also approve the student
for graduation, and the College undergraduate academic advisor makes a final
check of all requirements.
Enrollment and Graduation Trends
Enrollment and graduation trends for the past five years are given in Tables 1-1
through 1-4.
CRITERION 1. STUDENTS 9
Table 1-2. Transfer Students for Past Five Academic Years
Academic Year
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Number of Transfer Students Enrolled
8
7
13
12
13
Table 1-3. Enrollment Trends for Past Five Academic Years
Full-time Students
Part-time Students
Student FTE
Graduates
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
90
21
98.2
13
91
23
101.2
9
106
25
116.1
20
87
25
98.1
16
97
19
101.9
16
CRITERION 1. STUDENTS 10
Table 1-4. Program Graduates
Certification/
Licensure
(If Applicable)
Year
Matriculated
Year
Graduated
Edward Bond
James Lamport
Talal Mayahi
James
Nabakowski
2004
2005
2007
2009
2009
2009
2004
2009
Phillip Pinkston
1991
2009
Chase Staggs
Jacob Storz
Nathaniel Taylor
2004
2004
2004
2009
2009
2009
Stephen Williams
2006
2009
Sue Ellen Barnes
Derrick Brasher
Carl Dawson
2004
2005
2005
2008
2008
2008
Robert Gambill
2006
2008
Matthew Taylor
Titilola Adeleye
Emily Boswell
Daniel Bowling
Michael Falls
Phillip Huntley
Andrew Long
2006
2004
2001
2004
2004
2003
2005
2008
2008
2008
2008
2008
2008
2008
Bhargav Patel
2005
2008
Ryan Pickett
2005
2008
EIT
Cole H. Smith
2003
2008
EIT
Rachel Stone
2005
2008
EIT
Emma Campbell
2003
2007
EIT
Student Name
EIT
EIT
EIT
EIT
EIT
EIT
EIT
EIT
EIT
EIT
EIT
CRITERION 1. STUDENTS 11
Initial or Current Employment/
Job Title/
Other Placement
Pickering Firm, Memphis
City of Memphis
U.S. Army Corps of Engineers,
Memphis
U.S. Army Corps of Engineers,
Memphis
MLGW
City of Memphis
U.S. Army Corps of Engineers,
Memphis
Moved to Arizona, Looking for job
Looking for job
Looking for job
U.S. Army Corps of Engineers,
Memphis
The Reaves Firm, Memphis
PSI, San Antonio, Texas
City of Lakeland
Pickering Firm, Memphis
Tetra Tech, Memphis
Pickering Firm, Memphis
Seattle City Light, Washington
Planning to Start Graduate
School
Graduate School, U. of Memphis
U.S. Army Corps of Engineers,
Memphis
Neel-Schaffer, Jackson, Tennessee
Askew, Hargraves, Harcourt,
Jackson, TN
Table 1-5. BSCE Degree Requirements, Fall, 2009 Last updated 02/16/2009
Name ___________________________________________
Advisor __________________________________________
Course Number and Name
University of Memphis Entry Date _________________________
hrs.
Semester
Grade
Social Security Number _________________________________
Course Number and Name
hrs.
CIVL 1101 Civil Engineering Measurements (Fall)
3
CHEM 1110 Chemistry I
3
CIVL 3121 Structural Analysis [C]
3
CHEM 1111 Chemistry Lab
1
CIVL 3180 Civil Engineering Hydraulics
3
ENGL 1010 English Composition
3
CIVL 3103 Approximation and Uncertainty in Engr. (Fall)
3
MATH 1910 Calculus I
4
CIVL 3137 Civil Engineering Materials (Fall)
3
14
CIVL 3325 Mechanics of Materials Lab (Fall)
1
Gen. Ed. – Humanities/Fine Arts (see note 3)
3
First Semester Total Hours
Fifth Semester Total Hours
16
Physical Science (See note 1)
4
CIVL 1112 Civil Engineering Analysis (Spring)
3
ENGL 1020 English Composition & Analysis
3
MATH 1920 Calculus II
4
CIVL 3161 Transportation Systems Engineering (Spring)
3
PHYS 2111 Physics I Lab
1
CIVL 3182 Hydrology and Hydraulics Lab
1
PHYS 2110 Physics for Science & Engineering I
3
CIVL 3140 Environmental Systems Engineering
4
18
CIVL 4151 Soil Mechanics (Spring)
4
Second Semester Total Hours
CIVL 3131 Design of Steel Structures (Spring) or
CIVL 4135 Reinforced Concrete Design (Fall)
3
ENGL 3603 Engineering Communication
3
Sixth Semester Total Hours
18
CIVL 2131 Statics
3
CIVL 2101 Civil Engineering Visualization (Fall)
3
ENGL 2201 or 2202 Literary Heritage
3
Gen. Ed. - Social Science (see note 2)
3
MATH 2110 Calculus III
4
CIVL 3181 Hydrology and Hydraulics
3
PHYS 2121 Physics II Lab
1
CIVL 4195 (Spring)
3
PHYS 2120 Physics for Science & Engineering II
3
CIVL Elective (Group 2 - See note 4)
3
17
Gen. Ed. – Humanities/Fine Arts (see note 3)
3
Seventh Semester Total Hours
15
Third Semester Total Hours
MECH 2332 Dynamics
3
EECE 2201 or MECH 3311
3
CIVL 4111 Engineering Economics
3
CIVL 2107 Civil Engineering Computation (Spring)
3
CIVL 4199 Civil Engineering Design [W,I]
3
CIVL 3322 Mechanics of Materials
3
CIVL Elective (Group 1 or Group 2 - See note 4)
3
MATH 3120 Differential Equations
3
CIVL Elective (Group 2 - See note 4)
3
Gen. Ed. - Social Science (see note 2)
Fourth Semester Total Hours
3
Eighth Semester Total Hours
12
18
Grand Total Hours
128
See next page for notes.
CRITERION 1. STUDENTS 12
Semester
Grade
Table 1-5 (Continued)
Notes:
Last updated 05/06/2008
1. Physical Science: Choose one of the following: BIOL 1110/1111, ESCI 1040, or ESCI 1103
2. Gen. Ed. – Social/Behavioral Sciences (6 hours) Choose any two of the following:
ANTH 1100, ANTH 1200, CSED 2101, ECON 2110, ECON 2120, ESCI 1301, ESCI 1401, POLS 1100, POLS 1301, POLS 1501, PSYC 1200,
PSYC 3510, SOCI 1111, SOCI 2100, UNIV 2304
3. Gen. Ed. – Humanities (6 hours) Choose any two of the following:
ART 1030, CLAS 2481, COMM 1851, DANC 1151, HIST 1110, HIST 1120, JDST 2580, MUS 1030, MUS 1040, PHIL 1101, PHIL 1102, POLS
1101, POLS 1102, THEA 1030, UNIV 3580, UNIV 3581
4. Civil Engineering Electives: Group 1:
Civil Engineering Electives: Group 2:
CIVL 4122 Structural Analysis II (Spring)
CIVL 4171 Construction Engineering I (Fall)
CIVL 4172 Construction Engineering II (Spring)
TECHNICAL ELECTIVE
(Approved upper-division engineering course)
CIVL 3131
(Spring)
CIVL 4131
CIVL 4135
CIVL 4136
CIVL 4140
CIVL 4143
CIVL 4144
CIVL 4149
CIVL 4152
CIVL 4162
CIVL 4163
CIVL 4164
CIVL 4180
CIVL 4190
CIVL 4191
CIVL 4900
Design of Steel Structures (unless taken as a required course)
Intermediate Steel Design (Fall)
Reinforced Concrete Design (unless taken as a required course) (Fall)
Intermediate Reinf. Concrete Design (Spring)
Environmental Engineering Design (Spring)
Physical/Chemical Treatment Systems (Fall)
Biological Wastewater Treatment Systems (Spring)
Pump Station Design (Fall)
Applied Soil Mechanics (Spring)
Traffic Engineering
Airport Planning and Design (Fall)
Route Location and Design
Advanced Hydrology and Hydraulics
Water Resources Planning and Design
Civil Engineering Projects
Special Topics in Civil Engineering
CRITERION 1. STUDENTS 13
CRITERION 1. STUDENTS 14
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
Consistency among Department, College, and University Mission
Statements
The Department of Civil Engineering mission statement is:
"Civil Engineering is a profession that has a long and distinguished tradition of improving the quality of life for humanity. The mission of the Department of Civil Engineering
at the University of Memphis is to perpetuate this noble tradition through quality education, research, and public service.”
The mission of the Herff College of Engineering is:
“We will provide quality education, research, and service that responds to the needs
and challenges of this region and nation. We will promote the knowledge, skills, ethics, creativity, and critical thinking necessary for professional competence and lifelong
learning, including an international perspective and a social awareness. We will conduct quality scholarship and research across the College, and world-class research in
selected areas.”
The University of Memphis mission statement is:
“The University of Memphis is a learner-centered metropolitan research university
providing high quality educational experiences while pursuing new knowledge through
research, artistic expression, and interdisciplinary and engaged scholarship.”
The Department statement is consistent with the statements for the Herff College of Engineering and the University of Memphis.
Program Educational Objectives
Current Program Educational Objectives:
1. Our graduates will meet or exceed the expectations of employers.
2. Our graduates will be prepared to pursue and to obtain professional licenses.
3. Our graduates will be prepared to pursue advanced degrees in engineering and
other professional fields.
The Civil Engineering program educational objectives are published in the following materials:
The Undergraduate Bulletin, available at:
http://www.memphis.edu/ugcatalog/archive/index.php
The Civil Engineering home page, available at:
http://www.ce.memphis.edu/welcome/goals_2008.html
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 15
The program fact sheet that is part of a recruitment brochure.
Program Constituencies
Our constituents include representation from each of the following groups: employers of
civil engineering graduates, including local and regional consulting firms engaged in projects with a civil engineering component, state and federal agencies whose tasks include
civil engineering projects, alumni, current undergraduate students, and departmental
faculty. In addition to these constituents, care is taken to ensure that our Program Educational Objectives meet the requirements as set out by the University community in the
mission of the institution and with the mission of the College.
Process for Establishing Program Educational Objectives
Establishing measurable Program Educational Objectives (PEOs) is a dynamic process.
The Department of Civil Engineering established educational objectives for the undergraduate program prior to the 2003 accreditation visit. Our initial PEOs were developed
by the faculty and published in the University Undergraduate Bulletin.
Because our PEOs represent the mid-career expectations that we have of our graduates, we believe it is critical that they reflect (and respond to) the “real-time” needs of our
constituents. A methodology for development and refinement of these objectives was
developed from the analyses and integration of input from all of our program constituencies. We used a variety of data collection instruments to collect constituent feedback including alumni survey data, student exit survey data, employer survey data, and faculty
feedback.
In additional, each semester exit interviews are conducted to review relevance of departmental objectives. This process provides an opportunity for the Department Chair
and the students to review the objectives and discuss them as related to the current program activities. Recently we have added a new mode of constituent feedback through
online surveys, where feedback may be sent to the department on the suitability and
achievement of the PEOs.
In general, PEOs are revisited every three years, but may also be reviewed and modified
as needed.
Figure 2-1 shows a graphical presentation of the process. Included as an example of this
process are the modifications and development of the current PEOs from the PEOs that
were in place at the time of the 2003 EAC of ABET visit.
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 16
Figure 2-1. PEOs Development and Review Process
A timeline for the development of the current program educational objectives is presented in Table 2-1. Details for each PEOs revision are included in the following paragraphs.
Table 2-1. Timeline for Evolution of Program Educational Objectives
Time
Event
Spring 2003
PEOs presented as part of the
2003 accreditation visit.
Spring 2006
Revision of PEOs,
submission to constituent review.
Spring 2009
Revision of PEOs,
submission to constituent review.
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 17
Program Educational Objectives – 2003 Report
1. Our graduates will meet or exceed the expectations of Civil Engineering employers in industry, private practice/consultation, and/or governmental service.
2. Our graduates will effectively interface with other engineers, professionals from
other disciplines, and the public to solve engineering problems.
3. Our graduates will achieve success in earning advanced degrees, both in engineering and other professional fields when pursued.
4. Our graduates will engage in a broad range of self-development activities that
benefit the Civil Engineering profession and the community.
With the recognition that the second objective was more closely a program outcome rather than a program educational objective, it was subsequently removed.
In 2006, a web-based comprehensive constituent survey was created and distributed to
constituents via e-mail. The department used an initial list of alumni provided by the University of Memphis Alumni Association as well as contact information from employers.
This information was updated using the department’s list of e-mail addresses. The alumni portion of the survey elicited information about their current position, type of work and
responsibilities, salary, as well as questions about their achievements since graduation,
including promotions, licensure, advanced degrees, publications, and leadership roles.
Program Educational Objectives - 2006
1. Our graduates will meet or exceed the expectations of employers.
2. Our graduates will be prepared to pursue and obtain professional licenses and
advanced degrees in engineering and other professional fields.
3. Our graduates will engage in lifelong learning to maintain professional competency.
In 2006, the suitability and achievement of these PEOs were addressed in a general
survey of all constituents. A total of 75 responses to the survey were collected. Constituents were asked to rate the PEOs on a 5-point scale where 1 was unnecessary or undesirable, 3 was acceptable, and 5 was highly necessary or desirable. The responses to
this question are summarized in Table 2-2 and a graphical breakdown of how constituents responded is shown in Figure 2-2.
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 18
Table 2-2. Suitability of PEOs - 2006 Lumped Constituent Survey Response
1. Our graduates will meet or exceed the expectations
of employers.
2. Our graduates will be prepared to pursue and obtain
professional licenses and advanced degrees in engineering and other professional fields.
3. Our graduates will engage in lifelong learning to
maintain professional competency.
Average
4.66
Stdev
0.60
4.57
0.64
4.53
0.74
50
45
Number Responded
40
35
1 - Unnecessary
30
2
25
3 - Acceptable
20
4
15
5 - Highly Necessary
10
5
0
PEO 1
PEO 2
PEO 3
Figure 2-2. Suitability of PEOs –2006 Lumped Constituent Survey Response
In a separate 2006 survey, alumni were also asked to rate how well they were achieving
the program educational objectives on a 5-point scale where 1 was not achieved, 3 was
mostly achieved, and 5 was completely achieved. The responses to this survey are
summarized in Table 2-3, and a graphical breakdown of how constituents responded is
shown in Figure 2-3.
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 19
Table 2-3. Achievement of PEOs - 2006 Lumped Constituent Survey Response
Program Educational Objectives
Our graduates will meet or exceed the expectations
of employers.
Average
4.38
Stdev
0.75
2.
Our graduates will be prepared to pursue and obtain
professional licenses and advanced degrees in engineering and other professional fields.
4.55
0.62
3.
Our graduates will engage in lifelong learning to
maintain professional competency.
4.42
0.83
50
45
40
Number Responded
1.
35
1 - Not Achieved
30
2
25
3. Mostly Achieved
20
4
15
5. Complete Achieved
10
5
0
PEO 1
PEO 2
PEO 3
Figure 2-3. Achievement of PEOs – 2006 Lumped Constituent Survey Response
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 20
Current Program Educational Objectives
Because life-long learning is identified as a program outcome, it was considered to be
inappropriate for inclusion as a PEO. The department faculty agreed and the PEOs were
modified. In addition, the pursuit of advanced degrees and professional licensure were
separated into two outcomes. The following were the proposed outcomes that were presented for adoption:
1. Our graduates will meet or exceed the expectations of employers.
2. Our graduates will be prepared to pursue and to obtain professional licenses.
3. Our graduates will be prepared to pursue advanced degrees in engineering and
other professional fields.
In 2009, these PEOs were again reviewed for suitability and achievement. Two separate surveys were developed for employers and for alumni. The alumni results are broken down into cohorts based on the time frame of graduation with an additional column
for employer responses. The responses of recent graduating seniors collected during
their exit interviews are also included. A summary of the responses is presented in Table
2-4.
Table 2-4. Suitability of PEOs - Results by Cohort for 2009 Survey
Spring 2006 Spring 2001 Spring 1996
to Fall 2008 to Fall 2005 to Fall 2000 All Classes
9
6
12
74
Responses Responses Responses Responses
PEO 1
Critical
77.8%
83.3%
100.0%
75.7%
Important
11.1%
16.7%
0.0%
21.6%
Useful
11.1%
0.0%
0.0%
2.7%
Not Important
0.0%
0.0%
0.0%
0.0%
No Opinion
0.0%
0.0%
0.0%
0.0%
PEO 2
Critical
77.8%
66.7%
66.7%
63.5%
Important
22.2%
33.3%
33.3%
32.4%
Useful
0.0%
0.0%
0.0%
4.1%
Not Important
0.0%
0.0%
0.0%
0.0%
No Opinion
0.0%
0.0%
0.0%
0.0%
PEO 3
Critical
22.2%
33.3%
0.0%
15.1%
Important
77.8%
66.7%
50.0%
53.4%
Useful
0.0%
0.0%
50.0%
27.4%
Not Important
0.0%
0.0%
0.0%
4.1%
No Opinion
0.0%
0.0%
0.0%
0.0%
Graduating
Employers Students
16
9
Responses Responses
75.0%
18.8%
6.4%
0.0%
0.0%
77.8%
11.1%
11.1%
0.0%
0.0%
37.5%
62.5%
0.0%
0.0%
0.0%
77.8%
11.1%
11.1%
0.0%
0.0%
6.3%
56.3%
31.3%
6.3%
0.0%
77.8%
22.2%
0.0%
0.0%
0.0%
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 21
While there is strong support for the suitability of PEOs 1 and 2, the support for PEO 3 is
less strong but greater than 50% for each cohort measured. However, among alumni
who have advanced degrees, 89% of their responses show that they consider the pursuit of advanced degrees to be an important program educational objective.
In 2009, alumni were asked to evaluate how well they felt they were prepared to achieve
each of the PEOs. In addition, employers were asked to evaluate how well they felt their
employees who were also our alumni, were prepared to achieve each of the PEOs. The
responses of recent graduating seniors collected during their exit interviews are also included. The results of these surveys are summarized in Table 2-5.
Table 2-5. Achievability of PEOs - Results by Cohort from 2009 Survey
Spring
2006 to Spring 2001 Spring 1996
Fall 2008 to Fall 2005 to Fall 2000 All Classes
9
6
12
74
Responses Responses Responses Responses
PEO 1
Graduating
Employers Students
16
9
Responses Responses
Very Well
Prepared
Well Prepared
Prepared
Poorly Prepared
No Response
33.3%
55.6%
11.1%
0.0%
0.0%
50.0%
33.3%
16.7%
0.0%
0.0%
58.3%
16.7%
25.0%
0.0%
0.0%
44.4%
40.3%
15.3%
0.0%
0.0%
PEO 2
18.8%
50.0%
18.7%
0.0%
12.5%
11.1%
77.8%
11.1%
0.0%
0.0%
Very Well
Prepared
Well Prepared
Prepared
Poorly Prepared
No Response
33.3%
44.4%
22.2%
0.0%
0.0%
33.3%
50.0%
16.7%
0.0%
0.0%
66.7%
8.3%
25.0%
0.0%
0.0%
52.9%
28.6%
18.6%
0.0%
0.0%
PEO 3
25.0%
37.5%
25.0%
0.0%
12.5%
22.2%
66.7%
11.1%
0.0%
0.0%
Very Well
Prepared
Well Prepared
Prepared
Poorly Prepared
No Response
33.3%
55.6%
11.1%
0.0%
0.0%
33.3%
33.3%
33.3%
0.0%
0.0%
50.0%
25.0%
25.0%
0.0%
0.0%
40.3%
44.4%
15.3%
0.0%
0.0%
18.8%
31.3%
37.5%
6.3%
12.5%
33.3%
55.6%
11.1%
0.0%
0.0%
These results show that a significant majority of the graduates over all the cohorts believe that they are well-prepared to achieve all three PEOs.
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 22
CRITERION 3. PROGRAM OUTCOMES
Program Outcomes Processes
The establishment of a set of measurable Program Outcomes (POs) follows a dynamic
process similar to that used in the development and refinement of our Program Educational Objectives (PEOs). The POs are essentially those of the engineering criteria “a”
through “k” outcomes and modified to reflect the needs of our constituents and the requirements to practice civil engineering. Achievement of these POs should prepare our
graduates to move into their chosen careers and professions. The process for the modification and refinement of POs is similar to that for PEOs. A general overview of the process is illustrated in Figure 3-1.
CRITERION 3. PROGRAM OUTCOMES 23
Figure 3-1. Process Overview for Developing Program Outcomes
CRITERION 3. PROGRAM OUTCOMES 24
An example of this process is the development of the current Pos, which were modified
from the POs at the time of the 2003 EAC of ABET accreditation visit.
Program Outcomes for 2003 EAC of ABET accreditation visit:
At the time of the 2003 EAC of ABET visit, the following POs were in place:
Graduates will compete successfully for positions at the regional, state, national,
and international levels.
Graduates will demonstrate application of solid foundation skills in mathematics,
basic and engineering sciences, current computer applications, and experimental
techniques necessary to solve civil engineering problems in the planning, design,
and construction of infrastructure projects.
Graduates will demonstrate teamwork and communications skills necessary to
perform effectively as professional civil engineers.
Graduates will demonstrate sufficient background knowledge of math, science,
and engineering skills to pursue graduate studies in engineering and related disciplines.
Graduates will demonstrate an awareness of the need to stay abreast of the latest knowledge in civil engineering and to continue professional development
through the processes of lifelong learning and/or graduate study.
Graduates will display an awareness of the importance of ethics, professional responsibility and contemporary issues relating to the practice of civil engineering.
Graduates will actively promote interest in and awareness of our Civil Engineering Department and the Herff College of Engineering to promote the field of civil
engineering.
Based on discussion with the department faculty and external advisory committee, it was
decided to adopt the engineering criteria “a” through “k” outcomes supplemented by the
outcomes specified in the current civil engineering program criteria.
CRITERION 3. PROGRAM OUTCOMES 25
Current Program Outcomes (POs)
Upon graduation, our civil engineering program must demonstrate that our students
have attained the following outcomes:
a. an ability to apply knowledge of mathematics, science, and engineering
b. an ability to design and conduct experiments and to analyze and interpret data in
two or more of the following areas: environmental engineering, geotechnical engineering, hydraulics, and materials
c. an ability to design a civil engineering system, component, or process to meet
specified performance, cost, time, safety and quality needs, and objectives
d. an ability to function on multi-disciplinary teams
e. an ability to identify, formulate, and solve civil engineering problems
f.
an understanding of professional and ethical responsibility
g. an ability to convey technical material through oral presentations and written papers and reports
h. the broad education necessary to understand the impact of engineering solutions
in a global and societal context
i.
a recognition of the need for professional licensure and a recognition of the need
for, and an ability to engage in life-long learning
j.
a knowledge of contemporary issues
k. an ability to use the techniques, skills, and modern engineering tools necessary
for engineering practice.
l.
an ability to apply knowledge to develop engineering solutions in a minimum of
four of the following areas: environmental engineering, geotechnical engineering,
structural engineering, transportation engineering, and water resources engineering
m. an ability to explain basic concepts in management, business, public policy and
leadership
These program outcomes support the PEOs and form the basis of program and curricular
changes.
CRITERION 3. PROGRAM OUTCOMES 26
Relationship of Program Outcomes to Program Educational Objectives
Table 3-1 provides a mapping between the Program Educational Objectives and the
Program Outcomes.
Table 3-1. Program Outcomes Support of PEOs
Program Educational Objective
Program Outcome
a
b
c
d
e
f
g
h
i
j
k
l
m
1
●
●
●
●
●
●
●
●
●
●
●
2
●
●
3
●
●
●
●
●
●
●
●
●
●
●
●
●
●
Relationship of Courses in the Curriculum to the Program Outcomes
Table 3-2 maps our POs and the required courses in the civil engineering curriculum
based on the learning outcomes for each course. The strength of the relationship is indicated by a numerical code in which:
3
Indicates strong support,
2
Indicates supported, and
1
Indicates minimal support.
CRITERION 3. PROGRAM OUTCOMES 27
Table 3-2. Relationship between Required Courses and Program Outcomes
CIVL 1101
CIVL 1112
CIVL 2101
CIVL 2107
CIVL 2131
CIVL 3103
CIVL 3121
CIVL 3131
or
CIVL4135
CIVL 3137
CIVL 3140
CIVL 3161
CIVL 3180
CIVL 3181
CIVL 3182
CIVL 3322
CIVL 3325
CIVL 4111
CIVL 4151
Program Outcomes
e
f g h i
j
Course
Civil Engineering
Measurements
Civil Engineering
Analysis
Civil Engineering
Visualization
Civil Engineering
Computation
a
b
c
d
3
3
3
1
3
2
2
3
3
3
1
3
2
2
1
1
2
2
3
3
2
Statics
3
1
Approximation and
Uncertainty in
Engineering
Structural Analysis I
Design of Steel Structures
Reinforced Concrete
Design
Civil Engineering
Materials
Environmental
Systems Engineering
Transportation
Systems Engineering
Civil Engineering
Hydraulics
Hydrology and
Hydraulics
Hydrology and
Hydraulics Lab
Mechanics of
Materials
Mechanics of
Materials Lab
Engineering
Economics
Soil Mechanics
Professional Practice
in Civil Engineering
Civil Engineering
CIVL 4199
Design
Number of Classes with Strong
Relationship (3)
Number of Classes with Moderate
Relationship (2)
Number of Classes with
Weak Relationship (1)
3
3
3
3
2
3
2
1
3
2
3
3
3
3
3
3
3
2
3
3
3
2
3
2
1
3
3
2
2
1
1
2
3
2
1
3
3
1
3
1
1
2
1
2
3
1
1
2
1
1
2
3
3
2
1
3
3
2
2
3
2
1
3
2
1
2
2
1
3
3
2
m
3
3
3
l
3
2
3
1
k
2
3
3
CIVL 4195
2
2
3
3
2
3
3
3
3
16
8
5
1
10
1
3
1
1
1
7
2
0
2
2
4
1
6
0
5
2
1
1
10
0
0
1
1
2
4
1
3
5
1
3
2
0
0
0
CRITERION 3. PROGRAM OUTCOMES 28
Documentation
For each program outcome, one or more courses were identified as a point of assessment. These courses were selected as terminal points in the development of the student’s ability to achieve the particular PO. The direct assessment tools utilized in these
courses give the strongest measure of the student's achievement level. For each required course, we provide a syllabus showing the linkage between the course learning
outcomes and the POs. We will also provide documentation of representative student
work organized by course together with assessment tools and evaluation of student performance as part of the supplementary materials made available during the on-site visit.
Materials regarding extracurricular activities, ancillary documentation of processes (e.g.,
program advising form), alumni and employer correspondence, and faculty and subcommittee meeting minutes and reports will be available for on-site review.
In addition to the usual course notebooks, we will provide an outcome notebook that
summarizes the documentation of the student attainment of each of the 13 civil engineering program outcomes.
Achievement of Program Outcomes
Assessment Processes
The primary purpose of assessment is to determine how well our students are achieving
the POs. This is accomplished by measuring student performance as well as obtaining
feedback from constituencies. Using the assessment results, our faculty and the departmental ABET committee members review Program Outcomes, alumni satisfaction
levels, employer expectations and evaluations, and student/graduate performance in an
ongoing process of continuing improvement.
General Approach
The goal of this component of our assessment strategy is to collect data that can be
used to evaluate the degree to which our graduates achieve the program outcomes and
to then address these evaluations in a systematic manner. Although the assessment and
evaluation processes have been in place for the last 15 years, candidly, the current cycle
is the first attempt to create a department-level assessment strategy that extends to the
course level. To accomplish this, the ABET Committee considered available information
and research regarding formal assessment strategies and combined this information
with other guidelines for development of ‘best practices’ assessment.
CRITERION 3. PROGRAM OUTCOMES 29
Department ABET Committee:
Charges and Responsibilities:
To assure that program POs and PEOs support the University's and the College's missions
To assist program faculty in refining course-level learning outcomes and POs
To supervise data collection for the department assessment strategy
To develop and implement new assessment instruments and metrics for evaluation
To integrate University and College graduation requirements into the civil engineering undergraduate curriculum
To examine course content to ensure the civil engineering curriculum meets program POs and PEOs
The primary internal evaluation tool for the evaluation of achievement of POs is the assessment of the POs in specific classes. Each course in the curriculum has one or more
learning outcomes that directly support one or more POs. The assessment of the
achievement of the course learning outcomes in each class provides a milestone indicator of the student performance toward achievement of the POs. Thus the achievement of
the learning outcomes will be a strong internal indicator of the achievement of the POs
that they support. Other indicators of achievement of POs are the perspectives of the
students upon graduation, the longer viewpoint of alumni after they have been in industry, and feedback about the performance of our graduates from their employers and immediate supervisors.
Our department-level assessment process is multi-modal in focus and includes a variety
of assessment instruments designed to incorporate and involve all of our program constituents. As expected, different constituencies require different methods to elicit their responses. Table 3-3 presents a summary of our current assessment instruments grouped
by constituency base.
CRITERION 3. PROGRAM OUTCOMES 30
Table 3-3. Assessment Instruments for Various Constituencies
Instrument
Program Outcome Terminal Course
Assessment
Senior Exit Interviews with Chair
Senior Capstone Design Survey
Student Course Survey
Fundamentals of Engineering Exam (FE)
Course Learning Assessments
Alumni Surveys
Employer Surveys
Assessment Constituency Frequency
Method
In Course
Current
Each
Material
Students
Semester
Direct
Graduating
Each
Interview
Seniors
Semester
On-line
Graduating
Each
Survey
Seniors
Semester
On-line
Current
Each
Survey
Students
Semester
National
Students in
Each
Exam
Final Year
Semester
In Course
Current
Each
Material
Students
Semester
On-line
Alumni
Three Year
Survey
Cycle
On-line
Employers
Three Year
Survey
Cycle
Detailed descriptions of the assessment instruments currently in use are provided in the
following material.
Assessment Instruments:
1. Program Outcome Terminal Course Assessment
Type of Instrument: The program outcome course level assessment is a course component or series of components with a direct measurement of some factor addressing a
specific program outcome. These may include performance at a specific task relating to
the program outcome such as the ability to solve a specific type of problem or the ability
to integrate information from a number of sources in a paper or presentation.
Description: Courses are identified at the beginning of each academic year to include direct PO assessment.
Data Analysis Procedure: The course instructor, in concert with the ABET committee;
sets target levels for achievement of the POs as measured by the instruments in each
class. The ABET committee reviews end-of-year results and responses are developed
as necessary.
Frequency: Each semester
Outcomes Links: This instrument supports all POs.
CRITERION 3. PROGRAM OUTCOMES 31
Feedback Mechanism: The ABET Committee shares the results from the course assessments with the faculty members in the respective areas and they develop strategies
to address areas that can be improved.
2. Senior Exit Interviews with Chair
Type of instrument: Written questionnaire and open-ended verbal interviews between
each graduating senior and the Department Chair.
Description: The exit interview with graduating seniors has a 20-year history in the department and typically consists of a 15-30 minute individual interview with each graduating senior. The format includes open-ended questions designed by the Department
Chair, and the results are made available in the Department Chair’s office.
Data Analysis Procedure: The Department Chair compiles a written summary of the student responses. Answers are pooled and anonymity is maintained.
Frequency: Each semester
Outcomes Links: Varies
Feedback Mechanism: Results of the Senior Exit Surveys and interviews are discussed
with the civil engineering faculty at the final faculty meeting of each semester, and this
feedback is provided to the ABET Committee for further consideration.
3. Senior Capstone Design Survey
Type of Instrument: All students in CIVL 4199, Senior Design, are required to complete a
survey based on achievement of the POs.
Description: Students are asked to rank the PO statements in the order of importance to
them for their engineering career. They are also asked to rate how well the civil engineering program has prepared them in achieving each outcome.
Data Analysis Procedure: The Department Chair compiles summaries of all responses
for each semester. Average scores for each item are determined.
Outcomes Links: All
Feedback Mechanism: The Department Chair shares the results with the faculty.
CRITERION 3. PROGRAM OUTCOMES 32
4. Student Course Survey
Type of Instrument: All students in civil engineering classes are required to complete a
survey that includes questions pertaining to the POs.
Description: Students are asked to complete a two-part survey linked to the POs. The
first part of the survey asks the students to rate their level of achievement for each of the
POs at this point in their academic career. The second part of the survey asks the students to rate the contribution of each class they are taking in civil engineering to the
POs.
Data Analysis Procedure: The Department Chair compiles summaries of all responses
for each semester. Average scores for each item are determined.
Outcomes Links: All
Feedback Mechanism: The Department Chair shares the overall results with the department faculty and the results for a particular course with the instructor to better align
course expectation with students’ perceptions.
5. Fundamentals of Engineering (FE) Examination
Type of Instrument: The Fundamentals of Engineering (FE) Examination is a nationallynormed professional examination required for all students who intend to register as Professional the Engineers at the completion of their 4-year training period. The exam
schedule is set by National Council of Examiners for Engineering and Surveying
(NCEES) and the 8-hour test is administered once each semester at our campus.
Description: Civil engineering students are strongly encouraged to take the FE examination before completing their degree. This exam is not part of the degree requirements.
Data Analysis Procedure: Quantitative results are provided by the State Board to the
Dean, and, in turn, to the Department Chair, and ultimately to the faculty. The chair
maintains a record of the performance of civil engineering students on the exam.
Frequency: Each semester
Outcomes Links: This instrument supports POs a, c, e, and f.
CRITERION 3. PROGRAM OUTCOMES 33
6. Course Learning Assessment
Description: Each faculty member develops assessment instruments that measure the
progress of the student in achieving the course learning outcomes. The achievement of
the course learning outcomes provides milestones in the achievement of the program
outcomes. The assessment information, along with other supporting materials, are assembled into the course notebook and reviewed by the ABET committee. After this review, and possible discussion with the instructor, suggestions/comments may be provided to aid the faculty member and help students in future offerings to achieve particular
course learning outcomes and therefore the POs.
A typical notebook will contain the following:
course syllabus,
sample assessment items and assessment results,
post-course assessment, and
plans for course improvement.
Data Analysis Procedure: Each course notebook is reviewed by the ABET committee for
completeness and for achievement of course learning outcomes. In concert with the faculty member who developed the notebook, plans for course improvements are developed at the end of each semester or as needed
Outcomes Links: Each of the POs is addressed by specific learning outcomes in one or
more classes. Periodically PO notebooks are assembled and are used to compile the
evidence from each course that has a learning outcome that supports a particular PO.
Feedback Mechanism: The ABET committee works with the faculty member to ensure
that the learning outcomes for the course are appropriate for the position of the course in
the curriculum. Also the committee works with the faculty member on assessment and
course improvement based on the course-level notebooks.
7. Alumni Surveys
Description: A web-based comprehensive survey is solicited from alumni on a three-year
cycle. The program uses a list of alumni email addresses gathered from a variety of
sources to notify selected alumni (usually classified by year of graduation) when a new
survey is available. In addition, notice of new surveys is included in the departmental
newsletter that is sent to alumni in the Fall and Spring semesters. A copy of the 2006
survey can be found at:
http://www.ce.memphis.edu/surveys/ce_alumni_survey_06.htm.
The survey elicits information concerning general data such as current position, type of
work and responsibilities, and salary as well as questions about achievements since
graduation including promotions, licensure, advanced degrees, publications, and leader-
CRITERION 3. PROGRAM OUTCOMES 34
ship roles. Thus the survey solicits information on both the suitability and attainment of
the program PEOs as well as aspects of some of the POs. For the 2006 alumni survey,
a total of 76 out of 240 alumni responded to the survey. Graduation dates ranged from
1970 through 2006.
Outcomes Links: All PEOs are queried for both suitability and attainment in each survey
and suggestions are solicited for changes to the PEOs. Similarly, information about
some aspects of the POs and suggestions for possible changes to the curriculum are
obtained.
Feedback mechanism: The results are shared with the ABET Committee, the department Advisory Board, and the faculty.
8. Employer Survey
Description: On a three-year cycle, firms who employ program graduates are asked to
complete a survey considering both the appropriateness of the POs and PEOs for their
respective firm as well as the achievement level for each of the POs and PEOs by our
graduates that they employ.
Data Analysis Procedure: The ABET committee reviews the survey results.
Outcomes Links: All
Feedback Mechanism: The ABET committee identifies areas where improvements
should be made or further evaluated.
Assessment Summary:
One advantage of involving multiple constituencies and varied assessment instruments
throughout the assessment process is the ability to correlate multiple inputs. Although a
single result or finding from one assessment instrument or from one learning outcome is
important, if results or findings show consistency among those from various constituencies, the correlations increase one’s confidence as to the reliability of the findings.
Assessment of Outcomes
This section describes in some detail our process for defining, implementing, assessing,
and evaluating each of the program outcomes. This assessment process enables us to
track student performance with respect to the program outcomes we have defined and
provide feedback both to the students and to the department.
CRITERION 3. PROGRAM OUTCOMES 35
(a)
An ability to apply knowledge of mathematics, science, and engineering
As students progress through the curriculum, they are faced with engineering problems
of increasing complexity. The prerequisite structure of the curriculum is designed to provide the students with the fundamentals necessary to successfully understand the material they are encountering. A basic skill set of science and mathematics is necessary for
the completion of the curriculum and is reinforced as necessary as the student progresses. A total of fifteen hours of calculus and differential equations are required.
Based on a mathematics competency placement examination administered at the College level, preliminary courses in algebra and trigonometry may be added if necessary.
Two semesters of physics and one semester of chemistry are also required to provide a
platform on which to build necessary engineering skills. The development of engineering
skills begins with the four-course Foundation sequence in the freshman and sophomore
years and continues during the final two years.
Assessment of PO “a” is made using Program Outcome Terminal Course Assessments
for mathematics and science as well as survey instruments of the various constituencies
for overall achievement of the program outcome. The results from the Program Outcome
Terminal Course Assessments are shown in Table 3-4.
Table 3-4. Program Outcome Terminal Course Assessments for Mathematics and Science
Course
CIVL 2131 Statics
Assessment Instrument
Specific problems serve as indicators of student skills in utilizing
geometry, trigonometry, and algebra.
Students are required to solve three environmental engineering
problems focusing on the ability of the students to utilize basic
chemical principles. One problem requires students to evaluate water chemistry among three different sources supplying drinking waCIVL 3140 –
Environmental ter and determine which parameters are problematic. A second
problem requires students to use chemistry concepts including
Engineering
equivalent weights, purity of chemicals, alkalinity and hardness reSystems
lationships, etc., to determine the chemical requirements for water
softening. The final problem requires students to use biokinetic relationships based on biochemistry to determine design requirements for an activated sludge process.
CIVL 3180 –
Civil
Engineering
Hydraulics
Application of mathematical concepts are assessed with problems
from the following topics: conservation of momentum – algebra,
non-dimensionalization – algebra, hydrostatic pressure on a curved
surface – geometry, conservation of momentum against an angled
vane – geometry and modulus of elasticity – calculus.
Application of engineering concepts was assessed through group
work and class work including topics such as: use of multiple fluids
in a manometer for pressure differential measurement, design im-
CRITERION 3. PROGRAM OUTCOMES 36
Course
Assessment Instrument
pact of fluid pressure acting on a pipe fitting and minimization of
head loss in pipes.
