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ABETSelf-Study Report

for the

Bachelor of Science in Civil Engineering (B.S.C.E.) Degree Program

at

The University of MemphisHerff College of Engineering

Memphis, TN 38152

July 1, 2009

CONFIDENTIALThe 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 con-cerned, except for summary data not identifiable to a specific institution.

CONTENTS

CONTENTS ii

BACKGROUND INFORMATION 1Degree Title................................................................................................................. 1Program Mode.............................................................................................................1Contact Information.....................................................................................................1Program History...........................................................................................................1Options 2Organizational Structure..............................................................................................2Program Delivery Modes.............................................................................................2Shortcomings Documented in the Final Report from the Previous Evaluation and the

Actions Taken to Address Them.....................................................................3Program Concerns..........................................................................................3

CRITERION 1. STUDENTS 7Student Admissions.....................................................................................................7Evaluating Student Performance.................................................................................7Advising Students........................................................................................................8Transfer Students and Transfer Courses.....................................................................9Graduation Requirements............................................................................................9Enrollment and Graduation Trends..............................................................................9

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 15Consistency among Department, College, and University Mission Statements.........15Program Educational Objectives................................................................................15Program Constituencies............................................................................................16Process for Establishing Program Educational Objectives........................................16

Program Educational Objectives – 2003 Report...........................................18Program Educational Objectives - 2006........................................................18Current Program Educational Objectives......................................................21

CRITERION 3. PROGRAM OUTCOMES 23Program Outcomes Processes..................................................................................23

Program Outcomes for 2003 EAC of ABET accreditation visit:.....................25Current Program Outcomes (POs)............................................................................26Relationship of Program Outcomes to Program Educational Objectives...................27Relationship of Courses in the Curriculum to the Program Outcomes.......................27Documentation...........................................................................................................29Achievement of Program Outcomes..........................................................................29

Assessment Processes.................................................................................29Assessment of Outcomes..........................................................................................35

(a) An ability to apply knowledge of mathematics, science, and engineering......................................................................................36

(b) An ability to design and conduct experiments and to analyze and inter-pret data in two or more of the following areas: environmental engineering, geotechnical engineering, hydraulics, and materials.................................................................41

CONTENTS · i

(c) An ability to design a civil engineering system, component, or process to meet specified performance, cost, time, safety and quality needs, and objectives....................................................47

(d) An ability to function on multi-disciplinary teams..................................56(e) An ability to identify, formulate, and solve civil engineering problems..58(f) An understanding of professional and ethical responsibility.................65(g) An ability to convey technical material through oral presentations

and written papers and reports........................................................68(h) The broad education necessary to understand the impact of engineer-

ing solutions in a global and societal context...................................71(i) A recognition of the need for professional licensure and a

recognition of the need for and an ability to engage in life-long learn-ing....................................................................................................74

(j) Knowledge of contemporary issues......................................................75(k) An ability to use the techniques, skills, and modern engineering

tools necessary for engineering practice..........................................82(l) An ability to apply knowledge to develop engineering solutions in a mini-

mum of four of the following areas: environmental engineering, geotechnical engineering, structural engineering, transportation engi-neering, and water resources engineering.......................................95

(m) An ability to explain basic concepts in management, business, public policy and leadership.............................................................97

Opportunities on campus that are available to students for participation and membership in those technical, professional, and/or honor soci-eties most closely associated with this program..............................98

CRITERION 4. CONTINUOUS IMPROVEMENT 101Information Used for Program Improvement............................................................101Actions to Improve the Program..............................................................................101

Action 1.......................................................................................................101Action 2.......................................................................................................101Action 3.......................................................................................................102Action 4.......................................................................................................103Action 5.......................................................................................................103Action 6.......................................................................................................104Action 7.......................................................................................................105Action 8.......................................................................................................105Action 9.......................................................................................................106Action 10.....................................................................................................106Action 11.....................................................................................................107Action 12.....................................................................................................107Action 13.....................................................................................................108Action 14.....................................................................................................108Action 15.....................................................................................................109Action 16.....................................................................................................109Action 17.....................................................................................................110Action 18.....................................................................................................110Action 19.....................................................................................................111Action 20.....................................................................................................111Action 21.....................................................................................................111Action 22.....................................................................................................112Action 23.....................................................................................................113Action 24.....................................................................................................113

CRITERION 5. PROGRAM CURRICULUM 115

CONTENTS · ii

Program Curriculum.................................................................................................115Mathematics, Physics, and Chemistry........................................................115Probability and Statistics.............................................................................115Proficiency in Recognized Major Civil Engineering Areas...........................115Laboratory Experiences..............................................................................116Design Experiences....................................................................................116Professional Practice Issues.......................................................................117

Prerequisite Flow Chart...........................................................................................118Course Syllabi.............................................................................................121

CRITERION 6. FACULTY 127Leadership Responsibilities.....................................................................................127Authority and Responsibility of Faculty....................................................................127Faculty 128Faculty Competencies.............................................................................................128

Education....................................................................................................129Diversity......................................................................................................129Experience..................................................................................................129Ability to Communicate...............................................................................129Developing an Effective Program...............................................................129Scholarship.................................................................................................130Participation in Professional Societies........................................................130Registration /Licensure as Professional Engineers.....................................130Instructional Workloads...............................................................................130

Faculty Size.............................................................................................................131Advising and Counseling.........................................................................................131Faculty Development...............................................................................................132

CRITERION 7. FACILITIES 137Space 137Resources and Support...........................................................................................139Major Instructional and Laboratory Equipment........................................................140

CRITERION 8. SUPPORT 141Program Budget Process and Sources of Financial Support...................................141

Sources of Financial Support......................................................................142Adequacy of Budget....................................................................................142Support of Faculty Professional Development............................................143Support of Facilities and Equipment...........................................................144Adequacy of Support Personnel and Institutional Services.........................145

CRITERION 9. PROGRAM CRITERIA 147

APPENDIX A – COURSE SYLLABI 149

APPENDIX B – FACULTY RESUMES 185

APPENDIX C – LABORATORY EQUIPMENT 213Foundation Sequence Laboratory............................................................................213Environmental Engineering Laboratory....................................................................213Hydraulics and Hydrology Laboratory......................................................................214Traffic Laboratory....................................................................................................215Geotechnical/Materials Laboratory..........................................................................215

CONTENTS · iii

CONTENTS · iv

BACKGROUND INFORMATION

Degree Title

Bachelor of Science in Civil Engineering (B.S.C.E.)

Program Mode

The program is offered as an on-campus day program.

Contact Information

Department Chairman

Dr. Shahram Pezeshk, Emison Professor and ChairDepartment of Civil EngineeringThe University of MemphisMemphis, TN 38152

Phone: 901-678-4727Fax: 901-678-3026Email: [email protected]

ABET Coordinator

Dr. Paul J. Palazolo, Associate ProfessorDepartment of Civil EngineeringThe University of MemphisMemphis, TN 38152

Phone: 901-678-3275Fax: 901-678-3026Email: [email protected]

Program History

The Department of Civil Engineering was established in 1968 and the first B.S.C.E. degree was awarded in 1970. The program was accredited by the Engi-neering Council for Professional Development (ECPD) shortly after the first de-gree was awarded and has continuously maintained accreditation by ECPD and subsequently ABET since that time.

CRITERION 1. STUDENTS · 1

Options

None

Organizational Structure

Dr. William Segui serves as the undergraduate coordinator for civil engineering and reports to Dr. Shahram Pezeshk, Chair of Civil Engineering. Dr. Pezeshk re-ports to Dr. Richard Warder, Dean of the Herff College of Engineering who re-ports to Dr. Ralph Faudree, Provost of the University of Memphis who reports to Dr. Shirley Raines, President of the University of Memphis. An organization chart for the University, including its governing board, is shown in Figure D-1 of Appen-dix D.

Program Delivery Modes

The Civil Engineering program is conducted in the day program mode. This is the dominant program mode throughout the College. An engineering co-op program is administered by the Office of the Associate Dean for Undergraduate Affairs. This co-op program is optional with a minimum entry requirement of a 2.5 GPA. Enrolled students may participate on a one-semester-in, one-semester-out rota-tion or as part-time employees throughout the entire year.


Shortcomings Documented in the Final Report from the Previous Evaluation and the Actions Taken to Address Them

Program Concerns

Criterion 1. Students and Criterion 4. Professional Component

During the review of student transcripts, it was noted that the de-partment is not totally consistent in its handling of transfer credits. For example, one transfer student had taken Calculus III at an-other institution but had not taken Calculus I or II. The department accepted substitute courses for Calculus I and II. The substitute courses as well as Calculus III at the other institution were all 3-unit courses. Therefore, the student was allowed to graduate with only 13 units instead of the normal 16 units of mathematics. This also resulted in a shortage of total math and basic sciences of 3 credit units (29 compared to the required 32). The lack of stated technical prerequisites for the senior design course could and, in some cases, does result in students taking this course without the requisite knowledge of the sub-discipline design concepts neces-sary to complete a culminating design experience. A review of re-cent senior design projects revealed an inconsistent level of rigor in the design process and in the production of a final project. Some projects had little if any additional design rigor over the sophomore-level designs that were reviewed, while others clearly satisfied the rigor necessary for a culminating design experience. Practitioner involvement with this course during the project-devel-opment and interim-work phases would aid in creating the design rigor and standards of practice that the profession demands.

Actions Taken

The College of Engineering, in collaboration with the campus Registrar, devel-oped and implemented an automatic online degree program requirement check that serves all departments in the College of Engineering. This system, which in-cludes documentation of transfer credits, will not allow a student to register for a class unless the prerequisites for that class have been met. All variances to this process must be approved by the Department Chair, and an electronic permit is-sued by the Department Associate Chair.


Criterion 4. Professional Component

Action TakenThe department has developed a set of guidelines regarding the scope and rigor expected from the capstone design projects. The status and results of these ef-forts are shown below.

· Prerequisites for senior design have been established as the terminal re-quired courses in each concentration area and have become prerequi-sites for enrollment in senior design. This will be incorporated in the un-dergraduate bulletin..

· Specific guidance is given for all design projects that require design knowledge beyond that obtained in the prerequisite courses. Practition-ers and faculty act as mentors to the students to help them handle difficult design issues that inevitably arise in real-world engineering designs. Stu-dents have phone conversations and meetings with these consultants as they (the students) seek to solve these important design issues.

· Projects are proposed before the start of each semester by faculty work-ing in conjunction with local engineers, developers, and permitting author-ities who act as practitioner advisors to the class as described above.

· Final project selection is by consensus of the faculty at the start of each semester. A single project is chosen for that semester. Depending on the size of the class in any given semester, smaller classes undertake the project as a group while larger classes are divided into competing teams.

· The practitioner advisors are part of the teaching team and attend the lec-ture and lab sessions as needed. As the semester progresses, they em-phasize specific uses of knowledge that the students have developed dur-ing their undergraduate program as well as additional skills such as read-ing engineering plans, dealing with clients, writing specifications, etc. In addition, they help the students deal with critical project issues and focus the range of possible solutions.

· Grades are determined based on the following components: work plan, preliminary engineering report, oral presentations, and final design sub-mittal (plans, limited specifications, and final design report).

Criterion 5. Faculty and Criterion 8. Program Criteria

There are at least two faculty members proficient in four of the five areas of specialization; however, due to the recent death of one faculty member, there is now only one faculty member proficient in


the geotechnical area. With Tennessee's budget situation, it is not known if this position will be filled in the near future.

Due Process Response

This position is expected to be filled by July 2004.

Action Taken

The department hired a new faculty member proficient in the geotechnical area in August 2004. Currently, there are two faculty members in the geotechnical area.


CRITERION 1. STUDENTS

Student Admissions

Admission criteria for new students are described in the 2008-2009 edition of the Undergraduate Bulletin (hereafter referred to as the Bulletin), available at http://www.memphis.edu/ugcatalog/. Students must complete the following courses be-fore they can be classified as civil engineering majors: CHEM 1110, CIVL 1101, ENGL 1010, MATH 1910, and CIVL 1112. Until completion of these courses, students are classified as pre-civil engineering students.

Transcripts from other institutions in Tennessee are evaluated in accordance with articulation agreements between the various institutions involved. These agree-ments are subject to routine review by the departments and programs involved. A history of freshmen admissions for the past five years is given in Table 1-1.

Table 1-1. History Standards for Freshmen Admissions

Academic Year

Composite ACTPercentile Rank in High School * Number

of New Students En-rolledMIN. AVG. MIN. MIN.

2008-2009 24 24.4 112007-2008 19 23.4 132006-2007 17 23.5 172005-2006 19 24.2 192004-2005 20 24.8 16

* Data not available.

Evaluating Student Performance

It is the responsibility of the civil engineering faculty advisor to monitor a student's progress to ensure that the student is following the prescribed curriculum. Stu-dents must earn a grade of “C” or better in all civil engineering courses. The advi-sor checks to ensure that this requirement is satisfied.

The University’s Office of Admissions and Records audits students’ grades each semester. Students failing to meet the University's 2.0 GPA requirement are placed on probation for one semester and receive additional advising. If a stu-dent fails to raise his/her GPA after one semester of probation, he/she is no longer allowed to continue in the Civil Engineering Program.


http://academics.memphis.edu/bulletin.

http://academics.memphis.edu/bulletin.

Advising Students

Incoming freshmen, including those who have decided on a major and transfer students who have not yet selected a major, are advised by the College of Engi-neering Undergraduate Academic Advisor. Most civil engineering students de-clare their major when they matriculate. After they have completed the pre-civil engineering course requirements, their records and advising are transferred from the College academic advisor to the Department of Civil Engineering.

Although the department does not have the formal advising role during a stu-dent's first year, these students are enrolled in civil engineering classes (CIVL 1101 and CIVL 1112) and have close contact with civil engineering faculty mem-bers. The College advisor maintains close contact with the department and iden-tifies the civil engineering students she advises and forwards the information to the department. Students who have completed the pre-civil engineering course requirements and transfer students who enter the university as civil engineering majors are sent to the department for advising.

Dr. William Segui, the Associate Chair, is responsible for assigning students to faculty advisors. Assignments are made in such a way as to distribute the num-ber of students uniformly to advisors; however, if the student has a preference for a specific advisor, that preference is honored. At any time, either the student or the advisor can request that a new advisor be assigned.

Students admitted to the civil engineering program are initially advised by the as-sociate chair. These students are sent a letter that welcomes them to the depart-ment and provides them with their advisor’s name and contact information. Stu-dent folders are retained in the department office and are available to faculty. Faculty can also review student transcripts by accessing the University’s Banner computer database system.

Each semester, students pre-register for the next semester. Students are not cleared to register until they have met with their advisor. Once the student has been advised, the advisor issues a clearance via the Banner System. Although students can subsequently change their schedule without clearance from their advisor, this procedure ensures that students meet with their advisor at least once each semester. The computer registration process does not allow students to register for civil engineering courses unless the prerequisite courses have been completed. For exceptional circumstances, pre-requisite waivers can be permitted upon approval of instructor, advisor, and the Department Chair.


Transfer Students and Transfer Courses

The Associate Chair is responsible for validating all transfer credits. Lower divi-sion courses taken at Tennessee Board of Regents (TBR) institutions, which in-clude the community colleges, have a common numbering system. For courses taken at other institutions, the Associate Chair may review the catalog from the institution, consult institutional web pages, and/or require the student to produce documentation that the course has the same content as an equivalent course at the University of Memphis.

Each student's file contains a degree sheet (see Table 1-5), which is used to record the student's progress toward the degree. The reverse side of this sheet lists all of the options for electives, both for civil engineering and general educa-tion courses. The Department Chair must approve substitutions for required cour-ses, with the exception of General Education courses. The College Undergradu-ate Academic Advisor, in consultation with the University Transfer Articulation Of-fice, must approve in writing substitutions for General Education courses. These substitutions are usually for transfer students who have taken similar courses. General Education requirements are waived for students who already have a baccalaureate degree from a regionally accredited institution of higher education.

Graduation Requirements

During the semester preceding the student’s final semester, the advisor checks and certifies that the student has met all requirements for the degree and that all EAC of ABET engineering criteria requirements have been satisfied. Students are required to earn a grade of “C” or above in all civil engineering courses counted toward graduation. The Department Chair must also approve the student for graduation, and the College undergraduate academic advisor makes a final check of all requirements.

Enrollment and Graduation Trends

Enrollment and graduation trends for the past five years are given in Tables 1-1 through 1-4.


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

Academic Year Number of Transfer Students Enrolled2008-2009 82007-2008 72006-2007 132005-2006 122004-2005 13

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

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

Full-time Students 90 91 106 87 97Part-time Students 21 23 25 25 19

Student FTE 98.2 101.2 116.1 98.1 101.9Graduates 13 9 20 16 16


Table 1-4. Program Graduates

Student Name YearMatriculated

YearGraduated

Certification/Licensure

(If Applicable)

Initial or Current Employment/Job Title/

Other Placement

Edward Bond 2004 2009James Lamport 2005 2009 Pickering Firm, MemphisTalal Mayahi 2007 2009 City of MemphisJames Nabakowski 2004 2009 EIT U.S. Army Corps of Engineers,

Memphis

Phillip Pinkston 1991 2009 U.S. Army Corps of Engineers, Memphis

Chase Staggs 2004 2009Jacob Storz 2004 2009 EIT MLGWNathaniel Taylor 2004 2009 City of Memphis

Stephen Williams 2006 2009 U.S. Army Corps of Engineers, Memphis

Sue Ellen Barnes 2004 2008 Moved to Arizona, Looking for jobDerrick Brasher 2005 2008 EIT Looking for jobCarl Dawson 2005 2008 EIT Looking for job

Robert Gambill 2006 2008 U.S. Army Corps of Engineers, Memphis

Matthew Taylor 2006 2008 EIT The Reaves Firm, MemphisTitilola Adeleye 2004 2008 EIT PSI, San Antonio, TexasEmily Boswell 2001 2008 EIT City of LakelandDaniel Bowling 2004 2008 EIT Pickering Firm, MemphisMichael Falls 2004 2008 EIT Tetra Tech, MemphisPhillip Huntley 2003 2008 EIT Pickering Firm, MemphisAndrew Long 2005 2008 EIT Seattle City Light, Washington

Bhargav Patel 2005 2008 Planning to Start Graduate School

Ryan Pickett 2005 2008 EIT Graduate School, U. of Memphis

Cole H. Smith 2003 2008 EIT U.S. Army Corps of Engineers, Memphis

Rachel Stone 2005 2008 EIT Neel-Schaffer, Jackson, Tennes-see

Emma Campbell 2003 2007 EIT Askew, Hargraves, Harcourt, Jackson, TN


Table 1-5. BSCE Degree Requirements, Fall, 2009 Last updated 02/16/2009Name ___________________________________________

Advisor __________________________________________ University of Memphis Entry Date _________________________ Social Security Number _________________________________

Course Number and Name hrs. Semester Grade Course Number and Name hrs. Semester Grade

CIVL 1101 Civil Engineering Measurements (Fall) 3

CHEM 1110 Chemistry I 3 CIVL 3121 Structural Analysis [C] 3

CHEM 1111 Chemistry Lab 1 CIVL 3180 Civil Engineering Hydraulics 3

ENGL 1010 English Composition 3 CIVL 3103 Approximation and Uncertainty in Engr. (Fall) 3

MATH 1910 Calculus I 4 CIVL 3137 Civil Engineering Materials (Fall) 3

First Semester Total Hours 14 CIVL 3325 Mechanics of Materials Lab (Fall) 1

Gen. Ed. – Humanities/Fine Arts (see note 3) 3

Physical Science (See note 1) 4 Fifth Semester Total Hours 16

CIVL 1112 Civil Engineering Analysis (Spring) 3

ENGL 1020 English Composition & Analysis 3 CIVL 3131 Design of Steel Structures (Spring) or CIVL 4135 Reinforced Concrete Design (Fall)

3

MATH 1920 Calculus II 4 CIVL 3161 Transportation Systems Engineering (Spring) 3

PHYS 2111 Physics I Lab 1 CIVL 3182 Hydrology and Hydraulics Lab 1

PHYS 2110 Physics for Science & Engineering I 3 CIVL 3140 Environmental Systems Engineering 4

Second Semester Total Hours 18 CIVL 4151 Soil Mechanics (Spring) 4

ENGL 3603 Engineering Communication 3

CIVL 2131 Statics 3 Sixth Semester Total Hours 18

CIVL 2101 Civil Engineering Visualization (Fall) 3

ENGL 2201 or 2202 Literary Heritage 3 Gen. Ed. - Social Science (see note 2) 3

MATH 2110 Calculus III 4 CIVL 3181 Hydrology and Hydraulics 3

PHYS 2121 Physics II Lab 1 CIVL 4195 (Spring) 3

PHYS 2120 Physics for Science & Engineering II 3 CIVL Elective (Group 2 - See note 4) 3

Third Semester Total Hours 17 Gen. Ed. – Humanities/Fine Arts (see note 3) 3

Seventh Semester Total Hours 15

MECH 2332 Dynamics 3

EECE 2201 or MECH 3311 3 CIVL 4111 Engineering Economics 3

CIVL 2107 Civil Engineering Computation (Spring) 3 CIVL 4199 Civil Engineering Design [W,I] 3

CIVL 3322 Mechanics of Materials 3 CIVL Elective (Group 1 or Group 2 - See note 4) 3

MATH 3120 Differential Equations 3 CIVL Elective (Group 2 - See note 4) 3

Gen. Ed. - Social Science (see note 2) 3 Eighth Semester Total Hours 12

Fourth Semester Total Hours 18 Grand Total Hours 128

See next page for notes.


Table 1-5 (Continued)Notes: Last updated 05/06/2008

1. Physical Science: Choose one of the following: BIOL 1110/1111, ESCI 1040, or ESCI 1103

2. Gen. Ed. – Social/Behavioral Sciences (6 hours) Choose any two of the following:

ANTH 1100, ANTH 1200, CSED 2101, ECON 2110, ECON 2120, ESCI 1301, ESCI 1401, POLS 1100, POLS 1301, POLS 1501, PSYC 1200, PSYC 3510, SOCI 1111, SOCI 2100, UNIV 2304

3. Gen. Ed. – Humanities (6 hours) Choose any two of the following:

ART 1030, CLAS 2481, COMM 1851, DANC 1151, HIST 1110, HIST 1120, JDST 2580, MUS 1030, MUS 1040, PHIL 1101, PHIL 1102, POLS 1101, POLS 1102, THEA 1030, UNIV 3580, UNIV 3581

4. Civil Engineering Electives: Group 1: Civil Engineering Electives: Group 2:

CIVL 4122 Structural Analysis II (Spring) CIVL 3131 Design of Steel Structures (unless taken as a required course) (Spring)

CIVL 4171 Construction Engineering I (Fall) CIVL 4131 Intermediate Steel Design (Fall)CIVL 4172 Construction Engineering II (Spring) CIVL 4135 Reinforced Concrete Design (unless taken as a required course) (Fall)TECHNICAL ELECTIVE CIVL 4136 Intermediate Reinf. Concrete Design (Spring) (Approved upper-division engineering course) CIVL 4140 Environmental Engineering Design (Spring)

CIVL 4143 Physical/Chemical Treatment Systems (Fall)CIVL 4144 Biological Wastewater Treatment Systems (Spring)CIVL 4149 Pump Station Design (Fall)CIVL 4152 Applied Soil Mechanics (Spring)CIVL 4162 Traffic EngineeringCIVL 4163 Airport Planning and Design (Fall)CIVL 4164 Route Location and DesignCIVL 4180 Advanced Hydrology and HydraulicsCIVL 4190 Water Resources Planning and DesignCIVL 4191 Civil Engineering ProjectsCIVL 4900 Special Topics in Civil Engineering


CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

Consistency among Department, College, and University Mission Statements

The Department of Civil Engineering mission statement is:

"Civil Engineering is a profession that has a long and distinguished tradition of improv-ing the quality of life for humanity. The mission of the Department of Civil Engineering at the University of Memphis is to perpetuate this noble tradition through quality edu-cation, research, and public service.”

The mission of the Herff College of Engineering is:

“We will provide quality education, research, and service that responds to the needs and challenges of this region and nation. We will promote the knowledge, skills, ethics, creativity, and critical thinking necessary for professional competence and life-long learning, including an international perspective and a social awareness. We will conduct quality scholarship and research across the College, and world-class re-search in selected areas.”

The University of Memphis mission statement is:

“The University of Memphis is a learner-centered metropolitan research university providing high quality educational experiences while pursuing new knowledge through research, artistic expression, and interdisciplinary and engaged scholarship.”

The Department statement is consistent with the statements for the Herff College of En-gineering and the University of Memphis.

Program Educational Objectives

Current Program Educational Objectives:

1. Our graduates will meet or exceed the expectations of employers.2. Our graduates will be prepared to pursue and to obtain professional licenses.3. Our graduates will be prepared to pursue advanced degrees in engineering and

other professional fields.

The Civil Engineering program educational objectives are published in the following ma-terials:

The Undergraduate Bulletin, available at: http://www.memphis.edu/ugcatalog/archive/index.phpThe Civil Engineering home page, available at: http://www.ce.memphis.edu/wel-come/goals_2008.html

CRITERION 4. CONTINUOUS IMPROVEMENT · 15

http://www.ce.memphis.edu/welcome/goals_2008.html

http://www.ce.memphis.edu/welcome/goals_2008.html

The program fact sheet that is part of a recruitment brochure.

Program Constituencies

Our constituents include representation from each of the following groups: employers of civil engineering graduates, including local and regional consulting firms engaged in projects with a civil engineering component, state and federal agencies whose tasks in-clude civil engineering projects, alumni, current undergraduate students, and departmen-tal faculty. In addition to these constituents, care is taken to ensure that our Program Ed-ucational Objectives meet the requirements as set out by the University community in the mission of the institution and with the mission of the College.

Process for Establishing Program Educational Objectives

Establishing measurable Program Educational Objectives (PEOs) is a dynamic process. The Department of Civil Engineering established educational objectives for the under-graduate program prior to the 2003 accreditation visit. Our initial PEOs were developed by the faculty and published in the University Undergraduate Bulletin.

Because our PEOs represent the mid-career expectations that we have of our gradu-ates, we believe it is critical that they reflect (and respond to) the “real-time” needs of our constituents. A methodology for development and refinement of these objectives was developed from the analyses and integration of input from all of our program constituen-cies. We used a variety of data collection instruments to collect constituent feedback in-cluding alumni survey data, student exit survey data, employer survey data, and faculty feedback.

In additional, each semester exit interviews are conducted to review relevance of depart-mental objectives. This process provides an opportunity for the Department Chair and the students to review the objectives and discuss them as related to the current program activities. Recently we have added a new mode of constituent feedback through online surveys, where feedback may be sent to the department on the suitability and achieve-ment of the PEOs.

In general, PEOs are revisited every three years, but may also be reviewed and modified as needed.

Figure 2-1 shows a graphical presentation of the process. Included as an example of this process are the modifications and development of the current PEOs from the PEOs that were in place at the time of the 2003 EAC of ABET visit.


Departmental ABET Committee

Suggested Edits and Revisions

Current Undergraduates

Employers(consulting firms

and governmentalagencies )

Alumni

Approval

Department FacultySuggested

Editsand

Revisions

Publication

Figure 2-1. PEOs Development and Review Process

A timeline for the development of the current program educational objectives is pre-sented in Table 2-1. Details for each PEOs revision are included in the following para-graphs.

Table 2-1. Timeline for Evolution of Program Educational Objectives

Time Event

Spring 2003 PEOs presented as part of the 2003 accreditation visit.

Spring 2006 Revision of PEOs, submission to constituent review.

Spring 2009 Revision of PEOs, submission to constituent review.


Program Educational Objectives – 2003 Report

1. Our graduates will meet or exceed the expectations of Civil Engineering em-ployers in industry, private practice/consultation, and/or governmental service.

2. Our graduates will effectively interface with other engineers, professionals from other disciplines, and the public to solve engineering problems.

3. Our graduates will achieve success in earning advanced degrees, both in engi-neering and other professional fields when pursued.

4. Our graduates will engage in a broad range of self-development activities that benefit the Civil Engineering profession and the community.

With the recognition that the second objective was more closely a program outcome rather than a program educational objective, it was subsequently removed.

In 2006, a web-based comprehensive constituent survey was created and distributed to constituents via e-mail. The department used an initial list of alumni provided by the Uni-versity of Memphis Alumni Association as well as contact information from employers. This information was updated using the department’s list of e-mail addresses. The alumni portion of the survey elicited information about their current position, type of work and responsibilities, salary, as well as questions about their achievements since gradua-tion, including promotions, licensure, advanced degrees, publications, and leadership roles.

Program Educational Objectives - 2006

1. Our graduates will meet or exceed the expectations of employers.

2. Our graduates will be prepared to pursue and obtain professional licenses and advanced degrees in engineering and other professional fields.

3. Our graduates will engage in lifelong learning to maintain professional compe-tency.

In 2006, the suitability and achievement of these PEOs were addressed in a general sur-vey of all constituents. A total of 75 responses to the survey were collected. Constituents were asked to rate the PEOs on a 5-point scale where 1 was unnecessary or undesir -able, 3 was acceptable, and 5 was highly necessary or desirable. The responses to this question are summarized in Table 2-2 and a graphical breakdown of how constituents responded is shown in Figure 2-2.


Table 2-2. Suitability of PEOs - 2006 Lumped Constituent Survey Response

Average Stdev1. Our graduates will meet or exceed the expectations

of employers.4.66 0.60

2. Our graduates will be prepared to pursue and obtain professional licenses and advanced degrees in en-gineering and other professional fields.

4.57 0.64

3. Our graduates will engage in lifelong learning to maintain professional competency.

4.53 0.74

0

5

10

15

20

25

30

35

40

45

50

PEO 1 PEO 2 PEO 3

Num

ber R

espo

nded

1 - Unnecessary23 - Acceptable45 - Highly Necessary

Figure 2-2. Suitability of PEOs –2006 Lumped Constituent Survey Response

In a separate 2006 survey, alumni were also asked to rate how well they were achieving the program educational objectives on a 5-point scale where 1 was not achieved, 3 was mostly achieved, and 5 was completely achieved. The responses to this survey are summarized in Table 2-3, and a graphical breakdown of how constituents responded is shown in Figure 2-3.


Table 2-3. Achievement of PEOs - 2006 Lumped Constituent Survey Response

Program Educational Objectives Average Stdev1. Our graduates will meet or exceed the expectations

of employers.4.38 0.75

2. Our graduates will be prepared to pursue and obtain professional licenses and advanced degrees in engi-neering and other professional fields.

4.55 0.62

3. Our graduates will engage in lifelong learning to maintain professional competency.

4.42 0.83

0

5

10

15

20

25

30

35

40

45

50

PEO 1 PEO 2 PEO 3

Num

ber R

espo

nded

1 - Not Achieved23. Mostly Achieved45. Complete Achieved

Figure 2-3. Achievement of PEOs – 2006 Lumped Constituent Survey Response


Current Program Educational Objectives

Because life-long learning is identified as a program outcome, it was considered to be in-appropriate for inclusion as a PEO. The department faculty agreed and the PEOs were modified. In addition, the pursuit of advanced degrees and professional licensure were separated into two outcomes. The following were the proposed outcomes that were pre-sented for adoption:

1. Our graduates will meet or exceed the expectations of employers.2. Our graduates will be prepared to pursue and to obtain professional licenses.3. Our graduates will be prepared to pursue advanced degrees in engineering and

other professional fields.

In 2009, these PEOs were again reviewed for suitability and achievement. Two sepa-rate surveys were developed for employers and for alumni. The alumni results are bro-ken down into cohorts based on the time frame of graduation with an additional column for employer responses. The responses of recent graduating seniors collected during their exit interviews are also included. A summary of the responses is presented in Table 2-4.

Table 2-4. Suitability of PEOs - Results by Cohort for 2009 Survey

Spring 2006 to Fall 2008

Spring 2001 to Fall 2005

Spring 1996 to Fall 2000 All Classes Employers

GraduatingStudents

9

Responses6

Responses12

Responses74

Responses16

Responses9

Responses PEO 1Critical 77.8% 83.3% 100.0% 75.7% 75.0% 77.8%Important 11.1% 16.7% 0.0% 21.6% 18.8% 11.1%Useful 11.1% 0.0% 0.0% 2.7% 6.4% 11.1%Not Impor-tant 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%No Opinion 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% PEO 2Critical 77.8% 66.7% 66.7% 63.5% 37.5% 77.8%Important 22.2% 33.3% 33.3% 32.4% 62.5% 11.1%Useful 0.0% 0.0% 0.0% 4.1% 0.0% 11.1%Not Impor-tant 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%No Opinion 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% PEO 3Critical 22.2% 33.3% 0.0% 15.1% 6.3% 77.8%Important 77.8% 66.7% 50.0% 53.4% 56.3% 22.2%Useful 0.0% 0.0% 50.0% 27.4% 31.3% 0.0%Not Impor-tant 0.0% 0.0% 0.0% 4.1% 6.3% 0.0%No Opinion 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


While there is strong support for the suitability of PEOs 1 and 2, the support for PEO 3 is less strong but greater than 50% for each cohort measured. However, among alumni who have advanced degrees, 89% of their responses show that they consider the pur-suit of advanced degrees to be an important program educational objective.

