1 civil and environmental engineering department state of program learning outcomes annual...

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CEE‐ WASC REPORT 2016

Civil and Environmental Engineering Department State of Program Learning Outcomes

I. BS in Civil and Environmental Engineering

SJSU Annual Program Assessment Form Academic Year 2015-2016

Department: Civil and Environmental Engineering Program: BS in Civil and Environmental Engineering (BSCE) College: College of Engineering Website: https://cee.sjsu.edu _ Check here if your website addresses the University Learning Goals. <If so, please provide the link.> Program Accreditation (if any): Accredited through September 30, 2018 Contact Person and Email: Udeme J. Ndon, [email protected] Date of Report: May 27, 2016 Part A 1. List of Program Learning Outcomes (PLOs)

The BSCE program has Student Learning Outcomes, which provide information on what we want our students to have achieved by the time they graduate, as well as Program Education Objective (PEOs), which provide information on what we want our graduate to have achieved within 3-5 years after graduation.

A. Program Educational Objectives (PEOs) The program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve. The PEOs are shown in the course catalog, posted on the department’s information board and the department’s website (http://www.engr.sjsu.edu/civil/home/modules.php?name=Content&pa=showpage&pid=38). Within a few years of graduation, our students are expected to:

Function effectively as civil engineering professionals in industry, government or other organizations, designing, improving, leading and implementing efficient civil engineering practices.

Provide solutions to engineering problems that account for economical, environmental, ethical, and societal considerations as well as professional standards, by applying acquired engineering knowledge.

Apply their broad civil engineering education to effectively communicate civil engineering concepts orally and in written forms.

Utilize formal and informal learning opportunities to maintain and enhance technical, personal and professional growth.

B. Student Learning Outcomes (SLOs)

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The Civil and Environmental Engineering Department has developed the following Student Outcomes A-L, which students are expected to demonstrate by the time of graduation. Student Outcomes A-K are slightly modified to directly apply to the SJSU CEE Department but directly align with ABET’s Student Outcomes A-K. Student Outcome L is additional. The department outcomes, which are posted on the department’s information board and the department’s website at www.engr.scu.edu/civil/, are as listed in Table 1 along with performance criteria and courses selected for assessment of each SLOs (or student outcomes (SOs)).

Table 1 Student Outcomes

Student Outcome

Outcome Statement, Performance Criteria, and Course Supporting the Outcome

Outcome A Outcome Statement: Graduates have an ability to apply knowledge of mathematics, science, and engineering. Performance Criterion A1: Demonstrate an ability to use mathematics through differential equations, statistics, probability theory, calculus-based physics, and chemistry to perform engineering calculations and solve engineering problems. Courses Supporting the Outcome: CE 95, CE 112, CE 190, CE 192

Outcome B Outcome Statement: Graduates have an ability to design and conduct experiments, as well as to analyze and interpret. Performance Criterion B1: Demonstrate an ability to design and conduct experiments through collecting data, analysis and interpreting data using graphs, tables and reports to present data, compare data to theoretical predictions, and make conclusions and recommendations about the phenomena tested, with ability to operate test equipment. Courses Supporting the Outcome: CE 120, CE 140, CE 192

Outcome C Outcome Statement: Graduates have an ability to design system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. Performance Criterion C1: Demonstrate an ability to perform civil engineering component and system design to meet defined constraints. Courses Supporting the Outcome: CE 150, CE 162, CE 170, CE 181

Outcome D Outcome Statement: Demonstrate an ability to function on multidisciplinary teams. Performance Criterion D1: Demonstrate an ability, as a member of a team, to lead, interact, communicate in a professional manner with other members on the team and contribute discipline-specific input to a multi-disciplinary team. Courses Supporting the Outcome: CE 162

Outcome E Outcome Statement: Graduates have an ability to identify, formulate, and solve engineering problems. Performance Criterion E1: Demonstrate an ability to identify, formulate, and solve engineering problems in the following civil engineering areas: Environmental, Geotechnical, Structural, Transportation, and Water Resources. Courses Supporting the Outcome: CE 121, CE 140, CE 150, CE 160, CE 162, CE 170

Outcome F

Outcome Statement: Graduates have an understanding of professional and ethical responsibility. Performance Criterion F1: Demonstrate an ability to analyze and evaluate a situation in which personal or professional ethics are involved. Performance Criterion F2: Demonstrate knowledge of codes, standards and regulations. Courses Supporting the Outcome: CE 131 (F1), CE 160 (F2 for building codes), CE 162 (F2)

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Table 1 Cont’d

Outcome G

Outcome Statement: Graduates have an ability to communicate effectively. Performance Criterion G1: Demonstrate an ability to give an oral, individual, or group presentation that is organized and uses effective visuals. Performance Criterion G2: Demonstrate an ability to convey technical information through the use of visual instruments such as data plots, graphs, calculations, drawing and equations, and write well-organized reports that are grammatically correct, properly formatted, and convey a specific concept. Courses Supporting the Outcome: CE 140 (G2), CE 162 (G1)

