To ensure our environmental engineering students are prepared for future success in their careers, the department follows a formal procedure in the development of curriculum and the assessment of the program. With the help of our constituents, we identify career objectives an environmental engineer should be able to meet within a few years after graduation. We periodically survey our alumni and their employers to find out how well these objectives are being met. We also survey and assess students throughout the duration of the BS program to determine if they are acquiring the skills and knowledge they will need to achieve the defined career objectives. The program is outcomes based—based on what our students know and can do, not based on what is covered in class—and devoted to continuous improvement.
The BS degree in Environmental Engineering is accredited by the Engineering Commission of ABET, http://www.abet.org. With an ABET-accredited BS degree, graduates will have enhanced career opportunities and may eventually apply for registration as a Professional Engineer (PE).
The Department of Civil, Structural and Environmental Engineering has developed formal procedures for self-evaluation and continuous improvement designed to sustain a environmental engineering education of increasing high quality and meet the accreditation requirements of ABET. Key components of this program include:
The constituencies of the environmental engineering program include:
Program educational objectives are broad statements that describe the expected accomplishments of graduates within a few years after graduation. The objectives of the Environmental Engineering program are that graduates will:
Student outcomes describe what students are expected to know and be able to do by the time of graduation. They relate to the knowledge, skills, and behaviors that students acquire as they progress through the program:
Formal assessment activities were initiated in 2001 with the first exit survey of environmental engineering seniors. End-of-semester surveys and the senior exit survey were a component of the department's self-assessment. Since 2002, assessment efforts have been expanded to include examination of student work to determine if student outcomes are being achieved. The effort also includes a comprehensive examination of student experiences in co-ops and performance data from the Fundamentals of Engineering exam. In 2012, a new process was adopted for assessment of student work using performance indicators and grading rubrics.
Program educational objectives, which are developed with the assistance of a target group of employers and other constituents, are assessed through surveying of our alumni and their employers.
In response to the feedback received from the assessment program, the department is engaged in an ongoing program of self-improvement. Recent examples of these activities include: