Elfass - Sherif - CD Materials PDF

2007 Best Assessment Processes IX Symposium
Rose-Hulman Institute of Technology

Terre Haute, Indiana
Measuring Program
Outcomes using RUBRICs
Sherif Elfass, Ph.D., P.E.
Research Assistant Professor
and
E. Manos Maragakis, Ph.D.
Professor and Chair
Department of Civil and Environmental Engineering
University of Nevada, Reno
April 12-14, 2007

Where is UNR?
Presentation Outline
Background Information
Educational Objectives and
Learning Outcomes
Course Outcome Rubrics
Scales, Subscales and Indicators
Course Matrix
Data Collection and Processing
Response Plan
Computer Program
Background Information
Degree titles
Bachelor of Science in Civil Engineering
(BS-CE)
Environmental
Geotechnical
Pavements Materials / Transportation
Structures
Bachelor of Science in Environmental

Engineering (BS-EnvE)
Background Information (contd)
Faculty
15 Academic faculty
4 Research faculty
Students
320 undergraduates in BS-CE
29 undergraduates in BS-EnvE
Approximately 57 graduates including 19
Ph.D.
Department Mission
The most recent Strategic Plan of the

Department states the mission of the
department as
. to offer a broad fundamental education that

emphasizes the creative and analytical skills
necessary for the design, construction, and
operation of the nations civil infrastructure
systems..
ABET Criteria
Engineering programs must demonstrate that their students attain:
a) an ability to apply knowledge of mathematics, science, and engineering

b) an ability to design and conduct experiments, as well as to analyze and
interpret data
c) an ability to design a system, component, or process to meet desired
needs within realistic constraints such as economic, environmental,
social, political, ethical, health and safety, manufacturability, and
sustainability
d) an ability to function on multi-disciplinary teams
e) an ability to identify, formulate, and solve engineering problems
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 societal context
i) 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.
Program Educational
Objectives
1. Equip students with the problem-solving skills and knowledge
necessary for employment as civil and environmental
engineers and in related job functions in consulting, industry,
government, and academia;
2. Produce graduates with the sound backgrounds needed to

undertake the analysis and design of civil and environmental
infrastructure systems and function effectively in
multidisciplinary teams;
3. Provide competent coverage in selected civil engineering

disciplines so that the graduates can successfully acquire
professional registration and those who are well qualified can
pursue graduate studies;
Program Educational
Objectives (contd)
4. Graduate well-rounded engineers, who become valuable
members of the society-at-large with a good understanding of
social, ethical, and technical issues, have effective
communication skills, and are sensitive to the protection of
environment;
5. Instill graduates with an awareness and appreciation of

contemporary and complex issues, diverse cultural and
humanistic issues, and the value of life-long learning and
professional development.
Program Educational
Objectives (contd)
ABET 2005 Criteria
(a) Fundamentals in math/science eng.
(f) Professionalism and Ethics

(d) Multi-disciplinary Teams
(e) Engineering problems

Explicit relation
(j) Contemporary Issues

(i) Life-Long Learning
Implicit relation
(g) Communication
(h) Global Context
(k) Modern Tools

(b) Experiments
(c) Eng. design
Skills and Knowledge for

Educational Objectives
Employment
Background for Design,
Analysis and Team Work
Professional Registration
and Graduate Study
Social/Ethical/Commu-
nication/Environment
Contemporary
Issues/Global/Life-Long
Learning Outcomes
Outcome 1 Graduates with a B.S. in Civil Engineering from the
University of Nevada, Reno will have proficiency in
fundamental science and engineering principles necessary for
the practice of civil engineering including mathematics,
chemistry, physics, solid mechanics, fluid mechanics, and
environmental systems. (ABET Criterion 3 alignment a)

University of Nevada, Reno will have the ability to complete
engineering analysis and design problems in structural,
geotechnical, environmental and water resources, and
transportation and materials areas of civil engineering, as
individuals and as members of multidisciplinary teams using
engineering principles and the latest technologies and
engineering tools. (ABET Criterion 3 alignment a, c, d, e, k)
Learning Outcomes (contd)
University of Nevada, Reno will have a capacity for
investigation and experimentation into physical (engineering)
phenomena along with the ability to analyze and interpret
engineering data in civil and environmental engineering
applications. (ABET Criterion 3 alignment b, k)

University of Nevada, Reno will have the skills to communicate
verbally, in writing, and through the use of engineering
communication media; present outcomes of problem solving
and design projects to groups of engineers and lay persons.
(ABET Criterion 3 alignment g, k)

University of Nevada, Reno will understand the role civil
engineering plays in our modern global society, that much is to
be learned from the past and applied to the present, and that a
responsible engineer is ethical and will continue to increase
his/her knowledge throughout his/her lifetime. (ABET Criterion
3 alignment f, h, i, j)
Performance Assessment
Brainstorming sessions
between Civil Engineering
faculty and a consultant
from College of Education
Develop an assessment framework

Aligned to outcomes
Easily implemented
Performance/time investment ratio
Low maintenance
Close the loop annually
Assessment Process of
Outcomes and Objectives
Assessment Tools
Constituencies and Tools
Professional Feedback and Industry

Senior exit survey and interviews
Alumni and alumni employer

Students faculty and course
PE Registration Records
Course outcome rubrics
Strongly related/used
Faculty self-assessment
FE exam performance
CEE Advisory Board

Somewhat related/used
Assessment exams
Focus Groups
evaluations
surveys
Skills and Knowledge for

Educational Objectives
Employment
Background for Design,
Analysis and Team Work
Professional Registration
and Graduate Study
Social/Ethical/Commu-
nication/Environment
Contemporary
Issues/Global/Life-Long
Course Outcome Rubrics
Two parts
Description of task
Scoring criteria (rubric)
Develop scales, subscales,
indicators and course matrix
Course/Learning outcome
Rubrics
What is a Rubric?
A rubric is an evaluation tool
(chart) that is used to help a
professor assess students
performance through artifacts
fairly and consistently.
Importance of Rubrics
Help define excellence and plan how to help
students achieve it
Communicate to students what constitutes
excellence and how to evaluate their own work
Communicate goals and results to stakeholders
Help raters be accurate, unbiased, and consistent in
scoring
Document the procedures used in making
judgments about students
What is an Artifact?
An artifact is something that
students create in a class to
fulfill course requirements.
Instructors use artifacts in
assessing Rubric scores
Artifacts are also used as
evidence
Items Used As Artifacts
The instructor should choose artifacts which
reflect upon the objectives of the course
which is, in turn, aligned with the objectives
of the department.
Artifacts may include:

Assignments
Exams
Quizzes
Projects
Presentations
Other material
Course Outcome Assessment
Rubrics
Learning Outcome Scales
OUTCOME 1: Proficiency in the application of
fundamental science and engineering principles
necessary for the practice of civil engineering
including mathematics, chemistry, physics, solid
mechanics, fluid mechanics, and environmental
systems. ABET Criterion 3 a
Scale 1.1: Mathematics
Scale 1.2: Basic Engineering Sciences
Scale 1.3: Fundamental Engineering Principles
Scale 1.4: Fundamental Engineering Laboratories