Outcome H

Outcome Statement: Graduates have the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and social context. Performance Criterion H1: Demonstrate an ability to identify economic, environmental and social impacts (both benefits and costs) of engineering projects. Courses Supporting the Outcome: CE 150, CE 170

Outcome I Outcome Statement: Gradates have a recognition of the need for, and an ability to engage in, life-long learning. Performance Criterion I1: Demonstrate knowledge of various civil engineering professional organizations, the recognition of the need for participation in professional societies, professional meetings, advanced education, application of self-learning, and ability to explain the importance of professional licensing. Courses Supporting the Outcome: CE 131

Outcome J Outcome Statement: Graduates have knowledge of contemporary issues. Performance Criterion J1: Demonstrate an ability to identify and analyze information related to contemporary issues, such as current codes, the environment, traffic, and new technologies that may be associated with engineering projects and practices. Courses Supporting the Outcome: CE 121, CE 150, CE 170

Outcome K

Outcome Statement: Graduates have an ability to use the techniques, sills, and modern engineering tools necessary for engineering practice. K1: Demonstrate an ability to use computer programs and computer skills to organize and present information, to analyze problems, and to design components and systems. Courses Supporting the Outcome: CE 8, CE 20, CE 150, CE 160

Outcome L

Outcome Statement: Graduates can explain key concepts and problem-solving processes used in business, public policy, and public administration. Performance Criterion L1: Demonstrate an ability to identify the basic concepts of various project delivery systems in construction, the fundamental concepts of construction cost estimating and scheduling techniques, the basic concepts of owner-engineer-contractor relationships, public policy and administration related to civil engineering practice. Performance Criterion L2: Demonstrate an ability to implement the basic concepts of minimizing life-cycle costs, and the principle of using engineering economics for selecting public sector projects. Courses Supporting the Outcome: CE 130 (L2), CE 131 (L1)

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C. Relationship of Student Outcomes to Program Educational Objectives Program Educational Objectives identify career and professional accomplishments graduates should achieve after graduation. Program graduates should possess a minimum set of skills at the time of graduation to assist them in meeting the PEOs. This minimum set of skills is defined in the Student Outcomes, which students should be able to do at time of graduation. The skills required for students to achieve the Student Outcomes are taught and assessed at the individual course level. By meeting the Student Outcomes, graduates are prepared to start a career in CEE and grow to meet the PEOs. Table 2 shows how Student Outcomes support the achievement of each Program Educational Objective.

Table 2 Student Outcomes Mapped to PEOs

Program Educational Objectives: Program graduates will

Student Outcomes: Students completing the Civil

Engineering program will demonstrate: Func

tion

effe

ctiv

ely

as c

ivil

en

gine

erin

g pr

ofes

sion

als

in in

dust

ry,

gove

rnm

ent o

r ot

her

orga

niza

tion

s,

desi

gnin

g, im

prov

ing,

lead

ing

and

impl

emen

ting

eff

icie

nt c

ivil

en

gine

erin

g pr

acti

ces.

Prov

ide

solu

tion

s to

eng

r pr

oble

ms

that

acc

ount

for

eco

nom

ical

, en

viro

nmen

tal,

ethi

cal,

and

soci

etal

co

nsid

erat

ions

as

wel

l as

prof

essi

onal

st

anda

rds,

by

appl

ying

acq

uire

d en

gr

know

ledg

e.

App

ly th

eir

broa

d ci

vil e

ngin

eeri

ng

educ

atio

n to

eff

ecti

vely

co

mm

unic

ated

civ

il e

ngin

eeri

ng

conc

epts

ora

lly a

nd in

wri

tten

for

ms.

Util

ize

form

al a

nd in

form

al le

arni

ng

oppo

rtun

ities

to m

aint

ain

and

enha

nce

tech

nica

l, pe

rson

al a

nd

prof

essi

onal

gro

wth

.

A: An ability to apply knowledge of engineering, mathematics through differential equations, probability and statistics, calculus-based physics, chemistry, and one additional area of science.

B: An ability to design and conduct experiments, as well as to analyze and interpret data in more than one civil engineering area.

C: An ability to design a civil engr system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health & safety, manufacturability, and sustainability.

D: An ability to function as a member of a multi-disciplinary team, with the ability to explain the role of a leader.

E: An ability to identify, formulate, and solve engineering problems in technical areas appropriate to civil engineering.

F: An understanding of professional and ethical responsibility.

G: An ability to communicate effectively.

H: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and social context.

I: A recognition of the need for, and an ability to, engage in life-long learning and working towards professional licensing.

J: Knowledge of contemporary issues.

K: An ability to use the techniques, skills and modern engineering tools necessary for engineering practice.

L: An ability to explain key concepts and problem-solving processes used in business, public policy, and public administration.

Shaded areas indicate Student Outcome that help meet PEO

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2. Map of PLOs to University Learning Goals (ULGs) A. Consistency of the Program Educational Objectives with the Mission of the Institution

While the specific wording of the University’s Mission Statement and the Department’s PEOs are different, the primary goals of enriching student lives and providing students with skills to serve society are aligned. With the basic application of their civil engineering skills, our graduates are poised to serve society by the nature of civil engineering profession. However, the department’s PEOs strive to develop civil engineers who will go beyond the basic application of their engineering skills. The first two PEOs directly address service to society by preparing graduates who function effectively as civil engineering professionals and are able to provide engineering solutions that account for economical, ethical, environmental and societal considerations, while still meeting professional standards. In addition, by developing professionals who can effectively communicate, our graduates’ ability to provide service will be improved.

