In order to review, evaluate, and monitor our program, and meet specific educational standards, Bachelor of Science in Civil Engineering of our Department is in the process of accreditation by ABET (Accreditation Board for Engineering and Technology – USA). Program Educational Objectives and Program Outcomes defined by our Department are presented. To keep track of how and where program outcomes are addressed in the curriculum, a mapping between the course learning objectives of each course and the program outcomes was made.
Program Educational Objectives (PEO)s are meant to guide the program toward continual improvement, as well as to provide concrete and measurable steps toward achievement of goals. Also, the PEOs provide the link between the program and the needs of key stakeholders in the program and the missions of the college. Our curriculum and associated processes are planned and organized to assure that these objectives can be achieved. Processes include the means to develop, deliver, evaluate, and improve the curriculum. The PEOs are listed as follows:
Objective 1: Provide an understanding in mathematics, science and engineering with emphasis on problem-solving skills.
Objective 2: Prepare students with high level engineering knowledge and technical competency to use techniques, skills, and modern engineering tools that allow them to work effectively as civil engineers and in related job functions in consulting, industry, government and academia.
Objective 3: Expose students to modern equipped laboratory and competency to design and conduct experiments, analyze and interpret data including computer skills.
Objective 4: Offer curriculum to students to design a project, system or process incorporating engineering codes and standards including realistic constraints.
Objective 5: Encourage students to work as a multi-disciplinary team including the ability to develop oral and written communication skills for effective technical communication and professional information.
Objective 6: Provide an understanding of professional practice issues, ethical issues, contemporary issues and global issues.
Objective 7: Deliver written and verbal communication and instructions in English.
A program outcome is a skill, understanding, knowledge, or other characteristic that describe what students are expected to know and are able to do by the time of graduation as well as during their professional career. Each program outcome will be demonstrated and assessed within the academic program. Achievement of outcomes is correlated (as shown in Table 3‑1) with the achievement of the program objectives and the results of the program outcomes assessment are applied to improve the program. As a result of achieving the Program Educational Objectives, our students will be expected to posses each of the following outcomes that is consistent with the ABET Outcomes.
Our graduates are expected to have:
Outcome 1. An ability to apply knowledge of mathematics, science, and engineering
Outcome 2. An ability to design and conduct experiments, as well as to analyze and interpret data
Outcome 3. An ability to design a system, component, or process to meet desired needs
Outcome 4. An ability to function on multi-disciplinary teams
Outcome 5. An ability to identify, formulate and solve engineering problems. This includes the ability to evaluate and synthesize information and develop alternative solutions
Outcome 6. An understanding of professional and ethical responsibility. Ensuring the occupational and public safety and for constructing work in a professional and ethical manner
Outcome 7. An ability to communicate effectively. This includes the ability to articulate professional ideas clearly and precisely, prepare written materials and make oral and written presentations
Outcome 8. The broad education necessary to understand the impact of engineering solutions in a global and societal context.
Outcome 9. Recognition of the need for, and an ability to engage in life-long learning.
Outcome 10. Acknowledgment of contemporary issues.
Outcome 11. An ability to use the techniques, skills and modern engineering tools necessary to civil engineering practice.
Outcome 12. An understanding Civil Engineering practice in procurement of work, biding, professional interactions and importance of professional licensing in construction
Outcome 13. An ability to pass the FE examination [pending until approved]
Mapping of Program Educational Objectives [PEO] and Program Outcomes [PO]
of Civil Engineering Department, KSU
|
Program Educational Objectives [PEO]
|
Program Outcomes [PO] |
|
1. Provide an understanding in mathematics, science and engineering with emphasis on problem-solving skills
|
i) An ability to apply knowledge of mathematics, science, and engineering [ABET a]
ii) An ability to identify, formulate, and solve engineering problems [ABET e]. This includes the ability to evaluate and synthesize information and develop alternative solutions
|
|
2. Prepare students with high level engineering knowledge and technical competency to use techniques, skills, and modern engineering tools that allow them to work effectively as civil engineers and in related job functions in consulting, industry, government and academia.
|
i) An ability to pass the FE examination
ii) An ability to use the techniques, skills and modern engineering tools necessary to engineering practice [ABET k] with proficiency in one of the seven basic areas of Civil Engineering namely: structures, geotechnical, transportation, water resources, construction, environmental engineering and surveying.