(contd)
OUTCOME 2: Ability to complete engineering analysis and design
problems in structural, geotechnical, environmental and water
resources, and transportation and materials areas of civil
engineering, as individuals and as a member of multidisciplinary
teams using engineering principles and the latest technologies
and engineering tools. ABET Criterion 3 a, c, d, e, k
Scale 2.1: Structural Engineering
Scale 2.2: Geotechnical Engineering
Scale 2.3: Environmental and Water Resources Engineering
Scale 2.4: Transportation and Materials Engineering

(contd)
OUTCOME 3: Capacity for investigation and
experimentation into physical (engineering)
phenomena along with the ability to analyze and
interpret engineering data in civil and environmental
engineering applications. ABET Criterion 3 b, k
Scale 3.1: Experimental Design
Scale 3.2: Data Analysis and Presentation

(contd)
OUTCOME 4: Skills to communicate verbally, in
writing, and through the use of engineering
communication media; present outcomes of problem
solving and design projects to groups of engineers
and lay persons. ABET Criterion 3 g, k
Scale 4.1: Oral Reports
Scale 4.2: Written Reports

(contd)
OUTCOME 5: Understand the role civil engineering
plays in our modern global society, that much is to be
learned from the past and applied to the present, and
that a responsible engineer is ethical and will
continue to increase his/her knowledge throughout
his/her lifetime. ABET Criterion 3 f, h, i, j
Scale 5.1: Professional and Ethical Responsibility
Scale 5.2: Life-long Learning

Learning Outcome Subscales
OUTCOME 1: Proficiency in the application of fundamental science and
engineering principles necessary for the practice of civil engineering including
mathematics, chemistry, physics, solid mechanics, fluid mechanics, and
environmental systems. ABET Criterion 3 a

1.1a: Demonstrate proficiency in application of mathematics
1.1b: Demonstrate proficiency in computational and numerical methods
1.2a: Demonstrate proficiency in application of physics and chemistry
1.3a: Demonstrate proficiency in statics and dynamics
1.3b: Demonstrate proficiency in solid mechanics proficiency in
engineering hydrology and fluid mechanics
1.3c: Demonstrate proficiency in engineering hydrology and fluid
mechanics
1.3d: Demonstrate proficiency in environmental systems engineering
1.4a: Demonstrate ability to collect and analyze laboratory and field data
(contd)
OUTCOME 2: Ability to complete engineering analysis and design problems in structural,
geotechnical, environmental and water resources, and transportation and materials areas of
civil engineering, as individuals and as a member of multidisciplinary teams using
engineering principles and the latest technologies and engineering tools. ABET Criterion 3 a,
c, d, e, k
2.1a: Demonstrate proficiency in structural analysis using appropriate tools
2.1b: Demonstrate ability to design a structure using appropriate tools
2.2a: Demonstrate proficiency in fundamentals of soil properties
2.2b: Demonstrate ability to analyze interactions between soils and structures using
appropriate tools
2.3a: Demonstrate ability to design water and wastewater system components
using appropriate tools
2.3b: Demonstrate ability to perform hydrologic analysis and environmental impacts
2.4a: Demonstrate ability to analyze traffic capacity and traffic safety using
appropriate tools
2.4b: Demonstrate ability to evaluate highway materials and design highways using
appropriate tools
2.4c: Demonstrate ability to perform engineering tasks including drawings,
contracts, specifications, and cost estimates
(contd)
OUTCOME 3: Capacity for investigation and experimentation into
physical (engineering) phenomena along with the ability to
analyze and interpret engineering data in civil and environmental
engineering applications. ABET Criterion 3 b, k

3.1a: Demonstrate understanding of the requirements and
planning process for experimental design
3.1b: Demonstrate proficiency in conducting experiments

3.2a: Demonstrate proficiency in organization and
manipulation of collected data
3.2b: Demonstrate proficiency in interpretation and
development of conclusions from data analysis
(contd)
OUTCOME 4: Skills to communicate verbally, in writing, and through the use
of engineering communication media; present outcomes of problem
solving and design projects to groups of engineers and lay persons. ABET
Criterion 3 g, k

4.1a: Demonstrate proficiency in organization of content
for oral presentation
4.1b: Demonstrate proficiency in use of visual aids
4.1c: Demonstrate proficiency in presentation delivery and
group synergism/dynamics (if applicable)
4.1d: Demonstrate ability to effectively respond to
questions
4.1e: Demonstrate ability to generate positive audience
reaction
4.2a: Demonstrate proficiency in organization of content for
written reports
4.2b: Demonstrate proficiency in effective report mechanics
4.2c: Demonstrate effective use of software to prepare written report
(contd)
OUTCOME 5: Understand the role civil engineering plays in our
modern global society, that much is to be learned from the past
and applied to the present, and that a responsible engineer is
ethical and will continue to increase his/her knowledge
throughout his/her lifetime. ABET Criterion 3 f, h, i, j

5.1a: Demonstrate understanding of role and impact of
engineering solutions in a global society
5.1b: Demonstrate understanding of ethical responsibility
5.1c: Demonstrate proficiency in leadership and activism

5.2a: Demonstrate awareness of and the ability to engage
in life-long learning
See
Supplementary
Documents
Outcome Assessment Rubrics
(Scales, Subscales and Indicators)
See
Supplementary
Documents
Outcome Assessment Rubrics
(Scores)
Outcomes and Course Matrix
See
Supplementary
Documents
Outcomes and Course Matrix
Reporting Form
See
Supplementary
Documents
Coversheet for Artifacts
See
Supplementary
Documents
Guideline to Assess Rubric
Scores
1. Refer to Outcomes and Course Matrix to determine which
scale indicators you are responsible for assessing in your
course(s).
2. Select artifacts from among your course assignments that will

provide evidence for meeting the scale indicator criteria. Only
one or two artifacts are neededwhatever will cover the scale
indicators.
3. Use the Outcome Rubric to assess student work on the

artifacts related to the scale indicators. A Student Grading
Sheet can be found in the forms section that may be helpful.
Calculate the mean performance for your class on each scale
indicator. Complete the Course Reporting Form showing
results for all scale indicators for the course.
Guideline to Assess Rubric
Scores (contd)
4. Collect student work samples of the artifacts for inclusion in
the Outcomes Notebooka representative sample of one or
two students from middle-high performance level is all that is
required. Be sure to include a description of the assignment
and any associated grading criteria. Note: The grade on the
assignment may be on a different grading scale than that of
the rubric, although the students grade should certainly inform
the performance level on the rubric i.e. a grade of 97%
would most likely earn a 4 on the rubric, while a grade of
70% might earn a 2 depending on your grading style and the
range of scores.
5. Complete the Outcome Assessment Sheet for Artifacts for

each one of the artifacts you have selected and submit the
artifact with the accompanying form to the designated person
responsible for the Outcomes Notebooks.
Combining Rubrics with Other
Assessment Tools
Target Performance Goal
Among undergraduate students enrolled

