Program Self-Study Report

Worcester Polytechnic Institute

Program Self Study Report for the

Civil and Environmental Engineering Program

A report submitted by the Department of Civil and Environmental Engineering:

Leonard D. Albano

Robert A. D’Andrea

Tahar El-Korchi

Guillermo F. Salazar

DRAFT FOR REVIEW

March 2, 2001

TABLE OF CONTENTS

A. Background Information 1

1. Degree Titles 1

2. Program Modes 1

3. Actions to Correct Previous Deficiencies 1

B. Accreditation Summary 1

1. Students 1

2. Program Educational Objectives 1

2. 1 The Program Educational Objectives and the mission of the institution. 2

2.2 Significant constituencies of the program. 2

2.3 Processes to establish and review the Program Educational Objectives 2

2.4 Involvement of constituencies. 3

2.5 Results 3

2.6 Continuous Improvement 3

2.7 Achievement of the Program Educational Objectives. 3

3. Program Outcomes and Assessment 4

3.1 Program Outcomes 4

3.2 Program Outcomes and Outcome Requirements of Criterion 3. 4

3.3 Program Outcomes and Program Educational Objectives 7

3.4 Assurance that graduates achieve Program Outcomes. 8

3.4.1 Importance of the MQP and courses as assessment tools 8

3.4.2 Courses Review and Assessment 12

Example of Program Outcome Assessment Criteria 12

3.5 Results 18

3.5.1 MQPs 18

3.6 Continuous Improvement 21

Defining and assessing outcomes to demonstrate student performance in MQPs 21

Defining and assessing outcomes to demonstrate student performance in courses 22

3.7 Review Materials 24

3.8 Transfer students. 24

3.9 Transfer of Credits 24

4. Professional Component 24

4.1 Engineering practice 24

4.1.1 The curriculum 24

4.1.2 Major design experience. 24

4.2 Professional component, 24

4.2.1 Mathematics 24

4.2.1 Basic Sciences, 24

4.2.3 Engineering Topics 24

4.2.4 General Education 24

5. Faculty 24

5.1 Competency of the faculty. 24

5.2 Faculty involvement 24

5.2.1 interactions with students 24

5.2.2 Advising, 24

5.2.3 Service 24

5.2.4 Professional Development 24

5.2.5 interactions with industry 24

5.3 Size of the faculty. 24

6. Facilities 25

6.1 Classrooms 25

6.2 Laboratories 25

6.3 Computing 25

6.4 information infrastructures 25

6.5 Modern engineering tools. 25

7. Institutional Support and Financial Resources 25

7.1 Budget for the program. 25

7.2 Institutional support 25

7.3 Financial resources 25

7.4 Constructive leadership. 25

7.5 Professional development 25

7.6 Resources 25

7.6.1 Acquisition 25

7.6.2 Maintenance 25

7.6.3 Facility operation 25

7.6.4 Equipment 25

7.6.5 Support personnel 25

7.6.6 Institutional services 25

8. Program Criteria 25

8.1 Requirements 25

8.2 Curricular Content 26

8.2.1 Courses 26

8.2.2. Major Qualifying Projects 26

8.2.3 WPI at Large 26

8.3 Faculty Qualifications 26

9. Cooperative Education Criteria 26

10. General Advanced-Level Program 26

Appendix I - Additional Program Information 27

A. Tabular Data for Program 27

B. Course Syllabi 27

C. Faculty Curriculum Vitae 27

Appendix II - Institutional Profile 28

I. Background Information Relative to the Institution 28

A. General Information 28

B. Type of Control 28

C. Regional or Institutional Accreditation 28

D. Faculty and Students 28

E. Mission 28

F. Institutional Support Units 28

II. Background Information Relative to the Engineering Unit 29

A. Engineering Educational Unit 29

B. Programs Offered and Degrees Granted 29

C. Information Regarding Administrators 29

D. Supporting Academic Departments 29

E. Engineering Finances 29

F. Engineering Personnel and Policies 29

Personnel 29

Faculty Salaries, Benefits, and Other Policies 29

Faculty Workload 29

Supervision of Part-time Faculty 29

G. Engineering Enrollment and Degree Data 29

H. Definition of Credit Unit 29

I. Admission and Graduation Requirements, Basic Programs 29

1. Admission of Students 30

2. Requirements for Graduation 30

J. Non-academic Support Units 30

Appendix II 31

Tables 31

Appendix III Other Information 32

1. CEE Course Assessment Workbook 32

2. CEE Department MQP Review Form 37

LIST OF TABLES and FIGURES

Table 1. Program Outcomes 4

Table 2 Correlation between Program Outcomes for CEE Department and ABET Criteria 3 5

Table 3 Correlations between Program Outcomes and Program Objectives 7

Table 4 Matrix Linking Program Outcomes to Elements of the Curricula 9

Table 5 CEE department Curriculum Chart 11

Table 6 Proposed Principles of Civil Engineering Addressed in the Six Fundamental Courses 12

Table 7 Significant Correlations between Program Outcomes and Course Content 15

Table 8 Program Outcomes indicated by faculty in 1999/2000 MQP assessment 19

Table 9 Capstone design experience indicated by faculty in 1999/2000 MQP review 19

Table 10. Capstone design experience indicated by Working Committee in 1999/2000 MQP review 20

Figure 1 Assessment Flow Chart 23

Program Self-Study Report

for Civil and Environmental Engineering

A. Background Information

1. Degree Titles

Bachelor of Science in Civil Engineering

2. Program Modes

Day program.