In 2009, alumni were asked to evaluate how well they felt they were prepared to achieve each of the PEOs. In addition, employers were asked to evaluate how well they felt their employees who were also our alumni, were prepared to achieve each of the PEOs. The responses of recent graduating seniors collected during their exit interviews are also in-cluded. The results of these surveys are summarized in Table 2-5.

Table 2-5. Achievability of PEOs - Results by Cohort from 2009 Survey

Spring 2006 to

Fall 2008Spring 2001 to Fall 2005

Spring 1996 to Fall 2000 All Classes Employers

GraduatingStudents

9

Responses6

Responses12

Responses74

Responses16

Responses9

Responses PEO 1Very Well Prepared 33.3% 50.0% 58.3% 44.4% 18.8% 11.1%Well Prepared 55.6% 33.3% 16.7% 40.3% 50.0% 77.8%Prepared 11.1% 16.7% 25.0% 15.3% 18.7% 11.1%Poorly Prepared 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%No Response 0.0% 0.0% 0.0% 0.0% 12.5% 0.0% PEO 2Very Well Prepared 33.3% 33.3% 66.7% 52.9% 25.0% 22.2%Well Prepared 44.4% 50.0% 8.3% 28.6% 37.5% 66.7%Prepared 22.2% 16.7% 25.0% 18.6% 25.0% 11.1%Poorly Prepared 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%No Response 0.0% 0.0% 0.0% 0.0% 12.5% 0.0% PEO 3Very Well Prepared 33.3% 33.3% 50.0% 40.3% 18.8% 33.3%Well Prepared 55.6% 33.3% 25.0% 44.4% 31.3% 55.6%Prepared 11.1% 33.3% 25.0% 15.3% 37.5% 11.1%Poorly Prepared 0.0% 0.0% 0.0% 0.0% 6.3% 0.0%No Response 0.0% 0.0% 0.0% 0.0% 12.5% 0.0%

These results show that a significant majority of the graduates over all the cohorts be-lieve that they are well-prepared to achieve all three PEOs.


CRITERION 3. PROGRAM OUTCOMES

Program Outcomes Processes

The establishment of a set of measurable Program Outcomes (POs) follows a dynamic process similar to that used in the development and refinement of our Program Educa-tional Objectives (PEOs). The POs are essentially those of the engineering criteria “a” through “k” outcomes and modified to reflect the needs of our constituents and the re-quirements to practice civil engineering. Achievement of these POs should prepare our graduates to move into their chosen careers and professions. The process for the modi-fication and refinement of POs is similar to that for PEOs. A general overview of the process is illustrated in Figure 3-1.


Figure 3-1. Process Overview for Developing Program Outcomes


An example of this process is the development of the current Pos, which were modified from the POs at the time of the 2003 EAC of ABET accreditation visit.

Program Outcomes for 2003 EAC of ABET accreditation visit:

At the time of the 2003 EAC of ABET visit, the following POs were in place:

· Graduates will compete successfully for positions at the regional, state, national, and international levels.

· Graduates will demonstrate application of solid foundation skills in mathematics, basic and engineering sciences, current computer applications, and experimental techniques necessary to solve civil engineering problems in the planning, design, and construction of infrastructure projects.

· Graduates will demonstrate teamwork and communications skills necessary to perform effectively as professional civil engineers.

· Graduates will demonstrate sufficient background knowledge of math, science, and engineering skills to pursue graduate studies in engineering and related dis-ciplines.

· Graduates will demonstrate an awareness of the need to stay abreast of the lat-est knowledge in civil engineering and to continue professional development through the processes of lifelong learning and/or graduate study.

· Graduates will display an awareness of the importance of ethics, professional re-sponsibility and contemporary issues relating to the practice of civil engineering.

· Graduates will actively promote interest in and awareness of our Civil Engineer-ing Department and the Herff College of Engineering to promote the field of civil engineering.

Based on discussion with the department faculty and external advisory committee, it was decided to adopt the engineering criteria “a” through “k” outcomes supplemented by the outcomes specified in the current civil engineering program criteria.


Current Program Outcomes (POs)

Upon graduation, our civil engineering program must demonstrate that our students have attained the following outcomes:

a. an ability to apply knowledge of mathematics, science, and engineering

b. an ability to design and conduct experiments and to analyze and interpret data in two or more of the following areas: environmental engineering, geotechnical en-gineering, hydraulics, and materials

c. an ability to design a civil engineering system, component, or process to meet specified performance, cost, time, safety and quality needs, and objectives

d. an ability to function on multi-disciplinary teams

e. an ability to identify, formulate, and solve civil engineering problems

f. an understanding of professional and ethical responsibility

g. an ability to convey technical material through oral presentations and written pa-pers and reports

h. the broad education necessary to understand the impact of engineering solutions in a global and societal context

i. a recognition of the need for professional licensure and 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.

l. an ability to apply knowledge to develop engineering solutions in a minimum of four of the following areas: environmental engineering, geotechnical engineering, structural engineering, transportation engineering, and water resources engineer-ing

m. an ability to explain basic concepts in management, business, public policy and leadership

These program outcomes support the PEOs and form the basis of program and curricular changes.


Relationship of Program Outcomes to Program Educational Objec-tives

Table 3-1 provides a mapping between the Program Educational Objectives and the Program Outcomes.

Table 3-1. Program Outcomes Support of PEOs

Program Educational Objec-tive

Program Outcome 1 2 3a ● ● ●b ● ●c ● ● ●d ●e ● ● ●f ● ●g ● ● ●h ●i ● ●j ●k ● ● ●l ● ●

m ●

Relationship of Courses in the Curriculum to the Program Outcomes

Table 3-2 maps our POs and the required courses in the civil engineering curriculum based on the learning outcomes for each course. The strength of the relationship is indi-cated by a numerical code in which:

3 Indicates strong support,

2 Indicates supported, and

1 Indicates minimal support.


Table 3-2. Relationship between Required Courses and Program Outcomes

Program OutcomesCourse a b c d e f g h i j k l m

CIVL 1101 Civil Engineering Measurements 3 3 3 1 3 2 2

CIVL 1112 Civil Engineering Analysis 3 3 3 1 3 2 2

CIVL 2101 Civil Engineering Visualization 3 1 1 2 2 1 3

CIVL 2107 Civil Engineering Computation 3 3 2 2

CIVL 2131 Statics 3 1 3

CIVL 3103Approximation and Uncertainty in Engineering

3 3 3 1 3 3

CIVL 3121 Structural Analysis I 3 2 2 1 2 2 2CIVL 3131 or

Design of Steel Struc-tures 3 3 2 1 2

CIVL4135 Reinforced Concrete Design 3 3 3 1 3 2

CIVL 3137 Civil Engineering Materials 3 3 3 3 3

CIVL 3140 Environmental Systems Engineering 3 3 2 3 1 1 3

CIVL 3161 Transportation Systems Engineering 3 3 2 3 1 1 2 1 2 3

CIVL 3180 Civil Engineering Hydraulics 3 3

CIVL 3181 Hydrology and Hydraulics 3 2 2 3 1 1 2 1 1 2

CIVL 3182 Hydrology and Hydraulics Lab 1 3 2 3

CIVL 3322 Mechanics of Materials 3 1 2 2

CIVL 3325 Mechanics of Materials Lab 2 1 2 1 3

CIVL 4111 Engineering Economics 3 2

CIVL 4151 Soil Mechanics 2 3 3 2

CIVL 4195 Professional Practice in Civil Engineering 2 2 3

CIVL 4199 Civil Engineering Design 3 3 3 3 3

Number of Classes with Strong Relationship (3) 16 8 5 1 10 1 3 1 1 1 7 2 0

Number of Classes with Moderate Relationship (2) 2 2 4 1 6 0 5 2 1 1 10 0 0

Number of Classes with Weak Relationship (1) 1 1 2 4 1 3 5 1 3 2 0 0 0


Documentation

For each program outcome, one or more courses were identified as a point of assess-ment. These courses were selected as terminal points in the development of the stu-dent’s ability to achieve the particular PO. The direct assessment tools utilized in these courses give the strongest measure of the student's achievement level. For each re-quired course, we provide a syllabus showing the linkage between the course learning outcomes and the POs. We will also provide documentation of representative student work organized by course together with assessment tools and evaluation of student per-formance as part of the supplementary materials made available during the on-site visit.

Materials regarding extracurricular activities, ancillary documentation of processes (e.g., program advising form), alumni and employer correspondence, and faculty and subcom-mittee meeting minutes and reports will be available for on-site review.

In addition to the usual course notebooks, we will provide an outcome notebook that summarizes the documentation of the student attainment of each of the 13 civil engi-neering program outcomes.

Achievement of Program Outcomes

Assessment Processes

The primary purpose of assessment is to determine how well our students are achieving the POs. This is accomplished by measuring student performance as well as obtaining feedback from constituencies. Using the assessment results, our faculty and the depart-mental ABET committee members review Program Outcomes, alumni satisfaction levels, employer expectations and evaluations, and student/graduate performance in an ongo-ing process of continuing improvement.

General Approach

The goal of this component of our assessment strategy is to collect data that can be used to evaluate the degree to which our graduates achieve the program outcomes and to then address these evaluations in a systematic manner. Although the assessment and evaluation processes have been in place for the last 15 years, candidly, the current cycle is the first attempt to create a department-level assessment strategy that extends to the course level. To accomplish this, the ABET Committee considered available information and research regarding formal assessment strategies and combined this information with other guidelines for development of ‘best practices’ assessment.


Department ABET Committee:

Charges and Responsibilities:

· To assure that program POs and PEOs support the University's and the Col-lege's missions

· To assist program faculty in refining course-level learning outcomes and POs

· To supervise data collection for the department assessment strategy

· To develop and implement new assessment instruments and metrics for evalua-tion

· To integrate University and College graduation requirements into the civil engi-neering undergraduate curriculum

· To examine course content to ensure the civil engineering curriculum meets pro-gram POs and PEOs

The primary internal evaluation tool for the evaluation of achievement of POs is the as-sessment of the POs in specific classes. Each course in the curriculum has one or more learning outcomes that directly support one or more POs. The assessment of the achievement of the course learning outcomes in each class provides a milestone indica-tor of the student performance toward achievement of the POs. Thus the achievement of the learning outcomes will be a strong internal indicator of the achievement of the POs that they support. Other indicators of achievement of POs are the perspectives of the students upon graduation, the longer viewpoint of alumni after they have been in indus-try, and feedback about the performance of our graduates from their employers and im-mediate supervisors.

Our department-level assessment process is multi-modal in focus and includes a variety of assessment instruments designed to incorporate and involve all of our program con-stituents. As expected, different constituencies require different methods to elicit their re-sponses. Table 3-3 presents a summary of our current assessment instruments grouped by constituency base.


Table 3-3. Assessment Instruments for Various Constituencies

Instrument AssessmentMethod

Constituency Frequency

Program Outcome Terminal Course Assessment

In Course Material

Current Students

Each Semester

Senior Exit Interviews with Chair Direct Interview

Graduating Seniors

Each Semester

Senior Capstone Design Survey On-line Survey

Graduating Seniors

Each Semester

Student Course Survey On-lineSurvey

CurrentStudents

Each Semester

Fundamentals of Engineering Exam (FE) National Exam

Students in Final Year

Each Semester

Course Learning Assessments In CourseMaterial

CurrentStudents

EachSemester

Alumni Surveys On-lineSurvey

Alumni Three Year Cycle

Employer Surveys On-line Survey

Employers Three Year Cycle

Detailed descriptions of the assessment instruments currently in use are provided in the following material.

Assessment Instruments:

1. Program Outcome Terminal Course Assessment

Type of Instrument: The program outcome course level assessment is a course compo-nent or series of components with a direct measurement of some factor addressing a specific program outcome. These may include performance at a specific task relating to the program outcome such as the ability to solve a specific type of problem or the ability to integrate information from a number of sources in a paper or presentation.

Description: Courses are identified at the beginning of each academic year to include di-rect PO assessment.

Data Analysis Procedure: The course instructor, in concert with the ABET committee; sets target levels for achievement of the POs as measured by the instruments in each class. The ABET committee reviews end-of-year results and responses are developed as necessary.

Frequency: Each semester

Outcomes Links: This instrument supports all POs.


Feedback Mechanism: The ABET Committee shares the results from the course assess-ments with the faculty members in the respective areas and they develop strategies to address areas that can be improved.

2. Senior Exit Interviews with Chair

Type of instrument: Written questionnaire and open-ended verbal interviews between each graduating senior and the Department Chair.

Description: The exit interview with graduating seniors has a 20-year history in the de-partment and typically consists of a 15-30 minute individual interview with each graduat-ing senior. The format includes open-ended questions designed by the Department Chair, and the results are made available in the Department Chair’s office.

Data Analysis Procedure: The Department Chair compiles a written summary of the stu-dent responses. Answers are pooled and anonymity is maintained.


Outcomes Links: Varies

Feedback Mechanism: Results of the Senior Exit Surveys and interviews are discussed with the civil engineering faculty at the final faculty meeting of each semester, and this feedback is provided to the ABET Committee for further consideration.

3. Senior Capstone Design Survey

Type of Instrument: All students in CIVL 4199, Senior Design, are required to complete a survey based on achievement of the POs.

Description: Students are asked to rank the PO statements in the order of importance to them for their engineering career. They are also asked to rate how well the civil engi -neering program has prepared them in achieving each outcome.

Data Analysis Procedure: The Department Chair compiles summaries of all responses for each semester. Average scores for each item are determined.

Outcomes Links: All

Feedback Mechanism: The Department Chair shares the results with the faculty.


4. Student Course Survey

Type of Instrument: All students in civil engineering classes are required to complete a survey that includes questions pertaining to the POs.

Description: Students are asked to complete a two-part survey linked to the POs. The first part of the survey asks the students to rate their level of achievement for each of the POs at this point in their academic career. The second part of the survey asks the stu-dents to rate the contribution of each class they are taking in civil engineering to the POs.

Data Analysis Procedure: The Department Chair compiles summaries of all responses for each semester. Average scores for each item are determined.

Outcomes Links: All

Feedback Mechanism: The Department Chair shares the overall results with the depart-ment faculty and the results for a particular course with the instructor to better align course expectation with students’ perceptions.

5. Fundamentals of Engineering (FE) Examination

Type of Instrument: The Fundamentals of Engineering (FE) Examination is a nationally-normed professional examination required for all students who intend to register as Pro-fessional the Engineers at the completion of their 4-year training period. The exam schedule is set by National Council of Examiners for Engineering and Surveying (NCEES) and the 8-hour test is administered once each semester at our campus.

Description: Civil engineering students are strongly encouraged to take the FE examina-tion before completing their degree. This exam is not part of the degree requirements.

Data Analysis Procedure: Quantitative results are provided by the State Board to the Dean, and, in turn, to the Department Chair, and ultimately to the faculty. The chair maintains a record of the performance of civil engineering students on the exam.


Outcomes Links: This instrument supports POs a, c, e, and f.


6. Course Learning Assessment

Description: Each faculty member develops assessment instruments that measure the progress of the student in achieving the course learning outcomes. The achievement of the course learning outcomes provides milestones in the achievement of the program outcomes. The assessment information, along with other supporting materials, are as-sembled into the course notebook and reviewed by the ABET committee. After this re-view, and possible discussion with the instructor, suggestions/comments may be pro-vided to aid the faculty member and help students in future offerings to achieve particu-lar course learning outcomes and therefore the POs.

A typical notebook will contain the following:

· course syllabus,

· sample assessment items and assessment results,

· post-course assessment, and

· plans for course improvement.

Data Analysis Procedure: Each course notebook is reviewed by the ABET committee for completeness and for achievement of course learning outcomes. In concert with the fac-ulty member who developed the notebook, plans for course improvements are devel-oped at the end of each semester or as needed

Outcomes Links: Each of the POs is addressed by specific learning outcomes in one or more classes. Periodically PO notebooks are assembled and are used to compile the evidence from each course that has a learning outcome that supports a particular PO.

Feedback Mechanism: The ABET committee works with the faculty member to ensure that the learning outcomes for the course are appropriate for the position of the course in the curriculum. Also the committee works with the faculty member on assessment and course improvement based on the course-level notebooks.

7. Alumni Surveys

Description: A web-based comprehensive survey is solicited from alumni on a three-year cycle. The program uses a list of alumni email addresses gathered from a variety of sources to notify selected alumni (usually classified by year of graduation) when a new survey is available. In addition, notice of new surveys is included in the departmental newsletter that is sent to alumni in the Fall and Spring semesters. A copy of the 2006 survey can be found at:

http://www.ce.memphis.edu/surveys/ce_alumni_survey_06.htm.

The survey elicits information concerning general data such as current position, type of work and responsibilities, and salary as well as questions about achievements since


graduation including promotions, licensure, advanced degrees, publications, and leader-ship roles. Thus the survey solicits information on both the suitability and attainment of the program PEOs as well as aspects of some of the POs. For the 2006 alumni survey, a total of 76 out of 240 alumni responded to the survey. Graduation dates ranged from 1970 through 2006.

Outcomes Links: All PEOs are queried for both suitability and attainment in each survey and suggestions are solicited for changes to the PEOs. Similarly, information about some aspects of the POs and suggestions for possible changes to the curriculum are obtained.

Feedback mechanism: The results are shared with the ABET Committee, the depart-ment Advisory Board, and the faculty.

8. Employer Survey

Description: On a three-year cycle, firms who employ program graduates are asked to complete a survey considering both the appropriateness of the POs and PEOs for their respective firm as well as the achievement level for each of the POs and PEOs by our graduates that they employ.

Data Analysis Procedure: The ABET committee reviews the survey results.

Outcomes Links: All

Feedback Mechanism: The ABET committee identifies areas where improvements should be made or further evaluated.

Assessment Summary:

One advantage of involving multiple constituencies and varied assessment instruments throughout the assessment process is the ability to correlate multiple inputs. Although a single result or finding from one assessment instrument or from one learning outcome is important, if results or findings show consistency among those from various constituen-cies, the correlations increase one’s confidence as to the reliability of the findings.

Assessment of Outcomes

This section describes in some detail our process for defining, implementing, assessing, and evaluating each of the program outcomes. This assessment process enables us to track student performance with respect to the program outcomes we have defined and provide feedback both to the students and to the department.


(a) An ability to apply knowledge of mathematics, science, and en-gineering

As students progress through the curriculum, they are faced with engineering problems of increasing complexity. The prerequisite structure of the curriculum is designed to pro-vide the students with the fundamentals necessary to successfully understand the mate-rial they are encountering. A basic skill set of science and mathematics is necessary for the completion of the curriculum and is reinforced as necessary as the student pro-gresses. A total of fifteen hours of calculus and differential equations are required. Based on a mathematics competency placement examination administered at the Col-lege level, preliminary courses in algebra and trigonometry may be added if necessary. Two semesters of physics and one semester of chemistry are also required to provide a platform on which to build necessary engineering skills. The development of engineering skills begins with the four-course Foundation sequence in the freshman and sophomore years and continues during the final two years.

Assessment of PO “a” is made using Program Outcome Terminal Course Assessments for mathematics and science as well as survey instruments of the various constituencies for overall achievement of the program outcome. The results from the Program Outcome Terminal Course Assessments are shown in Table 3-4.

Table 3-4. Program Outcome Terminal Course Assessments for Mathematics and Science

Course Assessment Instrument

CIVL 2131 - Statics

Specific problems serve as indicators of student skills in utilizing geometry, trigonometry, and algebra.

CIVL 3140 – Environmental Engineering Systems

Students are required to solve three environmental engineering problems focusing on the ability of the students to utilize basic chemical principles. One problem requires students to evaluate wa-ter chemistry among three different sources supplying drinking wa-ter and determine which parameters are problematic. A second problem requires students to use chemistry concepts including equivalent weights, purity of chemicals, alkalinity and hardness re-lationships, etc., to determine the chemical requirements for water softening. The final problem requires students to use biokinetic re-lationships based on biochemistry to determine design require-ments for an activated sludge process.

CIVL 3180 – Civil Engineering Hydraulics

Application of mathematical concepts are assessed with problems from the following topics: conservation of momentum – algebra, non-dimensionalization – algebra, hydrostatic pressure on a curved surface – geometry, conservation of momentum against an angled vane – geometry and modulus of elasticity – calculus.

Application of engineering concepts was assessed through group work and class work including topics such as: use of multiple fluids in a manometer for pressure differential measurement, design im-



pact of fluid pressure acting on a pipe fitting and minimization of head loss in pipes.

Assessment metric: An exit interview was provided to the students asking them to rate their level of ability to apply math, science and engineering. The rates were above average (4.64 out of 5 with 5 being the highest (strongest) rank). It is planned to perform direct measurements in Fall 2009 rather than relying on indirect measure-ments and an exit survey.

CIVL 3322 – Mechanics of Materials

This course requires the application of fundamentals from physics, calculus, and statics. Many of the problems involve analysis (evalu-ation of a given component), and others require design (selection of a component). The design applications involve satisfying both strength and deformation limits. In many problems, the correct in-corporation of a factor of safety is involved. Although both allowable stress and strength methods are covered, the emphasis is on al-lowable stress.

Assessment: This program outcome is assessed by students’ per-formance on Final Exam question 2 (stress and strain), Final Exam question 3 (torsion), Final Exam question 4 (flexure), Final Exam questions 5 and 6 (stress transformation), and Final Exam question 7 (column behavior).

To illustrate the assessment process, Final Exam question 6 will be used as an example. This problem requires the determination of principle stresses and location of the principle planes using Mohr’s circle. The solution is assessed using the following criteria:

· Is the circle plotted and sketched correctly?· Are all values computed from the geometry of the circle

rather than from formulas?· Are the principle stresses identified on the circle?· Is the angle of rotation of the stress element corresponding

to the principle planes computed correctly from the geome-try of the circle?

Based on the results of the overall assessment, the following changes are proposed:

· Place more emphasis on the commonality of stress (or strength) and strain (or deformation) among the various types of members.

· Place less emphasis on Mohr’s circle and more emphasis on the physical aspects of stress transformation.

The outcome for columns was unsatisfactory. If some of the time devoted to stress transformation is used for columns, the level of



achievement may be higher.

A second instrument used to determine the level of achievement for PO “a” is the perfor-mance of recent graduates on the FE exam. Since all students in civil engineering are strongly encouraged to take the FE in their senior year, this serves as a general mea-surement for this program outcome. One problem that arises using this as an assess-ment instrument is that specific data are limited by the low number of students (<12) that take the exam each semester. Results from the morning session are measured as a per-centile compared to the national results with the current target being the 40th percentile. Results from this analysis for the past seven testing periods are displayed for first-time takers of the exam in Figure 3-2.

Mathem

atics

Engin

eerin

g Probab

ility a

nd Stati

stics

Chemistr

y

Computers

Ethics

and Busin

ess Prac

tices

Engin

eerin

g Eco

nomics

Engin

eerin

g Mech

anics

(Stati

cs an

d Dynam

ics)

Stren

gth of M

ateria

ls

Materia

l Properti

es

Fluid M

echan

ics

Electr

icity a

nd Magn

etism

Therm

odynam

ics10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

October-08

April-08

October-07

April-07

October-06

April-06

October-05

Nati

onal

Per

centi

le

Figure 3-2. Performance of Recent Graduates on the FE Exam.

Achievement of the goal for this assessment tool is presented as the percentage of time the goal was achieved over the past seven testing periods, which is the longest period for which reliable data is available. Please note that there were several years in the mid-to-early 2000’s when the State Board did not provide the College with any data other than the pass/fail information. Currently the target is to achieve the 40th percentile in at least 50% of the testing periods with a trend to increasing both the target percentile and the percentage of time the percentile is exceeded. The results of this analysis are shown in Figure 3-3.


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

100%

Perc

enta

ge o

f Tim

es 4

0th

Perc

entil

e Ex

ceed

ed

Figure 3-3. Attainment of Goal for PO as Measured by FE Performance.

In addition to the FE results, the self-evaluation of the students and the alumni are uti-lized for assessment. Survey questions asked if the respondents believed they were well-qualified to achieve each PO. In addition to these, employers were asked if they be-lieved that their employees who were program graduates were well-qualified to achieve the PO. Results of these surveys are presented in Figure 3-4.


Current S

eniors

Exit In

tervie

w

All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

Alumni (1996 to

2000)

Employe

rs0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Strongly AgreeAgreeDisagree

Perc

enta

ge o

f Res

pons

es

An ability to apply knowledge of mathematics, science, and engineering.

Figure 3-4. Survey Responses for Program Outcome “a”

Based on the responses from the assessment instruments utilized, three areas of im-provements are being addressed, namely mathematics, engineering mechanics, and ethics and business practices. Even though electricity and magnetism are below the de-sired level, it is not considered a critical skill for civil engineers and takes a lower prece-dence on topics that should be addressed.

Working with the mathematics faculty, suggestions have been made and more interac-tion is underway to try and improve performance. In addition, a change to the civil engi-neering curriculum is being made. Until the Fall of 2009, students in the department were only required to make a C or higher to complete courses in civil engineering. Cour-ses outside of the department could be completed with a grade of D or better. For stu-dents entering the program as of Fall of 2009, a grade of C or better will be required for all mathematics and science courses in addition to a C or better in all engineering cour-ses.

In an effort to isolate the area needing reinforcement, additional assessment tools will be implemented in Mechanics of Materials, Civil Engineering Hydraulics, and Transportation Systems Engineering.

The final area for additional consideration as indicated by the FE exam results, is ethics and business practices. This is being addressed by the development and implementa-tion of a new required course in Professional Practices. Details of all these changes are shown in the Continuous Improvement section of this self-study.


The overall results from all the assessment tools utilized show a positive response on the ability to use science and engineering with an indication that some stronger empha-sis needs to be focused on mathematic skills.

(b) An ability to design and conduct experiments and to analyze and interpret data in two or more of the following areas: environmen-tal engineering, geotechnical engineering, hydraulics, and mate-rials

The ability to design and conduct experiments and to analyze and interpret data in civil engineering is developed beginning with the Foundation Sequence. Data collection and the control of experimental factors are emphasized in the first two courses of the se-quence, and the presentation of experimental results and limited analysis of data factors are included in the third and fourth courses in the sequence. Statistical factors involved in data interpretation are developed in Approximation and Uncertainty in Engineering. The use of standard procedures and control of variables is emphasized in all eight un-dergraduate departmental laboratories required of all civil engineering majors and the design of experiments is covered in selected laboratories. Safety procedures are ad-dressed in all laboratory experiences. A detailed summary of all laboratory experiences within the curriculum can be found in Table 3-5.


Table 3-5. Laboratory Experiences in the Curriculum

Areas of Emphasis Laboratory Experience

Freshman Year

CIVL 1101 Civil Engineering Measurements

Surveying Materials/ Structures Hydraulics/ Environmental

Students work on a field study utilizing linear measurements and elevation measurements. Students work on a materials study utilizing the properties of concrete and beam testing and construction. Students work on the design and operation of a water filtration system utilizing filter material properties and filter performance.

CIVL 1112 Civil Engineering Analysis

Surveying Materials/ Structures Hydraulics/ Environmental

Students work on a field study utilizing linear measurements and elevation measurements to design a detention pond. Students work on a materials study utilizing the design of reinforced concrete, beam testing, and construction. Students work on the design and operation of a water filtration system utilizing filter material properties, chemical dosages, and filter performance.

Sophomore Year

CIVL 2101Civil EngineeringVisualization

Surveying, GIS, Data Collection, Graphical Data Presentation

Students work as teams to utilize graphical data in support of engineering analysis and design. Students are introduced to drafting standards and work with drafting software to develop standard presentations. Students develop instructions integrating graphical and textual information.

CIVL 2107Civil EngineeringComputation

GIS, Data Analysis

Students work on projects including data analysis to consider the sensitivity and limitation of models used in engineering, in particular Streeter-Phelps as an example.

Junior Year

CIVL 3325 Mechanics of Materials Lab

Materials/ Structures

Students conduct experiments on modulus of elasticity, modulus of rigidity, relationship between angle of twist and applied moment, and prediction of deflection of a cantilever beam. Students design and implement a testing procedure for a typical mechanical test.


Areas of Emphasis Laboratory Experience

CIVL 3137 Civil Engineering Materials

Materials / Geotechnical

Students conduct experiments on specific gravity and absorption of coarse aggregate, specific gravity and absorption of fine aggregate, unit weight and voids in aggregate, total moisture content and surface moisture content of aggregate, reducing field sample of aggregate to test sample, sieve analysis of coarse aggregate, sieve analysis of fine aggregate, removal of asphalt cement by centrifugal extraction, specimen preparation for Marshall stability test, bulk specific gravity and density of compacted asphalt mixtures, Marshall stability and flow test, theoretical maximum specific gravity of asphalt concrete, slump test of Portland cement concrete, unit weight and yield of concrete, air content of concrete by the gravimetric method, air content of concrete by the pressure method, mixing and curing of concrete samples, compression test of concrete cylinders, static modulus of elasticity and stress-strain curve of concrete, flexural strength of concrete, and splitting tensile strength of concrete.

CIVL 3140 Environmental Systems Engineering

Environmental

Students conduct a number of lab experiments including but not limited to physical/chemical properties of water, jar testing or bench scale testing of water treatment, coliforms in surface waters, biochemical oxygen, and chemical oxygen demand of wastewater, dissolved oxygen, and total sus-pended solids of wastewater.

CIVL 3182 Hydrology and Hydraulics Laboratory

Hydraulics

Students conduct between ten to twelve laboratory experiments directly related to concepts of hydraulics. In addition, students design and conduct an experiment of their own choosing related to hydraulics.

Senior Year

CIVL 4151 Soil Mechanics

Geotechnical

Students conduct a number of lab experiments including but not limited to soil identification, grain size analysis, moisture-density determination, Atterberg Limits, Hydraulic Conductivity, Consolidation, Direct Shear, and Triaxial Shear.


Three courses were chosen for Program Outcome Terminal Course Assessments, CIVL 3325 Mechanics of Materials Lab, CIVL 3182 Hydrology and Hydraulics Lab, and CIVL 4151 Soil Mechanics. The details of the assessment tools used in each of these cour-ses, and the results of the evaluations are given in Table 3-6.

Table 3-6. Program Outcome Terminal Course Assessments for Design and Conducting Experiments

Course Design and Conduct ExperimentsCIVL 3325 Mechanics of Materials Lab

Student teams are given a problem involving a simple me-chanical system with two or more possible alternatives and asked to provide a technical comparison of the two treat-ments. The assessment criteria are the ability to control ex-perimental factors, the proper use of statistical tools for anal-ysis of the experimental data, and use of standards in the development of testing procedures.

The spring of 2009 was the first time that this material was utilized with the student teams designing a system to com-pare two adhesive strengths binding wood in tension. All six groups utilized good experimental control, five of the six groups utilized the proper statistical tools, and five of the six groups used standards as a reference in developing their testing procedures.

CIVL 3182 Hydrology and Hydraulics Lab

Students are tasked to design an experiment and write a manual for the designed lab. The manual needs to describe the experiment, including the theory needed to complete a results section. Each report must include the procedure needed to perform the experiment, as well as the relevant schematics. Lab manuals should also include the required results and graphs representing these results (where appro-priate.) A list of questions should also be developed and in-cluded. The final manual to be turned in should be in the same format as the current Fluids Lab Manual; however, it should not be copied directly from the current manual. Each group will be assigned one of the following topics:

a) Design a venturi flow meter to determine the theoret-ical flow rate in an open channel. The apparatus should be designed to fit in the current open channel flow device. A manual should be developed includ-ing all of the necessary sections. Once the appara-tus is designed and built, the device should be tested by taking the appropriate measurements and com-pleting the results section of the report. The final pa-per to be turned in is the written lab manual, and the completed results, conclusions and questions sec-


Course Design and Conduct Experimentstion of the lab report.

b) Design an experiment to determine the viscosity of oil using a Saybolt viscometer. The experiment should include a collection of data to be statistically analyzed. At least five questions should be devel-oped. Once this experiment is designed it is to be preformed and the group is to turn in a results sec-tion, conclusions and answers to the lab manual questions.

c) Design an experiment to determine the surface ten-sion of different mixtures of water and soap. This ex-periment should use the surface tension meter to de-termine the surface tension of several different com-binations of soap and water. The final paper to be turned in is the written lab manual, and the com-pleted results, conclusions, and questions section of the lab report.

d) Design an object to be used with the impact of a jet of water apparatus. The object should be con-structed and used to perform the designed experi-ment. The final paper to be turned in is the written lab manual, and the completed results, conclusions and questions section of the lab report.


