abet self-study report civil... · 2011. 5. 3. · abet self-study report for civil engineering...

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for the

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at

UUnniivveerrssiittyy ooff PPuueerrttoo RRiiccoo –– MMaayyaaggüüeezz

((UUPPRRMM))

Mayagüez, Puerto Rico

July 1, 2008

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.

Prof. Hiram Gonzalez, MSCE, P.E., Chief Editor Assessment & Accreditation Coordinator

[email protected]

Table of Contents

BACKGROUND INFORMATION ............................................................................................................2

CRITERION 1. STUDENTS....................................................................................................................17

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ..............................................................29

CRITERION 3. PROGRAM OUTCOMES..............................................................................................42

CRITERION 4. CONTINUOUS IMPROVEMENT ................................................................................67

CRITERION 5. CURRICULUM............................................................................................................108

CRITERION 6. FACULTY....................................................................................................................123

CRITERION 7. FACILITIES.................................................................................................................139

CRITERION 8. SUPPORT.....................................................................................................................147

CRITERION 9. PROGRAM CRITERIA ...............................................................................................152

APPENDIX A – COURSE SYLLABI ....................................................................................................154

APPENDIX B – FACULTY RESUMES ................................................................................................282

APPENDIX C – LABORATORY EQUIPMENT...................................................................................357

APPENDIX D – INSTITUTIONAL SUMMARY..................................................................................366

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Self-Study Report

CCiivviill EEnnggiinneeeerriinngg PPrrooggrraamm

BBaacchheelloorr ooff SScciieennccee iinn CCiivviill EEnnggiinneeeerriinngg ((BBSSCCEE))

UUnniivveerrssiittyy ooff PPuueerrttoo RRiiccoo –– MMaayyaaggüüeezz ((UUPPRRMM))

BACKGROUND INFORMATION • Contact information

The primary pre-visit contact persons for this program are:

Prof. Ismael Pagan-Trinidad, Department and Program Chairman Department of Civil Engineering and Surveying,

University of Puerto Rico – Mayagüez P.O. Box 9041 Mayagüez, Puerto Rico 00681-9041 Ph. No.: (787)265-3815 or (787)832-4040 Exts. 3559, 3434 Fax No.: (787)833-8260 E-mail: [email protected] or [email protected] Prof. Hiram Gonzalez, Program ABET Coordinator Department of Civil Engineering and Surveying

University of Puerto Rico – Mayagüez P.O. Box 9041 Mayagüez, Puerto Rico 00681-9041 Ph. No.: (787)832-4040 Ext. 2172 Fax No.: (787)833-8260 E-mail: [email protected]

• Program History

Historical Background of the Program: The Civil Engineering Program was established in 1913 and has been in operation ever since. It was mainly a males program until the 70’s when women began arriving at the program. A significant increase in the number of female students also took place in the mid 70’s, continuing to grow and becoming what is perhaps one of the largest producers of female Civil Engineers in the United States (as published by ASEE and detailed later in this report). The program remained mainly a teaching program until early the 80’s. The faculty workload load has been continuously evolving, from almost 100% teaching in 1980, to about 50% teaching and 50% research and other scholarly activities at present time. The Civil Engineering Program has been ranking among the first 20 in graduating Civil Engineers and among the first three graduating women civil engineers in the United States.

The program has been continuously accredited by ABET up to present time, with the last full re-accreditation under the new ABET EC2000 Criteria taking place in 2003. The following


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sections will summarize some major developments in the Civil Engineering Program and in the Institution that have occurred since the ABET 2002 visit. A major effort has been oriented toward a curriculum revision in harmony with the ABET EC2000 Accreditation Criteria.

Major Developments/Changes since the Last Accreditation Visit: Although the Civil Engineering Department continued to expand and fine-tune its assessment and student learning improvement efforts, one major development has been the institutionalization of continuous improvement and assessment processes at all levels within UPRM. The experience gained in outcomes assessment and in the development of assessment instruments was subsequently utilized as a springboard towards successful institutional reaccredidation, and thereafter, in the establishment of a permanent office to propel and sustain the institutionalization of continuous improvement across all academic and administrative units on campus.

More specifically, concrete steps have been taken to revise, develop, and implement assessment plans across all administrative and service units, and across all academic programs at UPRM, under the direct guidance of this program’s Assessment Coordinator, Prof. Hiram González, who authored both the “Institutional Plan for the Assessment of Student Learning” (Figure A) and the main template for the “Institutional Administrative Assessment Plan”. Needless to say, all academic assessment plans within the institution abide by and follow formats in line with ABET’s outcomes criteria. Therefore, assessment now takes place at different levels and results are compiled, analyzed, and provided by various offices within UPRM, in accordance with these plans.

Inherent to the ABET accreditation efforts was the establishment of a permanent office within the College of Engineering, called the System for the Evaluation of Education (SEED) in mid-year 2001, with the goal of developing assessing strategies for the undergraduate engineering programs. Its description, activities, and documentation can be found at http://ing.uprm.edu/english/abet.php and at http://seed.uprm.edu/english/index.php

In February 2003, the Continuous Improvement Educational Initiative (CIEI) was established. The role of this new two-year initiative was to not only prepare for the joint institutional re-accreditation visit in 2005 from the Middle States Commission on Higher Education (MSCHE) and the Puerto Rico Council on Higher Education (PRCHE), but to also sustain the institutional assessment process in the long run. This two-year initiative was the result of the momentum, experience and successes of the ABET accreditation process of 2002.

This effort led to the development of two institutional assessment plans, namely: the Overall Institutional Assessment Plan and the Institutional Plan for the Assessment of Student Learning. The two plans are conceptually represented below (Figure B), with the Student Learning Assessment Plan at the core. A team of external evaluators visited UPRM in March 2005, during which the institution received 22 commendations in 10 out of 14 standards. These efforts are described and completely documented at http://www.uprm.edu/msa/ and at http://www.uprm.edu/omca/.

The Office of Continuous Improvement and Assessment (OMCA in Spanish) was created by the University Board on September 8, 2005. This office would permanently institutionalize the culture of continuous improvement and assessment within the campus. This new office (OMCA) began with a full-time director and a full-time secretary, which, more recently, also added a fulltime assessment specialist. Additionally, two steering teams, an Academic Steering Team, and an Administrative Steering Team, along with a selected group of


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advisors guide the operations of the office. This was soon followed by a thrust to review and update the student learning assessment plans for all academic programs in all four academic colleges.

Furthermore, with a template designed by this program’s Assessment Coordinator,

Administrative Assessment Plans were developed by all (100%) administrative and service support units/offices at all institutional levels (118 in total), to assess the effectiveness of these units in support of academic processes and student learning activities, aiming to justify Strategic Plans to continuously improve on their functions services. All of these plans can be accessed at: http://www.uprm.edu/omca/assessment_plans/Administrative/. Our program’s plan and its administrative support and service activities have been given the rating of “Best Practices” by UPRM’s OMCA Office.

Figure A. Institutional Student Learning Assessment Plan


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Figure B. Conceptual Diagram of Strategic Planning and Assessment at UPRM

Upon approval of the Student Learning Assessment Plan, the Academic Senate at UPRM went further and issued a certification (Certification # 04-12 of March 2004) mandating that student learning assessment plans and results must be submitted for the approval of all program revisions and any new courses or programs. An excerpt of this Certification with the mandate (as published, in Spanish) is shown as Figure C. The full Certification is available at: http://www.uprm.edu/msa/Documents/certificacion04-12.pdf .

Figure C. Excerpt of Academic Senate Certification # 04-12 (16 March 2004) mandating Assessment Plans and results to justify course or program revisions, or the creation of new ones.


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The assessment and continuous quality improvement (CQI) efforts and processes established by our Civil Engineering Program, as published in our “Department Plan for The Assessment of Student Learning” (Figure D), were chosen as the “pilot” for the establishment of similar programs within the whole institution. We led the way in the “institutionalization” of outcomes assessments and continuous improvement. So far, our efforts have been rated highly by many assessment experts. As an example we cherish, a personal note that Dr. Theodore A. Bickart, President Emeritus of the Colorado School of Mines and ABET Evaluator Trainer/Certifier, sent us right after his 3-day visit in April 2006 to present his “ABET Accreditation Workshop: What Program Evaluators Know and Faculty Members Need to Know”, which we quote below:

“I want you to know that you were a highlight of my time in Mayagüez. I learned what an enormous impact you have had in bringing assessment for effectiveness to the campus as well as to your department. The care you have given to building a continuous improvement process is exceedingly evident in the core documentation you have assembled. So much so that I shared the URL to the campus site for continuous improvement and, especially, the URL to your materials pertaining to civil engineering with my colleague, Professor Barbara Moskal, at the Colorado School of Mines who is in the process of establishing a Center for Assessment: Science, Technology, Engineering, and Mathematics. (Her teaching is in mathematics, but her at-the-forefront research is in educational methodology and assessment.).” Theodore A. Bickart

Figure D. Civil Engineering’s Student Learning Assessment Plan


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Processes:

Although some of the processes we now have in place are fairly new, most are simply formalizations of procedures we have followed for many years. Over the last nine (9) years we have been formalizing the continuous quality improvement (CQI) processes we use in such matters as establishing program educational objectives, program outcomes, assessment tools and strategies, making changes in the curriculum, introducing new courses in response to the needs of industry, and incorporating ABET a-k outcomes/principles, among others. We have already been accredited once under the new ABET EC2000 Criteria in 2003, from which we have developed our current continuous quality improvement system.

Most of the preparation for the ABET accreditation process has been made possible with the efforts of the faculty, in particular of the area coordinators. The department has committed to this effort by assigning one faculty member on a part time basis to coordinate the department’s assessment and accreditation activities and to represent the department on the College of Engineering’s ABET Committee. The whole initiative has been accomplished under the direct supervision of the head of the department. The faculty and other personnel have participated through meetings, workshops, orientations, survey activities, and by their full compliance, commitment and participation in the outcomes assessment and continuous improvement processes established by their own consensus.

We believe that our success in implementing ABET EC2000 Criteria can be attributed, in many ways, to what we call our “Keep It Short & Simple (KISS)” philosophy. With the heavy academic load and responsibilities of the faculty seemingly increasing, KISS has been the key to having everyone buy into these processes and in gaining everybody’s support and commitment into making things happen, with minimum friction or resistance.

Physical Plant and Facilities: In the area of infrastructure we have;

• Completed the construction of an office with desks and tables for the 8 undergraduate student organizations, for them to carry out their administrative activities and work.

• Acquired a mobile facility administered by the university’s Cafeteria Management Office. It was established nearby the Civil Engineering Building to facilitate access by our students and save significant time in traveling back and forth to the main cafeteria facilities.

• Rehabilitated and enhanced the Computer Aided Instruction and Research Laboratory as a main resource for the education in special and modern information technologies.

• Acquired new and modern surveying equipment; such as: total stations, GPS receptors, a GPS community base station, and other printing and plotting equipment.

• Developed specialized instrumentation and shake table lab facilities for demonstrations and experimental experiences for students taking structures courses. This is intended to provide hands-on experiences that were lacking in the structures courses.

• Started the re-habilitation of the building roof at a total cost of $70,000.

• Rehabilitated the Environmental Engineering Lab with state of the art equipment and


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facilities.

• Improved the auditorium with a modern projection system where students can make presentations in a professional setting.

• Started with the first phases of a comprehensive traffic and parking rehabilitation process by reorganizing the parking spaces, installing mechanical arms to control traffic, and identifying alternative modes to better serve students’ transportation needs.

• Completed the removal of asbestos material from our facilities: roofs, tiles, and air-conditioning ducts.

• Upgraded the department’s electrical systems by replacing an old bars system with a transformer system. New wiring and distribution boxes stabilized and improved the power system.

• Replaced all the illumination systems at the structures and materials laboratory with more efficient lights.

• Removed the old central cold-water air-conditioning system, including all ducts, pumping machines, and temperature control equipment, and replaced it with local console units.

• Disinfected and painted all offices and administrative units.

• Installed single unit dehumidifiers in every office and laboratory facilities in the basement floor.

• Remodeled the Materials and Construction Laboratory; installed new workbenches; remodeled its administrative offices to provide office space for the laboratory director, the laboratory technician, and for the supporting research students.

• Remodeled and renovated the administrative offices.

Communications and Computer Resources: In these areas we have;

• Upgraded the external communications capacity through a new state-of-the-art fiber optic T1/T2 network, which dramatically increases our access to the Internet and puts us in a leading position among other institutions of higher learning in Puerto Rico. Classrooms, laboratories, administrative offices, and the auditorium were incorporated into the network.

• Rehabilitated and upgraded the internet communication infrastructure by installing new equipment and improving the communication speed from 10Mbps to 100Mbps .

• Enhanced the CAIRel Computer Laboratory by installing 25 new updated computers, two fast printers, and two new television sets. New analyses and design software in Civil Engineering, such as AutoCAD, Micro Station, Eagle Point, and others were acquired to support CAPSTONE and other design courses.


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• Launched various home pages on the web. A departmental home page (http://civil.uprm.edu) displays most of the official department information like orientation documents, academic programs, faculty addresses, and department and student activities.

Faculty: The department has strategically hired ten (10) new professors in tenure-track positions since the 2002 ABET visit, as follows:

• Aldo Alvarez, Surveying • Magda Galloza, Surveying • Luis D. Aponte, Structures • John Clinton, Structures • Beatriz I. Camacho, Geotechnical • Miguel A. Pando, Geotechnical • Alberto M. Figueroa, Transportation • Sangchul Hwang, Hydrology • José L. Perdomo, Construction Management • Yang Deng, Environmental

Of the newly hired faculties, six (6) non-tenure track are still pursuing their PhD degrees through the Professional Development Program of UPR-Mayaguez, as follows:

• Ivette Cruzado, Transportation • Omar I. Molina, Construction Management • Eileen Pesantes, Construction Management • Migdalia Carrión, Transportation • Alexander Torres, Environmental • Eladio Martinez, Surveying

The department has lost five (5) professors since the 2002 visit, in various areas and for different reasons, as follows:

• Aldo Alvarez, Surveying, Resigned • John Clinton, Structures, Resigned • Felipe Luyanda, Transportation, Retired • Ivonne Santiago, Resigned • Roque Roman-Seda, Retired

Our department maintains a faculty recruitment plan as part of its Strategic Plan to recruit faculty according to specialty and needs of particular units. The department uses a variety of vehicles in the recruitment process, including publishing ads in national journals and trade magazines, participating in national conferences, advertising in local news papers, selecting and sponsoring outstanding students to pursue their PhD, and inviting visiting professors. New hires receive reduced workloads during their first two years to give them time to develop research programs. The department also provides them with computers, printers, and limited travel funds or seed money grants.


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Notwithstanding these efforts, the CE Department is finding it difficult to recruit faculty members. The main reason for these recruitment problems is our uncompetitive salary scale. Also, our undergraduate and graduate students receive very attractive offers from U.S. companies. In fact, many of our graduates at the Bachelor’s level are receiving salary offers that are higher than the salaries of faculty members with Ph.D. degrees. Clearly, it takes a unique, highly motivated individual to choose to work at UPRM, particularly since first–rate output in research, service, and lecturing is expected from all faculty members. Programs: The Civil Engineering Program continuously revises its curriculum to implement the feedback from our established assessment processes. These processes are based on ABET EC 2000 criteria. The Academic Affairs Committee is in charge of curriculum revisions. We have designed the program structure for the latest revision. It is in its final stage in the department. However, significant continuous revisions have taken place, with course revisions and with the creation of new courses. These will be detailed later under Criterion 4 of this report. Among other specific actions that took place are:

• Led an initiative to develop a curricular sequence and to provide a Certificate in Project Management in coordination with various other departments. Various courses were created for the benefit of this curricular sequence.

• Led community service activities in a multidisciplinary effort by various departments to help with the creation of the “Community Services Institute” (Instituto de Servicios a la Comunidad, in Spanish).

• Increased the department’s presence and communication with contracting agencies and institutions at the local and national level.

• Strengthened the advising program by enhancing the orientation resources and activities to undergraduate students: probation students meetings; freshmen students orientations by counselors, senior students, and faculty; publishing of updated orientation manual; formal orientations for participation in summer research and work internships (over 50 students participate every summer); developing the professional practice experience to over 30 companies every summer; increasing in the number of undergraduate students participating in undergraduate research experiences; and others.

• Upgraded the CAPSTONE Course experience into one with a broad, creative, and comprehensive professional experience where students, graduate assistants, faculty, practicing professionals, and government officials participate in identifying a significant community or industry need. Students lead the way to resolve the need by means of creative engineering processes, recommending solutions on a sustainable and constructive way.

• Continued to develop the new educational research office, namely, System for the Evaluation of Education (SEED), to support the department’s outcomes assessment efforts.

• Proposed and obtained approval for 29 new courses and for 28 revisions of existing courses, both undergraduate and graduate. A detailed listing of the 13 undergraduate courses


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(subject of the accreditation visit) that underwent creation or revision is presented under Criterion 4, further ahead in this report.

• Began the regular teaching of the GIS and remote sensing courses.

Research: The research initiatives in the department have strengthened the graduate studies program and publishing initiatives:

• Fifteen (15) PhD students and 84 Masters Degree students have obtained their degrees.

• Consistently, over 90 students apply annually to our graduate programs, with 464

applications since 2003. • During the year 2006-2007 alone, we published 14 refereed articles in international

journals (with 5 still under revision), 27 articles in books or international conference proceedings, 3 non-refereed articles, 17 poster presentations, and made 13 oral presentations in scientific and technical meetings.

• During the year 2006-2007 alone, a total of 54 proposals ($20.5 M) were submitted,

and 42 projects ($5.2 M) were funded, with the active participation of 22 professors from our Department.

Students:

• Eight student organizations are sponsored by the department under an umbrella coordinating organization which is composed of each student’s organization president. It coordinates the interaction among the different individual organizations, in a mutually supportive way.

• Increased students participation in nationally recognized competitions, such as: Annual ASCE Regional Conference and Competition (Steel Bridge, Concrete Canoe, and various other events); the ACI concrete cube competition; the wooden bridge competition; the NSPS national surveying competition; and others. Students have been successful in their participation in the various competitions. They continuously impress all with their ability to work effectively together.

• In 2006-2007 alone, 262 students registered in non-traditional courses (alternative learning). Also, 53 senior students participated in internship experiences in the United States and 40 in professional and/or COOP practice, for a total of 93. This is nearly 80% of our graduating class for the same period. Therefore, we are getting close to reaching our goal of having 100% of our seniors taking part in such practical experiences outside of our campus.

• Consistently, over 90 students apply annually to our graduate school program. About

80 are accepted and about 60 actually register.


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• The number of students in the program has averaged around 800 students per year, with about 140 students per year in the first four years.

• Students’ performance measured by their passing success in Civil Engineering

courses has improved to about 90%. Honor students have increased from about 100 to over 200 at the present time.

• Options The following options are offered in our Civil Engineering Program:

• Bachelor of Science in Civil Engineering (BSCE) Degree – 179 semester credit-hours in a 5-yr Program.

• Certificate for a Curricular Sequence in Project Management – 18 semester credit-hours, within and outside of the curriculum.

• Certificate in Environmental Engineering – 15 semester credit-hours, within the curriculum.

• Organizational Structure The University of Puerto Rico (UPR) is a well established and mature institution, with a

total enrollment of over 69,000 students. This University System consists of the Mayagüez Campus, the Medical Sciences Campus, and the Río Piedras Campus, which are dedicated to both undergraduate and graduate education; and the Colleges at Aguadilla, Arecibo, Bayamón, Carolina, Cayey, Humacao, Ponce, and Utuado which provide undergraduate education. Each autonomous institutional unit has a Chancellor as chief administrator and academic officer.

The Board of Trustees is the governing body of the University of Puerto Rico. The President of the University, the chief executive officer of the University system, is appointed to an indefinite term by the Board of Trustees.

The Mayagüez Campus, known officially as the University of Puerto Rico-Mayagüez (UPRM), serves a student population of 12,136 students. The Chancellor is the chief executive officer of the institutional unit. An Administrative Board acts as an advisory body to the Chancellor, and grants tenure, promotions and leaves of absence. The Academic Senate at UPRM is the official forum of the academic community and is tasked with the formulation of academic processes within the University’s legal structure. These organizational structures are described in detail in pages 4-5 of our Institutional Academic Catalog, which can be found at http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf .

The faculty is composed of the chancellor, the deans, department directors and the teaching personnel. The General Regulations of the University of Puerto Rico define the faculty's functions, privileges, duties, and rights. These are published (in Spanish) as “Reglamento General de la UPR”, and can be found at http://www.upr.edu/sindicos/docs/reglamento.pdf .


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The College of Engineering (CoE) is led by its Dean, Dr. Ramón Vasquez. The Department of Civil Engineering and Surveying (INCI) is responsible for the Civil Engineering Program (subject of this ABET accreditation visit), and is led by its department Director/Chairman, Prof. Ismael Pagan-Trinidad. Figures E and F depict organizational charts for each of these organizations, respectively.

• Program Delivery Modes

The program is offered in the basic level, traditional lecture/laboratory, and conventional day mode.

• Deficiencies, Weaknesses or Concerns Documented in the Final Report from the Previous Evaluation(s) and the Actions taken to Address them

A review of this program was conducted by ABET in 2002. No major Deficiencies or Weaknesses were noted. Only one Concern was reported, as follows:

Program Concern: Interaction between the practitioners in the field and the faculty could be strengthened. It appears that encouraging practitioner’s participation in the Capstone Course would enhance the program.

Although we agreed with the fundamental issue expressed by the statement, and with the

point that such interaction can be strengthened, as there is always room for continued improvement, we respectfully argued against designating it as a “program concern”. In fact, we provided data in the Program Self-Study submitted to ABET and updated just prior to the accreditation visit, which reflected that 53% (19 of our 36 Professors at the time) were or had been practitioners with government and/or industry practice outside of the academic environment, with over 131 years of accumulated professional practice. Of the aforementioned 36 faculty members, 24 were registered Professional Engineers (PE) or Professional Land Surveyors (PLS), 1 was a registered Attorney at Law, and 5 possessed EIT licenses. Therefore, 86% of our faculty at the time had, or were in the process of finalizing their professional licensure. Furthermore, the 2-page curriculum vitas for each of our faculty also reflected this extensive practitioner experience within our program. These stats have improved over the past six (6) years. Our Civil Engineering faculty is by far the one with the most practical or practitioner experience among all programs in our College of Engineering.

From those resources alone, we can argue that the students in our program have constant interaction with field practitioners. But that is not all. We provide that experience through several other means and resources, too many to mention. We proceed to list some:

• Capstone Course professors were selected, and some specifically hired, for their practitioner experience, particularly in civil engineering design. In addition, we make strong use of guest speakers and lecturers from different sources and for different topics, like:

Annual Conferences/Workshops on “Environmental Permissiology”.


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Dean of Engineering

Dr. Ramón E. Vásquez

Dean for Academic Affairs

VACANT

Chemical Engineering Department

Dr. David Suleiman

Engineering Science & Materials Department

Dr. Walter Silva

Industrial Engineering Department

Dr. Agustín Rullán

Dean for Administrative Affairs

Prof. Waldemar Ramirez

Mechanical Engineering Department

Dr. Paul Sundaram

Civil Engineering & Surveying Department

Prof. Ismael Pagán

Dean for Research

Dr. José Colucci

Electrical & Computer Engineering Department

Dr. Isidoro Couvertier

Industrial Advisory Board

COOP Program Mrs. Ellen Acarón

SEED Office Dr. Mario Rivera

Organizational Chart College of Engineering

University of Puerto Rico – Mayagüez

Figure E. Organizational Chart of the College of Engineering (CoE) at the University of Puerto Rico-Mayagüez (UPRM)

(As of 30 May 2008)


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Figure F. Organizational Chart of the Department of Civil Engineering and Surveying (INCI) at the University of Puerto Rico-Mayagüez (UPRM)

(As of 30 May 2008)

Ismael Pagán TrinidaDirector

Director Seismic Strong Movement Network

Dr. José A. Martínez Cruzado

Director Civil Infrastructure Research Center

Dr. Luis A. Godoy

Director Transportation Technology Transfer Center

Dr. Benjamín Colucci

DIRECTOR / CHAIRMAN Ismael Pagán Trinidad

Adm. Secr. V Mrs. Ruth E.

Román

Adm. Secr. IV Mrs. Madeline

Carrero

Dr. Ricardo López Associate Director for

Graduate Studies

Dr. Luis A. Godoy Associate Director for

Research

Off. Student Affairs Mrs. Antonia

Carrero

Adm. Official II Mrs. Myriam Hernández

Adm. Asst. III VACANT

Adm. Secr. I Ms. Lissa Perea

Coordinator Computer Center Mr Octavio Ortiz

Associate Director for Academic Affairs

VACANT

Organizational Chart Department of Civil Engineering and Surveying

University of Puerto Rico - Mayagüez

LAB COORDINATORS & TECHNICIANS

Materials Lab. Dr. Felipe Acosta

Mr. Monserrate Cruz, Tech

Structures Lab. Dr. Daniel Wendichansky

Mr. Elvis Ramos, Tech Mr. Ivan Santiago, Tech

Geotechnical Lab. Dr. Miguel Pando

Mr. Jaime Ramirez, Tech

Transportation Lab. Dr. Didier Valdés

Surveying Lab. Dr. Linda Vélez

Mr. Roberto Caraballo, Tech

Environmental Lab. Dr. Ingrid Padilla

Mrs. Perla Torres, Tech

Computers Center Mr. Octavio Ortiz

RESEARCH CENTERS


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Annual Presentations/Workshops on “Procedures for Project Submittals”. Lecturers/Collaborators from the Corps of Engineers, EPA, and others. Guest lecturers every semester on the topics of “Construction Permits and

Regulations” and “Construction Safety” Strong interaction with industry management officers, where students are placed

in a position to solve real-world problems in the area of Project Management. Constant interaction with high-level professionals of government and industry.

• Annual interaction of students with ASCE professional practitioners from Puerto Rico and the United States by means of the Regional ASCE Conference/Competition activities. This is a whole-year effort experience, where we have participated and competed in all events since the year 2000, culminating with a First Prize “Overall” from amongst 30 universities in the ASCE Southeast Region.

• Constant interaction of selected students with practitioners through participation with government and industry in our COOP Program.

• Interaction through Course INCI 4057 “Civil Engineering Practice” with government and industry every summer.

• Interaction through Course INCI 4137 “Introduction to Transportation Engineering”, in which the major course project (equivalent to a partial exam) requires constant interaction with specific members of the Puerto Rico Department of Transportation and Public Works.

• Participation in Project Meetings of the Earthquake Commission, with recognized experts in the field.

• Periodic presentations sponsored by EERI (Earthquake Engineering Research Institute), on the subjects of computer programs on structural design, as well as others.

• Close interaction with the Puerto Rico Electric Power Authority and with all geotechnical companies in Puerto Rico, particularly the Jaca & Sierra Co., which has provided soils data and participated with our students in studies for the placement of several seismic stations throughout Puerto Rico.

• Numerous and constant field trips/visits to ongoing civil engineering projects and activities throughout the island.

• Multiple interaction opportunities coordinated and executed by our seven (7) student professional organizations, in all areas of civil engineering, throughout the years. We strongly believe that the criteria are currently satisfied and we will continue to ensure positive and effective interaction between our faculty, our students, and civil engineering practitioners. Our program remains open to further scrutiny.


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CRITERION 1. STUDENTS

The program must evaluate student performance, advice students regarding curricular and career matters, and monitor student’s progress to foster their success in achieving program outcomes, thereby enabling them as graduates to attain program objectives.

The program must have and enforce policies for the acceptance of transfer students and for the validation of courses taken for credit elsewhere. The program must also have and enforce procedures to assure that all students meet all program requirements.

• Student Admissions Rules and standards for student admissions are covered in detail and published in the

Academic Catalog for Undergraduate Studies, which can be found at:

http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf Admission to UPRM is based on an admission index formula. The General Admission

Index (IGS, in Spanish) is based on the Aptitude Test of the College Entrance Exam (CEEB) and on the High School graduation Grade Point Average (GPA). It is calculated as follows: 50% of the score is based on high school (GPA) academic index; 25% on the mathematical aptitude score; and 25% on the verbal aptitude score on the Aptitude Test of the CEEB. These raw scores are converted to a scale figure in order to obtain the IGS, up to a highest possible value of 400. Admission is granted to students whose index strictly complies with the minimum value established by the Administrative Board. Admission index (IGS) varies according to program demands and admission limitations.

Admission to the Civil Engineering Program at UPRM is highly competitive. The minimum Admissions Index for students admitted into the Civil Engineering Program last year was 320. Table 1-1 presents our history of admissions standards for freshmen admissions for the past five years.

Our students and graduates are generally of high quality. The number of first year students admitted to the program has been strategically maintained at 140-160 per year since 1996. Transfer students have been a success story. Of some 200 students that apply to the program annually, about 100 are admitted. Most of these students complete the degree successfully.

The program’s curricular requirement of 179 credit hours can be completed in 5 years, but the average time to complete the degree in 2006 was 6.39 years. This situation is due in part to the highly demanding program and to the increasing participation of students in CO-OP and internship programs and in work experiences. Many companies and agencies come to our Job Fairs to recruit our graduates – forty one (41) at the most recent fair; among them Boeing, Boston Scientific, Dewberry, Dupont, ExxonMobil, Halliburton, New York & Maryland DOTs, EPA, USGS, NRC, Federal Highway Administration, U.S. Army Corps of Engineers, Nuclear Regulatory Commission, Puerto Rico Department of Transportation, just to name a few. The average starting salary for our graduates is about $35,000 per year. About 60% of our graduates indicate a willingness to pursue graduate degrees after graduation. Detailed assessment data on these statistics will be presented later under Criterion 4.


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Table 1-1. History of Admissions Standards for Freshmen Admissions for Past Five Years

Composite CEEB1 Adm. Index IGS2 Percentile Rank in High

School Academic Year MIN. AVG. MIN. AVG. MIN. AVG.

Number of New Students

Enrolled

2002-2003 1,167 1,296.73 325 337.40 163 169.01 153 2003-2004 1,167 1,301.00 327 339.52 164 170.06 153 2004-2005 1,159 1,285.52 324 338.48 162 169.50 132 2005-2006 1,169 1,297.70 324 335.86 162 168.22 151 2006-2007 1,135 1,294.91 320 337.22 160 168.88 127

1 College Entrance Examination Board (CEEB) Exam is used at UPRM instead of the ACT or SAT 2 An Admissions Index (IGS) formula combining CEEB & GPA is used instead of the ACT or SAT

• Evaluating Student Performance Evaluation of student performance is directly linked to our Program Outcomes through

Course Syllabi, which in turn influence our Program Educational Objectives, as shown in Appendix B. The tables in the individual course syllabi indicate the relation of each course to the various program outcomes and objectives. Thus the performance of students in individual courses, as reflected by their grades and by their performance with respect to the skills and outcomes covered in those courses, obtained through the course assessment tools in place, are a good indication of how well the program is meeting the corresponding objectives. Individual instructors use this information to make appropriate adjustments on how they present the courses. Area coordinators also use the information to recommend changes in courses and prerequisites, and to ensure that program outcomes and objectives are met.

Student performance is evaluated in many ways throughout the 5-year program. In addition to the time-tested methods of evaluating assignments, quizzes, examinations, and other student works, various other tools are used to determine success in meeting course and program outcomes. One is a Course and Skills Assessment Form, which is a form of assessment conducted by every student in every course at the end of each semester. Another is an evaluation of the whole program in the form of an Exit Survey that all students must complete before graduation. These anonymous surveys ask the students to evaluate, for each of our outcomes and skills, whether they feel these were met and to what extent. These and other outcomes assessment tools to evaluate student performance are described in detail later under Criterions 2, 3, and 4.

On an annual basis, the results obtained from the different assessment tools and methods are tabulated and analyzed, and then made available to the Department’s and to the College of Engineering’s System for the Evaluation of Education (SEED) Offices, to the Academic Affairs Committee, and then to faculty, students, and other constituencies, for further analysis and decision-making with the intention of continued improvement.

Monitoring of student’s progress occurs throughout a student’s time in the program. UPRM has policies on “Satisfactory Academic Progress” and on “Retention Standards”, which are published in the Academic Catalog and elsewhere. The Civil Engineering Program has a formal policy on academic performance designed to identify and help students having problems.


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The grades of all students are reviewed at the end of each semester and are evaluated based on this policy. Students are evaluated on a semester basis, and those who are not making satisfactory progress are put on probation and advised of what they need to do to get back in good standing. Failure to overcome deficiencies results in dismissal from the program.

• Advising Students

Student advising is one of our means for the “insurance of compliance and achievement” of our Program Outcomes by all of our students before their graduation. The faculty is called upon to identify those students lacking in the required program skills and outcomes, whether within their courses or not, and to take immediate corrective action through academic and/or professional advising, either by doing it themselves or by referring to other faculty with the appropriate expertise, to ensure these students reach the expected levels of achievement before they are certified for graduation. We see student advising as the assurance of the “final closing-of-all-loops” and as the only tool that can lead us to accomplish the seemingly difficult task of ensuring that all students achieve all program outcomes before graduation. The faculty advises, motivates, and helps students with their academic and professional development throughout the whole 5-year program. The Department Chair follows the advising activities closely and provides collective advice himself. Professors advise students continuously during their appointed office hours and keep them informed of any special events in the classroom and during regular course hours. The faculty considered and approved their commitment to be available for students academic and professional advising.

Besides the day-to-day advising, additional mechanisms have been implemented to create interaction between students, faculty, and administrative personnel:

a. The Department’s Informative Manual for Undergraduate Studies is updated annually. This manual was prepared to complement the UPRM catalog and includes information about the civil engineering profession, department facilities, employment opportunities, faculty and other personnel, curriculum, academic regulations, and courses. It also includes contact information for students to reach faculty, administrative personnel, and university services;

b. Each faculty member supports a professional advising system during office hours. They also provide presentations about professional careers and opportunities, academic regulations, and research work related to their fields;

c. Orientations by the Director, the Associate Director, and the two academic counselors regarding academic regulations, accomplishments and activities in the department and opportunities for graduate studies are offered throughout each semester;

d. Detailed documents, which include specific instructions and advice, are published before the beginning of each registration process and are distributed and discussed in the undergraduate orientation meeting. For those not attending the orientation, copies are made available through the department and in the Web Page;

e. Various bulletin boards are located strategically throughout the department; one for student affairs, one for registration information, and two for general student information and


20

issues, including specific information from our student associations. Students are granted every opportunity to ask questions and to make recommendations and suggestions.

f. All students are oriented on line via their official university email addresses. Information regarding academic affairs, administrative affairs, activities, job opportunities, internship opportunities and other information relevant to student’s advising needs is provided.

The UPRM Counseling Office also allocates a civil engineering student advisor who has an office at the department and is available for consultation, either at her main campus’ office or at the department. She also teaches UNIV 0004: University Success Skills, a freshman advising and counseling course for new college students. All freshman students are required to take the course UNIV 0004, where they are oriented on university and academic regulations, professional opportunities, and other opportunities for students.

A college-wide Tutoring Program offers remedial help in basic academic areas such as Mathematics, Physics, Chemistry, Spanish, and English. Tutors are selected from among honor students and/or advanced students.

The institutional Counseling Program for Student Athletes helps student athletes overcome difficulties inherent to their particular situation: how to suitably split their time and energy between sports and study.

Non-academic advising, counseling, and guidance are offered to the students on a campus–wide basis so that they may achieve a better understanding of themselves and make adequate adjustments to the college environment. In order to better serve those students with special needs, the department regularly makes use of the academic support services in the UPRM. Faculty and academic counselors assess the situation of the students and, when appropriate, guide the students to university services for counseling on emotional or family problems, test anxiety, or financial problems. Programs and services are aimed at diminishing the negative impact of everyday stresses and helping students cope with academic and environmental demands.

The institutional Department of Guidance and Counseling provides personal counseling, career and life planning, testing, and psychological and social work services. Counselors assist students with personal, educational, and career development issues and concerns. They also teach the freshman orientation course, UNIV 0004: University Success Skills. Psychologists provide individual therapy, crisis intervention, and offer workshops and lectures on personal, emotional, and social growth topics. Social workers provide individual, couple, and family interventions on social issues such as parent’s relationships, communication, violence, pregnancy, and financial needs. Workshops are offered throughout the year according to student needs on topics such as stress management, assertiveness, personal and social growth, study skills and habits, time management, and decision making.

The Civil Engineering Department’s Web Page includes links to the advising and counseling services, information, and documents, including the Informative Manual.

• Transfer Students and Transfer Courses

UPRM’s policies and general criteria on transfer students and transfer credits are published in the Academic Catalog and elsewhere. Any student who has approved courses taken


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at any college-level accredited institution outside the University of Puerto Rico or who is requesting transfer from one program to another within our campus shall be considered a transfer student applicant.

Our department treats the subject of transfer students and courses very seriously, both to ensure that students get credit for coursework they have completed elsewhere, and to ensure that they are indeed well prepared to continue with the program. Students may request transfer to the Civil Engineering Program from any of the programs offered at the various campuses of the UPR system (internal transfer), or from any other accredited institutions of higher learning (external transfer).

Internal Transfers Policy: Students whose admission index is equal to or better than that required for the Civil Engineering Program in their year of admission must have a general grade point average (GPA) of 2.75 or better and must have approved at least 80% of all credit hours attempted. For students who have not finished the first year, a GPA is not required. For students still in their first year, their entrance IGS will be honored.

Students with a minimum of 24 approved credit hours must have a minimum general GPA of 3.00, with at least 9 credit hours in math and science courses. These courses must be among the following (or their equivalent): MATH 3005, 3031, and CHEM 3001, 3002. These students must have approved at least 80% of all credit hours attempted.

Students with a minimum of 48 approved credit hours have three options:

a. Option 1 is for students with a minimum GPA of 2.90, and at least 2.90 in Math, Physics, Chemistry, and Engineering Science courses, of which they must have approved the following courses (or their equivalent): MATH 3005, 3031, and CHEM 3001. These students must have approved at least 80% of all credit hours attempted.

b. Option 2 is for students with a minimum GPA of 2.70, and at least 2.70 in Math, Physics, Chemistry, and Engineering Science courses, of which they must have approved the following courses (or their equivalent): MATH 3005, 3031, 3032, CHEM 3001, 3002, and PHYS 3171, 3173. These students must have approved at least 80% of all credit hours attempted.

c. Option 3 is for students with a minimum of 64 credit hours and a minimum GPA of 2.00, and at least 2.50 in Math, Physics, Chemistry, and Engineering Science courses, of which they must have approved the following courses (or their equivalent): MATH 3005, 3031, 3032, 3063, 4009, CHEM 3001, 3002, PHYS 3171, 3173, 3172, 3174, and INGE 3011, 3016, 4001. These students must have approved at least 75% of all credit hours attempted.

Students that have already completed their Bachelor’s Degree in Surveying and Topography with a graduation GPA of 2.50 or more can transfer to the Civil Engineering program and pursue a second degree.

External Transfers Policy: Students coming from other accredited institutions must have at least 48 approved credit hours with a minimum GPA of 3.00, and at least 3.00 in Math, Chemistry, Physics, and Engineering Science courses, of which they must have approved the following courses (or their equivalent): MATH 3005, 3031, and CHEM 3001. These students must have approved at least 80% of all attempted credit hours.

Students with Associate Degrees in Technology must have graduated with a minimum GPA of 3.50, and must have approved at least 80% of all credit hours attempted.


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Students coming from ABET accredited engineering programs must have 48 approved credit hours and will be evaluated in accordance with the internal transfer policy.

Students from the engineering articulated transfer program at UPR-Bayamón and UPR-Ponce must have 48 credits approved and must be in good standing in order to directly transfer to our program at UPRM. This is like a direct pass to our program because they were initially admitted to our Civil Engineering program based on their admissions index when they entered the UPR system. If any of them requests a different program, they are evaluated as internal transfer students with the 48 credit options. Other students transferring from these institutions, but from non-engineering programs, are evaluated as regular external transfers.

Validation of Credits from Elsewhere: For courses taken at other institutions, transfer credit is evaluated taking a number of factors into consideration, including: accreditation status of the institution where the course was taken; textbook and syllabus, course notebook of the student, homework and exams, and interview with the student. Per UPRM policy, only those courses with a grade of C or better will be evaluated for credit transfer. The maximum number of transferable credits is half of the total required for the degree. When in doubt, a conservative approach is taken, so that students may be required to take a course that repeats material covered in a course taken at the previous school.

Table 1-2 provides data on our program’s transfer students for the past five (5) years.

• Graduation Requirements

UPRM’s graduation requirements and standards are published in the Academic Catalog and elsewhere. Monitoring ensures that each graduate completes all graduation requirements for our program.

Two academic counselors are responsible for maintaining student records and keeping track of their progress through the program by means of a form designed for the purpose. A copy of this form is given to the students so that they may keep up with their own progress. These officials have computer terminals in their offices, connected with the Campus mainframe computer through the university LAN system, so that they can obtain firsthand information from the central records about any civil engineering student. Multiple database reports are available online for the department’s use. Whenever any irregularity is detected in a record, the student is called in for an interview. Steps are then taken to correct the irregularity as soon as possible.

We have taken steps to ensure that students understand and assume responsibility for monitoring their curriculum and for the planning of their semester programs. Students are required to maintain up-to-date copies of their curriculum form with all approved courses and grades and bring them to the registration process. This has provided the personnel working on the registration an opportunity for providing a much more effective orientation to the student.


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Table 1-2. Transfer Students for Past Five Academic Years

Academic Year Number of Transfer Students

Enrolled 2003-2004 36 2004-2005 56 2005-2006 44 2006-2007 81 2007-2008 97

To ensure students meet program and graduation requirements, two semesters prior to graduation (at the start of the student’s senior year), students are required to file a formal application for graduation. At that time the Department’s Academic Counselor conducts a thorough review of the records with the assistance of an official from the Registrar’s Office. They make sure that the student will complete all institutional requirements for the degree. The list of graduation candidates is reviewed and approved by the faculty at department and college levels before the Registrar grants a final certification of graduation. The Registrar’s Office has to certify that the student has met all academic requirements before graduation.

• Enrollment and Graduation Trends

At present, the number of undergraduate students enrolled in our Civil Engineering Program is 871 (838 full-time and 33 part-time), which accounts for 19% of the College of Engineering undergraduate registration. Graduates for last academic year (2007-08) totaled 123. Total enrollment in the program has remained nearly steady during the past six years at around 800 students.

According to the American Society of Engineering Education’s (ASEE) “Profiles in Engineering and Engineering Technology Colleges (2005)”, we place No. 2 in the nation (from among 213 colleges and universities) in the number of female civil engineering graduates, and No. 11 in total number of civil engineering graduates.

The student population background is fairly diverse. Recent data (2005) from the Office of Institutional Research and Planning (OIRP), obtained by means of a Freshmen Student Survey, reflects a New Student Profile (PNI, in Spanish) with a population 65% male and 35% female. The PNI also shows that 96% of our incoming students are between the ages of 17 and 18. Over half of them (57%) have an average High School GPA between 3.50 and 4.00, which attests to their quality and competitiveness at enrollment time. Approximately 70% have earned scholarships to defray the costs of their college education. The majority (93%) comes from the public school system. Many took courses in high school to prepare themselves better for the upcoming engineering program; 77% had already taken Pre-Calculus, 24% had taken Calculus, nearly 50% had taken Introduction to Computers, 95% had taken General Chemistry, 90% had taken General Physics, and 63% Advanced Mathematics. They are already thinking in terms of life-long learning, with 82% planning to pursue graduate studies, and 31% aspiring to Doctoral degrees.

Of great meaning to us is that the majority of incoming students (94%) chose UPRM because of our academic programs, which attests to their quality and recognition abroad. Civil


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Engineering accounts for 24% of the surveyed newcomers. Of note is the fact that 90% chose their academic program because it is the field and/or profession of their main interest.

Table 1-3 provides our enrollment trends for the past five (5) years and Table 1-4 provides data on our program’s last 25 graduates.

Figures 1-1 through 1-3 provide graphical representations of our student retention and loss rates from 1st to 2nd Year, from 2nd to 3rd Year, and from 3rd to 4th Year, respectively, from 1995 to 2004. We feel that these rates are excellent. They reveal, for the most part, retention rates in the high 80 and 90 percent, which is a reflection of the commitment, performance, and excellent quality of our students and our program.

Table 1-5 in combination with Figure 1-4 provide data on the variation of average time to graduation (in years) for the Civil Engineering Program at UPRM, from 1995 through 2006. Data was collected and maintained by the Office of Institutional Research and Planning (OIRP) at UPRM. An electronic site linkage is provided for any further review. Time to graduation shows a downward trend and reflects that, although our curriculum is set to a 5-year program, it is currently taking nearly over 6 years to complete. As previously stated, this is due in part to the highly demanding program and to the increasing participation of students in CO-OP and internship programs and in work experiences. Figures 1-5 and 1-6 combine to provide graphical representations of the average graduation GPAs and number of graduates for the Civil Engineering Program at UPRM over the years, from 1995 through 2006. These show that while the number of graduates seems to be reducing, the graduation GPAs seem to be increasing, resulting in a higher quality product.

Table 1-3. Enrollment Trends for Past Five Academic Years Year

2003-2004 Year

2004-2005 Year

2005-2006 Year

2006-2007 Year

2007-2008 Full-time Students 779 790 794 819 838 Part-time Students 28 38 34 36 33 Student FTE1 786.58 813.83 817.17 841.08 859.61 Graduates 104 111 97 116 123 1 FTE = Full-Time Equivalent


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Table 1-4. Program Graduates (For Past Five Years or last 25 graduates, whichever is smaller)

Numerical Identifier

Year Matriculated

Year Graduated

Prior Degree(s) if Master Student

Certification/ Licensure

(If Applicable)

Initial or Current Employment/

Job Title/ Other Placement

1 2003 2008 N/A Grad School 2 2000 2008 N/A OSHA Fluor Daniels, Houston TX 3

2002 2008 N/A FE Taken Southern Co. - Georgia Power

4 2003 2008 N/A EIT, OSHA

Nat'l Forest Service, Civil Engr.

5 2002 2008 N/A

US Army Corps of Engineers, New Orleans

6 2002 2008 N/A

US Army Corps of Engineers, GS-7

7 2003 2008 N/A OSHA AMS/Gilbane, PR 8 1998 2008 N/A SLC, Corp, PR 9 2003 2008 N/A Law School (IAU) 10 2002 2008 N/A OSHA 11 2002 2008 N/A OSHA 12 2003 2008 N/A 13

2001 2008 N/A OSHA Burns & McDonnell, Houston TX

14 2002 2008 N/A Accenture, Washigton DC 15 2002 2008 N/A OSHA D. Construction 16

2002 2008 N/A FE Taken Keiwit Southern Co. Hqs, Cost Estim.

17 2001 2008 N/A OSHA


18 2003 2008 N/A Grad School (UPRM) 19

1998 2008 N/A Grad School (Univ of Buffalo)

20 2003 2008 N/A OSHA 21 2002 2008 N/A Grad School 22 2003 2008 N/A OSHA Own (Father's) Const. Co. 23

2003 2008 N/A US Corps. Engineering, ST. Louis, MO

24 2003 2008 N/A


25 2002 2008 N/A OSHA (NOTE: ABET recognizes that current information may not be available for all students)


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75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

Ret

entio

n / L

oss

Rat

es

Year

Student Retention & Loss Rates (1st to 2nd Yr)Civil Engineering Program

1995-2004

% Loss 4.9% 1.4% 6.2% 5.3% 5.3% 6.1% 11.7% 5.2% 14.4% 6.1%

% Retention 95.1% 98.6% 93.8% 94.7% 94.7% 93.9% 88.3% 94.8% 85.6% 93.9%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Figure 1-1. Student Retention & Loss Rates (1st to 2nd Yr) for CE Program at UPRM

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Ret

entio

n / L

oss

Rat

es

Year

Student Retention & Loss Rates (2nd to 3rd Yr)Civil Engineering Program

1995-2004

% Loss 10.4% 7.1% 15.4% 12.3% 12.8% 11.5% 22.1% 11.7% 17.6% 0.0%

% Retention 89.6% 92.9% 84.6% 87.7% 87.2% 88.5% 77.9% 88.3% 82.4% 0.0%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Figure 1-2. Student Retention & Loss Rates (2nd to 3rd Yr) for CE Program at UPRM

100.0%


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0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Ret

entio

n / L

oss

Rat

es

Year

Student Retention & Loss Rates (3rd to 4th Yr)Civil Engineering Program

1995-2004

% Loss 16.5% 14.2% 23.1% 20.2% 17.3% 19.1% 27.9% 18.8% 0.0% 0.0%

% Retention 83.5% 85.8% 76.9% 79.8% 82.7% 80.9% 72.1% 81.2% 0.0% 0.0%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004

Figure 1-3. Student Retention & Loss Rates (3rd to 4th Yr) for CE Program at UPRM

Table 1-5. Average Time (Yrs) to Graduation Civil Engineering Program1

(1995 – 2007) Total Male Female

Grad. Year Degrees

Granted

Average Time

to Graduate

Degrees

Granted

Average Time

to Graduate

Degrees

Granted

Average Time

to Graduate

1995 94 6.96 64 7.15 30 6.55

1996 137 6.30 107 6.34 30 6.15

1997 136 6.41 93 6.41 43 6.39

1998 105 5.98 74 6.00 31 5.93

1999 148 6.46 92 6.69 56 6.07

2000 99 5.89 70 6.07 29 5.47

2001 143 5.98 99 6.14 44 5.64

2002 122 6.07 68 5.86 54 6.33

2003 135 5.85 73 5.76 62 5.95

2004 104 5.82 77 5.80 27 5.89

2005 111 6.05 74 6.11 37 5.92

2006 97 6.39 67 6.57 30 5.98

2007 116 75 41

1 Data from UPRM’s Office of Institutional Research and Planning (OIRP)

http://oiip.uprm.edu/docs/graduacion/TIME_TO_DEGREE_CLASES_1995_2006.xls


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Figure 1-4. Average Time to Graduation for the Civil Engineering Program at UPRM.

Average GPA & Number of GraduatesCivil Engineering Program

1995-2007

2.70

2.75

2.80

2.85

2.90

2.95

3.00

3.05

3.10

3.15

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Year of Graduation

Avg

. GPA

80

90

100

110

120

130

140

150

160

Num

ber o

f Gra

duat

es

Avg. GPA No. of Grads

Figure 1-5. Average GPA and No. of Graduates for the Civil Engineering Program at UPRM.

Average Time to Graduation BSCE

5.00

5.50

6.00

6.50

7.00

7.50

8.00

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

Graduation Year

Ave

rage

Tim

e (Y

rs) t

o Gra

duat

ion

TotalMaleFemaleTotal TREND

http://oiip.uprm.edu/docs/graduacion/Cr%e9ditos_GPA_Promedio_Bachiller_1991_2006.xls


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Number of BSCE Degrees Granted

0

20

40

60

80

100

120

140

160

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Graduation Year

No. o

f Deg

rees

Gra

nted

TotalMaleFemale

Figure 1-6. Number of Degrees Granted by the Civil Engineering Program at UPRM. Evidence that will be available to show achievement of this Criterion will include:

• Published transfer policies (catalog, brochures, posters, web page, etc) • Examples of transfer applications analysis • Examples of credit validations analysis (for courses from elsewhere) • Flowcharts used to show/follow/explain transfer procedures • Posters on advising information and procedures • Any other materials requested in advance of the visit


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CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

Each program for which an institution seeks accreditation or reaccreditation must have in place:

(a) published educational objectives that are consistent with the mission of the institution and these criteria

(b) a process that periodically documents and demonstrates that the objectives are based on the needs of the program's various constituencies

(c) an assessment and evaluation process that periodically documents and demonstrates the degree to which these objectives are attained.

------------------------------------------------------------------------------------------------------------------------------------------

ABET Definition: Program educational objectives are broad statements that describe the career and professional accomplishments that the program is preparing graduates to achieve.

ABET Definition: Assessment under this criterion is one or more processes that identify, collect, and prepare data to evaluate the achievement of program educational objectives.

ABET Definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program educational objectives are being achieved, and results in decisions and actions to improve the program.

• Mission Statements The Department of Civil Engineering continually assesses its undergraduate program in a process consistent with its established vision and mission. As part of a continuous process of refinement and upgrade of our program, our faculty maintains direct contact with practitioners in industry and government and with professional societies, which provide continuous support and collaboration. We receive their feedback, recommendations, and suggestions on how to improve on our successes. Our most recent vision and mission statements are the result of extensive periodic reviews by faculty, students, and other members of our constituency. The current versions were first developed and approved on 29 March 2001. These versions were reviewed and re-approved at a Faculty Meeting on 9 May 2007.

VISION

We provide society with people serving, problem solving professionals in civil engineering and surveying.

MISSION OF THE CIVIL ENGINEERING PROGRAM Provide our society with high quality professionals having a strong education in civil engineering and/or land surveying; with rich cultural, ethical, environmental, and social sensitivities; capacity for critical thinking; and the entrepreneurial skills to solve civil infrastructure problems. Search for and disseminate new knowledge. Provide services to solve engineering problems as members of interdisciplinary teams.


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The Civil Engineering Program’s mission and objectives are clearly consistent with the mission of the UPRM College of Engineering, as approved by the College’s faculty on 8 May 2001. It reads as follows:

MISSION OF THE COLLEGE OF ENGINEERING

Provide Puerto Rico, our neighbors, and the rest of the world with professionals having a strong education in engineering and related areas, with rich environmental, ethical, cultural, and social sensitivities; with capacity for critical thinking and for becoming leaders on their fields.

It is also our mission to conduct research, expand and disseminate knowledge, promote an entrepreneurial spirit, provide service to the community, and pursue the innovation and application of technology for the benefit of our global society, with particular emphasis on Puerto Rico.

The Civil Engineering curriculum is designed to meet the needs of all students within the context of our vision and mission. Our mission served as the basis for the development of specific program educational objectives and program outcomes and for the subsequent selection of evaluation and assessment methods and tools used in determining whether the outcomes and objectives are being met. These will all be discussed in the sections ahead.

• Program Educational Objectives

The Civil Engineering Department has developed Program Educational Objectives (PEOs) that are consistent with the mission and goals of UPRM, the College of Engineering, and the Civil Engineering Program, as well as with ABET’s General Criteria for Engineering Accreditation in the United States, with ASCE’s Program Criteria for Civil Engineering Programs, and with the expressed needs of its constituencies. We defined these PEOs as “broad statements that describe the expected accomplishments of graduates during the first few (5) years after graduation,” in accordance with EAC-ABET’s intent for that term. Our faculty reviewed and re-approved these PEOs on 9 May 2007.

Our PEOs are published and publicized by many means; i.e., posters in all classrooms, hallways and general areas, brochures, Academic Catalog, departmental and institutional student learning assessment plans, freshman orientations, presentations, workshops, Departmental Web Page (http://civil.uprm.edu/), College of Engineering Web Page (http://www.abet.uprm.edu/academic_programs/civil_eng.htm), and Institutional Web Page (http://www.uprm.edu/msa/Reports/Assessment_Civil_Engineering.pdf), among others. All of these can be reviewed prior to and during the accreditation visit.

Table 2-1 includes a listing of our program educational objectives, reflecting their relationship with ABET’s Criterion 3 (a-k Outcomes). This table shows that there are multiple links between our program educational objectives and ABET’s Criterion 3 (a-k) outcomes.


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Table 2-1 PROGRAM EDUCATIONAL OBJECTIVES

Our Civil Engineering graduates will …

1. Address the challenges that they will face in their careers. 2. Pursue life-long learning and continue to develop their problem-solving skills. 3. Exhibit leadership and team-building skills in a bilingual setting. 4. Provide quality service to the profession, to our government, and to our society. 5. Function as effective members of interdisciplinary teams. 6. Apply current and innovative engineering technologies and criteria.

Program Educational Objectives

Criterion 3 (a-k Outcomes) 1 2 3 4 5 6

a. math/science/engineering … X X X X X X b. conduct experiments … X X X c. engineering design … X X X X X d. multi-disciplinary teamwork... X X X e. problem solving … X X X X f. professionalism & ethics … X X X g. communication skills … X X h. broad educ & global impact... X X X X i. lifelong learning … X X j. contemporary issues … X X X X X k. modern tools & techniques … X X X X

• Consistency of the Program Educational Objectives with the Mission of the Institution Both the Civil Engineering Program’s and the College of Engineering missions are in line

and totally consistent with the institutional mission of UPRM, which clearly describes our institutional academic product or outcome, as follows:


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MISSION OF THE INSTITUTION (UPRM)

Within the philosophical framework established by the University of Puerto Rico Act, the

Mayagüez campus directs its efforts towards the development of educated, cultured citizens, capable of critical thinking, and professionally qualified in the fields of agricultural, social, and natural sciences, engineering, humanities and business administration. They should be able to contribute in an efficient manner to the cultural, social, and economic development of the Puerto Rican and international community.

This process is aimed at endowing our alumni with a strong technical and professional

background and to instill a strong commitment to Puerto Rico and our hemisphere. Our alumni should have the necessary skills and knowledge to participate effectively in the search for solutions to the problems facing us, to promote the enrichment of the arts and culture, the development and transfer of technology as well as to uphold the essential attitudes and values of a democratic society. The institutional mission statement was recently revised (2004). The structure and scope of UPRM’s student learning assessment program flows from this mission. It is because of this broad mission with its responsibilities to all of Puerto Rico’s citizens, and to our hemispheric and international community, that UPRM’s assessment program also looks broadly at the effectiveness of our academic programs and services.

In accordance with its institutional mission and with current higher education trends, UPRM established its current Institutional Student Learning Outcomes, as follows:

By the time of their graduation, UPRM students will be able to:

a. Communicate effectively. b. Identify and solve problems, think critically, and synthesize knowledge appropriate to

their discipline. c. Apply mathematical reasoning skills, scientific inquiry methods, and tools of

information technology. d. Apply ethical standards. e. Recognize the Puerto Rican heritage and interpret contemporary issues. f. Appraise the essential values of a democratic society. g. Operate in a global context, relate to a societal context, and demonstrate respect for

other cultures. h. Develop an appreciation for the arts and humanities. i. Recognize the need to engage in life-long learning.

Every academic department/program at UPRM was directed to develop matrixes

depicting the relationship of their program outcomes and objectives with these institutional learning outcomes, and matrixes outlining how each program outcome would be assessed, and in what courses.

The Civil Engineering Program developed its matrix depicting the relationship or linkage between our Program Educational Objectives and UPRM’s Institutional Learning Outcomes, as depicted in Table 2-2. These outcomes flow directly from the institutional mission. Thus, the mission statements and the assessment programs at UPRM and at the Civil Engineering Program are clearly consistent and interdependent.


34

Table 2-2 PROGRAM EDUCATIONAL OBJECTIVES vs. INSTITUTIONAL OUTCOMES




UPRM’s Institutional Learning Outcomes

1 2 3 4 5 6

a. Communicate effectively. X X X X X X b. Identify and solve problems, think critically, and synthesize knowledge appropriate to their discipline.

X X X X

c. Apply mathematical reasoning skills, scientific inquiry methods, and tools of information technology.

X X X X

d. Apply ethical standards. X X X X e. Recognize the Puerto Rican heritage and interpret contemporary issues.

X X X

f. Appraise the essential values of a democratic society.

X X

g. Operate in a global context, relate to a societal context, and demonstrate respect for other cultures.

X X X

h. Develop an appreciation for the arts and humanities.

X X X

i. Recognize the need to engage in life-long learning.

X X X X

Based on UPRM’s broad mission, the student learning assessment program addresses the

institution’s major responsibilities in education. It focuses, first, on assessment within programs; then on assessment strategies to provide evidence of the extent to which the institution is meeting broader goals identified as UPRM priorities. Assessment experiences and results will help in adjusting and sharpening UPRM’s institutional and program missions, and in developing a more clearly defined and shared sense of direction.


35

• Program Constituencies The main four constituencies of our Civil Engineering Program are our current students, our faculty, our alumni, and the employers/supervisors/managers of our alumni. On a less regular basis we seek input from other constituencies, such as: graduate schools, the CIAPR (College of Engineers and Land Surveyors of Puerto Rico), government agencies, parents, local community members, the UPR system administrators, and anyone who is willing to share experiences and needs. Nevertheless, we place emphasis on the main four.

Each group plays an important role in establishing and evaluating the success of the program educational objectives and outcomes, and in providing direction for the program’s future. In addition to the many informal opportunities students have for providing input to this process, a variety of formal direct and indirect means of obtaining their input are employed. These include communications between the faculty and the local student chapters of ASCE and five other student professional organizations. Input from faculty, alumni and employers are obtained in meetings between faculty and members of the Advisory Board, and by means of various surveys and instruments designed for that purpose.

• Process for Establishing Program Educational Objectives The process used to establish and review the current Program Educational Objectives

(and Program Outcomes as well) formally began in the summer of 1997, shortly after the 1996 ABET accreditation visit. All civil engineering academic and administrative personnel began training in 1997 through local and national meetings and conferences to learn about the new ABET EC2000 Accreditation Criteria and processes. The purpose was to redefine the program educational objectives and outcomes, and to establish assessment and continuous quality improvement processes in accordance with the new criteria.

These efforts were followed with multiple training workshops on ABET’s EC2000 Criteria. This then set the stage for a workshop on Outcomes-Driven Assessment in the fall of 2000, in which departmental representatives worked with facilitators from private industry and government through a structured process of defining key program objectives for their individual departments. The process involved the following steps:

a. A review of the institution’s, college’s, and department’s mission statements;

b. A review of the ABET EC2000 criteria, along with definitions and examples of key terms;

c. The writing of broad program objectives (in draft form) that could be linked to the department’s mission statement;

d. The identification of strategies and actions, i.e., statements that described how the program objectives and outcomes could be achieved;

e. The identification of outcomes, i.e., statements that described what the objective would look like, or how its impact would be felt, once the objective is achieved;

f. The linking of these outcomes to ABET’s EC2000, specifically to Criterion 3 (a-k);

g. The linking of these outcomes to all courses in the program curriculum; and,


36

h. The identification of Assessment methods and metrics that can measure the impact of the program educational objectives and outcomes.

The initial result of these workshops was the beginning of a common format for developing and communicating an outcomes-based assessment process. Through the remainder of the Fall and Winter quarters 2000, faculty representatives developed and shared their program objectives with colleagues in their home departments. Individual departments were free to seek assistance in refining or completing their own educational objectives and outcomes. This document also became an important focal point of sharing as the College’s ABET Committee formally convened in February 2001.

In the spring of 2001, we held various Assessment workshops. They covered themes such as: “ABET EC2000 Engineering Faculty Workshop,” “Developing an Outcomes-Based Course; a Hands-On Workshop,” “Defining Course Objectives and Learning Outcomes,” “Developing an Assessment Tool Box” and “Ethics Across the Curriculum,” among others. These workshops were intended to help the faculty in writing and refining course outcomes that could be linked to program objectives and outcomes, and to establish assessment tools at the course and program levels. The department representatives developed these documents for use within their departments.

Faculty continued to refine their program objectives, outcomes, strategies, and related assessment processes through the remainder of the 2001 academic year. The focus in the summer of 2001 was on the selection of appropriate assessment tools, with final development and implementation undertaken in late summer of that year, although some tools had been in use since 1999. The primary focus of these tools was to survey students, alumni, and employers of graduates from our programs.

This approach resulted from a close collaboration among the members of the ABET Committee to yield data that would be useful at the College of Engineering level, but more importantly at the Department level. At the same time, individual departments collected additional program and course level assessment data to document the impact of their program outcomes and objectives.

After extensive discussions in the committee, the current set of objectives and outcomes was presented to the department’s faculty in the spring of 2001. The faculty approved them unanimously. The objectives and outcomes were also presented to the members of the department’s Advisory Board at about the same time for their comments and feedback, which was very positive.

A formal Outcomes Assessment Package was developed by the College ABET Committee to more fully describe the philosophy and practices involved in developing and implementing a Program Educational Objectives System and a Program Outcomes System. A key component of this model is the identification of constituency needs, the assessment tools to address those needs, and a strategy/timetable for collecting and analyzing data for use in course and program planning and improvement.

The feedback we have received so far from our surveys is that our current set of objectives and outcomes are reasonable, appropriate, and consistent with our mission at the different levels and with the needs expressed by our constituents. By the end of the next academic year (2008-2009), these survey mechanisms will have been in place for over nine (9)


37

years. They have evolved from mailings to online (internet) versions, for improved efficiency. Further, during the past two (2) years we have received results from our improved online surveys.

We will continue to carefully review all the feedback and identify any changes that need to be made. In any case and again, the feedback so far has been very positive, so any future changes are likely to be in wording rearrangements or perhaps in the relative stress that is placed on the various outcomes, rather than extensive changes in the main objectives.

• Achievement of Program Educational Objectives

The assessment processes at the UPRM Civil Engineering Program are cyclical and continuous. These assessment cycles are repeated after changes have been implemented. The time for completion of a cycle, up to implementation, or the “closing of the loop”, as it is commonly referred to, may be different for the different assessment levels. An assessment cycle or loop at the course level will likely take the least time to complete as professors, within their authority, can use assessment results to make positive changes in their courses almost immediately. On the other hand, at the program level, the implementation of a course or curricular change may take months or years, as the approval may take it through various levels of authority within the institution.

In order to assess the effectiveness of the program, we put into place a well-defined process to ensure that the results of the assessment are used in an on-going manner, to ensure the achievement of our educational objectives and outcomes, and to improve the quality of our program. During the past nine years, we have developed and implemented a number of assessment and feedback mechanisms to improve the quality of our program.

Figure 2.1 graphically outlines this continuous quality improvement (CQI) process. The purpose of this process is to guide the continuous improvement of our program. It is intended to be a source of management without constraining experimentation or alternate approaches that we may develop as we move on. The process requires two different loops or models of feedback systems. The arrows that link the elements of the models can be viewed as feedback loops. The Program Educational Objectives (PEO) system focuses on outcomes the graduates are required to demonstrate, interfaces with external constituencies, and deals mostly with long-term (every three years loop) issues. The Program Outcomes (PO) system focuses on short-term (annual loop), day-to-day issues faced by faculty and administration, and interfaces with students. The department employs a variety of assessment tools and methods to monitor how well the program educational objectives are being met (see Tables 3-5 and 3-6 further ahead under Criterion 3). These include input from the various constituency groups.

For a continuous quality improvement (CQI) process to be effective and “continuous”, the process must be institutionalized; it must become part of the formal infrastructure of the department. With that purpose our program developed a new educational research office, namely, System for the Evaluation of Education (SEED) Office, to support the department’s outcomes assessment efforts. A conceptual diagram of the Department’s SEED Office is depicted in Figure 2-2.


38

Figure 2-1. Program’s Continuous Quality Improvement (CQI) Process

To formalize these processes even more we developed and published a departmental

“Plan for the Assessment of Student Learning”, whose primary purpose and focus is on the design and implementation of programs or processes to assess student learning outcomes and lead to continuous quality improvement (CQI). The intention initially was to begin the assessment processes by building and documenting on existing practices, recognizing however, that the plan would undoubtedly evolve, as academic programs evolve. Additionally, the plan is intended to be a source of guidance without constraining experimentation or alternate approaches that may be developed by the faculty or that have already been proven effective elsewhere.

CE UndergraduateProgramCurriculumFacilitiesFaculty

StaffAdministration Support

Pre-engineering

Along the 5-yearprogram

Post-graduate

Yearly One DayFaculty Retreat

AcademicAffairs

Committee

Once every three yearsOne Day Faculty Retreat

SEEDCommittee

Department Director Implement

Data Analysis

Data Analysis

Surveys &Assessment

Tools

SEEDContinuousImprovementReport

Educational Objectives

Students

Alumni

Employers

Faculty

Individual Retreats or Surveys every 3 Yrs.

Recommendations and Survey Results

Annual LoopAnnual Loop

Every Three Years LoopEvery Three Years Loop


Along the 5-Yr Program

AcademicAffairs

Committee

SEEDCommittee


Mai

n Co

nstit

uent

sM

ain

Cons

titue

nts

CE UndergraduateProgramCurriculumFacilitiesFaculty

StaffAdministration Support

Pre-engineering

Along the 5-yearprogram

Post-graduate

Yearly One DayFaculty Retreat

AcademicAffairs

Committee

Once every three yearsOne Day Faculty Retreat

SEEDCommittee


Data Analysis

Data Analysis

Surveys &Assessment

Tools


Educational Objectives

Students

Alumni

Employers

Faculty

Individual Retreats or Surveys every 3 Yrs.

Recommendations and Survey Results

Annual LoopAnnual Loop

Every Three Years LoopEvery Three Years Loop


Along the 5-Yr Program

AcademicAffairs

Committee

SEEDCommittee


Mai

n Co

nstit

uent

sM

ain

Cons

titue

nts


39

The System for Evaluation of Education(SEED)

Assist in accreditation strategies

FacultyCoordinate profesionaldevelopment activities

Repository of assessment strategies & tools

ABET 2000Committee

Dept.

Campus IR Office

System for the Evaluation

of Education SEED

Figure 2-2. Conceptual Diagram for the Department’s SEED Office

As a matter of fact, our plan was used as the template for the development of UPRM’s

“Institutional Plan for the Assessment of Student Learning”, and was included in its Appendix as a guide in the development of all departmental academic assessment plans in the Institution, which were completed shortly after. Among other things, the plan assigned/listed the major responsibilities of key personnel as related to the assessment of student learning within our program, and for the enacting, maintaining, and reviewing of the plan and its processes.

We do realize that good assessment instruments, by themselves, are not of much use. We also need to use the data they provide to identify and implement program improvements. Figure 2-3 is a graphic depiction of a full assessment cycle for our program.


40

Figure 2-3. Program Full Assessment Cycle/Loop (Process)

Figure 2-4 is a graphical representation of the main data gathering mechanisms within

their place in our assessment process. During a recent ABET accreditation “mock visit” these mechanisms were rated highly.

A detailed listing of the primary assessment tools used to monitor and to assure achievement of program outcomes and objectives, with strategies and timing, is presented in Tables 3-5 and 3-6 further ahead in this report. The concept behind the more commonly used tools in the assessment and evaluation of Program Educational Objectives, as well as the evidence maintained to support the levels of achievement, is briefly discussed below:

a. Alumni Surveys: Input from alumni is obtained by means of an Alumni Survey. Once every three years this survey is mailed to alumni who graduated during the past five years (as stated in ABET’s definition of “Program Educational Objectives”). The intent of this survey is to gauge how well the program has prepared our graduates for positions in industry, government, and graduate school.

Data Analysis

Faculty Meetings & Retreats

DepartmentDirector

Students

Faculty & StaffFacilities

The Campus, etc.

Civil EngineeringUndergraduate Program

Dat

a Ga

ther

ing

Raw DataAnalyzed data &

tendencies

Decisions &Action Plan

Implement

Data Analysis

Faculty Meetings & Retreats

DepartmentDirector

Students

Faculty & StaffFacilities

The Campus, etc.

Civil EngineeringUndergraduate Program

Dat

a Ga

ther

ing

Raw DataAnalyzed data &

tendencies

Decisions &Action Plan

Implement


41

Figure 2-4. Program’s Data Gathering Mechanisms (Process)

The success of our alumni provides a critical measure of how the program objectives have been met. This survey is used to obtain quantitative and qualitative feedback on the program. It allows us to gather input from alumni who graduated relatively recently as well as from those who graduated a while ago, without repeatedly asking for input from the same group of people year after year.

b. Employers Survey: Input from employers/supervisors/managers of our graduates is similarly obtained by means of an Employer Survey sent every three years, asking them to rate the performance and skills of all 5-year graduates of our program. These surveys gauge the strengths and weaknesses of our BSCE graduates working in industry and government.

Although we consider employers one of the most important constituent groups in the assessment of program educational objectives, they also present some difficult challenges when it comes to seeking input. Perhaps the most important challenge is the question of privacy and related legal issues; i.e., typically employers are unwilling to provide answers to any questions involving the performance or preparation of their employees.

Data Analysis

Annual Faculty Retreat

DepartmentDirector

StudentsFaculty & Staff

Facilities

Mechanical EngineeringUndergraduate Program

Data

Gat

herin

gRaw Data

Action PlanImplement

Data Gathering Process

Post -

Gra

d.

At g

radu

atio

n

Alon

g th

e pr

ogra

m

Pre -

engi

neer

ing

Admission Index (IGS)Freshman Surveys

Student Record MonitoringCourse/Skills Assessments

Exit SurveysFaculty Evaluation

Advisory BoardAlumni SurveysEmployer Surveys

FE Exam Stats

Data Analysis


DepartmentDirector


Facilities


Data

Gat

herin

gData Analysis


DepartmentDirector


Facilities



Facilities


Data

Gat

herin

gRaw Data

Action PlanImplement

Data Gathering Process

Post -

Gra

d.

At g

radu

atio

n

Alon

g th

e pr

ogra

m

Pre -

engi

neer

ing

Admission Index (IGS)Freshman Surveys

Student Record MonitoringCourse/Skills Assessments

Exit SurveysFaculty Evaluation

Advisory BoardAlumni SurveysEmployer Surveys

FE Exam Stats


42

In addition, we face the problems of identifying the organizations that employ recent graduates and of generating the list of managers that would be able to complete such a survey. We decided to send it to companies that, as per Placement Office records, hire civil engineer graduates from UPRM, and they in turn pass them on to their people in managerial/supervisory positions to fill out. In spite of these activities, we continue to feel the need to do better in getting input about our program from employers of our graduates.

c. Advisory Board: We also seek input in face-to-face discussions with members of our external Advisory Board, by means of periodic meetings at the Department or College of Engineering levels. Due to time and budget constraints, it has become necessary to get this input through individual exchanges, conversations, and/or consultation with the members of the Board.

d. Input from Targets of Opportunity: We take advantage of any possible chance to seek input on the quality of our graduates, which we can relate to the achievement of our educational objectives, from what we call “targets of opportunity”, such as visiting managers from companies and government, and from visiting recruiters.

In all of these surveys and input opportunities we ask respondents to, from their perspective, tell us how our graduates are doing and how well they were trained with respect to each educational objective and program outcome, as well as with other skills required in ABET’s Criterion 8 (Program Criteria) .

The responses from the Alumni Surveys and from the Employer Surveys, as well as the input from the other sources, are compiled and analyzed, and the results made available, first to the members of the SEED and Academic Affairs Committees, and then to the rest of the Department’s faculty and student representatives for discussion and decision making.

Each spring at the end of the semester the Civil Engineering Department thoroughly discusses the data obtained during that academic year from the various assessment instruments. The faculty analyzes summary data from each of the assessment instruments, and the SEED Committee, which includes student representatives, initiates discussions on program objectives and outcomes, based on the inputs from the various constituencies. Committee meetings are announced in advance and are open to all interested students and faculty.

Civil Engineering faculty members have also been very involved with the ongoing efforts within the College of Engineering to modify the core curriculum for all engineering undergraduate students. Whether the new core curriculum will actually be implemented will be decided sometime during the next year by a vote of all College faculty members; however, the significant time and effort already expended by faculty reflects the importance we place on improving undergraduate education here at UPRM. Evidence that will be available to show achievement of this Criterion will include:

• Published Program Educational Objectives (catalog, brochures, posters, web page, etc) • Examples of process involving constituencies in the assessment of objectives • Description of the curriculum and courses that meet these objectives • Course assessment/evaluation procedures and feedback to the faculty • Copies of completed assessment instruments and summaries • Minutes of faculty meetings where assessment results were considered • Minutes of the Department’s Academic Affairs Committee • Any other materials requested in advance of the visit


43

CRITERION 3. PROGRAM OUTCOMES

Engineering programs must demonstrate that their students attain the following outcomes:

(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, ethical, 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.

Program outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program. Program outcomes must foster attainment of program educational objectives.

There must be an assessment and evaluation process that periodically documents and demonstrates the degree to which the program outcomes are attained.

------------------------------------------------------------------------------------------------------------------ ABET Definition: Program outcomes are narrower statements that describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire in their matriculation through the program.

ABET Definition: Assessment under this criterion is one or more processes that identify, collect, and prepare data to evaluate the achievement of program outcomes.

ABET Definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence accumulated through assessment practices. Evaluation determines the extent to which program outcomes are being achieved, and results in decisions and actions to improve the program.

• Process for Establishing and Revising Program Outcomes Student learning is the fundamental goal of every institution of higher education. Overall

strategic planning efforts at UPRM are directed ultimately to the enhancement of student learning. The outcomes assessment program, and results from student learning assessment are used to inform the strategic plan. Evidence gathered about student’s development and learning outcomes are used to make judgments about resource allocation in planning for overall institutional effectiveness and for our academic programs. Institutional effectiveness is also assessed to monitor and improve the environment provided for teaching and learning and for enhancing overall student success.


44

The process for establishing and revising Program Outcomes is similar to the one described for Program Educational Objectives under Criterion 2 of this report. The various graphic representations outlining these processes apply equally to both educational objectives and outcomes; the only difference being on the assessment tools used and their timing strategies, which will be addressed here under Criterion 3.

• Program Outcomes

Eleven Program Outcomes (POs) were developed from an extensive outreach effort and analysis, and based on our program educational objectives. We defined these outcomes as “statements that describe what students are expected to know and are able to do by the time of graduation, the achievement of which indicates that the student is equipped to achieve the Program Educational Objectives,” in accordance with EAC-ABET’s intent for the term. The faculty reviewed and re-approved them on 9 May 2007.

Table 3-1 includes a listing of our program outcomes and summarizes their correspondence with ABET’s Criterion 3 (a-k Outcomes). The table shows clearly that there are multiple links between our program outcomes and Criterion 3 (a-k) outcomes. These outcomes are also consistent with the previously stated program educational objectives (PEOs) and with the mission of the institution, the college, and the program, as well as with all of the curricular topics required in ABET’s Criterion 8 (Program Criteria), as established by ASCE.

• Relationship of Program Outcomes to Program Educational Objectives The relationship between our program outcomes and our program educational objectives is very direct. Table 2-1, presented previously under Criterion 2, links our program educational objectives to Criterion 3 (a-k) Outcomes. Table 3-1 links our program outcomes to Criterion 3 (a-k) Outcomes. Therefore, by nature of their direct association with the same ABET (a-k) outcomes, our own program outcomes and program educational objectives are directly and implicitly related. These tables show multiple links between objectives and outcomes. The matrixes are a result of a participatory process with departmental consensus. We placed most effort and care to ensure a precise relationship among them and to include the requirements of established Program Criteria within our program outcomes.

• Relationship of Courses in the Curriculum to the Program Outcomes Our program has developed and published Course Learning Outcomes/Goals (CLOs) for

each and every course taught within the department. These CLOs are consistent with the previously stated program educational objectives and student learning (program) outcomes, and are published within each individual Course Syllabus. The syllabi of individual courses also specify which educational objectives and outcomes each course contributes to. Copies of all Course Syllabuses are presented in Appendix A of this report.


45

Table 3-1

PROGRAM OUTCOMES (What we expect to develop in our students by time of their graduation)

1. Ability to understand and apply fundamental knowledge of mathematics through differential

equations, probability and statistics; science (calculus based physics and general chemistry); and engineering sciences.

2. Proficiency in a minimum of four (4) recognized major civil engineering areas, such as; construction management, environmental, geotechnical, structural, transportation, and water resources.

3. Ability to conduct experiments and to critically analyze and interpret data in more than one of the major civil engineering areas.

4. Ability to perform civil engineering integrated design of systems, components, or processes by means of practical experiences throughout the professional component of the curriculum.

5. Ability to identify, formulate, and solve civil engineering problems using modern engineering tools, techniques, and skills.

6. Ability to play an effective role in multidisciplinary professional work groups solving engineering problems.

7. Ability to communicate effectively in English and Spanish. 8. Understanding of the importance of compliance with professional practice and ethical issues,

such as: bidding; procurement; professional interaction; and professional licensure, among others.

9. Broad education necessary to understand the impact of civil engineering solutions on health, general welfare, safety, environmental quality and economy in a global context.

10. Commitment to engage in lifelong learning. 11. Awareness of contemporary social, cultural, economic, artistic, aesthetic, environmental and

engineering issues. Program Outcomes

Criterion 3 (a-k Outcomes) 1 2 3 4 5 6 7 8 9 10 11

a. math/science/engineering … X X X X X b. conduct experiments … X X X X c. engineering design … X X X X X d. multi-disciplinary teamwork... X X X X e. problem solving … X X X X X X X X X f. professionalism & ethics … X X X X X X g. communication skills … X X X X X h. broad educ & global impact... X X X X X i. lifelong learning … X X X j. contemporary issues … X X X X X X k. modern tools & techniques … X X X X X X X X X


46

Our conceptual approach is that students learn specific content and skills in each course. In the aggregate, those courses, together with other program experiences such as academic advising, internships, and research should result in the desired student learning outcomes at the department/program level. Similarly, outcomes at the program level combine with general education goals and other goals to create institutional outcomes. In other words, learning outcomes at the institution, department (or program), and course (or activity) levels are interconnected, complimentary, and reciprocal.

As part of this process we examined all core curriculum courses and main civil engineering elective courses throughout the whole 5-year Civil Engineering Program curriculum to ensure total coverage of EC2000 criteria. This coverage is reflected on each individual syllabus and on the various matrixes presented ahead.

Table 3-2 provides a mapping of the program objectives and outcomes as related to the required core curriculum courses in the Civil Engineering Program. Table 3-3 does the same for all civil engineering elective courses. All other core courses (from all of the supporting departments) are mapped in Table 3-4. These three tables show that all outcomes and objectives are addressed in numerous courses throughout the program, although often to different degrees.

• Documentation A listing of the evidentiary documentation that is kept at the SEED Office (as appropriate

for the particular levels) to prove that processes for the Assessment of Student Learning that lead to the continuous improvement of our educational programs are in place is presented in Figure 3-1. These documents will be available to the ABET Evaluation Team.