The department’s PEO to provide graduates with the knowledge to utilize formal and informal learning opportunities to maintain and enhance technical, personal and professional growth directly aligns with the university mission to enhance the lives of its students. Table 3 indicates how specific PEOs is linked to the University’s Mission. Table 4 presents the mapping of each PLO to the University Undergraduate Learning Goals.

Table 3 PEOs Relationship to the University’s Mission

University Mission: In collaboration with nearby industries and communities, SJSU faculty and staff are dedicated to achieving the university's mission as a responsive institution of the state of California:

Civil and Environmental Engineering Department Program Educational Objectives

To enrich the lives of its students • Utilize formal and informal learning opportunities to maintain and enhance technical, personal and professional growth.

To transmit knowledge to its students along with the necessary skills for applying it in the service of our society

Provide solutions to engineering problems that account for economical, environmental, ethical, and societal considerations as well as professional standards, by applying acquired engineering knowledge.

Function effectively as civil engineering

professionals in industry, government or other organizations, designing, improving, leading and implementing efficient civil engineering practices.

Apply their broad civil engineering education to

effectively communicated civil engineering concepts orally and in written forms.

To expand the base of knowledge through research and scholarship

Function effectively as civil engineering professionals in industry, government or other organizations, designing, improving, leading and implementing efficient civil engineering practices.

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Table 4 PLOs Mapped to University Undergraduate Learning Goals

PLO/ULG

Spe

cial

ized

Kno

wle

dge

Bro

ad I

nteg

rativ

e

Kno

wle

dge

Inte

llect

ual S

kills

App

lied

Kno

wle

dge

Soc

ial a

nd G

loba

l R

espo

nsib

ilitie

s

A: An ability to apply knowledge of engineering, mathematics through differential equations, probability and statistics, calculus-based physics, chemistry, and one additional area of science.

X X

B: An ability to design and conduct experiments, as well as to analyze and interpret data in more than one civil engineering area.

X X

C: An ability to design a civil engineer system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health & safety, manufacturability, and sustainability.

X X

D: An ability to function as a member of a multi-disciplinary team, with the ability to explain the role of a leader.

X

E: An ability to identify, formulate, and solve engineering problems in technical areas appropriate to civil engineering.

X X X

F: An understanding of professional and ethical responsibility.

X X X

G: An ability to communicate effectively. X X X

H: The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and social context.

X X

I: A recognition of the need for, and an ability to, engage in life-long learning and working towards professional licensing.

X

J: Knowledge of contemporary issues. X X X X K: An ability to use the techniques, skills and modern engineering tools necessary for engineering practice.

X X X X

L: An ability to explain key concepts and problem-solving processes used in business, public policy, and public administration.

X X

3. Alignment – Matrix of PLOs to Courses Table 5 presents the alignment of courses to PEOs with information on courses that introduce students to PEOs’ related skills and courses where the skills are practiced through assignments and/or examination. Table 6 presents the alignment of courses to PLOs. It is felt that expectation is met if “70% of the students in the course score at least 70% on the exercise question used for the assessment”.

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Table 5 – Relationship Between PEOs and Coursework

Course

Name Function effectively as civil

enginee

ring professionals in

industry, governmen

t or other

organ

izations, designing,

improving, lead

ing an

d

implemen

ting efficien

t civil

enginee

ringpractices

Provide solutions to enginee

ring

problems that account for

economical, environmen

tal, ethical,

and societal considerations as well

as professional standards, by

applying en

ginee

ring kn

owledge.

Apply their broad

civil en

ginee

ring

education to effectively

communicate en

ginee

ring concepts

orally and in

written

form

s.

Utilize form

al and inform

al learning

opportunities to enhan

ce technical,

personal and professional growth.