3. Actions to Correct Previous Deficiencies

B. Accreditation Summary

1. Students

2. Program Educational Objectives

The Civil and Environmental Engineering program at WPI prepares graduates for careers in civil engineering, emphasizing professional practice, civic contribution, and leadership, sustained by active life-long learning. The curriculum combines project-based learning environment with a broad background in the fundamental principles of civil engineering. Students have the flexibility to explore various civil engineering disciplines and career opportunities.

Educational Objectives of the CEE Program

A graduate should be able to apply the fundamental principles of mathematics, science, and civil engineering to analyze and design a component, process or system.
A graduate should have the interpersonal and communication skills, an understanding of ethical responsibility, and a professional attitude necessary for a successful engineering career.
A graduate should have the ability to engage in life-long learning.
A graduate should have an appreciation for the interrelationships among basic knowledge, technology, and society.

2. 1 The Program Educational Objectives and the mission of the institution.

The CEE Faculty at large is responsible to define and, as necessary, update, the Department’s educational mission, academic program objectives, and program educational outcomes. This activity is coordinated through the Department’s Curriculum Assessment Committee (CAC). In accordance with ABET 2000 requirements, the review and evaluation process must include verification that

· Objectives are published and consistent with the Department’s mission and ABET 2000 criteria

· A process is in place to determine and periodically evaluate these objectives

· The objectives are based on needs of constituents

· The curriculum and processes are directed toward achievement

· Evaluation is completed to ensure achievement, and

· The results of this evaluation are used to improve effectiveness of the program.

2.2 Significant constituencies of the program.

The significant constituencies of this program are:

· The students

· The faculty

· WPI Alumni

· The Advisory Board

· WPI Committees

· Industry, Government, Professional Societies

2.3 Processes to establish and review the Program Educational Objectives

Systematic evaluation of the CEE Department mission and CEE program objectives will be demonstrated through the following six-step process:

CEE faculty develop, review and, if necessary, update mission. The mission is then provided to appropriate constituency groups for review.
CEE faculty develop, review and, if necessary, update program educational objectives (PEOs). The PEOs are provided to the CAC and the Department’s technical subgroups. The PEOs are also provided to appropriate constituency groups for review.
CEE faculty develop, review and, if necessary, update program outcomes and identify subsets of program outcomes that will be demonstrated by MQPs, courses, and other components of the WPI curriculum. These program outcomes reflect the program educational objectives and ABET 2000 criteria a – k, as described in Sections 3.1, 3.2, and 3.3. The program outcomes (and associated vehicles for assessment) are provided to the CAC, the Department’s technical subgroups, and the appropriate constituency groups for review.
CAC completes MQP assessment as described in Section 3.4. CAC provides recommendations to CEE faculty for improvement of objectives and outcomes.
Technical groups complete course assessment as described in Section 3.4 and provide results to CAC. CAC provides recommendations to CEE faculty for improvement of objectives and outcomes
CEE faculty repeats steps 1, 2, and 3. The process was during the 2000-01 academic year, and it is planned to be repeated periodically thereafter.

2.4 Involvement of constituencies.

[To be added at a later time]

2.5 Results

[Results will become available after C Term, 2001]

2.6 Continuous Improvement

[To be added at a later time]

2.7 Achievement of the Program Educational Objectives.

[To be added at a later time]

3. Program Outcomes and Assessment

3.1 Program Outcomes

Table 1 below lists the Department’s Program Outcomes that have been established based on the program Educational Objectives.

Table 1. Program Outcomes

1. Preparation for engineering practice, including the technical, professional, and ethical components.

2. Preparation for the future changes in Civil Engineering

3. A solid understanding of the basic principles of civil engineering.

4. An understanding of appropriate scientific concepts, and an ability to apply them to civil engineering.

5. An understanding of the engineering design process and an ability to perform engineering design, which includes the multidisciplinary aspects of the engineering design process, the need for collaboration and communications skills, plus the importance of cost and time management.

6. Demonstration of an ability to setup experiments, gather and analyze data, and apply the data to practical engineering problems.