in [or graduating from] Civil Engineering,
80% will meet or exceed (be at least
satisfied) on each of the five Outcomes
assessed by the measurable
performance criteria.
Performance Scores of CE
Outcomes
100%
90%
80%
Performance Score
70%
60%
85% 83% 83% 83%
50% 79%
40%
30%
20%
10%
0%
Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5
ABET criterion (a) (a) (c) (d) (e) (k) (b) (k) (g) (k) (f) (h) (i) (j)
Response Plan
Accordingly, following actions are implemented based
on the assessment of outcomes:
If 80% or above meets or exceeds expectation: No action

necessary; however individual ABET criterion (a through k)
must still be examined
If 60-80% meets expectation: Identify ABET criteria that

require attention. ABET committee makes recommendations
to individual faculty that address the criteria
If 60% or less meets expectation: Identify ABET criteria that

require attention. Curriculum/ABET committee brings it to the
department for department-wide solution to the issue
Improvement Plan for CE
Program Objectives
Department ABET Committee
Memo
Implementation
A Windows-based computer
program was developed to
facilitate data collection and
processing
Data is stored in Access database
Instant feedback on performance
Reports can be easily generated
Work-In-Progress
Instructor Program
Administration Program
Reports
Work on the Program Continues
Acknowledgement
The presenters would like to
acknowledge the effort put forward by
the members of the Department ABET
Committee
Keith Dennett
Eric Marchand
Gary Norris
Gokhan Pekcan
Raj Siddharthan
Thank you for your attention
Questions ?
2007 Best Assessment Processes IX Symposium
Rose-Hulman Institute of Technology
Terre Haute, Indiana
Measuring Program Outcomes

using RUBRICs
Supplementary Documents
Sherif Elfass, Ph.D., P.E.

Research Assistant Professor
and
E. Manos Maragakis, Ph.D.