Assessment metric: An exit interview was provided to the students
asking them to rate their level of ability to apply math, science and
engineering. The rates were above average (4.64 out of 5 with 5
being the highest (strongest) rank). It is planned to perform direct
measurements in Fall 2009 rather than relying on indirect measurements and an exit survey.
This course requires the application of fundamentals from physics,
calculus, and statics. Many of the problems involve analysis (evaluation of a given component), and others require design (selection
of a component). The design applications involve satisfying both
strength and deformation limits. In many problems, the correct incorporation of a factor of safety is involved. Although both allowable
stress and strength methods are covered, the emphasis is on allowable stress.
Assessment: This program outcome is assessed by students’ performance on Final Exam question 2 (stress and strain), Final Exam
question 3 (torsion), Final Exam question 4 (flexure), Final Exam
questions 5 and 6 (stress transformation), and Final Exam question
7 (column behavior).
CIVL 3322 –
Mechanics of
Materials
To illustrate the assessment process, Final Exam question 6 will be
used as an example. This problem requires the determination of
principle stresses and location of the principle planes using Mohr’s
circle. The solution is assessed using the following criteria:
Is the circle plotted and sketched correctly?
Are all values computed from the geometry of the circle rather than from formulas?
Are the principle stresses identified on the circle?
Is the angle of rotation of the stress element corresponding
to the principle planes computed correctly from the geometry of the circle?
Based on the results of the overall assessment, the following
changes are proposed:
Place more emphasis on the commonality of stress (or
strength) and strain (or deformation) among the various
types of members.
Place less emphasis on Mohr’s circle and more emphasis
on the physical aspects of stress transformation.
The outcome for columns was unsatisfactory. If some of the time
devoted to stress transformation is used for columns, the level of
achievement may be higher.
CRITERION 3. PROGRAM OUTCOMES 37
A second instrument used to determine the level of achievement for PO “a” is the performance of recent graduates on the FE exam. Since all students in civil engineering are
strongly encouraged to take the FE in their senior year, this serves as a general measurement for this program outcome. One problem that arises using this as an assessment
instrument is that specific data are limited by the low number of students (<12) that take
the exam each semester. Results from the morning session are measured as a percentile compared to the national results with the current target being the 40th percentile. Results from this analysis for the past seven testing periods are displayed for first-time takers of the exam in Figure 3-2.
80.0
National Percentile
70.0
60.0
50.0
40.0
October-08
30.0
April-08
20.0
October-07
10.0
April-07
October-06
April-06
October-05
Figure 3-2. Performance of Recent Graduates on the FE Exam.
Achievement of the goal for this assessment tool is presented as the percentage of time
the goal was achieved over the past seven testing periods, which is the longest period
for which reliable data is available. Please note that there were several years in the midto-early 2000’s when the State Board did not provide the College with any data other
than the pass/fail information. Currently the target is to achieve the 40th percentile in at
least 50% of the testing periods with a trend to increasing both the target percentile and
the percentage of time the percentile is exceeded. The results of this analysis are shown
in Figure 3-3.
CRITERION 3. PROGRAM OUTCOMES 38
Percentage of Times 40th Percentile Exceeded
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Figure 3-3. Attainment of Goal for PO as Measured by FE Performance.
In addition to the FE results, the self-evaluation of the students and the alumni are utilized for assessment. Survey questions asked if the respondents believed they were
well-qualified to achieve each PO. In addition to these, employers were asked if they believed that their employees who were program graduates were well-qualified to achieve
the PO. Results of these surveys are presented in Figure 3-4.
CRITERION 3. PROGRAM OUTCOMES 39
100%
90%
An ability to apply knowledge of
mathematics, science, and engineering.
Percentage of Responses
80%
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-4. Survey Responses for Program Outcome “a”
Based on the responses from the assessment instruments utilized, three areas of improvements are being addressed, namely mathematics, engineering mechanics, and
ethics and business practices. Even though electricity and magnetism are below the desired level, it is not considered a critical skill for civil engineers and takes a lower precedence on topics that should be addressed.
Working with the mathematics faculty, suggestions have been made and more interaction is underway to try and improve performance. In addition, a change to the civil engineering curriculum is being made. Until the Fall of 2009, students in the department
were only required to make a C or higher to complete courses in civil engineering.
Courses outside of the department could be completed with a grade of D or better. For
students entering the program as of Fall of 2009, a grade of C or better will be required
for all mathematics and science courses in addition to a C or better in all engineering
courses.
In an effort to isolate the area needing reinforcement, additional assessment tools will be
implemented in Mechanics of Materials, Civil Engineering Hydraulics, and Transportation
Systems Engineering.
The final area for additional consideration as indicated by the FE exam results, is ethics
and business practices. This is being addressed by the development and implementation of a new required course in Professional Practices. Details of all these changes are
shown in the Continuous Improvement section of this self-study.
CRITERION 3. PROGRAM OUTCOMES 40
The overall results from all the assessment tools utilized show a positive response on
the ability to use science and engineering with an indication that some stronger emphasis needs to be focused on mathematic skills.
(b)
An ability to design and conduct experiments and to analyze and
interpret data in two or more of the following areas: environmental engineering, geotechnical engineering, hydraulics, and materials
The ability to design and conduct experiments and to analyze and interpret data in civil
engineering is developed beginning with the Foundation Sequence. Data collection and
the control of experimental factors are emphasized in the first two courses of the sequence, and the presentation of experimental results and limited analysis of data factors
are included in the third and fourth courses in the sequence. Statistical factors involved
in data interpretation are developed in Approximation and Uncertainty in Engineering.
The use of standard procedures and control of variables is emphasized in all eight undergraduate departmental laboratories required of all civil engineering majors and the
design of experiments is covered in selected laboratories. Safety procedures are addressed in all laboratory experiences. A detailed summary of all laboratory experiences
within the curriculum can be found in Table 3-5.
CRITERION 3. PROGRAM OUTCOMES 41
Table 3-5. Laboratory Experiences in the Curriculum
Areas of
Emphasis
Laboratory Experience
Freshman Year
CIVL 1101
Civil
Engineering
Measurements
Surveying
Materials/
Structures
Hydraulics/
Environmental
CIVL 1112
Civil
Engineering
Analysis
Surveying
Materials/
Structures
Hydraulics/
Environmental
Students work on a field study utilizing linear measurements and elevation measurements. Students
work on a materials study utilizing the properties of
concrete and beam testing and construction. Students work on the design and operation of a water
filtration system utilizing filter material properties and
filter performance.
Students work on a field study utilizing linear measurements and elevation measurements to design a
detention pond. Students work on a materials study
utilizing the design of reinforced concrete, beam testing, and construction. Students work on the design
and operation of a water filtration system utilizing filter material properties, chemical dosages, and filter
performance.
Sophomore Year
CIVL 2101
Civil
Engineering
Visualization
CIVL 2107
Civil
Engineering
Computation
Surveying,
GIS, Data
Collection,
Graphical
Data
Presentation
Students work as teams to utilize graphical data in
support of engineering analysis and design. Students
are introduced to drafting standards and work with
drafting software to develop standard presentations.
Students develop instructions integrating graphical
and textual information.
GIS, Data
Analysis
Students work on projects including data analysis to
consider the sensitivity and limitation of models used
in engineering, in particular Streeter-Phelps as an
example.
Materials/
Structures
Students conduct experiments on modulus of elasticity, modulus of rigidity, relationship between angle of
twist and applied moment, and prediction of deflection of a cantilever beam. Students design and implement a testing procedure for a typical mechanical
test.
Junior Year
CIVL 3325
Mechanics of
Materials Lab
CRITERION 3. PROGRAM OUTCOMES 42
Areas of
Emphasis
CIVL 3137
Civil
Engineering
Materials
Materials /
Geotechnical
CIVL 3140
Environmental
Systems
Engineering
Environmental
CIVL 3182
Hydrology and
Hydraulics
Laboratory
Hydraulics
Laboratory Experience
Students conduct experiments on specific gravity
and absorption of coarse aggregate, specific gravity
and absorption of fine aggregate, unit weight and
voids in aggregate, total moisture content and surface moisture content of aggregate, reducing field
sample of aggregate to test sample, sieve analysis of
coarse aggregate, sieve analysis of fine aggregate,
removal of asphalt cement by centrifugal extraction,
specimen preparation for Marshall stability test, bulk
specific gravity and density of compacted asphalt
mixtures, Marshall stability and flow test, theoretical
maximum specific gravity of asphalt concrete, slump
test of Portland cement concrete, unit weight and
yield of concrete, air content of concrete by the gravimetric method, air content of concrete by the pressure method, mixing and curing of concrete samples,
compression test of concrete cylinders, static modulus of elasticity and stress-strain curve of concrete,
flexural strength of concrete, and splitting tensile
strength of concrete.
Students conduct a number of lab experiments including but not limited to physical/chemical properties of water, jar testing or bench scale testing of water treatment, coliforms in surface waters, biochemical oxygen, and chemical oxygen demand of
wastewater, dissolved oxygen, and total suspended
solids of wastewater.
Students conduct between ten to twelve laboratory
experiments directly related to concepts of hydraulics. In addition, students design and conduct an experiment of their own choosing related to hydraulics.
Senior Year
CIVL 4151
Soil Mechanics
Geotechnical
Students conduct a number of lab experiments including but not limited to soil identification, grain size
analysis, moisture-density determination, Atterberg
Limits, Hydraulic Conductivity, Consolidation, Direct
Shear, and Triaxial Shear.
CRITERION 3. PROGRAM OUTCOMES 43
Three courses were chosen for Program Outcome Terminal Course Assessments, CIVL
3325 Mechanics of Materials Lab, CIVL 3182 Hydrology and Hydraulics Lab, and CIVL
4151 Soil Mechanics. The details of the assessment tools used in each of these courses, and the results of the evaluations are given in Table 3-6.
Table 3-6. Program Outcome Terminal Course Assessments
for Design and Conducting Experiments
Course
CIVL 3325
Mechanics of
Materials Lab
Design and Conduct Experiments
Student teams are given a problem involving a simple mechanical system with two or more possible alternatives and
asked to provide a technical comparison of the two treatments. The assessment criteria are the ability to control experimental factors, the proper use of statistical tools for
analysis of the experimental data, and use of standards in
the development of testing procedures.
The spring of 2009 was the first time that this material was
utilized with the student teams designing a system to compare two adhesive strengths binding wood in tension. All six
groups utilized good experimental control, five of the six
groups utilized the proper statistical tools, and five of the six
groups used standards as a reference in developing their
testing procedures.
CIVL 3182
Hydrology and
Hydraulics Lab
Students are tasked to design an experiment and write a
manual for the designed lab. The manual needs to describe
the experiment, including the theory needed to complete a
results section. Each report must include the procedure
needed to perform the experiment, as well as the relevant
schematics. Lab manuals should also include the required
results and graphs representing these results (where appropriate.) A list of questions should also be developed and
included. The final manual to be turned in should be in the
same format as the current Fluids Lab Manual; however, it
should not be copied directly from the current manual. Each
group will be assigned one of the following topics:
a) Design a venturi flow meter to determine the theoretical flow rate in an open channel. The apparatus
should be designed to fit in the current open channel
flow device. A manual should be developed including all of the necessary sections. Once the apparatus is designed and built, the device should be
tested by taking the appropriate measurements and
completing the results section of the report. The final
paper to be turned in is the written lab manual, and
the completed results, conclusions and questions
section of the lab report.
CRITERION 3. PROGRAM OUTCOMES 44
Course
CIVL 4151
Soil Mechanics
Design and Conduct Experiments
b) Design an experiment to determine the viscosity of
oil using a Saybolt viscometer. The experiment
should include a collection of data to be statistically
analyzed. At least five questions should be developed. Once this experiment is designed it is to be
preformed and the group is to turn in a results section, conclusions and answers to the lab manual
questions.
c) Design an experiment to determine the surface tension of different mixtures of water and soap. This
experiment should use the surface tension meter to
determine the surface tension of several different
combinations of soap and water. The final paper to
be turned in is the written lab manual, and the completed results, conclusions, and questions section of
the lab report.
d) Design an object to be used with the impact of a jet
of water apparatus. The object should be constructed and used to perform the designed experiment.
The final paper to be turned in is the written lab
manual, and the completed results, conclusions and
questions section of the lab report.
Students are given a homework assignment that involves
developing a geotechnical testing program for design and
construction of a proposed levee system. The students were
given the following problem statement:
A client has provided you with a bucket of a soil from a
proposed borrow area that is being proposed by the contractor for use as embankment fill material for a new levee that is classified as a Compacted levee. The soil is a
fine-grained soil. The project specifications have not
been completed. However, the Unified Facilities Guide
Specifications (UFGS), which are available on the UMdrive, will be used to develop the specifications for the
levee. Review the UFGS and prepare a list of laboratory
and field tests that may be required for construction of
the embankment portion of the levee.
Assessment of the testing program consists of the requirement for the student to provide a minimum of 8 tests with
each test worth 5 points for an overall maximum total of 40
points.
CRITERION 3. PROGRAM OUTCOMES 45
Students in their final year, alumni, and employers were asked to evaluate how confident
they felt that they or their employees were able to accomplish PO “b.” The results of their
responses are shown in Figure 3-5.
80%
Percentage of Responses
70%
60%
An ability to design and conduct
experiments and to analyze and
interpret data in two or more of the
following areas: environmental
engineering, geotechnical engineering,
hydraulics, and materials.
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-5. Survey Responses for Program Outcome “b”
Based on the responses from surveys and from the points of testing taken in the three
courses, the development of this program outcome is well underway. Additional experiences will be developed to broaden the range of exposure to cover more areas of civil
engineering.
CRITERION 3. PROGRAM OUTCOMES 46
(c)
An ability to design a civil engineering system, component, or
process to meet specified performance, cost, time, safety and
quality needs, and objectives
The design experience is developed throughout the entire civil engineering program.
Beginning in the first semester of the freshman year and continuing through the terminal
Senior Design experience, design is emphasized in the curriculum. Students are expected to begin with simple open-ended problems in a controlled environment with a limited number of variables and proceed through the program to a final design experience
modeled on a real world situation.
Lower-Division Design Experiences
The introductory lower division Foundation Sequence consists of four courses, CIVL
1101, Civil Engineering Measurements; CIVL 1112, Civil Engineering Analysis; CIVL
2101, Civil Engineering Visualization; and CIVL 2107, Civil Engineering Computation.
The first three courses have open-ended group design projects where students are required to consider economic and other factors in evaluating design alternatives. The design basics taught at the freshman level include the concepts of problem definition, generation and analysis of alternatives, testing and evaluation. Examples include: reinforced
concrete beam design, water filtration system design, and development of simple site
plans. In the sophomore year, the emphasis moves to the integration of graphical and
analytical components into the design process. Design projects at the sophomore level
include structure development, land development, wastewater discharge limitations, and
resource planning.
In the first year of the Foundation Sequence, student teams are required to present their
designs and analysis procedures at meetings open to the general public and also to prepare written technical reports. Written and oral communications are presented as an integral part of the design process. At this level, students have only a minimal foundation
in engineering fundamentals, so assigned problems deal less with the technical details
and more with the process. In this way, the students learn to deal with open-ended
problems. Instructor critiques include questions relating to the integration of economics,
public health and safety, and ethical factors in the decision-making process.
Upper-Division Design Experiences
After completion of the Foundation Sequence, students are exposed to design experiences in a number of required and elective courses culminating with the senior Civil Engineering Design course. The aspects of the design process and the types of constraints
considered will vary from course to course.
CRITERION 3. PROGRAM OUTCOMES 47
In the required Structural Analysis course, students design a truss using the SAP2000
software package for the analysis of alternatives with regard to structural constraints.
The focus of this exercise is to develop a design with a maximum strength-to-weight ratio, given the physical constraints of the truss size.
Constructability is also considered as the students build and test a structure using the
K’NEX system. In this project, they “pay” for the various components they use, and they
are evaluated with respect to the cost-effectiveness of their designs.
In other structures courses, Design of Steel Structures or Reinforced Concrete Design,
students must consider safety, cost and reliability constraints. In CIVL 3131, Design of
Steel Structures; CIVL 4135, Reinforced Concrete Design; and CIVL 4136, Intermediate
Reinforced Concrete Structures (an elective), code provisions are followed to design
beams and columns that are safe and economical. Various homework problems are assigned. In CIVL 4135 a major project is assigned that covers all aspects of design, safety, and economic issues.
In CIVL 4144 Biological Wastewater Treatment Systems (an elective), students must
design a modification of an activated sludge process to achieve nitrogen removal.
Capstone Design Experience
All aspects of design are addressed in CIVL 4199, Civil Engineering Design. Students
are required to work in teams to develop a comprehensive design for a Civil Engineering
project selected by a team of faculty members representing different areas of civil engineering. The design project varies from semester to semester and will reflect both the interests of the students in the course and ideas generated by the faculty with input from
local civil engineering practitioners. All the projects selected require that the students
develop and present a solution to an open-ended, real world problem. Each problem selected will involve at least four major civil engineering areas.
Design projects are selected so that students can visit the locations, collect local data,
and communicate with professionals such as consultants, public agency engineers, and
planners familiar with the key issues and constraints. The criteria for selection of a project include the following: (1) it encompasses multiple areas of civil engineering; (2) it is
open-ended; and (3) it includes the analysis of environmental, social, safety, or economic impacts.
Typically, the team design experience consists of the following tasks:
Define a scope of work and present a project work plan.
Collect and develop data, define alternatives, analyze the alternatives against
decision criteria (e.g., cost, scheduling, constructability, manpower commitment,
and social impact). These items are components of the Preliminary Engineering
Report.
Recommend an alternative to address the problem.
CRITERION 3. PROGRAM OUTCOMES 48
Prepare plans and specifications, and finally.
Present (both oral and written) recommendations to a panel of faculty and invited
professionals.
During the semester, the importance of ethics, professionalism, environmental and social implications of design decisions, and other related topics are emphasized. Practitioners participate as presenters, mentors, resources, and evaluators during the design
process and the final presentations.
The final design presentation is attended by the faculty, and all faculty members and
practitioners in attendance are asked to evaluate the senior design.
Design experiences are integrated into the curriculum and are designed to reflect professional engineering practices wherever possible. Table 3-7 and Table 3-8 contain a
summary of courses in the curriculum that have a design component and the experiences provided in each course.
CRITERION 3. PROGRAM OUTCOMES 49
Table 3-7. Summary of Design Experience Experiences
Design Team
Design Constraints
Course
Group
Individual
Technical
Economic
Social &
Political
Design Focus
Component
System
Freshman Year
CIVL 1101 Civil
Engineering
Measurements
CIVL 1112 Civil
Engineering
Analysis
Sophomore Year
CIVL 2101 Civil
Engineering
Visualization
Upper Division
CIVL 3322
Mechanics of
Materials
CIVL 3180 Civil
Engineering
Hydraulics
CIVL 3121
Structural
Analysis I
CIVL 3131
Design of Steel
Structures
CIVL 4135
Reinforced
Concrete
Design
CIVL 3161
Transportation
Systems
Engineering
CIVL 3140
Environmental
Systems
Engineering
CRITERION 3. PROGRAM OUTCOMES 50
Design Team
Design Constraints
Design Focus
Course
Group
CIVL 3137 Civil
Engineering
Materials
Individual
Technical
Economic
Social &
Political
Component
System
CIVL 3181
Hydrology and
Hydraulics
CIVL 4199 Civil
Engineering
Design
Electives
CIVL 4171
Construction
Engineering I
CIVL 4172
Construction
Engineering II
CIVL 4131
Intermediate
Steel Design
CIVL 4136
Intermediate
Reinforced
Concrete Design
CIVL 4144
Biological
Wastewater
Treatment
CIVL 4180
Advanced
Hydrology and
Hydraulics
CRITERION 3. PROGRAM OUTCOMES 51
Table 3-8. Detailed Description of Design Experiences
Design
Unit
Component
Freshman Year
CIVL 1101
Civil
Engineering
Measurements
CIVL 1112
Civil
Engineering
Analysis
Groups
of
3-4
students
Groups
of
3-4
students
Each of three project sections is developed on the basis
of the student groups executing the design process. Design topics include land development (surveying), structural element design, and elements of a water treatment
system. Fundamental information is given in the initial
briefing for each project section. This information typically includes a rough statement of the design goal in terms
of the wants and needs of the client (instructors). Student groups are required to generate alternatives and
evaluate their alternatives on the basis of the design criterion. Each group implements its design and is then
evaluated in a competitive environment. As a follow up,
the student groups then present a formal report and a
visual presentation describing their design process including a retrospective analysis.
Each of three project sections is developed to extend the
project parameters and constraints from CIVL 1101. The
projects are again developed on the basis of the student
groups executing the design process. Design topics include land development (surveying), structural element
design, and elements of a water treatment system. Fundamental information is given in the initial briefing for
each project section. This information typically includes a
rough statement of the design goal in terms of the wants
and needs of the client (instructors). Student groups are
required to generate alternatives and evaluate their alternatives on the basis of the design criterion. Each
group implements its design and is then evaluated in a
competitive environment. As a follow up, the student
groups then present a formal report and a visual presentation describing their design process including a retrospective analysis.
CRITERION 3. PROGRAM OUTCOMES 52
Design
Unit
Component
Sophomore Year
CIVL 2101
Civil
Engineering
Visualization
Groups
of
2-3
students
Teams of students work on the design project. The project is typically the development of a structure using the
K’Nex building system to meet specified load and support conditions. Teams are given judgment metrics that
include, strength to weight ratio, cost of structure, and
time to build constraint. Student groups are required to
generate alternatives and evaluate their alternatives on
the basis of the design criterion. Each group implements
its design and is then evaluated in a competitive environment. As a follow up, the student groups are required
to develop a set of development instructions for assembling their selected design including both graphical and
textual components.
Junior Year
CIVL 3322
Mechanics of
Materials
Individual
Students are required to design a component of a system under static loading conditions based on the material properties and the loading conditions provided by the
instructor.
Group
Design of a small-scale structure involving the analysis,
construction, and testing of a K’NEX structure.
Design of a full-scale structure involving the analysis,
construction, and testing of a short-span (approximately
12-14 feet) wooden bridge structure.
CIVL 3131
Design of Steel
Structures
Individual
The emphasis in this course is on the design of structural steel components, such as tension, compression, and
flexural members.
Numerous homework problems address the design of
these components. There are also assignments requiring the design of simple connections, both bolted and
welded.
CIVL 4135
Reinforced
Concrete
Design
Individual
Students are to design various components of reinforced
concrete structures, such as beams and columns. Students are required to work on a major design project.
Individual
Homework assignments require the design of both horizontal and vertical elements of curves, determination of
basic freeway lane requirements, design of a simplified
signal timing plan for a pre-timed intersection, and coordinated signal system design for one-way progression.
Individual
CIVL 3121
Structural
Analysis I
CIVL 3161
Transportation
Systems
Engineering
CRITERION 3. PROGRAM OUTCOMES 53
CIVL 3140
Environmental
Systems
Engineering
CIVL 3137 Civil
Engineering
Materials
CIVL 3181
Hydrology and
Hydraulics
Design
Unit
Component
Individual
Students are required to design/evaluate various environmental processes for the treatment of water and
wastewater. Processes designed include: rapid mixing
basins, flocculation facilities, sedimentation basins, filtration systems, lagoon systems, activated sludge systems,
and disinfection systems.
Individual
Students are required to design an aggregate blend that
meets stated specifications, to design an asphalt mix
using Marshall mix design methods, and to design a
concrete mix using ACI mix design methods.
Group
The students are assigned an analysis/design project
(storm sewer system, highway culvert, storm water detention basin and/or flood control dam & spillway system,
or similar project). The group will plan and organize the
project study, data collection (including field surveys if
needed on a local project, etc.), and the written technical
report will consist of an engineering analysis and preliminary drawings/layout for the hydrologic/hydraulic design.
Senior Year
CIVL 4199 Civil
Engineering
Design
Group
Teams of three to five students propose, design and report verbally and in writing on an instructor-approved design project.
Electives
CIVL 4171
Construction
Engineering I
Individual
The semester project requires students to create a detailed estimate and a CPM schedule for a construction
project.
CIVL 4131
Intermediate
Steel Design
Individual
Numerous homework problems address the design of
beam-columns and composite beams. There are also
assignments requiring the design of eccentric connections, and there is a major design project requiring the
design of a plate girder. Design assignments include the
design of beam-columns and composite beams, the design of eccentric connections, and the design of a plate
girder.
CIVL 4136
Intermediate
Reinforced
Concrete
Design
Individual
Students are assigned design homework problems in
which they design columns, one-way slabs, and two-way
slabs.
CRITERION 3. PROGRAM OUTCOMES 54
Design
Unit
CIVL 4140
Environmental
Engineering
Design
Individual
CIVL 4152
Applied Soil
Mechanics
Individual
CIVL 4162
Traffic
Engineering
CIVL 4163
Airport Planning
and Design
Group
Individual
CIVL 4164
Route Location
and Design
Group
CIVL 4144
Biological
Wastewater
Treatment
Individual
CIVL 4180
Advanced
Hydrology and
Hydraulics
Group
CIVL 4190
Water
Resources
Planning and
Design
Individual
Component
Students are required to complete a number of designs
during this class. The actual design varies from year-toyear and typically rotates between drinking water treatment design, storm water treatment design, and
wastewater treatment design. The degree and complexity of designs vary from year-to-year depending on the
number of students enrolled in the class.
Students are required to solve both open-ended and finite problems based on common design principles. Design problems include foundations, retaining walls,
braced excavations, and excavated slopes.
Students complete a design for a safe route to school
application for a City of Memphis elementary school.
Students perform projects for the design of the runway/taxiway system, including geometrics, markings,
lighting, and signing, and for the terminal area.
A major design project is required where student teams
design a roadway between two established points. Each
group is provided with appropriate design standards and
is required to do a reconnaissance survey, submit a preliminary plan, and do a final plan and profile. A written
report, complete with cost estimate, and an oral presentation is required.
Design problems including the design of a complete-mix
activated sludge process, the design of an aerated lagoon, and the design of a biological nutrient removal
system.
The students are required to size the volume of a detention basin based on the storage required to reduce the
peak discharge for a post development hydrograph to
the pre-development hydrograph for 2-, 10-, and 100year frequencies. Outlet structures are designed. A plan
and profile layout is produced.
Students are given design problems to determine optimum pumping rates for well fields and to determine optimum channel sizes.
CRITERION 3. PROGRAM OUTCOMES 55
All of the constituents were asked in a survey to evaluate either their own ability or the
ability of their employees who are our program graduates to develop a civil engineering
design. The results of these survey questions are shown in Figure 3-6.
100%
90%
Percentage of Responses
80%
An ability to design a civil engineering system, component, or
process to meet specified performance, cost, time, safety,
and quality needs, and objectives.
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-6. Survey Responses for Program Outcome “c.”
The overall evaluation of the design experiences provided by the program is positive.
The program will continue to explore new ideas for design problems that expand the factors to be considered with more political and social concerns.
(d)
An ability to function on multi-disciplinary teams
The program allows for a number of opportunities for the students to work in teams. Beginning with the first semester, students work together on projects. On these projects,
students work for a common group grade. In addition to the evaluation of the group
work, a system of peer evaluation is used for individual group participation evaluation.
In CIVL 1101 and CIVL 1112, which are the first courses in the civil engineering program, students work within groups to complete three design projects during each semester. The majority of homework assignments are directly related to group design projects
and often involve the analysis and evaluation of a design alternative. CIVL 2101 requires
group coordination to collect field data for the graphical analysis of a proposed project
area.
CRITERION 3. PROGRAM OUTCOMES 56
During the first two semesters, some measure of a student’s ability to function in teams
can be assessed from the group performance on each of the three projects. In the first
semester, the mean score for students’ groups was 76% (over the last five years) on
projects that require performance of a specified design task, a written design report and
a presentation. In the second semester, the design constraints become broader and the
tasks more difficult; however, the mean score in that semester was 81% (over the last
five years). Unless the groups are able to work together, they are not able to successfully complete these projects.
Students are encouraged to develop study groups as they progress through the program. These groups usually develop early because of the group work done in the first
courses and because of groups like the ASCE and ITE student chapters. At any time of
the day, these study groups can be seen occupying a common area in the engineering
building. We also require ENGL 3603, Engineering Communications, to help improve
students’ ability to communicate technical specifications to their peers, including students from biomedical, electrical, computer, and mechanical engineering.
In CIVL 4199 Civil Engineering Design, which represents the major design experience
component of Criterion 5, the students are asked to take on the roles of civil engineers
with different specializations. Up to this point, the projects given to the teams are such
that most of the team members have common skill sets and all members are responsible
for all components of the projects. In this design class, student team members must depend on data and results from other team members to be able to complete their part of
the design. Students may represent structural, environmental, water resources, transportation, and geotechnical components of the design group. Each is responsible for a specific area of the project and are required to collaborate with other members of the design
group. The students are evaluated both on the total project design and on their own
components of the design. Their peers in the group also evaluate each other.
Students are assessed on their ability to work in a team in two ways. The first is by the
quality of the finished products (work plan, preliminary engineering report, and final design report). The second requires design team members to evaluate their teamwork as
poor, average, or very good. In addition, current students, alumni, and employers were
asked to evaluate either their own or their employees ability to work as part of a multidisciplinary team. Finally, a limited amount of data is acquired from co-op employers via
a survey conducted by our Career Services office. The survey responses are shown as
Figure 3-7.
CRITERION 3. PROGRAM OUTCOMES 57
100%
90%
Percentage of Responses
80%
An ability to function on multidisciplinary teams.
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-7. Survey Responses for Program Outcome “d”
(e)
An ability to identify, formulate, and solve civil engineering problems
The ability of civil engineering students at The University of Memphis to identify, formulate, and solve engineering problems begins at the freshman level and continues
through the senior design course. The level of rigor increases as the students proceed
through the curriculum.
Although aspects of this outcome have been previously described, the following descriptions are provided to ensure completeness. In CIVL 1101 and CIVL 1112, students are
given projects with well-defined constraints and required to generate solutions. Constraints vary from physical limitations to economic considerations and allow the student
teams to solve the problems within this context. Problems typical of the 1101/1112 sequence are shown below:
1. The student should be able to identify and correctly use tools used in the measurement of linear distance and elevation typical to those in use in field practice. In addition the student should be able to make a choice as to which tool/technique would be
best applicable considering the constraints of the problem presented. Finally, they
are able to complete a field project as assigned using these tools and skills.
CRITERION 3. PROGRAM OUTCOMES 58
2. The student should be able to use tools for the gross measurement of volume and
mass as used in the development of materials for the construction of a concrete
beam. The student should be able to construct and test a simple concrete beam
based on instructions provided by the instructors. In addition, the student should be
able to use a formulation as given to scale up or down to a required volume, which
should itself be generated based on the problem presented.
3. The student should be able to demonstrate the ability to use problem-solving skills
typical to those presented in class and used in engineering design problems.
4. The student should be able to demonstrate competency in the use of a typical
spreadsheet computer program available on a microcomputer, including the ability to
perform mathematical calculations, conditional computations, development of graphical presentations of data, and use of the spreadsheet calculations in the support of
engineering design analysis.
5. The student should be able to demonstrate the use mathematical and conceptual
models to evaluate alternatives that have not or cannot be experimentally evaluated.
6. The student should be able to demonstrate an ability to design simple experiments
and collect and analyze experimental data.
Performance on each of these elements is measured as part of the six major projects
that the students complete during their first year in the civil engineering program. In addition to the performance evaluations made by the instructor, the students are asked to
self-evaluate their ability in each of the categories at the end of each class. Students in
the classes were asked to rate their perception of proficiency on a scale of 1-10 with 10
being the highest. Table 3-9 shows the student self-evaluation of performance criteria
(data were collected over the last five years).
Table 3-9. Student Self Evaluation for Freshman Sequence
Criteria
1
Criteria
2
Criteria
3
Criteria
4
Criteria
5
Criteria
6
Mean
Response
9.2
9.2
8.8
8.6
9.1
8.7
Response
Standard
Deviation
1.01
0.86
1.01
1.41
1.30
1.38
The focus of sophomore sequence shifts to skill sets that support the civil engineering
design process. Emphasis is placed on developing computational and graphical tools to
allow the development of expanded design projects. The number of projects is reduced
to two to allow a fuller integration of these new tools into the students’ repertoire. Again,
in these exercises the problem scope is defined by the instructor within a small range of
CRITERION 3. PROGRAM OUTCOMES 59
allowable alternative choices. The student teams then utilize their new tools to solve the
problems presented.
As the students progress into the upper-division civil engineering courses, they move into the analysis of problems specific to the material that they are studying. Emphasis is
put on identifying critical elements in the problem statements that will allow a functional
and reasonable solution to be developed. Determination of the reasonableness of the
solution is a part of any engineering solution. Some open-ended problems are introduced where the students must first identify which part of the problem is critical for the
use of available tools.
An example of this type of class is the CIVL 3121, Structural Analysis. In this class, student teams have two design projects where they must identify critical elements of a
structure and make design decisions based on these critical elements. The two projects
for the structures class require the students to:
1. design a model truss structure to meet design criteria (performance and cost).
2. use axial force, shear force, and bending moment to design a small-scale wooden structure to meet design criteria (performance and cost).
In addition to the performance evaluations made by the instructor, the students are
asked to self evaluate their ability in each of the categories at the end of each class.
Students in the classes were asked to rate their perception of proficiency on a scale of 110 with 10 being the highest. Table 3-10 shows the student self evaluation (data were
collected over the last five years).
Table 3-10. Student Self-Evaluation for CIVL 3121
Criteria 1
Criteria 2
Mean Response
9.2
9.2
Response Standard Deviation
1.01
0.86
In CIVL 3140, Environmental Systems Engineering, students are given case studies in
which they are required to develop sound engineering solutions. Critical information is
often left out of these case studies requiring the student to seek the information from
other sources or to make engineering assumptions about the information before the
problem can be completed. Also in CIVL 3131, Design of Steel Structures and CIVL
4135, Reinforced Concrete Design, students are required to identify critical components
of a design and utilize the respective design standards to make their decisions.
In the 4000 level courses, including Civil Engineering Design, the breadth of the problems given to the students expands to encompass more “real world” problems; uncertainty is inherent in these problems. Students are often given a general idea of the problem and they must identify critical issues and constraints, collect information, and develop an engineering solution from these elements. An example of this is the recent Civil
Engineering Design problem where the students were asked to design a rest area on an
CRITERION 3. PROGRAM OUTCOMES 60
expressway located between Memphis and Jackson, TN. The design team was required
to identify traffic patterns, drainage patterns, environmental and construction constraints
as well as availability of resources in the area. In each component, they were allowed
free reign to consider alternatives and had to locate resources and information to complete the design.
Direct assessment of this outcome is made in three courses: CIVL 3161 Transportation
Systems Engineering, CIVL 3131, Design of Steel Structures, and CIVL 3181, Hydrology
and Hydraulics. The assessments used in these courses and their evaluations for recent
semesters are provided in Table 3-11.
Table 3-11. Program Outcome Terminal Course Assessments
for Outcome “e”
Course
Assessment Tools and Evaluation
This course covers analysis and design of structural steel components and simple connections. This includes tension members,
compression members, beams, simple bolted connections, and simple welded connections. Students must have knowledge of the two
major approaches to structural steel design—ASD (Allowable
Strength Design) and LRFD (Load and Resistance Factor Design).
An important aspect of the course is the appropriate use of load factors, resistance factors, and safety factors. Students should recognize the underlying common basis for both design philosophies nominal strength.
CIVL 3131
Students must demonstrate the ability to distinguish between ASD
Design of Steel
and LRFD in an exam problem. In this problem, the total service
Structures
load on a beam is given, and a structural steel shape must be selected. Based on this load information, students should know that
ASD is required.
They must also demonstrate the ability to design steel components
and connections in exam questions covering design of a tension
member, design of a compression member, design of a laterally unsupported beam, design of a laterally supported floor beam, design
of a bolted connection, and design of a welded connection. In each
problem, the solution requires that a member or connection be
checked for each relevant limit state. Assessment is made based on
the ability of the student to follow each of the required analysis steps
correctly.
Students are required to solve a considerable number of transportation engineering problems in this course. Many of the topic areas
are complex (geometric design, pre-timed signalization). A final exCIVL 3161
am is used to assess performance, since there were problems from
Transportation
all major course content areas on the final exam. Achievement of
Systems
the outcome is based on 70% of students receiving 70% or higher
Engineering
on the exam. Criteria used in assessing student performance are:
1. Geometric design - students must demonstrate ability to locate
CRITERION 3. PROGRAM OUTCOMES 61
Course
Assessment Tools and Evaluation
2.
3.
4.
5.
CIVL 3181
Civil
Engineering
Hydraulics and
Hydrology
PVC, PVI, PVT (or PC, PI, PT for horizontal curves), as well as
the elevation of a specified point on the curve using geometry
and calculus principles. Each element was assigned 25% of
points for assessment.
Travel Demand Modeling - Students must develop trip generation data for a given site based upon ITE Trip Generation Manual regression equations (25%), and assign trips based upon entrance/exit (25%), primary/pass-by/link-diverted (25%), and develop a diagram indicating assignment of future volumes on adjacent street (25%).
Macroscopic Flow Models – Students must successfully develop
an equation for the speed-density relationship from given data
(25%), develop an equation for the flow-density relationship and
use the derivative to find the value of capacity (25%), determine
values of jam density and free-flow speed (25%), and determine
values of speed and density at capacity (25%).
Capacity and Level of Service - Students must demonstrate the
ability to calculate capacity (25%) and level of service (25%) for
a basic freeway segment using the Highway Capacity Manual
procedure. Successful calculation of free flow speed (20%),
service flow rate (20%), and density (10%) are also used to
judge success for this problem.
Intersection Operation – Students must identify the critical flow
ratios including impact of heavy vehicles or turning movements
and number of lanes(40%), appropriate cycle length (20%), and
appropriate splits (20%) for success on this topic.
Students performed well with 80% of students achieving the outcome. Geometry and calculus-based problems were difficult for
many students. Starting with the Fall 2009 semester students in civil
engineering are required to make a C or higher grade for all mathematic courses. This should help to ameliorate this issue.
Students are required to solve problems in water distribution, pipe
design, and pump evaluations. Assessment tools include homework
and unique test problems. Students demonstrate specific energy
concepts, knowledge of water surface profile classification, backwater calculations, and the utilization of specific energy diagram as it
relates to the state of flow. In addition, the student is required to
solve problems using the Rational Method to determine peak flows
for design culverts and to model the hydrologic response of watersheds using various frequency rainstorms with both alternating block
technique for rainfall distribution as well as the NRCS Type II. This
includes taking watershed characteristics, using a unique frequency
rainfall, and developing the unit hydrograph, and applying the balanced rainfall for a unique soil-land use complex to produce a runoff
hydrograph.
Over the measured courses, every student has been able to achieve
90% or better on each component.
CRITERION 3. PROGRAM OUTCOMES 62
Along with the course level measurements, the afternoon session of the FE exam is
used as an assessment tool. The recent trend is for students in the program to take the
civil engineering portion of the exam in the afternoon. Results from the last seven exams
were considered with a target of the 45th percentile in at least 50% of the test periods.
Results from this analysis are shown in Figure 3-8.
80
70
Percentile
60
50
40
October-08
30
April-08
20
October-07
April-07
10
October-06
0
April-06
October-05
Figure 3-8. Performance by Topic for FE Exam (Civil specific)
The performance against the target score, with 50% exceeding the 40th percentile, is
shown in Figure 3-9.