Figures 3-2 thru 3-8 are photographic presentations of how the assessment materials and evidentiary documentation will be displayed within the SEED Office, for easy access by the ABET Evaluation Team


47

Table 3-2 MMAAPPPPIINNGG OOFF PPRROOGGRRAAMM OOBBJJEECCTTIIVVEESS AANNDD OOUUTTCCOOMMEESS TTOO CCIIVVIILL EENNGGIINNEEEERRIINNGG ““RREEQQUUIIRREEDD””

CCOOUURRSSEESS

PPrrooggrraamm ((aa--kk)) OOuuttccoommeess PPrrooggrraamm EEdduuccaattiioonnaall EEnnggiinneeeerriinngg CCrriitteerriiaa AABBEETT 22000000 ((CCrriitteerriioonn 33)) OObbjjeeccttiivveess

CCoouurrssee

aa

bb

cc

dd

ee

ff

gg

hh

ii

jj

kk

11

22

33

44

55

66

IINNCCII 44000011 x x x x x x x x x x x x x x IINNCCII 44000022 x x x x x x x x x x x x x x x x x IINNCCII 44000077 x x x x x x x x x x x x x IINNCCII 44000088 x x x x x x x x x x x x x x x IINNCCII 44001111 x x x x x x x x x x x x x x IINNCCII 44001122 x x x x x x x x x x IINNCCII 44001199 x x x x x x x x x x IINNCCII 44002211 x x x x IINNCCII 44002222 x x x x x x x IINNCCII 44002266 x x x x x x x x x x x x x x IINNCCII 44003355 x x x x x x x x x x x x x IINNCCII 44004499 x x x x x x x x x IINNCCII 44005555 x x x x IINNCCII 44009955 x x x x x x x IINNCCII 44113366 x x x x x IINNCCII 44113377 x x x x x x x x x x x x x x x IINNCCII 44113388 x x x x x x x x x x IINNCCII 44113399 x x x x x x x x x x x x x x IINNCCII 44114455 x x x x x x x x x x x IINNCCII 44995500 x x x x x x x x x x x x x x x x x


48

Table 3-3 MMAAPPPPIINNGG OOFF PPRROOGGRRAAMM OOBBJJEECCTTIIVVEESS AANNDD OOUUTTCCOOMMEESS TTOO CCIIVVIILL EENNGGIINNEEEERRIINNGG “EELLEECCTTIIVVEE””

CCOOUURRSSEESS

PPrrooggrraamm ((aa--kk)) OOuuttccoommeess PPrrooggrraamm EEdduuccaattiioonnaall EEnnggiinneeeerriinngg CCrriitteerriiaa AABBEETT 22000000 ((CCrriitteerriioonn 33)) OObbjjeeccttiivveess

CCoouurrssee

aa

bb

cc

dd

ee

ff

gg

hh

ii

jj

kk 11

22

33

44

55

66

IINNCCII 44000000 x x x x x x x x x x x x x IINNCCII 44000066 x x x x x x x x x x x x x x x IINNCCII 44001133 x x x x x x x IINNCCII 44002288 x x x x x x x x x x x x x x IINNCCII 44003322 x x x x x x x x IINNCCII 44005566 x x x x x x x x x IINNCCII 44005577 x x x x x x x x x x x x x x x x IINNCCII 44006611 x x x x x x IINNCCII 44006622 x x x x x x IINNCCII 44999955 x x x x x x x x x x x x x x x x x IINNCCII 44999988 x x x x x x x x x x x x x x x x x IINNCCII 55000055 x x x x x x x x x x x x x x IINNCCII 55000066 x x x x x x x IINNCCII 55000077 x x x x x x x x x x IINNCCII 55000088 x x x x x x x x x x x x IINNCCII 55000099 x x x x x x x x x x x IINNCCII 55001122 x x x x x x x x x x IINNCCII 55001155 x x x x x x x x x x x x IINNCCII 55001177 x x x x x x x x x x x x x IINNCCII 55001188 x x x x x x x x x x x x IINNCCII 55002266 x x x x x x x x x x x x x IINNCCII 55002277 x x x x x x x x x x x x x x x x IINNCCII 55002299 x x x x x x x x x x x x x x IINNCCII 55004499 x x x x x x x x x x IINNCCII 55005555 x x x x x x x x x x x x IINNCCII 55005566 x x x x x x x x x x x x x x IINNCCII 55006655 x x x x x x x x x x x x x x IINNCCII 55007755 x x x x x x x x x x x IINNCCII 55114466 x x x x x x x x x x x x x x x IINNCCII 55999955 x x x x x x x x x x x x x x x x x IINNCCII 55999966 x x x x x x x x x x x x x x x x x


49

Table 3-4 MMAAPPPPIINNGG OOFF PPRROOGGRRAAMM OOBBJJEECCTTIIVVEESS AANNDD OOUUTTCCOOMMEESS TTOO ““OOTTHHEERR”” CCOORREE CCUURRRRIICCUULLUUMM

CCOOUURRSSEESS Program (a-k) Outcomes Program Educational Engineering Criteria ABET 2000 (Criterion 3) Objectives

CCoouurrssee

a

b

c

d

e

f

g

h

i

j

k

1

2

3

4

5

6

IINNGGEE 33001111 x x x x x x IINNGGEE 33001122 x x x x x x IINNGGEE 33001166 x x x x x x IINNGGEE 33003311 x x x x IINNGGEE 33007722 x x x x IINNGGEE 44000011 x x x x IINNGGEE 44001111 x x x x x IINNGGEE 44001122 x x x x x IINNGGEE 44001155 x x x x x IINNGGEE 44001166 x x x x x x x x MMAATTEE 33000055 x x MMAATTEE 33003311 x x x MMAATTEE 33003322 x x x MMAATTEE 33006633 x x x MMAATTEE 44000099 x x x MMAATTEE 44114455 x x x FFIISSII 33117711 x x x x x x FFIISSII 33117722 x x x x x x FFIISSII 33117733 x x x x x x x x x x FFIISSII 33117744 x x x x x x x x x x GGEEOOLL 44001155 x x x x x x x EECCOONN 33002211 x x x x x x x x x IINNGGLL 33110011 x x x x IINNGGLL 33110022 x x x x IINNGGLL 33110033 x x x x IINNGGLL 33110044 x x x x IINNGGLL 33220011 x x x x IINNGGLL 33220022 x x x x EESSPPAA 33110011 x x x x x EESSPPAA 33110022 x x x x x PPHHEEDD 33005588 x x x x PPHHEEDD 33007766 x x x x PPHHEEDD 33007777 x x x x PPHHEEDD 33220055 x x x x PPHHEEDD 33221155 x x x x QQUUIIMM 33000011 x x x x x x x x QQUUIIMM 33000022 x x x x x x x x QQUUIIMM 33113311 x x x x x x x QQUUIIMM 33113322 x x x x x x x


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At Course level -- COURSE PORTFOLIOS/Binders, for each course, with: o Syllabi with detailed course outlines, descriptions, and course learning outcomes o Examples of student works for required courses, including representative samples of homework

assignments, quizzes, exams, and project works. o Copies of completed assessment tools/instruments, summaries of results, and actions taken to

“close-the-loop” o Videos of student oral presentations o Any other materials that support student learning outcomes assessment efforts

At Program level -- PROGRAM PORTFOLIOS/Binders and/or FILES, with: o Posters/Catalogs/Brochures listing Student Learning Outcomes, Educational Objectives, etc. o Graduation Exit Survey documentation and results o Alumni Survey documentation and results o Employer Survey documentation and results o Stats from Licensing Exam (where applicable) o Copies of minutes of the Department’s Faculty Meetings, Academic Affairs Committees, and

Advisory Board meetings and recommendations (where applicable) o Copies of curriculum development/revisions o Minutes of Academic Affairs Committee meetings on courses and curriculum o Minutes of faculty meetings where assessment results are/were considered and actions taken o Student transcript samples o Copies of completed assessment instruments and summaries of results o Any other materials that support student learning outcomes assessment efforts

At Other Institutional levels/Offices -- GOOD FILES, with: o Institutional research results/statistics, with their analysis, recommendations, and actions taken

(if any). o Students/Graduates/Alumni/Employer Satisfaction Survey results/statistics, with their analysis,

recommendations, and actions taken (if any). o GPA/Grade trends, Graduation Rates, Retention Rates, etc., and any other statistical data

gathered throughout the institution, with their analysis, recommendations, and actions taken (if any).

Figure 3-1. Evidence and Documentation Maintained on Assessment and Continuous Improvement, as Required in the Assessment Plans at Various Levels.


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Figure 3-2. Display of Course Portfolios and evidentiary assessment documentation.

Figure 3-3. Individual Course Portfolios with applicable a-k Outcomes (in Red).


52

Figure 3-4. Additional assessment documents; samples of student works.

Figure 3-5. Typical Course Portfolio indicating Course Code, Title, CE Area,

and measured/applicable a-k Outcomes in the course.


53

Figure 3-6. Front cover of a typical Course Portfolio, with identifying information.

Figure 3-7. Open Course Portfolio with Syllabus and indexed a-k Outcomes.


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Figure 3-8. Close-up of Course Portfolio with assessment samples and indexed a-k Outcomes.

• Achievement of Program Outcomes The assessment of student learning is one component of our program’s overall

assessment and, in fact, the most important one. The assessment of student learning has the student as its primary focus of inquiry; therefore our program recognizes that the assessment of student learning first occurs on an individual student basis within a particular course, is processed mainly at the department/ program level, and is supported by the institution when and where appropriate. Assessment and Evaluation Processes: The Civil Engineering Department put into place a well-defined continuous quality improvement (CQI) process to ensure that the results of the assessment are used in an on-going manner, to ensure the achievement of our Program Educational Objectives and Outcomes, and to improve the quality of our program. Figures 2-1 through 2-4 from the previous section (under Criterion 2) of this report complement each other in graphically outlining this process.

Establishing and monitoring progress towards Program Outcomes is an iterative process taking place at two primary levels: Curriculum Design and Course Design. Although success over accomplishing the Educational Objectives is an indicator of success in achieving the Program Outcomes, progress towards Program Outcomes can be most readily evaluated during actual time of completion of the formal instructional process.


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Given that we have identified our initial Program Educational Objectives and Program Outcomes in consultation with our constituencies, we are using the cyclical process shown in Figures 2-1 through 2-4 to periodically evaluate and, if necessary, modify them based on the needs of our various constituencies. Although elements of this process are continuous in nature, we have recognized our responsibility to assure that the cycles are completed and documented. We also recognize that different constituencies may have competing needs and expectations, and that we must resolve potential conflicts while fulfilling as many of the needs as practically as possible.

The primary assessment tools used to monitor and to assure achievement of program outcomes and objectives are listed in Table 3-5. The Civil Engineering Department in turn established the outcomes assessment strategies listed in Table 3-6 to set responsibilities and timing for each assessment tool and/or mechanism. The concept behind the assessment and evaluation of Program Outcomes as well as the evidence maintained to support the levels of achievement are briefly discussed below:

a. Direct Evaluation of Student Performance in the Classroom (Assignments, Examinations, and Quizzes, among others): Each course in the program relies heavily on the time-tested method of evaluating assignments, quizzes, examinations, and other student works. Course grades based on performance on homework, quizzes, exams, and projects remain an important standard evaluation component.

They serve a number of purposes: First, they allow instructors to identify common problems and misunderstandings among students so that the next time they teach the course, they can make appropriate adjustments in the way the topic in question is approached, or in the amount of time spent on the topic. Second, they allow instructors to identify any potential problems in prerequisite courses or topics that should have been presented in those courses. Third, they allow individual students to get a very good feel for how well they have mastered the material in the course. And fourth, they similarly allow instructors to determine to what degree each of the students has achieved the various objectives of the course. This is especially critical given the direct correlation described earlier between the various courses in the program and our program objectives and outcomes, as well as with ABET’s Criterion 3 outcomes.

The faculty is confident that course evaluation tools are designed so that grades generally provide an accurate measure of the knowledge and skills covered and learned in the course. Course Syllabi clearly state the metrics used in evaluating student performance. Sample evidence is maintained and available in Course and Program Binders/Portfolios

b. Examples of Student Work: These collections of notes, project works, homework assignments, and quizzes and exams compiled by faculty for each course provide a means to monitor and demonstrate student learning of the course material as well as their organizational and communications skills. They are maintained in individual Course Binders/Portfolios located in the department’s SEED Office and will be available to the evaluation team during the accreditation visit.

c. Course Outcomes and Skills Assessments: On-going course outcomes and skills assessments are completed by all students for every course they take. Some of these assessments are performed during the semester; i.e., oral presentations, written reports, group (team) experiences, and ethical considerations. Others are performed at the end of the semester.


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Table 3-5

STUDENT OUTCOMES ASSESSMENT MATRIX

Criterion 3 (a-k Outcomes)

Assessment Tools a

b

c

d

e

f

g

h

i

j

k

Pre-Engineering Freshman Orientation Questionnaire X X X X X X Ethics Integration Assessment Form X

Course Assessment Laboratory Reports (copies of) X X X X X X Exams, Quizzes, Homeworks (copies of) X X X X X X X EIT Exam Statistical Report X X X Written Report Evaluation X X X Oral Presentation Assessment X X Teamwork Assessment Form (I) X Teamwork Assessment Form (II) X Peer Evaluation Form X Undergrad Research Exp Assessm. Form X X X X Course/Project Skills Assessment Form X X X X X X X X X X X Student Evaluation of Teaching (SET) X X X X X X X X X X Faculty Course Assessment Report (FCAR) X X X X X X X X X X X Video of Presentations X X X X X X

Program Assessment Faculty Course Assessment Report (FCAR) X X X X X X X X X X X Ethics Integration Assessment Form X Graduating Student Exit Survey (Part I) X X X X X X X X X X X Graduating Student Exit Survey (Part II) X X X X X X X X X X X Internship Assessment Form (Student) X X X Internship Assessment Form (Mentor) X X X COOP Supervisory Evaluation Form X X X COOP Student Evaluation Form X X X FE/EIT Exam Statistics X X X X X X X X X Placement Data Student Resume (Special Format)** X X X X X X X X X X X

Post Graduation Alumni Survey X X X X X X X X X X X Employers Survey X X X X X X X X X X X Advisory Board Input X X X X X X X X X X X Targets of Opportunity, Recruiters, etc. X X X X X X X X X X X


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Table 3-6 OUTCOMES ASSESSMENT STRATEGIES

Utilization Strategy – Timing – Responsibility

Assessment Tools Pre-Engineering

Freshman Orientation Questionnaire at UNIV-0004 Freshman Orientation Course (by Departmental Counselor) Ethics Integration Assessment Form at UNIV-0004 Freshman Orientation Course (by Departmental Counselor)

Course Assessment Laboratory Reports (copies of) at all Laboratory Courses (by Lab Instructors) Exams, Quizzes, Homeworks (copies of) retain examples of these tools (by all Professors/Instructors) EIT Exam Statistical Report obtain annually from Examining Board (by Department) Written Report Evaluation anytime written reports are required (labs, etc) (by all Professors/Instructors) Oral Presentation Assessment at all student oral presentations (by all Professors/Instructors) Teamwork Assessment Form (I) at end of any semester where work done in groups (Professors/Instructors) Teamwork Assessment Form (II) at end of any semester where work done in groups (Professors/Instructors) Peer Evaluation Form at end of any semester where work done in groups (Professors/Instructors) Undergrad Research Exp Assessm. Form at end of any such experience (by Mentors) Course/Project Skills Assessment Form at end of every course (by all Professors/Instructors) Student Evaluation of Teaching (SET) at end of every course (by all students) Faculty Course Assessment Report (FCAR) at end of every course (by all Professors/Instructors) Video of Presentations at Design/Project Presentations (by all Professors/Instructors)

Program Assessment Faculty Course Assessment Report (FCAR) at end of every course (by all Professors/Instructors) Ethics Integration Assessment Form at end of CAPSTONE Courses (by CAPSTONE Professors) Exit Survey (Graduating Students) On-line at Graduation time (by Department) Internship Assessment Form (Student) at completion of all Internships (by Mentors) Internship Assessment Form (Mentor) at completion of all Internships (by Mentors) COOP Supervisory Evaluation Form at completion of COOP terms (by Mentors) COOP Student Evaluation Form at completion of COOP terms (by Mentors) FE/EIT Exam Statistics obtained by CoE every year Placement Data at Graduation time (by Department, on Exit Surveys) Student Resume (Special Format)** start at UNIV-0004 Course; maintain up-to-date thru college years

Post Graduation Alumni Survey On-line to previous 5-yr alumni, every 3 yrs, Summer (by Department) Employers Survey On-line to employers of previous 5-yr graduates, every 3 yrs, Summer (by

Department) Advisory Board Input obtained at annual meeting, Jun-Jul Targets of Opportunity, Recruiters, etc. obtained at every possible opportunity

NOTE: Student RESUME (Special Format): Students are instructed about this requirement, to maintain up-to-date throughout their time as students in the Civil Engineering Program, and to be turned in on the 1st week of the senior year to the Department’s Academic Counselor, who will collect/file them in Resume


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Binders, for use at employment opportunities and/or for statistical analysis. The Resume will not exceed 2 pages in length, and will include as a minimum:

Name Mailing Address Contact Telephone Numbers, emails, etc. Education

• Schools/Colleges/Universities • Departmental GPA • General GPA

Undergrad Research and Work Experiences Seminars and Workshops Attendance DESIGN Projects and Engineering Competitions Special Skills Membership in Professional Societies Honors, Recognitions and Awards

Faculty members summarize the results, identify areas needing attention, and take corrective and/or improvement action to “close the loop” themselves within their course, or bring them to the attention of the Department’s faculty for corrective and/or improvement action to “close the loop” at the program or higher levels. Faculty also maintains completed assessment forms as evidentiary documentation in their individual Course Binders/Portfolios.

d. Exit Survey: Since 1999 the Civil Engineering Department has been asking all graduating seniors to complete a written Exit Survey. This survey, which is now done online (internet), contains several standard sets of questions that are asked in exit surveys performed by other departments in the institution, and questions that are specific to civil engineering students. Perhaps the most useful parts of the survey are the written comments that students provide. Periodically the raw responses are analyzed and the results discussed by the SEED and Academic Affairs Committees as indicated earlier.

e. Faculty Course Assessment Reports (FCAR): The Department has recently implemented the Faculty Course Assessment Report (FCAR), as modified and adapted from the original version of Dr. John K. Estell, Ohio Northern University. The FCAR provides an assessment format for documenting ABET Criterion 3 program outcomes assessment and continuous improvement at the course level. In addition to assessment reporting, the FCAR lists modifications incorporated into the course, reflection on the part of the instructor as to what was or was not effective, and suggestions for further improvements. Additional information collected by other means can be incorporated into the FCAR. Reports are collected, discussed within the areas, and disseminated to allow instructors to inspect prior offerings of specific courses and adopt the accepted suggestions, thereby improving the course with each offering. Therefore, the FCAR effectively documents the “closing of loops” at course and program levels.

f. Fundamentals of Engineering Exam (FE/EIT): This nationally administered exam is required in the process of obtaining a professional engineering license. We use it as a tool to evaluate our academic program with reference to a national norm or standard, realizing that accreditation requirements are becoming progressively driven by accountability and benchmarking.


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The FE/EIT exam is nationally recognized as an extremely attractive tool for outcomes assessment. In fact, since 1996 the FE exam has been formatted for the express purpose of facilitating the assessment process. Through careful analysis, FE exam results may be used to assess particular aspects of the following ABET Criterion 3 outcomes: (a) an ability to apply knowledge of mathematics, science, and engineering; (b) an ability to conduct experiments and analyze and interpret data; (c) an ability to design a system, component, or process to meet desired needs; (e) an ability to define, formulate, and solve engineering problems; (f) an understanding of professional and ethical responsibility; and (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

More than for simple comparison, we use the statistical analysis of the exam results over periods of time to identify those curricular areas that may require particular attention for improvement. We believe this is a somewhat practical and objective way to do it.

For this assessment process to be valid, the population taking the exam must be representative of the entire population of graduates from the program. This can be accomplished either by having all seniors take the exam or by choosing a sample appropriately. Undergraduate students at UPRM often take it well before graduation. Thus, many students taking this exam have not yet completed the curriculum. UPRM encourages but does not require that its students take the FE/EIT preparation course. Although taking the test before graduation is encouraged, it remains optional. Nevertheless, there seems to be an increase in the number of students taking it.

A related issue is ensuring that people who take the exam make an honest effort to complete all problems to the best of their ability. A national analysis of FE examinees over a number of test administrations has revealed that few students fail to take the exam seriously. Clearly, if the results are to be useful for outcomes assessment, the students must be performing in a way that accurately portrays their understanding.

The FE/EIT exam for outcomes assessment is a useful part of a balanced assessment program when combined with other standardized tests, assessment tools, alumni surveys, and placement data. The FE/EIT exam is particularly important because it is the only nationally normed test of upper-level engineering knowledge. The detailed reports of performance by subject area provide information that can help to evaluate a program’s success in achieving the outcomes specified by ABET.

g. Internship/Undergraduate Research/CO-OP Evaluations: The Civil Engineering CO-OP, Internship, and Undergraduate Research Programs routinely survey and obtain evaluations from both students and employers. All working students are asked to evaluate their experiences. A portion of this evaluation is made available to other students who may be considering a position with that particular company. At the end of each work term, students must also submit a written performance appraisal from their supervisor. Most employers use our standard "Employer's Evaluation of Student Performance" form, while other companies prefer to use their own forms.

The CO-OP and Internship Program also surveys employers during the summer to track down employment information about students who have not reported jobs, to update the database, and to assess employer attitudes towards the candidates and Program's services. Employers also complete an "Interview Feedback Form" when conducting on-campus student interviews for CO-OP or internship positions. This feedback is used to help students improve their interviewing skills.


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h. Student Evaluations of Teaching: The Student Evaluation of Teaching (SET) is a standardized assessment tool used throughout the university near the end of every course. The SET consists of questions that students answer on a 1 to 5 scale. Students’ names do not appear anywhere on the evaluation; the instructor is not present in the classroom when the evaluations are completed; a volunteer student collects all the evaluations and returns them to the department’s main office where they remain for analysis and recording. After the semester is over and the instructor has assigned grades for the class, the Department Chair submits the results to the instructor with recommendations for improvement.

The SET form we use consists of a set of questions that ask students to rate a whole range of items concerning the course. This includes, for example, the effectiveness of the instructor in communicating the subject matter and stimulating interest in it, and the appropriateness of textbooks, homework and programming labs, and exams. The form also provides space for students to provide general comments on the course material and suggestions for changes.

While the assignments and exams often allow instructors to identify a problem in the course, the SETs allow them to also identify the reason for the problem. The feedback from the SETs as well as from the assignments and exams allow instructors to discuss possible changes in the course to help it better meet its objectives, or perhaps question the appropriateness of some of the objectives of the course. These discussions and the resulting ideas all feed into the area coordinator reports, for revision consideration or any other corrective action.

The usefulness of the SET is limited, given its restricted format; however, consistently low scores by an instructor over a series of courses signals the need for corrective action. Many professors supplement the SET by providing additional forms that allow students to give written feedback about aspects of the course that they thought were especially good or that needed improvement. A new and improved version of the SET is now being tested, with hopes of prompt full implementation. Evidence of these is maintained by each individual faculty member and by the Department’s Director.

i. Placement Data: Another source on the assessment of program outcomes is the Placement Data for our BSCE Graduates-to-be. The successful placement of civil engineering graduates in industrial positions, graduate schools, and other professional positions is obviously a key measure of the quality of the program. The placement data collected by the UPRM Placement Office and from responses to our Exit Surveys is useful in assessing our students.

j. Surveys on Student Satisfaction: While we recognize that student satisfaction surveys cannot be considered direct measures of student learning, they serve as formal needs assessments to “strategically and systematically target areas in need of immediate improvement” [Noel-Levitz, Inc., 2005]. Student satisfaction data ensure that decisions to change or modify programs are based on reliable and valid information about students’ concerns, rather than anecdotal evidence or perceptions of faculty and administration. The continued administration of student satisfaction surveys provides a means of benchmarking over time [Harvey, L., et al, 1997]. Furthermore, research by Pike and others indicates that there is a relationship between student satisfaction and performance.

k. Surveys on Faculty Satisfaction: As for the Surveys in Student Satisfaction, Faculty Surveys cannot be considered direct measures of student learning, but they provide information on areas in need of immediate improvement and attention at the program levels and a means of benchmarking over time.


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l. Additional Special Surveys/Studies on Particular Areas: From time to time, a special study or survey is designed and administered to assess areas that may need particular attention, such as infrastructure conditions, satisfaction with facilities, services, or any other subject of interest to our students and/or faculty. The results are used to justify requests for funding support to fix the particular problem/situation and are usually very effective in achieving improvement actions.

m. Mock (ABET Accreditation) Visits: One or two years before an ABET Accreditation Visit we conduct at least one Mock/Diagnostic visit, coordinated through ABET Headquarters, and utilizing ABET-Certified Evaluators. We believe these Mock Visits are an excellent assessment tool by themselves, which provide us with a thorough external evaluation from an ABET-focused standpoint of our internal assessment and continued improvement processes, while helping us fine-tune our preparation for the upcoming real ABET Accreditation Visits.

In all of these assessment activities we seek to find and demonstrate how our students are learning and progressing within the program with respect to each ABET’s Criterion 3 Program Outcome and with respect to the skills and curricular topics required in ABET’s Criterion 8 (Program Criteria) .

Results from these assessment tools and surveys are compiled, analyzed, and made available, first to the members of the SEED and Academic Affairs Committees, and then to the rest of the Department’s faculty and student representatives for discussion and decision making, in accordance with the established processes.

Assessment Strategies and Actions for Achieving Outcomes: To implement these

assessment strategies more effectively we decided to pursue the following general plan of action:

a. Maintain regular correspondence with graduates and their employers to know their needs and to evaluate whether modifications to the program are necessary and appropriate.

b. Establish an annual process in which a faculty/student committee reviews course and senior design projects to evaluate how well students in the capstone design course are applying material throughout the curriculum.

c. Draw upon students' co-op/intern/undergraduate research experiences as a source for interdisciplinary experiences and hands-on skills development.

d. Require students to prepare written reports and oral presentations targeted to different audiences and topics.

e. Make use of available resources to present case studies of actual examples in which the consequences of ethical and safety-related decisions were not properly considered.

f. Require a large number of civil engineering courses to have at least one major writing assignment.

g. Require students to evaluate peer performance in team settings.

h. Document and distribute official department policies on sexual harassment and academic and ethical misconduct.


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i. Have faculty design research projects appropriate for undergraduate students.

j. Establish seminar series for undergraduates to present their research work results.

k. Promote the use of programming, spreadsheets and the most modern hardware and software tools at all levels in the curriculum.

l. Have faculty make greater use of informational sources beyond the course textbook.

m. Promote student participation in the local student chapter of ASCE and/or any other student professional organizations, and support activities sponsored by these organizations. Encourage and provide funds for student participation in local and regional events sponsored by professional and civic organizations.

Social, Ethical, and Global Issues Achievement Considerations: The College of Engineering of the University of Puerto Rico-Mayaguez (UPRM) adopted an improved ethics across the curriculum (EAC) strategy in 2005. EAC is based on the combination of faculty development workshops, a stand-alone course in ethics, and ethics learning modules integrated at various levels of the engineering curriculum. EAC refers to the practice of incorporating ethics in a holistic and interdisciplinary manner through academic programs. By integrating ethics into the engineering curriculum as an integral and central component, EAC dramatizes the importance of ethics in practical affairs and emphasizes it as more than just a curriculum requirement.

Our faculty believes that Ethics must be integrated into the actual training of engineering and science students, and not seen as something extraneous to science and engineering practice. As such, ethics instruction should not be left only as an external course taken in the Humanities Department, but rather as an intrinsic part of engineering education and profession.

In 2006 the EAC strategy was expanded to include social and global issues in engineering. A Coordinator for Social, Ethical and Global Issues (SEGI) in Engineering was appointed in the College of Engineering to coordinate and support activities related to these areas at all engineering departments. Such a position is valuable in demonstrating the commitment to educating integral engineers that are both technically capable and socially responsible. The SEGI coordinates and assists in developing and presenting a more integrated curriculum to students through activities that link liberal arts courses and topics to engineering. The position also serves as a liaison with other Colleges in these matters, and supports the achievement of eight (8) of the student learning outcomes from ABET’s Criterion 3. These eight are directly related to skills, abilities or knowledge that go beyond “purely” engineering courses: multidisciplinary teams, professional and ethical responsibility, effective communications, impact of engineering solutions in a global and societal context, lifelong learning, and contemporary issues. We are all clear in that these basic skills, or the so-called “soft skills”, are necessary for a successful practice of the engineering profession.

The EAC approach at UPRM is portrayed in Figure 3-9. Engineers and ethicists, working in small groups in a series of workshops and retreats, identified ethical issues in engineering practice, developed short cases to present these issues, and designed classroom modules (micro interventions) to introduce this material into the mainstream engineering curriculum. This ethics across the curriculum approach promises to help students anticipate and face the ethical issues likely to arise in engineering practice.


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Figure 3-9. Ethics Across the Curriculum (EAC) Approach at UPRM.

This EAC initiative at UPRM is described in detail by O’Neill-Carrillo et. al., in their paper “Social, Ethical and Global Issues in Engineering” (38th ASEE/IEEE Frontiers in Education Conference, 2008).

Consideration of ASCE’s Policy Statement 465 and its Body of Knowledge (BOK): During recent years, and since its inception, we have been monitoring and considering the implications of this policy in our program revisions and developments. We want to stay in line with the preparation required for tomorrow’s practice of civil engineering as outlined with PS 465, defined by a cooperative organization, an ethic of service, and a body of knowledge (BOK).

We realize that the Civil Engineering BOK is the foundation; that everything builds on it. The BOK defines the knowledge, skills, and attitudes necessary to enter the practice of civil engineering at the professional level, as described in “Civil Engineering BOK for the 21st Century” (2Ed., 2008). We believe that we have already embraced the BOK’s generally-accepted model of a professional’s education that includes:

(1) fundamentals in math and natural science,

(2) breadth in the humanities and social sciences,

(3) technical breadth,

(4) professional practice breadth, and

(5) technical depth or specialization.

We continue to look at these more closely, as ASCE has increased its original number of outcomes from 15 to 24, in an attempt to enhance clarity and specificity, rather than to increase the scope of the body of knowledge. Nonetheless, the new (BOK2) Outcomes do place increased emphasis on topics such as those listed in Table 3-7:


64

Table 3-7. ASCE’s New Body of Knowledge (BOK2) Outcomes – What Those Entering

the Profession Should be Able to Do. (from “Civil Engineering BOK for the 21st Century”, 2Ed., 2008)

Foundational Outcomes

1 Mathematics

Solve problems in mathematics through differential equations and apply this knowledge to the solution of engineering problems. (L3)

2 Natural sciences

Solve problems in calculus-based physics, chemistry, and one additional area of natural science and apply this knowledge to the solution of engineering problems. (L3)

3 Humanities

Demonstrate the importance of the humanities in the professional practice of engineering (L3)

4 Social sciences

Demonstrate the incorporation of social sciences knowledge into the professional practice of engineering. (L3)

Technical Outcomes

5 Materials science

Use knowledge of materials science to solve problems appropriate to civil engineering. (L3)

6 Mechanics

Analyze and solve problems in solid and fluid mechanics. (L4)

7 Experiments

Specify an experiment to meet a need, conduct the experiment, and analyze and explain the resulting data. (L5)

8 Problem recognition and solving

Formulate and solve an ill-defined engineering problem appropriate to civil engineering by selecting and applying appropriate techniques and tools. (L4)

9 Design

Evaluate the design of a complex system, component, or process and assess compliance with customary standards of practice, user’s and project’s needs, and relevant constraints. (L6)

10 Sustainability

Analyze systems of engineered works, whether traditional or emergent, for sustainable performance. (L4)

11 Contemporary issues and historical perspectives

Analyze the impact of historical and contemporary issues on the identification, formulation, and solution of engineering problems and analyze the impact of engineering solutions on the economy, environment, political landscape, and society. (L4)

12 Risk and uncertainty

Analyze the loading and capacity, and the effects of their respective uncertainties, for a well-defined design and illustrate the underlying probability of failure (or nonperformance) for a specified failure mode. (L4)

13 Project management

Formulate documents to be incorporated into the project plan. (L4)

14 Breadth in civil engineering areas

Analyze and solve well-defined engineering problems in at least four technical areas appropriate to civil engineering. (L4)

15 Technical specialization

Evaluate the design of a complex system or process, or evaluate the validity of newly created knowledge or technologies in a traditional or emerging advanced specialized technical area appropriate to civil engineering. (L6)

Professional Outcomes

16 Communication

Plan, compose, and integrate the verbal, written, virtual, and graphical communication of a project to technical and non-technical audiences. (L5)

17 Public policy

Apply public policy process techniques to simple public policy problems related to civil engineering works. (L3)

18 Business & public administration

Apply business and public administration concepts and processes. (L3)


65

Table 3-7 (Continued). ASCE’s New Body of Knowledge (BOK2) Outcomes – What Those Entering the Profession Should be Able to Do. (from “Civil Engineering BOK for

the 21st Century”, 2Ed., 2008)

Professional Outcomes (continued)

19 Globalization

Analyze engineering works and services in order to function at a basic level in a global context. (L4)

20 Leadership

Organize and direct the efforts of a group. (L4)

21 Teamwork

Function effectively as a member of a multidisciplinary team. (L4)

22 Attitudes

Demonstrate attitudes supportive of the professional practice of civil engineering. (L3)

23 Life-long learning

Plan and execute the acquisition of required expertise appropriate for professional practice. (L5)

24 Professional and ethical responsibility

Justify a solution to an engineering problem based on professional and ethical standards and assess personal professional and ethical development. (L6)

We further understand that we are already nearly, if not fully, in compliance with ASCE’s PS 465 statement that the BOK should be fulfilled by obtaining (1) a Bachelor’s degree in civil engineering, (2) a Master’s degree or approximately 30 acceptable graduate-level (or upper-level undergraduate) credits in a specialization area related to civil engineering, and (3) experience. This is referred to as “B + M/30 & E.” The “B + M/30” represents several different, but related paths to fulfill the formal educational component of the BOK. As reported further ahead under Criterion 5 of this Self-Study, our current 179-credit curriculum far exceeds this requirement. The “E” refers to progressive, structured engineering experience which, when combined with the educational requirements, results in attainment of the requisite Civil Engineering Body of Knowledge. Levels of Achievement / Metric Goals: Our metric goals are simple. We intend to periodically review them and possibly increase them as we analyze results and value-added charts throughout the process. Most of our assessment tools rate responses from 1 to 5, where 5 is “excellent” or “extremely satisfied,” and 1 is “poor” or “extremely dissatisfied.”

On the Student Evaluations of Teaching (SETs), students anonymously evaluate all professors in all classes. The professor’s score is calculated by averaging the responses to all questions on a 5-point scale as the one mentioned above. Thus, a value of 4.00 is considered much closer to “excellent” than “poor.” Results are confidential in nature. The department chair individually counsels professors with scores of 3.00 or lower, in writing, to encourage them in seeking ways to improve their performance.

On Exit, Alumni, and Employer Surveys we address all program objectives and outcomes. Responses to each question are averaged. For now the goal is to have averages of 3.00 or more on a 5-point scale for all outcomes.

For the Course Outcomes & Skills Assessment Forms, which are completed by all students in all courses at the end of every semester, they rate their courses with respect to the


66

achievement of Program Outcomes and they rate their classes and level of skills experience, both on content and administration. We analyze these the same way as for the surveys just mentioned, with a goal of 3.00 or more for all outcomes, on a 5-point scale.

For the Fundamentals of Engineering Exam (FE/EIT) our goal is to have a Scaled-Score near or higher than a Beta Goal of 0.0 on each subject matter tested, and a passing ratio near or higher than 1.0 when compared to the National passing rates. This “scaled-score” analysis concept is explained later under Criterion 4, when looking at actual results.

Passing/approval metrics for each course are clearly stated in each Course Syllabi. In most cases, an average score of 70% is required for approval of the course, and for continuation into the next level or sequential course.

We define success and/or improvement when we can show progress and “value-added”, somewhat as reflected in the generic chart shown in Figure 3-10.

Evidence of Assessment Data and Analysis: Sample data will be presented in Section 4 (Criterion 4 – Continuous Improvement) of this report for a number of the assessment tools, as well as a complete and detailed listing of the evidentiary documentation maintained in the department’s SEED Office, which will be available for review at the time of the accreditation visit.

Figure 3-10. Generic “Value-Added” Chart Reflecting Success/Improvement

Outcome / Skill A - Value Added Chart

0 1 2 3 4 5 6 7 8 9

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Employer

average assesment data point


67

Evidence that will be available to show achievement of this Criterion will include: • Course materials and assessment tools that demonstrate student performance • Course outlines and descriptions (syllabi, textbooks, handouts, etc.) • Videos of student presentations • Exit survey documentation and results • Alumni survey documentation and results • Employer survey documentation and results • Stats from Fundamentals of Engineering (FE) Exam • Copies of minutes of the department’s Faculty Meetings, as well as the SEED and

Academic Affairs Committees, and Advisory Board meetings and recommendations • Copies of new curriculum under development • Posters publicizing Codes of Ethics, Educational Objectives, Outcomes, etc. • Student transcript samples (as requested by team chair prior to the visit) • Course Binders/Portfolios with examples of student work for required Civil Engineering

courses, including representative samples of homework assignments, quizzes, exams, and project work.

• Program Binders/Portfolios with copies of completed assessment instruments and summaries

• Minutes of faculty meetings where assessment results were considered • Any other materials requested in advance of the visit


68

CRITERION 4. CONTINUOUS IMPROVEMENT

Each program must show evidence of actions to improve the program. These actions should be based on available information, such as results from Criteria 2 and 3 processes.

• Information Used for Program Improvement The assessment documents used for program improvement, such as results, decisions, and actions from the assessment processes described under Criterion 2 and 3, as well as from other sources, are too many to include them all here. Upon the formalization and “institutionalizing” of outcomes-based assessment processes throughout UPRM, assessment results come from various different sources or responsible offices within the institution. When combined with our own program assessment data, results, and documentary evidence collected throughout the past six (6) years, it becomes too massive to present it all in this report. Therefore, we will limit our presentation here to a sampling of our most recent assessment actions, while the bulk of evidentiary documentation of assessment throughout the years will be available for review during the accreditation visit. Complete and detailed evidentiary documentation are maintained in the department’s SEED Office. Most of it is also published and available online. General Assessment Results: We must start by stating that, in summary, the results shown in this sampling are typical and representative of the continued and consistent achievement of all Program Outcomes and Educational Objectives throughout the accreditation period. Results have always reached levels well above our established metric benchmark of 3 in a scale of 1 to 5. Therefore, the decisions taken so far have mostly been to “sustain current practices”… while attending to those with lower scores, complemented with open-ended comments, and exploiting targets of opportunity to experiment or try new methods/techniques as our limited resources allow.

Recognizing that assessment results must be shared with our constituents, Figure 4-1 shows an example of one of the ways we do it; a Poster Display with an assessment summary for the appropriate academic year, which includes a “Value-Added Chart” on the progress of the basic a-k Outcomes throughout the years, from 2002 to present. The poster, which is displayed in hallways, bulletin boards, and general areas throughout the Civil Engineering facilities, as well as on the web and on presentations at meetings and workshops, describes how our Program Educational Objectives (PEOs) and Program Outcomes (POs) are being met.

Figure 4-2 shows the tabulation of averaged results for each a-k Outcome, from various assessment tools, for one assessment period (in this case, for academic year 2006-2007), complemented with a chart representation of such results, clearly graphing above the benchmark metric value of 3. This has been done for all previous academic years, back to year 2002.


69

ACHIEVEMENT OF PROGRAM EDUCATIONAL OBJECTIVESACHIEVEMENT OF PROGRAM EDUCATIONAL OBJECTIVES

Table B2.1Table B2.1 of theof the SelfSelf--StudyStudy includes a listing of our program educational objectives, includes a listing of our program educational objectives, reflecting their relationship withreflecting their relationship with ABETABET’’ss Criterion 3 (aCriterion 3 (a--k Outcomes).k Outcomes). The table shows The table shows that there are multiple links between ourthat there are multiple links between our objectives andobjectives and ABETABET’’ss Criterion 3 (aCriterion 3 (a--k) k) outcomes.outcomes.

The The Outcomes Assessments Summary Table (2002)Outcomes Assessments Summary Table (2002) –– attached attached -- reflects the results of reflects the results of the statistical analyses on the degree of satisfaction/achievemethe statistical analyses on the degree of satisfaction/achievement ofnt of ABETABET’’ss Criterion 3 Criterion 3 (a(a--k) Outcomes. It shows that k) Outcomes. It shows that all outcomes were achievedall outcomes were achieved based on the metrics and based on the metrics and success criteria established by faculty consensus for the assesssuccess criteria established by faculty consensus for the assessment time period ending ment time period ending May 2002.May 2002.

Achievement of PROGRAM EDUCATIONAL OBJECTIVES is demonstrated byAchievement of PROGRAM EDUCATIONAL OBJECTIVES is demonstrated by virtue virtue of the achievement of all OUTCOMES linked to the individual OBJEof the achievement of all OUTCOMES linked to the individual OBJECTIVES, as CTIVES, as shown on the modified version of Table B2.1: shown on the modified version of Table B2.1:

ACHIEVEMENT OF PROGRAMACHIEVEMENT OF PROGRAM--SPECIFIC OUTCOMESSPECIFIC OUTCOMES

Table B3.1Table B3.1 of theof the SelfSelf--StudyStudy includes a listing of our programincludes a listing of our program--specific outcomes (which specific outcomes (which include/consider Program Criteria requirements), reflecting theiinclude/consider Program Criteria requirements), reflecting their relationship with r relationship with ABETABET’’ssCriterion 3 (aCriterion 3 (a--k Outcomes).k Outcomes). The table shows that there are multiple links between ourThe table shows that there are multiple links between ourprogramprogram--specific outcomes and specific outcomes and ABETABET’’ss Criterion 3 (aCriterion 3 (a--k) outcomes. k) outcomes.

The The Outcomes Assessments Summary Table (2002)Outcomes Assessments Summary Table (2002) –– attached attached -- reflects the results of reflects the results of the statistical analysis on the degree of satisfaction/achievemethe statistical analysis on the degree of satisfaction/achievement of nt of ABETABET’’ss Criterion 3 (aCriterion 3 (a--k) k) Outcomes. It shows that Outcomes. It shows that all outcomes were achievedall outcomes were achieved based on the metrics and success based on the metrics and success criteria established by faculty consensus for the assessment timcriteria established by faculty consensus for the assessment time period ending May 2002.e period ending May 2002.

Achievement of our PROGRAMAchievement of our PROGRAM--SPECIFIC OUTCOMES, and therefore compliance SPECIFIC OUTCOMES, and therefore compliance the with Program Criteria set forth by ASCE, is demonstrated by the with Program Criteria set forth by ASCE, is demonstrated by virtue of the virtue of the achievement of all Criterion 3 (aachievement of all Criterion 3 (a--k) OUTCOMES linked to the individual PROGRAMk) OUTCOMES linked to the individual PROGRAM--SPECIFIC OUTCOME, as shown on the modified version of Table B3.1SPECIFIC OUTCOME, as shown on the modified version of Table B3.1: :

Civil Engineering Program Assessment StatisticsCivil Engineering Program Assessment StatisticsAcademic Year 2006Academic Year 2006--0707

University of Puerto RicoUniversity of Puerto RicoMayagMayagüüez Campusez Campus

Department of Civil Engineering and SurveyingDepartment of Civil Engineering and Surveying

Syst em for t he Evaluat ion

of Educat ion SEED

Rating Scale: 1(LOW) Rating Scale: 1(LOW) 33 5(HIGH)5(HIGH)

TABLE B2.1

PROGRAM EDUCATIONAL OBJECTIVES






OBJECTIVE ACHIEVEMENT

SAT

SAT

SAT

SAT

SAT

SAT

Legend:

SATISFACTORY X UNSATISFACTORY X DOES NOT APPLY

T A B L E B 3 .1

P R O G R A M -S P E C IF IC O U T C O M E S (W h a t w e e x p e c t to d e v e lo p in o u r s t u d e n t s b y t im e o f th e ir g r a d u a t io n )

1 . A b i l i t y to u n d e rs ta n d a n d a p p ly f u n d a m e n t a l k n o w le d g e o f m a th e m a t ic s t h r o u g h

d i f f e r e n tia l e q u a tio n s , p r o b a b i l i t y a n d s t a t i s t ic s ; s c i e n c e ( c a lc u lu s b a s e d p h y s ic s a n d g e n e r a l c h e m is tr y ) ; a n d e n g in e e r in g s c ie n c e s .

2 . P r o f ic ie n c y in a m in im u m o f fo u r (4 ) re c o g n iz e d m a jo r c iv i l e n g in e e r in g a r e a s , s u c h a s ; c o n s tr u c t io n m a n a g e m e n t, e n v i ro n m e n t a l, g e o t e c h n ic a l , s t r u c t u r a l , t r a n s p o r ta t io n , a n d w a te r r e s o u r c e s .

3 . A b i l i t y to c o n d u c t e x p e r im e n t s a n d to c r i t ic a l ly a n a ly z e a n d in te r p r e t d a ta in m o r e t h a n o n e o f t h e m a jo r c iv i l e n g in e e r in g a re a s .

4 . A b i l i t y to p e r f o rm c iv i l e n g in e e r in g in t e g ra t e d d e s ig n o f s y s te m s , c o m p o n e n ts , o r p ro c e s s e s b y m e a n s o f p r a c t i c a l e x p e r ie n c e s t h r o u g h o u t t h e p ro f e s s io n a l c o m p o n e n t o f th e c u r r ic u lu m .

5 . A b i l i t y to id e n t i fy , fo r m u la te , a n d s o lv e c iv i l e n g in e e r in g p r o b le m s u s in g m o d e r n e n g in e e r in g to o ls , t e c h n iq u e s , a n d s k i l ls .

6 . P la y a n e f fe c t iv e r o le in m u lt id is c ip l in a r y p ro f e s s io n a l w o rk g r o u p s s o lv in g e n g in e e r in g p r o b le m s .

7 . A b i l i t y to c o m m u n ic a t e e f fe c t iv e ly in E n g l is h a n d S p a n is h . 8 . U n d e r s ta n d th e im p o r t a n c e o f c o m p lia n c e w i th p r o fe s s io n a l p r a c t ic e a n d e t h ic a l

is s u e s , s u c h a s : b id d in g ; p r o c u r e m e n t ; p r o fe s s io n a l in t e r a c t io n ; a n d p ro f e s s io n a l l ic e n s u re , a m o n g o th e r s .

9 . B r o a d e d u c a t io n n e c e s s a r y t o u n d e r s t a n d th e im p a c t o f c iv i l e n g in e e r in g s o lu t io n s o n h e a l th , g e n e ra l w e l fa r e , s a fe t y , e n v i ro n m e n ta l q u a li ty a n d e c o n o m y in a g lo b a l c o n te x t .

1 0 . C o m m it m e n t to e n g a g e in l i f e lo n g l e a rn in g . 1 1 . A w a r e n e s s o f c o n t e m p o r a r y s o c ia l , c u l tu r a l, e c o n o m ic , a r t is t ic , a e s th e t ic ,

e n v ir o n m e n t a l a n d e n g in e e r in g is s u e s . P ro g r a m O u t c o m e s C r i t e r io n 3 (a - k O u tc o m e s ) 1 2 3 4 5 6 7 8 9 1 0 1 1

a . m a th /s c ie n c e /e n g in e e r in g … X X X X X b . c o n d u c t e x p e rim e n ts … X X X X c . e n g in e e r in g d e s ig n … X X X X X d . m u l t i - d is c ip l in a ry te a m w o r k . . . X X X X e . p r o b le m s o lv in g … X X X X X X X X X f . p ro f e s s io n a l is m & e th ic s … X X X X X X g . c o m m u n ic a t io n s k i lls … X X X X X h . b r o a d e d u c & g lo b a l im p a c t . . . X X X X X i . li f e lo n g le a r n in g … X X X j . c o n te m p o r a ry is s u e s … X X X X X X k . m o d e rn to o ls & te c h n iq u e s … X X X X X X X X X

P R O G R A M - S P E C IF IC O U T C O M E A C H IE V E M E N T

S A T

S A T

S A T

S A T

S A T

S A T

S A T

S A T

S A T

S A T

S A T

L e g e n d :

S A T IS F A C T O R Y X U N S A T IS F A C T O R Y X D O E S N O T A P P L Y

SloganSloganCES = (PS)CES = (PS)22

Civi l Engineers and SurveyorsCivi l Engineers and Surveyors(equal)(equal)

PeoplePeople --Serving, ProblemServing, Problem--SolversSolvers

ValueValue--Added Added (with time) (with time)

Summary TableSummary Table

omes

ASSESSMENT TOOLS (Surveys) & CONSTITUENCY AUDIENCE OUTCOME

CRITERION 3 (a-k) OUTCOMES Out

c

Courses Alumni Employers Exit (Grads) AGGREGATE Avg. Benchmark % ≥ 3.00 % Freq. ≥ 3.00 STATUS

a. Ability to use math/science/engineering a 4.47 4.46 4.76 4.56 75.0 99.5 SATb. Ability to conduct experiments b 4.13 4.15 4.65 4.31 75.0 95.5 SATc. Engineering design c 4.18 3.95 4.35 4.16 75.0 96.5 SATd. Teamwork d 4.01 4.50 4.82 4.44 75.0 99.0 SATe. Problem solving e 4.42 4.32 4.65 4.46 75.0 99.0 SATf. Professionalism and ethics f 4.42 4.44 4.59 4.48 75.0 98.5 SATg. Oral and written communication skills g 3.95 3.90 4.18 4.01 75.0 96.0 SATh. Broad education and global awareness/impact h 4.32 4.17 4.18 4.22 75.0 95.5 SATi. Ability to learn by him/herself (lifelong learning) I 4.22 4.33 4.29 4.28 75.0 95.0 SATj. Contemporary issues j 4.36 4.26 4.24 4.29 75.0 95.5 SATk. Modern tools and techniques k 4.12 4.00 4.00 4.04 75.0 93.5 SAT

OUTCOMES ASSESSMENTS SUMMARY CHART CRITERION 3 (a-k) OUTCOMES AVERAGES FROM ALL SURVEY ASSESSMENT TOOLS

4.044.

29

4.28

4.22

4.01

4.4 8

4.46

4.44

4.164.

314.5 6

1.00

2.00

3.00

4.00

5.00

a b c d e f g h I j k (a-k) OUTCOMES

AVE

RA

GE

VALU

E

1 2 3 4 5 6 72002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

a. Ability to use math/science/engineering 1 3.97 4.45 4.61 4.28 4.33b. Ability to conduct experiments 2 3.61 3.76 4.36 4.18 3.98c. Engineering design 3 3.81 4.15 4.46 4.19 4.15d. Teamwork 4 3.89 4.13 4.63 4.34 4.25e. Problem solving 5 4.30 4.43 4.60 4.39 4.43f. Professionalism and ethics 6 4.11 4.33 4.56 4.46 4.37g. Oral and written communication skills 7 4.09 3.96 4.34 3.94 4.08h. Broad education and global awareness/impact 8 4.11 4.02 4.39 4.38 4.23i. Ability to learn by him/herself (lifelong learning) 9 4.11 4.32 4.58 4.46 4.37j. Contemporary issues 10 4.12 4.08 4.37 4.40 4.24k. Modern tools and techniques 11 3.86 4.10 4.32 4.03 4.08

SKILLS / OUTCOMES Se

ries

0.00

1.00

2.00

3.00

4.00

5.00

1 2 3 4 5 6 7

ASSESSMENT PERIOD

AVE

RAGE VA

LUE

Series1Series2Series3Series4Series5Series6Series7Series8Series9Series10Series11

Figure 4-1. Poster Display with Assessment Results for an Academic Year.


70

Figure 4-2. Chart Analysis of a-k Outcomes Results from Various Assessment Instruments.

The compilation of aggregate average values from all assessment sources for each a-k

Outcome throughout the years, from academic year 2002-2003 to present, is presented by means of a “value-added chart” in Figure 4-3. It clearly shows the continued, consistent, and sustained achievement of all a-k Outcomes; always well above the benchmark metric value of 3. The small drop shown from assessment periods 3 to 4 (2004-05 to 2005-06) can be attributed to a change in the way we conducted these assessments, going from paper to online, and with small changes in the design of the questions. After that, consistent and steady achievement is clear.

omes

ASSESSMENT TOOLS (Surveys) & CONSTITUENCY AUDIENCE OUTCOME

CRITERION 3 (a-k) OUTCOMES Out

c

Courses Alumni Employers Exit (Grads) AGGREGATE Avg. Benchmark % ≥ 3.00 % Freq. ≥ 3.00 STATUS

a. Ability to use math/science/engineering a 4.47 4.46 4.50 4.76 4.55 75.0 99.5 SATb. Ability to conduct experiments b 4.13 4.15 4.50 4.65 4.36 75.0 95.5 SATc. Engineering design c 4.18 3.95 4.25 4.35 4.18 75.0 96.5 SATd. Teamwork d 4.01 4.50 4.00 4.82 4.33 75.0 99.0 SATe. Problem solving e 4.42 4.32 4.00 4.65 4.35 75.0 99.0 SATf. Professionalism and ethics f 4.42 4.44 4.50 4.59 4.49 75.0 98.5 SATg. Oral and written communication skills g 3.95 3.90 3.75 4.18 3.95 75.0 96.0 SATh. Broad education and global awareness/impact h 4.32 4.17 4.00 4.18 4.17 75.0 95.5 SATi. Ability to learn by him/herself (lifelong learning) I 4.22 4.33 4.00 4.29 4.21 75.0 95.0 SATj. Contemporary issues j 4.36 4.26 4.00 4.24 4.22 75.0 95.5 SATk. Modern tools and techniques k 4.12 4.00 4.50 4.00 4.16 75.0 93.5 SAT

4.55

4.36

4.18 4.

33 4.35 4.

49

3.95 4.

17 4.21

4.22

4.16

1.00

2.00

3.00

4.00

5.00

a b c d e f g h I j k

AV

ER

AG

E V

ALU

E

(a-k) OUTCOMES

OUTCOMES ASSESSMENTS SUMMARY CHART (Acad. Year 2006-07)CRITERION 3 (a-k) OUTCOMES AVERAGES FROM ALL SURVEY ASSESSMENT TOOLS


71

Figure 4-3. Value-Added Chart Analysis of a-k Outcomes Aggregate Results Over the Years.

Table 2-1 of this Self-Study presented a listing of our program educational objectives,

reflecting multiple links between our objectives and ABET’s Criterion 3 (a-k Outcomes). The Outcomes Assessments Summary in Table 4-1 reflects the results of our analysis on the degree of achievement of ABET’s Criterion 3 (a-k) Outcomes. It shows that all outcomes were achieved based on the metrics and success criteria established by faculty consensus for the appropriate assessment time period.

Therefore, the achievement of our PROGRAM EDUCATIONAL OBJECTIVES is

demonstrated by virtue of the achievement of all OUTCOMES linked to the individual OBJECTIVES, as shown on Table 4-1 (which is a modified version of Table 2-1).

1 2 3 4 5 6 72002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

a. Ability to use math/science/engineering a 3.97 4.45 4.61 4.28 4.56b. Ability to conduct experiments b 3.61 3.76 4.36 4.18 4.36c. Engineering design c 3.81 4.15 4.46 4.19 4.18d. Teamwork d 3.89 4.13 4.63 4.34 4.33e. Problem solving e 4.30 4.43 4.60 4.39 4.35f. Professionalism and ethics f 4.11 4.33 4.56 4.46 4.49g. Oral and written communication skills g 4.09 3.96 4.34 3.94 3.95h. Broad education and global awareness/impact h 4.11 4.02 4.39 4.38 4.17i. Ability to learn by him/herself (lifelong learning) i 4.11 4.32 4.58 4.46 4.21j. Contemporary issues j 4.12 4.08 4.37 4.40 4.22k. Modern tools and techniques k 3.86 4.10 4.32 4.03 4.16

SKILLS / OUTCOMES Se

ries

0.00

1.00

2.00

3.00

4.00

5.00

1 2 3 4 5 6 7

ASSESSMENT PERIOD

AVE

RA

GE

VALU

E

Outcome AOutcome BOutcome COutcome DOutcome EOutcome FOutcome GOutcome HOutcome IOutcome JOutcome K

RReedd LLiinnee @ Established Benchmark Value of 33..0000

VVAALLUUEE--AADDDDEEDD CCHHAARRTT oonn AABBEETT’’ss aa--kk OOuuttccoommeess


72

Table 3-1 of this Self-Study presented a listing of our program-specific outcomes, which

consider within them, by design, all of our required Program Criteria (Criterion 9). It reflects multiple links between our program-specific outcomes and ABET’s Criterion 3 (a-k Outcomes). The Outcomes Assessments Summary in Table 4-2 reflects the results of our analysis on the degree of achievement of ABET’s Criterion 3 (a-k) Outcomes. It shows that all outcomes were achieved based on the metrics and success criteria established by faculty consensus for the appropriate assessment time period.

Therefore, as for our Educational Objectives, the achievement of our PROGRAM-SPECIFIC OUTCOMES, and in turn, the full compliance with all Program Criteria set forth by ASCE, is demonstrated by virtue of the achievement of all Criterion 3 (a-k) OUTCOMES linked to the individual PROGRAM-SPECIFIC OUTCOME, as shown on Table 4-2 (which is a modified version of Table 3-1).

Table 4-1. Achievement of Program Educational Objectives (PEOs) Our Civil Engineering graduates will …





OBJECTIVE ACHIEVEMENT

SAT

SAT

SAT

SAT

SAT

SAT

Legend:

SATISFACTORY X UNSATISFACTORY X DOES NOT APPLY


73

Table 4-2. Achievement of Program Outcomes

(What we expect to develop in our students by time of their graduation)

1. Ability to understand and apply fundamental knowledge of mathematics through differential equations, probability and statistics; science (calculus based physics and general chemistry); and engineering sciences.

2. Proficiency in a minimum of four (4) recognized major civil engineering areas, such as; construction management, environmental, geotechnical, structural, transportation, and water resources.

3. Ability to conduct experiments and to critically analyze and interpret data in more than one of the major civil engineering areas.


5. Ability to identify, formulate, and solve civil engineering problems using modern engineering tools, techniques, and skills.


7. Ability to communicate effectively in English and Spanish. 8. Understanding of the importance of compliance with professional practice and

ethical issues, such as: bidding; procurement; professional interaction; and professional licensure, among others.

9. Broad education necessary to understand the impact of civil engineering solutions on health, general welfare, safety, environmental quality and economy in a global context.

10. Commitment to engage in lifelong learning. 11. Awareness of contemporary social, cultural, economic, artistic, aesthetic,

environmental and engineering issues. Program Outcomes Criterion 3 (a-k Outcomes) 1 2 3 4 5 6 7 8 9 10 11

a. math/science/engineering … X X X X X b. conduct experiments … X X X X c. engineering design … X X X X X d. multi-disciplinary teamwork... X X X X e. problem solving … X X X X X X X X X f. professionalism & ethics … X X X X X X g. communication skills … X X X X X h. broad educ & global impact... X X X X X i. lifelong learning … X X X j. contemporary issues … X X X X X X k. modern tools & techniques … X X X X X X X X X

PROGRAM-SPECIFIC OUTCOME ACHIEVEMENT

SAT

SAT

SAT

SAT

SAT

SAT

SAT

SAT

SAT

SAT

SAT

Legend: SATISFACTORY X UNSATISFACTORY X DOES NOT APPLY


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Comments on Course Assessment Results: Course assessment results, by outcomes, were summarized on the previous figures and

tables, all showing levels of achievement well above the established benchmark. We can base our decision to sustain current practices on those results alone. Although the benchmark metric of 3 has been maintained throughout the years, it has been the subject of discussion among faculty, without reaching a consensus to change it. Instead, a second level of improvement criteria has been set to focus on the skills or outcomes with the lowest five scores on a particular academic period, in combination with the open-ended comments provided by our constituents. Emphasis will then be placed in raising those.

Table 4-3 presents open-ended comments from different courses (in the original language of the response; most in English; some in Spanish). When we combine these comments with scores by outcomes and/or other skills, we see a trend and reach some conclusions that lead to improvement actions. For the shown comments, which correspond to academic year 2006-2007, the multiple “GREY highlights” tell us that we may need to look at improving anything related to modern tools and equipment in the courses and laboratories, some particularly related to computers and to special engineering applications software. This is supported later by the Exit Survey results for the same academic period, as shown on Table 4-5 further ahead, where although with high percentage scores above the “Good” mark (equivalent to the benchmark of 3), the lowest scores (printed in Bold Red) are for:

- Quality of computing resources …………………………. (65.4% > “Good”)

- Availability of computers in the Department …………… (65.4% > “Good”)

- Remote access to the Department’s computer network …. (65.4% > “Good”); and,

- Training to utilize the Department’s computing resources.. (65.4% > “Good”)

Immediate Improvement Action: A comprehensive proposal requesting funding for purchase of new tools and equipment for our laboratories and computer centers was submitted through the College of Engineering to Central Administration of the University of Puerto Rico System. The request, in the amount of nearly $500K, was very specific in terms of the equipment needs in support of assessment results. Central Administration approved the amount of $287,300 for our Department. The list was reviewed based on priorities and purchase orders were submitted. At present time we are awaiting for deliveries. Once on hand and operational, we expect better assessment scores in the area of modern tools and equipment in future assessment cycles.

Continuous Improvement Action: In 1997 the Department established a Laboratory Development and Improvement Program, which is revised and updated annually. This program responds to the needs expressed from various sources: student surveys, input from area coordinators and faculty, and input from laboratory directors and technicians. Equipment, tools, and other laboratory support materials are then purchased based on available funding. Special funding requests, such as the one mentioned above, are submitted when our assessment instruments clearly indicate a need.


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Table 4-3. Open-Ended Comments from Course Assessments

INCI Courses

Comments by Students (in the response language)

4001 - More equipment. - Change the Book to one more understandable and cheap to the student. - Use techniques other than Power Point and explain lessons and experiments more precisely. - Less Power Point presentations. - Este curso debería tener un valor de 4 créditos ya que requiere 5 horas semanales. - Update the tools and techniques so we can prepare for today's world, not yesterday's. - Si es posible, mejorar los instrumentos. - The instruments used in the lab are way out of date (transit) and several are worn out (especially the tapes). They should be replaced for modern ones. - The use of modern engineering tools and techniques.

4002 - Deberían hacer de los curso topo 1 y topo 2, un solo curso. - More computer use. - Implementation of AUTOCAD - Do projects like this (?) more frequently. - Get better equipment or have everybody use the same type of equipment. - Use more advanced tools in the lab. - We need recent equipment...or learn how to use equipment that's out in the field. - The equipment used for surveying should be updated; new technologies and contemporary surveying practices in the field. - Every student should be able to use a total station when there are laboratories.

4007 - Some field activity. - Que se enseñe AutoCAD como parte del curso, ya que se nos exigió un proyecto final en AutoCAD y el profesor sabia que no teníamos el conocimiento, pero no nos enseñó como usarlo. - Include laboratory of field work to practice what we learn on the course. - Curso demasiado exigente; no estaría mal que fuera reestructurado o rediseñado. - Change the textbook. - Teach how to use the software made to do what we are learning in the class. - Have a class dedicated to AutoCAD because most people don't know how to use it. - This course should provide a previous course of specific practice of computer programs like AutoCAD, because we work on this by our own. - Deberían dar el proyecto desde principios de clases para ir trabajando en el en vez de dar el proyecto dos semanas antes de que se acaben las clases.

4008 - Add a laboratory class. - Insisto en que requiere más aplicación ambiental que simple teoría. - This class should be accompanied by a laboratory.


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Table 4-3. Open-Ended Comments from Course Assessments (Cont’d)

4137 - Not enough time to make the final project. - Class project must be better explained in order to submit better projects. - Hacer grupos de trabajo más pequeños.

4138 - Include a laboratory or field work in which the students can familiarize with hydrology and help them understand the importance of it. - Change the BOOK please; this is supposed to be an introductory course to water resources, but the book assumes the student knows many things which are not pre-requisites to the course.

4145 - Provide the adequate software required for the projects. 4950 - This course needs a complete re-configuration…

- Deberían cambiar el estilo del curso ya que no se le explica casi nada al estudiante. - Asignar y distribuir mejor a los grupos. - Mejor organización... - Give more useful presentations. - More time!! - Please get organized before the course each year. The course will be good if the professors get organized before assigning the project.

INCI Courses

Comments by Students (in the response language)

4011 - Bring on time the steel manual, because we pay for it. 4012 - Integrar un programa de computadoras como por ejemplo ETABS para diseño. 4026 - There should be a laboratory to understand pavement materials, design, and failures.

4029 - Re-dividir el curso en 4 exámenes parciales en vez de 3. 4035 - Para que dé tiempo para Asfalto y Acero, entiendo que es necesario disminuir el

tiempo de horas contactos que se le dedica al área de Hormigón. - More comprehensive exams; User-friendly equipment. - Make the laboratory experiences more intertwined with the conferences. - It needs more objective criteria instead of just exams.

4055 - Include field trips to constructions as part of the curriculum. 4095 - Debemos usar instrumentos más actualizados. Los instrumentos que estamos utilizando

están casi obsoletos. - Exige mucho de MatLab y nosotros no cogemos nada de MatLab en la clase de Algorítmos.

4125 - More practical works, I would like to do more things outside the classroom.


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Exit Survey Results: Results from the most recent Exit Survey (Academic Year 2006-2007) are summarized in

Table 4-4(Demographics and Course Assessments), Table 4-5 (Program Assessment), and Table 4-6 (Student Satisfaction). Average scores for each a-k Outcome were presented previously in Figure 4-2. These are similar and consistent with results from previous academic years and reflect the high-level achievement of all a-k Outcomes and of other skills required by our Program Criteria.

The quality of our graduates is clearly confirmed. As evidenced by these results, 70% of our graduates have a cumulative Grade Point Average (GPA) of 3.00 or higher on a 4.00 scale. Their life-long learning plans are well on their way, as 69% have already taken the Fundamentals of Engineering (FE) exam as a step in pursuing their professional licensing. About 62% have plans to pursue either full-time graduate education or employment with part-time education after graduation. Of those, nearly 40% have already applied to Graduate Programs, of which 30% have been accepted. Amongst the ones planning to pursue full-time employment, 77% have interviewed, and 50% have been offered positions. For those who have accepted employment, 75% will have salaries of over $30k per year, and 25% will have salaries over $50k. About half will stay in Puerto Rico and half will move to the mainland USA.

The rest of the scores on Tables 4-4 thru 4-6 address all of the important skills, issues, and subjects (printed in Bold Blue) that are key elements of our Specific Program Outcomes and of the required ABET/ASCE Program Criteria (Criterion 9) for Civil Engineering Programs. The scores for all of the rated elements reflect very high percentages above the benchmark metrics of 3 or “Good” and at the top ratings of 5 or “Exceptional”. These results clearly attest to the achievement of our Program Outcomes.

Results also attest to the quality of our teaching, the quality of or student-faculty interaction, the quality of our facilities and the quality of our academic advising, all as perceived by our students. Opportunities for interaction with practitioners, which was the only subject of Concern from the previous accreditation visit in 2002, was rated high, with nearly 81% over the benchmark. Table 4-5 shows that team experiences (teamwork), practical experiences, and leadership opportunities were rated high as well. The scores shown in “highlighted Bold Red” in this Table, although still high above the passing benchmark… are considered the lowest, and when combined with the open-ended comments listed previously in Table 4-3, led us to identify areas that were given special attention for improvement action.

The scores on student satisfaction with the program and with their studies at UPRM, as reflected on Table 4-6, are clearly exceptional.

Continuous Improvement Action: Same action described in the previous section; a comprehensive proposal requesting funding for purchase of new tools and equipment for our laboratories and computer centers was submitted through the College of Engineering to Central Administration of the University of Puerto Rico System.


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Table 4-4. Exit Survey Assessment Results - Demographics (Achievement of Program Outcomes)

Gender of graduating respondents Percent (%) Cumulative Percent (%)

Male 61.5 61.5 Female 38.5 100.0

Cumulative GPA during studies at UPRM Percent (%) Cumulative Percent (%)

2.50 – 2.74 7.7 7.7 2.75 – 2.99 23.1 30.8 3.00 – 3.24 23.1 53.8 3.25 – 3.49 19.2 73.1 3.50 – 3.74 15.4 88.5 3.75 – 4.00 11.5 100.0

Transfer from another college Percent (%) Cumulative Percent (%) Yes 3.8 3.8 No 96.2 100.0

Status with Fundamentals of Engineering (FE/EIT) Exam

Percent (%) Cumulative Percent (%)

Have not taken 30.8 30.8 Taken once; Awaiting Results 65.4 96.2 Taken once; Failed 3.8 100.0

Plans after graduation Percent (%) Cumulative Percent (%) Full-time employment 38.5 38.5 Full-time education 30.8 69.2 Employment and Part-time education 30.8 100.0

Status if planning for graduate education Percent (%) Cumulative Percent (%) Have not yet applied 61.0 61.0 Applied; awaiting acceptance 8.6 69.6 Offered admission; accepted 26.1 95.7 Offered admission; declined 4.3 100.0


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Table 4-4. Exit Survey Assessment Results - Demographics (Cont’d) (Achievement of Program Outcomes)

Table 4-4. Exit Survey Assessment Results – Courses Assessment (Achievement of Program Outcomes)

Status if planning to be employed Percent (%) Cumulative Percent (%) Have not interviewed 23.0 23.0 Interviewed; no offers yet 27.0 50.0 Offered position; considering 18.0 68.0 Offered position; accepted 27.0 95.0 Offered position; declined 5.0 100.0

Salary Range if accepted employment Percent (%) Cumulative Percent (%) Below $30,000 25.0 25.0 $30,000 - $34,999 8.3 33.3 $35,000 - $39,999 8.3 41.6 $40,000 - $44,999 16.7 58.3 $45,000 - $49,999 16.7 75.0 $50,000 - $54,999 25.0 100.0

Where will your job be located? Percent (%) Cumulative Percent (%) Puerto Rico 50.0 50.0 United States 50.0 100.0

Courses Assessment Rating > 3 (%)

Rating of 5 (%)

Build on knowledge from previous coursework 92.4 46.2 Build on skills from previous coursework 92.4 46.2 Incorporate engineering standards 92.3 50.0 Address economic issues 88.5 46.2 Address environmental issues 92.4 46.2 Address sustainability issues 96.2 46.2 Address manufacturability issues 80.7 26.9 Address ethical issues 80.7 26.9 Address health & safety issues 80.7 26.9 Address social issues 84.7 30.8 Address public policy issues 73.0 19.2 Establish atmosphere conducive to learning 96.2 38.5 Foster student-faculty interaction 92.3 23.1 Allow the use of modern engineering tools 92.3 11.5

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Table 4-5. Exit Survey Assessment Results – Program Assessment (Achievement of Program Outcomes)

Program Assessment

Rating > “Good” (%)

Rating of “Exceptional”

Quality of teaching 92.4 38.5 Quality of feedback on assignments (other than grades) 96.1 19.2 Quality of student-faculty interaction 92.3 23.1

Program Assessment

Rating > “Neutral”

Rating of “Very Satisfied”

Opportunities for practical experiences in the curriculum 84.9 26.9 Opportunities for interaction with practitioners 80.8 19.2 Value derived from team experiences 92.3 46.2 Value of program-related student organization activities 84.6 30.8 Leadership opportunities in program related extracurricular activities

80.8 30.8

Table 4-6. Exit Survey Assessment Results – Student Satisfaction

(Achievement of Program Outcomes) Did the Civil Engineering Program meet your

expectations? Percent (%) Cum Percent

(%) Met expectations 11.5 11.5 Somewhat above expectations 61.5 80.8 Far above expectations 19.2 100.0

Value of the investment you made in your Civil Engineering education at UPRM

Percent (%) Cum Percent (%)

Good 11.5 11.5 Very Good 23.1 34.6 Exceptional 65.4 100.0

Would you recommend… Rating > 3 (%)

Rating of 5 (%)

Your Civil Engineering Program to a close friend? 92.2 69.2 The UPRM College of Engineering to a close friend? 96.1 65.4 Alumni Survey Results:

Average size of major courses 95.9 19.2 Quality of engineering classrooms 88.5 11.5 Academic advising by faculty 92.3 30.8 Academic advising by non-faculty 80.7 26.9 Quality of computing resources 65.4 7.7 Availability of computers in the Department 65.4 7.7 Remote access to Department’s computer network 73.1 19.2 Training to utilize Department’s computing resources 50.0 7.7

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Alumni seem to be the most eager constituent to participate in our assessment processes. They respond quickly and in great numbers. Our department currently uses the results of two separate alumni surveys; one for Academic Year 2002-2003, and a more recent one for Academic Year 2006-2007, both geared to input more closely related to our Educational Objectives and Program Outcomes, based on ABET EC2000 criteria. Since we are using the results of both surveys in ongoing curriculum revision processes, we are listing their general findings below.

Alumni Survey 2002-2003: This was our first ABET EC2000 based alumni survey, and was sent to all 389 graduates of the program for the years 1999, 2000, and 2001. It was mailed in hard copy with pre-addressed return envelopes, which made it costly. Names and mailing labels were provided by the Registrar’s Office. In the end, 23 were returned for incorrect addresses; therefore 366 reached the intended graduates. Of those, 63 completed surveys were received, for a response rate of 17.2%. Of those that responded, 38% were females and 62% males. Approximately 54% of the alumni graduated with a GPA greater than 3.00, on a 4.00 scale, and 40% had a GPA between 2.50 and 2.99.

About 75% of the alumni surveyed were planning to pursue graduate studies, of which nearly 45% had already been accepted to a graduate school, and/or were undergoing graduate studies. Therefore, the survey provided a measure of how program alumni were planning and/or taking part in life-long learning activities.

The survey covered a wide range of topics directly related to our Program Educational Objectives and Program Outcomes, including many open-ended questions designed to elicit comments, suggestions, and criticisms from former students having at least five (5) years experience beyond the B.S. degree. The average responses to all (100%) of the questions were well above the established benchmark of 3. This was an indicator that the skills acquired at UPRM were “very good” or “excellent” foundations for their careers.

Of the 81% of the alumni that provided information on their present employment, 25% were working with the government, 27% in consulting firms, 39% in industry, and 1% in education. For those employed, the average annual gross income was $33,700; slightly higher, but not much different from the average income of those surveyed in a previous survey in 1999, before ACET EC2000 Criteria was put in place..

In relation to Professional Licensure, 84% had taken the Fundamentals of Engineering Exam (FE/EIT) at or shortly after graduation and 88.7% had passed it. The Professional Engineering (PE) Exam had already been taken by 40% of our respondents, with a 47.6% approval rate. We must state here that in Puerto Rico, graduates are allowed to take the PE Exam without the “time-experience” requirement of 4 years, which is the rule in most states. Therefore, in the case of this particular survey, most of our graduate respondents took both the FE and the PE exams shortly after graduation. We believe this gives more value to their approval rates and demonstrates that they were actively and aggressively pursuing professional licensure activities, as required in the Program Criteria for Civil Engineering programs. This also reflects that our program prepared them well for taking these exams shortly after graduation, with almost no professional experience.

Alumni Survey 2006-2007: The department’s SEED Office sent a new on-line version of our alumni survey to all 300 graduates of the program for the years 2001 through 2007 (graduates of the past five (5) years). Names and electronic mailing addresses were obtained


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from the Alumni Office’s registration files, which are maintained fairly up-to-date. Respondents were given three (3) weeks to complete the survey. After that period, 97 completed surveys were received, for a response rate of 32.3%. However, only 69 responses were utilized in our analysis, coming from those who graduated in the last 5 years. Of those that responded, 36% were females and 64% males. Approximately 74% of the alumni graduated with a General GPA greater than 3.00, on a 4.00 scale. Approximately 78% had a Major’s GPA greater than 3.00. Summary results are presented in Tables 4-7 thru 4-11.

According to the survey, about 90% of the alumni are planning to pursue graduate studies, of which nearly 35% had already been accepted to a graduate school, and /or were undergoing graduate studies. Therefore, the survey once again provided a measure of how program alumni are involved in life-long learning activities.

On topics directly related to our Program Educational Objectives and Program Outcomes, the average responses to all (100%) of the questions were well above the established benchmark of 3. Again, another indication that the skills acquired at UPRM were “very good” or “excellent” foundations for their careers.

Of the alumni that provided information on their present employment, 12% are working with the government, 78% in private industry, 5% in academics, and 5% are self-employed. For those currently employed, 37% have an annual gross income is $50k or higher, with 3% over $70k. These salaries are much higher than those from the previous survey in 2003.

In relation to Professional Licensure, 93% took the Fundamentals of Engineering Exam (FE/EIT) at or shortly after graduation and 80% passed it. The Professional Engineering (PE) Exam has already been taken by 57% of our respondents, with a 54% approval rate. Therefore, in the case of this particular survey, a big number of our 5-year alumni respondents took both the FE and the PE exams shortly after graduation, which demonstrates once more that they continue to actively and aggressively pursue professional licensure activities, as required in the Program Criteria for Civil Engineering programs.

Average scores for each a-k Outcome were presented previously in Figure 4-2. As we stated previously, the achievement of our Program Educational Objectives is demonstrated by virtue of the achievement of all Outcomes linked to the individual Objectives, as shown earlier on Table 4-1. The rest of the scores on Tables 4-7 thru 4-11 address all of the important skills, issues, and subjects (printed in Bold Blue) that are key elements of our Specific Program Educational Objectives, Outcomes, and of the required ABET/ASCE Program Criteria (Criterion 9) for Civil Engineering Programs. The scores for all of the rated elements reflect very high percentages above the benchmark metrics of 3 or “Good” and at the top ratings of 5 or “Exceptional”. These results clearly attest to the achievement of our Program Educational Objectives (PEOs).

Results also attest to the quality of our teaching, the quality of our student-faculty interaction, the quality of our facilities and the quality of our academic advising, all as perceived by our 5-year alumni. Table 4-8 shows that leadership skills and opportunities, as well as entrepreneurial skills, were rated high. The scores shown in “highlighted Bold Red” in this Table, although still high over the passing benchmark, are considered the lowest, and led us to identify areas that were given special attention for improvement action, such as: health and safety, public policy, and manufacturability issues.


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The scores on alumni’s satisfaction with the program and with their studies at UPRM, as reflected on Table 4-10, are clearly exceptional.

These responses again suggest that all of the topics deemed important for the first few years of their careers were taught and learned very well; in fact, teaching quality appears fairly consistent, even for topics thought to be less useful.

Conclusions based on an open-ended request for strengths and weaknesses of the program are summarized below. Clearly, some repeat themselves and are consonant with the findings of the 2002-2003 survey.

a. Undergraduate Civil Engineering education at UPRM provides a good foundation for a career in industry or for graduate school. It is a broad curriculum that covers all areas of Civil Engineering.

b. The alumni continue leading successful careers or pursuing graduate studies, have overall favorable opinions of the department, and have a continued interest in it.

c. The department is perceived as very effective in teaching, with high quality education, and experienced, knowledgeable, supportive faculty.

d. Many graduates consider their undergraduate civil engineering education to have been somewhat theoretical; they need more practice in various areas, particularly construction management, blue prints preparation, and CAD work.

e. The program continues to be perceived as too long, with too many socio-humanistic elective requirements.

f. There is a need to continue to address health and safety, ethics, labor relations, public policy issues, manufacturability issues, and environmental considerations, among others, more effectively.

g. Physics, basic mathematics, technical writing in both English and Spanish, and conversational English are considered the most valuable courses outside the Civil Engineering Program.

The list of constructive comments and recommendations we received is extensive, and we do not pretend to include them all in this report. However, the actual listing and summary has been shared with our Advisory Board and with the entire faculty for consideration in the ongoing curricular revision.

We recognize the need to encourage the registration of electronic mailing addresses from our alumni and to continue to conduct these surveys on a timely manner, as specified in our Assessment Plan.

Continuous Improvement Action: Same action described in the previous section; a comprehensive proposal requesting funding for purchase of new/modern tools and equipment for our laboratories and computer centers was submitted through the College of Engineering to Central Administration of the University of Puerto Rico System. Also, we have faculty consensus in taking action to address health and safety, ethics, labor relations, public policy issues, manufacturability issues, and environmental considerations more aggressively and comprehensively in all courses and, most particularly, through assuring their integration and follow up in the culminating experience of the CAPSTONE Course.


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Table 4-7. Alumni Survey Assessment Results - Demographics (Achievement of Program Outcomes & Objectives)

Gender of graduating respondents Percent (%) Cumulative Percent (%)

Male 64 64 Female 36 100

Cumulative GPA during studies at UPRM Percent (%) Cumulative Percent (%)

2.25 – 2.49 3 3 2.50 – 2.74 7 10 2.75 – 2.99 16 26 3.00 – 3.24 21 47 3.25 – 3.49 22 69 3.50 – 3.74 21 90 3.75 – 4.00 10 100

Transfer from another college Percent (%) Cumulative Percent (%) Yes 9 9 No 91 100

Employment / Study Status Percent (%) Cumulative Percent (%) Full-time employment 78 78 Full-time education 12 90 Employment and Part-time education 6 96 Other 4 100

Status if planning for graduate education Percent (%) Cumulative Percent (%) Have not yet applied 63 63 Applied; awaiting acceptance 2 65 Offered admission; accepted 35 100 Offered admission; declined 0 100


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Table 4-7. Alumni Survey Assessment Results - Demographics (Cont’d) (Achievement of Program Outcomes & Objectives)

Table 4-8. Alumni Survey Assessment Results – Courses Assessment (Achievement of Program Outcomes & Objectives)

Salary range if fully employed Percent (%) Cumulative Percent (%) Below $30,000 3 3 $30,000 - $34,999 27 30 $35,000 - $39,999 10 40 $40,000 - $44,999 15 55 $45,000 - $49,999 8 63 $50,000 and over 37 100

Where is your job located? Percent (%) Cumulative Percent (%) Puerto Rico 69 69 United States 31 100


Rating of 5 (%)

Build on knowledge from previous coursework 100 48 Build on skills from previous coursework 99 46 Incorporate engineering standards 98 46 Address economic issues 93 32 Address environmental issues 94 26 Address sustainability issues 91 23 Address manufacturability issues 82 15 Address ethical issues 95 45 Address health & safety issues 87 28 Address social issues 92 29 Address public policy issues 83 30 Exercise effective leadership/management skills

95 53

Exercise effective entrepreneurial skills 92 35



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Table 4-9. Alumni Survey Assessment Results – Program Assessment (Achievement of Program Outcomes & Objectives)

Program Assessment Rating > “Good”

(%) Rating of “Exceptional”

(%) Quality of teaching 100 51 Quality of feedback from faculty (other than grades)

99 41

Quality of student-faculty interaction 98 41 Quality of overall education at UPRM 100 64

Table 4-10. Alumni Survey Assessment Results – Alumni Satisfaction with the Program (Achievement of Program Outcomes & Objectives)

Did the Civil Engineering Program meet your expectations?


