SJSU Annual Program Assessment Form Academic Year Program Accreditation (if any): ABET Accreditation through September 30, 2018

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1 SJSU Annual Program Assessment Form Academic Year Department: Civil and Environmental Engineering Program: Civil Engineering College: College of Engineering Program Website: Link to Program Learning Outcomes (PLOs) on program website: Program Accreditation (if any): ABET Accreditation through September 30, 2018 Contact Person and Dr. Laura Sullivan-Green, Date of Report: March 1, 2017 Part A 1. List of Program Learning Outcomes (PLOs) A. Program Educational Objectives (PEOs) The Program Educational Objectives (PEOs) are broad statements that describe the career and professional accomplishments that the Civil and Environmental Engineering (CEE) department 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 ( The CEE PEOs are stated below. 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) The Civil and Environmental Engineering Department has developed the following Student Learning Outcomes (SLOs) A-L, which students are expected to demonstrate by the time of graduation. SLOs A-K are slightly modified to directly apply to the SJSU CEE Department but directly align with ABET s Student Outcomes A-K. SLO L is an additional outcome added by the department. The department SLOs, which are posted on the department s information board and the department s website ( are listed in Table 1, along with performance criteria used for assessment. 1

2 Table 1. Student Learning Outcomes for the Civil and Environmental Engineering Department. SLO 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. Outcome B Outcome C Outcome D Outcome E Outcome F Outcome G 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. 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. 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. 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. 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. 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. 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. 2

3 Table 1 cont. Outcome H Outcome I Outcome J Outcome K Outcome L 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. 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. 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. 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. 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-engineercontractor 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. C. Mapping of PEOs to SLOs Program Educational Objectives identify career and professional accomplishments graduates should achieve shortly after graduation. Graduates of the program 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 SLOs, which students should be able to do at time of graduation. The skills required for students to achieve the SLOs are taught and assessed at the individual course level. By meeting the SLOs, graduates are prepared to start a career in CEE and grow to meet the PEOs. Table 2 shows how SLOs support the achievement of each PEO. 3

4 Table 2. Student Learning Outcomes Mapped to Program Educational Objectives for the Civil and Environmental Engineering Department. Program Educational Objectives: Program graduates will: Student Outcomes: Students completing the Civil Engineering program will demonstrate: Function effectively as civil engineering professionals. Provide solutions to engr problems by applying acquired engr knowledge. Apply their broad civil engineering education to effectively communicate. Utilize formal and informal learning opportunities. A: An ability to apply knowledge of engineering, mathematics through differential equations, probability and statistics, calculusbased 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 engineering 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 lifelong 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 SLOs that help meet the PEO. 2. Map of PEOs to University Learning Goals (ULGs) While the specific wording of the University Learning Goals (ULGs) and the Department s PEOs are different, the primary goals of enriching student lives and providing students with skills to serve society 4

5 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. Table 3 indicates how department PEOs are linked to the ULGs. Table 4 maps the department SLOs to the ULGs. Table 3. Mapping of ULGs to Department PEOs. PEO/ULG ULG 1-Specialized Knowledge ULG 2- Broad Integrative Knowledge ULG 3-Intellectual Skills ULG 4- Applied Knowledge ULG 5- Social and Global Responsibilities Function effective 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. 5

6 Table 4. Mapping of ULGs to Department SLOs. SLO/ULG ULG 1-Specialized Knowledge ULG 2-Broad Integrative Knowledge ULG 3- Intellectual Skills ULG 4- Applied Knowledge ULG 5 -Social and Global Responsibilities 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 engineer 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 multidisciplinary 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. 6