CRITERION 3. PROGRAM OUTCOMES 63
Percentage of times 45th percentile achieved or
exceeded
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Figure 3-9. Achievement of Goal for FE Afternoon Results (Civil specific)
In addition, current students, alumni, and employers were asked to evaluate either their
own or their employees’ ability to identify, formulate, and solve civil engineering problems. The responses to this question are shown in Figure 3-10.
CRITERION 3. PROGRAM OUTCOMES 64
100%
Percdentage of Responses
90%
80%
An ability to identify,
formulate, and solve civil
engineering problems.
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-10. Survey Responses for Program Outcome “e”
(f)
An understanding of professional and ethical responsibility
Civil Engineering students are initially exposed to the ethical, social, safety, and economic considerations in engineering practice in the Foundation Sequence. Greater emphasis on the practice of civil engineering and the ethical implications of decisions is
found in the upper-division courses, primarily as part of the coverage of the design process. Table 3-12 lists the ethics experiences and professional issues within the curriculum. Ethics are specifically emphasized in CIVL 4195, Professional Practice, and CIVL
4199, Civil Engineering Design. In both courses, professionals interact with the students
and provide examples of decisions that are influenced by ethical considerations. In the
Civil Engineering Design and Professional Practice courses, students are exposed to
several case studies regarding “real world” ethics situations. An important element in the
exposure of the student to professionalism and ethics is the faculty of the Civil Engineering Department. Most faculty members have practical experience or are currently engaged in consulting activities and provide a “real world” look at the field of civil engineering.
Civil engineering students select their humanities and social science electives from a
prescribed listing of General Education electives. The courses available are shown on
the Degree Sheet in Criterion 1. The choice of electives is the same as for the university
as a whole.
CRITERION 3. PROGRAM OUTCOMES 65
Table 3-12. Detailed Description of Ethical, Social, Safety,
and Economic Components
Course
Exercise
Freshman Year
CIVL 1101 Civil
Engineering
Measurements
& CIVL 1112
Civil
Engineering
Analysis
Ethical concepts are informally introduced throughout the courses.
Several design projects in these classes have an economic constraint.
Sophomore Year
CIVL 2101
Civil
Engineering
Visualization&
CIVL 2107
Civil
Engineering
Computation
Ethical, safety, and economic constraints are discussed in the consideration of design alternatives. Limited economic analysis is introduced as minimization of material quantities used to execute the
designs. The impact of decisions on the surrounding community is
discussed in the context of transportation and water resources designs. A discussion of academic integrity and plagiarism is a recurring topic when the development of computer codes is considered.
Junior Year
CIVL 3181 Hydrology and
Hydraulics
Multiple lecture periods are devoted to the discussion of the social
responsibilities of professionals involved in hydrologic analysis and
design. Topics include an introduction to the dimensions of professionalism, human values, case studies involving ethical dilemmas,
and procedures for solving ethical conflicts
Senior Year
CIVL 4199
Civil Engineering Design
CIVL4195
Professional
Practice
Students are presented with a case study involving a young engineer in an ethical dilemma. The students then discuss the options
that the engineer has and the ethical implications of each decision
choice. Multiple class sessions are devoted to ethics and professionalism with a number of case studies considered.
Students are required to read the ASCE Code of Ethics. After reading the Code of Ethics, students are required to evaluate three separate case studies involving professional and ethical responsibility
in a small group setting. Each small group typically has 3 or 4 people. The students are required to identify the fundamental canons
that have been violated in the case study and to suggest appropriate ways that the offending engineer could have acted to comply
with the respective canons. In addition, the students watch a video
about engineering ethics that also depicts engineers behaving un-
CRITERION 3. PROGRAM OUTCOMES 66
Course
Exercise
ethically in their work environment. At various points during the video, the video is paused and a detailed discussion of the inappropriate behavior and how the engineer should have acted in an ethical
manner is initiated.
Assessment: Students are assessed on their ability to determine
inappropriate ethical conduct and to suggest alternative, acceptable
behavior to demonstrate program outcome f. The students’ verbal
discussion of the written and video case studies is judged as acceptable or unacceptable by instructor to complete the assessment.
Students, alumni and employers were surveyed to gain an insight as to the accomplishment of this outcome. The results of the survey are shown as Figure 3-11.
100%
90%
An understanding of professional
and ethical responsibility.
Percentage of Responses
80%
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-11. Survey Responses for Program Outcome “f”
CRITERION 3. PROGRAM OUTCOMES 67
(g)
An ability to convey technical material through oral presentations and written papers and reports
As with many of the other outcomes, the basis for the development of communication
skills begins in the Foundation Sequence. In each of the first two courses, the students
complete three design projects, each of which has both an oral and a written communication component. Student teams are required to make oral presentations and to prepare written summaries of each of their design problems. Every student is required to
take an active part in the design presentation. The presentations are evaluated by several faculty members and invited guests. In addition, the presentations are recorded in
video format for later evaluation by the presenting team with the goal of encouraging the
students to focus on improving weaknesses noted during their presentations. Faculty
members also evaluate the written reports with emphasis on improving written communication skills.
In the third course, the students are asked to develop a set of detailed instructions for
construction of a project integrating graphical and written information. Each set of instructions is peer reviewed as well as being reviewed by the instructor for clarity and
completeness.
Through the upper-division courses, students write technical reports, design project
summaries, and other technical documents. In order to support the design project in
CIVL 4199, Civil Engineering Design, the oral and written presentations serve as the
culminating steps. Other students, faculty members, and engineering practitioners participate in the evaluation of the capstone design presentation by observing the presentations and completing evaluation forms of the oral presentations. Generally, substantial
improvement in communication skills is noted at this point in the students’ college experience.
Table 3-13 details some of the communication experiences of the students as they proceed through the curriculum.
CRITERION 3. PROGRAM OUTCOMES 68
Table 3-13. Details of Communication Experiences
Type
Exercise
Freshman Year
CIVL 1101 Civil
Engineering
Measurements
CIVL 1112 Civil
Engineering
Analysis
Written
Oral
Written
Oral
Students prepare and submit three written design reports. Students prepare and present three oral design
presentations.
Students prepare and submit three written design reports. Students prepare and present three oral design
presentations.
Sophomore Year
CIVL 2101 Civil
Engineering
Visualization
Written
Graphical
Students prepare and submit written construction plans
for a designed system.
Junior Year
CIVL 3121
Structural
Analysis I
CIVL 3140
Environmental
Systems
Engineering
CIVL 3137 Civil
Engineering
Materials
Written
Written
Students submit a technical report on their individual design project and each student is assigned a section of
the technical report for a group design project.
Students are required to prepare and present a research
paper on an environmental engineering subject. Students may work on the research paper in a small group
or individually.
Written
Students must write a 1200-word term paper on contemporary issues in the concrete, asphalt, or aggregate
industries.
Written
Students submit a technical report on their individual design project, and each student is assigned a section of
the technical report for a group design project.
CIVL 3182
Hydrology and
Hydraulics
Laboratory
Written
Oral
Students must write a comprehensive report on a laboratory experience of their own design that will include theory, experimental results, and conclusions Students must
make an oral presentation of the results of their laboratory experience.
CIVL 3181
Hydrology and
Hydraulics
Written
Oral
Students are required to submit an informal technical
design report. Students are required to make a brief oral
presentation of the results of their design project.
CIVL 3180 Civil
Engineering
Hydraulics
CRITERION 3. PROGRAM OUTCOMES 69
Type
Exercise
Written
Students are required to submit laboratory reports in the
form of a letter of transmittal to the “client” that clearly
states the work performed and the results obtained.
Written
Oral
Students are required to submit a preliminary and a final
design report and written critiques concerning verbal
presentations in the class. Students are required to
make one or two group oral presentation(s) on the design projects they have completed.
Written
Oral
Students are required to submit formal design project
reports. Students are required to make an oral presentation of their design project.
Written
Students are required to submit written reports for
assigned parking, intersection delay, spot speed, and
travel time studies, and must submit a formal design
report for their safe routes to schools project.
Written
Students are required to submit formal reports for the
demand forecasting, airside design, and landside design
projects.
Written
Students are required to submit a written report as a
component of their design project.
Senior Year
CIVL 4151 Soil
Mechanics
CIVL 4199 Civil
Engineering
Design
Electives
CIVL 4140
Environmental
Engineering
Design
CIVL 4162
Traffic
Engineering
CIVL 4163
Airport
Planning and
Design
CIVL 4164
Route
Location and
Design
CIVL 4180
Advanced
Hydraulics and
Hydrology
CIVL 4144
Biological
Wastewater
Treatment
Written
Oral
Written
Oral
Students are required to submit an informal technical
design report. Students are required to make a brief oral
presentation of the results of their design project.
Students are required to submit a design paper on nitrogen removal systems. Students are required to lead and
participate in small group discussions centered on actual
wastewater design problems.
Survey assessments from all the constituencies are shown in Figure 3-12.
CRITERION 3. PROGRAM OUTCOMES 70
100%
90%
Percentage of Responses
80%
An ability to convey technical
material through oral presentations,
written papers, and reports.
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-12. Survey Responses for Program Outcome “g”
(h)
The broad education necessary to understand the impact of engineering solutions in a global and societal context
The breadth of education necessary to understand the context in which we operate as
an engineering program is provided both inside and outside the department. Students
have a general education requirement that exposes them to materials focused on the
non-technical, global, and societal issues. Students are required to take a mix of both
social sciences and humanities courses to fulfill these general education requirements.
Within the department, current issues are often discussed in informal class discussions
within the context of what engineering could do or has done to cause or repair a problem. International students and students from under-represented groups are asked to
provide their own unique perspective in these discussions. Within the past semester,
outside reading was assigned in CIVL 2107, Civil Engineering Computation to help illustrate the roles that civil engineers play in the greater society.
The role of the civil engineer in society is reinforced specifically in Civil Engineering Design. Students are exposed to case histories and current events that relate to the civil
engineer's role and responsibilities in society. The recognition by students of the impact
of their design on the world around them is one factor used in evaluating student performance in Civil Engineering Design.
CRITERION 3. PROGRAM OUTCOMES 71
Multiple courses have been selected as benchmark courses where the ability to understand the impacts of global and societal issues from an engineering viewpoint are measured in the context of the class materials. These classes and their assessment tools and
evaluations are shown in Table 3-14.
Table 3-14. Program Outcome Terminal Course Assessments
for Outcome “h”
Course
CIVL 3161
Transportation
Systems
Engineering
CIVL 3131
Design of
Steel
Structures
CIVL 3137
Civil
Engineering
Materials
Assessment Tools and Evaluation
Students are asked to consider the characteristics of drivers that
impact design decisions from the standpoint of societal issues.
Specifically the impact of the increasing population of older drivers
and how that is affecting design is considered as well as the characteristics of younger drivers. The assessment tools for these
topics are quizzes and test questions. Students are also required
to write a paper on current research in transportation engineering,
and several students elected to focus on driver issues. Furthermore, environmental impacts in transportation planning are discussed and students are required to write a report.
Most international building codes are based on limit states design,
such as LRFD (Load and Resistance Factor Design). Although the
building design specification of the American Institute of Steel
Construction gives equal status to both ASD (Allowable Strength
Design) and LRFD, both approaches are based on limit states. In
CIVL 3131, both approaches to structural steel design are covered, but emphasis is placed on LRFD.
This knowledge of LRFD gives students the concepts needed to
interact with other engineers on a global level. In addition, the
AISC Specification and Steel Construction Manual are used internationally.
Assessment: This outcome is addressed in most of the problems
given on exams during the semester. For example, in problem 2
of the Final Exam, the design of a laterally-supported floor beam
(filler beam) is required. The problem solution is assessed using
the following criteria:
determination of beam loads, maximum moment, and
maximum shear; this step also includes using the correct
load factors.
selection of a W shape to satisfy the moment criterion;
inclusion of the beam self weight in the loads;
a check for shear strength; and
a deflection check and revised member size if required
The ASCE Vision for Civil Engineering in 2025 states that civil engineers in the future will be "entrusted by society to create a sustainable world and enhance the global quality of life ...". To that
end, ASCE has modified its Code of Ethics to include "... improving the environment by adhering to the principles of sustainable
CRITERION 3. PROGRAM OUTCOMES 72
Course
CIVL 3181
Hydraulics
and
Hydrology
CIVL 4151
Soil
Mechanics
Assessment Tools and Evaluation
development ...". In the Spring of 2009, Civil Engineering Materials students were asked to examine what the concrete and asphalt industries are doing to "Go Green." The students had to research and write a 2000-word term paper and deliver a 5-minute
oral presentation on recent innovations to make concrete and/or
asphalt more sustainable. Students were allowed to pick the topics themselves and the instructor attempted to ensure no two students wrote on the same topic. Students selected a wide variety of
topics. They included various types of recycled aggregate, recycled concrete and asphalt, alternatives to Portland cement, the
use of cold-mix and warm-mix asphalt to reduce energy usage
and pollution, the use of pervious pavements to reduce storm water runoff, quiet pavements, and “green” cements that reduce carbon emissions.
Students within the course are exposed to the processes of the
hydrologic cycle. During this segment of the class, the students
are required to prepare a report on the topic “What are the hydrological effects of deforestation, and how do they subsequently affect global warming?” Students are expected to show how the
hydrologic cycle has an impact on the lives of everyone and how
local decisions can expand to global consequences.
Students were able to detail the various processes of the hydrologic cycle and how they were affected by deforestation. Both the
immediate and long effects of deforestation were noted. Every
student focused on a particular process such as increased erosion
and sedimentation processes due to loss of cover, the activity of
burning the forest resulting in increasing the CO2 in the air and
the loss of CO2 removal due to the loss of vegetation.
All the students included the impact of these affects on either the
global economy or the global environment.
For Fall 2008, the assessment tool consisted of a homework assignment that required students to review the ASCE report titled
“The New Orleans Hurricane System: What Went Wrong & Why.”
The students had to prepare a brief written discussion on one potential geotechnical engineering related direct cause for the levee
failures. The students were also required to provide a recommendation related to this cause that could be used in future levee construction and rehabilitation work.
Students performed well with all of the students fulfilling the requirements for the submission.
Students, alumni, and employers were asked to evaluate either their own skills of their
employees who are our graduates of our program. The results from this survey are
shown in Figure 3-13.
CRITERION 3. PROGRAM OUTCOMES 73
100%
90%
Percentage of Responses
80%
The broad education necessary to understand the
impact of engineering solutions in a global and
societal context.
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-13. Survey Responses for Program Outcome “h”
(i)
A recognition of the need for professional licensure and a
recognition of the need for and an ability to engage in life-long
learning
Topics related to professional licensure and the importance of life-long learning are introduced throughout the curriculum. Beginning at the freshman level when students are
given an introduction to the civil engineering profession, they are presented with information pertaining to career options, the need for professional licensure to fully engage in
the practice of civil engineering and the engineer's role in society. Faculty members invite professional engineers to serve as guest lecturers in many classes. These guests
provide examples of projects they have been involved with and articulate why licensure
is important and necessary for their work. In addition, guest speakers for student chapters of the American Society of Civil Engineers (ASCE) and the Institute of Transportation Engineers (ITE) frequently touch on topics related to licensure and life-long learning.
In the senior capstone design course, lecture time is devoted to the discussion of licensure. Students are encouraged to register to take the Fundamentals of Engineering (FE)
examination. The Herff College of Engineering offers a free FE review course held on
eight successive Friday afternoons prior to the examination. This review covers the
basic sections of the exam.
CRITERION 3. PROGRAM OUTCOMES 74
Life-long learning is emphasized in upper division courses in the context of the continuously changing nature of engineering. In CIVL 3137, CE Materials, guest lecturers from
concrete and asphalt industries are included in each semester's class and address innovations and state-of-the-art research to emphasize the importance of engaging in lifelong learning. In addition, discussions of licensure include reference to the provisions for
demonstrating life-long learning through the accumulation of continuing education credits
to maintain licensure. In CIVL 4135, Reinforced Concrete Design, students are introduced to American Concrete Institute (ACI) code, and the evolution of code provisions is
reviewed. This exercise emphasizes the importance of life-long learning to keep abreast
of changing standards.
Students, alumni, and employers were asked to evaluate either their understanding or
the understanding of their employees who are our graduates of our program. The results
from this survey are shown in Figure 3-14.
100%
Percdentage of Responses
90%
80%
A recognition of the need for professional licensure
and a recognition of the need for, and an ability to
engage in life-long learning.
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-14. Survey Responses for Program Outcome “i”
(j)
Knowledge of contemporary issues
Integrating contemporary issues into individual classes was approached as an informal
part of every class before the Fall semester of 2008. Faculty would view headline issues
in terms of the context of their classes. Focus was on issues that the students would be
familiar with because of their national news coverage. When the topic of contemporary
issues was reviewed by the faculty at the end of the Spring semester in 2008, it was decided that a single issue would provide a cross curricular focus and would be ap-
CRITERION 3. PROGRAM OUTCOMES 75
proached from two or more areas showing the scope of the problem from a civil engineering context. The decision was made that the focus would be on Hurricane Katrina
and three classes would integrate some aspects of the effects of the storm and design
faults and solutions in the New Orleans area. The three classes were CIVL 3140, Environmental Systems Engineering; CIVL 3181, Hydrology and Hydraulics; and CIVL 4151,
Soil Mechanics.
In CIVL 3140, the discussion focused on the water quality impacts of Hurricane Katrina.
In CIVL 3181, factors that led up to the resultant flooding, its influence on drinking water
contamination, and an assessment on man-made water control infrastructure were all
discussed. In CIVL 4151, the discussion focused on the geotechnical engineering issues
that contributed to failure of the levee systems. The CIVL 3181 and CIVL 4151 classes
had a combined session where a hydraulic engineer from the U.S. Army Corps of Engineers made a presentation on the design and failure modes of the levee structures that
caused so much damage. Details of the class activities are presented in Table 3-15.
Table 3-15. Classroom Activities for Contemporary Issues (Katrina Focus)
Class
CIVL 3140,
Environmental
Systems
Engineering
Activity
A 46-slide PowerPoint presentation obtained from the Louisiana
Department of Environmental Quality internet site was presented to
the students. These slides presented the following information:
Location of surface water quality sampling sites (Lake
Pontchartrain, northshore sites, southshore sites, and
tributaries)
Laboratory and field analytical data
Extensive data on water quality parameters such as dissolved oxygen, fecal coliform, organic compounds, etc.
Evaluation of fish and aquatic life production
Evaluation of oil sheen on water surface
The following conclusions about the impacts of Hurricane Katrina
were made in the presentation:
Lake Pontchartrain was largely unaffected by pumping of
floodwaters from New Orleans.
Water quality in the lake and its tributaries was largely
unaffected by Hurricane Katrina. In the northshore tributaries some low dissolved oxygen concentrations were
observed, but these problems only occurred for a short
period. Fecal coliform levels and organic compounds
were well below water quality standards, with only a few
exceptions.
Fish and aquatic life in the lake and its tributaries were
largely unaffected by the hurricane.
Oil sheens were not observed in the lake or its tributaries.
The students discussed the presentation along with specific components of the water quality data.
CRITERION 3. PROGRAM OUTCOMES 76
Class
CIVL 3181,
Hydraulics and
Hydrology
CIVL 4151,
Soil Mechanics
Activity
The recent occurrence of Hurricane Katrina, the factors that led up
to the resultant flooding, its influence on drinking water contamination, and an assessment on man-made water control infrastructure
were discussed. Classroom discussions and a presentation made
by the Memphis District Army Corps of Engineers connected
learned components covered in class that included the hydrologic
cycle, measurement methodologies, open channel flow, and ground
water. Students were encouraged to participate in the classroom
and Corps presentation discussions.
For Fall 2007, the Hurricane Katrina case study consisted of two
parts. In the first element, the students attended a presentation by
Mr. Zachary Cook, a hydraulic engineer from the Memphis District
of the U.S. Army Corps of Engineers. Students in soil mechanics
class as well as students from the civil engineering hydraulics
course attended the presentation and participated in the discussions. The second element was a discussion of the geotechnical
engineering specific issues that contributed to failure of the levee
systems during a three-hour lab session. During the lab discussion
session, the following aspects of the levee failures were discussed:
Contributing factors
How would you evaluate the long-term stability of a levee?
Engineering quality
Handouts provided included the following:
Geotechnical engineering related sections from the ASCE
Hurricane Katrina External Review Panel report titled The
New Orleans Hurricane Protection System: What Went
Wrong and Why? These sections included pages 48-50, 6668, and 80.
Sections about slope design and settlement from the U.S.
Army Corps of Engineers manual on Design and Construction of Levees. These sections included pages 6-1 through
6-5.
Table of embankment stress distribution diagram for calculating settlement on page 83 from the U.S. Army Corps of
Engineers manual on Settlement Analysis.
In these three classes, an assessment of the Hurricane Katrina focus was made by giving students questions on exams and/or through specific questionnaires completed by
students. Overall student responses indicated that the presentations in the classroom
made them more aware of this contemporary issue and how to consider the possibility of
a natural disaster in designing civil engineering systems. Assessment tools and the
evaluation of these tools are presented in Table 3-16.
CRITERION 3. PROGRAM OUTCOMES 77
Table 3-16. Program Outcome Terminal Course Assessments
for Outcome “i”
Course
Assessment Tools
CIVL 3140,
Environmental
Systems
Engineering
The students were asked in a survey to identify if their knowledge of
contemporary issues had been
enhanced.
CIVL 3181,
Hydraulics
and Hydrology
The students were asked a question specific to the topics of discussion on a test.
CIVL 3131,
Design of
Steel
Structures
Assessment: The paper is assessed based on an evaluation
Students are required to write a
of the following items:
paper on the 2007 collapse of the general organization of the
I-35W bridge in Minneapolis, Minpaper
nesota. This paper was to address proper use of references
the design aspects as well as
description of the reasons for
measures needed to prevent other
the failure
bridge failures.
discussion of the ramifications of the failure
lessons learned
CIVL 4151,
Soil
Mechanics
CIVL 3161,
Transportation
Systems
Engineering
The assessment of the case study
consisted of a questionnaire. Students were asked to respond to
the following question:
What aspect of the case study
was most valuable for you?
Students were required to respond
to short answer/essay questions
on the first and final exams regarding the impact of the older
driver on transportation engineering design, as the population of
older drivers is dramatically increasing. Student success on
these questions requires being
able to identify characteristics of
the older driver that impact design
(50%), and link these to examples
Evaluation
Students strongly agreed that
their knowledge of contemporary issues was enhanced.
80% of the students were able
to satisfactorily answer the specific question.
For Fall 2007, the variety and
quality of responses collected
indicated that the students understood the impact that engineering decisions may have on
communities and that the increased knowledge that we
have can avoid similar disasters
in the future.
Assessment: Achievement of
this outcome is based on 70%
of students receiving 70% or
higher on the assignments. Students really enjoy the contemporary issue aspect of the
course and performed very well
on these assignments (90% or
more of the students achieved
the outcome). This is the second year we were selected for
the ITE data fund project, and
CRITERION 3. PROGRAM OUTCOMES 78
Course
Assessment Tools
of design changes due to the increasing population of older drivers (50%).
Students in CIVL 3161 are also
required to select an article published in a recent transportation
engineering journal (past 3 years),
and write a review. Students write
a summary of their chosen article
and describe the research and
how it is related to what we have
covered in class. Topics selected
by students are frequently focused
on current research related to design challenges related to and
characteristics of older drivers,
teenage drivers, and impaired
drivers. By requiring students to
select an article from a recent
journal, they learn about current
research in the field of transportation engineering. The goal of the
assignment is to enhance students’ knowledge of transportation
engineering topics and to make
them aware of current areas of
research in this field. Student performance on this assignment is
assessed based on three criteria:
appropriateness of article and
quality of summary (50%), description of elements of transportation engineering/design highlighted in the research (25%), explanation of links to course content (25%).
Evaluation
the first year that required an
individual report from each student. The report really helped
students pull all aspects of the
project together and link the data collected to the national need
for information on emerging/changing land uses. We will
continue to require the individual
report for the data collection
project.
In CIVL 3161, students are required to submit a proposal for the
annual Institute of Transportation
Engineers Datafund Proposal.
CRITERION 3. PROGRAM OUTCOMES 79
Course
Assessment Tools
This assignment gives students
experience in preparing a proposal, designing a data collection
procedure, and developing a project schedule. Students learn
about trip generation in this
course, and this project gives
them the opportunity to see how
this type of data is actually collected and how the ITE Trip Generation Handbook is prepared and
updated. The students in CIVL
3161 have been successful in obtaining grant funding from ITE for
the past two years. As data is collected, students work with the
course instructor as well as a professional mentor (an alum from a
local consulting firm) to conduct
the data collection effort and prepare the data summary report for
submission to ITE. To determine
how well students understand the
project concept and links to
course material, an individual report is required at the conclusion
of the project. Successful completion of this assignment is based on
the following criteria:
1. Problem Description/Project Purpose (i.e.
what did our class propose
to do? Why is ITE interested in data for this land
use?) (20%)
2. Data Collection Methodology (describe the procedure used for data collection, i.e. what considerations were there in site selection, day of data collec-
CRITERION 3. PROGRAM OUTCOMES 80
Evaluation
Course
Assessment Tools
Evaluation
tion, etc.) (20%)
3. Individual Contribution
(describe individual contribution to project.) (20%)
4. Summary of Findings
(briefly describe what the
data shows, when is the
peak hour of the facility?
Weekday peak hour? Use
graphs or tables to aid in
the discussion/explanation.) (20%)
5. Project Reflection (briefly
describe how participating
in this project helped with
understanding of the
course content (or did not);
describe any recommended changes for future semesters.) (20%)
Students and alumni were asked to evaluate how well they understood the significance
of contemporary issues in relation to civil engineering. Employers were asked to evaluate how well they believe that their employees who are graduates of our program understand the significance. The results from this survey are shown in Figure 3-15.
CRITERION 3. PROGRAM OUTCOMES 81
100%
90%
A knowledge of contemporary issues.
Percentage of Responses
80%
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-15. Survey Responses for Program Outcome “j”
(k)
An ability to use the techniques, skills, and modern engineering
tools necessary for engineering practice.
Civil Engineering students are initially exposed to the use of spreadsheets, word processing software, problem solving packages, CAD, and programming in the Foundation
Sequence of CIVL 1101, 1112, 2101, and 2107. In CIVL 1101 and 1112, students are
given assignments that require spreadsheets for problem solving. The amount of formal
instruction in the use of spreadsheets and word-processing software is minimal, and
students are expected to become proficient in the use of these packages with guidance
from the instructors. Throughout the curriculum, when formal reports or written exercises
are submitted, they are expected to be developed in a word processing software package in a professional manner. Web pages for these courses contain references to tutorial packages that students can access. Students also use presentation software, such as
PowerPoint, in their team design presentations. In CIVL 2107 and 2101, students are introduced to AutoCAD, ArcView, MatLab, and VBA. The utilization of problem-solving
packages and programming skills is taught as part of these courses.
Computer usage is an integral part of most Civil Engineering courses. Table 3-17 presents a summary of the variety of software used in the courses while Table 3-18 summarizes primary computer-related assignments in required and elective courses. Since
word processing is used throughout the curriculum, it is not listed in the software packages used in the classes.
CRITERION 3. PROGRAM OUTCOMES 82
Table 3-17. Summary of Software Utilization
Public Domain
Software
Programming
Numeric
Computation
Commercial
Software
CAD
CIVL 1101 Civil
Engineering
Measurements
CIVL 1112 Civil
Engineering
Analysis
CIVL 2101 Civil
Engineering
Visualization
CIVL 2107 Civil
Engineering
Computation
CIVL 3103
Approximation
and
Uncertainty in
Civil
Engineering
CIVL 3121
Structural
Analysis I
CIVL 3180 Civil
Engineering
Hydraulics
CIVL 3325 Mechanics of
Materials Lab
CIVL 3140
Environmental
Systems
Engineering
CIVL 3161
Transportation
Systems
Presentation
Course
Spreadsheet
Type of Software Utilized
CRITERION 3. PROGRAM OUTCOMES 83
CAD
Commercial
Software
Public Domain
Software
Programming
Numeric
Computation
Presentation
Course
Spreadsheet
Type of Software Utilized
Engineering
CIVL 3181
Hydrology and
Hydraulics
CIVL 3182
Hydrology and
Hydraulics
Laboratory
CIVL 4135
Reinforced
Concrete
Design
CIVL 4199 Civil
Engineering
Design
Electives
CIVL 4136
Intermediate Reinforced Concrete
Design
CIVL 4140
Environmental
Engineering
Design
CIVL 4144
Biological
Wastewater
Treatment
CIVL 4152
Applied Soil Mechanics
CRITERION 3. PROGRAM OUTCOMES 84
Public Domain
Software
Commercial
Software
Numeric
Computation
Presentation
CAD
CIVL 4162 Traffic
Engineering
CIVL 4163
Airport
Planning and
Design
CIVL 4164
Route Location
and Design
CIVL 4171
Construction
Engineering I
CIVL 4171
Construction
Engineering II
CIVL 4180
Advanced
Hydrology and
Hydraulics
CIVL 4190
Water
Resources
Planning and
Design
Spreadsheet
Course
Programming
Type of Software Utilized
CRITERION 3. PROGRAM OUTCOMES 85
Table 3-18.Details of Computer Experiences
Course
Software Utilized
Experience
Use of spreadsheet
computational
software (EXCEL)
Use of presentation
software (POWERPOINT)
Students utilize spreadsheets in support of
their design analysis for simple arithmetic
calculations. In addition, students utilize the
graphing capability to present graphical representations of their project data. Students
utilize the presentation software in support of
their formal oral presentations for their design
projects. The students develop and present
three oral presentations during the semester.
Use of spreadsheet
computational
software (EXCEL)
Use of presentation
software (POWERPOINT)
Students utilize spreadsheets in support of
their design analysis for simple arithmetic
calculations. In addition, students utilize the
graphing capability to present graphical representations of their project data. Students
utilize the presentation software in support of
their formal oral presentations for their design
projects. The students develop and present
three oral presentations during the semester.
Use of professional
computer aided
drafting software
(AutoCAD) to
develop 2D and 3D
representations.
Students are required to submit exercises
and receive feedback in the development of
their skills in the utilization of the computer
aided drafting software including standard
representation of 2D and 3D presentations.
Students are required to integrate graphical
information with written information in the development of a set of formal instructions.
Freshman Year
CIVL 1101
Civil
Engineering
Measurements
CIVL 1112
Civil
Engineering
Analysis
Sophomore Year
CIVL 2101
Civil
Engineering
Visualization
CRITERION 3. PROGRAM OUTCOMES 86
Course
CIVL 2107
Civil
Engineering
Computation
Software Utilized
Experience
Students utilize a
computation
package (either
MathCAD or
Matlab) as well as
VBA within EXCEL
Students are expected to develop numerical
solutions to typical engineering problems using the computational packages and expected to develop extensions to EXCEL for
specific engineering problems. Students utilize both these systems to overcome some of
the limitations inherent in the use of spreadsheets for the analysis of engineering problems.
Junior Year
CIVL 3325
Mechanics of
Materials Lab
Use of numeric
computational
(MathCAD, Matlab
or EXCEL) Use of
professional computer drafting software (AutoCAD)
Students are required to utilize the numeric
computational software in the analysis of
problems and the presentation and analysis
of lab data. Students are encouraged to present visual support of their analysis and design developed in the professional computer
drafting software.
Students are introduced to SAP 2000 and
required to utilize the software for several
homework problems and in support of two
design problems. Portions of both take home
exams in the class require the utilization of
the software package. Students are encouraged to develop sophisticated spreadsheet
solutions to problems that they encounter in
both design projects.
CIVL 3121
Structural
Analysis I
Use of structural
analysis software
(SAP 2000) Use of
spreadsheet
computational
software (EXCEL)
CIVL 4135
Reinforced
Concrete
Design
Use of structural
analysis software
(SAP 2000) Use of
spreadsheet
computational
software (EXCEL)
Students are encouraged to use the software
for the analysis of their design project. Students are required to complete homework
assignments using the software.
CIVL 3161
Transportation
Systems
Engineering
Use of spreadsheet
computational
software (EXCEL)
Students are required to utilize the software
in the design of a vertical curve.
CIVL 3103
Approximation
and
Uncertainty in
Use of spreadsheet
computational
software (EXCEL)
The use of the software is emphasized
throughout the course for performing statistical calculations and implementing the numerical methods covered in the course. Topics
CRITERION 3. PROGRAM OUTCOMES 87
Course
Software Utilized
Civil
Engineering
Experience
include descriptive statistics, discrete and
continuous distributions, interval estimation
and hypothesis testing, goodness of fit, regression, equation solving, interpolation, numerical integration, and numerical solution of
differential equations.
CIVL 3140
Environmental
Systems
Engineering
Use of spreadsheet
computational
software (EXCEL)
Students are required to prepare a water
quality (Streeter-Phelps) model using a
spreadsheet to evaluate the dissolved oxygen
sag curve in a stream.
CIVL 3137
Civil
Engineering
Materials
Use of spreadsheet
computational
software (EXCEL)
Each laboratory assignment involves one or
more questions that require the student to
plot the test data using a spreadsheet and
use the plot to interpret the results of the test.
CIVL 3182
Hydrology and
Hydraulics
Laboratory
CIVL 3181
Hydrology and
Hydraulics
Use of spreadsheet
computational
software (EXCEL)
Use of public domain software
(EPANET)
Use of spreadsheet
computational
software (EXCEL)
Use of public domain software
(HEC-HMS, HECRAS) Use of commercial software
(Haestad Methods)
Students are required to do a simple HardyCross analysis. Students are required to do
an extensive evaluation and design of a water
distribution network using the water distribution analysis software.
Students are encouraged to utilize the software in group project analysis and designs.
Senior Year
CIVL 4111 Engineering
Economics
Use of spreadsheet
computational software (EXCEL)
Students are encouraged to perform and
submit analysis of more complex economic
scenarios using the spreadsheet computational software.
CIVL 4135 Reinforced Concrete
Design
Use of spreadsheet
(EXCEL) and
Mathcad
Students have to do several homework problems using spreadsheet or Mathcad for both
design and analysis.
CRITERION 3. PROGRAM OUTCOMES 88
Course
Software Utilized
Experience
CIVL 4151 Soil
Mechanics
Use of spreadsheet
computational
software (EXCEL)
Students may use spreadsheets to graphically display laboratory test results as well as
solve homework problems.
CIVL 4199
Civil
Engineering
Design
Use of spreadsheet
computational
software (EXCEL)
Use of presentation
software (POWERPOINT)
Students are encouraged to utilize spreadsheets for analysis in support of their design
efforts. Students are encouraged to utilize
presentation software to develop and support
their oral design presentations.
Electives
CIVL 4136 Intermediate Reinforced Concrete
Design
CIVL 4140
Environmental
Engineering
Design
Use of spreadsheet
computational
software (EXCEL)
Use of numeric
computational
software
(MathCAD)
Use of spreadsheet
computational
software (EXCEL)
Use of
computer-aided
drafting package
(AutoCAD or VISIO)
Students are given the option to submit
homework assignments using the spreadsheet computational. Students are given the
option to submit homework assignments using the numeric computational software.
Students may use the computational software
in the design of pipelines and in the computation of water surface profiles in treatment
plants. Students are required to prepare design drawings in either of the computer aided
drafting packages.
CIVL 4152 Applied Soil Mechanics
Use of spreadsheet
computational
software (EXCEL)
Students may use spreadsheets to solve
homework problems.
CIVL 4162
Traffic
Engineering
Use of the internet
to locate technical
information. Use of
spreadsheet computational software
(EXCEL) Use of
public domain software (HCS)
Students locate on-line information about the
current Manual of Uniform Traffic Control Devices. Students are required to use computational software for the analysis for goodness
of fit of the headway data to a negative exponential distribution. Students are required to
use the application software for intersection
analysis.
CRITERION 3. PROGRAM OUTCOMES 89
Course
Software Utilized
Experience
CIVL 4163
Airport
Planning
and Design
Use of spreadsheet
computational
software (EXCEL)
Use of computeraided drafting
package (AutoCAD)
Students are required to utilize the computational software to perform design forecasting
modeling for airport design. Students are encouraged to use computer-aided drafting
software for airside and landside design projects.
CIVL 4164
Route
Location
and Design
Use of spreadsheet
computational
software (EXCEL)
Students are required to utilize computational
software to determine curve properties and
deflection angles for simple circular and vertical curves and to calculate stringlining data.
CIVL 4180
Advanced
Hydraulics and
Hydrology
Use of spreadsheet
computational
software (EXCEL)
Use of public domain software
(HEC-HMS, HECRAS) Use of commercial software
(Haestad Methods)
Students are encouraged to use spreadsheet
computational software to prepare problem
solutions. Students are encouraged to utilize
the software in group project analysis and
design. Students are encouraged to utilize
the software in group project analysis and
design.
CIVL 4190
Water
Resources
Planning and
Design
Use of spreadsheet
computational
software (EXCEL)
Students are required to use the computational software to develop optimal solutions
utilizing a Simplex method and to quantify
uncertainty in risk analysis.
Civil Engineering students at The University of Memphis are not required to purchase
personal computers as part of their curriculum. The University and College computing
facilities are described in Appendix D. Avialable software in these laboratories includes
SAP 2000, Matlab, Mathcad, AutoCAD, Visual Basic and other professional software
packages.
In addition to computer usage, students are exposed to measurement and testing
equipment that is typical of that used by civil engineering professionals. Every effort is
made to remain reasonably current with activities in the field. The constant effort at improvement is made possible through the engineering course fee. Updates have been
made to every lab that is required in the undergraduate curriculum.
The most recent change being made to the toolbox of skills we are developing is the introduction of Geographic Information Systems (GIS) into the curriculum. In the Spring of
2007, a grant was received by the department from the University to begin implementing
CRITERION 3. PROGRAM OUTCOMES 90
GIS into the curriculum. The standardization of ArcGIS Desktop as the software tool of
choice was made and the first steps were taken. In the 2008 academic year, GIS based
information was implemented in four courses in a very limited way. Plans are underway
to begin a systematic implementation through the curriculum starting with the freshman
year and continuing through all four years.
Multiple courses have been designated as milestone courses where the ability to use the
techniques, skills, and modern engineering tools necessary for engineering practice are
covered. These classes and their assessment tools and evaluations are shown in Table
3-19.
CRITERION 3. PROGRAM OUTCOMES 91
Table 3-19. Program Outcome Terminal Course Assessments
for Outcome “k”
Course
Assessment Tools and Evaluation
Students were required to use the STREET online software
package (GIS based analysis of travel demand model problem)
and to use Excel for regression analysis for macroscopic flow
models and analysis of trip generation data. Achievement of the
outcome is based on 70% of students receiving 70% or higher on
the assignments.
For the STREET assignment, students were graded based upon
the following criteria: successful development of a network
(30%), illustration of number of workers and number of trips generated (30%), and summary of results (40%).
CIVL 3161
Transportation
Systems
Engineering
For the macroscopic flow model assignment, students were required to enter the data set into Excel and fit a regression line
through the data. Performance on this assignment was based on
developing the appropriate model (25%), describing how well the
model fit the data based on regression statistics (25%), calculation of free-flow speed, jam density, and capacity (25%), and calculation of capacity values of speed and density (25%). The trip
generation assignment required that students successfully identify peak hour of the facility based upon manipulation of data within
Excel (100%).