Students are given a homework assignment that involves developing a geotechnical testing program for design and construction of a proposed levee system. The students were given the following problem statement:

A client has provided you with a bucket of a soil from a proposed borrow area that is being proposed by the con-tractor for use as embankment fill material for a new levee that is classified as a Compacted levee. The soil is a fine-grained soil. The project specifications have not been completed. However, the Unified Facilities Guide Specifications (UFGS), which are available on the UM-drive, will be used to develop the specifications for the levee. Review the UFGS and prepare a list of laboratory and field tests that may be required for construction of the embankment portion of the levee.

Assessment of the testing program consists of the require-ment for the student to provide a minimum of 8 tests with each test worth 5 points for an overall maximum total of 40 points.


Students in their final year, alumni, and employers were asked to evaluate how confident they felt that they or their employees were able to accomplish PO “b.” The results of their responses are shown in Figure 3-5.

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An ability to design and conduct experiments and to analyze and interpret data in two or more of the following areas: environmental engineering, geotechnical engineering, hydraulics, and materials.

Figure 3-5. Survey Responses for Program Outcome “b”

Based on the responses from surveys and from the points of testing taken in the three courses, the development of this program outcome is well underway. Additional experi-ences will be developed to broaden the range of exposure to cover more areas of civil engineering.


(c) An ability to design a civil engineering system, component, or process to meet specified performance, cost, time, safety and quality needs, and objectives

The design experience is developed throughout the entire civil engineering program. Be-ginning in the first semester of the freshman year and continuing through the terminal Senior Design experience, design is emphasized in the curriculum. Students are ex-pected to begin with simple open-ended problems in a controlled environment with a lim-ited number of variables and proceed through the program to a final design experience modeled on a real world situation.

Lower-Division Design Experiences

The introductory lower division Foundation Sequence consists of four courses, CIVL 1101, Civil Engineering Measurements; CIVL 1112, Civil Engineering Analysis; CIVL 2101, Civil Engineering Visualization; and CIVL 2107, Civil Engineering Computation. The first three courses have open-ended group design projects where students are re-quired to consider economic and other factors in evaluating design alternatives. The de-sign basics taught at the freshman level include the concepts of problem definition, gen-eration and analysis of alternatives, testing and evaluation. Examples include: reinforced concrete beam design, water filtration system design, and development of simple site plans. In the sophomore year, the emphasis moves to the integration of graphical and analytical components into the design process. Design projects at the sophomore level include structure development, land development, wastewater discharge limitations, and resource planning.

In the first year of the Foundation Sequence, student teams are required to present their designs and analysis procedures at meetings open to the general public and also to pre-pare written technical reports. Written and oral communications are presented as an in-tegral part of the design process. At this level, students have only a minimal foundation in engineering fundamentals, so assigned problems deal less with the technical details and more with the process. In this way, the students learn to deal with open-ended problems. Instructor critiques include questions relating to the integration of economics, public health and safety, and ethical factors in the decision-making process.

Upper-Division Design Experiences

After completion of the Foundation Sequence, students are exposed to design experi-ences in a number of required and elective courses culminating with the senior Civil En-gineering Design course. The aspects of the design process and the types of constraints considered will vary from course to course.


In the required Structural Analysis course, students design a truss using the SAP2000 software package for the analysis of alternatives with regard to structural constraints. The focus of this exercise is to develop a design with a maximum strength-to-weight ra-tio, given the physical constraints of the truss size.

Constructability is also considered as the students build and test a structure using the K’NEX system. In this project, they “pay” for the various components they use, and they are evaluated with respect to the cost-effectiveness of their designs.

In other structures courses, Design of Steel Structures or Reinforced Concrete Design, students must consider safety, cost and reliability constraints. In CIVL 3131, Design of Steel Structures; CIVL 4135, Reinforced Concrete Design; and CIVL 4136, Intermediate Reinforced Concrete Structures (an elective), code provisions are followed to design beams and columns that are safe and economical. Various homework problems are as-signed. In CIVL 4135 a major project is assigned that covers all aspects of design, safety, and economic issues.

In CIVL 4144 Biological Wastewater Treatment Systems (an elective), students must de-sign a modification of an activated sludge process to achieve nitrogen removal.

Capstone Design Experience

All aspects of design are addressed in CIVL 4199, Civil Engineering Design. Students are required to work in teams to develop a comprehensive design for a Civil Engineering project selected by a team of faculty members representing different areas of civil engi-neering. The design project varies from semester to semester and will reflect both the in-terests of the students in the course and ideas generated by the faculty with input from local civil engineering practitioners. All the projects selected require that the students de-velop and present a solution to an open-ended, real world problem. Each problem se-lected will involve at least four major civil engineering areas.

Design projects are selected so that students can visit the locations, collect local data, and communicate with professionals such as consultants, public agency engineers, and planners familiar with the key issues and constraints. The criteria for selection of a project include the following: (1) it encompasses multiple areas of civil engineering; (2) it is open-ended; and (3) it includes the analysis of environmental, social, safety, or eco-nomic impacts.

Typically, the team design experience consists of the following tasks:

· Define a scope of work and present a project work plan.

· Collect and develop data, define alternatives, analyze the alternatives against de-cision criteria (e.g., cost, scheduling, constructability, manpower commitment, and social impact). These items are components of the Preliminary Engineering Report.

· Recommend an alternative to address the problem.


· Prepare plans and specifications, and finally.

· Present (both oral and written) recommendations to a panel of faculty and invited professionals.

During the semester, the importance of ethics, professionalism, environmental and so-cial implications of design decisions, and other related topics are emphasized. Practition-ers participate as presenters, mentors, resources, and evaluators during the design process and the final presentations.

The final design presentation is attended by the faculty, and all faculty members and practitioners in attendance are asked to evaluate the senior design.

Design experiences are integrated into the curriculum and are designed to reflect profes-sional engineering practices wherever possible. Table 3-7 and Table 3-8 contain a sum-mary of courses in the curriculum that have a design component and the experiences provided in each course.


Table 3-7. Summary of Design Experience Experiences

Course Design Team Design Constraints Design Focus

Group Individual Technical Economic Social & Political Component System

Freshman Year CIVL 1101 Civil

Engineering Measurements

CIVL 1112 Civil Engineering

Analysis

Sophomore Year CIVL 2101 Civil

Engineering Visualization

Upper Division

CIVL 3322 Mechanics of

Materials

CIVL 3180 Civil Engineering Hydraulics

CIVL 3121 Structural Analysis I

CIVL 3131 Design of Steel

Structures

CIVL 4135Reinforced Concrete Design

CIVL 3161 Transportation

Systems Engineering

CIVL 3140 Environmental

Systems Engineering


Course

Design Team Design Constraints Design Focus

Group Individual Technical Economic Social & Political Component System


Materials

CIVL 3181 Hydrology and

Hydraulics


Design

Electives

CIVL 4171 Construction Engineering I

CIVL 4172Construction

Engineering II

CIVL 4131 Intermediate Steel Design

CIVL 4136 Intermediate Reinforced

Concrete Design

CIVL 4144 Biological

Wastewater Treatment

CIVL 4180 Advanced

Hydrology and Hydraulics


Table 3-8. Detailed Description of Design Experiences

Design Unit Component

Freshman Year

CIVL 1101Civil EngineeringMeasurements

Groups of3-4students

Each of three project sections is developed on the basis of the student groups executing the design process. Design topics include land development (surveying), structural element design, and elements of a water treatment system. Fundamental information is given in the initial briefing for each project section. This information typically includes a rough statement of the design goal in terms of the wants and needs of the client (instructors). Student groups are required to generate alternatives and evaluate their alternatives on the basis of the design criterion. Each group implements its design and is then evaluated in a competitive environment. As a follow up, the student groups then present a formal report and a visual presentation describing their design process including a retrospective analysis.

CIVL 1112Civil EngineeringAnalysis


Each of three project sections is developed to extend the project parameters and constraints from CIVL 1101. The projects are again developed on the basis of the student groups executing the design process. Design topics include land development (surveying), structural element design, and elements of a water treatment system. Fundamental information is given in the initial briefing for each project section. This information typically includes a rough statement of the design goal in terms of the wants and needs of the client (instructors). Student groups are required to generate alternatives and evaluate their alternatives on the basis of the design criterion. Each group implements its design and is then evaluated in a competitive environment. As a follow up, the student groups then present a formal report and a visual presentation describing their design process including a retrospective analysis.



Sophomore Year

CIVL 2101Civil EngineeringVisualization


Teams of students work on the design project. The project is typically the development of a structure using the K’Nex building system to meet specified load and support conditions. Teams are given judgment metrics that include, strength to weight ratio, cost of structure, and time to build constraint. Student groups are required to generate alternatives and evaluate their alternatives on the basis of the design criterion. Each group implements its design and is then evaluated in a competitive environment. As a follow up, the student groups are required to develop a set of development instructions for assembling their selected design including both graphical and textual components.

Junior Year

CIVL 3322 Mechanics of Materials

Individual

Students are required to design a component of a system under static loading conditions based on the material properties and the loading conditions provided by the instructor.

CIVL 3121StructuralAnalysis I

Individual

Group

Design of a small-scale structure involving the analysis, construction, and testing of a K’NEX structure.Design of a full-scale structure involving the analysis, construction, and testing of a short-span (approximately 12-14 feet) wooden bridge structure.

CIVL 3131Design of Steel Structures

Individual

The emphasis in this course is on the design of structural steel components, such as tension, compression, and flexural members.Numerous homework problems address the design of these components. There are also assignments requiring the design of simple connections, both bolted and welded.

CIVL 4135 Reinforced Concrete Design

IndividualStudents are to design various components of reinforced concrete structures, such as beams and columns. Students are required to work on a major design project.

CIVL 3161TransportationSystemsEngineering

Individual

Homework assignments require the design of both horizontal and vertical elements of curves, determination of basic freeway lane requirements, design of a simplified signal timing plan for a pre-timed intersection, and coordinated signal system design for one-way progression.



CIVL 3140EnvironmentalSystemsEngineering

Individual

Students are required to design/evaluate various environmental processes for the treatment of water and wastewater. Processes designed include: rapid mixing basins, flocculation facilities, sedimentation basins, filtration systems, lagoon systems, activated sludge systems, and disinfection systems.


Individual

Students are required to design an aggregate blend that meets stated specifications, to design an asphalt mix using Marshall mix design methods, and to design a concrete mix using ACI mix design methods.

CIVL 3181 Hydrology and Hydraulics

Group

The students are assigned an analysis/design project (storm sewer system, highway culvert, storm water detention basin and/or flood control dam & spillway system, or similar project). The group will plan and organize the project study, data collection (including field surveys if needed on a local project, etc.), and the written technical report will consist of an engineering analysis and preliminary drawings/layout for the hydrologic/hydraulic design.

Senior Year

CIVL 4199 Civil Engineering Design

GroupTeams of three to five students propose, design and report verbally and in writing on an instructor-approved design project.

Electives


IndividualThe semester project requires students to create a detailed estimate and a CPM schedule for a construction project.

CIVL 4131 Intermediate Steel Design

Individual

Numerous homework problems address the design of beam-columns and composite beams. There are also assignments requiring the design of eccentric connections, and there is a major design project requiring the design of a plate girder. Design assignments include the design of beam-columns and composite beams, the design of eccentric connections, and the design of a plate girder.

CIVL 4136 Intermediate Reinforced Concrete Design

IndividualStudents are assigned design homework problems in which they design columns, one-way slabs, and two-way slabs.



CIVL 4140 Environmental Engineering Design

Individual

Students are required to complete a number of designs during this class. The actual design varies from year-to-year and typically rotates between drinking water treatment design, storm water treatment design, and wastewater treatment design. The degree and complexity of designs vary from year-to-year depending on the number of students enrolled in the class.

CIVL 4152 Applied Soil Mechanics

Individual

Students are required to solve both open-ended and finite problems based on common design principles. Design problems include foundations, retaining walls, braced excavations, and excavated slopes.

CIVL 4162 Traffic Engineering

Group Students complete a design for a safe route to school application for a City of Memphis elementary school.

CIVL 4163 Airport Planning and Design

Individual Students perform projects for the design of the runway/taxiway system, including geometrics, markings, lighting, and signing, and for the terminal area.

CIVL 4164 Route Location and Design

Group

A major design project is required where student teams design a roadway between two established points. Each group is provided with appropriate design standards and is required to do a reconnaissance survey, submit a preliminary plan, and do a final plan and profile. A written report, complete with cost estimate, and an oral presentation is required.

CIVL 4144 Biological Wastewater Treatment

Individual

Design problems including the design of a complete-mix activated sludge process, the design of an aerated lagoon, and the design of a biological nutrient removal system.

CIVL 4180 Advanced Hydrology and Hydraulics

Group

The students are required to size the volume of a detention basin based on the storage required to reduce the peak discharge for a post development hydrograph to the pre-development hydrograph for 2-, 10-, and 100-year frequencies. Outlet structures are designed. A plan and profile layout is produced.

CIVL 4190 Water Resources Planning and Design

Individual Students are given design problems to determine optimum pumping rates for well fields and to determine optimum channel sizes.


All of the constituents were asked in a survey to evaluate either their own ability or the ability of their employees who are our program graduates to develop a civil engineering design. The results of these survey questions are shown in Figure 3-6.

Current S

eniors

Exit In

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Alumni (2006 to

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An ability to design a civil engineering system, component, or process to meet specified performance, cost, time, safety, and quality needs, and objectives.

Figure 3-6. Survey Responses for Program Outcome “c.”

The overall evaluation of the design experiences provided by the program is positive. The program will continue to explore new ideas for design problems that expand the fac-tors to be considered with more political and social concerns.

(d) An ability to function on multi-disciplinary teams

The program allows for a number of opportunities for the students to work in teams. Be-ginning with the first semester, students work together on projects. On these projects, students work for a common group grade. In addition to the evaluation of the group work, a system of peer evaluation is used for individual group participation evaluation.

In CIVL 1101 and CIVL 1112, which are the first courses in the civil engineering pro-gram, students work within groups to complete three design projects during each semes-ter. The majority of homework assignments are directly related to group design projects and often involve the analysis and evaluation of a design alternative. CIVL 2101 requires


group coordination to collect field data for the graphical analysis of a proposed project area.

During the first two semesters, some measure of a student’s ability to function in teams can be assessed from the group performance on each of the three projects. In the first semester, the mean score for students’ groups was 76% (over the last five years) on projects that require performance of a specified design task, a written design report and a presentation. In the second semester, the design constraints become broader and the tasks more difficult; however, the mean score in that semester was 81% (over the last five years). Unless the groups are able to work together, they are not able to success-fully complete these projects.

Students are encouraged to develop study groups as they progress through the pro-gram. These groups usually develop early because of the group work done in the first courses and because of groups like the ASCE and ITE student chapters. At any time of the day, these study groups can be seen occupying a common area in the engineering building. We also require ENGL 3603, Engineering Communications, to help improve students’ ability to communicate technical specifications to their peers, including stu-dents from biomedical, electrical, computer, and mechanical engineering.

In CIVL 4199 Civil Engineering Design, which represents the major design experience component of Criterion 5, the students are asked to take on the roles of civil engineers with different specializations. Up to this point, the projects given to the teams are such that most of the team members have common skill sets and all members are responsible for all components of the projects. In this design class, student team members must de-pend on data and results from other team members to be able to complete their part of the design. Students may represent structural, environmental, water resources, trans-portation, and geotechnical components of the design group. Each is responsible for a specific area of the project and are required to collaborate with other members of the de-sign group. The students are evaluated both on the total project design and on their own components of the design. Their peers in the group also evaluate each other.

Students are assessed on their ability to work in a team in two ways. The first is by the quality of the finished products (work plan, preliminary engineering report, and final de-sign report). The second requires design team members to evaluate their teamwork as poor, average, or very good. In addition, current students, alumni, and employers were asked to evaluate either their own or their employees ability to work as part of a multi-disciplinary team. Finally, a limited amount of data is acquired from co-op employers via a survey conducted by our Career Services office. The survey responses are shown as Figure 3-7.


Current S

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Alumni (2006 to

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An ability to function on multi-disciplinary teams.

Figure 3-7. Survey Responses for Program Outcome “d”

(e) An ability to identify, formulate, and solve civil engineering prob-lems

The ability of civil engineering students at The University of Memphis to identify, formu-late, and solve engineering problems begins at the freshman level and continues through the senior design course. The level of rigor increases as the students proceed through the curriculum.

Although aspects of this outcome have been previously described, the following descrip-tions are provided to ensure completeness. In CIVL 1101 and CIVL 1112, students are given projects with well-defined constraints and required to generate solutions. Con-straints vary from physical limitations to economic considerations and allow the student teams to solve the problems within this context. Problems typical of the 1101/1112 se-quence are shown below:

1. The student should be able to identify and correctly use tools used in the measure-ment of linear distance and elevation typical to those in use in field practice. In addi-tion the student should be able to make a choice as to which tool/technique would be best applicable considering the constraints of the problem presented. Finally, they are able to complete a field project as assigned using these tools and skills.


2. The student should be able to use tools for the gross measurement of volume and mass as used in the development of materials for the construction of a concrete beam. The student should be able to construct and test a simple concrete beam based on instructions provided by the instructors. In addition, the student should be able to use a formulation as given to scale up or down to a required volume, which should itself be generated based on the problem presented.

3. The student should be able to demonstrate the ability to use problem-solving skills typical to those presented in class and used in engineering design problems.

4. The student should be able to demonstrate competency in the use of a typical spreadsheet computer program available on a microcomputer, including the ability to perform mathematical calculations, conditional computations, development of graphi-cal presentations of data, and use of the spreadsheet calculations in the support of engineering design analysis.

5. The student should be able to demonstrate the use mathematical and conceptual models to evaluate alternatives that have not or cannot be experimentally evaluated.

6. The student should be able to demonstrate an ability to design simple experiments and collect and analyze experimental data.

Performance on each of these elements is measured as part of the six major projects that the students complete during their first year in the civil engineering program. In addi-tion to the performance evaluations made by the instructor, the students are asked to self-evaluate their ability in each of the categories at the end of each class. Students in the classes were asked to rate their perception of proficiency on a scale of 1-10 with 10 being the highest. Table 3-9 shows the student self-evaluation of performance criteria (data were collected over the last five years).

Table 3-9. Student Self Evaluation for Freshman Sequence

Criteria 1

Criteria 2

Criteria 3

Criteria 4

Criteria 5

Criteria 6

Mean Response 9.2 9.2 8.8 8.6 9.1 8.7

Response Standard Deviation

1.01 0.86 1.01 1.41 1.30 1.38

The focus of sophomore sequence shifts to skill sets that support the civil engineering design process. Emphasis is placed on developing computational and graphical tools to allow the development of expanded design projects. The number of projects is reduced to two to allow a fuller integration of these new tools into the students’ repertoire. Again, in these exercises the problem scope is defined by the instructor within a small range of


allowable alternative choices. The student teams then utilize their new tools to solve the problems presented.

As the students progress into the upper-division civil engineering courses, they move into the analysis of problems specific to the material that they are studying. Emphasis is put on identifying critical elements in the problem statements that will allow a functional and reasonable solution to be developed. Determination of the reasonableness of the solution is a part of any engineering solution. Some open-ended problems are intro-duced where the students must first identify which part of the problem is critical for the use of available tools.

An example of this type of class is the CIVL 3121, Structural Analysis. In this class, stu-dent teams have two design projects where they must identify critical elements of a structure and make design decisions based on these critical elements. The two projects for the structures class require the students to:

1. design a model truss structure to meet design criteria (performance and cost).

2. use axial force, shear force, and bending moment to design a small-scale wooden structure to meet design criteria (performance and cost).

In addition to the performance evaluations made by the instructor, the students are asked to self evaluate their ability in each of the categories at the end of each class. Stu-dents in the classes were asked to rate their perception of proficiency on a scale of 1-10 with 10 being the highest. Table 3-10 shows the student self evaluation (data were col-lected over the last five years).

Table 3-10. Student Self-Evaluation for CIVL 3121

Criteria 1 Criteria 2Mean Response 9.2 9.2

Response Standard Deviation 1.01 0.86

In CIVL 3140, Environmental Systems Engineering, students are given case studies in which they are required to develop sound engineering solutions. Critical information is often left out of these case studies requiring the student to seek the information from other sources or to make engineering assumptions about the information before the problem can be completed. Also in CIVL 3131, Design of Steel Structures and CIVL 4135, Reinforced Concrete Design, students are required to identify critical components of a design and utilize the respective design standards to make their decisions.

In the 4000 level courses, including Civil Engineering Design, the breadth of the prob-lems given to the students expands to encompass more “real world” problems; uncer-tainty is inherent in these problems. Students are often given a general idea of the prob-lem and they must identify critical issues and constraints, collect information, and de-velop an engineering solution from these elements. An example of this is the recent Civil Engineering Design problem where the students were asked to design a rest area on an


expressway located between Memphis and Jackson, TN. The design team was required to identify traffic patterns, drainage patterns, environmental and construction constraints as well as availability of resources in the area. In each component, they were allowed free reign to consider alternatives and had to locate resources and information to com-plete the design.

Direct assessment of this outcome is made in three courses: CIVL 3161 Transportation Systems Engineering, CIVL 3131, Design of Steel Structures, and CIVL 3181, Hydrology and Hydraulics. The assessments used in these courses and their evaluations for recent semesters are provided in Table 3-11.

Table 3-11. Program Outcome Terminal Course Assessments for Outcome “e”

Course Assessment Tools and Evaluation

CIVL 3131Design of Steel

Structures

This course covers analysis and design of structural steel compo-nents and simple connections. This includes tension members, com-pression members, beams, simple bolted connections, and simple welded connections. Students must have knowledge of the two ma-jor approaches to structural steel design—ASD (Allowable Strength Design) and LRFD (Load and Resistance Factor Design). An impor-tant aspect of the course is the appropriate use of load factors, re-sistance factors, and safety factors. Students should recognize the underlying common basis for both design philosophies - nominal strength.

Students must demonstrate the ability to distinguish between ASD and LRFD in an exam problem. In this problem, the total service load on a beam is given, and a structural steel shape must be se-lected. Based on this load information, students should know that ASD is required. They must also demonstrate the ability to design steel components and connections in exam questions covering design of a tension member, design of a compression member, design of a laterally un-supported beam, design of a laterally supported floor beam, design of a bolted connection, and design of a welded connection. In each problem, the solution requires that a member or connection be checked for each relevant limit state. Assessment is made based on the ability of the student to follow each of the required analysis steps correctly.

CIVL 3161Transportation Systems Engineering

Students are required to solve a considerable number of transporta-tion engineering problems in this course. Many of the topic areas are complex (geometric design, pre-timed signalization). A final exam is used to assess performance, since there were problems from all major course content areas on the final exam. Achievement of the outcome is based on 70% of students receiving 70% or higher on the exam. Criteria used in assessing student performance are:

1. Geometric design - students must demonstrate ability to locate


Course Assessment Tools and EvaluationPVC, PVI, PVT (or PC, PI, PT for horizontal curves), as well as the elevation of a specified point on the curve using geometry and calculus principles. Each element was assigned 25% of points for assessment.

2. Travel Demand Modeling - Students must develop trip genera-tion data for a given site based upon ITE Trip Generation Man-ual regression equations (25%), and assign trips based upon en-trance/exit (25%), primary/pass-by/link-diverted (25%), and de-velop a diagram indicating assignment of future volumes on ad-jacent street (25%).

3. Macroscopic Flow Models – Students must successfully develop an equation for the speed-density relationship from given data (25%), develop an equation for the flow-density relationship and use the derivative to find the value of capacity (25%), determine values of jam density and free-flow speed (25%), and determine values of speed and density at capacity (25%).

4. Capacity and Level of Service - Students must demonstrate the ability to calculate capacity (25%) and level of service (25%) for a basic freeway segment using the Highway Capacity Manual procedure. Successful calculation of free flow speed (20%), ser-vice flow rate (20%), and density (10%) are also used to judge success for this problem.

5. Intersection Operation – Students must identify the critical flow ratios including impact of heavy vehicles or turning movements and number of lanes(40%), appropriate cycle length (20%), and appropriate splits (20%) for success on this topic.

Students performed well with 80% of students achieving the out-come. Geometry and calculus-based problems were difficult for many students. Starting with the Fall 2009 semester students in civil engineering are required to make a C or higher grade for all mathe-matic courses. This should help to ameliorate this issue.

CIVL 3181Civil Engineering Hydraulics and Hydrology

Students are required to solve problems in water distribution, pipe design, and pump evaluations. Assessment tools include homework and unique test problems. Students demonstrate specific energy concepts, knowledge of water surface profile classification, backwa-ter calculations, and the utilization of specific energy diagram as it relates to the state of flow. In addition, the student is required to solve problems using the Rational Method to determine peak flows for design culverts and to model the hydrologic response of water-sheds using various frequency rainstorms with both alternating block technique for rainfall distribution as well as the NRCS Type II. This includes taking watershed characteristics, using a unique frequency rainfall, and developing the unit hydrograph, and applying the bal-anced rainfall for a unique soil-land use complex to produce a runoff hydrograph.

Over the measured courses, every student has been able to achieve 90% or better on each component.


Along with the course level measurements, the afternoon session of the FE exam is used as an assessment tool. The recent trend is for students in the program to take the civil engineering portion of the exam in the afternoon. Results from the last seven exams were considered with a target of the 45th percentile in at least 50% of the test periods. Results from this analysis are shown in Figure 3-8.

Surve

ying

Hydrau

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d Hydro

logic Sy

stems

Soil M

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d Foundati

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Envir

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October-08April-08October-07April-07October-06April-06October-05

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Figure 3-8. Performance by Topic for FE Exam (Civil specific)

The performance against the target score, with 50% exceeding the 40 th percentile, is shown in Figure 3-9.


Surve

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Soil M

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Figure 3-9. Achievement of Goal for FE Afternoon Results (Civil specific)

In addition, current students, alumni, and employers were asked to evaluate either their own or their employees’ ability to identify, formulate, and solve civil engineering prob-lems. The responses to this question are shown in Figure 3-10.


Current S

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Exit In

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All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

Alumni (1996 to

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An ability to identify, formulate, and solve civil engineering problems.

Figure 3-10. Survey Responses for Program Outcome “e”

(f) An understanding of professional and ethical responsibility

Civil Engineering students are initially exposed to the ethical, social, safety, and eco-nomic considerations in engineering practice in the Foundation Sequence. Greater em-phasis on the practice of civil engineering and the ethical implications of decisions is found in the upper-division courses, primarily as part of the coverage of the design process. Table 3-12 lists the ethics experiences and professional issues within the cur-riculum. Ethics are specifically emphasized in CIVL 4195, Professional Practice, and CIVL 4199, Civil Engineering Design. In both courses, professionals interact with the students and provide examples of decisions that are influenced by ethical considera-tions. In the Civil Engineering Design and Professional Practice courses, students are exposed to several case studies regarding “real world” ethics situations. An important el-ement in the exposure of the student to professionalism and ethics is the faculty of the Civil Engineering Department. Most faculty members have practical experience or are currently engaged in consulting activities and provide a “real world” look at the field of civil engineering.

Civil engineering students select their humanities and social science electives from a prescribed listing of General Education electives. The courses available are shown on the Degree Sheet in Criterion 1. The choice of electives is the same as for the university as a whole.


Table 3-12. Detailed Description of Ethical, Social, Safety, and Economic Components

Course Exercise

Freshman YearCIVL 1101 Civil Engineering Measurements & CIVL 1112 Civil Engineering Analysis

Ethical concepts are informally introduced throughout the courses. Several design projects in these classes have an economic constraint.

Sophomore Year

CIVL 2101Civil EngineeringVisualization&CIVL 2107Civil EngineeringComputation

Ethical, safety, and economic constraints are discussed in the consideration of design alternatives. Limited economic analysis is introduced as minimization of material quantities used to execute the designs. The impact of decisions on the surrounding community is discussed in the context of transportation and water resources designs. A discussion of academic integrity and plagiarism is a recurring topic when the development of computer codes is considered.

Junior Year


Multiple lecture periods are devoted to the discussion of the social responsibilities of professionals involved in hydrologic analysis and design. Topics include an introduction to the dimensions of professionalism, human values, case studies involving ethical dilemmas, and procedures for solving ethical conflicts

Senior Year

CIVL 4199Civil Engineering Design

Students are presented with a case study involving a young engineer in an ethical dilemma. The students then discuss the options that the engineer has and the ethical implications of each decision choice. Multiple class sessions are devoted to ethics and professionalism with a number of case studies considered.

CIVL4195ProfessionalPractice

Students are required to read the ASCE Code of Ethics. After read-ing the Code of Ethics, students are required to evaluate three sep-arate case studies involving professional and ethical responsibility in a small group setting. Each small group typically has 3 or 4 peo-ple. The students are required to identify the fundamental canons that have been violated in the case study and to suggest appropri-ate ways that the offending engineer could have acted to comply with the respective canons. In addition, the students watch a video about engineering ethics that also depicts engineers behaving un-


Course Exerciseethically in their work environment. At various points during the video, the video is paused and a detailed discussion of the inappro-priate behavior and how the engineer should have acted in an ethi-cal manner is initiated.Assessment: Students are assessed on their ability to determine in-appropriate ethical conduct and to suggest alternative, acceptable behavior to demonstrate program outcome f. The students’ verbal discussion of the written and video case studies is judged as ac-ceptable or unacceptable by instructor to complete the assessment.

Students, alumni and employers were surveyed to gain an insight as to the accomplish-ment of this outcome. The results of the survey are shown as Figure 3-11.

Current S

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Exit In

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All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

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An understanding of professional and ethical responsibility.

Figure 3-11. Survey Responses for Program Outcome “f”


(g) An ability to convey technical material through oral presenta-tions and written papers and reports

As with many of the other outcomes, the basis for the development of communication skills begins in the Foundation Sequence. In each of the first two courses, the students complete three design projects, each of which has both an oral and a written communi-cation component. Student teams are required to make oral presentations and to pre-pare written summaries of each of their design problems. Every student is required to take an active part in the design presentation. The presentations are evaluated by sev-eral faculty members and invited guests. In addition, the presentations are recorded in video format for later evaluation by the presenting team with the goal of encouraging the students to focus on improving weaknesses noted during their presentations. Faculty members also evaluate the written reports with emphasis on improving written communi-cation skills.

In the third course, the students are asked to develop a set of detailed instructions for construction of a project integrating graphical and written information. Each set of in-structions is peer reviewed as well as being reviewed by the instructor for clarity and completeness.

Through the upper-division courses, students write technical reports, design project summaries, and other technical documents. In order to support the design project in CIVL 4199, Civil Engineering Design, the oral and written presentations serve as the cul-minating steps. Other students, faculty members, and engineering practitioners partici-pate in the evaluation of the capstone design presentation by observing the presenta-tions and completing evaluation forms of the oral presentations. Generally, substantial improvement in communication skills is noted at this point in the students’ college experi-ence.

Table 3-13 details some of the communication experiences of the students as they pro-ceed through the curriculum.


Table 3-13. Details of Communication Experiences

Type Exercise

Freshman Year


Written Oral

Students prepare and submit three written design reports. Students prepare and present three oral design presentations.


Written Oral

Students prepare and submit three written design reports. Students prepare and present three oral design presentations.

Sophomore Year

CIVL 2101 Civil

Engineering Visualization

Written Graphic

al

Students prepare and submit written construction plans for a designed system.

Junior Year


WrittenStudents submit a technical report on their individual design project and each student is assigned a section of the technical report for a group design project.


Written

Students are required to prepare and present a research paper on an environmental engineering subject. Students may work on the research paper in a small group or individually.


Written Students must write a 1200-word term paper on contemporary issues in the concrete, asphalt, or aggregate industries.


WrittenStudents submit a technical report on their individual design project, and each student is assigned a section of the technical report for a group design project.


Written Oral

Students must write a comprehensive report on a laboratory experience of their own design that will include theory, experimental results, and conclusions Students must make an oral presentation of the results of their laboratory experience.


Written Oral

Students are required to submit an informal technical design report. Students are required to make a brief oral presentation of the results of their design project.


Type Exercise

Senior Year


WrittenStudents are required to submit laboratory reports in the form of a letter of transmittal to the “client” that clearly states the work performed and the results obtained.


Written Oral

Students are required to submit a preliminary and a final design report and written critiques concerning verbal presentations in the class. Students are required to make one or two group oral presentation(s) on the design projects they have completed.

Electives


Written Oral

Students are required to submit formal design project reports. Students are required to make an oral presentation of their design project.


