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ABETSelf-Study Report

for the

Bachelor of Science in Civil Engineering (B.S.C.E.) Degree Program

at

The University of MemphisHerff College of Engineering

Memphis, TN 38152

July 1, 2015

CONFIDENTIAL

The information supplied in this Self-Study Report is for the confidential use of ABET and its authorized agents, and will not be disclosed without authorization of the institution concerned, except for summary data not identifiable to a specific institution.

CONTENTSBACKGROUND INFORMATION 9

A. Contact Information......................................................................................9B. Program History............................................................................................9C. Options..........................................................................................................9D. Program Delivery Modes..............................................................................9E. Program Locations.......................................................................................10F. Public Disclosure.........................................................................................10G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and

the Actions Taken to Address Them....................................................10

CRITERION 1. STUDENTS 11A. Student Admissions.....................................................................................11B. Evaluating Student Performance.................................................................11C. Transfer Students and Transfer Courses.....................................................11D. Advising and Career Guidance...................................................................12E. Work in Lieu of Courses.............................................................................13

E.1. Advanced Placement...................................................................13E.2. Dual Enrollment..........................................................................13E.3. College-Level Examination Program (CLEP).............................14

F. Graduation Requirements...........................................................................14F.1. General Education Requirements................................................15F.2. Residency Requirements.............................................................15F.3. Graduation Requirements for the Bachelor of Science in Civil Engineering..........................................................................................15F.4. Process for Ensuring and Documenting that each Graduate Com-pletes all Graduation Requirements for the Program...........................16

G. Transcripts of Recent Graduates.................................................................16

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 17A. Mission Statement.......................................................................................17B. Program Educational Objectives.................................................................17C. Consistency of the PEOs with the Mission of the Institution.....................17D. Program Constituencies..............................................................................18E. Process for Review of the Program Educational Objectives.......................19

CRITERION 3. STUDENT OUTCOMES 20A. Student Outcomes.......................................................................................20B. Relationship of Student Outcomes to Program Educational |Objectives....21

CRITERION 4. CONTINUOUS IMPROVEMENT 22A. Student Outcomes.......................................................................................22A.1. Relationship of Courses in the Curriculum to the Student Outcomes. . .23A.2. Data Collection, Assessment, and Evaluation Methodology..................25A.3. Direct Assessment...................................................................................27

BACKGROUND INFORMATION ·

A.4. Indirect Assessment................................................................................32A.5. Assessments............................................................................................36(a) an ability to apply knowledge of mathematics, science, and engineering37(b) an ability to design and conduct experiments, as well as to analyze and

interpret data........................................................................................43(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 sustainabil-ity.........................................................................................................48

(d) an ability to function on multidisciplinary teams......................................52(e) an ability to identify, formulate, and solve engineering problems............56(f) an understanding of professional and ethical responsibility......................61(g) an ability to communicate effectively.......................................................66(h) the broad education necessary to understand the impact of engineering so-

lutions in a global, economic, environmental, and societal context....70(i) a recognition of the need for professional licensure and a recognition of

the need for, and an ability to engage in life-long learning.................73(j) a knowledge of contemporary issues.........................................................77(k) an ability to use the techniques, skills, and modern engineering tools nec-

essary for engineering practice............................................................81B. Continuous Improvement............................................................................86B.1. Continuous Improvements Driven by Student Outcome Assessments. .86B.2. Continuous Improvements Driven by Course-Level Reviews................97B.3. Continuous Improvements Through Curricular Changes.....................100B.4. Continuous Improvements in General...................................................104

CRITERION 5. PROGRAM CURRICULUM 106A. Program Curriculum................................................................................106

A.1. Prerequisite Flow Chart............................................................115A.2. Mathematics, Physics, and Chemistry......................................119A.3. Proficiency in Recognized Major Civil Engineering Areas......119A.4. Laboratory Experiences............................................................120A.5. Design Experiences...................................................................120A.6. Professional Practice Issues......................................................122A.7. General Education Components................................................122

CRITERION 6. FACULTY 123A. Faculty Qualifications..............................................................................123A.1. Faculty Competencies...........................................................................123B. Faculty Workload.....................................................................................124C. Faculty Size..............................................................................................125D. Professional Development.......................................................................125E. Authority and Responsibility of Faculty..................................................125

E.1. Departmental Level...................................................................125E.2. College Level.............................................................................126E.3. University Level........................................................................126


CRITERION 7. FACILITIES 132A. Offices, Classrooms and Laboratories......................................................132

A.1. Offices (Administrative, Faculty, Clerical, Teaching Assistants)............................................................................................................132A.2. Classrooms................................................................................132A.3. Laboratories..............................................................................133

B. Computing Resources...............................................................................134C. Guidance....................................................................................................136D. Maintenance and Upgrading of Facilities.................................................137

D.1. Engineering Course Fee.............................................................137D.2. State Board Allocations.............................................................138D.3. Endowed Fry Funds for the Soil Mechanics Lab.......................138D.4. Departmental Funds...................................................................138D.5. Technology Access Fee.............................................................139

E. Library Services.........................................................................................139F. Overall Comments on Facilities................................................................139

CRITERION 8. INSTRUCTIONAL SUPPORT 141A. Leadership................................................................................................141B. Program Budget and Financial Support...................................................141

B.1. Graduate Students, Teaching Workshops, Graders....................143C. Staffing.....................................................................................................144D. Faculty Hiring and Retention...................................................................145E. Support of Faculty Professional Development.........................................145

PROGRAM CRITERIA 147Curriculum.....................................................................................................147Faculty............................................................................................................149

APPENDIX A – COURSE SYLLABI 150Appendix A -- Part 2......................................................................................177

Catalog Descriptions- Mathematics and Basic Sciences...................177

APPENDIX B – FACULTY RESUMES 181

APPENDIX C – LABORATORY EQUIPMENT 206C.1. Foundation Sequence Laboratory..........................................................206C.2. Environmental Engineering Laboratory................................................207C3. Hydraulics and Hydrology Laboratory..................................................207C.4. Traffic Laboratory.................................................................................208C.5. Geotechnical/Materials Laboratory.......................................................209C.6. Structural Engineering Laboratory........................................................210C.7. Mechanics of Materials Laboratory......................................................210

APPENDIX D. INSTITUTIONAL SUMMARY 211


D.1. The Institution........................................................................................211D.1.2. Name and address of the Institution.......................................211D.1.3. Chief executive officer:..........................................................211D.1.4. Person submitting the Self-Study Report:..............................211D.1.5. Name the organizations by which the institution is now accred-ited, and the dates of the initial and most recent accreditation evalua-tions....................................................................................................211

D.2. Type of Control.....................................................................................211D.3. Educational Unit...................................................................................211D.4. Academic Support Units.......................................................................213D.5. Non-academic Support Units................................................................213D.6. Credit Unit.............................................................................................214D.7. Tables....................................................................................................214

SIGNATURE ATTESTING TO COMPLIANCE 217


List of FiguresFigure 4-1. Example Assessment Form_________________________________________________________________28Figure 4-2. Example Performance Indicator Assignment___________________________________________________29Figure 4-3. Example Evaluation Details________________________________________________________________30Figure 4-4. Example Curriculum Committee Review______________________________________________________31Figure 4-5. Senior Exit Survey - Part I__________________________________________________________________32Figure 4-6. Senior Exit Survey - Part 2_________________________________________________________________33Figure 4-7. Employer Survey - Part 1__________________________________________________________________34Figure 4-8. Employer Survey - Part 2__________________________________________________________________35Figure 4-9. Performance on Mathematics Questions_____________________________________________________39Figure 4-10. Performance on Statics Questions__________________________________________________________39Figure 4-11. Performance on Fluid Mechanics Questions__________________________________________________40Figure 4-12. Performance on Strength of Materials Questions______________________________________________40Figure 4-13. Senior Exit Survey Response Pattern for Ability - Outcome a_____________________________________41Figure 4-14. Aggregated Responses from Senior Exit Survey for Ability - Outcome a_____________________________42Figure 4-15. Senior Exit Survey Response Pattern for Emphasis - Outcome a___________________________________42Figure 4-16. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome a__________________________43Figure 4-17. Performance on Probability and Statistics Questions___________________________________________45Figure 4-18. Senior Exit Survey Response Pattern for Ability - Outcome b_____________________________________46Figure 4-19. Aggregated Responses from Senior Exit Survey for Ability - Outcome b_____________________________46Figure 4-20. Senior Exit Survey Response Pattern for Emphasis - Outcome b___________________________________47Figure 4-21. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome b__________________________47Figure 4-22. Senior Exit Survey Response Pattern for Ability - Outcome c______________________________________49Figure 4-23. Aggregated Responses from Senior Exit Survey for Ability - Outcome c_____________________________50Figure 4-24. Senior Exit Survey Response Pattern for Emphasis - Outcome c___________________________________50Figure 4-25. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome c__________________________51Figure 4-26. Senior Exit Survey Response Pattern for Ability - Outcome d_____________________________________54Figure 4-27. Aggregated Responses from Senior Exit Survey for Ability - Outcome d_____________________________54Figure 4-28. Senior Exit Survey Response Pattern for Emphasis - Outcome d___________________________________55Figure 4-29. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome d__________________________55Figure 4-30. Performance on Afternoon Session Questions_________________________________________________58Figure 4-31. Senior Exit Survey Response Pattern for Ability - Outcome e_____________________________________59Figure 4-32. Aggregated Responses from Senior Exit Survey for Ability - Outcome e_____________________________60Figure 4-33. Senior Exit Survey Response Pattern for Emphasis - Outcome e___________________________________60Figure 4-34. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome e__________________________61Figure 4-35. Performance on Ethics and Business Questions_______________________________________________63Figure 4-36. Senior Exit Survey Response Pattern for Ability - Outcome f______________________________________64Figure 4-37. Aggregated Responses from Senior Exit Survey for Ability - Outcome f_____________________________64Figure 4-38. Senior Exit Survey Response Pattern for Emphasis - Outcome f___________________________________65Figure 4-39. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome f___________________________65Figure 4-40. Senior Exit Survey Response Pattern for Ability - Outcome g_____________________________________68Figure 4-41. Aggregated Responses from Senior Exit Survey for Ability - Outcome g_____________________________68Figure 4-42. Senior Exit Survey Response Pattern for Emphasis - Outcome g___________________________________69Figure 4-43. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome g__________________________69Figure 4-44. Senior Exit Survey Response Pattern for Ability - Outcome h_____________________________________71Figure 4-45. Aggregated Responses from Senior Exit Survey for Ability - Outcome h_____________________________72Figure 4-46. Senior Exit Survey Response Pattern for Emphasis - Outcome h___________________________________72Figure 4-47. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome h__________________________73Figure 4-48. Senior Exit Survey Response Pattern for Ability - Outcome i______________________________________75Figure 4-49. Aggregated Responses from Senior Exit Survey for Ability - Outcome i_____________________________75Figure 4-50. Senior Exit Survey Response Pattern for Emphasis - Outcome i___________________________________76Figure 4-51. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome i___________________________76


Figure 4-52. Senior Exit Survey Response Pattern for Ability - Outcome j______________________________________79Figure 4-53. Aggregated Responses from Senior Exit Survey for Ability - Outcome j_____________________________79Figure 4-54. Senior Exit Survey Response Pattern for Emphasis - Outcome j___________________________________80Figure 4-55. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome j___________________________80Figure 4-56. Performance on Computation Questions_____________________________________________________83Figure 4-57. Senior Exit Survey Response Pattern for Ability - Outcome k______________________________________84Figure 4-58. Aggregated Responses from Senior Exit Survey for Ability - Outcome k_____________________________84Figure 4.59. Senior Exit Survey Response Pattern for Emphasis - Outcome k___________________________________85Figure 4-60. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome k__________________________85Figure 5-1. Civil Engineering Foundation Sequence______________________________________________________115Figure 5-2. Civil Engineering Structural Sequence_______________________________________________________116Figure 5-3. Civil Engineering Transportation Sequence___________________________________________________117Figure 5-4. Civil Engineering Construction Sequence_____________________________________________________117Figure 5-5. Civil Engineering Environmental and Water Resources Sequence__________________________________118Figure 5-6. Civil Engineering Geotechnical and Materials Sequence_________________________________________118


List of TablesTable 2-1. Map the Civil Engineering PEOs onto the Institutional Mission Components_____________________18Table 2-2. Timeline for Review of the Program Educational Objectives__________________________________19Table 3-1. Map the Student Outcomes to PEOs.____________________________________________________21Table 4-1. Assessment Schedule________________________________________________________________23Table 4-2. Curriculum Student Outcome Coverage__________________________________________________24Table 4-3. Summary of Assessment Instruments___________________________________________________26Table 4-4. Assessment Results for Outcome a_____________________________________________________37Table 4-2. Assessment Results for Outcome b_____________________________________________________44Table 4-6. Assessment Results for Outcome c______________________________________________________48Table 4-7. Assessment Results for Outcome d_____________________________________________________53Table 4-8. Assessment Results for Outcome e_____________________________________________________57Table 4-9. Assessment Results for Outcome f______________________________________________________62Table 4.10. Assessment Results for Outcome g_____________________________________________________67Table 4.11. Assessment Results for Outcome h_____________________________________________________70Table 4-12. Assessment Results for Outcome i______________________________________________________74Table 4-13. Assessment Results for Outcome j_____________________________________________________78Table 4-14. Assessment Results for Outcome k______________________________________________________82Table 5-1. Curriculum and Suggested Plan of Study________________________________________________107Table 5-2. BSCE Degree Requirements, Fall 2014__________________________________________________112Table 6-1. Faculty Qualifications_______________________________________________________________128Table 6-2. Faculty Workload Summary__________________________________________________________130Table 8-1. Departmental Civil Engineering Budget_________________________________________________143Table PC1. CE Program Criteria Course Coverage__________________________________________________148Table PC-2. Qualifications of Faculty Teaching Courses with Design Components__________________________149Table D-1. Program Enrollment and Degree Data__________________________________________________215Table D-2. Personnel________________________________________________________________________216


BACKGROUND INFORMATION

A. Contact Information

Department Chairman

Dr. Shahram Pezeshk, Professor and ChairDepartment of Civil EngineeringThe University of MemphisMemphis, TN 38152

Phone: 901-678-4727Fax: 901-678-3026Email: [email protected]

ABET Coordinator

Dr. Paul J. Palazolo, Associate ProfessorDepartment of Civil EngineeringThe University of MemphisMemphis, TN 38152

Phone: 901-678-3275Fax: 901-678-3026Email: [email protected]

B. Program History

The Department of Civil Engineering was established in 1968 and the first B.S.C.E. de-gree was awarded in 1970. The program was first accredited in 1971 and has been con-tinuously accredited since then by ABET and its antecedents

C. Options

None

D. Program Delivery Modes

The Civil Engineering program is conducted in the day program mode. This is the domi-nant program mode throughout the College. The Office of the Associate Dean for Aca-demic Affairs and Administration administers an engineering co-op program. This co-op program is optional with a minimum entry requirement of a 2.5 GPA. Enrolled students

CRITERION 5. PROGRAM CURRICULUM · 8

may participate via a one-semester-in, one-semester-out rotation or as part-time employ-ees throughout the entire year.

E. Program Locations

The program is offered as an on-campus day program.

F. Public Disclosure

The Civil Engineering Program Educational Objectives (PEOs) and Student Outcomes (SOs) are published in the following materials:

· The Civil Engineering home page, available at: http://www.memphis.edu/ce/about/accreditation.php

· The Undergraduate Bulletin, available at: http://www.memphis.edu/ugcatalog/coursedescrip/herff/civl.php

· PEOs are also posted in the main office of the Department of Civil Engineering.

G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken to Address Them

There were no unresolved shortcomings from the most recent visit by the EAC of ABET.


http://www.memphis.edu/ugcatalog/coursedescrip/herff/civl.php



http://www.memphis.edu/ce/about/accreditation.php


CRITERION 1. STUDENTS

A. Student Admissions

Admission criteria for new students are described in the Undergraduate Catalog (http://www.memphis.edu/ugcatalog/services/admissions.php) and on the website for the Office of Admissions (http://www.memphis.edu/admissions/). The catalog and website are ad-ministered by campus admissions officers for entering freshmen and transfer students. There are no additional requirements for admission to programs in the Herff College of Engineering; however, until students have completed CHEM 1110, CIVL 1101, ENGL 1010, MATH 1910, and CIVL 1112, they are classified as pre-civil engineering students.

B. Evaluating Student Performance

It is the responsibility of the civil engineering faculty advisor to monitor a student's progress to ensure that the student is following the prescribed curriculum. Students must earn a grade of “C” or better in all STEM courses. The advisor checks to ensure that this requirement is satisfied.

The University’s Office of Admissions and Records audits students’ grades each semes-ter. Students failing to meet the University’s 2.0 GPA requirement are placed on proba-tion for one semester and receive additional advising. Academic Warning, Academic Probation, and Academic Suspension are described in the Undergraduate Catalog: http://www.memphis.edu/ugcatalog/acad_reg/status_retention.php.

C. Transfer Students and Transfer Courses

Admission criteria for transfer students and transfer courses are outlined in the Under-graduate Catalog (http://www.memphis.edu/ugcatalog/services/req_transfer.php) and on the website for the Office of Admissions (http://www.memphis.edu/admissions/). The website and catalog are administered by campus admissions officers for transfer stu-dents.

The University of Memphis has developed articulation agreements with a number of in-stitutions, mostly two-year community colleges. The Office of Admissions maintains the list of schools, and a Transfer Equivalency Table can be reviewed at http://academics2.memphis.edu/forms/admissions/equivalency_tables/114.pdf .

The Department of Civil Engineering undergraduate coordinator (Dr. Charles Camp) is responsible for validating all transfer credits. Lower division courses taken at Tennessee Board of Regents (TBR) institutions, which include the community colleges, have a com-mon numbering system and transfer automatically. For courses taken at other institu-


http://academics2.memphis.edu/forms/admissions/equivalency_tables/114.pdf

http://academics2.memphis.edu/forms/admissions/equivalency_tables/114.pdf

http://www.memphis.edu/admissions/

http://www.memphis.edu/ugcatalog/services/req_transfer.php

http://www.memphis.edu/ugcatalog/acad_reg/status_retention.php

http://www.memphis.edu/admissions/

http://www.memphis.edu/ugcatalog/services/admissions.php

http://www.memphis.edu/ugcatalog/services/admissions.php

tions, the undergraduate coordinator may review the catalog from the institution, consult institutional web pages, and/or require the student to produce documentation to ensure that the course has the same content as an equivalent course at the University of Mem-phis.

The evaluation of general education courses for transfer credit is now done by the Ad-missions Office (http://www.memphis.edu/admissions/transfer/trans_eval.php). General Education requirements are waived for students who already have a baccalaureate de-gree from a regionally accredited institution of higher education.

D. Advising and Career Guidance

The Herff College of Engineering Academic Advisor (HCEAA) meets individually with each first and second year students at least once per semester to aid in the selection of courses for the next semester. As part of these early advising sessions students are in-formed about the pre-requisite chains in their program. For example, the first chain to be discussed is a prerequisite requirement for MATH 1730 Pre-Calculus or MATH 1910 Calculus I requiring the student to have an ALEKS test score of 61-75 or 76-100, respec-tively. Students are also taught how to build a schedule that follows their catalog and minimizes their time to degree and how to locate sections of courses that best fit their personal schedule. Course substitutions are not permitted without supporting documen-tation and consent of the home department as recorded in their advising folder.

Although the department does not have a formal advising role during a student's first year, these students are enrolled in civil engineering classes (CIVL 1101 and CIVL 1112) and have close contact with civil engineering faculty members. The College advi-sor maintains close contact with the department faculty and identifies the civil engineer-ing students he/she advises and forwards the information to the department. Students who have completed the pre-civil engineering course requirements and transfer students who enter the university as civil engineering majors are sent to the department for advis-ing. Students who are struggling to complete the required courses in the Pre-Engineer-ing program or Pre-Engineering Technology program in a timely manner are identified by the HCEAA. They receive additional counseling about majors that are better suited to their strengths and career goals.

The department chair is responsible for assigning students to faculty advisors. Assign-ments are made in such a way as to distribute the number of students uniformly to advi-sors; however, if the student has a preference for a specific advisor, that preference is honored. At any time, either the student or the advisor can request that a new advisor be assigned.

Students admitted to the civil engineering program are sent a letter that welcomes them to the department and provides them with their advisor’s name and contact information. Student folders are retained in the department office and are available to faculty. Faculty can also review student transcripts by accessing the University’s Banner computer data-


http://www.memphis.edu/admissions/transfer/trans_eval.php

base system. The departmental administrative associate identifies the student’s graduat-ing semester, instructs the student to apply for graduation, and returns the folder to the HCEAA. The HCEAA confirms the application, and at the end of the last semester, certi-fies the student as meeting all requirements for the B.S. degree for his or her major.

Each semester, students pre-register for the next semester. Students are not cleared to register until they have met with their advisor. Once the student has been advised, the advisor issues a clearance via the Banner system. Although students can subsequently change their schedule without clearance from their advisor, this procedure ensures that students meet with their advisor at least once each semester. The computer registration process does not allow students to register for civil engineering courses unless the pre-requisite courses have been completed. For exceptional circumstances, pre-requisite waivers can be permitted with the written justification and approval of the instructor, advi-sor, and the Department Chair.

E. Work in Lieu of Courses

E.1. Advanced Placement

The University of Memphis participates in the Advanced Placement Program of the Col-lege Entrance Examination Board.

The list of eligible courses and associated scores can be found at http://www.mem-phis.edu/admissions/high-school/adv_placement.php. A grade of ‘S’ is posted on the student’s transcript and it is not included in the computation of their grade point average. These courses can be used to satisfy degree requirements.

E.2. Dual Enrollment

The University of Memphis offers dual enrollment to qualified high school students. It is administered through the Admissions Office. More detail can be found at http://www.memphis.edu/dualenrollment/index.php.

There are three programs available.

· High School Based Program – offers general education college courses at several area high schools. Admission requirements include:

1. 19 composite score on the ACT,2. 18 English sub-score for students taking English Composition (ENGL1010),3. 19 math sub-score for students taking college math (MATH 1710),4. 100 admissions index score: 30 times the high school GPA (based on a 4.0

scale) plus the composite ACT score.More detail can be found at http://www.memphis.edu/dualenrollment/hs_based/in-dex.php.


http://www.memphis.edu/dualenrollment/hs_based/index.php

http://www.memphis.edu/dualenrollment/hs_based/index.php

http://www.memphis.edu/dualenrollment/index.php

http://www.memphis.edu/dualenrollment/index.php

http://www.memphis.edu/admissions/high-school/adv_placement.php

http://www.memphis.edu/admissions/high-school/adv_placement.php

· Campus Based Dual Enrollment Program – high school students may take college courses on the main campus (or U of M satellite campuses). Admission requirements include:

1. Completion of the sophomore year,2. A minimum high school cumulative grade point average of 3.20 on a 4.0 scale,3. An ACT composite score of 22 or above,4. A recommendation from the applicant’s high school principal or guidance coun-

selor,5. The course that concurrently enrolled students register for must be taken out-

side of their established school day.

More detail can be found at http://www.memphis.edu/dualenrollment/campus_based/index.php.

· Dual Enrollment for Home Schooled Students – dual enrollment opportunities for home schooled students are available at the U of M Collierville Center in Collierville, TN. The courses available include English Composition (full year), College Algebra, and Elementary Calculus. This program requires the same admission criteria as the High School Based Program described above.

More detail can be found athttp://www.memphis.edu/dualenrollment/home_school/index.php.

E.3. College-Level Examination Program (CLEP)

The University of Memphis participates in the College-Level Examination Program. The computerized exam is offered on a walk-in basis and administered in Room 111 of the Brister Hall/Wilder Tower complex. In addition to general education courses, engineering students may take a CLEP exam for MATH 1910 Calculus I and CHEM 1110 General Chemistry. More detail regarding fees and U of M course equivalents can be found at http://www.memphis.edu/testing/services/clep.php.

F. Graduation Requirements

The degree requirements published in the Undergraduate Catalog of the University of Memphis are valid for seven years from the beginning of the academic year to which the Catalog applies. To meet graduation requirements students must have a minimum cu-mulative grade point average of 2.0.


http://www.memphis.edu/testing/services/clep.php

http://www.memphis.edu/dualenrollment/home_school/index.php

http://www.memphis.edu/dualenrollment/campus_based/index.php

http://www.memphis.edu/dualenrollment/campus_based/index.php

F.1. General Education Requirements

All baccalaureate degrees granted through universities in the Tennessee Board of Re-gents System (TBR) require a total of 41 credit hours of general education coursework. The nature of this coursework is as follows:

· Communication: 9 hours· Humanities/Fine Arts: 9 hours (at least one must be in literature)· Social/Behavioral Sciences: 6 hours· History: 6 hours· Natural Sciences: 8 hours· Mathematics: 3 hours

More detail on the general education component to the B.S. degree programs can be found at: http://www.memphis.edu/ugcatalog/graduation/gened.php.

F.2. Residency Requirements

All students must complete a minimum of 120 semester hours of coursework for the bac-calaureate degree. Transfer students from a community or junior college must complete a minimum of 60 semester hours in an accredited senior institution. In addition, 30 of the last 60 semester hours for the degree must be taken as upper division hours in courses in the Herff College of Engineering. More detail can be found at http://www.mem-phis.edu/ugcatalog/collegeprog/herff/degree_req.php.

F.3. Graduation Requirements for the Bachelor of Science in Civil En-gineering

During the semester preceding the student’s final semester, the advisor checks and cer-tifies that the student has met all requirements for the degree and that all EAC of ABET engineering criteria requirements have been satisfied. Students are required to earn a grade of “C” or above in all STEM courses counted toward graduation. The Department Chair must also approve the student for graduation, and the HCEAA makes a final check of all requirements.

The HCEAA reviews the student’s graduation file near the beginning of their last semes-ter to verify all requirements have been met, all exceptions to degree requirements are documented in the student’s file, and that the student has registered for the last remain-ing courses. If such is not the case, the student and their academic advisor are notified and informed about the deficiency. The student’s name may be deleted from the gradua-tion list at this point. If all is complete, the HCEAA reviews the file after grades have been submitted to verify that all the remaining required courses, grade point average, etc. have been satisfied. If the last remaining requirements are satisfied, the student’s graduation is certified by the HCEAA with notification submitted to the Registrar. If such is not the case, the HCEAA contacts the student who in turn meets with their faculty ad-visor for further advising.


http://www.memphis.edu/ugcatalog/collegeprog/herff/degree_req.php

http://www.memphis.edu/ugcatalog/collegeprog/herff/degree_req.php

http://www.memphis.edu/ugcatalog/graduation/gened.php

F.4. Process for Ensuring and Documenting that each Graduate Com-pletes all Graduation Requirements for the Program

Since the last ABET visit, the University of Memphis has adopted a software package called Degree Works® Advising for academic advising and degree auditing. The software is accessed locally as UMDegree.

In the spring, once the University Undergraduate Curriculum Council approves changes presented by each College and the new Undergraduate Catalog is posted, UMDegree is updated to reflect said changes to the graduation requirements for each program in the new Undergraduate Catalog.

The College is in the process of transitioning from paper documentation for graduation files to electronic documentation using UMDegree. Each program creates a Degree Posting Sheet that summarizes the degree requirements for that major for that catalog year. As each student is admitted to the University, both an electronic file is created in UMDegree and a paper file is created that includes the degree posting sheet that depicts all the requirements for the baccalaureate degree in their major for their catalog year. This paper file and electronic file are used for advising as mentioned above. When a stu-dent reaches the 98% completion point per their UMDegree file, they are encouraged by their faculty academic advisor to apply for graduation. This advising file is now referred to as their graduation file and the Herff College of Engineering Academic Advisor is noti-fied.

G. Transcripts of Recent Graduates

The college will provide transcripts for recent graduates to the ABET onsite review team along with explanations of how the transcripts are to be interpreted. These explanations will include information such as: the curriculum of record, course sequence flow chart for that curriculum, final degree audit, compendium of reasons for waivers or inconsisten-cies, etc. The transcripts will be selected according to the instructions provided by the EAC of the ABET Team Chair.


CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

A. Mission Statement

The University of Memphis mission statement is:

“The University of Memphis is a learner-centered metropolitan research university providing high quality educational experiences while pursuing new knowledge through research, artistic expression, and interdisciplinary and engaged scholarship.”

B. Program Educational Objectives

The Program Educational Objectives (PEOs) of the civil engineering program are:

· Graduates will meet the expectations of employers of civil engineers.· Qualified graduates will pursue advanced study if that is consistent with their

career plans.· Graduates will assume/undertake leadership roles in their communities and/or

professions.

Our PEOs are published in the following locations:

The 2015-2016 Undergraduate Bulletin, available at: http://www.memphis.edu/ugcata-log/.

The Civil Engineering home page, available at: http://www.memphis.edu/ce/about/ac-creditation.php .

The PEOs are also posted in the main office of the Department of Civil Engineering.

C. Consistency of the PEOs with the Mission of the Institution

Table 2-1 maps the civil engineering PEOs onto the institutional mission components.




http://www.memphis.edu/ugcatalog/

http://www.memphis.edu/ugcatalog/

Table 2-1. Map the Civil Engineering PEOs onto the Institutional Mission Components

InstitutionalMission

Objective

Graduates will meet the expectations of employers of civil engineers.

Objective

Qualified graduates will pursue ad-vanced study if that is consistent with their career plans.

Objective

Graduates will assume/undertake leadership roles in their communities and/or professions.

Education • • •

Research •

Interdisciplinary and engaged

scholarship•

D. Program Constituencies

The constituents of the civil engineering program are:

· employers of civil engineering graduates,

· alumni,

· undergraduate students, and

· faculty.


E. Process for Review of the Program Educational Objectives

Table 2-2 below summarizes our process for the review of the civil engineering PEOs.

Table 2-2. Timeline for Review of the Program Educational Objectives

Constituent Input Method ScheduleAlumni 2-5 years out Alumni Survey Every three years

Employers Employer Focus Group Every three years during Career Fair

Employers Employer Survey Every three years

Students: retrospective discussion of PEOs and their intended career paths

Exit Interview and Exit Survey

Every semester

Employers and alumni Advisory Council Discussions

Every three years

Faculty Faculty Meetings As necessary

Documentation of these interactions, including copies of survey instruments and results and minutes of Advisory Council and Curriculum Committee meetings, will be available for review in the civil engineering program materials room at the time of the visit.

Representatives of these constituencies have been actively involved in the formulation and periodic review of the objectives. We believe these interactions ensure that the pro-gram is meeting the needs of our constituents.


CRITERION 3. STUDENT OUTCOMES

A. Student Outcomes

The civil engineering faculty has adopted the engineering criteria “a” through “k” student outcomes, namely:

(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, eth-ical, health and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary 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.

The civil engineering program Student Outcomes are published in the following loca-tions:

The 2015-2016 Undergraduate Bulletin, available at: http://web0.memphis.edu/ugcata-log/archive/index.php

The Civil Engineering home page, available at: http://www.memphis.edu/ce/about/ac-creditation.php




http://web0.memphis.edu/ugcatalog/archive/index.php

http://web0.memphis.edu/ugcatalog/archive/index.php

B. Relationship of Student Outcomes to Program Educational |Objec-tives

Table 3-1 maps the student outcomes onto the civil engineering program educational ob-jectives.

Table 3-1. Map the Student Outcomes to PEOs.

Student Outcome Graduates will meet the expectations of employers of civil engineers.

Qualified graduates will pursue advanced study if that is consistent with their career plans.

Graduates will as-sume/undertake leadership roles in their communities and/or professions.

a – math/science • •

b – experiments • •

c – design • •

d – teams • • •

e – problem solutions • • •

f – ethics • • •

g – communicate • • •

h – broad education • • •

i – life-long learning • • •

j – contemporary issues • • •

k – engineering tools • • •

Attainment of the engineering criteria student outcomes will ensure that Civil Engineering graduates are prepared to attain the program educational objectives.


The degree of support for each Student Outcome was identified for the courses required in the curriculum and is presented in Table 4-2. This table will be discussed in detail in Criterion 4.

CRITERION 4. CONTINUOUS IMPROVEMENT

A. Student Outcomes

The cornerstone of the program’s assessment process is a two-year evaluation cycle of student achievement conducted in courses identified as terminal in each program area. These evaluations provide a direct assessment of the students as they near completion of the program. Each of the assessments targets a specific Student Outcome with per-formance indicators developed by a faculty member in concert with the program accredi-tation committee (ABET committee). These performance indicators are written to focus on specific skills or knowledge that reflects achievement toward the selected Student Outcome.

In addition to the assessments being made in the terminal courses, each Student Out-come has a group of courses that are identified as being part of the development process for students to achieve the target level of performance in the terminal course. While these courses do not follow the same schedule of assessment, they are assessed for course goals as well as on feedback from courses both before and after them in the curriculum.

Beginning in the fall of 2011, the pattern of assessment of the Student Outcomes shifted in response to an evolving understanding of the process. Prior to that period, student outcome assessments were contained within end-of-semester, course-level reviews and were mixed into the assessment of how well the faculty member believed they taught the topics leading to specific goals within the scope of their class. With the evolution of the process, the assessment moved to direct measurement of the student outcomes utilizing performance indicators germane to the course. This introduction of specific performance indicators has allowed real progress in the identification of areas where changes may be necessary in the curriculum.

Currently, the program has a two-year cycle of assessment for Student Outcomes. At the end of each academic year, the assignments of assessments are considered and modifications made as necessary to reflect assessment loads, changing understanding of the critical points in the student development process, and requirements for collecting results from curricular changes. The assessment schedule since Fall of 2011 is shown in Table 4-1.