Professor and Chair
Department of Civil and Environmental Engineering

University of Nevada, Reno
April 12-14, 2007

OUTCOME 1: Proficiency in the application of fundamental science and engineering principles necessary for the practice of civil
engineering including mathematics, chemistry, physics, solid mechanics, fluid mechanics, and environmental systems. ABET
Criterion 3 a
1.3b: Demonstrate proficiency in solid mechanics proficiency in engineering hydrology and fluid mechanics
1.3c: Demonstrate proficiency in engineering hydrology and fluid mechanics
OUTCOME 2: Ability to complete engineering analysis and design problems in structural, geotechnical, environmental and water
resources, and transportation and materials areas of civil engineering, as individuals and as a member of multidisciplinary teams
using engineering principles and the latest technologies and engineering tools. ABET Criterion 3 a, c, d, e, k
2.2b: Demonstrate ability to analyze interactions between soils and structures using appropriate tools
2.3a: Demonstrate ability to design water and wastewater system components using appropriate tools
2.3b: Demonstrate ability to perform hydrologic analysis and environmental impacts using appropriate tools
2.4a: Demonstrate ability to analyze traffic capacity and traffic safety using appropriate tools
2.4b: Demonstrate ability to evaluate highway materials and design highways using appropriate tools
2.4c: Demonstrate ability to perform engineering tasks including drawings, contracts, specifications, and cost estimates
OUTCOME 3: Capacity for investigation and experimentation into physical (engineering) phenomena along with the ability to
analyze and interpret engineering data in civil and environmental engineering applications. ABET Criterion 3 b, k
3.1a: Demonstrate understanding of the requirements and planning process for experimental design
3.2a: Demonstrate proficiency in organization and manipulation of collected data
3.2b: Demonstrate proficiency in interpretation and development of conclusions from data analysis
OUTCOME 4: Skills to communicate verbally, in writing, and through the use of engineering communication media; present
outcomes of problem solving and design projects to groups of engineers and lay persons. ABET Criterion 3 g, k
4.1a: Demonstrate proficiency in organization of content for oral presentation
4.1c: Demonstrate proficiency in presentation delivery and group synergism/dynamics (if applicable)
4.1d: Demonstrate ability to effectively respond to questions
4.1e: Demonstrate ability to generate positive audience reaction
4.2a: Demonstrate proficiency in organization of content for written reports
OUTCOME 5: Understand the role civil engineering plays in our modern global society, that much is to be learned from the past
and applied to the present, and that a responsible engineer is ethical and will continue to increase his/her knowledge throughout
5.1a: Demonstrate understanding of role and impact of engineering solutions in a global society
5.1c: Demonstrate proficiency in leadership and activism
5.2a: Demonstrate awareness of and the ability to engage in life-long learning
.
2
CE OUTCOME ASSESSMENT RUBRICS
3
CIVIL ENGINEERING OUTCOME ASSESSMENT RUBRIC
Outcome 1
Proficiency in fundamental science and engineering principles necessary for the
practice of civil engineering including mathematics, chemistry, physics, solid
mechanics, fluid mechanics, and environmental systems. ABET Criterion 3 a
Not Below Meets Exceeds Score
Acceptable Expectations Expectations Expectations
1 2 3 4
Formulate and Inability to Apply correct Independently Independently
solve math apply correct mathematical apply correct apply correct
models to analyze mathematical concepts to mathematical mathematical
and/or evaluate concepts to formulate a concepts to concepts to
system formulate a math model and formulate a formulate a
performance math model and solve problems math model to math model and
solve problems. with instructor solve problems solve problems
assistance. with few with no
conceptual or conceptual or
procedural procedural
errors. errors.
Apply concepts Inability to Apply correct Independently Independently
and governing apply correct concepts and apply concepts apply correct
equations to solve concepts and choose correct use governing concepts and
equilibrium choose correct governing equations to choose correct
problems governing equations to solve problems governing
equations to solve problems with few equations to
solve problems. with instructor conceptual or solve problems
assistance. procedural with no
errors. conceptual or
procedural
errors.
Utilize appropriate Inability to Ability to Independently Independently
computational choose and choose and choose and choose and
tools and utilize utilize utilize utilize
numerical appropriate appropriate appropriate appropriate
methods computational computational computational computational
necessary for tools and tools and tools and tools and
engineering numerical numerical numerical numerical
practice methods to methods to methods to methods to
solve problems solve problems solve problems solve problems
with significant with few with no
instructor conceptual conceptual or
assistance. and/or computational
computational errors.
errors.
4
1 2 3 4
Apply Inability to Apply correct Independently Independently
fundamental apply correct scientific apply correct apply correct
concepts of scientific concepts to scientific scientific
physics and concepts to solve problems concepts to concepts to
chemistry to solve solve problems. with significant solve problems solve problems
problems instructor with few with no
assistance. conceptual or conceptual or
procedural procedural
errors. errors.
1 2 3 4
Develop Inability to Analyze basic Independently Independently
fundamental analyze basic structural analyze basic analyze basic
knowledge of structural elements for structural structural
statics and elements for static and/or elements for elements for
dynamics static and/or dynamic static and/or static and/or
dynamic equilibrium dynamic dynamic
equilibrium using equilibrium equilibrium
appropriate using using
mathematics appropriate appropriate
and physics mathematics mathematics
with instructor and physics and physics
assistance with few with no
conceptual conceptual or
and/or computational
computational errors
errors
5
1.3b: Demonstrate proficiency in solid mechanics
Develop a Inability to Independently Independently Independently
fundamental analyze basic analyze basic analyze basic analyze basic
knowledge of structural structural structural structural
solid mechanics elements elements elements elements
subjected to subjected to subjected to subjected to
loading using loading using loading using loading using
appropriate appropriate appropriate appropriate
mathematics and mathematics and mathematics and mathematics and
physics physics with physics with few physics with no
assistance and/or computational
errors
1.3c: Demonstrate proficiency in engineering hydrology and fluid mechanics
Develop a Inability to Apply concepts Independently Independently
fundamental apply concepts of engineering apply concepts apply concepts
knowledge of of engineering hydrology to of engineering of engineering
engineering hydrology to solve problems hydrology to hydrology to
hydrology solve problems related to solve problems solve problems
related to prediction of related to related to
prediction of runoff and prediction of prediction of
runoff and groundwater runoff and runoff and
groundwater flow with groundwater groundwater
flow. significant flow with few flow with no
instructor conceptual conceptual and
assistance. and/or computational
computational errors.
errors.
Develop a Inability to Apply Independently Independently
fundamental apply conservation apply apply
knowledge of fluid conservation laws to solve conservation conservation
mechanics laws to solve fluid mechanics laws to solve laws to solve
fluid mechanics problems with fluid mechanics fluid mechanics
problems. significant problems with problems with
instructor few conceptual no conceptual
assistance. and/or and
computational computational
errors. errors.
6
Develop a Inability to Analyze the Independently Independently
fundamental analyze the performance of analyze the analyze the
knowledge of performance of a unit process performance of performance of
various water and a unit process in water or a unit process a unit process
wastewater in water or wastewater in water or in water or
treatment wastewater treatment by wastewater wastewater
processes (i.e., treatment by applying treatment by treatment by
physical, applying fundamental applying applying
chemical, and fundamental knowledge of fundamental fundamental
biological) knowledge of physical, knowledge of knowledge of
physical, chemical, and physical, physical,
chemical, and biological chemical, and chemical, and
biological processes and biological biological
processes and current design processes and processes and
current design criteria with current design current design
criteria significant criteria with few criteria with no
instructor conceptual conceptual and
errors
Develop an Identify
Independently Independently
understanding Inability to potential
identify identify both
and appreciation identify environmental
potential potential
of the potential potential benefits and
environmental environmental
impacts of environmental adverse impacts
benefits and benefits and
engineered benefits and associated with
adverse impacts adverse impacts
systems on the adverse impacts engineered
associated with associated with
environment associated with systems with
engineered engineered
engineered significant
systems with a systems with no
systems instructor
few omissions omissions
assistance
1 2 3 4
Collect, analyze, Inability to Independently Independently Independently
and synthesize collect field collect field collect field collect field
data related to measurements measurements measurements measurements
engineering and analyze and analyze and analyze and analyze
surveying and data using data using data using data using
field principles of principles of principles of principles of
measurements engineering engineering engineering engineering
surveying surveying surveying surveying
with significant with few with no
instructor procedural procedural
assistance errors errors
7
Collect, analyze, Inability to Observe the Observe the Observe the
and synthesize perform collection of collection of collection of soil
data related to fundamental samples, samples, samples,
the properties laboratory tests perform independently independently
and behavior of or collect, fundamental perform perform
soils in the analyze, or laboratory fundamental fundamental
geotechnical synthesize tests, and laboratory laboratory
laboratory appropriate collect, analyze, tests, and tests, and
data and synthesize collect, analyze, collect, analyze,
appropriate and synthesize and synthesize
data with appropriate appropriate
significant data with few data with no
instructor procedural procedural
Collect, analyze, Inability to Perform Independently Independently
and synthesize perform fundamental perform perform
data related to fundamental laboratory tests fundamental fundamental
the behavior of laboratory tests and collect, laboratory tests laboratory tests
water in open or collect, analyze, and and collect, and collect,
channels and analyze, and synthesize analyze, and analyze, and
piping systems in synthesize experimental synthesize synthesize
the fluid experimental data with experimental experimental
mechanics data significant data with few data with no
laboratory instructor procedural procedural
8
Collect, analyze, Inability to Collect samples, Independently
Independently
and synthesize collect samples, perform collect samples,
collect samples,
data related to perform fundamental perform perform
the mechanical fundamental laboratory fundamental
fundamental
and chemical laboratory tests, and laboratorylaboratory