Written

Students are required to submit written reports for assigned parking, intersection delay, spot speed, and travel time studies, and must submit a formal design report for their safe routes to schools project.


WrittenStudents are required to submit formal reports for the demand forecasting, airside design, and landside design projects.


WrittenStudents are required to submit a written report as a component of their design project.

CIVL 4180 Advanced Hydraulics and Hydrology

Written Oral

Students are required to submit an informal technical design report. Students are required to make a brief oral presentation of the results of their design project.


Written Oral

Students are required to submit a design paper on nitrogen removal systems. Students are required to lead and participate in small group discussions centered on actual wastewater design problems.

Survey assessments from all the constituencies are shown in Figure 3-12.


Current S

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Exit In

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All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

Alumni (1996 to

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An ability to convey technical material through oral presentations, written papers, and reports.

Figure 3-12. Survey Responses for Program Outcome “g”

(h) The broad education necessary to understand the impact of en-gineering solutions in a global and societal context

The breadth of education necessary to understand the context in which we operate as an engineering program is provided both inside and outside the department. Students have a general education requirement that exposes them to materials focused on the non-technical, global, and societal issues. Students are required to take a mix of both social sciences and humanities courses to fulfill these general education requirements. Within the department, current issues are often discussed in informal class discussions within the context of what engineering could do or has done to cause or repair a prob-lem. International students and students from under-represented groups are asked to provide their own unique perspective in these discussions. Within the past semester, outside reading was assigned in CIVL 2107, Civil Engineering Computation to help illus-trate the roles that civil engineers play in the greater society.

The role of the civil engineer in society is reinforced specifically in Civil Engineering De-sign. Students are exposed to case histories and current events that relate to the civil engineer's role and responsibilities in society. The recognition by students of the impact of their design on the world around them is one factor used in evaluating student perfor-mance in Civil Engineering Design.


Multiple courses have been selected as benchmark courses where the ability to under-stand the impacts of global and societal issues from an engineering viewpoint are mea-sured in the context of the class materials. These classes and their assessment tools and evaluations are shown in Table 3-14.

Table 3-14. Program Outcome Terminal Course Assessments for Outcome “h”


CIVL 3161Transporta-tionSystemsEngineering

Students are asked to consider the characteristics of drivers that impact design decisions from the standpoint of societal issues. Specifically the impact of the increasing population of older drivers and how that is affecting design is considered as well as the char-acteristics of younger drivers. The assessment tools for these topics are quizzes and test questions. Students are also required to write a paper on current research in transportation engineering, and several students elected to focus on driver issues. Further-more, environmental impacts in transportation planning are dis-cussed and students are required to write a report.

CIVL 3131 Design of Steel Structures

Most international building codes are based on limit states design, such as LRFD (Load and Resistance Factor Design). Although the building design specification of the American Institute of Steel Construction gives equal status to both ASD (Allowable Strength Design) and LRFD, both approaches are based on limit states. In CIVL 3131, both approaches to structural steel design are cov-ered, but emphasis is placed on LRFD.

This knowledge of LRFD gives students the concepts needed to interact with other engineers on a global level. In addition, the AISC Specification and Steel Construction Manual are used inter-nationally.

Assessment: This outcome is addressed in most of the problems given on exams during the semester. For example, in problem 2 of the Final Exam, the design of a laterally-supported floor beam (filler beam) is required. The problem solution is assessed using the following criteria:

· determination of beam loads, maximum moment, and maximum shear; this step also includes using the correct load factors.

· selection of a W shape to satisfy the moment criterion;· inclusion of the beam self weight in the loads;· a check for shear strength; and· a deflection check and revised member size if required

CIVL 3137Civil Engineering Materials

The ASCE Vision for Civil Engineering in 2025 states that civil en-gineers in the future will be "entrusted by society to create a sus-tainable world and enhance the global quality of life ...". To that end, ASCE has modified its Code of Ethics to include "... improv-ing the environment by adhering to the principles of sustainable


Course Assessment Tools and Evaluationdevelopment ...". In the Spring of 2009, Civil Engineering Materi-als students were asked to examine what the concrete and as-phalt industries are doing to "Go Green." The students had to re-search and write a 2000-word term paper and deliver a 5-minute oral presentation on recent innovations to make concrete and/or asphalt more sustainable. Students were allowed to pick the top-ics themselves and the instructor attempted to ensure no two stu-dents wrote on the same topic. Students selected a wide variety of topics. They included various types of recycled aggregate, recy-cled concrete and asphalt, alternatives to Portland cement, the use of cold-mix and warm-mix asphalt to reduce energy usage and pollution, the use of pervious pavements to reduce storm wa-ter runoff, quiet pavements, and “green” cements that reduce car-bon emissions.

CIVL 3181Hydraulics and Hydrology

Students within the course are exposed to the processes of the hydrologic cycle. During this segment of the class, the students are required to prepare a report on the topic “What are the hydro-logical effects of deforestation, and how do they subsequently af-fect global warming?” Students are expected to show how the hy-drologic cycle has an impact on the lives of everyone and how lo-cal decisions can expand to global consequences.

Students were able to detail the various processes of the hydro-logic cycle and how they were affected by deforestation. Both the immediate and long effects of deforestation were noted. Every student focused on a particular process such as increased erosion and sedimentation processes due to loss of cover, the activity of burning the forest resulting in increasing the CO2 in the air and the loss of CO2 removal due to the loss of vegetation.

All the students included the impact of these affects on either the global economy or the global environment.


For Fall 2008, the assessment tool consisted of a homework as-signment that required students to review the ASCE report titled “The New Orleans Hurricane System: What Went Wrong & Why.” The students had to prepare a brief written discussion on one po-tential geotechnical engineering related direct cause for the levee failures. The students were also required to provide a recommen-dation related to this cause that could be used in future levee con-struction and rehabilitation work.Students performed well with all of the students fulfilling the re-quirements for the submission.

Students, alumni, and employers were asked to evaluate either their own skills of their employees who are our graduates of our program. The results from this survey are shown in Figure 3-13.


Current S

eniors

Exit In

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All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

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2000)

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The broad education necessary to understand the impact of engineering solutions in a global and societal context.

Figure 3-13. Survey Responses for Program Outcome “h”

(i) A recognition of the need for professional licensure and a recog-nition of the need for and an ability to engage in life-long learn-ing

Topics related to professional licensure and the importance of life-long learning are intro-duced throughout the curriculum. Beginning at the freshman level when students are given an introduction to the civil engineering profession, they are presented with informa-tion pertaining to career options, the need for professional licensure to fully engage in the practice of civil engineering and the engineer's role in society. Faculty members in-vite professional engineers to serve as guest lecturers in many classes. These guests provide examples of projects they have been involved with and articulate why licensure is important and necessary for their work. In addition, guest speakers for student chap-ters of the American Society of Civil Engineers (ASCE) and the Institute of Transporta-tion Engineers (ITE) frequently touch on topics related to licensure and life-long learning. In the senior capstone design course, lecture time is devoted to the discussion of licen-sure. Students are encouraged to register to take the Fundamentals of Engineering (FE) examination. The Herff College of Engineering offers a free FE review course held on


eight successive Friday afternoons prior to the examination. This review covers the ba-sic sections of the exam.

Life-long learning is emphasized in upper division courses in the context of the continu-ously changing nature of engineering. In CIVL 3137, CE Materials, guest lecturers from concrete and asphalt industries are included in each semester's class and address inno-vations and state-of-the-art research to emphasize the importance of engaging in life-long learning. In addition, discussions of licensure include reference to the provisions for demonstrating life-long learning through the accumulation of continuing education credits to maintain licensure. In CIVL 4135, Reinforced Concrete Design, students are intro-duced to American Concrete Institute (ACI) code, and the evolution of code provisions is reviewed. This exercise emphasizes the importance of life-long learning to keep abreast of changing standards.

Students, alumni, and employers were asked to evaluate either their understanding or the understanding of their employees who are our graduates of our program. The results from this survey are shown in Figure 3-14.

Current S

eniors

Exit In

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All Alumni

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2008)

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A recognition of the need for professional licensure and a recognition of the need for, and an ability to engage in life-long learning.

Figure 3-14. Survey Responses for Program Outcome “i”

(j) Knowledge of contemporary issues

Integrating contemporary issues into individual classes was approached as an informal part of every class before the Fall semester of 2008. Faculty would view headline issues in terms of the context of their classes. Focus was on issues that the students would be


familiar with because of their national news coverage. When the topic of contemporary issues was reviewed by the faculty at the end of the Spring semester in 2008, it was de-cided that a single issue would provide a cross curricular focus and would be ap-proached from two or more areas showing the scope of the problem from a civil engi -neering context. The decision was made that the focus would be on Hurricane Katrina and three classes would integrate some aspects of the effects of the storm and design faults and solutions in the New Orleans area. The three classes were CIVL 3140, Envi-ronmental Systems Engineering; CIVL 3181, Hydrology and Hydraulics; and CIVL 4151, Soil Mechanics.

In CIVL 3140, the discussion focused on the water quality impacts of Hurricane Katrina. In CIVL 3181, factors that led up to the resultant flooding, its influence on drinking water contamination, and an assessment on man-made water control infrastructure were all discussed. In CIVL 4151, the discussion focused on the geotechnical engineering issues that contributed to failure of the levee systems. The CIVL 3181 and CIVL 4151 classes had a combined session where a hydraulic engineer from the U.S. Army Corps of Engi-neers made a presentation on the design and failure modes of the levee structures that caused so much damage. Details of the class activities are presented in Table 3-15.

Table 3-15. Classroom Activities for Contemporary Issues (Katrina Focus)

Class Activity

CIVL 3140, Environmental Systems Engineering

A 46-slide PowerPoint presentation obtained from the Louisiana Department of Environmental Quality internet site was presented to the students. These slides presented the following information:

· Location of surface water quality sampling sites (Lake Pontchartrain, northshore sites, southshore sites, and tributaries)

· Laboratory and field analytical data· Extensive data on water quality parameters such as dis-

solved oxygen, fecal coliform, organic compounds, etc.· Evaluation of fish and aquatic life production· Evaluation of oil sheen on water surface

The following conclusions about the impacts of Hurricane Katrina were made in the presentation:

· Lake Pontchartrain was largely unaffected by pumping of floodwaters from New Orleans.

· Water quality in the lake and its tributaries was largely unaffected by Hurricane Katrina. In the northshore tribu-taries some low dissolved oxygen concentrations were observed, but these problems only occurred for a short period. Fecal coliform levels and organic compounds were well below water quality standards, with only a few exceptions.

· Fish and aquatic life in the lake and its tributaries were largely unaffected by the hurricane.

· Oil sheens were not observed in the lake or its tribu-taries.


Class Activity

The students discussed the presentation along with specific compo-nents of the water quality data.

CIVL 3181, Hydraulics and Hydrology

The recent occurrence of Hurricane Katrina, the factors that led up to the resultant flooding, its influence on drinking water contamina-tion, and an assessment on man-made water control infrastructure were discussed. Classroom discussions and a presentation made by the Memphis District Army Corps of Engineers connected learned components covered in class that included the hydrologic cycle, measurement methodologies, open channel flow, and ground water. Students were encouraged to participate in the classroom and Corps presentation discussions.

CIVL 4151, Soil Mechanics

For Fall 2007, the Hurricane Katrina case study consisted of two parts. In the first element, the students attended a presentation by Mr. Zachary Cook, a hydraulic engineer from the Memphis District of the U.S. Army Corps of Engineers. Students in soil mechanics class as well as students from the civil engineering hydraulics course attended the presentation and participated in the discus-sions. The second element was a discussion of the geotechnical engineering specific issues that contributed to failure of the levee systems during a three-hour lab session. During the lab discussion session, the following aspects of the levee failures were discussed:

· Contributing factors· How would you evaluate the long-term stability of a levee?· Engineering quality

Handouts provided included the following:· Geotechnical engineering related sections from the ASCE

Hurricane Katrina External Review Panel report titled The New Orleans Hurricane Protection System: What Went Wrong and Why? These sections included pages 48-50, 66-68, and 80.

· Sections about slope design and settlement from the U.S. Army Corps of Engineers manual on Design and Construc-tion of Levees. These sections included pages 6-1 through 6-5.

· Table of embankment stress distribution diagram for calcu-lating settlement on page 83 from the U.S. Army Corps of Engineers manual on Settlement Analysis.

In these three classes, an assessment of the Hurricane Katrina focus was made by giv-ing students questions on exams and/or through specific questionnaires completed by students. Overall student responses indicated that the presentations in the classroom made them more aware of this contemporary issue and how to consider the possibility of a natural disaster in designing civil engineering systems. Assessment tools and the eval-uation of these tools are presented in Table 3-16.


Table 3-16. Program Outcome Terminal Course Assessments for Outcome “i”

Course Assessment Tools EvaluationCIVL 3140, Environmental

Systems Engineering

The students were asked in a sur-vey to identify if their knowledge of contemporary issues had been enhanced.

Students strongly agreed that their knowledge of contempo-rary issues was enhanced.

CIVL 3181,Hydraulics and Hydrology

The students were asked a ques-tion specific to the topics of dis-cussion on a test.

80% of the students were able to satisfactorily answer the spe-cific question.

CIVL 3131, Design of Steel Structures

Students are required to write a paper on the 2007 collapse of the I-35W bridge in Minneapolis, Min-nesota. This paper was to address the design aspects as well as measures needed to prevent other bridge failures.

Assessment: The paper is as-sessed based on an evaluation of the following items:· general organization of the

paper· proper use of references · description of the reasons for

the failure· discussion of the ramifications

of the failure· lessons learned

CIVL 4151,Soil Mechanics

The assessment of the case study consisted of a questionnaire. Stu-dents were asked to respond to the following question:What aspect of the case study was most valuable for you?

For Fall 2007, the variety and quality of responses collected indicated that the students un-derstood the impact that engi-neering decisions may have on communities and that the in-creased knowledge that we have can avoid similar disasters in the future.

CIVL 3161, Transportation Systems Engineering

Students were required to respond to short answer/essay questions on the first and final exams re-garding the impact of the older driver on transportation engineer-ing design, as the population of older drivers is dramatically in-creasing. Student success on these questions requires being able to identify characteristics of the older driver that impact design (50%), and link these to examples

Assessment: Achievement of this outcome is based on 70% of students receiving 70% or higher on the assignments. Stu-dents really enjoy the contem-porary issue aspect of the course and performed very well on these assignments (90% or more of the students achieved the outcome). This is the sec-ond year we were selected for the ITE data fund project, and


Course Assessment Tools Evaluationof design changes due to the in-creasing population of older driv-ers (50%).

Students in CIVL 3161 are also re-quired to select an article pub-lished in a recent transportation engineering journal (past 3 years), and write a review. Students write a summary of their chosen article and describe the research and how it is related to what we have covered in class. Topics selected by students are frequently focused on current research related to de-sign challenges related to and characteristics of older drivers, teenage drivers, and impaired drivers. By requiring students to select an article from a recent journal, they learn about current research in the field of transporta-tion engineering. The goal of the assignment is to enhance stu-dents’ knowledge of transportation engineering topics and to make them aware of current areas of re-search in this field. Student per-formance on this assignment is assessed based on three criteria: appropriateness of article and quality of summary (50%), de-scription of elements of trans-portation engineering/design high-lighted in the research (25%), ex-planation of links to course con-tent (25%).

In CIVL 3161, students are re-quired to submit a proposal for the annual Institute of Transportation Engineers Datafund Proposal. This assignment gives students

the first year that required an in-dividual report from each stu-dent. The report really helped students pull all aspects of the project together and link the data collected to the national need for information on emerg-ing/changing land uses. We will continue to require the individual report for the data collection project.


Course Assessment Tools Evaluationexperience in preparing a pro-posal, designing a data collection procedure, and developing a project schedule. Students learn about trip generation in this course, and this project gives them the opportunity to see how this type of data is actually col-lected and how the ITE Trip Gen-eration Handbook is prepared and updated. The students in CIVL 3161 have been successful in ob-taining grant funding from ITE for the past two years. As data is col-lected, students work with the course instructor as well as a pro-fessional mentor (an alum from a local consulting firm) to conduct the data collection effort and pre-pare the data summary report for submission to ITE. To determine how well students understand the project concept and links to course material, an individual re-port is required at the conclusion of the project. Successful comple-tion of this assignment is based on the following criteria:

1. Problem Description/Project Purpose (i.e. what did our class propose to do? Why is ITE interested in data for this land use?) (20%)

2. Data Collection Methodol-ogy (describe the proce-dure used for data collec-tion, i.e. what considera-tions were there in site se-lection, day of data collec-tion, etc.) (20%)

3. Individual Contribution (de-


Course Assessment Tools Evaluationscribe individual contribu-tion to project.) (20%)

4. Summary of Findings (briefly describe what the data shows, when is the peak hour of the facility? Weekday peak hour? Use graphs or tables to aid in the discussion/explana-tion.) (20%)

5. Project Reflection (briefly describe how participating in this project helped with understanding of the course content (or did not); describe any recom-mended changes for future semesters.) (20%)

Students and alumni were asked to evaluate how well they understood the significance of contemporary issues in relation to civil engineering. Employers were asked to evalu-ate how well they believe that their employees who are graduates of our program under-stand the significance. The results from this survey are shown in Figure 3-15.


Current S

eniors

Exit In

tervie

w

All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

Alumni (1996 to

2000)

Employe

rs0%

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30%

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Perc

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esA knowledge of contemporary issues.

Figure 3-15. Survey Responses for Program Outcome “j”

(k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Civil Engineering students are initially exposed to the use of spreadsheets, word pro-cessing software, problem solving packages, CAD, and programming in the Foundation Sequence of CIVL 1101, 1112, 2101, and 2107. In CIVL 1101 and 1112, students are given assignments that require spreadsheets for problem solving. The amount of formal instruction in the use of spreadsheets and word-processing software is minimal, and stu-dents are expected to become proficient in the use of these packages with guidance from the instructors. Throughout the curriculum, when formal reports or written exercises are submitted, they are expected to be developed in a word processing software pack-age in a professional manner. Web pages for these courses contain references to tuto-rial packages that students can access. Students also use presentation software, such as PowerPoint, in their team design presentations. In CIVL 2107 and 2101, students are introduced to AutoCAD, ArcView, MatLab, and VBA. The utilization of problem-solving packages and programming skills is taught as part of these courses.

Computer usage is an integral part of most Civil Engineering courses. Table 3-17 presents a summary of the variety of software used in the courses while Table 3-18 summarizes primary computer-related assignments in required and elective courses. Since word processing is used throughout the curriculum, it is not listed in the software packages used in the classes.


Table 3-17. Summary of Software Utilization

Course

Type of Software Utilized

Spre

adsh

eet

Pres

enta

tion

Num

eric

Com

puta

tion

Prog

ram

min

g

CA

D

Com

mer

cial

So

ftwar

e

Publ

ic D

omai

n So

ftwar

e



CIVL 2101 Civil Engineering Visualization

CIVL 2107 Civil Engineering Computation

CIVL 3103 Approximation and Uncertainty in Civil Engineering





CIVL 3161 Transportation Systems


Course


Spre

adsh

eet

Pres

enta

tion

Num

eric

Com

puta

tion

Prog

ram

min

g

CA

D

Com

mer

cial

So

ftwar

e

Publ

ic D

omai

n So

ftwar

e

Engineering CIVL 3181 Hydrology and Hydraulics




ElectivesCIVL 4136 Intermediate Reinforced Concrete Design





CIVL 4163 Airport


Course


Spre

adsh

eet

Pres

enta

tion

Num

eric

Com

puta

tion

Prog

ram

min

g

CA

D

Com

mer

cial

So

ftwar

e

Publ

ic D

omai

n So

ftwar

e

Planning and Design CIVL 4164 Route Location and Design


CIVL 4171 Construction Engineering II

CIVL 4180 Advanced Hydrology and Hydraulics



Table 3-18.Details of Computer Experiences

Course Software Utilized Experience

Freshman Year


Use of spreadsheet computational software (EXCEL) Use of presentation software (POWERPOINT)

Students utilize spreadsheets in support of their design analysis for simple arithmetic calculations. In addition, students utilize the graphing capability to present graphical representations of their project data. Students utilize the presentation software in support of their formal oral presentations for their design projects. The students develop and present three oral presentations during the semester.

CIVL 1112Civil EngineeringAnalysis

Use of spreadsheetcomputationalsoftware (EXCEL) Use of presentation software (POWERPOINT)

Students utilize spreadsheets in support of their design analysis for simple arithmetic calculations. In addition, students utilize the graphing capability to present graphical representations of their project data. Students utilize the presentation software in support of their formal oral presentations for their design projects. The students develop and present three oral presentations during the semester.

Sophomore Year

CIVL 2101 Civil Engineering Visualization

Use of professional computer aided drafting software (AutoCAD) to develop 2D and 3D representations.

Students are required to submit exercises and receive feedback in the development of their skills in the utilization of the computer aided drafting software including standard representation of 2D and 3D presentations. Students are required to integrate graphical information with written information in the development of a set of formal instructions.

CIVL 2107Civil Engineering Computation

Students utilize a computation package (either MathCAD or

Students are expected to develop numerical solutions to typical engineering problems using the computational packages and expected to develop extensions to EXCEL for



Matlab) as well as VBA within EXCEL

specific engineering problems. Students utilize both these systems to overcome some of the limitations inherent in the use of spreadsheets for the analysis of engineering problems.

Junior Year


Use of numeric computational (MathCAD, Matlab or EXCEL) Use of professional computer drafting software (AutoCAD)

Students are required to utilize the numeric computational software in the analysis of problems and the presentation and analysis of lab data. Students are encouraged to present visual support of their analysis and design developed in the professional computer drafting software.


Use of structural analysis software (SAP 2000) Use of spreadsheet computational software (EXCEL)

Students are introduced to SAP 2000 and required to utilize the software for several homework problems and in support of two design problems. Portions of both take home exams in the class require the utilization of the software package. Students are encouraged to develop sophisticated spreadsheet solutions to problems that they encounter in both design projects.


Use of structural analysis software (SAP 2000) Use of spreadsheet computational software (EXCEL)

Students are encouraged to use the software for the analysis of their design project. Students are required to complete homework assignments using the software.

CIVL 3161 Transportation Systems Engineering

Use of spreadsheet computational software (EXCEL)

Students are required to utilize the software in the design of a vertical curve.

CIVL 3103 Approximation and Uncertainty in Civil Engineering


The use of the software is emphasized throughout the course for performing statistical calculations and implementing the numerical methods covered in the course. Topics include descriptive statistics, discrete and continuous distributions, interval estimation and hypothesis testing, goodness


Course Software Utilized Experienceof fit, regression, equation solving, interpolation, numerical integration, and numerical solution of differential equations.



Students are required to prepare a water quality (Streeter-Phelps) model using a spreadsheet to evaluate the dissolved oxygen sag curve in a stream.



Each laboratory assignment involves one or more questions that require the student to plot the test data using a spreadsheet and use the plot to interpret the results of the test.


Use of spreadsheet computational software (EXCEL) Use of public domain software (EPANET)

Students are required to do a simple Hardy-Cross analysis. Students are required to do an extensive evaluation and design of a water distribution network using the water distribution analysis software.


Use of spreadsheet computational software (EXCEL) Use of public domain software (HEC-HMS, HEC-RAS) Use of commercial software (Haestad Methods)

Students are encouraged to utilize the software in group project analysis and designs.

Senior Year

CIVL 4111 Engineering Economics

Use of spreadsheet computational soft-ware (EXCEL)

Students are encouraged to perform and submit analysis of more complex economic scenarios using the spreadsheet computational software.


Use of spreadsheet (EXCEL) and Mathcad

Students have to do several homework problems using spreadsheet or Mathcad for both design and analysis.



Students may use spreadsheets to graphically display laboratory test results as well as solve homework problems.




Use of spreadsheet computational software (EXCEL) Use of presentation software (POWERPOINT)

Students are encouraged to utilize spreadsheets for analysis in support of their design efforts. Students are encouraged to utilize presentation software to develop and support their oral design presentations.

Electives

CIVL 4136 Intermediate Reinforced Concrete Design

Use of spreadsheet computational software (EXCEL) Use of numeric computational software (MathCAD)

Students are given the option to submit homework assignments using the spreadsheet computational. Students are given the option to submit homework assignments using the numeric computational software.


Use of spreadsheet computational software (EXCEL) Use of computer-aided drafting package (AutoCAD or VISIO)

Students may use the computational software in the design of pipelines and in the computation of water surface profiles in treatment plants. Students are required to prepare design drawings in either of the computer aided drafting packages.



Students may use spreadsheets to solve homework problems.


Use of the internet to locate technical information. Use of spreadsheet computational software (EXCEL) Use of public domain software (HCS)

Students locate on-line information about the current Manual of Uniform Traffic Control Devices. Students are required to use computational software for the analysis for goodness of fit of the headway data to a negative exponential distribution. Students are required to use the application software for intersection analysis.


Use of spreadsheet computational software (EXCEL) Use of computer-aided drafting

Students are required to utilize the computational software to perform design forecasting modeling for airport design. Students are encouraged to use computer-aided drafting software for airside and


Course Software Utilized Experiencepackage (AutoCAD)

landside design projects.



Students are required to utilize computational software to determine curve properties and deflection angles for simple circular and vertical curves and to calculate stringlining data.

CIVL 4180 Advanced Hydraulics and Hydrology

Use of spreadsheet computational software (EXCEL) Use of public domain software (HEC-HMS, HEC-RAS) Use of commercial software (Haestad Methods)

Students are encouraged to use spreadsheet computational software to prepare problem solutions. Students are encouraged to utilize the software in group project analysis and design. Students are encouraged to utilize the software in group project analysis and design.



Students are required to use the computational software to develop optimal solutions utilizing a Simplex method and to quantify uncertainty in risk analysis.

Civil Engineering students at The University of Memphis are not required to purchase personal computers as part of their curriculum. The University and College computing fa-cilities are described in Appendix D. Avialable software in these laboratories includes SAP 2000, Matlab, Mathcad, AutoCAD, Visual Basic and other professional software packages.

In addition to computer usage, students are exposed to measurement and testing equip-ment that is typical of that used by civil engineering professionals. Every effort is made to remain reasonably current with activities in the field. The constant effort at improve-ment is made possible through the engineering course fee. Updates have been made to every lab that is required in the undergraduate curriculum.

The most recent change being made to the toolbox of skills we are developing is the in-troduction of Geographic Information Systems (GIS) into the curriculum. In the Spring of 2007, a grant was received by the department from the University to begin implementing GIS into the curriculum. The standardization of ArcGIS Desktop as the software tool of choice was made and the first steps were taken. In the 2008 academic year, GIS based information was implemented in four courses in a very limited way. Plans are underway to begin a systematic implementation through the curriculum starting with the freshman year and continuing through all four years.


Multiple courses have been designated as milestone courses where the ability to use the techniques, skills, and modern engineering tools necessary for engineering practice are covered. These classes and their assessment tools and evaluations are shown in Table 3-19.


Table 3-19. Program Outcome Terminal Course Assessments for Outcome “k”


CIVL 3161Transportation Systems Engineering

Students were required to use the STREET online software pack-age (GIS based analysis of travel demand model problem) and to use Excel for regression analysis for macroscopic flow models and analysis of trip generation data. Achievement of the outcome is based on 70% of students receiving 70% or higher on the as-signments.

For the STREET assignment, students were graded based upon the following criteria: successful development of a network (30%), illustration of number of workers and number of trips gen-erated (30%), and summary of results (40%).

For the macroscopic flow model assignment, students were re-quired to enter the data set into Excel and fit a regression line through the data. Performance on this assignment was based on developing the appropriate model (25%), describing how well the model fit the data based on regression statistics (25%), calcula-tion of free-flow speed, jam density, and capacity (25%), and cal-culation of capacity values of speed and density (25%). The trip generation assignment required that students successfully iden-tify peak hour of the facility based upon manipulation of data within Excel (100%).

Students performed fairly well on assessment of this outcome (80% or more of the students achieved the outcome). This se-mester I used the ADAM module from the STREET package. In-structors used Assignment 1 in the ADAM module for assessing this outcome. This is where the majority of students experienced difficulties. Next year, instructors plan to modify the assignment, as the instructions in the module are not very clearly written. The benefit of the assignment for the students will be enhanced if some changes are made to how the problem is presented.

Next year, another homework problem will be added to the as-sessment tools for this outcome (use of Excel in developing verti-cal curve layout). The application of regression modeling within CIVL 3161 helped demonstrate connections to CIVL 3103. Stu-dents remembered how to use the Analysis Toolpack within Excel from their experience with it in CIVL 3103.


There are three course learning outcomes associated with item k: analysis of truss structures; computation of deflections in trusses and beams, and frames; and application of analysis concepts to truss and beam design. To assess these outcomes, the following tools have been used: · An average group score of 70% or better on homework prob-


Course Assessment Tools and Evaluationlems focused on SAP2000 truss and frames analyses. The average of theses SAP2000 analyses homework assignments for the past semester is 84.8%.

· An average group score of 70% or better on the technical content portion of Project 1. This project is focused on the de-sign, analysis, and construction of a small-scale K’NEX truss structure. The objective is to design, analyze, and construc-tion a truss structure using K’NEX connectors and rods with that supports the design loads. All structures must hold the design load. Once the design load is sustained, structures with be evaluated based on the largest cost-adjusted strength-to-weight (SWR). Students are evaluated on their: initial design concepts; correct use of failure models; SAP2000 structural analysis; estimation of weight and cost; SWR prediction; development of design – maximize SWR; complete set of plans for bridge; and strengths and weak-nesses of design. The average of the technical potion of the Project #1 was 62.1%. This score is below the threshold value of 70%. To help achieve this outcome in the future, additional class time will be devoted to the applications of computer analysis.

· An average group score of 70% or better on the technical content portion of Project 2. This project is a group project where each student team has to design, analyze, and fabri-cate a 14-foot long wood structure to meet a set of design cri-teria. The efficiency of a bridge is measured by the sum of the normalized weight and deflection (SNWD). All bridges must have a minimum SNWD of 75. Students are evaluated on their: initial design concepts; shear and moment (maximum values and location); SAP2000 structural analysis; cost esti-mate; weight estimate; SNWD prediction; development of de-sign – minimize SNWD; complete set of plans for bridge; and strengths and weakness of design. The average of the techni-cal potion of the Project #2 was 78.2%.

CIVL 3140Environmental Systems Engineering

For CIVL 3140, the students must solve environmental engineer-ing problems using techniques and skills acquired in this course.In the CIVL 3140 final exam, students are required to work two environmental engineering design problems. In problem 2 stu-dents must determine design requirements for lime and soda ash to soften water, and they must design the sedimentation tanks to produce the desired drinking water quality. In problem 3, students must evaluate given wastewater characteristics and design re-


Course Assessment Tools and Evaluationquirements in order to design an activated sludge wastewater treatment process to meet specific effluent limitations. Students must determine reactor size, sludge production rate, sludge recir-culation rate, hydraulic detention time, and oxygen requirements needed to produce the desired effluent quality.Assessment: Students are assessed on their ability to use analyti-cal techniques and math/chemistry skills to demonstrate program outcome k. The two problems are graded to complete the assess-ment.

Students and alumni were asked if they felt that they were well prepared to utilize the techniques, skills, and modern engineering tools necessary for civil engineering practice. Employers were asked if their employees who were graduates of our program were well prepared to utilize the techniques, skills, and modern engineering tools necessary for civil engineering practice. The results from this survey are shown in Figure 3-16.

Current S

eniors

Exit In

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All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

Alumni (1996 to

2000)

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An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Figure 3-16. Survey Responses for Program Outcome “k”


(l) An ability to apply knowledge to develop engineering solutions in a minimum of four of the following areas: environmental engi-neering, geotechnical engineering, structural engineering, trans-portation engineering, and water resources engineering

In the Civil Engineering program, courses are required in five major Civil Engineering ar-eas: environmental, geotechnical, structures, transportation, and water resources. An additional course must be taken in the structures area, either Design of Steel Structures or Reinforced Concrete Design. Students have two required courses outside of these ar-eas: engineering economics and professional practice. Each of the required courses was developed to give the students an understanding of the fundamentals of a specialization area. A balance of breadth and depth is the goal for the required courses with more em-phasis on the breadth. Topical considerations in the required courses attempt to link en-gineering fundamentals to the specialized knowledge required in the area. Students also select three elective courses in civil engineering. At least two of these must have signifi-cant design content. Elective courses come from each of the five major civil engineering areas plus two additional electives in construction engineering. During their final semes-ter, all students are required to take the senior-level capstone course, Civil Engineering Design, which incorporates a major design experience and integrates skills and informa-tion from most of the background courses of the students. While the responsibility of a student team member in this course may represent a specific area of civil engineering, they are required to work with the other areas and understand the type of work that must be accomplished in order to allocate resources to the project.

