Académique Documents
Professionnel Documents
Culture Documents
A Student-Centered Approach
Austin, Texas
Definition of Tuning.................................................................................................................................... 4
Civil Engineering Key Competency Tables and Learning Outcome Descriptions .............................. 9
Mathematics ...................................................................................................................................... 10
Natural Sciences ............................................................................................................................... 11
Materials Science .............................................................................................................................. 12
Mechanics .......................................................................................................................................... 13
Experiments ....................................................................................................................................... 14
Design................................................................................................................................................. 15
Multidisciplinary Teamwork ............................................................................................................. 16
Problem Solving and Recognition ................................................................................................... 17
Ethics .................................................................................................................................................. 18
Communication ................................................................................................................................. 19
Contemporary Issues and Historical Perspectives ....................................................................... 20
Community College Program of Study for Transfer to an Civil Engineering Program .................... 21
Tuning provides an expected level of competency achievement at each step along the
process of becoming a professional: expectations at the beginning of pre-professional
study, at the beginning of professional study, and at the transition to practice. It involves
seeking input from students, recent graduates, and employers to establish criterion-
referenced learning outcomes and competencies by degree level and subject area. Through
Tuning, students have a clear “picture” of what is expected and can efficiently plan their
educational experience to achieve those expectations. The objective is not to standardize
programs offered by different institutions, but to better establish the quality and relevance
of degrees in various academic disciplines.
An overview of Lumina Foundation for Education’s “Tuning USA” Initiative is available at:
http://www.luminafoundation.org/our_work/tuning/; an overview of Tuning work to date in
Texas is available at: http://www.thecb.state.tx.us/tuningtexas.
Civil engineers are entrusted by society to create a sustainable world and enhance the
global quality of life. Civil engineers serve competently, collaboratively, and ethically as:
planners, designers, constructors, and operators of society’s economic and social
engine, the built environment;
stewards of the natural environment and its resources;
innovators and integrators of ideas and technology across the public, private, and
academic sectors;
managers of risk and uncertainty caused by natural events, accidents, and other
threats; and,
leaders in discussions and decisions shaping public environmental and infrastructure
policy.
After the American Society of Civil Engineers (ASCE) 2025 vision for Civil Engineering.
Engineering
Mechanics
Structural
Analysis and Mathematics
Design
Basic
Sciences
Geotechnical (Chemistry,
Characterization Physics, Life,
A Degree in
and Design Earth)
Civil
Engineering Oral, Written,
and Graphical
Construction Communication
and Materials
Environmental
Transportation Engineering
Systems Water
Resources
Industry
(Construction,
Petrochemical,
Aerospace,
Manufacturing)
Engineering
Consulting
Technical
Firms
Sales and
Marketing
Civil
Engineering
(Technical Design or
Project Management)
Government/
Public Works
Research and (Design,
Development Regulation,
Administration)
The key competencies profile is a schematic diagram that is derived from the
competency table. It lists for each learning outcome (columns) the required
competency levels according to Bloom’s taxonomy (rows) that must be gained
at each of four educational levels:
The level of response for each of the Bloom’s taxonomy levels is described through active
verbs; examples of verbs for each level can be found at:
<http://www.teach-nology.com/worksheets/time_savers/bloom/>
Evaluation G G G G G
Synthesis G G BS G G G G
Analysis G G G BS BS BS G G BS BS G
Application BS BS BS BS BS BS BS BS BS CC BS
Comprehension CC CC CC CC CC BS CC CC BS HS CC
Knowledge HS HS HS CC HS CC HS HS CC HS HS
Contemporary Issues
Problem Recognition
Materials Science
Natural Sciences
Communication
and Historical
Mathematics
Experiments
Perspectives
and Solving
Mechanics
Teamwork
Design
Ethics
G graduate-level experience competencies
BS baccalaureate-level competencies
CC pre-engineering competencies
HS high school graduate competencies
The Civil Engineering competency table has eleven learning outcome titles, one for each
learning outcome description:
1. Mathematics
2. Natural Sciences
3. Materials Science
4. Mechanics
5. Experiments
6. Design
7. Teamwork
8. Problem Recognition and Solving
9. Ethics
10. Communication
11. Contemporary Issues and Historical Perspectives
The competency table has four learning outcome categories (columns from left to right):
Learning outcome descriptions for each of the outcome titles of the competency table
explain the knowledge, skills, and attitudes that should be achieved by the graduates.