GENERAL EDUCATION REQUIREMNETS (35 UNITS) GE General Education I I I I

REQUIRED COURSES Math 30 Calculus I

Math 31 Calculus II

Math 32 Calculus III

Math 133A Ordinary Differential Equations

Chem 1A General Chemistry

Phys 50 General Physics/Mechanics

Phys 51 General Physics/Electricity & Magnetism

Engr 10 Introduction to Engineering I I I I

Engr 100W Engineering Reports P P P

Geol 002 Introduction to Earth Science I I I I

CE 8 Plane Surveying P P I

CE 20 Engr. Graphics, CAD & Programming P P I

CE 112 Mechanics of Materials P P

CE 120 Construction of Materials Laboratory P P I

CE 121 Transportation Engineering P P P P

CE 130 Civil Engineering Economic Analysis P P

CE 131 Intro to Construction Engineering P P P P

CE 140 Soil Mechanics P P P

CE 150 Water Resources Engineering P P P I

CE 160 Structural Mechanics I P P

CE 162 Structural Concrete Design P P P P

CE 170 Princ. Of Environmental Engineering P P P P

CE 181 Civil Engineering Systems P P P P

CE 190 Numerical Solutions of CE Problems P P

CE 192 Probabilistic Models for CE Decision P P

ME 101 Dynamics P P

CM 111 Fluid Mechanics P P

ELECTIVES CHEM 1A General Chemistry P P

CE 122 Traffic Engineering P P P P

CE 123 Highway and Street Design P P P

CE 132 Construction Methods & Equipment P P P

CE 134 Project Management for Construction P P P

CE 144 Transport in Porous Media P P P P

CE 145 Foundation Engineering P P P P

CE 152 Engineering Hydrology P P P

CE 154 Hydraulic Design P P P

CE 163 Design of Steel Structures P P P

CE 164 Design of Wood Structures P P P

CE 165 Earthquake Resistant Design P P P P

CE 171 Environmental Engg Analysis and Design P P P

CE 172 Solid Waste Management Engineering P P P

CE 173 Engineering for Sustainable Environment P P P

CE 174 Design of Water Dist & WW Coll. Systems P P P

Introduced I Practiced P

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Table 6 – Relationship Between Student Outcomes and Coursework Student Outcomes: Student completing the Civil Engineering program will demonstrate:

Course

Name

A: A

n ability to apply knowledge of en

ginee

ring,

mathem

atics through

differential equations, probab

ility and

statistics, calculus‐based

physics, chemistry, and one

additionalarea

ofscience.

B: A

n ability to design and conduct experim

ents, as well as to

analyze an

d in

terpret data in m

ore than

one civil enginee

ring

area.

C: A

n ability to design a civil enginee

ring system, componen

t,

or process to m

eet desired

need

s within rea

listic constraints.

D: A

n ability to function as a member of a multi‐disciplin

ary

team

, with the ab

ility to explain the role of a lead

er.

E: An ability to id

entify, form

ulate and solve en

ginee

ring

problems in technical areas appropriate to civil en

ginee

ring.

F: An understan

ding of professional and ethical

responsibility.

G: A

n ability to communicate effectively.

H: T

he broad

education necessary to understan

d the im

pact

of en

gineering solutions in a global, economic,

environmen

tal and social context.

I: recogn

ition of the nee

d for an

d an ability to engage in

life‐

long learning an

d working towards professional licensing.

J: Knowledge of contemporary issues.

K: A

n ability to use the techniques, skills and m

odern enginee

ring

tools necessary for en

gineering practice.

L: An ability to explain key concepts and problem‐solving

processes used in

business, p

ublic policy an

d public

administration.

GENERAL EDUCATION REQUIREMNETS (35 UNITS) GE General Education I I I I I I

REQUIRED COURSES Math 30 Calculus I P I I

Math 31 Calculus II P I I

Math 32 Calculus III P I I

Math 133A Ordinary Differential Equations P I I

Chem 1A General Chemistry P I I I I

Phys 50 General Physics/Mechanics P I I I

Phys 51 General Physics/Electricity & Magnetism P I I I

Engr 10 Introduction to Engineering I I I I I

Engr 100W Engineering Reports P P P P

Geol 002 Introduction to Earth Science I I I I I I

CE 8 Plane Surveying P I I I A

CE 20 Engr. Graphics, CAD & Programming P I I A

CE 95 Theory and Application of Statics A I I I

CE 112 Mechanics of Materials A I P I

CE 120 Construction of Materials Laboratory P A I P I I

CE 121 Transportation Engineering P P P P A P I P A I P

CE 130 Civil Engineering Economic Analysis P I I A

CE 131 Intro to Construction Engineering A P P A

CE 140 Soil Mechanics A P A P A I P

CE 150 Water Resources Engineering P P A A I P P I A P I

CE 160 Structural Mechanics I P A P A I

CE 162 Structural Concrete Design P A A A A A P I P I

CE 170 Princ. Of Environmental Engineering P P A P A P A P A P

CE 181 Civil Engineering Systems A P P P P

CE 190 Numerical Solutions of CE Problems A P P

CE 192 Probabilistic Models for CE Decision A A P P

ME 101 Dynamics P P

CM 111 Fluid Mechanics P I I P I

ELECTIVES Math 129A Linear Algebra I P I I

CHEM 1A General Chemistry P I I I I

CE 122 Traffic Engineering P P P P P P P

CE 123 Highway and Street Design P A P P P P P

CE 132 Construction Methods & Equipment P P P P P

CE 134 Project Management for Construction P P P P P

CE 144 Transport in Porous Media P A P P P P

CE 145 Foundation Engineering P P P P P P

CE 152 Engineering Hydrology P P P P P P P P

CE 153 Groundwater Flow and Transport P P P P

CE 154 Hydraulic Design P A P P P P P P

CE 161 Indeterminate Structural Analysis P P P P P P P P

CE 163 Design of Steel Structures P A P P P P

CE 164 Design of Wood Structures P A P P P P P

CE 165 Earthquake Resistant Design P A P P P P P P P P

CE 171 Environmental Engg Analysis and Design P P P P P

CE 172 Solid Waste Management Engineering P A P P P

CE 173 Engineering for Sustainable Environment P P P P P

CE 174 Design of Water Dist & WW Coll. Systems P P P P P

Practiced & Assessed A Practiced P Introduced I

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4. Planning – Assessment Schedule Table 7 presents information on completed assessment activities as well as ongoing and future assessment work schedule. Table 7. Civil and Environmental Engineering Continuous Improvement Schedule