behavior of tests, or collect, collect, analyze, tests, and tests, and
engineering analyze, and and synthesize collect, analyze,collect, analyze,
materials in the synthesize experimental and synthesize and synthesize
materials experimental data with experimental
experimental
laboratory data significant data with few
data with no
instructor proceduralprocedural
Total Points
Outcome 1 Mean Score (Total/14)
9
Outcome 2
Ability to complete engineering analysis and design problems in structural,
geotechnical, environmental and water resources, and transportation and materials
areas of civil engineering, as individuals and as a member of multidisciplinary
teams using engineering principles and the latest technologies and engineering
tools. ABET Criterion 3 a, c, d, e, k
1 2 3 4
Develop a Inability to take Take a Take a Take a
fundamental a determinant determinant or determinant or determinant or
knowledge of or indeterminate indeterminate indeterminate
structural analysis indeterminate system and system and system and
system and analyze the independently independently
analyze the system in terms analyze the analyze the
system in terms of moments, system in terms system in terms
of moments, shears, internal of moments, of moments,
shears, internal forces with shears, internal shears, internal
forces significant forces with few forces with no
instructor conceptual conceptual
assistance and/or and/or
errors errors
Apply Inability to Design a Independently Independently
fundamental design a structure using design a design a
principles of structure using structural structure using structure using
structural structural materials by structural structural
systems to design materials by applying materials by materials by
a structure applying fundamental applying applying
fundamental knowledge of fundamental fundamental
knowledge of structural knowledge of knowledge of
structural concepts using structural structural
concepts using current design concepts using concepts using
current design criteria and current design current design
criteria and specifications criteria and criteria and
specifications with significant specifications specifications
instructor with a few with no
assistance conceptual conceptual and
errors
10
1 2 3 4
Develop Inability to Assess Independently Independently
fundamental assess fundamental soil assess assess
knowledge of soil fundamental soil properties using fundamental soil fundamental soil
properties properties using results of properties using properties using
results of appropriate results of results of
appropriate laboratory appropriate appropriate
laboratory analyses with laboratory laboratory
analyses significant analyses with a analyses with
instructor few conceptual no conceptual
assistance and/or and/or
errors errors
2.2b: Demonstrate ability to analyze interactions between soils and structures
analyze systems Inability to Incorporate Independently Independently
involving the incorporate fundamental soil incorporate incorporate
interaction soils fundamental soil properties into fundamental soil fundamental soil
and structures properties into the analysis and properties into properties into
the analysis and design of soil the analysis and the analysis and
design of soil and structure design of soil design of soil
and structure interactions with and structure and structure
interactions significant interactions with interactions with
instructor a few no conceptual
assistance conceptual and/or
errors
11
1 2 3 4
2.3a: Demonstrate ability to design water and wastewater system components
Design a water or Inability to Apply Independently Independently
wastewater apply fundamental apply apply
treatment fundamental concepts of fluid fundamental fundamental
process, piping concepts of fluid mechanics and concepts of fluid concepts of fluid
network, pumping mechanics and environmental mechanics and mechanics and
system, or environmental engineering to environmental environmental
wastewater engineering to design an engineering to engineering to
collection system design an environmental design an design an
environmental system with environmental environmental
system significant system with few system with no
errors
Apply modern Inability to use Use computer Independently Independently
commercial computer software to use computer use computer
engineering software to analyze the software to software to
design and analyze the performance of analyze the analyze the
analysis software performance of a piping system performance of performance of
for water and a piping system with instructor a piping system a piping system
wastewater assistance with a few with no
systems conceptual conceptual and
errors
Prepare Inability to Prepare fair Prepare good Independently
engineering prepare suitable quality quality, detailed prepare high
drawings engineering engineering engineering quality, detailed
including plans, drawings drawings using drawings using engineering
profiles, and cross showing plans, computer aided computer aided drawings using
sectional profiles, and design software design software computer aided
elements as part cross sectional including plans, including plans, design software
of a design elements of a profiles, and profiles, and including plans,
project proposed cross sectional cross sectional profiles, and
structure or elements of a elements of a cross sectional
system proposed proposed elements of a
structure or structure or proposed
system system structure or
system
12
Prepare a Inability to Prepare a Independently Independently
preliminary cost prepare a preliminary cost prepare a prepare a
estimate as part preliminary cost estimate for a preliminary cost preliminary cost
of a design estimate for a proposed estimate for a estimate for a
project proposed structure or proposed proposed
structure or system using structure or structure or
system using appropriate system using system using
appropriate methods of appropriate appropriate
methods of engineering methods of methods of
engineering economics with engineering engineering
economics instructor economics with economics with
assistance few conceptual no conceptual
and/or or
errors errors
2.3b: Demonstrate ability to perform hydrologic analysis and environmental
impacts using appropriate tools
Perform a Inability to Apply concepts Independently Independently
hydrological apply concepts of engineering apply concepts apply concepts
analysis and of engineering hydrology and of engineering of engineering
prepare a design hydrology and fluid mechanics hydrology and hydrology and
of drainage fluid mechanics to design a fluid mechanics fluid mechanics
systems to design a drainage system to design a to design a
associated with a drainage system with significant drainage system drainage system
highway system instructor with few with no
assistance conceptual conceptual or
errors
Perform an Inability to Prepare an Independently Independently
environmental prepare an environmental prepare an prepare a
impact environmental impact environmental complete
assessment impact assessment with impact environmental
related to a assessment significant assessment with impact
proposed highway instructor a few omissions assessment with
system assistance no omissions
1 2 3 4
2.4a: Demonstrate ability to analyze traffic capacity and traffic safety using
appropriate tools
Perform capacity, Inability to Apply concepts Independently Independently
level of service, apply concepts of capacity, apply concepts apply concepts
and safety of capacity, level of service, of capacity, of capacity,
analyses for level of service, and safety to level of service, level of service,
major traffic and safety to analyze the and safety to and safety to
facilities analyze the performance of analyze the analyze the
performance of a major traffic performance of performance of
13
a major traffic facility with a major traffic a major traffic
facility significant facility with few facility with no
errors
2.4b: Demonstrate ability to evaluate highway materials and design highways using
appropriate tools
Design a highway Inability to apply Apply concepts Independently Independently
system using concepts of of materials apply concepts of apply concepts of
concepts of materials selection, materials materials
geometric design selection, geometric design selection selection,
and traffic geometric design and traffic geometric design geometric design
engineering and traffic engineering and traffic and traffic
operations engineering operations engineering engineering
operations principles to operations operations
principles
principles to design a highway principles to principles to
design a highway system with design a highway design a highway
system significant system with few system with no
errors
2.4c: Demonstrate ability to perform engineering tasks including drawings,
contracts, specifications, and cost estimates
Prepare Inability to Prepare fair Prepare good Independently
engineering prepare suitable quality quality, detailed prepare high
drawings engineering engineering engineering quality, detailed
including plans, drawings drawings using drawings using engineering
profiles, and cross showing plans, computer aided computer aided drawings using
sectional profiles, and design software design software computer aided
elements related cross sectional including plans, including plans, design software
to a highway elements of a profiles, and profiles, and including plans,
design proposed cross sectional cross sectional profiles, and
highway system elements of a elements of a cross sectional
proposed proposed elements of a
highway system highway system proposed
highway system
Develop an Inability to Identify and Independently Independently
engineering identify and compile the identify and identify and
contract compile the necessary compile the compile the
necessary components of necessary necessary
components of an engineering components of components of
an engineering contract with an engineering an engineering
contract significant contract with a contract with no
instructor few omissions omissions
assistance
14
Prepare Inability to Compile a Compile a Independently
engineering compile a complete and complete and compile a
specifications relevant set of relevant set of relevant set of complete and
related to the engineering engineering engineering relevant set of
design of a specifications specifications specifications engineering
highway system with significant with minor specifications
assistance from assistance from
instructor instructor
Prepare a Inability to Prepare a Independently
Independently
preliminary cost prepare a preliminary cost prepare aprepare a
estimate for an preliminary cost estimate for a preliminary cost
preliminary cost
engineering estimate for a proposed estimate for a
estimate for a
design proposed structure or proposed proposed
structure or system using structure or
structure or
system using appropriate system using
system using
appropriate methods of appropriate
appropriate
methods of engineering methods of
methods of
engineering economics with engineering
engineering
economics instructor economics with
economics with
assistance few conceptual
no conceptual
and/or or
computational
computational
errors errors
Total Points
15
CIVIL ENGINEERING ASSESSMENT RUBRIC
Outcome 3
Capacity for investigation and experimentation into physical (engineering)
phenomena along with the ability to analyze and interpret engineering data in civil
and environmental engineering applications. ABET Criterion 3 b, k
1 2 3 4
3.1a: Demonstrate understanding of the requirements and planning process for
experimental design
Identify the Demonstrates Has basic idea Establishes Demonstrates
physical either no, but in need of ground work comprehensive
phenomenon, incomplete or extreme successfully, knowledge and
experimental incorrect supervision and identifies the proposes
parameters, knowledge, steering in the appropriate/pro improvements
uncertainties, unable to right direction per and selects
experimental identify the adequate and