Met expectations 12 12 Somewhat above expectations 46 58 Far above expectations 41 100

Value of the investment you made in your Civil Engineering education at UPRM


Good 6 6 Very Good 12 18 Exceptional 82 100

Would you recommend… Rating > 3 (%)

Rating of 5 (%)

Your Civil Engineering Program to a close friend?

99 81

The UPRM College of Engineering to a close friend?

99 84

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Table 4-11. Selected Data and Charts on Status of Alumni from the 2007 Survey

Alumni Survey 2006-2007

Sent to: 300 Responses: 69 % Respondents: 23.0%

Passed PE Exam (based on those who took it)

93.0%

57.0%

80.0%

57.0%54.0%

Approved FE (EIT) Exam (based on those who took it)

Applied for Engineering License

90.0%

35.0%

86.0%

78.0%

Activity Percent (%)

Planning for Grad School

Took PE Exam (based on all respondents)

Accepted into a Grad School

Applied for Employment

Already Employed

Took FE (EIT) Exam

90.0%

35.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Planning for Grad School

Accepted into a Grad School

Alumni Graduate School Experience (%) 2007 86.0% 78.0%

0.0%20.0%40.0%60.0%80.0%

100.0%

Applied for Employment

Already Employed

Alumni Employment Experience (%) 2007

93.0%80.0%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Took FE (EIT) Exam Approved FE (EIT) Exam (based on those

who took it)

Alumni FE (EIT) Exam Experience (%) 2007

57.0% 54.0%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

Took PE Exam (based on all respondents)

Passed PE Exam (based on those who

took it)

Alumni PE Exam Experience (%) 2007


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Employer's Survey Results: The department conducts this survey every three (3) years. Occasionally it compares it

with the records of the UPRM Placement Office. The survey currently includes program-specific questions, but the open-ended format of some of the questions does permit targeted feedback. Respondents are managerial/supervisory personnel for companies employing B.S. Civil Engineering graduates, and, in many cases, persons having direct opportunities to observe the performance of our graduates on the job.

The 2006-2007 Employer's Survey was sent to 80 companies and government agencies that have hired our graduates during the past five (5) years. The return rate was 7.5% (6 completed surveys), which we felt was low. Although we recognize that this is only one mechanism for collection of feedback from employers of our students, it may be useful in concert with others. Therefore, in March 2008 we again sent it to 110 companies and government agencies, giving them three (3) weeks to complete the very brief survey. Their response this second time was only a bit better; 13 answers, for a 12% response rate. If the responses continue to be so few, it may not be deemed effective, and we will continue to consider alternative approaches such as conversations, interviews, and correspondence with employers and recruiters on an individual basis at targets of opportunity.

Nevertheless, results from the 2008 Employers Survey are summarized in Tables 4-12 through 4-13. Average scores for each a-k Outcome were presented previously in Figure 4-2. As we stated previously, the achievement of our Program Educational Objectives is demonstrated by virtue of the achievement of all Outcomes linked to the individual Objectives, as shown earlier on Table 4-1.

Results are for the most part very good, and address all of the important skills, issues, and subjects (printed in Bold Blue) that are key elements of our Specific Program Educational Objectives, Outcomes, and of the required ABET/ASCE Program Criteria (Criterion 9) for Civil Engineering Programs. The scores for all of the rated elements reflect very high percentages above the benchmark metrics of 3 or “Good” and at the top ratings of 5 or “Exceptional”. These results clearly attest to and continue to reinforce the achievement of our Program Educational Objectives (PEOs).

The results reflected in Table 4-12 show that leadership skills and opportunities, as well as entrepreneurial skills, were rated high. The scores shown in “highlighted Bold Red” in this Table, although still above the passing benchmark, are considered the lowest, and led us to identify areas that were given special attention for improvement action, such as: economic, environmental, public policy, and manufacturability issues. Some of these issues were identified by our alumni as needing special attention in previous Alumni Surveys.

We have observed several recurrent themes in the results from the few Employer Surveys answered. The most common one is that our Civil Engineering graduates have excellent technical skills, which meet or exceed employer’s expectations, but could do better in "soft skills" such as oral and written communications, and in addressing economic, environmental, manufacturability, and public policy issues. Insufficient exposure to basic principles of business and finance, and the need for some guidance is also often cited. In spite of these shortfalls, companies are impressed with the maturity and motivation of our graduates because they bring in great individuality to their groups, get along well with people, and have a strong sense of responsibility for their own work. The importance of working in an interdisciplinary


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environment and the ability to interface effectively with different audiences are commonly mentioned.

Continuous Improvement Action: Same action described in the previous section; we have faculty consensus in taking action to address economic, public policy, manufacturability issues, and environmental considerations more aggressively and comprehensively in all courses and, most particularly, through assuring their integration and follow up in the culminating experience of the CAPSTONE Course.

A closing comment: As stated previously, due to the low response rate in these surveys, we are pursuing direct contact/consultation with our main employers/recruiters. The feedback we get by mail or in person from some of them attest to the quality, skills, and level of preparation of our graduates. To quote some of them:

I was very impressed with the quality of the students and plan to extend an offer to several of them. I simply don’t want to miss hiring a smart engineer. We hope to see you again in the fall!

Best Regards, Fuat Sezer, PE Kiewit Offshore Services


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Graduate, Nominated by the Society of Women Engineers to the National Engineers Week New Faces of Engineering

Eileen Velez-Vega, E.I., a civil analyst in Kimley-Horn and Associates, Inc.’s aviation division in West Palm Beach, Florida, manages the design of airport infrastructure. She focuses on constructability and development to ensure the continued safe and effective operation of the airports during construction.

Prior to joining Kimley-Horn, Velez-Vega was a research civil engineer in the U.S. Army Engineer Research and Development Center, where she was involved with research and development in pavement management, nondestructive testing, soil stabilization, and rubblization of concrete pavements for the Department of Defense.

An active member of the Society of Women Engineers, Velez-Vega also participates in the American Society of Civil Engineers and the Transportation Research Board. In addition, she currently leads the Young Professionals group at Kimley-Horn and encourages them to succeed and give back to the community.

Table 4-12. Employer Survey Assessment Results – Courses Assessment

(Achievement of Program Outcomes & Objectives)


Rating of 5 (%)

Build on knowledge from previous coursework 100 50 Build on skills from previous coursework 100 25 Incorporate engineering standards 100 50 Address economic issues 100 0 Address environmental issues 100 0 Address sustainability issues 100 25 Address manufacturability issues 100 0 Address ethical issues 100 50 Address health & safety issues 100 25 Address social issues 100 25 Address public policy issues 100 0 Exercise effective leadership/managerial skills 100 25 Exercise effective entrepreneurial skills 100 25



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Table 4-13. Employer Survey Assessment Results – Satisfaction with the Program (Achievement of Program Outcomes & Objectives)

Did your UPRM Civil Engineering Graduatesmeet your employer expectations?


Far above expectations 25 25 Somewhat above expectations 75 100 Met expectations

Are you satisfied with the Quality of your UPRM Civil Engineering Graduates?


Far above expectations 25 25 Somewhat above expectations 50 75 Met expectations 25 100 How do you rate the Overall Performance of your UPRM Civil Engineering Graduates?


Far above expectations 25 25 Somewhat above expectations 50 75 Met expectations 25 100

How inclined are you, as an employer, to recommend…

Rating > 3 (%)

Rating of 5 (%)

The UPRM Civil Engineering Program to a fellow employer?

100 33

The UPRM College of Engineering to a fellow employer?

100 33

Continued hiring of UPRM Civil Engineering graduates?

100 50


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Results and Analysis of FE/EIT Exam Results: The National Council of Examiners for Engineering and Surveying (NCEES) publishes

performance data on all FE exams administered. Their Subject Matter Report summarizes data on EAC/ABET program examinees who took the exam while still enrolled in school. This is the statistical group that should be used as a measure of program outcomes. For more conclusive results, one should consider performance over several administrations of the FE/EIT exam rather than from just one test administration. Although we maintain reports of these exams over many years, a recent version of the Subject Matter Report for our program is shown in Table 4-14. Additional samples of FE/EIT exam results are presented in Table 4.15.

The form of the expected performance depends on the analysis method chosen. A variety of analysis methods have been developed to examine the data, however, we chose the Scaled-Score Method proposed by Dr. Walter LeFevre et al. on their 2005 study and paper for the NCEES entitled “Using the Fundamentals of Engineering (FE) Examination to Assess Academic Programs”.

The scaled score allows us to present the data in a form that represents the number of standard deviations above or below the national average for each topic (as compared to the percentage above or below the national average given by the ratio method), while allowing a range of uncertainty in the university’s performance to account for small numbers of examinees. The scaled score is defined as follows:

Scaled-Score = (# correct at UPRM) – (# correct Nationally)

National Standard Deviation

Of the many Subject Matter Reports we have used over the years (since 2001), we chose

a recent one as an example for the purpose of this report. The data and analysis chart corresponds to the subject of Mechanics of Materials for the exams administered from April 2001 through April 2005, and it is presented as Figure 4-4. Others, for all subject matters of FE/EIT Exams from Year 2001 through 2007 are used and maintained on file, and will be available for review during the accreditation visit.


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Table 4-14. Sample of FE/EIT Exam Subject Matter Report from NCEES with Results for UPRM Civil Engineering Program


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Table 4-15. Other Samples of FE/EIT Exam Subject Matter Reports from NCEES with Results for UPRM Civil Engineering Program


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Civil ( Mech of Materials)

-1.5

-1

-0.5

0

0.5

1

Stan

dard

Sco

re

LOW -0.4362 -0.334 -0.8483 -0.2657 -0.4111 -0.134 -0.9162 -1.3191 -0.3444 -0.5774 -0.0333 -0.2971 -0.6511 -0.8707 -0.419 -0.189 -0.0759

Standard Score 0.14118 -0.1778 -0.1412 -0.0889 0.08889 0.08421 -0.6 -0.9412 -0.1882 -0.3 0.3 -0.0471 -0.4889 -0.4235 -0.2105 0 0.10667

Beta Goal 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

HIGH 0.71853 -0.0216 0.56593 0.08789 0.58889 0.30243 -0.2838 -0.5632 -0.0321 -0.0226 0.63333 0.20294 -0.3267 0.02368 -0.002 0.18898 0.28924

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UPRM/National 1.05 0.94 0.95 0.97 1.04 1.04 0.81 0.63 0.93 0.90 1.10 0.98 0.81 0.83 0.91 1.00 1.03

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Figure 4-4. Sample of FE/EIT Exam Scale-Score Results for the UPRM Civil Engineering Program on the Subject of Mechanics of Materials (2001-2005)

As an example of the use and analysis of these data, for the chosen topic, the scaled-score

graphs and some observations are as follows: • For Mechanics of Materials, a ratio goal of 1.0 translated to a scaled- score goal of 0.0. • Even with the range of uncertainty, the April 2004 results (shown in Figure 4-4) still

indicate that Mechanics of Materials should be monitored over the next few exams and warranted action.

• From the subsequent results, evidently we did take improvement/remedial action. We chose to look at these results keeping in mind that effective assessment should result

in continuous program improvement. We evaluate the results of student performance in all individual subject areas to identify those areas in which students are performing below the goals established by the faculty and perhaps significantly below national or state averages. We do it realizing, however, that the data on student learning is incomplete because at UPRM, like at


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many other institutions, the FE/EIT exam is not taken by all engineering students. Also, some students are not held accountable for the results, while students who voluntarily take the exam are usually highly motivated.

These evaluations initiate not only the necessary changes in textbooks, teaching mechanisms, and laboratory procedures, but also the possible reallocation of faculty to improve student performance. Over time, these reports also help us document the effects of curriculum revisions, teaching innovations, and other actions taken to improve student learning within our Civil Engineering Program.

Student Satisfaction Surveys Results:

A stratified, representative sample of engineering students was selected for Student Satisfaction Survey administration in 2004 and 2005 by the College of Engineering. The survey included items on programs and academic resources at the department level, academic resources at the institutional level, and the knowledge and skills of departmental faculty. The demographic characteristics of the engineering samples did not vary greatly in the two survey administrations. Results were published in the paper “Satisfaction – A Starting Point to Identify Needs and Areas for Improvement” by Dika, Artiles-Leon, and Rivera-Borrero, July 2006. A brief summary of those results follows:

Satisfaction with Departmental Programs and Resources: The three highest rated items evidence high satisfaction with program outcomes and learning experiences. In contrast, the seven lowest rated items reflect dissatisfaction with course availability, computer center resources, and facilities.

Satisfaction with Institutional Resources: Engineering students expressed moderate satisfaction with the ease of access to library resources and Internet resources. About 78% of students indicated that the library contains the required engineering resource materials and references. A little over half (57%) of participating students indicated satisfaction with the quantity of resources in the institutional computer center. Coupled with the response to the questions about available computer resources in the department, this suggested that students do not perceive sufficient availability of computers within or outside their departments.

Faculty Familiarity with Policies and Procedures: Students expressed positive perceptions, particularly for faculty familiarity with policies related to academic honesty and privacy of student information. Only one item was rated relatively lower – faculty knowledge about dealing with student complaints.

Faculty Quality: Average agreement was 71% or higher, showing positive perceptions of the quality of faculty across the college and the campus. An examination of the regular, course-based faculty evaluations provides additional information about student perceptions of the quality of teaching in the college.


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The results of these surveys, based on representative samples of junior and senior engineering students, reveal that the majority of students express satisfaction with their academic experiences in engineering. The areas of strength suggested by student opinions include program design and outcomes, accessible Internet and library resources, and a qualified, technically proficient faculty with reasonable knowledge of institutional policies and procedures related to student learning. Furthermore, lowest rated statements, all below 50% agreement, addressed the availability of courses.

Immediate Improvement Actions: This finding prompted us to look at the 3rd, 4th and 5th year course offerings, by department, over the past two academic years (2003-04 and 2004-05). The analysis revealed that required courses have been offered as listed in the catalog for the two academic years corresponding to the student survey (2003-04 and 2004-05). Of note is the finding that across departments (except for Industrial Engineering), many required courses are offered in both semesters, and sometimes in summer. In fact, more than one section of each required course is generally offered, except for fifth year courses. The results of this analysis for the Civil Engineering Program are presented in Table 4-16. Tables 4-17 through 4-19 summarize the information found by Departments.

This look at course offerings suggested that while courses are offered regularly, course scheduling conflicts may play a role in the availability of course enrollment for students, and consequently, their ability to complete the course of study within established timeframes. Evidence from the past two years suggested that patterns of conflict vary across the departments. Further information is necessary to determine the factors that influence the apparent scheduling issues, such as student withdrawal and failure rates, teacher/student ratios, number of class spaces needed versus spaces opened, and others.


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Table 4-16. Findings on Course Scheduling Conflict Analysis for 3rd, 4th, and 5th Years of the Civil Engineering Program at UPRM


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Table 4-17

Table 4-19

Table 4-18


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Faculty Survey Results: A survey of UPRM teaching faculty was conducted by the College of Engineering SEED

Office in November 2003. The sampling frame for the study included all UPRM “docente” (faculty) with teaching responsibilities. Overall response rate to the survey was acceptable at 26.8%. The response rate for engineering faculty was approximately 24%. Results were published in the report “College of Engineering Faculty Survey: Results from the MSCHE Self-Study” by Dika, Artiles-Leon, and Rivera-Borrero, Spring 2004.

The survey instrument (99 total items) included statements on institutional environment, institutional mission and goals, availability of information, policy and procedure implementation, institutional assessment, adequacy and accessibility of academic programs and resources, mentoring and advising programs, assessment of faculty performance, professional development and service opportunities, and UPRM administration. A brief summary of the results follows:

Institutional Environment: Overall, engineering faculty respondents have a positive view of the institutional environment. Respondents agree that there is an environment of harmony (77.09%) and continuous improvement and assessment (56.25%) at UPRM. The highest agreement was with the fair and respectful treatment of faculty by non-teaching staff (89.58%), the protection of academic freedom for all faculty members (83.43%), and the fair and respectful treatment of faculty by administrators (79.12%).

Institutional Mission and Goals: College of Engineering (CoE) faculty respondents are familiar with the institution’s mission and goals (87.50%) and are generally aware of the initiatives in place for familiarization (57.45%) and implementation (55.32%) of mission and goals.

Institutional Procedures: In terms of general policies, the majority of CoE faculty respondents feel that procedures to deal with intellectual honesty, research integrity, and intellectual property rights are fair and in accordance with due process (66.6%, 60.87% and 60.41% respectively). Overall, respondents feel positively about the fairness of procedures to recruit, evaluate, tenure, and promote faculty. The highest agreement was with the non-discriminatory nature of recruitment (72.92%) and the fairness of tenure processes (58.33%). Over 80% of CoE faculty respondents agree that student evaluation procedures are fair and in accordance with due process. The majority of CoE respondents agree that accreditation agencies (66.66%), funding agencies (73.91%), and the general public (68.75%) are provided with accurate information about the institution. While CoE respondents agreed that there is an institutional assessment program in place at UPRM (66.66%), they clearly agreed that this process could be improved (87.50%).

Academic Programs and Resources: CoE faculty members agree on the adequacy of instructional equipment (53.20%) and instructional resources (63.83%). While CoE respondents agreed that internet usage (83.33%) and computer labs (77.08%) are easily accessible to students, they were less sure about the accessibility of information literacy skill development services. There was less agreement on the operation and documentation of student mentoring and advising programs. Only 22.92% of respondents agreed that evidence of the programs is properly documented. Respondents overwhelmingly agreed that there is room for improvement in current mentoring/advising programs (85.41%).

Expectations and Professional Development: The majority of CoE respondents (76.09%) agree that necessary academic qualifications are communicated to faculty and


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prospective faculty. CoE respondents also agree that information about requirements for tenure (60.42%) and promotion (54.16%) is provided to them. In terms of access to information about evaluation and salary decision procedures, the majority of CoE respondents indicated they had been provided with information (66.67% and 52.08% respectively). Respondents feel informed about teaching (54.16%) and research (66.67%) expectations. The majority of CoE respondents did not feel informed about procedures and regulations, except for student assessment procedures (62.50%). In terms of professional development and service opportunities, the majority of CoE respondents believe that professional development programs (50.0%) and general opportunities (54.17%) are readily available. Respondents also indicate that teaching skill enhancement programs (79.17%) and opportunities (74.47%) are readily available.

Administration: In terms of support, respondents agreed that administrators have adequate clerical (65.96%), technological (58.33%), and information systems support (52.08%). Respondents also indicated that the number of administrators was sufficient for the institution’s goals (66.67%), size (75.00%), complexity (75.00%), and nature (land grant – 62.50%). The clarity of the documentation of the organizational and authority structures at UPRM was agreed upon by the majority of respondents (65.22% and 63.83% respectively).

Immediate Improvement Actions: Two immediate improvement actions were taken: a. Selection and Evaluation of CoE Administration: In accordance with the CoE

Strategic Plan (Strategic Area 6 on Efficient and Effective Administration, Objective 1.3: adoption of an evaluation system for administration), the Dean of the CoE appointed a Task Force to design an evaluation system for Deans and Department Directors. This has already been implemented and evaluations have begun.

b. Student Mentoring and Advising: The Dean of CoE would appoint a Task Force to develop procedures for documentation and information dissemination on student mentoring and advising at the department level. The Task Force should review and revise the flow chart created during the ABET Accreditation process in 2002. As mentioned previously (under Criterion 1 of this Self-Study), our Civil Engineering is using “Advising” as the final closing-the-loop insurance in the achievement of student learning outcomes.


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Additional Assessment - Course Approval Rate (%) Analysis:

Systematic procedures are in place to identify students who are not fully prepared for college level study in English and Mathematics. These include evaluations of College Board (CEEB) scores and high school transcripts or transfer transcripts.

Between 1996 and 2004 a total of 20,593 students were admitted. Of these, 12,212

students had deficiencies in Mathematics and 4,567 in English. Freshmen students coming to UPRM have more deficiencies in Mathematics than in English, especially in the Colleges of Agricultural Sciences and Business Administration, and the Art’s students in the College of Arts and Sciences. Figure 4-5 shows the percentage of students with deficiencies in Mathematics between 1996 and 2004 by college.

Figure 4-5. Percentage of students with deficiency in Mathematics by College since 1996

The institutional Office of Academic Affairs continually conducts assessment on course approval rates (%). Figure 4-6 presents the results of their analysis for courses in the Civil Engineering Program, the College of Engineering, and for the basic required Math Courses at UPRM. The chart reflects course approval rates in Math courses averaging a 45%, which are considered low when compared to those in Civil Engineering (avg. 89%) and in the College of Engineering (avg. 80%).

When we combine these results with those in Figure 4-5, we conclude that, although the percentage of engineering students having problems with Math is the lowest, those deficiencies lead to low approval rates in Math courses. This situation creates “bottlenecks” that negatively affect student’s progress during the first few years in the engineering programs, thus extending their time to degree completion.


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Course Approval Rates (%)Academic Years 2002-2005

(Data from Academic Affairs Office- )

0%10%20%30%40%50%60%70%80%90%

100%

Academic Year

App

rova

l Rat

e (%

)

Civil Engineering 88.7% 88.9% 90.3% 88.3%

College of Engineering 81.2% 80.3% 80.8% 80.3%

Math Courses 47.9% 46.9% 42.2% 45.0%

2002 2003 2004 2005

Figure 4-6. Comparison of Course Approval Rates (%) for Academic Years 2002-2005.

Improvement Actions:

• The English Department has established that freshmen students with a score lower than 460 in the English as a Second Language Achievement Test offered by CEEB must take a diagnostic exam. If the students pass the exam, they are then placed in the first English course; otherwise they must register in a remedial English course.

• The Department of Mathematics performed a study to determine the causes for a high

failure rate in its Pre-calculus course. The Department then submitted a proposal to the Academic Senate to institutionalize a diagnostic exam for those students with scores less than 651 in the Mathematics achievement test offered by CEEB. Students must take a diagnostic exam that is designed to identify deficiencies in the areas of Basic Arithmetic, Rates, Ratios, Proportions, Percents, Basic Algebra and Basic Geometry. Students who pass the exam may take Pre-calculus I during their first semester. Those who do not pass the exam must register in a Remedial Mathematics course instead.

• The Department of Mathematics developed internet based diagnostic exams and

tutorials to allow incoming students to prepare for the diagnostic exam. Also, some professors

Source: http://www.uprm.edu/decasac/docs/ComparacionOfertaCursos.xls


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have proposals approved from the Department of Education to prepare high school Mathematics teachers and help prospective UPRM students.

• The admissions criteria are being reviewed to decrease the high percentage of

incoming students with deficiencies in Mathematics and English. This problem needs to be discussed with the Puerto Rico Department of Education, which has been eliminating courses in critical areas such as the Sciences, English, Mathematics, and Spanish. This work must be coordinated by the Academic Senate and the Dean of Academic Affairs.

• The departments and divisions offering the programs related to basic skills, certificate

programs, experiential learning, non-credit offerings, distance learning and contractual relationships have been tasked to develop and implement their own assessment plan to evaluate their effectiveness in order to make the necessary adjustments.

General and Closing Comments on Assessment Results: Some general conclusions are summarized below. Clearly, some repeat themselves and

are consonant with the findings throughout the re-accreditation period (2002-2007).

• Undergraduate Civil Engineering education at UPRM provides a good foundation for a career in industry or for graduate school; it is a broad curriculum that covers all areas of Civil Engineering.

• The alumni continue leading successful careers or pursuing graduate studies, have overall favorable opinions of the department, and have a continued interest in it.

• The department is perceived as very effective in teaching, with high quality education, and experienced, knowledgeable, supportive faculty.

• Many graduates consider their undergraduate civil engineering education to have been somewhat theoretical; they need more practice in various areas, particularly construction management, blue prints preparation, and CAD work.

• There is a need to continue to address health and safety, ethics, labor relations, public policy issues, manufacturability issues, and environmental considerations, among others, more effectively.

• There seems to be a need for more modern lab, computing and surveying tools.

• Some constituents continue to perceive the program as tool long; however, many see this as a strength.

• Overall course and program assessments up to this date can be rated as Good to Excellent, and confirming the overall quality of our program, as well as its correlation to established Program Outcomes (POs) and Program Educational Objectives (PEOs).

A clear sign of the high and well known quality of our program within our community is reflected in Figure 4-7, from assessment studies conducted by the Office of Institutional Research and Planning (OIRP) on all incoming freshmen. These studies show that the most important factor in the selection of UPRM for a college education is the quality of the academic program.


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Figure 4-7. Factors in the Selection of UPRM for Undergraduate Studies

(From UPRM’s OIRP’s Assessment 2006)

All constructive comments and recommendations we received have been shared with our Constituencies to the utmost possible extent, and have been discussed, analyzed, and given full consideration in all program related decisions, in particular, on the ongoing curricular revision.

• Actions to Improve the Program Throughout the previous sections we have described the actions taken to improve the

program based on the assessment results presented and discussed herewith. Next we turn to some changes in the program that have resulted from the feedback received from these and various other assessments. We should stress that many of these changes are the result of feedback received from all of our constituents over the previous six (6) years, rather than triggered by one observation, in one particular assessment, using one specific tool.

In response to feedback from students and alumni, the department has taken a number of steps to improve safety education in the undergraduate curriculum. Safety is a very important component of our laboratory-based courses.

The major design course in the curriculum, INCI 4950 (Capstone Course), has been substantially revised in recent years in response to concerns expressed by faculty, students, alumni, and employers. A new revision potentially divides it into two phases, adds a semester,

http://oiip.uprm.edu/docs/Perfiles/Perfil_2006_Noviembre.pdf


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and increases its semester credit hours by three to a total of six credit hours. This revision is in response to the recently received input from our constituencies, particularly alumni and employers, and from recommendations made by our Advisory Board and external evaluators during an ABET accreditation “mock visit” held in January 2002.

Course and curriculum changes approved in recent years by the faculty also demonstrate the responsiveness of the department to data obtained in the assessment process. Various undergraduate courses in the Civil Engineering Program have been created or have undergone changes or revisions during the accreditation period. Most have already obtained approval by all concerned academic levels; some are still moving up the ladder, as shown in Table 4-20. All had to be justified by the established assessment processes and results, as mandated by the UPRM’s Academic Senate Certification # 04-12 of March 2004.

The Civil Engineering Program is currently in an advanced stage of revising the whole curriculum. This process is taking longer than originally expected. At first the intent was to reduce the total number of credits required, from the actual 179 credit hours to approximately 160 credit hours. Initial feedback from ABET in the 1990s and from our constituents in those days was that the program required too many credit hours and took too long to complete.

During curricular revision meetings held at the beginning of this accreditation period in 2003, the faculty approved the philosophical concept of a proposed new curriculum of 165 credit hours and supported the initiative of the SEED and Academic Affairs Committees to work out the details and final document. However, further assessments since then brought new input, thoughts, and recommendations from our constituency, which led to reconsideration. ABET no longer limits the number of credits. Evaluators, experts, members of our Advisory Board, representatives from ASCE, representatives from government and from industry rate our program as “unique”, very complete, and comprehensive. They see its length and high number of credits as a strength, and do not necessarily support the idea of reducing it.

Therefore, our emphasis now is not so much in reducing the number of credits, but in reinforcing our course offerings to better serve our constituency, paying close attention to their needs and recommendations. In that effort, we have worked multiple iterations of curricular sequences and revisions, which are not to be discussed here since they need further consideration. However, they are documented in detail in the minutes of Department Faculty meetings and in the minutes of the Academic Affairs Committee, which will be available to the evaluation team during the accreditation visit. In fact, the department’s Assessment and Accreditation Coordinator serves also as Secretary to the Academic Affairs Committee and, therefore, ensures that assessment results and accreditation criteria are abided by, while maintaining clear, accurate, and complete minutes/documentation on the committee’s activities and decisions.

After approval by the faculty, the revised curriculum must still undergo consideration at various other academic levels within UPRM and UPR Central Administration before its full implementation. This results in a long-term closure of that cycle.


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Table 4-20. Status of Course Changes/Revisions/Creations in the Civil Engineering Program (all properly justified by Assessment Processes and Results, as required by Academic Senate

Certification # 04-12 of March 2004)

Course Code Course Title ActionInitial

RequestFinal

ApprovalImplementation

@ UPRMINCI 4000 Introduction to Architecture Revision 19-Apr-07 10-Jul-07 2-Jul-07INCI 4006 Topography Practice Elimination 9-Mar-05 20-Jun-05INCI 4028 Geometric Design of Highways Elimination 29-Mar-06INCI 4055 Introduction to Construction Management Revision 25-Apr-05 10-Oct-06 10-Oct-06INCI 4055 Construction Management and Engineering I Revision 3-Apr-07INCI 4056 Construction Methods and Equipment Elimination 15-Apr-05 14-Jul-05 28-Jul-05INCI 4056 Construction Management and Engineering II Creation - Temp 15-Apr-05 2-Oct-06 10-Oct-06INCI 4056 Construction Management and Engineering II Creation - Perm 7-Oct-05INCI 4056 Construction Management and Engineering II Revision 3-Apr-07INCI 4059 Geodesic Astronomy Revision 18-Dec-06 10-Jul-07 10-Jul-07INCI 5005 Construction Cost Estimate Elimination 15-Apr-05 14-Jul-05 28-Jul-05INCI 5065 Bituminous Materials and Construction Methods Temp to Perm 12-Apr-05 10-Jan-07 25-Jan-07INCI 5075 Planning and Programming of Construction Projects Elimination 15-Apr-05 14-Jul-05 28-Jul-05

Evidence that will be available to show achievement of this Criterion will include:

• Course materials and assessment tools that demonstrate student performance • Course outlines and descriptions (syllabi, textbooks, handouts, etc.) • Videos of student presentations • Exit survey documentation and results • Alumni survey documentation and results • Employer survey documentation and results • Stats from Fundamentals of Engineering (FE) Exam • Minutes of the department’s Faculty Meetings, as well as the SEED and Academic

Affairs Committees, and Advisory Board meetings and recommendations • Copies of new curriculum under development • Posters publicizing Codes of Ethics, Educational Objectives, Outcomes, etc. • Student transcript samples (as requested by team chair prior to the visit) • Examples of student work for required Civil Engineering courses, including

representative samples of homework assignments, quizzes, exams, and project work. • Copies of completed assessment instruments and summaries • Minutes of faculty meetings where assessment results were considered • Any other materials requested in advance of the visit


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CRITERION 5. CURRICULUM

The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. The professional component must include:

(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline

(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.

(c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.

Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.

• Program Curriculum The Civil Engineering Program at UPRM prepares students for engineering practice through the whole 5-year curriculum, exceeding the ABET’s Criterion 5 minimum time and credit-hour requirements in all major component areas, and culminating with a major design experience (CAPSTONE Course).

Ideally, a better approach would have been to first design the objectives and outcomes of the program, and then design the curriculum based on that information. Clearly we could not do this since we already had a full curriculum in place long before we drafted the first statement of objectives and outcomes for our programs and courses under ABET’s EC2000 Outcomes Assessments Criteria. What we did, therefore, was to ask professors involved in each particular course for their consensus on what contribution their particular course makes to each of our objectives and outcomes. Having a clear understanding of the relation between each course and the various program objectives and outcomes ensures that all required skills and outcomes are covered within the 5-year program curriculum.

Having done this exercise we can unequivocally state that our curriculum is clearly consistent with our Program Educational Objectives and Program Outcomes. All courses in the curriculum were examined to ensure total coverage and linkage with ABET’s EC2000 criteria and with our educational objectives and outcomes. These results were presented earlier in this report under Criterion 3 (Program Outcomes). Table 3-2 provides a mapping of the program objectives and outcomes to the required core curriculum courses in the Civil Engineering Program. Table 3-3 does the same for all civil engineering elective courses. All other core courses (from all of the supporting departments) are mapped in Table 3-4. These


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three tables show that all outcomes and objectives are addressed in numerous courses throughout the program, although often to different degrees.

Our program’s credit hours and curricular components distribution clearly exceed the minimum requirements specified in Criterion 5, as summarized below:

Civil Engineering Program at UPRM vs. ABET Criterion 5 • 5-Yr. program (10 semesters) • 179 semester credit-hours (under revision) • Curricular Components:

o Math/Basic Sciences: 44 hrs. (vs. ABET’s Criterion 5 minimum of 32) o Engineering Topics: 85 hrs. (vs. ABET’s Criterion 5 minimum of 48) o General Education: 50 hrs.

In fact, our program also exceeds the average semester credit hours per curricular

component of the average national curriculum, as analyzed and published by Russell, J. and Stouffer W. in their paper “Survey of the National Engineering Curriculum”, Journal of Professional Issues in Engineering Education and Practice, ASCE, April 2005.

Civil Engineering Program at UPRM vs. Average National Curriculum (ANC) • 5-Yr. program (10 semesters) • 179 semester credit-hours (vs. ANC’s average of 130.4) • Curricular Components:

o Math/Basic Sciences: 44 hrs. (vs. ANC’s average of 35.2) o Engineering Topics: 85 hrs. (vs. ANC’s average of 66.4) o General Education: 50 hrs. (vs. ANC’s average of 26.7)

College-Level Mathematics Component: These courses lay the foundation for students to understand and apply fundamental mathematical concepts and tools to the solution of engineering problems. These courses comprise a sequence of approximately 4 years of study, as follows:

• Preparatory mathematics - Students receive the equivalent of one semester of Pre-calculus (Analytic Geometry and Trigonometry) if they have not already met that requirement in high school, that prepares them for the more advanced calculus courses and for the surveying, topography, highway location and curve design courses.


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• Calculus level mathematics - Students receive the equivalent of three semesters of calculus, for a total of 9 semester-hours, preparing them for differential equations, physics, and applied mechanics.

• Applied mathematics - Students receive knowledge and develop skills in applied

mathematical methods used for finding roots of equations, solutions to systems of equations, harmonic functions, numerical differentiation and integration, and numerical methods essential for advanced Civil Engineering courses.

• Statistics - Students receive the knowledge and skills for basic statistical measures and

concepts, fundamental concepts and manipulation of probability tools, knowledge and use of probability distributions, application of tests of hypothesis, lineal regression, and experimental design. These topics prepare them to understand and master the professional practice tools they receive in their transportation, environmental, and water resources courses.

The mathematics component complies with the requirement of 25% of the total course content and exceeds Criterion 5’s semester credit hour requirement of 32 hours with 44 hours (see Table 5-1). Basic Sciences Component: Our students develop the fundamental knowledge of natural physical and chemical phenomena that will help them better understand and solve engineering problems and understand the role of non-engineering professionals in the search for solutions to engineering problems.

• College level Chemistry - Students receive two semesters of chemistry (QUIM 3001 and

QUIM 3002) that will prepare them for mastering the knowledge and skills they need to solve environmental engineering problems. This is a one-year sequence.

• Physics - Two semesters of physics (FISI 3171 and FISI 3172) 8 semester-hours with

their parallel laboratories (FISI 3173 and FISI 3174) develop in students the knowledge and understanding of physical phenomena relevant to the solution of Civil Engineering problems, which they need in their applied mechanics training. This is a one-year sequence.

• Geology (GEOL 4015) - Students learn basic geology concepts that are useful for the

understanding and solution of geotechnical and geohydrological problems. This is a one-semester course.

The basic science courses comprise a total of five semesters, or a 2.5-year period.

Engineering Sciences (General and Civil) Components: These courses develop the knowledge and skills required to:

o apply basic mathematical and scientific concepts for the description and solution of engineering

problems, o develop initial proficiency in Civil Engineering disciplines, o develop the ability to conduct experiments, and critically analyze and interpret data,


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o develop the ability to identify and formulate Civil Engineering problems using modern engineering tools and techniques,

o lay the foundation for the knowledge of laws and regulations controlling Civil Engineering practice, health, safety and welfare, and environmental well being

o become aware of some contemporary social, cultural, economic, environmental, and engineering issues that impact Civil Engineering practice.

The General Engineering Courses provide the students with the necessary basic knowledge and tools for later mastering advanced Civil Engineering topics such as structural analysis and design, Civil Engineering materials, geotechnical properties of soils, and applied hydraulics.

• Applied Mechanics - Two semesters (6 semester hours) for mastering the principles and

tools for working with static (INGE 3031) and dynamic (INGE 3032) forces and force systems. • Mechanics of Materials (INGE 4011 and INGE 4012) and Engineering Materials

(INGE 4001) - Students receive an understanding of the mechanical properties of natural and man-made materials, and of the properties relevant to Civil Engineering applications.

• Fluid Mechanics – In this course (INGE 4015) and its corresponding laboratory (INGE

4016) students develop the knowledge and mastery of the fundamental hydraulic principles they need to solve environmental and water resources engineering problems. The foundations are laid for understanding and dealing with civil engineering infrastructure systems such as canals, water distribution networks, and storm and sanitary sewers.

• Computer Aided Drawing and Programming - Basic skills that will enable students to

draw designs and plans (INGE 3011 and INGE 3012) for their civil engineering projects and to program (INGE 3016) Civil Engineering applications. A beginner’s familiarization with computers is started which will develop through their continued use of computers across the 5 years of Civil Engineering training.

The Civil Engineering Courses provide students with the necessary knowledge and basic skills for understanding and solving Civil Engineering problems in the following areas:

• Surveying and Topography Problems (INCI 4001 and INCI 4002) - These courses

provide students with basic fundamental knowledge about land measurement, property and project limits, ownership issues, description of the land surface, use and development of topography maps and surface models as fundamental engineering design and construction tools.

• Structural Analysis of Buildings, Bridges, & Structures (INCI 4021 and INCI 4022) – Students receive two semesters of structural analysis.

• Geotechnical Engineering (INCI 4139) - One semester of introductory concepts in

geotechnical engineering prepares them to understand problems of soil and subsoil capacity and behavior and serves as background for their one-semester foundation design course (INCI 4049).


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• Transportation Engineering - Students are provided with knowledge and skills in understanding and analyzing transportation problems in one semester of transportation engineering (INCI 4137), and one semester of highway engineering (INCI 4026).

• Environmental Engineering - Students receive knowledge and understanding of local

and global social and environmental problems, natural physical, chemical and biochemical processes, concepts of ecosystems, food chains and geochemical cycles; concepts of environmental impacts; water, air and soil quality and public, human, animal, and plant welfare; water, air, and toxic and hazardous waste pollution, and the strategies and methods to solve them; as well as management and disposal issues.

• Water Resources Engineering - Knowledge of the occurrence of water in nature, both as

a surface or subsurface resource, analysis of the problems of quantity and the possible solutions for its conveyance.

• Civil Engineering Materials - Knowledge of basic building materials enables the

students to subsequently use and/or specify them for the Civil Engineering design or construction projects they are involved in both as students and as professionals.

• Project Control and Construction Management - Provides students with the basic

understanding of the important issues and problem solving techniques in the construction of buildings and the control of civil engineering projects, including project management techniques and cost analysis and estimation.

The Civil Engineering Design Courses develop the knowledge and skills that will enable students to:

o acquire proficiency in structural, geotechnical, transportation, environmental, water resources, and

construction management areas, o analyze critically and interpret data in these areas, o perform Civil Engineering integrated design of systems, components, or processes by means of

practical experiences (group projects), o identify, formulate, and solve Civil Engineering problems using modern engineering tools, techniques,

and skills, o collaborate in group projects, o develop their written and oral communication skills through presentations of project results, o acquire an appreciation for some of the ethical problems that arise in the exercise of the profession, o acquire an appreciation of impacts on health, general welfare, safety, environmental quality, and

societal and global issues, involved or implicit in the proposed solutions to the projects. All of our Civil Engineering program design courses: o require student group projects, o use state of the art Civil Engineering tools, techniques, and practices, o require oral and written group presentations (some of which may be in English and may be

videotaped). Students are provided with basic and advanced design knowledge and skills in the

following Civil Engineering areas:


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• Structural Design - One semester each of structural steel design (INCI 4011) and reinforced concrete design (INCI 4012).

• Foundation Design – One semester of foundations design (INCI 4049) • Transportation Systems Design - Students learn to design highways in the Highway

Location and Curve Design course (INCI 4007), and in the Highway Engineering course (INCI 4026). They learn to analyze and design transportation systems in the Transportation Engineering course (INCI 4137).

• Environmental Engineering - Students learn to predict water quality impacts of

wastewater discharges, their relation to water quality, and the design constraints imposed by these interactions (INCI 4008). They also acquire skills in the design of water and wastewater treatment processes.

• Water Resource Engineering - Students acquire the knowledge and initial skills for the

design of channels, as well as the analysis of groundwater movement (INCI 4138). A second course allows students to learn and design water collection systems, such as sanitary and storm sewers and water distribution infrastructure systems (INCI 4145).

• Integrated Civil Engineering Design (CAPSTONE Course) – This is the culmination of

the program; the culminating major design experience (INCI 4950), in which students integrate current engineering standards, procedures, and realistic constraints, along with theoretical, mathematical, computer skills, computer assisted drawing, cost estimation, knowledge of building materials, health, safety, and laws and regulations controlling Civil Engineering practice, into the consideration of an open-ended engineering problem requiring a major civil engineering design solution. It involves interdisciplinary participation in applying the principles of engineering and science, going through analytical processes, leading to the complete interaction on the project. The project is divided in two phases; the first phase includes an evaluation of the problem, field reconnaissance, and evaluation of available information, proposal of different alternate solutions, evaluation of environmental and economic impact of each alternate and selection of the feasible and economic solution. The second phase includes the analysis and complete design of the selected alternative, which may include geotechnical investigation, hydrological and hydraulic analysis, transportation studies, architectural design and complete engineering design. Finally, plans and specifications, along with a project schedule, will be delivered.

In addition, the course Civil Engineering Seminar (INCI 4019) develops the following skills in our undergraduate students:

o research skills for studying more complex and not so common Civil Engineering problems/ subjects, o written and oral communication skills through seminars, workshops, and a final written and oral

presentation of their research, o the realization of the importance of lifelong learning through an experience in self study, and o awareness of contemporary, social, cultural, economic, environmental, engineering, regulatory, and

political issues.


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A one-semester Civil Engineering Elective allows the student to take an advanced course

that invariably develops advanced design knowledge and skills. Table 5-1 shows that the basic level curriculum for the engineering topics complies with

and exceeds Criterion 5’s requirements, in both the percent requirement (38%) with 47%, and in the required minimum semester-hours (48 hours) with 85 hours.

General Education Component: This component provides students with the opportunity to:

o develop written and oral communication skills through a two year sequence of English and a one year

sequence of Spanish, o obtain a broad education necessary to understand the impact of Civil Engineering solutions on health,

general welfare, safety, environmental quality and economy in a global context, o develop an awareness of contemporary social, cultural, economic, aesthetic, environmental, and

engineering issues. The General Education component consists of:

• English Courses - Four one-semester courses equivalent to a two-year sequence (3000 level courses, or a combination of 3000 and 4000 courses); emphasis is given to reading comprehension and writing skills.

• Spanish Courses - Two one-semester courses (ESPA 3101 and ESPA 3102) – with

emphasis on reading comprehension and writing skills. • Socio-humanistic Electives - Four one-semester courses that provide students with the

opportunity to become aware of contemporary social, cultural, artistic, aesthetic, environmental, and engineering issues.

• Economy (ECON 3021) - Provides the students with the opportunity to become familiar

with contemporary local, global and societal economic and social issues. The general education component comprises 28% of the total course content and 50

semester hours. The provision of four one-semester courses as Free Electives allows students the liberty

to enrich their education by taking other general interest courses, or taking more advanced Civil Engineering design courses.

The information contained in Tables 5-1 and 5-2 and in Appendix A, present supporting documentation that will be useful to the evaluation process.


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• Pre-requisite Flow Chart A flow chart showing the pre-requisite structure of program’s curriculum courses

required or allowed towards the Civil Engineering major is presented in Figure 5-1.

A copy of a form used to verify pre-requisites during each semester’s course registration process is shown in Figure 5-2.

● Course Syllabi

Course Syllabi outlines for each course used to satisfy the mathematics, science, and discipline-specific requirements required by Criterion 5 and by applicable Program Criteria are presented in Appendix A. The syllabi formats are consistent for each course, do not exceed two pages per course, and, at a minimum, contain the following information:

1. Department, number, and title of course 2. Designation as a Required or Elective course 3. Course (catalog) description 4. Prerequisites 5. Textbook(s) and/or other required material 6. Course learning outcomes / expected performance criteria 7. Topics covered 8. Class/laboratory schedule, i.e., number of sessions each week and duration of

each session 9. Contribution of course to meeting the requirements of Criterion 5 10. Relationship of course to Program Outcomes 11. Person(s) who prepared this description and date of preparation


• Samples of student work in analysis, design, and laboratory courses • Samples of student work in the CAPSTONE Course (major design experience) • Course outlines and descriptions (Syllabi) • Academic Catalog • Interviews with students • Student transcript samples (as requested by team chair prior to the visit) • Videos of Senior Design student presentations • Any other materials requested in advance of the visit


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Bachillerato: INGENIERIA CIVIL (179 Créditos) Facultad de INGENIERIADepartamento de Ingeniería Civil y Agrimensura Recinto Universitario de Mayagüez

Nombre: Num. Estudiante:

PRIMER AÑO PRIMER SEMESTRE SEGUNDO SEMESTRECURSOS PRE O CO-REQUISITOS CRE. NOTA PH CURSOS PRE O CO-REQUISITOS CRE. NOTA PH

MATE 3005 5 MATE 3031 MATE 3005 o MATE 3174 4QUIM 3131 C-MATE 3171 3 QUIM 3132 QUIM 3131 3QUIM 3133 C-QUIM3131 1 QUIM 3134 QUIM 3133, C-QUIM 3132 1INGL 3101 3 INGL 3102 INGL 3101 3ESPA 3101 3 ESPA 3102 ESPA 3101 3

INGE 3011-L 2 INGE 3012-L INGE 3011 2EDFI _____ 1 EDFI _____ 1

TOTAL 18 TOTAL 17

SEGUNDO AÑO PRIMER SEMESTRE SEGUNDO SEMESTRECURSOS PRE O CO-REQUISITOS CRE. NOTA PH CURSOS PRE O CO-REQUISITOS CRE. NOTA PH

MATE 3032 MATE 3031 4 MATE 3063 MATE 3032 3FISI 3171 MATE 3031 4 FISI 3172 FISI 3171 4

FISI 3173-L C- FISI 3171 1 FISI 3174-L FISI 3173, C-FISI 3172 1INGE 3031 MATE 3031 3 INGE 3032 FISI 3171, INGE 3031 3INGE 3016 MATE 3031 3 INGE 4011 MATE 3032, INGE 3031 3INGL 3201 INGL 3102 3 INGL 3202 INGL 3201 3

TOTAL 18 TOTAL 17

TERCER AÑO PRIMER SEMESTRE SEGUNDO SEMESTRECURSOS PRE O CO-REQUISITOS CRE. NOTA PH CURSOS PRE O CO-REQUISITOS CRE. NOTA PH

MATE 4009 MATE 3063 3 INCI 4035-L INGE 4001 3INGE 4012 MATE 3063, INGE 4011 3 INCI 4021 INGE 4012, INCI4095 3INGE 4001 QUIM 3002, FISI 3171 3 INCI 4136 MATE 3063 2INCI 4001-L MATE 3032, INGE 3012 3 INCI 4002-L INCI 4001, C-INGE 3016 3INCI 4095 MATE 3063, INGE 3016 2 INGE 4015 INGE 3032, MATE 3063 3INEL 4075 MATE 3063, FISI 3172 3 INGE 4016-L C-INGE 4015 1

GEOL 4015-LL QUIM 3001 3TOTAL 17 TOTAL 18

CUARTO AÑO PRIMER SEMESTRE SEGUNDO SEMESTRECURSOS PRE O CO-REQUISITOS CRE. NOTA PH CURSOS PRE O CO-REQUISITOS CRE. NOTA PH

INCI 4022 INCI 4021 3 INCI 4012 INCI 4021, INCI 4035 3INCI 4011 INCI 4021 3 INCI 4137 INCI 4136 3INCI 4008 INGE 4015, QUIM 3002 3 INCI 4138 INGE 4015 3INCI 4007 INCI 4002 3 INCI 4139 INGE4011 INGE4015 C-GEOL4015 4

ECON 3021 3 SOC. HUM. 3SOC. HUM. 3 SOC. HUM. 3

TOTAL 18 TOTAL 19

QUINTO AÑO PRIMER SEMESTRE SEGUNDO SEMESTRECURSOS PRE O CO-REQUISITOS CRE. NOTA PH CURSOS PRE O CO-REQUISITOS CRE. NOTA PH

INCI 4049 INCI 4139 3 INCI 4055 Estud. INCI 4to. Año 3INCI 4026 INCI 4007, INCI 4137 3 INCI 4019 Estud. INCI 5to. Año 1INCI 4145 INCI 4138 3 INCI 4950-X Estud. INCI 5to. Año 3

SOC. HUM. 3 INCI ELEC. 3EL. LIBRE 3 SOC. HUM. 3EL. LIBRE 3 EL. LIBRE 3

EL. LIBRE 3TOTAL 18 TOTAL 19

PH = Puntos de Honor C = Co-requisito TOTAL 179SOC. HUM. = Electiva Socio-Humanística L = Curso con laboratorioELEC. LIBRE = Electiva Libre LL = Curso con laboratorio a matricular por separadoINCI ELEC. = Electiva Técnica en INCI X = Curso Capstone = Proyecto Diseño Integrado Ing. Civil MAYO 2007

Figure 5-2. Form used in the course registration process to verify course pre-requisites.


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Table 5-1. Curriculum

Civil Engineering Program at UPRM

Category (Credit Hours)

Year; Semester or

Quarter Course

(Department, Number, Title) Math & Basic

Sciences

Engineering Topics

Check if Contains

Significant Design ( )

General Education Other

1st Y/1st S Mate 3005 - Precalculus 5 ( ) Quim 3001 – General Chemistry 4 ( ) Ingl 3XXX - First Year Course in English ( ) 3 Espa 3101 – Basic Course in Spanish I ( ) 3 InGe 3011 – Engineering Graphics I 2 ( ) EdFi XXX- Elective in Physical Education ( ) 1 1st Y/2nd S Mate 3031 - Calculus I 4 ( ) Quim 3002 – General Chemistry 4 ( ) Engl 3XXX - First year course in English ( ) 3 Espa 3102 – Basic Course in Spanish II ( ) 3 Inge 3012 – Engineering Graphics II 2 ( ) EdFi XXX - Elective in Physical Education ( ) 1 2nd Y/1st S Mate 3032 – Calculus II 4 ( ) Fisi 3172 – Physics I 4 ( ) Fisi 3174 – Physics Laboratory I 1 ( ) Ingl 3XXX - Second year course in English ( ) 3 Inge 3031 – Applied Mechanics - Statics 3 ( ) Inge 3016 – Algorithms & Computer Prog 3 ( )

2nd Y/2nd S Mate 3063 – Calculus III 3 ( ) Fisi 3172 – Physics II 4 ( ) Fisi 3174 – Physics Laboratory II 1 ( ) Ingl 3XXX - Second year course in English ( ) 3 Inge 3032 – Applied Mechanics- Dynamics 3 ( ) Inge 4011 – Mechanics of Materials I 3 ( )

3rd Y/1st S Mate 4009 – Ordinary Differential Equations 3 ( )

Inci 4001 – Surveying I 3 ( ) Inci 4095 – Mathematical Methods in CE 2 ( ) Inge 4012 – Mechanics of Materials II 3 ( ) Inge 4001 – Engineering Materials 3 ( ) Inel 4075 – Fund. of Electrical Eng’g 3 ( )


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3rd Y/2nd S Inci 4021 – Structural Analysis I 3 ( ) Inci 4035 –Civil Engineering Materials 3 ( ) Inci 4002 – Surveying II 3 ( ) Inci 4136 – Applied Statistics for CE 2 ( ) Inge 4015 – Fluid Mechanics 3 ( ) Inge 4016 – Fluid Mechanics Laboratory 1 ( ) Geol 4015 – Geology for Engineers 3 ( )

4th Y/1st S Inci 4007 – Highway Location and Design 3 ( ) Inci 4008 – Intro. to Environmental Eng’g 3 ( ) Inci 4011 – Structural Steel Design 3 ( ) Inci 4022 – Structural Analysis II 3 ( ) Econ 3021 – Principle of Economics ( ) 3 Elective – Socio-Humanistic Elective ( ) 3

4th Y/2nd S Inci 4139 – Intro. to Geotechnical Eng’g 4 ( ) Inci 4012 – Reinforced Concrete Design 3 ( ) Inci 4138 – Water Resources Engineering 3 ( ) Inci 4137 – Intro. to Transportation Eng’g 3 ( ) Elective – Socio-Humanistic Electives ( ) 6

5th Y/1st S Inci 4049 - Foundations 3 ( )

Inci 4026 – Highway Engineering 3 ( ) Inci 4145 – Waterworks & Sewerage Dsgn. 3 ( ) Elective – Socio-Humanistic Elective ( ) 3 Elective – Free Electives ( ) 6

5th Y/2nd S Inci 4950 – Integrated CE Project - CAPSTONE

3 ( )

Inci 4055 – Project Control & Management 3 ( ) Inci 4019 – Civil Engineering Seminar 1 ( ) Elective - Socio-Humanistic Elective ( ) 3 Inci 4XXX - Civil Engineering Elective 3 ( ) Elective – Free Electives ( ) 6

TOTALS-ABET BASIC-LEVEL REQUIREMENTS 44 85 50 0 OVERALL TOTAL FOR DEGREE

179

PERCENT OF TOTAL 25% 48% 28% 0% Totals must Minimum semester credit hours 32 hrs 48 hrs satisfy one set

Minimum percentage 25% 37.5 %

Note that instructional material and student work verifying course compliance with ABET criteria for the categories indicated above will be required during the campus visit.


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Table 5-2. Course and Section Size Summary


Course No. Title

Responsible Faculty

Member

No. of Sections Offered in

Current Year Avg. Section Enrollment Lecture1 Laboratory1 Other1

INCI 4001 Surveying I Velez, L. – Area Coord. 9 23.8 20 80

INCI 4002 Surveying II Velez, L. – Area Coord. 8 26.6 20 80

INCI 4006 Surveying Practice Velez, L. – Area Coord. 1 28.0 100 Summer Pract.

INCI 4007 Highway Location & Curve Design Colucci, B. - Area Coord. 6 31.2 40 60

INCI 4008 Introd. Environmental Engineering Rivera, J. – Area Coord. 5 35.4 100

INCI 4011 Structural Steel Design Suarez, L. – Area Coord. 3 31.5 100

INCI 4012 Reinforced Concrete Design Suarez, L. – Area Coord. 4 28.0 100

INCI 4019 Civil Engineering Seminar Pagan, I. - Director 11 12.3 20 80

INCI 4021 Structural Analysis I Suarez, L. – Area Coord. 5 28.6 100

INCI 4022 Structural Analysis II Suarez, L. – Area Coord. 4 26.0 100

INCI 4026 Highway Engineering Colucci, B. - Area Coord. 4 22.3 100

INCI 4035 Civil Engineering Materials Suarez, L. – Area Coord. 4 37.5 67 33

INCI 4049 Foundations Ramos, R. - Area Coord. 4 32.3 100

INCI 4051 Geodesy Velez, L. – Area Coord. 1 34.0 100

INCI 4055 Project Control & Management Lluch, F. – Area Coord. 2 49.5 100

INCI 4056 Construction Methods & Equip. Lluch, F. – Area Coord. 2 36.5 100

INCI 4057 Civil Engineering Practice Lluch, F. – Area Coord. 1 30.0 100 Summer Pract.

INCI 4059 Geodetic Astronomy Velez, L. – Area Coord. 1 20.0 50 50


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Table 5-2. Course and Section Size Summary (Cont’d)


Course No. Title

Responsible Faculty

Member



INCI 4061 Legal Aspects I Rodriguez, V. 1 92.0 100

INCI 4062 Legal Aspects II Rodriguez, V. 1 48.0 100

INCI 4071 Adjustment Computation I Velez, L. – Area Coord. 1 23.0 100

INCI 4078 Topographic Drawing Velez, L. – Area Coord. 1 35.0 25 75

INCI 4081 Photogrammetry I Velez, L. – Area Coord. 1 28.0 100

INCI 4085 Theory of Map Projections Velez, L. – Area Coord. 1 21.0 100

INCI 4086 Introduction to Physical Geodesy Velez, L. – Area Coord. 1 22.0 100

INCI 4087 Special Surveys Velez, L. – Area Coord. 1 30.0 100

INCI 4088 Cartography Velez, L. – Area Coord. 1 27.0 100

INCI 4095 Math. Methods in Civil Engineering Pagan, I. - Director 5 36.2 100

INCI 4125 Introduction to Land Info Systems Velez, L. – Area Coord. 2 34.0 50 50

INCI 4135 Elements of Optics in Surveying… Velez, L. – Area Coord. 1 40.0 100

INCI 4136 Applied Statistics for Civil Eng’g Pagan, I. - Director 5 33.3 100

INCI 4137 Introd. Transportation Engineering Colucci, B. - Area Coord. 4 28.0 100

INCI 4138 Water Resources Engineering Rivera, J. – Area Coord. 4 39.0 100

INCI 4139 Introd. Geotechnical Engineering Ramos, R. - Area Coord. 6 26.7 50

INCI 4145 Waterworks & Sewage Design Rivera, J. – Area Coord. 4 31.7 100

INCI 4950 Integrated Civil Engineering Project Guevara, J. – Lead Prof. 2 63.0 100

INCI 4995 Eng. Practice for Coop Students Gonzalez, H.–COOP Coord 2 4.5 100


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Table 5-2. Course and Section Size Summary (Cont’d)


Course No. Title

Responsible Faculty

Member



INCI 4998 Undergraduate Research Pagan, I. - Director 11 2.0 100

INCI 5006 Applied Hydraulics Rivera, J. – Area Coord. 1 3.0 100

INCI 5008 Introduction to Hydrology Rivera, J. – Area Coord. 1 10 100

INCI 5017 Prestressed Concrete Structures Suarez, L. – Area Coord. 1 6.0 100

INCI 5018 Matrix Analysis of Structures Suarez, L. – Area Coord. 1 6.0 100

INCI 5026 Bridge Design Suarez, L. – Area Coord. 1 5.0 100

INCI 5047 Introduction to Rock Mechanics Ramos, R. - Area Coord. 1 12 100

INCI 5049 Geosynthetics in Civil Engineering Ramos, R. - Area Coord. 1 3.0 100

INCI 5995 Special Topics Pagan, I. - Director 9 5.1 100

INCI 5996 Special Problems Pagan, I. - Director 4 3.0


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CRITERION 6. FACULTY

The faculty must be of sufficient number and must have the competencies to cover all of the curricular areas of the program. There must be sufficient faculty to accommodate adequate levels of student-faculty interaction, student advising and counseling, university service activities, professional development, and interactions with industrial and professional practitioners, as well as employers of students.

The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment, and continuing improvement of the program, its educational objectives and outcomes. The overall competence of the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship, participation in professional societies, and licensure as Professional Engineers.

• Leadership Responsibilities The person with direct leadership responsibility for the Civil Engineering Program at

UPRM is the Department Chair or Director, Professor Ismael Pagan-Trinidad. He can be contacted at:

Department of Civil Engineering, University of Puerto Rico – Mayagüez P.O. Box 9041 Mayagüez, Puerto Rico 00681-9041 Ph. No.: (787)265-3815 or (787)832-4040 Exts. 3559, 3434 Fax No.: (787)833-8260 E-mail: [email protected] or [email protected] The following list, although not all inclusive, includes the more significant of the

Director’s leadership and management responsibilities:

• Chief Executive Officer of the department.

• Official Representative of the Department to the College of Engineering and to other authorities.

• Proposes and administers the Department’s budget.

• Assigns the academic workload to the faculty of the department.

• Promotes relationships with industry and government.

• Supervises the functions of all administrative and academic personnel.

• Responsible for the administration of BSCE, BSLS, MS, and PHD programs, as well as two Certificate programs.

• Responsible for the recruitment and retention processes of faculty and administrative personnel.

• Attracts external funding for educational and research initiatives.


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• Develops, maintains, and updates a Laboratory Development Plan.

• Projects the physical infrastructure required for teaching, research, and other services.

• Supervises the execution of all assessment processes and ensures that results are used for the continuous quality improvement of all academic and administrative activities.

• Authority and Responsibility of Faculty

As previously stated in the Background Information Section of this report, the University of Puerto Rico (UPR) is a well established and mature institution, with nearly 70,000 students distributed in eleven campuses. Each campus is an autonomous institutional unit with a Chancellor as chief administrator and academic officer.

The functions, responsibilities and roles played by those in leadership positions within the UPR system are spelled out in the Law of the University of Puerto Rico (Law #1 of 20 Jan 1966 - http://www.upr.edu/sindicos/docs/ley-upr.pdf), and in the General Regulations of the UPR (as amended up to 10 Dec 2006 - http://www.upr.edu/sindicos/docs/reglamento.pdf). In summary, the Board of Trustees is the governing body of the University of Puerto Rico. The President of the University is the chief executive officer of the University system, and is appointed to an indefinite term by the Board of Trustees. The faculty is composed of the chancellor, the deans, department directors and the teaching personnel.

At our campus (UPRM) the current student population totals 12,136 students. The Chancellor is the chief executive officer of the institutional unit. An Administrative Board acts as an advisory body to the Chancellor, and grants tenure, promotions and leaves of absence. The Academic Senate at UPRM is the official forum of the academic community and is tasked with the formulation of academic processes within the University’s legal structure. These organizational structures are described in detail in pages 4-5 of our Institutional Academic Catalog, which is available at http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf .

The College of Engineering (CoE) is led by its Dean, Dr. Ramón Vasquez. The Department of Civil Engineering and Surveying (INCI) is responsible for the Civil Engineering Program (subject of this ABET accreditation visit). It is led by its department Director/Chairman, Prof. Ismael Pagan-Trinidad. Six (6) Area Coordinators, in close coordination with the Director and with the Academic Affairs Committee, frequently meet and work to avoid duplication and to ensure the consistency and quality of the courses taught.

The following is a list of the major responsibilities of key personnel as related to the assessment of student learning and to their role with respect to course creation, modification, and evaluation within the Civil Engineering Program. This list is not necessarily all encompassing, as additional guidance may result from the assessment processes themselves:

Director/Chairman of the Department:

• Lead the department’s development and implementation efforts of a student learning

assessment process with documented results. • Encourage the full participation process of faculty, students, staff, and other

stakeholders of the department.


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• Ensure that evidence is maintained and that the results of the assessment process are applied to the further development and improvement of the department’s programs.

• Provide the support, infrastructure, resources, and constructive leadership to assure the quality and continuity of the continuous quality improvement (CQI) process.

• Lead the academic advising activities of the department. • Ensure that all of this planning and execution is done in accordance with the general

guidelines established by Regulation and by the Assessment Plan.

Associate Director of the Department:

• Support the Director’s responsibilities and assume them in his absence. • Supervise the department’s centralized Academic Advising activities, including the

efforts of the professional and academic Counselors. • Conduct the assessment activities in accordance with the plan.

Department’s SEED Office:

• Be the lead agent of the Director in the development, implementation, and continuous

support of the department’s outcomes assessment efforts. • Lead the educational research efforts of the department. • Send out, receive, and analyze the annual Alumni and Employer’s Surveys. • Prepare the Annual Assessment Summary Reports for the Department. • Provide clerical and operational support to the Department’s SEED Committee. • Maintain the assessment evidentiary documentation listed in Figure 3-1 of this report.

Department’s SEED Committee (which includes student representatives):

• Initiates discussions on program objectives and outcomes, based on the inputs from

the various constituencies. • Conducts regular Committee meetings, announced in advance and open to all

interested students and faculty. • Analyzes and discusses summary data and results from each of the assessment

instruments to make recommendations to the Department.

Department’s Academic Affairs Committee:

• Coordinates all curriculum related processes. • Following appropriate discussion approves relatively minor changes in individual

courses, such as minor changes in prerequisite courses. • Submits proposals for major changes in course content and for new courses to the

appropriate academic authorities.

Department’s Faculty:

• Support all departmental student learning assessment efforts as outlined in this plan.


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• Participate in the assessment efforts review process that leads to its improvement and further development.

• Perform the scheduled assessments and evaluations in accordance with the processes and timelines outlined in this plan.

• Collect and analyze summary data from each of the assessment instruments. • Based on the assessment results, prepare proposals for changes in courses and for new

courses. • Provide academic and professional advice to students continuously. • Maintain Course Binders (at SEED Office) with up-to-date assessment evidentiary

documentation, as suggested in Figure 3-1 of this report. • Use assessment information to make appropriate adjustments on how to present the

courses, to suggest changes in courses and prerequisites, and to ensure that program objectives and outcomes are met.

Department’s Counselors:

• Monitor student learning and academic progress through the program. • Review student grades at the end of each semester. • Identify and help students having problems. • Take steps to correct irregularities in student academic records as soon as possible. • Conduct thorough reviews of student academic records with the assistance of the

Registrar’s Office to ensure that students complete all institutional requirements for the degree.

• Faculty

The full-time tenure or tenure-track faculty of forty-one (41) has over 700 man-years of teaching and research experience, with 67% tenured and 20% tenured-track.

About 71% of the professors have PhD degrees, with an additional 15% PhD candidates near completion, for an 86% PhD faculty, coming from the top 25 universities offering civil engineering doctoral programs in the United States, as listed in the US News and World Report (April, 2006). Similarly, 75% of the professors have degrees from the top 50 schools presented in that list. At the professional level, 80% of the Civil Engineering Program professors and 83% of the surveying and topography professors are professionally registered.

One of the strengths of our program is the intellectual and cultural diversity of our faculty. Currently, the department has professors from Argentina, Colombia, Iran, Paraguay, Peru, Korea, the United States, and Puerto Rico. They come from a variety of professional backgrounds and higher education institutions. They are very competitive at the academic and research level. Most of the faculty is involved in research, which amounts to approximately 40% of their academic load. During the 2006-2007 periods alone, 14 refereed articles in international journals (with 5 still under revision), 27 articles in books or international conference proceedings, and 3 non-refereed articles have been published. Additionally, they have made 17 poster presentations and 13 oral presentations in scientific and technical meetings. A a total of 54 research proposals ($20.5 M) were submitted, and 42 projects ($5.2 M) were funded, with the active participation of 22 professors from our Department. Currently, the department is


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providing support to three professors who are completing their PhDs in the United States. They are expected to finish during the 2008 academic year.

The civil engineering faculty at UPRM is a diverse group of professionally active members with a broad range of technical interests and expertise. Tables 6-1 and 6-2 summarize faculty workload and general information. The teaching philosophy of the department is to offer a blend of theory and practical applications.

• Faculty Competencies Members of our faculty practice the profession at different levels such as consulting

(design projects, environmental assessment studies, damage assessment studies, forensic work, etc.), research in collaboration with industrial partners, community service activities, and committee participations with the professional associations, and work for both the local commonwealth and federal governments. Therefore, a high percentage of the faculty is well recognized statewide, nationwide and worldwide for their high standards of scholarship.

The course load and other related activities for our faculty are presented in Table 6-1. Teaching loads are relatively high compared to most of the prestigious universities in the United States. The table shows that our faculty as a whole has the competitiveness to cover all of the curricular thrust areas of the program and has the strength to provide a wide variety of civil engineering professional and/or elective courses to our students. As a general rule in the course scheduling for each semester, each thrust area provides at least one elective course section in addition to the core curriculum courses scheduled for that semester. Core curriculum courses in the civil engineering program are offered every semester. Elective courses and graduate courses are offered once a year based on demand and availability of professors. The primary course load assignment is the undergraduate program supplemented by the graduate courses of the area of expertise, and then the research load. In addition, release load for research, development, and services in our department is about 25%.

In compliance with the faculty qualifications requirement of ABET’s Criterion 8 (Program Criteria), the faculty dedicated to teach courses that are primarily design in content are mostly registered professionals and have a very high practical and educational expertise. Currently, our faculty is dedicating an equivalent of four full professors to administrative affairs of the university at the departmental and deanship level.

The Mayagüez Chapter of the Professional College of Engineers and Surveyors of Puerto Rico (CIAPR) has recognized our faculty’s competence, capacity, and levels of achievement by designating 6 professors from our department as distinguished professors in the Engineering Faculty. Four professors had leaves of absence to work with the government of Puerto Rico during the accreditation period. One of them became a candidate for Governor of Puerto Rico and, after losing the election by a narrow margin, did not return to the university. With the change in government, two additional professors were selected to work for the government starting January 2001. Another was selected to become an alternate member to the board of trustees of a government agency. Many are consultants to government agencies, such as: The Puerto Rico (PR) Public Buildings Authority, PR Highway Authority, PR Comptroller’s Office, PR Earthquake Commission, and the Board of the PR Construction Cluster, among others.


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• Faculty Size We believe that the size of the faculty is adequate to deliver the program. The faculty is

composed of 39 full-time and 2 part-time professors. They represent the 23% of the UPRM College of Engineering faculty. By gender, the faculty is 78% male and 22% female, with aggressive efforts going into increase the female numbers. By academic rank, 42% are Full Professors, 24% Associate Professors, 16% Assistant Professors, and the rest are Instructors, Researchers, and Visiting Professors. We have a very diverse group with at least four professors in each of the major curricular thrust areas of our program; structures, environmental and water resources, transportation, geotechnical, construction management, and surveying and topography.

Faculty size has fluctuated in recent years. Faculty shortage is caused by an increase in research activities and in Graduate School offerings; however, temporary recruiting has helped to solve the problem while new professors were hired into tenure track positions. The general status is somewhat steadily increasing at a rate of approximately 2 per year.

Our department maintains a faculty recruitment plan as part of its Strategic Plan, to recruit faculty according to specialty and needs of particular units. The department uses a variety of vehicles in the recruitment process, including ads in national journals, trade magazines, and local newspapers. Reduced workloads are provided to new hires during their first two years to give them time to develop research programs. The department gives them computers, printers, and limited travel funds or seed money grants.

Notwithstanding these efforts, the Department of Civil Engineering and Surveying continues to have difficulty in recruiting faculty members because of the perceived uncompetitive salary scale here. Secondly, good students receive very attractive offers from U.S. companies. In fact, many of our graduates at the Bachelor’s level are receiving salary offers that are higher than the salaries of faculty members with PhD degrees. Clearly, it takes a unique and highly motivated individual to choose to work at UPRM, particularly since first–rate output in research, service, and lecturing is expected from all faculty members. However, faculty morale is considered high. Regarding student-faculty interaction, our faculty is well known for its cordial and friendly relationship with students. Direct professional and extracurricular interaction is continuously achieved through the six professional association student chapters in the department. Each one has a professor as mentor and together they develop and promote multiple activities during the year. Student membership and active participation in each chapter has increased.

The faculty advises, motivates, and helps students with their professional development. The Annual Regional ASCE Competitions in the United States have been an excellent opportunity to enhance the student-faculty interaction and the results have been very good to excellent (Regional Champions (1st Place Overall) in 2003, and within the top 6 places every year, from among 28-30 participant universities). For each event of the competition at least one professor provides mentorship to the student team members. Teamwork and leadership techniques in an interdisciplinary environment are very important during the long period of preparation (8 to 10 months) that culminate with the Regional ASCE Competitions in Southeastern United States. Final written and oral reports are presented at the end of the semester. Students develop and exercise technical, managerial, service, and entrepreneurial


129

activities, fundraising, marketing, and other general support activities. All of the funding comes from fundraising. Students have been very successful with the industrial component by obtaining materials and economic support from local industry.

The faculty also provides academic and professional advice and counseling to students. They start by participating in the orientation week for freshmen students, together with the department chair, associate director, the academic counselor, and the professional counselor. Faculty also participate in the UNIV 0004 course by presenting the professional aspects they deal with as practicing engineers, and by providing guidance on the academic courses students will be taking in the future. This guidance continues at the professors’ offices during office hours throughout the five-year program.

CAPSTONE Design Course professors provide academic and professional advise to senior students and encourage them to pursue professional engineering licensure by taking the Fundamentals of Engineering (FE/EIT) Exam before they complete their degree. Our professors continuously present seminars and conferences to our students about a myriad of technical aspects and about graduate school program/studies opportunities, therefore promoting life-long learning. During the academic year, the faculty is involved with students in many ways. Professors and students interact in research activities, professional associations student chapters activities, and others ways that have significantly increased during the last five years. The numbers of courses offered and the number of students registering in courses such as Undergraduate Research (INCI 4998), Special Problems (INCI 5996 or 6995), and Summer Internships have increased significantly. Many students are participating in research without being registered in an official course.

Our faculty has done an excellent job in obtaining external funds to provide economic support to our students while they learn more about their future profession. Examples are the NSF – Fellowships for Low Income Students Program (a 4-year program), Sloan Foundation Projects, and the Integrated Transportation Alternative (ATI, in Spanish) Program for the San Juan Metropolitan Area, a project currently in its 13th year. Recently approved research projects related to natural hazard disaster mitigation and infrastructure are providing additional economic resources to our program and will help to increase student-professor interactions outside of the classroom.

Our faculty actively seeks funding and opportunities for student summer internships, professional practice, fellowships, and undergraduate research work, where students get paid in addition to having excellent alternative learning experiences.

Abbreviated Faculty Resumes (Curriculum Vitas) for each program faculty member with the rank of instructor or above are presented in Appendix B. The format used is consistent for each resume, does not exceed two pages per person and, at a minimum, contains the following information:

1. Name and academic rank 2. Degrees with fields, institution, and date 3. Number of years of service on this faculty, including date of original

appointment and dates of advancement in rank 4. Other related experience, i.e., teaching, industrial, etc.


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5. Consulting, patents, etc. 6. States in which professionally licensed or certified, if applicable 7. Principal publications of the last five years 8. Scientific and professional societies of which a member 9. Honors and awards 10. Institutional and professional service in the last five years 11. Percentage of time available for research or scholarly activities 12. Percentage of time committed to the program

• Faculty Development In Puerto Rico, as in most States, Registered/Licensed/Collegiate/Professional Civil Engineers are required by law to pursue and maintain a log on a number of professional development (continued education) courses/hours per year in order to maintain their professional registration and to legally practice the profession. Given that most of our faculty members are Registered Professional Engineers and Land Surveyors (80%, as stated previously), they are also practitioners, who abide by the law and, individually, participate in professional development activities of their choice or need.

In addition, the Department of Civil Engineering and Surveying maintains a Plan for the Professional Development of the Faculty. Various alternatives are considered, as follows:

• Continuous professional and scientific seminars: The Department sponsors a variety of exceptional seminars, meetings, training workshops, and other formal and informal activities, with the participation of local and invited speakers and resources to provide alternatives to the faculty for their continuous professional development.

• Leave of Absence: An institutional program allows faculty who have not completed a PhD degree and are in a tenure or tenure-track position to obtain a leave of absence to study advanced degrees in recognized universities in the United States or elsewhere. Faculty members are expected to return and serve one year for every year they get sponsored. The university provides tuition, travel, and a monthly stipend. Those who are not in tenure-track positions also participate through temporary contracts with the same benefits. Many professors have successfully participated in this program and have been productively retained at the department.

• Professional Enhancement Center (CEP, for its Spanish name): The CEP offers professional development courses and training to new faculty and to graduate students in teaching assistantships. All new faculty and graduate teaching assistants are required to take at least 30 hours of training in their first year of work. The entire faculty benefits from this program, which offers courses in a wide range of areas of interest.

• Sabbatical Leave: The UPRM supports a faculty professional leave (sabbatical) activity after six years of service. Most members of the faculty take advantage of this opportunity. The Department Chair also routinely supports, from the department’s budget, travel by faculty to professional meetings, including workshops that promote effective teaching and research.

• Summer Research Internships: The faculty is motivated to participate in summer research internships with prestigious universities and research centers in the United States. The


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Department has developed a long term partnership with the Engineer Research and Development Center (ERDC) of the United States Army Corps, through which interested faculty negotiate leaves of absence to work and conduct research at ERDC facilities in various laboratories. Other faculty takes advantage of Summer Internships at various federal agencies and research laboratories.


• Faculty workload data and analysis in Tables 6-1 & 6-2 • Faculty summary curriculum vitae in Appendix B • Faculty interviews • Any other materials requested in advance of the visit


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Table 6-1. Faculty Workload Summary Civil Engineering Program at UPRM

Total Activity Distribution2 Faculty Member

(name)

FT or

PT4 Classes Taught (Course No./Credit Hrs.)

Fall 20071 Teaching Research/Scholarly

Activity Other3 Acosta Felipe FT INCI 4022, 5018, 6065, 6066, 8999 56 25 19 Aponte, Luis D. FT INCI 4021, 6995, 50 50 Arroyo, Ernesto FT INCI 4001, 4002 100 Bernal, Juan B. FT INCI 4049, 4139, 5049 100 Cáceres, Arsenio FT INCI 4012, 4035, 6064 83 17 Camacho, Beatriz FT INCI 4950, 6032 54 46 Cole, George M. FT NEW Visiting Professor 100 Colucci, Benjamín FT INCI 4998, 4019, 4026, 6065, 6066 42 18 40 Cruzado, Ivette SL LoA – PhD Studies 100 De la Rosa, Evi FT INCI 4002, 4005, 4087, 5996 100 Deng, Yang FT INCI 4008, 4145 50 50 Figueroa, Alberto M. FT INCI 4007, 6049, 6066 50 44 6 Flores, José L. FT LoA – PhD Studies 100 Galloza, Magda S. FT INCI 4001, 4002 86 14 Godoy, Luis A. FT INCI 6017, 8999 17 62 21 González, Antonio FT Admin Duty – Director OIRP 100 González, Hiram FT INCI 4139, 4995, INTD 6995 50 50 González, Sergio FT INCI 4095, 4137 92 8 Guevara, José O. FT INCI 4950, 5995, 6065, 6098 59 24 17

1 Indicate Term and Year for which data apply (the academic year preceding the visit). 2 Activity distribution should be in percent of effort. Members' activities should total 100%. 3 Indicate sabbatical leave, etc., under "Other." 4 FT = Full Time Faculty PT = Part Time Faculty


133



(name)

FT or



Activity Other3 Hwang, Sangchul FT INCI 4008, 4998, 6076 47 46 7 Irizarry, Nelson LoA LoA – Military License 100 Lluch, José F. FT INCI 4055, 6065, 6070 52 24 24 López, Ricardo FT INCI 6025, 8999 25 65 10 Maldonado, Francisco FT INCI 5995, 5996, 6995, INTD 3995 39 22 39 Martínez, José A. FT INCI 6022, 6065, INGE 4012 39 35 26 Molina, Omar I. SL LoA – PhD Studies 100 Padilla Ingrid Y. FT INCI 4998, 6060, 6065, 6066, 6997, 8999 55 37 8 Pagán, Ismael FT INCI 4950 9 74 17 Pando, Miguel A. FT INCI 6065, 6066, 6078, 6088, 6995 60 35 5 Perdomo, José L. FT INCI 4950, 6077, 6099 50 50 Pesantes, Eileen R. FT LoA – Maternity Leave 100 Ramos, Ricardo FT INCI 4011, 4019, 6065, 6105 74 19 7 Ríos, Julio C. PT INCI 4085 100 Rivera, Jorge FT INCI 6063, 6065, 6066, 6997, 8999 47 53 Rodríguez, Vidal PT INCI 4061 100 Román, Roque SkL Sick Leave 100 Saffar, Ali FT INCI 6066, 8024, 8999 40 60 Santiago, Ivonne LoA INCI 6065, 6066 20 80

1 Indicate Term and Year for which data apply (the academic year preceding the visit). 2 Activity distribution should be in percent of effort. Members' activities should total 100%. 3 Indicate sabbatical leave, etc., under "Other." 4 FT = Full Time Faculty PT = Part Time Faculty (Also: LoA = Leave of Absence SL = Study Leave SkL = Sick Leave)


134



(name)

FT or



Activity Other3 Segarra, Rafael FT INCI 4138, 4145, 5008 100 Suárez, Luis E. FT INCI 4022, 6066, 6089, 8999 67 20 13 Valdés, Didier M. FT INCI 4007, 4950, 4998, 6065, 6066, INME 4998 64 36 Vélez, Linda L. FT INCI 4085, 4125, 4135 67 20 13 Wendichansky, Daniel A. FT INCI 4012, 5026, 6065, 6066, 6995, 8999 63 37 Zapata, Raúl E. FT INCI 4138, 8999 21 76 3

1 Indicate Term and Year for which data apply (the academic year preceding the visit). 2 Activity distribution should be in percent of effort. Members' activities should total 100%. 3 Indicate sabbatical leave, etc., under "Other." 4 FT = Full Time Faculty PT = Part Time Faculty


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Table 6-2. Faculty Analysis Civil Engineering Program at UPRM

Years of Experience Level of Activity (high, med, low,

none) in:

Name Ran

k

Type of Academic

Appointment TT, T, NTT

FT or PT H

ighe

st D

egre

e an

d Fi

eld

Institution from which Highest

Degree Earned & Year G

ovt./

Indu

stry

P

ract

ice

Tota

l Fac

ulty

This

Inst

itutio

n

Pro

fess

iona

l R

egis

tratio

n/

Cer

tific

atio

n

Pro

fess

iona

l So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in In

dust

ry

Acosta Felipe Assoc.

Prof.

T FT PhD Georgia Tech 99 -- 7 7 PR LOW (CIAPR,

ASCE, ASTM)

HIGH NONE/HIGH

Aponte, Luis D. Asst.

Prof.

TT FT PhD UF-Gainesville 06 -- 1 1 PR LOW (ASCE,

CIAPR,

NONE NONE

Arroyo, Ernesto Asst.