Assessment of Outcome: Data Collection (DC)

Assessment of Outcome: Course Report (CR)

Assessment of Outcome: Outcome Champion Report (OCR)

Assessment of Outcome: Champion Report (Eval)

Period of Implementation of Recommendation Generated and Approved during

Data

Course

Champion

Evaluate

Implement

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5. Student Experience

(a) Our department’s website has information on our PEOs as well as our SLOs. Both the PEOs and SLOs are posted on our information glass-case by the department’s office. Our course syllabi contain the SLOs supported by the specific course or courses. Our exit survey and alumni survey specifically asks our students/alumni to rate their experiences in regards to our PEOs and SLOs. Feedbacks from the surveys are incorporated into the curriculum improvement process. The results of our Spring 2015 senior exit survey on PEOs are presented in Tables 8 through 11. In all cases, results show that over 90% of our students rate our PEO as being important to extremely important.

Table 8. Assessment of PEO #1

PEO #1 Function effectively as civil engineering professionals in industry, government or other

organizations, designing, improving, leading and implementing efficient civil engineering practices.

Frequency Percent Valid Percent Cumulative

Percent

Valid Extremely Important 11 6.4 45.8 45.8

Very Important 8 4.6 33.3 79.2

Important 4 2.3 16.7 95.8

Somewhat Important 1 .6 4.2 100.0

Total 24 13.9 100.0


PEO #2 Provide engineering solutions to engineering problems that account for economical,

environmental, ethical, and societal considerations as well as professional standards, by applying

acquired engineering knowledge.


Percent



Important 4 2.3 17.4 95.7


Total 23 13.3 100.0

11



PEO #3 Apply their broad civil engineering education to effectively communicate civil engineering

concepts orally and in written forms.


Percent



Important 3 1.7 12.5 95.8


Total 24 13.9 100.0


PEO #4 Utilize formal and informal learning opportunities to maintain and enhance technical,

personal and professional growth.


Percent



Important 5 2.9 20.8 95.8


Total 24 13.9 100.0

Part B 6. Assessment Data and Results

Assessment Tools: The following assessment tools are used for assessment of CEE undergraduate program; (1) Exit Survey, (2) Alumni Survey, (3) Employer Survey, and (4) Direct Assessment of Student Work.

Senior Exit Survey Seniors complete an exit survey which contains specific questions regarding how well the department has prepared students to meet the Student Outcomes. Answers regarding student preparation are ranked from 1 to 5, with 1 indicating “In Depth”, 2 indicating “Adequate”, 3 indicating “Fairly Adequate”, 4 indicating “Very Limited”, and 5 indicating “Non-Existent”. An outcome is considered met if the percent responding 1 or 2 is 70% or greater.

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Alumni Survey As described in Section A of Criterion 4, alumni are surveyed regarding their attainment of department SOs. The survey directly addresses the responder’s view of whether or not their education prepared them to meet the SOs. Survey participants rank their answers regarding their level of preparation from 1 to 5, with 1 indicating Excellent, 2 indicating Above Adequate, 3 indicating Adequate, 4 indicating Poor and 5 indicating No Opinion. The department feels the SO is being met if 70% of responses are 1 or 2 on questions directly related to the specific SO. Employers Survey When alumni receive their survey, they are asked to forward the Employer Survey to their supervisor to assess their employer’s view of our alumni’s attainment of our SOs. The survey directly addresses the responder’s view of whether or not their employee’s education prepared them to meet the SOs. Survey participants rank their answers from 1 to 5, with 1 being the highest. The department feels an SO is being met if 70% of responses are 1 or 2 on questions regarding the specific SO. Direct Assessment of Student Work At the end of each semester for which course assessment data is to be collected, the course instructor develops a course report that includes an evaluation of the applicable Performance Criterion that his/her course has been identified as meeting. If a class does not achieve a Performance Criterion, the instructor is required to make recommendations for the following semester. Course assessment reports are compiled for individual Outcomes. To facilitate the evaluation of student outcomes reported by course instructors through course assessment reports and to document the results of outcome assessment, department faculty each championed two Student Outcomes, with the exception of the Outcomes A, B, C and E Champions who are responsible for only each of Student Outcomes A, B, C and E, respectively. Outcome Champions summarize assessment data for their specific outcome, make suggestions regarding improvement, and present their findings to the department faculty for discussion of acceptance and implementation. In their reports Outcome Champions are asked to suggest improvements in two areas: (1) Improvement of the assessment process and (2) Improvement to the curriculum. Recommendations for the revision of curriculum and/or assessment made by outcome champions are discussed and approved or rejected by the faculty. Approved changes in the curriculum and/or assessment methods are implemented and reassessed. The process is repeated for continuous program improvement. Performance Criteria that consistently have less than 70% achievement are identified. Student Learning Outcomes H, I, and K were discussed during spring of 2016 based on course assessment data collected in the fall of 2015. Results are presented in Table 12. The results of the evaluations are the recommended improvements (for the method of assessment and course content and delivery) for the specific SLOs.