Students have the opportunity to take electives in all the areas. Elective courses in each area explore topics in greater depth and examine problems of greater complexity. Most of the students will take their elective courses from two or more areas. Performance in the afternoon session of the FE exam is an indicator of the ability to provide the cover-age necessary. The results of the afternoon exam are shown in Figure 3-8 and indicate that the coverage of all the areas of civil engineering, while sufficient, may require some sharper focus in some courses.

Students and alumni were asked if they believed they had a broad basis of the areas of civil engineering. Employers were asked if their employees who were graduates of our program had this basis. The results from this survey are shown in Figure 3-17.


Current S

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Exit In

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All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

Alumni (1996 to

2000)

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An ability to apply knowledge to develop engineering solutions in a minimum of four of the following areas: environmental engineering, grotechnical engineering, structural engineering, transportation engineering, and water resources engineering.

Figure 3-17. Survey Responses for Program Outcome “l”

(m) An ability to explain basic concepts in management, business, public policy and leadership

Two economic courses, Microeconomics and Macroeconomics, are offered as social sci-ence electives in the general education program. Although these particular courses are not required, most of our students take one or both courses as partial fulfillment of their general education requirements. In addition, CIVL 4111, Engineering Economics, is re-quired of all civil engineering students. This course emphasizes the importance of eco-nomic analysis as a decision-making tool. Although these courses provide some of the fundamentals required to achieve this program outcome, upon review it was decided that to properly provide the background to allow the graduates to achieve this outcome, a new course would be placed in the curriculum. This course was first taught in the Spring of 2009 as an elective course but will be included in the catalog starting Fall of 2009 as a required course in the civil engineering curriculum. The course learning outcomes of this new course were formulated to provide development in the students' ability to explain basic concepts in management, business, public policy, and leadership.

Although prior to Spring 2009, no formal course was devoted to these concepts, some of these topics were included informally in a number of courses. Survey data from alumni,


students, and employers indicates that a rudimentary background was obtained with this informal presentation. The results from this survey data are shown as Figure 3-18.

Current S

eniors

Exit In

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All Alumni

Alumni (2006 to

2008)

Alumni (2001 to

2005)

Alumni (1996 to

2000)

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esAn ability to explain basic concepts in management, business, public policy and leadership.

Figure 3-18. Survey Responses for Program Outcome “m”

Opportunities on campus that are available to students for participa-tion and membership in those technical, professional, and/or honor societies most closely associated with this program

Civil Engineering students at The University of Memphis have a wide range of opportuni-ties to participate in technical and professional societies. Many undergraduate students participate in the activities of the ASCE student chapter. The faculty actively support and encourage student participation in the chapter. This involvement ranges from the obvi-ous role of a faculty advisor, recommended by the Chair and appointed by the local sec-tion of the ASCE, to participation by other faculty members in chapter meetings as guests or speakers, to assisting the chapter in preparing for the regional competition. The department supports fund-raising opportunities for the student chapter by providing space for activities such as the sale of snacks and t-shirts. Through the Departmental Gift Fund, the department assists the chapter by providing funds for the purchase of gifts to graduating seniors and funds to travel to the regional conference. Attendance at stu-dent ASCE functions varies. Last year, 20 individuals attended a field trip to the Water-ways Experiment Station in Vicksburg, MS. The student chapter annually sponsors a job fair, which is well-attended. Attendance at regularly-scheduled meetings is typically low


because of class and work-related conflicts of many students. Approximately a dozen students participate in the annual Southeast ASCE Student Conference each year.

Students are also encouraged to participate in the West Tennessee Branch meetings of the ASCE. The faculty lead by example, serving as board members and officers in the local section. Other student organizations that Civil Engineering students participate in to a lesser degree include the Institute of Transportation Engineers (ITE), the Society of Women Engineers (SWE) and the National Society of Black Engineers (NSBE).

Scholarly achievements of Engineering students are recognized by membership in the college’s Tau Beta Pi chapter. Civil Engineering students and faculty are involved in this society in leadership roles and faculty participation has included service on the advisory board. On average, 4-6 Civil Engineering students are elected to Tau Beta Pi each year.

Civil Engineering students are also encouraged to participate in campus-wide organiza-tions and societies. In recent years, Civil Engineering students have participated in var-sity athletics, served as student senators, been members of University leadership orga-nizations, and have been members of the University honor societies such as Alpha Lambda Delta, a national honor society for freshman students; Black Scholars Unlimited, an honor society promoting academic experiences in scholarship, leadership, and ser-vice; Golden Key National Honor Society, a national interdisciplinary honor society for academically outstanding juniors and seniors; Omicron Delta Kappa, the National Lead-ership Honor Society; Phi Eta Sigma, a national freshman scholastic honor society; and Phi Kappa Phi, a national scholastic interdisciplinary honor society. Students are also active in multi-disciplinary outreach programs like Wordsmith, sponsored by the Univer-sity’s English Department, and Up-All-Night, a fund-raiser for United Way sponsored by Student Government. We have had several students serve as Ambassadors on the President’s Board.

Ways in which interaction is enhanced between the students and practitioners in industry, government, and private practice

The Civil Engineering program at The University of Memphis provides opportunities for interaction between undergraduates and the "outside world" of practitioners in at least five ways:

· through student chapter ASCE activities; · via participation of practitioners as guest speakers or design competition judges

in the capstone design and other courses; · by utilizing practitioners as adjunct faculty with responsibility of teaching an entire

semester course; · by working on sponsored research activities with practicing engineers, and · through co-op/part-time work experience.


The ASCE student chapter has asked local engineers to speak to the group on specific local projects or on subjects of general interest to the engineering profession. At a recent meeting, the head of an area consulting firm discussed marketing engineering services. Field trips arranged by the student chapter have also provided opportunities for student-practitioner interaction.

Practitioners are involved in guiding the students in Civil Engineering Design and in the evaluation of the final projects. Design projects typically require students to obtain data from engineers in local government agencies or from consultants. Practitioners serve as resource persons for the students as they develop their designs. They also serve on panels that evaluate and critique the students' final projects.

Courses in the design sequence are often taught by adjunct faculty from the "outside world." These practitioners bring to the classroom the reality of the practice of Civil Engi-neering in industry and private practice. One of the courses that has been taught by practitioners is Construction Engineering, taught by local engineers with national experi-ence in project management.

Some undergraduate students are actively involved in sponsored research projects where their interaction with engineers in the sponsoring agencies (private, local, state) becomes commonplace. An example of this type of student involvement is the work be-ing coordinated by Dr. Pezeshk (sponsored by the Tennessee Department of Trans-portation), the Ground Water Institute activities coordinated by Dr. Anderson (local utili-ties, Corps of Engineers, USGS), and activities coordinated by Dr. Arellano (National Cooperative Highway Research Program and Local Manufacturer). These activities also allow undergraduate students to work with and learn from graduate students.

Most undergraduate students at The University of Memphis work fifteen hours or more per week while attending classes. The program encourages that they limit the number of work hours and seek employment by participating in the College's formal co-op program or by working part-time for an engineering firm. This interaction is encouraged by faculty who often serve as contact points to facilitate the connection between student and prac-titioner.

Materials for Program Reviewers

During the re-accreditation visit, the following materials will be available for review:

1. Survey results 2. Advisory Council minutes 3. Faculty meeting minutes 4. FE exam results 5. Videotapes of student oral presentations 6. Student reports 7. Senior design projects 8. Course materials 9. Laboratory Plan


CRITERION 4. CONTINUOUS IMPROVEMENT

Information Used for Program Improvement

The program uses available information from several assessments including, but not lim-ited to, the following to continuously improve the program: i) targeted quantitative as-sessment of course learning objectives that map to program outcomes; ii) faculty qualita-tive evaluations in course assessments; iii) exit interviews and student surveys upon graduation from the program; iv) course grades; v) student course evaluations; and vi) alumni surveys.

Actions to Improve the Program

The following tables summarize the major actions taken, basis for the action, date of im-plementation, and results of the action to improve the program since the last program re-view.

Action 1.

Action Taken: Removed CIVL 4193, Senior Seminar from the curriculum.

Basis for Action: The Tennessee Board of Regents mandated that the curricula of all engineering programs could not exceed 128 credit hours.

Date: Fall 2005Results: This one-semester hour course covered such topics as engi-

neering history, current developments, ethics, professional-ism, registration, engineering organizations, and publications. This material has been integrated into other courses, primarily CIVL 4199, Civil Engineering Design.

Action 2.

Action Taken: Revised the Civil Engineering Foundation Sequence. MECH 2308, Engineering Graphics was dropped from the curriculum and replaced by a new course, CIVL 2101, Civil Engineering


Visualization. MECH 2308 was a mechanical engineering course taught only for civil engineering students. It has since been deleted from the catalog. The new course, CIVL 2101, is more of a continuation of the other three courses in the Foundation Sequence. Students use computer-aided drafting packages, and the course continues to emphasize group work and oral presentations.

Basis for Action: To enhance retention, effort to increase student contact with the civil engineering program and faculty for their first two years were made. The replacement of a Mechanical Engi-neering Course with a Civil Engineering Course in the second semester of the sophomore year provides continuity in course work for civil engineering students.

Date: Fall 2005Results: Provides students with a meaningful engineering graphics ex-

perience in their third semester, completing a full two-year in-troductory sequence of civil engineering courses.

Action 3.

Action Taken: Revised the choice of civil engineering electives. The previ-ous choice was one Group 1 elective and three Group 2 elec-tives. The new requirement is two Group 2 electives with the remaining two electives to be either Group 1 or Group 2. In other words, students must take two Group 2 electives, but there are no restrictions on the other two. Group 2 electives are primarily design courses.

Basis for Action: Under the previous arrangement, students were limited to one Group 1 elective. Local construction firms encouraged the program to provide more courses and opportunities for stu-dents to pursue construction management topics. Students wishing to focus on construction engineering were not able to take both Construction Engineering 1 and 2, since they are both Group 1 electives.

Date: Fall 2005Results: The revised elective requirement allows students to take both

of the construction engineering courses as electives. Stu-dents who take two Group 1 electives will still get 6 semester hours of design electives.


Action 4.

Action Taken: A free FE review course on general topics, taught by volun-teer faculty, is offered every semester. In addition, recent ef-forts to address apparent shortcomings in terms of consistent performance on the FE Examination include (1) a link on the Civil Engineering web page to source materials to review for the examination, (2) practice exams in both hard copy and CD format that the students can check out from the CE depart-ment office, and (3) regular e-mails from the Chair with study tips and encouragement for students preparing for the exami-nation. In addition, test results, including topic-by-topic perfor-mance, are shared with the faculty. Faculty members are en-couraged to include coverage of the test topics in their individ-ual courses. Some faculty have modified testing procedures in their classes to include formats similar to those used on the test as well as utilizing the Reference Handbook provided dur-ing the FE exam. Faculty members also stress the importance of passing the FE as the initial step to professional registra-tion.

Basis for Action: Senior Exit Interviews and low passing rate.

Date: Fall 2005Results: Our passing rate improved in Spring 2008. Senior level stu-

dent percent passing FE improved to a level of 88%. How-ever, in Fall 2008, passing dropped significantly. We will con-tinue to monitor the situation.

Action 5.

Action Taken: Faculty members in the Department of Civil Engineering have been conducting research since 2005 regarding learning styles and retention of our students after they complete CIVL 1101 (first semester freshman course). Many students that are not retained in our program are underprepared in basic math/science curriculum, and are thus not successful in the CIVL 1101 course. Thus, the faculty decided to change the focus to retention of CIVL students after successful comple-tion of Calculus I. In concert with college level efforts collabo-rating with UM Institutional Research, we have been attempt-ing to quantify student retention after successful completion of Calculus I. However, the changeover to the Banner system has lead to problems in capturing some student academic his-tory information, such as completion of lower-level mathemat-ics courses taken elsewhere. The college administration and


Institutional Research continue to work this issue.Exit surveys for CIVL 1101 and 1102 are nearly continuously being modified to collect additional information regarding completion of Calculus I. Students who can be identified with the potential for success in the civil engineering curriculum, but who indicate they are not sure they will remain in the pro-gram, will be strongly encouraged to participate in mentoring, tutoring, and research opportunities available through the re-cent funding of the NSF supported MemphiSTEM program.

Basis for Action: This project will allow us to develop statistics regarding stu-dents who may leave our program, but who possess the skill set to be successful engineering students. Intervention strategies may then be identified that may be implemented to try to reduce attrition from the program.

Date: Fall 2005Results: Ongoing

Action 6.

Action Taken: Funding for lab equipment was re-prioritized to address stu-dents' concerns. Resources provided by the engineering course fee and sev-eral other funding sources available to the department such as the Dunavant Development Corporation unrestricted en-dowment are being used to improve laboratory facilities as noted in the departmental laboratory plan.In addition, the Thomas S. Fry Fund, currently with ~$225,000 in expendable assets, is earmarked for improvements to the geotechnical laboratory. These renovations will be initiated subsequent to the completion of the HVAC renovation of the Engineering Science Building that houses the Civil, the Elec-trical & Computer and the Mechanical Engineering Depart-ments. Fry renovation will be initiated upon access clearance by the HVAC contractor.

Basis for Action: Through Senior Exit interviews and post course surveys, stu-dents commented on the condition of some of the laboratory equipment and workspace.

Date: Fall 2005Results: The overall quality of many of our laboratories has signifi-

cantly improved as measured by most recent Senior Exit in-terviews and post course surveys. Improvement of Soils Lab-oratory is ongoing.


Action 7.

Action Taken: Civil Engineering faculty together with faculty from other engi-neering departments and the College administrative staff col-laborated to design a proposal to create a dedicated dormi-tory/townhouse for female engineering students. The pro-posal was approved as a Living Learning Community, and the first female residents entered the program in Fall 2006. Bene-fits of the Living Learning Community include opportunities to learn more about engineering and college life through fre-quent interactions with engineering faculty, senior female engineer-ing students, and female alumni who serve as mentors for the students.

Basis for Action: Improve recruiting and retention of female students.

Date: Fall 2006

Results: The retention rate for female students participating in the Liv-ing Learning Community is higher than those for non-partici-pants. The College administration is working to expand the program, which will benefit all the undergraduate programs.

Action 8.

Action Taken: Provide greater assistance in CIVL 4199, Senior Design from practicing consulting engineers. In Fall 2008 and Spring 2009, two practicing engineers were invited to attend the laboratory session on two different Mon-day afternoons to provide assistance to the students. The practicing engineers provided help in the areas of structural design and use of Civil 3-D drawing software.

Basis for Action: During Senior Exit interviews, students indicated that the se-nior design project is challenging and that they could have used more guidance from practicing engineers in doing the design project.

Date: Fall 2006

Results: Verbal feedback from the students thus far indicates that the discussions with practicing engineers were extremely benefi-cial.


Action 9.

Action Taken: All course prerequisites and co-requisites are now checked by the computer registration system. Students who have not taken the prerequisite or do not have a C or higher grade in the prerequisite course are not allowed to register for the de-sired course.

Basis for Action: This automatic prerequisite checking became an option with the Spring 2007 registration. The Department of Civil Engi-neering chose to participate in order to prevent students from enrolling in courses for which they do not have the prerequi-sites. Prior to initiation of this procedure, even if students were properly advised, there was no mechanism to prevent them from subsequently registering for other courses for which they did not have the required perquisites.

Date: Spring 2007

Results: Anecdotal evidence from both students and faculty members suggests that this action has been effective.

Action 10.

Action Taken: Revised the typical four-year sequence of courses in the pro-gram as follows: (1) CIVL 3322, Mechanics of Materials, was moved from the first Junior semester to the second Sopho-more semester. (2) CIVL 3325, Mechanics of Materials Lab, was moved from the second Junior semester to the first Ju-nior semester. (3) CIVL 3137, Civil Engineering Materials, was moved from the second Junior semester to the first Ju-nior semester. (4) CIVL 4151, Soil Mechanics, was moved from the first senior semester to the second Junior semester.

Basis for Action: With the revised sequence, the number of labs per semester is more evenly distributed. With Soil Mechanics being offered a semester earlier, students will be able to take Applied Soil Mechanics as an elective prior to taking CIVL4199 Civil Engi-neering Design. Mechanics of Materials immediately follows the semester in which Statics is taught. This placement of Mechanics of Materials also permits it to be taken before Structural Analysis I rather than as a co-requisite.

Date: Fall 2007Results: The transition to the new sequence of course offerings has

been gradual. With the Fall 2010 semester, the change will be complete. A schedule of changes was made available to all faculty members to assist in advising. Assessment of the ef-fectiveness of the changes will be enhanced after a larger co-


hort of students complete the program.

Action 11.

Action Taken: All of the laboratories in CE Materials sequence are taught di-rectly from the ASTM test specifications in order to make stu-dents more aware of the need for specifications and to help them become more comfortable with reading, understanding and complying with particular specifications. All of the laboratory results are being examined in the context of the multi-laboratory precision statements written into each ASTM specification so the students gain experience in evalu-ating laboratory test precision.

Basis for Action: Discussion with departmental ABET committee and employ-ers.

Date: Fall 2007Results: Ongoing. . Anecdotally, students are spending more time pre-

paring for their laboratories because they have to extract the test procedure from the ASTM spec rather than following a step-by-step procedure in a lab manual. Students have also become more aware of the precision of the test results they obtain because the class results are compared to the ASTM precision and bias statements for every test performed.

Action 12.

Action Taken: The Department Chair worked with the departmental ABET Committee to design a written form of survey questions to be e-mailed to all graduating seniors during the last month of classes. Students were instructed to complete the surveys and return them to the Chair’s office before their individual exit interview is scheduled.

Basis for Action: The Senior Exit Surveys and Interviews represent a comple-mentary approach to evaluation of several aspects of our un-dergraduate program. The Senior Exit Survey is an indirect measure of each graduating senior's perception of our pro-gram; the Interview instrument is a direct measure of the same general questions, yet this mode of distribution occurs via personal contact between the Department Chair and the student.

We believe that use of both metrics produces more reliable


data, and in doing so, allows the faculty to respond in a timely fashion to any areas of concern. In addition, positive feedback is also shared with department faculty at the beginning of the following semester. Although the Senior Exit Interviews have been a standard process for nearly twenty years, we continue to refine various aspects in order to collect useful information. The Department Chair collects the survey data during the in-terview, and the results were then transcribed and evaluated. This process is sometimes laborious, and the interviews often extended past the scheduled time allotment, however the feedback from the students is quite valuable and the process will be continued.

Date: Fall 2007Results: The refined and streamlined process of data collection ap-

pears to be working well.

Action 13.

Action Taken: Assigned a dedicated office for the students working on the senior design projects.

Basis for Action: Graduating student exit interviews indicated that having an of-fice with reference materials, computers, and a printer is needed to help students get together and work on their senior design project.

Date: Fall 2008Results: Graduating student exit interviews indicate that the students

are satisfied by the office space provided.

Action 14.

Action Taken: Civil faculty members have leadership positions and civil engi-neering students are active participants in the NSF supported MemphiSTEM and C-SEMS/S-STEMS projects.MemphiSTEM is a University of Memphis-wide STEM pro-gram supported with significant funding from the NSF that is designed to improve retention and persistence to graduation of all STEM majors. MemphiSTEM has both a Mentoring and an Undergraduate Research component that offers students an opportunity to interact with both peer and faculty mentors. The C-SEMS/S-STEM programs supported by the NSF are scholarship programs at the U of M specifically for STEM stu-


dents. Students are required to attend multiple meetings/workshops each semester that are focused on topics that may help improve student success in STEM majors. The MemphiSTEM and C-SEMS/S-STEM programs also offer tutoring services for engineering students.

Basis for Action: Student success may be improved by meaningful mentoring opportunities and other forms of academic support.

Date: Fall 2008Results: No results available yet

Action 15.Action Taken: The Civil Engineering faculty now meet at the beginning of the

Fall semester to define topics to be addressed for outcome (j) and also specify the specific courses and activities in which the outcome will be supported and assessed during the aca-demic year.

Basis for Action: Improve student understanding of contemporary issues. En-hanced faculty input of interpretation of outcome (j).

Date: Fall 2008Results: Specific student performance with respect to outcome (j). As-

sessment data is being collected for further analysis.

Action 16.

Action Taken: Provided summer funding for undergraduate assistants to up-grade the Foundation Sequence Laboratory and redesign bench-top water treatment system (WTS).

Basis for Action: The laboratory bench-top water treatment systems (WTS) are integral to the measurement and analysis components of group design projects in both CIVL 1101 and 1112. To help students focus on system-level design variables, the sedi-mentation unit of the WTS needs to redesigned and inline real-time turbidimeters should be added.

Date: Spring 2008 – Spring 2009Results: The incorporation of real-time inline water quality measure-


ments and the reduction of short-circuiting effects of the flow in the sedimentation tank of the WTS have greatly improved the performance of the system. Students now have the oppor-tunity to quickly observe and assess how changes in system variables affect the overall WTS performance and reliably evaluate the cost and efficiency of their proposed designs.

Action 17.

Action Taken: Civil Engineering faculty developed a procedure to assess each class at the end of each semester by determining the percentage of students that have satisfied each of the course learning outcomes. That information is entered on a form along with comments on how the course will be changed to improve the percentages satisfying the learning outcome. These changed are reviewed at the end of each semester by the Undergraduate Curriculum Committee to determine if there are any systemic changes that need to be made in the curriculum.

Basis for Action: To develop a comprehensive assessment procedure

Date: Ongoing and further refined in Fall 2008Results: Has provided a systematic way of measuring course learning

outcomes that will help us identify curriculum issues early to make the necessary corrections.

Action 18.

Action Taken: Engineering Career Day is an annual event hosted by the Civil Engineering department. Originally, engineering stu-dents approaching graduation would attend the University of Memphis’ Career Day Fair. With few to no engineering firms represented at this fair, engineering students formulated Engi-neering Career Day.

Basis for Action: This forum allows graduating engineering seniors to connect with prospective employers, many of them local firms in and around Memphis, some having national and international ex-posure. Two additional benefits from hosting this event are: (1) by knowing where our graduates are employed we can more easily evaluate our program objectives and (2) we en-hance our capability to acquire alumni and corporate gift fund-ing that improves our undergraduate laboratories and devel-


ops additional funding for scholarships.

Date: Fall 2008Results: Have received positive response during Senior Exit Inter-

views.


Action 19.

Action Taken: Added new tables and chairs in classrooms 114 and 116Basis for Action: Based on Senior Exit Surveys from the last few years, stu-

dents have often complained about uncomfortable chairs and lack of work space (especially for laptops) in some of our classrooms. Because of these complaints and to improve the learning environment for our students, we added new tables and chairs to our two primary classrooms. The armchair desks were replaced by banks of tables that give the students much more space in which to work.

Date: Fall 2008Results: As expressed in most recent Senior Exit Interviews, students

are pleased with the new tables and chairs in classrooms 114 and 116.

Action 20.

Action Taken: Eliminated CIVL 4172, Construction Engineering II from the curriculum.

Basis for Action: In our Senior Surveys over the last few years, students have generally indicated that this course is marginally worthwhile. This three-semester hour course covered such topics as con-struction estimating, bidding, construction planning, and con-struction management. Much of this material has been inte-grated into a new course, CIVL 4195 Professional Practice in Civil Engineering.

Date: Fall 2009Results: Because most of the topics previously covered in CIVL 4172

are addressed in the new course, elimination of this course will remove a redundancy in our course offering.

Action 21.

Action Taken: Removed Chemistry II (CHEM 1120/1121) from the list of ac-ceptable options for the required Natural Science course.

Basis for Action: This change was made to emphasize breadth, rather than depth, in the natural sciences, as well as to comply with changes in the civil engineering Program Criteria.

Date: Spring 2009


Results: N/A

Action 22.

Action Taken: The faculty in the Department of Civil Engineering are com-mitted to providing a challenging yet rewarding experience for students through excellence in teaching and evolving instruc-tional methodologies.

Currently, the freshman and sophomore civil engineering cur-riculum includes a sequence of four required courses that in-volve students in content-rich design as an introduction to the engineering profession. In addition to these courses, several design intensive courses are required in the junior and senior years. The program culminates with integrative capstone Se-nior Design course. While the curricular strategy has been appropriate and successful, we seek to further enhance stu-dents’ experiences by integrating state-of-the art technology into the curriculum, beginning with the first semester of the freshman year.

One critical element of civil engineering, as demonstrated consistently by constituent survey data, is the ability to visual-ize the impact that design decisions will have not only on the technical aspects but also on economic, social, environmen-tal, and political issues. Geographic information systems (GIS) enable users to visualize some of these factors and as such are becoming a critical tool for the civil engineering de-sign professional. With this background, a proposal was pre-pared and entered into a competition for campus instructional innovations. The proposal was reviewed and with funding from the campus, we have developed a GIS laboratory that is accessible to all civil engineering students. We are revising the content of selected courses to incorporate progressively challenging projects throughout the curriculum that will use GIS software applications as a tool in the development of de-sign solutions.

Basis for Action: The goal of this project is to improve the ability to recruit and to retain civil engineering students and to enhance students’ learning experiences not only by actively engaging them in the learning process through a design-based approach, but by also providing the opportunity for students to become profi-cient in state-of-the art software applications typical in the civil engineering workplace.

Date: Fall 2008 Results: Ongoing


Action 23.

Action Taken: Created and implemented a new course, CIVL 4195, Profes-sional Practice in Civil Engineering. It is being taught in the Spring semester each year. In order to implement this new course in a timely manner, it was offered as a special topics course in the Spring 2009 semester.

Basis for Action: This course was created to introduce students to the basic concepts of management, business, public policy, and leader-ship. Other topics include ethics, professionalism, and profes-sional licensure. Although most of these topics have been covered in several civil engineering courses, CIVL 4195 will provide an integration of these topics into a single course and should provide a more uniform coverage.This action also reflects changes in civil engineering Program Criteria.

Date: Spring 2009 (taught as a Special Topics course)/(subsequently added to the Catalog as CIVL 4195).

Results: As the course is now being taught for the first time in the Spring 2009 semester, an assessment will be made at the end of the semester.

Action 24.

Action Taken: Use Survey-Monkey software for alumni surveys on PEO at-tainment and suitability. Transition to a three-year cycle start-ing in the Fall of 2009.

Basis for Action: Feedback from the other engineering programs and experi-enced engineering team chairs and program evaluators indi-cate that a three-year cycle survey may improve our assess-ment efficiency and response rate.

Date: Fall 2009Results: Data collections and statistical analysis are easier and more

efficient.


CRITERION 5. PROGRAM CURRICULUM

Program Curriculum

The program curriculum is developed with the goal of providing students with the educa-tional background and experiences that prepare them to achieve the program outcomes upon graduation. An additional goal is that during their careers, they will be able to un-derstand and achieve the program educational objectives. Within the state mandated constraints of 128 hours for graduation, the program aims for a well-rounded civil engi-neering education that will prepare the graduate for the profession. The following sec-tions describe how the Civil Engineering program meets the program criteria related to curriculum.

Mathematics, Physics, and Chemistry

The curriculum requires four courses in mathematics, including three semesters of cal-culus and one semester of differential equations. In addition, two courses in calculus-based physics, a general chemistry course, and an additional science course are re-quired. Through these courses, a fundamental scientific and mathematical basis is formed upon which engineering topics will be developed. The engineering courses utilize the scientific facts and mathematical skills in the analysis and design of engineering projects. Topics covered in these courses are reinforced in subsequent Civil Engineering courses. For example, an understanding of basic chemistry is necessary in the required environmental engineering course. Proficiency in applying mathematics and physics concepts is required in understanding concepts and solving problems in structures, envi-ronmental, geotechnical, water resources, and transportation courses in the curriculum.

Probability and Statistics

The curriculum contains one required course devoted to probability and statistics, Civil Engineering 3103, Approximation and Uncertainty in Engineering. This course is de-voted to probability and statistical concepts and their application to civil engineering problems. Proficiency in the utilization of probability and statistical concepts is necessary for satisfactory course completion. In addition, the required transportation engineering course includes a section on statistical concepts used in traffic studies. Statistical appli-cations are also included in some laboratory exercises in Mechanics of Materials Labo-ratory and Soil Mechanics. In some assignments, students are required to use statistical tools to analyze and present data. Specific assessment instruments and results are available as part of the course notebooks.


Proficiency in Recognized Major Civil Engineering Areas

As detailed earlier in this report, required courses cover each of the five major Civil Engi-neering areas: environmental, geotechnical, structures, transportation, and water re-sources. Each of the required courses provides both a breadth of the area and enough detailed material to give some depth. While the courses strive for a balance of breadth and depth, more emphasis is placed on the breadth. Topical considerations in the re-quired courses attempt to link engineering fundamentals to the specialized knowledge required in each area. The required courses give the students enough of an idea about each of the areas to allow them to make a more informed choice for their three elective courses in Civil Engineering. Since two of these must have significant design content, students will experience a more concentrated exposure in this area. There is at least one elective course in each of the five major Civil Engineering areas plus two additional elec-tives in construction engineering.

During their final semester, all students are required to take the senior-level capstone course, Civil Engineering Design, which incorporates a major design experience and brings together information learned in most of the background courses.

Laboratory Experiences

Over the civil engineering curriculum, students will spend a minimum of four hundred hours of contact time in laboratories. At each level of the students’ progress, they will be involved in active learning lab experiences. These will begin in their first weeks in the program and continue until the final semester in the capstone design lab. The labs will cover data collection and analysis, design development, and the design and conduct of experiments. Laboratory safety is emphasized in each and every lab.

Data collection and the control of experimental factors are emphasized in the first two courses of the foundation sequence, and the presentation of experimental results and limited analysis of data factors are included in the third and fourth courses in the founda-tion sequence. Statistical factors involved in data interpretation are developed in Approx-imation and Uncertainty in Engineering. The use of standard procedures and control of variables is emphasized in all eight undergraduate departmental laboratories required of all civil engineering majors; and the design of experiments is covered in selected labora-tories. Safety procedures are addressed in all laboratory experiences. A summary of lab-oratory experiences within the curriculum is detailed in Table 3-5.

Design Experiences

As previously discussed, Civil Engineering students are introduced to design concepts in their initial semester with the first required Civil Engineering course, Civil Engineering Measurements. This course is the first of four courses in the Foundation Sequence, the others being Civil Engineering Analysis, Civil Engineering Visualization, and Civil Engi-neering Computation. In Civil Engineering Measurements, students are challenged to solve open-ended problems with limited knowledge of engineering fundamentals. Design


projects in the areas of environmental, structures, and general site development are car-ried through the sequence of courses. The specific design component is different in each course, building on the experiences in the previous courses. Students are required to work in teams preparing design reports and making oral presentations.

Students learn to integrate visual information and instructions in the Civil Engineering Vi-sualization course. The use of mathematical models for alternative analysis is consid-ered in the Civil Engineering Computation course. At the junior level, in the introductory required structural analysis course, students design and test bridges made with the K’NEX system. Designs are evaluated with respect to load carrying capacity and cost. This course is a prerequisite to another required structures course, either Design of Steel Structures or Reinforced Concrete Design. Several of the other required courses in the curriculum have design components. These include exercises such as design of water and wastewater facilities (Environmental Systems Engineering) and water distribu-tion system design (Civil Engineering Hydraulics). A capstone design experience, Civil Engineering Design, is required of all students. In this course students devote the entire semester to the completion of a comprehensive team design project. This project is open-ended, involves several areas of Civil Engineering, and requires consideration of social, economic, environmental, and other concerns and constraints.

Elective courses include a number of courses that are predominately design-oriented. In each of the design-oriented courses, students complete design projects, either individu-ally or in teams, that require analysis and synthesis to develop a solution to a problem with specific constraints.

The continued exposure of students to the design process and open-ended problems from the freshman level to completion of the capstone design course acquaints students with a variety of problems similar to those experienced in engineering practice. These design experiences require students to demonstrate oral and written communications skills and to apply the principles of engineering science with engineering judgment. Many projects dictate that students work in teams.

The engineering topics portion of the curriculum provides a balance of engineering sci-ence and design. As students progress in the program, knowledge of civil engineering fundamentals is broadened. This allows students to confront design problems of greater complexity and to consider the impacts of their designs on society.

Professional Practice Issues

Professional practice issues are addressed throughout the curriculum, beginning with the Foundation Sequence. At the freshman level, students are introduced to the profes-sion of Civil Engineering, the areas within Civil Engineering, and the responsibilities of the engineering profession. Within the professional component of the curriculum, profes-sional practice issues are addressed as they pertain to issues discussed in class. An example is consideration of constructability in developing and evaluating design alterna-tives. During the senior year, students take Professional Practice, a course that ad-


dresses professional practice issues directly. Practicing professionals are used as guest lecturers to lead discussions on these topics.

Complete descriptions of all undergraduate Civil Engineering courses are given in Ap-pendix A.