Prof.

T FT MSG UPRM 94 23 24 24 PR HIGH (CIAPR) NONE HIGH/HIGH

Bernal, Juan B. Prof. T FT PhD UT-Austin 84 -- 32 32 PR LOW (CIAPR,

ASCE)

NONE HIGH/NONE

Cáceres, Arsenio Assoc.

Prof.

T FT PhD West Virginia Univ. 98 -- 9 9 PR HIGH (ASCE,

ACI, CIAPR)

MED MED/NONE

Camacho, Beatriz Asst.

Prof.

TT FT PhD UT-Austin 06 -- 1 1 -- LOW (ASCE) LOW NONE/NONE

Cole, George M. Visiting

Prof.

NTT FT PhD 1 FL, GA, TX,

MS, AL

HIGH MED MED/MED

Colucci, Benjamín Prof. T FT PhD Purdue 84 23 29 29 PR HIGH (CIAPR) MED HIGH/NONE

Cruzado, Ivette Inst. NTT MSCE (PhD

Cand)

Michigan -- 6 6 PR HIGH (CIAPR) MED MED/NONE

De la Rosa, Evi Asst.

Prof.

T FT MSE (PhD

Cand)

Purdue 95 -- 8 8 PR HIGH (CIAPR) MED HIGH/HIGH

Deng, Yang Asst.

Prof.

TT FT PhD Univ Miami 06 -- 1 1 FL (EIT) LOW MED NONE

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit plus the two previous years.

Column 3 Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track


136

Table 6-2. Faculty Analysis (Cont’d)


Years of Experience

Level of Activity (high, med, low, none) in:

Name Ran

k

Type of Academic


FT or PT H

ighe

st D

egre

e an

d Fi

eld



ovt./

Indu

stry

P

ract

ice

Tota

l Fac

ulty

This

Inst

itutio

n

Pro

fess

iona

l R

egis

tratio

n/

Cer

tific

atio

n

Pro

fess

iona

l So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in In

dust

ry

Figueroa, Alberto

M.

Asst.

Prof.

TT FT PhD Purdue 05 -- 4 4 PR LOW (CIAPR,

ITE)

HIGH MED/NONE

Flores, José L. Assoc.

Prof.

T FT MSCE (PhD

Cand)

Purdue 94 -- 9 9 PR LOW (CIAPR) MED NONE/NONE

Galloza, Magda S. Inst. TT FT MSCE (PhD

Cand)

Purdue 05 -- 3 3 -- NONE NONE NONE/NONE

Godoy, Luis A. Prof. T FT PhD London 79 -- 27 13 -- NONE HIGH NONE/NONE

González, Antonio Prof. T FT PhD Purdue 91 5 19 19 PR HIGH (CIAPR) MED NONE/NONE

González, Hiram Assoc.

Prof.

T FT MSCE UPR 84 21 12 12 PR,

MS (USA)

HIGH (CIAPR)

ASCE)

LOW LOW/NONE

González, Sergio Prof. T FT PhD MIT 85 8 25 25 PR LOW (CIAPR) MED HIGH/HIGH

Guevara, José O.

Assoc.

Prof.

T FT PhD UF-Gainesville 90 -- 8 8 PR MED (CIAPR) LOW HIGH/HIGH

Hwang, Sangchul Asst.

Prof.

TT FT PhD Akron 02 3 3 3 -- HIGH (ACS,

ASCE)

HIGH LOW/NONE

Irizarry, Nelson Assoc.

Prof.

TT PhD UT- Austin 2 4 4 PR MED (CIAPR) LOW NONE/LOW

Lluch, José F. Prof. T FT PhD Georgia Tech 81 0.5 30 30 PR MED (CIAPR) MED MED/NONE




137

Table 6-2. Faculty Analysis (Cont’d) Civil Engineering Program at UPRM


none) in:

Name Ran

k

Type of Academic


FT or PT H

ighe

st D

egre

e an

d Fi

eld



ovt./

Indu

stry

P

ract

ice

Tota

l Fac

ulty

This

Inst

itutio

n

Pro

fess

iona

l R

egis

tratio

n/

Cer

tific

atio

n

Pro

fess

iona

l So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in In

dust

ry

López, Ricardo Prof. T FT PhD Illinois-Urbana 88 -- 19 19 PR MED (CIAPR)

LOW (ACI)

HIGH LOW/NONE

Maldonado,

Francisco

Assoc.

Prof.

T FT PhD Georgia Tech 02 8 14 9 -- MED (PMI) LOW MED/MED

Martínez, José A. Prof. T FT PhD Berkeley 93 -- 11 11 PR, CA LOW (CIAPR) MED LOW/NONE

Molina, Omar I. Inst. NTT MSCE (PhD

Cand)

Alberta, Canada PR NONE NONE NONE

Padilla Ingrid Y. Assoc.

Prof.

T FT PhD Tucson, AZ 98 7 6 6 PH

(National)

HIGH (AIH,

ACU, ACS)

HIGH MED/NONE

Pagán, Ismael Prof. T FT MSCE UPRM 77 0.5 25 25 PR (EIT) MED (ASCE) HIGH LOW/LOW

Pando, Miguel A. Assoc.

Prof.

TT FT PhD Virginia Tech 03 -- 3 3 Canada NONE HIGH NONE/NONE

Perdomo, José L. Asst.

Prof.

TT FT PhD Virginia Tech 04 -- 2 2 PR NONE HIGH NONE/NONE

Pesantes, Eileen R. Inst. NTT FT MSCE (PhD

Cand)

-- 2 2 PR NONE NONE NONE

Ramos, Ricardo Assoc.

Prof.

T FT PhD Rensselaer 99 7 8 8 PR LOW (CIAPR) MED MED/HIGH

Ríos, Julio C. Prof.

(Ret.)

T PT MS Ohio 61 -- 40 40 PR MED (CIAPR) NONE MED/NONE




138

Table 6-2. Faculty Analysis (Cont’d) Civil Engineering Program at UPRM


none) in:

Name Ran

k

Type of Academic


FT or PT H

ighe

st D

egre

e an

d Fi

eld



ovt./

Indu

stry

P

ract

ice

Tota

l Fac

ulty

This

Inst

itutio

n

Pro

fess

iona

l R

egis

tratio

n/

Cer

tific

atio

n

Pro

fess

iona

l So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in In

dust

ry

Rivera, Jorge Prof. T FT PhD Colorado 88 2 22 22 PR MED (CIAPR) HIGH NONE/LOW

Rodríguez, Vidal Inst. NTT PT JD Catholic Univ. PR 75 33 18 18 PR HIGH NONE LOW/NONE

Saffar, Ali Prof. T FT PhD Worcester 86 -- 16 16 -- MED HIGH NONE/NONE

Segarra, Rafael Prof. T FT PhD Virginia Tech 88 20 26 26 PR HIGH (CIAPR) LOW MED/NONE

Suárez, Luis E. Prof. T FT PhD Virginia Tech 86 -- 20 18 -- HIGH HIGH NONE/NONE

Valdés, Didier M. Assoc.

Prof.

T FT PhD UT-Austin -- 8 8 Colombia HIGH (CPIA) HIGH NONE/NONE

Vélez, Linda L. Prof. T FT MSG Ohio 81 13 18 18 PR HIGH (CIAPR) HIGH HIGH/HIGH

Wendichansky,

Daniel A.

Prof. T FT PhD New York 96 -- 16 16 PR LOW (CIAPR) HIGH HIGH/NONE

Zapata, Raúl E. Prof. T FT PhD UF-Gainesville 87 -- 20 20 PR LOW (CIAPR) HIGH MED/NONE




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CRITERION 7. FACILITIES

Classrooms, laboratories, and associated equipment must be adequate to accomplish the program objectives and provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student interaction and to create a climate that encourages professional development and professional activities. Programs must provide opportunities for students to learn the use of modern engineering tools. Computing and information infrastructures must be in place to support the scholarly activities of the students and faculty and the educational objectives of the program and institution

• Space The Civil Engineering Building is a two-story building with a surface area of 52,463

square feet located in the Engineering Complex at the university. In general, our program facilities are considered adequate to support the educational objectives and outcomes of the program. This is confirmed by the results from various assessment instruments covered under Criterion 4 of this report. Program facilities include:

• 10 classrooms

• 1 study room

• 1 auditorium

• 1 meeting room

• 3 computer centers

• 9 laboratories

• 1 research center

• 1 technology transfer center

• 1 student organizations office

• Resources and Support

Our laboratories are outfitted with all the equipment necessary to effectively offer required and elective courses at the undergraduate and graduate levels. The computer centers are equipped with microcomputers connected to a network, workstations, and computer terminals connected to the university's mainframe computers. The main Computer Center also features computer programs used for general purposes and scientific software packages for the different areas of specialization.

Computing Resources:

The program is served by the institutional computer network, which is connected to the Department by fiber optics into a T1/T2 main campus external connection. This connection has been arranged by Department clusters which serve parallel areas, with improved serviceability at the Department.


140

Computer equipment for students, faculty, and administrative personnel are distributed as needed. This equipment is located mainly in Computer Centers, experimental labs, faculty offices, and administrative facilities. Departmental computing resources for labs and experimental centers are listed in detail in Appendix C of this report. The rest of the Department’s computing resources are distributed as follows:

• The main administrative office has nine (9) PC’s connected to a main Server (Master Server) in Windows 2003, with two network printers; one HP LaserJet 8000 dn and one HP CP 1700 color laser printer; three (3) additional local printers: one HP DeskJet 870C, and two HP LaserJet 1200 printers. It has both wire and wireless connections.

• On faculty and other administrative personnel offices there are one or more desktop/laptop computers for each faculty and administrative personnel. One computer is provided by the department; others are obtained with external funding and research projects. They are all both wire and wireless connected.

Laboratory Resources: As stated previously under Criterion 4, the Department maintains a Laboratory

Development and Improvement Program, which is revised and updated annually. This program responds to the needs expressed from various sources; student surveys, input from area coordinators and faculty, and input from Lab Directors and Technicians. Equipment, tools, and other laboratory support materials are then purchased based on available funding. Special funding requests are submitted when our assessment instruments clearly indicate a need. An example of that is the recent proposal for the purchase of new tools and equipment for our laboratories and computer centers, in the amount of nearly $500K, which was justified in terms of the equipment needs in support of recent assessment results. UPR Central Administration approved the amount of $287,300 for our Department.

In general, we rate our laboratory facilities as adequate, as confirmed by the results from various assessment instruments covered under Criterion 4 of this report. The laboratories are listed below and described in terms of their purpose, condition, adequacy for instruction, equipment planning, acquisition, and maintenance, number of student stations, identification of most important tools available to the students, and surface area occupied.

Environmental Engineering Laboratory: The Environmental Engineering Laboratory (EEL) provides academic services to train and develop skilled students in environmental science and engineering. The EEL is used for formal and informal courses, research activities, and community services. Activities in the EEL advance fundamental and practical knowledge and research in natural and engineering environmental processes, and foster technology development for environmental protection and sustainability. These activities provide skills and prepare our undergraduate students to deal with present and future environmental challenges.

The Environmental Engineering Laboratory is used for undergraduate research and to

teach the following courses at the undergraduate level: INCI 4008 – Introduction to Environmental Engineering; INCI 4145 – Waterworks and Sewage Design; INCI 5007 – Solid Wastes Management; INCI 5012 – Applied Environmental Engineering Chemistry; and INCI 4998 – Undergraduate Research in Environmental Engineering. The Environmental Engineering Laboratory serves as a unique model to train and educate our undergraduate students in a


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multidisciplinary environment, hosting undergraduate students from several engineering disciplines. The undergraduate research program has become very popular for undergraduate students to gain hands on experience education, apply engineering and scientific concepts, and learn about and address environmental issues of great social importance and value.

The EEL facilities include 3,430 ft2 of indoor laboratory space and 1721 ft2 of field

space. It is equipped adequately to teach, conduct undergraduate research, and as a demonstration and experimentation resource facility for Environmental Engineering Courses. The facilities are well equipped with instrumentation for water, air, waste, and soil analysis. The field site, which is located next to the Civil Engineering building, contains unsaturated and saturated wells and instrumentation, and a climatologic station. It also supports geophysical and underground field measurements. The facilities also house the EnviroBeds Facilities, which consist of several subsurface and engineered-environmental-systems physical models, and computational facilities.

These facilities permit students to get acquainted with and to use the most advanced

technology for water resources management and pollution control.

Structural Engineering and Structural Models Laboratory: The University of Puerto Rico’s Structural Laboratory is located in the Civil Engineering Department and occupies a total area of 3,700 ft2. The lab is divided in three mayor portions: 1) the support area (700 ft2), 2) the area for testing small and medium size structures or components (1,000 ft2), and 3) the area where full scale tests can be performed (2000 ft2). Beside machinery, the support area includes a MTS-frame capable to apply up to 50 kips in compression or tension. This frame is suitable for either static or dynamic testing of materials.

Housed within this portion of the Lab, where small and medium size structural components are tested, is the unidirectional seismic simulation platform. The shake table consists of a 8’ x 4.5’ steel plate supported by a welded framework of structural “I” beams. The steel platform that carries the structural model rides on four very low friction linear sliding bearings. This earthquake simulation facility is capable of reproducing sinusoidal, white noise, random and earthquake excitation signals. This portion of the Lab is also the house of the compressed air canon, which is used in wind related projects.

The portion of the Lab, where testing of full scale structural components and reduced scale structural models can be performed, contains a 40'x20' strong floor surrounded along two sides by a 30’strong wall. Nearby the strong floor-strong wall system, vertical and horizontal reaction frames are available for testing structural specimens. A 5 Ton. mobile crane capacity makes possible the movement of material and structural components inside the Lab.

The Laboratory also has six MTS servo-controlled actuators ranging in size from 11 kip (+/- 3 inches stroke) to 110 kips (+/- 6 inches stroke). These actuators are used for experiments on structural components. Four high-speed PC based data acquisition systems (total of 144 channels) are available to record data (two National Instrument Systems with Labview based software and two Daisylab based software). The lab is also equipped with a number of dynamic testing instruments including load cells, displacement transducers and accelerometers. In addition, an impact hammer is also available for use during dynamic testing.


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The Materials Laboratory, which is located beside the Structural Laboratory, provides additional support through its facilities which include a 600 kips Tinius Olsen Universal Testing machine and a 1,200 kips Forney Universal Testing machine.

Geotechnical Laboratory: The geotechnical facilities of the UPRM Civil Engineering Department consist of two laboratories: the undergraduate Geotechnical Laboratory and the Advanced Geotechnical Laboratory. The undergraduate Geotechnical Laboratory has a surface area of 1,250 square feet which is shared with the Bituminous Materials Laboratory. This lab consists of an enclosed air-conditioned room that includes modern laboratory tables installed with running water, compressed air, and propane gas lines. For the undergraduate program, this laboratory is used for lab sessions typically of up to 15 students from INCI 4139 – Introduction to Geotechnical Engineering, and INCI 4049 - Foundations.

The laboratory has blackboard facilities as well as a portable screen and overhead projector used for instructional purposes prior to the students conducting their experimental work. This laboratory is suitably equipped with general soil testing equipment to determine Atterberg limits, mechanical analyses, specific gravity, field density (rubber-balloon and sand-cone), permeability, seepage model demonstrations, compaction (standard and modified), and soil unconfined compression testing. Facilities are available for a variety of physical models studies such as fluid flow through soils. The overall condition to meet instructional requirements at the undergraduate level is very good.

The advanced geotechnical laboratory is used for instruction in specialized soil and rock testing procedures such as direct shear testing of soils, and triaxial testing. The advanced geotechnical lab also houses more advanced testing equipment such as the resonant column device and a fully automated cyclic triaxial device. This advanced lab is devoted for research at both the undergraduate and graduate levels.

The geotechnical laboratory facilities include a conventional triaxial loading frame, 3 loading frames for unconfined compression testing and swell tests, two direct shear devices, six conventional consolidation devices, 3 digital hydraulic consolidation frames, several mechanical sieving devices, 3 hydrometer sets, a rock mechanics triaxial device, and an air compressor system. Both undergraduate and graduate students use this equipment.

The laboratory also has one resonant column with electronic peripherals, and a fully automated triaxial system complete with a hydraulic loading system, a computer, a printer, and a data acquisition system that is used for both static and cyclic testing. The automated triaxial system can also be used for consolidation tests and user-defined stress path testing. At the undergraduate level, this equipment is used for classroom demonstrations and undergraduate research.

Traffic Engineering Laboratory: The Traffic Engineering Laboratory was constructed in 1988 to support instructional material taught in the course INCI 4137 – Introduction to Transportation Engineering, as well as for the advanced undergraduate elective course INCI 5146 – Introduction to Traffic Engineering. An area of 400 square feet has been enclosed for this laboratory.

The laboratory is equipped with an intersection cabinet containing a NEMA controller hardware setup that allows students to become familiar with the typical operation of an intersection controller and the control design and programming commands. An Auto scope


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machine vision processor is also available for vehicle detection, traffic count, classification and speed measurements, and incident detection tasks.

The laboratory provides a setup of three desktop computers. Traffic analysis and simulation programs such as SIDRA, SYNCHRO and SIMTRAFFIC, SATURN, TRANSIT 7F, and PASSER were acquired to analyze and simulate isolated intersections as well as progressive systems. The NLOGIT program was acquired to perform statistical analysis of transportation data.

Equipment for fieldwork activities has been acquired for the execution of traffic and transportation studies in intersections or road segments. PEEK and NU-METRICS traffic classifiers are available for traffic counts, vehicle classification, and speed-related measurements; laser guns are available for vehicle speed and distance-related measurements, measuring wheels are available for distance-related measurements, and video cameras, television, videocassette, stopwatches, and clipboards are available to measure time-related characteristics and other data-related tasks.

The overall condition of the equipment to meet instructional requirements at the undergraduate level is good. The laboratory provides support for fieldwork activities for sections of twenty students. The laboratory floor space is considered appropriate for sections of less than ten students. The laboratory needs additional floor space in order to permit a more efficient display and operation of the existing equipment and to allow the acquisition of additional equipment to expand the laboratory offerings to students. The additional floor space will permit an increase in the number of desktop computers available for students to perform lab activities and will allow the opportunity of larger student sections benefiting from the use of the lab equipment and facilities.

Surveying and Topography Laboratory: The Surveying and Topography Laboratory occupies an area of approximately 1,720 square feet. Equipment such as transits, levels, theodolites, total station and other distance measuring devices are used in three required courses of the Civil Engineering Program; INCI 4001 – Surveying I, INCI 4002 – Surveying II, and INCI 4007 – Highway Location and Curve Design.

A Highplot Summagraphics wide plotter and a 36” x 48” digitizing table are connected to two PC’s available to students in the laboratory. Available software includes AUTOCAD with all application packages, MICROSTATION with all application packages, Soft Desk modules, and Wild Soft. The equipment available in this laboratory is also used by civil engineering students enrolled in the elective course INCI 4006 – Surveying Practice, which is offered during the summer session.

The overall condition of the equipment to meet the minimum instructional requirements at the undergraduate level for the Civil Engineering Program is adequate.

Civil Engineering Materials Laboratory: The Civil Engineering Materials Laboratory has a covered surface area of 2,050 square feet and 1,670 square feet of open area, which provide convenient and comfortable space for civil engineering materials testing. The facilities are mostly used to serve the laboratory portion of INCI 4035 - Construction Materials, which has a yearly enrollment of approximately 120 students. A space of 875 square feet has been dedicated for the provision of two workstations for four groups per laboratory session of a maximum of four users per station. Each workstation is equipped with necessary instruments and accessories


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suitable to perform most laboratory tests. Additional tables with common mortar mixes and a testing area are included in the student working area.

A space of 1,300 square feet has been dedicated to aggregate and cement testing with three coarse and two fine aggregate sieving machines, one crusher, several ovens of different capacities, various balance scales and weighing machines, a small hot water bath, and a Los Angeles Abrasion Machine. A concrete curing area of 770 square feet is separated with water tanks and a 40 square feet fog room. The uncovered space is used for aggregate storage and concrete mixing area for laboratory courses. The rest of the covered laboratory space is dedicated to a combination of research and course work.

In addition to the above mentioned, the laboratory also includes an area equipped with three universal testing machines of various capacities: a Forney LT-1000-3 with 300,000 kg capacity, a Tinius Olsen of 300,000 lbs. capacity and a Riehle of 5,000 lb. capacity. We also have an impact machine capable of applying up to 450 J and a torsion machine. These cover all necessary ranges for testing and are complemented with several load cells and a LVDT. A National Instrument SCXI data acquisition chassis with two SCXI-1520 strain gauge cards of 8 channels each and a SCXI-1112 8 channel thermocouple reader including digital data acquisition, load cells, and LVDT are being used in various types of tests. For calibration purposes, proving rings of 2,000, 10,000, 100,000 and 300,000 lbs. capacity are available.

The laboratory is equipped with non-destructive testing equipment such as: two ultrasonic pulse velocity meters, two rebound hammers, two rebar locators, one Windsor Probe Apparatus and a core drilling machine.

Laboratory equipment is in good condition and properly maintained, and is capable of performing the great majority of physical tests on common civil engineering materials. However, there are several improvements to the laboratory for the enhancement of the students learning experience.

Several equipment pieces are being requested to substitute and/or enhance the existing equipment. These include: concrete mixer, additional aggregate shakers and sieves, additional mortar mixers, and a digital extensometer to measure deformation in reinforcement bars.

Regarding the concrete mixer, currently the students make their concrete mixes by hand with shovels. This is a heavy physical demanding job and it extends the time of performing the activities, which is somewhat detrimental to the student’s learning experience. Mixes will ensure proper mixing and cut considerably the performance time. This time reduction will leave room to try new concrete admixtures and techniques, thus expanding their knowledge beyond what we are currently teaching. One mixer is requested. However, it will be optimal if we have at least two to accelerate the process.

The aggregate shakers and sieves, and mortar mixer will substitute existing equipment that is out of service or damaged beyond repair. Limited amount of funds are available from professional services provided by the laboratory. However, the source is not reliable due to market fluctuations and competition from private external laboratories.

Since 2004 there has been an effort of include digital data acquisition to several experiments. The National Instrument data acquisition earlier mentioned was procured from external research funds. However, there is still need to continue acquiring sensors to perform the various data recordings. This includes the digital extensometer to read rebar deformations.


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Two deformation meters of one and two inch displacement were procured also from external research funding. These sensors can be adapted to existing testing fixtures to make the required readings.

Although the laboratory space is adequate to serve the laboratory courses, there is room for improvement. As mentioned before, we have an exterior open space were the students conduct several academic and extracurricular activities. This external area lacks of a roof. In the town of Mayagüez it rains frequently, especially in the afternoons. This situation disrupts the activities such as the concrete mixes or work on other extracurricular activities such as the ASCE concrete canoe. In addition, the enclosure of this area will allow us to relocate the noisy coarse aggregate shakers outside, thus avoiding noise disruption to the classes conducted in the classrooms CI-115A and CI-115B, which are near the laboratory area.

Computer Aided Instruction and Research Laboratory (CAIReL): CAIReL developed from the original CAIDeL (Computer Aided Delivery Laboratory). It has the objective of providing a modern facility to host novel educational techniques and methodologies for academic learning and research. It is used for instruction at the undergraduate and graduate levels. The laboratory currently comprises Pentium-based personal computers, a server, data display projectors, and a variety of computer programs for supporting research and educational computational needs. Several courses and training workshops are offered regularly in these facilities. It is used by faculty in their courses.

Wind Tunnel Laboratory: The Wind Tunnel Laboratory is used to model the wind flow effects over structures and bluff bodies. The aerodynamic properties of scaled models are studied. Students from Civil, Mechanical, and Chemical Engineering use this facility as part of required work in their curriculum. Students registered in the Fluid Mechanics Lab (INGE 4016) use this facility, designing a new experiment each time they come.

The laboratory is divided into two rooms: the working or testing room, and the machine room. The working surface area of the testing room is 378 square feet. This area consists of an enclosed air-conditioned room with a 3 feet x 3 feet cross section wind tunnel, two computers, printer, data acquisition system (LabView) with its software, a 48-channel Scanivalve system joined to a multiplexer system allows multiple measurements in a single run, Pressure Measurement System, Helium Bubble Generator for flow visualization, 3 Cup Anemometer, barometers, digital temperature, humidity and dew point meters, and Pitot tubes with different manometers.

The meteorological stations network of the Civil Engineering Department has its central computer in the Wind Tunnel Laboratory. The continuously recorded 5-minute data collected at seven stations located throughout Puerto Rico is received by this computer as part of a research effort between the UPR and emergency management agencies. Data collected from stormy events over Puerto Rico have been used in courses such as INCI 4135, 4145, 5006, and 5008 as real case studies.

The overall condition of the equipment is very good for initial research and instruction efforts, but space limitations do not allow more than six persons to work in the lab at the same time (four students working with the wind tunnel operation and data collection and two students working on another computer with the computations in computer numerical modeling).


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Civil Infrastructure Research Center (CIRC): The Civil Infrastructure Research Center (CIRC) began operating in January 1992 with funds from the Puerto Rico Experimental Program to Stimulate Competitive Research (EPSCoR) and the Legislature of the Commonwealth of Puerto Rico. The CIRC's mission is to help government and industry to improve, maintain, and manage Puerto Rico's infrastructure, while contributing to the expansion and improvement of the College of Engineering's undergraduate and graduate programs in infrastructure engineering. Technology transfer is an important complementary aspect of the Center's mission. Consequently, the Center sponsors three types of knowledge dissemination and exchange activities: distinguished researcher lectures, infrastructure theme conferences, and faculty outreach seminars.

The CIRC's research program is organized into three principal thrust areas. These areas have been defined by the intersection of Puerto Rico's most pressing infrastructure problems and the Civil Engineering Department's strongest areas of expertise. The principal thrusts are:

• Transportation • Structural and Geotechnical Systems • Water Resources and Environmental Problems • Infrastructure Computer Center The Civil Infrastructure Research Center has developed an advanced computer facility

with a high capacity computer network (workstations and PCs) available to students and faculty. This computer center provides the tools necessary to facilitate the management of research projects. In the structures area, for example, CIRC faculty and students have developed outstanding PC-and UNIX-based programs for structural analysis and design that feature easy-to-use interactive graphical interfaces. More information can be found in the CIRC's web page: http://www.uprm.edu/civil/circ/ .

Transportation Technology Transfer Center: On April 1, 2006 the Transportation Technology Transfer Center of the University of Puerto Rico at Mayagüez celebrated its twentieth anniversary providing training and technical assistance to local transportation officials from Puerto Rico and the United States Virgin Islands involved in the planning, design, construction, operations and maintenance of the transportation infrastructure. The Center is part of a network of 57 Centers established throughout the United States with funding from the Federal Highway Administration, Local Technical Assistance Program and the state departments of transportation.

The Transportation Technology Transfer Center of the University of Puerto Rico at Mayagüez, also known as T2 and PR LTAP, assists undergraduate students in Civil Engineering by allowing them the use of its technical library of publications and audiovisual materials related to transportation. The Transportation Engineering library has over 2,000 publications on planning, design, construction, operations and maintenance of transportation facilities. It also has technical publications on the subject of public transportation including all the major studies conducted on the planning and design of “Tren Urbano”, the first urban rail system constructed in the San Juan Metropolitan Area, which started in 1994 and was completed recently. Civil engineering students can use these publications on an honor system as part of their course projects assigned to them in undergraduate engineering courses, including the CAPSTONE Course.


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Many engineering students are also participating in part time jobs at the Center in ongoing undergraduate research projects associated with transportation which include highway safety, congestion mitigation, traffic engineering, public transportation, pavement evaluation and management and other related disciplines. These job opportunities motivate students to pursue a carrier in transportation and increase the work force in this and other civil engineering areas. Students participate in seminars sponsored by the Center, free of charge. Furthermore, students are able to strengthen their technical and oral skills through presenting in seminars themselves. As an example, students are trained in how to conduct interviews to engineers, designers, and managers in studies of local and national significance.

The civil engineering students that work at the Center or that are awarded fellowships to work in ongoing undergraduate research work as part of the “Tren Urbano” Professional Development Program learn how to prepare technical posters, how to make PowerPoint presentations, work as team members in interdisciplinary projects, and meet high ranking leaders and managers in the public and private sector. This experience motivates them, at an early stage of their career, in becoming the new generation of leaders and managers that are needed to address the challenges that engineers will face in this millennium.

Support Personnel: The department has a strong human resource team made up of the faculty, administrative

assistants, technicians, clerical and other support personnel. In support of our mission we have 22 non-faculty personnel allocated strategically and available to install, maintain, and manage laboratory equipment, as well as departmental hardware, software, and networks: three (3) administrative assistants, seven (7) secretaries, seven (7) technicians, four (4) janitors, and one (1) handyman. Three of our technicians have Bachelors or Masters Degrees in their fields.

• Major Instructional and Laboratory Equipment A listing of major instructional and laboratory equipment is included as Appendix C.


• Tour of facilities at time of the visit • Details of plans for new construction and development • Recruiting brochures and catalogs listing facilities • Interviews with students • Any other materials requested in advance of the visit


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CRITERION 8. SUPPORT

Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and continuity of the program. Resources must be sufficient to attract, retain, and provide for the continued professional development of a well-qualified faculty. Resources also must be sufficient to acquire, maintain, and operate facilities and equipment appropriate for the program. In addition, support personnel and institutional services must be adequate to meet program needs.

• Program Budget Process and Sources of Financial Support The Civil Engineering Program at UPRM operates under an annual budget. The process begins with an annual budget petition submitted to the Dean’s Office by December of the previous year. The budget plan is based on the previous year’s final operational budget, the short-term and long-term strategic activities, and the attention of on-going projects. The budget is based on the UPRM strategic plan format, conforms to published educational objectives, outcomes and goals, and responds to the particular department needs.

The Dean of Engineering harmonizes all departmental budgets and presents the College of Engineering’s budget to the Chancellor’s office. The Administrative Board harmonizes the UPRM budget and presents it to the President, who prepares the university’s budget and defends it before the University of Puerto Rico (UPR) Board of Trustees.

• Sources of Financial Support The program’s main financial support comes from institutional funding, but the department is trying to increase external funding through research and institutional services initiatives.

The annual institutional budget for the last five years (2003-04 thru 2007-08) has been as follows: $2.2 M, $2.3 M, $2.5 M, $2.8 M, $2.8 M, correspondingly. Since the 2008-2009 budget is still under revision, this item will be updated later in the year.

Strategic initiatives have helped to encourage, motivate, and require faculty, and particularly new faculty, to look for complementary external resources. The engineering administration has invested significant resources by providing up to 50% release time for new faculty to conduct research and pursue external funding initiatives. This has resulted in a significant increase in external funding to the department, and has permitted the development of undergraduate research, sponsorship of graduate students who help in the undergraduate laboratories, and has improved research, teaching, and computer resources to strengthen the experimentation capabilities.

The administration and faculty have also requested laboratory equipment and materials. As previously mentioned under Criterion 4, a proposal requesting funding for the purchase of new tools and equipment for our laboratories and computer centers was submitted recently through the College of Engineering to Central Administration of the University of Puerto Rico System. The request was in the amount of nearly $500K, of which $287,300 were approved for our Department.


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The university administration has been highly supportive of creative initiatives that focus on supplementing the university financial resources and developing strategic operations of the program. Our faculty are highly motivated and supported for doing so, and they are also motivated by extra compensations for their external funding initiatives.

• Adequacy of Budget

Budget limitations beyond university controls, rooted on the present economic situation in Puerto Rico, have created external and internal budget constraints on the development of the university, both system wide and at local levels. Although this department has obtained significant external funding support, the described situation has considerably affected the operational budget. Limited financial discretionary funds for the department’s administration and growth have been available. It is important to state, however, that under these circumstances, the UPRM’s administrators have wisely assigned discretional funding based on priorities and competition.

Financial resources from the UPR system are, and always will be, limited when compared to those solicited. The university assigns financial resources based on needs and priorities of all its academic and administrative units. This is a competitive process in which every priority identified in the budget solicitation must be supported.

• Support of Faculty Professional Development As stated previously under Criterion 6 (Faculty), the Civil Engineering Department maintains a Plan for the Professional Development of the Faculty. Various alternatives are considered, as follows:

• Continuous professional and scientific seminars: The Department sponsors a variety of exceptional seminars, meetings, training workshops, and other formal and informal activities, with the participation of local and invited speakers and resources to provide alternatives to the faculty for their continuous professional development.

• Leave of Absence: An institutional program allows faculty who have not completed a PhD degree and are in a tenure or tenure-track position to obtain a leave of absence to study advanced degrees in recognized universities in the United States or elsewhere. Faculty members are expected to return and serve one year for every year they get sponsored. The university provides tuition, travel, and a monthly stipend. Those who are not in tenure-track positions also participate through temporary contracts with the same benefits. Many professors have successfully participated in this program, and have been productively retained in the Department.

• Professional Enhancement Center (CEP for its Spanish name): The CEP offers professional development courses and training to new faculty and to graduate students in teaching assistantships. All new faculty and graduate teaching assistants are required to take at least 30 hours of training in their first year of work. The entire faculty benefits from this program, which offers courses in a wide range of areas of interest.

• Sabbatical Leave: The UPRM supports a faculty professional leave (sabbatical) activity after six years of service. Most faculty members take advantage of this opportunity. The


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Department Chair also routinely supports, from the department’s budget, travel by faculty to professional meetings, including workshops that promote effective teaching and research.

• Summer Research Internships: The faculty is motivated to participate in summer research internships with prestigious universities and research centers in the United States. As previously stated under Criterion 6, the Department has developed a long term partnership with the Engineer Research and Development Center (ERDC) of the United States Army Corps, through which interested faculty negotiate leaves of absence to work and conduct research at ERDC facilities in various laboratories. Other faculty takes advantage of Summer Internships at various federal agencies and research laboratories.

• Support of Facilities and Equipment Formal department plans to acquire, maintain, and operate equipment, laboratories, and other facilities are revised and followed every year. Other permanent improvements of the facilities are planned during the budget process. The plans are developed with the input of area coordinators, faculty in charge of the laboratories, and laboratory technicians.

The plan that has been followed for the past eleven (11) years has identified priorities in the short-, mid- and long-term scale. These priorities are met in first place with a recurrent financial allocation from the institution. Secondly, external funding from research activities has had a significant impact on laboratory development, improvement, and operation. Significant external donations by government and by other institutions have been of great help in supporting the department’s laboratories.

Although there have been financial resources allocated to the department, there are still financial limitations in the maintenance of adequate laboratory facilities, which are necessary to develop and maintain the quality of instruction and research that our faculty is capable of providing.

• Adequacy of Support Personnel and Institutional Services The department has a strong human resource team made up of the faculty, administrative

assistants, technicians, clerical and other support personnel. There are 22 non-faculty personnel allocated strategically to support our mission: three (3) administrative assistants, seven (7) secretaries, seven (7) technicians, four (4) janitors, and one (1) handyman. Three of our technicians have Bachelors or Masters Degrees in their fields. In addition, the Department has the support of 23 student teaching assistants and 34 student research assistants. One need still has to be met, namely, a plant engineer. In general, support personnel are considered adequate.

Outside of our department, all levels of the institution’s administration are supportive of our desire to provide a quality program to the students. The department maintains advising and administrative staffs that provide various kinds of support to the department and the program. The College of Engineering also maintains an advising staff, a CO-OP office, and a career services office that are of great value to students in the college. Standard support functions and services exist on an institution-wide basis to meet other student needs. These services are assessed periodically in compliance with the Institutional Plan for the Assessment of Student Learning and the Administrative Assessment Plans.


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The information contained in Appendix D presents supporting documentation and will be useful to the evaluation process. Table D-3 in Appendix D shows the expenditures in support of the civil engineering program for each of the three most recent fiscal years.


• Tour of facilities at time of the visit • Details of plans for new construction and development • Budget Petition Document for the current year • Interviews with students, faculty, and supporting employees • Any other materials requested in advance of the visit


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CRITERION 9. PROGRAM CRITERIA

Each program must satisfy applicable Program Criteria (if any). Program Criteria provide the specificity needed for interpretation of the baccalaureate level criteria as applicable to a given discipline. Requirements stipulated in the Program Criteria are limited to the areas of curricular topics and faculty qualifications.

Regarding curricular topics, the American Society of Civil Engineers (ASCE) has established a Program Criteria that requires specific characteristics that must be found in the educational program, including proficiency in mathematics through differential equations, probability and statistics, calculus-based physics, and general chemistry … a demonstration of proficiency in a minimum of four (4) recognized major civil engineering areas … a demonstration of an ability to conduct laboratory experiments and to critically analyze and interpret data in more than one of the recognized major civil engineering areas … a demonstration of an understanding of professional practice issues, such as procurement, bidding, professional interaction, licensure, continuing education, and others … a demonstration of an ability to perform civil engineering design by means of design experiences incorporated throughout the professional component of the curriculum. Although some minor changes to these curricular topics have been proposed by ASCE for accreditation visits of 2008-09 and beyond, we have worked under the above criteria for the past six years, which is the period under accreditation evaluation.

Regarding faculty qualifications, ASCE has established a Program Criteria that requires a demonstration that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by means of professional licensure, or by education and design experience. No changes have been proposed by ASCE on the faculty qualifications criteria.

In regards to these program requirements, all criteria set forth by ASCE for civil engineering programs are met or exceeded by the Civil Engineering Program at UPRM. We chose to cover them throughout the Self-Study Report by including these Program Criteria within our Program Outcomes and by highlighting the required faculty qualifications within our faculty summaries and curriculum vitas. Data to support this statement has been provided in the previous discussions of Criterion 3 and 5 as they relate to curriculum and of Criterion 6 as they relate to faculty.

Below we re-visit our Program Outcomes, highlighting (in boldface) the areas that have direct correspondence with established Program Criteria for Civil Engineering programs:

PROGRAM OUTCOMES (What we expect to develop in our students by time of their graduation)

1. Ability to understand and apply fundamental knowledge of mathematics through

differential equations, probability and statistics; science (calculus based physics and general chemistry); and engineering sciences.

2. Proficiency in a minimum of four (4) recognized major civil engineering areas, such as;

construction management, environmental, geotechnical, structural, transportation, and water resources.


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3. Ability to conduct experiments and to critically analyze and interpret data in more than

one of the major civil engineering areas.


5. Ability to identify, formulate, and solve civil engineering problems using modern engineering

tools, techniques, and skills.


7. Ability to communicate effectively in English and Spanish.

8. Understanding of the importance of compliance with professional practice and ethical

issues, such as: bidding; procurement; professional interaction; and professional licensure, among others.

9. Broad education necessary to understand the impact of civil engineering solutions on health,

general welfare, safety, environmental quality and economy in a global context.

10. Commitment to engage in lifelong learning. 11. Awareness of contemporary social, cultural, economic, artistic, aesthetic, environmental and

engineering issues.

This listing shows that all Program Criteria items are covered throughout the program. Linkage to Program Educational Objectives, to assessment tools and strategies, and to other program supporting areas has been discussed in detail previously in this report.


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APPENDIX A – COURSE SYLLABI (Limit 2 pages each)

Syllabi

Required CORE Courses


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SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4001- Surveying I. Required Course (4) Elective Course ( )

Course catalog description: Measurement of distances, angles and elevation; the transit and the level; measurement and computation of traverses; stadia surveying.

Prerequisites: INGE 3012 and (MATE 3032 or MATE 3184) Textbook: Theory & Practice, Davis, Foote, Anderson & Mikhail, 7th edition, 1998, Mc Graw-Hill Co. Course objectives and student learning outcomes: By the end of this course, students will be able to understand and put into practice the basic principles of plane surveying. To achieve this they will be able to: use and apply the most commonly used measurement units (linear, angular, and area); measure horizontal distances (taping, EDM, and stadia); determine elevations and differences in elevation using dumpy and tilting levels in differential and profile leveling; measure horizontal and vertical angles using transits and optical theodolites; measure and calculate traverses (including adjustments, coordinates, area and land subdivision), at this stage they will be required to perform the survey of an assigned lot and then prepare the corresponding plat. The basic legal and ethical responsibilities the surveyor must consider in land surveying and subdivision in Puerto Rico will be discussed. Cooperative teamwork and learning will be required in all field work exercises (actual field work plus all subsequent analyses) for the course. Topics covered:

TEACHING / LEARNING STRATEGIES

ASSESSMENT TOOLS STRATEGY

TOPIC

1. Introduction, basic definitions. Lecture, visual aids. Questions, interactive discussion. 2. Definition of measurement units. Lecture, visual aids; discussion on

how the units came about. Homework assignments.

3. Horizontal distances, theory and practice; note keeping.

Lecture, visual aids; classroom & field demonstrations.

Written report on field work performed.

4. Leveling, theory and practice; differential & profile leveling.

Lectures, visual aids; classroom & field demonstrations.

Written report on field work performed, accuracy evaluation. EXAM #1

5. Angular measurements, theory & practice, horizontal & vertical azimuths & bearing, note keeping.

Lectures, visual aids; classroom & field demonstrations.

Written report on field work performed, accuracy evaluation. EXAM #2

6. Traverses, open and closed; latitudes departures, accuracy, coordinates area, subdivision.

Lectures, visual aids; problem solving.

Computation of traverse performed by the class. Evaluation of errors, accuracy. Subdivision of traverse. EXAM #3

7. Stadia, theory & practice (vertical stadia). Lectures, visual aids; classroom & field demonstrations.

Written report on field work performed, accuracy evaluation. FINAL EXAM

Grading Plan (course evaluation metrics):

Partial Exams Final Exam Quizzes Home Works Lab Works Class Particip. TOTAL

50% 25% 10% 15% 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).


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Class/laboratory schedule: Three credit hours. One hour of lecture and two two-hour periods of laboratory of computation

per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):

Relationship of course to Program Educational Objectives:

Person(s) who prepared this description and date of preparation: Prof. Julio Ríos, Professor of Civil Engineering May 19, 2008 Field work projects: A traverse defined by identifiable control stations will be assigned to the class, the number of stations in this traverse may be modified to fit class size.

1. Tape the two traverse legs converging on your station, two different parties must agree within given limits. 2. Perform differential leveling between two known benchmarks, results must agree within given limits. 3. Perform profile leveling along a sloping line, draw the corresponding profile. 4. Measure the interior angle at your assigned station, all must close within given limits for the traverse. Each party will be

assigned an arbitrary azimuth to one line to compute all others. 5. Work performed in sessions # 1 and # 4 will be used to compute the traverse, a minimum error of closure is assigned. 6. Area of traverse will be computed by two or more methods. They will have to subdivide the area in two with a given

line. They are expected to lay out the dividing line in the field, must check within prescribed limits. 7. Short stadia traverse will be assigned to each group.

1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to

students and professors is available for inspection at the Department of Civil Engineering.

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157

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4002 - Surveying II Required Course (4) Elective Course ( ) Course catalog description: Random errors, basic triangulation, meridian determination, coordinate systems, topography. Prerequisites: INCI 4001 Corequisite: INGE 3016 Textbook: Surveying: Theory & Practice; Davis, Foote, Anderson & Mikhail; 7th Edition; McGraw-Hill Course objectives and student learning outcomes: By the end of this course, students will be able to understand topographic maps, how to prepare one and how to extract information from it (areas, volumes, slopes); he/she should also understand basic error propagation theory and how to apply it to determine the best way to perform a given job given the accuracy to be met and the available equipment, how to carry low order control for a job (both horizontal and vertical), be able to determine the astronomical azimuth of a line for orientation, and understand the basic theory of state plane coordinate systems, including their application to everyday surveys. As in the previous course, the ethical and moral responsibilities of practicing the surveying profession in P.R. will be stressed. Students will also be required to engage in cooperative teamwork and learning as part of their field work assignments. Topics covered:

TOPIC TEACHING / LEARNING STRATEGIES


1. Topographic Surveys: Theory Lectures; visual aids, topo field work.

Written report and topo map required. Homework. EXAM #1

2. Error analysis: Independent Observations Lectures; visual aids, examples Homework Assignments 3. Horizontal and vertical control Lectures; visual aids, classroom

and field demonstration, examples. Homework; written reports on field work assigned. EXAM #2

4.Determination of true Meridian Lectures; visual aids, field demonstrations, field work.

Homework; written report.

5. State Plane Coordinate Systems. PR Lambert Conformal Conic.

Lectures; visual aids, examples. Homework. EXAM # 3


Partial Exams Final Exam Quizzes Home Works Field Works Class Particip. TOTAL

50% 25% 10% 15% 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. One hour of lecture and two two hour periods of laboratory or computation per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):

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158


Person(s) who prepared this description and date of preparation: Prof. Julio Ríos, Professor Prof. Linda Vélez, Professor May 9, 2008

Schedule of Field Work:

1. Perform a topographic survey of a given plot of land at a given contour interval. Accuracy of work to be checked by means of a profile normal to contours.

2. Perform precise leveling between known benchmarks using either tilting or electronic levels. Accuracy must be within given parameters.

3. Determine the astronomical azimuth of a given line by means of a sun observation.

1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to students and professors is available for inspection at the Department of Civil Engineering.

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159

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4007 - Highway Location and Curve Design Required Course (4) Elective Course ( )

Course catalog description: Highway location surveys; study and design of simple and compound circular, parabolic, and transition curves; earthwork; special project. Prerequisites: INCI 4002 Textbook: Diseño Geométrico de Carreteras, J. Cárdenas Grisales, Ecoe Ediciones (Colombia) 1st Edition (2005). Course objectives and student learning outcomes: By the end of this course, students will be able to apply the basic concepts of location and design of safe highways in accordance too established standards. The design project will provide the practice required for actual projects involving the layout of horizontal and vertical curves, including earthwork and mass diagrams computations and highway safety standards, such as stopping and passing sight distances. Topics covered:



1. Preliminary and location surveys. (2 classes) Lecture and Discussion Interactive discussion, Examples 2. Circular curves. (6 classes) Lecture, Discussion, Questioning,

Hands-out, Computations Homework, Computations Lab, Project assignment

3. Compound and reverse curves. (2 classes) (same) Homework, Computations, Exam 1 4. Transition spirals. (5 classes) (same) Homework, Computations 5. Super elevation (2 classes) (same) Homework, Computations, Exam 2 6. Vertical curves. (7 classes) (same) Homework, Computations, Exam 3 7. Earthwork (4 classes) (same) Homework, Computations 8. Highway safety. (2 classes) (same) Homework, Project presentations Grading Plan (course evaluation metrics):

Partial Exams Final Exam Quizzes Home Works Lab Works Class Particip. Project TOTAL

50% 20% n/a 5% 10% n/a 15% 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Two hours of lecture and three hours of computation per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Alberto Figueroa, Associate Professor April 11, 2008


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160

Special projects:

• Discussion and instructions for special project. • Highway location and design project.

• Highway location and design project.




161

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4008 – Introduction to Environmental Engineering

Required Course (3) Elective Course ( ) Course catalog description: Water and wastewater treatment, water quality measurements and wastewater pollution effect on receiving waters; solid waste management and air pollution control. Prerequisites: (INGE 4015 or INQU 4010) and (QUIM 3002 or QUIM 3042) Textbook: Introduction to Environmental Engineering, Mackenzie L. Davis and David A. Cornwell, 4th Edition (2006), McGraw-Hill Company, Inc. Course objectives and student learning outcomes: By the end of this course, students will be able to: • Know, describe, and analyze the causes and implications of environmental pollution • Associate, discuss, and evaluate the relationship between environmental pollution problems and their physical, chemical,

and biological manifestations. • Describe, analyze, discuss and evaluate the concepts of ecosystems and their relationship with a sustainable society. • Know, understand, evaluate and apply concepts of environmental, water, and air quality. • Analyze, calculate, and evaluate the environmental impact of solid wastes • Analyze, calculate, and evaluate the environmental impact of liquid waste discharges on surface water • Identify and evaluate conditions of violation of water quality standards, and recommend solutions for the mitigation and

removal of such violations. • Know and comprehend the most important environmental laws and regulations. • Know, describe, design and evaluate at an introductory level water and wastewater treatment processes and their

capabilities and limitations. • Develop writing and oral communication skills, ethical values, and work experience in groups. • Apply, analyze, and interpret data mathematically, statistically, and graphically to solve environmental problems Topics covered:

TOPIC TEACHING/LEARNING STRATEGIES ASSESSMENT TOOLS STRATEGY

1. Environmental pollution problems: causes, effects, and implications (4 classes)

Lecture; in-class exercise, and student-student and student-instructor interaction.

Class and group discussion; written and graphical report; homework assignment.

2. Ecosystems; natural transport and purification mechanisms. (3 classes)

Lectures; reading assignment; class exercise; student-student and student-instructor interaction.

Class discussion and written summary; written and quantitative homework assignment; exam.

3. Environmental laws and regulations; Ethical issues in environmental engineering practice. (2 classes)

Lectures; in-class group exercise and interaction; reading assignment.

Student written summary and assignment; exam.

4. Physical, chemical, and biological characteristics of water, air, and land. (5 classes)

Lectures; in-class exercises; student-student and student-instructor interaction.

Written and graphical report; homework assignment; exam.

5. Quantitative water quality impacts; mitigation and compliance strategies. (4 classes)

Lectures; in-class computer assisted group exercises; and student-student and student-instructor interaction.

Class discussion; written and graphical report; homework assignment; exam

6. Water purification processes. Design of water purification systems. (12 classes)

Lectures; supervised in-class design exercises; field visit to water treatment plant..

Class discussion; design problems and written interpretation of results; exam; written summary of visits.

7. Wastewater characteristics and treatment plants. Lectures; supervised in-class design Class discussion; design


162

(10 classes) exercises; field visit to wastewater treatment plant.

problems and written interpretation of results; exam; written summary of visits.

8. Air and noise pollution and control. (2 classes) Lecture; in-class exercise; student-student and student-instructor interaction

Class discussion and interaction; homework assignment; exam.

9. Solid and toxic waste management. (3 classes) Lectures; in-class exercises; student-student and student-instructor interaction.

Class discussion and interaction; homework assignment; exam


Partial Exams Final Exam Home Works and Quizzes

Class Participation and Group Work

Project TOTAL

(3) 45% 15% 15% 15% 10% 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Two hours of lecture and three hours of computation per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Ingrid Padilla, Associate Professor April 11, 2008

Special projects:

• Visiting water and wastewater treatment plants in the area. • Write a technical essay on a current environmental problem affecting the world or Puerto Rico, analyze and

describe its sources, its adverse effects to health and the welfare of the environment, and the possible strategies that can be used to mitigate, diminish or eliminate the problem.



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163

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4011 – Structural Steel Design Required Course (4) Elective Course ( )

Course catalog description: Basic methods of stress analysis and design of structural steel elements subjected to elastic and non-elastic stresses due to axial, bending and shearing loads. Prerequisites: INCI 4021 Textbook: Salmon, C.G., and Johnson, J.E., Steel Structures: Design and Behavior, Fourth Ed., Harper Collins, 1996. AISC, Manual of Steel Construction: Load and Resistance Factor Design, Third Edition, 2001. Course objectives and student learning outcomes: By the end of this course, students should be able to design basic elements of steel frame structures such as beams, columns, bracing members, beam-columns and connections. Different grades of steel, structural shapes, structural fasteners and welding are introduced. Manufacturing and fabrication techniques are discussed. The course emphasizes the reading of design specifications and the steps involved in preliminary sizing of the members. Topics covered:



1. Introduction to Structural Steel Design. Material Properties. Structural Shapes. Design Philosophies. Organization of the AISC Manual and Load Combinations. (5 lectures)

Lecture. Questioning. Discussion. Hands-on exercises.

Homework. Interactive discussion. Analysis of cases.

2. Limit States of Yielding, Fracture, and Block Shear Rupture. Effective Net Area. Design of Tension members. (6 lectures)

(same) (same), but Exam I

3. Elastic and Inelastic Buckling of Columns. Effective Length Concept. Residual Stresses and SSRC Column Curves. (3 lectures)

Lecture. Questioning. Discussion. Case studies.

(same)

4. Column Design. Column Base Plates (4 lectures) (same) + Hands-on exercises. (same) 5. Classification of Sections. (3 lectures) (same) (same), but Exam II 6. Stress-Strain Diagrams for Beams and Plastic Hinge Concept. Local and Member Moment Capacities. Beam Design. (6 lectures)

(same) (same)

7. Shear Limit State and Serviceability Requirements. (2 lectures)

(same) (same), but Exam III

8. Beam-Columns. (4 lectures) (same) (same) 9. Simple Shear Bolted and welded Connections. (4 lectures)

(same) (same), but Exam IV

10. Building Connections. (4 lectures) (same) (same) Grading Plan (course evaluation metrics):


60% 30% 5% 5% NA NA 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).


164

Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Ali Saffar, Professor of Civil Engineering, Apr 11, 2008



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165

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4012 – Reinforced Concrete Design Required Course (3) Elective Course ( )

Course catalog description: Basic methods of stress analysis and design of reinforced concrete elements subjected to bending, shear, combined bending and axial loads. Prerequisites: INCI 4021 and INCI 4035 Textbook: C.K. Wang, C.G. Salmon & Pincheira, Reinforced Concrete Design, 7th Edition, Pearson.. Course objectives and student learning outcomes: By the end of this course, students will be able to design and analyze simple and double reinforced concrete beams including transverse reinforce. Shall be able to design and analyze T and L-beam reinforced concrete section, one way slabs, beam-columns, to establish the development length required for the reinforcement, and to design RC joints and walls. Topics covered:



1. Introduction. Mechanical properties of concrete and reinforcing steel. ACI Building Code Design Methods. (6 classes)

Lecture, Audiovisuals, Slide show Motivation, Questioning

Partial exam I, Attendance, Optional homeworks

2. Flexural strength of beams and one way slabs. (11 classes)

Lecture, Audiovisuals, Examples, Questioning

(same) plus final exam

3. Shear strength. Beam design for shear. (5 classes) (same) Partial exam II, Attendance, Optional homeworks, final exam

4. Anchorage of reinforcing bars. (5 classes) (same) (same) 5. Combined axial load and flexure, columns. (9 classes)

(same) Partial exam III, Attendance, Optional homeworks, final exam

6. Joints design. (3 classes) (same) (same) 7. Reinforced concrete wall design (3 classes) (same) Attendance, Optional homeworks,

final exam 8. Tests (3 classes) (same) NA Grading Plan (course evaluation metrics):

Partial Exams Final Exam Quizzes Home Works Lab Works Class Particip. Attendance TOTAL

20%-33% 25%-50% NA ±2% NA NA ±2% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):

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


166


Person(s) who prepared this description and date of preparation: Dr. José A. Martínez Cruzado, Professor May 2008

Special projects:

• Individual assignments on design of elements.



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167

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4019 – Civil Engineering Seminar Required Course ( 4) Elective Course ( )

Course catalog description: Presentation and discussion of topics on Civil Engineering by students, faculty members or guest speakers. Prerequisites: 5th year student Textbook: Does not apply Course objectives and student learning outcomes: By the end of this course, students will be able to:

• Compose, develop and write proposals to study technical subjects related to civil engineering. • Research a technical subject with little or no supervision. • Compose, develop, write and perform computer assisted oral presentations and written engineering reports.

Topics covered:

TOPIC TEACHING / LEARNING STRATEGIES ASSESSMENT TOOLS STRATEGY Preparation and evaluation of technical proposals. (1 period)

Lecture and format of proposals. Written student assignment and interactive evaluation of student proposals.

Guides for making oral and written presentations. (2 periods)

Lectures by invited speakers from the English and Spanish departments on oral and written technical communications.

Required student assistance to lectures.

Student oral and written presentations. (12 periods)

Format guidelines for oral and written presentations.

Evaluation of oral presentations and written engineering reports.


Partial Exams Final Exam Proposal Oral Presentation

Written Final Report

Class Particip. TOTAL

10% 42.5% 42.5% 5% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: One credit hour. One hour meeting per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Prof. Hiram González, Associate Professor Apr 11, 2008



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168

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4021 – Structural Analysis I Required Course ( 4) Elective Course ( )

Course catalog description: Concepts in statics and strength of materials, displacement computations and analysis of statically indeterminate structures, using the methods of consistent deformations and minimum work. Influence lines. Prerequisites: INGE 4012 and INCI 4095 Textbook: Russell C. Hibbeler, Structural Analysis, (Last Edition). Course objectives and student learning outcomes: By the end of this course, students will be able to (a) categorize structures according to stability and determinacy criteria; (b) Estimate forces acting on a structure due to gravity, wind, and earthquake using elementary theories and design rules; (c) Calculate internal forces in members of statically determinate trusses, beams and frames; (d) Evaluate displacements in trusses, beams and frames; (e) Calculate internal forces in members of simple statically indeterminate trusses, beams and frames by the force method; (f) Carry out project work in teams. Topics covered:



1.Types of structures and loads. Introduction to statically determinate structures. (8 classes)

Lectures, self study, Team work Homework, Project # 1

2. Analysis of statically determinate trusses. (7 classes) Lectures Homework, Partial exam # 1 3. Analysis of statically determinate beams and frames. (7 classes)

Lectures/ Team work Homework, Partial exam # 2, Project # 2

4. Deflections in beams and frames. (3 classes) Lectures Homework 5. Virtual work in trusses. (7 classes) Lectures, Class demonstrations Homework, Partial exam # 3 6. Virtual work in beams and frames (6 classes) Lectures Homework, Partial exam # 4 7. Analysis of statically indeterminate structures by the force method. (7 classes)

Lectures Homework.



70 18 0 0 12 0 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):

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


169


Person(s) who prepared this description and date of preparation: Dr. Luis A. Godoy, Professor Apr 11, 2008



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170

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4022 – Structural Analysis II Required Course ( 4) Elective Course ( ) Course catalog description: Analysis of statically indeterminate structures using prismatic and non-prismatic elements by the methods of slope-deflection and moment distribution. Approximate analysis of multistory structures. Prerequisites: INCI 4021 Textbook: Sennett, Robert E., Matrix Analysis of Structures, Waveland Press (2000). Course objectives and student learning outcomes: By the end of this course, students will be able to calculate the deflections and rotations, and internal forces and moments in statistically indeterminate structures using classical and modern methods. The students will be introduced to the analysis of realistic civil structures using computer software but emphasizing the basic principle of structural analysis. Topics covered:



1.Displacement method of analysis: slope-deflection equations. (9 classes)

Lectures - Assignments Homework, questions, interactive discussion – Exam #1

2.Displacement method of analysis: moment distribution. (8 classes)

Lectures - Assignments Same – Exam #2

3.Truss analysis using the stiffness method. (8 classes)

Lectures - Assignments Same

4.Beam analysis using the stiffness method. (6 classes)

Lectures - Assignments Same

5.Plane frame analysis using the stiffness method. (9 classes).

Lectures - Assignments Same – Exam #3

6.Tests and reviews. (5 classes) Lectures - Assignments Grading Plan (course evaluation metrics):


67.5% 22.5% N/A 10% N/A N/A 100%



Person(s) who prepared this description and date of preparation: Dr. Arsenio Cáceres, Associate Professor Apr 11, 2008

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171

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4026 – Highway Engineering Required Course ( 4) Elective Course ( )

Course catalog description: Classification, planning and administration of highway systems. Geometric design; traffic engineering; subgrade structure; flexible and rigid pavement design. Prerequisites: INCI 4137 and INCI 4007 Textbook: Garber, N. and Hoel L., Traffic and Highway Engineering , Thomson Learning, 3rd Edition. Course objectives and student learning outcomes: By the end of this course, students will be able to design the major elements that comprise a highway project, both new and rehabilitated, considering environmental, safety and ethical aspects in a cost-effective manner. Topics covered:



1.Highway functional classification and statistics (2 classes)

Motivation, Visualization, Cases, Video, Slide Presentation

Homework, Questions, Interactive discussion, Analysis of cases

2.Geometric design: horizontal, vertical, superelevation (7 classes)

Lecture, Questioning, Discussion, Hands-on Demos, Teamwork,

Homework, Written Report Evaluation Form, Teamwork Evaluation, Exam 1

3.Geometric design: stopping and passing sight distance (2 classes)

(same) (same)

4. Intersection and interchange design elements (3 classes)

(same) (same)

5.Highway safety and accidents (2 classes) (same), Slide Presentation, Video (same) 6. Subsurface drainage design (2 classes) (same) (same) 7.Pavement evaluation distress inventory, condition survey (3 classes)

(same), Slide Presentation, Field Evaluation Teamwork

(same) Exam II

8.Soil classification and pavement design units (2 classes)

(same) (same)

9.Structural pavement design (8 classes) (same), Computer Program (same) 10.Highway evaluation and engineering economy (7 classes)

(same) (same)Exam III

11. Work zone traffic control (2 classes) (same), Slide Presentation, Video (same) 12. Partial Exams (3 classes) Grading Plan (course evaluation metrics):


60% 25% 5% 10% 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week.


172

Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Benjamín Colucci, Profesor Apr 11, 2008 Special projects: • A comprehensive design project to supplement the following topics: route location & geometric design, accident history, pavement evaluation, distress survey, structural design of pavements, engineering economic evaluation, and work zone traffic control. Videos and photographs of highways, pavements and roadside are taken by the students to complement the field activities. Technical presentations of the students are recorded for future references. (6 weeks).




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173

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4035 - Civil Engineering Materials Required Course (4) Elective Course ( )

Course catalog description: Engineering application of the physico-chemical properties of materials, aggregate fundamentals; selection of materials, and their structural behavior; test principles and methods applied to concrete, steel, wood, aluminum, asphaltic and other construction materials, failure analysis; specifications. Prerequisites: INGE 4001 Textbook: Mamlouk & Zanieswski, Materials for Civil and Construction Engineers, Addison Wesley, Last Edition. Course objectives and student learning outcomes: By the end of this course, students will be able to identify, classify, describe, evaluate, and contrast the behavior and properties of Civil Engineering Materials, stressing the importance of Materials Engineering in Civil Engineering projects. The students will be able to recommend materials to use in construction projects based on the mechanical and physical characteristics. Students working in teams will be able to conduct hands-on experiments, analyze the data, and effectively communicate their results and recommendations through written means. Topics covered:



1. Introduction and Materials Engineering Concepts (3 hours)

Motivation, Lesson Questions, Quiz

2. Aggregates: nature and properties (4 hours) Lesson, Discussion, Lab Exercises, Field Trip, Hands-on Demos

Questions, Quiz, Exam 1, Lab Report, Written Report Evaluation, Teamwork Assessment

3. Portland Cement: nature and properties (3 hours) Lesson, Lab Exercises, Field Trip, Video

Questions, Quiz, Lab Report, Written Report Evaluation, Teamwork Assessment

4. Portland Cement Concrete: properties and mix design (5 hours)

Lesson, Discussion, Questioning, Cases, Lab Exercises, Field Trip, Video

Questions, Quiz, Exam 2, Lab Report, Written Report Evaluation, Teamwork Assessment

5. Ferrous Metals: properties and uses (2 hours) Lesson, Discussion, Lab Exercises 6. Non Ferrous Metals: properties and uses (1 hour) Lesson, Discussion, Lab Exercises Questions, Quiz, Lab Report, Written

Report Evaluation, Teamwork Assessment

7. Timber: nature and properties; classification and allowable design properties (4 hours)

Lesson, Discussion, Lab Exercises, Hands-on Demos


8. Asphalt and Asphalt Concrete: nature, properties, mix design and uses (3 hours)

Lesson, Discussion, Lab Exercises, Field Trip


9. Masonry (3 hours) Lesson, Field Trip Question, Quiz 10. Composite Materials: properties and uses (2 hours) Lesson, Discussion, Hands-on

Demos Question, Peer Evaluation Form, Final

Exam


174



48% 27% N/A N/A 25% N/A 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Two hours of lecture and one three-hour laboratory (*) per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Felipe J. Acosta, Associate Professor Apr 11, 2008

(*) Laboratory projects:

o Aggregates: Sieve analysis, specific gravity, density, absorption, and cleanliness. (3 sessions)

o Cement: Specific gravity, normal consistency, time of setting. (2 sessions) o Mix design, slump test, density, compressive strength, flexural strength and splitting tensile

strength. (4 sessions) o Steel: Tensile strength, modulus of elasticity, specifications for reinforcing bars. (1

session) o Aluminum: modulus of elasticity. (1 session) o Wood: Compressive strength, tensile strength, shear strength, creep. (2 sessions) o Asphalt: Marshall Method, density. (2 sessions)



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175

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4049 – Foundations Required Course (4) Elective Course ( )

Course catalog description: Evaluation of subsoil conditions as they affect the behavior, proportions and choice of type of foundations; relations between foundations and other structural problems; design problems. Prerequisites: INCI 4139 Textbook: Foundation Design: Principles and Practices, Donald P. Coduto, 2 nd Ed., Prentice Hall, 2000. Course objectives and student learning outcomes: By the end of this course, students will be able to identify and evaluate the soil conditions at a site and to select an adequate type of foundation for the structure. They will be able to calculate the dimensions of a footing that will comply with specific requirements of safety and deformation, and they will be able to perform calculations to establish the required length of a pile. Students will learn about the different types of earth retaining structures and will be able to determine the dimensions of gravity and cantilever retaining walls required for external stability of the system. Topics covered:



1. Subsurface Exploration. (3 classes) Lecture, Visuals Quizz 2. Bearing capacity of shallow foundations. (7 classes) Lecture/Visuals/Problem Solving 3. Stresses beneath shallow foundations. (2 classes) Lecture, Problem Solving 4. Settlement of shallow foundations. (6 classes) Lecture, Problem Solving Exam I/Special Problem 5. Types of deep foundations & load transfer concepts. (1 class)

Lecture

6. Axial capacity of deep found. (6 classes) Lectures/Visuals/Problem Solving 7. Groups of piles. (1 class) Lecture/Visit to project 8. Foundations on weak & compressible soils. (3 classes) Lecture/Visuals/Cases/Discussion Exam II 9. Earth Pressure Theories. (4 classes) Lecture 10.Analysis & design of gravity and cantilever retaining walls, gabions. (8 classes)

Lecture/Visuals/Cases/Discussion Exam III/Special Problem

11. Reinforced Earth Structures. (1 class) Lecture/Visuals Final Exam Course Skills Assessment Form & Student Evaluation of Teaching



70% 20% 5% 5% N/A N/A 100%




176


Person(s) who prepared this description and date of preparation: Dr. Juan B. Bernal, Professor Apr 11, 2008



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177

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4055 - Introduction to Construction Management Required Course (4) Elective Course ( )

Course catalog description: Introduction to construction management: government regulations, construction process, the construction company, financial aspects, bonds, estimates, costs control, bids contracts, project planning and scheduling, finances, equipment, materials, labor and safety.

Prerequisites: Fourth year standing Textbook: Lluch, José F., Gerencia e Ingeniería de Construcción, Editorial de la Universidad de Puerto Rico, 2005. Course objectives and student learning outcomes: By the end of this course, students will be able to identify and describe basic construction management procedures and techniques from project inception to project completion. Topics covered:



1. Introduction, General aspects of the Construction Industry Lectures, questions, illustrations, class discussions

Homework, questions, discussions, Quiz 1, final exam

2. The Traditional Construction Process Lectures, questions, illustrations, class discussions


3. Construction Contracts; General and Supplementary Conditions

Lectures, questions, illustrations, class discussions


4. Contract Clauses Lectures, questions, illustrations, class discussions


5. Non-traditional contracts Lectures, questions, illustrations, class discussions


6. Government regulations Lectures, questions, illustrations, class discussions


7. The Construction Company - Legal Structure Lectures, questions, illustrations, class discussions


8. The Construction Company - Organizational Structure Lectures, questions, illustrations, class discussions


9. Construction Cost Estimates Lectures, questions, illustrations, class discussions


10. Quality Control Lectures, questions, illustrations, class discussions


11. Planning and Scheduling Lectures, questions, illustrations, class discussions


12. Cost Control Lectures, questions, illustrations, class discussions


13. Insurance and Bonds Lectures, questions, illustrations, class discussions


14. Labor Regulations Lectures, questions, illustrations, class discussions


15. Safety Lectures, questions, illustrations, class discussions



178


Partial Exams Final Exam Quizzes Home Works Lab Works Class Particip. Term Project TOTAL

50% 33% 17% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. José F. Lluch, Professor Apr 11, 2008



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179

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4095 - Mathematical Methods in Civil Engineering Required Course (4) Elective Course ( )

Course catalog description: Numerical methods applied to Civil Engineering with computer use. Prerequisites: INGE 3016 and (MATE 3063 or MATE 3185) Textbook: Chapra, Steven and R.P. Canale, Numerical Methods for Engineers, Fifth Edition, McGraw Hill. Course objectives and student learning outcomes: By the end of this course, students will be able to understand select and apply commonly used numerical methods to solve civil engineering problems. The students will be able to apply techniques such as modeling and problems solving, use of computer programming and/or software to solve common problems in engineering practice such as: approximations and error determination, roof of equations, matrix algebra, solution of system of linear equations and curve fitting. Topics covered:



1. Modeling, problem solving, computer programming and software. (2 classes)

Group discussion, demonstration, hands on practice

Diagnostic test

2. Approximation and error (2 classes) Discussion Homework, test

3. Otos of equations. (6 classes) Discussion, hands on practice Homework report, Quizzes

4. Introduction to matrix algebra. (2 classes) Discussion

5. Solution of systems of linear equations. (7 classes) Hands on practice, special problems

Group report, Quiz, Test

6. Interpolation methods. (4 classes) Discussion, demonstration, Homework

Report on application, Test

7. Numerical integration. (3 classes) Hands on practice, discussion Report on application, Test



60 20 10 10 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Two credit hours. Two one-hour lectures per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):



180


Person(s) who prepared this description and date of preparation: Prof. Ismael Pagán Trinidad, Professor Apr 11, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to


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181

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4136 - Applied Statistics for Civil Engineering Required Course (4) Elective Course ( )

Course catalog description: Application of probability and statistical theory in Civil Engineering. Probability fundamentals; continuous and discrete distributions; point and interval estimation; tests of hypothesis; multiple regression. Prerequisites: MATWE 3063 or mate 3185 Textbook: Ang & Tang, Probability Concepts in Engineering, John Wiley and Sons, Second Edition. Course objectives and student learning outcomes: By the end of this course, students will be able to provide an appropriate background in probability and statistics. The course will provide examples of statistical problems in Civil Engineering. Topics covered:



1. Probability fundamentals. 2. Random variables, discrete and continuous. 3. Discrete distributions. 4. Continuous distributions. 5. Point and interval estimators. 6. Point and interval estimators. 7. Tests of hypothesis. 8. Regression analysis. Grading Plan (course evaluation metrics):


100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Two credit hours. Two hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



1 2 3 4 5 6 x x


182

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4137 - Introduction to Transportation Engineering Required Course (4) Elective Course ( )

Course catalog description: Basic concepts in transportation: demand, service and equilibrium; transportation planning process and economics; components, operation and design of transportation systems. Prerequisites: INCI 4136 Textbook: Garber, Nicholas & Hoel, Lester, Traffic and Highway Engineering, Thomson Learning, Third Edition. Course objectives and student learning outcomes: By the end of this course, students will be able to understand and apply basic concepts related to the analysis, planning and design of transportation systems to evaluate real life situations and study different alternatives which provide optimal and practical solutions. Topics covered:

TOPIC TEACHING / LEARNING STRATEGIES ASSESSMENT TOOLS STRATEGY 1. Introduction to transportation systems analysis. Motivation, conference, discussion,

examples, assignments. Questions, interactive discussion. Assignments.

2. Introduction to traffic flow theory and highway capacity.

Conference, Audiovisuals, examples. Homework.

3. Traffic flow on interrupted facilities. Conference, audiovisuals, problem solving.

Quiz, Assignments.

4. Capacity of freeway segments. Conference, Audiovisual, Problem solving. Presentation of the different computers programs.

Assignment. Partial Exam I.

5. Interrupted flow theory and studies. Conference, Visual Aids, Examples. Assignment, Quiz. Partial Exam II. 6. Traffic control and signals. Conference, Visual Aids. Presentation of

the different computers programs. Field work.

Teamwork, special assignment, Quiz. Partial Exam III.

7. Introduction to urban transportation planning.

Conference, Visual Aids, problem solving.

Questions, Discussion.

8. The four step Travel Estimation Procedure. Conference, Visual Aids, Problem solving.

Assignment, Quiz.

9. Mass transportation systems. Conference, Visual Aids. Assignment. Peer evaluation form and Course/Project Skills. Final Exam.



60 20 10 10 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):



183


Person(s) who prepared this description and date of preparation: Dr. Benjamin Colucci, Professor Apr 11, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to


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184

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4138 - Water Resources Engineering Required Course (4) Elective Course ( )

Course catalog description: Hydrologic measurements; hydrographs; probability theory applied to hydrologic computations; well hydraulics; capacity of reservoirs and stability of dams; hydraulic of open channels and of pressure conduits; flood control; legal and economic aspects of water resources. Prerequisites: INGE 4015 or INQU 4010 Textbook: Mays, Larry W., Water Resources Engineering, John Wiley and Sons, (2005). Course objectives and student learning outcomes: By the end of this course, students will be able to… Topics covered:



1. The hydrologic cycle. (10 classes) 2. Hydrograph analysis. (6 classes) 3. Probability applications and frequency analysis. (6 classes)

4. Storage analysis and sedimentation. (2 classes) 5. Open channel flow and channel design. (8 classes) 6. Principles of groundwater hydrology. (3 classes) 7. Steady well flow. (4 classes) 8. Well design criteria and saline intrusion. (3 classes) Grading Plan (course evaluation metrics):


100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to


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

1 2 3 4 5 6 x x x x


185

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4139 - Introduction to Geotechnical Engineering Required Course (4) Elective Course ( )

Course catalog description: Sampling, identification and description of soils; index and hydraulic properties; interaction between mineral particles and water; permeability and seepage; stress-strain and consolidation characteristics of soils; shear strength determinations. Stress distribution and soil improvement.

Prerequisites: INGE 4011 and (INGE 4015 or INQU 4010) Corequisite: GEOL 4015. Textbook: Principles of Geotechnical Engineering, Braja M. Das, 6th Edition, (2005), PWS - Publishing Co., Boston. Course objectives and student learning outcomes: By the end of this course, students will be able to identify, understand, describe, and discuss the behavior and properties of natural soil deposits, as described in the Course Description, stressing the importance of Geotechnical Engineering in Civil Engineering projects. Students should be able to apply the basic concepts of soil mechanics in the analysis and solution of practical problems in a global perspective and societal context. Participants will identify, comprehend, analyze, predict, imagine, discuss, and evaluate the ethical implications related to the practice of the profession as it pertains to this area. Students working in teams will be able to conduct hands-on experiments and exercises, analyze the data, and effectively communicate their results and recommendations through oral and written means. Cooperative learning will be emphasized to develop teamwork skills. Topics covered:



1. Introduction to Soil Mechanics. Soil problems in Civil Engineering. (2 classes)

Motivation, Visualization, Cases Homework, Questions, Interactive discussion, Analysis of cases

2. Index Properties of Soils. Grain size distribution. Mineralogical Composition. Weight-Volume Relationships. (4 classes)

Lecture, Questioning, Discussion, Hands-on Demos, Lab Exercises,

Teamwork

Homework, Lab Report, Written Report Evaluation Form, Teamwork

Evaluation, Exam I 3. Atterberg Limits. Classification Systems. (4 classes) (same) (same) 4. Hydraulic Properties of Soils. Permeability. Effective and Pore water Pressures. Seepage and Flow Nets. (9 classes)

(same)

(same), but Exam II

5. Soil Compaction. (3 classes) (same) + Field Work (same) 6. Stresses in a soil mass. (2 classes) (same) (same), but Exam III 7. Consolidation Characteristics of Soils. (9 classes) (same) (same) 8. Shear Strength Characteristics of Soils. (8 classes) (same) (same)+ Peer Evaluation Form,

Course/Project Skills & Ethics Integration Assessments & Fin Exam



45% 25% 10% 5% 15% NA 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Four credit hours. Three hours of lecture and one three-hour laboratory (*) per week.


186



Person(s) who prepared this description and date of preparation: Prof. Hiram Gonzalez, Associate Professor Apr 11, 2008

(*) Laboratory projects:

• Identification and Description of Soils. Water Content Determination.

• Grain-Size Analysis. • Liquid and Plastic Atterberg Limits. • Permeability Tests and Flow Nets. • Compaction Test • Field Density Determination. • Consolidation Test. (2 weeks) • Unconfined Compression Test. • Triaxial Tests




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187

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4145 - Waterworks and Sewerage Design Required Course (4) Elective Course ( )

Course catalog description: Design of water transmission, distribution, and collections systems. Analysis of flow in pipe networks, head losses, pressure distribution, system configuration; sewer hydraulics; quantities of water, sewage, and storm flows used in design; design of water supply systems; sanitary and storm sewers; and pumping stations. Prerequisites: INCI 4138 Textbook: Mays, Larry W., Water Resources Engineering, John Wiley and Sons, (2005). Computer Applications in Hydraulic Engineering, 3rd Ed., Haestad Methods Inc., 1999. Course objectives and student learning outcomes: By the end of this course, students will be able to design moderately -sized water distribution systems and full-sized sanitary and storm sewers, including the location of appurtenances and special structures. They will also be able to draft construction drawings and appurtenance detail sheets using local design guidelines and specifications. They will gain proficiency in the use of aqueduct and sewer design software. Topics covered:



1. Water demand estimation. (3 classes) Lectures, discussion Homework, discussion 2. Pipe network analysis and design. (8 classes) Lectures, discussion Homework, discussion, design project 3. Analysis of pump systems. (7 classes) Lectures, discussion Homework, discussion 4. Review of open channel flow principles. (2 classes) Lectures, discussion Homework, discussion 5. Estimation of wastewater flows and sanitary sewer design. (7 classes)

Lectures, discussion Homework, discussion, design project

6. Forces on buried pipes; pipe beddings, pipe materials and structural requirements. (2 classes)

Lectures, discussion Homework, discussion, special problems

7. Estimation of storm flows and storm sewer design. (6 classes)

Lectures, discussion Homework, discussion, design project

8. Design of roadway drainage. (2 classes) Lectures, discussion Homework, discussion 9. Culvert flow analysis and design. (2 classes) Lectures, discussion Homework, discussion 10. Sewer construction details, specifications, and contract documents. (2 classes)

Lectures, discussion Homework, discussion

11. Course review and closure. (1 class) Lectures, discussion Homework, discussion 12. Tests. (3 classes) Grading Plan (course evaluation metrics):

Partial Exams

Final Exam Quizzes Home Works Lab Works Class Particip.

Design projects

TOTAL

45 25 0 0 0 5 25 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week.


188



Person(s) who prepared this description and date of preparation: Dr. Rafael I. Segarra, Professor Apr 11, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



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189

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4950 – Integrated Civil Engineering Project Required Course (4) Elective Course ( )

Course catalog description: Design of a Civil Engineering Project, integrating sub disciplines of the profession. Development of a project from its inception, and a conceptual and preliminary design, to its final design. Development of design alternatives, including computational methodology, plans, cost estimates, and specifications.

Prerequisites: Consent of the Director of the Department Textbook: None Course objectives and student learning outcomes: By the end of this course, students will be able to know, comprehend, and apply the criteria of the design of the different components of a structure in order to perform a complete design of a particular project. The students will apply several areas he/she has learned including courses of analysis, design, use of current codes, preparation of drawings and specifications. He/she has the opportunity of sharing the ideas during the development of the work with other students through reports and presentations which are integrated into the design experience. Projects will be performed by students working in design teams. The professor will provide guidance in different stages of the development of the project and he will share his/her experience. Professional and ethical considerations will be discussed and interpreted by the students. Topics covered:

TOPIC TEACHING / LEARNING STRATEGIES ASSESSMENT TOOLS STRATEGY 1. Conceptual Design and Interaction with different disciplines, permit processing.

Discussion of all the phases involved in the design process, evaluation of different alternatives of solution and its feasibility. Evaluation of the impact of the permitting process and the interaction with different disciplines.

Team work, interactive discussion, analysis of cases, preparation of schemes and conceptual drawings.

2. Development of the structural model, loads, loading combinations.

Each group will select a different structural system and configuration. Lectures on wind and earthquake load calculation will be given. Project examples will be presented.

Team work and written report.

3. Structural Analysis. Lectures and Demos with lab exercises will be given using a computer software. Interpretation of results and simple ways to verify will be emphasized.

Team work and written report, project skills and ethics.

4. Design and preparation of construction drawings.

Propose a typical example where all design calculations will be performed. Computer tools will be used. Ethics and examples.

Team work and written report, project skills and ethics.

5. Preparation of technical specifications and cost estimates.

Lecture, discussion, Hands-on Demos, Teamwork.

Team work and written report.

6. Technical writing report and oral presentation. Demonstrate all the process involved and steps to complete the design process.

Team work, individual oral presentation, interactive discussion.


190


Conceptual Design

Development of structural model,

loads

Structural Analysis

Design and preparation of

drawings

Technical Specifications and

Cost Estimates

Technical writing report and oral presentation

TOTAL

10% 20% 10% 30% 10% 20% 100%

Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. One hour of lecture and four hours of practice per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. José Guevara, Associate Professor Apr 11, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to


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191

Syllabi

Department’s ELECTIVE Courses


192

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4000 - Introduction to Architecture Required Course ( ) Elective Course (3) Course catalog description: The significance of architecture in relation to culture, the development of construction technology, and to the sociopolitical structure of the times. Relationship between the architect and the civil engineer in modern society. Elements of architectural design. Architectural analysis of different types of buildings. Anatomy of the building.

Prerequisites: Fifth year student or consent of the Director of the Department Textbook: Class notes Course objectives and student learning outcomes: By the end of this course, students will be able to: • Know and comprehend the difference between architecture and engineering. • Know, comprehend, and evaluate the relationship between architecture, culture, building technology, and the sociopolitical

structure of the times. • Know, comprehend and evaluate the relationship between the architect and the engineer. • Comprehend and analyze architectural design. • Know, comprehend, and analyze the role of space functions, the role of efficient space use on its internal distribution and

structure, relationship between spaces, connections between interior spaces and exterior of the building. • Analyze and design buildings from an architectural viewpoint. • Improve oral and written communication skills through oral presentations and written design project reports. Topics covered:

TOPIC TEACHING / LEARNING STRATEGIES ASSESSMENT TOOLS STRATEGY

1. Definition of architecture and culture. (1 class) Student-instructor interaction and lecture. Written summary of student-instructor interaction by students. Written test.