iii) An ability to design a system, component, or process to meet desired needs [ABET c]
|
|
3. Expose students to modern equipped laboratory and competency to design and conduct the experiments, analyze and interpret data including computer skills |
i) An ability to design and conduct experiments, as well as to analyze and interpret data [ABET b] in at least two areas of Civil Engineering
|
|
4. Offer curriculum to students to design a project, system or process incorporating engineering codes and standards including realistic constraints. |
i) An ability to design a system, component, or process to meet desired needs [ABET c]
ii) A recognition of the need for, and an ability to engage in life-long learning [ABET i]
|
|
5. Encourage students to work as a multi-disciplinary team including the ability to develop oral and written communication skills for effective technical communication and professional information. |
i) An ability to function on multi-disciplinary teams [ABET d]
ii) An ability to communicate effectively [ABET g]
iii) An ability to articulate professional ideas clearly and precisely, prepare written materials and make oral and written presentations
|
|
6. Provide an understanding of professional practice issues, ethical issues, contemporary issues and global issues
|
i) Understanding Civil Engineering practice in procurement of work, biding, professional interactions and importance of professional licensing in construction
ii) An understanding of professional and ethical responsibility [ABET f]. Ensuring the occupational and public safety and for constructing work in a professional and ethical manner
iii) A knowledge of contemporary issues [ABET j]
iv) The broad education necessary to understand the impact of engineering solutions in a global and societal context [ABET h]
|
|
7. Deliver written and verbal communication and instructions in English
. |
i) An ability to communicate effectively [ABET g]
|
The Program Outcome assessment plan is set to primarily confirm that the students are achieving the desired outcomes and to be used to improve the program success and the student learning, based on real evidence. The following proposed set of outcomes assessment mechanisms will be used:
For those outcomes that are closely matched to specific course content, student exam grades provide an excellent measure of satisfaction of program outcomes, provided that each course exam is prepared carefully to address all listed course objectives. Analyzing the student grades in each course can explore the degree of achievement of program outcomes, to reveal any actions needed for program improvement or adjustment.
Each course taught by the department undergoes a student evaluation at the end of each semester, by filling the Student Course Evaluation Form (Appendix-C). Each course has its own form that is composed from two major parts, the first part measures, from the student point of view, the degree of his satisfaction towards the class, instructor, text books and computer labs, while the second part measures the degree of the student's satisfaction towards the degree of achievements of the course learning objectives. Results of these surveys will reveal how students are perceiving the quality of the courses, and to look for problematic patterns with certain courses or faculty members. Individual faculty members use the evaluations to monitor student perception of their courses, and to make improvements and adjustments as appropriate. The general form of the survey as well as a sample for a specific course student evaluation survey forms are given in Appendix C.
Faculty members are required to fill in and submit a Faculty/Course Self-Assessment form for each course at end of each semester. The form addresses the course learning objectives, grades, and general satisfaction of student comprehension of prerequisites including math, science, and English. Results of such survey will be useful for both the Department Chairman as well as the faculty member to take any necessary actions to improve the graduate’s quality in accordance to the program outcomes. The general forms of the survey as well as an example for a specific Faculty/Course Self-Assessment Forms are given in Appendix C.
Graduating students are required to fill in the exit-survey forms, after completing the degree requirements. The Exit-Survey Form measures the level of satisfaction of the graduates about the program outcomes as a whole independent of specific course or instructor and it provides a mature perspective on the effectiveness of the program on achieving its objectives. In addition, it can reflect the positive and negative aspects of the students toward the program. Analyzing the results of the survey will help the department to take appropriate actions for further improvements of the program. The form of the survey is given in Appendix C.
The Alumni survey will be conducted biannually, beginning one year after graduates have completed their degree. Most of the questions asked measure the impact of program outcomes in the performance of the graduates. These data provide useful information and are particularly helpful for continuous evaluation and improvement of the program. The results of such survey play a role both in assessing the program outcomes and monitoring program quality and effectiveness. The form of the survey is given in Appendix-C.
The effectiveness of the program outcomes can be assessed and measured through the Employment Survey Forms, since the employer is one of the main constituencies. A sample of the employer survey is given in Appendix-C. Such survey will be conducted at least one year after employment and be submitted by the employer to express his satisfaction towards the graduates on the quality, knowledge, ability of communicating effectively, continuing learning and working in a professional way and multi-disciplinary teams. The employer feedback will have an appreciable overview in improving the program and significant influence on taking appropriate actions to adjust any short comes in the program.
The FE exam is expected to be taken by our graduates, when approved. It will represent a necessary step for professional qualification. As an independent external measurement assessment tool, by analyzing its results it can provide an important measure of the program success in providing the students with fundamental engineering knowledge.