7. Demonstration of an in-depth understanding of at least 1 specialty within CEE

8. Understanding of options for careers and further education

9. An ability to learn independently

10. Broad education envisioned by the WPI Plan & described by the Goal & Mission of WPI

11. Understanding of the Civil Engineering profession in a societal and global context

3.2 Program Outcomes and Outcome Requirements of Criterion 3.

Table 2 below shows how the Program Outcomes relate to the outcome requirements of ABET Criterion 3, a –k..

Table 2 Correlation between Program Outcomes for CEE Department and ABET Criteria 3

Program Outcomes / ABET Criteria 3
1. Preparation for engineering practice, including the technical, professional, and ethical components. / a,b,e,f,k
2. Preparation for the future changes in civil engineering. / i,j,k
3. A solid understanding of the basic principles of civil engineering. / a,b,e,k
4. An understanding of appropriate scientific concepts, and an ability to apply them to civil engineering. / a,e
5. An understanding of the engineering design process and an ability to perform engineering design, which includes the multidisciplinary aspects of the engineering design process, the need for collaboration and communications skills, plus the importance of cost and time management. / c,d,e,f,g
6. Demonstration of an ability to setup experiments, gather and analyze data, and apply the data to practical engineering problems. / b,k
7. Demonstration of in-depth understanding of at least one specialty within civil engineering. / a,c,e
8. Understanding of options for careers and further education, and the educational preparation necessary to pursue those options. / i,j
9. An ability to learn independently / i
10. The broad education envisioned by the WPI Plan, and described by the Goal and Mission of WPI. / d,f,g,h,i,j
11. An understanding of civil engineering profession in a societal and global context. / h,j

3.3 Program Outcomes and Program Educational Objectives

Table 3, below shows the correlation between the Program Outcomes and the Program Educational Objectives.

Table 3 Correlations between Program Outcomes and Program Objectives

Program Outcomes
/ Program Objectives
1.Preparation for engineering practice, including the technical, professional, and ethical components / N. 2
2. Preparation for the future changes in civil engineering. / N. 2, 3
3. A solid understanding of the basic principles of civil engineering / N. 1
4. An understanding of appropriate scientific concepts, and an ability to apply them to civil engineering. / N. 1
5. An understanding of the engineering design process and an ability to perform engineering design, which includes the multidisciplinary aspects of the engineering design process, the need for collaboration and communications skills, plus the importance of cost and time management. / N. 1, 2
6. Demonstration of an ability to setup experiments, gather and analyze data, and apply the data to practical engineering problems. / N. 1
7. Demonstration of in-depth understanding of at least one specialty within civil engineering. / N. 1,2, 4
8.Understanding of options for careers and further education, and the educational preparation necessary to pursue those options. / N. 2,3, 4
9. An ability to learn independently / N. 3
10. The broad education envisioned by the WPI Plan, and described by the Goal and Mission of WPI. / N. 3, 4
11. An understanding of civil engineering profession in a societal and global context. / N. 4

3.4 Assurance that graduates achieve Program Outcomes.

Table 4, shown below, links the Program Outcomes to the elements of the undergraduate curriculum. This establishes a clear relationship between the various elements of the CEE curriculum and the stated CEE program objectives. The Department has adopted the following procedure to achieve that graduates have achieved the program outcomes:

· Reliance on academic advising to guide student course selection.

· Reliance on transcript data to track courses completed by students in each graduating class.

· Recognition that all students must complete an MQP as part of their WPI degree requirements.

· Reliance on distribution requirements in the areas of math and science, engineering science, and engineering design.

· Faculty review of qualitative and quantitative data for outcomes assessment.

3.4.1 Importance of the MQP and courses as assessment tools

Courses and MQPs represent the primary components of the CEE curriculum that can be effectively assessed. Since courses and MQPs are the only available assessment tools, they also need to provide students with exposure to all Program Outcomes. For every Program Outcome it is necessary to identify specific measurable outcomes in the Department’s courses and MQPs that can be uses to assess student learning. Accordingly, for each of the Program Outcomes, the components of the CEE curriculum that would be appropriate for assessment have been identified.

The MQP is ideal for assessment because it has practical significance and all students are required to complete it. Furthermore, formal MQP assessment has been ongoing for six years. However, since each MQP typically addresses a specific sub-area within civil engineering, the MQP may not be an adequate tool to assess the principles of civil engineering and ethics. Consequently, courses are considered to be a more appropriate vehicle for assessing the students’ understanding of CEE principles and ethics, while the MQP is currently considered to be appropriate for assessing most other Program Outcomes. In particular, courses that all (or almost all) students take, such as CE 1030 and the other fundamental courses, provide ideal opportunities for assessment. The assessment plan emphasizes the fundamental courses, and the plan also includes assessment of breadth courses and depth courses to demonstrate how students apply and extend the principles that they’ve learned from the fundamental courses.