2. Relationship between architecture, culture, symbolism, the development of building technology, and the sociopolitical structure of the times. (3 classes)

Lecture, student-instructor interactions. Written summary of student-instructor interaction by students. Written test.

3. Philosophy of architecture through time - historical perspective. (8 classes)

Lecture, student-instructor interactions, world wide web searches for historical buildings across the ages.

Written student assignments. Written test.

4. Development of Civil Engineering-historical perspective. (3 classes)

Lecture, student-instructor interactions, world wide web searches for historical buildings across the ages.

Written student assignments. Written test.

5. Form and structure vs. function and aesthetics. (4 classes)

Lecture, student-instructor interactions, in-class supervised design exercises.

Written and drawn design exercises.

6. Elements of architectural design. Architectural design of a building. (15 classes)

Lecture, student-instructor interactions, in-class supervised design exercises. Class project.

Written and drawn design exercises. Oral, drawn, and written presentation of class project.

7. Analysis of function use, size and distribution of spaces. Relation between space requirements and structural system required. (5 classes)

Lecture, student-instructor interactions, in-class supervised design exercises. Class project.

Written and drawn design exercises.

Oral, drawn, and written presentation of class project.


193

Cont. Topics covered: TOPIC TEACHING / LEARNING

STRATEGIES ASSESSMENT TOOLS

STRATEGY 8. Integration of architectural and building technologies. (2 classes)

Lecture, student-instructor interactions.

Written summary of student-instructor interaction by students.

Written test. 9. Interaction between the architect and the civil engineer. (1 class)

Lecture, student-instructor interactions.

Written summary of student-instructor interaction by students. Written test.

10. Student design project presentations Student presentations. Evaluation form for oral and written presentation.


Partial Exams Final Exam Homework Lab Exercises Group Work Class Particip. Class Project TOTAL

3 for 39% 1 for 13% 12% 13% 5% 5% 13% 100%



Person(s) who prepared this description and date of preparation: Dr. Roque A. Román Seda, Professor August 25, 2003 Special projects: • Analysis of different building technologies used through time. • Spatial analysis, sizing and distribution of spaces. • Analysis and design of simple through more complex spaces and building.



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194

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4006 - Surveying Practice. Required Course ( ) Elective Course (2) Course catalog description: Execution of field work, computation and drawing in relation to land surveying and subdivision, topographical maps, leveling, route surveys, triangulation, and determination of true meridian.

Prerequisites: INCI 4002 Textbook: None Course objectives and student learning outcomes: By the end of this course, students will be able to perform the most common surveying jobs as one whole project and not as individual and separate tasks. Topics covered:


1. Adjustment of Instruments (6 hours) Review Lecture Written Report 2. Solar and star observation (4 hours) Review Lecture, Field demonstrations Written Report 3. Land measurement (44 hours) Review Lecture Written Report, lot plat; accuracy

obtained 4. Leveling (8 hours) Review Lecture Written Report, accuracy obtained 5. Topographic surveys and drawing (44 hours) Review Lecture Written Report, topo map 6. Land subdivision (6 hours) Review Lecture Written Report, Field check 7. Profile leveling (8 hours) Review Lecture Written Report, Profile Grading Plan (course evaluation metrics):


0 30% 0 0 70% 0 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Two credit hours. One session of fifteen working days of field work. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Prof. Julio Ríos, Professor of Civil Engineering Apr 11, 2008


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195

Special projects: • A complete land survey and subdivision (parting-off) map. • A complete topographic map. • Profile leveling. • Subdivision stake-out - - -This course is no longer offered in the Department, due to changes in the laws governing surveying practice in PR. - - -




196

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4013 - Structural Design Required Course ( ) Elective Course (3) Course catalog description: Types of buildings, bridges, floor and roof systems. Design for torsion. Structural design problems. Complete design of a simple structure by the students.

Prerequisites: INCI 4012 and INCI 4022 Textbooks: C.K. Wang and C.G. Salmon, Reinforced Concrete Design, Sixth Edition, Addison Wesley, 1998. American Concrete Institute - 318-99, Building Code Requirements for Structural Concrete, 1999. Course objectives and student learning outcomes: By the end of this course, students will be able to design reinforced concrete frame structures, including the foundation, for gravity and earthquake loads, analyze and design two-way floor systems, analyze and design retaining walls. Topics covered:



1.General review of design of beams and columns (4 hours)

Lecture, discussion Exam

2. Two-way slab systems (10 hours) Lecture, discussion, project Homework, Exam

3. Seismic design of frames (12 hours) Lecture, discussion, project Homework, Exam

4. Retaining walls (6 hours) Lecture, discussion, project Homework, Exam

5. Footings (8 hours) Lecture, discussion, project Homework, Exam

6. Torsion (5 hours) Lecture, discussion Final exam



50% 25% 25% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Two hours of lecture and one hour computation per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


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197

Person(s) who prepared this description and date of preparation: Dr. Ricardo R. López, Professor Apr 11, 2008 Special projects:

• Design of a typical multistory frame structure including preliminary analysis sizing of members, final analysis and design. (4 weeks)

• Design of a two way floor system. (3 weeks) • Design of a retaining wall. (1 week) • Footing designs. (2 weeks)

• Development of computer programs for the practical application of the above procedures. (4 weeks) (Optional depending on student particular interest).

1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of

interest to students and professors is available for inspection at the Department of Civil Engineering.


198

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4028 - Geometric Design of Highways Required Course ( ) Elective Course ( 3) Course catalog description: Traffic characteristics and highway capacity; elements, criteria, controls and guide values for geometric design; cross section elements; highway types and access controls; intersection design elements and procedures; grade separation and traffic interchanges.

Prerequisites: INCI 4007 Textbook: AASHTO, A Policy on Geometric Design of Highways and Streets, 1994. Course objectives and student learning outcomes: By the end of this course, students will be able to understand the primary elements associated with the geometric design of highways for different types of roads, its functional classification; design controls and criteria; cross section elements for both ; at-grade intersections and grade separations-interchanges. Topics covered:



1. Introduction to Location Design: (1 class) Motivation, Visualization, Cases, Video, Slide Presentation

Homework, Questions, Interactive discussion, Analysis of cases

2. Design controls and criteria: design vehicle, driver performance, traffic characteristics, design designation and functional classification (6 classes)

Lecture, Questioning, Discussion, Hands-on Demos, Teamwork

Homework, Written Report Evaluation Form, Teamwork Evaluation, Exam 1

3.Elements of design: stopping, decision and passing sight distance, horizontal and vertical alignment (6 classes)

(same), Video, Slide Presentation (same)

4. Cross-section elements: pavement characteristics lane shoulder, curbs, drainage, medians, bike paths, right of way. (3 classes)

(same), Slide Presentation (same)

5. Highway types: (6 classes) (same), Slide Presentation (same) 6. Intersection design elements: (6 classes) (same) (same) 7. At grade intersections: intersection capacity, sight distance, channelization (6 classes)

(same) (same)

8. Grade separation and interchanges: types, warrants for construction, ramps (3 classes)

(same) (same)

9.Intersection design procedures: maneuver elements, separation of conflict points (6 classes)

(same) (same)

10.Exams: (3 classes) Grading Plan (course evaluation metrics):


60% 25% 5% 10% 100% Important Note: A final grade of at least “C” (≥70%) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week.


199



Person(s) who prepared this description and date of preparation: Dr. Benjamín Colucci, Professor Apr 11, 2008 Special projects:

• Application of highway geometric design criteria in a comprehensive design project.




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200

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4032 - Soil Mechanics II Required Course ( ) Elective Course ( 3)

Course catalog description: The theory of consolidation; settlements and contact pressure; stress analysis; stability of slopes; soil compaction and stabilization.

Prerequisites: INCI 4139 Textbook: A. Rico Rodríguez, H. del Castillo and G.F. Sowers, Soil Mechanics in Highway Engineering. Course objectives and student learning outcomes: By the end of this course, students will be able to… Topics covered:



1. Classification of soils (1 class) 2. Laboratory and field testing (5 classes) 3. Soil Compaction (5 classes) 4. Soil Stabilization (5 classes) 5. Drainage (4 classes) 6. Compressibility and Consolidation (2 classes) 7. Slope Stability (5 classes) 8. Landslides (1 class) 9. Use of geotextiles (4 classes) 10. Field instrumentation (5 classes) Grading Plan (course evaluation metrics):


100%

Important Note: A final grade of at least “C” (≥ 70%) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation:



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201

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4056 - Construction Methods and Equipment Required Course ( ) Elective Course (3)

Course catalog description: Selection, layout and organization of installation, equipment and resources for Civil Engineering construction projects, cost studies, operation and productivity of equipment, construction methods in engineering. Prerequisites: INCI 4055, Introduction to Construction Management Textbook: Lluch, J., Gerencia e Ingeniería de Construcción, Editorial de la Universidad de Puerto Rico (2005). Course objectives and student learning outcomes: By the end of this course, students will be familiarized with the principal physical characteristics, capacity considerations, and economic aspects of heavy construction equipment. In addition, students should be familiarized with basic construction methods involving heavy equipment, and with the main variables in equipment selection and design of construction operations. Topics covered:



1.Introduction to construction equipment and methods.

Motivation, illustrations Questions, discussions

1. Heavy equipment economics. Lectures, questions, presentation of models, illustrations, field-trips

Homework, questions, discussions, exam 1, final exam

2. Earthwork fundamentals. Lectures, questions, presentation of models, illustrations, field-trips


3. Bulldozer and ripper operations. Lectures, questions, presentation of models, illustrations, field-trips


4. Scraper operations. Lectures, questions, presentation of models, illustrations, field-trips


5. Backhoe, backhoe-dozer combination, power shovel

Lectures, questions, presentation of models, illustrations, field-trips


6. Hauling equipment. Lectures, questions, presentation of models, illustrations, field-trips


7. Grading and compaction operations. Lectures, questions, presentation of models, illustrations, field-trips


8. Dragline and pile driving. Lectures, questions, presentation of models, illustrations, field-trips


9. Cranes Lectures, questions, presentation of models, illustrations, field-trips


10. Pumps and air compressors. Lectures, questions, illustrations, field-trips


11. Simulation of Construction Operations, productivity improvement

Lecture2, hands-on simulation on computer

Simulation report, exam 3, final exam



50% 33% N/A 17% N/A N/A 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).


202



Person(s) who prepared this description and date of preparation: Dr. José F. Lluch, Professor Apr 11, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of



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203

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4057 - Civil Engineering Practice Required Course ( ) Elective Course (3)

Course catalog description: A course organized in cooperation with private industry or government to provide the student with practical experience in Civil Engineering. The work performed by the student will be jointly supervised by the Academic Department and an appropriate official from the cooperating organization. An oral and written report will be required from the student upon completion of the project. Prerequisites: Consent of the Director of the Department Textbook: None Course objectives and student learning outcomes: By the end of this course, students will be able to enrich their curriculum and learning with practical experience in the private and/or public service through actual exposure to diverse job opportunities that are directly related to their educational program and career goals. Students should be able to apply the basic concepts of civil engineering in the analysis and solution of practical problems in a global perspective and societal context. Participants will identify, comprehend, analyze, predict, imagine, discuss, and evaluate the ethical implications related to the practice of the profession. Students, at times working in multidisciplinary teams, will be able to conduct hands-on experiments and exercises, analyze the data, and effectively communicate their results and recommendations through oral and written means. Cooperative learning will be emphasized to develop teamwork skills. Topics covered:



Multiple and varied topics in Civil Engineering, depending on needs and agreement with Cooperating Organization

Motivation, Visualization, Cases, Seminar Lectures, Questioning, Discussion, Hands-on, Demos, Lab Exercises, Teamwork, etc.

Questions, Interactive discussion, Analysis of cases, Monthly and Final Reports, Written Report Evaluations, Teamwork Evaluation, Course/Project Skills & Ethics Integration Assessments.


Partial Exams Final Exam Quizzes Home Works Lab Works Class Particip. Superv. Eval TOTAL

75% 25% 100%

Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Thirty-five hours per week for seven (7) or more weeks during the summer or its equivalent during the semester. Relationship of course to ABET Criterion 3 (a-k Outcomes):



204


Person(s) who prepared this description and date of preparation: Prof. Hiram González, Associate Professor Apr 11, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to


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205

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4061 – Legal Aspects I Required Course ( ) Elective Course (3)

Course catalog description: Laws of the Institute of Engineers and Surveyors of Puerto Rico and its Board of Examiners; Property Registry Law; regulations of the Planning Board and the Administration of Regulations and Permits. Prerequisites: Co-requisites: INCI 4001 Textbook: Extracts of the Civil Code of Puerto Rico and related jurisprudence. Course objectives and student learning outcomes: By the end of this course, students will be familiar with the organisms that govern the profession: College of Engineers and Surveyors of P.R., and the Board of Examiners of Engineers, Architects and Surveyors. Also, the student will be familiar with the operations and procedures of those government organism and agencies most related to the professions and with the land registry system, and how to use it. Topics covered:



1. Laws of the Board of Examiners of Engineers, Architects and Surveyors: Law #31, April 26, 1927; Law #399, May 10, 1951 (7 classes), as amended.

2. Laws of the Institute of Engineers and Surveyors: Law #319, May 15, 1938; Law #27, 1954; Law #12, September 29, 1980 (7 classes), as amended.

3. Laws of the Planning Board of Puerto Rico: Law #213, May 12, 1942; Law #75, June 24, 1975 (8 classes).

4. Regulations and Permits Organic Act (#76), June 24, 1975 (8 classes), as amended.

5. Law #135, June 15, 1967, (Certification of Plans) (3 classes).

6. Regulations (3 classes), as amended. 7. Law of the Property Registry and Regulation: Law #198, August 8, 1979; Law #143, June 14, 1980 (4 classes).

8. Tests (3 partial test and a final test during the course).



67% 33% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week.


206



Person(s) who prepared this description and date of preparation: Prof. Vidal Rodríguez-Amaro, Instructor Apr 11, 2008




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207

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4062 – Legal Aspects II Required Course ( ) Elective Course (3)

Course catalog description: A study of those laws of Puerto Rico which rule land ownership, land transfer, and land use. Prerequisites: Corequisite: INCI 4002 Textbook: Extracts of the Civil Code of Puerto Rico Course objectives and student learning outcomes: By the end of this course, students will be able to… Topics covered:



1. Notions of property law in relation to surveying (10 classes)

2. Concepts of the Law of Waters and riparian rights (8 classes)

3. Notions of the Civil Code of Puerto Rico (10 classes) 4. Notions of the Law of Mines (6 classes) 5. Concepts of Obligations and Contracts; legal responsibility of the land surveyor (8 classes)

6. Test (3 classes) Grading Plan (course evaluation metrics):


100%



Person(s) who prepared this description and date of preparation: Prof. Vidal Rodríguez-Amaro, Instructor Apr 11, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



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208

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4995 – Engineering Practice for Co-op Students Required Course ( ) Elective Course (0 to 6)

Course catalog description: Practical experience in civil engineering in cooperation with private industry or government to be jointly supervised by the Academic Department, the Co-op Program Coordinator, and an official from the cooperating organization. A written report will be required upon completion of each period of work.

Prerequisites: Consent of the Director of the Department. Textbook: None Course objectives and student learning outcomes: By the end of this course, students will be able to enrich their curriculum and learning with practical experience in the private and/or public service through actual exposure to diverse job opportunities that are directly related to their educational program and career goals. Students should be able to apply the basic concepts of civil engineering in the analysis and solution of practical problems in a global perspective and societal context. Participants will identify, comprehend, analyze, predict, imagine, discuss, and evaluate the ethical implications related to the practice of the profession. Students, at times working in multidisciplinary teams, will be able to conduct hands-on experiments and exercises, analyze the data, and effectively communicate their results and recommendations through oral and written means. Cooperative learning will be emphasized to develop teamwork skills. Topics covered:


Multiple and varied topics in Civil Engineering, depending on needs and agreement with Cooperating Organization.

Motivation, Visualization, Cases, Seminar Lectures, Questioning, Discussion, Hands-on Demos, Lab Exercises, Teamwork, etc.

Questions, Interactive discussion, Analysis of cases, Monthly and Final Reports, Written Report Evaluations, Teamwork Evaluation, Course/Project Skills & Ethics Integration Assessments


Partial Exams Final Exam Quizzes Home Works Lab Works Class Particip. Supervisor Eval. TOTAL

75% 25% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Zero to six credit hours. A minimum of two work periods are required for the accreditation of the course one of which must be a semester. Relationship of course to ABET Criterion 3 (a-k Outcomes):

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


209


Person(s) who prepared this description and date of preparation: Prof. Hiram González, Associate Professor Apr 11, 2008

1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to students and professors is available for inspection at the Department of Civil Engineering.

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210

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 4998 – Undergraduate Research Required Course ( ) Elective Course (1 to 6)

Course catalog description: Participation, under the supervision of a faculty member acting as an investigator, in a research project. Prerequisites: Fourth or fifth year student and consent of the Director of the Department Textbook: None Course objectives and student learning outcomes: By the end of this course, students will be able to: • learn and apply the scientific method to investigate a particular civil engineering topic; • use one or more research tool like: literature survey, laboratory work, computer modeling, physical modeling; • present the research results. Topics covered:



various by topic as selected by the faculty as selected by the faculty Grading Plan (course evaluation metrics): Individually selected for each topic.


100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: One to six credit hours. Three to twenty-four hours of laboratory per week. Relationship of course to ABET Criterion 3 (a-k Outcomes): One or more depending on the research topic.

Relationship of course to Program Educational Objectives: One or more depending on the research topic.



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

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211

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5005 – Construction Cost Estimates Required Course ( ) Elective Course (3)

Course catalog description: Conceptual and preliminary cost estimates: cost index, square feet method, unit of service method, parametric estimates and other methods. Source of data for preparing cost estimates. Detailed cost estimates: unit price estimates, lump sum estimates, instruction to bidders, process for preparing detailed estimate, materials, labor, equipment, project indirect cost, recapitulation, company indirect cost, profit and contingency. Construction cost estimates of building and engineering projects. Use of the computer for cost estimating. Prerequisites: INCI 4055 Textbook: Estimating Construction Costs, R. L. Peurifoy, Garold D. Oberlender, McGraw Hill, 1989. Course objectives and student learning outcomes: By the end of this course, students will be able to identify and understand construction cost-estimating techniques used in the preparation of construction cost estimates during the different phases of the construction process. Topics covered:


1.Introduction to Construction Cost Estimates Motivation, illustrations Questions, discussions 2. Conceptual and preliminary cost estimating methods.

Lectures, discussions, illustrations, hands-on demonstration using cost data manual


2.Concepts and Fundamentals of Detailed Cost Estimates

Lectures, discussions, illustrations, hands-on demonstration using cost data manual, field trip


3.Earthwork Fundamentals, Estimating Excavation: Quantity, Productivity, and Cost



4.Estimating Concrete: Quantity, Productivity, and Cost



5.Estimating Concrete Masonry: Quantity, Productivity, and Cost



6.Estimating Plumbing: System Description, Quantity, Productivity, and Cost.



7.Estimating Electricity: System Description, Quantity, Productivity, and Cost



8.Estimating Doors and Windows: Description, Quantity, Productivity, and Cost



9.Estimating Finishings: Quantity, Productivity, and Cost



10. Using the Computer for Cost Estimating Lectures, discussions, illustrations, hands-on demonstration using cost data manual, field trip


11. Assemblies and for cost estimating. Lectures, discussions, illustrations, hands-on demonstration using cost data manual, field trip




50% 33% 17% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).


212



Person(s) who prepared this description and date of preparation: Dr. José F. Lluch, Professor Apr 11, 2008



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

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213

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5006 – Applied Hydraulics Required Course ( ) Elective Course (3)

Course catalog description: Dimensional analysis and modeling; hydraulic machinery and structures; steady conduit and

open channel flow; pipe network system. Prerequisites: INCI 4138 Textbook: Notes and references Course objectives and student learning outcomes: By the end of this course, students will be able to:

1. Apply the principles of momentum and energy to solve open channel and pipe flow steady state problems. 2. Perform uniform and gradually varied flow computations 3. Design rigid and erodible channels 4. Perform analyses of simple pipe networks 5. Use computer programs to solve open channel and pipe networks problems

Topics covered:



1. Concepts of fluid flow (3 lectures) Lecture, Questioning, Discussion Homework, questions, interactive discussion, exam

2. Energy principles (4 lectures) Lecture, Questioning, Discussion Homework, questions, interactive discussion, exam

3. Momentum principle (4 lectures) Lecture, Questioning, Discussion Homework, questions, interactive discussion, exam

4. Applications (3 lectures) Problem solving Homework, questions, exam 5. Uniform flor (3 lectures) Lecture, Questioning, Discussion Homework, questions, Interactive

discussion, exam 6. Gradually varied flow (5 lectures) Lecture, Questioning, Discussion Homework, questions, computer

project, exam 7. Design of open channels (3 lectures) Lecture, Problem solving, Discussion Homework, design project, exam 8. Computer program for open channels (4 lectures) Computer Hands on experience Computer project 9. Rapidly varied flow (3 lectures) Lecture, Questioning, Discussion Homework, questions, Interactive

discussion, exam 10. Laboratory demonstrations (2 lectures) Laboratory Demonstration Teamwork evaluation, written report 10. Pipe networks (5 lectures) Lecture, Questioning, Discussion Homework, questions, Interactive

discussion, exam 11. Computer program for pipe networks (4 lectures) Computer Hands on experience Computer project 12. Exams (3 lectures) Grading Plan (course evaluation metrics):

Partial Exams Final Exam Projects Home Works Lab Works Class Particip. TOTAL

60% 20% 10% 8% 0% 2% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week.


214



Person(s) who prepared this description and date of preparation: Dr. Walter F. Silva, Professor Apr 11, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



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215

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5007 – Solid Waste Management Required Course ( ) Elective Course (3)

Course catalog description: The solid waste problem; volume reduction and storage of solid wastes; design and optimization of collection systems; recycling; integrated treatment and disposal systems. Prerequisites: INCI 4008 Textbook: Tchobanoglous, Theissen, and Eliasen, Solid Wastes: Engineering Principles and Management Issues, McGraw-Hill Book Co., latest edition. Reference: Oweis and Khera, Geotechnology of Waste Management, PWS Publishing Co., 2nd Edition, 1998. Course objectives and student learning outcomes: By the end of this course, students will be able to: • Know, understand, analyze, and qualitatively and quantitatively evaluate the problem of solid wastes at a local, national, and

world level. • Know, understand, analyze, and evaluate the problem of management and disposal of solid wastes. • Know, understand, analyze, evaluate, and design a modern sanitary landfill with an appropriate useful life, and appropriate

support systems that will protect groundwater and the environment. • Evaluate the site, operation, design, and existing infrastructure of an existing landfill. • Locate and design a new sanitary landfill that will have an appropriately long useful life, and that will possess all of the

support systems necessary to protect the groundwater and the environment.. • Know, understand, and analyze various management and disposal alternative technologies for the problem of solid wastes. • Develop his computer skills, and oral and written communication skills. Topics covered:



1. Introduction to the problem of solids wastes. Generation of solid wastes, quantity, volume, and area calculations. Prediction of the generation of solid wastes, volumen and area. Population prediction models. (4 periods)

In-class computer assisted analysis of solid waste generation data by students.

Written assignments presenting and interpreting results of classroom exercises. Written test.

Class project 1.

2. Classification of solid wastes, reuse potential. (1 period)

In-class computer assisted analysis of solid waste generation data by students.

Written assignments presenting and interpreting results of classroom exercises. Written test.

3. Federal and state laws and regulations regarding solid waste management and disposal. (2 period)

Lecture. Reading assignment. Web search.

Written assignment report. Written test.

4. Solid wastes collection methods, estimates, equipment, and problems. (1 period)

Lecture. Web search. Written assignment. Written test.

5. Transportation of solid wastes. Time analysis, equipment, collection routes, transfer stations. (1 period)


6. Solid Wastes Disposal Methods - Reduction at the source. Reuse and reduction strategies. Recycling. Volume reduction, separation methods. Production (2 periods)



216

Cont. topics covered: TOPIC TEACHING / LEARNING

STRATEGIES ASSESSMENT TOOLS STRATEGY

7. Solid Wastes Disposal Methods – Sanitary Landfills. Environmental impacts of open dumps. Siting criteria and evaluation Purpose, operation, problems, limitations, análisis and design. Useful life and volumen calculations. Analysis and design of infrastructure support systems. Closure plan and closure issues (27 periods)

Lecture. Guided in-class design supervised exercises and examples.

Field trips to existing landfills, and interviews with landfill personnel.

Written assignment. Class project 2 Evaluation of an existing landfill, including location, oral and written report. Written test.

Class project 3 – Design of a modern sanitary landfill; usefuel life, infrastructure support systems, final cover.

8. Solid Wastes Disposal Methods - Composting. Principles, operating variables, analysis and design. (1 period)

Lecture. Guided in-class design exercise.

Written assignment. Written test.

9. Solid Waste Disposal Methods - Waste-to-Energy Conversion. Thermodynamic principles and energy balances. Incinerators, structure, operation, analysis and design. Air pollution problems - toxics and dioxins. Waste-to-energy alternatives - destructive disillation, pyrolisis. (2 periods)

Lecture. Written assignment. Written test.

10. Hazardous wastes - definition, characteristics, regulations, handling and disposal. (1 period)

Lecture. Written test.

3 partial exams, 1 final exam, 3 class projects, homework, 3 field trips Grading Plan (course evaluation metrics):

Partial Exams Final Exam Projects HomeWork Field Trips Class Particip. TOTAL

3 @ 33.75% 1 @ 11.25% 3 @ 33.25% `11.25% 5% 5% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Roque A. Román Seda, Professor Aug 25, 2001 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



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217

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5008 – Introduction to Hydrology Required Course ( ) Elective Course (3)

Course catalog description: The elements of the hydrologic cycle; probability theory and commonly used probability distributions in hydrology: hydrologic and hydraulic flood routing analysis; use of hydrologic concepts in design. Prerequisites: INCI 4138 Textbook: Introduction to Hydrology, 4th ed., Viessman W., Lewis G., and Knapp J., Harper & Row, 1996. Course objectives and student learning outcomes: By the end of this course, students will be able to describe and evaluate the elements of the hydrologic cycle; describe and evaluate basin characteristics; analyze storm inputs and design synthetics storms; estimate rainfall abstractions; estimate and analyze runoff hydrographs; apply unit hydrograph theory; apply synthetic hydrographs for hydrologic design; perform flood routing; evaluate the effect of storage element and analyze basic groundwater hydraulics. Topics covered:


1. The hydrologic cycle and its elements (6 classes)

Lecture, Motivation, Visualization Reading Homeworks

2. Run-off analysis (3 classes) Lecture, discussion, exercises, visualization

Homework, design project, special problem report

3. Synthetic hydrographs (3 classes) same Design project, homeworks, written reports

4. Flood Routing (3 classes) same Homeworks, design reports

5. Hydrologic design- peak flow (2 classes) Same + field visit Homeworks, reports on case study

6. Hydrologic design Hydrographs (5 classes)

Same + case studies analysis Homework, Special Problem, Field Evaluation, Team work assessment form

7. Groundwater Hydrology (4 classes) same Homework

8. Examinations (4 classes) Written Exams (problem solving) Grading Plan (course evaluation metrics):

Partial Exams Final Exam Quizzes Home Works Lab Works Class Particip. Design Project TOTAL

43% 14% 0 14% 0 0 29% 100% Important Note: A “C” is required to pass the course. Grading will be based on a normalized curve of the class. Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):



218




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219

SYLLABUS OUTLINE (ABET) Course number & title: INCI 5009 – Fundamentals of Air Pollution Required Course ( ) Elective Course (3)

Course catalog description: Classification and extent of air pollution problems, its effect on plants, animals, visibility, and its socio-economic impact; dispersion of effluents; analytical and experimental sampling methods. Prerequisites: INCI 4008 Textbook: Noel De Nevers, Air Pollution Control Engineering, McGraw-Hill, 1995. Course objectives and student learning outcomes: By the end of this course, students will be able to… Topics covered:



1. The technological, economic, social, and political consequences of the Air Pollution problem. (2 classes)

2. Health effects of air pollution on human beings, plants, and animals. (1 class)

3. Generation of air pollutants through combustion processes. (3 classes)

4. Identification of air pollutants. (1 class) 5. Laws and regulations. (3 classes) 6. Stack sampling and Monitoring networks. (2 classes)

7. Measuring techniques for air pollutants. (2 classes) 8. Meteorological effects affecting air pollutant transport and dispersion. (7 classes)

9. Dynamics and modeling discrete emission sources. (8 classes)

10. Non-discrete emission sources. (1 class) 11. Air pollution control technology and design procedures. (15 classes)



100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lectures per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):



220


Person(s) who prepared this description and date of preparation:



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221

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5012 – Applied Sanitary Engineering Chemistry Required Course ( ) Elective Course (4)

Course catalog description: The application of chemical principles to the sanitary engineering field. Physical, chemical and biochemical analysis of water and wastewater. Interpretation of analytical data. Integration of experimental data into the design process. The preparation of laboratory reports in the form of engineering reports is emphasized. Prerequisites: INCI 4008 Textbook: Sawyer, McCarty, and Parkin, Chemistry for Environmental Engineering, Fourth Edition, McGraw-Hill, 1994. Course objectives and student learning outcomes: By the end of this course, students will be able to: • Know, comprehend, apply and analyze fundamental concepts in environmental and sanitary • Apply experimental and laboratory techniques in analysis of water and wastewater • Develop specialized instrumental laboratory applications in physical, chemical, biological, and radioactive water and wastewater • Plan, design, and conduct laboratory procedures for standard water sample tests • Conduct sampling and testing of water and wastewater • Analyze and interpret data on water and wastewater physicochemical and biochemical characteristics • Report water and wastewater laboratory analysis and results

Topics covered:


1. Basic chemical concepts (4 classes) Lecture. Reading. Student-instructor in-class interaction.

Qualitative and Quantitative assignment. Written test.

2. Law of mass action. Le Chatelier principle (3 classes)

Lecture. In-class exercises and examples. Written quantitative assignments. Written test.

3. Solutions (3 classes) Lecture. Instructor notes. Laboratory work. Quantitative analysis and report of laboratory data. Written Test.

4. Acidimetry and alkalinimetry (4 classes) Lecture. Instructor notes. Laboratory work. In-class exercises and examples.

Written quantitative assignments. Quantitative analysis and report of laboratory data. Written Test.

5. Physical and chemical characteristics of waters and wastewaters; chemical content; BOD, COD, Hardness, etc. (6 classes)

Lecture. Instructor notes. Student-instructor in-class interaction. Group Laboratory work. Laboratory work.

Written quantitative assignments. Quantitative analysis and reports of laboratory data. Team work evaluation. Written Test.

6. Characteristics of the carbon atom and of the organic compound (3 classes)

Lectures. Reading. Student-instructor in-class interaction.

Written assignments. Written test.

7. Aliphatic compounds (6 classes) Lectures. Reading. Student-instructor in-class interaction.


8. Aromatic and heterocyclic compounds (3 classes)



9. Foods: chemistry and biochemistry (3 classes)



10. Detergents, pesticides and trace organics (3 classes)

Lectures. Reading. Student-instructor in-class interaction. Laboratory Demo.


11. Principles of biochemistry; enzyme action (4 classes)




222

12. Biochemical degradation of organic wastes (3 classes)

Lectures. Reading. Student-instructor in-class interaction. In-class computer-based exercise.

Computer assignment and written report. Written Test.


Partial Exams Final Exam Assignments & Quizzes

Laboratory Work and Report

Class Participation

TOTAL

40 % 15% 15 % 25% 5% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Four credit hours. Three hours of lecture and one three hour laboratory per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Ingrid Padilla, Associate Professor Apr 11, 2008 Laboratory Projects: •Laboratory experiments are conducted in the course. Laboratory equipment in the water chemistry laboratory is used.

Students need to turn in a laboratory report after finishing each experiment. 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



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223

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5015 – Water Treatment and Pollution Control Required Course ( ) Elective Course (3)

Course catalog description: Study of water and wastewater treatment processes in terms of the underlying physical, chemical, and biological principles; the application of the principles to the study of unit treatment processes and to the design, operation, and analysis of performance of integrated treatment plants; the influence of self-purification of natural bodies of water and of the planned use of the resources on the type and degree of treatment of waste and its disposal; wastewater reclamation. Prerequisites: INCI 4008 Textbook: Reynolds and Richards. Unit Operations and Processes in Environmental Engineering. Latest Edition. PWS Publishing Company. Recommended references: Kawamura, S. Integrated Design of Water Treatment Facilities. John Wiley & Sons, Inc., 1991. Viessman and Hammer. Water Supply and Pollution Control. Addison Wesley Longman, Inc. Sixth Edition, 1998. Mecalf & Eddy, Inc. Wastewater Engineering – Treatment, Disposal and Reuse. McGraw-Hill. Latest Edition. Instructor’s notes. Course objectives and student learning outcomes: By the end of this course, students will be able to: • Know, comprehend, and describe the role and function of water and wastewater treatment processes, the sludge handling

and disposal processes, their active mechanisms, and the geometry and physical configuration of these, as well as be able to design the processes.

• Quantify the design flows for water and wastewater treatment plants. • Identify the design criteria that exist for each treatment process in water and wastewater treatment plants, and be able to

incorporate and integrate the same into the design process. • Reproduce the logical analytical and design procedures for the design of treatment processes. • Produce the preliminary design and plans for a water and wastewater treatment plant. Present the results through an oral

and written/graphical presentation. Topics covered:



1. Conventional municipal water and wastewater treatment plant trains. Sludge handling and disposal treatment trains. Advanced water and wastewater treatment. (3 periods)

Student-instructor in-class interaction.

Written summary and assignment of results of interaction. Written test.

2. Water pollution laws and regulations (1 period) Lecture. Instructor’s notes. Reading assignment. Written test. 3. Design flow for water and wastewater treatment plants. Population growth models. Statistical analysis of flow frequency. (3 periods)

Lecture. Instructor notes. Guided supervised in-class exercises and examples.

Written quantitative group assignments.

4. Hydraulic analysis of water and wastewater treatment plants. (1 period)

5. Water treatment unit processes (15 classes) Lectures. Instructor notes. Guided supervised in-class exercises and examples.

Written quantitative group assignments. Written test. Class project 1 – Evaluation of the operation of a water treatment plant.

6. Wastewater treatment unit processes: physical, chemical, biological, and advanced processes (14 classes)

Lectures. Instructor notes. Guided supervised in-class exercises and examples.

Written quantitative group assignments. Written test. Design and preliminary plans of a water or wastewater treatment plant.

7. Field trips to a water and wastewater treatment plant. (2 periods)

Field trip. Written student summary of field trips. Written test.

8. Sludge handling and disposal (3 classes) Lectures. Instructor notes. Written quantitative group


224

Guided supervised in-class exercises and examples.

assignments. Written test.


Partial Exams Final Exam Class projects Homework Group Work Class Particip. TOTAL

3 @ 39% 1 @ 13% 2 @ 26% 12% 5% 5% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Two lectures and one three-hour laboratory per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Roque A. Román Seda, Professorl Aug 25, 2003

Class Group Projects:

• Evaluation of the treatment, operation, and design of an existing water or wastewater treatment plant.

• Design of a water or wastewater treatment plant with plans, design calculations and design summary. Requires an oral and written report.




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225

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5017– Prestressed Concrete Structures Required Course ( ) Elective Course (3)

Course catalog description: Prestressing systems and materials; stress losses; design of beams of flexure, bond, shear and bearing; specifications and economics of design. Prerequisites: INCI 4012 Co-requisite: INCI 4022 Textbook: Notes and References Course objectives and student learning outcomes: Design and Investigation of Prestressed Concrete members subjected to Bending, Shear and Axial Load in any combination. Determination of deflections, cambers and cable layouts for continuous beams. At the end of this course the student will be capable to understand the behavior and design of prestressed concrete members. Have knowledge of the A. C. I. and A. A. S. H. T. O. provisions for prestressed concrete members. Topics covered:



1 Introduction and General (1 class) Motivation, Visualization, Examples Homeworks, Questions, Interactive Discussion, Analysis of Cases

2. Types and Stages of Prestressing ( 2 classes) Lecture, Questioning, Discussion, Visual Demonstration

Homeworks, Questions, Interactive Discussion, Analysis of Cases

3. Materials and Mechanical Properties (3 classes) Lecture, Questioning, Discussion, Visual Demonstration

Homeworks, Questions, Interactive Discussion

4. Partial loss of prestressed Force (1 class) Lecture, Questioning, Discussion,


5. Losses due to friction, on anchorage, Elastic Shortening, creep, relaxation (2 classes)

Lecture, Questioning, Discussion,


6.Analysis and Behavior in Flexure (3 classes) Lecture, Questioning, Discussion,

Homeworks, Questions, Interactive Discussion-Exam #1

7. Design of fully prestressed sections. (5 classes)

Lecture, Questioning, Discussion, Visual Demonstration, Cases Studied


8. Design of partially prestressed sections, crack control, transfer and development length (1 classes)

Lecture, Questioning, Discussion, Homeworks, Questions, Interactive Discussion

9. Ultimate Design (2 classes) Lecture, Questioning, Discussion, Homeworks, Questions, Interactive Discussion, Team Work

10. Design for Shear General Principles (1 classes) Lecture, Questioning, Discussion, Homeworks, Questions, Interactive Discussion-Exam #2

11. Shear Design Criteria, ACI and AASHTO Codes (3 classes)

Lecture, Questioning, Discussion, Cases Studied


12. Bearing at Anchorage, end Block Design (2 class) Lecture, Questioning, Discussion, Homeworks, Questions, Interactive Discussion

13.Determination of Camber & Deflections (2 classes) Lecture, Questioning, Discussion, Homeworks, Questions, Interactive Discussion

14.Composite beams (2 class) Lecture, Questioning, Discussion, Visual Demonstration, Cases Studied

Homeworks, Questions, Interactive Discussion, Analysis of Cases, Team

Work


226

15. Flexural and shear strength (4 classes) Lecture, Questioning, Discussion, Homeworks, Questions, Interactive Discussion – Exam #3





Person(s) who prepared this description and date of preparation: Dr. Daniel A. Wendichansky, Professor Apr 11, 2008

Laboratory Projects:

• Field trip to prestressed concrete bridge under construction.

• Field trip to prestressed concrete plant. 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



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227

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5018 – Matrix Analysis of Structures I Required Course ( ) Elective Course ( 3)

Course catalog description: Use of matrix methods in the analysis of structures; flexibility and stiffness methods. Prerequisites: INCI 4022 and Consent of the Director of the Department Textbook: Sennett, Robert E., Matrix Analysis of Structures, Waveland Press, 2000 Course objectives and student learning outcomes: By the end of this course, students will be able to model and analyze two and three-dimensional framed structures applying the stiffness and flexibility methods. The participants will be involved in a hands-on practice activity programming the theories discussed in the course by creating their own structural analysis program. They will be able to face a real structure, separate it into joints and members, define loading locations and forms, and decide the most appropriate assumptions allowing the most accurate analytical model of the structure. Topics covered:



1. General concepts. (3 classes) Motivation, Visualization, Discussion Questions 2. Energy review. (1 class) Lecture, Examples, Discussion Questions, Quiz, Homework 3. Flexibility method. (5 classes) Lecture, Examples, Discussion Questions, Quiz, Homework, Exam 4. Introduction to stiffness method. (4 classes) Lecture, Examples, Discussion Questions, Quiz, Homework 5. Formalization of the stiffness method. (5 classes) Lecture, Examples, Discussion Questions, Quiz, Homework, Exam 6. Application to beams. (2 classes) Lecture, Examples, Discussion Questions, Quiz, Homework 7. Rotation of axes. (2 classes) Lecture, Examples, Discussion Questions, Quiz, Homework 8. Application to plane trusses and frames. (4 classes) Lecture, Examples, Discussion Questions, Quiz, Homework, Exam 9. Application to grid. (1 class) Lecture, Examples, Discussion Questions, Quiz, Homework 10. Application to space trusses and frames. (2 classes) Lecture, Examples, Discussion Questions, Quiz, Homework 11. Special topics: rectangular framing, symmetric loads, oblique and elastic support, non-prismatic and curved members, etc. (11 classes)

Lecture, Examples, Discussion Questions, Quiz, Homework

12. Introduction to finite elements. (2 classes) Lecture, Examples, Discussion Questions, Quiz, Homework, Project Report, Final Exam


Partial Exams Final Exam Quizzes Home Works Projects Class Particip. TOTAL

54% 18% 5% 5% 18% NA 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):



228


Person(s) who prepared this description and date of preparation: Dr. Felipe J. Acosta, Associate Professor Apr 11, 2008

Special Projects:

• To develop a computer program for the analysis of a general frame using the stiffness method. (Term)



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229

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5026 – Bridge Design Required Course ( ) Elective Course (3)

Course catalog description: Bridge analysis and design; bridge types, characteristics; design problems. Prerequisites: INCI 4012 and INCI 4022 Textbook: Bridge Engineering. Demetrio Tonias Mc Graw Hill 1995. Seismic Bridge Design Application FHWA-SA-97 Standard Specifications for Highway Bridges, AASHTO, 1996 or latest. Course objectives and student learning outcomes: To introduce the undergraduate students to the basic concepts used to design and construct bridges. The students will learn how to design the super-structures elements and some basic knowledge of earthquake design. At the end of this course, the students will be able to design members subjected to Bending, Shear and Axial Load in any combination. At the end of this course the student also will have knowledge of the A. A. S. H. T. O. provisions for bridge design. Topics covered:



Introduction Types of Bridges, AASHTO Specifications for Design of Highway Bridges, Design Philosophy-(3 classes)

Motivation, Visualization, Examples

Homework, Questions, Interactive

Discussion, Analysis of Cases Materials of Bridge Construction

Steel, Concrete, Reinforcing Steel and Bars, Composite Materials - (3 classes)



Discussion, Analysis of Cases Loads on Bridges Introduction, Loads on Bridge Superstructures. Impact, Longitudinal Forces, Centrifugal Force, Curb Loading, Railing Loading, Wind Loads, Temperature-Induced Forces, Earth Pressure, Seismic Loads Combination of Loads for Design (4 classes)


Visual Demonstration


Discussion

The Load Path and Load Distribution in Bridge Superstructures Introduction, Bridge Geometry, Diaphragms, Basic Concepts Structural Forms and Behavioral Characteristics, Methods of Analysis AASHTO Method of Live-Load Distribution—Slabs and Beams (3 classes)

Lecture, Questioning, Discussion, Visual Demonstration


Discussion

Design of Reinforced Concrete Bridges Introduction, Materials of Construction Design Methods, Design of Slab Bridges Design of T-Beam Bridges (5 classes)


Visual Demonstration, Case Studied


Discussion, Analysis of Cases-Exam#1

Prestressed Concrete Bridges Introduction, Terminology Materials of Construction Advantages and Disadvantages of Prestressed Concrete, Types of Prestressed Concrete Bridges Post-Tensioned Prestressed Concrete Bridges Principles of Prestressed Concrete Design, Allowable Stresses (5 classes) Prestressing Losses Some Trial Design Parameters


Visual Demonstration, Case Studied


Analysis of Cases, Team Work-Exam#2


230


Partial Exams

Final Exam Quizzes Home Works Lab Works Class Particip.

TOTAL

45 25 30 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Daniel A. Wendichansky, Professor Apr 11, 2008

Laboratory Projects: • Design of a reinforced concrete bridge • Design of a prestressed concrete • Planning and design of bridge structure under actual conditions.



Modeling and Analysis Seismic Bridge Assessment and Design Tools Modeling and Analysis Objectives Fundamentals of Seismic Bridge Behavior: Structural Dynamics, Response Characteristics General Modeling Issues, Structural Systems Modeling of Bridge Components (5 classes)

Lecture, Questioning, Discussion, Visual Demonstration, Cases Studied

Homework’s, Questions, Interactive

Discussion, Analysis of Cases

Earthquake Bridge Analysis and Design Seismic Design, Bent Design, Configurations, Single-Column Bents, Multicolumn Bents Column-Pier Section Alternatives Circular Sections, Rectangular Columns Rectangular Piers, Bent-Foundation Connection (5 classes)


Visual Demonstration, Cases Studied


Discussion, Analysis of Cases, Team Work – Exam#3


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231

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5027– Model Analysis of Structure Required Course ( ) Elective Course (3)

Course catalog description: Model analysis in structural engineering; similarity of structures; theory of models of trussed and framed structures and shells; direct and indirect model analysis of structures. Prerequisites: INCI 4022 Textbook: Gajanan M. Sabnis, Harry G. Harris, Richard N. White, and M. Saeed Mirza, Structural Modeling and Experimental Techniques, 3th Edition, Prentice Hall, INC, 1998. Course objectives and student learning outcomes: By the end of this course, students will be able to know, comprehend, and apply the criteria of the structural modeling process and general principles to develop scale models. The students should be able to apply the modeling principles in their research or design process. He/she has the opportunity of sharing the ideas during the development of the work with other students through reports and presentations which are integrated into the design experience. Projects will be performed by students working in design teams. Professional and ethical considerations will be discussed and interpreted by the students. Topics covered:



1. Introduction to Physical Modeling in Structural Engineering.

Lecture, Questioning, Discussion, Visualization, Cases.

Individual work, homework.

2. The Theory of Structural Models Lecture, Discussion, Cases. Individual work, homework. 3. Elastic Models, Materials and Techniques Lectures and Demos with lab

exercises will be given. Team work, lab work and written

report. 4. Inelastic Models Concrete Lectures, Questioning, discussion and

practical examples. Team work, lab work and written

report. 5. Inelastic Models: Structural Steel and Reinforcing Bars

Lecture, Questioning, discussion and practical examples.

Team work, lab work and written report.

6. Size Effects in Material Systems and Models Lecture, Questioning, discussion and practical examples.


7. Practical Applications Lecture, Questioning, discussion and practical examples.




50% 20% 10% 20% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Two hours of lecture and one three hour laboratory per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):



232


Person(s) who prepared this description and date of preparation: Dr. José O. Guevara, Associate Professor Apr 11, 2008. 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to


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233

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5029 – Principles of City Planning Required Course ( ) Elective Course (3)

Course catalog description: The scope of planning; legal bases for planning; transportation planning process; public spaces and recreation; land use; zoning; land subdivision. Economic and social aspects of planning. Planning at the local, regional and national levels. Prerequisites: Consent of the Director of the Department Textbook: Publications of P.R. Planning Board in Zoning, Land Subdivision and Project Certification. Course objectives and student learning outcomes: By the end of this course, students will be able to understand, describe and discuss the main aspects involved in city planning, as described in the Course Description. Special interest is placed in urban growth, the transportation issues related to city planning, the existing rules and regulations and their implications and the procedures followed for land subdivision. Students working in teams will be able to conduct a land subdivision project applying the knowledge obtain in this class. Students will analyze the data and effectively communicate their results and recommendations through oral and written means. Cooperative learning will be emphasized to develop teamwork skills. Topics covered:



1. The context of planning. (7 classes) Lecture, Questioning, Discussion Homework, Questions, Interactive discussion

2. Basic studies for urban planning. (4 classes) (same) (same) 3. Urban growth process. (1 class) (same) (same) 4. Transportation and parking. (3 classes) (same) (same) 5. Land use studies. (2 classes) (same) (same) 6. Open space recreation and conservation. (2 classes) (same) (same) 7. Government and community facilities. (2 classes) (same) (same) 8. City design and appearance. (2 classes) (same) (same) 9. The comprehensive plan. (1 class) (same) (same) 10. Required areas for urban growth. (2 classes) (same) (same) 11. Zoning. (2 classes) (same) + field work (same) 12. Neighborhood facilities. (2 classes) (same) (same) 13. Land subdivision. (2 classes) (same) + field work (same) + Written report + Oral

presentation 14. Exams (3 classes) Exam Exam Grading Plan (course evaluation metrics):


50% 30% 15% 5% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).


234



Person(s) who prepared this description and date of preparation: Dr. Didier M. Valdés Díaz, Associate Professor May 9, 2008.

Laboratory Projects:

• Project on land subdivision including cost estimates. (9 classes)




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235

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5049 – Geosynthetics in Civil Engineering Required Course ( ) Elective Course ( 3)

Course catalog description: Manufacture, properties and test methods of the different products which comprise the geosynthetics. Applications in: drainage and filtration, design of pavements, earth retaining structures, systems of pollution control, sanitary landfills and other environmental projects. Prerequisites: INCI 4139 Textbook: Designing with Geosynthetics, Fourth Edition, 1998, Robert M. Koerner, Prentice Hall, Englewood Cliffs, and N.J. Course objectives and student learning outcomes: In this course, students will be familiarizing with a series of products made from plastics which are being increasingly used in civil engineering projects. They will be able to identify the different types of geosynthetics and to correlate them with specific engineering functions that are intended to perform. They will learn about their characteristics and their engineering properties. Students will be able to design some systems or parts of a system which incorporate the use of geosynthetics. Topics covered:



1. Introduction to geosynthetics. Functions and mechanisms. (1 classes).

Lecture

2. Materials to produce geosynthetics. Properties and test methods. (4 classes)

Lectures/Problems Quiz

3. Designing for separation. (2 classes) Lecture

4. Designing for filtration and drainage. (7 classes) Lectures/Lab demos/Problem solving Exam I

5. Reinforcement; geogrids and geotextiles. Design of retaining wall systems. (13 classes)

Lectures/Visuals/Field visits to projects/Problem solving/Reading assignment

Quiz/Exam II

6. Environmental applications of geosynthetics. Overview for regulations. Landfill liners, caps and closures. (12 classes)

Lectures/Reading assignment Quiz

7. Other applications for geomembranes. Underground storage tank, uses in dams, etc. (3 classes)

Lectures Exam III

8. Other applications Presentations by students Presentation and report evaluation


Partial Exams Final Exam Quizzes Home Works Lab Works Class Particip. Project/Paper TOTAL

60% NA 10% 10% NA NA 20% 100% Important Note: A final grade of at least “C” ( 70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week.


236



Person(s) who prepared this description and date of preparation: Dr. Juan Bernal, Professor May 9, 2008



a b c d e f g h i j k X x x x x x X

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237

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5055 - Design of Timber Structures Required Course ( ) Elective Course (3) Course catalog description: Physical and mechanical properties of solid and laminated wood; design and behavior of flexural, tension and compression members; design of timber connections and mechanical fasteners; special problems in the design of wood trusses, shear walls, diaphragms, and plywood composite beams.

Prerequisites: INCI 4021 Textbook: Notes and References Course objectives and student learning outcomes: By the end of this course, students should be able to identify Physical and mechanical properties of wood, to distinguish between various manufacturing processes and engineered wood products, and to design basic elements of wood frame structures such as beams, columns, tension members, connections, horizontal diaphragms, and shear walls. The extensive design topics covered include classification of columns, rectangular sawn lumber and glulam columns, built-up columns, round columns, shear and flexural capacities of sawn lumber and glulam beams, limits on deflection, round and diamond shape beams, cantilever roof systems, beam-columns, plywood sheathing and diaphragm action, yield limit theory of connections, and connection design. Topics covered:



1. Introduction to Structural Wood Products. Structure and Properties of Wood. (6 lectures)

Lecture. Questioning. Discussion. Case studies. Sampling the Products.

Homework. Interactive discussion. Analysis of cases.

2. Tension Members. (2 lectures) Lecture. Questioning. Discussion. Hands-on exercises.

(same)

3. Rectangular Sawn Lumber and Glulam Columns. Stud Wall Columns. Round and Tapered Columns. (5 lectures)

(same) + Case Studies (same)

4. Built-Up and Spaced Columns. (3 lectures) (same) (same), but Exam I 5. Local Moments and Shear Capacities. Rectangular Sawn Lumber and Glulam Beams (5 lectures)

(same) (same)

6. Flexural and Shear Deflections. Ponding. (2 lectures)

(same) (same)

7. Round and Diamond Shape Beams. Built-Up Beams. Cantilever Beam Systems. (5 lectures)

(same) (same), but Exam II

8. Combined Stresses. (3 lectures) (same) (same) 9. Yield Limit Theory of Dowel Type Fasteners. Withdrawal Capacity. Building Connections. (6 lectures)

(same) + Computer Modeling (same), but Take Home Exam III

10. Calculating Lateral Loads for Box Systems. Plywood Sheathing and Diaphragm Action. (6 lectures)

(same) (same)



60% 30% NA 5% NA 5% 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).


238



Person(s) who prepared this description and date of preparation: Dr. Ali Saffar, Professor May 9, 2008.




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239

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5056 - Structural Analysis III Required Course ( ) Elective Course (3) Course catalog description: Application of methods for analysis of statically indeterminate structures. Moment distribution. Slope deflection and energy theorems. Prerequisites: INCI 4022 Textbook: Leandro Rodríguez, “Análisis Estructural con Ejemplos de Programación I y II”, Universidad de Puerto Rico, RUM, 1980. Professor Notes. Course objectives and student learning outcomes: By the end of this course, students will be able to evaluate and compare different alternatives of lateral load resisting systems as applied to different buildings. Should be able to recognize the load path inside a structure and design accordingly, including the foundations. Topics covered:



1. Lateral load on structures. (4 classes) Lecture, discussion, examples. Homeworks.

2. Lateral Flexibility and Rigidity Lecture, discussion, examples. Homeworks, project, exam

3. Frame, Braced Frame, Shear walls, coupled shear wall (9 classes)

Lecture, discussion, examples, assigned project.

Homeworks, project, exam

4. Lateral Load Distribution. (5 classes) Lecture, discussion, examples, project.

Homeworks, project.

5. Braced frames. (3 classes) Lecture, discussion, examples Homeworks, project.

6. Vertical and lateral load analysis (7 classes) Lecture, discussion, examples, project.

Homeworks, project.

7. Foundations Individual, Combined mats (8 classes) Lecture, discussion, examples Homeworks, project.

8. Wind effect (4 classes) Lecture, discussion, examples Homeworks.






240


Person(s) who prepared this description and date of preparation: Dr. Ricardo López, Professor May 9, 2008. ________________________________________________________________________________________________________ Special projects:

• Analysis of multistory building. 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to


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241

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5065 - Introduction to Bituminous Materials and Mixes Required Course ( ) Elective Course (3) Course catalog description: Production, blending, tests and specifications of bituminous materials. Design of bituminous mixtures. Superpave system, SHRP testing methods. Different paving methods applicable such as cold mix, hot mix, seal coats, and surface treatments. Quality control in the blending, laying, and compaction of bituminous mixtures. Prerequisites: INCI 4035 Textbook: Roberts, Freddy L, et al, Hot Mix Asphalt Materials, Mixture Design, and Construction, first edition, NAPA Education Foundation, 1991 Course objectives and student learning outcomes: By the end of this course, students will be able to… Topics covered:



1. Origin and use of bituminous materials (1 class).

2. Manufacture of asphalt (1 class).

3. Asphalt cements-standard test methods (3 classes).

4. Cut back asphalts-standard test methods (1 class).

5.Emulsified asphalts-standard test methods (3 classes).

6. Road tars (1 class). 7. Aggregates for bituminous mixtures (2 classes).

8. Design of bituminous mixtures-Marshall Stability & Flow (4 classes).

9. Computer Analysis of Compacted Asphalt Paving Mixtures (2 classes).

10. Placing and compaction of bituminous mixtures (2 classes).

11. Thickness design of asphalt pavement structures (2 classes).

12. Asphalt plant principles and practice (2 classes).



100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Two hours of lecture and one three hour laboratory (*) session per week.


242



Person(s) who prepared this description and date of preparation: Dr. Benjamín Colucci, Professor May 9, 2008.

(*)Laboratory projects: • Penetration test for asphalt cement. • Softening point (Ring & Ball) • Test for absolute viscosity. • Flash and fire point (Cleveland Open Cup). • Float test for bituminous materials. • Ductility of bituminous materials. • Kinematic viscosity of asphalts. • Brookfield viscosity. • Resistance to plastic flow of bituminous mixtures using Marshall apparatus. • Specific gravity of semi-solid bituminous materials. • Maximum specific gravity of bituminous paving mixtures (Rice Method). • Quantitative extraction of bitumen. • Accelerated polishing of aggregates using the british wheel. • Several test on classification of emulsified asphalts.




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243

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5075 - Planning and Scheduling of Construction Projects Required Course ( ) Elective Course (3) Course catalog description: Introduction to planning and scheduling of construction projects. Presentation of basic concepts of planning and scheduling: division of the project into tasks or activities and estimation of the duration of each task; bar charts, development of networks of the two classical types; critical path method and precedence. Presentation of random networks using PERT and simulation languages for construction projects. Presentation of resources leveling and project control concepts. Utilizations of computer programs to accomplish the analysis of the methods previously described. Prerequisite: INCI 4055 Textbook: Stella, Paul & Glavinich, Thomas E. (1994). Construction Planning and Scheduling. AGC of America, Washington, D.C. Course objectives and student learning outcomes: At the end of this course the student should know how to plan the execution of a construction project and to develop the schedule of a construction project, incorporating the logical relationships between activities, costs and resources. They should be able to analyze a network using three different methods (CPM, Precedence Method and PERT) and will be able to obtain and use the schedule of a construction project using a commercial computer program. Finally, the students will be capable of using the project schedule for project control. Topics covered:

TOPIC TEACHING / LEARNING STRATEGIES ASSESSMENT TOOLS STRATEGY 1. Introduction to Scheduling. (1 class) Motivation, questioning, lecture,

illustrations, class discussions, case study

Questions, exam I, final exam

2. Project activities. Classification of project activities. (1 class)

Lecture, questioning, illustrations, class discussions, hands on demonstration, computer software demonstration, team work

Questions, homework, computer homework, written report evaluation, oral presentation assessment, undergrad research experience assessment, course/project skills assessment, exam I, final exam

3. Cost and duration estimate of an activity. (1 class)

Same as above. Same as above.

4. Bar charts (Gantt Charts). Progress S-curve. (1 class)


5. Project networks. Types of logical relations. AOA or AON. (1 class)


6. Critical Path Method (4 classes) Same as above. Same as above. 7. Use of computer program. (1 class) Same as above. Same as above + Computer

homework 8. Precedence Method (5 classes) Same as above. Same as above. 9. Use of computer program. (1 class) Same as above. Same as above + exam II 10. PERT (3 classes) Same as above. Same as above + exam III 11. Resource constrained scheduling (2 classes) Same as above. Same as above. 12. Leveling Resources (1 class) Same as above. Same as above. 13. Use of computer program. (1 class) Same as above. Same as above. 14. Use of schedule for time control. (1 class) Same as above. Same as above + Written report

evaluation, oral presentation assessment, course/project skills assessment, video of presentation,


244

TOPIC TEACHING / LEARNING STRATEGIES ASSESSMENT TOOLS STRATEGY 15. Schedule compression and decompression (2 classes)

Lecture, questioning, illustrations and class discussions

Oral presentation assessment, course/project skills assessment, final exam

16. Use of computer software. (1 class) Illustrations, class discussions, hands on demonstration, computer software demonstration

Special homework, computer homework, written report evaluation, oral presentation assessment, course/project skills assessment, video of presentation, final exam


Partial Exams Final Exam Quizzes Home Works Lab Works Class Participation

Special Assignments

TOTAL

54% 26% 10% 10% 100% Important Note: A final grade of at least “C” (70%) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week. Relationship of course to ABET Criterion 3 (a-k Outcomes):


Person(s) who prepared this description and date of preparation: Dr. Antonio A. González-Quevedo, Professor May 9, 2008. 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to

students and professors is available for inspection at the Department of Civil Engineering & Surveying.


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245

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5146 - Introduction to Traffic Engineering Required Course ( ) Elective Course (3) Course catalog description: Operation and geometric analysis and design of intersections. Interrupted traffic flow theory, queuing theory, capacity and level of service, traffic studies, service models for signalized intersections and traffic simulation models. Prerequisites: INCI 4137 Textbook: Traffic Engineering, Roger P. Roess, William R. McShane, Elena S. Prassas, 2nd Ed., 1998. Course objectives and student learning outcomes: By the end of this course, students will be able to understand, describe and discuss the main variables of traffic flow and their relationships, as described in the Course Description. Special interest is placed in both uninterrupted and interrupted traffic flow theory, the studies needed to obtain data related to these phenomena and the procedures followed to analyze several traffic flow situations. Students working in teams will be able to conduct traffic studies and exercises, analyze the data and effectively communicate their results and recommendations through oral and written means. Cooperative learning will be emphasized to develop teamwork skills. Topics covered:



1. Introduction (2 classes) Motivation Homework 2. Traffic flow characteristics. (3 classes) Lecture, Questioning, Discussion,

Hands-on problems, teamwork Homework, Questions, Interactive

discussion 3. Development and calibration of a traffic flow model. (2 classes)

(same) (same)

4. Traffic studies and data collection. (3 classes) (same) (same) 5. Interrupted flow theory. (5 classes) (same) + field work (same) + Written report 6. Queuing theory and models. (5 classes) (same) (same) 7. Capacity of unsignalized intersections. (2 classes) (same) (same) 8. Capacity of signalized intersections. (3 classes) (same) (same) + Exam 9. Measuring vehicle delay. (2 classes) (same) (same) 10. Traffic control of signalized intersections. (3 classes)

(same) + field work

11. Computer models of isolated intersections. (5 classes)

(same) + field work (same) + Written report + Oral presentation

12. Introduction to arterial and network models. (2 classes)

(same) (same)

13. Parking characteristics and studies. (3 classes) (same) (same) 14. Analysis of traffic accident data. (2 classes) (same) (same)+Exam Grading Plan (course evaluation metrics):

Partial Exams Final Exam Quizzes Home Works Group Projects Class Particip. TOTAL

40% 40% 5% 15% N/A 100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: Three credit hours. Three hours of lecture per week.


246



Person(s) who prepared this description and date of preparation: Dr. Didier M. Valdés Díaz, Associate Professor May 9, 2008. Special projects:

•Application of highway capacity, geometric design and traffic control to the design of isolated intersections using computer models to simulate traffic operations. (6 week)



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

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247

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5995 – Special Topics Required Course ( ) Elective Course (1 to 6 )

Course catalog description: Topics to be presented mainly by visiting professors and members of the department who are specialists in the field to be covered. Description and number of credits to be submitted prior to the offering of the course. Selection and emphasis of the topics may be made to conform the interests and needs of the students. Prerequisites: Consent of the Director of the Department Textbook: Depending on topic Course objectives and student learning outcomes: By the end of this course, students will be able to: • learn theoretical aspects of an engineering topic not covered in the curriculum; • be able to master engineering analysis and design aspects of the topic. Topics covered: Individually selected for each case.



various by topic as selected by the faculty as selected by the faculty Grading Plan (course evaluation metrics): Individually selected for each topic.


100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: One to three credit hours. One to three meetings per week. Relationship of course to ABET Criterion 3 (a-k Outcomes): One or more depending on the topic.

Relationship of course to Program Educational Objectives: One or more depending on the topic.

Person(s) who prepared this description and date of preparation: Prof. Ismael Pagán Trinidad, Professor May 9, 2008




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248

SYLLABUS OUTLINE1 (ABET) Course number & title: INCI 5996 – Special Problems Required Course ( ) Elective Course (1 to 6)

Course catalog description: Investigations and special problems in Civil Engineering or related fields. Open to outstanding students in the field of Civil Engineering. Prerequisites: Consent of the Director of the Department Textbook: Does not apply Course objectives and student learning outcomes: By the end of this course, students will be able to: • investigate the theoretical and practical aspects of an engineering practical problem; • master different engineering aspects of the problem as analytical and design tools, cost evaluation, operation, maintenance, rehabilitation and others; • present the investigation result either written, oral or both. Topics covered: Individually selected for each case.



various by topic. as selected by the faculty. as selected by the faculty. Grading Plan (course evaluation metrics): Individually selected for each problem.


100% Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level). Class/laboratory schedule: One to three credit hours. One to three laboratory periods per week. Relationship of course to ABET Criterion 3 (a-k Outcomes): One or more depending on the topic.

Relationship of course to Program Educational Objectives: One or more depending on the topic.

Person(s) who prepared this description and date of preparation: Prof. Ismael Pagán Trinidad, Professor May 9, 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



1 2 3 4 5 6 x x x x x x


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Other SUPPORTING Courses


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SYLLABUS OUTLINE1

1. Course Number and Title: ECON 3021, Principles of Economics Microeconomics Three credit hours, Required course 2. Catalog description: Introduction to microeconomics emphasizing supply and demand, costs of production, and price and output determination under different market structures. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Campbell McConnell & Stanley Brue, Economics, Seventeenth Edition (2006), McGraw-Hill. 5. Course Learning Outcomes: After completing the course, the student should be able to understand: how individual markets work, how firms make price and output decisions under different market conditions, the social and economic context of the national and global economy, how economics principles apply to everyday and business situations, how to employ economic principles to enhance critical-thinking skills, the ethics of academic research and policy recommendations, and should develop an interest in current economic affairs. 6. Topics Covered: The nature and method of economics, the economizing problem, supply and demand, the market system and the national and international economy, theory of production and costs, industrial organization, and equilibrium of the firm under different market structures. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:

Math Basic Science General Engineering Topic x

9. Relationship of Course to Program Outcomes:


10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008 1 This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to



251

SYLLABUS OUTLINE1

1. Course Number and Title: ESPA 3101, Basic Course in Spanish I Three credit hours, Required course 2. Catalog description: Practice in the critical reading of literary texts, the writing and editing of narrative texts; effective oral communication in Spanish. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Textbooks are at the option of each professor. 5. Course Learning Outcomes: After completing the course, the students will be able to identify, understand, and analyze the diverse literary genres; the basic concepts of textual and discourse structures of the literary and nonliterary texts; produce their own texts considering their communication objectives, and the readers to whom they would be directed. They will also practice strategies that will contribute towards effective communication; and also practice the interchange of ideas with a critic-constructive attitude, which will improve their use of the verbal and written Spanish. 6. Topics Covered: Course Instruction. Theory. Study of Essays of linguistic theme. Introduction to study of the narrative as discourse modality and literary genre. Theory and analysis of lectures. Study of the novel genre. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







252

SYLLABUS OUTLINE1

1. Course Number and Title: ESPA 3102, Basic Course in Spanish II Three credit hours, Required course 2. Catalog description: Practice in the critical reading of essays, poetry, and drama; the writing and editing of expository texts; effective oral communication in Spanish 3. Prerequisites: ESPA 3101 4. Textbook(s) and/or Other Required Material: Textbooks are at the option of each professor. 5. Course Learning Outcomes: After completing the course, the students will be able to identify, understand, and analyze the diverse literary genres; the basic concepts of textual and discourse structures of the literary and nonliterary; the writing processes in the processing of literary and nonliterary text; and be able to produce their own texts. 6. Topics Covered: The exposition, essay analysis and discursive modality; the argumentation. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







253

SYLLABUS OUTLINE1

1. Course Number and Title: FISI 3171, Physics I Four credit hours, Required course 2. Catalog description: Principles of mechanics, waves, and thermodynamics for engineering and physical sciences 3. Prerequisites: MATE 3031 or MATE 3183 or MATE 3144 4. Textbook(s) and/or Other Required Material: Douglas C. Giancoli, Physics for Scientists & Engineers, Fourth Edition (2008), Addison-Wesley 5. Course Learning Outcomes: After completing the course, the student should be familiarized with the fundamental principles of mechanics of particles and rigid bodies, oscillatory and wave motion, and the principles of heat transfer and thermodynamics. The student should be able to apply these principles in solving problems at a level defined by the text selected for the course. 6. Topics Covered: Systems of measurement, Kinematics in one dimension, Kinematics in two and three dimensions, Vector algebra, Newton’s laws of motion, Gravitational force, Friction and drag forces, Work and energy, Conservation of mechanical energy in frictionless systems, Work-energy theorem, Conservation of momentum, Collisions of particles in one, two, and three dimensions, Rotational dynamics of rigid bodies, Equilibrium of rigid bodies, Stress and strain in solids, Fluid mechanics, Simple harmonic motion, Wave motion in strings, Sound waves, Measurement of temperature, Thermal expansion of materials, Heat transfer by conduction, convection, and radiation, and First and second laws of Thermodynamics. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







254

SYLLABUS OUTLINE1

1. Course Number and Title: FISI 3172, Physics II. Four credit hours, Required course 2. Catalog description: Principles of electricity, magnetism, optics, and modern physics for engineering and the physical sciences. 3. Prerequisites: FISI 3171 or FISI 3161 4. Textbook(s) and/or Other Required Material: Douglas C. Giancoli, Physics for Scientists & Engineers, Fourth Edition (2008), Addison-Wesley 5. Course Learning Outcomes: After completing the course, the student should be familiarized with the fundamental principles of electricity and magnetism, basic direct-current circuits, optics, and modern Physics. The student should be able to apply these principles in solving problems at a level defined by the text selected for the course. 6. Topics Covered: Electric field for point charges, Electric field for continuous charge distributions, Electric potential and potential difference, Capacitance and dielectrics, Electrostatic energy, Electrical conduction and resistance, Ohm’s law, Kirchhoff’s theorems for electric circuits, Direct current circuits, Energy and power in electric circuits, Force and torque on currents in magnetic fields, Sources of magnetic fields, Biot-Savart law, Magnetic induction. Faraday’s law, Lenz’s law, and Generators and motors. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







255

SYLLABUS OUTLINE1

1. Course Number and Title: FISI 3173, Physics Laboratory I One credit hour, Required course 2. Catalog description: Experiments in mechanics, waves, and optics to complement the Physics I course 3. Prerequisites: FISI 3171 or FISI 3161 4. Textbook(s) and/or Other Required Material: López, Marrero y Roura, Manual de Experimentos de Física I, Primera Edición (2008), John Wiley & Sons 5. Course Learning Outcomes: The basic aims of the Laboratory are to have the student gain familiarity with a variety of instrument and to learn to make reliable measurements, represent data in useful graphic form and infer meaning from graphed data. The student should be able to make measurements of length, mass, temperature and angles using different instruments. After completing the experiments, the students should have gained a better understanding of some basic physical concepts and theories. 6. Topics Covered: Mass, Volume, and Density, Uniformly Accelerated Motion, The Addition and Resolution of Vectors: The Force Table, Centripetal Force, Newton’s Second Law: The Atwood Machine, Friction, Conservation of Linear Momentum, Projectile Motion: The Ballistic Pendulum, Hooke’s Law and Simple Harmonic Motion, Rotational Motion and Moment of Inertia, Archimedes’ Principle: Buoyancy and Specific Gravity, and Standing Waves in a String. 7. Class/Laboratory Schedule: A two-hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







256

SYLLABUS OUTLINE1

1. Course Number and Title: FISI 3174, Physics Laboratory II One credit hour, Required course 2. Catalog description: Experiments in electricity, magnetism, and modern physics to complement the Physics II course 3. Prerequisites: FISI 3173 or FISI 3163. Corequisite: FISI 3172 or FISI 3162 4. Textbook(s) and/or Other Required Material: López, Marrero y Roura, Manual de Experimentos de Física I, Primera Edición (2008), John Wiley & Sons 5. Course Learning Outcomes: The basic aims of the Laboratory are to have the student gain familiarity with a variety of instrument and to learn to make reliable measurements. The students will be introduced to the oscilloscope, measured the rise time, amplitude and width of voltage pulses, AC and DC voltage. They will also have measured the resistance of a resistor and diode. After finished all the experiments the students will have a better understanding of the behavior of resistors, capacitors, inductors and basic electric circuits. In this laboratory the students will also investigate some wave phenomena such as reflection, refraction, diffraction and polarization. 6. Topics Covered: Field and Equipotentials, Ohm’s Law, Resistances in Series and Parallel, Multiloop Circuits: Kirchhoff’s Rules, Introduction to the Oscilloscope Study, The RC circuit, The RLC circuit, Electromagnetic Induction, Reflection and Refraction, Spherical Mirror and Lenses, and Polarized Light and Line Spectra. 7. Class/Laboratory Schedule: A two-hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







257

SYLLABUS OUTLINE1

1. Course Number and Title: GEOL 4015, Geology for Engineers Three credit hours, Required course 2. Catalog description: General principles of geology, with special emphasis on those aspects pertaining to engineering problems; study of common minerals and rocks; structural geology and geomorphology. 3. Prerequisites: QUIM 3001 4. Textbook(s) and/or Other Required Material: Edward J. Tarbuck, Frederick K. Lutgens, Earth Science, Eleventh Edition (2006), Prentice Hall 5. Course Learning Outcomes: The purpose of the course is to give civil engineering students a strong background in geology especially that which relates to civil engineering and social problems. The course seeks to provide skills in recognition of common earth materials and their engineering properties and insights into how the physical and chemical processes of the earth affect man and his civil infrastructure. By the end of this course, students will be able to recognize the geological conditions involved in civil engineering projects and the potential for these conditions to have adverse impact on the project. This will enable the student to choose the most applicable geotechnical solutions. 6. Topics Covered: Classification, formation and properties of earth materials (minerals, rocks, soil, water and air), Internal and external processes of the earth (tectonics and volcanism, weathering and erosion, rivers, oceans and glaciers), Geologic hazards (earthquakes, mass movements, floods, tsunamis and volcanoes) 7. Class/Laboratory Schedule: Two hours of lecture and one two-hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







258

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 3011, Engineering Graphics I Two credit hours, Required course 2. Catalog description: Principles of graphic language: Fundamentals of delineation, analysis and solution of space problems, symbols and standards as applied in engineering. Freehand drawing as a tool for visualization. Principles of orthographic projection, sections, auxiliary views and conventional practices. Pictorial drawings: axonometric, oblique and perspective. Introduction to descriptive geometry. Hand and computer-aided drawing. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: James Earle, Graphics Technology, Second Edition (2005), Addison-Wesley; James Earle, Graphics & Geometry 3, Creative Publishing. Supplies and material: Mechanical pencil .5mm, Erasers, Irregular curves, Compass, 45 and 30/60 degree Triangles, Protractors, Architect’s Scale, Civil Engineer’s Scale and Metric Scale. 5. Course Learning Outcomes: After completing the course, the student should be able to: Make sketches of conceptual products, Develop graphics solution to common geometrical problems, Make 2-D and 3-D Pictorial drawing whit a computer, Understand engineering drawings, Understand the engineering design process, Apply notes and dimensions, Communication of ideas, 6. Topics Covered: Engineering Design Process, Traditional tools, Freehand sketching and Techniques, Geometric Construction, Multi-view Projection, Primary Auxiliary Views, Sectioning Basic, Pictorial Drawing, Isometric Projection, Oblique Drawing, Design Documentation and Dimensioning, CADD 7. Class/Laboratory Schedule: One hour of lecture and two one-and one-half-hour laboratories per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







259

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 3012, Engineering Graphics II Two credit hours, Required course 2. Catalog description: Underlying principles of the graphic language: fundamentals of delineation, analysis and solution of space problems, symbols and standards as applied to engineering, spatial geometry: distances between planes and lines, angles between lines and planes, rotation problems. Introduction to graphical mathematics and nomography. 3. Prerequisites: INGE 3011 4. Textbook(s) and/or Other Required Material: James Earle, Graphics Technology, Second Edition (2005), Addison-Wesley; James Earle, Graphics & Geometry 3, Creative Publishing. Supplies and material: Mechanical pencil .5mm, Erasers, Irregular curves, Compass, 45 and 30/60 degree Triangles, Protractors, Architect’s Scale, Civil Engineer’s Scale and Metric Scale. 5. Course Learning Outcomes: After completing the course the student should be able to apply the descriptive geometry basics on creative problem solution. 6. Topics Covered: Lines, Point and Planes, Primary Auxiliary Views, Angle Between a Line and Principal Plane, Angle Between Planes, Intersection, Successive Auxiliary Views, Compass Bearing, Vertical Section and Plan Profiles, Slope and Slope Direction of a Plane, Strike and Dip, Outcrop, Distance between Lines, Distance between Line and Plane, Revolution, Vector Graphics, Graphs. 7. Class/Laboratory Schedule: Two two-hours of lecture drawing periods per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







260

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 3016, Algorithms and Computer Programming Three credit hours, Required course 2. Catalog description: Development of algorithms and their implementation in a structured high level language. Programming techniques applied to the solution of engineering and mathematical problems. 3. Prerequisites: MATE3031 or MATE 3144 or MATE 3183 4. Textbook(s) and/or Other Required Material: H.M. Deitel, P.J. Deitel, C How to Program, Fifth Edition (2007), Prentice Hall; Stephen J. Chapman, Essentials of MATLAB Programming, (2006) Thomson; S. Christian Albright, Developing for Modelers: Developing Decision Support Systems with Microsoft Excel, Second Edition, Duxbury, Thomson Learning. 5. Course Learning Outcomes: After completing the course, the student should be able to apply acquired computer programming skills to the solution of engineering problems. The student will be able to: Demonstrate ability to edit, compile, and run a simple computer program in C/Matlab/Visual Basic; Demonstrate ability to write a bugs-free computer program. 6. Topics Covered: Introduction to Computer Systems, Problem Analysis and Design of Algorithms, Fundamentals of a High Level Language, Control Structures, Functions, Formatted Input/Output, Arrays (One and Two Dimensional), File Processing. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







261

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 3031, Engineering Mechanics Statics Three credit hours, Required course 2. Catalog description: Analysis of force systems; the laws of equilibrium; analysis of simple structures; distributed loads; friction; centroids and moments of inertia. 3. Prerequisites: MATE 3031 or MATE 3144 or MATE 3183 4. Textbook(s) and/or Other Required Material: F. P. Beer and E.R. Johnston, Vector Mechanics for Engineers, Eighth Edition (2007), McGraw-Hill. 5. Course Learning Outcomes: Upon successful completion of this course the student shall be able to: Describe position, forces, and moments in terms of vector forms in two and three dimensions. Determine rectangular and nonrectangular components of a force. Determine the resultant of a system of forces. Simplify systems of forces and moments to equivalent systems. Draw complete free-body diagrams and write appropriate equilibrium equations from the free-body diagram, including the support reactions on a structure. Apply the concepts of equilibrium to evaluate forces in trusses, frames, machines, and cables. Determine the internal forces in a structure. Analyze systems that include frictional forces. Calculate centers of gravity and centroids, and moments of inertia by integration and the use of parallel axis theorem. 6. Topics Covered: Review of Vector Calculus, Force Systems, Resolution of forces into components, Static Equilibrium of Particles, Moments and couples, Equivalent Force Systems, Rigid Body Equilibrium in 2D and 3D, Free Body Diagram in 2D and 3D, Center of Mass, Center of Gravity and Centroids, Distributed Load Systems, Analysis of Plane Trusses, Frames, and Machines, Internal Forces, Moment of Inertia, Friction 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







262

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 4001, Engineering Materials Three credit hours, Required course 2. Catalog description: A study of the basic principles that govern the properties and behavior of engineering materials; atomic structures, interatomic forces, amorphous and crystalline structures; phase transformations; mechanical properties; the study of the capabilities and limitations of different materials; metals, polymers, ceramics and composites; introduction to corrosion. 3. Prerequisites: (QUIM 3002 or QUIM 3042) and (FISI 3161 or FISI 3171) 4. Textbook(s) and/or Other Required Material: Donald R. Askeland, Pradeep Phule, The Science and Engineering of Materials, Fifth Edition, Thomson Books 5. Course Learning Outcomes: After completing the course, the student should be able to: characterize structure-property-performance relationship, distinguish the structure of different types of materials, specify microstructure of an alloy from phase diagrams, select materials for various engineering applications, establish how failures occur in materials and how to prevent them, describe corrosion of materials and how to prevent it. 6. Topics Covered: Introduction, Classification of Engineering Materials, Structure. Property - Performance relationship. Atomic Structure, Interatomic Bonds and their Effect on Properties. Crystal Structure, X-ray Diffraction. Imperfections in Crystals, Grain Structure, Microstructure Atomic Diffusion, Fick's Laws - Industrial Applications. Strengthening Mechanisms, Strain-hardening, Solid Solution Strengthening, Dispersion Strengthening and Precipitation Hardening. Heat treatments. Mechanical and Physical Properties, Testing, Fatigue & Fracture Phase Diagrams, Phase Rule, Lever Rule and Micro-structures of Alloys. Specific Engineering Materials: Ferrous and Non-ferrous Alloys. Polymers. Ceramics. Composites. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







263

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 4011, Mechanics of Materials I Three credit hours, Required course 2. Catalog description: Stresses and strains due to axial, torsional, and bending loads; shear and moment diagrams. 3. Prerequisites: INGE 3031 and (MATE 3032 or MATE 3184) 4. Textbook(s) and/or Other Required Material: R.C. Hibbeler, Mechanics of Materials, Seventh Edition (2008), Pearson Prentice Hall 5. Course Learning Outcomes: Upon completion of this course, the student shall be able to: Define the concepts of stress, strain due to elastic and plastic deformations. Identify the mechanical properties of Materials. Apply Hooke’s law and know its limitations. Calculate stress (normal and shear) in a structure component loaded in various ways. Analyze axially loaded members. Use stress concentration factors to find stresses in axially loaded members. Analyze deformations in structures due to thermal effects. Determine stresses and/or strains in torsional member. Write equations of shear and bending moment in terms of position and draw the corresponding diagrams for beams subjected to some combination of concentrated loads, distributed loads, and moments. Calculate normal and shearing stresses in beams. Design members using strength criteria. 6. Topics Covered: Concepts of stress and strain, Mechanical Properties of Materials, Linear Elasticity and Hooke's Law, Axially Loaded Members, Statically Indeterminate Members, Temperature Effects, Torsion of Circular Bars, Power Transmission, Statically Indeterminate Torsional Members, Shear Forces and Bending Moments Equations in Beams, Shear Force and Bending Moment Diagrams, Normal Strains and Stresses in Beam, Design of Beams for Bending Stresses, Shear Stresses in Beam. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