Students performed fairly well on assessment of this outcome
(80% or more of the students achieved the outcome). This semester I used the ADAM module from the STREET package.
Instructors used Assignment 1 in the ADAM module for assessing
this outcome. This is where the majority of students experienced
difficulties. Next year, instructors plan to modify the assignment,
as the instructions in the module are not very clearly written. The
benefit of the assignment for the students will be enhanced if
some changes are made to how the problem is presented.
Next year, another homework problem will be added to the assessment tools for this outcome (use of Excel in developing vertical curve layout). The application of regression modeling within
CIVL 3161 helped demonstrate connections to CIVL 3103. Students remembered how to use the Analysis Toolpack within Excel
from their experience with it in CIVL 3103.
CRITERION 3. PROGRAM OUTCOMES 92
Course
CIVL 3121
Structural
Analysis I
Assessment Tools and Evaluation
There are three course learning outcomes associated with item k:
analysis of truss structures; computation of deflections in trusses
and beams, and frames; and application of analysis concepts to
truss and beam design. To assess these outcomes, the following
tools have been used:
An average group score of 70% or better on homework problems focused on SAP2000 truss and frames analyses. The
average of theses SAP2000 analyses homework assignments
for the past semester is 84.8%.
An average group score of 70% or better on the technical
content portion of Project 1. This project is focused on the design, analysis, and construction of a small-scale K’NEX truss
structure. The objective is to design, analyze, and construction a truss structure using K’NEX connectors and rods with
that supports the design loads. All structures must hold the
design load. Once the design load is sustained, structures
with be evaluated based on the largest cost-adjusted
strength-to-weight (SWR). Students are evaluated on their: initial design concepts; correct use of failure models; SAP2000
structural analysis; estimation of weight and cost; SWR prediction; development of design – maximize SWR; complete
set of plans for bridge; and strengths and weaknesses of design. The average of the technical potion of the Project #1
was 62.1%. This score is below the threshold value of 70%.
To help achieve this outcome in the future, additional class
time will be devoted to the applications of computer analysis.
An average group score of 70% or better on the technical
content portion of Project 2. This project is a group project
where each student team has to design, analyze, and fabricate a 14-foot long wood structure to meet a set of design criteria. The efficiency of a bridge is measured by the sum of the
normalized weight and deflection (SNWD). All bridges must
have a minimum SNWD of 75. Students are evaluated on
their: initial design concepts; shear and moment (maximum
values and location); SAP2000 structural analysis; cost estimate; weight estimate; SNWD prediction; development of design – minimize SNWD; complete set of plans for bridge; and
strengths and weakness of design. The average of the technical potion of the Project #2 was 78.2%.
CRITERION 3. PROGRAM OUTCOMES 93
Course
CIVL 3140
Environmental
Systems
Engineering
Assessment Tools and Evaluation
For CIVL 3140, the students must solve environmental engineering problems using techniques and skills acquired in this course.
In the CIVL 3140 final exam, students are required to work two
environmental engineering design problems. In problem 2 students must determine design requirements for lime and soda ash
to soften water, and they must design the sedimentation tanks to
produce the desired drinking water quality. In problem 3, students
must evaluate given wastewater characteristics and design requirements in order to design an activated sludge wastewater
treatment process to meet specific effluent limitations. Students
must determine reactor size, sludge production rate, sludge recirculation rate, hydraulic detention time, and oxygen requirements
needed to produce the desired effluent quality.
Assessment: Students are assessed on their ability to use analytical techniques and math/chemistry skills to demonstrate program
outcome k. The two problems are graded to complete the assessment.
Students and alumni were asked if they felt that they were well prepared to utilize the
techniques, skills, and modern engineering tools necessary for civil engineering practice.
Employers were asked if their employees who were graduates of our program were well
prepared to utilize the techniques, skills, and modern engineering tools necessary for
civil engineering practice. The results from this survey are shown in Figure 3-16.
CRITERION 3. PROGRAM OUTCOMES 94
100%
90%
An ability to use the techniques, skills, and modern
engineering tools necessary for engineering practice.
Percentage of Responses
80%
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-16. Survey Responses for Program Outcome “k”
(l)
An ability to apply knowledge to develop engineering solutions
in a minimum of four of the following areas: environmental engineering, geotechnical engineering, structural engineering,
transportation engineering, and water resources engineering
In the Civil Engineering program, courses are required in five major Civil Engineering areas: environmental, geotechnical, structures, transportation, and water resources. An
additional course must be taken in the structures area, either Design of Steel Structures
or Reinforced Concrete Design. Students have two required courses outside of these
areas: engineering economics and professional practice. Each of the required courses
was developed to give the students an understanding of the fundamentals of a specialization area. A balance of breadth and depth is the goal for the required courses with
more emphasis on the breadth. Topical considerations in the required courses attempt to
link engineering fundamentals to the specialized knowledge required in the area. Students also select three elective courses in civil engineering. At least two of these must
have significant design content. Elective courses come from each of the five major civil
engineering areas plus two additional electives in construction engineering. During their
final semester, all students are required to take the senior-level capstone course, Civil
Engineering Design, which incorporates a major design experience and integrates skills
CRITERION 3. PROGRAM OUTCOMES 95
and information from most of the background courses of the students. While the responsibility of a student team member in this course may represent a specific area of civil engineering, they are required to work with the other areas and understand the type of
work that must be accomplished in order to allocate resources to the project.
Students have the opportunity to take electives in all the areas. Elective courses in each
area explore topics in greater depth and examine problems of greater complexity. Most
of the students will take their elective courses from two or more areas. Performance in
the afternoon session of the FE exam is an indicator of the ability to provide the coverage necessary. The results of the afternoon exam are shown in Figure 3-8 and indicate
that the coverage of all the areas of civil engineering, while sufficient, may require some
sharper focus in some courses.
Students and alumni were asked if they believed they had a broad basis of the areas of
civil engineering. Employers were asked if their employees who were graduates of our
program had this basis. The results from this survey are shown in Figure 3-17.
100%
90%
Percentage of Responses
80%
An ability to apply knowledge to develop
engineering solutions in a minimum of four of
the following areas: environmental
engineering, grotechnical engineering,
structural engineering, transportation
engineering, and water resources engineering.
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-17. Survey Responses for Program Outcome “l”
CRITERION 3. PROGRAM OUTCOMES 96
An ability to explain basic concepts in management, business,
public policy and leadership
Two economic courses, Microeconomics and Macroeconomics, are offered as social
science electives in the general education program. Although these particular courses
are not required, most of our students take one or both courses as partial fulfillment of
their general education requirements. In addition, CIVL 4111, Engineering Economics,
is required of all civil engineering students. This course emphasizes the importance of
economic analysis as a decision-making tool. Although these courses provide some of
the fundamentals required to achieve this program outcome, upon review it was decided
that to properly provide the background to allow the graduates to achieve this outcome,
a new course would be placed in the curriculum. This course was first taught in the
Spring of 2009 as an elective course but will be included in the catalog starting Fall of
2009 as a required course in the civil engineering curriculum. The course learning outcomes of this new course were formulated to provide development in the students' ability
to explain basic concepts in management, business, public policy, and leadership.
Although prior to Spring 2009, no formal course was devoted to these concepts, some of
these topics were included informally in a number of courses. Survey data from alumni,
students, and employers indicates that a rudimentary background was obtained with this
informal presentation. The results from this survey data are shown as Figure 3-18.
100%
90%
80%
Percentage of Responses
(m)
An ability to explain basic concepts in
management, business, public policy and
leadership.
70%
60%
50%
40%
Strongly Agree
30%
Agree
20%
Disagree
10%
0%
Figure 3-18. Survey Responses for Program Outcome “m”
CRITERION 3. PROGRAM OUTCOMES 97
Opportunities on campus that are available to students for participation and membership in those technical, professional, and/or honor
societies most closely associated with this program
Civil Engineering students at The University of Memphis have a wide range of opportunities to participate in technical and professional societies. Many undergraduate students
participate in the activities of the ASCE student chapter. The faculty actively support and
encourage student participation in the chapter. This involvement ranges from the obvious role of a faculty advisor, recommended by the Chair and appointed by the local section of the ASCE, to participation by other faculty members in chapter meetings as
guests or speakers, to assisting the chapter in preparing for the regional competition.
The department supports fund-raising opportunities for the student chapter by providing
space for activities such as the sale of snacks and t-shirts. Through the Departmental
Gift Fund, the department assists the chapter by providing funds for the purchase of gifts
to graduating seniors and funds to travel to the regional conference. Attendance at student ASCE functions varies. Last year, 20 individuals attended a field trip to the Waterways Experiment Station in Vicksburg, MS. The student chapter annually sponsors a job
fair, which is well-attended. Attendance at regularly-scheduled meetings is typically low
because of class and work-related conflicts of many students. Approximately a dozen
students participate in the annual Southeast ASCE Student Conference each year.
Students are also encouraged to participate in the West Tennessee Branch meetings of
the ASCE. The faculty lead by example, serving as board members and officers in the
local section. Other student organizations that Civil Engineering students participate in to
a lesser degree include the Institute of Transportation Engineers (ITE), the Society of
Women Engineers (SWE) and the National Society of Black Engineers (NSBE).
Scholarly achievements of Engineering students are recognized by membership in the
college’s Tau Beta Pi chapter. Civil Engineering students and faculty are involved in this
society in leadership roles and faculty participation has included service on the advisory
board. On average, 4-6 Civil Engineering students are elected to Tau Beta Pi each year.
Civil Engineering students are also encouraged to participate in campus-wide organizations and societies. In recent years, Civil Engineering students have participated in varsity athletics, served as student senators, been members of University leadership organizations, and have been members of the University honor societies such as Alpha Lambda Delta, a national honor society for freshman students; Black Scholars Unlimited, an
honor society promoting academic experiences in scholarship, leadership, and service;
Golden Key National Honor Society, a national interdisciplinary honor society for academically outstanding juniors and seniors; Omicron Delta Kappa, the National Leadership Honor Society; Phi Eta Sigma, a national freshman scholastic honor society; and
Phi Kappa Phi, a national scholastic interdisciplinary honor society. Students are also
active in multi-disciplinary outreach programs like Wordsmith, sponsored by the University’s English Department, and Up-All-Night, a fund-raiser for United Way sponsored by
Student Government. We have had several students serve as Ambassadors on the
President’s Board.
CRITERION 3. PROGRAM OUTCOMES 98
Ways in which interaction is enhanced between the students and
practitioners in industry, government, and private practice
The Civil Engineering program at The University of Memphis provides opportunities for
interaction between undergraduates and the "outside world" of practitioners in at least
five ways:
through student chapter ASCE activities;
via participation of practitioners as guest speakers or design competition judges
in the capstone design and other courses;
by utilizing practitioners as adjunct faculty with responsibility of teaching an entire
semester course;
by working on sponsored research activities with practicing engineers, and
through co-op/part-time work experience.
The ASCE student chapter has asked local engineers to speak to the group on specific
local projects or on subjects of general interest to the engineering profession. At a recent
meeting, the head of an area consulting firm discussed marketing engineering services.
Field trips arranged by the student chapter have also provided opportunities for studentpractitioner interaction.
Practitioners are involved in guiding the students in Civil Engineering Design and in the
evaluation of the final projects. Design projects typically require students to obtain data
from engineers in local government agencies or from consultants. Practitioners serve as
resource persons for the students as they develop their designs. They also serve on
panels that evaluate and critique the students' final projects.
Courses in the design sequence are often taught by adjunct faculty from the "outside
world." These practitioners bring to the classroom the reality of the practice of Civil Engineering in industry and private practice. One of the courses that has been taught by
practitioners is Construction Engineering, taught by local engineers with national experience in project management.
Some undergraduate students are actively involved in sponsored research projects
where their interaction with engineers in the sponsoring agencies (private, local, state)
becomes commonplace. An example of this type of student involvement is the work being coordinated by Dr. Pezeshk (sponsored by the Tennessee Department of Transportation), the Ground Water Institute activities coordinated by Dr. Anderson (local utilities,
Corps of Engineers, USGS), and activities coordinated by Dr. Arellano (National Cooperative Highway Research Program and Local Manufacturer). These activities also allow
undergraduate students to work with and learn from graduate students.
Most undergraduate students at The University of Memphis work fifteen hours or more
per week while attending classes. The program encourages that they limit the number of
work hours and seek employment by participating in the College's formal co-op program
or by working part-time for an engineering firm. This interaction is encouraged by faculty
CRITERION 3. PROGRAM OUTCOMES 99
who often serve as contact points to facilitate the connection between student and practitioner.
Materials for Program Reviewers
During the re-accreditation visit, the following materials will be available for review:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Survey results
Advisory Council minutes
Faculty meeting minutes
FE exam results
Videotapes of student oral presentations
Student reports
Senior design projects
Course materials
Laboratory Plan
CRITERION 3. PROGRAM OUTCOMES 100
CRITERION 4. CONTINUOUS IMPROVEMENT
Information Used for Program Improvement
The program uses available information from several assessments including, but not limited to, the following to continuously improve the program: i) targeted quantitative assessment of course learning objectives that map to program outcomes; ii) faculty qualitative evaluations in course assessments; iii) exit interviews and student surveys upon
graduation from the program; iv) course grades; v) student course evaluations; and vi)
alumni surveys.
Actions to Improve the Program
The following tables summarize the major actions taken, basis for the action, date of implementation, and results of the action to improve the program since the last program
review.
Action 1.
Action Taken:
Removed CIVL 4193, Senior Seminar from the curriculum.
Basis for Action:
The Tennessee Board of Regents mandated that the curricula
of all engineering programs could not exceed 128 credit
hours.
Date:
Results:
Fall 2005
This one-semester hour course covered such topics as engineering history, current developments, ethics, professionalism, registration, engineering organizations, and publications.
This material has been integrated into other courses, primarily
CIVL 4199, Civil Engineering Design.
Action 2.
Action Taken:
Revised the Civil Engineering Foundation Sequence. MECH
2308, Engineering Graphics was dropped from the curriculum
and replaced by a new course, CIVL 2101, Civil Engineering
Visualization. MECH 2308 was a mechanical engineering
course taught only for civil engineering students. It has since
CRITERION 4. CONTINUOUS IMPROVEMENT 101
been deleted from the catalog. The new course, CIVL 2101,
is more of a continuation of the other three courses in the
Foundation Sequence. Students use computer-aided drafting
packages, and the course continues to emphasize group work
and oral presentations.
Basis for Action:
To enhance retention, effort to increase student contact with
the civil engineering program and faculty for their first two
years were made. The replacement of a Mechanical Engineering Course with a Civil Engineering Course in the second
semester of the sophomore year provides continuity in course
work for civil engineering students.
Date:
Results:
Fall 2005
Provides students with a meaningful engineering graphics experience in their third semester, completing a full two-year
introductory sequence of civil engineering courses.
Action 3.
Action Taken:
Revised the choice of civil engineering electives. The previous choice was one Group 1 elective and three Group 2 electives. The new requirement is two Group 2 electives with the
remaining two electives to be either Group 1 or Group 2. In
other words, students must take two Group 2 electives, but
there are no restrictions on the other two. Group 2 electives
are primarily design courses.
Basis for Action:
Under the previous arrangement, students were limited to one
Group 1 elective. Local construction firms encouraged the
program to provide more courses and opportunities for students to pursue construction management topics. Students
wishing to focus on construction engineering were not able to
take both Construction Engineering 1 and 2, since they are
both Group 1 electives.
Date:
Results:
Fall 2005
The revised elective requirement allows students to take both
of the construction engineering courses as electives. Students who take two Group 1 electives will still get 6 semester
hours of design electives.
CRITERION 4. CONTINUOUS IMPROVEMENT 102
Action 4.
Action Taken:
A free FE review course on general topics, taught by volunteer faculty, is offered every semester. In addition, recent efforts to address apparent shortcomings in terms of consistent
performance on the FE Examination include (1) a link on the
Civil Engineering web page to source materials to review for
the examination, (2) practice exams in both hard copy and CD
format that the students can check out from the CE department office, and (3) regular e-mails from the Chair with study
tips and encouragement for students preparing for the examination. In addition, test results, including topic-by-topic performance, are shared with the faculty. Faculty members are
encouraged to include coverage of the test topics in their individual courses. Some faculty have modified testing procedures in their classes to include formats similar to those used
on the test as well as utilizing the Reference Handbook provided during the FE exam. Faculty members also stress the
importance of passing the FE as the initial step to professional registration.
Basis for Action:
Senior Exit Interviews and low passing rate.
Date:
Results:
Fall 2005
Our passing rate improved in Spring 2008. Senior level student percent passing FE improved to a level of 88%. However, in Fall 2008, passing dropped significantly. We will continue to monitor the situation.
Action 5.
Action Taken:
Faculty members in the Department of Civil Engineering have
been conducting research since 2005 regarding learning
styles and retention of our students after they complete CIVL
1101 (first semester freshman course). Many students that
are not retained in our program are underprepared in basic
math/science curriculum, and are thus not successful in the
CIVL 1101 course. Thus, the faculty decided to change the
focus to retention of CIVL students after successful completion of Calculus I. In concert with college level efforts collaborating with UM Institutional Research, we have been attempting to quantify student retention after successful completion of
Calculus I. However, the changeover to the Banner system
has lead to problems in capturing some student academic history information, such as completion of lower-level mathematics courses taken elsewhere. The college administration and
CRITERION 4. CONTINUOUS IMPROVEMENT 103
Institutional Research continue to work this issue.
Exit surveys for CIVL 1101 and 1102 are nearly continuously
being modified to collect additional information regarding
completion of Calculus I. Students who can be identified with
the potential for success in the civil engineering curriculum,
but who indicate they are not sure they will remain in the program, will be strongly encouraged to participate in mentoring,
tutoring, and research opportunities available through the recent funding of the NSF supported MemphiSTEM program.
Basis for Action:
This project will allow us to develop statistics regarding students who may leave our program, but who possess the skill
set to be successful engineering students. Intervention strategies may then be identified that may be implemented to try
to reduce attrition from the program.
Date:
Results:
Fall 2005
Ongoing
Action 6.
Action Taken:
Funding for lab equipment was re-prioritized to address students' concerns.
Resources provided by the engineering course fee and several other funding sources available to the department such
as the Dunavant Development Corporation unrestricted endowment are being used to improve laboratory facilities as
noted in the departmental laboratory plan.
In addition, the Thomas S. Fry Fund, currently with ~$225,000
in expendable assets, is earmarked for improvements to the
geotechnical laboratory. These renovations will be initiated
subsequent to the completion of the HVAC renovation of the
Engineering Science Building that houses the Civil, the Electrical & Computer and the Mechanical Engineering Departments. Fry renovation will be initiated upon access clearance
by the HVAC contractor.
Basis for Action:
Through Senior Exit interviews and post course surveys, students commented on the condition of some of the laboratory
equipment and workspace.
Date:
Results:
Fall 2005
The overall quality of many of our laboratories has significantly improved as measured by most recent Senior Exit interviews and post course surveys. Improvement of Soils Laboratory is ongoing.
CRITERION 4. CONTINUOUS IMPROVEMENT 104
Action 7.
Action Taken:
Civil Engineering faculty together with faculty from other engineering departments and the College administrative staff collaborated to design a proposal to create a dedicated dormitory/townhouse for female engineering students. The proposal
was approved as a Living Learning Community, and the first
female residents entered the program in Fall 2006. Benefits of
the Living Learning Community include opportunities to learn
more about engineering and college life through frequent
interactions with engineering faculty, senior female engineering students, and female alumni who serve as mentors for the
students.
Basis for Action:
Improve recruiting and retention of female students.
Date:
Fall 2006
Results:
The retention rate for female students participating in the Living Learning Community is higher than those for nonparticipants. The College administration is working to expand
the program, which will benefit all the undergraduate programs.
Action 8.
Action Taken:
Provide greater assistance in CIVL 4199, Senior Design from
practicing consulting engineers.
In Fall 2008 and Spring 2009, two practicing engineers were
invited to attend the laboratory session on two different Monday afternoons to provide assistance to the students. The
practicing engineers provided help in the areas of structural
design and use of Civil 3-D drawing software.
Basis for Action:
During Senior Exit interviews, students indicated that the senior design project is challenging and that they could have
used more guidance from practicing engineers in doing the
design project.
Date:
Fall 2006
Results:
Verbal feedback from the students thus far indicates that the
discussions with practicing engineers were extremely beneficial.
CRITERION 4. CONTINUOUS IMPROVEMENT 105
Action 9.
Action Taken:
All course prerequisites and co-requisites are now checked by
the computer registration system. Students who have not
taken the prerequisite or do not have a C or higher grade in
the prerequisite course are not allowed to register for the desired course.
Basis for Action:
This automatic prerequisite checking became an option with
the Spring 2007 registration. The Department of Civil Engineering chose to participate in order to prevent students from
enrolling in courses for which they do not have the prerequisites. Prior to initiation of this procedure, even if students
were properly advised, there was no mechanism to prevent
them from subsequently registering for other courses for
which they did not have the required perquisites.
Date:
Spring 2007
Results:
Anecdotal evidence from both students and faculty members
suggests that this action has been effective.
Action 10.
Action Taken:
Basis for Action:
Date:
Results:
Revised the typical four-year sequence of courses in the program as follows: (1) CIVL 3322, Mechanics of Materials, was
moved from the first Junior semester to the second Sophomore semester. (2) CIVL 3325, Mechanics of Materials Lab,
was moved from the second Junior semester to the first Junior semester. (3) CIVL 3137, Civil Engineering Materials, was
moved from the second Junior semester to the first Junior
semester. (4) CIVL 4151, Soil Mechanics, was moved from
the first senior semester to the second Junior semester.
With the revised sequence, the number of labs per semester
is more evenly distributed. With Soil Mechanics being offered
a semester earlier, students will be able to take Applied Soil
Mechanics as an elective prior to taking CIVL4199 Civil Engineering Design. Mechanics of Materials immediately follows
the semester in which Statics is taught. This placement of
Mechanics of Materials also permits it to be taken before
Structural Analysis I rather than as a co-requisite.
Fall 2007
The transition to the new sequence of course offerings has
been gradual. With the Fall 2010 semester, the change will be
complete. A schedule of changes was made available to all
faculty members to assist in advising. Assessment of the effectiveness of the changes will be enhanced after a larger
cohort of students complete the program.
CRITERION 4. CONTINUOUS IMPROVEMENT 106
Action 11.
Action Taken:
All of the laboratories in CE Materials sequence are taught
directly from the ASTM test specifications in order to make
students more aware of the need for specifications and to
help them become more comfortable with reading, understanding and complying with particular specifications.
All of the laboratory results are being examined in the context
of the multi-laboratory precision statements written into each
ASTM specification so the students gain experience in evaluating laboratory test precision.
Basis for Action:
Discussion with departmental ABET committee and employers.
Date:
Results:
Fall 2007
Ongoing. . Anecdotally, students are spending more time preparing for their laboratories because they have to extract the
test procedure from the ASTM spec rather than following a
step-by-step procedure in a lab manual. Students have also
become more aware of the precision of the test results they
obtain because the class results are compared to the ASTM
precision and bias statements for every test performed.
Action 12.
Action Taken:
The Department Chair worked with the departmental ABET
Committee to design a written form of survey questions to be
e-mailed to all graduating seniors during the last month of
classes. Students were instructed to complete the surveys
and return them to the Chair’s office before their individual
exit interview is scheduled.
Basis for Action:
The Senior Exit Surveys and Interviews represent a complementary approach to evaluation of several aspects of our undergraduate program. The Senior Exit Survey is an indirect
measure of each graduating senior's perception of our program; the Interview instrument is a direct measure of the
same general questions, yet this mode of distribution occurs
via personal contact between the Department Chair and the
student.
We believe that use of both metrics produces more reliable
data, and in doing so, allows the faculty to respond in a timely
fashion to any areas of concern. In addition, positive feedback
is also shared with department faculty at the beginning of the
following semester. Although the Senior Exit Interviews have
been a standard process for nearly twenty years, we continue
CRITERION 4. CONTINUOUS IMPROVEMENT 107
to refine various aspects in order to collect useful information.
The Department Chair collects the survey data during the interview, and the results were then transcribed and evaluated.
This process is sometimes laborious, and the interviews often
extended past the scheduled time allotment, however the
feedback from the students is quite valuable and the process
will be continued.
Date:
Results:
Fall 2007
The refined and streamlined process of data collection appears to be working well.
Action 13.
Action Taken:
Assigned a dedicated office for the students working on the
senior design projects.
Basis for Action:
Graduating student exit interviews indicated that having an
office with reference materials, computers, and a printer is
needed to help students get together and work on their senior
design project.
Date:
Results:
Fall 2008
Graduating student exit interviews indicate that the students
are satisfied by the office space provided.
Action 14.
Action Taken:
Civil faculty members have leadership positions and civil engineering students are active participants in the NSF supported MemphiSTEM and C-SEMS/S-STEMS projects.
MemphiSTEM is a University of Memphis-wide STEM program supported with significant funding from the NSF that is
designed to improve retention and persistence to graduation
of all STEM majors. MemphiSTEM has both a Mentoring and
an Undergraduate Research component that offers students
an opportunity to interact with both peer and faculty mentors.
The C-SEMS/S-STEM programs supported by the NSF are
scholarship programs at the U of M specifically for STEM students. Students are required to attend multiple meetings/workshops each semester that are focused on topics that
may help improve student success in STEM majors.
The MemphiSTEM and C-SEMS/S-STEM programs also offer
tutoring services for engineering students.
CRITERION 4. CONTINUOUS IMPROVEMENT 108
Basis for Action:
Student success may be improved by meaningful mentoring
opportunities and other forms of academic support.
Date:
Results:
Fall 2008
No results available yet
Action 15.
Action Taken:
The Civil Engineering faculty now meet at the beginning of the
Fall semester to define topics to be addressed for outcome (j)
and also specify the specific courses and activities in which
the outcome will be supported and assessed during the academic year.
Basis for Action:
Improve student understanding of contemporary issues. Enhanced faculty input of interpretation of outcome (j).
Date:
Results:
Fall 2008
Specific student performance with respect to outcome (j). Assessment data is being collected for further analysis.
Action 16.
Action Taken:
Provided summer funding for undergraduate assistants to upgrade the Foundation Sequence Laboratory and redesign
bench-top water treatment system (WTS).
Basis for Action:
The laboratory bench-top water treatment systems (WTS) are
integral to the measurement and analysis components of
group design projects in both CIVL 1101 and 1112. To help
students focus on system-level design variables, the sedimentation unit of the WTS needs to redesigned and inline real-time turbidimeters should be added.
Date:
Results:
Spring 2008 – Spring 2009
The incorporation of real-time inline water quality measurements and the reduction of short-circuiting effects of the flow
in the sedimentation tank of the WTS have greatly improved
the performance of the system. Students now have the opportunity to quickly observe and assess how changes in system
variables affect the overall WTS performance and reliably
evaluate the cost and efficiency of their proposed designs.
CRITERION 4. CONTINUOUS IMPROVEMENT 109
Action 17.
Action Taken:
Civil Engineering faculty developed a procedure to assess
each class at the end of each semester by determining the
percentage of students that have satisfied each of the course
learning outcomes. That information is entered on a form
along with comments on how the course will be changed to
improve the percentages satisfying the learning outcome.
These changed are reviewed at the end of each semester by
the Undergraduate Curriculum Committee to determine if
there are any systemic changes that need to be made in the
curriculum.
Basis for Action:
To develop a comprehensive assessment procedure
Date:
Results:
Ongoing and further refined in Fall 2008
Has provided a systematic way of measuring course learning
outcomes that will help us identify curriculum issues early to
make the necessary corrections.
Action 18.
Action Taken:
Engineering Career Day is an annual event hosted by the Civil Engineering department. Originally, engineering students
approaching graduation would attend the University of Memphis’ Career Day Fair. With few to no engineering firms represented at this fair, engineering students formulated Engineering Career Day.
Basis for Action:
This forum allows graduating engineering seniors to connect
with prospective employers, many of them local firms in and
around Memphis, some having national and international exposure. Two additional benefits from hosting this event are:
(1) by knowing where our graduates are employed we can
more easily evaluate our program objectives and (2) we enhance our capability to acquire alumni and corporate gift funding that improves our undergraduate laboratories and develops additional funding for scholarships.
Date:
Results:
Fall 2008
Have received positive response during Senior Exit Interviews.
CRITERION 4. CONTINUOUS IMPROVEMENT 110
Action 19.
Action Taken:
Basis for Action:
Added new tables and chairs in classrooms 114 and 116
Based on Senior Exit Surveys from the last few years, students have often complained about uncomfortable chairs and
lack of work space (especially for laptops) in some of our
classrooms. Because of these complaints and to improve the
learning environment for our students, we added new tables
and chairs to our two primary classrooms. The armchair
desks were replaced by banks of tables that give the students
much more space in which to work.
Date:
Results:
Fall 2008
As expressed in most recent Senior Exit Interviews, students
are pleased with the new tables and chairs in classrooms 114
and 116.
Action 20.
Action Taken:
Eliminated CIVL 4172, Construction Engineering II from the
curriculum.
Basis for Action:
In our Senior Surveys over the last few years, students have
generally indicated that this course is marginally worthwhile.
This three-semester hour course covered such topics as construction estimating, bidding, construction planning, and construction management. Much of this material has been integrated into a new course, CIVL 4195 Professional Practice in
Civil Engineering.
Date:
Results:
Fall 2009
Because most of the topics previously covered in CIVL 4172
are addressed in the new course, elimination of this course
will remove a redundancy in our course offering.
Action 21.
Action Taken:
Removed Chemistry II (CHEM 1120/1121) from the list of acceptable options for the required Natural Science course.
Basis for Action:
This change was made to emphasize breadth, rather than
depth, in the natural sciences, as well as to comply with
changes in the civil engineering Program Criteria.
Date:
Results:
Spring 2009
N/A
CRITERION 4. CONTINUOUS IMPROVEMENT 111
Action 22.
Action Taken:
The faculty in the Department of Civil Engineering are committed to providing a challenging yet rewarding experience for
students through excellence in teaching and evolving instructional methodologies.
Currently, the freshman and sophomore civil engineering curriculum includes a sequence of four required courses that involve students in content-rich design as an introduction to the
engineering profession. In addition to these courses, several
design intensive courses are required in the junior and senior
years. The program culminates with integrative capstone
Senior Design course. While the curricular strategy has been
appropriate and successful, we seek to further enhance students’ experiences by integrating state-of-the art technology
into the curriculum, beginning with the first semester of the
freshman year.
Basis for Action:
Date:
Results:
One critical element of civil engineering, as demonstrated
consistently by constituent survey data, is the ability to visualize the impact that design decisions will have not only on the
technical aspects but also on economic, social, environmental, and political issues. Geographic information systems
(GIS) enable users to visualize some of these factors and as
such are becoming a critical tool for the civil engineering design professional. With this background, a proposal was prepared and entered into a competition for campus instructional
innovations. The proposal was reviewed and with funding
from the campus, we have developed a GIS laboratory that is
accessible to all civil engineering students. We are revising
the content of selected courses to incorporate progressively
challenging projects throughout the curriculum that will use
GIS software applications as a tool in the development of design solutions.
The goal of this project is to improve the ability to recruit and
to retain civil engineering students and to enhance students’
learning experiences not only by actively engaging them in
the learning process through a design-based approach, but
by also providing the opportunity for students to become proficient in state-of-the art software applications typical in the
civil engineering workplace.
Fall 2008
Ongoing
CRITERION 4. CONTINUOUS IMPROVEMENT 112
Action 23.
Action Taken:
Created and implemented a new course, CIVL 4195, Professional Practice in Civil Engineering. It is being taught in the
Spring semester each year. In order to implement this new
course in a timely manner, it was offered as a special topics
course in the Spring 2009 semester.
Basis for Action:
This course was created to introduce students to the basic
concepts of management, business, public policy, and leadership. Other topics include ethics, professionalism, and professional licensure. Although most of these topics have been
covered in several civil engineering courses, CIVL 4195 will
provide an integration of these topics into a single course and
should provide a more uniform coverage.
This action also reflects changes in civil engineering Program
Criteria.
Date:
Spring 2009
(taught as a Special Topics course)/(subsequently added to
the Catalog as CIVL 4195).
As the course is now being taught for the first time in the
Spring 2009 semester, an assessment will be made at the
end of the semester.
Results:
Action 24.
Action Taken:
Use Survey-Monkey software for alumni surveys on PEO attainment and suitability. Transition to a three-year cycle starting in the Fall of 2009.
Basis for Action:
Feedback from the other engineering programs and experienced engineering team chairs and program evaluators indicate that a three-year cycle survey may improve our assessment efficiency and response rate.
Date:
Results:
Fall 2009
Data collections and statistical analysis are easier and more
efficient.
CRITERION 4. CONTINUOUS IMPROVEMENT 113
CRITERION 4. CONTINUOUS IMPROVEMENT 114
CRITERION 5. PROGRAM CURRICULUM
Program Curriculum
The program curriculum is developed with the goal of providing students with the educational background and experiences that prepare them to achieve the program outcomes
upon graduation. An additional goal is that during their careers, they will be able to understand and achieve the program educational objectives. Within the state mandated
constraints of 128 hours for graduation, the program aims for a well-rounded civil engineering education that will prepare the graduate for the profession. The following sections describe how the Civil Engineering program meets the program criteria related to
curriculum.
Mathematics, Physics, and Chemistry
The curriculum requires four courses in mathematics, including three semesters of calculus and one semester of differential equations. In addition, two courses in calculusbased physics, a general chemistry course, and an additional science course are required. Through these courses, a fundamental scientific and mathematical basis is
formed upon which engineering topics will be developed. The engineering courses utilize
the scientific facts and mathematical skills in the analysis and design of engineering projects. Topics covered in these courses are reinforced in subsequent Civil Engineering
courses. For example, an understanding of basic chemistry is necessary in the required
environmental engineering course. Proficiency in applying mathematics and physics
concepts is required in understanding concepts and solving problems in structures, environmental, geotechnical, water resources, and transportation courses in the curriculum.
Probability and Statistics
The curriculum contains one required course devoted to probability and statistics, Civil
Engineering 3103, Approximation and Uncertainty in Engineering. This course is devoted to probability and statistical concepts and their application to civil engineering problems. Proficiency in the utilization of probability and statistical concepts is necessary for
satisfactory course completion. In addition, the required transportation engineering
course includes a section on statistical concepts used in traffic studies. Statistical applications are also included in some laboratory exercises in Mechanics of Materials Laboratory and Soil Mechanics. In some assignments, students are required to use statistical tools to analyze and present data. Specific assessment instruments and results are
available as part of the course notebooks.
Proficiency in Recognized Major Civil Engineering Areas
As detailed earlier in this report, required courses cover each of the five major Civil Engineering areas: environmental, geotechnical, structures, transportation, and water re-
CRITERION 5. PROGRAM CURRICULUM 115
sources. Each of the required courses provides both a breadth of the area and enough
detailed material to give some depth. While the courses strive for a balance of breadth
and depth, more emphasis is placed on the breadth. Topical considerations in the required courses attempt to link engineering fundamentals to the specialized knowledge
required in each area. The required courses give the students enough of an idea about
each of the areas to allow them to make a more informed choice for their three elective
courses in Civil Engineering. Since two of these must have significant design content,
students will experience a more concentrated exposure in this area. There is at least one
elective course in each of the five major Civil Engineering areas plus two additional electives in construction engineering.
During their final semester, all students are required to take the senior-level capstone
course, Civil Engineering Design, which incorporates a major design experience and
brings together information learned in most of the background courses.
Laboratory Experiences
Over the civil engineering curriculum, students will spend a minimum of four hundred
hours of contact time in laboratories. At each level of the students’ progress, they will be
involved in active learning lab experiences. These will begin in their first weeks in the
program and continue until the final semester in the capstone design lab. The labs will
cover data collection and analysis, design development, and the design and conduct of
experiments. Laboratory safety is emphasized in each and every lab.
Data collection and the control of experimental factors are emphasized in the first two
courses of the foundation sequence, and the presentation of experimental results and
limited analysis of data factors are included in the third and fourth courses in the foundation sequence. Statistical factors involved in data interpretation are developed in Approximation and Uncertainty in Engineering. The use of standard procedures and control of
variables is emphasized in all eight undergraduate departmental laboratories required of
all civil engineering majors; and the design of experiments is covered in selected laboratories. Safety procedures are addressed in all laboratory experiences. A summary of laboratory experiences within the curriculum is detailed in Table 3-5.
Design Experiences
As previously discussed, Civil Engineering students are introduced to design concepts in
their initial semester with the first required Civil Engineering course, Civil Engineering
Measurements. This course is the first of four courses in the Foundation Sequence, the
others being Civil Engineering Analysis, Civil Engineering Visualization, and Civil Engineering Computation. In Civil Engineering Measurements, students are challenged to
solve open-ended problems with limited knowledge of engineering fundamentals. Design
projects in the areas of environmental, structures, and general site development are carried through the sequence of courses. The specific design component is different in each
course, building on the experiences in the previous courses. Students are required to
work in teams preparing design reports and making oral presentations.
CRITERION 5. PROGRAM CURRICULUM 116
Students learn to integrate visual information and instructions in the Civil Engineering
Visualization course. The use of mathematical models for alternative analysis is considered in the Civil Engineering Computation course. At the junior level, in the introductory
required structural analysis course, students design and test bridges made with the
K’NEX system. Designs are evaluated with respect to load carrying capacity and cost.
This course is a prerequisite to another required structures course, either Design of
Steel Structures or Reinforced Concrete Design. Several of the other required courses
in the curriculum have design components. These include exercises such as design of
water and wastewater facilities (Environmental Systems Engineering) and water distribution system design (Civil Engineering Hydraulics). A capstone design experience, Civil
Engineering Design, is required of all students. In this course students devote the entire
semester to the completion of a comprehensive team design project. This project is
open-ended, involves several areas of Civil Engineering, and requires consideration of
social, economic, environmental, and other concerns and constraints.
Elective courses include a number of courses that are predominately design-oriented. In
each of the design-oriented courses, students complete design projects, either individually or in teams, that require analysis and synthesis to develop a solution to a problem
with specific constraints.
The continued exposure of students to the design process and open-ended problems
from the freshman level to completion of the capstone design course acquaints students
with a variety of problems similar to those experienced in engineering practice. These
design experiences require students to demonstrate oral and written communications
skills and to apply the principles of engineering science with engineering judgment.
Many projects dictate that students work in teams.
The engineering topics portion of the curriculum provides a balance of engineering science and design. As students progress in the program, knowledge of civil engineering
fundamentals is broadened. This allows students to confront design problems of greater
complexity and to consider the impacts of their designs on society.
Professional Practice Issues
Professional practice issues are addressed throughout the curriculum, beginning with
the Foundation Sequence. At the freshman level, students are introduced to the profession of Civil Engineering, the areas within Civil Engineering, and the responsibilities of
the engineering profession. Within the professional component of the curriculum, professional practice issues are addressed as they pertain to issues discussed in class. An
example is consideration of constructability in developing and evaluating design alternatives. During the senior year, students take Professional Practice, a course that addresses professional practice issues directly. Practicing professionals are used as guest
lecturers to lead discussions on these topics.