Prerequisite Flow ChartThe prerequisite and co-requisite flow chart is shown in Figure 5-1 for the pro-gram.

Civil Engineering Foundation Sequence


2110

Figure 5-1. Prerequisite and co-requisite flow chart for the program


Figure 5-1. Prerequisite and co-requisite flow chart for the program (Continued)


Course Syllabi

Course syllabi are attached in Appendix A.


Table 5-1 Curriculum

Year;Semes-ter or

Quarter

Category (Credit Hours)

Course(Department, Number, Title)

Math & Basic Sciences

Engineer-ing Topics-Check if Contains

Significant Design (ü)

General Educa-

tion

Other

Fres

hman

-Fi

rst

Sem

este

r

ENGL 1010 - English Composition 3MATH 1910 - Calculus I 4

CIVL 1101 – Civil Engineering Measure-ments 3 ()

CHEM 1110 - Chemistry I 3CHEM 1111 - Chemistry I Lab 1

Fres

hman

-S

econ

d S

emes

ter

ENGL 1020 - English Comp. 3MATH 1920 - Calculus II 4

CIVL 1112 - Civil Engineering Analysis 3 ()PHYS 2110 - Physics I 3

Physics 2111 - Physics I Lab 1Physical Science (Note 1) 4

Sop

hom

ore-

Firs

t S

emes

ter

ENGL 2201 or 2202 - Literary Heritage 3PHYS 2120 - Physics II 3

PHYS 2121 - Physics II Lab 1MATH 2110 - Calculus III 4

CIVL 2101 – Civil Engineering Visualization 3 ()CIVL 2131 - Statics 3

Sop

hom

ore-

Sec

ond

Sem

este

r

CIVL 2107 – Civil Engineering Computation 3Social Sciences (Note 2) 3

EECE 2201 - Circuit Analysis or MECH 3311 - Thermodynamics 3

MATH 3121 - Differential Equations 3MECH 2332 - Dynamics 3

CIVL 3322 – Mechanics of Materials 3

Juni

or-

Firs

t S

emes

ter

CIVL 3137 – Civil Engineering Materials 3CIVL 3325 – Mechanics of Materials Lab 1CIVL 3180 – Civil Engineering Hydraulics 3 ()

CIVL 3121 - Structural Analysis I 3Humanities/Fine Arts (Note 3) 3

CIVL 3103 - Approximation and Uncertainty 1 2

Ju-

nior

-S

ec- CIVL 3131 - Structural Steel Design or

CIVL 4135 - Reinforced Concrete Design 3 ()

CIVL 3161 - Transportation Engineering 3


Year;Semes-ter or

Quarter

Category (Credit Hours)

Course(Department, Number, Title)

Math & Basic Sciences

Engineer-ing Topics-Check if Contains

Significant Design (ü)

General Educa-

tion

Other

ond

Sem

es- CIVL 3140 – Environmental Engineering 4 ()

ENGL 3603 - Engineering Communications 3CIVL 4151 - Soil Mechanics 4

CIVL 3182 - Hydrology and Hydraulics Lab 1

Sen

ior-

Firs

t S

emes

ter CIVL 3181 - Hydrology and Hydraulics 3 ()

Social Sciences (Note 2) 3CIVL 4195 - Professional Practice 3CIVL Elective (Group 2 – Note 4) 3 ()

Humanities/Fine Arts (Note 3) 3

Sen

ior-

Sec

ond

Sem

es-

ter

CIVL 4111 - Engineering Economics 3CIVL 4199 – Civil Engineering Design 3 ()CIVL Elective (Group 1 or 2 - Note 4) 3

CIVL Elective (Group 2 – Note 4) 3 ()TOTALS-ABET BASIC-LEVEL REQUIREMENTSOVERALL TOTAL FOR DEGREE 35 72 21PERCENT OF TOTAL 27.3% 56.3% 16.4%

Totals must

satisfy one set

Minimum semester credit hours 32 hrs 48 hrs Minimum percentage 25% 37.5 %

CURRICULUM NOTES1. Physical Science: Choose one of the following: BIOL 1110/1111, ESCI 1040, or ESCI 1103

2. Gen. Ed. – Social/Behavioral Sciences (6 hours) Choose any two of the following:

ANTH 1100, ANTH 1200, CSED 2101, ECON 2110, ECON 2120, ESCI 1301, ESCI 1401, POLS 1100, POLS 1301, POLS 1501, PSYC 1200, PSYC 3510, SOCI 1111, SOCI 2100, UNIV 2304

3. Gen. Ed. – Humanities (6 hours) Choose any two of the following:

ART 1030, CLAS 2481, COMM 1851, DANC 1151, HIST 1110, HIST 1120, JDST 2580, MUS 1030, MUS 1040, PHIL 1101, PHIL 1102, POLS 1101, POLS 1102, THEA 1030, UNIV 3580, UNIV 3581


4. Civil Engineering Electives: Group 1: Civil Engineering Electives: Group 2:

CIVL 4122 Structural Analysis II CIVL 3131 Design of Steel Structures (unless taken as a required course)

CIVL 4171 Construction Engineering I CIVL 4131 Intermediate Steel Design

CIVL 4172 Construction Engineering II

CIVL 4135 Reinforced Concrete Design (unless taken as a required course)

TECHNICAL ELECTIVE CIVL 4136 Intermediate Reinf. Concrete Design (Approved upper-division engineering course) CIVL 4140 Environmental Engineering Design

CIVL 4143 Physical/Chemical Treatment Systems CIVL 4144 Biological Wastewater Treatment Systems CIVL 4149 Pump Station Design CIVL 4152 Applied Soil Mechanics CIVL 4162 Traffic EngineeringCIVL 4163 Airport Planning and Design CIVL 4164 Route Location and DesignCIVL 4180 Advanced Hydrology and HydraulicsCIVL 4190 Water Resources Planning and DesignCIVL 4191 Civil Engineering ProjectsCIVL 4900 Special Topics in Civil Engineering


Table 5-2. Course and Section Size Summary

Course No. Title

Responsi-ble

Faculty Member

Number of

SectionsOffered

Average Section

Enrollment

Course Type

Lecture

(%)

Lab

(%)

Other

(%)

CIVL 1101 Civil Engineering Measurements Camp 2 25 40 60CIVL 1112 Civil Engineering Analysis Camp 1 35 40 60CIVL 2101 Civil Engineering Visualization Palazolo 1 20 40 60CIVL 2107 Civil Engineering Computation Palazolo 1 22 40 60CIVL 2131 Statics Palazolo 3 10 100

CIVL 3103Approximation and Uncertainty in

EngineeringIvey 1 16 100

CIVL 3121 Structural Analysis I Camp 2 16 100CIVL 3131 Design of Steel Structures Segui 1 15 100CIVL 3137 Civil Engineering Materials Meier 1 15 60 40CIVL 3140 Environmental Systems Engineering Moore 2 7 75 25CIVL 3161 Transportation Systems Engineering Ivey 1 15 100CIVL 3180 Civil Engineering Hydraulics Waldron 2 12 100CIVL 3181 Hydrology and Hydraulics Anderson 2 8 100

CIVL 3182 Hydrology and Hydraulics LaboratoryJanna (ME)

1 4 100

CIVL 3322 Mechanics of Materials Segui 2 20 100CIVL 3325 Mechanics of Materials Laboratory Palazolo 1 15 100CIVL 4111 Engineering Economics Meier 2 25 100CIVL 4122 Structural Analysis II Segui 1 4 100CIVL 4131 Intermediate Steel Design Segui 1 4 100CIVL 4135 Reinforced Concrete Design Pezeshk 1 8 100

CRITERION 5. PROGRAM CURRICULUM · 129

Course No. Title

Responsi-ble

Faculty Member

Number of

SectionsOffered

Average Section

Enrollment

Course Type

Lecture

(%)

Lab

(%)

Other

(%)

CIVL 4136 Intermediate Reinforced Concrete Design Pezeshk 1 6 100CIVL 4140 Environmental Engineering Design Moore 100CIVL 4143 Physical/Chemical Treatment Moore 100CIVL 4144 Biological Wastewater Treatment Moore 100CIVL 4149 Pump Station Design Palazolo 100CIVL 4151 Soil Mechanics Arellano 1 15 75 25CIVL 4152 Applied Soil Mechanics Arellano 1 4 100 0CIVL 4162 Traffic Engineering Ivey 1 100CIVL 4163 Airport Planning and Design Lipinski 1 4 100CIVL 4164 Route Location and Design Lipinski 40 60CIVL 4171 Construction Engineering I Polk 1 10 100CIVL 4172 Construction Engineering II Polk 100CIVL 4180 Advanced Hydrology and Hydraulics Anderson 1 6 100CIVL 4190 Water Resources Planning and Design Anderson 1 5 100CIVL 4904 Professional Practice in Civil Engineering Moore 1 17 100CIVL 4199 Civil Engineering Design Moore 2 8 70 30

CRITERION 5. PROGRAM CURRICULUM · 130

CRITERION 6. FACULTY

Leadership Responsibilities

Dr. Lipinski, the previous Chair of the Department of Civil Engineering, stepped down at the end of the Spring 2007 semester to become the Director of the Center for Intermodal Freight Transportation Studies and the Center for Advanced Intermodal Technologies. Dr. Pezeshk became the Interim Chair starting Summer 2007 and later in Spring 2008 he became the permanent Chair.

The Chair is the academic and administrative leader of the department and he also over-sees the strategic research direction of the department. The chair works with a broad range of constituencies, including faculty and staff, students, prospective students, em-ployers, industrial representatives, alumni, potential donors, the dean and his staff, Chairs of other departments within the University, other campus service units, and exter-nal research sponsors. The Chair, in consultation with the faculty and dean, makes deci-sions regarding priorities for departmental facilities, discretionary spending, course scheduling, and future directions of the department. The Chair makes recommendations for hiring, as well as tenure and promotion of faculty members within the department. A significant aspect of the Chair’s responsibilities includes faculty recruitment, faculty and staff development, strategic hires to expand the department’s research productivity, and overall fiscal management of the department’s budgets.

Authority and Responsibility of Faculty

The Civil Engineering Undergraduate Curriculum Committee is responsible for approving all modifications to the program, including CIVL course descriptions and prerequisites/co-requisites. The committee also approves new CIVL undergraduate courses. Any fac-ulty member can propose a program modification for consideration by the committee. The chair of the committee, currently Dr. William Segui, forwards committee recommen-dations to the Department Chair, who then presents the recommendations to the civil en-gineering faculty. If the faculty approves the recommendations, they are sent to the Col-lege Undergraduate Curriculum Committee, which is chaired by the Associate Dean for Undergraduate Studies. The recommendations are acted on, and approved modifica-tions to the program are sent to the University Undergraduate Council, which oversees all changes to undergraduate academic programs at the University, including the ap-proval of new courses.

CRITERION 6. FACULTY · 131

Faculty

The University of Memphis Department of Civil Engineering has 12 full-time Civil Engi-neering faculty members. These individuals have specializations in five major discipline areas within Civil Engineering: environmental, geotechnical, structures, transportation, and water resources. The department also has one full-time instructor who is responsi-ble for communications within the College and the Department. In addition, Civil Engi-neering Research Professors from the Ground Water Institute and the Center for Earth-quake Research and Information teach in the department on a part-time basis. Adjunct faculty members also teach selected courses. These individuals are practicing profes-sionals in the community.

Eight of the twelve tenured/tenure track faculty are licensed as Professional Engineers. Some have additional certifications in their individual areas such as environmental and traffic engineering.

All undergraduate Civil Engineering courses are taught by department faculty or by pro-fessional adjuncts. Adjuncts are utilized to teach the elective courses in the construction area. They are also used to fill-in for faculty on leave and to teach courses where they have specialized expertise. For example, a practicing professional engineer with over 30 years experience as an experienced bridge designer has periodically taught the Design of Reinforced Concrete course. The majority of adjuncts possess the doctorate degree as a terminal degree. Adjuncts without the doctorate degree have at least one advanced degree and extensive experience.

Faculty Competencies

There are at least two faculty members in each of the five major discipline areas. The following is a listing of the faculty by area:

Environmental: Dr. Larry Moore

Dr. Paul Palazolo Geotechnical:

Dr. Roger MeierDr. David Arellano

Structures: Dr. Charles Camp

Dr. Shahram Pezeshk Dr. William Segui

Transportation:


Dr. Stephanie Ivey Dr. Martin Lipinski

Dr. Mihalis Golias Water Resources:

Dr. Jerry Anderson Dr. Brian Waldron

Communications: Dr. Anna Phillips-Lambert

Education

Every faculty has a terminal degree in the field of their specialty from a diverse pool of outstanding universities. Table 6-2 lists the doctoral degree granting institution for each of the current faculty members in the department.

Diversity

The Department of Civil Engineering faculty members are diverse in terms of nationality, gender, academic preparation, and age. This diversity has been an asset of the depart-ment and helps bring different perspectives to various issues.

Experience

The entire faculty possess significant engineering experience acquired by years of teaching, attending workshops, conducting research, and employment in industry.

Ability to Communicate

Based on the number of teaching and research awards our faculty have received, it is evident that our faculty communicates well. The quality of classroom instruction is excel-lent and is above that of the college and the University. This is more evidence of the quality of our faculty and how well they are able to communicate

The department has always very carefully screened applicants for faculty positions to make sure that whoever is hired is an effective communicator and has a genuine interest in teaching. All faculty candidates that interview on campus are required to make two presentations, one on their research and one typical classroom lecture to students as part of the interview process. Faculty and students are asked to rate the teaching and communication capability of each candidate.

Developing an Effective Program

The faculty is committed and involved in continuous improvement of the program.


Scholarship

Partnering with research centers, interdisciplinary programs, and faculty across campus, the Department of Civil Engineering faculty members are actively engaged in research. For the calendar year 2007, research awards for the department totaled approximately $2.8 million which is about 52 percent of the Herff College of Engineering research awards received during the same period. It is obvious that the departmental faculty de-vote considerable effort to scholarly activity and research.

Participation in Professional Societies

Civil engineering faculty members are actively engaged in a number of professional soci-eties in their fields of research and specialization. Table 6-2 provides lists of profes-sional societies that each faculty member is active in and their level of involvement (high, medium, and low). In many cases the level of activity is high and several of our faculty members serve in leadership positions. For example, Dr. Palazolo has served as the Chair of the ASEE Civil Engineering Division. Dr. Pezeshk is the Chair of the Technical Activity Committee (TAC) of ASCE. Dr. Meier has served as the president and is a member of the Board of Directors of the local ASCE chapter. Dr. Segui is a member of the Board of Directors of the West Tennessee Structural Association.

Registration /Licensure as Professional Engineers

Eight of the twelve tenured/tenure track faculty are licensed as Professional Engineers and three have passed the EIT or FE exam. Dr. Ivey was not eligible for a civil or envi -ronmental engineering PE license at the time of her appointment due to her lack of pro-fessional experience, but she will be soon eligible and will take the PE exam. Some fac-ulty members have additional certifications in their individual areas such as environmen-tal and traffic engineering.

All of our adjunct professors have significant industrial experience in their teaching area and have PE licenses.

Instructional Workloads

The teaching load for a full-time tenured faculty is approximately five courses per aca-demic year. The teaching load for a full-time tenured research active faculty member is approximately three to four courses per academic year. The teaching load for first year assistant professors is two courses per academic year. At present, the teaching loads in the department vary from two to six courses per academic year. The teaching load as-signments are based on responsibilities in research, service, and administration. The


Department Chair makes the decision on teaching loads for each faculty member. The decision is based on recommendation from the Associated Chair who consults with each faculty member before making recommendations to the Department Chair. The Depart-ment Chair assembles the recommendations of the Associate Chair and makes the final teaching assignments for the academic year.

The Department of Civil Engineering offers both required and elective courses. All the required courses in four specialty area of Environmental, Geotechnical, Hydraulics, and Mechanics of Materials require a laboratory. All of our courses and laboratories are taught by faculty members. Some faculty use graduate assistants to help preparing lab-oratory experiments. However, teaching is done by the faculty members.

Faculty Size

The Department of Civil Engineering at The University of Memphis has 12 full-time Civil Engineering faculty members. These individuals have specializations in five major disci-pline areas within Civil Engineering: environmental, geotechnical, structures, transporta-tion, and water resources. In addition, Civil Engineering Research Professors from the Ground Water Institute and the Center for Earthquake Research and Information teach in the department on a part-time basis. Adjunct faculty members also teach selected courses. These individuals are practicing professionals in the community.

Advising and Counseling

The faculty is involved with all aspects of the program. Advising responsibilities are shared by each faculty member; they are assigned a group of students to advise each semester (Students are required to see an advisor each semester to be cleared for reg-istration). In addition to the formal advising process, faculty also mentor students by serving as advisors to students enrolled in project courses and for students participating in the College’s undergraduate research opportunities program. Faculty members also serve as a resource to students in their design courses, especially the capstone Civil En-gineering Design course. In Civil Engineering Design, student teams are assigned a de-sign project that includes several areas of Civil Engineering. Typically, team members seek out faculty in the various discipline areas for assistance in locating reference mate-rials and to obtain advice and review of design approaches for individual aspects of the project.

Other ways in which faculty interact with students include serving as advisors to student organizations such as ASCE, ITE, and EERI, informing students of opportunities for summer, part-time, and full-time employment, and identifying available scholarships.


Curriculum vitae for all faculty are provided in Appendix B.

Faculty Development

Faculty members also engage in professional development through attendance at pro-fessional meetings and by participating in activities to enhance instructional effective-ness. Contingent upon the budget, all faculty members are provided with departmental travel funds to attend at least one professional meeting per year. In the last few years, due to the high level of externally funded research, the department has had funds avail-able to use for travel to attend short courses, workshops, and technical meetings. Fac-ulty may attend additional meetings if they are presenting papers or if they can support their travel from research funds. Tenure-track faculty members are provided support to attend teaching improvement workshops such as the ASCE EXCEED program and the National Effective Teaching Institute. Faculty members are also encouraged to attend workshops and seminars on campus focusing on instructional improvement. Faculty members have also been very successful in obtaining industry support to attend summer faculty development workshops in areas such as deep foundation design, pavement de-sign, and asphalt and concrete technology.


Table 6-1. Faculty Workload Summary

Department of Civil Engineering, Herff College of Engineering, The University of Memphis

Faculty MemberFT orPT

Classes Taught (Course No./Credit Hrs.)Term and Year

Total Activity Distribution

Teaching Research/Scholarly Activity

Other

Jerry L. Anderson FT Fall08; CIVL 3181 (3), CIVL 4/6180 (3)Spring09; CIVL 3181 (3), CIVL 4/6180 (3)

60% 40%

David Arellano FT Fall08: CIVL4151 (3), CIVL7/8130 (3) Spring09: CIVL7/8134 (3), CIVL 4152 (3)

50% 50%

Charles V. Camp FT Fall08: CIVL 1101 (3), CIVL 3121 (3)Spring09: CIVL 3121 (3), CIVL 1112 (3) 70% 30%

Mihalis Golias FT Spring09: CIVL7901 (3) 20% 80%

Stephanie S. Ivey FTFall08: CIVL 3103 (3), CIVL 4/6162 (3)Spring09: CIVL 7/8012 (3), CIVL 3161 (3) 60% 40%

Anna Phillips Lambert FT Fall08: CIVL 1101 (3) with Dr. CampSpring09: CIVL 1112 (3) with Dr. Camp 100%

Martin Lipinski FT Fall08: CIVL 7/8165 (3) 20% 80%

Roger Meier FT Fall08: CIVL 7/8132 (3) CIVL 4111 (3)Spring09: CIVL 3137 (3), CIVL 4111 (3)

100%

Larry W. Moore FT Fall08: CIVL 3140 (4),CIVL 4199 (3)Spring09: CIVL 4199 (3), CIVL 4904 (3), CIVL 3140 (4)

80% 20%

Paul Palazolo FT Fall08: CIVL 7/8001 (3), CIVL 2101 (3)Spring09: CIVL2107 (3), CIVL 2131 (3), CIVL 3325 (1)

60% 20% 20%

Shahram Pezeshk FT Fall08: CIVL 4135 (3)Spring09: CIVL 7/8119 (3)

25% 40% 35% Admin

William Segui FT Fall 08:CIVL 3322 (3),CIVL 4131-6131 (3)Spring09: CIVL 3131 (3), CIVL 4/6122 (3), CIVL 7/8112 (3) 70% 30% Admin

Brian Waldron FT Fall08: CIVL 3181 (3)Spring09: CIVL 3180 (3), CIVL 7/8197 (3)

25% 75%

John Jernigan PT Fall08: CIVL 4/6903 (3)Spring09: CIVL 4/6136 (3)

100%

Robert L. Hunt PT Fall08: CIVL 7/895 (3) 100%


Faculty MemberFT orPT

Classes Taught (Course No./Credit Hrs.)Term and Year

Total Activity Distribution

Teaching Research/Scholarly Activity

Other

Abdolhamid Latifi Naieni

PT Fall08: CIVL2131 (3) 100%

Joseph Polk PT Fall08: CIVL4171 (3)Spring09: CIVL 4/6163(3)

100%


Table 6-2. Faculty Analysis

Years of ExperienceLevel of Activity (high, med, low,

none) in:

Name Rank

Type of Academic Appoint-

ment

FT or PT

Highest Degree and Field

Institution from which Highest Degree Earned

& Year

Gov

ernm

ent /

Indu

stria

l P

ract

ice

Tota

l Fac

ulty

Tota

l Thi

s In

stitu

tion

Pro

fess

iona

l Reg

istra

tion

/ Cer

tific

atio

n

Pro

fess

iona

l Soc

iety

Res

earc

h

Con

sulti

ng /

Sum

mer

W

ork

in In

dust

ry

Jerry Anderson Assc T FT Ph.D. -

Civil EngineeringVanderbilt University,

1972 5 37 37 TN H M M

David Arellano Asst TT FT Ph.D. -

Civil Engineering

University of Illinois at Urbana-Champaign,

200511 4 4 IL, WI H H L

Charles Camp Prof T FT Ph.D. -

Civil EngineeringOklahoma State University, 1987 21 21 FE L H L

Mihalis Golias Asst TT FT Ph.D. -

Civil EngineeringRutgers, The State

University of NJ, 2007 1 1 1 Greece L L N

Stephanie Ivey Asst TT FT Ph.D. -

Civil EngineeringThe University

of Memphis, 2003 6 5 FE H M M

Anna Lambert Inst NTT FT

Ph.D. - Educational Psychology

The University of Memphis, 2008 13 13 N/A M H M

Martin Lipinski Prof T FT Ph.D. -

Civil Engineering


197337 34 TN,

MS H H M

Roger Meier Assc T FT Ph.D. -

Civil EngineeringThe Georgia Institute of

Technology, 1995 12 14 14 FE H L N


Years of ExperienceLevel of Activity (high, med, low,

none) in:

Name Rank

Type of Academic Appoint-

ment

FT or PT

Highest Degree and Field

Institution from which Highest Degree Earned

& Year

Gov

ernm

ent /

Indu

stria

l P

ract

ice

Tota

l Fac

ulty

Tota

l Thi

s In

stitu

tion

Pro

fess

iona

l Reg

istra

tion

/ Cer

tific

atio

n

Pro

fess

iona

l Soc

iety

Res

earc

h

Con

sulti

ng /

Sum

mer

W

ork

in In

dust

ry

Larry Moore Prof T FT Ph.D. -

Civil EngineeringMississippi State University, 1983 10 26 26 TN,

MS H L M

Paul Palazolo Assc T FT Ph.D. -

Civil EngineeringThe Georgia Institute of

Technology, 1998 12 21 9 TN H M N

Shahram Pezeshk Prof T FT Ph.D. -

Civil Engineering


19891.5 20 20 TN H H N

William Sequi Assc T FT Ph.D. -

Civil EngineeringUniversity of South

Carolina, 1971 7 41 41 TN H N N

Brian Waldron Asst TT FT Ph.D. -

Civil EngineeringColorado State University, 1999 3 3 TN H H L

John Jernigan Adj NTT PT Ph.D. -

Civil EngineeringThe University of .

Memphis, 1998 48 4 2 15 States M L H

Joseph Polk Adj NTT PT M.S. - Engineering

ManagementChristian Brothers

University, 2004 40 2 2 TN L N H

Robert Hunt Adj NTT PT Ph.D. -

Civil EngineeringThe University

of Memphis, 10 4 4 TN L N H

Hamid Latifi Adj NTT PT Ph.D. - Civil Engineering

The University of Mississippi 6 6 N N N


CRITERION 7. FACILITIES

Space

The following is a summary of the availability of program facilities.

Offices (Administrative, Faculty, Clerical, Teaching Assistants)

The department has adequate space for offices, classrooms, and laboratories to support the civil engineering undergraduate program. The department has one-person offices for each faculty and staff member, including post-docs. All graduate teaching assistants and graduate research assistants have their own desk space in one of several locations in the Engineering Science or Engineering Administration Building.

Classrooms

Three classrooms (Engineering Science 114 and 116 and Engineering Administration 102) are dedicated to scheduled Civil Engineering classes. The lecture rooms are ade-quately furnished and equipped to hold classes for 35 students each. Each lecture room is equipped with permanent chalkboards, overhead projector, VCR/DVD player, com-puter, internet access, LCD projector, and an electronic white board in room 104 and room 106. Most instructors use PowerPoint presentations and/or access the Internet on a regular basis as part of classroom instruction. Civil Engineering courses are also taught in other classrooms within the engineering complex. With funding from the Tech-nology Access Fee (TAF), additional classrooms in the engineering complex have been equipped with permanent state-of-the-art computers, projection systems, and hubs lo-cated throughout the engineering science building to allow wireless communications. The department also has two portable LCD projectors available in the Civil Engineering office, and faculty can transport this equipment into classrooms and conference rooms not equipped with permanent computers and projection systems.

The three classrooms dedicated to Civil Engineering classes are adequate for instruc-tional purposes. The growing use of laptop computers in the classroom has rendered the old armchair desks obsolete. In 2006, the department replaced the armchair desks in Engineering Science 116 with work tables and chairs for the students. In 2009, the de-partment replaced the armchair desks in Engineering Science 114 with work tables and chairs for the students. With the additional funding provided by the TAF, other class-rooms in the engineering complex that are used for civil engineering classes are ade-quate for instruction.

Laboratories

The department has a geotechnical/materials laboratory with a separate aggregate pro-cessing room and a humid room for curing concrete specimens. This space is used pri-marily for undergraduate instruction. The Geotechnical Laboratory will be remodeled fol-lowing the completion of the HVAC renovation that is in progress. A fundraising cam-

APPENDIX A – COURSE SYLLABI · 141

paign in honor of Dr. Thomas S. Fry, a long-time faculty member and geotechnical engi-neer who passed away several years ago, has been successful in raising about $245,000 for the physical renovation of Engineering Science 111 (cabinets, countertops, etc.). Fundraising continues in order to establish a dedicated endowment for laboratory maintenance as well as to obtain state-of-the-art laboratory equipment for both instruc-tion and research.

The department has an environmental engineering laboratory dedicated to undergradu-ate instruction. That physical space was renovated in 2003 using College funds. The renovation included new cabinets and countertops and replacement of the existing floor tiles. At the same time, the University replaced all of the fume hoods. The laboratory equipment is up-to-date and in very good shape.

A third laboratory, with a structural floor system and an overhead bridge crane, currently serves as an undergraduate teaching laboratory for the Foundation Sequence and also houses several graduate research projects that need the structural floor system and/or bridge crane. The laboratory equipment is up-to-date and in good shape.

The equipment and physical space in the Hydrology and Hydraulics laboratory is in ex-cellent shape for undergraduate lab experiences. This laboratory is shared with the Me-chanical Engineering Department, and both departments are responsible for purchasing and maintaining equipment. The laboratory plans for both departments identify the needs in this laboratory, and a committee consisting of the two Department Chairs and the instructors from both departments who teach in the space determines improvement priorities.

The Mechanics of Materials laboratory is taught in a space shared with Mechanical Engi-neering and Engineering Technology. The equipment and space are adequate for in-structional purposes. As with the Hydraulics and Hydrology laboratory space, a joint committee consisting of representatives of affected departments determines improve-ment priorities.

Library

The University of Memphis Libraries are significant resources for both the University and the Mid-South region. The Ned R. McWherter Library is located west of Zach Curlin Drive and south of Norriswood Avenue, within a few yards of the Engineering Building. Constructed under earthquake-resistant building codes, the McWherter Library was de-signed to provide state-of-the-art access to information and to be fully accessible to the disabled. The McWherter Library features the Learning Commons, which is a gathering place to facilitate individual and collaborative student study and provides the following: research and technical assistance, 24/7 access to computers and reference materials lo-cated in the 1st floor Commons area, computers on floors 3 and 4 available during regu-lar Library hours, white boards in study rooms, open parking in the Engineering lot for Learning Commons patrons for the hours 10:00 pm–6:00 am, Web of Knowledge – an electronic multidisciplinary collection of databases, Web of Science – all three citation in-dexes (Science, Social Science, & Humanities), Current Contents Connect – all nine edi-


tions (from business to science to humanities), Essential Science Indicators, Proceed-ings from many International Conferences, Journal Citation Reports, and digital access to the entire Civil Engineering Journal series.

Resources and Support

Computing Resources

The initiation of Technology Access Fees (TAF) in 2000 has resulted in a substantial im-provement in campus and College computing facilities. Details of the University and Col-lege computing facilities are contained in Appendix D. In addition, the department has a Civil Engineering Computation Laboratory and a GIS Laboratory, both paid for with TAF funds. The latter was recently developed to integrate GIS into the undergraduate curricu-lum. It includes 10 desktop computers with state-of-the-art GIS software, a high-speed printer, and a large-format plotter.

The Department also has access, through the College, to a laptop cart that can be wheeled into any classroom in the complex. The cart is equipped with 32 laptop comput-ers with wireless access to the TigerLan network. Access to the cart is controlled by the College and is on a first-come, first-served basis.

Computing facilities for Civil Engineering faculty are excellent. All faculty have individual computers and printers that support their instructional and research computing needs. These computers are replaced periodically. Several faculty have been provided “high-end” computers to support their research under TAF funding.

Laboratory Resources

The department maintains an up-to-date laboratory plan that contains an inventory of equipment used in each undergraduate instructional laboratory, its condition, and addi-tional equipment needs. This annual evaluation also includes an assessment of mainte-nance needs, technician support needs, and space needs. Equipment needs are priori-tized, and purchases are made when funds are available.

Laboratory and Computing Support

Responsibility for maintaining and servicing the equipment in the Civil Engineering labo-ratories is shared by faculty teaching the laboratory courses, the College Engineering Technical Support staff, University physical plant staff, and outside service representa-tives. Each laboratory experience is planned, organized, and supervised by a faculty member who insures that the laboratory equipment is in working order and the supplies are adequate to conduct the assigned experiments. The instructor or student assistants assigned to the course perform any minor maintenance work that is needed. When re-pairs are needed or the maintenance is not routine, College technicians are contacted.


The College has a pool of four technicians, supplemented by several graduate assis-tants, under the direction of Dr. Ed Lin of the Mechanical Engineering Department. Tech-nicians and their areas of expertise are:

· Dr. Alfredo Ramirez – Manager, Engineering Computing

· Mr. Mark Farrar – Electronics

· Mr. Rick Voyles – Mechanical

· Mr. Robert Jordan – Mechanical.

The level of support is adequate. The two mechanical technicians do an excellent job servicing the entire College. The electronics support is competent for handling routine matters. The skills of the computer and electronic support staff are of the highest quality, but their workload is high.

University Physical Plant provides assistance in instances where university equipment repairs and/or services are needed. Examples include heating and air-conditioning, wa-ter supply and waste lines, and power distribution. Work orders are issued for the ser-vices, and either the department or the College is charged for the services. Outside ser-vice technicians are used to repair and calibrate specialized equipment. Examples in-clude calibration of scales used in materials courses, adjustment of surveying equip-ment, and repair of atomic absorption spectrophotometers and other environmental labo-ratory equipment.

Funds for maintenance and servicing of laboratory equipment are provided in the depart-ment’s annual budget. There is a line item for equipment maintenance, but it is part of the overall operating and maintenance budget. A significant portion of these monies is used to purchase consumable items such as concrete cylinder molds, cement, aggre-gate, and chemical reagents. The department has the flexibility to move funds from cate-gory to category depending on needs. If a costly repair is needed, funds may be shifted from other line items, e.g., travel or office supplies, to cover laboratory equipment. Col-lege funds have been used in emergency situations.

Another source of funds that has been used to supplement state funding is the depart-mental gift account. While this account is earmarked primarily for items to enhance the undergraduate and graduate programs, there is flexibility to address special needs.

Major Instructional and Laboratory Equipment

The major instructional and laboratory equipment is listed in Appendix C.