264

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 4012, Mechanics of Materials II Three credit hours. Required course 2. Catalog description: Analysis of statically determinate and indeterminate beams; stresses due to combined loads; stress and strain transformation; column theory. 3. Prerequisites: INGE 4011 and (MATE 3063 or MATE 3185) 4. Textbook(s) and/or Other Required Material: R.C. Hibbeler, Mechanics of Materials, Seventh Edition (2008), Pearson Prentice Hall 5. Course Learning Outcomes: Upon completion of this course, the student shall be able to: Calculate the principal stress and strains in a structure loaded in various ways. Solve problems using stress transformation and Mohr’s circle. Apply Hooke’s law for plane stress and plane strain. Calculate stresses in thin-walled spherical or cylindrical pressure vessels. Calculate the stresses produced by combined axial, bending and torsional loads. Calculate the deflections of statically determinate beams, using the elementary differential equations of the deflection curve, superposition, moment-area method, energy methods, and Castigliano’s theorem. Calculate the reactions and deflections of statically indeterminate beams, using the solution of the elementary differential equation of the deflection curve, and superposition. Apply Euler’s equation to solve buckling and stability problems for various end conditions. Analyze columns subjected to eccentric axial loads. 6. Topics Covered: Stress and Strain Transformations, Plane Stress and Plane Strain, Principal Stresses, Mohr's Circle for Plane Stress, Hooke's Law for Plane Stress, Pressure Vessels, Combined Loadings, Deflections of Elastic Beams, Superposition Method, Energy Methods: Castigliano's Theorem, Statically Indeterminate Beams, Buckling and Stability, Columns. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







265

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 4015, Fluid Mechanics Three credit hours, Required course 2. Catalog description: Elements of mechanics of fluids and fluid statics. Development of the fundamental equations of fluid mechanics and its applications. Introduction to dimensional analysis and similitude. Motion of ideal and real fluids including internal and external viscous flows. Introduction to the use of hydraulic machinery. 3. Prerequisites: INGE 3032 and (MATE 3063 or MATE 3185) 4. Textbook(s) and/or Other Required Material: Munson, B, R.,Young, D. F. and Okiishi, T. H., Fundamentals of Fluid Mechanics, Fifth Edition (2006), John Wiley & Sons Inc. 5. Course Learning Outcomes: The Fluid Mechanics course aims at the following educational objectives: Knowledge and understanding of the definitions of the most important fluid properties in engineering applications. Develop understanding and providing analytical tools to solve problems of forces on submerged surfaces. Develop basic understanding of the fundamental equations of fluid mechanics. Apply the fundamental equations of fluid mechanics to solve fluid flow problems including: Analysis and design of simple pipe systems; Analysis of hydrodynamic forces in submerged objects; Introduction of turbomachinery in fluid systems. 6. Topics Covered: Basic Definitions and Fluid Properties; Fluid Statics; Hydrostatic Forces on Submerged Surfaces; Fluids in Motion: Dynamics of Fluid Particles, Bernoulli’s Equation; Fundamental Equations: System and Control Volume Definitions, Reynolds Transport Theorem, Mass Conservation, The Energy Equation, Linear Momentum Equation, Angular Momentum Equation; Dimensional Analysis and Similitude; Internal Flows: Developed Flow, Laminar Flow in Pipes, Turbulent Flow in Pipes, Energy Losses in Pipes, Pipe Systems with Pumps and Turbines, Uniform Turbulent Flow in Open Channels; External Flows: Drag and Lift Forces, Flow Separation, Laminar Boundary Layer Flow, Turbulent Boundary Layer Flow, Von Karman Solution of Boundary Layer Flows; Compressible Flow: Isentropic Flow. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







266

SYLLABUS OUTLINE1

1. Course Number and Title: INGE 4016, Fluid Mechanics Laboratory One credit hour, Required course 2. Catalog description: Laboratory work supplementing classroom instruction in mechanics of fluid phenomena, measuring devices and techniques, and the testing of fluid machinery. 3. Prerequisites: None, Corequisite: INGE 4015 4. Textbook(s) and/or Other Required Material: Walter Silva, Fluid Mechanics Laboratory Manual 5. Course Learning Outcomes: Experimentation, observation, and analysis of physical phenomena in Fluid Mechanics. Training students in measurement of the physical properties of fluids. Provide experience in collection, analysis, interpretation, and presentation of experimental data. Precision analysis and equipment limitations. 6. Topics Covered: Hydrostatic forces on submerged surfaces, Error analysis and uncertainty in experimental measurements, Discharge and flow velocity measurements, Friction losses in closed conducts, Boundary layer flow, Drag forces in submerged bodies, Hydraulic turbo machinery (pumps/turbines), Sharp crested weirs, Isentropic flow in nozzles, Hydraulic jump. 7. Class/Laboratory Schedule: One three-hour laboratory period per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







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1. Course Number and Title: INGL 3101-3102, Basic Course in English Three credit hours per semester, Required course 2. Catalog description: This course is designed to meet the student's immediate needs, and to give him or her a command of the fundamental structure of the English language. The oral approach is used. Skills in reading and writing are developed. Students will be grouped according to their ability to use the language, and arrangements will be made to give additional help to those students who show poor preparation in English. 3. Prerequisites: Placement by examination or INGL 0066 4. Textbook(s) and/or Other Required Material: Hartmann, P., Quest 2, Reading and Writing, Second Edition (2007), McGraw-Hill; Azar, B.S. & Hagen, S., Fundamentals of English Grammar, Third Edition (2003); White, E. B. Charlotte’s Web; A monolingual dictionary; Spinelli, Jerry, Maniac Magee. 5. Course Learning Outcomes: By the end of these courses, students will be able to overcome their affective barriers to successful language learning and increase their motivation to acquire English and take more responsibility for their own success in a more student-centered classroom, increase English proficiency in all language areas: listening, reading, speaking and writing; increase their awareness of and sensitivity to social and cultural information conveyed in the texts they hear or read. 6. Topics Covered: Readings. Verb Grammar – Affirmative, negative, interrogative sentences for: Simple Present, Present Continuous, Simple Past, Past Continuous and Future with be going to and will. Modals/Modal-like forms – Affirmative, negative, interrogative sentences for: have to (present, past, future), used to, present (modal + base) – may, can, could, would, should, must, and will. Conditional sentences – real condition with future result: If + past, (then) future and present imaginary condition (hypothetical or contrary to fact). Passive sentences, Modals and Adjective clauses. 7. Class/Laboratory Schedule: Three hours of lecture per week, supplemented by work in the language laboratory, each semester. 8. Contribution of Course to Meeting the Requirements of Criterion 5:







268

SYLLABUS OUTLINE1

1. Course Number and Title: INGL 3103, Intermediate English I Three credit hours, Required course 2. Catalog description: Analysis of selected readings, such as essays, fiction, poetry or drama, and practice in writing compositions with attention given as needed to grammar and idiomatic expressions. 3. Prerequisites: Placement by examination 4. Textbook(s) and/or Other Required Material: Aaron, J.E. (2005). 40 Model Essays: A Portable Anthology, Bedfords/St. Martin’s; Raimes, A., Keys for Writers, Fourth Edition (2005), Houghton Mifflin, Co.; Handouts (given by the Instructor); English and/or Bilingual (English/Spanish) Dictionary. 5. Course Learning Outcomes: At the end of class discussions and the completion of various writing assignments with the effective application of the writing process, students will demonstrate that they are: Critical thinkers, Active readers, Competent writers, Effective communicators. 6. Topics Covered: Steps of the writing process, Methods of development, Research, Language use (grammar), Literary analysis. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







269

SYLLABUS OUTLINE1

1. Course Number and Title: INGL 3104, Intermediate English II Three credit hours, Required course 2. Catalog description: Analysis of selected readings, such as essays, fiction, poetry or drama, and practice in writing compositions with attention given as needed to grammar and idiomatic expression. 3. Prerequisites: INGL 3103 4. Textbook(s) and/or Other Required Material: Meyer, Michael. The Compact Bedford Introduction to Literature, Seventh Edition (2006), Bedford/St. Martin’s; Raimes, Ann, Keys for Writers, Fourth Edition (2005), Houghton Mifflin. 5. Course Learning Outcomes: After completing the course, the student should be able to: Apply the various stages of the writing process to his or her written work, including pre-writing, drafting, proofreading, peer editing, and publishing. Recognize distinct genres of literature, including short stories, poetry, and plays, as well as elements that distinguish each genre or are common across them. Analyze and interpret reading selections critically for understanding and as a basis for discussion in their own writing. Narrow a topic and compose an effective thesis statement. Write effective and engaging introductory, transitional, and concluding paragraphs. Demonstrate correct usage of MLA documentation with general formatting, in-text citations, and the Works Cited page. Conduct on-line and library-based research to support their course-based writing. Produce one multimodal text drawing on Web-based and other digital technologies. 6. Topics Covered: Steps of the writing process, Methods of development, Research, Language use (grammar), Literary analysis. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







270

SYLLABUS OUTLINE1

1. Course Number and Title: INGL 3201-3202, English Composition and Reading Three credit hours per semester, Required course 2. Catalog description: Practice in writing compositions and making oral reports upon selected readings, including essays, short stories, poems, dramas and novels. Attention will be given as needed to grammar and idiomatic expressions. This course or its equivalent is a requisite for graduation. 3. Prerequisites: INGL 3102 or placement by examination 4. Textbook(s) and/or Other Required Material: Barbara Fine Clouse, A Troubleshooting Guide for Writers; Betty Azar, Fundamentals of English Grammar; Holder et al. Inside Out, Outside In: Exploring American Literature, Houghton Mifflin, 2001. 5. Course Learning Outcomes: By the end of this course sequence, students will be able to do the following composition skills: utilize one or more prewriting techniques, narrow a topic, state an author’s intended meaning and purpose; write and effective thesis statement and recognize such statements when they are present in texts they encounter; provide relevant and supporting details for all general statements in their essays; effectively organize the content of their own essays and recognize the organizational structure of essays assigned for reading (outlining and summarizing are recommended as two useful techniques for developing organizational skills); write effective introductory, developmental, and concluding paragraphs in their essays; carry out elementary tasks involving the use of the library and the internet; summarizing, paraphrasing; use of quotations, and use of the Internet. 6. Topics Covered: The writing process, Prewriting skills, Writing essays, Revision - peer response groups, Short readings, Poetry, Drama, Novels. 7. Class/Laboratory Schedule: Three hours of lecture per week each semester 8. Contribution of Course to Meeting the Requirements of Criterion 5:







271

SYLLABUS OUTLINE1

1. Course Number and Title: MATE 3005, Pre-Calculus Five credit hours, Required course 2. Catalog description: A preparatory course for calculus including topics in relations, functions, complex numbers, linear algebra, trigonometry and analytic geometry. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin 5. Course Learning Outcomes: After completing this course, the student should be able to domain algebraic procedures like exponential rules, simplification of algebraic and rational expressions; evaluate a function and obtain inverse values; identify the domain and values campus of a function; construct and interpret lineal graphics and function tables; potentials, polynomials, exponentials, logarithmic, and trigonometric; identify characteristics of graphs, such as intercepts, maxima and minima, continuity and symmetry; identify the characteristics of the matrices and determinants, and use them to resolve system of equations; recognize arithmetic and geometric series; resolve logarithmic and trigonometric equations; write correctly the trigonometric form of a complex number; use the De Moivre Theorem to find the roots of a complex number; use the Binomial Theorem. 6. Topics Covered: Real numbers, exponentials and radicals, algebraic expressions, equations, complex numbers, inequalities, rectangular coordinates (distance, mean point, graphics and symmetry); function definition, graphic functions, quadratic functions, operations with functions, inverse functions, polynomial function, graphics of degree 2 or greater, polynomial division, zeros of a polynomial, real and complex zeros, rational functions, exponential functions, natural exponential functions, logarithmic functions, properties of a logarithm, exponential and logarithmic equations, angles, trigonometric functions and graphics of trigonometric equations, triangle rectangle applications, trigonometric identities, sum and difference formulas, formulas for double and half triangle, inverse trigonometric functions, Sine Law, Cosine Law, trigonometric form of complex numbers, De Moivre Theorem, roots of complex numbers, system of equations with two and more variables, partial fractions, determinants, infinite series, summatory notation, arithmetic and geometric series , Binomial Theorem, parabola, ellipse and hyperbola in the origin. 7. Class/Laboratory Schedule: Five hours of lecture per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5


9. Relationship of Course to Program Outcomes

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




272

SYLLABUS OUTLINE1

1. Course Number and Title: MATE 3031. Calculus I Four credit hours, Required course 2. Catalog description: Elementary differential and integral calculus of one real variable with applications 3. Prerequisites: MATE 3005 or MATE 3143 or MATE 3172 or MATE 3174 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to: Understand the concept of limit of a function. Understand the concept of continuity of a function. Understand the definition of derivative, rules of derivation and applications. Analyze and describe the properties and behavior of functions. Understand the definition of integral, and its relationship to derivative through the Fundamental Theorem of Calculus. Use various methods of integration. 6. Topics Covered: Limits, continuity and derivatives of functions of one variable. Integration of functions of one variable and applications. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







273

SYLLABUS OUTLINE1

1. Course Number and Title: MATE 3032. Calculus II Four credit hours, Required course 2. Catalog description: Integration techniques, infinite series, vectors, polar coordinates, vector functions, and quadric surfaces; applications 3. Prerequisites: MATE 3031 or MATE 3183 or MATE 3144 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to: Apply the idea of integration in the solution of different problems. Recognize and solve separable differential equations and applications. Determine convergence of sequences and infinite series. Master the idea of vectors and their properties. Graph functions of two variables and quadratic equations. Understand vector functions, their derivatives and integrals. 6. Topics Covered: Integration techniques and applications of integration. Differential equations. Infinite series. Vectors and vector functions. Polar coordinates. Quadratic surfaces. 7. Class/Laboratory Schedule: Four hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







274

SYLLABUS OUTLINE1

1. Course Number and Title: MATE 3063. Calculus III Three credit hours, Required course 2. Catalog description: Differential and integral calculus of several variables, and an introduction to differential equations with applications 3. Prerequisites: MATE 3032 or MATE 3184 4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008), Thompson Educational 5. Course Learning Outcomes: After completing the course, the student should be able to work with integral calculus for functions of multiple variables. 6. Topics Covered: Functions of several variables, their graphs, level sets. Differential calculus of functions of several variables. Optimization with and without restrictions: Lagrange multipliers. Integral calculus of functions of several variables. Line and surface integrals. Green, Stokes and Divergence theorems. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







275

SYLLABUS OUTLINE1

1. Course Number and Title: MATE 3171, Precalculus I Three credit hours, Required course 2. Catalog description: Properties and operations of real numbers; equations and inequalities; Cartesian coordinates and graphs; algebraic, exponential, and logarithmic functions and their graphs; trigonometry of right triangles. 3. Prerequisites: Placement by examination 4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin 5. Course Learning Outcomes: After completing the course, the student should be able to: Perform algebraic procedures that require manipulation of algebraic and rational expressions, as well as expressions which involve exponential and logarithmic functions. Identify the domain and range of a function. Evaluate a function and given a value in the range, obtain its pre-image. Recognize algebraically and graphically when a function is invertible, and find the inverse and its graph. Construct and interpret graphs of important functions such as: linear, quadratic, polynomial, exponential, logarithmic, etc. Identify characteristics of the graphs of functions: Intercepts maxima and minima, symmetry, asymptotes. Interchange different representational forms of functions. Know attributes of different families of functions: Shape of graph, characteristic properties, common applications. Apply transformations to the graph of a function: Horizontal and vertical translations, reflections with respect to the axis and the origin. Perform arithmetic manipulations that require the concept of function. Compute and recognize the composition of functions. 6. Topics Covered: Properties of real numbers, negative numbers, fractions; sets; intervals; absolute value; distance in the numerical line. Exponents; radicals; scientific notation. Arithmetic operations with algebraic expressions; special products; factorization. Rational expressions, cancellation, arithmetic operations, rationalization. Equations, inequalities. Coordinate geometry; distance formula; mid-point; graphs; circles; symmetries. Lines, functions, graphic representation of functions. Applications of functions, transformations. Combining functions. 7. Class/Laboratory Schedule: Three hours of lecture per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5:







276

SYLLABUS OUTLINE1

1. Course Number and Title: MATE 3172. Precalculus II Three credit hours, Required course 2. Catalog description: Analytic trigonometry; complex numbers; the fundamental theorem of algebra; conic sections; systems of equations; matrices operations; sequences; and mathematical induction. 3. Prerequisites: MATE 3171 or MATE 3173 4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin 5. Course Learning Outcomes: After completing the course, the student should be able to: Use trigonometric functions to: solve triangles, prove identities, solve equations and to represent complex numbers. Sketch and recognize the graphs of trigonometric functions. Sketch and recognize the graphs of conic sections. Solve systems of linear equations and represent them using matrices. Use sequences and series. 6. Topics Covered: Analytic Geometry; Complex number; Fundamental Theorem of Algebra; Conic sections; Systems of equations, sequences and mathematical induction. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







277

SYLLABUS OUTLINE1

1. Course Number and Title: MATE 3172. Precalculus II Three credit hours, Required course 2. Catalog description: Analytic trigonometry; complex numbers; the fundamental theorem of algebra; conic sections; systems of equations; matrices operations; sequences; and mathematical induction. 3. Prerequisites: MATE 3171 or MATE 3173 4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin 5. Course Learning Outcomes: After completing the course, the student should be able to: Use trigonometric functions to: solve triangles, prove identities, solve equations and to represent complex numbers. Sketch and recognize the graphs of trigonometric functions. Sketch and recognize the graphs of conic sections. Solve systems of linear equations and represent them using matrices. Use sequences and series. 6. Topics Covered: Analytic Geometry; Complex number; Fundamental Theorem of Algebra; Conic sections; Systems of equations, sequences and mathematical induction. 7. Class/Laboratory Schedule: Three hours of lecture per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







278

SYLLABUS OUTLINE1

1. Course Number and Title: QUIM 3001, General Chemistry I Four credit hours, Required course 2. Catalog description: Basic principles of chemistry: composition, properties, and changes of mater. Topics include: atomic structure, chemical reactions, and periodic properties of the elements, stolchiometry chemical bonding, and thermo chemistry. 3. Prerequisites: None 4. Textbook(s) and/or Other Required Material: Chang, Raymond, Chemistry, Eighth Edition (2005), McGraw- Hill 5. Course Learning Outcomes: After completing the course, the student should able to demonstrate an understanding of the following: The scientific method, the properties of matter, the unit systems associated with scientific measurements, the uncertainty associated with measurements. Describe the atoms, electrons, protons, neutrons, isotopes and ions. Basic concepts related to stoiciometry and chemical equations. Basic concepts related to modern theory of atomic structure. 6. Topics Covered: Introduction to Chemistry; atoms, molecules, and ions; Stoichiometry I: Equations, the mole, and chemical formulas; Stoichiometry II: Chemical Reactions in Solution; Electronics in the Atom; Periodic Trends of the Elements; The Chemical Bond; Molecular Geometry and Theories of Bonding. 7. Class/Laboratory Schedule: Three hours of lecture and one three hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







279

SYLLABUS OUTLINE1

1. Course Number and Title: QUIM 3002, General Chemistry II Four credit hours, Required course 2. Catalog description: Basic principles of chemistry: composition, properties, and changes of mater. Topics include: the states of matter, solutions, acid and bases, kinetics, chemical equilibrium, and electrochemistry. 3. Prerequisites: QUIM 3001 4. Textbook(s) and/or Other Required Material: Chang, Raymond, Chemistry, Eighth Edition (2005), McGraw- Hill 5. Course Learning Outcomes: After completing the course, the student should be able to: describe the behavior of gases, identify the different intermolecular forces, and describes the properties of liquids and their relations with the intermolecular forces. 6. Topics Covered: Gases, liquids and solids, acids, bases, salts and buffers, solutions, chemical kinetics, chemical equilibrium, and electrochemistry. 7. Class/Laboratory Schedule: Three hours of lecture and one three hour laboratory per week 8. Contribution of Course to Meeting the Requirements of Criterion 5:







280

COURSE SYLLABUS

1. Course Number and Title: QUIM 3131 & 3133, General Chemistry I. Four credit hours, Required course 2. Catalog description: Introduction of the fundamental principles of chemistry. Liquids, solids and properties of gases; changes of matter states. Stoichiometry, atomic theory, molecular structure and chemical properties. Periodic classification and the electronic theory of the ionic and covalent bonds. 3. Prerequisites: None. Corequisites: QUIM 3133 and (MATE 3171 or MATE 3005 or MATE 3143). 4. Textbook(s) and/or Other Required Material: Kotz, J.C., Treichel, P.M., Weaver, G.R., Chemistry and Chemical Reactivity, Sixth Edition (2006), Thomson Learning 5. Course Learning Outcomes: After completing the course, the student should able to demonstrate an understanding of the following: The scientific method, the properties of matter, the unit systems associated with scientific measurements, the uncertainty associated with measurements. Describe the atoms, electrons, protons, neutrons, isotopes and ions. Basic concepts related to stoiciometry and chemical equations. Basic concepts related to modern theory of atomic structure. 6. Topics Covered: Introduction to Chemistry; atoms, molecules, and ions; Stoichiometry I: Equations, the mole, and chemical formulas; Stoichiometry II: Chemical Reactions in Solution; Electronics in the Atom; Periodic Trends of the Elements; The Chemical Bond; Molecular Geometry and Theories of Bonding. 7. Class/Laboratory Schedule: Three hours (three credits) of lecture and three hours (one credit) of lab per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5:







281

COURSE SYLLABUS

1. Course Number and Title: QUIM 3132 & 3134, General Chemistry II. Three credit hours, Required course 2. Catalog description: Introduction to thermodynamics, solutions, kinetics, chemical equilibrium, oxidation-reduction. Electrochemistry. 3. Prerequisites: QUIM 3001 or (QUIM 3131 and QUIM 3133). Corequisite: QUIM 3134 4. Textbook(s) and/or Other Required Material: Kotz, J.C., Treichel, P.M., Weaver, G.R., Chemistry and Chemical Reactivity, Sixth Edition (2006), Thomson Learning 5. Course Learning Outcomes: After completing the course, the student should be able to: describe the behavior of gases, identify the different intermolecular forces, describes the properties of liquids and their relations with the intermolecular forces. 6. Topics Covered: Gases, liquids and solids, acids, bases, salts and buffers, solutions, chemical kinetics, chemical equilibrium, and electrochemistry. 7. Class/Laboratory Schedule: Three hours (three credits) of lecture and three hours (one credit) of lab per week. 8. Contribution of Course to Meeting the Requirements of Criterion 5:




10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008




282

APPENDIX B – FACULTY RESUMES (Limit 2 pages each)

Summary Curriculum Vitas

(ABET Format)


283

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Acosta Costa, Felipe J., PhD, PE

Associate Professor DEGREES (with fields, institution, and grade):

Ph.D., Georgia Institute of Technology, December 1999 M.S., Georgia Institute of Technology, December 1994 B.S. University of Puerto Rico, June 1993

SERVICE ON FACULTY (including date of original appointment and dates of advancement in rank):

Associate Professor, July 1, 2003 to present Assistant Professor, January 1, 2000 to June 31, 2003

OTHER RELATED EXPERIENCE (teaching, industrial, etc.):

NASA Summer Faculty Fellowship Program, Marshall Space Flight Center, AL Invited Lecturer, Technology Transfer Center, University of Puerto Rico, Mayagüez Engineer in Training, National Institute of Standards and Technology (NIST)

CONSULTING: STATE(S) IN WHICH REGISTERED: Puerto Rico: PE # 19416 PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

Acosta, Felipe J., Silva, Walter, and González, Hiram. (2008) “Construction of Concrete Canoe: A Multidisciplinary Learning Project in Civil Engineering,” Dimensión Ingeniería y Agrimensura, CIAPR.

Acosta, Felipe J., Santos, Jeannette, Suarez, O. Marcelo, and Pando, Miguel A. (2007) “Raising Awareness on Materials Recycling using Undergraduate Eng’g Research,” International Journal of Environment and Pollution, Vol. 31, No. ¾.

V.A. Lammoglia, F.J. Acosta, M.A. Pando, J. Cain, J. Lesko, and S. Case (2006) “Durability Considerations of Concrete-filled Fiber-Reinforced Polymer (CFFRP) Tubes Subjected to Prolonged Hygrothermal Conditions,” Durability of Composite System 2006 (Duracosys), Virginia Tech, September, 2006.

Acosta, F. (2006) “Learning Civil Engineering by the Construction of Concrete Canoes”, Fourth LACCEI International Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2006), June 2006, Mayagüez, PR.

Wendichansky, D., Velez, E.M., and Acosta, F.J. (2006) “Experimental Cyclic Behavior of Concrete Wall Houses Loaded in their Weak Direction”, Development in Theoretical and Applied Mechanics, M. Pando, F. Acosta, L. Suarez, eds., V23.

Davila, J., Lammoglia, V., Acosta, F., and Pando, M. (2006) “COMPRESSIVE STRESS-STRAIN BEHAVIOR OF CONCRETE WITH VARIABLE CONFINEMENT”, Development in Theoretical and Applied Mechanics, M. Pando, F. Acosta, L. Suarez, eds., V23.

Cain, J., Santiago, K., Case, S., Lesko, J., Pando, M., Acosta, F. (2006) “The Effect of Hygrothermal Aging on Cylindrical E-glass/Epoxy Composites”, Development in Theoretical and Applied Mechanics, M. Pando, F. Acosta, L. Suarez, eds., V23.

Ruiz, M. E., Pando, M. A. y Acosta, F. J. (2005). “Non-Linear Finite Element Analysis of Concrete-Filled FRP Composite Piles” (In Spanish), Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, ISBN: 1535-0088, 5(2), pp. 163-176.

López, R., Godoy, L., Acosta, F. J., Guevara, J., Lluch, J. F., Martinez Cruzado, J. A., Pagan Trinidad, I., Pando, M., Saffar, A., and Wendishansky (2005) “Estimating Damage Caused by Natural Hazards for the Insurance Industry in Puerto Rico,”Dimensión Ingeniería y Agrimensura CIAPR, Año 19, vol. 3.

Ruiz, M., Pando, M., and Acosta, F. J. (2004). “Non-Linear Finite Element Analysis of Concrete-Filled FRP Composite Piles,” Developments in Theoretical and Applied Mechanics, Mafuz, H. and Hosur, M., eds., Publisher, Tuskegee, AL, Vol. 22, pp. 352-361.

Acosta, F. J. and Roman Pagan, Juan A. (2004). “Probabilistic Assessment of the Mechanical Properties of a 3D-Braided Pultruded Fiber-Reinforced Polymer,”


284

Second LACCEI International Latin American and Caribbean Conference for Engineering and Technology “Challenges and Opportunities for Engineering Education, Research and Development”, 2-4 June 2004, Miami, Florida, USA

Acosta, F. J. and Santos, Jeannette (2004). “Research Experience for Undergraduate Students and the use of Recycled Polymers and Rubbers in Concrete,” Second LACCEI International Latin American and Caribbean Conference for Engineering and Technology, June 2004, Miami, Florida, USA

SCIENTIFIC AND PROFESSIONAL SOCIETIES OF WHICH A MEMBER:

ASCE (American Society of Civil Engineers), 1994-present ACI (American Concrete Institute), 1998-present ASTM (American Society for Testing and Materials), D30 Committee, 2000-present SEM (Society of Experimental Measurements), 1999-2002 CIAPR (Colegio de Ingenieros y Agrimensores de Puerto Rico) SAMPE (Society for Advancement of Material & Process Engineering), 2004 - 2006 TRB (Transportation Research Board), 2005 – 2006.

HONORS AND AWARDS: Honor Student, Civil Engineering Department, University of Puerto Rico at Mayagüez (Second of the class, 1993) National Consortium for Graduate Degrees for Minorities in Engineering and Sciences (GEM) Fellowship, M.S. and Ph.D. (1993-1995)

INSTITUTIONAL AND PROFESSIONAL SERVICE IN THE LAST FIVE YEARS:

Member of the Departmental Graduate and Research Committee Member of the Faculty Graduate and Research Committee Member of the Faculty Graduate Studies Board

PROFESSIONAL DEVELOPMENT ACTIVITIES IN THE LAST FIVE YEARS:

Best Practices on Teaching and Learning: ”Applying Systems Dynamics Modeling to Education”. PR-LSAMP, Ponce Hilton, October 31, 2003

“Workshop: Model Construction of Dynamic Systems Oriented to Education” (In Spanish), PR-LSAMP, Instructor: Prof: Joaquín Medina Molina, Diciember 5, 2003.

SAMPE 2004 Conference, Long Beach Convention Center, CA, May, 2004 Best Practices on Teaching and Learning: ” PR-LSAMP, Ponce, October 31, 2004 “2do Congreso de Diseño y Construcción de Carreteras y Puentes,” Autoridad de

Carreteras y Transportación, Wyndham El San Juan Hotel, September 3, 2004. SAMPE Conventions (2004, 2005), Long Beach, CA, May, 2005 Best Practices on Teaching and Learning: “Einstein’s Work Transcending Physics”.

PR-LSAMP, Ponce Hilton, October 21, 2005 American Concrete Institute Fall Convention, Kansas City, MO, November, 2005 HBCU/MI Regional Training Conference “Developing Winning Proposals” Workshop,

Hotel Marriott San Juan, Sponsored by the DOD, March 1, 2006 “Fiber Reinforced Polymer Applications at the Virginia Fiber Reinforced Polymer

Composites Seminar,” September 20-21, 2006, Bristol, Virginia. PRLSAMP First System Dynamic Congress, December 8, 2006, Mayaguez Resort

and Casino, Mayagüez, PR. PRLSAMP Best Practices Conference on Teaching and Learning, October 20, 2006,

Embassy Suites Hotel, Dorado, PR. American Concrete Institute Spring Convention, Atlanta, GA, April 22 to 26, 2007 American Concrete Institute Fall Convention, Atlanta, GA, October 14 to 17, 2007 ACMA “Breaking New Ground: Structural Composites Applications in Defense,

Infrastructure, Transportation and Corrosion-Prevention March , 2008, University of Alabama at Birmingham, Birmingham, Alabama.

PERCENTAGE OF TIME AVAILABLE FOR RESEARCH AND SCHOLARLY

62%

PERCENTAGE OF TIME COMMITTED TO THE PROGRAM

38%


285

SUMMARY CURRICULUM VITAE (ABET)

NAME & ACADEMIC RANK: Aponte-Bermúdez, Luis, D., PhD, PE

Assistant Professor

DEGREES (with fields, institution, and date):

PhD, in Civil Engineering, University of Florida, Gainesville, Florida, August 2006.

ME, in Civil Engineering, University of Florida, Gainesville, FL, May 2004.

BSCE, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico, May 2000.


Assistant Professor in the University of Puerto Rico at Mayagüez Engineering Program, Civil and Surveying Department August 2006 - Present


June 2002 – August 2006. University of Florida. Research Assistant, Department of Coastal and Civil Engineering. Gainesville, FL. October 2000 – August 2001. Delon Hampton and Associates, Chartered. Civil and Bridge Engineer. Silver Spring. MD

CONSULTING:

STATE(S) IN WHICH REGISTERED: Puerto Rico

PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

Aponte, L., Gurley K., Prevatt, D. & Reinhold, T. (2007). “Uncertainties in the measurement and analysis of full-scale hurricane wind pressures on low-rise structures,” Conference Proceedings from the Twelfth International Conference on Wind Engineering: Cairns, Australia. Aponte, L. (2006). “Measured hurricane wind pressure on full-scale residential structures: analysis and comparison to wind tunnel studies and ASCE-7,” PhD Dissertation, University of Florida, Gainesville, FL. Department of Civil and Coastal Engineering. Aponte, L., Gurley, K. & Reinhold, T., (2006). “Hurricane wind loads on residential structures: full-scale measurements and analysis from 2004 and 2005,” Conference Proceedings from the Fourth LACCEI International Latin American and Caribbean Conference for Engineering and Technology: Mayaguez, PR. Aponte, L. & Gurley, K (2005). “Lateral Length Scales Measured in Landfalling Tropical Cyclones,” Conference Proceedings from the 10th Americas Conference on Wind Engineering, Baton Rouge, LA. Masters, F. & Aponte, L. & Gurley, K. & Reinhold, T. (2004). “Gust factors observed in tropical cyclones Isabel, Dennis, Isidore Gabrielle and Irene during the 1999-2003 Atlantic hurricane seasons,” Conference Proceedings from the 9th Annual ASCE Joint Specialty Conference on Probabilistic Mechanics and Structural Reliability, Albuquerque, NM. Aponte, L., (2004). “Measurement, validation and dissemination of hurricane wind data,” Master’s report, University of Florida, Gainesville, FL. Department of Civil and Coastal Engineering.


286


American Association for Wind Engineering American Society of Civil Engineers Chi Epsilon Honor Society Colegio de Ingenieros y Agrimensores de Puerto Rico

HONORS AND AWARDS: Emergent Leader Award in Civil Engineering under 40, May 2007 in the Puerto Rico Convention Center by the Puerto Rico College of Engineers and Surveyors. 2003, Fellowship from the University of Puerto Rico at Mayagüez to continue graduate studies at the University of Florida. 2000, Fourth place on the American Society of Civil Engineers Steel Bridge Competition. Regional Competition Celebrated on Cookeville, TN. 1996-2000, Member of the Dean’s List of the Department of Civil Engineering and Surveying, University of Puerto Rico at Mayagüez.



August 2007. Academia for Professional Development of New Professor in the RUM. 2½-day Workshop. February 2007. Career Development for New Engineering Faculty Workshop. 1-day Workshop. October 2006. Proposal Preparation. 1.5 hrs contact for faculty professional development.


52%


48%


287


NAME & ACADEMIC RANK: Arroyo-Mora, Ernesto, MSCE, PLS

Instructor

DEGREES (with fields, institution, and grade):

MSCE – University of Puerto Rico at Mayagüez, May 1994 BS in Surveying and Topography, May 1983 Associate Degree in Highway Construction Technology and Surveying, May 1977


University of Puerto Rico 27 years, since January 1983 1983-Present, Instructor of the Civil Engineering Department- University of Puerto Rico at Mayagüez


1979-81 Teacher of Mathematics in High School for the Education Department. 1975-78 Supervisor of the Bumble Bee International.

CONSULTING: Consultant for various surveying projects in Puerto Rico since 1998 present.. PR-100 Highway Construction Project Manager 1998.



“Metodología Simplificada para Estimar los Costos e Ingresos del Sistema de Carros Públicos de Puerto Rico”, Thesis


First Vice-President of the Surveyors Association “Colegio de Ingenieros y Agrimensores de Puerto Rico”. Delegate to the Governing Board of the Mayagüez Chapter; CIAPR. Managing of Mayagüez Chapter; Director of the Managing of the Surveyors Institute, CIAPR.

HONORS AND AWARDS:




100%


0%


288


NAME & ACADEMIC RANK: Bernal, Juan B., PhD, PE

Professor


Ph.D., Geotechnical Eng, University of Texas at Austin, 1984

MSCE, University of Illinois at Urbana – Champaign, 1977

BSCE, Magna Cum Laude, University of Puerto Rico at Mayagüez, 1976



CONSULTING: Consultant to the Puerto Rico Highway Authority since 1999



Bernal, Juan and I. Carlo Serna. (1999). “Strength and Compressibility Characteristics of Soils A-2-4 and A-2-5 as AASHTO”. Research Report submitted July 1999 Bernal, Juan, and R. Romero. (1998). “Strength and Compressibility Characteristics of Limestone Soils in Puerto Rico.” Research Report submitted to the Department of Transportation and Public Works through the Civil Infrastructure Research Center, January. Bernal, Juan, E. Ortiz, and L.F. Ortiz. (1997). “Use of Expanded Polystrene Blocks (EPS) in the Installation of a Reinforced Concrete Pipe, “ Dimension, Colegio de Ingenieros y Agrimensores de Puerto Rico, Año 11, Vol. 1, pp. 25-28 Bernal, Juan y Crumley, Alan R., “Retos de construcción de un puente en un entorno urbano denso usando técnicas de mejoramiento de suelos”, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Departamento de Ingeniería Civil, Recinto Universitario de Mayagüez, Vol. 5 No. 2, Diciembre 2005. Bernal, Juan, “Instalación de Tuberías Rígidas por el Método de Trincheras Inducidas Usando Materiales Sintéticos Comprensibles”, 2do Congreso de Diseño y Construcción de Carreteras y Puentes, Autoridad de Carreteras y Transportación de Puerto Rico, 3 de septiembre de 2004. Bernal, Juan y Whittle, Andrew J., “Stack Drift Construction of a Large Cavern in Weathered Alluvium”, Proceedings 12th Pan-American Conference on Soil Mechanics and Geotechnical Engineering, Cambridge, MA 2003.


ASCE, CIAPR


289

HONORS AND AWARDS: Ettiene Totti Award



Attended the ADSC’S Civil Engineering Faculty Workshop 2000, July 9-14, 2000


0%


100%


290


NAME & ACADEMIC RANK: Cáceres-Fernández, Arsenio, PhD, PE

Associate Professor


PhD, Mechanical and Aerospace Engineering, West Virginia University, 1998

MSCE, University of Puerto Rico, 1991

BSCE, National University of Asuncion, Paraguay, 1988


1999 – Assistant Professor 2004 – Associate Professor


1994 - Instructor - Mechanical Engineering. University of Turabo at Gurabo, Puerto Rico. 1990 – Teaching Assistant - General Engineering. University of Puerto Rico at Mayaguez, Puerto Rico. 1991 - Teaching Assistant - Civil Engineering. University of Puerto Rico at Mayaguez, Puerto Rico. 1984-1988 - Professor - Civil Engineering. Catholic University at Asuncion, Paraguay. 1979-1988 - Teaching Assistant - Civil Engineering. National University at Asuncion, Paraguay. 1980-1981 - Professor - San Jose High School. Asuncion, Paraguay. 1994-1995 - Rivera & Alejandro, Architects and Engineers - Structural designer. 1992-1994 - Iglesias, Vazquez & Associates, Engineers, Architects and Planners - Structural Designer. 1986-1988 - Acepar S.A. (Aceros del Paraguay) (Paraguay Steel, INC). Project engineer, production programming and control, process control engineer. 1981-1982 - Banco Exterior de España S.A. (Spain Overseas Bank, Inc) - Project Engineer.

CONSULTING:

STATE(S) IN WHICH REGISTERED: Puerto Rico.


1. Botero, J.H., Valentin, M.O., Suarez, O. M., Santos, J., Acosta, F.J., Caceres, A., Pando, M.A., Gomas Trituradas: Estado del Arte, Situacion Actual y Posibles Usos como Materia Prima en Puerto Rico, Revista Internacional de Desastres Naturales, Accidentes, e Infraestructura Civil, Vol. 5 (1), pp. 69-86, Mayo 2005, ISSN 1535-0088. 2. Barbero, E. J. , Abdelal, G. F., Caceres, A., A Micromechanics Approach for Damage Modeling of Polymer Matrix Composites, Composite Structures, Volume 67, Issue 4, March 2005, Pages 427-436. 3. Caceres, A., Jamond, R.M., Hoffard, T.A., Malvar, L.J. Utilización de Materiales Compuestos para la Reparación de la Infraestructura Marina, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Vol. 3 (2), pp. 109-118, Diciembre 2003, ISSN 1535-0088. 4. Caceres, A., Matos, J. A damage model for concrete under expansive processes, LACCEI 2006 Conference, Mayaguez, Puerto Rico, June 22-25, 2006. 5. Caceres, A., Matos, J. Continuum Damage Mechanics for concrete under DEF process, SECTAM XXIII Conference, Mayaguez, Puerto Rico, May 23-26, 2006.


291

6. Lopez, H.D., Godoy, L.A., Zapata, R., Caceres, A. Damage Prediction Model Due to Hurricane Winds on Buildings in Puerto Rico, LACCEI 2004 Conference, Miami, Florida, June 2-4, 2004. 7. Caceres, A., Jamond, R.M., Hoffard, T.A., Malvar, L.J. Salt-Fog Accelerated Testing of Glass Fiber Reinforced Polymer Composites, SAMPE 2004 Conference, Long Beach, California, May 16-20, 2004.


1. American Society for Engineering Education (ASEE) 2. American Concrete Institute (ACI), member Teaching Methods and Educational Materials Committe. 3. American Society of Civil Engineers (ASCE), member Concrete and Cementitious Materials Committee (Construction Directorate). 4. Society for the Advancement of Material and Process Engineering (SAMPE). 5. Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) (Puerto Rican Society of Engineers and Surveyors).

HONORS AND AWARDS: 1. Summer 2000, 2001, 2002, 2004, and 2007. US Navy-American Society of Engineering Education Summer Faculty Research Program. 2. 1997-1998: Recipient of a Dissertation Scholarship from Southern Regional Educational Board.


1. Advisor American Concrete Institute Student Chapter in Mayaguez. 2. Department Information Techonoloy in Education Committee. 3. College of Engineering Teaching Committee. 1. Organizing Committee: Annual Meeting of the Seismological Society of America. San Juan, Puerto Rico, Apr. 25th-May 2, 2003. 2. February 2002: Appointed Webmaster of the Department of Civil Engineering and Surveying. 3. February 2001: Appointed Director of the Civil Engineering Materials Laboratory, RUM.


1. Participant EXCEED Excellence in Civil Engineering Education Wokshop, Fayeteville, Arkansas, June 2003. 2. Several workshops conducted by the Professional Development Center at RUM.


19%


81%


292


NAME & ACADEMIC RANK: Camacho-Padrón, Beatriz I., PhD

Assistant Professor


PhD in Civil Engineering, University of Texas, Austin, Texas, August 2006.

MSCE, University of Florida, Gainesville, Florida, January, 1998.

BSCE, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico, May 1996.


Assistant Professor in Geotechnical Engineering, Civil Engineering Department, August 2006-present


1999-2006, UNIVERSITY OF TEXAS AT AUSTIN, Austin, Texas, Teaching and Research Assistant, Geotechnical Engineering Area, Work from August 1999 to August 2000 as teaching assistant for Dr. Kenneth Stokoe II and Dr. Ellen Rathje teaching the undergraduate Geotechnical Engineering Laboratory (CE 357), Work as research assistant from August 2000 until August 2006 in the Rock and Soil Testing laboratory in the Department of Petroleum and Geosystems Engineering and in the Soil Dynamics Laboratory in the Department of Civil, Architectural and Environmental Engineering. 1996-1999, UNIVERSITY OF FLORIDA Gainesville, Florida, Teaching Assistant, Geotechnical Engineering area, Worked for Dr. John Davidson as a laboratory assistant and grader for the undergraduate geotechnical engineering laboratory. and as teaching assistant and grader for the undergraduate Geotechnical Engineering course (CEG 4012) Summer 1996, WATERWAY EXPERIMENT STATION (CORP OF ENGINEERS) Vicksburg, MS, Research Assistant, Environmental Laboratory, I was involved in the “Evaluation of the Potential Effect of Chloride Reduction on Turbidity in Lake Texoma for the Red River Chloride Control Project” from the Tulsa District,. Oklahoma under the supervision of Paul Shroulder and Evelyn Toro.

CONSULTING:

STATE(S) IN WHICH REGISTERED:


1- Camacho, B. I., Stokoe, K.H., Holder, J. T “Stiffness Measurement of Artificially Cemented Uniform Sand as Measured with Stress Wave Velocities” (In progress) 2- Rauch, A. F., Olson, J. E., Holder, J. T., Camacho, B. I., and Narayanasamy, R., “Effect of Particle Cementation on the Mechanical Properties of Granular Material: A Fundamental Study,” NSF Report Grant Number CMS-9978662, May 2004 3-Valle, C., Camacho, B. I., Stokoe, K.H., and Rauch, A. F. “Comparison of the Dynamic Properties and Undrained Shear Strength of Offshore Calcareous Sand and Artificially Cemented Sand”, Proceedings of OMAE03 22nd International


293

Conference on Offshore Mechanics and Artic Engineering,” (2003), OMAE 2003-37091. 4-Olson, J. E., Narayanasamy, R., Holder, J., Rauch, A., and Camacho, B., "DEM Study Of Wave Propagation In Weak Sandstone," Third International Conference on Discrete Element Methods, Santa Fe, NM, September (2002), p.22-25


American Society of Civil Engineers

HONORS AND AWARDS:



During the past five years I have attended to several conferences that help me grow as a professional. Some of these conferences are: 1-The First Pan-American Geosynthetics Conference and Exhibition GEOAMERICAS (2008), held in Cancun, Mexico March 2008 2-Preliminary Maps for High Flooding Risk Areas in Puerto Rico, held in Mayaguez, PR September 2007 3-Ethics in Engineering, held in Mayaguez, PR, March 2007 4-Use of Sure Track Program for Civil Engineering Projects, 2 day Seminar, held on San Juan, PR, September 2006


62%

PERENTAGE OF TIME COMMITTED TO THE PROGRAM

38%


294


NAME & ACADEMIC RANK: Cole, George M., PhD, PE, PLS

Visiting Professor of Surveying


Ph.D.– Geography – Florida State University (2007) M.S. – Geography – Florida State University (1996) B.S. – Mathematics – Tulane University (1961)


August 2007 – August 2008


1961 – 1968: Commissioned Officer (final rank: Lt. Cdr.), U.S. Coast & Geodetic Survey (NOAA), Direction of geodetic & hydrographic surveys worldwide 1975 – 1981 State Cadastral Surveyor for Florida, Coordination of various surveying and mapping programs dealing with the state’s boundaries and the management of the public lands of the state 1981 – 2002: President of Florida Engineering Services Corporation, a civil engineering, a surveying & photogrammetric mapping firm based in Tallahassee, Florida 1994 – 2002: Engineer of Professional Services, Florida Department of Transportation, Coordination of the contracting of surveying and engineering services

2002 – 2007: Vice President for Surveying & Mapping of Cognocarta GIS, Direction of international mapping projects

CONSULTING:

STATE(S) IN WHICH REGISTERED: Professional Engineer – Florida, Georgia, Texas Professional Surveyor – Florida, Georgia, Mississippi, and Alabama


HYDROLOGY-BASED WETLAND DELINEATION, Doctorial Dissertation, Florida State University, 2007 LAND SURVEYOR REFERENCE MANUAL, 4th Edition, (with Andrew L. Harbin, Professional Publications, 2006 PRINCIPLES AND PRACTICE OF LAND SURVEYING – Sample Examination, 2nd Edition , Professional Publications, 2006 FUNDAMENTALS OF SURVEYING – Sample Examination, 3rd Edition, Professional Publications, 2006 Tidal Data to be Adjusted for Sea Level Change, THE FLORIDA SURVEYOR, Florida Surveying and Mapping Society, February, 2003


295

Evidence of Water Boundaries, Chapter in EVIDENCE AND PROCEDURES FOR BOUNDARY LOCATION, 4th Edition by Brown, Robillard and Wilson, John Wiley & Sons, 2001


HONORS AND AWARDS:


Service on the Jefferson County (Florida) Planning Commission Appointment by the Governor to the Managing Board of the Suwannee River Water Management District (Florida)


Attendance and presentation of a paper at the conference of the International Institute of Surveyors Completion of a doctoral program in geography at Florida State University Numerous continuing education courses in various aspects of surveying and engineering with emphasis on legal requirements


100%


0%


296


NAME & ACADEMIC RANK: Colucci-Ríos, Benjamín, PhD, PE Professor


PhD, Purdue University, August 1984 MSCE, Purdue University, May 1980 BSCE, University of Puerto Rico at Mayagüez, May 1978


23 years


Director, Transportation Technology Transfer Center, April 1986 to present Associate Director of Civil Engineering Department, January 1990 to December 1992 Director, Bituminous Materials and Mixtures Laboratory (1984-1995).

CONSULTING: PRHTA: Over sixty-projects related to the planning, design, construction, maintenance and management of highway transportation infrastructure (April 1986 to 2005); Expert witness at the state and federal court in highway safety, pavement surface characteristics, work zone traffic control, and non-destructive testing.

STATE(S) IN WHICH REGISTERED: Puerto Rico (9482 PE) and Indiana (ENE 860 4054 PE)


•With Alberto M. Figueroa, “El Estado de la Infraestructura Vial y la Seguridad en Puerto Rico”, Dimensión-College of Engineers and Surveyors of Puerto Rico, Year 21, Vol. 1, pp.7-11. Peer Review Proceeding/Conferences (Papers): •With Felipe Luyanda and Alberto M. Figueroa, “Un Nuevo Enfoque en el Desarrollo de Líderes y Profesionales para el Transporte Público y Urbano”, XIV CLATPU, Río de Janeiro, Brasil, November 18-23, 2007. •With Felipe Luyanda, Didier Valdés, Jaime Gutiérrez, Alberto M. Figueroa and Daniel González, “Evolución de la Percepción del Público Antes y Después de la Inauguración del Tren Urbano de San Juan, Puerto Rico”, XIV CLATPU, Río de Janeiro, Brasil, November 18-23, 2007. •With Felipe Luyanda and Alberto M. Figueroa, The First 20 Years of the Puerto Rico Transportation Technology Transfer Center in the Training of Engineers and Transportation Officials, 2007 ICEE, Coimbra, Portugal, September 2-7, 2007. • With Luisa Seijo and Francisco Maldonado, The Application of Interdisciplinary Engineering Education in Community Service, 2006 ICEE, San Juan, Puerto Rico, July 27, 2006. •Transportation Technolgy Transfer Center: 20 Years of Excellence on Training Municipal and State Transportation Officials, LACCEI, Mayagüez, Puerto Rico, June 21 – 23, 2006. •With Didier Valdés, Sonia Bartolomei and Francisco Martínez, Rail Transit Recovery from Major Service Disruptions, TRB 85th Annual Meeting, Washington, DC, January 22-26, 2006. •A New Approach for Transportation Technology Transfer and Professional Development, WFEO, San Juan, Puerto Rico, October 16 – 21, 2005. •A New Model for Development Leaders and Professionals,2005 6th International Conference on Information Technology Based Higher Education and Training, Juan Dolío, Dominican Republic, July 6-9, 2005, Pp. T2A-17-27. •With Felipe Luyanda, Didier Valdés and Juan C. Rivera Ortiz, “Auditorías de Seguridad en las Carreteras y su Aplicación al Sistema de Red de Carreteras del Caribe y América Latina”, Third LACCEI, LACCET’ 2005, Cartagena de Indias, Colombia, June 2005. •With Julio C. Quintana, Didier Valdés and Susana Rodríguez del Río, “Guías Prácticas para Calibrar Básculas de Pesaje de Camiones”, Third LACCEI, LACCET’ 2005, Cartagena de Indias, Colombia, June 2005.


297

•With Julio C. Quintana, Didier Valdés and Dafne Valle Javier, “Análisis de Datos de Pesaje de Vehículos Pesados en las Vías Públicas de Puerto Rico”, Third LACCEI, LACCET’ 2005, Cartagena de Indias, Colombia, June 2005. •With Kathleen Díaz, Evaluation of Safety Aspects of Signalized Intersections and Development of Guidelines to Identify Hazardous Locations in Puerto Rico, XIII Pan-American Conference, Albany, NY September 26-29, 2004. •With Juan Carlos Rivera, “Aspectos Prácticos de Seguridad en las Vías Públicas de Puerto Rico”, Segundo Congreso de Carreteras y Puentes, Hotel Wyndham, San Juan, Puerto Rico, September 3, 2004. •With Felipe Luyanda, An Overview of the Puerto Rico Technology Transfer Center: A Local Technical Assistance Program (LTAP) Component of the Federal Highway Administration (FHWA), LACCEI, Miami, Florida, June 3, 2004. • Analysis and Evaluation of Pedestrian Crashes in Urban Highways of Puerto Rico, LACCEI, Miami, Florida, June 2-4, 2004. • Evaluation of Safety Aspects of Signalized Intersections and Development of Guidelines to Identify Hazardous Locations in Puerto Rico, LACCEI, Miami, Florida, June 2-4, 2004. • “Análisis y Evaluación de los Aspectos de Seguridad y Estudio de la Problemática de Peatones en las Vías Públicas de Puerto Rico”, Final Report submitted to the PR Highway and Transportation Authority, 2003.


American Concrete Institute (ACI), American Society of Civil Engineers (ASCE), American Society for Testing and Materials (ASTM), Association of Asphalt Pavement Technologists (AAPT), Association of Puerto Rican Transportation Professionals (APPTRA), American Road & Transportation Builders Association (ARTBA), Institute of Transportation Engineers (ITE), Transportation Research Board (TRB),Tau Beta Pi, Chi Epsilon, Sigma Xi and College of Engineers and Surveyors of Puerto Rico (CIAPR)

HONORS AND AWARDS: Faculty of Engineering Productivity Award, UPR-Mayagüez, 1997; Distinguished Engineering Professor-College of Engineering and Land Surveyors, Puerto Rico, 1998; Distinguished Professor, Civil Engineering Department, UPR-Mayagüez, 1999; Distinguished UPR Researcher, 2000; The 2008 Distinguish College of Engineer and Surveyors of Puerto Rico (CIAPR, Mayagüez Chapter)


Founder, Engineering Projects in Community Service (EPICS) program at UPRM; Collaboration with “Instituto para el Desarrollo de las Comunidades Especiales” at UPRM; President, CIAPR “Dimensión” Journal Edition Board (2007); President, “Movimiento de Mayagüez Pro Desarrollo del Oeste” (2007); Editor: “Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil” Presentations/Seminars: Over 150 seminars, workshops and lectures for the public and private sectors in the transportation engineering, highway safety, pavement design and related areas. Thesis Supervised: Thirteen Graduate Students (MSCE-Transportation)


Transportation Research Board (TRB) Annual Meeting (2003-2007), Washington, DC; National LTAP Association Annual Meeting (2003-2007); NLTAP- Region 4 Annual Meeting (2003-2007); Southeastern Local Roads Conference (SELRC) (2003-2007); Encounter Conference (2004-2007), Professional Development Program UPR/PUPR/ATI, San Juan, PR


65%


35%


298


NAME & ACADEMIC RANK: Cruzado, Ivette, MSCE, PE

Instructor (On Study Leave)


PhD Candidate (Expected Graduation Dec. 2008)

MSCE, Transportation – Michigan State University

BSCE – UPR, Mayagüez


Instructor Since July 7, 2001 (Now on Study Leave)


Instructor at the Polytechnic University of Puerto Rico, Summer 2001.

CONSULTING: HNTB Consultant Company Dr. Richard Lyles, Consultant



“Parking on the State Trunkline System” - MDOT


Institute of Transportation Engineers (ITE) Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR)

HONORS AND AWARDS: Dean’s Honor List


Teaching and Research Assistant, MSU


ITE’S Pedestrian Safety Seminar Micro Station Seminar


0% (On Study Leave)


0% (On Study Leave)


299


NAME & ACADEMIC RANK: De La Rosa Ricciardi, Evi , MSCE, PLS

Assistant Professor (On Study Leave)

DEGREES PhD (Expected Graduation: Spring 2009), University of Florida, Gainesville, FL

MS in Civil Engineering, December 1995, Purdue University, IN

BS in Surveying and Topography, December 1994, UPRM, Mayagüez, PR

SERVICE ON FACULTY 11 years at the Department of Civil Engineering and Surveying Department, University of Puerto Rico at Mayagüez Campus

OTHER RELATED EXPERIENCE Professor of University of Puerto Rico at Mayagüez, January 1996 to Present Research Assistant, University of Florida, January 2000 to June 2000 Graduate Teaching Assistant, Purdue University, January 1995 to June 1995 Research Assistant, University of Puerto Rico, August 1993 to December 1994 Teaching Assistant, University of Puerto Rico, August 1988 to May 1990

CONSULTING Land Surveyor Consultant AD HONOREM - July 2007 to present: Asociación Mayagüezana de Personas con Impedimento, Inc.

Contributor EPA Watershed Plan for the UPRM. Special Surveys for the U.S. Department of Housing and Urban Development for the

Office of Housing. PR108 Traffic Study based on the impact of the new schools. Topographic Surveys for Special Communities of Moca, P.R. Planimetric Surveys for the Historic Quadrangle of UPRM. Facility Mapping of Ramey Air Force Base at Aguadilla, Puerto Rico. Land Administration Design Project for a Developing Country (Belize). Considerations of the Mass Transportation in the Mayagüez Campus, UPR. Development of the historic- pictorial documentation of the PR lighthouses. Development of the Integration of the Control Points to the Geodesy Network of

LIMS developed by the CRIM, PR

STATE REGISTERED: Puerto Rico


“Dynamic Education Enhancers for Human Resources of Land Administration Systems in Developing Countries of Latin America and Caribbean Region”, Paper accepted for the 6th FIG Regional Conference, October 2007, Costa Rica

“Informe de Escorrentías” , LA GACETA COLEGIAL, Aug. 2007. “Levantamiento Digital de un Patrimonio Maricaeño”,VIII Encuentro Iberoamericano

de Muejres Ingenieras, Arquitectas y Agrimensoras, Junio 2007, Cuba. “The impact of the women in Land Surveying”, COINAR 2007, Bayamón, P.R. “History of the Land Surveying Program at the Mayagüez Campus”, COINAR 2007,

Bayamón, “Topographic Surveys for Special Communities of Moca, P.R.”, COINAR 2007,

Bayamón, P.R “La presencia del CEIA en la 2007 ACSM-IPLSA-MSPS Conferencia Annual”,

Tecnomundo, Vol.5 Núm. 53 / Año 2007. “Proyecto de Agrimensura” (Planimetric Surveys for the Historic UPRM Quad), LA

GACETA COLEGIAL, Oct.-Nov. 2006. “Creación de Base de Datos Digital del Cementerio de Maricao”, The Fourth Latin

American and Caribbean Conference for Engineering and Technology, June 2006, LACCEI, P.R.


300

SCIENTIFIC AND PROFESSIONAL ACTIVITIES:

President of the Organizational Committee of the “Primer Encuentro entre UPR y CIAPR”.

Mentor of the Student Chapter of the Land Surveying Institute. President of Student Affairs Committee of the Professional Society of Engineers and

Surveyors of Puerto Rico, Mayaguez. Director of Board of Directors of the Professional Society of Engineers and

Surveyors of Puerto Rico (Member of Continuing Education and “Activa tu Ingenio” Committees).

Moderator for the Initiation 2006-2007 Acts for the Civil Engineering and Surveying Associations.

Member of the Information Technology Committee of the Civil Engineering & Surveying Department, 2006-2008 (Surveying Program Representative).

Auditor of the Society of Professional Surveyors of Puerto Rico. (2006-2007). Member of the Faculty Informational Technology Committee of the School of

Engineering, 2006-2007) Graduate Studies Representative in MORAIMA VALLE BUTLER thesis exam;

“Optimization of a Forecasting System”, July 2006. Member of the Information Technology Committee of the Civil Engineering &

Surveying Department, 2004-2006. Curriculum revision plan according to ABET 2006.Member Departmental Academic

Affairs Committee. Member of the Faculty Student Affairs Committee of the School of Engineering,

2004. Selected Member for a Middle States Coordination Meeting, April 2003. Secretary of the Academic Affairs Committee of the Civil Engineering & Surveying

Department, 2003. Representative of the Surveying and Topography Program in the CIAPR – CRIM

Committee towards the LIMS Project.

HONORS AND AWARDS: Nominee for Society of Honorary Women Educators 2007 (by invitation). Grant from the CIAPR- Institute of Civil Engineers-Puerto Rico 2007. Scholarship from the University of Puerto Rico 2006-2007. Recognition as a College Educator Professional Land Surveyor in Puerto

Rico, Sept. 2005. Professional Land Surveyor License, February 2005. Recognition as a Women Land Surveyor in Puerto Rico, May 2003 (1 of 5). Scholarship from the University of Puerto Rico 1999-2000. Order of the Engineer, November 1995. Scholarship from the University of Puerto Rico 1995 and 1994. Grant from the CIAPR- Institute of Surveyors Puerto Rico 1994.

EXTRACURRICULAR ACTIVITIES Mentor of Happiness of the San Antonio Hospital, Mayaguez, Puerto Rico. American Cancer Society Volunteer and Contributor. (Relief for Life) Contributor with the Mayaguez Society pro Persons with Disabilities


0% (On Study Leave)


0% (On Study Leave)


301


NAME & ACADEMIC RANK: Deng, Yang, PhD, EIT

Assistant Professor


Ph.D., Civil Engineering (Environmental Discipline), 2006 University of Miami, Coral Gables, FL M.Eng., Civil Engineering, 2001 Tongji University, Shanghai, China B.Eng., Civil Engineering (Water and Wastewater Engineering) (Major), 1998 Computer Science (Minor) Tongji University, Shanghai, China


Assistant Professor, Civil Engineering and Surveying, University of Puerto Rico at Mayaguez, 2008-present

Instructor, Civil Engineering, Georgia Southern University, GA,2007


Postdoctoral Associate, Environmental Engineering, University of Miami, FL, 2006-2007

Instructor (Part-time Faculty), Environmental Engineering, University of Miami, FL, 2006

Water Engineer Southwestern Architectural & Survey Institute of China, China, 2001-2002

CONSULTING: STATE(S) IN WHICH REGISTERED: EIT in Florida PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

Deng, Yang (invited) (in press) "Advanced Oxidation Processes (AOPs) for Reduction of Organics in Mature Landfill Leachates," International Journal of Environment and Waste Management, Special Issue on Landfill Leachate Management and Control, Inderscience Publishers.

Deng, Yang, and J. Englehardt (in press) "Hydrogen Peroxide-Enhanced Iron-Mediated Aeration for the Treatment of Mature Landfill Leachate," Journal of Hazardous Materials, doi:10.1016/j.jhazmat.2007.08.049.

Deng, Yang (invited) (2007) Book Chapter: Physicochemical Removal of Organic Contaminants in Municipal Landfill Leachate, in Landfill Research Focus, Nova Science Publishers, Inc.

Deng, Yang (2007) "Physical and Oxidative Removal of Organics during Fenton Treatment of Mature Municipal Landfill Leachate," Journal of Hazardous Materials, 146, pp. 334-340.

Englehardt, J., D. Meeroff, L. Echegoyen, Yang Deng, F. Raymo, and T. Shibata (2007)"Oxidation of Aqueous EDTA and Associated Organics and Coprecipitation of Inorganics by Ambient Iron-Mediated Aeration," Environmental Science & Technology, 41(1), pp. 270-276.

Deng, Yang, and J. Englehardt (2007) "Electrochemical Oxidation for Landfill Leachate Treatment," Waste Management, 27(3), pp. 380-388.

Deng, Yang, and J. Englehardt (2006) "Treatment of Landfill Leachate by Fenton Process," Water Research, 40, pp.3683-3694.

Bloetscher, F., D. E. Meeroff, M. E. Wright, Yang Deng, R. Rojas, J. Polar, M. Laas, B. Bieler, D. Sakura-Lemessy, S. A. Aziz, and C. Fiekle (2006) "Defining the Concentrate Disposal Problem & Identifying Potential Solutions," Florida Water Resources Journal, March, pp. 25-30.


302


Association of Environmental Engineering and Science Professors (AEESP) American Chemical Society (ACS) (Environmental Chemistry Division) Water Environment Federation (WEF) American Water Works Association (AWWA)

HONORS AND AWARDS: 1st Place, Citizens Board Research & Creativity Forum 2005 Teaching Assistant Scholarship University Fellowship Goldengate Scholarship Guanghua Scholarship First-Class Scholarship


Member in Student Scholarships Committee, Class Schedule Committee, and New Department Building Design Committee, Georgia Southern University, GA, 2007



50%


50%


303


NAME & ACADEMIC RANK: Figueroa Medina, Alberto M., PhD, PE Assistant Professor


PhD in Civil Engineering, Purdue University, West Lafayette, Indiana, August 2005. MSCE, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico, June 1999. BSCE, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico, June 1997.


Assistant Professor, UPRM, 2005–present. Instructor, UPRM, August 1999 – May 2001.


Deputy Director, Puerto Rico Transportation Technology Transfer Center, FHWA Local Technical Assistance Program, University of Puerto Rico at Mayagüez, August 2007 - present.

Faculty Research Support, UPR / PUPR / ATI Professional Development Program, Puerto Rico Transportation Technology Transfer Center, August 2005 – present.

Seminar Instructor, Puerto Rico Transportation Technology Transfer Center, August 2000 – May 2001, August 2005 - present.

Research Assistant, School of Civil Engineering, Purdue University, 2001– 2003. Teaching Assistant, School of Civil Engineering, Purdue University, January - May

2003, January - May 2004, August - December 2004, January - May 2005. Garrett A. Morgan Transportation Internship Coordinator, Entrepreneurial Training

and Technical Assistance Program, Puerto Rico Transportation Technology Transfer Center, September 2000 – May 2001.

Faculty Research Support, Tren Urbano / UPR / MIT Professional Development Program, Puerto Rico Transportation Technology Transfer Center, August 1999 – May 2001.

CONSULTING: Review of Design Regulations, Selection Criteria and Inspection Procedures for Bridge Railings, Engineering Research and Development Center, ARMY, August 2007 – present.

Analysis of Motorcycle Crashes in Puerto Rico, Puerto Rico Traffic Safety Commission, July 2006 – February 2008.

Satellite Parking Engineering Site Selection and Traffic Study of the Sport Complex for the 2010 Central American and Caribbean Games, Caribbean Project Management and Puerto Rico Authority for the Financing of the Infrastructure (AFI), February – July 2007.

STATE(S) IN WHICH REGISTERED: Puerto Rico Professional Engineer - License 16646 PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

Santiago, K., Colucci, B. and A. Figueroa. 2008. Implementation of an Automated Macroscopic GPS-Based Tool to Conduct Road Inventory and Safety Audits, 10th International Conference on Applications of Advanced Technologies in Transportation, Athens, Greece.

Figueroa, A., Colucci, B., Cardona, J., Torrens, J, and A. Alamo. 2007. Roadway and human factors of motorcycle crashes in Puerto Rico, Proceedings of the Fifth LACCEI International Latin American and Caribbean Conference for Engineering and Technology, Tampico, Mexico.

Figueroa, A. and A. Tarko. 2007. Speed changes in the vicinity of horizontal curves on two-lane rural roads. Journal of Transportation Engineering, American Society of Civil Engineers, Vol. 133 No. 4, pp. 215-222.

Colucci, B. and A. Figueroa. 2006. El estado de la infraestructura vial y la seguridad en Puerto Rico. Dimension, Journal of the Colegio de Ingenieros y Agrimensores de Puerto Rico, Vol. 21, No. 1, pp. 7-11.

Colucci, B., Luyanda, F., Gonzalez, G., and A. Figueroa, 2006. 20th Anniversary of the Transportation Technology Transfer Center: Excellence in training and innovative programs in professional development in Engineering and Transportation. Dimension, Journal of the Colegio de Ingenieros y Agrimensores


304

de Puerto Rico, Vol. 21, No. 1, pp. 29-33. Figueroa, A., Colucci, B., and W. Arias, 2006. Sistema de gerencia en seguridad

vial: Integrando la planificación, el diseño geométrico y la auditoría de las carreteras. Proceedings of the First Puerto Rican Summit in Traffic Safety, Carolina, Puerto Rico.

Figueroa, A. and A. Tarko. 2006. Relationships between road design, driver characteristics and behavior, and safety in four-lane highways, Proceedings of the Fourth LACCEI International Latin American and Caribbean Conference for Engineering and Technology, Mayagüez, Puerto Rico.

Figueroa, A., Kong, S., and A. Tarko. 2005. Roadway and driver factors of risk perception on four-lane highways. Proceedings of the 13th International Conference of Road Safety on Four Continents, Warsaw, Poland.

Figueroa, A. and A. Tarko. 2005. Speed factors on two-lane rural highways in free-flow conditions, Transportation Research Record 1912: Journal of the Transportation Research Board, Washington, D.C., pp. 39-46.

Figueroa, A. and A. Tarko. 2004. Advanced modeling of percentile free-flow speeds. Proceedings of the 83rd TRB Annual Meeting, Washington, D.C.


Member of the Institute of Transportation Engineers (ITE) Member of the College of Engineers and Land Surveyors of Puerto Rico

(CIAPR) HONORS AND AWARDS: UPR Presidential Fellowship, University of Puerto Rico, August 2001-May 2005.

Olson Transportation Fellowship, School of Civil Engineering, Purdue University, 2001.

1997 Advanced Institute for Transportation Education Graduate Scholarship, University Transportation Research Center, Region II, January 1997.

1996-1997 AMP Academic Excellence Award, Puerto Rico Resource Center for Science and Engineering, University of Puerto Rico at Mayagüez, January 1997.


President of the Infrastructure Committee of the Movimiento de Mayagüez Pro-Desarrollo del Oeste, July 2007 – present.

President of Student Affairs Committee of the UPRM School of Engineering, Oct. 06–present.

Street design revision and parking lot expansion of the UPRM Engineering Complex, Dec. 05.


87th Transportation Research Board Annual Meeting, Washington, D.C., Jan. 2008, 5-day conference.

FHWA-LTAP Southeast Local Roads Conference, Orange Beach, AL, May 2007. Portland Tri-Met Transit System Visit, UPR / PUPR / ATI Prof. Dev. Program,

Portland, Oregon, April 2007. 1st Puerto Rican Summit in Traffic Safety, Carolina, Puerto Rico, Nov. 2006. NSF Minority Faculty Development Workshop, NSF Headquarters, Arlington,

Virginia, July 2006. 4th Latin American and Caribbean Conference, Latin American and Caribbean

Consortium of Engineering Institution (LACCEI), Mayagüez, Puerto Rico, June 2006.

85th Transportation Research Board Annual Meeting, Washington, D.C., Jan. 2006. 84th Transportation Research Board Annual Meeting, Washington, D.C., Jan. 2005. 83rd Transportation Research Board Annual Meeting, Washington, D.C., Jan. 2004.


64%


36%


305


NAME & ACADEMIC RANK: Flores Malavé, José L., MS, PLS Associate Professor


PhD Candidate in Geomatics Engineering, Purdue University – West Lafayette (2003- present )

MS in Photogrammetry and GI, Purdue University – West Lafayette (1994). BS in Surveying and Topography, University of Puerto Rico – Mayagüez (1992).


Began service on faculty in 1994 as an Instructor. In 2003 received advancement in rank to Associate Professor. Was on leave of absence, from 2003 until 2007, to pursue a doctoral degree in surveying. Returned to faculty in fall of 2007.


CONSULTING:

STATE(S) IN WHICH REGISTERED: Puerto Rico.


The ASPRS (American Society of Photogrammetry and Remote Sensing) accepted my abstract of my titled work: To Study on Automated Registration of Road Networks with Imagery. It shows how to register and to update road networks in an automatic form, by locating intersections in recent aerial images like datum points for subsequent transformations in the road network, therefore avoiding the tedious task of locating the points in images manually. It was presented in the conference of the mentioned association in the month of May 2007 in Tampa, Florida.


College of Engineers and Surveyors of Puerto Rico and Surveyors’ of Puerto Rico (CIAPR)

HONORS AND AWARDS:



Participated in many review seminars for NCEES examination exam in Puerto Rico. Offered many seminars in topics related to Land Surveying, Global Positioning System and Geographic Information Systems.


100%


0%


306


NAME & ACADEMIC RANK: Galloza Carrero, Magda S., MSCE



PhD Candidate, Purdue University, West Lafayette, (Aug 2008-Present) MSCE, Purdue University, West Lafayette (2003-2004) BSCE, University of Puerto Rico-Mayagüez (2003) BS in Topography and Surveying, University of Puerto Rico-Mayaguez (2003)


Instructor, Univ. of Puerto Rico-Mayaguez, August 2003 - Present


CONSULTING:




Member of the American Society of Civil Engineers (ASCE) Member of the Society for Women Engineer (SWE)

HONORS AND AWARDS: Dean List Student, Purdue University (2003- 2004) UPRM Engineering Honor Roll, 1996- 2003


(2003) Worked as a Master student in the Department of Transportation in New York City, in the Traffic and Safety Area, providing solutions to minimize the percent of accidents in intersections with a high incidence of accidents.

(1998-2000) Worked as a Manager at Computer Dreams and Signs, Aguada, Puerto Rico, developing and coordinating computer courses, and supervising.


(2007-2008) Coordinator of the National Society of Professional Surveyors (NSPS) Team. Consist of the development of a paper about the Arecibo Observatory, a poster presentation and a field work problem. The project involved teamwork and innovative techniques to solve the field problem in the site. (2007-2008) Advisor of the Enviro-surveying team. Consist of advising students in developing a pump and its pipe for three different sites. Also the student needed to learn how stake out the path for the pipe. Our team achieved the Third Place.

(2007-2008) Creator and Coordinator of the Goofy Games “Colegiales”. Development of different activities for the campus students. Approximated 1,000 people participated in the event.

(2006-2007) Coordinator of the National Society of Professional Surveyors (NSPS) Team. Consist of the development of a paper about Highway Design and the preparation of students for a curve problem design and the stake out of its design in the field. Third Place Award


307

(2006-2007) Advisor of the Surveying team. Consist of training students to be able to resolve a leveling problem and the determination of the height for three different sites in the field. Also the students needed to calculate the coordinates of the three sites based on an established coordinate system.

(2005-2006) Coordinator of the National Society of Professional Surveyors (NSPS) Team. Consist of writing a paper about Solar Observation and the preparation of students to be able to resolve an astronomic problem that consisted of the determination of the direction of a line based on astronomic observations. Third Place Award


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NAME & ACADEMIC RANK: Godoy, Luis A., PhD Professor


PhD, Civil Engineering, University College, University of London, England, 1979. BSCE, Universidad Nacional de Cordoba, Argentina, March 1975.


Professor, Department of Civil Engineering and Surveying, UPRM, since Jan 1994. Associate Chairman for Research, Department of CE & Surveying, UPRM, 2004. Director, Civil Infrastructure Research Center, UPRM, since March 2004. Structures Program Coordinator, Civil Engineering Dept., UPRM, 1995-1996. Visiting Professor, West Virginia University, 1992-1993. Associate Dean for Res. & Graduate Studies, CoE, Nat’l Univ of Cordoba, 1986-88. Professor, Structures Dept., National University of Cordoba, Argentina, 1980-1994. Member of the Scientific Staff, The Nat’l Research Council of Argentina, 1981-1994.


co-PI, Puerto Rico Insurance Commissionaire: “Risk assessment due to natural hazards on constructions in Puerto Rico”, 2002-2007.

co-PI, US DOD, “Environmental Effects on Deformation, Strength, and Degradation of Glass Fiber Reinforced Polymers: A Micromechanics-Based Study”, 2006-2008.

PI, US National Science Foundation, “Identification of structural damage in tanks and industrial facilities due to hurricane Katrina”, 2005-2006.

PI, “Damage in steel tanks due to hurricanes”, NSF, 2000-2003. Co-PI, “New guidelines for evaluation and mitigation of damage caused by natural

hazards on constructed facilities”, FEMA, 2000-2002. PI, “Damage mitigation of aboveground steel tanks due to hurricanes”, FEMA 2000-

2002. co-PI, US National Science Fundation, “Advanced composite materials in

Civil/Mechanical Engineering Curricula: Combined analytical, experimental and computer-aided approach to active learning”, 1997-2000.

CONSULTING:



Teaching Arches in Structural Analysis Courses, Luis A. Godoy, Latin American and Caribbean Journal of Engineering Education, vol. 1 (2), 2007, pp. 69-74.

Performance of Storage Tanks in Oil Facilities Following Hurricanes Katrina and Rita, Luis A. Godoy, ASCE Journal Performance of Constructed Facilities, 2007.

Understanding Environmental Pollution Concepts: A Case Study using School Students in Argentina and Puerto Rico, N. Valeiras & L. A. Godoy, International Journal of Environment and Pollution, 31 (3/4), pp. 342-358, 2007.

Simulación Computacional para el Aprendizaje de la Gestión de Residuos Sólidos Urbanos, N. Valeiras & L. A. Godoy, Latin American and Caribbean Journal of Engineering Education, vol. 1 (1), 2007, pp. 35-40.

Wind pressures and buckling in grouped steel tanks, G. Portela & L. A. Godoy, Wind and Structures: An International Journal, vol. 10 (1), pp. 1-22, 2007

Computation of lower bound buckling loads using general purpose finite element codes, E. M. Sosa, L. A. Godoy & J. G. A. Croll, Computers and Structures, 2006.

Fundamental modes of tank-liquid systems under horizontal motions, J. C. Virella, L. A. Godoy & L. E. Suárez, Engineering Structures, vol. 28(10), 2006.

Dynamic buckling of anchored steel tanks subjected to horizontal earthquake excitation, J. C. Virella, L. A. Godoy, L. E. Suárez, Journal of Const Steel Res, 2006.

Differences between experts and novices in the review of engineering journal papers, L. A. Godoy, ASCE J. Professional Issues in Eng’g Educ & Practice, 2006

Daños en tanques de almacenamiento de combustible debidos al Huracán Rita, L. A. Godoy, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, vol. 6(1), pp. 27-36, 2006.


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Daños en tanques de almacenamiento de combustible debidos al Huracán Katrina, L. A. Godoy, G. Portela & A. Saffar, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, vol. 6(1), 2006.

Metodología para la estimación de daños estructurales ocasionados por vientos huracanados en edificaciones industriales, H. D. López & L. A. Godoy, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, 2005.

Impulsive modes of vibration of cylindrical tank-liquid systems under horizontal motion: Effect of pre-stress states, J. C. Virella, L. E. Suárez & L. A. Godoy, Journal of Vibration and Control, vol. 11(9), pp.1195–1220, 2005.

Estimating Damage Caused by Natural Hazards for the Insurance Industry in Puerto Rico, R. R. López, L. A. Godoy, F. J. Acosta, J. O. Guevara, J. F. Lluch, J. A. Martínez-Cruzado, I. Pagán-Trinidad, M. Pando, A. Saffar, D. Wendichansky, 2005.

Shielding effects and buckling of steel tanks in tandem arrays under wind pressures, G. Portela and L. A. Godoy, Wind and Structures: An International Journal, 2005.

Wind pressures and buckling of aboveground steel tanks with a dome roof, G. Portela & L. A. Godoy, Journal of Constructional Steel Research, vol. 61(6 2005.

Wind pressures and buckling of aboveground steel tanks with a conical roof, G. Portela & L. A. Godoy, Journal of Constructional Steel Research, vol. 61(6), 2005.

Non-linear dynamics of above-ground thin-walled tanks under fluctuating pressures, E. M. Sosa & L. A. Godoy, Journal of Sound & Vibration, vol. 283(1-2), 2005.

Localized support settlements of thin-walled storage tanks, L. A. Godoy & E. M. Sosa, Thin-Walled Structures, vol. 41(10), pp. 941-955, 2003.

Influence of the roof on the natural periods of steel tanks, J. C. Virella, L. A. Godoy & L. E. Suarez, Engineering Structures, vol. 25, 2003.

Colapso de un tanque metálico en construcción bajo la acción del viento, R. Jaca & L. A. Godoy, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, vol. 3(1), 2003, pp. 73-83. ISSN 1535-0088

Wind tunnel simulation of group effects in tank farms, G. Portela, L. A. Godoy & R. E. Zapata, Dimension, vol. 17(2), pp. 25-30, 2003.


Member of the American Association of Engineering Education, Member of the American Society of Civil Engineers, ASCE; Member of the American Academy of Mechanics, AAM; Member of the New York Academy of Sciences; Member of Sigma Xi, the Scientific Research Society; Corresponding member of the Mexican Academy of Engineering; Member, Past Vice-President, Latin American Society for Computational Methods in Engineering, Member AMCA

HONORS AND AWARDS: Scholarly Productivity Award, EPSCOR-Puerto Rico, 1998. Scholarly Productivity Award, EPSCOR-Puerto Rico, 1997. Distinguished Professor, Department of Civil Engineering, UPRM, 1996.


DOCTORAL STUDENTS: Fernando F. Flores (1990), Mario A. Diez (1990), Anibal E. Mirasso (1992), Alejandro T. Brewer (1993), Ioannis G. Raftoyiannis (co-chairman) (1993), Juan A. Ronda (co-chairman) (1994), Leonel I. Almanzar (1998), Sergio A. Elaskar (1998), Enrique G. Banchio (1998), JC Virella (2004), G. Portela (2004), Patricia Dardati (2005), Eduardo M. Sosa (2005), John Vera (2007), Rossana Jaca (2008).

MASTERS STUDENTS: J. Mendez-Degro (2001), S. Lopez-Bobonis (2001), Hector D. Lopez-Rojas (2004), Victoria Mondragon (2008), Antonio J. Garcia Palencia (2008).



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NAME & ACADEMIC RANK: González Hernández, Hiram, MSCE, PE Colonel (Retired), U.S. Army Corps of Engineers Associate Professor


MSCE, Univ. of Puerto Rico – Mayagüez, 1984 BSCE, Univ. of Puerto Rico – Mayagüez, 1976 Diploma, Command & General Staff College, US Army - Ft.Leavenworth, KS, 1991 Diploma, Engineer Officer Advanced Course, US Army – Ft. Belvoir, VA, 1981 Diploma, Engineer Officer Basic Course, US Army – Ft. Belvoir, VA, 1976


Associate Professor, Tenured, July 2002 - Present Assistant Professor, Tenure-Track (Probation), Jul 2000 – June 2002 Assistant Professor, Temporary Contract, Aug 1996 – Jun 2000


6 Years, Educational & Strategic Planning Committees, Board of Directors, Southwestern Educational Society (SESO), Mayaguez, Puerto Rico

4 Years, Professor/Director, Military Science Dept., UPR-Mayaguez 21 Years, Engineer Officer, U.S. Army Corps of Engineers (abroad)

CONSULTING: Numerous local geotechnical consulting jobs, mostly on landslides, ground settlements, drainage, and slope stability

Department of State, Puerto Rico, on Status of San Rafael Hospital, Santa Tecla, El Salvador (after Earthquake Jan 2001)

Engineer Advisor/Consultant to the U.S. Ambassador in Peru, SA. and to the Peruvian Armed Forces (1988-1990)

STATE(S) IN WHICH REGISTERED: Puerto Rico, PE Lic. No. 9805 Mississippi, PE Lic. No. 10192


21 Publications Total; 9 on the last 5 Years (+) 37 Misc. Tech Reports/Articles

González, H. Acosta, F. & Silva, W. (2008), “Construction of Concrete Canoes; A Multidisciplinary Learning Project in Civil Engineering”, Revista Dimensión, Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR).

González, H. (2007), “ABET Self-Study Report for Civil EngineeringProgram at UPR-Mayagüez”, Department of Civil Engineering & Surveying, UPRM.