methods suitable physical feasible,
for the given phenomenon describes steps
case, reference involved
to standard
procedures, etc
Select Demonstrates Has basic idea Establishes Demonstrates
appropriate either no, but in need of ground work comprehensive
equipment/ incomplete or extreme successfully, knowledge and
measuring incorrect supervision and identifies the proposes
devices and knowledge, steering in the appropriate/pro improvements
methodology for unable to right direction per and selects
conducting identify adequate and
experiment feasible,
describes steps
involved
16
1 2 3 4
3.2a: Demonstrate proficiency in organization and manipulation of collected data
using proper tools (e.g. software)
Present Demonstrates Has basic idea Describes the Demonstrates
experimental either no, but in need of methods of data comprehensive
data; plots, incomplete or extreme analysis, able to knowledge in
tables, incorrect supervision and identify data analysis
consideration of knowledge, steering in the necessary tools and
trends, statistical unable to right direction and potential presentation
evaluation identify errors as well as and requires no
discrepancies, supervision
identifies trends
and presents
scientific/proces
sed data in a
coherent way
3.2b: Demonstrate proficiency in interpretation and development of conclusions
from data analysis using proper tools (e.g. software)
Interprets results Demonstrates Has basic Able to generate Demonstrates
of data analysis either no, knowledge of scientific comprehensive
and draws incomplete or theory, but in formulations knowledge and
conclusions and incorrect need of extreme and reports requires no
makes knowledge of supervision and based on the supervision,
connections to the basic steering in the experimental generates
existing theory theory, unable right direction observations mathematical
to identify and and results formulations
discuss and correct
coherently the applications that
experimental proposes
observations improvements
and results to existing
theory and
methods
Total Points
17
Outcome 4
Skills to communicate verbally, in writing, and through the use of engineering
communication media; present outcomes of problem solving and design projects to
groups of engineers and lay persons. ABET Criterion 3 g, k
1 2 3 4
4.1a: Demonstrate proficiency in organization of content for oral presentation
Suitable Unsuitable Somewhat Suitable, Superior
Introduction unsuitable, not appropriate performance;
focused clear and
precise
Logical Unsuitable Somewhat Suitable, Superior
arrangement of unsuitable, not appropriate performance;
topics and focused clear and
accuracy of the precise
presentation
Appropriate Unsuitable Somewhat Suitable, Superior
conclusions and unsuitable, not appropriate performance;
recommendations focused clear and
precise
Appropriate Not clear or Difficulty Clear and Superior clarity
choice readable reading readable and readability
(projection,
overhead,
handouts, etc.)
Effective use of Not clear or Difficulty Clear and Superior clarity
software readable reading readable and readability
4.1c: Demonstrate proficiency in presentation delivery and group
synergism/dynamics (if applicable)
Voice volume, Not acceptable Poor Acceptable Superior
enunciation, performance performance performance
speed,
appearance
Even division of One person Apparent Even division of Even division
effort clearly uneven effort; all and well-
dominates or distribution of members speak delegation to
did not effort on and answer group
contribute questions on members, each
technical individual has
material knowledge of
the entire
presentation
18
Interactions No interaction Limited Acceptable Consistent and
between team knowledge of performance complementary
members, time the project, (back-up); each
management disorganized individual has a
presentation comprehensive
without proper knowledge of
transition the topic
4.1d: Demonstrate ability to effectively respond to questions
Quality of Unable to Evasive, not Acceptable Direct and
Response respond complete response comprehensive
4.1e: Demonstrate ability to generate positive audience reaction
Response Overall poor Somewhat poor Acceptable Well-received
performance performance
1 2 3 4
4.2a: Demonstrate proficiency in organization of content for written reports
Work requested/ Unsuitable Somewhat Suitable, Superior
Abstract unsuitable, not appropriate performance;
focused clear and
precise
Introduction Unsuitable Somewhat Suitable, Superior
unsuitable, not appropriate performance;
focused clear and
precise
Theoretical Unsuitable Somewhat Suitable, Superior
development unsuitable, not appropriate performance;
focused clear and
precise
Results Unsuitable Somewhat Suitable, Superior
unsuitable, not appropriate performance;
focused clear and
precise
Conclusions and Unsuitable Somewhat Suitable, Superior
recommendations unsuitable, not appropriate performance;
focused clear and
precise
Organization Inappropriate Some content is Content Organization
sections of found in appropriate to enhances
report inappropriate all sections of readability
section of report and/or
report understandabilit
y of report
Aesthetics Visually Visually poor Appropriate Superior
unacceptable
19
Spelling/grammar Too many Some errors Minimum errors Superior
errors to the spelling and
extent that it is grammatical
unreadable skills
Appropriate Not clear or Difficulty Clear and Superior clarity
choice readable reading readable and readability
Effective use of Not clear or Difficulty Clear and Superior clarity
software readable reading readable and readability
Total Points
20
Outcome 5
Understand the role civil engineering plays in our modern global society, that much
is to be learned from the past and applied to the present, and that a responsible
engineer is ethical and will continue to increase his/her knowledge throughout
1 2 3 4
5.1a: Demonstrate understanding of role and impact of engineering solutions in a
global society
Identify both Inability to Identify Independently Independently
potential benefits identify potential identify identify both
and adverse potential environmental potential potential
impacts of environmental benefits and environmental environmental
engineered benefits and adverse impacts benefits and benefits and
systems on adverse impacts associated with adverse impacts adverse impacts
society and the associated with engineered associated with associated with
environment engineered systems with engineered engineered
systems significant systems with a systems with no
instructor few omissions omissions
assistance
Develop and Inability to Develop and Appropriately Appropriately
evaluate develop and evaluate develop and develop and
alternative evaluate alternative evaluate evaluate
designs of civil alternative designs of civil alternative alternative
infrastructure designs of civil infrastructure designs of civil designs of civil
systems to infrastructure systems to infrastructure infrastructure
minimize adverse systems to minimize systems to systems to
environmental minimize adverse minimize minimize
and societal adverse environmental adverse adverse
impacts environmental and societal environmental environmental
and societal impacts in a and societal and societal
impacts group of impacts in a impacts
students with group of independently
significant students with with no
instructor some assistance assistance from
assistance from the the instructor
instructor
21
Identify and Inability to Identify and Appropriately Appropriately
respond to identify and respond to identify and identify and
significant ethical respond to significant respond to respond to
aspects related to significant ethical aspects significant significant
the design or ethical aspects related to the ethical aspects ethical aspects
construction of an related to the design or related to the related to the
engineered design or construction of design or design or
system construction of an engineered construction of construction of
an engineered system in a an engineered an engineered
system group of system in a system
students with group of independently
significant students with with no
assistance from some assistance assistance from
the instructor from the the instructor
instructor
Does not exclude Either unable to Determines Determines Determines
or skew determine whether new whether new whether new
knowledge that is whether new knowledge has knowledge has knowledge has
pertinent even knowledge has an impact on an impact on an impact on
when it impacts an impact on the individuals the individuals the individuals
the individual's the individuals value system value system value system
value system. value system or and takes steps and takes steps and
takes no steps to reconcile to reconcile takes steps to
to reconcile differences with differences with reconcile
differences. little bias little bias differences
without bias
5.1c: Demonstrates proficiency in leadership and activism
Demonstrate Does not Participates Participates to a Participates to a
leadership skills in participate in infrequently in moderate high degree in
classroom setting class class degree in class class
discussions/ discussions/ discussions/ discussions/
activities and activities and activities and activities and
does not rarely engages sometimes often engages
interact with fellow students engages fellow fellow students
fellow students in positive students in in positive
behaviors positive behaviors
relative to the behaviors relative to the
engineering relative to the engineering
profession engineering profession
profession
Demonstrate Is not a member of a Is a member of Participates as
leadership skills professional engineering society a professional an active
through student engineering member in a
membership in society professional
professional engineering
societies society
22
Attend public Express no Express no Actively Actively
meetings related interest in interest in participate in at participate in
to impacts of public hearings public hearings least one public two or more
proposed or meetings or meetings hearing or public hearings
infrastructure related to related to meeting related or meetings
systems impacts of impacts of to impacts of related to
proposed proposed proposed impacts of
infrastructure infrastructure infrastructure proposed
systems systems systems prior to infrastructure
graduation systems prior to
graduation
1 2 3 4
5.2a: Demonstrate awareness of and the ability to engage in life-long learning
Pass the Unable to pass Unable to pass Pass the FE Pass the FE
Fundamentals of the FE exam the FE exam exam prior to exam prior to
Engineering (FE) after more than prior to graduation after graduation after
exam two attempts graduation two attempts one attempt
Express a desire Express no interest in becoming Express sincere interest in
to complete a licensed civil or environmental becoming a licensed civil or
requirements for engineer environmental engineer
licensure as a
professional
engineering
Participate in Does not Participates in Participates in Participates in
extra-curricular participate in extra-curricular extra-curricular extra-curricular
professional extra-curricular professional professional professional
activities as an professional activities one activities activities with a
undergraduate: activities prior time prior to successfully two high degree of
Engineering to graduation graduation times prior to success three or
internship graduation more times
Undergraduate prior to
research graduation
programs
Attend a CEE
professional
conference
Design
competitions
Total Points
23
OUTCOMES AND COURSE MATRIX
24
Outcome 1
Graduates with a B.S. in Civil Engineering from the University of Nevada, Reno will
have proficiency in fundamental science and engineering principles necessary for
the practice of civil engineering including mathematics, chemistry, physics, solid
mechanics, fluid mechanics, and environmental systems.
ABET Criterion 3 Alignment: a
Representative Courses Responsible for Meeting Outcome 1