7 3. Alignment Matrix of PLOs to Courses Table 5 presents the alignment of courses to PEOs with information on courses that introduce students to skills related to each PEO 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. Table 5. Relationship Between PLOs and Program Coursework. Function effectively as civil engineering professionals. Provide solutions to engr problems by applying acquired engr knowledge. Apply their broad civil engineering education to effectively communicate. Utilize formal and informal learning opportunities. Course Name GENERAL EDUCATION REQUIREMNETS (35 UNITS) GE General Education I I I I REQUIRED COURSES Math 30 Math 31 Math 32 Math 133A Chem 1A Phys 50 Phys 51 Calculus I Calculus II Calculus III Ordinary Differential Eqns General Chemistry General Physics/Mechanics General Physics/Electricity & Magnetism Engr 10 Introduction to Engineering I I I I Engr 100W Engineering Reports P P P Geol 002 Intro to Earth Science I I I I CE 8 Plane Surveying P P I CE 20 Engr. Graphics, CAD & Programming P P I CE 95 Theory & Application of P P Statics CE 112 Mechanics of Materials P P CE 120 Constr of Materials Lab P P I CE 121 Transportation Engineering P P P P CE 130 Civil Engr Economic P P Analysis CE 131 Intro to Construction Engr P P P P CE 140 Soil Mechanics P P P CE 150 Water Resources Engr 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 P P P P Engr CE 181 Civil Engineering Systems P P P P CE 190 Numerical Solutions of CE P P Problems CE 192 Probabilistic Models for CE P P Decision ME 101 Dynamics P P CM 111 Fluid Mechanics P P 7

8 Table 5 cont. ELECTIVES CE 122 Traffic Engineering P P P P CE 123 Highway and Street Design P P P CE 132 Constr Methods & Equip P P P CE 134 Project Mgmt for Constr 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 Struct P P P CE 164 Design of Wood Struct P P P CE 165 Earthquake Resistant Design P P P P CE 171 Environmental Engr P P P Analysis and Design CE 172 Solid Waste Mgmt Engr P P P CE 173 Engr for Sustainable P P P Environment CE 174 Design of Water Dist & WW Coll. Systems P P P Introduced I Practiced P 8

9 Table 6. Relationship Between SLOs and Program Coursework. Course Name SLO A SLO B SLO C SLO D SLO E SLO F SLO G SLO H SLO I SLO J SLO K SLO L GENERAL EDUCATION REQUIREMENTS (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 Eqns 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 Intro 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 & Application of Statics A I I I CE 112 Mechanics of Materials A I P I CE 120 Constr of Materials Lab P A I P I I CE 121 Transportation Engineering P P P P A P I P A I P CE 130 Civil Engr Economic Analysis P I I A CE 131 Intro to Construction Engr A P P A CE 140 Soil Mechanics A P A P A I P CE 150 Water Resources Engr 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 Engr 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 A P P Problems CE 192 Probabilistic Models for CE A A P P Decision ME 101 Dynamics P P ME 111 Fluid Mechanics P I I P I ELECTIVES 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 Constr Methods & Equipment P P P P P CE 134 Project Mgmt for Constr 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 154 Hydraulic Design P A 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 Engr Analysis P P P P P and Design CE 172 Solid Waste Management P A P P P Engr CE 173 Engr for Sustainable P P P P P Environment CE 174 Design of Water Dist & WW Coll. Systems P P P P P Introduced I Practiced P Practiced & Assessed A 9

10 4. Planning Assessment Schedule Table 7 presents the CEE department s continuous improvement assessment schedule. Each SLO is on a 2-year cycle of data collection, evaluation, and improvement. Table 7. Assessment schedule of SLOs through Fall 2021 for the CEE department. 5. Student Experience Our department s website has information on our PEOs and 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. Our exit survey and alumni survey specifically ask our students/alumni to rate their 10

11 experiences in regards to our PEOs and SLOs. Feedbacks from the surveys are incorporated into the curriculum improvement process. Results of a Spring 2015 senior exit survey regarding the PEOs, the most recent available, 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 Valid Extremely Important Very Important Important Somewhat Important Total Cumulative Percent Table 9. Assessment of PEO #2. 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. Frequency Percent Valid Percent Valid Extremely Important Very Important Important Somewhat Important Total Cumulative Percent Table 10. Assessment of PEO #3. PEO #3 Apply their broad civil engineering education to effectively communicate civil engineering concepts orally and in written forms. Frequency Percent Valid Percent Valid Extremely Important Very Important Important Somewhat Important Total Cumulative Percent 11