González, H. & Sharma A. et al. (2006), Office of Continuous Improvement and Assessment (OMCA) Annual Report 2005-2006 “Performance Excellence; Quality in Education, UPRM.

González, H. (2004), “Estudiantes de Ingeniería Civil Ganan Pase a Competencia Nacional por Primera Vez”, Press Office, UPRM.

González, H. (2003), “Institutional Plan for the Assessment of Student Learning”, Continuous Improvement Educational Initiative (CIEI), UPRM.

González, H. (2003), “Historial de Documentos que Afectan los Programas ROTC y a las Universidades de Puerto Rico y Estados Unidos”, Harvard University Web Page.

González, H. (2003), “Departmental Plan for the Assessment of Student Learning”, Office for System for the Evaluation of Education (SEED), UPRM.

González, H. (2002), “ABET Self-Study Report for Civil EngineeringProgram at UPR-Mayagüez”, Department of Civil Engineering & Surveying, UPRM.


311


American Society of Civil Engineers (ASCE) - Member, Faculty Advisor Geo-Institute, American Society of Civil Engineers - Member Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) - Member Institute of Civil Engineers of Puerto Rico (IIC-PR), CIAPR - Member Mississippi State Board of Registration for Professional Engineers and Land

Surveyors - Member/Registered Professional Engineer American Rock Mechanics Association (ARMA) - Member Southwestern Educational Society (SESO) - Member, Board of Directors, Chairman

Strategic Planning & Facilities/Engineering Construction Committees Society of American Military Engineers (SAME) - Member; Past Vice-Pres Central

Texas Chapter Army Engineer Association (AEA) - Life Member Engineer Regimental Association (ERA) - Life Member Association of the United States Army (AUSA) - Member C.I. Ranger Alumni Association (CIRAA) - Member; Director; Past Pres & Past

Chairman of the Board of Directors

HONORS AND AWARDS: Distinguished Professor, Civil Engineering Department, Acad. Year 2001-2002 Distinguished Professor Nominations, every year 1998-2008 Numerous Recognitions from Students (5 “Stake Awards”, plaques, etc.) Numerous Letters of Appreciation/Recognition (55+) from Institutional Authorities 1st Place Overall (Champions) ASCE-2003 Regional Competition (out of 30 univ) 60(+) Individual Event Trophies (1st thru 5th Place), ASCE 2000-2008 Numerous Military Awards & Decorations


Associate Professor, Undergrad & Grad Courses, Civil Engineering Dept., UPRM Institutional Steering Committee for Middle States Accreditation Leader/Coord. Task Force 11 (Std. 14–Stud Learning), Institutional Accreditation Institutional “Continuous Improvement Educational Initiative” (CIEI) Founder, Institutional Office for Assessment & Continuous Improvement (OMCA) Department’s Academic Affairs Committee (Secretary) Department’s Accreditation Coordinator (ABET/Middle States/Council Higher Educ.) Department’s COOP Program Coordinator College of Engineering’s & Department’s Library Committees College of Engineering’s Accreditation & Continuous Improvement

Committee College of Engineering’s Strategic Planning Committee Faculty Advisor for the ASCE Student Chapter General Coordinator for ASCE’s Annual Regional Competition in the USA Department’s Graduate Committees, 5 Masters Students Coordinator/Supervisor of Geotechnical Lab Instructors Evaluator, “Ethics Bowl Competition”, College of Arts y Sciences, UPRM


ASCE Southeast Annual Regional Conferences and Competitions, every year 2002-2008, at rotated schools/locations in Southeast Region, USA

Numerous (50+) Professional Development Courses, Seminars, Workshops from Institutional Authorities, Professional Societies, & others, 2002-2008

PERCENTAGE OF TIME AVAILABLE FOR RESEARCH AND SCHOLARLY ACTIVITIES

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SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: González Quevedo, Antonio A., PhD, PE

Professor & Director of the UPRM Office of Institutional Research and Planning DEGREES (with fields, institution, and date):

PhD, Construction Engineering and Management, Purdue University, 1991. MSCE, Massachusetts Institute of Technology, Cambridge, Massachusetts, 1977. BSCE., Civil Engineering, Magna cum Laude, Univ. of Puerto Rico Mayagüez, 1976.


Academic Senator for the College of Engineering, UPRM (2000-2002 & 1994-1999) Director, Civil Infrastructure Research Center, Univ of Puerto Rico (1994–2004) Acting Director, Civil Infrastructure Research Center, Univ of Puerto Rico(1993-1994) Professor, Civil Engineering Dept, Univ of Puerto Rico (July 1997-present) Associate Professor, Civil Engineering Dept, Univ of Puerto Rico (1992-1997) Assistant Professor, General Engineering Dept, Univ of Puerto Rico (1991-1992) Instructor, Civil Engineering Dept, Purdue University, IN (1990-1991) Assistant Professor, General Engineering Dept, Univ of Puerto Rico (1986-1988) Lecturer, General Engineering Deptt, Univ of Puerto Rico (1983-1986)


Vice Pres, Tech Committee for Infrastructure for the XI Pan-Am Congress of Traffic and Transportation Engineering, Brazil, 2000

Reviewer, Automation in Construction, Elsevier Sciences B.V. Reviewer, Frontiers in Education Conference, 1999 and 2000 Reviewer, Journal of Infrastructure Systems, ASCE

CONSULTING: General education, institutional assessment, accreditation, institutional research. STATE(S) IN WHICH REGISTERED: Puerto Rico PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

Valdés-Díaz, D.M., Hill, C.W., González-Quevedo, A.A., Sabb, V.J., and Toledo-Feria, F.M. (2003). “The Summer Transportation Institute (NSTI): 10 years motivating minority students toward professions in the transportation industry.” Proceedings of the 2003 ASEE Annual Conference and Exposition.

González-Barreto, D. and González-Quevedo, A.A. (2004). “Effective Graphical Representation of Institutional Research Data.” Research presentation at the 44th Annual Association for Institutional Research (AIR) Forum. Boston, MA.

Maldonado-Fortunet, Francisco and González-Quevedo, Antonio. (2004). “Criterios de Desarrollo Sustentable para Evaluar Proyectos de Transporte.” VI Congreso de Ingeniería de Transporte. Zaragoza, España, June 23-25, 2004.

Maldonado-Fortunet, Francisco and González-Quevedo, Antonio. (2005). “Research Methodology to Define Sustainability Criteria for Civil Infrastructure Systems.” Third Latin American and Caribbean Conference for Engineering and Technology. June 8-10, Cartagena de Indias, Colombia.

Maldonado-Fortunet, F., Beauchamp-Báez, G., and Gonzalez-Quevedo, A., (2005). “Interdisciplinary Engineering Education in the Design and Construction of Sustainable Solar Housing Suitable for Tropical Islands.” Technical Congress of the World Federation of Engineering Organizations (WFEO., San Juan, PR.

González-Barreto, D. and González-Quevedo, A.A. (2005). “Effective Graphical Representation of Institutional Research Data.” Research presentation at the 45th Annual Association for Institutional Research (AIR) Forum. San Diego, CA.

González-Barreto, D. and González-Quevedo, A.A. (2005). “Student profile of the Incoming first Year Class of the College of Engineering at UPRM and their Academic Performance after their First Year.” Proceedings of the 2005 ASEE Annual Conference and Exposition. June 12-15, 2005. Portland, OR.

González-Barreto, D. and González-Quevedo, A.A. (2006). “Applicant’s Profile Study for Improving Undergraduate Enrollment in the Engineering School of the UPRM.” Proceedings of the 2006 ASEE Annual Conference and Exposition.

González-Barreto, D. and González-Quevedo, A.A. (2006). “Attracting a More Diverse Student Population to the School of Engineering of the UPRM.” Proc. of the 9th International Conference on Engineering Education, San Juan, PR,

Bartolomei-Suárez, Sonia M., González-Barreto, D. and González-Quevedo, A.A. (2007).


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“Using an Expected Loss Function to Identify Best High Schools for Recruitment.” Proceedings of the 10th International Conference on Engineering Education,Portugal.

González-Barreto, D., González-Quevedo, A.A., and Bartolomei-Suárez, Sonia M. (2008). “Feedback through critical indicators of student performance: contributing to the assessment of high school education.” Proceedings of the 2008 ASEE Annual Conference and Exposition. Pittsburgh, PA.

González-Barreto, D., Bartolomei-Suárez, Sonia M., and González-Quevedo, A.A. (2008). “Assessing performance of students in high school as a function of their success at the university.” Proceedings of the 11th International Conference on Engineering Education. Pécs-Budapest, Hungary.


Member, American Society of Civil Engineers (ASCE) Member, Association of Institutional Research Society for College and Univ Planning Member, Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) Member, Tau Beta Pi & Sigma Xi Honor Societies, UPR-Mayagüez Chapters Member Foundation of Friends of UPRM (FARUM) Life Member of the Purdue Alumni Association Member of the MIT Alumni Association Member Construction Eng’g & Arch Eng’g Institutes of ASCE Member, Society of Research Administrators of Puerto Rico Licensed Engineer, Commonwealth of Puerto Rico Licensed Surveyor, Commonwealth of Puerto Rico American Society of Engineering Educators (ASEE) Construction Research Council Faculty Advisor, Student Chapter of AGC

HONORS AND AWARDS: Appeared in International Who’s Who of Professionals (May 2001) Distinguished accomplishment in Res/Science/Tech, President UPR (2000) Appreciation Plaque, Hon. Secretary of DTOP-PR, Dr. Carlos Pesquera (1999) Appreciation Plaques from students in the UPR-MIT-Urban Train Prof Dev Prog (1994-99) Appeared in Who’s Who in Science and Engineering, Third Edition (1996-97) Certificate of Appreciation from PR Center for Transportation Tech Transfer, 1996 EPSCoR Scholarly Productivity Award, August 30, 1996 UPR-RUM Bonus for Academic Excellence and Productivity, October 15, 1996 Omega Rho, Opns. Research & Management Science International Honor Society David Ross Summer Grant (Summer of 1990) Magoon Teaching Asst Award for the Div of Const Eng’g & Management (1991) Sigma Xi, Scientific Honor Society (April 1992)


President of the 100th Anniversary Celebration Committee of UPRM (2006 – present) Member of organizing committee for Rethinking University General Education at UPRM. Advisor & Founding Member, UPRM Office of Cont Improvement & Assessment Member, Board of Directors, Art Museum of the UPRM (2004 - present) Advisor to the Institutional Steering Group for the MSCHE Self Study (2004 – 2005) Director, Office of Institutional Research and Planning, UPRM (2002 - present) Faculty Rep to the UPRM Administrative Board (Oct. 2000-August 2002) Faculty Rep to the UPR System at the Board of Trustees (July 1999-June 2000) President of the Academic Affairs Committee of the Academic Senate (1997-1999) Faculty Rep to UPRM’s University Board (August 1998-June 1999)


Conferences on Engg Educ(ASEE), Institutional Res (AIR) & Planning and Assessment Seminars and workshops on academic administration Summer academies on student engagement and success


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NAME & ACADEMIC RANK: González-Quevedo, Sergio L., PhD, PE

Professor DEGREES (with fields, institution, and grade):

PhD, Civil Engineering Systems, Massachusetts Institute of Technology, June 1985 MSCE, Transportation, Massachusetts Institute of Technology, February 1980 BSCE, University of Puerto Rico - Mayagüez, Magna Cum Laude, June 1977


Professor, July 2003 to present Associate Professor, January 1st , 1989 to July 2003 Director of Civil Engineering Department and Associate Professor, July to

December, 1988 Director of Civil Engineering Department and Assistant Professor, January 15, 1987 to June 1988 Assistant Professor and Assistant Dean of Engineering, 1986 - 1987 Assistant Professor, July 1985 to August 1986 Instructor, August 1982 to July 1985


Executive Director, Puerto Rico Highway and Transportation Authority, January 1993 to 2000.

Visiting Professor, “Instituto de Posgrado en vías e Ingeniería Civil, Universidad del Cauca, Popayán”, Colombia, July-September, 1989.

Research Assistant, July 1978 to July 1982, Department of Civil Engineering, Massachusetts Institute of Technology, Cambridge, MA.

CONSULTING: Office of the Government of Puerto Rico, Advisor Public Transportation, 1987-1992 STATE(S) IN WHICH REGISTERED: Puerto Rico PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:


Colegio de Ingenieros de Puerto Rico (Licencia Núm. 8995) American Association of States Highway and Ortation Official (AASHTO), 1993 Transportation Research Board, 1980 Institute of Transportation Engineers (ITE), 1993 Operation Research Society of America, 1988 American Public Work Association (APWA), 1993 Sociedad de Ingenieros de Puerto Rico Puerto Rican Association of Transportation Professionals (APPTRA), (Founding

Member), 1991 IBITA Interrition Bridges Tonneland Town Pike Associative, 1993 Latinoamerican Society of Transportation Engineers, (Founding Member), 1990 Sigma Xi, 1981 Tau Beta Pi, 1976

HONORS AND AWARDS: Oustanding Young Man of America, 1987 Graduated Magna Cum Laude, BSCE, University of Puerto Rico, 1977




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NAME & ACADEMIC RANK: Guevara Guillén, José Oswaldo, PhD, PE

Associate Professor DEGREES (with fields, institution, and date):

PhD, University of Florida, Gainesville, Florida - 1990 MSCE, Structural Eng’g, University of Puerto Rico-Mayagüez - 1986 BSCE, Structural Eng’g, Universidad Nacional de Ingeniería, Lima Perú- 1982


Associate Professor, August 2000


Experimental research with half scale concrete bridges subjected to both static and dynamic loads

Non-linear analysis using perform based design Training in rehabilitation of historic buildings and bridges in Canada Expert witness on the following projects Seismic Evaluation of Pipe joint at Super aqueduct Mayaguez Dolphin Evaluation and Assessment of damages due to ship collision Caguas Industrial Building Evaluation of Construction Deficiencies La Plata Dam Evaluation of Construction Deficiencies in the Bascule Gates Evaluation of Mayaguez Composting Collapse Evaluation of San Juan Natatorium Failure Evaluation of Damages at the Refinery Pier due to Ship Impact Evaluation of Damages due to Blasting Loads Evaluation of Damages to Carraizo Dam

CONSULTING: Design of a 20th Story Concrete Building (San Mateo) Design of a 14th Story Concrete and Steel Building (Estrella at San Juan) Rehabilitation of Historic Bridge at Trujillo Alto Design of a breakwater at Isla de Cabras Rehabilitation of Minillas Tunnel Seismic Retrofitting of Thirteen Public Schools Rehabilitation of Cargo Pier C and D in San Juan Design of a Material Recovery Facilities at Guayanilla Design of a Material Recovery Facilities at Juana Diaz Design of the expansion of Damas Hospital Rehabilitation of Catholic University Ferre and Spellman Buildings Design of the renovation of a Historic Church at Peñuelas Design of the Banco Popular at San Germán Structural Rehabilitation of Refinery and Petrochemical Piers at CORCO

STATE(S) IN WHICH REGISTERED: Puerto Rico Perú


A comprehensive Design Experience in the Integrated Engineering Project Design Model, ASEE Chicago 06/19/2006

Partnership Between the University and the Municipality of Mayagüez for the Development of the Required Facilities for the 2010 Central American Caribbean Games LACCEI 06/21/2006

Elastic Analysis of Schools subjected to Lateral Loads LACCEI 06/21/2006 Behavior of Column Footing at the Interface of the Column and Footing on Typical

School Buildings LACCEI 05/10/05 Planos Modelo deMuros de Contención DTOP 04/10/2005 Rehabilitación de Estructuras de Hormigón Armado Book 01/05/2005 Diseño de Estructuras de Acero Book 01/05/2005


316


Colegio de Ingenieros y Agrimensores de Puerto Rico Colegio de Ingenieros del Perú American Concrete Institute American Society of Civil Engineers

HONORS AND AWARDS: Member of the Tau Beta PI Nominated to an award for the Project Historic Bridge at Trujillo Alto


Mentor Capitulo Estudiantil del CIAPR Consultant of Movimiento Pro Desarrollo de Mayagüez Mentor of the Solar Decathlon Competition Mentor of the ASCE Steel Bridge Competition Member of the Comité de Asunto Académicos President of the Capstone Committee Evaluation of the Engineering Program of Caribbean University at Bayamon, Ponce

and Carolina Evaluation of the Institute of Technology of Guayama


Participation of the ACI Conferences in Texas. San Francisco and Puerto Rico Participation in the Conferences for the Revision of the new Code for Puerto Rico Training in Canada for Historic Bridge Rehabilitation


32%


68%


317


NAME & ACADEMIC RANK: Hwang, Sangchul, PhD Assistant Professor


PhD, Environmental Engineering, University of Akron, Akron, OH - May 2002 MSCE, Kyungpook National University, Taegu, Korea, 1994 BSCE, Kyungpook National University, Taegu, Korea, 1990


Assistant Professor, Dept of Civil Eng’g & Surveying, UPRM, Jan. 2005-present


National Research Council (NRC) Postdoctoral Research Associate, 2003– 2004. Post-Doctoral Research Fellow, Johns Hopkins University, MD, assigned to work at

Environmental Laboratory, US Army Engineer Research and Development Center (ERDC), Vicksburg, MS, Feb 2002–Sep 2003.

CONSULTING: Evaluation of Water Disinfection by Sodium Hypochlorite Generator (under Construction Specifications and Cost Estimating for PRASA Projects by Dr. Lluch), March 31 - April 3, 2005.

Identificación de posibles iniciativas a corto y largo plazo para innovar y comercializar agregado manufacturado, July 1 - July 29, 2006.



Hwang S., Felt D.R., Bouwer E.J., Brooks M.C., Larson S.L., Davis J.L. (2006) Remediation of RDX-contaminated water using alkaline hydrolysis. Journal of Environmental Engineering, 132(2): 256-262

Hwang S., Ruff T.J., Bouwer E.J., Larson S.L., Davis J.L. (2005) Applicability of alkaline hydrolysis for remediation of TNT-contaminated water. Water Research, 39: 4503 -4511

Hwang S., Batchelor C.J., Davis J.L., MacMillan D.K. (2005) Sorption of 2,4,6-trinitrotoluene to natural soils before and after hydrogen peroxide application. Journal of Environmental Science and Health, Part A-Toxic/Hazardous Substances & Environmental Engineering, 40(3): 581-592.

Hwang S., Bouwer E.J., Larson S.L., Davis J.L. (2004) Decolorization of alkaline TNT hydrolysis effluents using UV/H2O2. Journal of Hazardous Materials, 108(1-2): 61-67.

Hwang S., Cutright T.J. (2004) Evidence of underestimation in PAH sorption/desorption due to system non-equilibrium and interaction mechanisms. Journal of Environmental Science and Health, Part A-Toxic/Hazardous Substances & Environmental Engineering, 39(5): 1147-1162.

Hwang S., Min K.-S., Cutright T.J. (2004) PAH biodegradation in soil-water suspensions contaminated with waste oil. Environmental Engineering Research (Korean Society of Environmental Engineers), 9(1): 1-12.

Hwang S., Min K.-S., Davis J.L. (2004) Comparative assessment of nucleophilic alkaline hydrolysis for remediation of high explosives-contaminated groundwater. Environmental Engineering Research (Korean Society of Environmental Engineers), 9(1): 13-22.

Hwang S., Cutright T.J. (2004) Preliminary evaluation of PAH sorptive changes in soil by Soxhlet extraction. Environment International, 30(2): 151-158.

Rodriguez, S., Padilla, I., Hwang, S. (2007). “Development of a multi-scale parking methodology for evaluating fate and transport processes of explosives-related chemicals in clayey soils”, Proceedings of SPIE on Detection and Remediation Technologies for Mines and Minelike Targets, XII SPIE Defense and Security Symposium, Orlando, FL, Vol. 6553, 2007.

Torres, A., Padilla, I., Hwang, S. (2007). “Physical Modeling of 2,4-DNT Gaseous


318

Diffusion Through Unsaturated Soil”, Proceedings of SPIE on Detection and Remediation Technologies for Mines and Minelike Targets, XII SPIE Defense and Security Symposium, Orlando, FL, Vol. 6553, 2007.

Anaya, A., Padilla, I., Hwang, S. (2007). “Influence of Environmental Conditions on the Fate and Transport of ERCs in a Physical 3D Model: Spatial and Temporal Assessment Effects in a Sandy Soil”, Proceedings of SPIE on Detection and Remediation Technologies for Mines and Minelike Targets, XII SPIE Defense and Security Symposium, Orlando, FL, Vol. 6553, 2007.

Bailey, S. E., S. Hwang, M. C. Brooks, and P. R. Schroeder (2006). Evaluation of chemical clarification polymers and methods for removal of dissolved metals from CDF effluent. DOER Technical Notes (ERDC TN-DOER-R10), U.S. Army Engineer Research and Development Center, Vicksburg, MS

Pando M., Hwang S. (2006) “Possible Applications for Circulating Fluidized Bed Coal Combustion By-products from the Guayama AES Power Plant”. Technical Report. Civil Infrastructure Research Center, University of Puerto Rico at Mayagüez, PR

Cutright T.J., Hwang S. (2006) “Polycyclic Aromatic Hydrocarbons (PAHs).” Pp. 2291-2299. In: Encyclopedia of Chemical Processing (Lee, S. Ed.). Marcel Dekker, Inc. New York, NY.

Hwang S. (2006) “Advanced Oxidation.” Pp. 41-49. In: Encyclopedia of Chemical Processing (Lee, S. Ed.). Marcel Dekker, Inc. New York, NY.


American Water Works Association (AWWA), American Society of Civil Engineers (ASCE), American Chemical Society (ACS), Tau Beta Pi (TBP)

HONORS AND AWARDS: Outstanding Professor of Civil Engineering, 2005-2006: College of Engineering, University of Puerto Rico, Mayagüez, Apr. 2007

Coal Combustion Products Partnership (C2P2) Award, US EPA, Oct. 2006 Marquis Who’s Who in Science and Technology, May 2006 Research Associateship Award, National Research Council, USA, Oct. 2003 Tau Beta Pi, The Engineering Honor Society, Dec. 2001 40-hr Hazard. Materials Incident Response Operations, U.S. EPA May 14-18, 2001, Scholarship for academic excellence, NAFSA, Sep. 2000


Technical Chair, First Rural Community Water Supply and Sanitation Workshop, Feb 2008

Session Convener, 2007 AGU Conference, Dec 2005 ~ May 2007 Technical Program Chair, 7th Caribbean Water Congress, Jan 2007 ~ present PR Higher Education Council, Sep 2006 ~ present PT Transportation Technology Transfer Center Lecturer, May 2006 ~present Ad-Hoc Bioengineering Committee, June 2005 ~ present Advisor for a Student Association (PR W&EA), Aug 2005 ~present


Short course Instructor for the Seminar on Sampling and Testing for Indicator Organisms, US EPA, Dec. 4 – 7, 2007.

Fenton Oxidation Collaboration, US EPA/NRMRL/GWERD, 2005 ~ present. Bioenergy Initiative, DOE with Jose Colucci, Aug. 2006 ~ present. Minority Faculty Development Forum, NSF, July 30 – Aug. 2, 2006. IGERT with University of Pittsburgh, Dec. 2005 ~ present. Faculty Early Career Development (CAREER) Workshop, NSF, Feb 10-11, 2006,


80%


20%


319


NAME & ACADEMIC RANK: Irizarry Gutiérrez, Nelson, PhD, PE Assistant Professor (On Military License/Duty)


PhD Civil Engineering – Texas A&M University MS Civil Engineering – Texas A&M University BS Civil Engineering – University of Puerto Rico


Assistant Professor, Civil Engineering Department, University of Puerto Rico at Mayagüez


Member, Academic Affairs Committee

CONSULTING: Municipality of Cabo Rojo – Traffic Impact Study

STATE(S) IN WHICH REGISTERED: Puerto Rico PE License #13021


Irizarry Gutiérrez, N. & De Jesús González, Billy A. (2000). Facilidades para Transporte Colectivo en Zonas Rurales. Calidad e Innovación en los Transportes 2000: Actas del IV Congreso de Ingeniería del Transporte, 7 al 9 de junio de 2000. Ministerio de Fomento, España.

Rivera Reyes, Angel M., Baigés Valentín, Iván J., & Irizarry Gutiérrez, N. (2000). Costos Asociados a Emisiones de Transporte en el Area Metropolitana de San Juan. Calidad e Innovación en los Transportes 2000: Actas del IV Congreso de Ingeniería del Transporte, 7 al 9 de junio de 2000. Ministerio de Fomento, España.

Irizarry, N. (2000). Puerto Rico’s Military Road: Design and Construction. Conference Proceedings: Preserving the Historic Road in America, Morristown, New Jersey, April 6-9, 2000. National Trust for Historic Preservation & Historic American Engineering Record, United States.

Irizarry Gutiérrez, N. & Krammes, R. (1998). Linear Regression Models for Estimating Operating Speeds of Passenger Vehicles on Rural Two-Lane Highways. Ingeniería de Tránsito y Transporte: Actas del X Congreso Panamericano, Santander, 21 al 24 de septiembre de 1998. Ministerio de Fomento, España.


College of Engineers and Surveyors of Puerto Rico (CIAPR) Institute of Transportation Engineers (ITE) American Society of Civil Engineers (ASCE)

HONORS AND AWARDS: BSCE Cum Laude


Development of Guidelines for Transit Facilities in PR, Puerto Rico Highway and Transportation Authority,Aug 1999 to Aug 2000.


IV Congress of Engineering Transportation, “Universidad Politécnica de Valencia” (7-9 June 2000)


0% (On Military License)


0% (On Military License)


320

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Lluch, José F., PhD, PE


PhD & MSCE, Civil Engineering (Construction Management, Georgia Institute of Technology), 1981.

BSCE, Civil Engineering, UPR-RUM, 1976


Professor, 1989 to present, Associate Professor 1984-1989, Assistant Professor 1981-1984, Instructor 1976-1981 Dean of Engineering, RUM, 1988-1994, Assistant Dean of Engineering, RUM, 1986-1988, Associate Dean of Academic Affairs and Director of Graduate Studies, 1985-1986, Assistant Head of the Civil Engineering Department, 1983-1985


Coordinator and professor of multiple continuing education courses in Construction Engineering and Management, 2001-today

Executive Director Puerto Rico Highway Authority, February-July, 2001 President College of Engineers and Surveyors, Mayaguez Chapter, 1997-98, Member

of Governing Board Mayagüez Chapter: Director 1993-94, Delegate 1995-97, Past President 1998-99

Research: Construction Specifications and Cost Estimates, Puerto Rico Aqueducts and Sewer Authority, 1998-2000, Director

Research: Project Tracking and Scheduling System, Naval Surface Warfare Center, Virginia, 1989, Director.

Research: A Feasibility Study on Structural Guidelines for Secondary Memory Data Files in Structural Engineering, National Science Foundation 1987, Co-Director

Research: Earthwork Analysis Using Microcomputers, National Science Foundation 1985-86, Director

CONSULTING: Consultant on construction management in judicial/arbitration proceedings, 2002 - pres

Puerto Rico Controller Office, Preparation of Manual titled “Contracting and Development of Permanent Works in the Government”, 41 pages, January 2001.

Program Management of Water Resource Projects in Puerto Rico, Water Resources Associates, 1999-2000.

Planning and Scheduling Construction Projects using CPM, 1981-pres. Construction Project Evaluation, Aqua Resources Caribe, 2000. J. J. Jiménez and

Associates on residential project development, 1997. Evaluation of construction schedules for legal considerations, Fiddler González y

Rodríguez, 1994-95 STATE(S) IN WHICH REGISTERED: Professional Engineer, Puerto Rico, Lic. 7925,

Real State Appraiser, Puerto Rico, Lic. 583, Federal License No. 106, Surveyor in Puerto Rico Lic 7925


“Enfoques para estimar costos de construcción utilizando Excel”, Proceedings LACCEI 2006, J.F. Lluch and J.C. Torrens, June 21-23, 2006.

“Estimados del Costo de Reconstrucción de Edificios en Puerto Rico”, José H. Botero y José F. Lluch, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Vol 5, No 1, 2005.

“Estimados del Costo de Reconstrucción de Estructuras Asegurables en Puerto Rico”, Memorias de conferencia LACCEI, 2005, Cartagena, Colombia.

“Estimating Damage Caused by Natural Hazards for the Insurance Industry in Puerto Rico”, Ricardo R. López, José F. Lluch et al, Dimensión, CIAPR, 2005.

Elastic Design of School Buildings, Proceedings LACCEI 2006, J.O. Guevara, J.F. Lluch and J. Hernandez, and M. Pando, June 21-23, 2006.


321

“Introducción a la Gerencia de Construcción”, Editorial de la Universidad de Puerto Rico, 1998, 625 pages. Book was revised in 2000. Used in universities in PR.

“Gerencia e Ingeniería de Construcción”, Editorial de la Universidad de Puerto Rico, 2005, 605 pages. Major revision of “Introducción a la Gerencia de Construcción”. Text used in universities in Puerto Rico and other countries.

Weekly columnist, “Hogar y Construcción”, Primera Hora Newspaper, 2005 “Pasos y permisos para construir”, Diálogo, marzo 2003 Editorial: “Sobre problemas encontrados con las especificaciones de proyectos de

infraestructura”, Revista Internacional de Desastres Naturales, Vol 2, Número 2, Diciembre 2002.

“El Diseño-Construcción”, Tecnomundo, Colegio de Ingenieros y Agrimensores de Puerto Rico, March, 2000.

Revised the Civil Eng’g Materials Laboratory Manual, by Roberto Huyke, 1999. “Acreditación ABET en Puerto Rico”, Asociación Nacional de Universidades e

Instituciones de Educación Superior, México, 1995


Colegio de Ingenieros y Agrimensores de Puerto Rico”, Presidente del Capítulo de Mayagüez, 1997.

Instituto de Evaluadores de Puerto Rico American Society of Civil Engineering Civil Engineering Honor Society Chi Epsilon Phi Eta Mu fraternity

HONORS AND AWARDS: Distinguished Engineer, Mayaguez Chapter of CIAPR, 2003. Outstanding Member of Franternity Fraternidad Phi Eta Mu, 27 de mayo de 2000. Founders Banquet Círculo de Recreo de San Germán, diciembre de 1996. Inducted into Georgia Tech Council of Outsanding Young Engineering Alumni.

Membresía en este concilio está reservada para exalumnos del Colegio de Ingeniería de Georgia Tech que se han distinguido en la práctica profesional, o servicio a la Institución, la profesión o a la sociedad. Marzo 3, 1995

American Society for Engineering Education Centennial Medallion, por “extraordinary leadership and service in engineering education”, junio 1993

Distinguished Engineer, Civil Engineering Institute of the P.R. CIAPR, 2003. Member of Phi Kappa Phi since 1992 Distinguished Investigator, Engineering Faculty, UPRM, 1983 Member Honor Society Civil, Chi Epsilon Member Phi Kappa Phi Ford Foundation Scholarship


Senator for the Engineering Faculty in the Academic Senate Member of Personnel Committee Others


More than 150 continued education hours in Civil Engineering and related fields.


75%


25%


322

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: López- Rodríguez, Ricardo R., PhD, PE

Professor DEGREES (with fields, institution, and date):

PhD, Civil Engineering (Structures) , University of Illinois-Urbana Champaign,1988 ME, Civil Engineering, University of Puerto Rico,1982 BSCE, University of Puerto Rico-Mayaguez, 1980


20 years of service. Started January 1988 Professor, Civil Engineering Department, UPR (July 1996 to Present) Associate Professor, Civil Engineering Department, UPRM (1991 to 1996) Assistant Professor, Civil Engineering Department, UPRM (1988 to 1991)


Visiting Professor, Instituto Tecnológico de Santo Domingo, Dom. Rep.

CONSULTING: Consulting, patents, etc. Several structural design projects Several laboratory testing projects Expert witness and court appointed commissioner in court cases

STATE(S) IN WHICH REGISTERED: Puerto Rico PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

Catherine French, Beth Brueggen, Benton Johnson, Sri Sritharan, Jon Waugh, Sriram Aaleti, Ricardo R. Lopez, Suzanne Nakaki-Dow, "Collaborative Research: Testing and Analyses of Nonrectangular Walls under Multi-Directional Loads”, Proceedings of the 2008 NSF Engineering Research and Innovation Conference, January 2008

Mieses, Lourdes A., López, Ricardo R. y Saffar, Ali, “Development of Fragility Curves for Medium Rise Reinforced Concrete Shear Wall Residential Buildings in Puerto Rico”, ENIEF 2007, Accepted for publication in Proceedings of Simposio Homenaje al Dr. Carlos Prato, Argentina AMCA - AR_SIAM October 2 - 5, 2007.

E. Vélez, D. Wendichansky and R. López, “Behavior of Concrete Wall Houses Loaded in their Weak Direction”, Proceedings, The Second NEES-EDEFENSE Workshop on Collapse Simulation of Reinforced Concrete Building Structures, E-Defense, Kobe, Japan October 30 – November 1, 2006

NIST, Performance of Physical Structures in Hurricane Katrina and Hurricane Rita: A Reconnaissance Report”, Team member, NIST Technical Note 1476, June 2006

López R. R., Godoy L. A., Acosta F. J., Guevara J. O., Lluch J. F., Martínez-Cruzado J. A., Pagán-Trinidad I., Pando M., Saffar A., Wendichansky D., “Estimating Damage Caused by Natural Hazards for the Insurance Industry in Puerto Rico”, Dimension, 19(3), 2005, pp. 17-26

Drianfel E. Vázquez-Torres, Luis E. Suárez y Ricardo R. López, “Identificación de daños en vigas de hormigón experimentales y analíticas usando metodologías modales”, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Vol. 4, No. 2, diciembre, 2004

López, Ricardo R. y Martínez-Cruzado, José A., “Daños observados en Puerto Plata, República Dominicana, causados por el terremoto del 22 de septiembre de 2003”, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Vol. 3, No. 2, diciembre, 2003.

Coll, Manuel, López, Ricardo R. y Saiidi, M., “Patrones de articulaciones plásticas en pórticos de hormigón reforzado de mediana altura sujetos a terremotos”, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Vol. 3, No. 1, mayo, 2003.

Vázquez, Drianfel E., López, Ricardo R. y Suárez, Luis E., “Comportamiento sísmico y rehabilitación de residencias soportadas en columnas y localizadas en terrenos escarpados”, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Vol. 2, No. 2, diciembre, 2002.


323


NEES, ACI, ASCE, EERI, CIAPR, PR Earthquake Safety Commission

HONORS AND AWARDS: Selected Distinguished Engineering Professor of the Year 1993, PR Engineers Association, Mayagüez Chapter; Selected Outstanding Professor by the Department of Civil Engineering, UPRM, 1995-96

Selected to receive Bonus of Productivity Award, UPRM, 1996


Member, MAE Center Leadership Committee (2002-present) Associate Director for Graduate studies, 2005-present President, Graduate Committee, department 2002-present


NSF reviewer Reviewer for ACI Structural Journal, ASCE Structural Engineering Journal,

Engineering Structures, Journal of Earthquake Engineering Associate Editor for Revista Internacional de Desastres Naturales, Accidentes e

Infraestructura Civil Member of Steering Committee for Americas Conference on Wind Engineering

2001, SSA 98th Annual Meeting 2003, XXIII Southeastern Conference on Theoretical and Applied Mechanics 2006, LACCEI Annual Conference 2006.

PERCENTAGE OF TIME AVAILABLE FOR RESEARCH AND SCHOLARLY WORK

93%


7%


324

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Maldonado Fortunet, Francisco, PhD

Associate Professor


PhD, Construction Management Program, School of Civil and Environmental Engineering, Georgia Institute of Technology, Atlanta, Georgia, August 2002.

MSCE, Construction Management Program, School of Civil and Environmental Engineering, Georgia Institute of Technology, Atlanta, Georgia, June 1994.

BSCE, University of Puerto Rico, Mayagüez Campus, Mayagüez, PR, May 1993.


Associate Professor, Department of Civil Engineering and Surveying, University of Puerto Rico, Mayagüez Campus, January 2006.

Assistant Professor, Department of Civil Engineering and Surveying, University of Puerto Rico, Mayagüez Campus, August 2002 to December 2005.

Instructor, Department of Civil Engineering and Surveying, University of Puerto Rico, Mayagüez Campus from August 1999 to July 2002.


Seminar Lecturer. Seminar in Construction Management for the Center of Technology Transfer in Transportation, March 2000 to present.

Seminar Lecturer. Seminar in Construction Engineering and Management for the

Appraisals Institute of PR, February 2001. Seminar Lecturer. Seminar in Construction Contracting for the Real State Education

Center, Inc. September 2000. Graduate Research Assistant and Graduate Teaching Assistant, Georgia Institute of

Technology, Atlanta, GA, September 1993 to June 1999. Project Manager, Banco Popular of Puerto Rico, San Juan, PR, from January 1993 to

July 1993. Site Superintendent and Inspector, Star Kist Caribe in Mayagüez, PR, December

1991 and Summer 1992.

CONSULTING: Renewable Energy Consultant - Nature’s Power Tech, Corp., PR, May 2006 to present.

Consultant of the Institute of Civil Engineers, College of Engineers and Surveyors of

Puerto Rico in the development of a Project Management Program for continuing education.

Legal Expert, October 1999 to March 2000 and May to July 2001. Professional Consultant, PR Infrastructure Financing Authority, October to December

2000.




Project Management Institute, since 2006.


325

HONORS AND AWARDS:


Assistant of the Dean of Engineering in Community Affairs, University of Puerto Rico, Mayagüez Campus from October 2006 to present.

Advisor of the Director of the Planning and Institutional Research Office in

Construction Engineering and Management, University of Puerto Rico, Mayagüez Campus from August 2005 to present.



64%


36%


326

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Martínez-Cruzado, José A., PhD, PE

Professor


PhD, Civil Engineering, University of California at Berkeley, 1993 MEng, Civil Engineering, University of California at Berkeley, 1989 MSCE, University of Puerto Rico at Mayagüez, 1987 BSCE, University of Puerto Rico at Mayagüez, 1984


Professor. July, 2002 – present (5 years, 8 months) Associate Director: May 2002 – August, 2002 (3 months) Associate Professor: July, 1997 – June, 2002 (5 years) Director of the Puerto Rico Strong Motion Program, 1995 – present (14 years) Assistant Professor: January, 1994 – June, 1997 (3.5 years) Instructor: January, 1992 – December, 1993 (2.00 years)


Director of the PR Strong Motion Program, Civil Engineering Dept., UPRM July, 1994 – present.

Teaching Assistant at UC Berkeley. EQ-Resistant Design Jan, 1992 – May, 1992. Teaching Assistant at UC Berkeley. RC Design, Aug., 1989 – Dec., 1989. Research Assistant at the University of California at Berkeley, Feb. 1989 – Dec., 1993. Structural Engineer at Capacete, Martín & Associates, Jan., 1987 – Jun., 1987. Teaching Assistant at the UPRM. Elements of Material Science, Aug., 1985 – May,

1986.

CONSULTING: Residential Structural Damage due to: 1) Explosions 2) Settlements 3) Construction Vibration

STATE(S) IN WHICH REGISTERED: Puerto Rico, PE Lic. # 9689 California, EIT Lic. # XE071705


Clinton, J. F., Cua, G., Huérfano, V., von Hillebrandt-Andrade, C. G., and Martínez-Cruzado, J. A. (2006). The Current State of Seismic Monitoring in Puerto Rico, Seismological Research Letters, 77 (5), 532- 543.

López R. R., Godoy L. A., Acosta F. J., Guevara J. O., Lluch J. F., Martínez-Cruzado J. A., Pagán-Trinidad I., Pando M., Saffar A., Wendichansky D. (2005). Estimating Damage Caused by Natural Hazards for the Insurance Industry in Puerto Rico, Dimension, CIAPR, 19(3), 17-26.

Consuegra-Gómez, F. A, and Martínez-Cruzado, J. A. (2004), 3-D Seismic Analysis and Instrumentation for La Plata, Puerto Rico (in Spanish), Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, 4(2), 167-182.

López-Rodríguez, R., and Martínez Cruzado, J. A (2003). Observed Damages in Puerto Plata, Dominican Republic due to the September 22, 2003 Earthquake (in Spanish), Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, 3(2), 189-204.

Martínez-Cruzado, J. A., Irizarry-Padilla, J., and Portela-Gautier, G. (2001), Design Spectra for the Main Cities of Puerto Rico Based on World Acceleration Records (in Spanish). Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, 1(1), 21-32.


327


Colegio de Ingenieros y Agrimensores de PR (CIAPR), June 1986 – present. American Concrete Institute (ACI), April, 1988 – present. Earthquake Engineering Research Institute (EERI), 1989 – present. Seismological Society of America (SSA). November, 1991 – present. Consortium of Organizations for Strong-Motion Observation Systems (COSMOS),

June 2000 – present.

HONORS AND AWARDS: Distinguish Professor, Civil Engineering Department, UPRM, Acad Year 1998-99


Strong Motion Instrumentation of Puerto Rico, US Virgin Islands, British Virgin Islands, and east side of Dominican Republic.

Strong Motion Instrumentation of 1 Bridge, 1 Control Tower, and 4 Dams.


Co-chair of the 2003 Annual Meeting of the Seismological Society of America, San Juan, PR.

Annual Meeting of the Seismological Society of America, (2005, 2007) COSMOS Annual Meeting (2003, 200x) Member of the Puerto Rico Earthquake Commission Earthquake Site Visits: Puerto Plata, Dominican Republic (2003). Pisco, Perú

(2007)

PERCENTAGE OF TIME AVAILABLE FOR RESEARCH AND SCHOLARLY WORK

86%


14%


328

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Molina Bas, Omar I. , MSCE, PE



PhD Candidate, Construction Engineering & Management, University of Alberta MSCE, Construction Engineering & Management, University of Alberta, 2000 BSCE, Magna Cum Laude, University of Puerto Rico-Mayagüez, 1998 Course on Public Transportation, MIT, 1997



CONSULTING:




Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) American Society of Civil Engineers (ASCE) Project Management Institute

HONORS AND AWARDS: 2004 Bi-Annual Symposium of Construction Bonds & Insurances; CIAPR San Juan Puerto Rico

2003 OSHA 10 Hours Certification, Association of General Contractors Ponce, Puerto Rico

2002 Quality Assurance for Contractors Seminar; US Army Corps of Engineers San Juan, Puerto Rico

2001 The New Urbanism and Regional Development, Urban Planning Seminar Mayagüez, Puerto Rico

Construction Permits Seminar San Juan, Puerto Rico 1998 Tau Beta Pi, The National Engineering Honor Society, (Member)UPR –

Mayagüez Golden Key, National Honor Society, (Member) UPR - Mayagüez Academic Senate, College of Engineering Student Representative (Elected

Senator) and Research Committee for the 9th Campus Chancellor Selection (Elected Member) Student Council, (Member) UPR – Mayagüez Epscor 10 Annual Scientific Meeting (Poster) Westin Río Mar Hotel, Rio Grande, Puerto Rico TRISTAN III Tri-Annual Transportation Analysis Convention (Student) The Ritz

Carlton Hotel, San Juan, Puerto Rico 3rd Sigma Xi Scientific Research Society and 1st Forum for the Promotion of

Engineering Research, (Poster) University of Puerto Rico, Mayagüez 18th Puerto Rico Interdisciplinary Scientific Meeting and 33rd ACS Junior Technical Meeting, (Presentation) Inter-American University of Puerto Rico UPR-MIT-Tren Urbano Winter Meeting IV Encuentro (Presentation) University of Puerto Rico - Mayagüez and Rio Piedras Campuses Heavy Rail Transit System, Operation & Maintenance Seminar Medellín Metro, Medellín, Colombia (April 2 – 5)


329




0% (On Study Leave)


0% (On Study Leave)


330

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Padilla, Ingrid Y., PhD, PH

Assistant Professor


PhD, Hydrology, University of Arizona, Tucson, 1998. MS, Water Resources Science, Department of Environmental and Water

Resources Engineering, College of Engineering, University of Michigan, Ann Arbor, MI, 1988.

BS, Natural Resources Science and Management, University of Maryland, 1986. SERVICE ON FACULTY (including date of original appointment and dates of advancement in rank):

Associate Professor, July, 2004-present Assistant Professor, February, 2001-2004


Ground Water Hydrologist, June, 1999-February, 2001: Gregory L. Morris & Associates, San Juan, PR.

Postdoctoral Research Associate, January-May, 1999: Department of Hydrology and Water Resources, The University of Arizona, Tucson, AZ.

Research Assistant, 1992-1998: Department of Hydrology and Water Resources, The University of Arizona, Tucson, AZ.

Hydrologist, 1988-1993: U.S. Geological Survey, Water Resources Division, Caribbean District, San Juan, PR.

Research Assistant, 1987-1988: Department of Environmental Engineering and Water Resources Science, University of Michigan, Ann Arbor, MI.

CONSULTING: Preliminary Hydrologic Investigation of the Baños de Coamo Thermal Springs, PR . Consulting Project for Caribe Environmnetal Services, 2005.

Evaluation of “Geomorphologic study to Determine the Potential to Collect Storm Runoff of in Sinkholes Near Ciudad Real in Vega Baja, PR. Consulting Project for Rafael Segarra García, 2003.

Potential Hydraulic Relationship Between the Majagual Canal and an Adjacent Wetland in Mayagüez, PR. Consulting Project for Rafael Segarra García, 2002.

REGISTRATION: Professional Hydrologist: American Institute of Hydrology Lic. 99 - HGW – 1515


Acevedo, Damarys, Ingrid Padilla, Perla M. Torres, Alexander Torres, and Angel A. Anaya, Vapor Sampling of ERCs for Environmental Assessment in Atmospheric and Soil Settings , Proc. of SPIE, 2007.

Anaya, Angel A. Ingrid Padilla, and Sangchul Hwang, Influence of Environmental Conditions in Fate and Transport of ERCs in a 3D SoilBed Model: Spatial and Temporal Assessment in a Sandy Soil, Proc. of SPIE, 2007.

Rodríguez, Sylvia, Ingrid Padilla, and Sangchul Hwang, Development of a multi-scale packing methodology for evaluating fate and transport processes of explosive-related chemicals in clayey soils Proc. of SPIE, 2007.

Serrano-Guzmán , Maria F., Ingrid Padilla, and Rafael Rodriguez, Bimodal detection of underground contamination in two dimensional systems, Proc. of SPIE, 2007.

Torres, Alexander, Ingrid Padilla and Sangchul Hwang, Physical modeling of 2,4-dnt gaseous diffusion trough unsaturated soil Proc. of SPIE, 2007.

Hernández, Miguel D., Ivonne Santiago, and Ingrid Padilla, Macro-Sorption of 2,4-Dinitrotoluene onto Sandy and Clayey Soils, Paper Number: 6217-132, Proc. of SPIE, 2006.

Padilla, Amira, Ingrid Padilla, and Ivonne Santiago, Multiphase Extraction Sampling of Explosives in Unsaturated Soils, Paper Number: 6217-139, Proc. of SPIE, 2006.

Anaya, Angel and Ingrid Padilla, 3D Laboratory-Scale SoilBed for Assessment of Fate and Transport of Explosive-Related Compounds in Soils Under Variable


331

Environmental Conditions, Paper Number: 6217-135, Proc. of SPIE, 2006. Molina, Gloria M., Ingrid Padilla, Miguel Pando, and Diego Perez, Field Lysimeters

for the Study of Fate and Transport of Explosive Chemical in Soils Under Variable Environmental Conditions, Paper Number: 6217-137, Proc. of SPIE, 2006.

Rodríguez, Sylvia, Ingrid Padilla, and Ivonne Santiago, Development of a Multi-Scale Packing Methodology for Evaluating Fate and Transport Processes of Explosive-Related Chemicals in Soil Physical Models, Paper Number: 6217-77, Proc. of SPIE, 2006.

Serrano-Guzmán, Maria Fernanda, Ingrid Padilla, and Rafael Rodriguez Solis, Two-Dimensional detection of underground contamination and buried objects using cross-well radar, Paper No. 6210-27, Proc. of SPIE, 2006.


American Geophysical Union; American Institute of Hydrology;I The Association of Ground-Water Scientists and Engineers; American Chemical Soceity; Soil Science Soceity of America.

HONORS AND AWARDS: Outstanding Professor in Civil Engineering, 2003-2004: UPRM


Director of UPRM’s Environmental Engineering Laboratory, 2001-present. Graduate Studies and Research Committee, 2003- Steering Committee for Civil Infrastructure Research Center, 2005-present Planning Committee and Program Coordinator for a Multidisciplinary Certificate in

Environmental Science, 2002-2003. University of Puerto Rico, Mayagüez. Regional Liaison, Planning Committee Member, and Conference Co-Chair, 1999-

2007: Ford Foundation Fellowship Office, National Academies of Science. Doctoral Program Review Committee, 2002. Graduate School Representative, 2004-2007, University of Puerto Rico,

Mayagüez. Chair Session on Contaminant Transport, Remediation, and Detection in

Subsurface Environments, at the American Geophysical Union 2007 Joint Assembly, Acapulco, Mexico, May 22-25, 2007.

Chair Session on Explosive Detection I: Environmental with Mr. Aaron La Pointe (US Army NVESD) at the Detection and Remediation Technologies for Mines and Minelike Targets XII, SPIE Defense and Security Symposium, Orlando, FL, April 9-12, 2007.

Chair Hydrology Session at the INRA Subsurface Science Symposium in Salt Lake City, Utah, October 4-8, 2003.

Organized HYDRUS short course (Organizer), Mayaguez, PR October 31-November 3, 2006.

Organized Introduction to Basic Geoscience and Subsurface Sensing and Imaging Workshop (Organizer):, CenSSIS Research and Industrial Collaboration Conference, Northeastern University, Boston, Mass, November 19, 2003.


Environmental Safety, Salon Capitular, Colegio de Ingenieros- Mayaguez, PR, November 14, 2005.

HYDRUS Workshop, Honolulu, Hawai , June 28-July 2, 2005. GIS Workshop, Dept. Civil Engineering and Surveying, University of Puerto

Rico, Mayaguez, March 6 & 11, 2003. Fisrt Nacional Meeting on Remore Sensing and GIS in PR, University of

Puerto Rico, Mayagüez, May 27, 2003. PERCENTAGE OF TIME AVAILABLE FOR RESEARCH AND SCHOLARLY

94%


6%


332

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Pagán-Trinidad, Ismael, MSCE, EIT

Professor Department Chairman


Ph D Cand (all but dissertation), University of Illinois, Urbana Champaign, 1978-82 MSCE, University of Puerto Rico-Mayagüez, 1977. BSCE, University of Puerto Rico-Mayagüez, 1975


Professor, Civil Engineering Department, University of Puerto Rico, Mayagüez, since 2001. Associate Professor (1992-2001). Assistant Professor (1988-1992). Tenure obtained in 1992.

Director, Civil Engineering Department, University of Puerto Rico at Mayagüez, 1994-2007.

Member, Board of Directors, Material Characterization Center, UPR, 1997-date. Member, Board of Directors, Puerto Rico Construction Cluster, 2003-date. Academic Senator, University of Puerto Rico at Mayagüez, 1990-1997. Member, Administrative Board, University of Puerto Rico at Mayagüez, 1996. Member, Board of Trustees, University of Puerto Rico, 1994. Member, University Board, 1993.


Collaborators and co-editors: Carlos Ruiz (ERDC, U.S. Corp of Engineers), Gustavo Roig (Florida International University), Maria Petrie ( Florida Atlantic University), Luis A. Godoy (University of Puerto Rico at Mayagüez), Ricardo López (University of Puerto Rico- Mayagüez).

Graduate Advisors: Dr. Rafael Rios Davila (UPRM), Dr. Ben C. Yen-RIP (University of Illinois at Urbana-Champaign).

CONSULTING: None

STATE(S) IN WHICH REGISTERED: Puerto Rico EIT# 16968


Ruiz, C.; Nestler, J.; Pagan-Trinidad, I.; Rodríguez, D.; (2007) The Tropical Environmental Observatory Network (TEON): Collaborative Science and Technology Resource for Inter-hemispheric Sustainable Development; Fifth LACCEI International Latin American and Caribbean Conference for Engineering and Technology (LACCEI’2007), México, 2007. (Accepted for publication).

Guevara, J., Pagán-Trinidad, I., Maldonado, F., Valdés, D., Pesantes, E., (2005), Incorporation of a Sustainable Design in the Integrated Engineering Project Design Model: The Capstone Course at UPRM, Third LACCEI International Conference for Engineering and Technology, Cartagena, Colombia, 2005.

Caraballo, N., Zapata, R., Pagán-Trinidad, I., Building Damage Estimation due to Riverine Floods, Storm Surges, and Tsunamis: A Proposed Methodology, Fourth LACCEI International (LACCEI 2006), Mayagüez, Puerto Rico, 2006.

Ismael Pagán Trinidad, Raúl Zapata López, Marcelo García, Arthur R. Schmidt, Víctor González Nieves, Norberto Caraballo Nadal, Drainage Guidelines: An Electronic Library, Second LACCEI International Conference for Engineering and Technology (LACCEI 2004), Miami, Florida, USA, 2004.

I Pagan, R Zapata, V Gonzalez & N Caraballo (2003), Mitigation Flood Analysis: Electronic Drainage Library, Report to FEMA 1247-DR-PR.

RA Román-Seda, MI Ortiz-Soto, J Cardona & I Pagan-Trinidad (2001), Caracterización de un filtro lento de arena con un prefiltro de flujo horizontal de grava, International Journal on Natural Disasters, Accidents and Civil Infrastructure, vol. 1(1), pp. 87-97.


333


Member: Puerto Rico College of Engineering and Surveyors Member: Puerto Rico Parliamentary Procedure Lyceum Participation in the International Water Resources Association; American

Geophysical Union; ASCE; Water Pollution Control Federation, (P.R. & Illinois Chapters), American Water Works Association, (Puerto Rico and Illinois Chapters); Puerto Rico Water Resources Association.

HONORS AND AWARDS: Engineering Faculty Productivity Award – 1996. General Coord., NORCECA 98, an international women volleyball championship Recognition Plaque for the Cooperation and Technical Assistance to the Ponce

Chapter of the CIAPR in the 1989 and 1992 Annual Assemblies Elected Academic Senator, 1990; Re-Elected in 1991 and in 1994. Elected Senate Representative to the University Board - 1993 Elected University Representative to the University Board of Trustees - 1994. Elected Senate Representative to the Campus Administrative Board, 1996. Recondo Patch, US ARMY-ROTC, Summer Camp in Fort Bragg, Virginia - 1994. The Letter C "Insignia" - the unique acknowledgement for a distinguished member

of the University Community at the University Sport Program - 1995.


Member of the Editorial Board, “International Journal for Natural Disasters, Accidents and Civil Infrastructure”, 2001 to date.

Vice-president 2003-present, Annual Conference Director (2006), Annual Conference Technical Director 2005 and 2004, Latin-American and Caribbean Consortium of Engineering Institutions (LACCEI), 2000-date.

University Liaison, Engineering Research and Development Center of the U.S. Corps of Engineers, 1999-date.

Member, Advisory Board on the University Intramural Professional Practice, 1996-2002, 2005-date.

Member, Board of Directors, Materials Characterization Center, UPR, 1998-date. Member, Board of Directors, Puerto Rico Construction Cluster, 2004-date. Liaison,

UPRM-ERDC MOU, 1999-date.


Numerous Seminars and Continued Education Conferences & Workshops.


89%


11%


334


NAME & ACADEMIC RANK: Pando, Miguel A., PhD, PE

Associate Professor


PhD, in Geotechnical Engineering, Virginia Tech, Blacksburg, VA, February 2003 MSCE, University of Alberta, Edmonton, Alberta, Canada, April 1995 BSCE, Javeriana University, Bogota, Colombia, October 1991


Associate Professor, UPRM, July 2006 – present Assistant Professor, UPRM, February 2003 – July 2006


Director Geotechnical Laboratory, Civil Engineering Department, UPRM, 2004–pres. Teaching & Research Assistant, CEE Dept, Virginia Tech, 1998–2002. Project Engineer, Thurber Engineering, Toronto, Canada, May 1997 – July 1998. Geotechnical Engineer, AMEC Earth & Environmental, Alberta, Canada, 1994–1997. Teaching & Research Assistant, CEE Dept, University of Alberta, Alberta, Canada,

January 1993 – September 1994. Civil Engineer in Training, Gonzalez & Associates, Bogota, Colombia, 1991–1993.

CONSULTING: Project Engineer, Thurber Engineering, Toronto, Canada, May 1997 – July 1998. Geotechnical Engineer, AMEC Earth & Environmental, Edmonton, Alberta, Canada,

September 1994 – May 1997. Civil Engineer in Training, Gonzalez & Associates, Bogota, Colombia, July 1991 –

May 1993. STATE(S) IN WHICH REGISTERED: Ontario, Canada, Professional Engineer (P.Eng.) License (August 1997 – present).


Acosta, F.J., Santos, J., Suárez, O.M., and Pando, M.A. (In Press 2007). “Raising awareness on materials recycling using undergraduate engineering research,” International Journal of Environment and Pollution, In press.

Pando, M.A., Ruiz, M.E., and Larsen, M.C., (2005). “Rainfall-Induced Landslides in Puerto Rico: An Overview”, In proceedings 2005 ASCE GeoFrontiers, January 24-26, Austin, TX, 15 p.

Pando, M.A. , Brown, D., and Filz, G.M. (2004) “Performance of a Laterally Loaded Composite Pile at the Nottoway River Bridge”, In Proceedings ASCE Geo-Trans 2004, Los Angeles, CA, July, 15 p.

Pando, M.A., Filz, G., Ealy, C., Hoppe, E., (2003), “Axial and Lateral Load Performance of Two Composite Piles and One Prestressed Concrete Pile”, Transportation Research Record, Journal of the Transportation Research Board, TRR No. 1849, November, 15 p.

Fam, A., Pando, M.A., Filz, G., and Rizkalla, S. (2003), “Precast Piles for Route 40 Bridge in Virginia Using Concrete Filled FRP Tubes”, PCI Journal, Precast/Prestressed Concrete Institute, Vol. 48, No. 3, May-June 2003, pp. 32-45.


American Society of Civil Engineering (ASCE), Earthquake Engineering Research Institute (EERI), Seismological Society of America (SSA), Transportation Research Board (TRB), Canadian Geotechnical Society (CGS), Deep Foundation Institute (DFI), ASTM, ASCE Geo-Institute, Phi Kappa Phi and Chi Epsilon Academic Honor Societies.

HONORS AND AWARDS: EPA C2P2 Research Award (Coal Combustion Products Partnership), October 2006

Distinguished Faculty Award, Department of Civil Engineering, UPRM, 2005 Natural Sciences & Engineering Research Council of Canada, Doctoral Fellowship,

1998


335

Colfuturo (Colombian Government) Postgraduate Scholarship, 1992-1994 Award for Highest Overall GPA – Class of 1991, CE Department, Javeriana

University, Bogota, Colombia Award for Best Undergraduate Thesis – Class of 1991, CE Department, Javeriana

University, Bogota, Colombia INSTITUTIONAL AND PROFESSIONAL SERVICE IN THE LAST FIVE YEARS:

August 2003 – present . Member Departmental Graduate Committee, CE Department, UPRM.

August 2006 – present. Member Graduate Committee, College of Engineering, UPRM.

February 2003 – May 2006. Member Technology and Computer Departmental Committee, CE Dept., UPRM.

August 2003 – June 2006. Member Research Committee, College of Engineering, UPRM.

July 2004 – present. Director Geotechnical Laboratory, Civil Engineering Department, University of Puerto Rico – Mayaguez.

February 2006 – present, Member TRB Committee on Soil and Rock Properties. April 2005 - present, Member Deep Foundation Institute (DFI) Committee on Seismic

and Lateral Loads. June 2006 – present, Member ASCE Geo-Institute Committee on Shallow Foundations. May 2006. Editor SECTAM XXIII, in Mayaguez, PR. May 2003 – present. Reviewer for the ASCE Journal of Geotechnical and

Geoenvironmental Engineering, Canadian Geotechnical Journal, International Journal for Natural Disasters, Accidents and Civil Infrastructure, Geological and Geotechnical Engineering, International Journal of Computer- Aided Civil and Infrastructure Engineering, ASCE Specialty Conference “Foundation and Ground Improvement”, June 9-13, 2001, ASCE GeoDenver 2007.

January 2003 – present. Research Mentor, several undergraduate students for the Puerto Rico Louis Stokes Alliance for Minority Participation (PRLSAMP).

June 2006 – present. faculty co-Advisor EERI UPRM Student Chapter. PROFESSIONAL DEVELOPMENT ACTIVITIES IN THE LAST FIVE YEARS:

June 2003. Faculty Shortcourse on Driven Piles, Week long workshop for faculty, Logan, Utah.

September 2004. International Conference on Geotechnical Site Characterization, 3 day conference, Porto, Portugal.

November 2004, Quality Education for Minorities (QEM) Faculty Early Career Development (CAREER) Program, 2 day workshop, Las Vegas, NV.

January 2005. Transportation Research Board, 5 day conference, Washington DC. May 2005. SECTAM XXIII, 3 day conference, Mayaguez, PR. January 2006. Transportation Research Board, 5 day conference, Washington DC. July/August 2006. NSF Minority Faculty Development Forum, 4 day workshop,

Washington, DC. September 2006. NEES Large Scale Hybrid Testing, 2 day workshop, U of Buffalo. February 2007. GeoDenver ASCE Conference, 4 day conference, Denver, CO. June 2007, First North American Landslide Conference, 5 day conference, Vail, CO.


89%


11%


336

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK:

Perdomo, José L., PhD, PE Assistant Professor


PhD, Virginia Tech- Environmental Design & Planning, 2004 MSCE, Virginia Tech- Civil Engineering, 2001 BSCE, University of Puerto Rico- Civil Engineering, 1997 Assoc. Deg., University of Puerto Rico- Civil Engineering Technology, 1993


Assistant Professor, Department of Civil Engineering, UPRM, Jan 2005- Present. Instructor on study leave, Department of Civil Engineering, UPRM, 2002-2004.


Graduate Research and Teaching Assistant, Virginia Tech, 1998 - 2004 Project Superintendent and Field Engineer, Jusor Corporation, Mayagüez, PR, 1997 -

1998

CONSULTING: Planning and Scheduling of Construction Projects



Perdomo, J., Thabet, W., (2006), Automating the Field Material Procurement Process, Proceedings of the 2006 Latin American and Caribbean Consortium of Engineering Institutions Conference, Mayagüez, Puerto Rico

Perdomo, J., Shiratuddin, M, Thabet, W., Ananth, A., (2005), Interactive 3D

Visualization As A Tool For Construction Education, Proceedings of the 2005 Information Technology Based Education and Training Conference, Juan Dolio, Dominican Republic

Perdomo, J., Thabet, W., Badinelli, R., (2005), A Decision Support Model for Supply

Chain Management for the Construction Industry, Journal Paper, Submitted to ASCE Journal of Construction Engineering and Management, Under Review

Perdomo, J., Martinez, J., (2005), “Modelo para estimar la productividad de

camiones usados para movimiento de tierra en obras de infraestructura”, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil

Perdomo, J., Thabet. W., Badinelli, R. (2004), A Decision Support Model for

Material Supply Management for the Electrical Construction Industry, 2004 European Conferences on Product and Process Modelling (ECPPM), Istanbul, Turkey


N/A

HONORS AND AWARDS: Nominated for the 2007 Faculty of the Year Award


Departmental Academic Affairs Committee- Member Faculty Entrepreneurial Committee- Member


337


WebCT Training Workshop, UPRM, IDEAL New Professors Workshop, UPRM, CEP ABET Accreditation workshop, UPRM, College of Engineering NSF Workshop, QEM Network NEAGEP Science Day, UPRM, AGEP NSF Career Workshop, Memphis TN NSF Minority Faculty Workshop, Washington DC HUD Seminar, Río Piedras, Puerto Rico Project Management: A Valuable Professional Option in Construction Effective College Teaching Workshop, held at Virginia Tech


84%


16%


338


NAME & ACADEMIC RANK: Pesantes Tavares, Eileen R., MSCE, PE Instructor (On Study Leave)


PhD Candidate, Univ. of Florida-Gainesville, Aug 2008-Present MSCE, Stanford University, 1998 MSCE, University of California at Berkeley, 1995. BSCE, University of Puerto Rico at Mayagüez, 1994.


Part time and full time teaching from August 2002 to May 2008.


Work as cost engineer in XL Construction, a high tech construction company in the San Francisco Bay Area, 2001-2002.

Work as project engineer in XL Construction1999-2001. Work as a project engineer in Rudolph and Sletten, a large construction company

in the San Francisco Bay Area, 1998-2001.

CONSULTING: Consulting work as Construction Engineer

STATE(S) IN WHICH REGISTERED: Puerto Rico PE# 14072



Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR)

HONORS AND AWARDS: University of Florida Department of Civil Engineering Alumni award to continue studies towards a PhD degree.



Construction Management refresher course. Arbitration and mediation seminar. Green Building Conference.


35%


65%


339

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Ramos Cabeza, Ricardo, PhD, PE

Assistant Profesor


PhD, Rensselaer Polytechnic Institute – Troy N.Y., 1999 MSCE, Univ. of Puerto Rico – Mayagüez, 1996 BSCE, Univ. of Puerto Rico – Mayagüez, 1992


Associate Professor, 2003-Pres. Assistant Professor, Tenure-Track (Probation), 1999 - 2003


Teaching assistant, Rensselaer Polytechnic Institute – Troy N.Y., 1997- 1999 Teaching assistant, Univ. of Puerto Rico – Mayagüez, 1996

CONSULTING: Numerous local geotechnical and structural consulting jobs Department of State, Puerto Rico, on Status of San Rafael Hospital, Santa Tecla, El Salvador (after Earthquake Jan 2001)

STATE(S) IN WHICH REGISTERED: Puerto Rico, PE Lic. No. 13235


Ramos, R. (1999), “Centrifuge Study of Bending Response of Pile Foundation to a Lateral Spread Including Restraining Effect of Superstructure,” Ph.D. Thesis, Dept. of Civil Engineering, Rensselaer Polytechnic Institute, Troy, NY.

Ramos, R., Abdoun, T. and Dobry R., “Centrifuge Modeling of Effect of Superstructure Stiffness on Pile Bending Moments Due to Lateral Spreading,” 7th U.S. Japan Workshop on Earthquake Resistant Design of Lifeline Facilities and Countermeasures Against Liquefaction, Seattle, WA, August 15-17, 1999.

Ramos, R., Abdoun, T. and Dobry, R., “Effect of Lateral Stiffness of superstructure on Bending Moments of Pile Foundation Due to Liquefaction-induced Lateral Spreading,” presented in the12th World Conference on Earthquake Engineering, Auckland, New Zealand, January 30-February 4, 2000.

Ramos Cabeza, R., González Hernández, H. and Padovani, A., “Observaciones Post-Terremoto del 13 de enero de 2001 en El Salvador”, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Volumen 1, Número 2, Diciembre 2001.

Ramos Cabeza, R., Saffar, A., Aviles, D., García, R., “Resistencia a Fatiga de Techos de Madera y Zinc bajo Vientos de Huracanes”, Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, Volumen 7, Número 1, Mayo 2007.


Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) - Member

HONORS AND AWARDS: Cum laude - BSCE, Univ. of Puerto Rico – Mayagüez, 1992


Department’s Academic Affairs Committee Department’s Student Affairs Committee Geotechnical Area Coordinator



78%


22%


340

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Ríos Morales, Julio C., MS, PLS

Professor (Ret.)


MS Geodetic Sciences, 1961 (The Ohio State University) BS Geodetic Sciences, 1960 (The Ohio State University)


From July 1, 1960 to Dec 31, 1992 – Full Time Jan 1993 – June 1997 – Part Time July 1998 – present – Part Time


P.T. at Polytechnic University, Continuing Education Courses and Seminars.

CONSULTING: Consultant in Land Surveying, Geodesy & Photogrammetry

STATE(S) IN WHICH REGISTERED: Puerto Rico P.L.S. License #4510,



CIAPR (Surveyors Institute), ASPRS National Geographic Society

HONORS AND AWARDS: Distinguished Professor at Department and Faculty Levels Distinguished Surveyors (CIAPR) 1996


Part Time instructor and assistant to the Chairman in the Surveying Area


GPS (Trimble) Seminar in Miami – 1999 Review of Technical Publications Of the “Bayerischen Akademie Der Wissenschaften” (Quarterly)


100% (Part-Time)


0%


341

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Rivera Santos, Jorge, PhD, PE

Professor


PhD Civil Engineering (Water Resources), University of Colorado, 1988 MSCE (Sanitary Engineering), UPRM, 1982 BSCE, UPRM, 1979 Associate Degree in Sciences, UPR-Bayamón, 1975


July 2000 to present, Professor, UPRM, Civil Engineering Dept. July 1992 to June 2000, Associate Professor, UPRM, Civil Eng. Dept. Jan. 1989 to June 1992, Assistant Professor, UPRM, Civil Eng. Dept. Aug. 1983 to Dec. 1988, Leave of Absence from the UPR July 1982 to July 1983, Instructor, UPRM Aug. 1981 to June 1982, Lecturer, UPRM


Coordination of Seventh Caribbean Islands Water Resources Congress; Evaluation of Bridges Subjected to Military Loadings and Dynamic Hydraulic

Effects; Development of TMDL’s in the Río Grande de Añasco Watershed: Phase I –

Problem Identification; Development of TMDL’s in the Río Yagüez and Río Guanajibo: Phase I – Problem

Identification; Land Use Classification of Mayagüez Bay Watershed; Safe Yield Determination for the Southwestern Irrigation System; Innovative Onsite Wastewater Disposal Systems Outreach and Demonstration

Project; Inventory of Water Wells and Springs of Puerto Rico; Agricultural Water Use Studies in Puerto Rico; Development of a Hydraulic Model for the Water Distribution System of Mayagüez; Development and Partial Implementation of an Education and Awareness Program

for the Mayagüez Bay Comprehensive Integrated Management Plan Project; Hydrologic/Hydraulics Study Evaluations for the D.E.N.R.

CONSULTING: Principal of Hydrologic, Hydraulics, and Environmental Systems: Flood Studies, EIS, Solid Waste Management, and Pollution Control

STATE(S) IN WHICH REGISTERED: Puerto Rico PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

Final completion reports for: Seventh Caribbean Islands Water Resources Congress. Development of TMDL’s in the Río Grande de Añasco Watershed: Phase I –

Problem Identification. Development of TMDL’s in the Río Yagüez and Río Guanajibo: Phase I – Problem

Identification. Land Use Classification of Mayagüez Bay Watershed. Inventory of Water Wells and Springs of Puerto Rico. Agricultural Water Use Studies in Puerto Rico. Development of a Hydraulic Model for the Water Distribution System of Mayagüez. Development and Partial Implementation of an Education and Awareness Program

for the Mayagüez Bay Comprehensive Integrated Management Plan Project. SCIENTIFIC AND PROFESSIONAL SOCIETIES OF WHICH A MEMBER:

University Council on Water Resources (UCOWR), Delegate International Water Resources Association (IWRA) National Water Resources Institutes (NWRI) American Water Works Association (AWWA) College of Engineers and Land Surveyors of PR (CIAPR)


342

HONORS AND AWARDS: Recipient of George Warren Fuller Award, AWWA, June, 2007


Jan. 1995 to present: Director of the Puerto Rico Water and Environmental Resources Research Institute

August 2000 to March 2001: Dean of Academic Affairs, UPRM July 1999 to February 2000: Acting Dean of Engineering, College of Engineering,

UPRM August 1998 to June 1999: Assistant Dean for Research, College of Engineering,

UPRM


Seventh Caribbean Islands Water Resources Congress, Oct 2007 AWWA Annual Conference, June 2007 Comprehensive PCSWMM & SWMM Workshop, Oct 2005 University Council on Water Resources Annual Conference, Jul 2005 Watershed Management and Restoration Conference, Jan 2005 Centrifugal Pump Workshop, Jun 2004 Water Quality Laboratory Audit Certification, Mar 2004


86%


14%


343

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Rodríguez Amaro, Vidal, Esq. (Licensed Lawyer)

Instructor DEGREES (with fields, institution, and grade):

Juris Doctor Degree, Catholic University, Ponce, PR –1975 Master Degree in Business Administration with Major Concentration in Industrial

and Personnel Management – Inter American University, PR. Bachelor Degree in General Education with Major Concentration in Political

Science, Omaha University, Nebraska, USA Attended the College of Natural Sciences, UPR, Río Piedras, PR Chemistry &

Biology Studies. International Affairs and Language courses, Maryland University, Europe.


Since 1990.


Professor of Military Sciences for Four (4) years, University of Puerto Rico at Mayagüez.

Military Instructor, US Army for many years.

CONSULTING: Private Law practice with particular emphasis in Civil, Administrative, Corporate, Immigration and Federal Laws, Criminal Law, etc.

STATE(S) IN WHICH REGISTERED: Puerto Rico and the Federal Courts.


None


“Asociación de Abogados”, “Asociación de Notarios”, National Senatorial Committee, Rep. Presidential Task Force, State Defense Forces Association, Puerto Rico State Guard, Trial Lawyers Association, The Retired Officers Association.

HONORS AND AWARDS: Retired as Col. US Army; Awarded the Distinguished Service Cross




100% (Part-Time)


0%


344

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Saffar, Ali, PhD


PhD Civil Engineering, Worcester Polytechnic Institute, 1981-1986 MS Fire Protection Engineering, Worcester Polytechnic Institute, 1981-1986 MSCE, Worcester Polytechnic Institute, Worcester, MA; 1979-1981 BSCE, Worcester Polytechnic Institute, Worcester, MA; 1976-1979


Professor, July 2000 Associate Professor, 1994-2000 Assistant Professor, 1990-1994


Adjunct Professor, Civil and Mechanical Engineering Department at Worcester Polytechnic Institute; 1986-1989

Research Assistant, Mathematical and Experimental Evaluation of Bracing Systems; 1983-1986

Research projects: Cost-performance criteria for Seismic Retrofitting, NSF, 1998 Seismic Retrofitting Performance and Cost-Effectiveness of Steel Bracing System,

NSF, 1998 Seismic Response of R/C Frames with Friction Composite Moment Connections,

NSF, 1999 Effects of a Future Earthquake on the Operation of UPR-Mayagüez Campus, October

1999 Adoptive Feed – Forward Control of Structures Performance of Steel Roof Decks under Cyclic Uplift Loading, Fomento Industrial,

MATCOR, American Agency, 1996 Modeling Design Wind Load for Puerto Rico Application of Shape Memory Alloys in Vibration Control, United Technology Development of Interactive Steel and Wood Design Course Modules, AMP

CONSULTING:



Design of an Intelligent Structure, Engineering Mechanics: A force for the 21st Century, Proceedings of the 12th Engineering Mechanics Conference, 1998.

Performance of Steel Roof Decks subjected to Repeated Wind Loading,

Proceedings of the Fifth Pan American Congress of Applied Mechanics, 1997. Stochastic Structural Dynamics: Proceedings ot the Third International Conference,

Editor, January 1997. Elements of Wood Frame Structures, Printed for class use since 1994. Last

revision: 1998. Wind-induced failure of steel roof decks, Proceedings of the 7th Specialty Conf. On

Probabilistic Mechanics and Structural Reliability, ASCE, 1996, pp. 894-897. Seismic-Response of R/C Frames with Friction Composite Moment Connections,

Proceedings of the 7th Specialty Conf. On Probabilistic Mechanics and Structural Reliability, ASCE, 1996.

Cost-Performance Criteria for Seismic Retrofitting, Proceedings of the 7th Specialty

Conf. On Probabilistic Mechanics and Structural Reliability, ASCE, 1996.


345

Column Design in Fire Exposed Steel Frames, Proceedings of the 7th Specialty

Conf. On Probabilistic Mechanics and Structural Reliability, ASCE, 1996, pp. 906-909.

“Criterio Costo-Rendimiento para Retroalimentación Sísmica” (In Spanish),

Proceedings of the 9th Latin American Conference on Seismic Engineering, Santo Domingo, Dominican Republic, 1996.


National Civil Engineering Honor Society Chi Epsilon (from 1983) ASCE

HONORS AND AWARDS: Tau Beta Pi Distinguished Engineering Professor Award, November/1995


Co-director WPI-UPRM Project Center; Advisor, UPRM AISC Steel Bridge Design Team (1994-1998); Member Computer Aided Instruction Delivery Laboratory (CAIDEL) Group, 1993-1998; Organizer and Technical Editor, The Third International Conference on Stochastic Structural Dynamics, 1994-1997; Co-chair, Hazard Mitigation Group (working on the FEMA proposals), 1996; Member Department Team working on the Arecibo Observatory proposal; Member Civil Infrastructure Research Center (CIRC).


International Building Code 2000, March 1998 Seminars on Competitive Research and Poster Session, May 1997 “Estilos de Aprendizaje”, September 1996 Development of Computer Assisted Multimedia Educational Modules, November

1995 Authorware Professional, January 1994


81%


19%


346

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Segarra-García, Rafael, PhD, PE

Professor


PhD, Water Resources Engineering, Virginia Polytechnic Institute & State University, Blacksburg, VA, 1988 CE, Water Resources Engineering, Massachusetts Institute of Technology, Cambridge, MA, 1983 MSCE, Civil Engineering, University of Puerto Rico, Mayagüez, PR, 1977 BSCE, Civil Engineering, University of Puerto Rico, Mayagüez, PR, 1975


Professor, July 1998 – Present Associate Professor, July 1991 – June 1998 Assistant Professor, July 1988 – June 1991 Instructor, Aug. 1977 – June 1988


Short courses on stochastic hydrology in the Dominican Republic and a local consulting firm

CONSULTING: Expert Witness in over 15 court cases Consultant in bridge hydraulics to PR Highway Authority Private consultation in bridge design studies Private consultation in flood map revision studies Private consultation in hydrologic-hydraulic studies

STATE(S) IN WHICH REGISTERED: Puerto Rico, PE Lic. # 8320



College of Engineers and Surveyors of Puerto Rico (CIAPR) American Society of Civil Engineers (ASCE) American Geophysical Union

HONORS AND AWARDS: Distinguished Engineer – 2007, Aguadilla chapter of the College of Engineers and Surveyors of Puerto Rico (CIAPR)


Departmental Graduate Committee member Member of faculty Teaching Methods committee


Participation in annual seminars offered by the College of Engineers and Surveyors of Puerto Rico


0%


100%


347

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Suárez, Luis E., PhD

Professor


PhD, Engineering Mechanics, Virginia Tech (VPI). MSc, Engineering Mechanics, Virginia Tech (VPI). BSc, Mechanical and Electrical Engineering, National University of

Córdoba, Argentina.


Professor, Department of Civil Engineering, UPRM, July1996-present. Associate Professor, Department of General Engineering, UPRM,

July1991-July 1996 Assistant Professor, Department of General Engineering, UPRM, August

1989-July 1991. Assistant Professor, Department of Structures, University of Cordoba,

Argentina, October1987-July 1989. Assistant Professor, Engineering Science & Mechanics Dept., Virginia Tech

September 1986-August 1987.


Visiting Professor, Engineering Science & Mechanics Dept., Virginia Tech, Blacksburg, VA., Summers of 1990, 91, 92, 93, 94, 95, 96, 97, 98, 99, 2000.

CONSULTING: Structural Engineer, Structural Mechanics Group joint program of the Atomic Energy Commission of Argentina and the University of Córdoba, Argentina. Occasional diverse consulting during tenure UPRM, 1981-1982.



Suarez, L.E. and Montejo, L.A., "Applications of the Wavelet Transform in the Generation and Analysis of Artificial Accelerograms," Structural Engineering and Mechanics Journal, Vol. 27, No. 2, 2007, pp. 173-197.

Virella, J.C, Suarez, L.E. and Godoy, L.A., "A Modified Capacity Spectrum Procedure for the Evaluation of the Elastic Buckling of Anchored Steel Tanks due to Earthquakes," Journal of Earthquake Engineering, (in press), scheduled for publication on 2008.

Cundumi, O. and Suarez, L.E., “A New Variable Damping Semi-Active (VDSA) Device for Seismic Response Reduction of Civil Structures,” Journal of Mechanics of Materials and Structures, Vol. 2, No. 8, 2007, pp. 1639-1659.

Cundumi, O. and Suarez, L.E., “Numerical Investigation of a Variable Damping Semi Active Device for the Mitigation of the Seismic Response of Adjacent Structures,” Journal of Computer-Aided Civil and Infrastructure Engineering, Vol. 23, 2008, pp. 291-308.

Stuardi, J.E. and Suarez, L.E., “Seismic Performance Comparison of Two Similar Buildings with a Rigid Foundation and a Base Control System Using Measured and Predicted Responses,” submitted for publication to the Journal of Earthquake Engineering, in January 2008.


ASME, ASCE, AIAA, American Academy of Mechanics, ASEE, SEM, EERI, SSA, Sigma Xi, NEES.


348

HONORS AND AWARDS: Gold Medal to Best Graduate of School of Mechanical Engineering (University of Córdoba, 1981)

Cunningham Fellowship (VPI, 1986) Ph.D. Research Award (VPI Chapter of Sigma Xi, 1987) Tau Beta Pi Award for Excellence in Undergraduate Teaching (1994, 1995) Puerto Rico-EPSCoR Scholarly Productivity Award (1993,1994) Who’s Who in Science and Engineering (1994,1995) Who’s Who Among Hispanic Americans (1994,1995) Who’s Who in American Education (1995) Who’s Who Among America’s Teachers (1996) Who’s Who in the South and Southwest (1997) Distinguished Professor, General Engineering Dept., UPR-M (1996) Distinguished Scientist of Puerto Rico, Interamerican University (1995) Distinguished Professor Award, Civil Engineering Dept., UPR-M (1997) Distinguished Professor Award, Civil Engineering Dept., UPR-M (2000)


General Vice-Chairman of the 5th Pan American Congress of Applied Mechanics in San Juan, Puerto Rico, January 2-4, 1997.

Technical Chairman of the 23 rd Southeastern Conference on Theoretical and Applied Mechanics in Mayagüez, PR on May 21-23, 2006.

Member of the board appointed by the Council of Higher Education of Puerto Rico to evaluate the license renewal of the engineering programs of Caribbean University, 1996.

Member of the Technical Committee on Probabilistic Methods of the American Society of Civil Engineers (ASCE), elected for the term 1995-1998.