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Table 12. Sample Assessment Evaluation Activities

Program Learning Outcome

Assessment Activities 2015-16(e.g., data collected, analysis/reporting, improvements recommended, changes implemented)

Outcome H April 18, 2016

Assessment Faculty observed that CE170’s assessment method was different for Fall

2011 (Final Exam) and spring 2012 (Midterm), which resulted in significantly different results (93.9% for fall 2011 and 73% for Spring 2012 of students got the scores of 70% of above by demonstrating the knowledge of environmental pollution and environmental related legislations and regulations). It is recommended to assess H1 using the Final Exam for a consistent assessment method.

Faculty recommend to have a timed quiz to assess fundamental fluid mechanics (ME111; pre-requisite for CE150) knowledge of the CE150 students at the beginning of the semester. The assessment will provide an excellent leverage for the level of instruction.

Curriculum

Several students were found to be very weak fluid mechanics backgrounds. It is proposed to coordinate with Mechanical Department to discuss curriculum adjustment/ coordination of the course contents.

Outcome I April 26, 2016

A direct assessment of life-long learning to be added to CE131 in Fall 2016 and be included in the next course assessment report.

CE131 instructor should have additional time in the course be dedicated to Course Objective 3 content to support improved student performance during Fall 2016.

Outcome K May 10, 2016

Assessment Course objectives for CE8 during Fall and Spring 2012 were different. It

is suggested to document the Greensheet changes/ updates for consistency of the assessment.

Course objectives for CE20 during Fall 2011 and Spring 2012 are different. It is suggested to document the Greensheet/ updates for consistency of the assessment

Curriculum

The CE8 instructor to fully review/ test (via quiz) angles in degrees-minutes-seconds/ their conversations to decimals to degrees starting from Fall 2016 because of the relative importance of the topic. Also, instructor should take time to check students’ field work techniques as well as calculation in their field book to ensure that they are not making blunder errors starting from Fall 2016.

CE20 instructor to assign additional lab homework and time-quiz on computer code (during the lab) starting from Fall 2016.

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7. Analysis

Sample analysis of course assessment work is presented in Table 13. Results show consistent mastering of the course objectives by students. All outcomes show promising results. Course learning objectives that support SLOs where student performances are below 70% are to be reviewed for improvement.

8. Proposed changes and goals (if any)

Proposed changes from 2015/2016 assessment work were presented in Table 12.

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Table 13

Direct assessment data was collected from the following Fall 2015 courses: CE121, CE131, CE140, CE150, CE150-01, CE160, and CE170.

Assessment Tool: Learning objectives are evaluated via Mid-exam 1 (EX1), Mid-exam 2 (EX2),Final Exam(EX3), individual presentation (IP), team presentation (TP), individual project (IPJ), team project (TPJ), and laboratory report (LR).

Course

Number

Assessed Learning Objective SLO/

Performance

Criteria

Assessment

Tools

Percentage of

Students

Scoring 70%

CE140 2. The student will demonstrate the ability to calculate the magnitude

and item rate of consolidation‐induced settlement resulting from

changes in effective stress.

E1 EX2 Q1,Q2

EX3 Q1,Q2 87%

3. The student will demonstrate the ability to relate to two dimensional

stress states in soil under load to shearing strength. E1 EX3 Q4 87%

4. The student will demonstrate the ability to perform simplistic design

procedures for a shallow foundation, slope stability and retaining wall

pressures.

E1 EX3 92%

5. Developing effective technical writing skills and data presentation

through laboratory reports. G2 LR 92%

CE150 1. Apply Manning’s equation to uniform open channel flow; measure

depth and discharge values. B1 EX3 93%

2. Run HEC‐RAS model to find the water surface profile and interpret

the outcomes. E1 LR 100%

3. Draw Energy and Hydraulic grade line (EGL, HGL) and describe the

pump characteristics curves, system curves and operating point for

complex systems.

E1 EX3 89%

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Table 13 Cont’d

Course

Number


Performance

Criteria

Assessment

Tools

Percentage of

Students

Scoring 70%

CE150 4. Run EPANET model to find pressure and velocity values and interpret


5. Find the flood frequency values using probability concepts. E1 EX3 80%

6. Describe the importance of water resources engineering. H1

TPJ

LR 100%

7. Describe the importance of water resources engineering. J1 TPJ 100%


the outcomes. K1 LR 100%

9. Run EPANET model to find pressure and velocity values and interpret

outcomes. K1 LR 100%

CE150‐01 1. Apply Manning’s equation to uniform open channel flow; measure

depth and discharge values. B1 EX3 94%



3. Draw Energy and Hydraulic grade line (EGL, HGL) and describe the

pump characteristics curves, system curves and operating point for

complex systems.