Complete descriptions of all undergraduate Civil Engineering courses are given in Appendix A.
CRITERION 5. PROGRAM CURRICULUM 117
Prerequisite Flow Chart
The prerequisite and co-requisite flow chart is shown in Figure 5-1 for the program.
Civil Engineering Foundation Sequence
2110
Figure 5-1. Prerequisite and co-requisite flow chart for the program
CRITERION 5. PROGRAM CURRICULUM 118
Figure 5-1. Prerequisite and co-requisite flow chart for the program (Continued)
CRITERION 5. PROGRAM CURRICULUM 119
Figure 5-1. Prerequisite and co-requisite flow chart for the program (Continued)
CRITERION 5. PROGRAM CURRICULUM 120
Course Syllabi
Course syllabi are attached in Appendix A.
CRITERION 5. PROGRAM CURRICULUM 121
Table 5-1 Curriculum
FreshmanFirst
Semester
ENGL 1010 - English Composition
MATH 1910 - Calculus I
CIVL 1101 – Civil Engineering Measurements
CHEM 1110 - Chemistry I
CHEM 1111 - Chemistry I Lab
FreshmanSecond
Semester
Course
(Department, Number, Title)
ENGL 1020 - English Comp.
MATH 1920 - Calculus II
CIVL 1112 - Civil Engineering Analysis
PHYS 2110 - Physics I
Physics 2111 - Physics I Lab
Physical Science (Note 1)
SophomoreFirst
Semester
Year;
Semester or
Quarter
ENGL 2201 or 2202 - Literary Heritage
PHYS 2120 - Physics II
PHYS 2121 - Physics II Lab
MATH 2110 - Calculus III
CIVL 2101 – Civil Engineering Visualization
CIVL 2131 - Statics
Category (Credit Hours)
Engineering TopicsMath
General
Check if
Oth& Basic
EducaContains
er
Sciences
tion
Significant
Design ()
3
4
3 ()
3
1
3
4
3 ()
3
1
4
3
3
1
4
3 ()
3
JuniorFirst
Semester
SophomoreSecond
Semester
CIVL 2107 – Civil Engineering Computation
3
Social Sciences (Note 2)
3
EECE 2201 - Circuit Analysis or
MECH 3311 - Thermodynamics
MATH 3121 - Differential Equations
3
3
MECH 2332 - Dynamics
3
CIVL 3322 – Mechanics of Materials
3
CIVL 3137 – Civil Engineering Materials
3
CIVL 3325 – Mechanics of Materials Lab
1
CIVL 3180 – Civil Engineering Hydraulics
3 ()
CIVL 3121 - Structural Analysis I
3
Humanities/Fine Arts (Note 3)
CRITERION 5. PROGRAM CURRICULUM 122
3
Year;
Semester or
Quarter
Course
(Department, Number, Title)
SeniorFirst
Semester
JuniorSecond
Semester
CIVL 3103 - Approximation and Uncertainty
Category (Credit Hours)
Engineering TopicsMath
General
Check if
Oth& Basic
EducaContains
er
Sciences
tion
Significant
Design ()
1
2
CIVL 3131 - Structural Steel Design or
CIVL 4135 - Reinforced Concrete Design
3 ()
CIVL 3161 - Transportation Engineering
3
CIVL 3140 – Environmental Engineering
4 ()
3
ENGL 3603 - Engineering Communications
CIVL 4151 - Soil Mechanics
4
CIVL 3182 - Hydrology and Hydraulics Lab
1
CIVL 3181 - Hydrology and Hydraulics
3 ()
3
Social Sciences (Note 2)
CIVL 4195 - Professional Practice
3
CIVL Elective (Group 2 – Note 4)
3 ()
3
SeniorSecond
Semester
Humanities/Fine Arts (Note 3)
CIVL 4111 - Engineering Economics
3
CIVL 4199 – Civil Engineering Design
3 ()
CIVL Elective (Group 1 or 2 - Note 4)
3
CIVL Elective (Group 2 – Note 4)
3 ()
TOTALS-ABET BASIC-LEVEL REQUIREMENTS
OVERALL TOTAL FOR DEGREE
PERCENT OF TOTAL
Totals Minimum semester credit hours
must Minimum percentage
satisfy
one set
35
72
21
27.3%
56.3%
16.4%
32 hrs
48 hrs
25%
37.5 %
CURRICULUM NOTES
1. Physical Science: Choose one of the following: BIOL 1110/1111, ESCI 1040, or
ESCI 1103
2. Gen. Ed. – Social/Behavioral Sciences (6 hours) Choose any two of the following:
CRITERION 5. PROGRAM CURRICULUM 123
ANTH 1100, ANTH 1200, CSED 2101, ECON 2110, ECON 2120, ESCI 1301, ESCI
1401, POLS 1100, POLS 1301, POLS 1501, PSYC 1200, PSYC 3510, SOCI 1111,
SOCI 2100, UNIV 2304
3. Gen. Ed. – Humanities (6 hours) Choose any two of the following:
ART 1030, CLAS 2481, COMM 1851, DANC 1151, HIST 1110, HIST 1120, JDST
2580, MUS 1030, MUS 1040, PHIL 1101, PHIL 1102, POLS 1101, POLS 1102,
THEA 1030, UNIV 3580, UNIV 3581
4. Civil Engineering Electives: Group 1:
Group 2:
CIVL 4122 Structural Analysis II
CIVL 4171 Construction
Engineering I
CIVL 4172 Construction
Engineering II
TECHNICAL ELECTIVE
(Approved upper-division
engineering course)
Civil Engineering Electives:
CIVL 3131 Design of Steel Structures (unless taken as a
required course)
CIVL 4131 Intermediate Steel Design
CIVL 4135 Reinforced Concrete Design (unless taken as
a required course)
CIVL 4136 Intermediate Reinf. Concrete Design
CIVL 4140 Environmental Engineering Design
CIVL 4143
CIVL 4144
CIVL 4149
CIVL 4152
CIVL 4162
CIVL 4163
CIVL 4164
CIVL 4180
CIVL 4190
CIVL 4191
CIVL 4900
Physical/Chemical Treatment Systems
Biological Wastewater Treatment Systems
Pump Station Design
Applied Soil Mechanics
Traffic Engineering
Airport Planning and Design
Route Location and Design
Advanced Hydrology and Hydraulics
Water Resources Planning and Design
Civil Engineering Projects
Special Topics in Civil Engineering
CRITERION 5. PROGRAM CURRICULUM 124
Table 5-2. Course and Section Size Summary
Course Type
Responsi- Number
Average
ble
of
Section Lecture Lab
Other
Faculty Sections
Enrollment
Member Offered
(%)
(%)
(%)
Course No.
Title
CIVL 1101
CIVL 1112
CIVL 2101
CIVL 2107
CIVL 2131
CIVL 3121
CIVL 3131
CIVL 3137
CIVL 3140
CIVL 3161
CIVL 3180
CIVL 3181
Civil Engineering Measurements
Civil Engineering Analysis
Civil Engineering Visualization
Civil Engineering Computation
Statics
Approximation and Uncertainty in
Engineering
Structural Analysis I
Design of Steel Structures
Civil Engineering Materials
Environmental Systems Engineering
Transportation Systems Engineering
Civil Engineering Hydraulics
Hydrology and Hydraulics
CIVL 3182
Hydrology and Hydraulics Laboratory
CIVL 3322
CIVL 3325
CIVL 4111
CIVL 4122
CIVL 4131
CIVL 4135
Mechanics of Materials
Mechanics of Materials Laboratory
Engineering Economics
Structural Analysis II
Intermediate Steel Design
Reinforced Concrete Design
CIVL 3103
Camp
Camp
Palazolo
Palazolo
Palazolo
2
1
1
1
3
25
35
20
22
10
40
40
40
40
100
Ivey
1
16
100
Camp
Segui
Meier
Moore
Ivey
Waldron
Anderson
Janna
(ME)
Segui
Palazolo
Meier
Segui
Segui
Pezeshk
2
1
1
2
1
2
2
16
15
15
7
15
12
8
100
100
60
75
100
100
100
1
4
2
1
2
1
1
1
20
15
25
4
4
8
CRITERION 5. PROGRAM CURRICULUM 125
60
60
60
60
40
25
100
100
100
100
100
100
100
Course Type
Responsi- Number
Average
ble
of
Section Lecture Lab
Other
Faculty Sections
Enrollment
Member Offered
(%)
(%)
(%)
Course No.
Title
CIVL 4136
CIVL 4140
CIVL 4143
CIVL 4144
CIVL 4149
CIVL 4151
CIVL 4152
CIVL 4162
CIVL 4163
CIVL 4164
CIVL 4171
CIVL 4172
CIVL 4180
CIVL 4190
CIVL 4904
CIVL 4199
Intermediate Reinforced Concrete Design
Environmental Engineering Design
Physical/Chemical Treatment
Biological Wastewater Treatment
Pump Station Design
Soil Mechanics
Applied Soil Mechanics
Traffic Engineering
Airport Planning and Design
Route Location and Design
Construction Engineering I
Construction Engineering II
Advanced Hydrology and Hydraulics
Water Resources Planning and Design
Professional Practice in Civil Engineering
Civil Engineering Design
Pezeshk
Moore
Moore
Moore
Palazolo
Arellano
Arellano
Ivey
Lipinski
Lipinski
Polk
Polk
Anderson
Anderson
Moore
Moore
1
6
1
1
1
1
15
4
4
1
10
1
1
1
2
6
5
17
8
CRITERION 5. PROGRAM CURRICULUM 126
100
100
100
100
100
75
100
100
100
40
100
100
100
100
100
70
25
0
60
30
CRITERION 6. FACULTY
Leadership Responsibilities
Dr. Lipinski, the previous Chair of the Department of Civil Engineering, stepped down at
the end of the Spring 2007 semester to become the Director of the Center for Intermodal
Freight Transportation Studies and the Center for Advanced Intermodal Technologies.
Dr. Pezeshk became the Interim Chair starting Summer 2007 and later in Spring 2008
he became the permanent Chair.
The Chair is the academic and administrative leader of the department and he also
oversees the strategic research direction of the department. The chair works with a
broad range of constituencies, including faculty and staff, students, prospective students,
employers, industrial representatives, alumni, potential donors, the dean and his staff,
Chairs of other departments within the University, other campus service units, and external research sponsors. The Chair, in consultation with the faculty and dean, makes
decisions regarding priorities for departmental facilities, discretionary spending, course
scheduling, and future directions of the department. The Chair makes recommendations
for hiring, as well as tenure and promotion of faculty members within the department. A
significant aspect of the Chair’s responsibilities includes faculty recruitment, faculty and
staff development, strategic hires to expand the department’s research productivity, and
overall fiscal management of the department’s budgets.
Authority and Responsibility of Faculty
The Civil Engineering Undergraduate Curriculum Committee is responsible for approving
all modifications to the program, including CIVL course descriptions and prerequisites/co-requisites. The committee also approves new CIVL undergraduate courses. Any
faculty member can propose a program modification for consideration by the committee.
The chair of the committee, currently Dr. William Segui, forwards committee recommendations to the Department Chair, who then presents the recommendations to the civil
engineering faculty. If the faculty approves the recommendations, they are sent to the
College Undergraduate Curriculum Committee, which is chaired by the Associate Dean
for Undergraduate Studies. The recommendations are acted on, and approved modifications to the program are sent to the University Undergraduate Council, which oversees
all changes to undergraduate academic programs at the University, including the approval of new courses.
CRITERION 6. FACULTY 127
Faculty
The University of Memphis Department of Civil Engineering has 12 full-time Civil Engineering faculty members. These individuals have specializations in five major discipline
areas within Civil Engineering: environmental, geotechnical, structures, transportation,
and water resources. The department also has one full-time instructor who is responsible for communications within the College and the Department. In addition, Civil Engineering Research Professors from the Ground Water Institute and the Center for Earthquake Research and Information teach in the department on a part-time basis. Adjunct
faculty members also teach selected courses. These individuals are practicing professionals in the community.
Eight of the twelve tenured/tenure track faculty are licensed as Professional Engineers.
Some have additional certifications in their individual areas such as environmental and
traffic engineering.
All undergraduate Civil Engineering courses are taught by department faculty or by professional adjuncts. Adjuncts are utilized to teach the elective courses in the construction
area. They are also used to fill-in for faculty on leave and to teach courses where they
have specialized expertise. For example, a practicing professional engineer with over 30
years experience as an experienced bridge designer has periodically taught the Design
of Reinforced Concrete course. The majority of adjuncts possess the doctorate degree
as a terminal degree. Adjuncts without the doctorate degree have at least one advanced
degree and extensive experience.
Faculty Competencies
There are at least two faculty members in each of the five major discipline areas. The
following is a listing of the faculty by area:
Environmental:
Dr. Larry Moore
Dr. Paul Palazolo
Geotechnical:
Dr. Roger Meier
Dr. David Arellano
Structures:
Dr. Charles Camp
Dr. Shahram Pezeshk
Dr. William Segui
Transportation:
CRITERION 6. FACULTY 128
Dr. Stephanie Ivey
Dr. Martin Lipinski
Dr. Mihalis Golias
Water Resources:
Dr. Jerry Anderson
Dr. Brian Waldron
Communications:
Dr. Anna Phillips-Lambert
Education
Every faculty has a terminal degree in the field of their specialty from a diverse pool of
outstanding universities. Table 6-2 lists the doctoral degree granting institution for each
of the current faculty members in the department.
Diversity
The Department of Civil Engineering faculty members are diverse in terms of nationality,
gender, academic preparation, and age. This diversity has been an asset of the department and helps bring different perspectives to various issues.
Experience
The entire faculty possess significant engineering experience acquired by years of
teaching, attending workshops, conducting research, and employment in industry.
Ability to Communicate
Based on the number of teaching and research awards our faculty have received, it is
evident that our faculty communicates well. The quality of classroom instruction is excellent and is above that of the college and the University. This is more evidence of the
quality of our faculty and how well they are able to communicate
The department has always very carefully screened applicants for faculty positions to
make sure that whoever is hired is an effective communicator and has a genuine interest
in teaching. All faculty candidates that interview on campus are required to make two
presentations, one on their research and one typical classroom lecture to students as
part of the interview process. Faculty and students are asked to rate the teaching and
communication capability of each candidate.
Developing an Effective Program
The faculty is committed and involved in continuous improvement of the program.
CRITERION 6. FACULTY 129
Scholarship
Partnering with research centers, interdisciplinary programs, and faculty across campus,
the Department of Civil Engineering faculty members are actively engaged in research.
For the calendar year 2007, research awards for the department totaled approximately
$2.8 million which is about 52 percent of the Herff College of Engineering research
awards received during the same period. It is obvious that the departmental faculty devote considerable effort to scholarly activity and research.
Participation in Professional Societies
Civil engineering faculty members are actively engaged in a number of professional societies in their fields of research and specialization. Table 6-2 provides lists of professional societies that each faculty member is active in and their level of involvement (high,
medium, and low). In many cases the level of activity is high and several of our faculty
members serve in leadership positions. For example, Dr. Palazolo has served as the
Chair of the ASEE Civil Engineering Division. Dr. Pezeshk is the Chair of the Technical
Activity Committee (TAC) of ASCE. Dr. Meier has served as the president and is a
member of the Board of Directors of the local ASCE chapter. Dr. Segui is a member of
the Board of Directors of the West Tennessee Structural Association.
Registration /Licensure as Professional Engineers
Eight of the twelve tenured/tenure track faculty are licensed as Professional Engineers
and three have passed the EIT or FE exam. Dr. Ivey was not eligible for a civil or environmental engineering PE license at the time of her appointment due to her lack of professional experience, but she will be soon eligible and will take the PE exam. Some faculty members have additional certifications in their individual areas such as environmental and traffic engineering.
All of our adjunct professors have significant industrial experience in their teaching area
and have PE licenses.
Instructional Workloads
The teaching load for a full-time tenured faculty is approximately five courses per academic year. The teaching load for a full-time tenured research active faculty member is
approximately three to four courses per academic year. The teaching load for first year
assistant professors is two courses per academic year. At present, the teaching loads in
the department vary from two to six courses per academic year. The teaching load assignments are based on responsibilities in research, service, and administration. The
Department Chair makes the decision on teaching loads for each faculty member. The
CRITERION 6. FACULTY 130
decision is based on recommendation from the Associated Chair who consults with each
faculty member before making recommendations to the Department Chair. The Department Chair assembles the recommendations of the Associate Chair and makes the
final teaching assignments for the academic year.
The Department of Civil Engineering offers both required and elective courses. All the
required courses in four specialty area of Environmental, Geotechnical, Hydraulics, and
Mechanics of Materials require a laboratory. All of our courses and laboratories are
taught by faculty members. Some faculty use graduate assistants to help preparing laboratory experiments. However, teaching is done by the faculty members.
Faculty Size
The Department of Civil Engineering at The University of Memphis has 12 full-time Civil
Engineering faculty members. These individuals have specializations in five major discipline areas within Civil Engineering: environmental, geotechnical, structures, transportation, and water resources. In addition, Civil Engineering Research Professors from the
Ground Water Institute and the Center for Earthquake Research and Information teach
in the department on a part-time basis. Adjunct faculty members also teach selected
courses. These individuals are practicing professionals in the community.
Advising and Counseling
The faculty is involved with all aspects of the program. Advising responsibilities are
shared by each faculty member; they are assigned a group of students to advise each
semester (Students are required to see an advisor each semester to be cleared for registration). In addition to the formal advising process, faculty also mentor students by
serving as advisors to students enrolled in project courses and for students participating
in the College’s undergraduate research opportunities program. Faculty members also
serve as a resource to students in their design courses, especially the capstone Civil
Engineering Design course. In Civil Engineering Design, student teams are assigned a
design project that includes several areas of Civil Engineering. Typically, team members
seek out faculty in the various discipline areas for assistance in locating reference materials and to obtain advice and review of design approaches for individual aspects of the
project.
Other ways in which faculty interact with students include serving as advisors to student
organizations such as ASCE, ITE, and EERI, informing students of opportunities for
summer, part-time, and full-time employment, and identifying available scholarships.
Curriculum vitae for all faculty are provided in Appendix B.
CRITERION 6. FACULTY 131
Faculty Development
Faculty members also engage in professional development through attendance at professional meetings and by participating in activities to enhance instructional effectiveness. Contingent upon the budget, all faculty members are provided with departmental
travel funds to attend at least one professional meeting per year. In the last few years,
due to the high level of externally funded research, the department has had funds available to use for travel to attend short courses, workshops, and technical meetings. Faculty may attend additional meetings if they are presenting papers or if they can
support their travel from research funds. Tenure-track faculty members are provided
support to attend teaching improvement workshops such as the ASCE EXCEED program and the National Effective Teaching Institute. Faculty members are also encouraged to attend workshops and seminars on campus focusing on instructional improvement. Faculty members have also been very successful in obtaining industry support to
attend summer faculty development workshops in areas such as deep foundation design, pavement design, and asphalt and concrete technology.
CRITERION 6. FACULTY 132
Table 6-1. Faculty Workload Summary
Department of Civil Engineering, Herff College of Engineering, The University of Memphis
Faculty Member
FT
or
PT
Total Activity Distribution
Classes Taught (Course No./Credit Hrs.)
Term and Year
Jerry L. Anderson
FT Fall08; CIVL 3181 (3), CIVL 4/6180 (3)
Spring09; CIVL 3181 (3), CIVL 4/6180 (3)
David Arellano
FT
Charles V. Camp
Fall08: CIVL4151 (3), CIVL7/8130 (3)
Spring09: CIVL7/8134 (3), CIVL 4152 (3)
Fall08: CIVL 1101 (3), CIVL 3121 (3)
FT
Spring09: CIVL 3121 (3), CIVL 1112 (3)
Teaching
Research/
Scholarly Activity
60%
40%
50%
50%
70%
30%
Mihalis Golias
FT Spring09: CIVL7901 (3)
20%
80%
Stephanie S. Ivey
Fall08: CIVL 3103 (3), CIVL 4/6162 (3)
FT Spring09: CIVL 7/8012 (3), CIVL 3161 (3)
60%
40%
Anna Phillips Lambert
FT
Martin Lipinski
FT Fall08: CIVL 7/8165 (3)
Roger Meier
FT
Larry W. Moore
FT Fall08: CIVL 3140 (4),CIVL 4199 (3)
Spring09: CIVL 4199 (3), CIVL 4904 (3), CIVL 3140 (4)
Paul Palazolo
FT
Shahram Pezeshk
William Segui
Brian Waldron
John Jernigan
Robert L. Hunt
Fall08: CIVL 1101 (3) with Dr. Camp
Spring09: CIVL 1112 (3) with Dr. Camp
100%
20%
Fall08: CIVL 7/8132 (3) CIVL 4111 (3)
Spring09: CIVL 3137 (3), CIVL 4111 (3)
Fall08: CIVL 7/8001 (3), CIVL 2101 (3)
Spring09: CIVL2107 (3), CIVL 2131 (3), CIVL 3325 (1)
Fall08: CIVL 4135 (3)
Spring09: CIVL 7/8119 (3)
Fall 08:CIVL 3322 (3),CIVL 4131-6131 (3)
FT
Spring09: CIVL 3131 (3), CIVL 4/6122 (3), CIVL 7/8112 (3)
Fall08: CIVL 3181 (3)
FT
Spring09: CIVL 3180 (3), CIVL 7/8197 (3)
Fall08: CIVL 4/6903 (3)
PT
Spring09: CIVL 4/6136 (3)
Fall08: CIVL 7/895 (3)
PT
FT
CRITERION 6. FACULTY 133
Other
80%
100%
80%
20%
60%
20%
20%
25%
40%
35% Admin
70%
25%
100%
100%
30% Admin
75%
Faculty Member
FT
or
PT
Total Activity Distribution
Classes Taught (Course No./Credit Hrs.)
Term and Year
Teaching
Abdolhamid
Latifi Naieni
PT Fall08: CIVL2131 (3)
100%
Joseph Polk
PT Fall08: CIVL4171 (3)
Spring09: CIVL 4/6163(3)
100%
CRITERION 6. FACULTY 134
Research/
Scholarly Activity
Other
Table 6-2. Faculty Analysis
Ph.D. Civil Engineering
David
Arellano
Asst
TT
FT
Ph.D. Civil Engineering
Ph.D. Civil Engineering
Ph.D. Civil Engineering
Ph.D. Civil Engineering
Ph.D. Educational
Psychology
Consulting / Summer
Work in Industry
FT
Research
T
5
37
37
TN
H
M
M
11
4
4
IL, WI
H
H
L
21
21
FE
L
H
L
1
1
Greec
e
L
L
N
6
5
FE
H
M
M
The University
of Memphis, 2008
13
13
N/A
M
H
M
37
34
TN,
MS
H
H
M
14
14
FE
H
L
N
Institution from which
Highest Degree Earned
& Year
Vanderbilt University,
1972
University of Illinois at
Urbana-Champaign,
2005
Oklahoma State
University, 1987
Rutgers, The State
University of NJ, 2007
The University
of Memphis, 2003
Charles
Camp
Mihalis
Golias
Stephanie
Ivey
Prof
T
FT
Asst
TT
FT
Asst
TT
FT
Anna
Lambert
Inst
NTT
FT
Martin
Lipinski
Prof
T
FT
Ph.D. Civil Engineering
University of Illinois at
Urbana-Champaign,
1973
Roger
Meier
Assc
T
FT
Ph.D. Civil Engineering
The Georgia Institute of
Technology, 1995
CRITERION 6. FACULTY 135
1
12
Professional Society
Assc
Highest Degree
and Field
Professional Registration
/ Certification
Jerry
Anderson
FT
or
PT
Total This Institution
Rank
Total Faculty
Name
Type of
Academic
Appointment
Level of Activity
(high, med, low,
none) in:
Government / Industrial
Practice
Years of Experience
Assc
T
FT
Prof
T
FT
Assc
T
FT
Asst
TT
FT
Adj
NTT
PT
Adj
NTT
PT
Adj
NTT
PT
Adj
NTT
PT
Ph.D. Civil Engineering
Ph.D. Civil Engineering
Ph.D. Civil Engineering
Ph.D. Civil Engineering
Ph.D. Civil Engineering
Ph.D. Civil Engineering
M.S. - Engineering
Management
Ph.D. Civil Engineering
Ph.D. Civil Engineering
Mississippi State
University, 1983
The Georgia Institute of
Technology, 1998
University of Illinois at
Urbana-Champaign,
1989
University of South
Carolina, 1971
Colorado State
University, 1999
The University of .
Memphis, 1998
Christian Brothers
University, 2004
The University
of Memphis,
The University
of Mississippi
CRITERION 6. FACULTY 136
10
26
26
TN,
MS
H
L
M
12
21
9
TN
H
M
N
1.5
20
20
TN
H
H
N
7
41
41
TN
H
N
N
3
3
TN
H
H
L
48
4
2
15
States
M
L
H
40
2
2
TN
L
N
H
10
4
4
TN
L
N
H
6
6
N
N
N
Professional Society
FT
Consulting / Summer
Work in Industry
Hamid Latifi
T
Institution from which
Highest Degree Earned
& Year
Research
William
Sequi
Brian
Waldron
John
Jernigan
Joseph
Polk
Robert
Hunt
Prof
Highest Degree
and Field
Professional Registration
/ Certification
Shahram
Pezeshk
FT
or
PT
Total This Institution
Larry
Moore
Paul
Palazolo
Rank
Total Faculty
Name
Type of
Academic
Appointment
Level of Activity
(high, med, low,
none) in:
Government / Industrial
Practice
Years of Experience
CRITERION 7. FACILITIES
Space
The following is a summary of the availability of program facilities.
Offices (Administrative, Faculty, Clerical, Teaching Assistants)
The department has adequate space for offices, classrooms, and laboratories to support
the civil engineering undergraduate program. The department has one-person offices for
each faculty and staff member, including post-docs. All graduate teaching assistants and
graduate research assistants have their own desk space in one of several locations in
the Engineering Science or Engineering Administration Building.
Classrooms
Three classrooms (Engineering Science 114 and 116 and Engineering Administration
102) are dedicated to scheduled Civil Engineering classes. The lecture rooms are adequately furnished and equipped to hold classes for 35 students each. Each lecture room
is equipped with permanent chalkboards, overhead projector, VCR/DVD player, computer, internet access, LCD projector, and an electronic white board in room 104 and room
106. Most instructors use PowerPoint presentations and/or access the Internet on a regular basis as part of classroom instruction. Civil Engineering courses are also taught in
other classrooms within the engineering complex. With funding from the Technology Access Fee (TAF), additional classrooms in the engineering complex have been equipped
with permanent state-of-the-art computers, projection systems, and hubs located
throughout the engineering science building to allow wireless communications. The department also has two portable LCD projectors available in the Civil Engineering office,
and faculty can transport this equipment into classrooms and conference rooms not
equipped with permanent computers and projection systems.
The three classrooms dedicated to Civil Engineering classes are adequate for instructional purposes. The growing use of laptop computers in the classroom has rendered the
old armchair desks obsolete. In 2006, the department replaced the armchair desks in
Engineering Science 116 with work tables and chairs for the students. In 2009, the department replaced the armchair desks in Engineering Science 114 with work tables and
chairs for the students. With the additional funding provided by the TAF, other classrooms in the engineering complex that are used for civil engineering classes are adequate for instruction.
Laboratories
The department has a geotechnical/materials laboratory with a separate aggregate processing room and a humid room for curing concrete specimens. This space is used primarily for undergraduate instruction. The Geotechnical Laboratory will be remodeled following the completion of the HVAC renovation that is in progress. A fundraising cam-
CRITERION 7. FACILITIES 137
paign in honor of Dr. Thomas S. Fry, a long-time faculty member and geotechnical engineer who passed away several years ago, has been successful in raising about
$245,000 for the physical renovation of Engineering Science 111 (cabinets, countertops,
etc.). Fundraising continues in order to establish a dedicated endowment for laboratory
maintenance as well as to obtain state-of-the-art laboratory equipment for both instruction and research.
The department has an environmental engineering laboratory dedicated to undergraduate instruction. That physical space was renovated in 2003 using College funds. The
renovation included new cabinets and countertops and replacement of the existing floor
tiles. At the same time, the University replaced all of the fume hoods. The laboratory
equipment is up-to-date and in very good shape.
A third laboratory, with a structural floor system and an overhead bridge crane, currently
serves as an undergraduate teaching laboratory for the Foundation Sequence and also
houses several graduate research projects that need the structural floor system and/or
bridge crane. The laboratory equipment is up-to-date and in good shape.
The equipment and physical space in the Hydrology and Hydraulics laboratory is in excellent shape for undergraduate lab experiences. This laboratory is shared with the Mechanical Engineering Department, and both departments are responsible for purchasing
and maintaining equipment. The laboratory plans for both departments identify the
needs in this laboratory, and a committee consisting of the two Department Chairs and
the instructors from both departments who teach in the space determines improvement
priorities.
The Mechanics of Materials laboratory is taught in a space shared with Mechanical Engineering and Engineering Technology. The equipment and space are adequate for instructional purposes. As with the Hydraulics and Hydrology laboratory space, a joint
committee consisting of representatives of affected departments determines improvement priorities.
Library
The University of Memphis Libraries are significant resources for both the University and
the Mid-South region. The Ned R. McWherter Library is located west of Zach Curlin
Drive and south of Norriswood Avenue, within a few yards of the Engineering Building.
Constructed under earthquake-resistant building codes, the McWherter Library was designed to provide state-of-the-art access to information and to be fully accessible to the
disabled. The McWherter Library features the Learning Commons, which is a gathering
place to facilitate individual and collaborative student study and provides the following:
research and technical assistance, 24/7 access to computers and reference materials
located in the 1st floor Commons area, computers on floors 3 and 4 available during
regular Library hours, white boards in study rooms, open parking in the Engineering lot
for Learning Commons patrons for the hours 10:00 pm–6:00 am, Web of Knowledge –
an electronic multidisciplinary collection of databases, Web of Science – all three citation
indexes (Science, Social Science, & Humanities), Current Contents Connect – all nine
CRITERION 7. FACILITIES 138
editions (from business to science to humanities), Essential Science Indicators, Proceedings from many International Conferences, Journal Citation Reports, and digital access to the entire Civil Engineering Journal series.
Resources and Support
Computing Resources
The initiation of Technology Access Fees (TAF) in 2000 has resulted in a substantial improvement in campus and College computing facilities. Details of the University and College computing facilities are contained in Appendix D. In addition, the department has a
Civil Engineering Computation Laboratory and a GIS Laboratory, both paid for with TAF
funds. The latter was recently developed to integrate GIS into the undergraduate curriculum. It includes 10 desktop computers with state-of-the-art GIS software, a high-speed
printer, and a large-format plotter.
The Department also has access, through the College, to a laptop cart that can be
wheeled into any classroom in the complex. The cart is equipped with 32 laptop computers with wireless access to the TigerLan network. Access to the cart is controlled by the
College and is on a first-come, first-served basis.
Computing facilities for Civil Engineering faculty are excellent. All faculty have individual
computers and printers that support their instructional and research computing needs.
These computers are replaced periodically. Several faculty have been provided “highend” computers to support their research under TAF funding.
Laboratory Resources
The department maintains an up-to-date laboratory plan that contains an inventory of
equipment used in each undergraduate instructional laboratory, its condition, and additional equipment needs. This annual evaluation also includes an assessment of maintenance needs, technician support needs, and space needs. Equipment needs are prioritized, and purchases are made when funds are available.
Laboratory and Computing Support
Responsibility for maintaining and servicing the equipment in the Civil Engineering laboratories is shared by faculty teaching the laboratory courses, the College Engineering
Technical Support staff, University physical plant staff, and outside service representatives. Each laboratory experience is planned, organized, and supervised by a faculty
member who insures that the laboratory equipment is in working order and the supplies
are adequate to conduct the assigned experiments. The instructor or student assistants
assigned to the course perform any minor maintenance work that is needed. When repairs are needed or the maintenance is not routine, College technicians are contacted.
CRITERION 7. FACILITIES 139
The College has a pool of four technicians, supplemented by several graduate assistants, under the direction of Dr. Ed Lin of the Mechanical Engineering Department.
Technicians and their areas of expertise are:
Dr. Alfredo Ramirez – Manager, Engineering Computing
Mr. Mark Farrar – Electronics
Mr. Rick Voyles – Mechanical
Mr. Robert Jordan – Mechanical.
The level of support is adequate. The two mechanical technicians do an excellent job
servicing the entire College. The electronics support is competent for handling routine
matters. The skills of the computer and electronic support staff are of the highest quality,
but their workload is high.
University Physical Plant provides assistance in instances where university equipment
repairs and/or services are needed. Examples include heating and air-conditioning, water supply and waste lines, and power distribution. Work orders are issued for the services, and either the department or the College is charged for the services. Outside service technicians are used to repair and calibrate specialized equipment. Examples include calibration of scales used in materials courses, adjustment of surveying equipment, and repair of atomic absorption spectrophotometers and other environmental laboratory equipment.
Funds for maintenance and servicing of laboratory equipment are provided in the department’s annual budget. There is a line item for equipment maintenance, but it is part
of the overall operating and maintenance budget. A significant portion of these monies is
used to purchase consumable items such as concrete cylinder molds, cement, aggregate, and chemical reagents. The department has the flexibility to move funds from category to category depending on needs. If a costly repair is needed, funds may be shifted
from other line items, e.g., travel or office supplies, to cover laboratory equipment. College funds have been used in emergency situations.
Another source of funds that has been used to supplement state funding is the departmental gift account. While this account is earmarked primarily for items to enhance the
undergraduate and graduate programs, there is flexibility to address special needs.
Major Instructional and Laboratory Equipment
The major instructional and laboratory equipment is listed in Appendix C.
CRITERION 7. FACILITIES 140
CRITERION 8. SUPPORT
Program Budget Process and Sources of Financial Support
The present method of financing the operations of the College and the Department of
Civil Engineering utilizes several sources. State appropriations currently provide about
30% of the University of Memphis budget. Additional sources of revenue in the University budget include tuition and fees, research contracts and grants, gifts, auxiliary enterprises, etc. As with most public institutions of higher learning, the University of Memphis
has moved from being a "state supported" institution to a "state assisted" institution.
For many years, the base budgets of the five departments in the College were allocated
according to essentially their historical amounts. During the summer 2000, the College
Administrative Committee (Department Chairs and Deans) developed a budget algorithm for the rational allocation of operating funds (operating is a generic term that also
includes funding for travel, student workers, etc.) among the five departments in the College. This was especially challenging as, at that time, the college essentially hosted
three different types of departments. The Biomedical Engineering Department offered
only graduate degree programs, the Engineering Technology Department offered primarily baccalaureate programs with a small masters operation and the civil, electrical
and computer, and Mechanical Engineering Departments offered programs spanning the
baccalaureate through the doctorate. The algorithm that was adopted is based on several parameters, such as student head-count, student credit hours produced, and the
number of graduates produced at the baccalaureate, the masters and the doctoral levels. These parameters were selected to represent both responsibilities, e.g. head-count,
and productivity, e.g. credit hours, and degrees granted. For each department, a
"weight," in the ratio of 1:2:4 for the baccalaureate, masters, and doctoral levels was applied to each of the factors. The Department Chairs placed special importance on programs producing graduates, and this factor was included in the ratio of 10:20:40. A "rolling" three-year average is used to compensate for any sudden shifts in any of the factors. In addition, changes in any one year for an individual department are limited to approximately ±5%. Subject to the constraints mentioned above, each department contributes some percentage of the total College numbers and that percentage becomes their
share of the discretionary operating funds for the next year.
This mechanism has been in effect since the 2002 academic year. In addition to this
method of allocating monies, it was recognized that every department has a certain
"base load" for their faculty that includes items such as telephones, copying, etc. Initially
to address this issue, there was an additional allocation of $500 per year per faculty
member. Subsequently, following a Department Chair vote, the allocation was increased
in 2003 to $1,000 per faculty member per year and that allocation has remained at that
amount since then.
CRITERION 8. SUPPORT 141
Table 8-1 shows some historical trends of the relative distribution of operating monies
(% basis) among the five departments in the Herff College of Engineering. Please note
that these amounts are the departmental allocations from the discretionary operating
budget and are in addition to the $1,000 per faculty member allocation mentioned earlier.
Table 8-1. Historical Trends of the Relative Distribution of Operating Funds
Department
Biomedical Engineering
Civil Engineering
Electrical & Computer Engineering
Engineering Technology
Mechanical Engineering
2005-06
22.4
13.9
24.3
16.7
22.6
2006-07
18.3
12.1
29.7
16.8
23.1
2007-08
21.3
14.5
30.5
15.6
18.1
2008-09
22.9
18.4
31.0
13.5
14.2
Sources of Financial Support
Funding for departmental activities includes the departmental base budget ("hard" dollars) and a variety of “soft dollar” sources, which include endowments and annual gifts
from friends and alumni.
In addition, the campus administration, until recently, provided supplemental (academic
enrichment) funding in response to proposals for such funds. Proposals from the engineering departments primarily focused on departmental seminar series. The College allocation from the enrichment central pool has varied between $3,000 and $22,000 and
was distributed among the several departments requesting such funds depending on the
merits of their specific requests. Campus support for these activities was eliminated in
2007 and most recently the College has provided an allocation of $3,000 to each department hosting a seminar series.
Adequacy of Budget
The civil engineering department has benefited from a significant increase in externally
sponsored research contracts and grants. Research expenditure for 2004, 2005, 2006,
2007, and 2008 have been $671,756, $645,415, $767,616, $676,676, $2,057,214, respectively. The University has a favorable indirect cost recovery policy in which 10% of
the indirect costs are provided back to the principal investigator and 8% of the indirect
costs are provided back to the department in the subsequent fiscal year for discretionary
use. In addition, 100% of faculty “buyout” during the academic year is provided back to
the department. Given this substantial increase in discretionary "soft" money, the department has been able to greatly enhance the "base" funding to support more opportunities for faculty and student professional development, including undergraduate students. Moreover, the department has hired graduate teaching assistants during the
summer to assist faculty members on the upgrade of several undergraduate laboratory
CRITERION 8. SUPPORT 142
experiments. In short, the base budget allocated to the department has been adequate
to meet operating needs; however, soft money increases primarily through external contracts and grants has generated substantial discretionary funds that have enabled significant enhancements that have benefited the undergraduate program.
Support of Faculty Professional Development
Faculty development opportunities are available to all faculty members in the College of
Engineering and the University of Memphis. Specifically, the College of Engineering and
campus administration provide support for tenured and tenure-track faculty in the following ways:
Each year prior to the beginning of the Fall semester, a two-day orientation is held for all
new University faculty members. Presentations include topics such as tenure and promotion policies and procedures, student evaluations of instruction, faculty research initiation procedures, and information on a variety of resources available to faculty.
Faculty Research Grants are available to faculty on a competitive basis. Since the last
EAC and TAC of ABET visits, a number of faculty members have taken advantage of
these opportunities, and the College, in concert with the campus Research Office, has
provided either partial or full salary summer support for new faculty. These grants are in
addition to monies committed as a part of the startup package for new faculty. For engineering technology faculty, the amounts are typically about $10,000. The amounts are
typically much more substantial for engineering faculty as they are, in addition to their instructional and service activities, expected to develop an externally supported research
program.