12 Table 11. Assessment of PEO #4. PEO #4 Utilize formal and informal learning opportunities to maintain and enhance technical, personal and professional growth. Frequency Percent Valid Percent Valid Extremely Important Very Important Important Somewhat Important Total Cumulative Percent Part B 6. Assessment Data and Results Assessment Tools: The following assessment tools are used for assessment of CEE undergraduate program; (1) Senior Exit Survey, (2) Alumni Survey, (3) Employer Survey, and (4) Direct Assessment of Student Work. A description of the various assessment tools is below. (1) Senior Exit Survey Seniors complete an exit survey that contains specific questions regarding how well the department has prepared students to meet the SLOs. 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. (2) Alumni Survey Alumni are surveyed regarding their attainment of department SLOs. The survey directly addresses the responder s view of whether or not their education prepared them to meet the SLOs. 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 SLO is being met if 70% of responses are 1 or 2 on questions directly related to the specific SLO. (3) Employer 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 SLOs. The survey directly addresses the responder s view of whether or not their employee s education prepared them to meet the SLOs. Survey participants rank their answers from 1 to 5, with 1 being the highest. The department feels an SLO is being met if 70% of responses are 1 or 2 on questions regarding the specific SLO. (4) 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 champion 12

13 one or two SLOs, depending on the magnitude of the Outcome. Outcomes A, B, C and E require review of substantial course data, therefore they are the sole assignment for a faculty member. Outcome Champions summarize assessment data for their specific outcome, make suggestions regarding improvement, and present their findings to the department faculty for discussion. 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. Course data was collected in Fall 2015 and Spring 2016 for CE 121, CE 131, CE 140, CE 150, CE 160, CE 162, CE 170, and CE 181. These courses support SLOs C, E, F, and G. Outcome Champion reports were submitted in early Spring 2017 and are currently being evaluated. The continuous improvement cycle will continue through Spring 2017, with approval of curriculum and assessment changes for these outcomes, which will then be communicated back to the course instructors for implementation in Fall Analysis Sample analysis of course assessment work is presented in Table 12. 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. This collected data is currently being assessed at the Outcome Champion Report level in Spring 2017, as discussed above. Recommendations for improvements in the courses and assessment process are anticipated by the end of Spring Proposed changes and goals (if any) No changes are proposed at this time. Additional changes and corresponding goals will be determined in upcoming semesters. 13

14 Table 12. Direct assessment data was collected from the following courses in Fall 2015: CE121, CE131, CE140, CE150, CE150-01, CE160, CE 162, and CE170. Assessment Tool: Learning objectives are evaluated via Mid-exam 1 (E1), Mid-exam 2 (E2), Final Exam (E3), individual presentation (IP), team presentation (TP), individual project (IPJ), team project (TPJ), and laboratory report (LR). Course Number CE 140 CE 150 Assessed Learning Objective 2. The student will demonstrate the ability to calculate the magnitude and item rate of consolidation-induced settlement resulting from changes in effective stress. 3. The student will demonstrate the ability to relate to two dimensional stress states in soil under load to shearing strength. 4. The student will demonstrate the ability to perform simplistic design procedures for a shallow foundation, slope stability and retaining wall pressures. 5. Developing effective technical writing skills and data presentation through laboratory reports. SLO/ Performance Criteria E1 Assessment Tools E2: Q1, Q2 E3: Q1, Q2 Percentage of Students Scoring 70% 87% E1 E3: Q4 87% E1 E3 92% G2 LR 92% 1. Apply Manning s equation to uniform open channel flow; measure depth and discharge values. B1 E3 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 E1 E3 89% complex systems. 4. Run EPANET model to find pressure and velocity values and interpret the outcomes. E1 LR 100% 5. Find the flood frequency values using probability concepts. E1 E3 80% 6. Describe the importance of water resources engineering. H1 TPJ, LR 100% 14