CRITERION 8. SUPPORT

Program Budget Process and Sources of Financial Support

The present method of financing the operations of the College and the Department of Civil Engineering utilizes several sources. State appropriations currently provide about 30% of the University of Memphis budget. Additional sources of revenue in the Univer-sity budget include tuition and fees, research contracts and grants, gifts, auxiliary enter-prises, etc. As with most public institutions of higher learning, the University of Memphis has moved from being a "state supported" institution to a "state assisted" institution.

For many years, the base budgets of the five departments in the College were allocated according to essentially their historical amounts. During the summer 2000, the College Administrative Committee (Department Chairs and Deans) developed a budget algo-rithm for the rational allocation of operating funds (operating is a generic term that also includes funding for travel, student workers, etc.) among the five departments in the Col-lege. This was especially challenging as, at that time, the college essentially hosted three different types of departments. The Biomedical Engineering Department offered only graduate degree programs, the Engineering Technology Department offered pri-marily baccalaureate programs with a small masters operation and the civil, electrical and computer, and Mechanical Engineering Departments offered programs spanning the baccalaureate through the doctorate. The algorithm that was adopted is based on sev-eral parameters, such as student head-count, student credit hours produced, and the number of graduates produced at the baccalaureate, the masters and the doctoral lev-els. These parameters were selected to represent both responsibilities, e.g. head-count, and productivity, e.g. credit hours, and degrees granted. For each department, a "weight," in the ratio of 1:2:4 for the baccalaureate, masters, and doctoral levels was ap-plied to each of the factors. The Department Chairs placed special importance on pro-grams producing graduates, and this factor was included in the ratio of 10:20:40. A "rolling" three-year average is used to compensate for any sudden shifts in any of the factors. In addition, changes in any one year for an individual department are limited to approximately ±5%. Subject to the constraints mentioned above, each department con-tributes some percentage of the total College numbers and that percentage becomes their share of the discretionary operating funds for the next year.

This mechanism has been in effect since the 2002 academic year. In addition to this method of allocating monies, it was recognized that every department has a certain "base load" for their faculty that includes items such as telephones, copying, etc. Initially to address this issue, there was an additional allocation of $500 per year per faculty member. Subsequently, following a Department Chair vote, the allocation was increased in 2003 to $1,000 per faculty member per year and that allocation has remained at that amount since then.


Table 8-1 shows some historical trends of the relative distribution of operating monies (% basis) among the five departments in the Herff College of Engineering. Please note that these amounts are the departmental allocations from the discretionary operating budget and are in addition to the $1,000 per faculty member allocation mentioned ear-lier.

Table 8-1. Historical Trends of the Relative Distribution of Operating Funds

Department 2005-06 2006-07 2007-08 2008-09Biomedical Engineering 22.4 18.3 21.3 22.9Civil Engineering 13.9 12.1 14.5 18.4Electrical & Computer Engineering 24.3 29.7 30.5 31.0Engineering Technology 16.7 16.8 15.6 13.5Mechanical Engineering 22.6 23.1 18.1 14.2

Sources of Financial Support

Funding for departmental activities includes the departmental base budget ("hard" dol-lars) and a variety of “soft dollar” sources, which include endowments and annual gifts from friends and alumni.

In addition, the campus administration, until recently, provided supplemental (academic enrichment) funding in response to proposals for such funds. Proposals from the engi-neering departments primarily focused on departmental seminar series. The College al-location from the enrichment central pool has varied between $3,000 and $22,000 and was distributed among the several departments requesting such funds depending on the merits of their specific requests. Campus support for these activities was eliminated in 2007 and most recently the College has provided an allocation of $3,000 to each depart-ment hosting a seminar series.

Adequacy of Budget

The civil engineering department has benefited from a significant increase in externally sponsored research contracts and grants. Research expenditure for 2004, 2005, 2006, 2007, and 2008 have been $671,756, $645,415, $767,616, $676,676, $2,057,214, re-spectively. The University has a favorable indirect cost recovery policy in which 10% of the indirect costs are provided back to the principal investigator and 8% of the indirect costs are provided back to the department in the subsequent fiscal year for discretionary use. In addition, 100% of faculty “buyout” during the academic year is provided back to the department. Given this substantial increase in discretionary "soft" money, the depart-ment has been able to greatly enhance the "base" funding to support more opportunities for faculty and student professional development, including undergraduate students. Moreover, the department has hired graduate teaching assistants during the summer to assist faculty members on the upgrade of several undergraduate laboratory experi-


ments. In short, the base budget allocated to the department has been adequate to meet operating needs; however, soft money increases primarily through external contracts and grants has generated substantial discretionary funds that have enabled significant enhancements that have benefited the undergraduate program.

Support of Faculty Professional Development

Faculty development opportunities are available to all faculty members in the College of Engineering and the University of Memphis. Specifically, the College of Engineering and campus administration provide support for tenured and tenure-track faculty in the follow-ing ways:

Each year prior to the beginning of the Fall semester, a two-day orientation is held for all new University faculty members. Presentations include topics such as tenure and pro-motion policies and procedures, student evaluations of instruction, faculty research initia-tion procedures, and information on a variety of resources available to faculty.

Faculty Research Grants are available to faculty on a competitive basis. Since the last EAC and TAC of ABET visits, a number of faculty members have taken advantage of these opportunities, and the College, in concert with the campus Research Office, has provided either partial or full salary summer support for new faculty. These grants are in addition to monies committed as a part of the startup package for new faculty. For engi-neering technology faculty, the amounts are typically about $10,000. The amounts are typically much more substantial for engineering faculty as they are, in addition to their in-structional and service activities, expected to develop an externally supported research program.

Faculty members have been supported to attend NSF-sponsored courses and summer institutes such as the Teaching Effectiveness workshops that precede the ASEE sum-mer meeting. In addition, the College and the campus have cost-shared expenses for faculty to travel to state and federal government agencies to explore funding opportuni-ties. The "Professional Development Assignment," which is identical to the traditional "sabbatical" in all respects, except name, continues to be available to our faculty (See the Professional Development Assignments section in the 2008-2009 Faculty Handbook, which is available on the Web at

http://klatu.engr.memphis.edu/survey/support/supportsurvey08.asp.

The University of Memphis has a liberal leave policy under which faculty members may pursue career development through study, research, and other comparable activities. Faculty members are encouraged to attend summer institutes, such as those sponsored by NSF, ASCE, and NASA. Several engineering faculty members have taken advantage of these opportunities. Leaves without pay for work at another academic institution, in-dustry, or federal laboratory are also available. Additionally, faculty are encouraged to participate in workshops and conferences geared towards educational improvement and excellence. Funding typically has been provided from combinations of departmental and college resources.


http://klatu.engr.memphis.edu/survey/support/supportsurvey08.asp

Support of Facilities and Equipment

Engineering Course Fee: In July 2002, the Tennessee Board of Regents approved a proposal for a fee on all courses instructed by the Herff College of Engineering faculty. The fee of $20 per engineering credit hour became effective with the Fall 2002 semester and produced approximately $200,000 each year for equipment and instrumentation for student laboratories. In addition to equipment and instrumentation, these funds are used to provide for smaller items and expendables. For example, those expenses associated with the projects in the major design experience and for special student competitions such as the ASCE Concrete Canoe and the IEEE Robotics contest. These funds are in addition to the Technology Access Fee of $112.50 per semester that is currently devoted to providing computing hardware, software and infrastructure.

Based on the estimated fund income and the prioritized requests from departments, allo-cations from the Engineering Course Fee funds are routinely made in the Fall and in the Spring semesters. The prioritized requests are to be aligned with the departmental labo-ratory plan. The highest priority for equipment allocations is assigned to requests that span two or more departments.

At their July 2007 meeting, the Regents approved an increase in the Engineering Course Fee of $5 per engineering credit hour, which raised it to a total of $25 per engineering credit hour effective Fall 2007.

(1) State Board Allocations: The Tennessee Board of Engineers and Architects has provided additional equipment funds of about $14,000-20,000 for the past five years based on proposals submitted by the six state-assisted engineering programs and certain metrics such as the number of EAC of ABET accredited programs, the number of students served, etc. These funds effectively supple-ment those provided by the Engineering Course Fee.

(2) Herff Trust Support: In addition to their generous support of undergraduate scholarships and graduate fellowships, the Herff Trustees have provided varying amounts of funding for equipment for the past five years in response to specific requests from the College.

Tables 8-2 and D-5 (Support Expenditures), display information on the amounts of sup-port provided by these various sources.


Table 8-2. College of Engineering Equipment Funding

Year Engineering Course Fee

Income

State Board

Allocation

Herff Trust

Totals

2009-10(estimate)

$250,000 $20,000 $0 $270,000

2008-09 $266,009 $18,934 $50,000 $334,9432007-08 $278,770 $19,089 $100,000 $397,8602006-07 $222,170 $16,780 $60,000 $298,9502005-06 $209,655 $14,968 $0 $224,633

The totals listed for any one-year in Table 8-2 and the College level Table D-5 may differ for the following reasons. These amounts include: carry-forward amounts which are di-vided into unobligated and obligated funds. However, the purchases have not yet been invoiced and expenditures are not attributed to a single department, for example, shop equipment or small items used for student projects.

Adequacy of Support Personnel and Institutional Services

Engineering Technical Support

Engineering Technical Support services are aggregated at the College level and cur-rently consist of four full-time staff supplemented by graduate assistants and undergrad-uate students. Currently their assignments are broadly categorized as Manager, Engi-neering Computer Services (1), Computer/Electronics Technician (1) and Senior Re-search Technicians (2). The latter two focus their efforts on Machine Shop activities such as fabricating and repairing undergraduate and research laboratory experiments and ap-paratus.

Recently, the College reallocated approximately 3,000 sq. ft. of space for the Machine Shop activities. In addition, the College has established a goal of purchasing at least one major item of equipment each year for the Machine Shop in order to provide students with access to state-of-the-art equipment for use in their projects.

The assessment instrument used for the Engineering Technical Support Improvement Process is available at http://www.engr.memphis.edu/survey/support/supportsurvey.asp. Copies of the Engineering Technical Support Improvement Process reports for 2007-08 and 2008-09 will be available for the visiting team.

Information Technology Support

Information Technical Support services are provided by a combination of campus level resources together with the Engineering Technical Support personnel described above. Financial support for enhancing student access to modern information technology was initiated in 1994 with the imposition of a Technology Access Fee (TAF) of $15 per se-


http://www.engr.memphis.edu/survey/support/supportsurvey.asp

mester. The fee has been increased several times in the intervening years and is cur-rently $112.50 per semester. The TAF fee provides over $4 million annually for enhanc-ing campus infrastructure and computing hardware and for the acquisition and mainte-nance of software packages used for instruction and research. The College of Engineer-ing hosts several "TAF Labs" that are used for primarily for instruction. TAF Labs are, by definition, laboratories that are supposed to be accessible to all students on campus; however, non-engineering students seldom use the laboratories hosted by the College. Information Technology provides approximately $30,000 annually to fund graduate as-sistants to monitor the TAF labs and to serve as user consultants. To provide additional coverage, the College supplements this allocation when needed. Table D-5 in Appendix D describes additional documentation of computing support. As noted in a footnote to the table, computer expenditures are not apportioned to the individual programs be-cause of the extensive sharing of these resources among the programs in the College.

Staff Support

Each department in the College of Engineering is assigned one full-time secretarial staff member. Student workers supplement these staff and handle telephone traffic and rou-tine tasks such as copying, picking up and delivering mail, etc. When an unusually heavy load occurs, such as preparing of a significant proposal, college-level staff or a staff member from another department are usually available to assist.


CRITERION 9. PROGRAM CRITERIA

Please refer to Criterion 4 for detailed discussion.


APPENDIX A – COURSE SYLLABI


CIVL 1101 – Civil Engineering MeasurementsFall 2008

Current Catalog DescriptionTheory of measurements, linear measurements, angles, topographic surveys, and mapping with applications in Civil Engineering: emphasis on individual and group problem solving, techniques of data collection and analysis, and project documentation.

PrerequisiteNone

Textbooks and/or Other Required MaterialStrategies for Creative Problem Solving by Fogler and LeBlanc, Prentice Hall, 2007 Course material and classroom presentations on course website: www.ce.memphis.edu/1101

This course isRequired

Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment

Tools1. Recognize and apply basic instrumentation and

measurements typical to those used in Civil Engi-neering practice

a, b Projects

2. Recognize the limitations, constraints, and applica-bility of various field and laboratory data collection methods

a, b Projects

3. Application of the spreadsheets to solution of engi-neering problems

a, b, c, e

Homework

4. Application of problem solving strategies to the analysis, design, and evaluation of engineering problems

b, c, e, k

Projects

5. Write and present technical reports supporting en-gineering decision making

d, g Projects

6. Demonstrate the ability to work in a group e, g, k Projects

Class ScheduleTR or WF class (55-min) meets twice a week and W, R, or F lab (180-min) once a week.

Topics Covered· Weeks 1 - 5: Field Measurements - linear measurements and elevation measurements· Weeks 6 - 10: Material Properties - properties of concrete · Weeks 11 - 15: Fluid Flow and Filtration - filter material properties and filter performance · Technical communications· Problem solving

CurriculumThis course contributes 3 credit hours to the required partial fulfillment of engineering topics cul-minating in a major design experience.

Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 3 3 1 3 2 2

3 – Strongly supported 2 – Supported 1 – Minimally supportedPrepared by:

Professor Charles Camp

APPENDIX C – LABORATORY EQUIPMENT · 154

CIVL 1112 – Civil Engineering AnalysisSpring 2009

Current Catalog DescriptionMicrocomputer applications for data analysis, presentation, documentation; emphasis on algo-rithm design and logic; fundamental numerical analysis; elementary programming.

PrerequisiteCIVL 1101

Textbooks and/or Other Required MaterialCourse material and classroom presentations on course website: www.ce.memphis.edu/1112



Tools1. Recognize and apply basic modeling principles to

the analysis, design, and evaluation of civil engi-neering problems

a, k Homework, ex-ams, and projects

2. Recognize limitations, constraints, and applicability of various modeling and analytical methods

a, e Homework and projects

3. Convert mathematical models into computer spreadsheets

a, e Homework, ex-ams, and projects

4. Design and operation a small-scale water treat-ment system

a, b, c, e, k

Project

5. Design, construction, and load test of a reinforced concrete beam

a, b, c, e, k

Project

6. Size and locate a detention pond a, c, e, k

Project

7. Write and present technical reports supporting en-gineering decision making

d, g Projects

8. Demonstrate the ability to work in a group e, g, k ProjectsClass Schedule

TR class (55-min) meets twice a week and T or R lab (180-min) once a week.

Topics Covered· Problem solving · Weeks 1 - 5: Water Treatment System - evaluation and analysis of treatment processes (sed-

imentation and/or filtration), filter material properties, fluid flow, and system performance. · Weeks 6 - 10: Reinforced Concrete Structures - properties of concrete and reinforced con-

crete beam design, construction, and testing. · Weeks 11 - 15: Site Development - distance, angle, and elevation measurements, area and

volume calculations, and analysis of design alternatives (including cost). · Technical communications



Prepared by:Professor Charles Camp


CIVL 2101 – Civil Engineering VisualizationFall 2008

Current Catalog DescriptionUtilization of engineering design graphics in the presentation of engineering information in the support of the design process


Textbooks and/or Other Required MaterialAutoCAD 2007 Instructor, Leach


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Student shall be able to develop a graphical

representation of data collected during a field survey.

a, d, e, g, k

In class and out of class labo-ratory assignments

2. Student shall be able to integrate a technical drawing into the engineering design process.

a, e, g, k

In class and out of class labo-ratory assignments, perfor-mance examination

3. Student shall be able to develop a set of in-structions for a technical process incorporat-ing technical visual elements.

a, c, e, g, k

In class and out of class labo-ratory assignments, project

4. Student shall be able to input GIS information into ArcMap to support an engineering design decision process.

a, h, k In class and out of class labo-ratory assignments, project

Class ScheduleMW-class (55-min) meets two times a week with a M lab session (175-min) meeting once a week.

Topics Covered· Data representation and fundamentals of AutoCAD · Standard 2D and 3D representation in technical communications· Graphical standards in technical communication · Information transfer with technical graphics support· Information input into GIS and ArcMap to develop engineering decision support tools


Program Outcomes (Scale: 1-3)

a b c d e f g h i j k l m3 1 1 2 2 1 3

3 – Strongly supported 2 – Supported 1 – Minimally supported

Prepared by:Professor Paul Palazolo


CIVL 2107 – Civil Engineering ComputationSpring 2008

Current Catalog DescriptionLogical analysis of problems; development and implementation of computer programs in support of civil engineering analysis and design.


Textbooks and/or Other Required MaterialGIS Tutorial, Goor and Kirkland, ESRI PressPower Programming with VBA/EXCEL, Chapra, Prentice Hall Introduction to MathCAD 13, Larsen, Prentice Hall


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Student shall be able to produce a correct

flow chart of the steps and methods needed to solve a computational engineering prob-lem.

a, e, g, k

In class and out of class labo-ratory assignments

2. Student shall be able to develop, deb, and annotate a macro within EXCEL to solve a computational engineering problem.

a, e, k In class and out of class labo-ratory assignments, perfor-mance examination

3. Student shall be able to develop, deb, and annotate a workbook using MathCAD to solve a computational engineering problem.

a, e, k In class and out of class labo-ratory assignments, perfor-mance examination

4. Student shall be able to utilize GIS informa-tion using ArcMap data to make and support an engineering design decision.

a, e, h, i, k

In class and out of class labo-ratory assignments, project

5. Student shall be able to select the appropriate computational tool based on the problem pre-sented and the limitation of the tools avail-able.

a, e, g, k

Class project

Class ScheduleMW-class (55-min) meets two times a week with an M lab session (175-min) meeting once a week.

Topics Covered· Electronic computation management: planning solutions · Macros in EXCEL and their use for engineering computation· MathCAD and its use for engineering computation · GIS and ArcMap as engineering decision support tools


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 3 2 2



CIVL 2131 – StaticsAPPENDIX C – LABORATORY EQUIPMENT · 157

Fall 2007Current Catalog Description

Analysis of two and three dimensional force systems; centroids, moments of inertia, and friction.

PrerequisiteMATH 2321, PHYS 2510 and PHYS 2003

Textbooks and/or Other Required Material\Engineering Mechanics - Statics, Prentice Hall, 2006


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Student shall be able to correctly determine the

reactions from common supports, incorporate these into a correct free body diagram of a sys-tem in static equilibrium, and solve for unknown forces and moments based on the expressions of static equilibrium.

a, e, k Homework, quizzes, exam

2. Student shall be able to correctly calculate the centroid and moment of inertia of a two dimen-sional shape using methods of calculus.

a, k Homework, quizzes, exam

3. Student shall be able to correctly calculate the centroid and moment of inertia of a two dimen-sional shape using methods of composite sec-tions.


4. Student shall be able to utilize friction concepts when appropriate in the solution of a system in static equilibrium.


Class ScheduleMWF-class (55-min) meets three times a week.

Topics Covered· Force representation in scalar and vector components· Vector and scalar operations on forces and moments· Reactions and free body diagrams· Trusses and simple machines· Calculation of centroid· Calculation of moment of inertia· Utilization of friction in static equilibrium


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 1 3


Professor Paul Palazolo


CIVL 3103 – Approximations and Uncertainty in EngineeringFall 2007

Current Catalog DescriptionApplication of fundamental numerical methods to obtain approximate solutions to engineering problems; application of fundamental probabilistic methods to quantify uncertainty in engineering data.


Textbooks and/or Other Required MaterialProbability Concepts in Engineering: Emphasis on Applications to Civil and Environmental Engi-neering, 2nd Edition, Alfredo Ang and Wilson Tang, Wiley Publishing, 2007.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes PO

s*Assessment Tools

1. Analyze and interpret descriptive statistics for engineering problems.

a, b, e, g, k

Daily quizzes, exams, techni-cal writing assignments

2. Analyze typical engineering problems/data and identify and apply the appropriate dis-crete and continuous models to develop a solution.

a, b, e, k

Daily quizzes, exams

3. Apply knowledge of probabilistic methods to quantify uncertainty in engineering data.

a, b, e, g, k

Daily quizzes, exams, techni-cal writing assignments

4. Apply fundamental numerical methods and develop approximate solutions to engineer-ing problems.

a, b, e, k

Daily quizzes, exams

Class ScheduleTTh-class (85-min) meets twice a week.

Topics Covered· Descriptive Statistics· Basic Laws and Axioms of Probability· Discrete Distributions· Continuous Distributions· Statistical Inference – Confidence Intervals and Hypothesis Testing· Regression – Simple Linear, Multiple, and Polynomial· Hypothesis Testing in Regression· Numerical Methods – Interpolation, Differentiation, and Integration

CurriculumThis course contributes 3.0 credit hours to the required partial fulfillment of engineering topics cul-minating in a major design experience.

Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 3 3 1 3 3


Professor Stephanie Ivey


CIVL 3121 – Structural Analysis ISpring 2009

Current Catalog DescriptionAnalysis of statically determinate structures; reactions, shear, and moment; truss analysis; deflec-tions; influence lines and moving loads.

PrerequisiteCIVL 2131; Corequisite: CIVL 3322

Textbooks and/or Other Required MaterialStructural Analysis by Russell C. Hibbeler, 7th Edition, Prentice-Hall, 2009.Course material and classroom presentations on course website: www.ce.memphis.edu/3121



Tools5. Compute the determinacy and stability of struc-

tures. a Homework

6. Analyze truss structures a, b, c, e, g, k

Exams

7. Determine the shear force and moment in beams and frames

a Exams and projects

8. Determine influence lines for beams a Exams 9. Compute deflections of beams using direct integra-

tion, conjugate beam and energy methods. a, b, c, e, g, k

Exams, and projects

10. Application of analysis concepts to truss and beam design.

b, c, d, e, g, k

Projects

Class ScheduleTR class (85-min) meets twice a week.

Topics Covered· Classification of structures and loads· Analysis of statically determinate structures· Analysis of statically determinate trusses· KNEX truss design project· Internal loadings: shear force and bending moment· Defections: elastic-beam theory, double integration, conjugate beam, and energy meth-

ods· Wood beam design project· Influence lines


Program Outcomes (Scale: 1-3)

a b c d e f g h i j k l m3 2 2 1 2 2 2


Prepared by:Professor Charles Camp


CIVL 3131 – Design of Steel StructuresSpring 2009

Current Catalog DescriptionDesign of Steel Structures. (3). Current design concepts for structural steel members and their connections. Three lecture hours per week

PrerequisiteCIVL 3121, 3322

Textbooks and/or Other Required MaterialSteel Design, 4th edition, by William T. Segui, Thomson, 2007Steel Construction Manual, 13th edition, American Institute of Steel Construction, 2005

This course isStudents are required to either take CIVL4135 or CIVL3131.

Course Learning Outcomes/ Expected Performance Criteria:

Course Learning Outcomes POs* Assessment Tools1. Compare load and resistance factor de-

sign with allowable strength design regard-ing the relationship between loads and strength.

a, i Exams

2. Design structural steel members and sim-ple connections using the AISC Specifica-tion and the Steel Construction Manual.

a, c, e, i, k

Exams

* Program Outcomes

Class ScheduleTR class (85-min) meets twice a week.

Topics Covered· Design philosophies · Loads on structures· Tension members· Compression members· Beams· Simple connections


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 3 2 1 2


Prepared by:Professor William T. Segui


CIVL 3137 – Civil Engineering MaterialsSpring 2009

Current Catalog DescriptionProperties of aggregates, mix design and use of Portland cement concrete, masonry products and construction, use of wood and timber products in construction, bituminous materials and mix-tures and other engineering materials.


Textbooks and/or Other Required MaterialDesign and Control of Concrete Mixtures (14th Edition), Portland Cement AssociationASTM Standards on Disc (CD-ROM), American Society of Testing and Materials

This course isrequired.

Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs Assessment Tools1. Determine relevant physical and mechanical

properties of aggregate, asphalt and concrete by performing laboratory tests in accordance with ASTM specifications.

a, b, k

Average of 70% or greater on relevant labo-ratory assignments and exam questions

2. Design a portland cement concrete mix to meet specified criteria using the ACI volumetric method.

a, k Average of 70% or greater on relevant exam questions

3. Design an asphalt concrete mix to meet speci-fied criteria using the Marshall mix design method.

a, k Average of 70% or greater on relevant exam questions

4. Debate whether concrete or asphalt pavements do more harm to the environment based on their relative carbon footprints.

h, j Average of 70% or greater on debate per-formance and report

Class ScheduleTwo 55-minute lecture periods and one 3-hour laboratory period per week..

Topics Covered· Properties of Aggregate· Properties of Asphalt Cement and Asphalt Concrete· Asphalt Concrete Mix Design· Properties of Portland Cement and Portland Cement Concrete· Portland Cement Concrete Mix Design

Laboratory Projects· Gradation of Coarse and Fine Aggregate· Specific Gravity and Absorption of Coarse and Fine Aggregate· Bulk Density and Void Content of Coarse and Fine Aggregate and Aggregate Blends· Viscosity of Asphalt Cement via Brookfield Rotational Viscometer· Asphalt Content and Theoretical Maximum Density of Compacted Asphalt Mixtures · Asphalt Mix Volumetrics and Marshall Mix Design· Slump, Unit Weight, Yield, and Air Content of Fresh Portland Cement Concrete· Compressive and Tensile Strength, Modulus of Rupture, Modulus of Elasticity of Con-

creteCurriculum

This course contributes 3 credit hours to the required partial fulfillment of engineering topics, con-sisting of engineering sciences and engineering design.



Prepared by:Professor Roger Meier


CIVL 3140 – Environmental Systems EngineeringFall 2007

Current Catalog DescriptionFundamentals of environmental engineering systems with emphasis on the integration of the con-cepts of chemistry, hydraulics, economics, English, and social sciences as they can be applied to benefit mankind.


Textbooks and/or Other Required MaterialPrinciples of Environmental Engineering and Science by Davis and Masten, 2004.

This course isRequired.

Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs Assessment Tools1. Review background data, define and assess

the environmental problem, and make appro-priate recommendations for problem solution

a, b, e, j Homework, lab reports, and exams

2. Design a water treatment process that satis-fies engineering standards

a, c, e, k Homework and projects

3. Design a wastewater treatment process that satisfies engineering standards

a, c, e, k Homework and projects

4. Prepare engineering reports that illustrate ef-fective writing skills

g Lab reports

Class ScheduleMWF-class (55-minute) meets three times a week. Three-hour lab on Friday afternoon.

Topics Covered· Water supply and treatment· Wastewater treatment· Sludge management· Storm water management· Solid waste management

CurriculumThis course contributes 4 credit hours to the required partial fulfillment of 1½ years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student’s field of study culminating in a major design experience.



Prepared by:Professor Larry Moore


CIVL 3161 – Transportation Systems EngineeringSpring 2008

Current Catalog DescriptionDevelopment and function of transportation systems; operational control and characteristics; sys-tem coordination, traffic flow and patterns.

PrerequisiteCIVL 2107, MECH 2332, MATH 2110. COREQUISITE: CIVL 3103.

Textbooks and/or Other Required MaterialPrinciples of Highway Engineering and Traffic Analysis, 3rd Edition, Mannering, F.L., Kilareski, W.P., and Washburn, S. S., Wiley Publishing, 2004.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Assess traffic flow and the impact

of driver and vehicle characteris-tics and associated contemporary issues. (Example: Impact of the older driver on highway design)

a, b, e, f, g, h, i, j, k

Daily quizzes, questioning, homework, group work, tests, surveys (intro, midterm, final), technical writing assignments

2. Design and evaluate basic geo-metric elements of a roadway.

a, b, c, e, k

Daily quizzes, questioning, homework, group work, tests, surveys (intro, midterm, final)

3. Identify appropriate applications of macroscopic flow equations, and apply equations to solve engineer-ing problems.

a, b, e, k


4. Classify basic freeway segments according to LOS criteria.

a, b, e, k


5. Evaluate intersections under pre-timed signal control and develop coordinated signal timing plans for simplified systems.

a, b, c, e, k


6. Describe the four-step transporta-tion planning process and develop forecasts based on ITE’s Trip Generation report.

a, e, h, j, k

Daily quizzes, questioning, homework, group work, tests, surveys (intro, midterm, final), technical writing assignments


Topics Covered· Driver and Vehicle Characteristics· Geometric Design, Earthwork· Traffic Stream Flow Characteristics – Macroscopic Flow Models · Capacity and LOS in Uninterrupted Flow· Intersection Operation· Signalization – Pre-timed Signal Control and Coordinated Signal Timing· Transportation Planning Models and Trip Generation


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 3 2 3 1 1 2 1 2 3


Prepared by:Professor Stephanie Ivey


CIVL 3180 – Fluid MechanicsSpring 2008

Current Catalog DescriptionBasic principles of incompressible fluid mechanics with emphasis on hydrostatics, conservation of energy and momentum with application on engineering analysis of pipe networks, pumps, and open channel systems.


Textbooks and/or Other Required MaterialFluid Mechanics: Fundamentals and Applications, Cengel, Y.A. and Cimbala, J.M., 2006. , Mc-Graw-Hill.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes PO

sExpected Performance Criteria

1. Know the physical properties and characterization of fluids (BT1 1)

e 80% or greater pass rate on exam and quiz

2. Comprehend hydrostatic pressure on a plane, pres-sure measurement using manometers, fluid density-temperature relationship, and capillary action (BT 2)

a,e 80% or greater pass rate on homework and exam

3. Comprehend hydrostatic pressure on a curved sur-face, conservation of mass, and buoyancy (BT 2)

a,e 80% or greater pass rate on homework, quiz, and exam

4. Comprehend conservation of energy, mechanical en-ergy, Bernoulli equation, and conservation of mo-mentum (BT 2)

a,e 80% or greater pass rate on homework, quiz, and exam

5. Comprehend dimensional analysis and Buckingham Pi theorem (BT 2)


6. 6. Know the characterization of flow in pipes (BT 1) a,e 80% or greater pass rate on exam and quiz

7. Comprehend flow as laminar or turbulent, minor losses (BT 2)


8. Know classification of fluids in open channel flow (BT 1)

e 80% or greater pass rate on quiz

*1 BT (Bloom’s Taxonomy Level(s))Class Schedule

MWF-class (55-minute) meeting three times a week.Topics Covered

· Properties of fluids · Pressure and fluid statics· Mass, Bernoulli and energy equations· Momentum analysis · Dimensional analysis· Flow in pipes· Open channel flow


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 3


Professor Brian Waldron


CIVL 3181 – Hydraulics and HydrologyFall 2007

Current Catalog DescriptionQuantification of precipitation and runoff, reservoir and channel routing, groundwater, and design of drainage systems and open channels


Textbooks and/or Other Required MaterialWater Resources Engineering, Wurbs, R.A. and James, W.P., 2002, Prentice Hall.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs Expected Performance Crite-

ria1. Obtain a basic understanding of hydrologic

processes and available measurement methodologies

e,h,k Introduction of actual measure-ment devices in the classroom, quiz

2. Provide an overview of prerequisite con-cepts (CIVL 3180)

a,k Homework, quiz

3. 3.Understand the transformation of three continuity equations for application in water resources including recognition of physical assumptions

a,e,k Participation in classroom in-formal discussion, homework, exams

4. Engage in the applicability of derived conti-nuity equations for analysis of (1) various surface water conveyance structures includ-ing pipelines, distribution networks, culverts, and open channels and (2) ground-water flow

a,c,e,h Homework, exams

5. Understand the methodologies for access-ing precipitation input, distribution and rout-ing.

a,b,e Homework, exam, participation in classroom exercise using GIS

6. Improve understanding of certain design pa-rameter equations

a,b,e,i,k Field homework assignment

7. Introduction to research in water resources field

e,f,g,h,i,j Presentations on contemporary issues, survey

Class ScheduleMWF-class (55-minute) meeting three times a week.

Topics Covered· Hydrologic cycle · Fluid mechanics· Hydraulics of pipelines and pipe networks· Open channel hydraulics · Hydrologic frequency analysis· Modeling watershed hydrology· Ground-water flow


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 2 2 3 1 1 2 1 1 2


Professor Brian Waldron


CIVL 3182 – Hydraulics and Hydrology LabSpring 2009

Current Catalog DescriptionPrinciples of fluid mechanics, open channel hydraulics, and collection of hydrologic data; fluid in-strumentation, measurement techniques, data collection methods, and organization of written re-ports of experimental investigations. Two laboratory hours per week


Textbooks and/or Other Required MaterialA Manual for the Mechanics of Fluids Laboratory, William S. Janna, 2008 (Provided to students as a PDF).