Faculty members have been supported to attend NSF-sponsored courses and summer
institutes such as the Teaching Effectiveness workshops that precede the ASEE summer meeting. In addition, the College and the campus have cost-shared expenses for
faculty to travel to state and federal government agencies to explore funding opportunities. The "Professional Development Assignment," which is identical to the traditional
"sabbatical" in all respects, except name, continues to be available to our faculty (See
the Professional Development Assignments section in the 2008-2009 Faculty Handbook,
which is available on the Web at
http://klatu.engr.memphis.edu/survey/support/supportsurvey08.asp.
The University of Memphis has a liberal leave policy under which faculty members may
pursue career development through study, research, and other comparable activities.
Faculty members are encouraged to attend summer institutes, such as those sponsored
by NSF, ASCE, and NASA. Several engineering faculty members have taken advantage
of these opportunities. Leaves without pay for work at another academic institution, industry, or federal laboratory are also available. Additionally, faculty are encouraged to
participate in workshops and conferences geared towards educational improvement and
excellence. Funding typically has been provided from combinations of departmental and
college resources.
CRITERION 8. SUPPORT 143
Support of Facilities and Equipment
Engineering Course Fee: In July 2002, the Tennessee Board of Regents approved a
proposal for a fee on all courses instructed by the Herff College of Engineering faculty.
The fee of $20 per engineering credit hour became effective with the Fall 2002 semester
and produced approximately $200,000 each year for equipment and instrumentation for
student laboratories. In addition to equipment and instrumentation, these funds are used
to provide for smaller items and expendables. For example, those expenses associated
with the projects in the major design experience and for special student competitions
such as the ASCE Concrete Canoe and the IEEE Robotics contest. These funds are in
addition to the Technology Access Fee of $112.50 per semester that is currently devoted
to providing computing hardware, software and infrastructure.
Based on the estimated fund income and the prioritized requests from departments, allocations from the Engineering Course Fee funds are routinely made in the Fall and in
the Spring semesters. The prioritized requests are to be aligned with the departmental
laboratory plan. The highest priority for equipment allocations is assigned to requests
that span two or more departments.
At their July 2007 meeting, the Regents approved an increase in the Engineering Course
Fee of $5 per engineering credit hour, which raised it to a total of $25 per engineering
credit hour effective Fall 2007.
(1) State Board Allocations: The Tennessee Board of Engineers and Architects
has provided additional equipment funds of about $14,000-20,000 for the past
five years based on proposals submitted by the six state-assisted engineering
programs and certain metrics such as the number of EAC of ABET accredited
programs, the number of students served, etc. These funds effectively supplement those provided by the Engineering Course Fee.
(2) Herff Trust Support: In addition to their generous support of undergraduate
scholarships and graduate fellowships, the Herff Trustees have provided varying
amounts of funding for equipment for the past five years in response to specific
requests from the College.
Tables 8-2 and D-5 (Support Expenditures), display information on the amounts of support provided by these various sources.
CRITERION 8. SUPPORT 144
Table 8-2. College of Engineering Equipment Funding
Year
2009-10
(estimate)
2008-09
2007-08
2006-07
2005-06
Engineering
Course Fee
Income
$250,000
State
Board
Allocation
$20,000
$266,009
$278,770
$222,170
$209,655
$18,934
$19,089
$16,780
$14,968
Herff
Trust
Totals
$0
$270,000
$50,000
$100,000
$60,000
$0
$334,943
$397,860
$298,950
$224,633
The totals listed for any one-year in Table 8-2 and the College level Table D-5 may differ
for the following reasons. These amounts include: carry-forward amounts which are divided into unobligated and obligated funds. However, the purchases have not yet been
invoiced and expenditures are not attributed to a single department, for example, shop
equipment or small items used for student projects.
Adequacy of Support Personnel and Institutional Services
Engineering Technical Support
Engineering Technical Support services are aggregated at the College level and currently consist of four full-time staff supplemented by graduate assistants and undergraduate
students. Currently their assignments are broadly categorized as Manager, Engineering
Computer Services (1), Computer/Electronics Technician (1) and Senior Research
Technicians (2). The latter two focus their efforts on Machine Shop activities such as
fabricating and repairing undergraduate and research laboratory experiments and apparatus.
Recently, the College reallocated approximately 3,000 sq. ft. of space for the Machine
Shop activities. In addition, the College has established a goal of purchasing at least one
major item of equipment each year for the Machine Shop in order to provide students
with access to state-of-the-art equipment for use in their projects.
The assessment instrument used for the Engineering Technical Support Improvement
Process is available at http://www.engr.memphis.edu/survey/support/supportsurvey.asp.
Copies of the Engineering Technical Support Improvement Process reports for 2007-08
and 2008-09 will be available for the visiting team.
Information Technology Support
Information Technical Support services are provided by a combination of campus level
resources together with the Engineering Technical Support personnel described above.
Financial support for enhancing student access to modern information technology was
initiated in 1994 with the imposition of a Technology Access Fee (TAF) of $15 per semester. The fee has been increased several times in the intervening years and is cur-
CRITERION 8. SUPPORT 145
rently $112.50 per semester. The TAF fee provides over $4 million annually for enhancing campus infrastructure and computing hardware and for the acquisition and maintenance of software packages used for instruction and research. The College of Engineering hosts several "TAF Labs" that are used for primarily for instruction. TAF Labs are, by
definition, laboratories that are supposed to be accessible to all students on campus;
however, non-engineering students seldom use the laboratories hosted by the College.
Information Technology provides approximately $30,000 annually to fund graduate assistants to monitor the TAF labs and to serve as user consultants. To provide additional
coverage, the College supplements this allocation when needed. Table D-5 in Appendix
D describes additional documentation of computing support. As noted in a footnote to
the table, computer expenditures are not apportioned to the individual programs because of the extensive sharing of these resources among the programs in the College.
Staff Support
Each department in the College of Engineering is assigned one full-time secretarial staff
member. Student workers supplement these staff and handle telephone traffic and routine tasks such as copying, picking up and delivering mail, etc. When an unusually heavy
load occurs, such as preparing of a significant proposal, college-level staff or a staff
member from another department are usually available to assist.
CRITERION 8. SUPPORT 146
CRITERION 9. PROGRAM CRITERIA
Please refer to Criterion 4 for detailed discussion.
CRITERION 9. PROGRAM CRITERIA 147
CRITERION 9. PROGRAM CRITERIA 148
APPENDIX A – COURSE SYLLABI
APPENDIX A – COURSE SYLLABI 149
CIVL 1101 – Civil Engineering Measurements
Fall 2008
Current Catalog Description
Theory of measurements, linear measurements, angles, topographic surveys, and mapping with
applications in Civil Engineering: emphasis on individual and group problem solving, techniques
of data collection and analysis, and project documentation.
Prerequisite
None
Textbooks and/or Other Required Material
Strategies for Creative Problem Solving by Fogler and LeBlanc, Prentice Hall, 2007
Course material and classroom presentations on course website: www.ce.memphis.edu/1101
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Recognize and apply basic instrumentation and
measurements typical to those used in Civil Engineering practice
2. Recognize the limitations, constraints, and applicability of various field and laboratory data collection methods
3. Application of the spreadsheets to solution of engineering problems
4. Application of problem solving strategies to the
analysis, design, and evaluation of engineering
problems
5. Write and present technical reports supporting engineering decision making
a, b
Assessment
Tools
Projects
a, b
Projects
a, b, c,
e
b, c, e,
k
Homework
d, g
Projects
6. Demonstrate the ability to work in a group
e, g, k
Projects
Projects
Class Schedule
TR or WF class (55-min) meets twice a week and W, R, or F lab (180-min) once a week.
Topics Covered
Weeks 1 - 5: Field Measurements - linear measurements and elevation measurements
Weeks 6 - 10: Material Properties - properties of concrete
Weeks 11 - 15: Fluid Flow and Filtration - filter material properties and filter performance
Technical communications
Problem solving
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
3
3
3
1
3
2
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Charles Camp
APPENDIX A – COURSE SYLLABI 150
m
CIVL 1112 – Civil Engineering Analysis
Spring 2009
Current Catalog Description
Microcomputer applications for data analysis, presentation, documentation; emphasis on algorithm design and logic; fundamental numerical analysis; elementary programming.
Prerequisite
CIVL 1101
Textbooks and/or Other Required Material
Course material and classroom presentations on course website: www.ce.memphis.edu/1112
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Recognize and apply basic modeling principles to
the analysis, design, and evaluation of civil engineering problems
2. Recognize limitations, constraints, and applicability
of various modeling and analytical methods
3. Convert mathematical models into computer
spreadsheets
4. Design and operation a small-scale water treatment system
5. Design, construction, and load test of a reinforced
concrete beam
6. Size and locate a detention pond
Assessment
Tools
Homework, exams, and projects
a, k
a, e
a, e
a, b, c,
e, k
a, b, c,
e, k
a, c, e,
k
d, g
Homework and
projects
Homework, exams, and projects
Project
Project
Project
7. Write and present technical reports supporting enProjects
gineering decision making
8. Demonstrate the ability to work in a group
e, g, k
Projects
Class Schedule
TR class (55-min) meets twice a week and T or R lab (180-min) once a week.
Topics Covered
Problem solving
Weeks 1 - 5: Water Treatment System - evaluation and analysis of treatment processes (sedimentation and/or filtration), filter material properties, fluid flow, and system performance.
Weeks 6 - 10: Reinforced Concrete Structures - properties of concrete and reinforced concrete beam design, construction, and testing.
Weeks 11 - 15: Site Development - distance, angle, and elevation measurements, area and
volume calculations, and analysis of design alternatives (including cost).
Technical communications
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
3
3
1
e
3
f
g
2
h
i
j
Prepared by:
Professor Charles Camp
APPENDIX A – COURSE SYLLABI 151
k
2
l
m
CIVL 2101 – Civil Engineering Visualization
Fall 2008
Current Catalog Description
Utilization of engineering design graphics in the presentation of engineering information in the
support of the design process
Prerequisite
CIVL 1112
Textbooks and/or Other Required Material
AutoCAD 2007 Instructor, Leach
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Student shall be able to develop a graphical
a, d,
representation of data collected during a field
e, g, k
survey.
2. Student shall be able to integrate a technical
a, e,
drawing into the engineering design process.
g, k
3. Student shall be able to develop a set of instructions for a technical process incorporating technical visual elements.
4. Student shall be able to input GIS information
into ArcMap to support an engineering design
decision process.
a, c,
e, g, k
a, h, k
Assessment Tools
In class and out of class laboratory assignments
In class and out of class laboratory assignments, performance examination
In class and out of class laboratory assignments, project
In class and out of class laboratory assignments, project
Class Schedule
MW-class (55-min) meets two times a week with a M lab session (175-min) meeting once a week.
Topics Covered
Data representation and fundamentals of AutoCAD
Standard 2D and 3D representation in technical communications
Graphical standards in technical communication
Information transfer with technical graphics support
Information input into GIS and ArcMap to develop engineering decision support tools
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
3
b
c
d
e
f
g
h
i
j
k
l
1
1
2
2
1
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Paul Palazolo
APPENDIX A – COURSE SYLLABI 152
m
CIVL 2107 – Civil Engineering Computation
Spring 2008
Current Catalog Description
Logical analysis of problems; development and implementation of computer programs in support
of civil engineering analysis and design.
Prerequisite
CIVL 2101
Textbooks and/or Other Required Material
GIS Tutorial, Goor and Kirkland, ESRI Press
Power Programming with VBA/EXCEL, Chapra, Prentice Hall
Introduction to MathCAD 13, Larsen, Prentice Hall
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
Assessment Tools
1. Student shall be able to produce a correct
a, e,
In class and out of class laflow chart of the steps and methods needed
g, k
boratory assignments
to solve a computational engineering problem.
2. Student shall be able to develop, deb, and
a, e, k In class and out of class laannotate a macro within EXCEL to solve a
boratory assignments, perforcomputational engineering problem.
mance examination
3. Student shall be able to develop, deb, and
a, e, k In class and out of class laannotate a workbook using MathCAD to solve
boratory assignments, perfora computational engineering problem.
mance examination
4. Student shall be able to utilize GIS infora, e,
In class and out of class lamation using ArcMap data to make and suph, i, k
boratory assignments, project
port an engineering design decision.
5. Student shall be able to select the appropriate a, e,
Class project
computational tool based on the problem pre- g, k
sented and the limitation of the tools available.
Class Schedule
MW-class (55-min) meets two times a week with an M lab session (175-min) meeting once a
week.
Topics Covered
Electronic computation management: planning solutions
Macros in EXCEL and their use for engineering computation
MathCAD and its use for engineering computation
GIS and ArcMap as engineering decision support tools
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
3
f
g
2
h
i
j
k
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Paul Palazolo
APPENDIX A – COURSE SYLLABI 153
l
m
CIVL 2131 – Statics
Fall 2007
Current Catalog Description
Analysis of two and three dimensional force systems; centroids, moments of inertia, and friction.
Prerequisite
MATH 2321, PHYS 2510 and PHYS 2003
Textbooks and/or Other Required Material\
Engineering Mechanics - Statics, Prentice Hall, 2006
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Student shall be able to correctly determine the
a, e, k
reactions from common supports, incorporate
these into a correct free body diagram of a system in static equilibrium, and solve for unknown
forces and moments based on the expressions of
static equilibrium.
2. Student shall be able to correctly calculate the
a, k
centroid and moment of inertia of a two dimensional shape using methods of calculus.
3. Student shall be able to correctly calculate the
a, k
centroid and moment of inertia of a two dimensional shape using methods of composite sections.
4. Student shall be able to utilize friction concepts
a, k
when appropriate in the solution of a system in
static equilibrium.
Assessment Tools
Homework, quizzes, exam
Homework, quizzes, exam
Homework, quizzes, exam
Homework, quizzes, exam
Class Schedule
MWF-class (55-min) meets three times a week.
Topics Covered
Force representation in scalar and vector components
Vector and scalar operations on forces and moments
Reactions and free body diagrams
Trusses and simple machines
Calculation of centroid
Calculation of moment of inertia
Utilization of friction in static equilibrium
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
3
1
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Paul Palazolo
APPENDIX A – COURSE SYLLABI 154
m
CIVL 3103 – Approximations and Uncertainty in Engineering
Fall 2007
Current Catalog Description
Application of fundamental numerical methods to obtain approximate solutions to engineering
problems; application of fundamental probabilistic methods to quantify uncertainty in engineering
data.
Prerequisite
CIVL 2107
Textbooks and/or Other Required Material
Probability Concepts in Engineering: Emphasis on Applications to Civil and Environmental Engineering, 2nd Edition, Alfredo Ang and Wilson Tang, Wiley Publishing, 2007.
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs Assessment Tools
*
1. Analyze and interpret descriptive statistics
for engineering problems.
2. Analyze typical engineering problems/data
and identify and apply the appropriate discrete and continuous models to develop a
solution.
3. Apply knowledge of probabilistic methods to
quantify uncertainty in engineering data.
4. Apply fundamental numerical methods and
develop approximate solutions to engineering problems.
a, b,
e, g,
k
a, b,
e, k
Daily quizzes, exams, technical writing assignments
a, b,
e, g,
k
a, b,
e, k
Daily quizzes, exams, technical writing assignments
Daily quizzes, exams
Daily quizzes, exams
Class Schedule
TTh-class (85-min) meets twice a week.
Topics Covered
Descriptive Statistics
Basic Laws and Axioms of Probability
Discrete Distributions
Continuous Distributions
Statistical Inference – Confidence Intervals and Hypothesis Testing
Regression – Simple Linear, Multiple, and Polynomial
Hypothesis Testing in Regression
Numerical Methods – Interpolation, Differentiation, and Integration
Curriculum
This course contributes 3.0 credit hours to the required partial fulfillment of engineering topics
culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
3
3
3
1
3
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Stephanie Ivey
APPENDIX A – COURSE SYLLABI 155
m
CIVL 3121 – Structural Analysis I
Spring 2009
Current Catalog Description
Analysis of statically determinate structures; reactions, shear, and moment; truss analysis; deflections; influence lines and moving loads.
Prerequisite
CIVL 2131; Corequisite: CIVL 3322
Textbooks and/or Other Required Material
Structural Analysis by Russell C. Hibbeler, 7th Edition, Prentice-Hall, 2009.
Course material and classroom presentations on course website: www.ce.memphis.edu/3121
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
5. Compute the determinacy and stability of structures.
6. Analyze truss structures
7. Determine the shear force and moment in beams
and frames
8. Determine influence lines for beams
9. Compute deflections of beams using direct integration, conjugate beam and energy methods.
10. Application of analysis concepts to truss and beam
design.
Class Schedule
TR class (85-min) meets twice a week.
POs*
a
a, b, c,
e, g, k
a
a
a, b, c,
e, g, k
b, c, d,
e, g, k
Assessment
Tools
Homework
Exams
Exams and projects
Exams
Exams, and projects
Projects
Topics Covered
Classification of structures and loads
Analysis of statically determinate structures
Analysis of statically determinate trusses
KNEX truss design project
Internal loadings: shear force and bending moment
Defections: elastic-beam theory, double integration, conjugate beam, and energy methods
Wood beam design project
Influence lines
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
3
b
2
c
d
e
f
g
h
i
j
k
l
2
1
2
2
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Charles Camp
APPENDIX A – COURSE SYLLABI 156
m
CIVL 3131 – Design of Steel Structures
Spring 2009
Current Catalog Description
Design of Steel Structures. (3). Current design concepts for structural steel members and their
connections. Three lecture hours per week
Prerequisite
CIVL 3121, 3322
Textbooks and/or Other Required Material
Steel Design, 4th edition, by William T. Segui, Thomson, 2007
Steel Construction Manual, 13th edition, American Institute of Steel Construction, 2005
This course is
Students are required to either take CIVL4135 or CIVL3131.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
1. Compare load and resistance factor design with allowable strength design regarding the relationship between loads and
strength.
2. Design structural steel members and simple connections using the AISC Specification and the Steel Construction Manual.
*
POs*
a, i
Assessment Tools
Exams
a, c,
e, i, k
Exams
Program Outcomes
Class Schedule
TR class (85-min) meets twice a week.
Topics Covered
Design philosophies
Loads on structures
Tension members
Compression members
Beams
Simple connections
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
3
3
2
1
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor William T. Segui
APPENDIX A – COURSE SYLLABI 157
m
CIVL 3137 – Civil Engineering Materials
Spring 2009
Current Catalog Description
Properties of aggregates, mix design and use of Portland cement concrete, masonry products
and construction, use of wood and timber products in construction, bituminous materials and mixtures and other engineering materials.
Prerequisite
CIVL 3322
Textbooks and/or Other Required Material
Design and Control of Concrete Mixtures (14th Edition), Portland Cement Association
ASTM Standards on Disc (CD-ROM), American Society of Testing and Materials
This course is
required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs
Assessment Tools
1. Determine relevant physical and mechanical
a, b,
Average of 70% or
properties of aggregate, asphalt and concrete by k
greater on relevant laperforming laboratory tests in accordance with
boratory assignments
ASTM specifications.
and exam questions
2. Design a portland cement concrete mix to meet
a, k
Average of 70% or
specified criteria using the ACI volumetric methgreater on relevant exod.
am questions
3. Design an asphalt concrete mix to meet specia, k
Average of 70% or
fied criteria using the Marshall mix design methgreater on relevant exod.
am questions
4. Debate whether concrete or asphalt pavements
h, j
Average of 70% or
do more harm to the environment based on their
greater on debate perrelative carbon footprints.
formance and report
Class Schedule
Two 55-minute lecture periods and one 3-hour laboratory period per week..
Topics Covered
Properties of Aggregate
Properties of Asphalt Cement and Asphalt Concrete
Asphalt Concrete Mix Design
Properties of Portland Cement and Portland Cement Concrete
Portland Cement Concrete Mix Design
Laboratory Projects
Gradation of Coarse and Fine Aggregate
Specific Gravity and Absorption of Coarse and Fine Aggregate
Bulk Density and Void Content of Coarse and Fine Aggregate and Aggregate Blends
Viscosity of Asphalt Cement via Brookfield Rotational Viscometer
Asphalt Content and Theoretical Maximum Density of Compacted Asphalt Mixtures
Asphalt Mix Volumetrics and Marshall Mix Design
Slump, Unit Weight, Yield, and Air Content of Fresh Portland Cement Concrete
Compressive and Tensile Strength, Modulus of Rupture, Modulus of Elasticity of Concrete
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics, consisting of engineering sciences and engineering design.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
m
3
3
3
3
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Roger Meier
APPENDIX A – COURSE SYLLABI 158
CIVL 3140 – Environmental Systems Engineering
Fall 2007
Current Catalog Description
Fundamentals of environmental engineering systems with emphasis on the integration of the
concepts of chemistry, hydraulics, economics, English, and social sciences as they can be applied to benefit mankind.
Prerequisite
CIVL 3180
Textbooks and/or Other Required Material
Principles of Environmental Engineering and Science by Davis and Masten, 2004.
This course is
Required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs
1. Review background data, define and assess
a, b, e, j
the environmental problem, and make appropriate recommendations for problem solution
2. Design a water treatment process that satisa, c, e, k
fies engineering standards
3. Design a wastewater treatment process that
a, c, e, k
satisfies engineering standards
4. Prepare engineering reports that illustrate
g
effective writing skills
Assessment Tools
Homework, lab reports,
and exams
Homework and projects
Homework and projects
Lab reports
Class Schedule
MWF-class (55-minute) meets three times a week. Three-hour lab on Friday afternoon.
Topics Covered
Water supply and treatment
Wastewater treatment
Sludge management
Storm water management
Solid waste management
Curriculum
This course contributes 4 credit hours to the required partial fulfillment of 1½ years of engineering
topics, consisting of engineering sciences and engineering design appropriate to the student’s
field of study culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
3
e
f
g
h
i
j
k
2
3
1
1
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Larry Moore
APPENDIX A – COURSE SYLLABI 159
l
m
CIVL 3161 – Transportation Systems Engineering
Spring 2008
Current Catalog Description
Development and function of transportation systems; operational control and characteristics; system coordination, traffic flow and patterns.
Prerequisite
CIVL 2107, MECH 2332, MATH 2110. COREQUISITE: CIVL 3103.
Textbooks and/or Other Required Material
Principles of Highway Engineering and Traffic Analysis, 3rd Edition, Mannering, F.L., Kilareski,
W.P., and Washburn, S. S., Wiley Publishing, 2004.
This course is
Required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs* Assessment Tools
1. Assess traffic flow and the impact
a, b,
Daily quizzes, questioning, homework,
of driver and vehicle characterise, f,
group work, tests, surveys (intro, midterm,
tics and associated contemporary
g, h,
final), technical writing assignments
issues. (Example: Impact of the
i, j, k
older driver on highway design)
2. Design and evaluate basic geoa, b,
Daily quizzes, questioning, homework,
metric elements of a roadway.
c, e, group work, tests, surveys (intro, midterm,
k
final)
3. Identify appropriate applications of a, b,
Daily quizzes, questioning, homework,
macroscopic flow equations, and
e, k
group work, tests, surveys (intro, midterm,
apply equations to solve engineerfinal)
ing problems.
4. Classify basic freeway segments
a, b,
Daily quizzes, questioning, homework,
according to LOS criteria.
e, k
group work, tests, surveys (intro, midterm,
final)
5. Evaluate intersections under prea, b,
Daily quizzes, questioning, homework,
timed signal control and develop
c, e,
group work, tests, surveys (intro, midterm,
coordinated signal timing plans for k
final)
simplified systems.
6. Describe the four-step transportaa, e,
Daily quizzes, questioning, homework,
tion planning process and develop h, j, k group work, tests, surveys (intro, midterm,
forecasts based on ITE’s Trip
final), technical writing assignments
Generation report.
Class Schedule
MWF-class (55-min) meets three times a week.
Topics Covered
Driver and Vehicle Characteristics
Geometric Design, Earthwork
Traffic Stream Flow Characteristics – Macroscopic Flow Models
Capacity and LOS in Uninterrupted Flow
Intersection Operation
Signalization – Pre-timed Signal Control and Coordinated Signal Timing
Transportation Planning Models and Trip Generation
Curriculum
This course contributes 3.0 credit hours to the required partial fulfillment of engineering topics
culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
m
3
3
2
3
1
1
2
1
2
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Stephanie Ivey
APPENDIX A – COURSE SYLLABI 160
CIVL 3180 – Fluid Mechanics
Spring 2008
Current Catalog Description
Basic principles of incompressible fluid mechanics with emphasis on hydrostatics, conservation of
energy and momentum with application on engineering analysis of pipe networks, pumps, and
open channel systems.
Prerequisite
CIVL 3180
Textbooks and/or Other Required Material
Fluid Mechanics: Fundamentals and Applications, Cengel, Y.A. and Cimbala, J.M., 2006. ,
McGraw-Hill.
This course is
Required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
PO
Expected Performance
s
Criteria
1. Know the physical properties and characterization of
e
80% or greater pass rate on
fluids (BT1 1)
exam and quiz
2. Comprehend hydrostatic pressure on a plane, presa,e
80% or greater pass rate on
sure measurement using manometers, fluid densityhomework and exam
temperature relationship, and capillary action (BT 2)
3. Comprehend hydrostatic pressure on a curved sura,e
80% or greater pass rate on
face, conservation of mass, and buoyancy (BT 2)
homework, quiz, and exam
4. Comprehend conservation of energy, mechanical
a,e
80% or greater pass rate on
energy, Bernoulli equation, and conservation of
homework, quiz, and exam
momentum (BT 2)
5. Comprehend dimensional analysis and Buckingham
a,e
80% or greater pass rate on
Pi theorem (BT 2)
homework and exam
6. 6. Know the characterization of flow in pipes (BT 1)
a,e
80% or greater pass rate on
exam and quiz
7. Comprehend flow as laminar or turbulent, minor
a,e
80% or greater pass rate on
losses (BT 2)
homework and exam
8. Know classification of fluids in open channel flow (BT
1)
e
80% or greater pass rate on
quiz
BT (Bloom’s Taxonomy Level(s))
Class Schedule
MWF-class (55-minute) meeting three times a week.
Topics Covered
Properties of fluids
Pressure and fluid statics
Mass, Bernoulli and energy equations
Momentum analysis
Dimensional analysis
Flow in pipes
Open channel flow
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of 1½ years of engineering
topics, consisting of engineering sciences and engineering design appropriate to the student’s
field of study culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
m
*1
3
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Brian Waldron
APPENDIX A – COURSE SYLLABI 161
CIVL 3181 – Hydraulics and Hydrology
Fall 2007
Current Catalog Description
Quantification of precipitation and runoff, reservoir and channel routing, groundwater, and design
of drainage systems and open channels
Prerequisite
CIVL 3180
Textbooks and/or Other Required Material
Water Resources Engineering, Wurbs, R.A. and James, W.P., 2002, Prentice Hall.
This course is
Required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs
Expected Performance Criteria
1. Obtain a basic understanding of hydrologic
e,h,k
Introduction of actual measprocesses and available measurement
urement devices in the classmethodologies
room, quiz
2. Provide an overview of prerequisite cona,k
Homework, quiz
cepts (CIVL 3180)
3. 3.Understand the transformation of three
a,e,k
Participation in classroom incontinuity equations for application in water
formal discussion, homework,
resources including recognition of physical
exams
assumptions
4. Engage in the applicability of derived contia,c,e,h
Homework, exams
nuity equations for analysis of (1) various
surface water conveyance structures including pipelines, distribution networks, culverts,
and open channels and (2) ground-water
flow
5. Understand the methodologies for accessa,b,e
Homework, exam, participation
ing precipitation input, distribution and routin classroom exercise using
ing.
GIS
6. Improve understanding of certain design
a,b,e,i,k Field homework assignment
parameter equations
7. Introduction to research in water resources
e,f,g,h,i,j Presentations on contemporary
field
issues, survey
Class Schedule
MWF-class (55-minute) meeting three times a week.
Topics Covered
Hydrologic cycle
Fluid mechanics
Hydraulics of pipelines and pipe networks
Open channel hydraulics
Hydrologic frequency analysis
Modeling watershed hydrology
Ground-water flow
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of 1½ years of engineering
topics, consisting of engineering sciences and engineering design appropriate to the student’s
field of study culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
2
e
f
g
h
i
j
k
2
3
1
1
2
1
1
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Brian Waldron
APPENDIX A – COURSE SYLLABI 162
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CIVL 3182 – Hydraulics and Hydrology Lab
Spring 2009
Current Catalog Description
Principles of fluid mechanics, open channel hydraulics, and collection of hydrologic data; fluid instrumentation, measurement techniques, data collection methods, and organization of written reports of experimental investigations. Two laboratory hours per week
Prerequisite
CIVL 3180
Textbooks and/or Other Required Material
A Manual for the Mechanics of Fluids Laboratory, William S. Janna, 2008 (Provided to students
as a PDF).
This course is
Required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs
Expected Performance Criteria
1. Identify safe operating practices and reb,g,k
Competency quiz
quirements for laboratory experiments
2. Measure fluid properties
b,g,k
Evaluation of procedure & results
sections of report
3. Measure hydrostatic forces on a submerged b,g,k
Evaluation of procedure & results
body
sections of report
4. Use flow meters to measure flow rate in a
b,d,g,k
Evaluation of procedure & results
pipe
sections of report
5. Measure pressure loss due to friction for
b,g,k
Evaluation of procedure & results
pipe flow
sections of report
6. Measure drag/lift forces on objects in a
b,g,k
Evaluation of procedure & results
flow, or measure flow rate over a weir
sections of report
7. 7design and conduct an experiment, as well
b,d,g,k
Evaluation of group report
as analyze and interpret data
8. Function effectively as a member of a team
b,d,g,k
Evaluation of group report
Class Schedule
Once a week for 120 minutes.
Topics Covered
Cleanliness and Safety
Code of Student Conduct
Report Writing
Topics Covered
Density and surface tension
Viscosity
Center of pressure on a submerged plane surface
Impact of a jet of water
Critical Reynolds number in pipe flow
Fluid meters
Pipe flow
Air flow past a cylinder or past various objects
One or more open channel flow experiments
Curriculum
This course contributes 1 credit hours to the required partial fulfillment of 1½ years of engineering
topics, consisting of engineering sciences and engineering design appropriate to the student’s
field of study culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
1
3
e
f
g
h
i
j
k
2
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
William Janna, May 2009
APPENDIX A – COURSE SYLLABI 163
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CIVL 3322 – Mechanics of Materials
Fall 2008
Current Catalog Description
Mechanics of Materials. (3). (Same as MECH 3322). Analysis of components subjected to tension, compression, bending moment, torque; combined loading; Mohr’s stress circle; deflection of
beams; simple treatment of column buckling. Three lecture hours per week
Prerequisite
CIVL 2131
Textbooks and/or Other Required Material
Mechanics of Materials , by Timothy A. Philpot, Wiley, 2008
This course is
Required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Apply the concepts of stress and strain.
a
2. Solve analysis and design problems ina, c,
volving torsion.
e, k
3. Solve analysis and design problems ina, c,
volving flexure.
e, k
4. Solve analysis problems involving stress
a, c,
transformation.
e, k
5. Solve analysis problems involving beam
a, c,
deflections.
e, k
6. Solve analysis and design problems ina, c,
volving column behavior.
e, k
Assessment Tools
Exams
Exams
Exams
Exams
Exams
Exams
Class Schedule
MWF-class (55-minute) meeting three times a week.
Topics Covered
Normal stress and strain
Stress-strain diagrams
Elasticity, plasticity, creep, and Poisson's ratio
Shearing stress and strain
Statically indeterminate problems
Thermal effects
Torsion
Beams
Analysis of stress and strain. Plane stress
Combined loadings
Beam deflections
Columns
Curriculum
This course contributes 1 credit hour to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
f
g
h
i
j
k
1
2
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor William Segui
APPENDIX A – COURSE SYLLABI 164
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CIVL 3325 – Mechanics of Materials Lab
Spring 2008
Current Catalog Description
Materials testing and evaluation.
Prerequisite
CIVL 3322 or corequisite
Textbooks and/or Other Required Material
No text required
Introduction to MathCAD 13, Larsen, Prentice Hall is recommended
This course is
Required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Develop numerical models to describe the
a, e, k
behavior of materials under static loading
conditions.
2. Develop experimental procedures to coma, b,
pare theoretical and experimental results
e. k
describing the behavior or materials under
static loading conditions.
3. Present theoretical and experimental reg, k
sults in a professional report format and in
a professional presentation.
Assessment Tools
Laboratory assignments
Laboratory assignments
Laboratory assignments
Class Schedule
Thursday lab session (175-min) meeting once a week
Topics Covered
Theoretical behavior of materials under static conditions and numerical computation of the
behavior
Laboratory techniques for measuring behavior
Data analysis and experimental design
Report and visual presentation development
Curriculum
This course contributes 1 credit hour to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
2
1
e
f
g
h
i
j
k
2
1
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Paul Palazolo
APPENDIX A – COURSE SYLLABI 165
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CIVL 4111 – Engineering Economics
Spring 2009
Current Catalog Description
Application of economics and decision theory to engineering alternatives in planning, developing,
constructing, and managing engineering projects.
Prerequisite
None
Textbooks and/or Other Required Material
Engineering Economy and the Decision-Making Process, Hartma, Prentice-Hall, 2007.
NCEES FE Supplied-Reference Handbook, 2008
This course is
Required.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
Assessment Tools
1. Evaluate the economic feasibility of a proa, k
Average of 70% or greater on relevant
ject using standard tools of economic
examination questions
analysis such as payback period, equivalent worth, project balance, and rate of return.
2. Determine the most economically efficient
a, k
Average of 70% or greater on relevant
of multiple projects using standard tools of
examination questions
economic analysis such as rate of return,
benefit/cost ratio, present worth.
3. Perform break-even analyses for projects
a, k
Average of 70% or greater on relevant
with a single cost or revenue variable.
examination questions
4. Perform calculations dealing with loans
a, k
Average of 70% or greater on relevant
such as monthly payment amount, loan
examination questions
balance, true cost.
Class Schedule
MWF-class (55-minute) meeting three times a week.
Topics Covered
Time Value of Money
Nominal and Effective Interest Rates
Economic Equivalence
Stocks, Bonds, and Loans
Minimum Attractive Rate of Return
Evaluating Projects Using Equivalent Worth Methods
Evaluating Projects Using Rate of Return Methods
Evaluating Projects Using Benefit-Cost Analysis
Evaluating Projects Using Payback Methods and Project Balance
Comparing Alternatives Using Equivalent Worth Methods
Comparing Alternatives Using Incremental Analysis
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics, consisting of engineering sciences and engineering design.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
f
g
h
i
j
k
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Roger Meier
APPENDIX A – COURSE SYLLABI 166
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CIVL 4122 – Structural Analysis II
Spring 2007
Current Catalog Description
CIVL 4122-6122. Structural Analysis II. (3). Analytical and numerical solutions for statically indeterminate structures. Three lecture hours per week.
Prerequisite
CIVL 2131 and CIVL3322
Textbooks and/or Other Required Material
Structural Analysis, 6th edition, by Russell C. Hibbeler, Pearson/Prentice-Hall, 2006
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Analyze statically indeterminate structures a, e, k
by classical methods.
2. Perform elementary moment distribution.
a, e, k
3. Understand the concepts of matrix struca
tural analysis.
4. Perform approximate structural analysis of a, e, k
statically indeterminate structures.
Assessment Tools
Exams and homework
Exams and homework
Exams and homework
Exams and homework
Class Schedule
MWF-class (55-minute) meeting three times a week.
Topics Covered
Review of deflections
The force method
Influence lines for statically indeterminate structures
Slope deflection
Moment distribution
Introduction to matrix methods
Computer applications
Approximate methods
Curriculum
This course contributes 0 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
f
g
h
i
j
k
3
1
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor William Segui
APPENDIX A – COURSE SYLLABI 167
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CIVL 4131 – Intermediate Steel Design
Fall 2006
Current Catalog Description
CIVL 4131-6131. Intermediate Steel Design. (3). Design of plate girders and composite beams;
moment connections; current code provisions. Three lecture hours per week.
Prerequisite
CIVL 3131
Textbooks and/or Other Required Material
Steel Design, 4th edition, by William T. Segui, Thomson, 2007
Steel Construction Manual, 13th edition, American Institute of Steel Construction, 2005
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Use the AISC Specification and Steel
a, c,
Construction Manual to design beame, i, k
columns
2. Use the AISC Specification and Steel
a, c,
Construction Manual to design eccentric
e, i, k
connections.
3. Use the AISC Specification and Steel
a, c,
Construction Manual to design composite
e, i, k
beams.
4. Use the AISC Specification and Steel
a, c,
Construction Manual to design plate girde, i, k
ers.
Assessment Tools
Exams
Exams
Exams
Exams
Class Schedule
TR-class (85-min) meets twice a week.
Topics Covered
Beam-columns
Eccentric connections
Composite beams
Plate girders
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
f
g
h
i
j
k
3
2
1
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor William Segui
APPENDIX A – COURSE SYLLABI 168
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CIVL 4135 –Reinforced Concrete Design
Fall 2008
Current Catalog Description
Strength analysis and design of reinforced concrete members; floor systems; current code provisions
Prerequisite
CIVL 3121, 3322
Textbooks and/or Other Required Material
Design of Concrete Structures" by Nilson, Sarwin, and Dolan, 13th Ed., McGraw-Hill.
American Concrete Institute (ACI318-08) building Code Requirements and Commentary.
This course is
Students are required to either take CIVL4135 or CIVL3131.
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Illustrate / develop design methodologies
a, c,
and introduce and employ the concept of
e, i, k
codes and specs for design of reinforced
concrete members and elementary structures.
2. Understand design concepts and modes
a, c,
of failure and learn the relationship bee, i, k
tween theoretical concepts and design
procedures; apply and enhance
knowledge of strength of materials and
structural analysis.
3. Gain professional knowledge required to
a, c,
design safe, serviceable and economical
e, i, k
reinforced concrete members.
4. Learn how to use the latest technology in
a, c,
solving structural analysis and design
e, i, k
problems.
5. Learn how to make design decisions cona, c,
sidering realistic constraints such as safe- e, i, k
ty, economy and serviceability.
6. Learn how to plan/organize own work and c, e,
their problem solving skills; develop decig, i, k
sion-making skills and provide an environment for independent thinking while
encouraging teamwork.
Assessment Tools
Homework, project, and
exams
Homework, project, and
exams
Homework, project, and
exams
Homework, project
Homework, project, and
exams
Homework, project, and
exams
Class Schedule
TR-class (85-min) meets twice a week.
Topics Covered
Materials
Axial Compression
Flexural Analysis and Design of Beams
Design for Compression Reinforcement
Design and Analysis of T-Beams
Shear and Diagonal Tension in Beams
Bond, Anchorage, Development Length, Bar Cuttoff
Serviceability – Deflection
Introduction to Analysis and Design of Columns
APPENDIX A – COURSE SYLLABI 169
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
f
g
h
i
j
k
3
3
1
3
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Shahram Pezeshk
APPENDIX A – COURSE SYLLABI 170
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CIVL 4136 –Intermediate Reinforced Concrete Design
Spring 2008
Current Catalog Description
Design of two0way slab systems; column design including length effects; integrated building design using current code provisions
Prerequisite
CIVL 4135, Co-requisite 4122
Textbooks and/or Other Required Material
Design of Concrete Structures" by Nilson, Sarwin, and Dolan, 13th Ed., McGraw-Hill.
