Accreditation and Assessment

The Department follows a formal procedure to develop curriculum and assess its program to ensure students are prepared to become leaders and have successful careers. We collect feedback from constituents (alumni and industry professionals) in order to identify career objectives appropriate for a civil engineer within a few years of graduation. We periodically survey alumni and their employers to determine how well these objectives are being met. We also survey and assess students at various points in the BS program to ensure they are acquiring the skills and knowledge associated with the defined career objectives. The program is based on what our students know and can do, not on what is covered in class. The Department is devoted to continuous improvement.


ABET Engineering Commission.

The BS degree in Environmental Engineering is accredited by the Engineering Commission of ABET, 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:

  • Definition of the constituents served by the environmental engineering program
  • Establishment of program educational objectives with our constituents
  • Establishment of student outcomes, in conjunction with ABET
  • An ongoing program of assessment that measures the degree to which the program educational objectives and student outcomes are being met
  • An ongoing program of evaluation to improve the environmental engineering program in response to feedback from the assessment process


The constituencies of the environmental engineering program include:

  • Current students in the environmental engineering program
  • Program alumni
  • Employers of environmental engineering interns and graduates
  • Environmental Engineering Advisory Panel

Program Educational Objectives

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:

  • Satisfy the requirements of their employers for professional practice in environmental engineering
  • Continue their professional development in environmental engineering, including professional licensure, continuing education, and/or graduate study

Student Outcomes

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:

  • Outcome 1: an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  • Outcome 2: an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  • Outcome 3: an ability to communicate effectively with a range of audiences
  • Outcome 4: an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  • Outcome 5: an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  • Outcome 6: an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  • Outcome 7: an ability to acquire and apply new knowledge as needed, using appropriate learning strategies


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.

Evaluation and Continuous Improvement

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:

  • Revision of the Program Educational Objectives
  • Standardization of Student Outcomes
  • New Student Outcomes assessment process
  • Improved prerequisite checking and enforcement
  • Standardization of course syllabi and addition of course assessment matrix
  • Student computing laboratory rehabilitation
  • Formation of advisory panels
  • Outreach Coordinator hired
  • New LinkedIn group