Table 4-1. Assessment Schedule

Student Out-come

Fall 2011

Spring 2012

Fall 2012

Spring 2013

Fall 2013

Spring 2014

Fall 2014

a 31403181

4199 31033137

3161 3140 3181

4199 31034135

b 4151 31033137

3182 4151 31033325

c 4199 4199 4135d 4199 4199

e 31403181

41514199

3103 3182 31403181

41514199

3103

f 4195 4195g 4199 4199h 4135 4135i 3181 3131 3181 3131j 3181 3137 3161 4195 3137k 3140 4199 3103 3161 3140 4199

All classes are from the CIVL sequence.

A.1. Relationship of Courses in the Curriculum to the Student Outcomes

In addition to the courses selected for assessment of Student Outcomes, each of the re-quired courses in the curriculum was identified based on its expected contribution to the Student Outcomes. While these courses are not assessed in the same manner as those listed in Table 4-1, a review of these courses and their support for the outcomes is made on a periodic basis. The degree of coverage for each Student Outcome was identified for the required courses in the curriculum and is presented in Table 4-2.


Table 4-2. Curriculum Student Outcome Coverage

Course a b c d e f g h i j k

CIVL 1101 Civil Engineering Measurements S S S L S M L M

CIVL 1112 Civil Engineering Analysis S S S L S M M

CIVL 2101 Civil Engineering Visualization S L L M M L S

CIVL 2107 Civil Engineering Computation S S M M

CIVL 2131 Statics S L S

CIVL 3103Approximation and Uncertainty in Engineering

S S S L S S

CIVL 3121 Structural Analysis I S M M L M M M

CIVL 3131 or Design of Steel Structures S S M M M

CIVL4135 Reinforced Concrete Design S S S L S S M

CIVL 3137 Civil Engineering Materials S S M S L S S

CIVL 3140 Environmental Systems Engineering S S

CIVL 3161 Transportation Systems Engineering S S M S L L M L M S

CIVL 3180 Civil Engineering Hydraulics S S

CIVL 3181 Hydrology and Hydraulics S M M S L L M L L M

CIVL 3182 Hydrology and Hydraulics Lab L S M S

CIVL 3322 Mechanics of Materials S L M M

CIVL 3325 Mechanics of Materials Lab M S M L S

CIVL 4111 Engineering Economics S M

CIVL 4151 Soil Mechanics M L S M

CIVL 4195 Professional Practice in Civil Engineering M S M S

CIVL 4197 Review of Engineering Fundamentals S L M L L

CIVL 4199 Civil Engineering Design S S S

S indicates a strong focus or component in the class supporting the outcome.M indicates a moderate focus or component in the class supporting the outcome.

L indicates a limited focus or component in the class supporting the outcome.


A.2. Data Collection, Assessment, and Evaluation Methodology

The process for collecting terminal course level assessments begins with Student Out-comes being proposed for courses. These courses are selected as being both terminal in the curriculum and for alignment with the selected Student Outcome. The courses are proposed to the faculty at the beginning of each academic year. Faculty members as-signed to selected courses are given information from previous review cycles and asked to review performance indicators, evaluation methods, and goals for the current cycle. Faculty members present any changes they propose to these materials to the ABET committee for review and acceptance. Once a consensus is reached between the ABET committee and the faculty member responsible, the faculty member proceeds with the process.

Results from the process, including materials used and Student Outcome evaluations, are presented to the ABET committee. The committee reviews the materials for ade-quacy of the performance indicators and evaluation methods, and for attainment of goals. Results are also reviewed for any proposed changes made to improve the attain-ment of the Student Outcome goal.

FE results were received twice a year from the state board through Fall 2014. With the changes in the FE exam, new reporting cycles are being put into place. The testing cycle for our students has shifted but should develop into a pattern when students become more comfortable with the new testing procedures. Results are collected and evaluated for goal achievement each semester.

Indirect assessments are collected from surveys taken with students and employers. Student data is collected in the final semester of the student’s program. Employer data requests information on students who have graduated in the previous three years.

Student data is taken on students’ perceptions as to how well they are able to perform in areas pertaining to the Student Outcomes. The students are also asked to rank how well they perceive that their program prepared them to accomplish tasks related to each Stu-dent Outcome. A summary of the assessment methods and the frequency of data collec-tion and evaluation is given in Table 4-3.


Table 4-3. Summary of Assessment Instruments

DataGeneratio

n

Analysis and

Review

Feedback

ScheduleAssessment

TypeAdministered Analyzed

Fundamentals ofEngineering Exam (FE)

S C, B S, F EachSemester

EachSemester Direct

Senior Exit Interviews with Program Chair

S C, B F EachSemester

EachSemester Indirect

SeniorCapstoneDesignSurvey

S C, B F EachSemester

EachSemester Indirect

Terminal CourseAssessment

S, F C, B, F F By Schedule By Schedule Direct

Individual CourseNotebooks

S, F B, F FApproximate

Two-Year Cycle

Randomly and When Necessar

y

Direct /Indirect

Employer Surveys E C, B F Three-Year

Cycle

Three-YearCycle

Indirect

A - Alumni B - ABET and Curriculum Committee C - Program Chair E - Employer F - Faculty S - Students


A.3. Direct Assessment

Each outcome will have the assessment materials for the courses selected included in the Appendix. An example of the assessment materials is presented in the following pages. The assessment form is shown in Figure 4-1. This form along with sample course materials and details of evaluation methodology are presented to the ABET/Cur-riculum committee for review. The assignment directed by the performance indicators is shown in Figure 4-2. A typical evaluation methodology using a scoring rubric is pre-sented in Figure 4-3, and a Curriculum committee review of the materials presented is shown in Figure 4-4. Based on the review, there may be modifications of the assess-ment methods, the methodology used to evaluate the student work, examples of as-sessed student work, and plans for any curricular or learning modifications that will be enacted in future semesters. If necessary, an assessment of the outcome in the class evaluated may be required that is not in the normal assessment cycle. If previous course changes have been made, a comparison of evaluations is made and suggestions are developed. The impact of any changes on the degree of attainment of the Student Out-come are presented and discussed by the entire faculty.

An additional direct assessment is an analysis of the results from first-time takers of the Fundamentals of Engineering exam. Typically, the students take the exam in their last year of study but may wait until they have graduated to take the exam in rare cases. Up until Fall 2013, the goal for each of the identified areas was to be within one standard deviation of the national average for each of the topics selected. Action would be trig-gered if this goal was not met during any two-year period. Since Spring 2014, the man-ner of reporting the results has been changed by NCEES. This has caused the faculty to evaluate how to reformulate the goals to reflect these changes. A very limited number of students have taken the new exam and so very limited data has been available to set the goals. The ABET committee is currently reviewing a March 2015 paper presented by NCEES entitled “Using the Fundamentals of Engineering (FE) Examination as an Out-come Assessment Tool.”


Figure 4-1. Example Assessment Form


Without getting into the politics of the issue, your employer has talked you to de-velop a five-page paper on what the impact of hydraulic/hydrological component in the future. Your scope is both national and international so you will need to consider both. The positions and recommendations in the paper will need to be based on current engineering and scientific research so you must cite at least five peer reviewed articles/papers in your paper. Your list of citations must follow ASCE standards and you must include bibliography of your sources as the sixth page of your submission.

Your work will be evaluated based on:

· Quality of your analysis.

· Quality of your research.

· Quality of writing.

· Quality of your citations.

You will make your submission to the Dropbox on the Elearn site no later than 8 AM on the 20th of November 2014.

Figure 4-2. Example Performance Indicator Assignment


Figure 4-3. Example Evaluation Details


Figure 4-4. Example Curriculum Committee Review


A.4. Indirect Assessment

Indirect assessment of the Student Outcomes is made using two instruments. The first is results collected from a survey of graduating seniors each semester. Questions are specifically focused on their perception of how well they believe they were prepared for the Student Outcomes and how well they believe that they can accomplish tasks that would require them to utilize skills and knowledge specifically addressed by the out-comes. The survey questions are presented as Figure 4-5 and Figure 4-6.


Figure 4-5. Senior Exit Survey - Part I

Figure 4-6. Senior Exit Survey - Part 2

The final assessment tool for the achievement of Student Outcomes is a survey given on a three-year cycle to employers of recent graduates of the program. It asks the employ-ers to evaluate the perceived level of accomplishment for each of the outcomes as well as the emphasis they put on each of the outcomes for their employees. A sample copy of the survey is presented as Figure 4-7 and Figure 4-8.


Figure 4-7. Employer Survey - Part 1


Figure 4-8. Employer Survey - Part 2


A.5. Assessments

In the direct assessment of Student Outcomes at the terminal course level, the following are typical of the instruments used:

· Exam Question – A question on an exam that is designed specifically to assess achievement of a Student Outcome.

· Project – An assignment with deliverables designed specifically to assess achievement of a Student Outcome.

· Report – A report or presentation, or section of a report or presentation that is evaluated specifically to assess achievement of a Student Outcome.

· Homework Assignment – An assignment that is designed specifically to assess achievement of a Student Outcome.

Results from the assessments and evaluations of the Student Learning Outcomes during the period from 2010 to present are given in Table 4-1 through Table 4-11.


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

As students progress through the curriculum, they are faced with engineering problems of increasing complexity. The prerequisite structure of the curriculum is designed to pro-vide the students with the fundamentals necessary to successfully understand the mate-rial they are encountering. A basic skill set of science and mathematics is necessary for the completion of the curriculum and is reinforced as necessary as the student pro-gresses. A total of fifteen hours of calculus and differential equations are required. Based on a mathematics competency placement examination administered at the Col-lege level, preliminary courses in algebra and trigonometry may be added if necessary. Two semesters of physics and one semester of chemistry are also required to provide a platform on which to build necessary engineering skills. The development of engineering skills begins with the four-course Foundation sequence in the freshman and sophomore years and continues during the final two years.

Table 4-4. Assessment Results for Outcome a

Instrument Period Expected Level of Attainment Achievement

Direct Assessments

CIVL 3140 Exam Question Fall 2011 75% of the students in the class will be able

to score a 70% or higher. Goal Met

CIVL 3140Exam Question Fall 2013 75% of the students in the class will be able


CIVL 3181Homework Fall 2011 80% of the students in the class will be able

to score an 80% or higher. Goal Not Met

CIVL 3181Homework Fall 2013 80% of the students in the class will be able

to score an 80% or higher. Goal Not Met

CIVL 4199 Project Spring 2012 75% of the students in the class will be able


CIVL 4199 Project Spring 2014 75% of the students in the class will be able


CIVL 3103Homework and Exam

QuestionsFall 2012 At least 70% of students will perform at

70/100 or better. Goal Met


QuestionsFall 2014 At least 70% of students will perform at


CIVL 3137Exam Question Fall 2012 80% of the class will achieve a score of 24/35

or better. Goal Met



CIVL 4135Exam Question Fall 2014

At least 80% of the students will achieve a level of meets criteria or higher on three

evaluation questions.Goal Met

CIVL 3161 Home-work and Exam

QuestionsSpring 2011 At least 70% of students will perform at 70 or

better. Goal Met

FE Mathematics Fall 2009 to Spring 2011

No more than 1 standard deviation below national norm in two successive periods Goal Met

FE Mathematics Fall 2011 to Spring 2013


FE Chemistry Fall 2009 to Spring 2011

No more than 1 standard deviation below national norm in two successive periods Goal Not Met

FE Chemistry Fall 2011 to Spring 2013


FE Statics Fall 2009 to Spring 2011


FE Statics Fall 2011 to Spring 2013


FE Mechanics ofMaterials

Fall 2009 to Spring 2011


FE Mechanics ofMaterials



FE Fluid Mechanics Fall 2009 to Spring 2011


FE Fluid Mechanics Fall 2011 to Spring 2013


Indirect Assessments

Employer Survey Fall 2009 Weighted Average Evaluation of 15 orGreater Goal Met

Student Exit Survey Fall 2009 to Spring 2011

No more than two successive periods with an average of 4 or less on Student Readiness Goal Met



Student Exit Survey Spring 2014 Average of 4 or better on Student Readiness Goal Met


No more than two successive periods with an average of 4 or less on Program Emphasis Goal Met



Student Exit Survey Spring 2014 Average of 4 or better on Program Emphasis Goal Met

Detailed information on the FE sections linked to this Student Outcome is presented in Figures 4-9 through 4-12. Chemistry is excluded from the detailed information as it is no longer included in the Civil CBT FE Examination, so it is no longer used as an indicator for achievement of this outcome.


S09(6) F09(1) S10(12)

F10(4) S11(5) F11(4) S12(15)

F12(9) S13(10)

F13(9)50

55

60

65

70

75

80

ActualTarget

Semester FE Taken (Number of Takers)

Perc

enta

ge o

f Que

stion

s Ans

wer

ed C

orre

ctly

Figure 4-9. Performance on Mathematics Questions

S09(6) F09(1) S10(12)

F10(4) S11(5) F11(4) S12(15)

F12(9) S13(10)

F13(9)40

45

50

55

60

65

70

75

80

85

90

ActualTarget


Perc

enta

ge o

f Que

stion

s Ans

wer

ed C

orre

ctly

Figure 4-10. Performance on Statics Questions


S09(6) F09(1) S10(12)

F10(4) S11(5) F11(4) S12(15)

F12(9) S13(10)

F13(9)40

45

50

55

60

65

70

75

80

85

90

ActualTarget


Perc

enta

ge o

f Que

stion

s Ans

wer

ed C

orre

ctly

Figure 4-11. Performance on Fluid Mechanics Questions

S09(6) F09(1) S10(12)

F10(4) S11(5) F11(4) S12(15)

F12(9) S13(10)

F13(9)40

45

50

55

60

65

70

75

80

85

90

ActualTarget


Perc

enta

ge o

f Que

stion

s Ans

wer

ed C

orre

ctly

Figure 4-12. Performance on Strength of Materials Questions


The results from the senior exit survey are presented in Figure 4-13 and Figure 4-15 and indicate a strong positive response for both how well they perceive their ability to utilize elements of Student Outcome a, and the emphasis the program places on the Student Outcome. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-14 and the average response for the perception of departmental emphasis is presented in Figure 4-16.

Strongly Agree Agree Neutral Disagree Strongly Disagree

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Resp

onde

nt F

racti

on

Figure 4-13. Senior Exit Survey Response Pattern for Ability - Outcome a


Figure 4-14. Aggregated Responses from Senior Exit Survey for Ability - Outcome a

Figure 4-15. Senior Exit Survey Response Pattern for Emphasis - Outcome a


Figure 4-16. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome a

(b) an ability to design and conduct experiments, as well as to analyze and interpret data

The ability to design and conduct experiments and to analyze and interpret data in civil engineering is developed beginning with the Foundation Sequence. Data collection and the control of experimental factors are emphasized in the first two courses of the se-quence, and the presentation of experimental results and limited analysis of data factors is included in the fourth course in the sequence. Statistical factors involved in data inter-pretation are developed in Approximation and Uncertainty in Engineering. The use of standard procedures and control of variables is emphasized in all eight undergraduate program laboratories required of all civil engineering majors and the design of experi-ments is covered in selected laboratories. Safety procedures are addressed in all labora-tory experiences.

The use of standard procedures to run laboratory analysis is addressed in the Civil Engi-neering Materials, Soil Mechanics and Environmental Systems laboratories. Design of experimental procedures is utilized in the Hydraulics and Mechanics of Materials labs.


Table 4-1. Assessment Results for Outcome b


Direct Assessments

CIVL 4151Report Spring 2012 80% of the class will score an evaluation of

70% or higher based on the evaluation rubric. Goal Met

CIVL 4151Report Spring 2014 80% of the class will score an evaluation of

70% or higher based on the evaluation rubric. Goal Met


QuestionsFall 2012 A score of 70/100 or better by at least 70% of

students. Goal Met


QuestionsFall 2014 A score of 70/100 or better by at least 70% of

students. Goal Met

CIVL 3137Report Fall 2012 80% of the class will achieve an average

grade of 70% or better. Goal Met

CIVL 3325Report Fall 2014 90% of the students will achieve a level of

Developing or higher. Goal Met

CIVL 3182Report Spring 2013 Each group will achieve a minimum of 80%. Goal Met

FE Probability and Statistics



FE Probability and Statistics



Indirect Assessment

Employer Survey Fall 2009 Weighted Average Evaluation of 15 or Greater Goal Not Met











Detailed information on the FE sections linked to this Student Outcome is presented in Figure 4-17.


S09(6) F09(1) S10(12)

F10(4) S11(5) F11(4) S12(15)

F12(9) S13(10)

F13(9)40

45

50

55

60

65

70

75

80

85

90

Actual

Target


Perc

enta

ge o

f Que

stion

s Ans

wer

ed C

orre

ctly

Figure 4-17. Performance on Probability and Statistics Questions

The results from the senior exit survey are presented in Figure 4-18 and Figure 4-19 and indicate a strong positive response for both how well they perceive their ability to utilize elements of Student Outcome b, and the emphasis the program places on the Student Outcome. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-20 and the average response for the perception of departmental emphasis is presented in Figure 4-21.



0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Resp

onde

nt F

racti

on

Figure 4-18. Senior Exit Survey Response Pattern for Ability - Outcome b

Figure 4-19. Aggregated Responses from Senior Exit Survey for Ability - Outcome b


Figure 4-20. Senior Exit Survey Response Pattern for Emphasis - Outcome b

Figure 4-21. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome b


(c) an ability to design a system, component, or process to meet de-sired needs within realistic constraints such as economic, envi-ronmental, social, political, ethical, health and safety, manufac-turability, and sustainability

The design experience is developed throughout the entire civil engineering program. Be-ginning in the first semester of the freshman year and continuing through the terminal Senior Design experience, design is emphasized in the curriculum. Students are ex-pected to begin with simple open-ended problems in a controlled environment with a lim-ited number of variables and proceed through the program to a final design experience modeled on a real-world situation.

Table 4-6. Assessment Results for Outcome c


Direct Assessments

CIVL 4199Project Spring 2012 75% of the students in the class will be able




CIVL 4135Homework Fall 2014

At least 80% of the students will achieve a level of meets criteria or higher on four design

elements.Goal Met

Indirect Assessment












The results from the senior exit survey are presented in Figure 4-22 and Figure 4-23 and indicate a strong positive response for both how well they perceive their ability to utilize elements of Student Outcome c, and the emphasis the program places on the Student Outcome. The average response from the student exit surveys aggregated by academic


year for perceived ability is presented in Figure 4-24 and the average response for the perception of departmental emphasis is presented in Figure 4-25.


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Resp

onde

nt F

racti

on

Figure 4-22. Senior Exit Survey Response Pattern for Ability - Outcome c


Figure 4-23. Aggregated Responses from Senior Exit Survey for Ability - Outcome c

Figure 4-24. Senior Exit Survey Response Pattern for Emphasis - Outcome c


Figure 4-25. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome c


(d) an ability to function on multidisciplinary teams

The program allows for a number of opportunities for the students to work in teams. Be-ginning with the first semester, students work together on projects. On these projects, students work for a common team grade. In addition to the evaluation of the teamwork, a system of peer evaluation is used for individual team participation evaluation.

In CIVL 1101 and CIVL 1112, which are the first courses in the civil engineering pro-gram, students work within teams to complete three design projects during each semes-ter. The majority of homework assignments are directly related to team design projects and often involve the analysis and evaluation of a design alternative.

During the first two semesters, some measure of a student’s ability to function in teams can be assessed from the team performance on each of the three projects. In the first semester, the projects require performance of a specified design task, a written design report and a presentation. In the second semester, the design constraints become broader and the tasks more difficult. Unless the teams are able to work together, they are not able to successfully complete these projects.

Students are encouraged to develop study teams as they progress through the program. These teams usually develop early because of the teamwork done in the first courses and because of teams like the ASCE and ITE student chapters. At any time of the day, these study teams can be seen occupying a common area in the engineering building.

In CIVL 4199 Civil Engineering Design, which represents the major design experience, the students are asked to take on the roles of civil engineers with different specializa-tions. Up to this point, the projects given to the teams are such that most of the team members have common skill sets and all members are responsible for all components of the projects. In this design class, student team members must depend on data and re-sults from other team members to be able to complete their part of the design. Students may represent structural, environmental, water resources, transportation, and geotechni-cal components of the design team. Each is responsible for a specific area of the project and is required to collaborate with other members of the design team. The students are evaluated both on the total project design and on their own components of the design. Their peers in the team also evaluate each other.


Table 4-7. Assessment Results for Outcome d


Direct Assessments

CIVL 4199Project Spring 2012 75% of the students in the class will be

evaluated at 70% or higher. Goal Met

CIVL 4199Project Spring 2014 75% of the students in the class will be

evaluated at 70% or higher. Goal Met

Indirect Assessment

Employer Survey Fall 2009 Weighted Average Evaluation of 15 or Greater Goal Met











The results from the senior exit survey are presented in Figure 4-26 and Figure 4-27 and indicate a strong positive response for both how well they perceive their ability to utilize elements of Student Outcome d, and the emphasis the program places on the Student Outcome. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-28 and the average response for the perception of departmental emphasis is presented in Figure 4-29.



0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Resp

onde

nt F

racti

on

Figure 4-26. Senior Exit Survey Response Pattern for Ability - Outcome d

Figure 4-27. Aggregated Responses from Senior Exit Survey for Ability - Outcome d


Figure 4-28. Senior Exit Survey Response Pattern for Emphasis - Outcome d

Figure 4-29. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome d


(e) an ability to identify, formulate, and solve engineering problems

The ability of civil engineering students at the University of Memphis to identify, formu-late, and solve engineering problems begins at the freshman level and continues through the senior design course. The level of rigor increases as the students proceed through the curriculum.

Although aspects of this student outcome have been previously described, the following descriptions are provided to ensure completeness. In CIVL 1101 and CIVL 1112, stu-dents are given projects with well-defined constraints and required to generate solutions. Constraints vary from physical limitations to economic considerations and allow the stu-dent teams to solve the problems within this context.

Performance on these types of problems is measured as part of the six major projects that the students complete during their first year in the civil engineering program. In addi-tion to the performance evaluations made by the instructor, the students are asked to self-evaluate their ability in each of the categories at the end of each class.

The focus of the sophomore sequence shifts to skill sets that support the civil engineer-ing design process. Emphasis is placed on developing computational and graphical tools to allow the development of expanded design projects. The number of projects is re-duced to two to allow a fuller integration of these new tools into the students’ repertoire. Again, in these exercises the problem scope is defined by the instructor within a small range of allowable alternative choices. The student teams then utilize their new tools to solve the problems presented.

As the students progress into the upper-division civil engineering courses, they move into the analysis of problems specific to the material that they are studying. Emphasis is put on identifying critical elements in the problem statements that will allow a functional and reasonable solution to be developed. Determination of the reasonableness of the solution is a part of any engineering solution. Some open-ended problems are intro-duced where the students must first identify which part of the problem is critical for the use of available tools.

Examples of these types of courses are:

· CIVL 3121, Structural Analysis. In this class, student teams have two design projects where they must identify critical elements of a structure and make de-sign decisions based on these critical elements.

· CIVL 3140, Environmental Systems Engineering. Students are given case stud-ies in which they are required to develop sound engineering solutions. Critical in-formation is often left out of these case studies requiring the student to seek the information from other sources or to make engineering assumptions about the in-formation before the problem can be completed.


· CIVL 3131, Design of Steel Structures and CIVL 4135, Reinforced Concrete De-sign. Students are required to identify critical components of a design and utilize the respective design standards to make their decisions.

In the 4000-level courses, including Civil Engineering Design, the breadth of the prob-lems given to the students expands to encompass more “real world” problems; uncer-tainty is inherent in these problems. Students are often given a general idea of the prob-lem and they must identify critical issues and constraints, collect information, and de-velop an engineering solution from these elements.

Table 4-8. Assessment Results for Outcome e


Direct AssessmentsCIVL 3140

Project and Exam Question

Fall 2011 75% of the students in the class will be able to score a composite average of 70%. Goal Not Met

CIVL 3140Project and Exam

QuestionFall 2013 75% of the students in the class will be able

to score a composite average of 70%. Goal Met

CIVL 3181Project Fall 2011 75% of the students will be able to

successfully complete the project. Goal Not Met

CIVL 3181Project Fall 2013 75% of the students will be able to

successfully complete the project. Goal Met

CIVL 4151Homework Spring 2012 A minimum class average of 70%. Goal Not Met

CIVL 4151Homework Spring 2014 A minimum class average of 70%. Goal Not Met





CIVL 3103Exam Question and

ProjectFall 2012 At least 70% of students will perform at


CIVL 3103Exam Question and

ProjectFall 2014 At least 70% of students will perform at


CIVL 3182Project Spring 2013 At least 75% of the students will

complete the lab project successfully. Goal Met

FE Afternoon Civil Problems





FE Afternoon Civil Problems



Indirect Assessment












Detailed information on the FE sections linked to this Student Outcome is presented in Figure 4-30. The results from the surveying, hydraulics and hydrologic systems, soil me-chanics and foundations, environmental engineering, transportation, structural analysis, structural design, construction management, and materials sections are aggregated to-gether for this Student Outcome.

S09(6) F09(1) S10(12)

F10(4) S11(5) F11(4) S12(15)

F12(9) S13(10)

F13(9)40

45

50

55

60

65

70

ActualTarget


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Figure 4-30. Performance on Afternoon Session Questions


The results from the senior exit survey are presented in Figure 4-31 and Figure 4-32 and indicate a strong positive response for both how well they perceive their ability to utilize elements of Student Outcome e, and the emphasis the program places on the Student Outcome. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-33 and the average response for the perception of departmental emphasis is presented in Figure 4-34.


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Figure 4-31. Senior Exit Survey Response Pattern for Ability - Outcome e


Figure 4-32. Aggregated Responses from Senior Exit Survey for Ability - Outcome e

Figure 4-33. Senior Exit Survey Response Pattern for Emphasis - Outcome e


Figure 4-34. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome e

(f) an understanding of professional and ethical responsibility

Civil Engineering students are initially exposed to the ethical, social, safety, and eco-nomic considerations in engineering practice in the Foundation Sequence. Greater em-phasis on the practice of civil engineering and the ethical implications of decisions is found in the upper-division courses, primarily as part of the coverage of the design process. Ethics are specifically emphasized in CIVL 4195, Professional Practice, and CIVL 4199, Civil Engineering Design. In both courses, professionals interact with the students and provide examples of decisions that are influenced by ethical considera-tions. In the Civil Engineering Design and Professional Practice courses, students are exposed to several case studies regarding “real world” ethics situations. An important el-ement in the exposure of the student to professionalism and ethics is the faculty of the Civil Engineering Program. Most faculty members have practical experience or are cur-rently engaged in consulting activities and provide a “real world” look at the field of civil engineering.


Table 4-9. Assessment Results for Outcome f


Direct Assessments

CIVL 4195Report Fall 2011 75% of the students will be able to score a

70% or higher. Goal Met

CIVL 4195Report Fall 2013 75% of the students in the class will be able


FE Ethics and Busi-ness Practices



FE Ethics and Busi-ness Practice



Indirect Assessment














S09(6) F09(1) S10(12)

F10(4) S11(5) F11(4) S12(15)

F12(9) S13(10)

F13(9)60

65

70

75

80

85

90

95

100

Actual Target


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Figure 4-35. Performance on Ethics and Business Questions

The results from the senior exit survey are presented in Figure 4-36 and Figure 4-37 and indicate a strong positive response for both how well they perceive their ability to utilize elements of Student Outcome f, and the emphasis the program places on the Student Outcome. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-38 and the average response for the perception of departmental emphasis is presented in Figure 4-39.



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Figure 4-36. Senior Exit Survey Response Pattern for Ability - Outcome f

Figure 4-37. Aggregated Responses from Senior Exit Survey for Ability - Outcome f


Figure 4-38. Senior Exit Survey Response Pattern for Emphasis - Outcome f

Figure 4-39. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome f


(g) an ability to communicate effectively

As with many of the other outcomes, the basis for the development of communication skills begins in the Foundation Sequence. In each of the first two courses, the students complete three design projects, each of which has both an oral and a written communi-cation component. Student teams are required to make oral presentations and to pre-pare written summaries of each of their design problems. Every student is required to take an active part in the design presentation. The presentations are evaluated by sev-eral faculty members and invited guests. In addition, the presentations are recorded in video format for later evaluation by the presenting team with the goal of encouraging the students to focus on improving weaknesses noted during their presentations. Faculty members also evaluate the written reports with emphasis on improving written communi-cation skills.

In the third course, the students are asked to develop a set of detailed instructions for construction of a project integrating graphical and written information. Each set of in-structions is peer-reviewed as well as being reviewed by the instructor for clarity and completeness.

Through the upper-division courses, students write technical reports, design project summaries, and other technical documents. In order to support the design project in CIVL 4199, Civil Engineering Design, the oral and written presentations serve as the cul-minating steps. Other students, faculty members, and engineering practitioners partici-pate in the evaluation of the capstone design presentation by observing the presenta-tions and completing evaluation forms of the oral presentations. Generally, substantial improvement in communication skills is noted at this point in the students’ college experi-ence.


Table 4.10. Assessment Results for Outcome g


Direct Assessments

CIVL 4199Project Spring 2012 75% of the students will be able to score a

70% or higher. Goal Met



Indirect Assessment



No more than two successive periods with an average of 4 or less on Student

ReadinessGoal Met


No more than two successive periods with an average of 4 or less on Student

ReadinessGoal Met



No more than two successive periods with an average of 4 or less on Program

EmphasisGoal Met



EmphasisGoal Met


The results from the senior exit survey are presented in Figure 4-40 and Figure 4-41 and indicate a positive response for both how well they perceive their ability to utilize ele-ments of Student Outcome g, and the emphasis the program places on the Student Out-come. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-42 and the average response for the perception of departmental emphasis is presented in Figure 4-43.



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Figure 4-40. Senior Exit Survey Response Pattern for Ability - Outcome g

Figure 4-41. Aggregated Responses from Senior Exit Survey for Ability - Outcome g


Figure 4-42. Senior Exit Survey Response Pattern for Emphasis - Outcome g

Figure 4-43. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome g


(h) the broad education necessary to understand the impact of engi-neering solutions in a global, economic, environmental, and so-cietal context

The breadth of education necessary to understand the context in which we operate as an engineering program is provided both inside and outside the program. Students have a general education requirement that exposes them to materials focused on the non-technical, global, and societal issues. Students are required to take a mix of both social sciences and humanities courses to fulfill these general education requirements. Within the program, current issues are often discussed in informal class discussions within the context of what engineering could do or has done to cause or repair a problem. Interna-tional students and students from under-represented groups are asked to provide their own unique perspective in these discussions.

The role of the civil engineer in society is reinforced specifically in Civil Engineering De-sign. Students are exposed to case histories and current events that relate to the civil engineer's role and responsibilities in society. The recognition by students of the impact of their design on the world around them is one factor used in evaluating student perfor-mance in Civil Engineering Design.

Table 4.11. Assessment Results for Outcome h


Direct Assessments

CIVL 4135Report Fall 2012

On each of four elements, 80% of the stu-dents should achieve a “meets

criteria” or higher evaluation.Goal Met


On each of four elements, 80% of the stu-dents should achieve a “meets

criteria” or higher evaluation.Goal Met

Indirect Assessment











The results from the senior exit survey are presented in Figure 4-44 and Figure 4-45 and indicate a slightly positive response for both how well they perceive their ability to utilize elements of Student Outcome h, and the emphasis the program places on the Student


Outcome. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-46 and the average response for the perception of departmental emphasis is presented in Figure 4-47.


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Figure 4-44. Senior Exit Survey Response Pattern for Ability - Outcome h


Figure 4-45. Aggregated Responses from Senior Exit Survey for Ability - Outcome h

Figure 4-46. Senior Exit Survey Response Pattern for Emphasis - Outcome h


Figure 4-47. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome h

(i) a recognition of the need for professional licensure and a recogni-tion of the need for, and an ability to engage in life-long learning

Topics related to professional licensure and the importance of life-long learning are intro-duced throughout the curriculum. Beginning at the freshman level when students are given an introduction to the civil engineering profession, they are presented with informa-tion pertaining to career options, the need for professional licensure to fully engage in the practice of civil engineering, and the engineer’s role in society. Faculty members in-vite professional engineers to serve as guest lecturers in many classes. These guests provide examples of projects they have been involved with and articulate why licensure is important and necessary for their work. In addition, guest speakers for student chap-ters of the American Society of Civil Engineers (ASCE) and the Institute of Transporta-tion Engineers (ITE) frequently touch on topics related to licensure and life-long learning. In the senior capstone design course, lecture time is devoted to the discussion of licen-sure. Students are encouraged to register to take the Fundamentals of Engineering (FE) examination. The program has recently implemented a new required class, CIVL 4197, Review of Engineering Fundamentals, and a new graduation requirement directed to-ward improvement of performance on the FE exam.

Life-long learning is emphasized in upper division courses in the context of the continu-ously changing nature of engineering. In CIVL 3137, CE Materials, guest lecturers from


concrete and asphalt industries are included in each semester’s class and address inno-vations and state-of-the-art research to emphasize the importance of engaging in life-long learning. In addition, discussions of licensure include reference to the provisions for demonstrating life-long learning through the accumulation of continuing education credits to maintain licensure. In CIVL 4135, Reinforced Concrete Design, students are intro-duced to American Concrete Institute (ACI) code, and the evolution of code provisions is reviewed. This exercise emphasizes the importance of life-long learning to keep abreast of changing standards.

Table 4-12. Assessment Results for Outcome i


Direct Assessments

CIVL 3131Report Spring 2012

75% of the students will be able to successfully present the difference between

two design standards.Goal Met

CIVL 3131Report Spring 2014 75% of the students will achieve an

evaluation of 2 (average understanding). Goal Met


80% of the students will be able to successfully present the need and

requirements for professional registration in an oral presentation.

Goal Met


80% of the students will be able to successfully present the need and

requirements for professional registration in an oral presentation.

Goal Met

Indirect Assessment










No more than two successive periods with an average of 4 or less on Program Emphasis Goal Not Met


The results from the senior exit survey are presented in Figure 4-48 and Figure 4-49 and indicate a strongly positive response for both how well they perceive their ability to utilize elements of Student Outcome i, and the emphasis the program places on the Student Outcome. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-50 and the average response for the perception of departmental emphasis is presented in Figure 4-51.



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Figure 4-48. Senior Exit Survey Response Pattern for Ability - Outcome i

Figure 4-49. Aggregated Responses from Senior Exit Survey for Ability - Outcome i


Figure 4-50. Senior Exit Survey Response Pattern for Emphasis - Outcome i

Figure 4-51. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome i


(j) a knowledge of contemporary issues

Integrating contemporary issues into individual classes is approached as an informal part of every class. Faculty present headline issues in terms of the context of their classes. Focus is on issues that the students are familiar with because of national news coverage. In the 2011 academic year, the program decided to select a single event, hur-ricane Katrina, which provided a cross-curricular focus and could be approached from two or more areas showing the scope of the problem from a civil engineering context. Three classes selected to implement this originally were CIVL 3140, Environmental Sys-tems Engineering; CIVL 3181, Hydrology and Hydraulics; and CIVL 4151, Soil Mechan-ics.

In the initial implementation for CIVL 3140, the discussion focused on the water quality impacts of hurricane Katrina. In CIVL 3181, factors that led up to the resultant flooding, its influence on drinking water contamination, and an assessment on man-made water control infrastructure were all discussed. In CIVL 4151, the discussion focused on the geotechnical engineering issues that contributed to failure of the levee systems. The CIVL 3181 and CIVL 4151 classes had a combined session where a hydraulic engineer from the U.S. Army Corps of Engineers made a presentation on the design and failure modes of the levee structures that caused so much damage.

While there were some positive results from this experimentation, after one year the diffi-culty of selecting a viable topic with a broad enough scope to provide depth across all classes led the program to abandon the approach.


Table 4-13. Assessment Results for Outcome j

Instrument Period Expected Level of Attainment AchievementDirect Assessments

CIVL 3137Report Fall 2012 80% of the class will receive an evaluation of

70% or better. Goal Met

CIVL 4195Report Fall 2013 75% of the class will successfully discuss

hydrological changes from urbanization Goal Met


75% of the class will earn 45 out of 75 possi-ble points addressing impact of climate

change.Goal Met

CIVL 3137Report Fall 2014 80% of the class will achieve a score of 70%

or better addressing sustainability. Goal Met

Indirect Assessment



No more than two successive periods with an average of 4 or less on Student Readi-

nessGoal Met


No more than two successive periods with an average of 4 or less on Student Readi-

nessGoal Not Met

Student Exit Survey Spring 2014 Average of 4 or better on Student Readiness Goal Not Met



EmphasisGoal Not Met



EmphasisGoal Not Met

Student Exit Survey Spring 2014 Average of 4 or better on Program Emphasis Goal Not Met

The results from the senior exit survey are presented in Figure 4-52 and Figure 4-53 and indicate a slightly positive response for both how well they perceive their ability to utilize elements of Student Outcome j and the emphasis the program places on the Student Outcome. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-54 and the average response for the perception of departmental emphasis is presented in Figure 4-55.



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Figure 4-52. Senior Exit Survey Response Pattern for Ability - Outcome j

Figure 4-53. Aggregated Responses from Senior Exit Survey for Ability - Outcome j


Figure 4-54. Senior Exit Survey Response Pattern for Emphasis - Outcome j

Figure 4-55. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome j


(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Starting in the fall of 2010, all students entering the program were required to have their own laptop computers and to bring them to their classes. Civil Engineering students are initially exposed to the use of spreadsheets, word processing software, problem solving packages, CAD, and programming in the Foundation Sequence of CIVL 1101, 1112, 2101, and 2107. In CIVL 1101 and 1112, students are given assignments that require spreadsheets for problem solving. The amount of formal instruction in the use of spread-sheets and word processing software is minimal, and students are expected to become proficient in the use of these packages with guidance from the instructors. Throughout the curriculum, when formal reports or written exercises are submitted, they are ex-pected to be developed in a word processing software package in a professional man-ner. Support for these courses contain references to tutorial packages that students can access. Students also use presentation software, such as PowerPoint, in their team de-sign presentations. In CIVL 2107 and 2101, students are introduced to AutoCAD, GIS software, and MATLAB. The utilization of problem-solving packages and programming skills is taught as part of these courses. As students proceed through the upper division classes, they are introduced to more specialized software that is area-specific. Recently, an effort has been made to utilize AutoCAD Civil 3D in more courses in the upper division.


Table 4-14. Assessment Results for Outcome k


Direct Assessments

CIVL 3103Project Fall 2012 A score of 70 by at least 70% of

the class. Goal Met

CIVL 3140Report Fall 2011 75% of the students will be able

to score a 70% or higher Goal Not Met

CIVL 3140Report Fall 2013 75% of the students will evaluate

at 70% or higher Goal Met

CIVL 3161Project Spring 2013 A score of 70 by at least 70% of

the class. Goal Met

CIVL 4199Project Spring 2012 75% of the students will be able


CIVL 4199Project Spring 2014 75% of the students will be able


FE Computers Fall 2009 to Spring 2011

No more than 1 standard devia-tion below national norm in two

successive periodsGoal Met

FE Computers Fall 2011 to Spring 2013

No more than 1 standard devia-tion below national norm in two

successive periodsGoal Not Met

Indirect AssessmentEmployer Survey Fall 2009 Weighted Average Evaluation of

15 or Greater Goal Met


No more than two successive periods with an average of 4 or

less on Student ReadinessGoal Met



less on Student ReadinessGoal Met

Student Exit Survey Spring 2014 Average of 4 or better on Stu-dent Readiness Goal Met



less on Program EmphasisGoal Met



less on Program EmphasisGoal Met

Student Exit Survey Spring 2014 Average of 4 or better on Pro-gram Emphasis Goal Met



S09(6) F09(1) S10(12)

F10(4) S11(5) F11(4) S12(15)

F12(9) S13(10)

F13(9)40

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90

ActualTarget


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Figure 4-56. Performance on Computation Questions

The results from the senior exit survey are presented in Figure 4-57 and Figure 4-58 and indicate a positive response for both how well they perceive their ability to utilize ele-ments of Student Outcome k, and the emphasis the program places on the Student Out-come. The average response from the student exit surveys aggregated by academic year for perceived ability is presented in Figure 4-59 and the average response for the perception of departmental emphasis is presented in Figure 4-60.



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Figure 4-57. Senior Exit Survey Response Pattern for Ability - Outcome k

Figure 4-58. Aggregated Responses from Senior Exit Survey for Ability - Outcome k


Figure 4.59. Senior Exit Survey Response Pattern for Emphasis - Outcome k

Figure 4-60. Aggregated Responses from Senior Exit Survey for Emphasis - Outcome k


B. Continuous Improvement

The program and faculty strive to be fluid and able to respond to the changing educa-tional environment they are presented with. The variability of the skills sets that the en-tering classes present, the changes in the available tools and materials for developing classes, the changing landscape of civil engineering as it moves into the 21st century, the requirements presented by the state government and local legislatures, the necessity to fulfill the needs presented by the university as general education requirements, and a desire to provide an ever-changing broad basis of skills and knowledge as they are iden-tified by our client base drive the evolution of our program. Some of the changes are driven by the desire to meet or exceed the goals set in the student assessments while others are driven by direct and indirect measurements made outside the assessment cy-cle. Changes are also driven by the desire of individual faculty members, working within the overview of the program leadership, to improve their pedagogy and enhance the learning of the students for their individual topics. All changes are considered for their impact on the whole education process in the program and discussed and evaluated first by the curriculum committee and then by the program as a whole.

At the end of each review cycle, typically the end of each fall and spring semester, the results of the assessments and evaluations from the course level reviews are collected and reviewed by the curriculum committee. For those evaluations where the goals were not met, the committee meets with the instructor for the course to see if there are any details that may be added to the assessment and evaluation. Proposals for changes that would improve the performance of the students are made and selected for presentation to the faculty at the beginning of the next semester. Repeated failures to meet the goal are of particular concern and curricular changes are proposed and presented to the fac-ulty before the fall or spring start-of-semester meeting so that they can be implemented as soon as possible.

Changes made based on student outcome assessments and course level evaluations are presented in the following sections.

B.1. Continuous Improvements Driven by Student Outcome Assessments

Information gathered during the student level assessments each semester is submitted to the curriculum committee each semester. The curriculum committee reviews each of the assessments and recommends possible changes. It is the responsibility of the cur-riculum committee to work with the faculty who make the assessments as well as with faculty whose courses support the attainment of the student outcome. The curriculum committee is also tasked to follow up on changes that are adopted. Summary tables for each of the Student Outcomes were presented in Table 4-4 through Table 4-14. Detailed information from these assessments is provided in the supporting notebooks. The follow-ing tables present the substantive responses to assessments that were deemed to re-quire attention.


Student Outcome(s) aAction Taken: Evaluated the amount of emphasis being placed on open-

channel and pipe flow in Fluid Mechanics course.Considered separate mechanical and civil sections of fluid mechanics to allow for more emphasis on civil specific topics such as open channel flow.Considered reducing the number of evaluated problems to sharpen focus on specific scientific and mathematical skills.

Basis for Action: In CIVL 3181, 78% of the class achieved an overall average of 80% or higher on performance indicators. Goal was 80%.

Date: Fall 2011Results: Limited amount of time is spent on open-channel flow when

taught by the Mechanical Engineering program. To develop this material, consideration was given to making a separate class for civil engineering students. Limited support for this option was given by the Dean’s office at the time. Material may have to be shifted to the first part of the Hydrology course but this will require removal of some of the current top-ics. Changes are currently not considered as critical because the goal was missed by such a small fraction over a small set of students.

Student Outcome(s) aAction Taken: Changed performance indicators to fewer problems with a

greater emphasis on the utilization of mathematical and engi-neering skills emphasizing the isolation of the use of mathe-matics and general engineering skills separated from the ma-terial directly developed in the course.

Basis for Action: In CIVL 3181, 70% of the class achieved an overall average of 80% or higher on performance indicators. Goal was 80%.

Date: Fall 2013Results: Next evaluation period for this class will be in the Fall of 2015.

Spring classes of Fluid Mechanics are taught as a separate section in civil engineering. A comparison between students from sections taught by Mechanical as opposed to Civil will be made in Fall 2015.


Student Outcome(s) aAction Taken: Additional time will be used in the course on developing stu-

dent abilities to understand the integration of probability and statistics into the engineering curriculum and how statistics are used in the engineering design process.Introduced statistical fundamentals into the CIVL 2107 course.Added an additional class section with homework on utilizing distributions,

Basis for Action: In CIVL 3103, 86% of the class performed at 70% or higher on descriptive statistical content; 49% performed at 70% or higher on discrete and continuous distributions; 75% per-formed at 70% or higher on probability; 70% performed at 70% of higher on numerical methods. Each segment had a goal of 70% and was used as a performance indicator for stu-dent outcome a.

Date: Fall 2012Results: Goals were met in the Fall 2014 evaluation.

Student Outcome(s) aAction Taken: Change evaluation of performance indicators to emphasize

greater focus on student outcome a.Basis for Action: Review of the assessment in CIVL 3103 by the curriculum

committee determined that the current evaluation is more ap-propriate to a course level evaluation than to the evaluation of a student outcome.

Date: Fall 2014Results: Review in Fall 2016 cycle.

Student Outcome(s) aAction Taken: Minimum grade in all math, science, and engineering classes

change from a D to a C approved by civil faculty, college and university curriculum committees and implemented for Fall 2013 catalog.Entry requirement changed for CIVL 1101 by civil faculty, col-lege and university curriculum committees and implemented for Fall 2013 catalog.Prerequisites for all civil classes approved by civil faculty in Spring 2014, submitted for consideration by college curricu-lum committee for Fall 2014 with implementation for Fall 2015 catalog.

Basis for Action: For the FE exam mathematics section, the Z-score of the stu-dents taking the exam has a goal of not being less than 1 standard deviation for two consecutive semesters was not met.

Date: Spring 2012Results: Impact of these changes will not be available until the class of

2017 begins taking the FE exam.



change from a D to a C approved by civil faculty, college and university curriculum committees and implemented for Fall 2013 catalog.Entry requirement for CIVL 1101 by civil faculty, college and university curriculum committees and implemented for Fall 2013 catalog.Prerequisites for all civil classes approved by civil faculty in Spring 2014, submitted for consideration by college curricu-lum committee for Fall 2014 with implementation for Fall 2015 catalog.

Basis for Action: For the FE exam chemistry section, the Z-score of the stu-dents taking the exam has a goal of not being less than 1 standard deviation for two consecutive semesters was not met.

Date: Fall 2010Results: Impact of these changes will not be available until the class of

2017 begins taking the FE exam. Chemistry is no longer a section of the FE exam for civil engineering.


change from a D to a C approved by civil faculty, college and university curriculum committees and implemented for Fall 2013 catalog.Enhanced availability for topic tutoring was put into place in Fall of 2012 through STEM network.On-line homework system and on-line support implemented for Fall 2012.

Basis for Action: The goal for statics section of FE exam is no more than one standard deviation below the national average correct over any two consecutive semesters.The goal for this was not achieved the period from Fall 2009 through Fall 2011.

Date: Fall 2011Results: The low numbers of students taking the exam each semester

can significantly skew the data so direct impacts are difficult to remove from this bias. The performance of the Fall 2014 students did meet the goal on the basis of a single semester.




Basis for Action: The goal for the mechanics of materials section of the FE exam is no more than one standard deviation below the na-tional average correct over any two consecutive semesters.

Date: Spring 2012Results: Student performance since the Spring 2012 semester has

been above the national mean.



Basis for Action: The goal for the fluid mechanics section of the FE exam is no more than one standard deviation below the national average correct over any two consecutive semesters.This goal was not met in the Spring 2011-Fall 2011 period.

Date: Fall 2011Results: Student performance since the Spring 2012 semester has

been above the national mean.


Student Outcome(s) bAction Taken: Minimum grade in all math, science, and engineering classes

change from a D to a C approved by civil faculty, college and university curriculum committees and implemented for Fall 2013 catalog.

Basis for Action: The goal for the probability and statistics section of the FE exam is no more than one standard deviation below the na-tional average correct over any two consecutive semesters.This goal was not met in the Spring 2011-Fall 2011 period.

Date: Fall 2011Results: Student performance since the Spring 2012 semester has

met the goal.

Student Outcome(s) eAction Taken: Suggest that additional problem identification skills be added

into lower division courses as an identified component in the syllabi.Suggest that pedagogies be developed in lower division classes to help develop these skills.

Basis for Action: In CIVL 3140, of the three elements in the performance indi-cators, goal was met for the first two parts but not met for the third.Nine of fourteen students scored 70 or higher on the third component missing the 80% goal.Difficulty noted in the ability of the students to match informa-tion given with appropriate design equations as well as a diffi-culty in isolating significant information from all information given for design decisions.

Date: Fall 2011Results: After review, faculty determined that these skills are currently

ingrained in lower division courses. If results are duplicated, then more formal analysis of the integration and definition will be undertaken.Goal was met in Fall 2013.


Student Outcome(s) eAction Taken: More emphasis on developing alternative methods of solu-

tions for complex problems will be emphasized in next classes. Attention will be focused on this type of problem to look for any discernable trend in the information. Number of questions used will be decreased but the questions selected have a sharper focus.

Basis for Action: In CIVL 3181, only 60% (6 of 10) of the students were able to utilize two required analysis methods correctly, missing the goal of 75%.Students tended to select a method that they believed were easier to understand and not develop the skills with the alter-nate method.This was a small class so the information may be skewed.

Date: Fall 2011Results: After review, faculty determined that these skills are currently

ingrained in lower division courses. If results are duplicated, then more formal analysis of the integration and definition will be undertaken.Goal was met in Fall 2013.

Student Outcome(s) eAction Taken: Increase final grade weighting for this project expecting that

greater student participation in this assessment will allow for better level of evaluation of the Student Outcome.

Basis for Action: In CIVL 4151, students were tasked to demonstrate the ability to apply theoretical concepts to practical problem solving. The goal of an overall class average of 75% was not met with a class average of 57%. Results may be biased because seven of the twenty students did not turn in the assignment possibly because the students may not understand the connection be-tween the laboratory and field tests.

Date: Spring 2012Results: Increased participation during the Spring 2014 cycle although

the goal was again not met.


Student Outcome(s) eAction Taken: Evaluate the connections between laboratory and field data in

other classes with similar types of laboratory experiences in the program.Request that faculty in classes with incorporated labs provide opportunities for comparisons between theoretical and actual results. Special review cycle is being undertaken in Spring 2015.

Basis for Action: In CIVL 4151, students were tasked to demonstrate the ability to apply theoretical concepts to practical problem solving. The goal of an overall class average of 75% was not met with a class average of 68%. Students may not understand the con-nection between the laboratory and field tests.

Date: Spring 2014Results: Evaluation cycle in Spring 2016

Student Outcome(s) eAction Taken: Changed required minimum grade for graduation for all math,

science, and engineering classes, other than civil, from a D to a C.Restrict the number of permits allowing students exemption from prerequisites by instituting a three signature process for allowing exemptions.Restrict the entry into the civil engineering freshman classes until the student can qualify for the MATH 1730 class.

Basis for Action: The goal for the civil specific afternoon section of the FE exam is no more than one standard deviation below the na-tional average correct over any two consecutive semesters.This goal was not met in the Spring 2011-Fall 2011 period.The most significant pattern of poor performance is in the area of construction management with a trend showing repeated periods when the goal was not met. Structural analysis had the lowest overall average perfor-mance over the study period with an average z-score of -1.69, however, this is strongly biased by the single individual who took the exam in the Fall of 2009. With this individual re-moved, the average z-score becomes -0.99. Transportation score average -2.55 but shows no trend of ei-ther improvement or decline.All z-scores are limited to + or - 3 due to the small sample sizes.

Date: Fall 2011Results: Student performance improved in the Spring of 2013 and the

Fall 2014 test period.


Student Outcome(s) hAction Taken: The university curriculum committee dictates general educa-

tion classes. Since the university has so many more liberal arts students and faculty, there is a distinct bias towards unfo-cused general education. Students feel disconnected be-tween the courses they are required to take, such as a gen-eral art course, and their chosen profession. In the fall of 2014, three faculty presented an honors course for all stu-dents on the impact of engineering on society expecting a dis-course with the liberal arts faculty. Current plan is to look for possible partnerships with sociology and communication and fine arts to develop more relevant electives.

Basis for Action: Goal of no more than two successive periods with an average of 4 or less on Program Emphasis from graduating survey not met.

Date: Fall 2013 – Fall 2014Results: None to date

Student Outcome(s) iAction Taken: Greater emphasis on guest speakers to emphasize the impor-

tance of engaging in life-long learning, more discussions of li-censure including reference to the provisions for demonstrat-ing life-long learning through the accumulation of continuing education credits to maintain licensure, emphasis the impor-tance of life-long learning to keep abreast of changing stan-dards.

Basis for Action: Goal not met of not more than two successive periods with an average of 4 or less on Student Readiness on Graduating Student Survey. Goal not met of not more than two successive periods with an average of 4 or less on Program Emphasis on Graduating Student Survey.

Date: Fall 2011 to Spring 2013Results: Goal met every semester since Spring 2013


Student Outcome(s) jAction Taken: Course level readings and projects selected focusing on cur-

rent topics of interest in specific courses.Basis for Action: Goal not met of not more than two successive periods with an

average of 4 or less on Student Readiness on Graduating Student Survey. Goal not met of not more than two successive periods with an average of 4 or less on Program Emphasis on Graduating Student Survey.

Date: Fall 2011 to Spring 2013Results: No improvement.

Student Outcome(s) jAction Taken: Beginning in Fall 2015, information on current topics will be

taken from ASEE, ASCE, and other professional news sources with short pieces assigned for reading and class dis-cussion. Material will be spread through all classes in the pro-gram and will be content appropriate for each class.

Basis for Action: Goal not met of not more than two successive periods with an average of 4 or less on Student Readiness on Graduating Student Survey. Goal not met of not more than two successive periods with an average of 4 or less on Program Emphasis on Graduating Student Survey.

Date: Fall 2013 to Spring 2015Results:

Student Outcome(s) kAction Taken: Assessment does not focus sharply on the ability to use the

tools to solve the problems.Assessment is currently biased by required course level knowledge.Performance indicators will be reframed with the inclusion of both computation and presentation tools evaluated separately.

Basis for Action: In CIVL 3140, students had a problem selecting the proper biokinetic expression to use for the performance indicator and therefore were unable to correctly utilize a computational tool to generate an analysis. Goal of 80% of the students scoring 70 or higher on the performance indicator was not met.

Date: Fall 2011Results: Goals for reframed performance indicator met in Fall 2013.


Student Outcome(s) kAction Taken: Standardize computational software across the curriculum

with the use of MatLab and Excel as the computation soft-ware choices.Require student ownership of laptop computers and integra-tion of the computers into classes throughout the curriculum.

Basis for Action: The goal for the computer section of the FE exam is no more than one standard deviation below the national average cor-rect over any two consecutive semesters.This goal was not met in the Spring 2011-Fall 2011 period.

Date: Fall 2011Results: Goal met since this period.


B.2. Continuous Improvements Driven by Course-Level Reviews

During each semester, faculty are expected to continually review what is happening in their classes and, at the end of the semester, prepare a short review of what went right and what went wrong. After this review, the faculty can propose changes that they be-lieve would improve the students’ performances in their class or in the general program. These changes can include changes in pedagogy, equipment, prerequisites, or other changes that would impact the class. For changes that are substantive or involve the curriculum in general, a formal review is performed by the curriculum committee and voted on by the entire faculty. For changes that are typically more local in scope, such as a change in textbook, no review by the curriculum committee is necessary. For cour-ses that are taught by more than one instructor, a consensus between the faculty mem-bers is sought for any change.

The improvements presented here are loosely linked to student outcomes. Since they are not driven by direct assessment results, the faculty member generating the change will typically propose which of the outcomes they believe the change will impact the most.

Student Outcome(s) a, b, kAction Taken: Better synchronization of the lab portion of the course with the

lecture/discussion portion of the course by aligning the lab session days to the lecture/discussion class allowing for bet-ter coverage of the background to the test procedure during the lecture/discussion before the lab session.Incorporation of videos demonstrating the lab tests. Students are still expected to become familiar with the test procedure by reading the lab manual. However, by showing a video at the start of the lab session, students are able to visually see how the test is performed and are better able to conduct the test themselves.Additional equipment and supplies have been added to the lab so that each student can perform the test individually in-stead of in groups.

Basis for Action: Improvement of CIVL 4151 class and labDate: Spring 2014Results: Before and after comparisons will be made with Spring 2015

class.


Student Outcome(s) a, c, d, e, g, h, kAction Taken: The reduction of the requirement that all senior design

projects encompass all civil engineering specialties in a single project. The development of multiple projects that may include only one or several specialties as long as students work in teams alleviating the concern that the projects are not rigorous across all specialties.When teams are selected and projects are defined, each spe-cialty subgroup will be assigned a faculty mentor. This faculty will be in contact with students on a regular basis and will make recommendations and sign off on the student progress before their reports are submitted to the instructor of record. Also, a professional mentor will be assigned to each team or specialty subgroup.

Basis for Action: Poor class performance in CIVL 4199 in Fall of 2014.Growing concern that senior design projects that try to incor-porate all civil engineering specialties are not equally rigorous across all specialties.Observation that students may not be taking the course seri-ously and/or just try to do the bulk of the work during the last several weeks of the course

Date: Fall 2014Results: In review for Spring 2015

Student Outcome(s) c, e, i, kAction Taken: Added two lectures on the rudiments of pavement design be-

cause that material appears in the FE Supplied Reference Handbook and so could appear on an FE exam. Since this class is all about highway materials, it was the most appropri-ate place to work this into the curriculum.Added a lecture and laboratory on Superpave asphalt mix de-sign to supplement the Marshall mix design lecture and lab that has been in the curriculum since the class began. Super-pave is the method being used by nearly every state in the nation except Tennessee (which still uses Marshall mix de-sign) so it is important to cover both methods.

Basis for Action: Incorporate current standards into course material in CIVL 3137.

Date: Spring 2013Results: No measureable change


Student Outcome(s) f, gAction Taken: More class time and assignments were developed to address

communication and ethics.Basis for Action: Based on student exit interviews in CIVL 4195, students

requested that more time be devoted to developing effective presentations and oral communication. They also requested that more time be spent on discussing ethics.

Date: Spring 2011Results: Exit interviews show students were more satisfied with the

coverage of these topics.

Student Outcome(s) h, kAction Taken: In CIVL 3103 GIS-based projects are integrated within the

course. These projects are designed to increase students’ proficiency in GIS as well as to provide them with an opportu-nity to use descriptive and inferential statistics in an open-ended project setting.GIS projects were integrated into CIVL 3161 to provide stu-dents will additional skill development in ArcGIS as well as to provide project-based setting for students to apply content covered in the course.

Basis for Action: Desire to bring GIS tools into the solution of transportation problems.

Date: Fall 2011Results: Students have shown greater engagement in the topics with

the ability to have a visual component to their work.

Student Outcome(s) a, e, kAction Taken: CIVL 1112, CIVL 3180, and CIVL 3161 have all chosen to

move to some form of a flipped classroom. In all three classes, a student response system to engage the students is being used.

Basis for Action: With the availability of solution manuals for most engineering textbooks, the value of using homework as a grading compo-nent has decreased significantly. There is also a desire to make the classroom both more student-centered and to have a more active learning environment.

Date: Fall 2014Results: Student attendance is up in all three classes. Some anecdotal

evidence is showing that students are more involved in the learning process.


B.3. Continuous Improvements Through Curricular Changes

General changes, which cannot be directly tied to one or more student outcomes, are driven by a consensus of the faculty to improve the program. They are often driven by external changes, such as changes in the topics presented in the Fundamentals of Engi-neering exam, but can also be driven by a better understanding of the students in and entering the program. Curricular catalog changes fall within this category and are pre-sented in the following section. Curricular changes are originally originated from one or more faculty members to the curriculum committee. The committee considers the re-quest for change and works with the initiator(s) to present a full proposal to the faculty. Changes that are accepted are then presented to the college curriculum committee and finally to the university curriculum committee for inclusion in the next catalog. Catalog changes take four years to be reflected in the graduates.

The 2008 catalog contained the following graduation requirements:

GRADUATION: To qualify for the degree of Bachelor of Science in Civil Engi-neering, a student must satisfy general university and college requirements, have a minimum grade of "C" in all civil engineering courses that are applied toward the degree, and complete the course sequence outlined below. For credits trans-ferred from another institution, only those civil engineering courses with a mini-mum grade of "C" may be applied toward the degree. Waiver of departmental graduation requirements for exceptional circumstances will be granted only upon approval of both the department chair and the Dean of the College of Engineer-ing (or designee).

1. Completion of CIVL 1101, 1112, 2101, 2112, 2131, 2131, 3103, 3121, 3131 or 4135, 3137, 3140 (4), 4151 (4), 3161, 3180, 3181, 3182 (1), 3322, 3325 (1), 4111, 4199.

2. Twelve hours of civil engineering electives approved by an advisor and se-lected from Group 1 and Group 2 electives, with no more than 6 hours from Group 1.

For the 2009 catalog, the number of electives was reduced with the introduction of a new required course directed towards the development of managerial and leadership skills. The new catalog reads:

GRADUATION: To qualify for the degree of Bachelor of Science in Civil Engi-neering, a student must satisfy general university and college requirements, have a minimum grade of “C” in all civil engineering courses that are applied toward the degree, and complete the course sequence outlined below. For credits trans-ferred from another institution, only those civil engineering courses with a mini-mum grade of “C” may be applied toward the degree. Waiver of departmental graduation requirements for exceptional circumstances will be granted only upon


approval of both the department chair and the Dean of the College of Engineer-ing (or designee).

1. Completion of CIVL 1101, 1112, 2101, 2112, 2131, 2131, 3103, 3121, 3131 or 4135, 3137, 3140 (4), 4151 (4), 3161, 3180, 3181, 3182 (1), 3322, 3325 (1), 4111, 4195, 4199.

2. Nine hours of civil engineering electives approved by an advisor and selected from Group 1 and Group 2 electives, with no more than 3 hours from Group 1.

The change to the 2010 catalog reflected a desire to improve the performance of the stu-dents by requiring a higher level of performance in all science and mathematics courses rather than just those within the civil engineering program. In addition to this change, an additional course was added to focus on the upcoming Fundamentals of Engineering exam for students in their final semester. The 2010 catalog entry reads:

GRADUATION: To qualify for the degree of Bachelor of Science in Civil Engi-neering, a student must satisfy general university and college requirements, have a minimum grade of “C” in all civil engineering courses that are applied toward the degree, all science and mathematics courses that are applied toward the de-gree, and complete the course sequence outlined below. For credits transferred from another institution, only those civil engineering, science, and mathematics courses with a minimum grade of “C” may be applied toward the degree. Waiver of departmental graduation requirements for exceptional circumstances will be granted only upon approval of both the department chair and the Dean of the College of Engineering (or designee).

1. Completion of CIVL 1101, 1112, 2101, 2112, 2131, 2131, 3103, 3121, 3131 or 4135, 3137, 3140 (4), 4151 (4), 3161, 3180, 3181, 3182 (1), 3322, 3325 (1), 4111, 4195, 4197, 4199.


No changes were made to the 2011 catalog. Rather than a general change for gradua-tion, two prerequisite changes were made to the 2012 catalog. Both of these changes were made to ensure that students entering the first classes in civil engineering would be able to continue at a reasonable pace through the program. Students in previous semesters had entered with a backlog of mathematics courses to pass before they could advance. This led to students completing the first courses in civil engineering but having to wait one or more years to take other courses in the sequence. As a secondary conse-quence, it allowed more sophisticated mathematics topics to be utilized in the first two courses. The course listing was changed to read:

CIVL 1101 - Civil Engineering Measurements (3)


Theory of measurements, linear measurements, angles, topographic surveys, and mapping with applications in Civil Engineering; emphasis on individual and group problem solving, techniques of data collection and analysis, and project documentation. Two lecture hours, three laboratory hours per week. COREQUISITE: MATH 1720 or higher.

The 2013 catalog saw changes both in the general requirement for graduation and in some of the course listings. The change to the general graduation requirement was a re-wording to correct an oversight in the requirement as listed. Before this change, a stu-dent could make a “D” in a mechanical or electrical engineering class and have it ac-cepted for graduation in civil engineering. It was the original intention of the faculty when the 2011 change was made to have all classes in mathematics, science, and engineer-ing require a “C” or better. The 2013 graduation requirement was changed to read

GRADUATION: To qualify for the degree of Bachelor of Science in Civil Engi-neering, a student must satisfy general university and college requirements, have a minimum grade of “C” in all civil engineering courses that are applied toward the degree, and complete the course sequence outlined below. For credits trans-ferred from another institution, only those civil engineering courses with a mini-mum grade of “C” may be applied toward the degree. Waiver of departmental graduation requirements for exceptional circumstances will be granted only upon approval of both the department chair and the Dean of the College of Engineer-ing (or designee).



After an evaluation of the topics that were typically covered in the CIVL 3180 class and a recognition that the class was probably best separated from the mechanical engineering fluid mechanics class, the prerequisites were changed to better fit with the position of the class in the civil engineering curriculum and to reflect the mathematical skills that would be utilized in the course. The prerequisite for CIVL 2131 makes sure that students have mathematical skills up to and including Calculus II. The new class listing reads:

CIVL 3180 - Civil Engineering Hydraulics (3)

Basic principles of incompressible fluid mechanics with emphasis on hydrostat-ics, conservation of energy and momentum with application on engineering anal-ysis of pipe networks, pumps, and open channel systems. Three lecture hours per week. PREREQUISITE: CIVL 2107, CIVL 2131.

A new elective was also added to the curriculum. The new class listing reads:


CIVL 4166/6166 - Pavement Design and Evaluation (3)

Design of concrete and asphalt highway pavements and low-volume roads, per-formance evaluation of existing pavements, pavement rehabilitation and pave-ment management techniques. Three lecture hours a week. PREREQUISITE: CIVL 3137. COREQUISITE: CIVL 4151.

Finally, in response to changes in the Fundamentals of Engineering Exam, the require-ment for either a circuits or a thermodynamics class was removed for graduation. This allowed for the addition of an additional elective with the possibility that another required course in civil engineering might be added in the future.

GRADUATION: To qualify for the degree of Bachelor of Science in Civil Engi-neering, a student must satisfy general university and college requirements, have a minimum grade of "C" in all civil engineering courses that are applied toward the degree, and complete the course sequence outlined below. For credits trans-ferred from another institution, only those civil engineering courses with a mini-mum grade of "C" may be applied toward the degree. Waiver of departmental graduation requirements for exceptional circumstances will be granted only upon approval of both the department chair and the Dean of the College of Engineer-ing (or designee).


2. Twelve hours of civil engineering electives approved by an advisor and se-lected from Group 1 and Group 2 electives, with no more than 3 hours from Group 1.

The final change to the 2013 catalog was the implementation of an accelerated bache-lors/masters program in civil engineering and across the college. The catalog addition reads:

This program allows outstanding undergraduates to earn a bachelor’s degree and master’s degree in Civil Engineering in as little as five years by taking gradu-ate-level technical electives that will count toward both degree programs. Specifi-cally, students who are selected into this program can satisfy the undergraduate requirement of nine hours of technical electives by taking 6000-level courses that will then be counted toward their graduate degree program. However, the gradu-ate coursework will not apply to the undergraduate GPA.

Students are encouraged to begin planning to enter the Accelerated B.S./M.S. program early in their undergraduate career in consultation with their advisor in the Department of Civil Engineering. Students with a minimum GPA of 3.25 may apply for the accelerated program once they have completed 15 credit-hours of 3000-level CIVL course work. In addition to an application form, students must have the recommendation of their undergraduate academic advisor and the con-


currence of the program chair and graduate coordinator in the Department of Civil Engineering. In order to remain in the program, students must maintain a GPA of at least 3.25. To continue in the program past the B.S. degree, students must apply for full admission into the Graduate School and the Civil Engineering M.S. program.