American Concrete Institute (ACI318-08) building Code Requirements and Commentary.
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. Illustrate / develop design methodologies
a, c,
and introduce and employ the concept of
e, i, k
codes and specs for design of reinforced
concrete columns and slabs
2. Understand design concepts and modes
a, c,
of failure and learn the relationship bee, i, k
tween theoretical concepts and design
procedures; apply and enhance
knowledge of strength of materials and
structural analysis.
3. Gain professional knowledge required to
a, c,
design safe, serviceable and economical
e, i, k
reinforced concrete columns and slabs
4. Learn to employ knowledge of analysis
a, c,
concepts (such as shear and moment die, i, k
agrams) and methodologies (moment distribution).
5. Learn how to plan/organize own work and c, e,
their problem solving skills.
g, i, k
Class Schedule
TR-class (85-min) meets twice a week.
Assessment Tools
Homework, project, and
exams
Homework, project, and
exams
Homework, project, and
exams
Homework, project, exams
Homework, project
Topics Covered
Members in Compression and Bending
Length Effects on Column
Edge Supported Slabs
Two-Way Column Supported Slabs
Deflection and Crack Control in Two-Way-Action Slabs
Yield Line Theory
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
f
g
h
i
j
k
3
3
1
3
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Shahram Pezeshk
APPENDIX A – COURSE SYLLABI 171
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CIVL 4140 – Environmental Engineering Design
Fall 2007
Current Catalog Description
Detailed design of one component of an environmental engineering system with appropriate consideration of the interactions with other components; design standards, procedures, and legal
constraints.
Prerequisite
CIVL 3140
Textbooks and/or Other Required Material
Not required
This Course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1.
Review background data, define and asa, b,
sess the environmental problem, and
e, j
make appropriate recommendations for
problem solution
2.
Design a biological wastewater treatment a, c,
plant, water treatment plant, or landfill
e, k
that satisfies engineering standards and
design constraints
3.
Prepare design components as part of a
a, c,
team effort
d, g, k
Class Schedule
TR-class (125-min) meets twice a week.
Assessment Tools
Homework and engineering reports
Final design report
Final design report
Topics Covered
Description of design project and team selection
Work plans
General considerations in water treatment plant design
Types of water treatment plants
Overall design considerations for wastewater treatment plants
Integrated facility design
Site selection and plant layout
Pump selection and plant hydraulics
P&ID diagrams and instrumentation and controls
Health and safety considerations
Landfill design
General design procedures (cost estimating, writing specifications, environmental im-pacts)
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of 1½ years of engineering
topics, consisting of engineering sciences and engineering design appropriate to the student’s
field of study culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
1
e
f
g
h
i
j
k
3
1
3
1
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Larry Moore
APPENDIX A – COURSE SYLLABI 172
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CIVL 4143 – Physical/Chemical Treatment
Fall 2007
Current Catalog Description
Basic physical-chemical treatment concepts including sedimentation, filtration, adsorption, neutralization, coagulation, air stripping, dissolved air flotation, disinfection, and ion exchange; application of basic concepts to design of water and wastewater treatment system components.
Prerequisite
CIVL 3140
Textbooks and/or Other Required Material
Unit Operations and Processes in Environmental Engineering, Reynolds and Richards, 1996
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
4.
The student will be able to review background
data, define and assess the water problem, and
make appropriate recommendations for problem
solution
5.
The student will be able to design a physical
treatment process that satisfies engineering
standards
6.
The student will be able to design a chemical
treatment process that satisfies engineering
standards
7.
The student will be able to develop preliminary
engineering solutions in an interactive, small
group
POs*
a, e,
Assessment Tools
Final exam
a, c, e
Final exam
a, c, e
Final exam
e
Oral reports; instructor determines
results as acceptable or unacceptable
Class Schedule
TR-class (85-min) meets twice a week.
Topics Covered
Screening, grit removal and equalization
Sedimentation
Filtration
Adsorption
Membrane processes
Dissolved air flotation
Neutralization
Coagulation and heavy metals removal
Disinfection
Ion exchange
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of 1½ years of engineering
topics, consisting of engineering sciences and engineering design appropriate to the student’s
field of study culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
f
g
h
i
j
k
2
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Larry Moore
APPENDIX A – COURSE SYLLABI 173
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CIVL 4144 – Biological Wastewater Treatment
Fall 2007
Current Catalog Description
Basic biological treatment concepts including biological kinetics, activated sludge, fixed-film systems, nitrogen removal, lagoon systems, and sludge digestion; application of basic concepts to
design of biological wastewater treatment system components.
Prerequisite
CIVL 3140
Textbooks and/or Other Required Material
Wastewater Engineering, Treatment and Reuse by Metcalf and Eddy, 2003
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. The student will be able to review backa, b,
ground data, define and assess the
e, j
wastewater problem, and make appropriate recommendations for problem solution
2. The student will be able to design biologia, c,
cal wastewater treatment processes that
e, k
satisfy engineering standards and design
constraints
3. The student will be able to develop prelim- b, e,
inary engineering solutions in an interacg, h
tive, small group
Assessment Tools
Homework and exams
Homework and projects
Oral reports
Class Schedule
TR-class (85-min) meets twice a week.
Topics Covered
Wastewater microbiology
Microbial growth kinetics
Modeling suspended growth treatment processes
Activated sludge processes
Nitrification-denitrification
Theory/design of aeration systems
Fixed-film processes
Stabilization ponds/aerated lagoons
Anaerobic digestion of sludge
Aerobic digestion of sludge
ABC Textile Mill Design Project
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of 1½ years of engineering
topics, consisting of engineering sciences and engineering design appropriate to the student’s
field of study culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
1
e
f
g
h
i
j
k
2
3
1
1
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Larry Moore
APPENDIX A – COURSE SYLLABI 174
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CIVL 4151 – Soil Mechanics
Fall 2007
Current Catalog Description
Properties of soil and rock, including identification and classification, hydraulic properties, consolidation characteristics, and stress deformation-strength relationships.
Prerequisite
CIVL 2107, 3137
Textbooks and/or Other Required Material
Soil Mechanics and Foundations by Muni Budhu, 2nd Edition, John Wiley & Sons, 2007.
Soil Mechanics Lab Manual by Michael Kalinski, John Wiley & Sons, 2006.
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
Assessment Tools
1. Classify soils using the Unified Soil
b
Homework, laboratory work &
Classification system and the
assignments, exams.
AASHTO classification systems.
2. Evaluate if adequate compaction has b, e, k
Homework, laboratory work &
been achieved in the field.
assignments, exams.
3. Determine one-dimensional flow of
a, b, e
Homework, laboratory work &
water through soils.
assignments, exams.
4. Determine one-dimensional consolia, b, e, Homework, laboratory work &
dation settlement of fine-grained
k
assignments, exams.
soils.
5. Determine the shear strength of soils a, b, e, Homework, laboratory work &
from laboratory tests.
k
assignments, exams.
Class Schedule
MW-class (85-minute) meets twice a week. T-lab (180 -minute) meets one time a week.
Topics Covered
Geological characteristics of soils and soils investigation.
Physical soil parameters.
One-dimensional flow of water through soils.
One-dimensional consolidation settlement of fine-grained soils.
Shear strength of soils.
Curriculum
This course contributes 4 credit hours to the required partial fulfillment of engineering topics, consisting of engineering sciences and engineering design.
Program Outcomes (Scale: 1-3)
a
b
c
d
2
3
e
f
g
h
i
j
k
3
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor David Arellano
APPENDIX A – COURSE SYLLABI 175
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CIVL 4152 – Applied Soil Mechanics
Spring 2009
Current Catalog Description
Subsurface exploration, foundation types, foundation construction, selection of foundation type
and basis of design, earth retaining structures, and slope stability.
Prerequisite
CIVL 4151
Textbooks and/or Other Required Material
Soil Mechanics and Foundations by Muni Budhu, 2nd Edition, John Wiley & Sons, 2007.
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1.
Understand the common lateral earth
a, e, k
pressure theories and how to utilize
them in design of retaining walls and
braced cuts;
2.
Analyze and design shallow foundations a, c, e, k
against bearing capacity failure and excessive settlement.
3.
Analyze and design retaining walls.
a, c, e, k
4.
Analyze and design simple braced cut
a, c, e, k
support systems
5.
Analyze and design deep foundations.
a, c, e, k
6.
Analyze soil slopes
a, c, e, k
7.
Understand the effects of seepage on
a, e, k
the stability of structures.
Assessment Tools
Homework, exams
Homework, exams
Homework, exams
Homework, exams
Homework, exams
Homework, exams
Homework, exams
Class Schedule
TR-class (85-minute) meets twice a week.
Topics Covered
Bearing capacity of soils and settlement of shallow foundations.
Pile foundations.
Two-dimensional flow of water through soils
Stability of earth retaining structures
Slope stability
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics, consisting of engineering sciences and engineering design.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
e
f
g
h
i
j
k
3
3
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor David Arellano
APPENDIX A – COURSE SYLLABI 176
l
m
CIVL 4162 – Traffic Engineering
Fall 2008
Current Catalog Description
Traits and behavior patterns of road users and their vehicles. Includes traffic signs and signals,
pavement markings, hazard delineation, capacity, accidents and parking analysis.
Prerequisite
CIVL 3161
Textbooks and/or Other Required Material
Traffic Engineering, 3rd Edition, Roger Roess, Elena Prassas, and William McShane, Prentice
Hall, 2004.
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1.
Describe the driver-vehicle-roadway sys- a, b, e, g,
tem, the nature of traffic flow, and the
h, j, k
basics of traffic control.
2.
Collect and analyze traffic data, and
a, b, e, f,
identify residential traffic safety issues,
g, h, j, k
evaluate alternatives, and recommend
design changes.
3.
Evaluate capacity and LOS of basic and
a, b, c, e,
multilane segments, weaving areas, and k
two lane highways.
4.
Evaluate capacity of intersections and
a, b, c, e,
optimize isolated intersection signal timk
ings.
Assessment Tools
Exams, Final Project
Exams, Final Project
Exams
Exams
Class Schedule
TR-class (85-minute) meets twice a week.
Topics Covered
Roadway and Geometrics
Traffic Control Devices
Traffic Stream Characteristics
Volume, Speed, Crash, Parking Studies
Access Management and Residential Traffic Management
Capacity Analysis (Basic freeway segments, multilane, weaving areas, two-lane highways)
Intersection Control, Capacity
Curriculum
This course contributes 3.0 credit hours to the required partial fulfillment of engineering topics
culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
3
e
f
g
h
i
j
k
2
3
1
2
2
2
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Stephanie Ivey
APPENDIX A – COURSE SYLLABI 177
l
m
CIVL 4163 – Airport Planning and Design
Spring 2009
Current Catalog Description
Aeronautical demand and air traffic control; airport and runway configuration; capacity and delay
analysis, geometric design of runways and taxiways; airport access and parking; ground movements and baggage movements.
Prerequisite
CIVL 3103, 3161
Textbooks and/or Other Required Material
Airport Planning & Management by Wells & Young (5th Edition, McGraw-Hill, 2004).
Various Federal Aviation Administration Publications including but not limited to…..
Airport Design—FAA Advisory Circular 150/5300-13
Airport Master Plans—FAA Advisory Circular 150/7070-6
Standards for Specifying Construction of Airports—FAA Advisory Circular 150/5370-10
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1. dentify and define terms and concepts
a
common to the aviation industry, including airport operations & safety, airport
planning, airport geometry, and airport
construction.
2. Define appropriate siting conditions for
a, e
airport navigation aids and calculate the
correct location for placement of navigation equipment.
3. Research a defined topic directly relea, g
vant to airport/aviation operation or construction.
Assessment Tools
Average of 70% on relevant
homework and exam questions.
Average of 70% on relevant
homework and exam questions.
Successful preparation and delivery of an individual project
report, including in-class
presentation, with a grade of
70% or greater.
Successful preparation and delivery of a team-based project
report, including in-class
presentation, with a grade of
70% or greater
4. Analyze a defined set of project condia, c
tions and choose the most appropriate
geometric layout for a runway/taxiway
system, including geometry, orientation,
pavement section, and material quantities necessary for construction of the
project.
Class Schedule
TR-class (85-minute) meets twice a week.
Topics Covered
Airport Operations and Management
Components of an Airfield and components of a Terminal
Airport Geometric Layout
Runway and Taxiway Design
Airport Design Standards, Construction Standards, and Reference Materials
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
m
3
2
2
2
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Instructor Joseph Polk, Jr.
APPENDIX A – COURSE SYLLABI 178
CIVL 4171 – Construction Engineering I
Fall 2008
Current Catalog Description
Construction process and project management systems; planning, cost estimating, bidding and
scheduling of construction projects; use of optimization techniques to control schedules and
costs; computer applications.
Prerequisite
CIVL 4111
Textbooks and/or Other Required Material
Construction Planning, Equipment, and Methods by Peurifoy, Schexnayder & Shapira (7th
Edition, McGraw-Hill, 2006).
Project Delivery Systems for Construction (2nd Edition, The Associated General Contractors
of America, 2004).
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs* Assessment Tools
1. dentify and define terms and concepts coma, m
Average of 70% on relevant
mon to the construction industry, including
homework and exam questions.
project delivery systems, construction processes, equipment selection, project scheduling, and project management
2. Calculate ownership and operating costs for
a
Average of 70% on relevant
specified construction equipment
homework and exam questions.
3. Analyze a defined field construction project,
a
Average of 70% or greater on
correctly sequence activities, evaluate
relevant homework and exam
equipment performance, and calculate proquestions. Successful preparation
duction rates, costs and projected profit.
and delivery of team-based project report and in-class presentation, with a grade of 70% or
greater.
4. Analyze a defined set of project conditions
m
Average of 70% or greater on
and choose the most appropriate construcrelevant homework and exam
tion project delivery system, including dequestions. Successful preparation
signer and contractor selection methodology,
and delivery of a report discussand appropriate compensation methods.
ing one element of project delivery with a grade of 70% or greater.
Class Schedule
W-class (180-minute) meets once a week.
Topics Covered
Construction Equipment Selection—Text 1-Chapters 7 through 10
Estimating Equipment Production—Text 1-Chapters 4 through 6
Miscellaneous Construction Equipment—Text 1-Chapters 11 through 20
Construction Planning and Scheduling—Text 1-Chapters 1 through 3 & 21; Text 2-Chapters 1
through 3
Construction Project Delivery Systems—Text 2-Chapters 5 through 8
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics, consisting of engineering sciences and engineering design.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
m
2
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Instructor Joe Polk
APPENDIX A – COURSE SYLLABI 179
CIVL 4180 – Advanced Hydrology and Hydraulics
Fall 2007
Current Catalog Description
Current methods and techniques used in hydrologic and hydraulic analysis for the design of water
resources projects; watershed hydrology, groundwater hydrology, flood frequency analysis, flood
plain management, hydraulic structures, hydraulic machinery, and project feasibility.
Prerequisite
CIVL 3181
Textbooks and/or Other Required Material
Water Resources Engineering, 1st Edition, Ralph Wurbs and Wesley James, Prentice Hall, 2002.
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
5. Use hydraulic principles to characterize water surface
profiles
6. Use energy concepts to characterize types of flow
7. Utilize energy concepts to analyze and design flow contractions, expansions, and encroachments
8. Utilize the conservation of energy to develop water surface profiles
9. Use Darcy’s Law to develop equilibrium and nonequilibrium ground water equations
10. Understand the methodologies of precipitation, runoff,
and time of concentration as applicable to urban hydrology design
11. Combine hydrologic principles of runoff and hydraulics to
analyze and design runoff systems
12. Utilize the concepts of hydrology of runoff and hydraulic
principles of orifices, weirs, and storage to design a detention basin.
POs*
a,e,k
Assessment Tools
Homework, exam
a,e,k
a,e,k
homework, and exam
homework
a,e,k
homework
a,e,k
Informal discussion,
homework, and exam
Informal discussion
and homework
a,c,e,
k
a,e,k
a,c,e,
k
Informal discussion,
homework, and exam
Informal discussion,
homework, and exam
Class Schedule
MWF-class (55-min) meets three times a week.
Topics Covered
Open Channel Hydraulics
Gradually Varied Steady Flow Principles
Transitions, Encroachment, Flow between Reservoirs
Ground Water Engineering
Urban Storm Water Management
On-Site Detention
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
1
e
f
g
h
i
j
k
2
1
3
1
1
2
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Jerry Anderson
APPENDIX A – COURSE SYLLABI 180
l
m
CIVL 4190 – Water Resources Planning and Design
Fall 2007
Current Catalog Description
Application of engineering principles to planning and design of multipurpose water resources projects, various physical components and appurtenances of water resources projects and economic, financial, and social feasibility of various purposes.
Prerequisite
CIVL 3181, 4111, permission of Instructor
Textbooks and/or Other Required Material
Water Resources Engineering, 1st Edition, Ralph Wurbs and Wesley James, Prentice Hall, 2002.
This course is
Elective
Course Learning Outcomes/ Expected Performance Criteria
Course Learning Outcomes
POs*
1. Utilize energy concepts to analyze water distribution
a,c,
systems which include open and closed systems with
e,k
linearization
2. Applies energy concepts to unsteady flow problems
a,e,
k
3. Using conservation of mass and the momentum prina,e,
ciple to develop flood routing schemes
k
4. Use economic analysis to select most cost effective
a,c,
water resources program
e,k
5. Apply procedures developed by Corps of Engineers
a,e,
to develop annual average damages to be used in sek
lecting optimum flood damage reduction plan
6. Apply mathematical function to model and develop
a,e,
optimal water resources systems
k
7. Apply linear programming principles to select optimum a,e,
water resources system
k
8. Use the simplex method to develop the optimum solu- a,e,
tion
k
9. Introduction to research in water resources
a,e,j
,k
Assessment Tools
Homework, exam
Homework
Homework
Homework and exam
Informal discussion and
homework
Homework
Homework and exam
Homework and exam
Reports and presentations
on contemporary issues
Class Schedule
WR-class (85-min) meets twice a week.
Topics Covered
Pipe Networks Solutions with Linearization
Unsteady Flow in Pipes
Flood Routing Hydrologic and Hydraulic
Economics of Water Resources Projects
Simulation and Optimization
River Basin Management
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics culminating in a major design experience.
Program Outcomes (Scale: 1-3)
a
b
c
d
3
1
e
f
g
h
i
j
k
2
3
2
1
2
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
APPENDIX A – COURSE SYLLABI 181
l
m
Professor Jerry Anderson
CIVL 4195 – Professional Practice in Civil Engineering
Spring 2009
Current Catalog Description
Elements of professional practice in civil engineering, including basic concepts of management,
business, public policy, and leadership as applied to civil engineering. Ethics, professionalism,
and professional licensure.
Prerequisite
Senior standing in civil engineering
Textbooks and/or Other Required Material
Engineering Your Future, Stuart G. Walesh, 2nd edition, 2000
This course is
Elective, Required for New Students Under 2008 Catalog
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
1.
Explain basic concepts in management
2.
Explain basic concepts in construction mgmt
3.
Explain basic concepts in business
4.
Explain basic concepts in public policy
5.
Understand professional & ethical responsibility &
leadership
POs*
m
m
m
m
f, i, m
Assessment Tools
Final Exam
Final Exam
Final Exam
Final Exam
Final
Class Schedule
Two 85-minute lecture periods per week.
Topics Covered
Management
Business
Public Policy
Leadership
Engineering Ethics and Professionalism
Professional Registration
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics, consisting of engineering management, business, public policy, and leadership.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
2
2
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Larry Moore
APPENDIX A – COURSE SYLLABI 182
m
CIVL 4199 – Civil Engineering Design
Fall 2007
Current Catalog Description
Design of a civil engineering system. Establishment of design objectives and criteria; synthesis
and computer assisted analysis of alternatives; selection of optimum system design; preparation
of detailed system descriptions including design sketches and engineering drawings and reports.
Must be taken in student's final semester.
Prerequisite
ENGL 3603
Textbooks and/or Other Required Material
None.
This course is
Required
Course Learning Outcomes/ Expected Performance Criteria:
Course Learning Outcomes
POs*
1.
Solve an open-ended civil engineering
c, d, f,
design problem that incorporates apg, l
propriate standards and multiple realistic constraints
2.
Work effectively in a team and complete c, d, f,
tasks responsibly to meet project deadg, l
lines and satisfy project specifications
3.
Demonstrate an ability to devise and
c, d, f,
apply a well-developed problem-solving
l
strategy
4.
Communicate design ideas by proper
g
drawings, technical reports, and oral
presentations
Assessment Tools
Final Design Report
Preliminary Engineering Report (PER)
Project Work Plan
Final Design Report and oral
presentations (PER and Final)
Class Schedule
Two 55-minute lecture periods and one two-hour laboratory period per week.
Topics Covered
Preparing a Work Plan
Preparing a Preliminary Engineering Report
Engineering Ethics and Professionalism
Civil Engineering Design Process
How to Read Engineering Plans
Construction Specifications
AutoCAD Refresher
Engineering Fees and Construction Cost Estimating
Contemporary Issues
Curriculum
This course contributes 3 credit hours to the required partial fulfillment of engineering topics, consisting of engineering sciences and engineering design.
Program Outcomes (Scale: 1-3)
a
b
c
d
e
f
g
h
i
j
k
l
3
3
3
3
3
3 – Strongly supported 2 – Supported 1 – Minimally supported
Prepared by:
Professor Larry Moore
APPENDIX A – COURSE SYLLABI 183
m
APPENDIX A – COURSE SYLLABI 184
APPENDIX B – FACULTY RESUMES
APPENDIX B – FACULTY RESUMES 185
APPENDIX B – FACULTY RESUMES 186
JERRY LEE ANDERSON
Academic Rank
Associate Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Environmental and Water
Vanderbilt University
Resources Engineering
M.S.
Civil Engineering
Vanderbilt University
B.S.
Civil Engineering
Tennessee Technological University
Years of services on this faculty, date
rank
Year of Service
Director, Ground Water Institute
Assistant Dean of Engineering
Associate Professor
Assistant Professor
37
Sept 1998 - Present
1981-1983
September 1, 1980
September 1, 1972
Corps of Engineers - Memphis District
Consulting
Hydraulic/Hydrologic Engineering Consultant
Hydraulic/Hydrologic
1967
1966
of original appointment, dates of advancement in
Other related experience, capacity, etc.
Hydrologist and Director
Ground Water Institute, University
of Memphis
Research Hydrologist
Waterways Experiment Station
Hydraulic Engineer
1972
Memphis District Corps of Engineers
Summers 19932009
Summers 19861988
Summers 19751984, 1989-1992
City of Memphis,
Memphis, TN
Shelby County, TN
Consulting
Expert Witness for various law firms
in the Mid-South
States in which registered
Tennessee
Principal publications of last five years
Anderson, J.L., “Manning’s Formula by Any Other Name”, Proceedings and Invited Papers,
American Society of Civil Engineers 150th Anniversary, November 3-7, 2002,
Washington, DC
Gentry, R.W., McKay, L. D., Larsen, D., Carmichael, J. K., Solomon, D. K., Thonnard, N.
and Anderson, J. L., 2003, Inter-aquifer Dynamics in and near a Confining Unit
Window in Shelby County, Tennessee, USA, EOS Trans. AGU, vol. 84 no. 47,
Abstract H21D-0868.
Moraru, C. and Anderson, J.L., A Comparative Assessment of the Ground Water Quality of
the Republic of Moldova and the Memphis, TN Area of the United States of America, Ground Water Institute, University of Memphis, 2004
Ivey, S.S., Gentry, R., Larsen, D., Anderson, J., Inverse Applications of Age Distribution
Modeling using Environmental Tracers 3H/3He, Journal of Hydraulic Engineering,
vol 13, no 11, November 2008
Ivey, S.S., Gentry, R., Larsen, D., Anderson, J., Case Study of the Sheahan Wellfield Using
3H/3He Field Data to Determine Localized Leakage Areas, Journal of Hydraulic
Engineering, vol 13, no 11, November 2008
APPENDIX B – FACULTY RESUMES 187
Scientific and professional societies membership
American Society of Civil Engineers - Fellow
American Water Resources Association
Honors and awards
American Academy of Water Resources Engineers
Outstanding Faculty Research Award
Featured Engineer of the Year - Herff College of Engineering
Tau Beta Pi
Life Member
Environmental and Water Resources
Institute
Chairman, Awards Committee 19992002
Member, Awards Committee 1999present
Infrastructure Council
Chairman – 1999
Awards Committee Chair – 1999 – present
Water Resources Planning and Management Division 1982-1999
Executive Committee of the Division
1992-1996
Division Chairman - 1995-1996
Awards Committee – Chairman 19971998
Paper Awards Committee for the Society
Member Tennessee Section
Diplomate
2006
Herff College of Engineering
Engineers Club of Memphis
2002
2001
Tennessee
Univ
1965
Technological
Institutional and professional service, last five years
Faculty Senate-Civil Engineering Department University of Memphis
Effort Certification Committee
University of Memphis
Grants Accounting Study Group
University of Memphis
Library Committee, Chairman
Herff College of Engineering
Library Liaison
Department of Civil Engineering
Scholarship Committee, Chairman
Department of Civil Engineering
Professional development activities, last five years
None
APPENDIX B – FACULTY RESUMES 188
2006-2007
Continuing
2006-2007
Continuing
Continuing
Continuing
DAVID ARELLANO
Academic Rank
Assistant Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil Engineering
University of Illinois at Urbana-Champaign
M.S.
Civil Engineering
University of Illinois at Urbana-Champaign
B.S.
Civil Engineering
University of Illinois at Urbana-Champaign
2005
1998
1986
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
3
Assistant Professor
August 22, 2005
Other related experience, capacity, etc.
Various positions
U.S. Army Reserve, Corps of Engineers
Project Engineer
U.S. Army Reserve, Corps of Engineers, Operation Iraqi Freedom, Kuwait
Geotechnical Engineer, Assis- Testing Service Corporation
tant Office Manager, Staff Engineer
Staff Engineer
Law Engineering
Civil Engineer
Bevins Consultants Incorporated
Consulting
Geotechnical Engineering
Consultant
Geotechnical Engineering
Consultant
Geotechnical Engineering
Consultant
Geotechnical Engineering
Consultant
Geotechnical Engineering
Consultant
1982-2006
2003-2004
1988-1996
1987-1988
1986-1987
Hall, Blake & Associates
2009
Ring Industrial Group
2007
Marino Engineering Associates, Urbana, IL
Stark Consultants, Inc., Urbana, IL
2001
Stark Consultants, Inc., Urbana, IL
1999
2000
States in which registered
Illinois, Wisconsin
Principal publications of last five years
Arellano, D. and Stark, T.D., "Load Bearing Analysis of EPS-Block Geofoam Embankments," Accepted for publication and presentation at the 8th International Conference on Bearing
Capacity of Roads, Railways and Airfields, Champaign, Illinois, June 29-July 2, 2009.
Arellano, D., Zarrabi, M., Jafari, N.H., and Bailey, L.J., "Geosynthetic Aggregate Drainage Systems: Preliminary Large-Scale Laboratory Test Results for Expanded Recycled Polystyrene," Proceedings of the Geosynthetics 2009 & GRI-22 Conference, Salt Lake City,
Utah (CD-ROM), February 25-27, 2009, IFAI, Roseville, MN.
Stark, T.D., Arellano, D., Hillman, R.P., Hhes, R.M., Joyal, N., and Hillebrandt, D., “Investigating
and Diagnosing a Deep-Seated Landslide,” Journal of Performance of Constructed Facilities, ASCE, Vol. 19, No. 3, Aust, 2005, pp. 244-255.
Stark, T.D., Arellano, D., Evans, W.D., Wilson, V.L., and Gonda, J.M., “Unreinforced Geosynthetic
Clay Liner Case History,” Geosynthetics International Journal, IFAI, Vol. 5, No.5, 1998,
pp. 521-544.
Arellano, D. and Stark, T.D., “Importance of Three-Dimensional Slope Stability in Practice,” Slope
Stability 2000, Proceedings of Sessions of Geo-Denver 2000: Aust 5-8, 2000, ASCE,
Reston, VA, pp. 18-32.
Arellano, D. and Stark, T.D., “Overview of the NCHRP Project Provisional Specification,” Proceedings of EPS Geofoam 2001 3rd International Conference: December 10-12, 2001, Salt
APPENDIX B – FACULTY RESUMES 189
Lake City, Utah (CD-ROM), Geofoam Research Center, Syracuse University, Syracuse,
NY.
Arellano, D., Aabøe, R., and Stark, T.D., “Comparison of Existing EPS-Block Geofoam Creep
Models with Field Measurements,” Proceedings of EPS Geofoam 2001 3rd International
Conference: December 10-12, 2001, Salt Lake City, Utah (CD-ROM), Geofoam Research Center, Syracuse University, Syracuse, NY.
Stark, T.D., Arellano, D., Horvath, J.S., and Leshchinsky, D., “NCHRP Report 529: Guideline and
Recommended Standard for Geofoam Applications in Highway Embankments,” Transportation Research Board, Washington, D.C., (2004), 71 pp. Available at
http://trb.org/publications/nchrp/nchrp_rpt_529.pdf .
Stark, T.D., Arellano, D., Horvath, J.S., and Leshchinsky, D., “NCHRP Web Document 65 (Project
24-11): Geofoam Applications in the Design and Construction of Highway Embankments,” Transportation Research Board, Washington, D.C., (2004), 792 pp. Available at:
http://trb.org/publications/nchrp/nchrp_w65.pdf.
Scientific and professional societies membership
American Society of Civil Engineers
American Society for Testing and Materials
Society of American Military Engineers
North American & International Geosynthetics Society
Society of Hispanic Professional Engineers
American Society for Engineering Education
Transportation Research Board
Member
Member
Member,
President of Illini Post: January
2003 –
December 2003,
Vice President of Illini Post: May
2001 –
December 2002,
Illini Post Board of Directors:
May 2000 – March 2001,
Member
Member
Member
Affiliate Member
Honors and awards
Herff Outstanding Faculty Teaching Award, 2009
Institutional and professional service, last five years
Subcommittee on Unsaturated Soils
American Society of Civil Engineers
Committee on Engineering Behavior of UnTransportation
Research
saturated Soils, AFP60
Board
Committee D35 on Geosynthetics
American Society for Testing
and Materials
Committee D18 on Soil and Rock
American Society for Testing
and Materials
ABET Committee
Civil Engineering Department
Graduate Curriculum, Admissions and ReCivil Engineering Department
tention Committee
Graduate Recruitment Committee
Civil Engineering Department
Diversity Committee
Herff College of Engineering
Faculty Research Grant review Committee:
The University of Memphis
Science, Engineering and Mathematics
Professional development activities, last five years
Development SemiAmerican Drilled Shaft Contractor’s Foundation Ennar
gineering Faculty Workshop, Chattanooga, TN.
Development SemiPile Driving Contractors Association Professor’s
nar
Driven Pile Institute, Logan, UT.
Development SemiNational Science Foundation Minority Faculty Develnar
opment Workshop
APPENDIX B – FACULTY RESUMES 190
2008-present
2007-present
2006-present
2006-present
2006-2008
2007-present
2007-present
2006-present
2009-present
June 8-13, 2008
June 18-22, 2007
July 30-August 2,
2006
CHARLES V. CAMP
Academic Rank
Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil Engineering
Oklahoma State University
M.S.
Civil Engineering
Auburn University
B.S.
Civil Engineering
Auburn University
1987
1986
1981
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
21
Professor
January 1, 1999
Associate Professor
September 1, 1994
Assistant Professor
September 1, 1988
Other related experience, capacity, etc.
None
Consulting
Oldcastle Precast, Inc.
Gallatin, TN
The City of Paris
Paris, Tennessee
Vertical Testing of Plastic Meter Pits
and Boxes
Wellhead Protection Plan
Paris, Tennessee
November 2008
September 2004
States in which registered
None
Principal publications of last five years
C. V. Camp. “Design of Space Trusses Using Big Bang-Big Crunch Optimization.” Journal of
Structural Engineering, 133(7), 999-1008, 2007.
C. V. Camp, B. J. Bichon, S. Stovall. "Design of Steel Frames Using Ant Colony Optimization."
Journal of Structural Engineering, 131(3), 369-379 2005.
C. V. Camp and B. J. Bichon. “Design of Space Trusses Using Ant Colony Optimization.” Journal
of Structural Engineering, 130(5), 741-751, 2004.
C. V. Camp, B. J. Meyer, and Paul J. Palazolo. “Particle Swarm Optimization For the Design of
Trusses.” ASCE Structures Conference, Nashville, TN, May 2004
C. V. Camp, B. J. Bichon, and Scott P. Stovall. “Design of Low-Weight Steel Frames Using Ant
Colony Optimization.” ASCE Structures Conference, Nashville, TN, May 2004.
C. V. Camp, Pezeshk, S. and H. Hansson. “Design of Reinforced Concrete Structures Using a
Genetic Algorithm.” ASCE Journal of Structural Engineering, 126(3) 382-388, 2003
Scientific and professional societies membership
None
Honors and awards
Thomas W. Briggs Foundation
“Excellence in Teaching Award”
Herff College of Engineering’s
“Teacher of the Year”
The University of Memphis
2002
Herff College of Engineering
2000
Institutional and professional service, last five years
Honor’s Committee [C]
Civil Engineering
ment
APPENDIX B – FACULTY RESUMES 191
Depart-
1997Present
Scholarship Committee
College of Engineering Computer Committee
Civil Engineering Department
Civil Engineering Department
Civil Engineering Department
Herff College of Engineering
College Tenure and Promotion Committee
High Performance Computing Committee
Herff College of Engineering
University of Memphis
IT Research Advisory Committee
University of Memphis
Computer Committee
Tenure and Promotion – Chairman
Professional development activities, last five years
ASCE Conference in
C. V. Camp, B. J. Meyer, and Paul J. Palazolo. “ParNashville
ticle Swarm Optimization For the Design of Trusses.”
ASCE Structures Conference, Nashville, TN.
APPENDIX B – FACULTY RESUMES 192
1996Present
1996Present
2004Present
1996Present
2002-2006
2005Present
2007Present
2004
MIHALIS DIMITRIOS M. GOLIAS
Academic Rank
Assistant Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil and Environmental Engineering
M.S.
Civil and Environmental Engineering
G.C.
Civil and Environmental Engineering
B.S.
Civil and Environmental Engineering
Rutgers University
2007
Rutgers University
2004
Rutgers University
2004
Aristotle University
2001
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
1
Assistant Professor
January 1, 2009
Other related experience, capacity, etc.
Affiliated Faculty
Freight and Maritime Program (FMP),
Center for Advanced Infrastructure &
Transportation (CAIT), Rutgers University
Senior Research Asso- FMP, CAIT, Rutgers University
ciate
Research Associate
FMP, CAIT, Rutgers University
Administrator
FMP Laboratory, CAIT, Rutgers University
Research Assistant
Rutgers University
Transportation Engineer
CAIT, Rutgers University
Civil Engineer
Civil Engineering Firm Tsompanoglou
Research Assistant
Aristotle University
2009-present
2008
2007
2004-2008
2002-2007
2004-2005
2002
2000-2001
Consulting
CAIT, Rutgers University, 2008
States in which registered
Licensed Transportation Engineer in Queensland, Australia
Principal publications of last five years
Golias M.M., Boilé M., Theofanis S. (2009) An Adaptive Time Window Partitioning Based Algorithm for the Discrete and Dynamic Berth Scheduling Problem. Transportation Research
Record (Under Review)
Theofanis S., Boilé M., Golias M.M (2009) Container Terminal Berth Planning: Research Approaches and Practical Challenges – A Critical Review. Transportation Research Record
(Under Review)
Golias M.M., Boilé M., Theofanis S. (2009) A Bi-level Formulation for the Berth Scheduling Problem with Variable Vessel Release Dates to Reduce Port Emissions. ALRT Third International Conference on Logistics.
Boilé M., Theofanis S., Golias M.M. (2009) A Large Neighborhood Heuristic for the Minimum Service Time Berth Allocation Problem. Transportation Research Pt. C (Under Review).
Golias M.M., Boilé M., Madigan D. (2008) A Bayesian Inference Regression Model for Demand
Modeling. Computer-Aided Civil and Infrastructure Engineering. (Under Second Review)
APPENDIX B – FACULTY RESUMES 193
Golias M.M., Boilé M., Theofanis S. (2008) Service Time Based Customer Differentiation Berth
Scheduling. Transportation Research Part E. (Under Second Review)
Golias M.M., Boilé M., Theofanis S. (2008) A Conceptual Bi-Level Formulation for the Berth
Scheduling Problem Incorporating Conflicting Objectives. International Trade and Freight
Transportation Conference, Agia Napa.
Mastrogiannidou C., Boilé M., Golias M.M., Theofanis S., Ziliaskopoulos A. (2009) Transit-Assisted
Emergency Evacuation of High-Density Clusters in Urban Areas. 88th Transportation Research Board, Washington D.C.
Golias M.M., Theofanis S., Boilé M., Taboada H.A. (2008) A Post Pareto Analysis Approach for
the Discrete and Dynamic Multiobjective Berth Allocation Problem. 87th Transportation
Research Board, Washington D.C.
Golias M.M., Boilé M., Theofanis S. (2007) The Stochastic Berth Allocation Problem. Second
Transtec Conference, Prague.
Theofanis S., Boilé M., Golias M.M. (2007) An Optimization Based Genetic Algorithm Heuristic for
the Berth Allocation Problem. IEEE Conference on Evolutionary Computation, Singapore.
Boilé M. and Golias M.M. (2006) Truck Volume Estimation via Linear Regression under Limited
Data. Journal of Transportation Research Forum, Vol. 45, (1).
Boilé M., Theofanis S., Golias. M.M., and Mittal N. (2006) Empty Marine Container Management
Addressing Locally a Global Problem. 85th Transportation Research Board, Washington
D.C.
Golias M.M., Angelides D.C., Marnas I.S., and Vrakas D. (2005). Use of Multimedia and WWW in
Civil Engineering Learning, ASCE, Journal of Professional Issues in Engineering Education and Practice. Vol. 131 (2).
Honors and awards
Student of the Year Award, 2007, NJDOT Research Showcase
Geroundelis Foundation Fellow, 2006
Eno Transportation Foundation Fellow, 2006
GAR Foundation Award - Freight Transportation, 2006
Civil and Environmental Engineering Departmental Service Award, 2005, Rutgers University
Student Paper Competition Award, 2005, Transportation Research Forum
Louis J. Pignataro Transportation Engineering Education Memorial Award, 2005, Institute of
Transportation Engineers Metropolitan New York-New Jersey Section,
Student Paper Competition Award, 2004, Institute of Transportation Engineers Metropolitan New
York-New Jersey Section
Institutional and professional service, last five years
TRB Marine Environmental Committee (2007-present)
TRB Intermodal Freight Terminal Design and Operations Committee (2008-present)
TRB Freight Modeling Subcommittee (2008-present)
TRB Intermodal Freight Transport Committee (2008-present)
Rutgers ITE Student Chapter, (2004-2007)
APPENDIX B – FACULTY RESUMES 194
STEPHANIE S. IVEY
Academic Rank
Assistant Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil Engineering
The University of Memphis
M.S.
Civil Engineering
The University of Memphis
B.S.