E1 EX3 83%



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Table 13 Cont’d

Course

Number


Performance

Criteria

Assessment

Tools

Percentage of

Students

Scoring 70%

CE150‐01 5. Find the flood frequency values using probability concepts. E1 EX3 81%

6. Describe the importance of water resources engineering. H1

TPJ

LR 100%

7. Describe the importance of water resources engineering. J1 TPJ 100%


the outcomes. K1 LR 100%


outcomes. K1 LR 100%

CE160 1. Introduce the student to the fundamentals of analysis of statically

determinate planar structures. A1

EX1

EX2

EX3

45.9%

2. Introduce the student to the fundamentals of analysis of

indeterminate structures using the force methods of analysis. A1 EX3 60%

3. Introduce the student to the fundamentals of analysis of statically

determinate planar structures. E1

EX1

EX2

EX3

45.9%

4. Introduce the student to the fundamentals of analysis of

indeterminate structures using the force methods of analysis. E1 EX3 60%

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Table 13 Cont’d

Course

Number


Performance

Criteria

Assessment

Tools

Percentage of

Students

Scoring 70%

CE160 5. Become familiar with building analysis and building codes. F2 LR 100%

6. Gain hands‐on experience with the use of structural analysis

software. K1 LR 100%

CE170 1. Apply chemistry in solving environmental engineering problems. A1 EX1 93%

2. To describe the fundamental canons of engineering (engineering

ethics), engineering rules of practice and recognize the need for the

lifelong learning & working towards professional licensing.

C1 EX1 91%

3. Explain characteristics of surface and ground water. C1 EX3 91%

4. To perform component process design for coagulation basins,

flocculation basins and filtration units. C1 EX2 40%

5. To classify the types of wastewater and identify the various unit

operations used in waste water treatment. C1 EX2 100%

6. Explain the meaning of environment, know the environmental

pollution (Water, Air and Land) and demonstrate the knowledge of

environmental legislations & regulations.

E1 EX1 91%

7. Calculate theoretical oxygen demand including chemical oxygen

demand and biochemical oxygen demand at different decay rate

constant and temperature.

E1 EX2 10%

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Table 13 Cont’d

Course

Number


Performance

Criteria

PLO Assessment

Tools

Percentage of

Students

Scoring 70%

CE170 8. Perform component process design for coagulation basins,

flocculation basins, settling basins and filtration units. E1 EX2 40%

9. Conduct some environmental experiments such as acidity, hardness,

alkalinity, solid analysis. E1 LR 100%

10. To explain the impact of engineering solutions on the society and in

global context. H1 EX3 98%

11. Explain the meaning and the significance of pH, alkalinity and

Hardness and be able to compute chemical dosage required for water

softening.

H1 EX1 88%

12. Identify and explain contemporary environmental issues such as

pollution prevention, environmental sustainability development, green

engineering and green construction.

J1 EX3 98%

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II. MS in Civil and Environmental Engineering

SJSU Annual Program Assessment Form

Academic Year 2015-2016

Department: Civil and Environmental Engineering Program: MS in Civil and Environmental Engineering College: College of Engineering Website: https://cee.sjsu.edu/graduate-studies _ Check here if your website addresses the University Learning Goals. <If so, please provide the link.> Program Accreditation (if any): Not applicable Contact Person and Email: Udeme J. Ndon, [email protected] Kurt McMullin, [email protected] Date of Report: May 27, 2016 Part A 1. List of Program Learning Outcomes (PLOs) [Also known as Program Educational Objectives: PEOs]

Our graduate program mission statement is the graduate Program Educational Objectives (PEOs), which are broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve. The PEOs are posted on the department’s information board and the department’s website, www.engr.scu.edu/civil. The graduate PEOs are:

PEO 1: Prepare students for their professional careers and licensure by strengthening their knowledge in their specialization (depth) and extending their skills and knowledge base (breadth).

PEO 2: Provide students advanced proficiencies for professional practice to enable them to advance in the licensing process and equip them for advancement in their career.

PEO 3: Improve students’ research skills and prepare them for further graduate study.

PEO 4: Provide students with experience and skills for multi-disciplinary and cross-CE disciplinary practice.

Four Graduate Program Outcomes (POs) are aligned with the PEOs and are assessed in individual graduate courses. The POs are listed below.

By the end of the program, students should be able to:

PO1. Apply advanced concepts, theory and analysis for problem solving; PO2. Synthesize and integrate necessary engineering concepts into engineering solution process; PO3. Apply modern tools for computations, simulations, analysis and design; PO4. Communicate effectively.

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Alignment of the graduate Program Educational objectives with the graduate Program Educational Outcomes is presented in Table 1.

Table 1: PEOs Relationships to POs

PEOs Program Outcomes POs

PO 1 PO 2 PO 3 PO 4 PEO 1 X X X PEO 2 X X X PEO 3 X X X X PEO 4 X X X X

2. Map of PLOs to University Learning Goals (ULGs)

Alignment of the Program Educational Objectives with the university and college missions are presented in Tables 2 and 3.