Consideration is currently underway for the reshaping of the Civil Engineering Design class. With the availability of the three hours from releasing the requirement for a ther-modynamics or circuits credit, discussion is underway towards expanding the current three-hour, one-semester design class to a six-hour, two-semester design class. Logis-tics and scheduling are currently under discussion, but there is a consensus among the faculty that this change would provide for a significant improvement in the terminal se-quence.

B.4. Continuous Improvements in General

The program and the college are always striving to improve the ways in which the stu-dents are educated while in school. Improvements that do not fall within any general cat-egories are included in this section. These improvements are made by the availability of increased resources from the university and college, the recognition that small changes can be made in classroom resources to possibly ease the financial burden on the stu-dents, and the desire of faculty to improve their classroom performance. Not all the im-provements over the past six years could possibly be included in these sections, as some changes are very subtle and difficult to directly define while others may be of such broad ranging impact that they would be almost impossible to design an assessment in-strument for. Hopefully, this collection of changes will illustrate the continuing dedication of the program and college to the improvement of the educational experience. Some of the changes have been identified and listed below.

· Through utilization of student course fees, laboratory equipment has been re-placed and expanded allowing for a fuller hands-on experience for the students. Examples are the equipment for CIVL 1101 and 1112, CIVL 3325, CIVL 3182, and CIVL 4151.

· Through the technology access fees, various classrooms have been upgraded with the addition of power outlets at each seat, better overhead projection sys-tems, document cameras, expanded faculty computer resources, and software availability.

· The use of student-owned personal computers has widened the use of software-driven and more complex solutions in the classes. This has allowed the use of systems such as AutoCAD and MatLab to be used throughout the program.

· Out-of-class student support has been enhanced through the adoption of the campus eLearn system. This allows students to access their grades, notes, and


supporting information as well as to submit assignments to a dropbox system on the campus network.

· The use of non-faculty experts to help with specialized topics has increased. Specialists from the civil engineering profession are being utilized as both adjunct faculty and as topic-specific help in classes. An example is the use of a local alumnus who is extremely proficient in AutoCAD Civil 3D lending his expertise to both the Civil Engineering Design class and an elective in computational hydrol-ogy.

· Choice of textbooks that have alternative methods of purchase, including rentals and e-books.

· Adoption of software that has free student versions or is available from the uni-versity servers.


CRITERION 5. PROGRAM CURRICULUM

A. Program Curriculum

The civil engineering program curriculum was developed with the goal of providing stu-dents with the educational background and experiences that prepare them to achieve the student outcomes by the time of graduation and the program educational objectives within several years later. Within the state mandated limit of a maximum of 128 hours for graduation, the program aims for a well-rounded civil engineering education that will pre-pare the graduate for professional practice. The following sections describe how the Civil Engineering program meets the engineering criteria curriculum component. Compliance with the civil engineering program criteria is described in the section following the de-scriptions of Criterion 8 Institutional Support.

Table 5-1 describes the plan of study for students in this program including information on course offerings in the form of a recommended schedule by year and term together with maximum section enrollments for all courses in the program for the last two terms the course was taught. Most course offerings are on a fall and a spring semester sched-ule with limited course offerings during the summer semesters. Table 5-2 provides de-tailed degree requirements.


Table 5-1. Curriculum and Suggested Plan of Study

Course

Required (R), Elective (E) or

a Selected Elective (SE).1

Subject Area (Credit Hours)Last Two Terms the

Course was Offered:

Year and,Semester, or

Quarter

Maximum Section

Enrollmentfor the

Last Two Terms the

Course was

Offered2

Math & Basic

Sciences

Engineer-ing Top-ics, Sig-nificant Design

(√)

General Educa-

tionOther

Fres

hman

-Firs

t S

emes

ter

ENGL 1010 - English Composition R 3 2015 Spring2014 Fall

2424

MATH 1910 - Calculus I R 4 2015 Spring2014 Fall

4349

CIVL 1101 – Civil Engineering Measurements R 3 ()

2014 Fall2014 Fall Lab2013 Fall2013 Fall Lab

45173915

CHEM 1110 - Chemistry I R 3 2015 Spring2014 Fall

11892

CHEM 1111 - Chemistry I Lab R 12015 Spring Lab2014 Fall Lab

8566


Course



Math & Basic

Sciences

Engi-neering Topics, Signifi-

cant De-sign (√)

General Educa-

tionOther

Last Two Terms the

Course was Offered:


Quarter

Maximum Section

Enrollmentfor the

Last Two Terms the

Course was

Offered2

Fres

hman

-Sec

ond

Sem

este

r

ENGL 1020 – English Comp. R 3 2015 Spring2014 Fall

4545

MATH 1920 – Calculus II R 4 2015 Spring2014 Fall

4634

CIVL 1112 – Civil Engineering Analysis R 3

2015 Spring2015 Spring Lab2014 Spring2014 Spring Lab

34

1735

18

PHYS 2110 – Physics I R 3 2015 Spring2014 Fall

4642

Physics 2111 – Physics I Lab R 12015 Spring Lab2014 Fall Lab

3823

Physical Science SE 4 2015 Spring2014 Fall

Sop

hom

ore-

Firs

t S

emes

ter

ENGL 2201 or 2202 – Literary Heritage R 3 2015 Spring2014 Fall

6586

PHYS 2120 – Physics II R 3 2015 Spring2014 Fall

3640

PHYS 2121 – Physics II Lab R 12015 Spring Lab2014 Fall Lab

2620

MATH 2110 – Calculus III R 4 2015 Spring2014 Fall

3836

CIVL 2101 – Civil Engineering Visualization R 3 ()


29292424

CIVL 2131 – Statics R 3 2015 Spring2014 Fall

3455


Course



Math & Basic

Sciences


cant De-sign (√)

General Educa-

tionOther

Last Two Terms the

Course was Offered:


Quarter

Maximum Section

Enrollmentfor the

Last Two Terms the

Course was Of-fered2

Sop

hom

ore-

Sec

ond

Sem

este

r

CIVL 2107 – Civil Engineering Computation R 3 2015 Spring2014 Spring

2924

Social Sciences (see Table 5-2) SE 3 2015 Spring2014 Fall

Humanities/Fine Arts SE 3 2015 Spring2014 Fall

MATH 3120 – Differential Equations R 3 2015 Spring2014 Fall

5240

MECH 2332 – Dynamics R 3 2015 Spring2014 Fall

2920

CIVL 3322 – Mechanics of Materials R 3 2015 Spring2014 Fall

95

Juni

or-

Firs

t S

emes

ter

CIVL 3137 – Civil Engineering Materials R 3


32162714

CIVL 3325 – Mechanics of Materials Lab R 1 2014 Fall Lab2013 Fall Lab

2519

CIVL 3180 – Civil Engineering Hydraulics R 3 () 2015 Spring2014 Fall

117

CIVL 3121 – Structural Analysis I R 3 () 2015 Spring2014 Fall

1813

Humanities/Fine Arts (see Table 5-2) SE 3 2015 Spring2014 Fall

CIVL 3103 – Approximation and Uncertainty R 1 2 2014 Fall2013 Fall

2427


Course



Math & Basic

Sciences


cant De-sign (√)

General Educa-

tionOther

Last Two Terms the

Course was Offered:


Quarter

Maximum Section

Enrollmentfor the

Last Two Terms the

Course was

Offered2

Juni

or-

Sec

ond

Sem

este

r

CIVL 3131 – Structural Steel Design or CIVL 4135 – Reinforced Concrete Design R 3 () 2015 Spring

2014 Spring1821

CIVL 3161 – Transportation Engineering R 3 2015 Spring2014 Spring

2028

CIVL 3140 – Environmental Engineering R 4 ()

2015 Spring2015 Spring Lab2014 Fall2014 Fall Lab

12

121717

ENGL 3603 – Engineering Communications R 3 2015 Spring2014 Fall

2020

CIVL 4151 – Soil Mechanics R 4

2015 Spring2015 Spring Lab2014 Spring2014 Spring Lab

2714

16

13

CIVL 3182 – Hydrology and Hydraulics Lab R 12015 Spring Lab2014 Fall Lab

8

12

Sen

ior-

Firs

t S

emes

ter

CIVL 3181 – Hydrology and Hydraulics R 3 () 2015 Spring2014 Fall

427

Social Sciences (see Table 5-2) SE 3 2015 Spring2014 Fall

CIVL 4195 – Professional Practice R 2 2015 Spring2014 Fall

910

CIVL Elective – Group 2 (see Table 5-2) SE 3() 2015 Spring2014 Fall

CIVL Elective – Group 1 or 2 (see Table 5-2) SE 3 2015 Spring2014 Fall

CIVL 4197 – Fundamentals of Engineering Review R 1 2015 Spring2014 Fall

138


Course



Math & Basic

Sciences


cant De-sign (√)

General Educa-

tionOther

Last Two Terms the

Course was Offered:


Quarter

Maximum Section

Enrollmentfor the

Last Two Terms the

Course was

Offered2

Sen

ior-

Sec

ond

Sem

este

r CIVL 4111 – Engineering Economics R 3 2015 Spring2014 Fall

2826

CIVL 4199 – Civil Engineering Design R 3 ()

2015 Spring2015 Spring Lab2014 Fall2014 Fall Lab

8

855

CIVL Elective – Group 2 (see Table 5-2) SE 3 () 2015 Spring2014 Fall

CIVL Elective – Group 2 (see Table 5-2) SE 3 () 2015 Spring2014 Fall

TOTALS–ABET BASIC-LEVEL REQUIREMENTSOVERALL TOTAL CREDIT HOURS FOR COMPLETION OF THE

PROGRAM35

Hours69

HoursPERCENT OF TOTAL 27% 54%

Minimum Semester Credit Hours 32 Hours

48 Hours

Minimum Percentage 25% 37.5 %

1. Required courses are required of all students in the program, elective courses (often referred to as open or free electives) are optional for students, and selected elective courses are those for which students must take one or more courses from a specified group.

2. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each element. For selected elective courses, indicate the maximum enrollment for each option.


Table 5-2. BSCE Degree Requirements, Fall 2014Course Number and Name Hrs Semester Grade Course Number and Name Hrs Semester Grade

CIVL 1101 Civil Engineering Measurements (Fall) 3 CIVL 3121 Structural Analysis [C] 3

CHEM 1110 Chemistry I 3 CIVL 3180 Civil Engineering Hydraulics 3

CHEM 1111 Chemistry Lab 1 CIVL 3103 Approximation and Uncertainty in Engr. (Fall) 3

ENGL 1010 English Composition 3 CIVL 3137 Civil Engineering Materials (Fall) 3

MATH 1910 Calculus I 4 CIVL 3325 Mechanics of Materials Lab (Fall) 1

First Semester Total Hours 14 Gen. Ed. – Humanities/Fine Arts (see note 3) 3

Fifth Semester Total Hours 16

Physical Science (See note 1) 4

CIVL 1112 Civil Engineering Analysis (Spring) 3 CIVL 3131 (Spring) or CIVL 4135 (Fall) 3

ENGL 1020 English Composition & Analysis 3 CIVL 3161 Transportation Systems Engineering (Spring) 3

MATH 1920 Calculus II 4 CIVL 3182 Hydrology and Hydraulics Lab 1

PHYS 2111 Physics I Lab 1 CIVL 3140 Environmental Systems Engineering 4

PHYS 2110 Physics for Science & Engineering I 3 CIVL 4151 Soil Mechanics (Spring) 4

Second Semester Total Hours 18 ENGL 3603 Engineering Communication 3

Sixth Semester Total Hours 18

CIVL 2131 Statics 3

CIVL 2101 Civil Engineering Visualization (Fall) 3 Gen. Ed. - Social Science (see note 2) 3

ENGL 2201 or 2202 Literary Heritage 3 CIVL 3181 Hydrology and Hydraulics 3

MATH 2110 Calculus III 4 CIVL 4195 Professional Practice of Civil Engineering 2

PHYS 2121 Physics II Lab 1 CIVL 4197 Fundamentals of Engineering Review 1

PHYS 2120 Physics for Science & Engineering II 3 CIVL Elective (Group 1 or Group 2 - See note 4) 3

Third Semester Total Hours 17 CIVL Elective (Group 2 - See note 4) 3

Seventh Semester Total Hours 15

MECH 2332 Dynamics 3

Gen. Ed. – Humanities/Fine Arts (see note 3) 3 CIVL 4111 Engineering Economics 3

CIVL 2107 Civil Engineering Computation (Spring) 3 CIVL 4199 Civil Engineering Design [W,I] 3

CIVL 3322 Mechanics of Materials 3 CIVL Elective (Group 2 - See note 4) 3

MATH 3120 Differential Equations 3 CIVL Elective (Group 2 - See note 4) 3

Gen. Ed. - Social Science (see note 2) 3 Eighth Semester Total Hours 12

Fourth Semester Total Hours 18 Grand Total Hours 128

See next page for notes.


Students must complete the courses shown in boldface italics before being admitted to the Civil Engineering major.


Table 5-2 (Continued)

Notes: Last updated 03/17/14

1. Physical Science: Choose one of the following: BIOL 1110/1111, ESCI 1040, or ESCI 1103

2. Gen. Ed. – Social Science (6 hours): Choose any two of the following:

ANTH 1100, ANTH 1200, CSED 2101, ECON 2010 (2110), ECON 2020 (2120), ESCI 1301, ESCI 1401, JOUR 1700, POLS 1130 (1100), POLS 1301, POLS 1501, PSYC 1030 (1200), PSYC 3510, SOCI 1010 (1111), SOCI 2100, UNHP 1102, UNIV 2304

3. Gen. Ed. – Humanities/Fine Arts (6 hours): Choose any two of the following:

ART 1030, ARTH 2010 (2101), ARTH 2020 (2102), CLAS 2481, COMM 1851, DANC 1151, JDST 2850, MUS 1030, MUS 1040, PHIL 1101, PHIL 1102, POLS 1101, POLS 1102, RLGN 1100, THEA 1030, UNHP 1101, UNIV 3580, UNIV 3581

4. Civil Engineering Electives:

Group 1 Group 2 CIVL 4122 Structural Analysis II* (Spring) CIVL 3131 Design of Steel Structures (unless taken as a required course) (Spring)CIVL 4171 Construction Engineering I (Fall) CIVL 4131 Intermediate Steel Design* (Fall)

CIVL 4135 Reinforced Concrete Design (unless taken as a required course) (Fall)TECHNICAL ELECTIVE CIVL 4136 Intermediate Reinforced Concrete Design* (Spring)(Approved upper-division engineering course) CIVL 4140 Environmental Engineering Design* (Spring)

CIVL 4143 Physical/Chemical Treatment Systems* (Fall)CIVL 4144 Biological Wastewater Treatment Systems* (Spring)CIVL 4149 Pump Station Design* (Fall)CIVL 4152 Applied Soil Mechanics* (Fall)CIVL 4155 Pavement Design and Evaluation*CIVL 4162 Traffic Engineering*CIVL 4163 Airport Planning and Design* (Fall)CIVL 4164 Route Location and Design*CIVL 4180 Advanced Hydrology and Hydraulics*CIVL 4190 Water Resources Planning and Design*CIVL 4191 Civil Engineering ProjectsCIVL 4900 Special Topics in Civil Engineering

*These civil engineering electives have 6000-level cognates that can be taken as part of the Accelerated BS/MS Program. This program allows outstanding undergraduates to begin their coursework for the Master of Science in Civil Engineering during their senior year. Students accepted into the program may apply up to nine hours of 6000-level course work to both the BS and MS degrees. To apply, students must have a minimum 3.25 grade point average and must submit two reference letters and a copy of their transcripts to the graduate academic coordinator in Civil Engineering. Refer to the undergraduate catalog for more information.


The curriculum is designed to provide our graduates with a sufficiently broad base to succeed as an entry-level civil engineer in any of the major fields of civil engineering. The structure also provides a level of depth so that, should the stu-dent choose to pursue advanced study, he or she is well prepared for the rigors of that work. The design of the program was developed and evolves with a signif-icant input from graduates of the program and employers of those graduates, as well as feedback from academics at other institutions who have worked with our graduates.

In order to provide both breadth and depth, the curriculum is developed to start with a strong foundation in science, mathematics, and engineering fundamentals along with development of communication skills. Social and economic considera-tions are added to allow for the development of a full range of design skills. Lib-eral arts via the general education component are provided to balance the techni-cal aspects of the program.

A.1. Prerequisite Flow Chart

Prerequisite and corequisite flow charts for several program technical area sequences are shown in Figures 5-1 through 5-6. Single headed arrows represent prerequi-sites while double-headed arrows represent corequisites. Courses shown in rounded boxes are taught outside the civil engineering program. Courses in cir-cles are elective courses.

Figure 5-1. Civil Engineering Foundation Sequence


MATH1720 or

Equivalent

CIVL2107

CIVL2101

CIVL1112

CIVL1101

Figure 5-2. Civil Engineering Structural Sequence


CIVL 4131

CIVL 4136

CIVL 4122

CIVL3325

CIVL3131

CIVL4135

CIVL3322

CIVL3121

CIVL2131

PHYS 2111

PHYS 2110

MATH 1920

MATH 1910

CIVL2107

Figure 5-3. Civil Engineering Transportation Sequence

Figure 5-4. Civil Engineering Construction Sequence


CIVL3161

CIVL1101

CIVL 4164

CIVL 4163

CIVL 4162

CIVL3103

PHYS 2110

MATH 1920

CIVL2107

CIVL4111

CIVL1101

CIVL 4164

CIVL 4171

CIVL3161

Figure 5-5. Civil Engineering Environmental and Water Resources Sequence

Figure 5-6. Civil Engineering Geotechnical and Materials Sequence


CIVL 4190

CIVL 4140

CIVL 4180

CIVL4111

CIVL 4144

CIVL 4143

CIVL 4149

CIVL3182

CIVL3181

CIVL3140

CIVL3180

CIVL2131

CIVL2107

CIVL 4155

CIVL 4152CIVL

4151CIVL3137

CIVL3322

A.2. Mathematics, Physics, and Chemistry

The curriculum requires four courses in mathematics, including three semesters of calculus and one semester of differential equations. In addition, two courses in calculus-based physics, a general chemistry course, and an additional science course are required. This curricular component exceeds the engineering general criteria for one year of a combination of college level mathematics and basic sci-ences (some with experimental experience) appropriate to the discipline as well as meeting the program criteria of preparing graduates to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science, consistent with the program ed-ucational objectives.

The curriculum contains one required course devoted to probability and statistics, CIVL 3103, Approximation and Uncertainty in Engineering. This course is de-voted to probability and statistical concepts and their application to civil engineer-ing problems. In addition, the required transportation-engineering course includes a section on statistical concepts used in traffic studies. Statistical applications are also included in some laboratory exercises in Mechanics of Materials Laboratory, Civil Engineering Materials and Soil Mechanics courses.

Through these courses, a fundamental scientific and mathematical basis is formed upon which engineering topics will be developed. The engineering cour-ses utilize the scientific facts and mathematical skills in the analysis and design of engineering projects. Topics covered in these courses are reinforced in subse-quent Civil Engineering courses. For example, an understanding of basic chem-istry is necessary in the required environmental engineering course. Proficiency in applying mathematics and physics concepts is required in understanding con-cepts and solving problems in structures, environmental, geotechnical, water resources, and transportation courses in the curriculum.

A.3. Proficiency in Recognized Major Civil Engineering Areas

Required courses cover each of the five major Civil Engineering technical areas, namely: environmental, geotechnical, structures, transportation, and water re-sources. Each of the required courses associated with a particular technical area provides both breadth of the area and sufficient detailed material to ensure some depth. Topical considerations in the required courses attempt to link engineering fundamentals to the specialized knowledge required in each area. The required courses give the students sufficient insight about each of the areas to allow them to make a more informed choice for their three elective courses in Civil Engineer-ing. This curriculum meets the program requirements for the application of knowl-edge of at least four technical areas appropriate to civil engineering as well as the general requirement that the students have one and one-half years of engi-neering topics, consisting of engineering sciences and engineering design appro-


priate to the student’s field of study. Because more than one of these technical area sequences must have significant design content with respect to a system, component or process, students obtain a more concentrated exposure in this area. There is at least one elective course in each of the five major Civil Engi-neering areas plus one additional elective in construction engineering (see Table 5-2 for details).

During their final semester, all students are required to take the senior-level cap-stone course, Civil Engineering Design (CIVL 4199), which incorporates a major design experience and brings together the knowledge obtained in earlier cour-ses. This experience meets the program requirement that the students design a system, component, or process in more than one civil engineering context.

A.4. Laboratory Experiences

Over the civil engineering curriculum, students will spend a minimum of four hun-dred hours of contact time in laboratories. At each level of the students’ progress, they will be involved in active learning laboratory experiences. These begin in their first weeks in the program and continue until the final semester in the cap-stone design lab. The labs will cover data collection and analysis, design devel-opment, and the design and conduct of experiments. Laboratory safety is empha-sized in each and every lab.

Data collection and the control of experimental factors are emphasized in the first two courses of the foundation sequence, and the presentation of experimental re-sults and limited analysis of data factors are included in the third and fourth cour-ses in the foundation sequence. Statistical factors involved in data interpretation are developed in Approximation and Uncertainty in Engineering (CIVL 3103). The use of standard procedures and control of variables is emphasized in all eight un-dergraduate departmental laboratories required of all civil engineering majors; and the design of experiments is covered in selected laboratories. Safety proce-dures are addressed in all laboratory experiences. These laboratory experiences are structured to ensure that students fulfill the program requirements of conduct-ing civil engineering experiments and analysis and interpretation of the resulting data.

A.5. Design Experiences

As previously discussed, Civil Engineering students are introduced to design concepts in their initial semester with the first required Civil Engineering course, Civil Engineering Measurements (CIVL 1101). This course is the first of four courses in the Foundation Sequence, the others being Civil Engineering Analysis (CIVL 1112), Civil Engineering Visualization (CIVL 2101), and Civil Engineering Computation (CIVL 2107). In Civil Engineering Measurements, students are chal-lenged to solve open-ended problems with limited knowledge of engineering fun-damentals. Design projects in the areas of environmental and structural engi-


neering and general site development are carried through the sequence of cour-ses. The specific design component is different in each course, building on the experiences in the previous courses. Students are required to work in teams pre-paring design reports and making oral presentations.

Students learn to integrate visual information and instructions in the Civil Engi-neering Visualization course. The use of mathematical models for alternative analysis is considered in the Civil Engineering Computation course. At the junior level, in the required introductory structural analysis course, students design and test bridges made with the K’NEX system, cardboard and/or plywood. Designs are evaluated with respect to load carrying capacity and cost. This course is a prerequisite to another required structures course, either Design of Steel Struc-tures or Reinforced Concrete Design. Other required courses in the curriculum have design components. These include exercises such as design of water and wastewater facilities (Environmental Systems Engineering) and water distribution system design (Civil Engineering Hydraulics). A capstone design experience, Civil Engineering Design, is required of all students. In this course students de-vote the entire semester to the completion of a comprehensive team design project. This project is open-ended, involves several areas of Civil Engineering, and requires incorporation of appropriate standards and multiple realistic con-straints such as social, economic, and environmental aspects.

Elective courses include a number of courses that are predominately design-ori-ented. In each of the design-oriented courses, students complete design projects, either individually or in teams that require analysis and synthesis to de-velop a solution to a problem with specific constraints.

The continued exposure of students to the design process and open-ended prob-lems from the freshman level to completion of the capstone design course ac-quaints students with a variety of problems similar to those experienced in engi-neering practice. These design experiences require students to demonstrate oral and written communications skills and to apply the principles of engineering sci-ence with engineering judgment. Most projects dictate that students work in teams.

The engineering topics portion of the curriculum provides a balance of engineer-ing science and design. As students progress in the program, knowledge of civil engineering fundamentals is broadened. This allows students to confront design problems of greater complexity and to consider the impacts of their designs on society. These experiences also contribute to the program criteria that the stu-dents design a system, component, or process in more than one civil engineering context. These curricular components build in an architecture of increasing com-plexity allowing the student to utilize a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are ap-plied to convert resources optimally to meet these stated needs as required in the general criteria.


A.6. Professional Practice Issues

Professional practice issues are addressed throughout the curriculum, beginning with the Foundation Sequence. At the freshman level, students are introduced to the profession of Civil Engineering, the areas within Civil Engineering, and the re-sponsibilities of the engineering profession. Within the professional component of the curriculum, professional practice issues are addressed as they pertain to is-sues discussed in class. An example is consideration of constructability in devel-oping and evaluating design alternatives. During the senior year, students take Professional Practice (CIVL 4195), a course that addresses professional practice issues directly. Practicing professionals serve as guest lecturers and lead discus-sions on these topics. All of these components address the program criteria that students explain basic concepts in management, business, public policy, and leadership; and explain the importance of professional licensure.

A.7. General Education Components

The University General Education Program promotes a shared core learning ex-perience for all undergraduate students at the University of Memphis and pro-vides a framework upon which the college major can build. The major purpose of the Program is to provide students the opportunity to acquire tools, develop skills and awareness necessary for completing a college career and assuming the roles of a lifelong learner and an active, informed participant in contemporary so-ciety. The University of Memphis General Education Program consists of 41 hours of coursework from a variety of disciplines.

The General Education Program consists of twelve hours of required English and communication coursework to develop the writing and verbal presentation skills of the student. Engineering has a unique course presented by the English depart-ment that focuses on skills germane to the engineering profession.

Six hours of Humanities/Fine Arts and six hours of Social Sciences are required for graduation from the university. The courses available are not specific to engi-neering but have been selected by a university general education committee. Students are advised to choose courses that may more closely align with their career choice but there is no specific requirement that they take those courses. This component of the curriculum does meet the general requirement that gen-eral education courses complement the technical content of the curriculum and are consistent with the program and institution objectives.

Samples of course materials including course syllabi, textbooks, example assign-ments and exams, and examples of student work are available for review.


CRITERION 6. FACULTY

A. Faculty Qualifications

The University of Memphis Department of Civil Engineering has twelve full-time Civil Engineering faculty members, one of whom has a joint appointment with the Center for Earthquake Research and Information. These individuals have spe-cializations in five major discipline or technical areas within Civil Engineering: en-vironmental, geotechnical, structures, transportation, and water resources. In ad-dition, Civil Engineering Research Professors from the Ground Water Institute and the Center for Earthquake Research and Information teach in the depart-ment on a part-time basis. Adjunct faculty members who are practicing profes-sionals in the community teach selected courses. A summary of the faculty quali-fications is given in Table 6-1.

Seven of the twelve tenured/tenure-track faculty members are licensed as Pro-fessional Engineers. Some have additional certifications in their individual areas such as environmental engineering.

All undergraduate Civil Engineering courses are taught by department faculty or by professional adjuncts. Adjuncts are utilized to teach the elective courses in the construction area. They are also used to fill in for faculty on leave and to teach courses where they have specialized expertise. For example, a practicing profes-sional engineer with over 30 years experience as an experienced bridge designer has periodically taught the Design of Reinforced Concrete course. The majority of adjuncts possess the doctorate degree as a terminal degree. Adjuncts without the doctorate degree have at least one advanced degree and extensive experi-ence.

A.1. Faculty Competencies

There are at least two faculty members in each of the five major discipline areas. We are currently in the process of hiring a new tenure track faculty position in the area of Water Resources. The following is a listing of the faculty by area:

Environmental: Dr. Larry Moore

Dr. Paul Palazolo Geotechnical:

Dr. Roger MeierDr. David Arellano


Structures: Dr. Charles Camp

Dr. Shahram Pezeshk Dr. Adel Abdelnaby

Transportation: Dr. Stephanie Ivey

Dr. Sabyasachee Mishra Dr. Mihalis Golias

Water Resources: Dr. Brian Waldron Engineering Seismology

Dr. Ricardo Taborda

B. Faculty Workload

The teaching load for a full-time tenured faculty is approximately five courses per academic year. The teaching load for a full-time tenured research-active faculty member is approximately three to four courses per academic year. The teaching load for first year assistant professors is two courses per academic year. At present, the teaching loads in the department vary from two to six courses per academic year. The teaching load assignments are based on responsibilities in research, service, and administration. The Department Chair assigns the teach-ing loads for each faculty member after appropriate consultations with the faculty member.

All courses and laboratories are taught by faculty members although some fac-ulty use graduate assistants to help prepare laboratory experiments.


Table 6- provides information regarding faculty workload and describes this information in terms of workload expectations or requirements.

C. Faculty Size

The Department of Civil Engineering at the University of Memphis has 12 full-time Civil Engineering faculty members. These individuals have specializations in five major discipline areas within Civil Engineering: environmental, geotechnical, structures, transportation, and water resources. Currently, we are in the process of hiring a new faculty in the area of Water Resources. Adjunct faculty members also teach selected courses. These individuals are practicing professionals in the community.

D. Professional Development

Faculty members also engage in professional development through attendance at professional meetings and by participating in activities to enhance instructional effectiveness. Contingent upon the budget, all faculty members are provided with departmental travel funds to attend at least one professional meeting per year. In the last few years, due to the high level of externally funded research, the de-partment has had funds available to use for travel to attend short courses, work-shops, and technical meetings. Faculty may attend additional meetings if they are presenting papers or if they can support their travel from research funds. Tenure-track faculty members are provided support to attend teaching improve-ment workshops such as the ASCE EXCEED program and the National Effective Teaching Institute. Faculty members are also encouraged to attend workshops and seminars on campus focusing on instructional improvement. Faculty mem-bers have also been very successful in obtaining industry support to attend sum-mer faculty development workshops in areas such as deep foundation design, pavement design, asphalt and concrete technology, and the AISC Edu-cator Workshop.

E. Authority and Responsibility of Faculty

E.1. Departmental Level

The Civil Engineering Undergraduate Curriculum Committee is responsible for approving all modifications to the program, including CIVL course descriptions and prerequisites/corequisites. The committee also approves new CIVL under-graduate courses. Any faculty member can propose a program modification for


consideration by the committee. The chair of the committee, currently Dr. Charles Camp, forwards committee recommendations to the Department Chair, who then presents the recommendations to the civil engineering faculty. If the faculty ap-proves the recommendations, they are sent to the College Undergraduate Cur-riculum Committee.

E.2. College Level

Once the faculty in the home department decides what curriculum changes need to be implemented, a faculty member is charged with the task of completing the associated curriculum revision forms or Tennessee Board of Regents’ (TBR) pro-posal. The curriculum revision forms are used for all changes to the program re-quirements, existing courses, and proposals for establishing a new course. Modifications to the narra-tive section of the undergraduate catalog are also included with this paperwork. Proposals for new majors, minors, and concentrations require TBR approval and are submitted using the TBR proposal template. The completed documents are signed by the Department Chair and submitted to the Associate Dean for Aca-demic Affairs and Administration. The Associate Dean is responsible for calling a meeting, typically in October, of the College Undergraduate Curriculum Commit-tee (UCC) to review the documents and discuss any impact on the programs in the college and possibly other units on campus. The College UCC is composed of a representative from each department and chaired by the Associate Dean for Academic Affairs. Some requests are approved at this meeting and others may be returned to the department for correction, clarification, or consultation with fac-ulty from programs external to the college. The finalized forms are signed by the Associate Dean for Academic Affairs and submitted to the Office of the Vice Provost for Academic Innovation and Support Services to be included in the Uni-versity’s log of proposed undergraduate catalog changes for the upcoming aca-demic year.

E.3. University Level

All requested changes to the undergraduate catalog must be voted on and ap-proved by the University Undergraduate Council (UUC) at their December meet-ing to review curriculum changes for the next school year. The UUC is composed of a faculty representative and Associate Dean for each college and school, and a representative from the Faculty Senate. Each college summarizes the curricu-lum changes for each of their majors and time is allowed for questions and dis-cussions by the council members. The discussion ends with a vote to either ac-cept the changes as presented, accept the changes pending minor modifications, decline all or part of the changes, or table the vote until the next meeting. Suc-cessful requests for catalog changes that do not require TBR approval are for-warded to the person who is responsible for maintaining the undergraduate cata-log that is published in March. Successful proposals for new majors, minors, con-centrations and certificates are signed by the Vice Provost for Academic Innova-


tion & Support Services and forwarded to the TBR for approval. The TBR usually accepts proposals for curriculum revisions once a year, early in the spring se-mester.

At this time the curriculum review cycle takes a full year. The system still requires change forms and proposals to be completed, printed and uploaded to a univer-sity server. Approved changes must be uploaded by hand into Banner, where the course inventory is stored. A script that reflects the approved catalog changes must be written to support UMDegree. UMDegree is software used for academic advising and graduation certification. The University is currently in the process of selecting a software package that will convert this paper-based process to an on-line equivalent. As with other online processes, this is expected to enable us to make some curriculum changes on an as-needed basis throughout the year. The only proposals that will be limited to a yearlong review cycle will be proposals that require TBR approval.