10 | P a g e Table of Contents
Natural Sciences
Underlying the professional role of the civil engineer as the engineers should have the basic scientific literacy that will
master integrator and technical leader is a firm foundation in enable them to be conversant on technical issues pertaining to
the natural sciences. Physics and chemistry are two disciplines environmental systems, public health and safety, durability of
of the natural sciences that have historically served as basic construction materials, and other such subjects.
foundations. Additional disciplines of natural science are also
assuming stronger roles within civil engineering. The civil engineering graduate solves problems in calculus-
based physics, chemistry, and one additional area of natural
Physics is concerned with understanding the structure of the science and applies this knowledge to the solution of
natural world and explaining natural phenomena in a engineering problems. The physics, chemistry, and breadth in
fundamental way in terms of elementary principles and laws. natural sciences required for civil engineering practice must be
Mechanics is concerned with the equilibrium and motion of learned at the undergraduate level and should prepare
particles or bodies under the action of given forces. Many students for subsequent courses in engineering and
areas of civil engineering rely on physics for understanding the engineering practice.
underlying governing principles and for obtaining solutions to
NATURAL SCIENCES
problems. Core Pre- Baccalaureate- Graduate-
Competencies Engineering Level Level
Chemistry is the science that deals with the properties, Needed to Competencies Engineering Engineering
enter Higher gained during Competencies Competencies
composition, and structure of substances (elements and Education in the first two
compounds), the reactions and transformations they undergo, Civil years of study
Engineering
and the energy released or absorbed during those processes. Explain key Explain key Solve problems Analyze complex
Chemistry is concerned with atoms as building blocks, concepts in concepts and in calculus-based problems to
physics, problem-solving physics, determine the
everything in the material world, and all living things. Some chemistry, and processes in chemistry, and relevant physics,
areas of civil engineering—especially environmental biology and chemistry, one additional chemistry,
solve related calculus-based area of natural and/or other
engineering and construction materials— rely on chemistry for problems physics, and one science and areas of natural
explaining phenomena and obtaining solutions to problems. additional area apply this science
of natural knowledge to principles, then
Additional breadth in such natural science disciplines as science the solution of apply that
biology, ecology, geology, and geomorphology will eventually engineering knowledge to
problems solve the
be required to prepare the civil engineer of the future. Civil problem
11 | P a g e Table of Contents
Materials Science
12 | P a g e Table of Contents
Mechanics
13 | P a g e Table of Contents
Experiments
14 | P a g e Table of Contents
Design
15 | P a g e Table of Contents
Multidisciplinary Teamwork
Licensed civil engineers must be able to function as level, the focus is primarily on working as members of an
members of a team. This cooperation requires intra-disciplinary team—that is, a team within the civil
understanding team formation and evolution, personality engineering sub-disciplines. Examples of opportunities for
profiles, team dynamics, collaboration among diverse students to work in teams include design projects and
disciplines, problem solving, time management, and being laboratory exercises within a course and during a capstone
able to foster and integrate a diversity of perspectives, design experience.
knowledge, and experiences.
A civil engineer will eventually work within two different MULTIDISCIPLINARY TEAMS
types of teams. The first is intra-disciplinary and consists of Core Pre- Baccalaureate- Graduate-
Competencies Engineering Level Level
members from within the civil engineering sub-disciplines— Needed to Competencies Engineering Engineering
for example, a structural engineer working with a enter Higher gained during Competencies Competencies
Education in the first two
geotechnical engineer. The second is multidisciplinary and Civil years of study
is a team composed of members of different professions— Engineering
Have experience Discuss and Function Function
for example, a civil engineer working with an economist on in collaborative demonstrate effectively as a effectively as a
the financial implications of a project, or a civil engineer learning and
teamwork on
collaborative
learning and
member of an
interdisciplinary
member of a
multidisciplinary
working with local elected officials on a public planning class projects teamwork on team team
class projects
board. Multidisciplinary also includes a team consisting of
members from different engineering sub-disciplines—
sometimes referred to as a cross-disciplinary team—for
example, a civil engineer working with a mechanical
engineer.