Civil Engineering
The University of Memphis
2003
1998
1996
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
5
Assistant Professor
August 22, 2005
Assistant Professor
November 1, 2003
(temporary appt.)
Other related experience, capacity, etc.
Research Associate
Ground Water Institute
Instructor
Immaculate
Conception
School
High
2001-2003
1997-1999
Consulting
None
States in which registered
None
Principal publications of last five years
Ivey, S., R.W. Gentry, D. Larsen, and J. Anderson. "Inverse Applications of AgeDistribution Modeling Using Environmental Tracers 3H/3He." ASCE J. of Hydrologic Engineering, Vol 13, No. 11, pp. 1002-1010, 2008.
Ivey, S., R.W. Gentry, D. Larsen, and J. Anderson. "Case Study of the Sheahan Wellfield
Using 3H/3He Field Data to Determine Localized Leakage Areas." ASCE J. of
Hydrologic Engineering, Vol 13, No. 11, pp. 1011-1020, 2008.
Palazolo, P. and S. Ivey. “Girls Experiencing Engineering: Lessons Learned from a Single
Gender Summer Program.” Proceedings of the 2007ASEE Southeastern Conference, April, 2007.
Carson, J., and S. Ivey. “Developing A “Recruitment Toolbox” For Transportation Professionals”, Report No.SWUTC/06/167765, 2007.
Ivey, S., P. Palazolo, C.V. Camp, and A. Phillips-Lambert. “GIS Integration Across a Civil
Engineering Curriculum” Conference Proceedings and Publication of American
Society of Engineering Education-SE Region, 2007.
Ivey, S. and A. Lambert. “When They Stay and When They Don’t: Examples of First Semester Retention Rates and Relationships to Learning Styles.” Invited Paper for
publication and presentation ASEE-MW Conference, 2005.
Scientific and professional societies membership
American Society of Civil Engineers
Institute of Transportation Engineers
American Society for Engineering Education
Associate Member
Younger Member Chair, West TN
Branch
2006-present
Member
Professional Member, South East Section Civil Division, Chair
APPENDIX B – FACULTY RESUMES 195
Honors and awards
ASEE-SE, Best Paper
Outstanding Faculty Teaching Award
ASCE Young Engineer Award
ASCE Outstanding Faculty Award
ASEE Zone III Best Paper
2009
2008
2007
2005-2006,
2006-2007
2007
Herff College of Engineering
Tennessee Section ASCE
Department of Civil Engineering
ASEE
Institutional and professional service, last five years
Faculty Advisor, Student Chapter ITE
Civil Engineering Department
Department Newsletter
2005present
Recruiting Committee
Civil Engineering Department
Herff College of Engineering
Instructor, Girls Experiencing Engineering
Herff College of Engineering
University Faculty Panel for Prospective Students
Member, Memphis Transportation Planning
Advisory Committee
University of Memphis
Memphis Metropolitan Planning Organizaiton
Professional development activities, last five years
Invited Speaker, Pro- “The Metropolitan Planning Organization (MPO)
fessional Meeting
and Stakeholder Involvement: Evaluating Tools
for More Effective Communication,” Tennessee
Model Users Group, Nashville, TN
ASCE ExCEEd (Excellence in Civil Engineering
ExCEEd Fellowship
Education), Fayetteville, AR
Participant
“Traffic and Transportation Engineering Seminar,” Northwestern University Center for Public
Safety, Evanston, IL
Invited Participant
“Conducting Rigorous Research in Engineering
Education,” Colorado School of Mines, CO.
Invited Speaker,
"Access Policy on Data, Models, and Model OutProfessional Meeting put," Tennessee Model Users Group
APPENDIX B – FACULTY RESUMES 196
2006 - present
2003present
2004- present
2006-2007
2007
February 2007
July 2005
March 2005
Aust 2004
December
2008
ANNA PHILLIPS LAMBERT
Academic Rank
Instructor, Technical Communications, Department of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Counseling, Educational
The University of Memphis
Psychology, and Research
M.A.
English
The University of Memphis
B.A.
English
Memphis State University
Years of services on this faculty, date of original
rank
Year of Service
Instructor, Technical Comm., Dept. of Civil
Engr.
Instructor, Adjunct, Dept. of English
Instructor, Dept. of English
1994
1992
appointment, dates of advancement in
13
September 1, 1999 - Present
September 1, 1999 - Present
September 1, 1995 - 1999
Other related experience, capacity, etc.
Adjunct faculty appointment,
University of Kentucky
team teaching/instructional
design
Consulting
Technical Editor
Technical Communication
Consultant/Workshop Leader
2008
U.S. Army Corps. of Engineers
Parsons Transportation Group
1999 2000
2005
2001 2002
States in which registered
Not applicable
Principal publications of last five years
Ivie, L., A. Phillips-Lambert, P. Palazolo, and D. Russomanno. "Opportunities for Engineering Educators Through Participation in Engineering Outreach Activities. Conference Proceedings and Publication of American Society of Engineering Education, Pittsburg, PA. 2008.
Russomanno, D.J., A. Phillips-Lambert, and C. Goodwin.. “Data Visualization in the HighSchool Physics Classroom: Pathway to Engineering and Computer Science Careers?" International Conference on Frontiers in Education: Computer Science
and Computer Engineering, 2007.
Ivey, S., P. Palazolo, C.V. Camp, and A. Phillips-Lambert. “GIS Integration Across a Civil
Engineering Curriculum” Conference Proceedings and Publication of American
Society of Engineering Education-SE Region, 2007.
Palazolo, P., A. Lambert, D. Russomanno, S. Ivey, and C.V. Camp. “Data Visualization in
the Extended Classroom”. Conference Proceedings and Publication of American
Society of Engineering Education-SE Region, scheduled for publication/presentation, 2007.
Russomanno, D. J., D. Franceschetti, A. Curry, and A. Phillips-Lambert. "An Interdisciplinary Data Visualization Course with an Ongoing Community-Based Project Component," Computers in Education Journal, Volume 16, Number 3, 29-39, 2006.
Ivey, S. and A. Lambert. “When They Stay and When They Don’t: Examples of First Semester Retention Rates and Relationships to Learning Styles.” Invited Paper for
publication and presentation ASEE-MW Conference, 2005.
Scientific and professional societies membership
Phi Kappa Phi
1995-Present
Sigma Tau Delta: The International English Honor Society
1995-Present
Society of Technical Communications (STC)
1997-Present
National Science Teachers of America (NSTA)
2006-Present
APPENDIX B – FACULTY RESUMES 197
American Society of Engineering Education (ASEE)
Academic Keys Who's
Who in Engineering Higher Education
(WWEHE)
American Educational Research Association (AERA)
Honors and awards
Co-Recipient with S. Ivey, Best Zone Paper
(Zone III)
Faculty Member of the Year Award
1999-Present
2007-Present
2007-Present
2007
Co-Recipient of ASEE-Southeast Division
Award for Best Paper (Co-Author: S. Yost,
University of Kentucky)
American Society of Engineering Education
Herff College of Engineering, The University of Memphis
American Society of Engineering Education, SE Division
Co-Recipient of the Glenn Martin Award for
Best Paper (Co-Authors: P. Palazolo and
C.V. Camp, University of Memphis)
American Society of Engineering Education, National
Conference
2002
Institutional and professional service, last five years
ABET Committee Member
Department of Civil Engineering,
Herff College of Engineering
Civil Engineering Annual Banquet Commit- Department of Civil Engineertee
ing,
Herff College of Engineering
Faculty/Staff Awards Committee
Herff College of Engineering
ABET Committee
Department of Civil Engineering,
Herff College of Engineering
College Representative, SMET Annual
University of Memphis
Career Fair
Department Scholarship Faculty RepreNational Women in Construcsentative
tion (NAWIC)
Technical Communication Instructor (SerGEIER Pre-College Summer
vices Donated)
Program
Invited Speaker
American Society of Civil EnTopic: E-Mail Communication Etiquette
gineers-Regional Annual Conference
Professional development activities, last five years
Professional ConferASEE National Conference, Speaker, Montreal,
ence
Canada
Professional Workshop
Teaching Workshop
Professional Conference
Oklahoma University-NSF-sponsored workshop —
“Sooner City”
ExCeed Workshop: U.S. Military Academy
National Science Teachers of America
APPENDIX B – FACULTY RESUMES 198
2002
2002
2006Present
2006
2003-2005
2000-2003
2006
2002Present
2007
2007
2004
2004
2006
2007
MARTIN E. LIPINSKI
Academic Rank
Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil Engineering
M.S.
Civil Engineering
Certificate
B.S.
Highway Traffic
Civil Engineering
University of Illinois, UrbanaChampaign
University of Illinois, UrbanaChampaign
Yale University
University of Illinois, UrbanaChampaign
1972
1966
1965
1964
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
34
Professor
September 1, 1980
Associate Professor
September 1, 1975
Other related experience, capacity, etc.
Director, Transportation Cen- Univ. of Memphis
ter
Civil Engr. Dept Chair
Univ. of Memphis
Assistant Professor
Univ. of South Carolina
Instructor
Univ. of Illinois, Urbana -Champaign
2006 - present
1992-2007
1972-1975
1972
Consulting
Consultant to transportation engineering firms, government, private developers, and attorneys on the subjects of transportation safety, traffic engineering planning, operations, design, and traffic impact studies. Recent work has including the development and presentation of a workshops on various safety topics including Road Safety Audits for the Federal
Highway Administration
States in which registered
Tennessee, Mississippi
Principal publications of last five years
Pedestrian Road Safety Audit Guidelines and Prompt Lists, M.E. Lipinski, et. al, FHWASA-07-007, Federal Highway Administration, Washington, D.C., 2007
Lipinski, M. E., “ASCE Policy 465: The Impact on Transportation Engineering Workforce
Development,” ITE Journal, Institute of Transportation Engineers, Washington,
D.C. Jan. 2006
NCHRP Synthesis 336, Road Safety Audits and Road Safety Audit Review, E. M. Wilson
and M. E. Lipinski, Transportation Research Board, Washington D.C., 2004
Wilson, E. M. and M. E. Lipinski, “Practical Tools for Low-Volume Roads: The Road Safety
Audit
Scientific and professional societies membership
American Society of Civil Engineers
Institute of Transportation Engineers
Transportation Research Board
Transportation Research Forum
Inland Waterways, Ports, and Terminals Assn.
Honors and awards
Best Technical Project
Institute of Transportaiton
Engineers.
Engineer of the Year
Memphis Joint Engineers
Council
APPENDIX B – FACULTY RESUMES 199
2007
2001
Featured Engineer, University of Memphis
Maritime Man of the Year
Superior Performance in University Research (SPUR) Award
University of Memphis
Propeller Club of the United
States, Memphis Port
The University of Memphis
1999
1992
1984 1986,
1989-1991,
1993. 1994
Institutional and professional service, last five years
Chair
University
Facilities
Committee
Chair
Faculty Athletics Committee
Member
Univ. Undergraduate Education
Task Force
EAC Civil Engineering Program Evaluator
Member
Member
ITE
Goods
Movement
Council
ITE Education Council
Member
ITE Safety Council
Chair
ITE Safety Council Awards
Committee
TRB Road Safety Audits
Subcommittee
NCHRP Panel 15-22,
Flexibility in Deisgn
NCHRP Panel 17-28,
Safety Impacts of Pavement
Marking Materials
NCHRP Panel, Safety Workforce Development
Member
Member
Member
Member
Professional development activities, last five years
Safety Conscious PlanNHI Workshop
ning
Safety and Operation
NHI Workshop (6 workshops)
Effects of Highway Design Features on 2 Lane
Roads
Low Cost Safety ImNHI Workshop (2 workshops)
provements
Road Safety Audits
NHI Workshops ( 20 workshops
Safety and ITS
NHI Workshop
APPENDIX B – FACULTY RESUMES 200
2001- present
2006present
2003-2004
2000present
2001present
2001present
2001present
2001- 2007
2002present
2003-2004
2005-2006
2007present
2005
2004- present
2004 - present
2003-present
2006
ROGER W. MEIER
Academic Rank
Associate Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil Engineering
Georgia Tech
M.S.
Civil Engineering
University of Colorado
B.S.
Civil Engineering
Virginia Tech
1995
1983
1975
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Years of Service
14
Associate Professor
September 1, 2003
Assistant Professor
September 1, 1995
Other related experience, capacity, etc
Research Civil Engineer
USAE Waterways Experiment Station
Vicksburg, MS
1983-1995
Consulting
None
States in which registered
None
Principal publications of last five years
Zou, G., E.C. Drumm, and R.W. Meier. “Environmental Effects on Flexible Pavements:
Predicted Service Life,” Journal of Transportation Engineering, ASCE, Vol. 133,
No. 1, pp. 1-10, 2007.
Huang, B., Meier, R., Prozzi, J., and Tutumluer, E. (Eds.) Pavement Mechanics and Performance, ASCE Geotechnical Special Publication No. 154, 2006.
Zuo, G., Drumm, E. C., Meier, R. W., Rainwater, N. R., Marshall, P. C., Wright, W. C., and
Yoder, R. E., “Observed Long-Term Changes in Flexible Pavements in a Moderate Climate” Proceedings, GeoTrans Conference, ASCE, Los Angeles, July 2004.
Scientific and professional societies membership
American Society of Civil Engineers
American Society for Testing and Materials
Honors and awards
Outstanding Faculty Teaching Award
Outstanding Engineering Educator Award
Faculty of the Year Award
Outstanding Faculty Research Award
Faculty of the Year Award
Member
Member
Herff College of Engineering
ASCE Tennessee Section
Dept of Civil Engineering
Herff College of Engineering
Dept of Civil Engineering
Institutional and professional service, last five years
Graduate Coordinator
Dept of Civil Engineering
Awards Committee
Herff College of Engineering
Treasurer
ASCE West Tennessee
Branch
Editorial Board
Int. J. Pavement Engg.
Steering Committee
ASCE GeoInstitute Pavements Committee
Secretary
ACI Mid-America Chapter
Editorial Board
J. Geot. and Geoenv. Engg.
Newsletter Committee
Herff College of Engineering
APPENDIX B – FACULTY RESUMES 201
2007
2006
2005
2004
2003
2007-2008
2005-2008
2004-2008
2003-2008
2003-2008
2002-2008
1997-2008
1997-2005
Board of Directors
Faculty Senate
ASCE West Tennessee
Branch
University of Memphis
Professional development activities, last five years
4-day workshop
Design, Construction, and Rehabilitation of PCC
Pavements, ACPA
3-day workshop
Advanced Cement-Based Materials Faculty Enhancement Workshop, Portland Cement Assn.
How to Engineer Engineering Education, NSF
5-day workshop
2nd Annual Professor’s Piling Institute, PDCA
5-day short course
APPENDIX B – FACULTY RESUMES 202
2002-2004
2003-2005
Summer 2008
Summer 2005
Summer 2004
Summer 2003
LARRY W. MOORE
Academic Rank
Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil Engineering
Mississippi State University
M.S.
Civil Engineering
Mississippi State University
B.S.
Civil Engineering
University of South Alabama
1983
1974
1973
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
26
Professor
August 25, 1998
Associate Professor
August 26, 1988
Assistant Professor
August 28, 1983
Other related experience, capacity, etc.
Design Engineer
Laboratory Manager
Environmental Engineer
Consulting
Environmental Engineering
Consultant (part time)
Environmental Engineering
Consultant (part time)
Calvert-Spradling Engineers
Enviro-Labs
Mississippi Bureau of Pollution Control
1979-1981
1978-1983
1974-1978
S&N Airoflo, Greenwood, MS
2000-2009
Continental Engineering, Memphis
1984-2001
States in which registered
Tennessee, Mississippi
Principal publications of last five years
Moore, L.W., C. Abernathy, and P. Palazolo, “Point Source Impacts on the Loosahatchie River,”
Proceedings of the Fifteenth Tennessee Water Resources Symposium, pp. 3A-6 to 3A10, Burns, Tennessee, April 13-15, 2005.
Moore, L.W., “Water Quality Modeling of the Loosahatchie River, Water Professionals Conference,
Covington, Kentucky, September 13, 2005.
Moore, L.W., “Impacts of Industrial Wastewater on POTWs,” Kentucky Water & Wastewater Operators Annual Conference, Owensboro, Kentucky, March 2006.
Moore, L.W. and B. Ward, “The Versatility of Oxidation Ditches,” Water Environment & Technology, May 2006.
Moore, L.W., “Nutrient Reduction in the Loosahatchie River Basin,” Lower Mississippi River Symposium, New Orleans, Louisiana, June 2006.
Moore, L.W. and C. Van Zandt, “Aeration Innovation,” Water Environment & Technology, March
2007
Moore, L.W., “Enhancing Performance of Lagoon Systems,” National Operators Training Conference, Orlando, June 2007.
Moore, L.W., “Wastewater from Biodiesel Processes,” North Carolina Pretreatment Consortium
Workshop, Sunset Beach, September 18, 2007.
Moore, L.W. and C. Park, “Achieving Nitrification in Sewage Lagoons with an Innovative RBC,”
Proceedings of the Water Environment Federation International Conference, San Diego,
October 2007.
APPENDIX B – FACULTY RESUMES 203
Scientific and professional societies membership
Water Environment Federation
Kentucky-Tennessee Water Environment Association
Honors and awards
Superior Performance in University Research
Civil Engineering Outstanding Research
Bedell Award
Delegate to the House of Delegates
representing Tennessee
Delegate to WEF
Member, Pretreatment Certification
Board
Member of Board of Directors
University of Memphis
University of Memphis
Water Environment Federation
Hall of Fame of the Kentucky-Tennessee
Water Environment Association
2008
Institutional and professional service, last five years
Dry Cleaners Environmental Response
State of Tennessee
Board
Water & Wastewater Operators Certification
State of Tennessee
Board
Tenure & Promotion Committee
Civil Engineering Department
ABET Committee
Civil Engineering Department
Safety Coordinator
Herff College of Engineering
Graduate Affairs Committee
1989,
1987,
1986, 1985
1990
2001
Civil Engineering
ment
Depart-
1997present
2005present
2000present
2001present
2000present
2000present
Professional development activities, last five years
Wastewater Treatment Seminar, “Operation of Activated Sludge Wastewater Treatment
Process,” City of Chattanooga, Tennessee, August 2007
Moore, L.W., et al, “Industrial Wastewater Pretreatment Seminar,” KY-TN Water Environment Association, Murfreesboro, April 7-10, 2008
APPENDIX B – FACULTY RESUMES 204
PAUL PALAZOLO
Academic Rank
Associate Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Environmental Engineer- The Georgia Institute of Teching
nology
M.S.
Civil Engineering
Memphis State University
B.S.
Civil Engineering
Memphis State University
1998
1976
1974
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
9
Associate Professor
September 1, 2008
Assistant Professor
September 1, 2002
Assistant Dean
August 1, 2000
Director of Recruiting August 1, 1998
and Retention
Research Associate
May 1, 1992
Professor
Other related experience, capacity, etc.
Visiting Assistant Professor
Associate Professor of Civil Engineering
University of Alabama
Christian Brothers University
1997-1998
1986-1989
Consulting
None
States in which registered
Tennessee
Principal publications of last five years
Palazolo, P, Ivey, S, and Camp, C, (2008) GIS Integration in a Civil Engineering Curriculum, 2008
ASEE-SE Regional Conference, Memphis, TN
Dotro, G., Fitch, M., Larsen, D., and Palazolo, P. (2007) Treatment of chromium-bearing
wastewaters from tannery operations with constructed wetlands, Proceedings of the
10th International Conference on Wetland Systems for Water Pollution Control
Palazolo, P, Ivey, S (2007) Lessons Learned From a Single Gender Outreach Program, 2007
ASEE-SE Regional Conference, Louisville, KY
Dotro, G, Palazolo, P., Larsen, D. (2006) Preliminary assessment of chromium partitioning in constructed wetlands treating tannery effluents, Proceedings of Annual Meeting of the
American Ecological Engineering Society, Berkley, CA 2006
Palazolo, P., Lipinski, M. Ivey, S., Lambert, A. (2005) Lessons Learned Through Listening: Engineering Outreach with Community and Industry Collaboration, 2005 ASEE-SE Regional
Conference
Palazolo, P., Lambert, A., and Camp, C.V. (2004) Educating Engineers for the Information Age:
Nine Years of Engineering Educators: The Foundation Sequence in Civil Engineering at
the University of Memphis, Proceedings of the 2004 ASEE-SE Division
Palazolo, P. and Phillips-Lambert, A., Camp, C.V., Lambert, S.E., Dennis, N. (2004) Changing the
paradigm of power in the classroom to teach, promote, and evaluate leadership training
within an existing civil engineering curriculum, Proceeding of 2004 ASEE National Conference.
Camp, C., Meyer, B., and Palazolo, P. (2004) “Particle Swarm Optimization for the Design of
Trusses”, Proceeding of 2004 ASCE Structures Congress & Exposition.
APPENDIX B – FACULTY RESUMES 205
Scientific and professional societies membership
American Society of Civil Engineers
Board of Directors, West Tennessee Branch
American Society for Engineering Education
Chair, K-12, Southeast section
Vice-Chair, Profession Activities, Southeast Section
Vice-Chair, Awards and Recognition, Southeast Section
Honors and awards
Outstanding Conference Paper, 2008 ASEE-SE Regional Meeting, Memphis, TN
Outstanding Civil Engineering Educator, 2007 ASCE State Section Meeting, Smyrna, TN
Outstanding teaching Award, Herff College of Engineering, 2003
ASCE Student Chapter Faculty Member of the Year, University of Memphis, 2002
Glen L. Martin Best Paper Award, ASEE Civil Engineering Division, 2001 ASEE National
Conference
APPENDIX B – FACULTY RESUMES 206
SHAHRAM PEZESHK
Academic Rank
Chair and Emison Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil Engineering
University
of
Illinois,
UrbanaChampaign
M.S.
Civil Engineering
University of California at Berkeley
B.S.
Civil Engineering
University
of
Illinois,
UrbanaChampaign
1989
1983
1982
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
20
Chair
January 2007 - Present
Interim Chair
June 2007 - December 2007
Professor
September 1, 1999
Associate Professor
September 1, 1994
Assistant Professor
September 1, 1989
Other related experience, capacity, etc.
Bridge Engineer
Hasson Engineers, Inc.
1987-1989
Consulting
Hall Blake and Associates
2003-2008
Memphis
States in which registered
Tennessee
Principal publications of last five years
Ge, J., J. Pujol. S. Pezeshk, and S. Stovall. (2009). “Determination Of Shallow Shear Wave
Attenuation In The Mississippi Embayment Using Vertical Seismic Profiling Data.”
Bulletin of the Seismological Society of America, Accepted for publication.
Rojas, H., S. Pezeshk, and C.M. Foley. (2007). “Performance Based Optimization Considering both Structural and Non-structural Components.” Earthquake Spectra, 23(3),
685-709.
Tavakoli, B. and S. Pezeshk. (2007). “Estimation of Mixed Model-Based Ground Motion
Attenuation throh a Hybrid Genetic Algorithm.” Earthquake Spectra, 23(3), 665684.
Foley, C.M., S. Pezeshk, and A. Alimoradi. (2007) “Probabilistic Performance-Based Optimal Design of Steel Moment-Resisting Frames: Part I – Formulation.” ASCE
Journal of Structural Engineering, 133(6), June, pp. 757-766.
Alimoradi, A., Pezeshk, S., and C.M. Foley. (2007). “Probabilistic Performance-Based Optimal Design of Steel Moment-Resisting Frames: Part II – Applications.” ASCE
Journal of Structural Engineering, 133(6), 767-776.
Ge, J., J. Pujol. S. Pezeshk, and S. Stovall. (2007). “Determination of Shallow Shear Wave
Velocity Structure in the Mississippi Embayment Using Vertical Seismic Profiling
Data.” Bulletin of the Seismological Society of America, 97(2), 614-623.
Tavakoli, B. and S. Pezeshk. (2005) “Empirical-Stochastic Ground-Motion Prediction for
Eastern North America.” Bulletin of the Seismological Society of America, 95(6),
December, pp. 2283-2296.
Alimoradi, A., S. Pezeshk, F. Naeim, and H. Frigui. (2005). “Fuzzy Pattern Classification of
Strong Ground Motion Records.” Journal of Earthquake Engineering, 9(3), 307332.
APPENDIX B – FACULTY RESUMES 207
Pezeshk, S. and M. Zarrabi. (2005). “A New Inversion Procedure for Spectral Analysis of
Surface Waves Using a Genetic Algorithm.” Bulletin of the Seismological Society of
America, 95(5), 1801-1808.
Naeim, F., A. Alimoradi, and S. Pezeshk. (2004). “Selection and Scaling of Ground Motion
Time Histories for Structural Design Using Genetic Algorithms.” Earthquake Spectra, 20(2), 413-426.
Scientific and professional societies membership
American Society of Civil Engineers (ASCE)
Fellow
ASCE Technical Administrative Committee
Chair
Earthquake Engineering Research Institute
Member
International Society for Structural and MultidisMember
ciplinary Optimization (ISSMO)
Seismological Society of America
Member
Honors and awards
State-of-the-Art in Civil Engineering Award
Emison Professorship Award
Featured Engineer
Featured Engineer
Herff Outstanding Research Award
Distinguished Research Award
State-of-the-Art in Civil Engineering Award
Superior Performance in University Research
Myrtle L. Judkins Memorial Scholarship
American Society of Civil Engineers (ASCE)
2004
Herff College of Engineering
Memphis Joint Engineers’ Council
Memphis Joint Engineers’ Council
College of Engineering
The University of Memphis
American Society of Civil Engineers
The University of Memphis
2003
2003
2003
1999
1998
1998
University of California, Berkeley
1983
Institutional and professional service, last five years
Graduate Coordinator
Civil Engineering Department
Tenure and Promotion Committee Chair
Civil Engineering Department
Scholarship Committee
Herff College of Engineering
Van Vleet Scholarship Committee
University of Memphis
Professional development activities, last five years
Development Semi“First International Workshop on Rotational
nar
Seismology and Engineering Applications”
Development Semi“Central United States Workshop on National
nar
Seismic Hazard Maps”
Development Semi“A One-Day Workshop on Attenuation in Eastern
nar
and Central United States”
APPENDIX B – FACULTY RESUMES 208
1993
2000-2007
2001-2007
1995-2008
2000-2008
September
2007
May
2006
Aust
2005
WILLIAM T. SEGUI
Academic Rank
Associate Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Structures and Mechanics
University of South Carolina
M.S.
Civil Engineering
University of South Carolina
B.S.
Civil Engineering
University of South Carolina
1971
1964
1960
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
41
Associate Professor
September, 1973
Assistant Professor
September, 1968
Other related experience, capacity, etc.
Structural Engineer
Memphis District, U.S. Army
Corps of Engineers
Structural Engineer
Continental Engineering, Inc.
Structural Engineer
Ellers, Oakley, Chester and Rike
Consulting Engineers
NASA-ASEE Faculty Fellow
Marshall Space Flight Center
Structural Engineer
Wooten, Smith and Weiss Consulting Engineers
Junior Design Engineer
Smith, Pollitte and Associates
Sanitary and Industrial HyU.S. Air Force
giene Engineer
Summers 1976, 1977,
1981-1983
Summers 1979, 1980
Summers 1973, 1974
Summers 1970, 1971
Summer 1969
Sept. 1963-Sept. 1964
1960-1963
Consulting
Structural Engineering ConAluma-Form
July 2004-Oct. 2006
sultant
Miscellaneous projects for private industry, insurance agencies, and the Waterways Experiment Station of the U.S. Army Corps of Engineers. These include design and analysis, failure
investigations, and computer applications.
States in which registered
Tennessee
Principal publications of last five years
Segui, W.T., Steel Design, fourth edition, Thomson, 2007.
Segui, W.T., "Structural Steel," Chapter in The Engineering Handbook, second edition,
CRC Press, 2005
Segui, W.T., LRFD Steel Design, 3rd edition, Brooks/Cole Publishing Company, 2003
Scientific and professional societies membership
American Society of Civil Engineers
Life Member
American Institute of Steel Construction
Member, Committee on Manuals
Tennessee Structural Engineers AssociMember, Board of Directors of West Region
ation
Honors and awards
Outstanding Teaching Award
Herff College of Engineering
Civil Engineering Faculty of the Year
Student Chapter, ASCE
Alumni Distinguished Teaching Award
The University of Memphis
National Science Foundation Traineeship
NSF
Graduated Cum Laude
University of South Carolina
Member of Phi Beta Kappa, Tau Beta Pi, and Phi Kappa Phi
APPENDIX B – FACULTY RESUMES 209
2006
2000
2000
1964-1968
1960
Institutional and professional service, last five years
Tenure and Promotion Committee
Civil Engineering Department
Undergraduate Curriculum Committee
Civil Engineering Depart(member and/or Chair)
ment
Arts and Science Liaison Committee
Herff College of Engineering
Undergraduate Curriculum Committee
Herff College of Engineering
Administrator for FE Review Course
Herff College of Engineering
Lecturer for FE Review Course
Herff College of Engineering
2005present
1990present
1996present
1990present
1995present
1990-2001,
2006present
Professional development activities, last five years
Attended the three-day PCA
seminar
Attended AISC Seminar
Attended North American
Steel Construction Conference
Attended AISC Focus Group
Attended TNSEA technical
presentations
Attended North American
Steel Construction Conference
"Engineering and Economics of Reinforced
Concrete Buildings," Skokie, IL
“AISC Seismic Design – Updates and Resources for the 21st Century,” Memphis, TN
NASCC 2005, Montreal, Quebec
Aust, 2008
AISC Focus Group for Educators, Chicago,
IL
Meetings of the Tennessee Structural Engineers Association, West Region, Memphis,
TN
NASCC 2003, Baltimore, MD
May, 2004
APPENDIX B – FACULTY RESUMES 210
October,
2007
April, 2005
2004present
April, 2003
BRIAN A. WALDRON
Academic Rank
Assistant Professor of Civil Engineering
Full Time
Degrees, fields, and institutions and dates
Ph.D.
Civil Engineering
Colorado State University
M.S.
Civil Engineering
The University of Memphis
B. S.
Civil Engineering
Memphis State University
1999
1994
1991
Years of services on this faculty, date of original appointment, dates of advancement in
rank
Year of Service
3
Assistant Professor
August, 2006 - present
Director, Center for PartJanuary, 2007 - present
nerships in GIS
Associate Director, Ground
January, 2006 - present
Water Institute
Research Associate ProAugust, 1999
fessor
Other related experience, capacity, etc.
Committee
State of Tennessee: Water Resources Technical Advisory Committee
Adjunct Faculty
The University of Mississippi – Civil
E
Adjunct Faculty
Arkansas State University – Environmental Chemistry and Physics
Consulting
None
2007 - present
2006 - present
2006 - present
States in which registered
Tennessee
Principal publications of last five years
Waldron, B., Larsen, D. and Garner, C., in review. Application of the chloride mass-balance approach for recharge estimation in a humid environment: Pitfalls and promise, Journal of
Hydrology.
Waldron, B., Harris, J., Larsen, D., and Garner, C., accepted. Mapping an aquitard breach using
seismic reflection, Hydrogeology Journal.
Csontos, R., Van Arsdale, R., and Waldron, B., 2008. Reelfoot rift and its impact on Quaternary
deformation in the central Mississippi River valley, Geosphere, 4 (1), p. 145-158.
Van Arsdale, R., Bresnahan, R., McCallister, N., Waldron, B., 2007. The Upland Complex of the
Central Mississippi River Valley: its Origin, Denudation, and Possible Role in Reactivation
of the New Madrid Seismic Zone, Geological Society of America books section on Intraplate Earthquakes, Special Paper 425, pp. 177-192.
Urbano, L., Waldron, B., Garrett, G., 2006. Groundwater-surfacewater interactions at the transition of an aquifer from unconfined to confined, Journal of Hydrology, 321, pp. 200-212.
Velasco, M., Van Arsdale, R., Waldron, B., Harris, J., and Cox, R., 2005. Quaternary faulting beneath Memphis, Tennessee, Seismological Research Letters, 776 (5), p. 598-614.
Cramer, C. Gomberg, J. Schwieg, E., Waldron, B., Tucker, K., 2004. The Memphis, Shelby
County, Tennessee, Seismic Hazard Maps, U.S. Geological Survey Open File Report
2004-1294, p. 1-19.
APPENDIX B – FACULTY RESUMES 211
Scientific and professional societies membership
American Society of Civil Engineers
American Society for Engineering Education
TN American Water Resources Association
President (2006)
Conference chair (2005 and 2006)
Consortium of Universities for the Advancement of Hydrologic Science (CUAHSI)
Treasurer (2008-2009)
National Ground Water Association
American Geophysical Union
Honors and awards
None.
Institutional and professional service, last five years
Civil Engineering
ABET Committee (2007-Present)
Computing Committee (2007-Present)
Undergraduate Curriculum Review (2007-Present)
Ground Water Institute, Associate Director (2006-Present)
Center for Partnerships in GIS, Director (2007-Present)
University
Research Committee (2008-Present)
Children’s Health Data Consortium – Advisory Council (2002)
Professional development activities, last five years
ASEE-SE Regional Conference, Memphis, TN 2008
NGWA Conference, Memphis, TN 2008
TN AWRA Conference 2005
TN AWRA Conference 2006
APPENDIX B – FACULTY RESUMES 212
APPENDIX C – LABORATORY EQUIPMENT
Foundation Sequence Laboratory
I.
Inventory of Major Equipment
Dell Mobile Laptop Cart (24 laptops)
Leica TC400 Total Stations with data collectors (4 sets)
Thales Mobile Mapper CE handheld GPS/GIS (5 sets)
Levels and grade rods (4 sets)
Roto-tap sieve shaker and 8-in-diameter brass sieves
Forney Concrete Testing Machine w/ 300,000-lb capacity
ELE Compression Testing Machine w/ 500,000-lb capacity
ELE Flexural Beam Tester w/ 22,500-lb capacity
Tinius-Olsen Universal Testing Machine w/ 120,000 lb capacity
Water Filtration Stations (4 model filtration systems)
Steam concrete curing tank
II.
Recent acquisitions
Metal Concrete Beam Molds (8 units)
Metal Concrete Cylinder Molds (24 units)
Influent Water Mix Tanks (2 new tanks and mixers)
HACH inline continuous turbidimeters and data acquisition system (4 sets)
Mobile Experiment Stations and storage bins
Instructor’s microcomputer workstation for Tinius-Olsen Universal Testing Machine
Antennas for Mobile Mappers (5)
New steel grading for Concrete Washout Pit
Digital camera for documenting lab activities
Sony HDR-SR11 camcorder for recording student presentation and lab activities
III.
Planned Maintenance and Future Acquisitions
Upgrade Aggregate Bins
Upgrade Concrete Washout Pit
Water system and aluminum lid for concrete curing tank
Mobile steel racks for storage of cyclinder and beam molds
Purchase Data Collectors for Total Stations
Network Printer (1)
Network Plotter (1)
Smartboard electronic white board (1)
Environmental Engineering Laboratory
I.
Inventory of Major Equipment
Phipps & Bird Jar Test Unit (2 old & 2 newer)
Atomic Adsorption Unit (new)
TOC Analyzer (new)
APPENDIX C – LABORATORY EQUIPMENT 213
Ion Chromatograph (new)
Gas Chromatograph (2 very old units)
Analytical Balances (1 old, 1 newer model)
COD Digesters (3)
Filtration Manifolds (2)
pH meters (1 new, several very old)
Muffle furnace
Oven
Microbial Incubator (relatively new)
Medium sized autoclave (relatively new)
Small autoclave (very old)
Dissolved Oxygen Meters (2 new, 3 very old)
BOD Incubator (one old, two new) One of the new ones needs repair
Refrigerators (2, one of which needs repair)
II.
Recent acquisitions
Water distillation unit
TOC Analyzer
Ion Chromatograph
Atomic Absorption Spectrophotometer
New fume hoods
New door
New laboratory tables and cabinets
III.
Planned Maintenance and Future Acquisitions
Constant temperature incubator
New DO meters
New air manifold system for biological treatability studies
New refrigerator for sample storage
New specific ion meters (two)
Dissolved oxygen meters
Hydraulics and Hydrology Laboratory
I.
Inventory of Major Equipment
Falling sphere viscometer apparatus
Submerged plane apparatus
Manometry apparatus
Jet impact apparatus
Reynolds' apparatus
Fluid meters apparatus
Fluid circuit apparatus
Open-channel flow apparatus
Centrifal Pump/Turbine Demonstration Unit
Sedimentation Unit
Series/Parallel Pump Demonstration Unit
II.
Recent acquisitions
Infiltration Apparatus
APPENDIX C – LABORATORY EQUIPMENT 214
Groundwater flow unit
Pereameters
Hydrostatics Bench
Open Channel Flume
Pump Demonstration and Experiment
III.
Planned Maintenance and Future Acquisitions
Hydrology study system (rainfall simulation)
Drainage and Seepage Tank
Hydraulics Bench Friction Demonstration Unit
Friction Demo Unit
Traffic Laboratory
I.
Inventory of Major Equipment
TRAX FLEX HS (2) Road Tube Counters
TRAX 2 (1) Road Tube Counter
TDC-12 (1) hand Held Data Recorder
DB-200 (1) Hand Held Data Recorder
DB – 400 (1) hand Held Data Recorder
TRAX Pro Software
Petra Pro software
II.
Recent Acquisitions
None
III.
Planned Maintenance and Future Acquisitions
Distance measuring Device
Geotechnical/Materials Laboratory
I.
Inventory of Major Equipment
Forney Concrete Testing Machine w/ 300,000-lb capacity
ELE Compression Testing Machine w/ 500,000-lb capacity
ELE Flexural Beam Tester w/ 22,500-lb capacity
Precision Instruments Thin-Film Oven
Precision Instruments Forced-Draft Oven
Soiltest Screen Shaker and 2-ft-square Screens
Rainhart Sieve Shaker and 8-in-diameter Brass Sieves
Fixed-base, Dual-hammer Marshall Compaction Hammer
Rotating-base, Dual-hammer Marshall Compaction Hammer
Marshall Stability and Flow Tester
Three 3-cu.ft. Concrete Drum Mixers
APPENDIX C – LABORATORY EQUIPMENT 215
Soiltest Centrifal Asphalt Extractor
Rice Specific Gravity Testing Device
Press-R-Meter Air Content Device
Asphalt Cement Dispensing Pot
Shaker Table for Soil Density Testing
Soiltest Proctor Compaction System
Soiltest Direct Shear Testing System
Precision Instruments Forced-Draft Oven
Rainhart Sieve Shaker and 8-in-diameter Brass Sieves
Ohaus Electronic Balance (0.1-g precision)
AND Electronic Balance (0.1-g precision)
II.
Recent acquisitions
Bubble Tube Permeameter
Geotest Triaxial Soil Testing System
Unconfined Compression Soil Testing System
Direct Shear Soil Testing System
Ring Shear Soil Testing System
Dynamic Cone Penetrometer
Ohaus Weigh-Below Electronic Balance (0.1-g precision)
III.
Planned Maintenance and Future Acquisitions
Brookfield Rotational Viscometer
Unsaturated Soil Triaxial Test System
Environmental Control Chamber (for unsaturated soil testing)
Fredlund SWCC Device
Fall Cone Apparatus
Non-Nuclear Density Gae
Kneading Compactor (for triaxial specimens)
APPENDIX C – LABORATORY EQUIPMENT 216