Table 6-1. Faculty Qualifications

Faculty Name Highest Degree Earned- Field and Year R

ank1

Type

of A

cade

mic

App

oint

men

t2

T, T

T, N

TT

FT o

r PT3

Years of Experience

Pro

fess

iona

l Reg

istra

tion/

C

ertif

icat

ion

Level of Activity4

H, M, or L

Gov

t./In

d. P

ract

ice

Teac

hing

This

Inst

itutio

n

Pro

fess

iona

l O

rgan

izat

ions

Pro

fess

iona

l D

evel

opm

ent

Con

sulti

ng/s

umm

er

wor

k in

indu

stry

Adel Abdelnaby Ph.D. – 2012Civil Engineering AST TT FT 2 10 3 PE (MI) H M L

David Arellano Ph.D. – 2005Civil Engineering ASC T FT 11 10 10 PE (WI) H L L

Charles Camp Ph.D. – 1987Civil Engineering P T FT 27 27 EI L L L

Michail Gkolias Ph.D. – 2007Civil Engineering ASC T FT 8 6 H M L

Stephanie Ivey Ph.D. – 2003Civil Engineering ASC T FT 2 14 12 EI H M L

Roger Meier Ph.D. – 1995Civil Engineering ASC T FT 12 20 20 EI H M L

Sabya Mishra Ph.D. – 2009Civil Engineering AST TT FT 1 6 3 PE (MI) H M L

Larry Moore Ph.D. – 1983Civil Engineering P T FT 8 32 32 PE (TN

& MS) M M M

Paul PalazoloPh.D. – 1998EnvironmentalEngineering

ASC T FT 10 30 25PE

(TN – Retired)

H M L

Shahram Pezeshk Ph.D. – 1989 P T FT 2 26 26 PE (TN) H M L


Faculty Name Highest Degree Earned- Field and Year R

ank1

Type

of A

cade

mic

App

oint

men

t2

T, T

T, N

TT

FT o

r PT3

Years of Experience

Pro

fess

iona

l Reg

istra

tion/

C

ertif

icat

ion

Level of Activity4

H, M, or L

Gov

t./In

d. P

ract

ice

Teac

hing

This

Inst

itutio

n

Pro

fess

iona

l O

rgan

izat

ions

Pro

fess

iona

l D

evel

opm

ent

Con

sulti

ng/s

umm

er

wor

k in

indu

stry

Civil Engineering

Ricardo Taborda Ph.D. – 2010Civil Engineering AST TT FT 2 2 H M L

Brian Waldron Ph.D. – 1999Civil Engineering ASC T FT 16 16 PE (TN) M M L

John Jernigan Ph.D. – 1998Civil Engineering A NTT PT 48 4 4 15

States M L H

Abdolhamid Latifi Naieni Ph.D. – 1988Civil Engineering A NTT PT 12 12 L L L

Joseph PolkM.S. – 2004

Engineering Manage-ment

A NTT PT 40 8 8 PE (TN) L L H

1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other2. Code: T = Tenured TT = Tenure Track NTT = Non Tenure Track3. At the institution 4. The level of activity, high, medium or low, should reflect an average over the year prior to the visit plus the two previous years.


Table 6-2. Faculty Workload Summary

Faculty NamePT or

FT1Classes Taught (Course No./Credit Hrs.) Term and Year2

Program Activity Distribution3

% of Time Devoted

to theProgram5Teaching

Re-search

or Scholar-

ship

Other4

Adel Abdelnaby FT Fall 2014: CIVL 7119/8119 (3) and CIVL 3325 (1)Spring 2015: CIVL 3131 (3) and CIVL 4122/6122 (3) 40% 50% 10%

Service 100%

David Arellano FTFall 2014: CIVL 4152/6152 (3), CIVL 4199 (3)Spring 2015: CIVL 4151 lab only (1), CIVL 4199 (3),

CIVL 7133/8133 (3)70% 30% 100%

Charles Camp FT Fall 2014: CIVL 1101 (3); CIVL 3121 (3); CIVL 7117 (3)Spring 2015: CIVL 1112 (3); CIVL 3121 (3) 60% 40% 100%

Michail Gkolias FTFall 2014: CIVL 7908/8908 (3), CIVL 7909/8909 (3)Spring 2015: CIVL 2107 (3), CIVL 6900 (3),

CIVL 7910/8910 (3)45% 45% 10%

Admin 100%

Stephanie Ivey FTFall 2014: CIVL 3103 (3); CIVL 4162/6162 (3);

CIVL 4191 (3); UNHP 1100 (1)Spring 2015: CIVL 3161

60% 40% 100%

Roger Meier FTFall 2014: CIVL 4111 (3), CIVL 3137 (3), CIVL 4197 (1)Spring 2015: CIVL 4111 (3), CIVL 4151 (3), CIVL 7132 (3), CIVL 4197 (1)

75% 15% 10%Admin 100%

Sabya Mishra FT Fall 2014: CIVL 7906 (3); CIVL 7909 (3)Spring 2015: CIVL 7012 (3) 40% 50% 10%

Service 100%

Larry Moore FTFall 2014: CIVL 3140 (4), CIVL 4/6143 (3), CIVL 7154

(3)Spring 2015: CIVL 3140 (4), CIVL 4/6144 (3)

75% 25% 100%

Paul Palazolo FT

Fall 2014: CIVL 2101 (3), CIVL 3322 (3), CIVL 3181 (3), INHP 1100 (1)

Spring 2015: CIVL 3180 (3), CIVL 4/6180 (3), CIVL 7991(3)

70% 15% 15%Service 100%


Faculty Member (name)

PT or

FT1Classes Taught (Course No./Credit Hrs.) Term and Year2

Program Activity Distribution3

% of Time Devoted

to theProgram5Teaching

Re-search

or Scholar-

ship

Other4

Shahram Pezeshk FT Fall 2014: CIVL 4135 (3)Spring 2015: CIVL 7116 (3) 20% 30% 50%

Admin 100%

Ricardo Taborda FT Fall 2014: CIVL 7001/8001 (3)Spring 2015: CIVL 7903/8903 (3) 40% 40% 20%

Service 100%

Brian Waldron FT Spring 2015: CIVL 3181 (3) 25% 75% 100%

Abdolhamid Latifi Naieni PT Fall 2014: CIVL2131 (3)

Spring 2015: CIVL 2131 (3) 100%

Joseph Polk PT Fall 2014: CIVL4171 (3)Spring 2015: CIVL 4195 (2), CIVL 4/6163(3) 100%

1. FT = Full Time Faculty or PT = Part Time Faculty, at the institution.2. For the academic year for which the Self-Study Report is being prepared.3. Program activity distribution should be in percent of effort in the program and should total 100%.4. Indicate sabbatical leave, etc., under “Other”.5. Out of the total time employed at the institution.


CRITERION 7. FACILITIES

A. Offices, Classrooms and Laboratories

The following is a summary of the availability of program facilities.

A.1. Offices (Administrative, Faculty, Clerical, Teaching Assistants)

The department has adequate space for offices, classrooms, and laboratories to support the civil engineering undergraduate program. The department has one-person offices for each faculty and staff member, including post-docs. All graduate teaching assistants and graduate research assistants have their own desk space in one of several locations in the Engineering Science or Engineering Administration Buildings. In addition the Inter-modal Freight Transportation Institute (IFTI) and the Ground Water Institute (GWI) have their own office spaces for staffs and graduate students.

A.2. Classrooms

Three classrooms (Engineering Science 114 and 116 and Engineering Administration 102) are dedicated to scheduled Civil Engineering classes. The lecture rooms are ade-quately furnished and equipped to hold classes for 35 students each. Each lecture room is equipped with permanent whiteboards, overhead projector, VCR/DVD player, com-puter, internet access, LCD projector, and a document camera. Engineering Science 114 is upgraded so that every student can access power to be able to charge their lap-tops. Most instructors use PowerPoint presentations and/or access the Internet on a reg-ular basis as part of classroom instruction. Civil Engineering courses are also taught in other classrooms within the engineering complex. With funding from the Technology Ac-cess Fee (TAF), additional classrooms in the engineering complex have been equipped with permanent state-of-the-art computers, projection systems, and hubs located throughout the Engineering Science building to allow wireless communications. The de-partment also has two portable LCD projectors and one document camera available in the Civil Engineering office, and faculty can transport this equipment into classrooms and conference rooms not equipped with permanent computers and projection systems.

The three classrooms dedicated to Civil Engineering classes are adequate for instruc-tional purposes. The growing use of laptop computers in the classroom has rendered the old armchair desks obsolete. Over the last 10 years, the Herff College of Engineering has replaced all of the armchair desks with work tables and chairs for the students.


A.3. Laboratories

Laboratory facilities including those containing computers (describe available hardware and software) and the associated tools and equipment that support instruction. Include those facilities used by students in the program even if they are not dedicated to the pro-gram and state the times they are available to students. Complete Appendix C contain-ing a listing of the major pieces of equipment used by the program in support of instruc-tion.

The department has a geotechnical/materials laboratory with a separate aggregate pro-cessing room and a humid room for curing concrete specimens. This space is used pri-marily for undergraduate instruction. A fundraising campaign in honor of Dr. Thomas S. Fry, a long-time faculty member and geotechnical engineer who passed away several years ago, has raised about $245,000 for the physical renovation of the laboratory (cabi-nets, countertops, etc.). Fundraising continues in order to establish a dedicated endow-ment for laboratory maintenance as well as to obtain state-of-the-art laboratory equip-ment for both instruction and research.

The department has an environmental engineering laboratory dedicated to undergradu-ate instruction. That physical space was renovated using College funds. The renovation included new cabinets and countertops and replacement of the existing floor tiles. At the same time, the University replaced all of the fume hoods. The laboratory equipment is up-to-date and in very good shape.

A third laboratory, with a structural floor system and an overhead bridge crane, currently serves as an undergraduate teaching laboratory for some experiments in the Mechanics of Materials Lab and also houses several graduate research projects that need the struc-tural floor system and/or bridge crane. The laboratory equipment is up-to-date and in good shape.

A fourth laboratory currently serves as an undergraduate teaching laboratory for the Foundation Sequence. The laboratory equipment is continuously being updated and is in good shape.

The equipment and physical space in the Hydrology and Hydraulics laboratory is in good shape for undergraduate lab experiences. This laboratory is shared with the Mechanical Engineering Department and both departments are responsible for purchasing and maintaining equipment. The laboratory plans for both departments identify the needs in this laboratory and a committee consisting of the two Department Chairs and the instruc-tors from both departments who teach in the space determines improvement priorities.

The Mechanics of Materials Lab is taught in Engineering Administration 102 and the Structures laboratory. The equipment and space are adequate for instructional pur-poses. As with the Hydraulics and Hydrology laboratory space, a joint committee con-sisting of representatives of affected departments determines improvement priorities.


In addition, the department has a Civil Engineering Computation and GIS Laboratory, which is used primarily by students who take the capstone design class. It includes 10 desktop computers with state-of-the-art software for various needs of students as well as a high-speed printer. The Department also has access to two large-format plotters throughout the College.

B. Computing Resources

The initiation of Technology Access Fees (TAF) in 2000 has resulted in a substantial im-provement in campus and College computing facilities.

Computing facilities for Civil Engineering faculty are excellent. All faculty have individual computers and printers that support their instructional and research computing needs. These computers are replaced periodically through departmental funds generated from faculty buyouts.

Computer Labs and Smart Classrooms are integral to student success at the University of Memphis. Each Lab and Classroom is funded by the Technology Access Fee.

All Lab and Smart Classroom information, including a number of workstations and operating systems, can be found on TRL (http://academics.mem-phis.edu/trl/).

Computer Labs – The University of Memphis maintains 2 extended-hours labs:

· The Technology Hub in the University Center (Room 265) has 70+ Dell comput-ers and 10+ iMacs. Collaboration space is available for group study, as well as technology-enhanced work rooms for student use. A valid student ID and enroll-ment in the current term are necessary for reservation.

· The Learning Commons in McWherter Library have more than 100 Dell comput-ers on three levels.

· TigerLAN software is available in all of these labs.

The University of Memphis supports more than 360 Smart Classrooms on and off cam-pus. Each smart classroom is equipped with a computer, a laptop input and an audio system. Instructions for all classrooms can be found by visiting the Technology Re-source Locator. TigerLAN software is available in these smart classrooms. Every Univer-sity of Memphis smart classroom is also capable of supporting our standard classroom response systems (Turning Technologies). These are remote devices (“clickers”) that students can use to respond to questions presented during a class session. The stu-dents’ answers are received by the instructor's computer, processed by the pre-installed software, and results are projected to the entire class.


http://www.memphis.edu/umtech/teaching/clicker.php

http://academics.memphis.edu/trl/

http://academics.memphis.edu/trl/

B.1. Laboratory and Computing Support

Responsibility for maintaining and servicing the equipment in the Civil Engineering labo-ratories is shared by faculty teaching the laboratory courses, the College of Engineering Technical Support staff, University physical plant staff, and outside service representa-tives. Each laboratory experience is planned, organized, and supervised by a faculty member who insures that the laboratory equipment is in working order and the supplies are adequate to conduct the assigned experiments. The instructor or student assistants assigned to the course perform any minor maintenance work that is needed. When re-pairs are needed or the maintenance is not routine, College technicians are contacted.

The College has a pool of two technicians, supplemented by several graduate assis-tants, under the direction of David Greganti, the Herff College of Engineering Business Officer. Technicians and their areas of expertise are:

· Mr. Rick Voyles – Mechanical

· Mr. Robert Jordan – Mechanical.

The two mechanical technicians do an excellent job servicing the entire College.

Information Technology Services (ITS) also has two Local Support Providers (LSPs) as-signed to the Herff College of Engineering. The level of support is adequate.

University Physical Plant provides assistance in instances where university equipment repairs and/or services are needed. Examples include heating and air-conditioning, wa-ter supply and waste lines, and power distribution. Work orders are issued for the ser-vices and either the department or the College is charged for the services. Outside ser-vice technicians are used to repair and calibrate specialized equipment. Examples in-clude calibration of scales, load cells and LVDTs used in materials courses, adjustment of surveying equipment, and repair of atomic absorption spectrophotometers and other environmental laboratory equipment.

Funds for maintenance and servicing of laboratory equipment are provided in the depart-ment’s annual budget. There is a line item for equipment maintenance, but it is part of the overall operating and maintenance budget. A significant portion of these monies is used to purchase consumable items such as concrete cylinder molds, cement, aggre-gate, and chemical reagents. The department has the flexibility to move funds from cate-gory to category depending on needs. If a costly repair is needed, funds may be shifted from other line items, e.g., travel or office supplies, to cover laboratory equipment. Col-lege funds have been used in emergency situations.

Another source of funds that has been used to supplement state funding is the depart-mental gift account. While this account is earmarked primarily for items to enhance the undergraduate and graduate programs, there is flexibility to address special needs. In recent years, due to the success of faculty members in research, the department has been able to receive funds from faculty buyouts that have been used to support various departmental needs.


B.2. Major Instructional and Laboratory Equipment

The major instructional and laboratory equipment is listed in Appendix C.

C. Guidance

Course instructors or laboratory assistants provide all students with instruction on how to use the tools and equipment in each of the laboratories. Generally this means walking through the experiment to explain the steps involved or showing videos during a pre-lab that show others performing the experiments and using the equipment. Instructors or laboratory assistants are present in the lab during all laboratory classes to assist stu-dents if they have problems.

Computing resources such as AutoCad and MATLAB are taught to the students as part of the standard classroom curriculum. The University also provides instruction via web-site for accessing and using computing resources on campus such as the TigerLan net-work and the myMemphis portal.

The first-year Engineering Laboratory generally does not put student into any potentially dangerous situation; however, as in most lab environments safety is a priority. At the be-ginning of each lab, student are informed about the day’s activities and cautioned on any potential problems that may occur. Students are reminded to pay close attention to the safety precautions provided and keep in mind that they are responsible not only for their safety but the safety of other students in the lab. In general, students are expected to be-have rationally and responsibly. Students are required to wear sensible clothing in the laboratory and to wear goggles at all times while in the laboratory. During concrete ex-periments, student who are sensitive to air-borne dust are encourage to wear face masks. Students are routinely monitored by the course instructor and the lab assistant. In the case of an accident or emergency, students are asked to notify the instructors im-mediately.

For the CIVL 3137 (Civil Engineering Materials) course, lab safety guidelines are dis-cussed during the first class period and, at the beginning of each lab period, safety pre-cautions specific to the day’s activities are enumerated. Students are required to wear sensible clothing in the laboratory, including closed-toe shoes. Students lacking proper clothing are dismissed from the lab and receive a 5-point deduction from their final course grade. A poster is prominently displayed in the lab with first aid guidelines for liq-uid asphalt cement burns, which is potentially the most dangerous activity in the lab. Stu-dents are provided with hot-mill gloves for working with hot materials. An instructor is present at all times during every lab in case of an accident or emergency.

For the CIVL 4151 (Soil Mechanics) course, a summary of lab safety guidelines is dis-cussed during the first lab session. Students are required to wear sensible clothing in the laboratory and, in particular, closed-toe shoes. Students are provided with appropriate safety gear such as gloves, goggles, and dust masks as needed. An instructor is present at all times during every lab in case of an accident or emergency.


In the Environmental Engineering Laboratory (CIVL 3140), students are exposed to weak acids, other chemicals, and raw municipal wastewater. In the first lab session, stu-dents are given a handout to cover basic safety measures that will protect them from harmful chemicals and wastewater pathogens. Students are required to wear safety glasses at all times, and they are required to wear protective gloves when handling mu-nicipal wastewater. Students are expected to wear sensible clothing in the lab. Wearing shorts, tank tops, sandals, or any type of clothing that exposes the body to harsh lab chemicals is prohibited. Students are not allowed to eat, drink, or smoke in the lab. Stu-dents are made aware of the location of safety equipment such as eyewash stands, fire extinguishers, and emergency showers. Students are expected to report any dangerous behavior to the lab instructor. Students are also directed to be cautious and focused while they are in the lab. In the case of accidental digestion of a chemical, they are to ask for help immediately; the lab instructor will notify department staff immediately. On-campus medical assistance will be secured right away, and the National Capital Poison Center (1-800-222-1222) will be called for additional guidance.

D. Maintenance and Upgrading of Facilities

The department maintains an up-to-date laboratory plan that contains an inventory of equipment used in each undergraduate instructional laboratory, its condition, and addi-tional equipment needs. This annual evaluation also includes an assessment of mainte-nance needs, technician support needs, and space needs. Equipment needs are priori-tized, and purchases are made when funds are available.

There are several sources of funds to maintain and upgrade the tools, equipment, com-puting resources, and laboratories used by students and faculty in the program:

· Engineering Course Fees,· State Board Allocations,· Endowed Fry Funds for the Soil Mechanics Lab,· Departmental Funds (faculty buyout and indirect cost recovery),· Technology Access Fees.

D.1. Engineering Course Fee

In July 2002, the Tennessee Board of Regents approved a proposal for a fee on all cour-ses instructed by the Herff College of Engineering faculty. The Engineering Course Fee (ECF) is currently $35 per engineering credit. This money is collected by the college and has been limited primarily to instructional lab equipment purchases. Every Fall (and sometimes Spring) semester the departments make requests to the college to fund equipment purchases. ECF funds also support supplies for student projects, such as the major design project.


A detailed listing of equipment purchases for labs will be included on site during the visit. A summary is provided in Table 7-1.

Table 7-1. Equipment Purchases for CE Instructional Labs

Semester Amount

Fall 2009 $56,788Fall 2010 $50,326

Spring 2011 $32,721Fall 2011 $51,150

Spring 2012 $28,211Fall 2012 $67,931Fall 2013 $107,880

Spring 2014 $19,597Fall 2014 $82,021

Total $496,625

D.2. State Board Allocations

The Tennessee Board of Engineers and Architects has provided additional equipment funds of about $14,000-20,000 for the past five years based on proposals submitted by the six state-assisted engineering programs and certain metrics such as the number of EAC of ABET accredited programs, the number of students served, etc. These funds ef-fectively supplement those provided by the Engineering Course Fee.

D.3. Endowed Fry Funds for the Soil Mechanics Lab

A fundraising campaign in honor of Dr. Thomas S. Fry, a long-time faculty member and geotechnical engineer who passed away several years ago, has been successful in es-tablishing a small endowed fund that can be used for equipment maintenance in the soil mechanics lab. Fundraising continues in order to establish a dedicated endowment for laboratory maintenance as well as to obtain state-of-the-art laboratory equipment for both instruction and research.

D.4. Departmental Funds

Department of Civil Engineering faculty members have been successful in obtaining re-search funds to support their scholarly activities. This benefits the department in two ways: (1) the department receives 5% to 8% of the indirect cost recovery back; and (2) the department can use up to 50% of faculty buyouts to cover departmental needs. These funds have been used to upgrade faculty computing needs as well as equipment and tools needed for students and faculty.


D.5. Technology Access Fee

The Technology Access Fee (TAF) is paid by all University students and supports the University computing labs and software, as well as other software used for instruction. The major component for the Civil Engineering Program is the support of software and classroom maintenance and operation.

E. Library Services

The University of Memphis Libraries are significant resources for both the University and the Mid-South region. The Ned R. McWherter Library is located west of Zach Curlin Drive and south of Norriswood Avenue, within a few yards of the Engineering Building. Constructed under earthquake-resistant building codes, the McWherter Library was de-signed to provide state-of-the-art access to information and to be fully accessible to the disabled. The McWherter Library features the Learning Commons, which is a gathering place to facilitate individual and collaborative student study and provides the following: research and technical assistance, 24/7 access to computers and reference materials lo-cated in the 1st floor Commons area, computers on floors 3 and 4 available during regu-lar Library hours, white boards in study rooms, open parking in the Engineering lot for Learning Commons patrons for the hours 10:00 pm–6:00 am, Web of Knowledge-an electronic multidisciplinary collection of databases, Web of Science-all three citation in-dexes (Science, Social Science, & Humanities), Current Contents Connect-all nine edi-tions (from business to science to humanities), Essential Science Indicators, Proceed-ings from many International Conferences, Journal Citation Reports, and digital access to the entire Civil Engineering Journal series.

F. Overall Comments on Facilities

Building maintenance, including electrical, plumbing, and HVAC, is provided by the Uni-versity Physical Plant Department. The Physical Plant employs more than 300 men and women to help serve the needs of the faculty, staff and students. University employees can enter work requests at any time through the online WORQ system.

The Environmental Health and Safety Office provides environmental compliance and oc-cupational health and safety services that support research, teaching, and administrative functions.

The Department maintains an up-to-date laboratory plan that contains an inventory of equipment used in each undergraduate instructional laboratory, its condition, and its maintenance needs. Routine maintenance is performed by the instructors responsible for the individual laboratories and the mechanical technicians in the college. When needed, repair of specialty equipment is contracted out to the equipment manufacturer


or outside vendors. Equipment that is deemed unsafe is replaced or taken out of service until the necessary funds become available.


CRITERION 8. INSTRUCTIONAL SUPPORT

A. Leadership

Dr. Shahram Pezeshk is the Chair of the Department of Civil Engineering. Dr. Charles Camp serves as the undergraduate coordinator for civil engineering and reports to Dr. Shahram Pezeshk, Chair of Civil Engineering. Dr. Pezeshk reports to Dr. Richard Sweigard, Dean of the Herff College of Engineering, who reports to Dr. Karen Weddle-West, Provost of the University of Memphis, who reports to Dr. David Rudd, President of the University of Memphis.

The Chair is the academic and administrative leader of the department and he also over-sees the strategic research direction of the department. The Chair works with a broad range of constituencies, including faculty and staff, students, prospective students, em-ployers, industrial representatives, alumni, potential donors, the Dean and his staff, Chairs of other departments within the University, other campus service units, and exter-nal research sponsors. The Chair, in consultation with the faculty and Dean, makes deci-sions regarding priorities for departmental facilities, discretionary spending, course scheduling, and future directions of the department. The Chair makes recommendations for hiring, as well as tenure and promotion of faculty members within the department. A significant aspect of the Chair’s responsibilities includes faculty recruitment, faculty and staff development, strategic hires to expand the department’s research productivity, and overall fiscal management of the department’s budgets.

B. Program Budget and Financial Support

Program budgets are established annually with input from central administration (Office of Academic Affairs) and the Dean’s office. The University has historically utilized an in-cremental budget process in which units annually make budget requests for changes to the base budget from the previous year. The University is currently in the process of moving to a responsibility center management budget model. However, this model will not be implemented until FY17. The primary sources of funding for the University’s base operating budget are labeled Educational and General (E&G) and they consist mainly of tuition (currently at approximately 62% of the total) and state appropriations (currently at approximately 32% of the total). The University’s base operating budget also consists of a fairly small amount from auxiliary operations and a restricted budget funded by exter-nal grants and contracts, private donations, etc.

The College receives an operating budget each year from the central administration from E&G funds, which supports all salaries and base budgets for the College administration


and each individual department within the College. In addition to the E&G funds, there are several other sources of funds received each year to support the programs. An engi-neering course fee of $35 per credit hour is charged to students taking engineering cour-ses. These funds have largely been disbursed to the individual programs for equipment upgrades and maintenance to support instruction. A smaller portion of these funds have been used to support student organizations and teaching assistants.

Prior to the 2014-2015 academic year, each program had a base budget for graders and teaching assistants of $10,000. This was augmented by an additional $35,000 in 2012-2013. This was inadequate to support teaching. Nevertheless, the departments had car-ried forward funds from previous years that were adequate to support instruction. The source of these funds was faculty salary recovery and leftover one-time funds from the University. In addition, the University paid for the tuition for all teaching assistants from a centralized pool. Therefore, the programs were only responsible for stipends.

In 2013-2014, because of a deficit in the University budget, central administration re-verted a portion of each department’s funds that were carried forward, i.e., collected them to make up the University deficit. To cover existing commitments for 2013-2014, engineering course fees were used for teaching assistant stipends. Then in 2014-2015 the centralized tuition pool was dissolved. Henceforth, both teaching assistant stipends and tuition have to be covered by the graduate assistant budget that the College pro-vides to each department from the University allocation. This does not include graduate students on external support, such as research grants.

Another permanent source of revenue outside of E&G funding is the annual distribution from the Herff Trust. The earnings from this endowment disbursed to the College each year are on the order of $750,000. It is used to support the various programs in the form of graduate fellowships and undergraduate scholarships. Earnings from other smaller endowments and annual gifts account for an additional source of funds used for faculty development, student support, and other program support. Although the total amount of available funding varies from year to year, 10% of indirect costs recovered from exter-nally funded grants and contracts are returned to the principal investigators; 8% is allo-cated to the PIs and 7% is retained by the College. Finally, the Vice President for Re-search routinely contributes approximately $100,000 per year for new faculty start-up costs, which is passed to individual departments.

The civil engineering department has benefited from a significant increase in externally sponsored research contracts and grants. Research expenditure for 2009, 2010, 2011, 2012, 2013, and 2014 have been $2,589,998, $3,024,000, $3,151,000, $3,439,393, $3,439,390,and $3,454,768, respectively. The University has a favorable indirect cost re-covery policy in which 10% of the indirect costs are provided back to the principal inves-tigator and 8% (5% if the project is through one of the centers) of the indirect costs are provided back to the department in the subsequent fiscal year for discretionary use. In addition, 100% of faculty “buyout” during the academic year is provided back to the de-partment of which up to 50% is given back to the PI as an incentive pay and the remain-der can be used for departmental activities.


Given this substantial increase in discretionary “soft” money, the department has been able to greatly enhance the “base” funding to support more opportunities for faculty and student professional development, including undergraduate students.

The operating budget of the Department of Civil Engineering has been based on histori-cal amounts. The operating budget is used for travel, supplies, copying, phones, events, and most other needs of the department except salary.

Table 8-1. Departmental Civil Engineering Budget

CE Actual Budgeted ProjectedProgram: FY11 FY12 FY13 FY14 FY15 FY16

Faculty Base $966,590 $1,007,202 $987,989 $1,097,700 $1,120,951 $1,120,547Staff Base $29,450 $30,344 $31,092 $33,495 $33,500 $33,500GA $10,000 $10,000 $10,000 $10,000 $10,000 $10,000Operating $10,000 $10,000 $10,000 $10,000 $19,995 $19,995IDCR (Dept) $43,328 $40,615 $51,636 $59,388 $31,737 $41,406Engineering Course fees $83,047 $92,448 $67,931 $127,762 $82,021 TBDStartup (VP) $28,028 $- $22,000 $45,287 $68,181 $58,567One-Time $176,929 $65,000 $45,000 $- $260,750 $260,750Herff GA $105,000 $110,500 $110,500 $102,000 $76,500 $68,000Total $1,452,372 $1,366,109 $1,336,148 $1,485,632 $1,703,635 $1,612,765

B.1. Graduate Students, Teaching Workshops, Graders

Graduate students in the department are appointed as Graduate Research Assistants, and so they have research as their major focus. However, each graduate student is ex-pected to serve as a teaching or laboratory aide to his or her faculty mentor and other faculty during many of their semesters with support. Annually, the Provost’s office ar-ranges for teaching workshops for faculty and graduate teaching assistants. Training for FERPA is automated and is required for persons teaching and entering grades.

Prior to the 2014-2015 academic year, the base budget for graders and teaching assis-tants was $10,000. This was augmented in 2012-2013, and 2013-2014, but still was in-adequate to support teaching. Nevertheless, the department had carried forward funds from previous years that was adequate to support instruction. The source of these funds were faculty salary recovery and leftover one-time funds from the University. In addition, the University paid for the tuition for all teaching assistants from a centralized pool. Therefore, the department was only responsible for stipends.

In 2014-2015, because of a deficit in the University budget, central administration re-verted the department’s funds that were carried forward, i.e. collected them to make up


university deficit, and the centralized tuition pool was dissolved. This occurred in Fall 2013, and to cover existing commitments for 2013-2014, engineering course fees were used for teaching assistant stipends. Henceforward, both teaching assistant stipends and tuition have to be covered by the graduate assistant budget that the university gives to the department. Typically, the chair prepares a budget for the next academic year that includes stipends and tuition for all graduate assistants in the department who require in-stitutional support. This does not include graduate students on external support, such as research grants.

In terms of the number of graduate students supported or the program’s ability to provide teaching support for attainment of student outcomes, the change in the budgeting process had little effect. The real consequence was that the program changed from rely-ing on its own resources, which were accrued through savings and faculty salary re-cover, to relying upon the budget supplied by the college through the university. At cur-rent levels if continues, it is adequate.

C. Staffing

Currently, there are seven full-time administrative staff members in the Dean’s office who support the College. Their titles include: Administrative Associate II, Business Offi-cer, Director of Engineering Student Services, Academic Services Coordinator, College Academic Advisor, and two Directors of Development who report to the central develop-ment office but are assigned to and housed in the College. The College also has two as-sociate deans who are faculty members with approximately 50% of their time dedicated to College administration. Prof. Deborah Hochstein is Associate Dean for Administration and Academic Affairs and Dr. Warren Haggard is Associate Dean for Research and Graduate Studies. Part-time workers routinely assist the permanent staff.

Engineering technical support services are aggregated at the College level and currently consist of four full-time staff supplemented by graduate assistants and undergraduate students. Currently their assignments are broadly categorized as Local Service Provider (LSP) 2 (1), Computer Lab Technician (1) and Senior Research Technicians (2). The for-mer two report to central information technology services (ITS). The latter two focus their efforts on Machine Shop activities, such as fabricating and repairing undergraduate and research laboratory apparatus.

Ms. Racheal Hall is the sole administrative staff in the Department of Civil Engineering. She manages the Department budget, faculty research budgets, and personnel paper-work, such as summer pay, GA contracts, and new employee searches. She maintains student academic records. She assists with departmental social and networking events, advising paperwork, travel, departmental events, and in general, anyone who walks into the department with a problem.


Ms. Hall attends frequent training on campus, mainly dealing with financial matters. She has been involved with various committees on improving GA contracts and the Spouse/Dependent Waiver Committees. She serves on the University Staff Senate as well as the Parking and Traffic Committee. She recently attended a research administra-tion conference in May 2015 in Portland, Oregon.

Central services of the University support research proposal preparation, travel autho-rizations and claims, admissions, and some GA contracts.

D. Faculty Hiring and Retention

Requests to hire a new faculty member or fill a vacant faculty line are made to the Dean. After the Dean receives approval from the Provost, the program initiates the search.

Dr. Sababyasachee Mishra was the last faculty member hired in January 2012. The process for hiring him is typical. A search committee was formed consisting of faculty members in the department and one from outside the department. The position was ad-vertised in Academic Keys, on the University website, American Society of Civil Engi-neers online, and other venues. The committee had a charge to look for the best-quali-fied candidates. A short list of candidates underwent a phone interview to identify three candidates for on-campus interviews. The Chair in consultation with the search commit-tee, faculty, and Dean made the final decision.

To retain qualified faculty, the Chair’s goal is to have faculty members who are satisfied and happy in their jobs. Therefore, collegiality is emphasized and promoted by faculty events, such as the Civil Engineering Award banquet. The Chair mentors faculty to achieve their career goals, and attempts to provide resources that enable them to achieve their goals (see Faculty Development). The Chair frequently nominates out-standing faculty members for teaching and research awards. Since 2009, four out of the six Herff College of Engineering Outstanding Teaching Awards, and five out of the six Herff College of Engineering Outstanding Research Awards have been awarded to Civil Engineering faculty members after the Chair’s nomination. Also, faculty members of Civil Engineering have been awarded one Pickering Faculty Award for Excellence, three A2H awards for Faculty Excellence, and one Wharton Faculty Excellence Award.

During FY14, the University took steps to address salary inequities for faculty who were at risk of being lured away by other institutions. Permanent salary adjustments were made for 11 faculty members in the College. In addition, University-wide salary adjust-ments were made in FY11, FY12, FY13, and FY14.

E. Support of Faculty Professional Development


Faculty development opportunities are available to all faculty members in the College of Engineering and the University of Memphis. Specifically, the College of Engineering and campus administration provide support for tenured and tenure-track faculty in the following ways.

Each year prior to the beginning of the Fall semester, a two-day orientation is held for all new University faculty members. Presentations include topics such as tenure and pro-motion policies and procedures, student evaluations of instruction, faculty research initia-tion procedures, and information on a variety of resources available to faculty.

Faculty Research Grants are available to faculty on a competitive basis. Since the last EAC and TAC of ABET visits, Dr. Mishra of the Department of Civil Engineering has taken advantage of this opportunity.

Faculty members have been supported to attend NSF-sponsored courses and summer institutes such as the Teaching Effectiveness workshops that precede the ASEE sum-mer meeting and the ASCE ExCEEd teaching workshop. In addition, the department has provided faculty with funding to travel to state and federal government agencies to ex-plore funding opportunities. The “Professional Development Assignment,” which is iden-tical to the traditional “sabbatical” in all respects, except name, continues to be available to our faculty.