16 | P a g e Table of Contents
Problem Solving and Recognition
Civil engineering problem solving consists of identifying PROBLEM RECOGNITION AND SOLVING
engineering problems, obtaining background knowledge, Core Pre- Baccalaureate- Graduate-
Competencies Engineering Level Level
understanding existing requirements and/ or constraints, Needed to Competencies Engineering Engineering
articulating the problem through technical communication, enter Higher gained during Competencies Competencies
formulating alternative solutions—both routine and Education in the first two
Civil years of study
creative—and recommending feasible solutions. Engineering
Explain key Identify key Develop problem Synthesize the
concepts related factual statements and solution to an
Appropriate techniques and tools— including information to problem information solve engineering
recognition, related to math, fundamental civil problem into a
technology, contemporary analysis and design methods, problem science, and engineering broader public
and design codes and standards to complement knowledge articulation, and basic mechanics, problems by policy, social
problem-solving problem applying impact, or
of fundamental concepts—are required to solve engineering processes recognition, appropriate business
related to math problem solving, techniques and objective
problems. Problem solving also involves the ability to select and science and applicable tools in at least
the appropriate tools as a method to promote or increase applications techniques and four technical
tools areas
the future learning ability of individuals.
17 | P a g e Table of Contents
Ethics
Civil engineers in professional practice have a privileged importance of meeting such professional responsibilities as
position in society, affording the profession exclusivity in maintaining competency and the need for ethical behavior.
the design of the public’s infrastructure. This position
requires each of its members to adhere to a doctrine of ETHICS
professionalism and ethical responsibility. This doctrine is Core Pre- Baccalaureate- Graduate-
set forth in the seven fundamental canons in the American Competencies Engineering Level Level
Needed to Competencies Engineering Engineering
Society of Civil Engineers (ASCE) Code of Ethics. The first enter Higher gained during Competencies Competencies
canon states that civil engineers “…shall hold paramount Education in the first two
Civil years of study
the safety, health, and welfare of the public.…” By meeting Engineering
this responsibility, which puts the public interest above all Intentionally left Identify Analyze a Synthesize
blank appropriate situation and studies and
else, the profession earns society’s trust. academic and apply standards experiences to
professional of professional foster
ethical behaviors and ethical professional and
Civil engineers aspire to be “entrusted by society to create responsibility to ethical conduct
determine
a sustainable world and enhance the global quality of life.” appropriate
Therefore, current and future civil engineers, whether action
18 | P a g e Table of Contents
Communication
19 | P a g e Table of Contents
Contemporary Issues and Historical
Perspectives
To be effective, professional civil engineers should draw impact of engineering solutions on the economy,
upon their broad education to analyze the impacts of environment, political landscape, and society.
historical and contemporary issues on engineering and
analyze the impact of engineering on the world. The
engineering design cycle illustrates the dual nature of this CONTEMPORARY ISSUES AND HISTORICAL PERSPECTIVES
Core Pre- Baccalaureate- Graduate-Level
outcome. In defining, formulating, and solving an Competencies Engineering Level Engineering
engineering problem, engineers must consider the impacts Needed to Competencies Engineering Competencies
enter Higher gained during Competencies
of historical events and contemporary issues. Education in the first two
Civil years of study
Engineering
Examples of contemporary issues that could impact Describe Explain the Understand Evaluate the impacts
engineering include the multicultural globalization of economic, impact of historical and and relationships
environmental, engineering contemporary among engineering
engineering practice; raising the quality of life around the public policy, solutions on the issues and apply and historical,
world; the importance of sustainability; the growing and societal
aspects of
economy,
environment,
their impacts in
solution of
contemporary, and
emerging issues
diversity of society; and the technical, environmental, modern history public policy, engineering
and society problems
societal, political, legal, aesthetic, economic, and financial
implications of engineering projects. When generating and
comparing alternatives and assessing performance,
engineers must also consider the impact that engineering
solutions have on the economy, environment, political
landscape, and society.
20 | P a g e Table of Contents
Community College Program of Study for Transfer to a Civil Engineering Program
FRESHMAN YEAR
SOPHOMORE YEAR
21 | P a g e Table of Contents
Civil Engineering Prerequisite Flowchart
Intro to
Engineering
Differential
ENGR 1201
Equations
Programming MATH 2320
for Engineers Upper-Division
ENGR 2304
Physics I Electrical Circuits I Civil
or PHYS 2325/2125 ENGR 2305/2105 Engineering
Programming Courses
or
Fundamentals
COSC 1436/1336 Physics II
PHYS 2326/2126
Engineering
Graphics I
ENGR 1304 Statics Dynamics
Plane Surveying ENGR 2301 ENGR 2302
Plane
ENGR 1307
Trigonometry
MATH 1316
Chemistry I
CHEM 1311/1111
22 | P a g e Table of Contents