a. Demonstrate proficiency in application of mathematics CEE 241
CEE 367L
CEE 371
CEE 372
CEE 381
CEE 390
ME 367
CEE 404
CEE 418
CEE 479
b. Demonstrate proficiency in computational and CEE 371
numerical methods CEE 404
CEE 418
CEE 479
CS 135
a. Demonstrate proficiency in application of physics and CEE 241
chemistry CEE 390
CEE 417
CEE 479
CEE 453
CEE 458
ME 311
EE 220
a. Demonstrate proficiency in statics and dynamics CEE 241
ME 242
b. Demonstrate proficiency in solid mechanics CEE 372
c. Demonstrate proficiency in engineering hydrology and CEE 364

fluid mechanics CEE 367L
ME 367
CEE 404
CEE 456*
CEE 457*
CEE 459
25
d. Demonstrate proficiency in environmental systems CEE 390
engineering CEE 413
CEE 456*
CEE 457*
CEE459
a. Demonstrate ability to collect and analyze laboratory CEE 121
and field data CEE 367L
CEE 375
CEE 376
CEE 404
CEE 417
CEE 442
CEE 443*
* Capstone course
26
Outcome 2
have the ability to complete engineering analysis and design problems in
structural, geotechnical, environmental and water resources, and transportation
and materials areas of civil engineering, as individuals and as a member of
multidisciplinary teams using engineering principles and the latest technologies
and engineering tools.
ABET Criterion 3 Alignment: a, c, d, e, k

a. Demonstrate proficiency in structural analysis using CEE 381
appropriate tools CEE 481
CEE 484
CEE 486
CEE 488
b. Demonstrate ability to design a structure using CEE 480
appropriate tools CEE 481*
CEE 482
CEE 483
CEE 484
CEE 487
CEE 488
a. Demonstrate proficiency in fundamentals of soil CEE 442
properties CEE 445
CEE 443*
b. Demonstrate ability to analyze interactions between CEE 442
soils and structures using appropriate tools CEE 445
CEE 443*
CEE 479
a. Demonstrate ability to design water and wastewater CEE 390
system components using appropriate tools CEE 404
CEE 413
CEE 456*
CEE 457*
b. Demonstrate ability to perform hydrologic analysis and CEE 364
environmental impacts using appropriate tools CEE 426*
CEE 459
a. Demonstrate ability to analyze traffic capacity and CEE 426*
traffic safety using appropriate tools
b. Demonstrate ability to evaluate highway materials and CEE 375
design highways using appropriate tools CEE 426*
CEE 431*
c. Demonstrate ability to perform engineering tasks CEE 101
including drawings, contracts, specifications and cost CEE 388
estimates CEE 426*
* Capstone course
27
Outcome 3
have a capacity for investigation and experimentation into physical (engineering)
phenomena along with the ability to analyze and interpret engineering data in civil
and environmental engineering applications.
ABET Criterion 3 Alignment: b, k

a. Demonstrate understanding of requirements and CEE 140
planning process for experimental design CEE 367L
CEE 375
CEE 376
CEE 417
CEE 418
CEE 442
CEE 479
b. Demonstrate proficiency in conducting experiments CEE 121
CEE 367L
CEE 375
CEE 376
CEE 404
CEE 442
CEE 479
a. Demonstrate proficiency in organization and CEE 140
manipulation of collected data using proper tools (e.g. CEE 121
software) CEE 367L
CEE 371
CEE 375
CEE 376
CEE 389
CEE 404
CEE 442
CEE 426
CEE 456*
CEE 458
b. Demonstrate proficiency in interpretation and CEE 140
development of conclusions from data analysis using CEE 121
proper tools (e.g. software) CEE 367L
CEE 371
CEE 375
CEE 376
CEE 404
CEE 426
CEE 442
CEE 431*
CEE 443*
CEE 456*
CEE 486
* Capstone course
28
Outcome 4
have the skills to communicate verbally, in writing, and through the use of
engineering communication media; present outcomes of problem solving and
design projects to groups of engineers and lay persons.
ABET Criterion 3 Alignment: g, k