The University of Memphis has a liberal leave policy under which faculty members may pursue career development through study, research, and other comparable activities. Faculty members are encouraged to attend summer institutes, such as those sponsored by NSF, ASCE, and NASA. Several engineering faculty members have taken advantage of these opportunities. Leaves without pay for work at another academic institution, in-dustry, or federal laboratory are also available. Additionally, faculty are encouraged to participate in workshops and conferences geared towards educational improvement and excellence. Funding typically has been provided from combinations of departmental and college

resources.


PROGRAM CRITERIA

The program criteria for civil engineering in effect for our 2015-16 cycle accreditation visit require the program to meet the following:

Curriculum

The program must prepare graduates to apply knowledge of mathematics through differ-ential equations, calculus-based physics, chemistry, and at least one additional area of basic science, consistent with the program educational objectives; apply knowledge of four technical areas appropriate to civil engineering; conduct civil engineering experi-ments and analyze and interpret the resulting data; design a system, component, or process in more than one civil engineering context; explain basic concepts in manage-ment, business, public policy, and leadership; and explain the importance of professional licensure.

Faculty

The program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual.

Curriculum

In order to ensure that civil engineering graduates are prepared to enter into professional practice, the civil engineering curriculum is structured to provide broad as well as in-depth coverage of the various elements of the civil engineering program criteria. The fol-lowing table (essentially duplicated from Table 5.1) summarizes those required courses that address the coverage of the requirements of the curriculum component of the civil engineering program criteria cited above.


Table PC1. CE Program Criteria Course Coverage

M1 SC2 CE3 CEE4 MGT5 LIC6

CHEM 1110 – Chemistry I x

PHYS 2110 – Physics I x

PHYS 2120 – Physics II x

BIOL 1110 – General Biology I, ESCI 1040 – Physical Geology, orESCI 1103 – Humans and the Environmental Earth Sciences

x

MATH 1910 – Calculus I x

MATH 1920 – Calculus II x

MATH 2110 – Calculus III x

MATH 3120 – Differential Equations x

CIVL 3325 – Mechanics of Materials Lab x

CIVL 3181 – Hydraulics and Hydrology x

CIVL 3131 – Structural Steel Design or CIVL 4135 – Reinforced Concrete Design

x

CIVL 3161 – Transportation Engineering x

CIVL 4151 – Soil Mechanics x x

CIVL 3182 – Hydrology and Hydraulics Lab x

CIVL 4195 – Professional Practice x x

CIVL 4111 – Engineering Economics x

CIVL 4199 – Civil Engineering Design x x

M1 - The program must prepare graduates to apply knowledge of mathematics through differential equationsSC2 - The program must prepare graduates to apply knowledge of calculus-based physics, chemistry, and at least one additional area of basic scienceCE3 - The program must prepare graduates to apply knowledge of four technical areas appropriate to civil engineeringCEE4 - The program must prepare graduates to conduct civil engineering experiments and analyze and interpret the resulting dataMGT5 - The program must prepare graduates to explain basic concepts in management, business, public policy, and leadershipLIC6 - The program must prepare graduates to explain the importance of professional li-censure


Faculty

All courses that have a significant design component are taught by faculty that are li-censed or who have extensive design experience. The faculty teaching these courses and their experience is summarized in Table PC-2.

Table PC-2. Qualifications of Faculty Teaching Courses with Design Components


Course Faculty Highest Degree

Years Industrial Ex-

perience

Years Teaching

ExperienceRegistration

CIVL 1101Civil Engineering Measurements

Charles Camp Ph.D. 27 EI

CIVL 1112Civil Engineering

Analysis



Visualization

Paul Palazolo Ph.D. 10 30 PE (Ret)


Hydraulics

Paul Palazolo Ph.D. 10 30 PE (Ret)

CIVL 3121Structural Analysis I


CIVL 3131Structural Steel

Design

Adel Abdelnaby Ph.D. 2 10 PE (MI)

CIVL 4135Reinforced

Concrete Design

Shahram Pezeshk Ph.D. 2 26 PE (TN)

CIVL 3140EnvironmentalEngineering

Larry Moore Ph.D. 8 32 PE (TN &

MS)

CIVL 3181Hydrology and

Hydraulics

Brian Waldron Ph.D. 16 PE (TN)


Design

David Arellano Ph.D. 11 10 PE (WI)

APPENDIX A – COURSE SYLLABI

Course Number and Name: CIVL1101 - Civil Engineering Measurements

Credit and contact hours: 3 Semester Hours – Two 55 minute meetings and a three-hour lab each week (290 minutes)

Instructor: Charles Camp

Required Text(s):

"Strategies for Creative Problem Solving" by Fogler and LeBlanc - Prentice Hall, 2008 "Design & Control of Concrete Mixtures- Edition: 15th" - Portland Cement Association, 2011Course material and classroom presentations on course website: www.ce.memphis.edu/1101

Supplemental Material(s): Class website and Top Hat – response systemSpecific Course Information

Catalog Course Description:

Theory of measurements, linear measurements, angles, topo-graphic surveys, and mapping with applications in Civil Engineer-ing: emphasis on individual and group problem solving, techniques of data collection and analysis, and project documentation.

Prerequisites and/or Coreq-uisites: MATH 1720 or equivalent.

Required Course: YesSpecific Goals for the Course

Specific Outcomes:

· Recognize and apply basic instrumentation and measure-ments typical to those used in Civil Engineering practice.

· Recognize the limitations, constraints, and applicability of vari-ous field and laboratory data collection methods.

· Application of the spreadsheets to solution of engineering problems.

· Application of problem solving strategies to the analysis, de-sign, and evaluation of engineering problems.

· Write and present technical reports supporting engineering de-cision making.

· Demonstrate the ability to work in a group.

Student Outcome Support:

a b c d e f g h i j kS S S L S M L M

S – Strongly supportedM – Supported

L – Minimally supportedTopic List:

· Weeks 1 - 5: Field Measurements - linear measurements and elevation measurements

· Weeks 6 - 10: Material Properties - properties of concrete· Weeks 11 - 15: Fluid Flow and Filtration - filter material prop-

erties and filter performance· Technical communications· Problem solving


http://www.ce.memphis.edu/1101

Course Number and Name: CIVL 1112 – Civil Engineering Analysis



Required Text(s): Course material and classroom presentations on course website: www.ce.memphis.edu/1112

Supplemental Material(s): Class website and Top Hat – response systemSpecific Course Information

Catalog Course Description:Microcomputer applications for data analysis, presentation, docu-mentation; emphasis on algorithm design and logic; fundamental numerical analysis; elementary programming

Prerequisites and/or Coreq-uisites: CIVL 1101


Specific Outcomes:

· Recognize and apply basic modeling principles to the analysis, design, and evaluation of civil engineering problems

· Recognize limitations, constraints, and applicability of various modeling and analytical methods

· Convert mathematical models into computer spreadsheets· Design and operation a small-scale water treatment system· Design, construction, and load test of a reinforced concrete

beam· Size and locate a detention pond· Write and present technical reports supporting engineering de-

cision making· Demonstrate the ability to work in a group


a b c d e f g h i j kS S S L S M M



· Weeks 1 - 5: Water Treatment System - evaluation and analy-sis of treatment processes (sedimentation and/or filtration), fil-ter material properties, fluid flow, and system performance.

· Weeks 6 - 10: Reinforced Concrete Structures - properties of concrete and reinforced concrete beam design, construction, and testing.

· Weeks 11 - 15: Site Development - distance, angle, and eleva-tion measurements, area and volume calculations, and analy-sis of design alternatives (including cost).

· Technical communications· Problem solving



Course Number and Name: CIVL 2101 - Civil Engineering Visualization

Credit and contact hours: 3 Semester Hours – One 120 minute meeting a week and one 180 minute lab a week (300 minutes)

Instructor: Paul Palazolo

Required Text(s):

Developing Spatial Thinking Workbook, Sheryl Sorby, Cenage LearningAutoCAD 2015 and AutoCAD LT 2015 Essentials, Scott Onstott, SYBEX

Supplemental Material(s): AutoCAD 2015AutoCAD Civil3D 2015

Specific Course Information

Catalog Course Description:Utilization of engineering design graphics in the presentation of en-gineering information in the support of the design process



Specific Outcomes:

· The student will be able to correctly utilize engineering graph-ics to convey visual engineering information in support of the design process using proper standards and techniques

· The student will be able to integrate verbal, written, and visual communication components in the presentation of an engi-neering design

· The student will show development in engineering problem solving through integration of graphical information

· The student will show development of skills in the utilization of geographical information systems within a civil engineering context


a b c d e f g h i j kS L L M M L S



· Visualization and representation of two and three dimensional structures

· Data representation and fundamentals of AutoCAD· Standard 2D and 3D representation in technical communica-

tions· Graphical standards in technical communication· Information transfer with technical graphics support· GIS as a graphical information and design tool


Course Number and Name: CIVL 2107 - Civil Engineering Computation

Credit and contact hours: 3 Semester Hours – Two 85 minute meetings a week and one 180 minute lab a week (350 minutes)

Instructor: Mihalis GoliasRequired Text(s): Class notesSupplemental Material(s): Not applicableSpecific Course Information

Catalog Course Description:Logical analysis of problems; development and implementation of computer programs in support of Civil Engineering analysis and design.



Specific Outcomes:

· The student will develop the fundamental skills in the utilization of computational tools (Excel, Matlab, ArcGIS) in the support of engineering design.

· The student will develop an understanding of the fundamental skills used in the development of a computer program.

· The student will develop the skills to utilize various forms of computation and support information development within the design process.

· The student will develop basic GIS skills in support of engi-neering decision making.


a b c d e f g h i j kS S M M



· Review of Excel fundamentals· Fundamental Operations in MatLab· Vector Operation in MatLab· Functions and programming in MatLab· Logical program development, Flow charting, Implementation

of Numerical Methods in MatLab· Graphing in MatLab· Supporting engineering design using MatLab· Decision making using GIS tools


Course Number and Name: CIVL 2131 - StaticsCredit and contact hours: 3 Semester Hours – Three 55 minute meetings (165 minutes)Instructor: Paul Palazolo

Required Text(s): Engineering Mechanics – Statics, R. C. Hibbeler – Prentice Hall, 14th Edition

Supplemental Material(s): Mastering Engineering with Pearson eText -- Instant Access -- for Engineering Mechanics: Statics, 14/E


Catalog Course Description: Analysis of two and three dimensional force systems; centroids and moments of inertia; friction

Prerequisites and/or Coreq-uisites: MATH 1920 and PHYS 2110 and PHYS 2111


Specific Outcomes:

· To develop fundamental skills in the solution of engineering problems through the solution of statically determinant me-chanical systems

· To develop the ability to solve statically determinant systems for missing forces and/or moments

· To develop the ability to calculate the position of the centroid and moment of inertia of a shape

· To develop the ability to integrate frictional forces into a stati-cally determinant system and solve the system with these forces included


a b c d e f g h i j kS L S


L– Minimally supportedTopic List:

· Vector and scalar representation of forces· Particle equilibrium· Force systems· Rigid body equilibrium· Systems analysis· Centroids and Center of Gravity· Moments of Inertia· Friction


Course Number and Name: CIVL 3103 – Approximations and Uncertainty in Engineering

Credit and contact hours: 3 Semester Hours – Two 85 minute meetings a week (170 min-utes)

Instructor: Stephanie Ivey

Required Text(s):Probability Concepts in Engineering: Emphasis on Applications to Civil and Environmental Engineering (2nd Edition) by Alfredo Ang and Wilson Tang, 2007

Supplemental Material(s): Top Hat – response systemSpecific Course Information


Application of fundamental numerical methods to obtain approxi-mate solutions to engineering problems; application of fundamen-tal probabilistic methods to quantify uncertainty in engineering data.



Specific Outcomes:

· The student should be able to correctly analyze and interpret descriptive statistics for engineering problems.

· The student should be able to correctly analyze typical engi-neering problems and data and to identify and apply the appropriate discrete and continuous models to develop a solution.

· The student should be able to correctly apply knowledge of probabilistic methods to quantify uncertainty in engineering data.

· The student should be able to correctly apply fundamental nu-merical methods and develop approximate solutions to engineering problems.


a b c d e f g h i j kS S S L S S



· Descriptive Statistics· Basic Laws and Axioms of Probability· Discrete Distributions· Continuous Distributions· Statistical Inference – Confidence Intervals and Hypothesis

Testing· Regression – Simple Linear, Multiple, and Polynomial· Hypothesis Testing in Regression· Numerical Methods – Interpolation, Differentiation, and Inte-

gration


Course Number and Name: CIVL 3121 – Structural Analysis I



Required Text(s):Structural Analysis by Hibbeler, Ninth Edition, Prentice-Hall, 2014.Course material and classroom presentations on course website: www.ce.memphis.edu/3121

Supplemental Material(s): Class websiteSpecific Course Information

Catalog Course Description:Analysis of statically determinate structures; reactions, shear, and moment; truss analysis; deflections; influence lines and moving loads.

Prerequisites and/or Coreq-uisites: Prerequisite: CIVL 2131; Corequisite: CIVL 3322


Specific Outcomes:

· To further develop skills in determining reactions and loads on structures.

· To familiarize the student with the basic concepts of truss analysis.

· Learn to derive shear and moment expressions from loading functions.

· Develop a basic understanding of influence lines.· Learn to compute deflections of beams using direct integra-

tion, conjugate beam and energy methods.· Application of analysis concepts to design.


a b c d e f g h i j kS M M L M M M



· Classification of structures and loads· Analysis of statically determinate structures· Analysis of statically determinate trusses· KNEX truss design project· Internal loadings: shear force and bending moment· Defections: elastic-beam theory, double integration, conjugate

beam, and energy methods· Wood beam design project· Influence lines



Course Number and Name: CIVL 3131 – Design of Steel Structures


Instructor: Adel AbdelnabyRequired Text(s): Steel Design,Segui, W.T., 5th Edition, Thompson, 2012Supplemental Material(s): HandoutsSpecific Course Information

Catalog Course Description: Design philosophies, design of different types of steel members subjected to different loading conditions.

Prerequisites and/or Coreq-uisites: CIVL 3121, CIVL 3322


Specific Outcomes:

· Understand and articulate the principles and procedures for designing structural steel buildings

· Comprehend and apply the theoretical and experimental back-ground related to behavior of structural steel members and connections

· Design steel members and connections using standardized building codes and specifications


a b c d e f g h i j kS S M M M



· Background on structural steel and introduction to design philosophies

· Behavior and design of tension members· Behavior and design of bolted & welded connections· Behavior and design of compression members (columns)· Behavior and design of flexural members (beams)· Introduction to members with axial and flexural loads (beam-

columns)


Course Number and Name: CIVL 3137 - Civil Engineering Materials

Credit and contact hours: 3 Semester Hours – Two 55-minute lectures and one 3-hour lab per week

Instructor: Roger W. Meier

Required Text(s): Highway Materials, Soils, and Concretes (4th Edition) by Harold Atkins (Prentice-Hall, 2005)

Supplemental Material(s): NoneSpecific Course Information


Properties of aggregates, mix design and use of Portland cement concrete, masonry products and construction, use of wood and timber products in construction, bituminous materials and mixtures and other engineering materials.

Prerequisites and/or Coreq-uisites: Corequisite: CIVL 3322


Specific Outcomes:

The student should be able to· Determine relevant physical and mechanical properties of ag-

gregate, asphalt and concrete by performing laboratory tests in accordance with ASTM specifications;

· Design a Portland cement concrete mix to meet specified crite-ria using the ACI volumetric method;

· Design an asphalt concrete mix to meet specified criteria using the Marshall mix design method;

· Write a term paper describing recent innovations in the asphalt or concrete industry to address the issue of sustainability.


a b c d e f g h i j kS S M S L L S



· Introduction to Aggregate· Aggregate Gradation and Sampling· Relative Density and Absorption· Suitability Properties· Aggregate Specifications and Blending· Pavement Structure· Subgrade Characterization· Thickness Design (1972 AASHTO Method)· Asphalt Paving Materials and Grading· Superpave Asphalt Binders· Asphalt Concrete Properties· Aggregates for Asphalt Concrete· Marshall Mix Design· Superpave Mix Design· Asphalt Production and Paving· Portland Cement· Properties of Portland Cement Concrete· Basic Tests· Admixtures & Supplementary Cementing Materials· Concrete Mix Design


Course Number and Name: CIVL 3140 – Environmental Systems Engineering

Credit and contact hours: 4 Semester Hours – Three 55 minute meetings a week plus 3-hr lab

Instructor: Larry W. Moore

Required Text(s): Principles of Environmental Engineering and Science (3rd Edition) by Mackenzie Davis and Susan Masten, 2014

Supplemental Material(s):Specific Course Information


Fundamentals of environmental engineering systems with empha-sis on the integration of the concepts of chemistry, hydraulics, eco-nomics, English, and social sciences as they can be applied to benefit mankind.


Required Course: Yes

Specific Outcomes:

· The student should be able to review data, define and assess the environmental problem, and make appropriate recommen-dations for problem solution.

· The student should be able to design a water treatment process that satisfies engineering standards.

· The student should be able to design a wastewater treatment process that satisfies engineering standards.

· The student should be able to prepare engineering reports that illustrate effective writing skills.

Specific Goals for the Course


a b c d e f g h i j kS S



· Water supply and treatment· Wastewater treatment· Sludge management· Storm water management· Solid waste management


Course Number and Name: CIVL 3161 – Transportation Systems Engineering


Instructor: Stephanie Ivey

Required Text(s): Principles of Highway Engineering and Traffic Analysis (5th Edi-tion) by F. Mannering, W. Kilareski, and S. Washburn, 2012.

Supplemental Material(s): Top Hat – response systemSpecific Course Information

Catalog Course Description:Development and function of transportation systems; operational control and characteristics; system coordination, traffic flow and patterns.

Prerequisites and/or Coreq-uisites:

Prerequisite: PHYS 2110, MATH 1920Pre or Corequisite: CIVL 3103


Specific Outcomes:

· The student should be able to correctly calculate stopping sight distance and to identify the impact of driver and vehicle characteristics and associated contemporary issues on trans-portation system design.

· The student should be able to correctly design and evaluate basic geometric elements of a roadway.

· The student should be able to identify appropriate applications of macroscopic flow equations and apply equations to solve engineering problems.

· The student should be able to correctly classify basic freeway segments according to LOS criteria.

· The student should be able to evaluate intersections under pre-timed signal control.

· The student should be able to describe the four-step trans-portation planning process and estimate trips generated for specific land use based upon ITE’s Trip Generation report.


a b c d e f g h i j kS S M S L L M L M S



· Driver and Vehicle Characteristics· Geometric Design· Traffic Stream Flow Characteristics – Macroscopic Flow Mod-

els· Capacity and LOS in Uninterrupted Flow· Intersection Operation· Signalization – Pre-timed Signal Control and Coordinated Sig-

nal Timing· Transportation Planning Models and Trip Generation


Course Number and Name: CIVL 3180 – Civil Engineering HydraulicsCredit and contact hours: 3 Semester Hours – Three 55 minute meetings (165 minutes)Instructor: Paul Palazolo

Required Text(s): Applied Fluid Mechanics (7th Edition) by Robert L. Mott, Joseph A. Untener

Supplemental Material(s): TopHat Student Response SystemSpecific Course Information


Basic principles of incompressible fluid mechanics with emphasis on hydrostatics, conservation of energy and momentum with appli-cation to analysis of pipe networks, pumps, and open channel sys-tems.



Specific Outcomes:

· The student should be able to correctly analyze a fluid engi-neering system using the principle of hydrostatic forces & mo-ments,

· The student should be able to correctly analyze a fluid engi-neering system using the principles of conservation of mass,

· The student should be able to correctly analyze a fluid engi-neering system using the principle of conservation of energy,

· The student should be able to correctly analyze a fluid engi-neering system using the principle of dimensional analysis, and

· The student should be able to correctly analyze fluid engineer-ing systems in both pressurized and open channel con-veyances.


a b c d e f g h i j kS S



· Fluid characteristics· Pressure· Fluid statics· Buoyancy· Bernoulli’s equation· General energy equation· Energy losses due to friction· Minor losses· Series pipeline systems· Parallel pipeline systems· Open-channel flow· Forces due to fluids in motion


http://www.amazon.com/Joseph-A.-Untener/e/B00IFEKXNC/ref=dp_byline_cont_book_2

http://www.amazon.com/Joseph-A.-Untener/e/B00IFEKXNC/ref=dp_byline_cont_book_2

http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Robert+L.+Mott&search-alias=books&text=Robert+L.+Mott&sort=relevancerank

Course Number and Name: CIVL 3181 – Hydraulics and HydrologyCredit and contact hours: 3 Semester Hours – Three 55 minute meetings (165 minutes)Instructor: Paul PalazoloRequired Text(s): Water Resources Engineering, Wurbs and James, Prentice HallSupplemental Material(s): NoneSpecific Course Information

Catalog Course Description:Quantification of precipitation and runoff, reservoir and channel routing, groundwater, and design of drainage systems and open channels



Specific Outcomes:

· Identify the various hydrologic processes and reproduce con-cepts of the hydrologic cycle (Analysis)

· Give examples of hydrologic measurement methodologies/technologies (Comprehension)

· Use the prerequisite concepts of fluid properties and hydro-static forces (Application)

· Analyze the hydraulics of pipelines and pipe networks (Analy-sis)

· Explain open channel flow hydraulics (Comprehension)· Use hydrologic frequency analysis (Application)· Produce watershed hydrology model (Application)· Explain ground-water engineering concepts (Comprehension)· Relate concepts of hydrologic design to community impact

through inference to a relevant contemporary issue (Applica-tion)


a b c d e f g h i j kS M M S L L M L L M



· Hydrologic cycle· Hydrologic measurement methodologies· Fluid mechanics· Hydraulics of pipelines and pipe networks· Open channel hydraulics· Hydrologic frequency analysis· Modeling watershed hydrology· Groundwater flow


Course Number and Name: CIVL 3322 – Mechanics of MaterialsCredit and contact hours: 3 Semester Hours – Three 55 minute meetings (165 minutes)Instructor: Paul Palazolo

Required Text(s): Mechanics of Materials: An Integrated Learning System, 3rd Edition - Philpot

Supplemental Material(s): Wiley Plus online homeworkSpecific Course Information

Catalog Course Description:Analysis of components subjected to tension, compression, bend-ing moment, torque; combined loading; Mohr’s stress circle; de-flection of beams; simple treatment of column buckling.



Specific Outcomes:

· The student should be able to utilize and integrate material characteristics within a design in engineering mechanics,

· The student should be able to understand and utilize the con-cepts of stress and strain,

· The student should be able to correctly solve analysis and de-sign problems involving torsion, flexure, stress transforma-tions, beam deflections, and column behavior.


a b c d e f g h i j kS L M M



· Shear and moment diagrams· Stresses and strains (e.g., axial, torsion, bending, shear, ther-

mal)· Deformations (e.g., axial, torsion, bending, thermal)· Combined stresses· Principal stresses· Mohr's circle· Column analysis (e.g., buckling, boundary conditions)· Composite sections· Elastic and plastic deformations


Course Number and Name: CIVL 3325 – Mechanics of Materials LabCredit and contact hours: 1 Semester Hour – One 180 minute meeting a weekInstructor: Adel AbdelnabyRequired Text(s): NoneSupplemental Material(s): HandoutsSpecific Course Information

Catalog Course Description: Materials testing and evaluation.



Specific Outcomes:

· Reinforce and demonstrate what you learned in CIVL 3322 (Mechanics of Materials class). Where possible, experiments are coordinated with the class material.

· Learn how to work in groups, coordinate with your classmates to conduct tests and write reports.

· Discuss test results with your classmates and describe your observations and comments in a presentable, well-written re-port.


a b c d e f g h i j kM S M L S



· Shear force in beams· Bending in beams· Tension test· Torsion of circular rods· Buckling of compression members· Final project


Course Number and Name: CIVL 4111 – Engineering Economics

Credit and contact hours: 3 Semester Hours – Three 55 minute meetings a week (165 min-utes)

Instructor: Roger W. Meier

Required Text(s): Basics of Engineering Economy (2nd Edition) by Leland Blank and Anthony Tarquin (McGraw-Hill, 2014)

Supplemental Material(s): NCEES FE Supplied-Reference HandbookSpecific Course Information

Catalog Course Description:Application of economics and decision theory to engineering alternatives in planning, developing, constructing, and managing engineering projects.

Prerequisites and/or Coreq-uisites: None


Specific Outcomes:

The student should be able to· calculate the net present value, rate of return, and benefit-cost

ratio of a project from cash flows provided;· calculate the yield to maturity of bonds, the return on invest-

ment for stock purchases, the monthly principal and interest payments for a mortgage or car loan, and the true cost of a rent-to-own purchase;

· assess the economic feasibility of a project using present worth, annual worth, future worth, rate of return, and benefit-cost ratio;

· select the best alternative from several using present worth, annual worth, future worth, rate of return, and benefit-cost ratio;

· perform a break-even analysis for one or two projects with a single variable;

· calculate depreciation amounts and book values using straight-line depreciation and MACRS depreciation.


a b c d e f g h i j kS M

S – Strongly supported, M – SupportedL – Minimally supported

Topic List:· Interest rates, Interest rate factors for single payments and

payment series, Calculations for Mortgages and Car Loans· Nominal & Effective Interest Rates· Minimum Acceptable Rate of Return· Weighted Average Cost of Capital· Evaluating Alternatives Using Present Worth· Evaluating Projects Using Capitalized Cost· Evaluating Projects Using Annual Worth· Rate of Return Analysis· Calculating True Cost of a Loan and Bond Yields· Benefit-Cost Analysis· Breakeven Analysis· Straight-Line Depreciation,· Declining-Balance and MACRS Depreciation


Course Number and Name: CIVL 4122 – Structural Analysis II


Instructor: Adel Abdelnaby

Required Text(s): Matrix Structural Analysis, McGuire, W., Gallagher, R., Zieman, R., 2nd Edition, Wiley, 1999.

Supplemental Material(s): HandoutsSpecific Course Information

Catalog Course Description:Deformations in structures subjected to different loading condi-tions, analysis of two-dimensional structural systems using both the flexibility and stiffness methods.


Required Course: NOSpecific Goals for the Course

Specific Outcomes:

· Understand the essential elements of behavior of structures under different types of loading conditions, and be able to compute the resulting actions (forces and moments) and deformations (deflections and rotations)

· Be able to analyze indeterminate structures using various approaches (Flexibility and Stiffness)

· Get introduced to the Finite Element Method (FEM)


a b c d e f g h i j kS M M L M M M



· Deformations of statically determinate structures· Analysis of statically indeterminate structures using the

Flexibility method· Analysis of statically indeterminate structures using the Direct

Stiffness Method DM (Structure Approach)· Analysis of statically indeterminate structures using

Generalized Stiffness Method GM (Element Approach)· Introduction to Finite Element Method FEM (shape functions,

assembly of global stiffness matrix from local stiffness matrices)


Course Number and Name: CIVL 4131 – Intermediate Steel Design


Instructor: Adel Abdelnaby

Required Text(s): Steel Structures: Design and Behavior, Salmon, C.G. and John-son, J.E. and Mahlas, F., 5th Edition, Pearson Prentice Hall, 2009

Supplemental Material(s): HandoutsSpecific Course Information

Catalog Course Description: Design of plate girders and composite beams; beam columns; mo-ment connections; current code provisions.


Required Course: NoSpecific Goals for the Course

Specific Outcomes:

· Understand the essential elements of: structural steel framing systems for multi-story buildings, and the procedures used to analyze and design such buildings

· Comprehend the fundamental behavior of structural steel members and connections that undergirds the AISC Specifica-tion for Structural Steel Buildings, and apply the Specification in a in a variety of design scenarios


a b c d e f g h i j kS S S L L M



· Lateral force resisting systems – moment and braced frames with associated connections

· Composite members – floor systems with associated connec-tions, columns and beam-columns

· Plate girders


Course Number and Name: CIVL 4135 –Reinforced Concrete DesignCredit and contact hours: 3 Semester Hours – Two 85 minute meetings (170 minutes)Instructor: Shahram Pezeshk

Required Text(s):

Design of Concrete Structures by D. Darwin, Charles W. Dolan, and A.H. Nilson, 15th Ed., McGraw-Hill.American Concrete Institute (ACI318-14) building Code Require-ments and Commentary.

Supplemental Material(s): Class notes provided by the professorSpecific Course Information

Catalog Course Description: Strength analysis and design of reinforced concrete members; floor systems; current code provisions

Prerequisites and/or Coreq-uisites: CIVL 3121, CIVL 3322

Required Course: Students are required to either take CIVL 4135 or CIVL 3131.Specific Goals for the Course

Specific Outcomes:

· Illustrate / develop design methodologies and introduce and employ the concept of codes and specs for design of rein-forced concrete members and elementary structures.

· Understand design concepts and modes of failure and learn the relationship between theoretical concepts and design pro-cedures; apply and enhance knowledge of strength of materi-als and structural analysis.

· Gain professional knowledge required to design safe, service-able and economical reinforced concrete members.

· Learn how to use the latest technology in solving structural analysis and design problems. Learn how to make design de-cisions considering realistic constraints such as safety, econ-omy and serviceability.

· Broad education necessary to understand the impact of engi-neering solutions in global, economic, and societal contect.


a b c d e f g h i j kS S S L S S M



· Materials· Axial Compression· Flexural Analysis and Design of Beams· Design for Compression Reinforcement· Design and Analysis of T-Beams· Shear and Diagonal Tension in Beams· Bond, Anchorage, Development Length, Bar Cuttoff· Serviceability – Deflection· Introduction to Analysis and Design of Columns


Course Number and Name: CIVL 4136 – Intermediate Reinforced Concrete DesignCredit and contact hours: 3 Semester Hours – Two 85 minute meetings (170 minutes)Instructor: Shahram Pezeshk

Required Text(s):

Design of Concrete Structures by D. Darwin, Charles W. Dolan, and A.H. Nilson, 15th Ed., McGraw-HillAmerican Concrete Institute (ACI318-14) building Code Require-ments and Commentary

Supplemental Material(s): Class notes provided by the professorSpecific Course Information

Catalog Course Description: Design of two way slab systems; column design including length effects; integrated building design using current code provisions

Prerequisites and/or Coreq-uisites: CIVL 4135, Co-requisite 4122

Required Course: Students are required to either take CIVL4135 or CIVL3131.Specific Goals for the Course

Specific Outcomes:

· Illustrate / develop design methodologies and introduce and employ the concept of codes and specs for design of rein-forced concrete columns and slabs

· Understand design concepts and modes of failure and learn the relationship between theoretical concepts and design pro-cedures; apply and enhance knowledge of strength of materi-als and structural analysis.

· Gain professional knowledge required to design safe, service-able and economical reinforced concrete columns and slabs

· Learn to employ knowledge of analysis concepts (such as shear and moment diagrams) and methodologies (moment distribution).

· Learn how to plan/organize own work and their problem solving skills.


a b c d e f g h i j kS S S L S S M



· Members in Compression and Bending· Length Effects on Column· Edge Supported Slabs· Two-Way Column Supported Slabs· Deflection and Crack Control in Two-Way-Action Slabs· Yield Line Theory


Course Number and Name: CIVL 4140 – Environmental Engineering DesignCredit and contact hours: 3 Semester Hours – Three 55 minute meetings a weekInstructor: Larry W. MooreRequired Text(s): None requiredSupplemental Material(s):Specific Course Information


Detailed design of one component of an environmental engineer-ing system with appropriate consideration of the interactions with other components; design standards, procedures, and legal con-straints.


Required Course: No

Specific Outcomes:

· The student should be able to review background data, define and assess the environmental problem, and make appropriate recommendations for problem solution.

· The student should be able to design a water treatment plant, wastewater treatment plant, or landfill that satisfies engineer-ing standards and design constraints.

· The student should be able to design components as part of a team effort.

Specific Goals for the Course


a b c d e f g h i j kS S L S L M



· Description of design project and team selection· Work plans· General considerations in water treatment plant design· Types of water treatment plants· Overall design considerations for wastewater treatment plants· Integrated facility design· Site selection and plant layout· Pump selection and plant hydraulics· P&ID diagrams and instrumentation and controls· Health and safety considerations· Landfill design


Course Number and Name: CIVL 4151 – Soil Mechanics

Credit and contact hours: 4 Semester Hours – Two 85 minute meetings a week (170 min-utes) and One 170 minute lab: (Total 340 minutes)

Instructor: David Arellano

Required Text(s):

Fundamentals of Geotechnical Engineering by Braja M. Das, 4th Edition, Cengage Learning, 2013Soil Mechanics Laboratory Manual by Braja M. Das, 8th Edition, Oxford University Press, 2013


Catalog Course Description:Properties of soil and rock, including identification and classifica-tion, hydraulic properties, consolidation characteristics, and stress deformation-strength relationships.



Specific Outcomes:

· Classify soils using the Unified Soil Classification system and the AASHTO classification systems.

· Evaluate if adequate compaction has been achieved in the field.

· Determine one-dimensional flow of water through soils.· Determine one-dimensional consolidation settlement of fine-

grained soils.· Determine the shear strength of soils from laboratory tests.


a b c d e f g h i j kM L S M



· Rock Cycle, Origin of Soil, Soil Deposit Types· Soil-Particle Size, Clay Minerals· Specific Gravity, Mechanical Analysis of Soil, Particle-Size

Distribution, Particle Shape· Weight-Volume Relationships· Relative Density, Consistency of Soil· Soil Classification· Soil Compaction· Hydraulic Conductivity· Seepage· Stresses in a Soil Mass: Effective Stress Concept· Stresses in a Soil Mass: Seepage· Liquefaction, Stresses in a Soil Mass· Vertical Stress Increase Due to Various Types of Loading· Consolidation· Shear Strength of Soil· Subsurface Exploration


Course Number and Name: CIVL 4152 – Applied Soil Mechanics



Required Text(s): Fundamentals of Geotechnical Engineering by Braja M. Das, 4th Edition, Cengage Learning, 2013


Catalog Course Description:Subsurface exploration, foundation types, foundation construction, selection of foundation type and basis of design, earth retaining structures, and slope stability.