15 Course Number CE Assessed Learning Objective SLO/ Performance Criteria Assessment Tools Percentage of Students Scoring 70% 7. Describe the importance of water resources engineering. J1 TPJ 100% 8. Run HEC-RAS model to find the water surface profile and interpret the outcomes. 9. Run EPANET model to find pressure and velocity values and interpret outcomes. K1 LR 100% K1 LR 100% 1. Apply Manning s equation to uniform open channel flow; measure depth and discharge values. B1 E3 94% 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 E1 E3 83% complex systems. 4. Run EPANET model to find pressure and velocity values and interpret the outcomes. E1 LR 100% 5. Find the flood frequency values using probability concepts. E1 E3 81% 6. Describe the importance of water resources engineering. H1 TPJ, LR 100% 7. Describe the importance of water resources engineering. J1 TPJ 100% CE Run HEC-RAS model to find the water surface profile and interpret the outcomes. 9. Run EPANET model to find pressure and velocity values and interpret outcomes. 1. Introduce the student to the fundamentals of analysis of statically determinate planar structures. 2. Introduce the student to the fundamentals of analysis of indeterminate structures using the force methods of analysis. K1 LR 100% K1 LR 100% A1 E1, E2, E3 45.9% A1 E3 60% 15

16 Course Number CE 162 Assessed Learning Objective SLO/ Performance Criteria Assessment Tools Percentage of Students Scoring 70% 3. Introduce the student to the fundamentals of analysis of statically determinate planar structures. E1 E1, E2, E3 45.9% 4. Introduce the student to the fundamentals of analysis of indeterminate structures using the force methods of analysis. E1 E3 60% 5. Become familiar with building analysis and building codes. F2 LR 100% 6. Gain hands-on experience with the use of structural analysis software. 1. Design and analyze individual components for reinforced concrete structural systems with defined constrains utilizing the ACI 318, IBC and ASCE 7 standards/codes. 2. Work as a member of a design team, participate in the writing of a design and planning report with Engineering CAD drawings and give an effective oral presentation. K1 LR 100% C1 IPJ E1, E2, E3 49% 97% E1 E1, E2, E3 49% F2 E3 64% D1 IPJ 88% F2 E3 64% G1 IPJ 88% CE Apply chemistry in solving environmental engineering problems. A1 E1 93% 2. To describe the fundamental canons of engineering (engineering ethics), engineering rules of practice and recognize the need for the C1 E1 91% lifelong learning & working towards professional licensing. 3. Explain characteristics of surface and ground water. C1 E3 91% 4. To perform component process design for coagulation basins, flocculation basins and filtration units. 5. To classify the types of wastewater and identify the various unit operations used in wastewater treatment. C1 E2 40% C1 E2 100% 16

17 Course Number Assessed Learning Objective 6. Explain the meaning of environment, know the environmental pollution (Water, Air and Land) and demonstrate the knowledge of environmental legislations & regulations. 7. Calculate theoretical oxygen demand including chemical oxygen demand and biochemical oxygen demand at different decay rate constant and temperature. 8. Perform component process design for coagulation basins, flocculation basins, settling basins and filtration units. 9. Conduct some environmental experiments such as acidity, hardness, alkalinity, solid analysis. 10. To explain the impact of engineering solutions on the society and in global context. 11. Explain the meaning and the significance of ph, alkalinity and Hardness and be able to compute chemical dosage required for water softening. 12. Identify and explain contemporary environmental issues such as pollution prevention, environmental sustainability development, green engineering and green construction. SLO/ Performance Criteria Assessment Tools Percentage of Students Scoring 70% E1 E1 91% E1 E2 10% E1 E2 40% E1 LR 100% H1 E3 98% H1 E1 88% J1 E3 98% 17

18 Part C Recommendations from the 2015/2016 report are shown below in Table 13. These Assessment Activities are currently implemented and will be assessed in the next assessment cycle, as identified in Table 7 using the appropriate courses, as identified in Table 6 (Red Assessment blocks). Table 13. A Sample of Assessment Evaluation Activities from Spring Program Learning Outcome Outcome H April 18, 2016 Assessment Activities (e.g., data collected, analysis/reporting, improvements recommended, changes implemented) 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 Outcome K May 10, 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 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 18