a. Demonstrate proficiency in organization of CEE 140 CEE 457*
content for oral presentation ENGR 301 CEE 458
CEE 420 CEE 479
CEE 426* CEE 481*
CEE 428 CEE 484
CEE 456* CEE 488
b. Demonstrate proficiency in use of visual aids CEE 140 CEE 457*
ENGR 301 CEE 479
CEE 420 CEE 481*
CEE 426* CEE 484
CEE 428 CEE 488
CEE 456*
c. Demonstrate proficiency in presentation delivery CEE 140 CEE 457*
and group synergism/dynamics (if applicable) ENGR 301 CEE 479
CEE 420 CEE 481*
CEE 426* CEE 484
CEE 456* CEE 488
d. Demonstrate ability to effectively respond to ENGR 301 CEE 481*
questions CEE 426* CEE 456*
CEE 428 CEE 457*
e. Demonstrate ability to generate positive ENGR 301 CEE 456*
audience reaction CEE 426 CEE 457*
CEE 481*
a. Demonstrate proficiency in organization of CEE 140 CEE 426*
content for written reports ENGR 301 CEE 431*
CEE 367L CEE 442
CEE 375 CEE 443*
CEE 376 CEE 481*
CEE 404 CEE456*
CEE 411 CEE 457*
CEE 413 CEE 458
CEE 417 CEE 479
CEE 420 CEE 486
b. Demonstrate proficiency in effective report CEE 140 CEE 431*
mechanics ENGR 301 CEE 426*
CEE 367L CEE 442
CEE 375 CEE 443*
CEE 376 CEE 481*
CEE 404 CEE456*
CEE 413 CEE 457*
CEE 420 CEE 479
29
c. Demonstrate effective use of software to CEE 140 CEE 431*
prepare written reports ENGR 301 CEE 442
CEE 367L CEE 443*
CEE 375 CEE 481*
CEE 376 CEE 456*
CEE 404 CEE 457*
CEE 413 CEE 479
CEE 420 CEE 486
CEE 426*
* Capstone course
30
Outcome 5
understand the role civil engineering plays in our modern global society, that
much is to be learned from the past and applied to the present, and that a
responsible engineer is ethical and will continue to increase his/her knowledge
throughout his/her lifetime.
ABET Criterion 3 Alignment: f, h, i, j

a. Demonstrate understanding of role and impact of UNR Core
engineering solutions in a global society Curriculum
CEE 140
CEE 390
CEE 411
CEE 413
CEE 426
CEE 431*
CEE 443*
CEE 481*
CEE 456*
CEE 457*
CEE 458
CEE 479
b. Demonstrate understanding of ethical responsibility UNR Core
Curriculum
CEE 140
CEE 411
CEE 426
CEE 431*
CEE 443*
CEE 481*
CEE 456*
CEE 457*
CEE 479
c. Demonstrate proficiency in leadership and activism UNR Core
Curriculum
CEE 140
Senior Exit
Interviews
Scale 5. 2: Life-long Learning
a. Demonstrate awareness of and the ability to engage in ENGR 490
life-long learning Senior Exit
Interviews
Alumni Surveys
* Capstone course
31
TEMPLATES
32
Course Reporting Form
Data Collection for Outcome Rubric Results
Course: _________ Semester: Fall Spring Summer Year_________
Instructor:_________________________________ No. of Students ___________
Please complete one box below for EACH subscale assigned to your courses.
EXAMPLE:
Outcome #_1_ Subscale:_1.3a_ Mean class performance__3.19__
Outcome #___ Subscale____ Mean class performance ________
33
Outcome Assessment Sheet for Artifacts
Outcome (Circle one): 1 2 3 4 5
Course: ________ Semester: Fall Spring Summer Year________
Instructor _____________________________________
Title of artifact: _________________________________________________
Scale Indicators met by this artifact (From course matrix):

______________________________________________________________
Please check the box of all ABET Criterion 3 indicators met by the selected
artifact.
(a) An ability to apply knowledge of mathematics

knowledge of science
knowledge of engineering
(b) An ability to design experiments
conduct experiments
analyze data
interpret data
(c) An ability to design a system to meet desired needs
design a component to meet desired needs
design a process to meet desired needs
(d) An ability to function on multi-disciplinary teams
(e) An ability to identify engineering problems
formulate engineering problems
solve engineering problems
(f) An understanding of professional responsibility
ethical responsibility
(g) An ability to communicate effectively
(h) The broad education in a global context
necessary to understand in a social context
the impact of
engineering solutions
(i) Recognition of need for life-long learning
Ability to engage in life-long learning

(j) A knowledge of contemporary issues
(k) An ability to use techniques necessary for engineering practice
skills necessary for engineering practice
modern engineering tools necessary for
engineering practice
This artifact is filed in Outcome Notebook

___#1 ___#2 ___#3 ___#4 ___#5
and is cross-listed in Outcome Notebook
___#1 ___#2 ___#3 ___#4 ___#5
34

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2007 Best Assessment Processes IX Symposium

Rose-Hulman Institute of Technology

April 12-14, 2007

Bachelor of Science in Environmental

The most recent Strategic Plan of the

. to offer a broad fundamental education that

a) an ability to apply knowledge of mathematics, science, and engineering

2. Produce graduates with the sound backgrounds needed to

3. Provide competent coverage in selected civil engineering

5. Instill graduates with an awareness and appreciation of

(a) Fundamentals in math/science eng.

(f) Professionalism and Ethics

(e) Engineering problems

(j) Contemporary Issues

(h) Global Context

(k) Modern Tools

(c) Eng. design

Skills and Knowledge for

Outcome 2 Graduates with a B.S. in Civil Engineering from the

Outcome 4 Graduates with a B.S. in Civil Engineering from the

Outcome 5 Graduates with a B.S. in Civil Engineering from the

Develop an assessment framework

Professional Feedback and Industry

Alumni and alumni employer

CEE Advisory Board

Artifacts may include:

Scale 1.1: Mathematics

Scale 1.2: Basic Engineering Sciences

Scale 1.3: Fundamental Engineering Principles

Scale 1.4: Fundamental Engineering Laboratories

Scale 2.1: Structural Engineering

Scale 2.2: Geotechnical Engineering

Scale 2.3: Environmental and Water Resources Engineering

Scale 2.4: Transportation and Materials Engineering

Scale 3.1: Experimental Design

Scale 3.2: Data Analysis and Presentation

Scale 4.1: Oral Reports

Scale 4.2: Written Reports

Scale 5.1: Professional and Ethical Responsibility

Scale 5.2: Life-long Learning

Scale 1.1: Mathematics

Scale 3.1: Experimental Design

Scale 3.2: Data Analysis and Presentation

Scale 4.1: Oral Reports

Scale 5.1: Professional and Ethical Responsibility

Scale 5.2: Life-long Learning

2. Select artifacts from among your course assignments that will

3. Use the Outcome Rubric to assess student work on the

5. Complete the Outcome Assessment Sheet for Artifacts for

Among undergraduate students enrolled

If 80% or above meets or exceeds expectation: No action

If 60-80% meets expectation: Identify ABET criteria that

If 60% or less meets expectation: Identify ABET criteria that

Measuring Program Outcomes

Sherif Elfass, Ph.D., P.E.

E. Manos Maragakis, Ph.D.

Department of Civil and Environmental Engineering

April 12-14, 2007

ABET Criterion 3 Alignment: a

Representative Courses Responsible for Meeting Outcome 1

Scale 1.1: Mathematics

c. Demonstrate proficiency in engineering hydrology and CEE 364

ABET Criterion 3 Alignment: a, c, d, e, k

Course: _ Semester: Fall Spring Summer Year_

Instructor:_______________________ No. of Students _

Outcome #_1_ Subscale:_1.3a_ Mean class performance3.19

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Outcome #_ Subscale Mean class performance ______

Course: Semester: Fall Spring Summer Year