Specific Outcomes:

· Analyze and design shallow foundations against bearing ca-pacity failure and excessive settlement.

· Calculate the allowable axial load capacity of single piles and pile groups.

· Calculate the allowable axial load capacity of single drilled shafts.

· Analyze and design simple rigid earth retaining walls.· Analyze and design simple braced excavations.· Estimate the stability of slopes with simple geometry and geo-

logical features.


a b c d e f g h i j kS S S S



· Introduction to Design in Geotechnical Engineering· Subsurface exploration· Shear strength· Shallow foundations· Deep foundations· Lateral earth pressures· Retaining structures· Braced cuts· Slope stability


Course Number and Name: CIVL 4180 – Advanced Hydrology and HydraulicsCredit and contact hours: 3 Semester Hours – Two 80 minute meetings (160 minutes)Instructor: Paul PalazoloRequired Text(s): None

Supplemental Material(s): ArcGIS, Bentley Software Hydrology Suite, AutoCAD Civil 3D, HEC programs



Current methods and techniques used in hydrologic and hydraulic analysis for the design of water resources projects; watershed hy-drology, groundwater hydrology, advanced pipe distributions sys-tems, and urban hydrology.



Specific Outcomes:

· Utilization of Bentley software tools for modeling of small catchment areas

· Utilization of Bentley software tools for alternative analysis· Utilization of AutoCAD Civil 3D for analysis of small catchment

areas· Utilization of AutoCAD Civil 3D for design of drainage struc-

tures and flow mitigation· Utilization of ArcGIS in basin delineation and characterization· Utilization of HEC models for hydrologic response of basins


a b c d e f g h i j kS L M L S



· Fundamental hydrology review· Use of Bentley software for small basins· Alternative scenarios in Bentley· Hydrology and AutoCAD Civil 3D· Modeling in AutoCAD Civil 3D· Using ArcGIS for data preparation for HEC models· Use of HEC models


Course Number and Name: CIVL 4195 – Professional Practice in Civil Engineering


Instructor: Joseph Polk

Required Text(s): Engineering your Future by Stuart G. Walesh, PhD, PE. Third Edi-tion 2012

Supplemental Material(s): Various Instructor HandoutsSpecific Course Information


Basic principles of incompressible fluid mechanics with emphasis on hydrostatics, conservation of energy and momentum with appli-cation to analysis of pipe networks, pumps, and open channel sys-tems

Prerequisites and/or Coreq-uisites: Senior Standing in Civil Engineering


Specific Outcomes:

· Describe various personal and project time management tech-niques

· Demonstrate reasonable writing and speaking skills· Describe the process of delegation· Describe the general process of project management· Describe the legal and ethical framework of civil engineering· Describe the general process of consultant selection· Describe the differences between leading and managing


a b c d e f g h i j kM S M S

S– Strongly supportedM – Supported

L – Minimally supported

Topic List:· Project time management techniques· Writing and speaking skills· Process of delegation· Process of project management· Elegal and ethical framework of civil engineering· Process of consultant selection· Differences between leading and managing


Course Number and Name: CIVL 4197 – Review of Engineering FundamentalsCredit and contact hours: 1 Semester Hour – One 180 minute meeting a weekInstructor: Roger W. MeierRequired Text(s): noneSupplemental Material(s): NCEES FE Supplied-Reference HandbookSpecific Course Information

Catalog Course Description: Review of general and civil engineering topics in preparation for taking the NCEES Fundamentals of Engineering Exam.

Prerequisites and/or Coreq-uisites: Students must be within two semesters of graduation.


Specific Outcomes: The student should be able to pass the NCEES Fundamentals of Engineering Exam.


a b c d e f g h i j k l mS L M L L



· Mathematics· Probability & Statistics· Computational Tools· Ethics· Professional Practice· Engineering Economics· Statics· Mechanics of Materials· Fluid Mechanics· Hydraulics and Hydrology· Civil Engineering Materials· Structural Analysis· Steel Design· Reinforced Concrete Design· Geotechnical Engineering· Transportation Engineering· Environmental Engineering· Surveying


Course Number and Name: CIVL 4199 – Civil Engineering Design

Credit and contact hours:3 Semester Hours – Two 55 minute meetings a week (110 minutes) and One 120 minute lab session (Total 230 min-utes)


Required Text(s): Engineering Your Future by Stuart G. Walsh, 3rd Edition, John Wiley & Sons, Inc., 2012

Supplemental Material(s): Lab with computers, design software, and design manuals.


Catalog Course Descrip-tion:

Design of a civil engineering system. Establishment of de-sign objectives and criteria; synthesis and computer assisted analysis of alternatives; selection of optimum system design; preparation of detailed system descriptions including design sketches and engineering drawings and reports. Must be taken in student's final semester.

Prerequisites and/or Corequisites: CIVL 3131 or 4135, 3140, 3161, 3181, 4151, 4195


Specific Outcomes:

· To familiarize students with the general civil engineering design process by immersing students in a “real-world” project where they work on major open-ended design challenges.

· Solve an open-ended civil engineering design problem that incorporates appropriate standards and multiple re-alistic constraints

· Work effectively in a team and complete tasks responsi-bly to meet project deadlines and satisfy project specifi-cations

Student Outcome Sup-port:

a b c d e f g h i j kS S S

S – Strongly supportedM – Supported, L – Minimally supported

Topic List:· Team building, collaboration· Team and mentor introductions, Project dissemination· Getting started· Design phases, activities and responsibilities· Existing conditions and future needs analysis· Alternative studies· Design procedures· Plans & drawings· Reports· Work plans· Opinions of probable costs· Presentations


Appendix A -- Part 2

Catalog Descriptions- Mathematics and Basic Sciences

Descriptions from the 2015-16 catalog for required courses that contribute toward the Criterion 5-Curriculum mathematics and basic sciences requirements for the several en-gineering curricula are provided for the courses listed below. Syllabi for these courses will be available in the Visiting Teams meeting rooms in the College of Engineering. Stu-dents in individual programs will take portions of these courses.

BIOL 1110 - General Biology I (3-4)Unifying principles of biology with emphasis on cell structure, cell function, heredity, de-velopment and evolution. NOTE: course designed for students majoring in the natural sciences or pursuing a pre-professional program. Three lectures hours per week. PRE-REQUISITE: CHEM 1110. PREREQUISITE or COREQUISITE: BIOL 1111. [G]

BIOL 1111 - General Biology I Lab (1)Investigative laboratories in introductory cell and molecular biology with emphasis on experimental theory and design, practical laboratory skills; interpretation of data; docu-mentation and communication of laboratory work. NOTE: course designed for students majoring in the natural sciences or pursuing a pre-professional program. Three labora-tory hours per week. PREREQUISITE: CHEM 1110. PREREQUISITE or COREQUI-SITE: BIOL 1110. [G]

CHEM 1110 - General Chemistry I (3-4)Laws of chemistry; periodic table and chemical periodicity. stoichiometry, nomenclature. modern atomic theory and bonding; ionic and molecular compounds; molecular geome-try; oxidation-reduction reactions; solutions and heterogeneous mixtures; gaseous state; states of matter and intermolecular forces; thermochemistry. Three lecture hours per week. PREREQUISITE: high school chemistry or CHEM 1100 or CHEM 1010, and MATH 1710 or MATH 1730 (or equivalent) with at least C-, or score on math placement exam (ALEKS) earning placement into MATH 1830 or higher. COREQUISITE: CHEM 1111 recommended. [G]

CHEM 1111 - General Chemistry I Lab (1)Experiments and experimental techniques in general chemistry. Three laboratory hours per week. PREREQUISITE with at least C- or COREQUISITE: CHEM 1110 . [G]


ENGL 3603 - Engineering Communications (3)Form and contexts of written and oral communications in engineering professions; ex-tensive practice in oral reporting, written reports, manuals, and proposals. Does not ap-ply to the English major or minor.

ESCI 1040 - Physical Geology (4)(GEOL). Introduction to processes that form the rocks in the earth's crust; the earth's in-ternal forces that make mountains and volcanoes; special emphasis on topics that im-pact the Mid-South, such as earthquakes. Three lecture hours, two laboratory hours per week. [G]

ESCI 1103 - The Human Planet (4)(GEOL). Applications of physical geology to understanding, evaluating and solving prob-lems encountered in the environment by past human populations; study in manage-ment, utilization and preservation of archaeological resources. Three lecture hours, two laboratory hours per week. [G]

MATH 1910 - Calculus I (4)Introduction to calculus of one real variable; limits; continuity; derivatives; applications of derivatives including Newton's method, graphing techniques, optimization, indetermi-nate forms and l'Hospital's rule; antiderivatives; includes transcendental functions. NOTE: only one of MATH 1830 or MATH 1910 may be used to satisfy degree require-ments. Students may not receive credit for both MATH 1910 and MATH 1421. PRE-REQUISITE: MATH 1720 or MATH 1730 with a minimum grade of C- or a minimum score of 76 on the ALEKS Math Assessment. [G]

MATH 1920 - Calculus II (4)Integration and applications of the definite integral; techniques of integration and im-proper integrals; curves defined by Parametric equations; arc length and surface area; polar coordinates; infinite series, Taylor and McLaurin series. NOTE: students may not receive credit for both MATH 1920 and MATH 2421. PREREQUISITE: MATH 1910 or both MATH 1830 and 1900.

MATH 2110 - Calculus III (4)Multivariable calculus including three-dimensional analytic geometry and vectors, qua-dratic surfaces, arc length and curvature, limits and continuity, partial derivatives and their applications, tangent planes, optimization problems and Lagrange multipliers, mul-


tiple integrals, vector fields, line and surface integrals, Green's theorem, Stokes' theo-rem, the divergence theorem. PREREQUISITE: MATH 1920.

MATH 3120 - Differential Equations (3)Introduction to ordinary differential equations; first order differential equations; linear dif-ferential equations of all orders; series methods for linear equations; Lapalce transform; systems of differential equations; applications. NOTE: incoming students who have had a lower-division differential equations course may receive credit for MATH 3120 by passing the Departmental Examination outlined in the Credit by Exam policy. PREREQ-UISITE: MATH MATH 1920 or MATH 2421.

MATH 3242 - Intro Linear Algebra (3)Systems of linear equations, matrices, elementary row and column operations, determi-nants; vector spaces and subspaces; linear transformations. PREREQUISITE: MATH 2110, or MATH 1920 and one of MATH 2702, COMP 2700 with a minimum grade of C- or permission of instructor.

MATH 4614 - Probability/Statistics (3)Probability distribution; statistical methods of parameter estimation and hypothesis test-ing; comparisons of two population means, proportions, and variances; analysis of vari-ance, linear models and multiple regression. Students may not receive credit for both MATH 4614 and MATH 4635. PREREQUISITE: MATH 2110, or MATH 1920 and one of MATH 2702 or COMP 2700 or permission of instructor with a minimum grade of C-.

PHYS 2110 - Sci/Engr Phys I/Calc (3-4)Principles of mechanics using methods of calculus; kinematics, Newton's laws of mo-tion, work, kinetic and potential energies, momentum and collisions, ratational motion, fluid mechanics. NOTE: For first-time enrollees, PHYS 2111 must be taken concur-rently. Three lecture hours per week. PREREQUISITE or COREQUISITE: MATH 1910 or MATH 1421. [G]

PHYS 2111 - Sci/Engr Phys Lab I (1)Laboratory experiments and techniques to accompany PHYS 2110. Two laboratory hours per week. PREREQUISITE or COREQUISITE: PHYS 2110. [G]

PHYS 2120 - Sci/Engr Phys II/Calc (3-4)Continuation of PHYS 2110. Principles of electromagnetism using methods of calculus; Gauss's Law, current, resistance, capacitance, Faraday's Law, inductance, geometric optics. NOTE: for first-time enrollees, PHYS 2121 must be taken concurrently. Three lecture hours per week. PREREQUISITE: PHYS 2110. COREQUISITE: MATH 1920 or MATH 2421. The Physics Department recommends that students take MATH 1920 be-fore PHYS 2120. [G]


PHYS 2121 - Sci/Engr Phys Lab II (1)Laboratory experiments and techniques to accompany PHYS 2120. Two laboratory hours per week. PREREQUISITE or COREQUISITE: PHYS 2120. [G]


APPENDIX B – FACULTY RESUMES


NAME: ADEL ABDELNABYEDUCATION: Ph.D., Civil Engineering, University of Illinois at Urbana-

Champaign, 2012M.Sc., Structural Engineering, Cairo University, 2008B.Sc., Civil Engineering, Cairo University, 2005

ACADEMIC EXPERIENCE: University of Memphis, Assistant Professor, 2012-Present

University of Illinois at Urbana-Champaign, Research Assistant, 2008 – 2012

University of Illinois at Urbana-Champaign, Teaching Assistant, 2010 – 2012

University of Illinois at Urbana-Champaign, Graduate Assistant, 2011 – 2011

Cairo University, Teaching Assistant, 2005 – 2007NON-ACADEMIC

EXPERIENCE:Arab Consulting Engineers, Structural Engineer, Design of mid-rise steel and concrete buildings, aircraft hangers and factories

CERTIFICATIONS /PROFESSIONAL

REGISTRATIONS:

Professional Engineer, State of Michigan, License # 6201061686

CURRENT MEMBERSHIP IN PROFESSIONAL

ORGANIZATIONS:

American Society of Civil EngineersEarthquake Engineering Research InstituteAmerican Society of Engineering EducationThe Egyptian Engineers Syndicate

HONORS AND AWARDS: AISC Educator Workshop (Summer 2014), AISC scholarship to attend the AISC Educator Workshop in Chicago, IL July 2014.

Engaged Learning Fellowship ELF (Fall 2014), Fellowship awarded to faculty to redesign and deliver traditionally taught courses using an engaged learning module.

NSF travel award, University of Illinois at Urbana-Champaign, 2009.

A competition-Based Grant to participate in the 7CUEE & 5ICEE Conference in Tokyo, Japan.

SERVICE ACTIVITIES: Egyptian Code for Loads Committee, on Seismic Loads on Structures, August 2009.

Developer and member, Zeus-NL Development and Support Team (http://code.google.com/p/zeus-nl/)

Organizer, the 2009 Asian-Pacific Network of Centers for Earthquake Engineering Research (ANCER), 2009.

Organizer, 6th Annual EKS Research Retreat, Allerton Park, IL, February, 2010.

Reviewer, Journal of Earthquake Engineering, 2009 – Present.

Reviewer, Engineering Structures 2009 – Present.Reviewer, Structural Engineering 2009 – Present.Reviewer, Journal of Earthquake Engineering, 2009 –

Present.


PUBLICATIONS /PRESENTATIONS FROM PAST

5 YEARS:

Abdelnaby, A., Elnashai, A. (2013) “Integrity Assessment of the Pharos of Alexandria during the AD 1303 Earthquake,” Engineering Failure Analysis, Vol. 33c, pp. 119-138.

Abdelnaby, A., Frankie, T., Spencer, B. (2013) “Numerical Hybrid Simulation Modeling Verification for a 3-Pier Bridge,” Journal of Systemics, Cybernetics and Informatics, Vol. 11(5), pp. 48-51.

Abdelnaby, A., Frankie, T., Spencer, B. (2014) “Numerical and Hybrid Analysis of a Curved and Methods of Numerical Model Calibration,” Engineering Structures, Vol. 70C pp. 234-245 (D.O.I. 10.1016/j.engstruct.2014.04.009).

Abdelnaby, A., Elnashai, A. (2014) “Performance of Degrading Reinforced Concrete Frame Systems under Tohoku and Christchurch Earthquake Sequences,” Journal of Earthquake Engineering, Vol. 18(7) pp. 1009-1036. DOI:10.1080/13632469.2014.923796.

Abdelnaby, A., Frankie, T., Spencer, B. (2013) “Numerical Hybrid Simulation Modeling Verification for a 3-Pier Bridge,” Journal of Systemics, Cybernetics and Informatics, Vol. 11(5), pp. 48-51.

PROFESSIONALDEVELOPMENT ACTIVITIES

LAST 5 YEARS:

American Institute of Steel Construction Educator Workshop

Structures Congress (multiple presentations and committee meetings) 2012 through 2015

Earthquake Engineering Research Institute Annual Meeting (multiple presentations and committee meetings) 2011 through 2015

Multi-hazard Approach to Engineering conference (Invited Speaker). July 2014

Network for Earthquake Engineering Simulation Meeting at Nevada, Reno. Invited Speaker. August 2013


NAME: DAVID ARELLANOEDUCATION: Ph.D., Civil Engineering, University of Illinois at

Urbana–Champaign, 2005M.S., Civil Engineering, University of Illinois at

Urbana–Champaign, 1998B.S., Civil Engineering, University of Illinois at

Urbana-Champaign, 1986ACADEMIC EXPERIENCE: Associate Professor, Civil Engineering, University of

Memphis, 2011 – presentAssistant Professor, Civil Engineering, University of

Memphis, 2005 – 2011NON-ACADEMIC

EXPERIENCE:1982 – 2006 Officer (2nd Lieutenant through Major),

U.S. Army Reserve, Corps of Engineers.2004 – 2005 Graduate Research Assistant, University

of Illinois at Urbana-Champaign, Department of Civil & Environmental Engineering.

2003 – 2004 Project Engineer, Operation Iraqi Freedom (Kuwait), U.S. Army Facility Engineer Group, Facility Engineer Team 7.

1999 – 2003 Graduate Research Assistant, University of Illinois at Urbana-Champaign, Department of Civil & Environmental Engineering.

1996 – 1997 Graduate Research Assistant, University of Illinois at Urbana-Champaign, Department of Civil & Environmental Engineering.

1988 – 1996 Geotechnical Engineer and Assistant Office Manager, Testing Service Corporation, Carol Stream and Tinley Park, Illinois.

1987 – 1988 Staff Engineer, Geotechnical/ Construction Materials Engineering, Law Engineering, Columbia, Maryland.

1986 – 1987 Civil Engineer, Bevins Consultants Incorporated, Chicago, Illinois.


REGISTRATIONS:

Professional Engineer in Wisconsin No. 31537-6.Professional Engineer in Illinois: inactive.


ORGANIZATIONS:

Committee on Engineering Behavior of Unsaturated Soils, AFP60, Transportation Research Board of the National Academies, April 15, 2007 to present.

Unsaturated Soils Committee, American Society of Civil Engineers GeoInstitute, January 1, 2008 to Present.

HONORS AND AWARDS: Grant to attend Minority Faculty Development Workshop on Engineering Enterprise and Innovation, NSF National Institute for Faculty Equity, 2012.

A2H Junior Faculty Fellow, Askew HargravesHarcourt & Associates, Inc., 2009-present.Herff Outstanding Faculty Teaching Award,

The University of Memphis,


College of Engineering, 2009.SERVICE ACTIVITIES: Faculty Advisor, University Student Chapter of

Engineers without Borders, 2011 to Present.Dr. Arellano is also continuing his efforts of assisting

the University of Memphis’ Chucalissa Museum in stabilizing a bluff. He is currently evaluating potential bioremediation methods to stabilize the bluff.


5 YEARS:

Van Arsdale, R.B., Arellano, D., Stevens, K.C., Hill,A.A., Lester, J.D., Parks, A.G., Csontos, R.M., Rapino, M.A., Deen, T.S., Woolery, E.W., Harris, J.B. (2012). "Geology, Geotechnical Engineering, and Natural Haz-ards of Memphis, Tennessee, USA," Environmental & Engineering Geoscience, Association of Environmental & Engineering Geologists and Geological Society of America, Vol. XVIII, No. 2, May 2012, pp. 113- 158.

Arellano, D., Tatum, J.B., Stark, T.D., Horvath, J.S., Leshchinsky, D. (2010). "A Framework for the Design Guideline for EPS-Block Geofoam in Slope Stabiliza-tion and Repair," Transportation Research Record, Journal of the Transportation Research Board, No. 2170, Transportation Research Board of the National Academies, Washington D.C., 100-108.

A. Tolga Özer, Onur Akay, Garey A. Fox, Steven F. Bartlett, David Arellano (2014). "A new method for re-mediation of sandy slopes susceptible to seepage flow using EPS-block geofoam," Geotextiles and Geomembranes, Elsevier Ltd, 42, pp. 166-180.

Onur Akay, A. Tolga Özer, Garey A. Fox, Steven F. Bartlett, David Arellano (2013). "Behavior of sandy slopes remediated by EPS-block geofoam under seep-age flow," Geotextiles and Geomembranes, Elsevier Ltd, 37, pp. 81-98.


LAST 5 YEARS:

UDEC training course 2013.Minority Faculty Development Workshop on Engineer-

ing Enterprise and Innovation, NSF National Insti-tute for Faculty Equity, 2012.


NAME: CHARLES V. CAMPEDUCATION: Ph.D., Civil Engineering, Oklahoma State University,

1987M.S., Civil Engineering, Auburn University, 1986B.S., Civil Engineering, Auburn University, 1981

ACADEMIC EXPERIENCE: Professor, Civil Engineering, University of Memphis 1999 – Present

Associate Professor, Civil Engineering, University of Memphis 1994 – 1999

Assistant Professor, Civil Engineering, University of Memphis 1988 – 1994

NON-ACADEMICEXPERIENCE:

None


REGISTRATIONS:

EIT, 1981


ORGANIZATIONS:

None

HONORS AND AWARDS: Thomas W. Briggs Foundation’s “Excellence in Teaching Award” Spring 2002

Herff College of Engineering’s “Teacher of the Year” 2000, 2012, and 2014A2H Faculty Fellowship 2008-2015

SERVICE ACTIVITIES: Chair, Tenure and Promotion CommitteePUBLICATIONS /

PRESENTATIONS FROM PAST 5 YEARS:

S. Saadat, C. V. Camp and S. Pezeshk “Seismic Per-formance-Based Design Optimization Considering Direct Economic Loss and Direct Social Loss Engi-neering Structures.” Engineering Structures 76, 193-201, 2014.

S. Saadat, C. V. Camp and S. Pezeshk “Probabilistic Seismic Loss Analysis for Design of Steel Struc-tures - Optimizing for Multiple-Objective Functions.” Accepted in Earthquake Spectra 2014.

C. V. Camp and M. Farshchin “Design of Space Trusses Using Modified Teaching-Learning Based Optimization.” Engineering Structures 62-63, 87-97, 2014.

C. V. Camp and A. Assadollahi “CO2 and Cost Opti-mization of Reinforced Concrete Footings using a Hybrid Big Bang-Big Crunch Algorithm.” Structural and Multidisciplinary Optimization, 48(2) 411-426, 2013.

C. V. Camp and F. Huq “CO2 and Cost Optimization of Reinforced Concrete Frames Using a Big Bang-Big Crunch Algorithm” Engineering Structures 48, 363–372, 2013.

C. V. Camp and A. Akin. “Design of Retaining Walls Us-


ing Big Bang-Big Crunch Optimization” Journal of Structural Engineering, 138(3), 438-448, 2012

Conference PapersSaadat, S., Camp, C.V., Pezeshk, S., and Foley C. M.

“Probabilistic Performance Based Design Multi-Ob-jective Optimization for Steel Structure,” ASCE Structures Congress, Portland OR, April 2015.

Saadat, S., Camp, C.V., and Pezeshk, S. “Seismic Loss Evaluation for Structures In Different Geo-graphic Locations,” Tenth U.S. National Confer-ence on Earthquake Engineering (10NCEE), An-chorage, AK, July 21-25, 2014.

A. Assadollahi and C. V. Camp. “CO2 Optimization of Spread Footings Using a Big Bang-Big Crunch Al-gorithm.” Geo-Congress, Geo-Characterization and Modeling for Sustainability, Atlanta, GA 2014.


LAST 5 YEARS:

None


NAME: MIHALIS GKOLIASEDUCATION: Ph.D., Civil Engineering, Rutgers University, 2007

M.Sc., Civil Engineering, Rutgers University, Piscat-away, 2004

B.S., Civil Engineering, Aristotle University, Thessa-loniki, 2001

ACADEMIC EXPERIENCE: University of Memphis, Associate Professor, 2014 –present, Full time

University of Memphis, Assistant Professor, 2009 – 2014, Full Time

Rutgers University, Research Associate, 2007 – 2008, Full Time

Rutgers University, Graduate Assistant, 2002 – 2007, Part Time


Private Consultant, Transportation Planner/Modeler, 2014-2015, Part Time

Private Consultant, Transportation Planner/Modeler, 2014, Part Time


REGISTRATIONS:

None


ORGANIZATIONS:

ASCE, ITE, AREMA, TRB

HONORS AND AWARDS: 2014, Memphis-Area Joint Engineers Council Featured Engineer

2013, 2014, Certificate of appreciation, Ports and Channels Committee Outstanding Service as Pa-per Review Coordinator, Transportation Research Board

2013, Outstanding Faculty Research Award, University of Memphis

SERVICE ACTIVITIES: 2015-2017: Chair, Ports and Channels Committee, TRB

2014-present: West TN Freight Advisory Board2009-2014: Paper review coordinator for two commit-

tees of the TRBPUBLICATIONS /


Mishra S., Golias M.M., Sharma S., Boyles S. Optimal funding allocation strategies for safety improve-ments on urban intersections. Transportation Re-search Part A. (In print)

Golias M.M., Portal I., Konur D., Kaisar E., Kolomvos G. (2014) Robust vessel scheduling at marine con-tainer terminals. Computers and Operations Re-search, 41:412-422.

Konur D., Golias M.M. (2013) Analysis of different ap-proaches to cross-dock truck scheduling with truck arrival time uncertainty. Computers & Industrial En-gineering, 65(4), 663-672

Chen G., Govindan K., Golias M.M. (2013) Reducing


truck emissions at container terminals in a low car-bon economy: Proposal of a queueing-based bi-ob-jective model for optimizing truck arrival pattern. Transportation Research Part E: Logistics and Transportation Review, 55:3-22

Konur D., Golias M.M., Darks B. (2013) A mathematical modeling approach to resource allocation for rail-road-highway crossing safety upgrades. Accident Analysis and Prevention, 51:192-201.

Golias M.M., Saharidis G.K.D, Ivey S., Haralambides H.E. (2013) Advances in truck scheduling at a cross-dock facility. International Journal of Informa-tion Systems and Supply Chain Management. 6(3).

Konur D., Golias M.M. (2013) Cost-stable truck sched-uling at a cross-dock facility with unknown truck ar-rivals: A meta-heuristic approach. Transportation Research Part E: Logistics and Transportation Re-view, 49(1).

Karafa J., Golias M.M., Ivey S., Saharidis G.K.D., Leonardos N. (2012) The berth allocation problem with stochastic vessel handling times. International Journal of Advanced Manufacturing Technology. 2012, DOI: 10.1007/s00170-012-4186-0

Golias M.M., Saharidis G.K.D., Boilé M., Theofanis S. (2012) Scheduling of inbound trucks at a cross-docking facility: Bi-objective vs bi-level modeling approaches. International Journal of Information Systems and Supply Chain Management. 5(1):20-37.


LAST 5 YEARS:

Fundamentals of Rail Freight Terminals, Yards, and In-termodal Facilities, Department of Engineering Pro-fessional Development, University of Wisconsin Madison, May 2014

Various Webinars (ASCE, FHWA, TRB)Annual meeting of the Transportation Research Board

(multiple presentations, presiding sessions, com-mittee meetings) 2010 through 2015, every Janu-ary


NAME: STEPHANIE SALYERS IVEYEDUCATION: Ph.D., Engineering, University of Memphis, 2003

M.S., Civil Engineering, University of Memphis, 1998B.S., Civil Engineering, University of Memphis, 1996

ACADEMIC EXPERIENCE: University of Memphis Department of Civil Engineering, Associate Professor, 2011 – Present

University of Memphis Department of Civil Engineering, Assistant Professor, 2003 – 2011

Immaculate Conception High School, Math and Science Instructor, 1997 – 1999


University of Memphis Ground Water Institute, Research Associate, 2001 – 2003

University of Memphis Ground Water Institute, Graduate Assistant, 1999 – 2001

CERTIFICATIONS / PROFESSIONAL

REGISTRATIONS:

EIT, 1996


ORGANIZATIONS:

Institute of Transportation Engineers (ITE)American Society of Civil Engineers (ASCE)American Society for Engineering Education(ASEE)

HONORS AND AWARDS: Herff College of Engineering Outstanding Faculty Teaching Award, 2015

Memphis-Area Joint Engineers Council Award of Excellence, 2015

A2H Faculty Fellowship 2009-15Department of Civil Engineering Faculty of the Year

Award, 2014, 2015Memphis-Area Joint Engineers Council Featured

Engineer 2009, 2011, 2012, 2013Herff College of Engineering Outstanding Faculty

Research Award, 2012Tennessee Section Institute of Transportation Engi-

neers Outstanding Individual Service Award, 2011SERVICE ACTIVITIES: University of Memphis Traffic and Parking Standing

Committee, ChairHerff College of Engineering Student Life CommitteeDepartment of Civil Engineering Scholarship and

Newsletter committeesITE Transportation Education Council, Volunteer

CoordinatorASCE West TN Branch, new member outreach and Canstruction ChairCo-Director Girls Experiencing Engineering (GEE)

Outreach ProgramPUBLICATIONS /


Fox, A., Stafford, M., Ivey, S., and Levy, M. (In Press) “Marketing Active Transportation to School to Improve Children’s Health: Utilizing Parental Perspectives from an Inner-City Environment.” Health Quarterly Marketing.

Ivey, S. Golias, M., Palazolo, P., Ford, K., Wise, A., and


Thomas, P. (2014) “Transportation Engineering Careers: Strategies for Attracting Students to Transportation Professions.” Transportation Research Record, Journal of the Transportation Research Board, No. 2414.

Ivey, S., Badoe, D., and Edwards, S. (2012) “National Household Travel Survey Add-On Program: Experience of Stakeholders and Best Practices for Maximizing Program Benefits.” Transportation Research Record, Journal of the Transportation Research Board, No. 2291.

Ivey, S. Golias, M., Palazolo, P., Ford, K., Wise, A., and Thomas, P. (2014) “Transportation Engineering Careers (TREC): Program Evolution, Impact, and Lessons Learned.” Proceedings of the Transportation Research Board 93rd Annual Meeting, Washington, DC, January 2014.

Ivey, S., Best, R., Camp, C., and Palazolo, P. (2013) “Transforming a Civil Engineering Curriculum Through GIS Integration.” Proceedings of the 2013 NSF CCLI/TUES Conference, Washington, DC, January 2013.


LAST 5 YEARS:

Annual Meeting of the Transportation Research Board, Washington, DC, 2010-15

Southern District ITE Annual Meeting, Portsmouth, VA 2010; Greensboro, GA 2014; Biloxi, MS 2015

Mid-Continent Transportation Research Symposium, Madison, WI, 2014

ASCE Transportation and Development Institute Green Streets, Highways, and Development Conference, Austin, TX, 2013


NAME: ROGER W. MEIEREDUCATION: Ph.D., Civil (Geotechnical) Engineering, Georgia

Institute of Technology, 1995.M.S., Civil (Geotechnical) Engineering, University of

Colorado, Boulder, 1983.B.S., Civil Engineering, Virginia Polytechnic Institute,

1979.ACADEMIC EXPERIENCE: Assistant/Associate Professor, Department of Civil

Engineering, The University of Memphis, Memphis, TN, August 1995 – present.


Research Civil Engineer, U.S. Army Engineer Waterways Experiment Station, Vicksburg, MS (February 1983 – July 1995).


REGISTRATIONS:

EIT, 1975


ORGANIZATIONS:

ASCE, ASTM

HONORS AND AWARDS: Herff College of Engineering Outstanding Faculty Teaching Award (2013)

Memphis-Area Joint Engineers Council Award of Excel-lence (2013)

ASCE Student Chapter Faculty of the Year Award (2012)

ASCE Tennessee Section Daniel S. Barge Distin-guished Service Award (2010)


J. Geotech. & Geoenv. Eng. Outstanding Editorial Board Member (2009)

Herff College of Engineering Outstanding Faculty Teaching Award (2007)

ASCE Tennessee Section Peter G. Hoadley Engineer-ing Educator of the Year (2006)


Herff College of Engineering Outstanding Faculty Re-search Award (2004)


Department of the Army Certificate of Commendation (1993)

ASCE Mississippi Section Young Civil Engineer of the Year (1990)

Department of the Army Certificate of Commendation (1990)

Department of the Army Special Act of Service Award (1989)

Department of the Army Certificate of Commendation


(1984)SERVICE ACTIVITIES: ASCE J. Geotech. & Geoenv. Engg. Editorial Board

(1997-present)International Journal of Pavement Engineering Editorial

Board (2003-present)ASTM Committee D04 on Road and Paving Materials

(2000-present)ACI Mid-America Chapter Secretary (2000-present)ASCE GI Pavements Committee Steering Committee

(2003-present)ASCE T&DI Highway Pavements Committee (2005-

present)ASCE Student Chapter Faculty Advisor (1997-present)ASCE West Tennessee Branch Treasurer (2004-

present)ASCE West Tennessee Branch Board of Directors

(1999-2004)ASCE West Tennessee Branch President (1998-1999)TRB Committee AFD80 on Strength and Deformation

of Pavements (1997-2006)PUBLICATIONS /


Meier, R., Abbo, A., and Wang, L. (Eds.) Soil Behavior and Geomicromechanics, ASCE Geotechnical Special, Publication No. 200, 2010.


LAST 5 YEARS:

Attended numerous short courses.


NAME: SABYASACHEE MISHRAEDUCATION: Ph.D., Wayne State University, Civil and Environmental

Engineering, 2009M.S., Indian Institute of Technology Bombay, India,

2005B.S., Utkal University, India, 2002

ACADEMIC EXPERIENCE: Assistant Professor, Department of Civil Engineering, University of Memphis, 2013 – Present

Research Assistant Professor, Center for Smart Growth, University of Maryland College Park, 2009 – 2012

Graduate Research Assistant, Wayne State University, 2005 – 2009

Graduate Research Assistant, Indian Institute of Technology (IIT) Bombay, India, 2003 – 2005


None


REGISTRATIONS:

Registered Professional Engineer- Michigan (#6201058612)


ORGANIZATIONS:

American Society of Civil Engineers (ASCE)Transportation Research Board (TRB)Institute of Transportation Engineers (ITE)Chi EpsilonIntelligent Transportation Systems (ITS) America

HONORS AND AWARDS: Received a scholarship to attend the NSF sponsored 2014 Pan-American Advanced Studies Institute on Sustainable Urban Freight Systems (PASI-SUFS) in Bogota, Columbia, June 2014.