Table 2 PEOs Relationship to the University’s Mission

Table 3 PEOs Relationship to the College’s Mission College Mission: The college mission is to educate new engineers for the new century, who are:

Civil and Environmental Engineering Department Program Educational Objectives (PEOs)

Technically excellent 1, 2, 3, 4 Broadly educated 3, 4 Socially responsible 1, 2, 3, 4

3. Alignment – Matrix of PLOs to Courses

The map of PLO’s to courses is provided below:

Alignment – Matrix of PLOs to Courses Matrix Showing the Alignment of Graduate Courses to Graduate Program Outcomes

POs

Courses

CE 212

CE 234

CE 237

CE 239

CE 244

CE 246

CE 250

CE 255

CE 260

CE 261

PO 1 X X X X X X X X

PO 2 X X X X X X X

PO 3 X X X X X

PO 4 X X

University Mission:

Civil and Environmental Engineering Department Program Educational Objectives (PEOs)

To enrich the lives of its students 4 To transmit knowledge to its students along

with the necessary skills for applying it in the service of our society

1, 2, 3

To expand the base of knowledge through research and scholarship

1, 2, 3

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Alignment – Matrix of PLOs to Courses Cont’d

POs Courses

CE270 CE 271 CE 272 CE 273 CE 274 CE 275 CE 276 CE 277 PO 1 X X X X X PO 2 X X X X X X X X PO 3 X X X X X X PO 4 X X

4. Planning – Assessment Schedule

The following assessment schedule was presented to the department faculty at the November 4, 2014 faculty meeting.

Program Objective

S 15 F 15 S 16 F 16 S 17 F 17 S 18 F 18

PO 1 C D C D PO 2 C D C D PO 3 C D C D PO 4 C D C D

Note: C = Collection of assessment data and analysis. D = Discussion of assessment results 5. Student Experience

The graduate PEO’s are listed on the department website: https://cee.sjsu.edu/node/42

Graduate Students Survey on our PEOs:

In the spring of 2016, our graduate students were asked through questionnaire to respond to questions on our PEOs and POs. Results of the survey are presented in Tables 4 through 11. The results show that about 90% (or more students) responded that their graduate education in the program provided them with adequate to excellent skills needed for their career.


PEO #1 Prepare students for their professional careers and licensure by strengthening their knowledge in their specialization (depth) and extending their skills and knowledge base (breadth)

Frequency Percent Cumulative Percent

Excellent skills or preparation 58 36.70 36.70

Above adequate skills or preparation

50 31.64 68.34

Adequate skills or preparation 47 29.74 98.08

Poor skills or preparation 2 1.28 99.36

No opinion 1 0.64 100.0

Total 158 100.0

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PEO #2 Provide students advanced proficiencies for professional practice to enable them to advance in the licensing process and equip them for advancement in their career.




53 33.54 68.35



No opinion 3 1.9 100.0

Total 158 100.0


PEO #3 Improve students research skills and prepare them for further graduate study




43 27.21 58.85



No opinion 5 3.17 100.0

Total 158 100.0


PEO #4 Provide students with experience and skills for multi‐ disciplinary and cross‐CE disciplinary




41 25.95 57.59



No opinion 7 4.44 100.0

Total 158 100.0

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Table 8. Assessment of PO #1

PO #1 Apply advanced concepts, theory and analysis for problem solving




56 35.44 73.41



No opinion 4 2.54 100.0

Total 158 100.0


PO #2 Synthesize and integrate necessary engineering concepts into engineering solutions process




53 33.54 72.78



No opinion 3 1.9 100.0

Total 158 100.0


PO #3 Apply modern tools for computations, simulations, analysis and design




47 29.75 62.02



No opinion 5 3.17 100.0

Total 158 100.0

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PLO #4 Communicate effectively




47 29.74 65.82



No opinion 2 1.27 100.0

Total 158 100.0

Graduate Exit Examination Results

Table 12 presents results of the graduate exit examination for Spring 2012 through Spring 2016. During the nine semesters, the percent of graduate students passing the examination ranged from 81% to 97%. The results show high level of performance, and knowledge of the materials tested.

Table 12: Graduate Exit Exam Results

Semester Number of

Candidates Number of Successful Candidates

Percent of Successful

Candidate* Spring 2016 39 38 97%

Fall 2015 30 29 96% Spring 2015 27 22 81%

Fall 2014 39 37 95% Spring 2014 28 26 93%

Fall 2013 37 34 92% Spring 2013 30 28 93%

Fall 2012 29 27 93% Spring 2012 22 19 86%

* Minimum passing grade is an average of 70% for the five examination questions answered by each student.

Part B 6. Assessment Data and Results

Prior year report on graduate assessment focused on course assessment data. For 2015/2016 the department focused our graduate assessment on PEOs and POs as presented in Tables 4 through 11 in addition to the summary of our graduate students’ performance on their MS degree exit examination as presented in Table 12.

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7. Analysis

Tables 4 through 11 show that our graduate students are highly satisfied with our graduate PEOs. High performance in graduate exit exams (Table 12) shows high level of mastering of materials that supported PEOs.

8. Proposed changes and goals (if any)

The department continuously work on improving the program as assessments indicate areas of needed improvement.

1 civil and environmental engineering department state of program learning outcomes annual...

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