Member of the Editorial Board of the Journal of Engineering Structures, Elsevier Science, July 1999 to present.

Member of the Editorial Board of the Journal of Vibration and Control, 2004 to present.

Member of the Editorial Board of the Revista Internacional de Ingeniería de Estructuras.

Member of the board appointed by the Council of Higher Education of Puerto Rico to evaluate the license renewal of the graduate program in Civil Engineering of the Polytechnic University of Puerto Rico, 2000.

Co-editor of the international journal Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, published since May 2001.

Member of the Personnel Committee of the Civil Engineering Department of UPR-M, July 1997 to present.


"Potential Disaster Assessment 101" by several instructors, seminar, 2nd International Forensic Engineering Congresss organized by the American Society of Civil Engineers, San Juan, Puerto Rico, May 2000.

"Dam Safety Training Workshop" by instructors of the Bureau of Reclamation, seminar organized by the Puerto Rico Electric Power Authority, Aguadilla, Puerto Rico, December 4-8, 2000.


67%


33%


349

SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Valdés Díaz, Didier M., PhD, PE

Associate Professor


PhD, Civil Eng. (Transportation), The University of Texas at Austin MSCE, Traffic and Transportation Eng., El Cauca University BSCE, La Gran Colombia University.


Associate Professor, UPRM, 2004-Present Assistant Professor, UPRM, 1999-2004 Research Assistant &Project Coordinator, UT- Austin, 1995-1998 Visiting Professor, UPRM, 1991-1994 Instructor, La Gran Colombia University, 1990


"Introduction to the Conceptual Design of Highways and Streets." One-day seminar for the Technology Transfer Center. Oct. 2000

"Introduction to the Research Methodology" four weeks seminar for graduate students at the Civil Engineering Department. June 2000

CONSULTING: 09/90-02/91 Specialized Engineer, Public Works and Transportation Ministry. Specialized engineer in the transportation area, working with the planning office on transportation infrastructure issues.

01/90-09/90 Civil Engineer, Independent. Engineering consulting for several companies on transportation and project control.

03/87-07/88 Project Engineer, R.F. S.A. Engineer in charge of planning, construction and control of residential building projects.

08/85-02/87 Project Engineer, INCIVIAL LTDA. Engineer in charge of construction at the Bogota-Villavicencio highway KM 8.

STATE(S) IN WHICH REGISTERED: Professional License # 25202-23893 issued by the Professional Board of Engineering and Architecture in Bogotá, Colombia.


With Fisher D. And Baucage Y. “Evaluation of Location Marker Signs for Incident Management” Proceedings of the ITE Annual Meeting 2001, Chicago, August 2001.

With Paz A. and Silva B. “Implementation of ITS Strategies to Manage Special Events in the San Juan Metropolitan Area” Proceedings of the ITE Spring Conference 2001, Monterrey, CA, March 2001.

With Mahmassani H. S. and Chiu Y. C. "Optimal Time-Dependent Varible Message Sign Diversion Strategy" Submitted for publication in Transportation Research Record. Proceedings of the 79th Annual Meeting of the Transportation Research Board, January 2000, Washington D.C.

With Mahmassani H. S., Abdelghany K. F. and Abdelfatah A. S. "Real-Time Dynamic Traffic Assignment and Path-Based Signal Coordination: Application to Network Traffic Management" Accepted for publication in Transportation Research Record. Presented at the 78th Annual Meeting of the Transportation Research Board, January 1999, Washington D.C.

"Integrated Arterial and Freeway Operation Control Strategies for ITS Advanced Traffic Management Systems.", Nov. 1997.

Contribution to the report: "DYNASMART-X Real-Time Dynamic Traffic Assignment System Volume IV: Off-line Testing." Technical Report ST067-85-VOLUME IV., Sep. 1998.

Contribution to the report: "Off-line Laboratory Test Results for the DYNASMART-X Real-Time Dynamic Traffic Assignment System." Technical Report ST06785-TASK G., Sep. 1998.


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Institute of Transportation Engineers (ITE) Transportation Research Board (TRB) American Society of Civil Engineers (ASCE)

HONORS AND AWARDS: 1997-98 "Mary Kate Collins Memorial Endowed Presidential Scholarship in Civil Engineering" Nominated by Civil Eng. Faculty at UT Austin

1994 Distinguished Professor of the Civil Engineering Department. Nominated by Tau Beta Pi Engineering honor society, UPR – Mayaguez

1988-89 Fellowship for graduate studies, El Cauca University. 1985 Distinguished Graduating Student. La Gran Colombia University.


Thesis Director: 1. Thesis Director Paz Alexander (1999-Present), Baucage Yilia (2000_Present), Torres Cristina

(2000-Present), Martínez Francisco (2001-Present), Buitrago Fabiola (1992-1994)

2. Participation in Graduate Committees Juarbe Daysi (2000-Present), Juan Carlos Virella (2000-Present) .Rodriguez

Edilberto (1995), Contreras Carlos (1993), Molina Carlos (1993), Marcial Sandra (1993)

3. Research Projects with Undergraduate Students 1999-Present Several undergraduated students advised under independent

research, the UPR/MIT/TU Professional Development Program and SLOAN Undergraduate Research in Civil Eng.

Service: 1. At The UPR — Mayaguez Campus 2000-01 President of Departmental Committee of Graduate Studies 2000-01 President of Mayaguez Campus Traffic Committee 2. At The University of Texas at Austin 1997-98 President of ITS America Student Chapter 1997-99 Associate Member of the Institute of Transportation Engineers 1995-98 Member of the Student Chapter of the Institute of Transportation

Engineers 1995-98 Reviewer for papers submitted to journals and conferences including

TRB committee on Traffic Flow Theory, Conference of the International association for Travel Behavior Research, and Triennial Symposium on Transportation


Seminars 1999-01 More than 40 hours completed through the Center for Professional

Enhancement (CEP) at UPR-Mayaguez on several topics including the required 3-days seminar for new faculty, 4-days seminar on writing technical papers, and various seminars on topics ranging from ethics to mentoring students.


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NAME & ACADEMIC RANK: Vélez Rodríguez, Linda L., MS, PE, PLS Professor


MS in Geodetic Science, Ohio State University, Sept. 1981 BSCE, University of Puerto Rico - Mayagüez, May 1975


Professor, 2001 Associate Professor, 1994 Assistant Professor, 1989

OTHER RELATED EXPERIENCE (teaching, industrial, new technology):

Professor at the Polytechnic Univ. of Puerto Rico Land Surveying Program, Period 1982 to 1985

Ad Honorem Professor at the University of Puerto Rico-Rio Piedras Campus at the Geography Department, Period 1983

Professor and Program Coordinator at the Turabo University of Puerto Rico, Land Surveying Program at the Mathematics Department - Gurabo, PR; Period 1978 to 1979

Undersecretary of the Department of Transportation and Public Works, San Juan, Puerto Rico. Acting Secretary during January 1, 1989 to March 3, 1989. Period April 1986 to March 1989.

Partner of Antonio Hernández Virella & Associates; Period 1983 to 1986 Civil Engineer at the Puerto Rico Aqueduct And Sewer Authority, San Juan, PR;

Period 1978-1983 Civil Engineer at the Department of Transportation & Public Works, San Juan,

Puerto Rico; Flood Control Area; Period 1975-1978 The use of Global Positioning Systems technology in several courses and conducts

research using GPS as data gathering tool. The use of several TRIMBLE receivers such as: the Pathfinder Basic Plus, GeoExplorer II, 4600LS and 4700. DGPS and STATIC observation methods.

The use of Real Time KinematicGlobal Positioning Systems technology using TOPCON Hiper Lite +

The use of Remote Sensing and Geographic Information Systems technology in several courses and conducts research using these new technologies with several agencies like: USDA Forest Services, NOAA, Fish and Wild Life Service, NASA, FEMA, Instituto de Cultura Puertorriqueña, Puerto Rico Justice Department and the Puerto Rico Environmental and Natural Resources Department.

CONSULTING: Expert Witness in Land Surveying STATE(S) IN WHICH REGISTERED: Professional Engineer, Puerto Rico, License No. 7731

Professional Land Surveyor, Puerto Rico, License No. 8791 PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

Sistema Espacial del Valle del Río Grande de Añasco, Tecnomundo, publicación del Colegio de Ingenieros y Agrimensores de Puerto Rico, Edición Enero-Febrero/2004, página 13.

Buscando Puntos de Control en el WEB, Tecnomundo, publicación del Colegio de Ingenieros y Agrimensores de Puerto Rico, Edición Febrero 2005, página 14.

Land Surveying Bachelor Program at the University of Puerto Rico: A Vision for Success

XXIII International FIG Congress 8-13 October 2006 Munich, Germany Tidal Station and Bench Marks: Tools for Spatial Information Management 6th FIG Regional Conference Coastal Areas and Land Administration –Building the Capacity- 12-15 Novembre 2007 San Jose, Costa Rica


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Society of Women Engineers (SWE); American Society of Civil Engineers (ASCE); American Congress on Surveying and Mapping (ACSM); Sociedad de Ingenieros de Puerto Rico; Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) to which all Registered Engineers and Land Surveyors must belong by Law; National Geographic Society And Sororidad Honoraria de Educadoras ADK-Capítulo Delta

HONORS AND AWARDS: 1997 Distinguished Collegiate by the Mayagüez Chapter of the “Colegio de Ingenieros y Agrimensores de Puerto Rico”

Illustrios Women Room of the Puerto Rico Senate, Tally with the name of Linda L. Vélez in the Engineering Field

1996 Fellow of the Society of Women Engineers 1996 Distinguished Work in Land Surveying Six Land Use and Land Cover of

Guánica Dry Forest by the “Colegio de Ingenieros y Agrimensores de Puerto Rico”


2006-2007 and 2005-2006 President of the Professional Surveyor Institute of the “Colegio de Ingenieros y Agrimensores de Puerto Rico”

Department’s Personnel Committees Professional Land Surveying Committee

Faculty Advisor for the SWE Student Chapter Member of the Editorial Advisory Board of the Journal Surveying and Land

Information Systems, published by the American Congress on Surveying and Mapping until 2007

“Geodetic Liaison” for the National Geodetic Survey since 1999, as part of the MOU between NOAA and UPR-RUM

Research in Remote Sensing , Geographic Information Systems(GIS) and Global Positioning Systems (GPS) with several federal and local agencies like: USDA Forest Services, NOAA, Fish and Wild Life Services, NASA, Instituto de Cultura Puertorriqueña, Puerto Rico Justice Department and the PR Environmental and Natural Resources


Conferencia titulado “Acceso al Fortín de San Jeronimo” auspiciado por el Colegio de Ingenieros y Agrimensores de Puerto Rico, el 27 de septimebre de 2007.

Conferencia titulado “Sistema de Alerta de Tsunamil” auspiciado por el Colegio de Ingenieros y Agrimensores de Puerto Rico-Instituto de Agrimensores, el 15 de febrero de 2008.

Conferencia titulado “Metamorfosis Geoespacial” auspiciado por el Colegio de Ingenieros y Agrimensores de Puerto Rico, el 14 de mayo de 2008.


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SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Wendichansky Bard, Daniel A., PhD, PE

Professor


PhD, Civil Engineering, State University of New York at Buffalo (SUNY), 1996 MSCE, University of Puerto Rico-Mayaguez, 1986 BSCE, National University of Córdoba, Argentina, 1980


Instructor, Civil Engineering and General Engineering Department University of Puerto Rico, August 1986 - August 1992

Assistant Professor, Civil Engineering and General Engineering Department University of Puerto Rico, August 1992 – 1997

Associate Professor, Civil Engineering Department -University of Puerto Rico,August1997–2003

Professor, Civil Engineering Department -University of Puerto Rico, Since 2003


Teaching Assistant, Mechanics of Material National University of Córdoba, 1977-1980

Lecturer, Civil Engineering Department Catholic University of Córdoba, 1981-1984 Province Highway Authority (DPV) Córdoba, Argentina, 1981 Construction

Supervisor of Highway and Bridges Córdoba’s Province Authority of Energy (EPEC)

Córdoba, Argentina, 1981-1984 Construction Supervisor of Building and Civil Facilities

CONSULTING: Walter Ruiz & Associates, Inc.Structural Consultant - Puerto Rico 1988-1991, in charge of the following duties: Design new structures as schools and buildings, retrofitting design for tuna industries

Rodríguez-Vera & Associates Structural Consultant - Puerto Rico-1989 – Present, in charge of the following duties: laboratory tests, structural building evaluations and retrofitting design alternatives.

Bridge Design over Route #2, Toa Baja, PR for Highway and Transportation Authority 1998

Bridge over Route #2, Toa Baja, PR for Highway and Transportation Authority 1999 Bridge Design on Route #187, Bridge 452 Río Grande for Highway and

Transportation Authority1999 Design of Bridge over Río Guayabo, Route #115, Aguada, PR for Highway and

Transportation Authority 2000 Structural Design of Parking Building for Department of Housing 2000 Structural Design of Roof for Municipal Coliseum of San Sebastián. 2002 Structural

Design of Coliseum at Hormigueros. 2003 Structural Design of two 9 Story RC building Design 2004 Structural Design of 8 Story Steel Parking at Mayaguez 2006

STATE(S) IN WHICH REGISTERED: Puerto Rico, PE


E. Velez, D. Wendichansky and R. Lopez, “Lateral load tests of RC older homes loaded in their weak Direction”Second NEES-EDEFENSE Workshop on Collapse simulation of Reinforced Concrete Building Structures, Oct. 30 – Nov. 1, 2006, E-Defense, Kobe, Japan.

D. Wendichansky, J. L. Ayala, Y. Seda Sanabria;“Assessing Bridge Conditions by Performing Static Load Tests”; Proc. IV LACCEI Conference, Mayagüez, PR, June 21-23, 2006.

D. A. Wendichansky, E. Vélez, S. S. Chen, J. B. Mander; “Simplified vs. Detailed Bridge Models: A Time and Costs Decision”;Proc. IV LACCEI Conference, Mayagüez, PR, June 21-23, 2006.


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D. Wendichansky, Y. Seda and J. Ayala; “ Experimental Determination of the Load Distribution Factor for Bridges”; Proc. XXIII South Eastern Conference on Theoretical and Applied Mechanics, Puerto Rico, May 21-23, 2006.

D. Wendichansky, E. M. Vélez and F. J. Acosta; “Experimental Cyclic Behavior of Concrete Wall Houses Loaded in their Weak Direction”; Proc. XXIII South Eastern Conference on Theoretical and Applied Mechanics, Puerto Rico, May 21-23, 2006.

R. R. López, L. A. Godoy, D. Wendichansky, Estimating Natural Hazards Damage for the Insurance Industry in Puerto Rico, Proc. Third LACCEI Internacional Conference, Cartagena de Indias, Colombia, 8-10 June 2005.

Wendichansky D. “Simple Earthquake Construction Details That Make Big Differences” Earthquake Conference, Puerto Rico Civil Engineering Society, February 2005

Rodriguez L. and Wendichansky D. A., “Optimal Design of Battered Piles”, Proceedings 2 Conference on Bridge and Highway Design. San Juan, Puerto Rico September 2004.

Wendichansky D. and Centeno C., “Mitigating the Vulnerability of Existing Electrical Steel Towers” Special Publication 65-a FEMA 2003

Wendichansky D. A., Martinez J. ,Cortez M,. Velez E., and Burgos I., “Earthquake Instrumentation of Puerto Rico Bridges”, Proceeding Annual Meeting Seismological Society of America April 2003


Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) - Member

HONORS AND AWARDS: NIME Committee, Concrete Construction, 1983 Argentina Ramos Foundation, Outstanding Graduate Student Award, 1985 Mayagüez Campus, University of Puerto Rico Merit Award, General Engineering Department Outstanding Professor of the Year 1990 Mayagüez Campus, University of Puerto

Rico - Puerto Rico


Structural Lab Director, Civil Engineering, 1997 - Present In charge of design and construction of a one degree of freedom shaking table,

located at the University of Puerto Rico Structural Lab. In charge of implementing the use of experimental techniques in undergraduate

courses. Director of the bridge instrumentation program, supported by the Puerto Rico

Strong Motion Program and FEMA. MCEER Engineer consultant during the full scale testing of two slab on girder

bridges. NSF Panel Reviewer, Journal Reviewer (different publications)


Industry consultant during the development of new commercial products. Structural Consultant for the Department of Transportation and Public Work, Port

Authority and for the Electric Power Company.


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SUMMARY CURRICULUM VITAE (ABET) NAME & ACADEMIC RANK: Zapata-López, Raúl E., PhD, PE

Professor Assistant Dean of Academic Affairs, UPRM


PhD, Civil Engineering, University of Florida, Gainesville, Fl., 1987. MSCE, UPR-Mayagüez, P.R., 1982. BSCE, UPR-Mayagüez, P.R., 1979


Professor, Civil Engineering Dept., UPR-Mayagüez. (1996 - present). Associate Professor, Civil Engineering Dept., UPR-Mayagüez. (1991- 997). Assistant Professor, General Engineering Dept., UPR-Mayagüez. (1988-1991). Lecturer, General Engineering Dept., UPR-Mayagüez. (1981-1983). Tenure Status (July 1993). Transferred from General Engineering to CE in April 1994.


Co-Pi. “Vulnerability of Structures due to Natural Disasters: Floods” FEMA, 2004-07. Co-Pi. “Vulnerability of Structures due to Natural Disasters: Hurricane Winds”

FEMA (2003-2006). Co-PI. “Flood Hazard Mitigation Through Revised Drainage Policies and Criteria

for PR: A Guidelines Manual” FEMA (2000 - 2004). Co-PI. “Damage Mitigation of Above Ground Steel Tanks due to Hurricanes” FEMA

( 2000 - 2003). PI. “Engineering Excellence Awards for Low Income Minority Students” NSF (Feb.

2001 to 2005), Co-PI (2000 - 2001). Co-PI. “Hydrologic-Hydraulic study to determine possible bridge scour conditions of

5 bridges in P.R.,” (1999 to date). Co-PI. “Collection of Basic Weather and Earthquake Data for Improvement of

Building Codes in PR: Wind and Weather Component” FEMA & PR State Civil Defense (1997 - 2000).

PI. “Developing Guidelines for Testing & Approval of Strom Shutters and Panels” FEMA & PR State Civil Defense (1996 -1999).

Co-PI. “Development of a Decision Support Systems for Urban Watershed Management in PR” NSF-UPR Civil Infrastructure Center - EPSCOR (1995 - 1998)

CONSULTING: Study of required wind forces & instantaneous impulse on large floating barge to generate drifting (2008 to date)

Evaluation of Hydrologic-Hydraulic Study of “Valle Verde” Residential Development, Aguada, PR. (March-July2001).

Stormwater drainage system improvement & erosion control on steep slope (2001). Interagency member Hazard Mitigation Team for May 6, 2001 Flood damages in

PR, FEMA-1372-DR-PR (May to June 2001). Task Force: Evaluate the Hydrologic-Hydraulic component of Environmental Impact

Statement – Final of Neptune Ocean Harvest Inc. to UPRM Chancellors Office (Nov. 1999 to March 2000).

Interagency & commission member Hazard Mitigation Team for Hurricane Georges damages in PR, FEMA-1247-DR-PR, (Sept. 1998 to March 1999).

Expert Witness and deposition on "Sediment transport and geomorphologic effects of gravel mining at Rio Grande de Añasco" Dept. of Natural Resources and Environment of PR, (Sept. 1997-April 1998).

Commission member to study Hurricane Hortense damages in PR by FEMA and Civil Defense Commission, FEMA-1078-DR-PR Report (Sept. 1996 to 1998).

Commission member to study Hurricane Marilyn's damages in the islands of Culebra, P.R. and St. Thomas, U.S. Virgin Islands by FEMA and Civil Defense Commission, FEMA-1068-DR-PR Report (Sept. 1995 to 1997).

Evaluation for Improvements of the Hydrologic-Hydraulic Study and Stormwater drainage system for “Valle Monte Grande” Residential Development at Cabo Rojo, PR (November 2001 to February 2002)


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STATE(S) IN WHICH REGISTERED: Puerto Rico PE/PLS # 8447. PRINCIPAL PUBLICATIONS OF LAST FIVE YEARS:

“Flood Damages due to rivers, store surges and tsunamis: A proposed methodology” in Proceedings LACCEI-2006, Mayaguez, P.R. June 21-23, 2006. By N. Caraballo, R. Zapata-López & I. Pagán-Trinidad.

“Impact of windborne debris on storm shutters” in Proceedings of LACCEI-2006, Mayaguez, P.R. June 21-23, 2006. By A. Borges R. López & R. Zapata-López.

“Mitigation of Flood Hazards” Proceeding of Conference LACCEI 2004 Miami,FL 2-4 Junio,2004. By I.Pagan-Trinidad, R Zapata-Lopez, N. Caraballo, y V. Gonzalez

“Distribución de presiones de vientos huracanados sobre tanques cortos mediante estudio del túnel de viento” in Revista Internacional de Desastres Naturales, accidentes e infraestructura civil Vol.2 #2, Diciembre 2002 by G. Portela-Gautier, L. Godoy y R. Zapata-López.


College of Engineers and Surveyors of Puerto Rico, CIAPR Association of Groundwater Scientist and Engineers, NWWA American Water Works Association, AWWA American Water Resources Association, AWRA American Wind Engineering Association, AWEA

HONORS AND AWARDS: Distinguished Professor 2000-01, Civil Engineering Dept. UPR-Mayagüez (May 2002) Acknowledgement, 1994-95 Academic Excellence & Productivity Award (Oct. 1996). Certificate & Dedicatory 1996 Initiation Activity Civil Engineering Student Associations

UPR-Mayagüez (Oct. 1996). Certificate, Distinguished Work as Director Fluid Mechanics Lab., GE Dept. UPRM

(July 1994). Member of Honor societies: SIGMA XI, Phi Kappa Phi & Tau Beta Pi . Distinguished Professor, 1992. CIAPR, Mayagüez Chapter. (May 1992). National Hispanic Scholastic Fund in 1985, 1986 and 1987. Honor Certificates from UPR, School of Engineering in 1976, 1977 and 1979.


Assistant Dean of Academic Affairs, UPR-Mayagüez (2001 to date). Director, Wind Tunnel Laboratory, Dept. of Civil Eng., UPR-Mayagüez (1994 to date). Dept. Committees: Academic Affairs (1996 to date) Institutional Committees: Registration Committee (2001 to date), Task Force on the

Review of the Class Schedule and time to move between classes ( 2006 - 2007). “Civil Engineering Professional Exam Review: Water Resources, Hydraulics and

Sewer Design”, Department of Civil Engineering, University of Puerto Rico, Mayagüez (March, 2003) 6 contact hours.

“Civil Engineering Professional Exam Review: Hydrology”, Department of Civil Engineering, University of Puerto Rico, Mayagüez (March 6, 2002) 3 contact hours.


Sea Level Measurements” ” by P.R. Transportation Technology Transfer Center, Univ. of Puerto Rico at Mayaguez, April 30, 2008.

“Practical Guidelines for Solid Waste Disposal” by P.R. Transportation Technology Transfer Center, Univ. of Puerto Rico at Mayaguez, April 10-11, 2008.

“Historia de los datums horizontales y verticales” CIAPR, Programa de Desarrollo Profesional y Educación Continua (7.5 hrs), April 5, 2008.

Fourth LACCEI-2006, Mayaguez, P.R. June 21-23, 2006. CONFERENCIA SOBRE INUNDACIONES 2005: Modernización de Mapas

sobre Tasas del Seguro de Inundación. 26 de agosto de 2005 en San Juan P.R.


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APPENDIX C – LABORATORY EQUIPMENT

Environmental Engineering Laboratory: The Environmental Engineering Laboratory (EEL) facilities are equipped with conventional, advanced, and state of the art indoor and field instrumentations. Major equipment and instrumentation in the Environmental Engineering Laboratory include:

• Pressure sensors

• Water purification systems

• Water quality meters (e.g.; pH, DO, Ion specific electrodes, turbidimeters, conductivity, temperature)

• Precision and top loading analytical balances

• Incubators

• Refrigerators

• Water baths

• Liquid and vacuum pumps

• High Pressure Liquid Chromatography systems with an absorbance detector

• Gas chomatographs equipped with FID and TCD (Thermal Conductivity Detector), Electron Capture Detector (ECD) and, Nitrogen-Phosphorus Detector (NPD)

• Ion Chromatograph

• UV/Vis spectrophotometers

• Total and organic carbon analyzer

• Atomic Absorption Spectrometer

• Particle Counter

• Analytical conductivity detectors

• Environmental Chambers

• Advance Oxidation Processes Package Plant

• Computational and data acquisition systems

Field equipment at EEL includes:

• Groundwater level meters

• Oil/water interface meters

• Tensiometers

• Infiltrometers

• Submersible pumps


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• Field sampling pumps

• Surface water flow meters and stage sensors

• Portable and permanent weather stations

• GPS

• Field water quality meters (pH, turbidity, salinity, specific ion electrodes, dissolved oxygen, temperature)

• Bailers

• Fully-integrated digital acquisition systems

• Two groundwater wells

EnviroBeds Facilities at EEL:

The EnviroBeds Facilities consist of several subsurface and engineered-environmental-

systems physical models. The TierraBed is comprised of several multi-dimensional physical models used to simulate underground and soil-atmospheric environmental processes. These models are well equipped with advance instrumentation and include:

• Two large-scale (1 m) 1-D flow/2-D transport soil columns. These columns have

been designed to study fate and transport processes subjected to variable advection, temperature and surface-wind conditions. The columns incorporate air-sweeping chambers at the top of the column to simulate wind conditions at the soil-atmospheric surface.


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• Small-scale (36 cm) transport/vegetation columns (4). These columns have been developed to assess vegetation uptake of contaminants and the effect of surface vegetation on the fate and transport processes. The columns are located in the field and are opened to the atmosphere on the top, and have drainage outlets at the bottom. Vegetative cover sits on the soil surface.

• 3-D laboratory-scale soil tanks (2) enclosed in environmental chambers and

instrumented with gas and liquid samplers and chemical, fluid, and thermal probes. These soil tanks are designed to study the effect of variable, but controllable environmental conditions (precipitation, solar radiation, atmospheric pressure, temperature) on fate and transport of contaminants in soils and near soil surfaces.

(b)(b)


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• A 2-D flow and electromagnetic soil tank instrumented with radar antennas, chemical detection probes, mass measuring devices, and an image acquisition system. The image acquisition and analysis system integrates the Soilbed and a digital camera interfaced to a computer, enclosed in a studio-like room set with proper lighting.

• Two AquiferBeds are used to study hydraulic and transport processes in saturated

confined, unconfined, and heterogeneous aquifers.


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• 3-D field lysimeters (2) comprised of soil tanks instrumented with gas and liquid samplers and chemical, fluid, and thermal probes. These lysimeters have been designed to study fate and transport processes in the field. The tanks are partially buried into the ground, and the top end of the lysimeters are opened the atmosphere. One of the soil tanks is filled with tropical sandy soil and the other with a clayey soil.

• Another small-scale physical model exists for probing soil physical properties, fate and transport processes, and exploiting sensing capabilities. One-dimensional columns have been built to determine soil hydraulic properties, dynamic contaminant dissolution rates, packing and sampling methodologies, and vapor-phase transport in soils.

Tensiometer

Well

Sand lysimeter

Weather Station

Data Acquisitionsystem

Claylysimeter

VegetationUptake Model

Tensiometer

Well

Sand lysimeter

Weather Station


Claylysimeter

Tensiometer

Well

Sand lysimeter

Weather Station


Claylysimeter

Tensiometer

Well

Sand lysimeter

Weather Station


Claylysimeter

Tensiometer

Well

Sand lysimeter

Weather Station


Claylysimeter

VegetationUptake Model


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Civil Engineering Materials Laboratory: Major equipment and instrumentation in the Materials Laboratory include:

• Forney LT-1000-3 Universal Testing Machine (600,000 lbs. capacity)

• Tinius Olsen Universal Testing Machine (300,000 lbs. capacity)

• Riehle Universal Testing Machine (400,000 lb. capacity)

• Riehle Screw-Gear Universal Testing Machine (100,000 lbs. capacity)

• Charpy Pendulum Hammer Impact Test Machine (Galdabini 300)

• TecQuipment SM 21 Torsion Testing Machine

• National Instrument SCXI data acquisition chassis with two SCXI-1520 strain gauge cards of 8 channels each and a SCXI-1112 8 channel thermocouple reader

• Three coarse aggregate sieving machines

• Two fine aggregate sieving machines

Geotechnical Laboratory: Major equipment and instrumentation in the Geotechnical

Laboratory include:

• One Wikenham Farrance hydraulic 50 kN triaxial compression machine

• Two Pneumatic consolidation load frames, ELE Model 1032, Capacity 32 tsf

• Six Wikenham Farrance Consolidation load frames

• Eleven Permeameters

• Five Volumeation insitu density testing devices

• Five Sand cone insitu density testing devices

• Six Unconfined compression testing devices

• One Wikenham Farrance direct shear apparatus (4 in x 4 in shear box)

• One fully automated triaxial GeoComp equipment (1 LoadTrac II, 2 Flow Trac, 1 cyclic actuator)

• One SBEL Resonant Column Apparatus – Stokeo Type with 150 psi capacity

• Three Tempe Cell Arrangements for Unsaturated Soil Mechanics

• One Rock mechanics Hoek Triaxial Testing Device

• One ELE Data acquisition system

• One SASW field testing cart (financed by the Strong Motion Network Center)

• One Direct Shear Apparatus (fairly old, but still usable for undergraduate demonstrations); in need of repair.

On approved requisition, fully funded, purchased, and awaiting delivery:


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• Point load apparatus for rock mechanics

• Rock slake durability testing device

• Rock shear box apparatus

• Data acquisition system

• One fully automated triaxial system

• One dynamic signal analyzer

Computer Aided Instruction and Research Laboratory ( CAIREL): Major equipment

and instrumentation in CAIReL include:

• Twenty seven (27) PC’s, all connected to main Server (CEFILE Server) in Widows 2003

• One server with one network printer

• One HP Laser Jet 9050 dn

• One plotter

• Two HP Design Jet 500 printers

• One HP Design Jet 800 printer

• One HP Scan Jet 4570c

• All computers have access by wired internet at 100Mbs.

• Wireless internet communication is available.

Computer Centers: Major equipment and instrumentation in the various Computer

Centers include:

Undergraduate Computer Center (Room CI-108):

• Thirty five (35) PC’s all connected to main Server (CEFILE Server) in Widows 2003

• One network printer


• Three plotters

• Two HP Design Jet 500

• One HP Design Jet 800

• One HP Scan Jet 4570c




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Civil Infrastructure Research Center (Room CI-104-C): • Thirteen (13) PC’s all connected to main Server (CEFILE Server) in Widows 2003



• One Touch Scan Jet 8920



Computer Labs (other than CAIReL, which was listed previously): Equipment

includes:

PASCOR Computer Center (Room CI-09B): • Eight (8) PC’s all connected to main Server (Nemesis Server) in Widows 2003


• One HP Inkjet 2500C



Transportation Technology Transfer Center: The Transportation Technology Transfer Center is not a laboratory. It is an outreach program that transfers technology through seminars, conferences, workshops, and other activities. Some of the significant equipment used in the performance of those functions include:

• Data display projectors (data shows) • Portable computers with DVD capability • Booths Stands • Portable screens • Laser pointers • Portable board for color markers • VCR Sets • TV Sets

Structural Engineering and Structural Models Laboratory: Major significant

equipment for this laboratory is included within the text description in Criterion7 of this report.


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Traffic Engineering Laboratory: Major significant equipment for this laboratory is included within the text description in Criterion7 of this report.

Surveying and Topography Laboratory: Major significant equipment for this

laboratory is included within the text description in Criterion7 of this report. Wind Tunnel Laboratory: Major significant equipment for this laboratory is included

within the text description in Criterion7 of this report. Civil Infrastructure Research Center (CIRC): Major significant equipment for this

center is included within the text description in Criterion7 of this report.


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APPENDIX D – INSTITUTIONAL SUMMARY

The Institution

University of Puerto Rico, Mayaguez Campus

Dr. Jorge Velez Arocho, Chancellor

Type of Control

Land-grant institution under state control.

History of Institution

The University of Puerto Rico was created by an act of the Legislative Assembly on March 12, 1903 emerging as an outgrowth of the Normal School, which had been established three years earlier to train teachers for the Puerto Rican school system. In 1908, the benefits of the Morill-Nelson declared applicable to the island, fostered the rapid growth of the University. Eloquent evidence of that growth was the establishment of the College of Liberal Arts at Río Piedras in 1910 and the College of Agriculture at Mayagüez in 1911.

It was in the College of Agriculture where the Mayagüez Campus as we know it today

had its origin. Credit for the establishment of the College is given to the joint effort of D. W. May (Director of the Federal Experiment Station), José de Diego, and Carmelo Alemar. A year later, the school received the name that it bore for 50 years: the College of Agriculture and Mechanic Arts (CAAM). The strengthening and diversification of the academic programs at Mayagüez were recognized years later when, in 1942, as a result of university reform, the campus was organized with a considerable degree of autonomy into the Colleges of Agriculture, Engineering, and Science under the direction of a vice-chancellor. The expansion continued through the 1950s when many programs flourished in the University. The College of Arts and Sciences and the Nuclear Center were established in Mayagüez. The Colleges of Humanities, Natural Sciences, Social Sciences, and Business Administration emerged in Río Piedras. The Schools of Medicine, Odontology, and Tropical Medicine were established in San Juan.

In 1966, the Legislative Assembly reorganized the University of Puerto Rico as a system

of autonomous campuses, each under the direction of a chancellor. The College of Agriculture and Mechanic Arts became the University of Puerto Rico, Mayagüez Campus (RUM).

Today, the Mayagüez Campus of the University of Puerto Rico continues its

development in the best tradition of a Land Grant institution. It is a co-educational, bilingual, and non-sectarian school comprising the Colleges of Agricultural Sciences, Arts and Sciences, Business Administration, Engineering, and the Division of Continuing Education and Professional Studies. At present, the campus population is composed of 12,108 students, 1,924 regular staff members and 1,037 members of the educational staff.


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Student Body The University of Puerto Rico has 11 campuses. The campus of Mayagüez is the only

one in the public university system where Bachelor of Science degrees in engineering are offered. Each year, the College of Engineering receives applications from an average of 1800 of Puerto Rico’s best high school students.

Of all the applicants to engineering (as their first, second or third choice) 35.8% were

admitted and registered, 58.7% were not admitted, and 5.5% were admitted but declined registration at our programs. In general terms around 4 of 10 applicants are admitted and registers in our engineering programs.

Based on type of high school (public or private) the applicants come from: 39.1% from

private schools are admitted and register, but lower percentages, 30.1% from public schools do. Four out of ten students from private schools are accepted and register, while only 3 out of 10 students from public schools do.

The distribution of applicants admitted and registered was the same for the eight

senatorial districts comprising Puerto Rico. The rejection rate and the number of applicants are larger for the Mayagüez district.

The number of students, stratified by gender, represents approximately 65% and 35%

percentages for males and females respectively. The general population of Puerto Rico shows almost a 50%-50% split between males and females.

Our engineering undergraduate enrollment, 5,099, places our college in the 10th position

of United States Engineering Schools. Georgia Institute of Technology ranked number one with 7,341 students. Our engineering college granted 590 bachelor’s degrees in 2006-2007, ranking number one in the degrees granted to Hispanics and 23rd in the US. From which, 35.4% are granted to women, ranking 6th. Regional or Institutional Accreditation

The Middle States Association of Colleges and Secondary Schools (MSA) Initial accreditation - 1946 Last accreditation - 2005

The Council of Higher Education (CES) Last accreditation - 2005

Personnel and Policies

Promotion Upon the respective recommendations of the Personnel Committee of the Department,

the Department Director, the Personnel Committee of the Faculty and the Dean of the Faculty; action is then taken by the Administrative Board toward the promotion of the candidate. The minimum service requirements for promotion and the salary adjustments that go with them, as per the 2007-2008 salary scale for engineers and architects, are presently as follows:


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Ph.D’s Service Monthly Requirement Increase

Instructor to Assistant Professor 4 years $598

Assistant Professor to Associate Professor 6 years $650

Associate Professor to Professor 8 years $942

Upon special recommendation (discretional): Instructor to Assistant Professor 1 years $598



Master’s Service Monthly Requirement Increase

Instructor to Assistant Professor 6 years $335


Associate Professor to Professor (Promotion not contemplated)

Upon special recommendation: (discretional): Instructor to Assistant Professor 4 years $335



Tenure After a minimum of five years of service, and upon recommendation from the Personnel

Committee of the Department, the Department Director, the Personnel Committee of the Faculty, and the Dean of the College, the Administrative Board will extend or deny tenure. Tenure by itself does not convey a salary adjustment.

Faculty salaries Faculty salaries, throughout the University of Puerto Rico system, are established by the

Board of Trustees. The salary scales are uniform, and depend on the rank of the professor, his/her academic degree, and the number of years of service with the institution. Revisions in salary scales occur at the discretion of the Board of Trustees.

The Board’s policy is to maintain uniform salary scales throughout the University System. Exceptions to this rule are those professional fields in which faculty recruiting is difficult: medical health sciences, engineering, architecture, law, and planning. As a result, faculty salaries in the Mayagüez Campus are higher in the College of Engineering than in the Colleges of Arts and Sciences, Business Administration, and Agricultural Sciences.


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The total income that a faculty member receives from the University can be substantially higher than the salary specified in the scale for his/her rank, academic preparation, and years of service. This is so because extra compensations are paid for administrative work, for teaching in excess of the 12 credit hours regular teaching load, for research in sponsored projects if the faculty member carries a full teaching load, and for teaching or research during summers. In summary, this demonstrates that there are mechanism in place to reward productivity and hard work, and that faculty income can reach levels competitive enough to assure an adequate stability of the teaching body.

Retirement Program The regulations of the Retirement System of the University of Puerto Rico state that all

University employees are required to participate in the pension plan, except: • Compensated on an hourly basis • Employed in a temporary position for less than nine (9) months • Regularly employed for less than 18 hours per week • Employed in a substitute position • Employed as a visiting professor • Providing services under contract, except if the contract agreement requires full- or

part-time employment and they have similar benefits and obligations to those of a regular employee participating in the pension plan

• Persons receiving a pension from another government retirement system, unless this pension is suspended during the time of employment at the University

• Persons who receive credit for their services at the University in a pension plan from any other federal government retirement system

In order to be able to begin receiving the pension, the person should meet two basic requirements: age and years of service. Once these have been met, the pension to be received upon retirement will be equal to a percent of the average of the 36 months of highest salary received during the individual’s/employee’s participation in the plan.

% x Average Compensation x Years of Service = Annuity The percentage used is determined by the years of service credited by the Retirement

System at the date of termination of service. In order to be eligible for a pension by age and/or years of service, the person must have between 10 and 30 credited years. The percentage rate starts at 1.5% per year, and can be as much as 75%. The average compensation will depend on the maximum salaries (cap) upon which the person chooses to base his/her contributions. The higher the factors in the equation, the higher the pension will be. We indicate how to achieve the highest possible factors below.

The maximum salary for contribution—or cap, as it is commonly called—is the highest salary on which the person can base his/her contributions to the pension fund. This is the amount that will determine how high the average compensation will be when calculating the pension benefit.


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Through June 30, 1998, the maximum salary for contributions of $35,000 was applicable to all pension plan participants, except those with 20 credited years of service on June 30, 1979, who had no cap or maximum salary.

At present, participants contribute at different percentage rates depending on the regulations that cover them, in some cases, by choice. Currently, there are three types of maximum salary for contribution:

Cap Contribution Paid Adjustment For Social Security

Maximum Pension To Whom This Applies

$35,000

5% and 4/6.5% coordinated 7% and 8% supplemented $437.50 $2,187.50

Participants who entered the system before July 1998 and have not elected to change caps.

$50,000

9% coordinated (previously 9% paid 5% or 4/6.5%) 9% supplemented (previously paid 7% or 8%)

$625.00 $3,125.00

Participants who entered the system after July 1, 1998 and those who entered earlier, but have voluntarily elected to change to this cap.

$60,000

11% coordinated (previously 9% paid 5%, 4/6.5%, or 9%) 7%, 8%, or 9% supplemented

$750.00 $3,750.00 Participants who have voluntarily elected to change to this cap.

Participants in the $50,000 cap can change to the $60,000 cap at any time. Those in the $35,000 cap can change to the $50,000 or $60,000 caps. The regulations established for this say that 9% or 11%, respectively, will be retroactively effective through July 1, 1998. These regulations also establish that differences in contributions will be charged at the rate in effect at the time for the years prior to July 1998, during which time the caps exceeded those currently in place. The payment includes interest, at the rate of 8% from the point that the differences begin through the final date of payment.

Participants who made mandatory contributions to the pension fund beginning on or after July 1, 1998 contribute 9%, up to maximum salary of $50,000. However, those participants who began contributing to the fund on or after July 1, 2002 may opt for the $50,000 cap (9%) or the $60,000 cap (11%).

The University contributes 15 % of the employee’s salary to the cost of the program.

Health insurance:

The University contributes $509.48 a month to the cost of the health insurance program of each of its employees.

Social Security: The University contributes 6.2 percent of the salaries of its employees to the Social

Security System and 1.45 percent to Medicare, to the salary ceiling fixed every year by the Federal Government.


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Other benefits: All University employees are entitled to free tuition for their children and spouses

enrolled in the institution. They also receive a 10 percent discount on all purchases at the Campus bookstore, and a Christmas bonus, which varies every year. For this past Christmas the bonus was $1025.00.

Educational Unit

The organization chart of the Mayagüez Campus is shown in Table D-7 (A), as suggested, towards the end. As illustrated, there is an Administrative Board at a hierarchical level immediately below that of the Chancellor. As per the University Law, the Board serves as an advisory body to the Chancellor on the general operation of the Campus.

The College of Engineering is organized into six academic departments: Chemical Engineering, Civil Engineering and Surveying, Electrical & Computer Engineering, Industrial Engineering, Mechanical Engineering, and Engineering Science and Materials. Of these, Engineering Science and Materials is a non-degree granting department, which offers the core courses common to all programs. The Department of Electrical and Computer Engineering offers two separate programs in Electrical Engineering and Computer Engineering. The Department of Civil Engineering and Surveying also offers two separate programs in Civil Engineering and Surveying. The Surveying program is a four-year non-accredited program. A Research & Development Center and the Cooperative Education Program also form part of the College of Engineering.

The following constitute the administrative corps of the College of Engineering: Dr. Ramón E. Vasquez Espinosa Dean Vacant Associate Dean (Academic Affairs) Dr. José Colucci Rios Associate Dean (Research) Prof. Waldemar Ramirez Associate Dean (Administrative Affairs) Dr. Mario Rivera Borrero SEED Office Coordinator Dr. David Suleiman Director, Dept. of Chemical Engineering Prof. Ismael Pagán Trinidad Director, Dept. of Civil Engineering & Surveying Dr. Ricardo López Associate Director, Dept. of Civil Engineering &

Surveying Dr. Luis Godoy Associate Director, Dept. of Civil Engineering &

Surveying Dr. Isidoro Couvertier Director, Dept. of Electrical & Computer

Engineering Dr. Walter Silva Araya Director, Dept. of Engineering Science and

Materials Prof. Christine Johnson Associate Director, Dept. of Engineering Science

and Materials Dr. Paul Sundaram Director, Dept. of Mechanical Engineering Dr. Agustín Rullán Director, Dept. of Industrial Engineering


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The following mission statements of the College of Engineering were approved by the faculty in its general meeting held on May 8, 2001.

Provide Puerto Rico, our neighbors, and the rest of the world with professionals having a strong education in engineering and related areas, with rich environmental, ethical, cultural, and social sensitivities; with capacity for critical thinking and for becoming leaders in their fields. It is also our mission to conduct research, expand and disseminate knowledge, promote an entrepreneurial spirit, provide service to the community, and pursue the innovation and application of technology for the benefit of our global society, with particular emphasis on Puerto Rico.

Credit Unit The University of Puerto Rico’s definition of a semester credit for courses falls within the

context of EAC’s assumption that one semester credit hour represents one class hour or three laboratory hours per week, and that one academic year normally represents at least 28 weeks of classes, exclusive of final examinations. At the University of Puerto Rico in Mayaguez, each of the two semesters comprises 15 weeks of classes. Instructional Modes

Traditional on-campus instruction is employed in all programs. Grade-Point Average

The grade point average required for graduation is 2.00. In addition, engineering graduates must have earned a grade point average of 2.00 in the courses taken within their major fields as per the stipulations of the College of Engineering. However, no such conditions exist at the institutional level.

Academic Supporting Units

A. Department of Chemistry Dr. Francis Patrón, Director http://www.uprm.edu/wquim/

The Department of Chemistry was founded in 1948 and offers a Bachelor of Science degree in Chemistry, which has been fully approved by the American Chemical Society since 1978. The department also offers a graduate program leading to a Doctor of Philosophy degree in Applied Chemistry and a Master of Science degree in Chemistry, the latter since 1959. The Chemistry Department collaborates with the interdisciplinary Master of Science in Food Technology and the Bachelor of Science in Biotechnology programs together with the departments of Chemical Engineering and Biology and the School of Agriculture. The Chemistry Department is the largest service department offering laboratory courses within the University of Puerto Rico system.


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The mission of the department is to offer students a program of excellence in chemistry by means of a formal education, research and community service, to enable them to develop as professionals in the various fields of chemistry. Students completing the program are made aware of the problems that affect the Puerto Rican and international communities and of their responsibilities and opportunities as citizens and scientists in areas such as education, industry, government, and scientific research. The Chemistry Department’s Student Affiliate Chapter has been selected by the American Chemical Society’s Department of Educational Activities as outstanding on numerous occasions.

The department hosts several research groups and two research centers: the Center for Protein Characterization and Function, and the Center for Development of Chemical Sensors. An outreach program, Science on Wheels, is also housed within the departmental facilities.

B. Department of Economics Dr. Wilfredo Ruiz Oliveras, Director http://econ.uprm.edu/ The Department of Economics is engaged in the dual function of providing professional

training to students majoring in Economics and rendering teaching services to students of other departments on the Mayagüez Campus of the University of Puerto Rico. Student professional training is offered through an academic program which emphasizes the development of quantitative methods and techniques necessary for economic analysis. The program requires a three semester sequence in mathematics, one year of mathematical statistics and one semester course in econometrics, as well as one year seminar course in research methodology. Upon successful completion of this program, students are awarded a Bachelor of Arts degree with a concentration in Economics. Teaching services, on the other hand, are designed for students who take introductory and intermediate economics courses as requirements and/or electives within their major field of study.

The common purpose of both functions is to develop students' ability to think clearly and objectively in dealing with economic decisions and problems. Students are trained specifically to replace value judgments and prejudices with sound economic reasoning based on an objective and rational analysis. Besides these two functions, economic research and the promotion of economic education are two integral elements within the Department.

C. Department of English Dr. Betsy Morales, Director http://www.uprm.edu/english/

The Department of English provides various courses of instruction for all students attending the Mayagüez Campus.

With regards to the general requirement in English, three separate 12 credit-hour sequences exist within the Department of English.


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A. The Basic Sequence: INGL 3101, 3102, 3201, 3202.

B. The Intermediate Sequence: INGL 3103, 3104 and six additional credit-hours in English Department courses to be chosen from an approved list of courses provided by the English Department.

C. The Honors Sequence: Six credit-hours are granted to students by means of Advanced Placement. Students must then take INGL 3211 and 3212 to complete their requirement. Note that although these two courses carry 3000-level numbers, they are actually second year courses.

Academic Senate Certification 88-24 stipulates that ONLY a score of 4 or 5 on the Advanced Level Test of the College Board may be used to place entering first year students directly into second year courses by granting them six credit hours of advanced placement.

Note that students who start in one sequence cannot take courses in one of the other sequences to satisfy the university's English requirement. For example, students in the "Intermediate Sequence" may not take either INGL 3201-3202 or INGL 3211-3212 to satisfy their second year requirement.

Students who score below 570** on the ESLAT (English as a Second Language Achievement Test) will be placed in the basic sequence of courses: INGL 3101, INGL 3102, INGL 3201, INGL 3202.

The intermediate sequence of courses, starting with INGL 3103 and INGL 3104, is for entering students at UPR/Mayagüez who have scored above 570** on the ESLAT (English as a Second Language Achievement Test), but who have either not taken the Advanced Level Test in English or not qualified for advanced placement in the Honors Program of the English Department by obtaining a score of 4 or 5 on that test. Students with a score of 3 on the Advanced Level Test will be placed in INGL 3103.

Students who successfully pass INGL 3103 and INGL 3104 must take six more credit-hours in English Department courses in order to satisfy the university requirement in English.

The English Department also offers additional course work in the areas of conversational English, public speaking, advanced composition, creative writing, technical writing, literature, and linguistics. All students have an opportunity to take such additional courses in English to meet their particular needs.

For those students who desire to major in English, the department offers a two-track program leading to the degree of Bachelor of Arts in English. All students are required to take a common core of courses which includes: "Introduction to Linguistics," "Phonetics," "Survey of English Literature" (two semesters), "Survey of American Literature" (two semesters), and "English Expository Writing." Beyond these required core courses, students choose to emphasize coursework in the area of literature or linguistics.

The department also administers an English course for international graduate students who have only minimal competence in English. The English Department also works with other Departments of the University to offer students an opportunity to receive certificates in Education, Film, and Office Management.

The English Department offers a graduate program leading to the degree of Master of Arts in English Education (M.A.E.E.). This program is grounded in the areas of linguistics,


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literature, and pedagogy. Although students may ultimately concentrate in one of these areas, they are required to take designated courses from each area. The program is designed for classroom teachers at all levels of instruction.

D. Department of Geology Dr. Johannes Skellekens, Director http://geology.uprm.edu/

The Department of Geology offers a program leading to a Bachelor of Science degree in Geology. As part of degree requirements, majors have to conduct a supervised research project in their final year. The Department also offers advanced undergraduate courses for qualified students in the graduate programs in Biology, Physics, Marine Sciences and Civil Engineering. The principal objective of the Geology Program is to prepare students for professional positions in industry and government, and for careers in academic research and teaching.

The Department operates a microseismic network, laboratories with analytical instruments including an electron microprobe, x-ray fluorescence and x-ray diffraction spectrometers, and a mass spectrometer, as well as geochemical, remote sensing and geophysical laboratories.

The Department hosts the Puerto Rico Seismic Network (Red Sísmica), which operates and maintains the most extensive array of seismological instrumentation in the northern Caribbean from a separate building adjacent to the department. The popular Geology Museum and departmental collections are currently being updated in new facilities within a two-minute walk from the Physics building.

E. Department of Hispanic Studies Dr. Jaime Martell Morales, Director http://www.uprm.edu/hispanicos/ The Department of Hispanics Studies, established in 1956 as the Spanish Department,

offers a Bachelor of Arts in Hispanic Studies. It provides courses of instruction for all students on campus, as well as courses which are required by other academic programs.

The Department of Hispanic Studies offers a program which emphasizes the dual aspects of language and literature. It offers specialized courses in Spanish Language, Hispanic Philology, as well as Spanish, Latin-American, and Puerto Rican literatures. The Department also offers a graduate program leading to the degree of Master of Arts in Hispanic Studies.

F. Department of Humanities Dr. Dana Collins, Director http://www.uprm.edu/humanidades/

The Department of Humanities became a separate department in 1968 upon the division of the former Department of English and Humanities. The first degree offered by the Department was the Bachelor of Arts in Comparative Literature. Since 1971, it has also offered degrees in the


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areas of: Plastic Arts, Theory of Art, Philosophy, and French Language and Literature. In addition to courses related to these areas, the Department regularly offers courses in: Asian culture, biblical studies, classical languages and literatures, German, Italian, Latin-American culture, music, and theatre, as well as a two-semester survey course in humanities, which is a requirement for many students at UPRM.

Department facilities include an art gallery, a specialized library and study room for our majors, two computer centers, one which includes an Interactive Francophone Laboratory, a theatre workshop and an interdisciplinary research center for practical and professional ethics and the philosophy of science and technology. The Department hopes to expand its art facilities in the near future.

The mission of the Humanities Department must be understood in the context of the overall mission of the University of Puerto Rico at Mayagüez. The Department teaches our students to appreciate human culture, diversity and to value knowledge. The Department of Humanities promotes research among its faculty, and it is a key instrument in the development of educational offerings and cultural activities conducive to the intellectual, aesthetic and moral formation of well-rounded human beings.

The Department is especially interested in advancing studies in the fields of philosophy, the fine arts, literature and languages. This Department understands that knowledge and awareness brought by the study and appreciation of the liberal arts can only provide a better understanding and appreciation of ourselves and our society. It pays special attention to the formation of its cadre of majors: future artists, intellectuals, creative leaders in various professions, teachers, professors, researchers, but it also looks upon itself as responsible for providing the higher education offerings and services by which our citizenry in general may avail itself of what is most important and enriching in our cultural heritage. The Department also promotes the exploration of other cultures and societies in order to inspire in our students a global understanding of culture and the development of humanity.

G. Department of Mathematics Dr. Julio C. Quintana, Director http://math.uprm.edu/ The Department of Mathematics offers three programs leading to the Bachelor of Science

degree: Pure Mathematics, Computer Science, and Mathematics Education. The Bachelor of Science degree in Mathematics provides a solid preparation for students, enabling them to follow careers in industry, in government, in the field of education or to pursue graduate studies.

Courses in Computer Science are frequently updated to keep pace with this rapidly changing field. Statistics is emerging as an important component of the Department and a growing number of courses in this field are also available. The Department of Mathematics also offers two programs leading to a Master of Science degree.

One program is in Scientific Computing and the other is in Mathematics which includes specializations in Pure Mathematics, Applied Mathematics and Statistics. The Department of Mathematics participates in an Interdisciplinary Program leading to a Ph.D. degree in Computing


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and Information Sciences and Engineering, with the Department of Electrical and Computer Engineering.

Advanced placement tests may be used to obtain credit for one or more of the following courses: MATE 3005, MATE 3086, MATE 3171, MATE 3172, and MATE 3031. The Department of Mathematics requires a minimum of C in all courses which are part of the student’s major field of study.

H. Department of Physical Education Dr. Ana Elena Muñiz Olivari, Director http://www.uprm.edu/edfi/

Mission To serve our society developing educators, creating, and investigating in the areas of

physical education, sports and recreation with the purpose of promoting healthy life styles.

Vision Responding to societal dynamics, the Department of Physical Education strives to

become the finest educational, creative, and scientific development center in physical education, sports, and recreation. As the north of our aspirations, we establish the constant search for knowledge and its dissemination.

Values Being aware of the respect for individual differences, we promote professional, social,

and ethical responsibility.


Our department graduates will be able to:

1. Address the challenges that they will face in their careers.

2. Pursue life-long learning.

3. Engage in physical activities.

4. Continue to develop problem-solving skills.

5. Exhibit leadership and team building skills.

6. Provide service to the profession, to our government, and our society.

7. Function as effective members of interdisciplinary teams.

8. Apply current technologies in physical education, sports, fitness, and recreation.

Program Outcomes The students from our department will demonstrate:

1. Ability to understand and apply fundamental knowledge of physical education, sports, fitness, and recreation.


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2. Proficiency in a minimum of four (4) recognized mayor physical education areas, such as: (1) teaching, (2) sciences applied to physical education and sports, (3) strength and fitness, (4) sports skills, (5) physical education and sport management, (6) recreation, and (7) coaching.

3. Ability to conduct research and to critically analyze and interpret data in at least one of the mayor areas of study.

4. Ability to identify, formulate, and solve problems in physical education, sports, fitness, and recreation using modern tools, techniques, and skills.

5. Play an effective role in multidisciplinary professional work groups, solving problems in physical education, sports, fitness, and recreation.

6. Ability to communicate effectively.

7. Understand the importance of compliance with professional practice and legal issues such as: certification standards, medical issues in sports, and safety among others.

8. Broad education necessary to understand the impact of physical education on health, general welfare, sport activities safety, and teaching in a global context.

9. Commitment to engage in lifelong learning and physical activity.

10. Awareness of contemporary social, cultural, economic, artistic, aesthetic, environmental, and physical education issues.

I. Department of Physics Dr. Héctor J. Jiménez González, Director http://www.uprm.edu/fisica/ The Department of Physics offers Bachelor of Science degree programs in Physics and in

Physical Sciences, and a Master of Science program in Physics. The Bachelor of Science program in Physics is the traditional program designed for students who wish to obtain a solid background in the field. It prepares students to work in government and private laboratories, to pursue graduate work in physics or to teach physics at the secondary level if additional courses in education are taken to obtain the teacher's license required by the Department of Education. This program is recommended to students who would like to pursue a career in Physics.

The Bachelor of Science Program in Physical Sciences is directed specifically to the preparation of secondary school teachers in the physical sciences. The program includes most of the courses in education required for certification by the Department of Education. However, it can also be used by students who do not want to make a commitment to any of the traditional fields of study in the physical sciences and require a broader preparation in general science.


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J. Department of Social Sciences Dr. Douglas Santos, Director http://www.uprm.edu/socialsciences/ The Department of Social Sciences was established in 1960 as a result of the merging of

the School of Sciences and the Division of General Studies into the College of Arts and Sciences.

As a unit within the College of Arts and Sciences, the Department collaborates in the academic preparation of individuals in making independent choices and participating effectively in public decisions which affect the community and society as a whole.

In order to achieve these goals, the Department provides programs leading to a Bachelor of Arts degree in several areas in the social sciences for individuals who will enter public service or will pursue graduate studies. It also offers courses which are required by the curricula of other academic programs on campus.

This dual goal is accomplished through the common objectives of its academic program in General Social Sciences, History, Political Science, Psychology and Sociology and through the specific objectives of each of these academic disciplines.

K. Department of Engineering Science and Material Dr. Walter Silva, Director http://www.uprm.edu/ciym/ The Engineering Science and Materials Department integrates an interdisciplinary faculty

who are responsible for teaching basic introductory engineering courses. This centralized department offers common and fundamental engineering courses under one administration; providing an efficient platform outside of the specialized department.

Those courses related to basic Engineering Science are as follows: Engineering Graphics, Computer Programming, Numerical Methods, Applied Mechanics, Fluid Mechanics, and Engineering Materials. A broad, yet in-depth, knowledge of all of these areas is indispensable in every field of engineering, not only for further studies, but also for the successful practice of the engineering profession. The Department of Engineering Science and Materials also offers interdisciplinary elective courses which are well within the competence of its faculty.

Research in Engineering Science and Engineering Education is an integral part of each professor’s involvement in this Department. In particular, the department is experiencing considerable growth in research on Materials Science and Engineering. This is an interdisciplinary field concerning properties of matter and its applications to engineering and science, including nanotechnology and nanoscience. Elements of applied physics, chemistry, chemical, mechanical, civil and electrical engineering are integrated in this developing field. As a result of their inherent interdisciplinary backgrounds, our faculty members have been instrumental in developing cross-cutting collaborations with other science and engineering departments.


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Non-Academic Supporting Units

A. Campus Computer Center Eng. Victor Díaz, Director ([email protected]) http://www.uprm.edu/cti/ The main Computer Center, or the Center of Information Technology of the University of

Puerto Rico Mayagüez Campus is responsible of the administrative information system (Financial, HR and Student System) and some centralized academic services. The Center is also responsible for the campus data communication backbone and Internet/ Internet 2 access.

The Campus has a strong fiber optic communication infrastructure, which connects all buildings throughout the campus with a central system located in the institution’s telephone office building. This infrastructure has been extremely important for improvement, development, and modernization of the communication system within the Mayagüez Campus.

We should also note that the Agricultural Experiment Stations and the Agricultural Extension Service Offices through the Island of Puerto Rico have a robust dedicated Internet access that allows them to communicate with the University of Puerto Rico, Mayaguez Campus.

Internet communication at Mayagüez Campus has increased exponentially. Actually, as an Internet 2 institution, the communication with the outside world is done through an OC3 line (155Mbps).

The Main Computer Center supports the institution’s academic and administrative functions. The main administrative information system is supported by HP Alpha System and is being replaced by new Ithanium based servers. A farm of more than 15 Linux based servers complement the administrative services, including the main web based local portal for self-serve services, messaging and general information access. This Portal is called “Mi Portal Colegial”, and it is the institutional adopted platform to develop and implement the electronic services to the whole university community.

For more than eight years, WebCT has been used as the Academic Course Management System for online distance learning. There are also a large number of videoconference systems, including dedicated rooms, for real time distance learning and meetings. The academic colleges and departments have been expanding their computing and technological equipment to allow them to better prepare their students in these areas, and to allow a greater internet access and online services to faculty, students, and employees.

One of the main and most used services developed and maintained by the Main Computer Center for the whole university community is the wireless network. The wireless network allows all university community members to access the Internet and all local online services. More than 120 access points are deployed around the Campus.

B. Library Facilities Prof. Jeannette Valentín Marty, Acting Director ([email protected]) http://www.uprm.edu/library/ Library acquisitions and resources are shown in Table D-8A Library expenditures for the past three years are shown in Table D-8B


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There is no separate Engineering Collection in this library. Resources on engineering and related sources are integrated with other materials. Books are housed on the third floor, whereas, magazines and journals are housed on the first and second floors. Government documents are located on the fourth floor. Databases on CD-ROM are kept in the Serials and Electronic Resources Collection. Videotapes and films are located at the Film Collection on the second floor of Sánchez Hidalgo Building. All resources are catalogued and classified using the LC and SuDocs classifications, and can be accessed through the online public catalog.

Reference services are offered by eleven (11) professional librarians who are assigned to the following collections: one (1) to Marine Sciences; four (4) to Reference, three (3) to Serials and Electronic Resources, and three (3) to Puerto Rican Collection. Reference services are also offered at the Film/Video, Alvarez Nazario and Music and Oral History Collection.

Interlibrary loan services are offered to the academic community Monday through Friday from 7:30 am to 4:30 pm. The Online Computer Library Center (OCLC) system is used for the transmittal of the loan requests. The ARIEL system was acquired for the electronic delivery of documents. FAX transmission service is also available. Interlibrary loans are offered as free services. Unless a reciprocal agreement has been established with the Institution, some charges will apply.

Professional librarians assist students and faculty in their study and research endeavors. A program of bibliographic instruction has been in operation for the benefit of students and faculty. Bibliographic guides are prepared and distributed among the attendees. Orientation on the use of library resources is offered to freshmen and graduate students, high school students, and anyone requesting such service. Library offers an interdisciplinary course, INTD 3355 (Research Methods in Libraries) as an elective course, which appears under the Office of the Dean of Academic Affairs. The library staff also teaches the following formal courses: AGRO 4019 (Agronomy and Soils Department), CISO 3145 (Social Science Department), and Biol 3055 (Department of Biology). The library is also a Coordinating Agency of the Puerto Rico Census Data Center. It is a depository of all census publications with access to the academic community and the general public.

The Serials and Electronic Resources Collection (CRRE) is made up of online databases and paper format. The following databases provide not only bibliographic information, but full text and graphics as well: Academic Search Premier, Business Source Premier, ABI/Inform, Social Sciences Full Text, General Science Full Text, Proquest Agricultural Journals, Proquest Biology Journals, Applied Science and Technology Index, Engineering Village2, CRCNetbase and IEEE Xplore, among others.

The Library is a selective depository of the Federal Depository Library Program of the Government Printing Office. As part of the depository program, many resources are received in paper, online and CD-ROM format, among them USA Pat, Tiger/Line (the Coast to Coast Digital Map Database), several census databases, as well as various databases from the U.S. Geological Survey, the National Oceanic and Atmospheric Administration and others. The library is registered for Government Printing Office (GPO) access online service. The databases available through this service are: Federal Register, Congressional Record, Congressional Bills, United States Code, Public Laws, and General Accounting Office (GAO) Reports. Many other databases will be available since these will be either online or in CD-rom format.


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The library was designated on March 10, 1995 as a United States Patent and Trademark Depository Library. It has a collection of over 3,248,766 million U.S. Trademarks and 7,203,969 Patents. In addition it receives patent abstracts from the Patent Office of Japan and the European Union, as well as publications from the World Intellectual Property Organization.

Library services are fully automated. The online catalogue may be accessed from computers in the Library, or anywhere on and outside the Campus through the Internet. The library is intended to expand the services available to off-site users. In this context, off-site is defined as beyond campus or institutional boundaries, not simply outside the library’s walls. This allows remote users not permanently linked to the library’s server to have access, whereas a server provides access to those workstations on the server’s network.

The College of Engineering counts on the recommendations of a library committee, which is made up of individual departmental representatives. A similar procedure exists in the College of Arts and Sciences, where such committees exist in the Biology, Chemistry, Geology and Physics departments.

The library maintains the following daily service: Monday – Thursday 7:00 am – 10:00 pm Monday – Wednesday 7:00 am – 12:00mn (CRRE only) Friday 7:00 am – 4:30 pm Saturday 12:00 pm – 5:00 pm Sunday 2:00 pm – 10:00 pm Holidays 3:00 pm – 8:00 pm During the period of final exams, services are extended until midnight in the Circulation

area. The reference services are available during the same hours the library is open. The stacks

are open, except for the Puerto Rican and the Music Collections. The following collections are open as indicated:

Film/Video Collection 7:30 am – 6:00 pm Music and Oral History Collection 7:30 am – 11:30 am and from 12:30 pm – 4:30 pm Alvarez Nazario Collection 7:30 am – 6:00 pm The library staff consists of 24 faculty members, 49 non-professional support librarians

and 10 technicians, all committed to help the users in their information and research needs. The library services – circulation, reference/documents, Puerto Rican Collection and Puerto Rico Census Data Center, periodicals and journals, computer search services, interlibrary loans, research and bibliographic information and audiovisual services are integrated to serve the entire Mayagüez Campus community.

The seating capacity of the library as of June, 2007 was as follows: Main Library 960 seats Marine Science Collection 26 seats AV Projection Classrooms 147 seats


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There are two map-collections: one located at the Reference/Documents Collection, and another at the Puerto Rican Collection. Facilities for transmission of closed circuit TV and satellite are also available. Interactive teleconferences are offered for faculty and students. A program for distance learning was begun on the Campus. The library is an active collaborator in providing both physical (projection rooms) and human resources. Microforms are kept at the following collections: Reference/Documents, Serials and Electronic Resources, and in the Puerto Rican Collection. Phonographic records and audio resources are located at the Music and Oral History Collection.

Physical facilities in this library provide for: Ten (10) closed study carrels for graduate students and professors; Six (8) study rooms for group discussion; Two (2) library instruction rooms; One micro-format room in the Serials and Electronic Resources Collection.

All library functions are automated. A total of 240 computers are distributed throughout the library. In addition, there are four CD-ROM units of the online catalog. The library actually has three local databases: SAMDB (provides access to local newspapers); INDEREF (provides access to biographies); and MARINE (provides access to reprints).

Eleven (11) photocopying machines are centralized on the second floor of the library. Additional machines are located at Puerto Rican Collection, Alvarez Nazario Collection, Reference/Documents Collection, Serials and Electronic Resources Collection and at the Administrative Office.

C. Placement Office Sra. Nancy Nieves Arán, Director http://www.uprm.edu/placement/

Vision Serve as liaison between students and businesses while providing the best and most

effective service to all.

Mission Provide students the necessary tools that will help achieve an effective job search, while

maintaining lines of communication with businesses and the College community.

Services

• Register students and alumni, creating records for our files.

• Assist students and alumni explore the job market.

• Help with the correction of resumes.

• Offer talks to groups of students on resume writing, interviews, job search, etc.

• Coordinate on campus interviews.

• Refer resumes to companies and or agencies.

• Announce job opportunities (part-time, summer and permanent).

• Keep a list of companies and agencies with their addresses.


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• Coordinate meetings between student organizations and companies.

• Prepare salary statistics.

• Prepare annual employment statistics.

• Organize Annual Job Fair.

• Work with student organizations.

Policies All students, seniors, graduate, and alumni that request our services must:

• Register at the Placement Office with any member of the staff.

• Clear through any staff member, if they miss an interview. Any student who fails in this aspect for a second time will not be allowed future interviews.

• Sign up for interviews on their spare time. The Placement Office will not provide excuse letters for missing classes on account of an interview.

• There is no limit to the number of interviews a student can have. However, once a student has accepted a job offer, he or she must stop interviewing.

• Students that accept a job offer should notify the Placement Office.

Requirements The following apply to all students, seniors, graduate and alumni that request our

services:

• Five or more copies of your resume (preferably in English).

• Copy of your course program.

• Transcript (preferably in English).

• Fill out form 511

• Fill out student evaluation form

• 2x2 photograph (optional).

Every student is responsible for maintaining his/her file updated and with enough copies at the Placement Office.

Faculty Workload The formal teaching load of a faculty member is twelve academic credit hours.

Depending on the interest of the particular faculty member and the needs of the school, this load may consist of a combination of teaching, research, and administrative duties. The teaching load is computed according to the Table of Equivalent Credit Hours for academic activities shown below.

Any teaching, research or administrative duty assigned above the normal twelve credit hours entails extra compensation.


385

EQUIVALENT CREDIT HOURS FOR ACADEMIC ACTIVITIES

Activity Contact Hours Equivalents per week Credit Hours

Coursework: Conference or Discussion 1 1

Coursework: Laboratory 1 1

Coursework: Computation 2 1

Coursework: Seminar 1 1

Supervised Research 3 1

Tutoring – Special Problems 3 1

Thesis or Project Direction 1 1/sem

Research Work, Divulgation, Administrative Tasks and Services 3 1

Workshops 15 sem hrs


386

Table D-1. Programs Offered by the College of Engineering

Modes Offered2

Submitted for

Evaluation3

Offered, NotSubmitted

for Evaluation4

Program Title1 Day

Coo

pera

tive

Edu

catio

n O

ff C

ampu

s A

ltern

ate

Mod

e N

omin

al

Yea

rs to

C

ompl

ete

Administrative Head

Administrative Unit or Units (e.g. Dept.) Exercising Budgetary

Control Now

A

ccre

dite

d.

Not

Now

A

ccre

dite

d

Now

A

ccre

dite

d

Not

Now

A

ccre

dite

d

Chemical Engineering X Dr. David Suleiman Chemical Eng. Dept.

BS 5 X

MS, ME 2 X

PhD 5 X

Civil Engineering X Prof. Ismael Pagán Civil Eng. & Surveying Dept.

BS 5 X

MS, ME 2 X

PhD 5 X

Computer Engineering X Dr. Isidoro Couvertier Electrical and Computer Eng. Dept.

BS 5 X

MS, ME 2 X

Electrical Engineering X Dr. Isidoro Couvertier Electrical and Computer Eng. Dept.

BS 5 X

MS, ME 2 X

Industrial Engineering X Dr. Agustín Rullán Industrial Eng. Dept.

BS 5 X

MS, ME 2 X


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Mechanical Engineering X Dr. Paul Sundaram Mechanical Eng. Dept.

BS 5 X

MS, ME 2 X Computing and Information Sciences and Engineering, PhD Multidisciplinary

X 5 Dr. Nestor Rodríguez, Coordinator

Electrical and Computer Eng. Dept. X

Surveying and Topography, BS X 4 Prof. Ismael Pagán Civil Eng. & Surveying Dept. X

List the titles of all degrees offered by the educational unit responsible for the programs being evaluated, undergraduate and graduate, granted by the institution. If there are differences in the degrees awarded for completion of cooperative education programs, these should be clearly indicated. 1 Give program title as shown on a graduate’s transcript 2 Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line.

Describe “Other” by footnote. 3 Only those programs being submitted at this time for reaccredidation (now accredited) or initial accreditation (not now accredited) should be

checked in this column. 4 Programs not submitted for evaluation at this time should be checked in this column.


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Table D-2. Degrees Awarded and Transcript Designations by the College of Engineering

Modes Offered2

Program Title1 Day Co-op Off Campus Alternative

Mode Name of Degree Awarded3 Designation on Transcript4

Chemical Engineering X Bachelor of Science in Chemical Engineering. B. S. in Chemical Engineering

Civil Engineering X Bachelor of Science in Civil Engineering. B. S. in Civil Engineering

Computer Engineering X Bachelor of Science in Computer Engineering. B. S. in Computer Engineering

Electrical Engineering X Bachelor of Science in Electrical Engineering. B. S. in Electrical Engineering

Industrial Engineering X Bachelor of Science in Industrial Engineering. B. S. in Industrial Engineering

Mechanical Engineering X Bachelor of Science in Mechanical Engineering. B. S. in Mechanical Engineering

Surveying and Topography X Bachelor of Science in Surveying and Topography. B. S. in Surveying and Topography

Complete the table for all programs, as follows: 1 Give the program title as officially published in catalog. 2 Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line.

Describe “Other” by footnote. 3 List degree awarded for each mode offered. If different degrees are awarded, list on separate lines. 4 Indicate how the program is listed on transcript for each mode offered. If different designations are used, list on separate lines.


389

Table D-3. Support Expenditures

Civil Engineering

Fiscal Year 2006-20071 2007-20082 2008-20093

Expenditure Category Operations (not including staff)4 $71,971 $30,185 Travel5 $6,606 $5,559 Equipment6 (a) Institutional Funds $48,236 $291,609 (b) Grants and Gifts7 Graduate Teaching Assistants $120,062 $172,392 Part-time Assistance8 (other than teaching)

0 0

Faculty Salaries $2,519,356 $2,420,583 Report Department Level and Program Level data for each program being evaluated. Updated tables are to be provided at the time of the visit. 1 Provide the statistics from the audited account for the fiscal year completed year prior to the

current fiscal year. 2 This is your current fiscal year (when you will be preparing these statistics). Provide your

preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.

3 Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

4 Categories of general operating expenses to be included here. 5 Institutionally sponsored, excluding special program grants. 6 Major equipment, excluding equipment primarily used for research. Note that the

expenditures (a) and (b) under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.

7 Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.

8 Do not include graduate teaching and research assistant or permanent part-time personnel.


390

Table D-3. Support Expenditures

College of Engineering

Fiscal Year 2006-20071 2007-20082 2008-20093

Expenditure Category Operations (not including staff)4 $705,831 $632,552 Travel5 $69,440 $51,931 Equipment6 (a) Institutional Funds $223,539 $2,846,323 (b) Grants and Gifts7 Graduate Teaching Assistants $761,349 $873,884 Part-time Assistance8 (other than teaching)

0 0

Faculty Salaries $13,358,428 $14,623,228 Report Department Level and Program Level data for each program being evaluated. Updated tables are to be provided at the time of the visit. 1 Provide the statistics from the audited account for the fiscal year completed year prior to the

current fiscal year. 2 This is your current fiscal year (when you will be preparing these statistics). Provide your

preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.

3 Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

4 Categories of general operating expenses to be included here. 5 Institutionally sponsored, excluding special program grants. 6 Major equipment, excluding equipment primarily used for research. Note that the

expenditures (a) and (b) under “Equipment” should total the expenditures for Equipment. If they don’t, please explain.

7 Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.

8 Do not include graduate teaching and research assistant or permanent part-time personnel.


391

Table D-4. Personnel and Students

Civil Engineering

Year1: 2007-2008

HEAD COUNT FT PT

FTE2

RATIO TO FACULTY3

Administrative4 1 5 4 Faculty (tenure-track) 37 39.5 Other Faculty (excluding student Assistants) 4 3 3.5 Student Teaching Assistants 23 5 25.5 .59 Student Research Assistants 34 26 47 1.09 Technicians/Specialists 9 9 .21 Office/Clerical Employees 12 12 .28 Others5 1 1 .02 Undergraduate Student enrollment6 1414 Graduate Student enrollment 122

Report data for the program unit(s) and for each program being evaluated. 1 Data on this table should be for the fall term immediately preceding the visit. Updated tables for the

fall term when the ABET team is visiting are to be prepared and presented to the team when they arrive.

2 For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate and graduate students, 1 FTE equals 15 semester credit-hours (or 24 quarter credit-hours) per term of institutional course work, meaning all courses — science, humanities and social sciences, etc. For faculty members, 1 FTE equals what your institution defines as a full-time load.

3 Divide FTE in each category by total FTE Faculty. Do not include administrative FTE. 4 Persons holding joint administrative/faculty positions or other combined assignments should be

allocated to each category according to the fraction of the appointment assigned to that category. 5 Specify any other category considered appropriate, or leave blank. 6 Specify whether this includes freshman and/or sophomores. Ad-Honorem = 7 FTE not included


392

Table D-5. Program Enrollment and Degree Data

Civil Engineering

Enrollment Year Degrees Conferred

Academic Year 1st 2nd 3rd 4th 5th To

tal

Und

ergr

ad

Tota

l G

rad

Bachelor Master Doctor OtherCURRENT FT 152 126 144 135 281 838 92 123 17 6

2007 – 2008 PT 5 1 1 4 22 33 31 1 2006 – 2007 FT 126 146 145 132 270 819 106 116 21 5

PT 4 0 2 1 27 34 11 2 2005 – 2006 FT 147 127 135 132 253 794 97 97 21 5 PT 5 2 1 0 25 33 14 3 2004 – 2005 FT 130 137 147 129 247 790 92 11 24 0 PT 3 1 2 2 25 33 12 4 2003 – 2004 FT 153 150 133 111 232 779 91 104 16 2 PT 1 1 2 3 17 24 13 5 2002 – 2003 FT 149 140 121 130 244 784 89 135 13 1 PT 6 3 0 2 13 24 12 Give official fall term enrollment figures (head count) for the current and preceding five academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall visit. FT--full time PT--part time


393

Table D-5. Program Enrollment and Degree Data


Enrollment Year Degrees Conferred

Academic Year 1st 2nd 3rd 4th 5th To

tal

Und

ergr

ad

Tota

l G

rad

Bachelor Master Doctor OtherCURRENT FT 786 694 743 761 1399 4383 326

2007 – 2008 PT 10 7 7 19 167 210 71 FT 718 728 716 785 1336 4283 331 590 70 8 1 2006 – 2007 PT 15 4 9 21 160 209 37 FT 765 672 778 752 1293 4260 342 606 87 8 2 2005 – 2006 PT 18 9 11 24 188 226 36 FT 720 759 759 721 1258 4217 344 546 72 3 3 2004 – 2005 PT 20 10 7 13 158 208 35 FT 816 765 734 692 1260 4297 336 622 91 4 4 2003 – 2004 PT 13 7 17 13 145 195 55 FT 767 753 692 692 1315 4219 306 710 77 3 5 2002 – 2003 PT 27 15 7 14 163 226 38

Give official fall term enrollment figures (head count) for the current and preceding five academic years and undergraduate and graduate degrees conferred during each of those years. The "current" year means the academic year preceding the fall visit. FT--full time PT--part time


394

Table D-6. Faculty Salary Data1


Academic Year 2007 - 2008

Professor Associate Professor Assistant Professor Instructor

Number 96 34 34 7 High $180,644.40 $134,764.00 $109,784.10 $69,049.00 Mean $103,271.80 $83,767.37 $72,448.72 $52,531.99 Low $73,188.00 $58,932.00 $52,188.00 $47,052.00

1 If the program considers this information to be confidential, it can be provided only to the Team Chair.

Civil Engineering

Academic Year 2007 - 2008

Professor Associate Professor Assistant Professor Instructor Number 15 10 7 1

High $173,986.80 $105,341.00 $109,784.10 $47,623.00 Mean $106,377.90 $80,114.88 $75,921.73 $47,623.00 Low $81,146.00 $64,516.00 $52,188.00 $47,623.00

1 If the program considers this information to be confidential, it can be provided only to the Team Chair.


395

TABLE D-7(A) ORGANIZATION CHART OF THE UNIVERSITY OF PUERTO RICO MAYAGUEZ CAMPUS


396

Dean of Engineering Dr. Ramón Vásquez

Associate Dean (Administrative)

Prof. Waldemar Ramirez

Associate Dean (Research)

Dr. José Colucci Rios

Associate Dean (Academic)

Vacant

SEED Office Faculty ABET Coordinator Dr. Mario Rivera Borrero

Industrial Advisory Board

Chemical Engineering Dr. David Suleiman

Civil Engineering and Surveying

Prof. Ismael Pagán Trinidad

Electrical and Computer Engineering

Dr. Isidoro Couvertier

Industrial Engineering Dr. Agustín Rullán

Engineering Science and Materials

Dr. Walter Silva Araya

Mechanical Engineering Dr. Paul Sundaram

Cooperative Education Program

Mrs. Ellen Acarón

TABLE D-7(B) ORGANIZATION CHART OF THE COLLEGE OF ENGINEERING


397

TABLE D-8. Library Acquisitions, Resources, and Expenditures

1. ACQUISITIONS AND RESOURCES

ACQUISITIONS DURING THE

LAST THREE (3) YEARS CURRENT COLLECTION

RESOURCES

Books Periodicals Books Periodicals Entire Institutional Library 3,095v. 0 215,349 v.* 5,259 t ** In the following fields (included above) Engineering

378 v. 0 26,801 v.*** 811 t **

Chemistry 90 v. 0 5,287v. *** 189 t ** Mathematics 96 v. 0 15,144 v. *** 228 t ** Physics 92 v. 0 8,372v. *** 161 t ** Other Specialty Area (Specify)-(GEOLOGY) 48 v. 0 5,349 v. *** 47 t **

All of the above specialty areas (last three years)

AV Material (videos, films, etc.)

2. LIBRARY EXPENDITURES 2004-2005 2005-2006 2006-2007 Total Library Current Funds $5,734,889.00 $5,639,956.00 $6,144,496.00 Expenditures for the Engineering Unit (Total)

$20,000.00

$20,000.00

$20,000.00

Books $100,000.00 $100,000.00 $100,000.00 Periodicals $1,430,000.00 $1,460,000.00 $1,530,000.00 Other Engineering-related Services ****

$14,450.00

$11,050.00

$10,608.00

Note: Sub-categories should add to total for the engineering unit. * Figures as of May 30, 2008 ** Figures as of May 2008 *** Estimated **** Includes chemistry, mathematics, physics and geology books; periodicals and audio-visual materials. Does not include expenditures in the acquisition of reference books.


398

- The End -

This Self-Study was produced with the full collaboration and participation (in many ways) of all Faculty, Administration, and

Students of the Civil Engineering Program at UPRM; Our heartfelt appreciation and

credit to all.