Massachusetts Institute of Technology (MIT) challenge question award on discrete choice model, 2014.

TRB AP010-Transit Fleet Maintenance Subcommittee Chair, 2014-2017.

ITE Great Lakes District Paper Winner (second prize), 2009

ITE-Michigan best paper winner, 2006, 2007, 2008SERVICE ACTIVITIES: Transportation Research Board

· Subcommittee AP010(2): Transit Fleet Maintenance (Chair)

· Committee ABE20, Transportation Economics (Member)

· Committee AT010: Freight Transportation Economics and Regulation (Member)

· Committee AP010: Transit Maintenance and Performance (Member)

· Sub-Committee ADA10(2): Statewide Modeling Committee (Member)

Reviewer: 12 journalsPUBLICATIONS / Mishra, S., and Zhu, X. Corrections of Self-Selection



Bias in Crash Causality Study: An Application on All-Red Signal Control. Transportation Safety and Security, DOI:10.1080/19439962.2014.929603,

Mishra, S., Welch, T., Torrens, P., Fu, C., Zhu, H., and Knaap, E. (2015). A Tool for Measuring and Visual-izing Connectivity of Transit Stop, Route and Transfer Center in a Multimodal Transportation Network, Public Transport, Springer Series, 7(1), pp. 77-99.

Mishra, S., Iseki, H., and Moeckel, R. (2014). Multien-tity Perspective Freight Demand Modeling Tech-nique: Varying Objectives and Outcomes, Trans-port Policy, Elsevier Journals, vol.35, pp. 176-185.

Welch, T., and Mishra, S. (2014). Envisioning an Emis-sion Diet: Application of Travel Demand Mecha-nisms to Facilitate Policy Decision Making. Trans-portation, 41, pp. 611-631.

Mishra, S., Khasnabis, S., and Swain, S. (2014). Multi Entity Perspective Transportation Infrastructure In-vestment Decision Making Transport Policy, Trans-port Policy, Elsevier Publications, vol.30, pp:1-12.


LAST 5 YEARS:

· Hosted webinars for ATPIO· Provided invited lectures· Attended several conferences


NAME: LARRY MOOREEDUCATION: Ph.D., Environmental Engineering, Mississippi State

University, 1983M.S., Civil Engineering, Mississippi State University,

1974B.S., University of South Alabama, 1973

ACADEMIC EXPERIENCE: Professor, September, 1998 – presentAssociate Professor, 1988 – 1998Assistant Professor, 1983 – 1988


S&N AIROFLO, Inc., Greenwood, MS, 2000 – 2015Calvert-Spradling Engineers, Inc., Design Engineer.................

1979 – 1981Environmental Engineering ConsultantContinental Engineering, Memphis, 1984 – 2001Enviro-Labs, Inc., Laboratory Manager, 1978 – 1983


REGISTRATIONS:

Professional Engineer in Tennessee and Mississippi


ORGANIZATIONS:

Water Environment Federation WEF House of Delegates, 2009 – 2012 Past Member of Industrial Waste CommitteeKentucky-Tennessee Water Environment Association President, 2001 – 2002 Past Member of Executive Board Past Member of Technical Program Committee Past Chair of Industrial Waste Committee Member, Pretreatment Certification Board

HONORS AND AWARDS: University of Memphis PI Millionaire, 2015Hall of Fame of the Kentucky-Tennessee WEA, 2008Civil Engineering Outstanding Research, 1990Superior Performance in University Research

1985, 1986, 1987, 1989SERVICE ACTIVITIES: College Safety Committee, Chair

Department Safety Committee, ChairDepartment Senior Design Committee, ChairDepartment Executive CommitteeDepartment Tenure & Promotion Committee


5 YEARS:

Moore, L.W., “Activated Sludge: Understanding the Process and Satisfying Oxygen Needs,” 2015 Tribal Summit, Rock Hill, SC, April 8, 2015.

P. Shack and L.W. Moore, “Pretreatment Dynamics: Aligning the Control Authority’s Perspective with the Industry’s Perspective,” 87th Annual Water Environment Federation Technical Exhibition and Conference, New Orleans, September, 2014.

P. Shack and L.W. Moore, “Industrial Pretreatment Perspectives,” Eleventh Water Professionals Conference, Kentucky-Tennessee Water Environment Association, Louisville, Chattanooga, TN, July 20-23, 2014.


Moore, L.W., “Impacts of Industrial Wastewater on POTWs,” Tenth Water Professionals Conference, Kentucky-Tennessee Water Environment Association, Louisville, Kentucky, July 14-17, 2013.

Moore, L.W., “Understanding Your POTW More Fully,” Tenth Water Professionals Conference, Kentucky-Tennessee Water Environment Association, Louisville, Kentucky, July 14-17, 2013.

Moore, L.W. and A. Cannella, “Effluent Disinfection Challenges at the Moccasin Bend WWTP, Chattanooga,” Ninth Water Professionals Conference, Kentucky-Tennessee Water Environment Association, Memphis, Tennessee, July 2012.

Moore, L.W., “Activated Sludge Fundamentals and Process Control,” 56th Mississippi Water Environment Association Annual Meeting and Technical Conference, Olive Branch, Mississippi, July 11-14, 2012.


LAST 5 YEARS:

Water Environment Federation International Conference, Los Angeles, 2011

Water Environment Federation International Conference, New Orleans, 2012

Water Environment Federation International Conference, Chicago, 2013

Water Environment Federation International Conference, New Orleans, 2014

Led Activated Sludge Workshop (3 days), Fleming Training Center, Murfreesboro, TN, 2011



Led Activated Sludge Operator Training for the City of Chattanooga, 2014 (2 days)

Led Activated Sludge Operator Training for the City of Memphis, 2014 (10 days)

Led Activated Sludge Operator Training for the City of Huntsville, 2014 (2 days)


NAME: PAUL PALAZOLOEDUCATION: Ph.D., Civil Engineering, Georgia Institute of

Technology, 1998M.S., Civil Engineering, Memphis State University,

1976B.S., Civil Engineering, Memphis State University, 1974

ACADEMIC EXPERIENCE: University of Memphis, Associate Professor, 2005 –present, Full time

University of Memphis, Associate Dean, 2010 – 2013, Full time

University of Memphis, Assistant Dean, 2002 – 2010, Full time

University of Memphis, Assistant Professor, 2000 – 2005, Full time

University of Memphis, Director of Recruiting, 1998 - 2002, Full time

University of Alabama, Visiting Assistant Professor, 1997 – 1998, Full time

University of Memphis, Research Associate Professor, 1994 – 1997, Full time

Georgia Institute of Technology, Graduate Teaching Assistant, 1990 - 1993, Full time

Christian Brothers University, Assistant/Associate Professor, 1985 –1989, Full time


Engineer, US Army Corps of Engineers, Memphis District, 1979-1985

Research Engineer, Memphis State University, Institute of Engineering Research, 1978-1979

Engineer, Environmental Testing and Consulting, Memphis, 1976-1978

Engineer-In-Training, City of Memphis, Public Works Division, Summer 1974

CERTIFICATIONS / PROFESSIONAL

REGISTRATIONS:

Professional Engineer, Tennessee (Retired)


ORGANIZATIONS:

ASCEASEE

HONORS AND AWARDS: 2008, Outstanding Conference Paper, ASEE-SE Re-gional Meeting, Memphis, TN

2007, Outstanding Civil Engineering Educator, ASCE State Section, Meeting, Smyrna, TN

2003, Outstanding teaching Award, Herff College of En-gineering,

2002, ASCE Student Chapter Faculty Member of the Year, University of Memphis,

2001, Glen L. Martin Best Paper Award, Civil Engineer-ing Division, ASEE National Conference

SERVICE ACTIVITIES: ASCE - Member, Committee on Diversity and InclusionASEE - Chaired, K-12; Professional Activities; Civil En-


gineering; Instruction Divisions, Southeast sec-tion

Chair, Awards and Recognition, Southeast SectionPresident Elect, Southeast SectionBoard of Directors, First Year Programs Division, ASEE

National (term ended Summer 2014)PUBLICATIONS /


Ivey, S., Golias, M., Palazolo, P., Ford, K., Wise, A., and Thomas, P. (2014) “Transportation Engi-neering Careers: Strategies for Attracting Stu-dents to Transportation Professions.” Trans-portation Research Record, Journal of the Transportation Research Board, No. 2414.

Ivey, S., Golias, M., Palazolo, P., Ford, K., Wise, A., and Thomas, P. (2014) “Transportation Engi-neering Careers (TREC): Program Evolution, Impact, and Lessons Learned.” Proceedings of the Transportation Research Board 93rd Annual Meeting, Washington, DC, January 2014.

Ivey, S., Best, R., Camp, C., and Palazolo, P. (2013) “Transforming a Civil Engineering Curriculum Through GIS Integration.” Proceedings of the 2013 NSF CCLI/TUES Conference, Washing-ton, DC, January 2013.

Ivey, S., Best, R., Camp, C., and Palazolo, P. (2012) “Transforming a Civil Engineering Curriculum through GIS Integration.” Proceedings of the 2012 ASEE Annual Conference, San Antonio, TX. June 2012.

Ivey, S., Golias, M., Palazolo, P., Edwards, S., and Thomas, P. (2012) “Attracting Students to Transportation Engineering: Gender Differ-ences and Implications of Student Perceptions of Transportation Engineering Careers.” Pro-ceedings of the Transportation Research Board 91st Annual Meeting, Washington, DC, January 2012.


LAST 5 YEARS:

ASEE Regional and National ConferencesVarious ASCE Local Meetings and Webinars


NAME: SHAHRAM PEZESHKEDUCATION: Ph.D., Civil Engineering, University of Illinois,

Urbana-Champaign, 1989M.S., Civil Engineering, University of California,

Berkeley, 1983B.S., Civil Engineering, University of Illinois,

Urbana-Champaign, 1982ACADEMIC EXPERIENCE: Chair and Professor, 2008 – present

Professor, 1999 – 2008Associate Professor, 1994 – 1999Assistant Professor, 1989 – 1994


Bridge Engineer, Hanson Engineers, Springfield, IL, 1987 – 1989


REGISTRATIONS:

PE license, State of Tennessee


ORGANIZATIONS:

Fellow, American Society of Civil Engineers, ASCEMember, Earthquake Engineering Research Institute

(EERI)Seismological Society of America (SSA)President, EERI New Madrid ChapterMember, Structure Engineer Associate of Tennessee

HONORS AND AWARDS: Pickering Faculty Award for ExcellenceRecipient of the 2014 Herff College of Engineering

Research Award, 2014, The University of Memphis.

Recipient of Eugene Smith Professorship, The University of Memphis, 2012 – 2013

Appointed by Governor Bredeson to serve on “West Tennessee Seismic Commission.”

Recipient of the 2004 State-of-the-Art in Engineering Award

SERVICE ACTIVITIES: EERI, President of EERI New Madrid Chapter, 2015 – present

ASCE, Chair of Technical Administrative Committee, 2007 – 2012

ASCE, Chair of the Committee on Optimal Structural Design, 2002 – 2006

ASCE, Member of various technical committeesReviewer for NSF, USGS, ASCE Structure Journal,

Seismological Society of America, Structural Engineering, Earthquake Spectra



5 YEARS:

Shahjouei, A. and S. Pezeshk. (2015). “Synthetic Seis-mograms Using a Hybrid Broadband Ground-Motion Simulation Approach: Application to Central and Eastern United States.” Bulletin of the Seismological Society of America. In press.

Hosseini, S. M., S. Pezeshk, A. Haji-Soltani, and M. Chapman. (2015) “Investigation of Attenuation of The Fourier Amplitude in the Caribbean Region.” Bulletin of the Seismological Society of America. In press.

Saadat, S., C.V. Camp, and S. Pezeshk. (2014). “Seis-mic Performance-Based Design Optimization Con-sidering Direct Economic loss and Direct Social Loss.” Engineering Structures, 76, pp. 193-201.

Malekmohammadi, M. and S. Pezeshk. (2014). "Nonlin-ear Site Amplification Factors for Sites Located within the Mississippi Embayment with Considera-tion for Deep Soil Deposit." Earthquake Spectra, in press. (PDF Version, ------ Table 3 PDF).

Pezeshk, S., A. Zandieh, and B. Tavakoli. (2011). "Hy-brid Empirical Ground-Motion Prediction Equations for Eastern North America Using NGA Models and Updated Seismological Parameters." Bulletin of the Seismological Society of America, 101(4), pp.1859-1870, August 2011, doi: 10.1785/0120100144.

Rojas, H.A., C. Foley, and S. Pezeshk. (2011). "Risk-Based Seismic Design for Optimal Structural and Nonstructural System Performance." Earthquake Spectra, 27(3), pp. 857-880, August.

Zandieh, A. and S. Pezeshk (2011). "A Study of Hori-zontal-to-Vertical Component Spectral Ratio in the New Madrid Seismic Zone." Bulletin of the Seismo-logical Society of America, 1011(1), pp. 287-296, February, doi: 10.1785/0120100120.

Shahbazian, A. and S. Pezeshk. (2010). " Improved Ve-locity and Displacement Time Histories in Fre-quency-Domain Spectral-Matching Procedures." Bulletin of the Seismological Society of America, 100(6), pp. 3213–3223.


LAST 5 YEARS:

Participated in several Pacific Earthquake Engineering Research Center (PEER) and United States Geological Survey (USGS) Workshops within last five years.


NAME: RICARDO TABORDAEDUCATION: Ph.D., Civil and Environmental Engineering,

Carnegie Mellon University, Pittsburgh, PA, 2010M.Sc., Structural Mechanics, University of Southern

California, Los Angeles, CA, 2005M.Eng., Structural Engineering, National University of

Mexico, Mexico City, Mexico, 2003B.Eng., Civil Engineering, Universidad EAFIT, Medellín,

Colombia, 2000ACADEMIC EXPERIENCE: Assistant Professor, Civil Engineering Department, and

Center for Earthquake Research and Information, University of Memphis, Memphis, TN, 2013 – present

Postdoctoral Researcher, Carnegie Mellon University, Pittsburgh, PA, 2010 – 2013

NON-ACADEMIC EXPERIENCE: Engineer Quality Division, Technical Department,ConConcreto S.A., Envigado, Colombia, 1999 – 2000


REGISTRATIONS:

None


ORGANIZATIONS:

Earthquake Engineering Research Institute (EERI)Seismological Society of America (SSA)American Geophysical Union (AGU)Community Modeling Environment Group, and High-F

and SEISM projects Southern California Earthquake Center

HONORS AND AWARDS: Mao Yisheng Outstanding Dissertation Award, Civil and Environmental Engineering, Carnegie Mellon University, Pittsburgh, May 2011.

Paul P. Christiano Distinguished Service Award, Civil and Environmental Engineering, Carnegie Mellon University, Pittsburgh, May 2010.

Excellence in Civil Engineering Award Civil, Engineering Alumni Association (AICE), EAFIT University, October 2009.

Bertucci Graduate Fellowship, CIT College of Engineering, Carnegie Mellon University, 2009–2010.

HPC Analytics Challenge Award (Co-author), SC’06 International Conference for High Performance Computing, Networking, Storage and Analysis, Tampa, FL, November 2006.

SERVICE ACTIVITIES: Committee on computingPUBLICATIONS /


Isbiliroglu, Y., Taborda, R., and Bielak, J. (2015). Cou-pled soil-structure interaction effects of building clusters during earthquakes. Earthquake Spectra, in press.

Taborda, R. and Bielak, J. (2014). Ground-motion simu-lation and validation of the 2008 Chino Hills, Cali-fornia, earthquake using different velocity models. Bull. Seismol. Soc. Am., 104(4): 1876–1898.


Taborda, R. and Bielak, J. (2013). Ground-motion simu-lation and validation of the 2008 Chino Hills, Cali-fornia, earthquake. Bull. Seismol. Soc. Am., 103(1): 131–156.

Taborda, R., Bielak, J., and Restrepo, D. (2012). Earth-quake ground motion simulation including nonlinear soil effects under idealized conditions with applica-tion to two case studies. Seismol. Res. Lett., 83(6):1047–1060.

Bielak, J., Karaoglu, H., and Taborda, R. (2011). Mem-ory-efficient displacement-based internal friction for wave propagation simulation. Geophysics, 76(6): T131–T145.

Taborda, R. and Bielak, J. (2011b). Large-scale earth-quake simulation – Computational seismology and complex engineering systems. Comput. Sci. Eng., 13(4): 14–26.


LAST 5 YEARS:

Organized multiple sessions in the annual meetings of the Seismological Society of America, which tie seismology with structural and geotechnical earth-quake engineering.


NAME: BRIAN WALDRONEDUCATION: Ph.D., Civil Engineering, Colorado State University,

1999M.S., Civil Engineering, University of Memphis, 1994B.S., Civil Engineering, Memphis State University, 1991

ACADEMIC EXPERIENCE: University of Memphis, Associate Professor, 2010 – present

University of Memphis, Director CPGIS, 2007 – presentUniversity of Memphis, Director GWI, 2010 – presentUniversity of Memphis, Assistant Professor, 2006 –

2010NON-ACADEMIC

EXPERIENCE:None


REGISTRATIONS:

PE registered TN


ORGANIZATIONS:

ASCE; CUAHSI; AGU; TN AWRA, NGWA

HONORS AND AWARDS: Ensafe Professor (2012); Askew Hargraves Harcourt & Associates, Inc. Junior Faculty Fellow (2009); Mem-phis’ Top 40 Under 40 (2009)

SERVICE ACTIVITIES: CUAHSI Board of Directors 2012-2015, treasurer (2008-2010)

State of TN Water Resources Technical Advisory Committee (2007 – 2012)

TN AWRA President and conference chair (2005 – 2006); Children’s Health Data Consortium (2002)

Vice Provost for Research – Research Capacity Analysis Team (2014)

IT Teaching and Learning Advisory Committee (2013 – 2014); Provost – New Technology Evaluation Team (2014)

Standing Committee on Traffic and Parking (2011- )Vice Provost for Research – Faculty Advisory for

Research Committee (2012 – 2013)Herff College of Engineering – Strategic Planning

Committee (2014- )PUBLICATIONS /


Waldron, B. and Larsen, B., accepted, Predevelop-ment groundwater conditions surrounding Mem-phis, TN (USA): Controversy and Unexpected Outcomes, Journal of American Water Re-sources Association.

Waldron, B., Larsen, D., Garner, C., and Shoefer-nacker, S., in review. Application of the chloride mass-balance approach for recharge estimation in a humid environment: Pitfalls and promise, Environmental and Engineering Geoscience.

Waldron, B., Larsen, D., Vamshi, K., Shoefernacker, S., in review. Shallow aquifer water levels, Fall,


2005, Shelby County, TN, USGS Open File Re-port.

Hao, Y., Magnani, B., McIntosh, K., Waldron, B., and Guo, L. 2013. Quaternary deformation along the Meeman-Shelby Fault near Memphis, Tennes-see imaged by high-resolution marine and land seismic reflection profiles, Tectonics, vol. 21, pp. 1-15.

Larsen, D., Morat, B., Waldron, B., Ivey, S., and Ander-son, J., 2013. Stream loss contributions to a municipal water supply aquifer in Memphis, Ten-nessee. Environmental and Engineering Geo-science, vol. 19 (2), pp. 265-287.

Waldron, B., Hill, A. and Nations, B., 2011. Managing response and recovery to Mississippi River flooding: Applying spatial analysis in Memphis/Shelby County, Tennessee, Applied Geography, accepted.

Waldron, B., 2011. Mapping in Memphis: University students help map city

infrastructure, GeoWorld, v. 24 (3), pp. 24-27.Jiandang, G., Magnani, M. and Waldron, B., 2010.

Imaging a shallow aquitard with seismic reflec-tion data in Memphis, Tennessee, USA. Part I: Source comparison, walk-away tests and the plus-minus method, Near Surface Geophysics, v. 8, pp. 331-340 and 341-351.


LAST 5 YEARS:

None


APPENDIX C – LABORATORY EQUIPMENT

C.1. Foundation Sequence Laboratory

C.1.1. Inventory of Major Equipment

Dell Mobile Laptop Cart (24 laptops)Leica TC400 Total Stations with data collectors (4 sets)Thales Mobile Mapper CE handheld GPS/GIS (5 sets)Levels and grade rods (4 sets)Roto-tap sieve shaker and 8-in-diameter brass sievesForney Concrete Testing Machine w/ 300,000-lb capacityELE Compression Testing Machine w/ 500,000-lb capacityELE Flexural Beam Tester w/ 22,500-lb capacityTinius-Olsen Universal Testing Machine w/ 120,000 lb capacityPilot Water Filtration Systems (4 model filtration systems)HACH inline continuous turbidimeters and data acquisition system (4 sets)Steam concrete curing tank

C.1.2. Recent Acquisitions

TestResources 130P 1,500 lb. Universal Testing Machine:Manual lifts for Crosshead Movement, QS Servo Controller Upgrade, Screw Vise Grips, and 3 Point Bend Test Fixture and Expansion Kit

Dake 972001 Force 10M 10-ton Manual H-frame Rebar Cutter Kit, 12 Amps, 1 In Cap and Tune-up kitAdjustable Metal Concrete Beam Molds (8 units)Defender 3000, Ohaus Scale, washdown, 300 lb x 0.05 lbU of Memphis Wireless upgrade to ET 233 to handle 60 studentsPortable data collectors with pH ElectrodeTrimble Juno SC with ArcPad and GPScorrectStrain gage Extensometer SGT-10%-1Concrete slab around the wash-out pit behind ES 109Upgraded Aggregate binsSteel racks for storage of cylinder and beam moldsStudent lockers for project storage

C.1.3. Planned Maintenance and Future Acquisitions

Upgrade of Pilot Water Treatment SystemsPurchase Data Collectors for Total Stations


C.2. Environmental Engineering Laboratory


Phipps & Bird Jar Test Unit (2 relatively new)Atomic Adsorption Unit (relatively new)TOC Analyzer (relatively new)Ion Chromatograph (relatively new)Analytical Balances (1 old, 1 newer model)COD Digesters (3)Filtration Manifolds (2)pH meters (2 new)Muffle furnaceOvenMicrobial Incubator Medium sized autoclave Small autoclave (very old)Dissolved Oxygen Meters (4 new, 1 very old)BOD Incubator (one new, one relatively new) Refrigerators (2)Vent hoods (3 relatively new)


New dissolved oxygen meters and probesNew pH metersNew conventional spectrophotometerUpgrade of de-ionized water systemNew refrigerator for sample storageConstant temperature incubatorNew bench-top balances


New air manifold system for biological treatability studiesNew specific ion meters (two)New pilot-scale biological treatment systemNew analytical balance

C3. Hydraulics and Hydrology Laboratory


Falling sphere viscometer apparatusFisher TensiomatManometer apparatusCenter of pressure apparatusJet impact apparatusReynolds' apparatus


Fluid meter apparatusPipe friction apparatusOpen-channel flow apparatusSubsonic Wind TunnelCentrifugal Pump/Turbine Demonstration UnitSeries/Parallel Pump Demonstration Unit Infiltration ApparatusGroundwater flow unitPermeametersHydrostatics BenchAxial flow fan demonstrationGear pump apparatusTechnovate branch airflow apparatus

C.3.2. Recent acquisitions

None since 2005 when a TA Rheometer was purchased

Planned Maintenance and Future Acquisitions

Open-channel flow apparatusSeven pieces of equipment will reach their life expectancy in 2017

C.4. Traffic Laboratory


TRAX FLEX HS (2) Road Tube CountersTRAX 2 (1) Road Tube CounterApollyon Traffic Counters (4)Jamar Radar Recorder (2)TDC-12 (1) hand Held Data RecorderDB-200 (1) Hand Held Data RecorderDB – 400 (1) hand Held Data RecorderTRAX Pro SoftwarePetra Pro software


Transportation Software: TransCAD, Paramics, PTV Vision Suite, Synchro, GAMS, ARENA, FLEXSIM, Cube, Cube Voyager, Cube Cargo, Premium Solver Platform, Highway Capacity Software (HCS)


Distance measuring Device


C.5. Geotechnical/Materials Laboratory


AND Electronic Balance (0.1-g precision)Bubble Tube PermeameterDGSI Unconfined Compression Soil Testing SystemDGSI Direct Shear Soil Testing SystemDynamic Cone PenetrometerForney Compression Testing Machine w/ 300,000-lb capacityELE Compression Testing Machine w/ 500,000-lb capacityELE Flexural Beam Tester w/ 22,500-lb capacityGeotest Triaxial Soil Testing SystemHumboldt Fixed-base, Dual-hammer Marshall Compaction HammerHumboldt Rotating-base, Dual-hammer Marshall Compaction HammerOhaus Electronic Balance (0.1-g precision)Ohaus Weigh-Below Electronic Balance (0.1-g precision)Precision Instruments Forced-Draft OvenPrecision Instruments Thin-Film OvenPress-R-Meter Air Content DeviceRainhart Sieve ShakerRice Specific Gravity Testing DeviceRing Shear Soil Testing SystemShaker Table for Soil Density TestingSoiltest Centrifal Asphalt ExtractorSoiltest Direct Shear Testing SystemSoiltest Marshall Stability and Flow TesterSoiltest Proctor Compaction SystemSoiltest Screen Shaker3-cu.ft. Concrete Drum Mixers (3)


Brookfield Rotational ViscometerGCTS Fredlund SWCC DeviceGCTS Resonant Column DeviceHumboldt Marshall Stability and Flow Tester


Environmental Control Chamber (for unsaturated soil testing)Fall Cone ApparatusKneading Compactor (for triaxial specimens)Non-Nuclear Density GageUnsaturated Soil Triaxial Test System


C.6. Structural Engineering Laboratory


Structural Test Hydraulic Linear Actuator w/ 78 kN (15 kip) capacityStructural Test Hydraulic Linear Actuator w/ 110 kN (24 kip) capacityWhisper Pak 12 gpm Hydraulic Power Supply and Service ManifoldSC6000 Desktop Control SystemTinius-Olsen Universal Testing Machine w/ 120 kip capacityNI PXIe-1078, 9-Slot 3U PXI Express Chassis2 Dell Computers and 4 monitors


20 Linear Potentiometers12 LVDTs2 High Resolution Cameras240 Strain gages


Linear Actuator w/ 25 kN (5.5 kip) capacity

C.7. Mechanics of Materials Laboratory


TecQuipment STR2 Bending Moment in BeamsTecQuipment STR3 Shear Force in BeamsTecQuipment STR12 Shear Force in BeamsTecQuipment Strain Gauge Trainer for Tension, Bending and Torsion TestsGunt Hamburg WP 100 Apparatus for Testing Torsion and Deflection


2 Digital Dial Gauges


Load cells.


APPENDIX D. INSTITUTIONAL SUMMARY

D.1. The Institution

D.1.2. Name and address of the Institution

The University of Memphis, Memphis, TN 38152

D.1.3. Chief executive officer:

M. David Rudd, President

D.1.4. Person submitting the Self-Study Report:

Richard J. Sweigard, Ph.D., P.E., Dean

D.1.5. Name the organizations by which the institution is now accred-ited, and the dates of the initial and most recent accreditation evaluations.

Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)

Initial accreditation evaluation: 1936

Most recent accreditation evaluation: March 2015

D.2. Type of Control

State-assisted institution governed by the Tennessee Board of Regents

D.3. Educational Unit

The administrative head of the Herff College of Engineering is Richard J. Sweigard, Ph.D., P.E., Dean. He reports to the Provost who in turn reports to the President. The President reports to the Tennessee Board of Regents, which is governed by the Tennes-see Higher Education Commission. The Dean is responsible for all of the operations in the college. This includes 5 undergraduate programs in engineering and 1 program in engineering technology. Each department chair is responsible for the undergraduate program in his department and reports directly to the Dean.


The 6 programs in the Herff College of Engineering are listed below along with the name of the Department Chair responsible for the program(s).

Program Person Responsible for theProgram

Biomedical Engineering Eugene Eckstein, ChairCivil Engineering Shahram Pezeshk, ChairComputer Engineering Russell Deaton, ChairElectrical Engineering Russell Deaton, ChairMechanical Engineering Sumanta Acharya, ChairEngineering Technology Scott Southall, Chair

The Department of Biomedical Engineering offers Bachelor of Science, Master of Sci-ence and Doctorate degrees in Biomedical Engineering.

The Department of Civil Engineering offers a Bachelor of Science degree in Civil Engi-neering with concentrations in Construction Engineering, Environmental Engineering, Geotechnical Engineering, Structural Engineering, and Transportation Engineering. The Department also offers a Master of Science degree in Civil Engineering and a concentra-tion in Civil Engineering at the Doctoral level.

The Department of Electrical and Computer Engineering offers a Bachelor of Science degree in Computer Engineering and a Bachelor of Science degree in Electrical Engi-neering with concentrations in Computer Engineering, Electrophysics, and Systems & Signals. The Department also offers a Master of Science degree in Electrical and Com-puter Engineering and concentrations in Electrical Engineering and Computer Engineer-ing at the Doctoral level.

The Department of Mechanical Engineering offers a Bachelor of Science in Mechanical Engineering with concentrations in Mechanical Systems, Energy Systems, and Biomedi-cal Systems. The Department also offers a Master of Science degree in Mechanical En-gineering and a concentration in Mechanical Engineering at the Doctoral level.

The Engineering Technology Department offers a Bachelor of Science and a Master of Science degree in Engineering Technology.

A Doctor of Philosophy degree in Engineering is offered on an interdepartmental basis with, as mentioned above, concentrations in Civil, Computer, Electrical, and Mechanical Engineering.

Certain portions of this self-study appendix refer to all programs in the college while other portions refer only to those programs that are being evaluated. This method was selected because many assets are available to students without regard to academic ma-jor or level.


D.4. Academic Support Units

The departments listed below provide support courses required for the Bachelor of Sci-ence degree programs in the Herff College of Engineering.

Supporting Academic DepartmentsAcademic Year 2014-2015

Department ChairBiology Dr. Randall BayerChemistry Dr. Gary EmmertComputer Science Dr. Sajjan ShivaEarth Science Dr. Daniel LarsenEconomics Dr. William SmithEnglish Dr. Joshua PhillipsMathematics Dr. Irena LasieckaPhysics Dr. Jingbiao Cui

D.5. Non-academic Support Units

The non-academic Support Units listed below provide support for all the programs of-fered through the Herff College of Engineering.

Supporting Non-academic UnitsAcademic Year 2014-2015

Non-Academic Support Unit Name and Title of PersonResponsible

Academic Advising and Degree Planning Karen Thurmond, DirectorAcademic Counseling Center Carl Chando, DirectorAcademic Retention and Enrichment Colton Cockrum, Asst. DirectorAcademic Transfer and Articulation Yolanda Mathews, CoordinatorAdult and Commuter Student Services Joy R. Stout, DirectorCareer Services Alisha Rose Henderson, DirectorCenter for Academic Retention and En-richment Services (CARES)

Cecilia Olivares, Director

Center for Writing and Communication William Duffy, Interim DirectorEducational Support Program (Tutoring) Dr. Barbara Bekis, CoordinatorInformation Technology Services Ellen I. Watson, CIO

Martha Harrell, LSP for the HCOELibrary Dr. Sylverna Ford, DeanStudent Success Programs Melvyn Harding, DirectorVeterans Resource Center Joy R. Stout, Director


D.6. Credit Unit

A one-semester credit hour represents one class-hour (55 minutes) or three laboratory-hours (180 minutes) per week. One academic year represents at least 28 weeks of classes, exclusive of final examinations.

D.7. Tables

Table D-1 includes program enrollment and degree production data. The enrollment data is taken from the fall semesters. The University does not have a classification of ‘5th year senior’ except as it runs reports for financial aid purposes. A senior is classified as any student who has completed 90 or more credit hours of coursework. The degree data for the 2014-15 academic year is not available at this time. It will be updated before the site visit. Table D-2 includes staffing in the program’s home department and shared person-nel.


Table D-1. Program Enrollment and Degree Data

Civil Engineering

Academic Year

Enrollment Year Tota

lUn

derg

rad

Tota

lM

S +

PhD*

*

Degrees Awarded

1st 2nd 3rd 4th 5thBache-

lors MastersDoctor-ates*

Current 2014-15FT 27 25 20 43 N/A 115 33 Pending Pending Pending

Year PT 2 3 4 10 N/A 19 91

2013-14FT 25 21 16 44 N/A 106 28 21 8 6PT 5 4 7 13 N/A 29 11

22012-13

FT 31 17 26 42 N/A 116 27 25 5 5PT 1 1 7 12 N/A 21 9

32011-12

FT 30 18 25 32 N/A 105 25 22 9 4PT 4 4 4 16 N/A 28 11

42010-11

FT 20 27 22 34 N/A 103 25 16 5 3PT 1 6 7 12 N/A 26 11

* Doctoral Degree program has one major, Engineering, with four concentrations in, civil engineering, computer engineering, electri-cal engineering, and mechanical engineering. Data shown includes all concentrations.** Only Civil Engineering doctoral students are included here.


Table D-2. Personnel

Civil Engineering

Year1: 2014

HEAD COUNT FTE2

FT PTAdministrative2 (Chair) 0 0.5 0.5

Faculty (tenure-track)3 11.5 2Other Faculty (excluding stu-dent Assistants) 0 0 0

Student Teaching Assistants4 0 3 3Technicians/Specialists(Shared in College) 2 0 0.4

Office/Clerical Employees 1 0 1

Others5 0 0 0


SIGNATURE ATTESTING TO COMPLIANCE


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