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs Expected Performance Criteria1. Identify safe operating practices and re-

quirements for laboratory experimentsb,g,k Competency quiz

2. Measure fluid properties b,g,k Evaluation of procedure & results sections of report

3. Measure hydrostatic forces on a submerged body

b,g,k Evaluation of procedure & results sections of report

4. Use flow meters to measure flow rate in a pipe

b,d,g,k Evaluation of procedure & results sections of report

5. Measure pressure loss due to friction for pipe flow


6. Measure drag/lift forces on objects in a flow, or measure flow rate over a weir


7. 7design and conduct an experiment, as well as analyze and interpret data

b,d,g,k Evaluation of group report

8. Function effectively as a member of a team b,d,g,k Evaluation of group reportClass Schedule

Once a week for 120 minutes.Topics Covered

· Cleanliness and Safety· Code of Student Conduct· Report Writing

Topics Covered· Density and surface tension· Viscosity· Center of pressure on a submerged plane surface· Impact of a jet of water· Critical Reynolds number in pipe flow· Fluid meters· Pipe flow· Air flow past a cylinder or past various objects· One or more open channel flow experiments




William Janna, May 2009CIVL 3322 – Mechanics of Materials



Mechanics of Materials. (3). (Same as MECH 3322). Analysis of components subjected to ten-sion, compression, bending moment, torque; combined loading; Mohr’s stress circle; deflection of beams; simple treatment of column buckling. Three lecture hours per week


Textbooks and/or Other Required MaterialMechanics of Materials , by Timothy A. Philpot, Wiley, 2008


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Apply the concepts of stress and strain. a Exams2. Solve analysis and design problems in-

volving torsion.a, c, e, k

Exams

3. Solve analysis and design problems in-volving flexure.

a, c, e, k

Exams

4. Solve analysis problems involving stress transformation.

a, c, e, k

Exams

5. Solve analysis problems involving beam deflections.

a, c, e, k

Exams

6. Solve analysis and design problems in-volving column behavior.

a, c, e, k

Exams


Topics Covered· Normal stress and strain · Stress-strain diagrams· Elasticity, plasticity, creep, and Poisson's ratio· Shearing stress and strain· Statically indeterminate problems· Thermal effects· Torsion· Beams· Analysis of stress and strain. Plane stress· Combined loadings· Beam deflections· Columns

CurriculumThis course contributes 1 credit hour to the required partial fulfillment of engineering topics culmi-nating in a major design experience.



Professor William Segui


CIVL 3325 – Mechanics of Materials LabSpring 2008

Current Catalog DescriptionMaterials testing and evaluation.

PrerequisiteCIVL 3322 or corequisite

Textbooks and/or Other Required MaterialNo text requiredIntroduction to MathCAD 13, Larsen, Prentice Hall is recommended


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Develop numerical models to describe the

behavior of materials under static loading conditions.

a, e, k Laboratory assignments

2. Develop experimental procedures to com-pare theoretical and experimental results describing the behavior or materials under static loading conditions.

a, b, e. k

Laboratory assignments

3. Present theoretical and experimental re-sults in a professional report format and in a professional presentation.

g, k Laboratory assignments

Class ScheduleThursday lab session (175-min) meeting once a week

Topics Covered· Theoretical behavior of materials under static conditions and numerical computation of the

behavior · Laboratory techniques for measuring behavior· Data analysis and experimental design· Report and visual presentation development

CurriculumThis course contributes 1 credit hour to the required partial fulfillment of engineering topics culmi-nating in a major design experience.





CIVL 4111 – Engineering EconomicsSpring 2009

Current Catalog DescriptionApplication of economics and decision theory to engineering alternatives in planning, developing, constructing, and managing engineering projects.

PrerequisiteNone

Textbooks and/or Other Required MaterialEngineering Economy and the Decision-Making Process, Hartma, Prentice-Hall, 2007. NCEES FE Supplied-Reference Handbook, 2008


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Evaluate the economic feasibility of a

project using standard tools of economic analysis such as payback period, equiva-lent worth, project balance, and rate of re-turn.

a, k Average of 70% or greater on relevant examination questions

2. Determine the most economically efficient of multiple projects using standard tools of economic analysis such as rate of return, benefit/cost ratio, present worth.


3. Perform break-even analyses for projects with a single cost or revenue variable.


4. Perform calculations dealing with loans such as monthly payment amount, loan balance, true cost.



Topics Covered· Time Value of Money· Nominal and Effective Interest Rates· Economic Equivalence· Stocks, Bonds, and Loans· Minimum Attractive Rate of Return· Evaluating Projects Using Equivalent Worth Methods· Evaluating Projects Using Rate of Return Methods· Evaluating Projects Using Benefit-Cost Analysis· Evaluating Projects Using Payback Methods and Project Balance· Comparing Alternatives Using Equivalent Worth Methods· Comparing Alternatives Using Incremental Analysis

CurriculumThis course contributes 3 credit hours to the required partial fulfillment of engineering topics, con-sisting of engineering sciences and engineering design.



Prepared by:Professor Roger Meier

CIVL 4122 – Structural Analysis IIAPPENDIX C – LABORATORY EQUIPMENT · 170

Spring 2007Current Catalog Description

CIVL 4122-6122. Structural Analysis II. (3). Analytical and numerical solutions for statically inde-terminate structures. Three lecture hours per week.

PrerequisiteCIVL 2131 and CIVL3322

Textbooks and/or Other Required MaterialStructural Analysis, 6th edition, by Russell C. Hibbeler, Pearson/Prentice-Hall, 2006

This course isElective

Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Analyze statically indeterminate structures

by classical methods.a, e, k Exams and homework

2. Perform elementary moment distribution. a, e, k Exams and homework3. Understand the concepts of matrix struc-

tural analysis.a Exams and homework

4. Perform approximate structural analysis of statically indeterminate structures.

a, e, k Exams and homework


Topics Covered· Review of deflections · The force method· Influence lines for statically indeterminate structures· Slope deflection· Moment distribution· Introduction to matrix methods· Computer applications· Approximate methods




Prepared by:Professor William Segui


CIVL 4131 – Intermediate Steel DesignFall 2006

Current Catalog DescriptionCIVL 4131-6131. Intermediate Steel Design. (3). Design of plate girders and composite beams; moment connections; current code provisions. Three lecture hours per week.


Textbooks and/or Other Required MaterialSteel Design, 4th edition, by William T. Segui, Thomson, 2007Steel Construction Manual, 13th edition, American Institute of Steel Construction, 2005


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Use the AISC Specification and Steel

Construction Manual to design beam-col-umns

a, c, e, i, k

Exams

2. Use the AISC Specification and Steel Construction Manual to design eccentric connections.

a, c, e, i, k

Exams

3. Use the AISC Specification and Steel Construction Manual to design composite beams.

a, c, e, i, k

Exams

4. Use the AISC Specification and Steel Construction Manual to design plate gird-ers.

a, c, e, i, k

Exams

Class ScheduleTR-class (85-min) meets twice a week.

Topics Covered· Beam-columns · Eccentric connections· Composite beams· Plate girders


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l M3 3 2 1 2


Prepared by:Professor William Segui


CIVL 4135 –Reinforced Concrete DesignFall 2008Current Catalog Description

Strength analysis and design of reinforced concrete members; floor systems; current code provi-sions


Textbooks and/or Other Required MaterialDesign of Concrete Structures" by Nilson, Sarwin, and Dolan, 13th Ed., McGraw-Hill.American Concrete Institute (ACI318-08) building Code Requirements and Commentary.

This course isStudents are required to either take CIVL4135 or CIVL3131.

Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Illustrate / develop design methodologies

and introduce and employ the concept of codes and specs for design of reinforced concrete members and elementary struc-tures.

a, c, e, i, k

Homework, project, and exams

2. Understand design concepts and modes of failure and learn the relationship be-tween theoretical concepts and design procedures; apply and enhance knowl-edge of strength of materials and struc-tural analysis.

a, c, e, i, k


3. Gain professional knowledge required to design safe, serviceable and economical reinforced concrete members.

a, c, e, i, k


4. Learn how to use the latest technology in solving structural analysis and design problems.

a, c, e, i, k

Homework, project

5. Learn how to make design decisions con-sidering realistic constraints such as safety, economy and serviceability.

a, c, e, i, k


6. Learn how to plan/organize own work and their problem solving skills; develop deci-sion-making skills and provide an environ-ment for independent thinking while en-couraging teamwork.

c, e, g, i, k



Topics Covered· Materials· Axial Compression· Flexural Analysis and Design of Beams · Design for Compression Reinforcement · Design and Analysis of T-Beams · Shear and Diagonal Tension in Beams · Bond, Anchorage, Development Length, Bar Cuttoff · Serviceability – Deflection· Introduction to Analysis and Design of Columns





Prepared by:Professor Shahram Pezeshk


CIVL 4136 –Intermediate Reinforced Concrete DesignSpring 2008

Current Catalog DescriptionDesign of two0way slab systems; column design including length effects; integrated building de-sign using current code provisions

PrerequisiteCIVL 4135, Co-requisite 4122

Textbooks and/or Other Required MaterialDesign of Concrete Structures" by Nilson, Sarwin, and Dolan, 13th Ed., McGraw-Hill.American Concrete Institute (ACI318-08) building Code Requirements and Commentary.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Illustrate / develop design methodologies

and introduce and employ the concept of codes and specs for design of reinforced concrete columns and slabs

a, c, e, i, k


2. Understand design concepts and modes of failure and learn the relationship be-tween theoretical concepts and design procedures; apply and enhance knowl-edge of strength of materials and struc-tural analysis.

a, c, e, i, k


3. Gain professional knowledge required to design safe, serviceable and economical reinforced concrete columns and slabs

a, c, e, i, k


4. Learn to employ knowledge of analysis concepts (such as shear and moment dia-grams) and methodologies (moment dis-tribution).

a, c, e, i, k

Homework, project, exams

5. Learn how to plan/organize own work and their problem solving skills.

c, e, g, i, k

Homework, project


Topics Covered· Members in Compression and Bending· Length Effects on Column· Edge Supported Slabs· Two-Way Column Supported Slabs· Deflection and Crack Control in Two-Way-Action Slabs· Yield Line Theory




Professor Shahram Pezeshk


CIVL 4140 – Environmental Engineering DesignFall 2007

Current Catalog DescriptionDetailed design of one component of an environmental engineering system with appropriate con-sideration of the interactions with other components; design standards, procedures, and legal constraints.


Textbooks and/or Other Required MaterialNot required

This Course isElective

Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Review background data, define and as-

sess the environmental problem, and make appropriate recommendations for problem solution

a, b, e, j

Homework and engineer-ing reports

2. Design a biological wastewater treatment plant, water treatment plant, or landfill that satisfies engineering standards and design constraints

a, c, e, k

Final design report

3. Prepare design components as part of a team effort

a, c, d, g, k

Final design report


Topics Covered· Description of design project and team selection· Work plans· General considerations in water treatment plant design· Types of water treatment plants· Overall design considerations for wastewater treatment plants· Integrated facility design· Site selection and plant layout· Pump selection and plant hydraulics· P&ID diagrams and instrumentation and controls· Health and safety considerations· Landfill design· General design procedures (cost estimating, writing specifications, environmental im-pacts)






CIVL 4143 – Physical/Chemical TreatmentFall 2007

Current Catalog DescriptionBasic physical-chemical treatment concepts including sedimentation, filtration, adsorption, neu-tralization, coagulation, air stripping, dissolved air flotation, disinfection, and ion exchange; appli-cation of basic concepts to design of water and wastewater treatment system components.


Textbooks and/or Other Required MaterialUnit Operations and Processes in Environmental Engineering, Reynolds and Richards, 1996


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools4. The student will be able to review background

data, define and assess the water problem, and make appropriate recommendations for problem solution

a, e, Final exam

5. The student will be able to design a physical treatment process that satisfies engineering standards

a, c, e Final exam

6. The student will be able to design a chemical treatment process that satisfies engineering standards

a, c, e Final exam

7. The student will be able to develop preliminary engineering solutions in an interactive, small group

e Oral reports; in-structor determines results as accept-able or unaccept-able


Topics Covered· Screening, grit removal and equalization· Sedimentation· Filtration· Adsorption· Membrane processes· Dissolved air flotation· Neutralization· Coagulation and heavy metals removal· Disinfection· Ion exchange




Professor Larry MooreAPPENDIX C – LABORATORY EQUIPMENT · 178

CIVL 4144 – Biological Wastewater TreatmentFall 2007

Current Catalog DescriptionBasic biological treatment concepts including biological kinetics, activated sludge, fixed-film sys-tems, nitrogen removal, lagoon systems, and sludge digestion; application of basic concepts to design of biological wastewater treatment system components.


Textbooks and/or Other Required MaterialWastewater Engineering, Treatment and Reuse by Metcalf and Eddy, 2003


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. The student will be able to review back-

ground data, define and assess the wastewater problem, and make appropri-ate recommendations for problem solution

a, b, e, j

Homework and exams

2. The student will be able to design biologi-cal wastewater treatment processes that satisfy engineering standards and design constraints

a, c, e, k

Homework and projects

3. The student will be able to develop prelim-inary engineering solutions in an interac-tive, small group

b, e, g, h

Oral reports


Topics Covered· Wastewater microbiology· Microbial growth kinetics· Modeling suspended growth treatment processes· Activated sludge processes· Nitrification-denitrification· Theory/design of aeration systems· Fixed-film processes· Stabilization ponds/aerated lagoons· Anaerobic digestion of sludge· Aerobic digestion of sludge· ABC Textile Mill Design Project






CIVL 4151 – Soil MechanicsFall 2007

Current Catalog DescriptionProperties of soil and rock, including identification and classification, hydraulic properties, consoli-dation characteristics, and stress deformation-strength relationships.


Textbooks and/or Other Required MaterialSoil Mechanics and Foundations by Muni Budhu, 2nd Edition, John Wiley & Sons, 2007.Soil Mechanics Lab Manual by Michael Kalinski, John Wiley & Sons, 2006.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Classify soils using the Unified Soil

Classification system and the AASHTO classification systems.

b Homework, laboratory work & assignments, exams.

2. Evaluate if adequate compaction has been achieved in the field.

b, e, k Homework, laboratory work & assignments, exams.

3. Determine one-dimensional flow of water through soils.

a, b, e Homework, laboratory work & assignments, exams.

4. Determine one-dimensional consoli-dation settlement of fine-grained soils.

a, b, e, k

Homework, laboratory work & assignments, exams.

5. Determine the shear strength of soils from laboratory tests.

a, b, e, k

Homework, laboratory work & assignments, exams.

Class ScheduleMW-class (85-minute) meets twice a week. T-lab (180 -minute) meets one time a week.

Topics Covered· Geological characteristics of soils and soils investigation.· Physical soil parameters.· One-dimensional flow of water through soils.· One-dimensional consolidation settlement of fine-grained soils.· Shear strength of soils.




Prepared by:Professor David Arellano


CIVL 4152 – Applied Soil MechanicsSpring 2009

Current Catalog DescriptionSubsurface exploration, foundation types, foundation construction, selection of foundation type and basis of design, earth retaining structures, and slope stability.


Textbooks and/or Other Required MaterialSoil Mechanics and Foundations by Muni Budhu, 2nd Edition, John Wiley & Sons, 2007.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Understand the common lateral earth

pressure theories and how to utilize them in design of retaining walls and braced cuts;

a, e, k Homework, exams

2. Analyze and design shallow foundations against bearing capacity failure and ex-cessive settlement.

a, c, e, k Homework, exams

3. Analyze and design retaining walls. a, c, e, k Homework, exams4. Analyze and design simple braced cut

support systemsa, c, e, k Homework, exams

5. Analyze and design deep foundations. a, c, e, k Homework, exams6. Analyze soil slopes a, c, e, k Homework, exams7. Understand the effects of seepage on

the stability of structures.a, e, k Homework, exams

Class ScheduleTR-class (85-minute) meets twice a week.

Topics Covered· Bearing capacity of soils and settlement of shallow foundations.· Pile foundations.· Two-dimensional flow of water through soils· Stability of earth retaining structures· Slope stability




Prepared by:Professor David Arellano


CIVL 4162 – Traffic EngineeringFall 2008

Current Catalog DescriptionTraits and behavior patterns of road users and their vehicles. Includes traffic signs and signals, pavement markings, hazard delineation, capacity, accidents and parking analysis.


Textbooks and/or Other Required MaterialTraffic Engineering, 3rd Edition, Roger Roess, Elena Prassas, and William McShane, Prentice Hall, 2004.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Describe the driver-vehicle-roadway sys-

tem, the nature of traffic flow, and the basics of traffic control.

a, b, e, g, h, j, k

Exams, Final Project

2. Collect and analyze traffic data, and identify residential traffic safety issues, evaluate alternatives, and recommend design changes.

a, b, e, f, g, h, j, k

Exams, Final Project

3. Evaluate capacity and LOS of basic and multilane segments, weaving areas, and two lane highways.

a, b, c, e, k

Exams

4. Evaluate capacity of intersections and optimize isolated intersection signal tim-ings.

a, b, c, e, k

Exams


Topics Covered· Roadway and Geometrics· Traffic Control Devices· Traffic Stream Characteristics· Volume, Speed, Crash, Parking Studies· Access Management and Residential Traffic Management· Capacity Analysis (Basic freeway segments, multilane, weaving areas, two-lane highways)· Intersection Control, Capacity


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 3 2 3 1 2 2 2 3


Prepared by:Professor Stephanie Ivey


CIVL 4163 – Airport Planning and DesignSpring 2009

Current Catalog DescriptionAeronautical demand and air traffic control; airport and runway configuration; capacity and delay analysis, geometric design of runways and taxiways; airport access and parking; ground move-ments and baggage movements.


Textbooks and/or Other Required MaterialAirport Planning & Management by Wells & Young (5th Edition, McGraw-Hill, 2004).Various Federal Aviation Administration Publications including but not limited to…..Airport Design—FAA Advisory Circular 150/5300-13Airport Master Plans—FAA Advisory Circular 150/7070-6Standards for Specifying Construction of Airports—FAA Advisory Circular 150/5370-10


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. dentify and define terms and concepts

common to the aviation industry, includ-ing airport operations & safety, airport planning, airport geometry, and airport construction.

a Average of 70% on relevant homework and exam questions.

2. Define appropriate siting conditions for airport navigation aids and calculate the correct location for placement of naviga-tion equipment.

a, e Average of 70% on relevant homework and exam questions.

3. Research a defined topic directly rele-vant to airport/aviation operation or con-struction.

a, g Successful preparation and de-livery of an individual project re-port, including in-class presen-tation, with a grade of 70% or greater.

4. Analyze a defined set of project condi-tions and choose the most appropriate geometric layout for a runway/taxiway system, including geometry, orientation, pavement section, and material quanti-ties necessary for construction of the project.

a, c Successful preparation and de-livery of a team-based project report, including in-class pre-sentation, with a grade of 70% or greater


Topics Covered· Airport Operations and Management· Components of an Airfield and components of a Terminal· Airport Geometric Layout· Runway and Taxiway Design· Airport Design Standards, Construction Standards, and Reference Materials




Instructor Joseph Polk, Jr.


CIVL 4171 – Construction Engineering IFall 2008

Current Catalog DescriptionConstruction process and project management systems; planning, cost estimating, bidding and scheduling of construction projects; use of optimization techniques to control schedules and costs; computer applications.


Textbooks and/or Other Required Material· Construction Planning, Equipment, and Methods by Peurifoy, Schexnayder & Shapira (7th

Edition, McGraw-Hill, 2006).· Project Delivery Systems for Construction (2nd Edition, The Associated General Contractors

of America, 2004).This course is

ElectiveCourse Learning Outcomes/ Expected Performance Criteria:

Course Learning Outcomes POs* Assessment Tools1. dentify and define terms and concepts com-

mon to the construction industry, including project delivery systems, construction pro-cesses, equipment selection, project sched-uling, and project management

a, m Average of 70% on relevant homework and exam questions.

2. Calculate ownership and operating costs for specified construction equipment

a Average of 70% on relevant homework and exam questions.

3. Analyze a defined field construction project, correctly sequence activities, evaluate equip-ment performance, and calculate production rates, costs and projected profit.

a Average of 70% or greater on rel-evant homework and exam ques-tions. Successful preparation and delivery of team-based project re-port and in-class presentation, with a grade of 70% or greater.

4. Analyze a defined set of project conditions and choose the most appropriate construc-tion project delivery system, including de-signer and contractor selection methodology, and appropriate compensation methods.

m Average of 70% or greater on rel-evant homework and exam ques-tions. Successful preparation and delivery of a report discussing one element of project delivery with a grade of 70% or greater.

Class ScheduleW-class (180-minute) meets once a week.

Topics Covered· Construction Equipment Selection—Text 1-Chapters 7 through 10· Estimating Equipment Production—Text 1-Chapters 4 through 6· Miscellaneous Construction Equipment—Text 1-Chapters 11 through 20· Construction Planning and Scheduling—Text 1-Chapters 1 through 3 & 21; Text 2-Chapters 1

through 3· Construction Project Delivery Systems—Text 2-Chapters 5 through 8




Prepared by:Instructor Joe Polk


CIVL 4180 – Advanced Hydrology and HydraulicsFall 2007

Current Catalog DescriptionCurrent methods and techniques used in hydrologic and hydraulic analysis for the design of water resources projects; watershed hydrology, groundwater hydrology, flood frequency analysis, flood plain management, hydraulic structures, hydraulic machinery, and project feasibility.


Textbooks and/or Other Required MaterialWater Resources Engineering, 1st Edition, Ralph Wurbs and Wesley James, Prentice Hall, 2002.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools5. Use hydraulic principles to characterize water surface

profilesa,e,k Homework, exam

6. Use energy concepts to characterize types of flow a,e,k homework, and exam7. Utilize energy concepts to analyze and design flow con-

tractions, expansions, and encroachmentsa,e,k homework

8. Utilize the conservation of energy to develop water sur-face profiles

a,e,k homework

9. Use Darcy’s Law to develop equilibrium and non-equilib-rium ground water equations

a,e,k Informal discussion, homework, and exam

10. Understand the methodologies of precipitation, runoff, and time of concentration as applicable to urban hydrol-ogy design

a,c,e,k

Informal discussion and homework

11. Combine hydrologic principles of runoff and hydraulics to analyze and design runoff systems

a,e,k Informal discussion, homework, and exam

12. Utilize the concepts of hydrology of runoff and hydraulic principles of orifices, weirs, and storage to design a de-tention basin.

a,c,e,k

Informal discussion, homework, and exam


Topics Covered· Open Channel Hydraulics · Gradually Varied Steady Flow Principles· Transitions, Encroachment, Flow between Reservoirs· Ground Water Engineering · Urban Storm Water Management· On-Site Detention


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 1 2 1 3 1 1 2 3


Professor Jerry AndersonCIVL 4190 – Water Resources Planning and Design



Application of engineering principles to planning and design of multipurpose water resources projects, various physical components and appurtenances of water resources projects and eco-nomic, financial, and social feasibility of various purposes.

PrerequisiteCIVL 3181, 4111, permission of Instructor

Textbooks and/or Other Required MaterialWater Resources Engineering, 1st Edition, Ralph Wurbs and Wesley James, Prentice Hall, 2002.


Course Learning Outcomes/ Expected Performance CriteriaCourse Learning Outcomes POs* Assessment Tools1. Utilize energy concepts to analyze water distribution

systems which include open and closed systems with linearization

a,c,e,k

Homework, exam

2. Applies energy concepts to unsteady flow problems a,e,k

Homework

3. Using conservation of mass and the momentum princi-ple to develop flood routing schemes

a,e,k

Homework

4. Use economic analysis to select most cost effective water resources program

a,c,e,k

Homework and exam

5. Apply procedures developed by Corps of Engineers to develop annual average damages to be used in se-lecting optimum flood damage reduction plan

a,e,k

Informal discussion and homework

6. Apply mathematical function to model and develop op-timal water resources systems

a,e,k

Homework

7. Apply linear programming principles to select optimum water resources system

a,e,k

Homework and exam

8. Use the simplex method to develop the optimum solu-tion

a,e,k

Homework and exam

9. Introduction to research in water resources a,e,j,k

Reports and presentations on contemporary issues

Class ScheduleWR-class (85-min) meets twice a week.

Topics Covered· Pipe Networks Solutions with Linearization· Unsteady Flow in Pipes· Flood Routing Hydrologic and Hydraulic· Economics of Water Resources Projects· Simulation and Optimization· River Basin Management


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m3 1 2 3 2 1 2 3


Professor Jerry Anderson


CIVL 4195 – Professional Practice in Civil EngineeringSpring 2009

Current Catalog DescriptionElements of professional practice in civil engineering, including basic concepts of management, business, public policy, and leadership as applied to civil engineering. Ethics, professionalism, and professional licensure.

PrerequisiteSenior standing in civil engineering

Textbooks and/or Other Required MaterialEngineering Your Future, Stuart G. Walesh, 2nd edition, 2000

This course isElective, Required for New Students Under 2008 Catalog

Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Explain basic concepts in management m Final Exam 2. Explain basic concepts in construction mgmt m Final Exam 3. Explain basic concepts in business m Final Exam 4. Explain basic concepts in public policy m Final Exam 5. Understand professional & ethical responsibility &

leadershipf, i, m Final

Class ScheduleTwo 85-minute lecture periods per week.

Topics Covered· Management· Business· Public Policy · Leadership· Engineering Ethics and Professionalism· Professional Registration

CurriculumThis course contributes 3 credit hours to the required partial fulfillment of engineering topics, con-sisting of engineering management, business, public policy, and leadership.

Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m

2 2 33 – Strongly supported 2 – Supported 1 – Minimally supported



CIVL 4199 – Civil Engineering DesignFall 2007

Current Catalog DescriptionDesign of a civil engineering system. Establishment of design objectives and criteria; synthesis and computer assisted analysis of alternatives; selection of optimum system design; preparation of detailed system descriptions including design sketches and engineering drawings and reports. Must be taken in student's final semester.

PrerequisiteENGL 3603

Textbooks and/or Other Required MaterialNone.


Course Learning Outcomes/ Expected Performance Criteria:Course Learning Outcomes POs* Assessment Tools1. Solve an open-ended civil engineering

design problem that incorporates appro-priate standards and multiple realistic constraints

c, d, f, g, l

Final Design Report

2. Work effectively in a team and complete tasks responsibly to meet project dead-lines and satisfy project specifications

c, d, f, g, l

Preliminary Engineering Re-port (PER)

3. Demonstrate an ability to devise and apply a well-developed problem-solving strategy

c, d, f, l

Project Work Plan

4. Communicate design ideas by proper drawings, technical reports, and oral presentations

g Final Design Report and oral presentations (PER and Final)

Class ScheduleTwo 55-minute lecture periods and one two-hour laboratory period per week.

Topics Covered· Preparing a Work Plan· Preparing a Preliminary Engineering Report· Engineering Ethics and Professionalism· Civil Engineering Design Process· How to Read Engineering Plans· Construction Specifications· AutoCAD Refresher· Engineering Fees and Construction Cost Estimating· Contemporary Issues


Program Outcomes (Scale: 1-3)a b c d e f g h i j k l m

3 3 3 3 33 – Strongly supported 2 – Supported 1 – Minimally supported



APPENDIX B – FACULTY RESUMES


JERRY LEE ANDERSON

Academic RankAssociate Professor of Civil EngineeringFull Time

Degrees, fields, and institutions and datesPh.D. Environmental and Water

Resources EngineeringVanderbilt University 1972

M.S. Civil Engineering Vanderbilt University 1967B.S. Civil Engineering Tennessee Technological Uni-

versity1966

Years of services on this faculty, date of original appointment, dates of advancement in rank

Year of Service 37Director, Ground Water Institute Sept 1998 - PresentAssistant Dean of Engineering 1981-1983Associate Professor September 1, 1980Assistant Professor September 1, 1972

Other related experience, capacity, etc. Hydrologist and Director Ground Water Institute, University

of MemphisSummers 1993-2009

Research Hydrologist Waterways Experiment Station Summers 1986-1988

Hydraulic Engineer Corps of Engineers - Memphis Dis-trict

Summers 1975-1984, 1989-1992

ConsultingHydraulic/Hydrologic Engi-neering Consultant

Memphis District Corps of Engi-neers

City of Memphis, Memphis, TN Shelby County, TN Consulting

Hydraulic/Hydrologic Expert Witness for various law firms in the Mid-South

States in which registeredTennessee

Principal publications of last five years

Anderson, J.L., “Manning’s Formula by Any Other Name”, Proceedings and Invited Papers, American Society of Civil Engineers 150th Anniversary, November 3-7, 2002, Washington, DC

Gentry, R.W., McKay, L. D., Larsen, D., Carmichael, J. K., Solomon, D. K., Thonnard, N. and Anderson, J. L., 2003, Inter-aquifer Dynamics in and near a Confining Unit Window in Shelby County, Tennessee, USA, EOS Trans. AGU, vol. 84 no. 47, Abstract H21D-0868.

Moraru, C. and Anderson, J.L., A Comparative Assessment of the Ground Water Quality of the Republic of Moldova and the Memphis, TN Area of the United States of Amer-ica, Ground Water Institute, University of Memphis, 2004

Ivey, S.S., Gentry, R., Larsen, D., Anderson, J., Inverse Applications of Age Distribution Modeling using Environmental Tracers 3H/3He, Journal of Hydraulic Engineering, vol 13, no 11, November 2008

Ivey, S.S., Gentry, R., Larsen, D., Anderson, J., Case Study of the Sheahan Wellfield Using 3H/3He Field Data to Determine Localized Leakage Areas, Journal of Hydraulic Engineering, vol 13, no 11, November 2008


Scientific and professional societies membershipAmerican Society of Civil Engineers - Fellow Life Member

Environmental and Water Resources InstituteChairman, Awards Committee 1999-2002Member, Awards Committee 1999-presentInfrastructure CouncilChairman – 1999Awards Committee Chair – 1999 – presentWater Resources Planning and Man-agement Division 1982-1999Executive Committee of the Division 1992-1996Division Chairman - 1995-1996Awards Committee – Chairman 1997-1998Paper Awards Committee for the Soci-ety

American Water Resources Association Member Tennessee SectionHonors and awards

American Academy of Water Resources En-gineers

Diplomate 2006

Outstanding Faculty Research Award Herff College of Engineering 2002Featured Engineer of the Year - Herff Col-lege of Engineering

Engineers Club of Memphis 2001

Tau Beta Pi Tennessee Technological Univ

1965

Institutional and professional service, last five yearsFaculty Senate-Civil Engineering Department University of Memphis 2006-2007Effort Certification Committee University of Memphis ContinuingGrants Accounting Study Group University of Memphis 2006-2007Library Committee, Chairman Herff College of Engineering ContinuingLibrary Liaison Department of Civil Engi-

neeringContinuing

Scholarship Committee, Chairman Department of Civil Engi-neering

Continuing

Professional development activities, last five years

None


DAVID ARELLANO

Academic RankAssistant Professor of Civil EngineeringFull Time

Degrees, fields, and institutions and datesPh.D. Civil Engineering University of Illinois at Urbana-Champaign 2005M.S. Civil Engineering University of Illinois at Urbana-Champaign 1998B.S. Civil Engineering University of Illinois at Urbana-Champaign 1986


Year of Service 3Assistant Professor August 22, 2005

Other related experience, capacity, etc. Various positions U.S. Army Reserve, Corps of Engineers 1982-2006Project Engineer U.S. Army Reserve, Corps of Engi-

neers, Operation Iraqi Freedom, Kuwait2003-2004

Geotechnical Engineer, Assis-tant Office Manager, Staff En-gineer

Testing Service Corporation 1988-1996

Staff Engineer Law Engineering 1987-1988Civil Engineer Bevins Consultants Incorporated 1986-1987

ConsultingGeotechnical Engineering Consultant

Hall, Blake & Associates 2009

Geotechnical Engineering Consultant

Ring Industrial Group 2007


Marino Engineering Associates, Ur-bana, IL

2001


Stark Consultants, Inc., Urbana, IL 2000


Stark Consultants, Inc., Urbana, IL 1999

States in which registeredIllinois, Wisconsin

Principal publications of last five yearsArellano, D. and Stark, T.D., "Load Bearing Analysis of EPS-Block Geofoam Embankments," Ac-

cepted for publication and presentation at the 8th International Conference on Bearing Capacity of Roads, Railways and Airfields, Champaign, Illinois, June 29-July 2, 2009.

Arellano, D., Zarrabi, M., Jafari, N.H., and Bailey, L.J., "Geosynthetic Aggregate Drainage Sys-tems: Preliminary Large-Scale Laboratory Test Results for Expanded Recycled Poly-styrene," Proceedings of the Geosynthetics 2009 & GRI-22 Conference, Salt Lake City, Utah (CD-ROM), February 25-27, 2009, IFAI, Roseville, MN.

Stark, T.D., Arellano, D., Hillman, R.P., Hhes, R.M., Joyal, N., and Hillebrandt, D., “Investigating and Diagnosing a Deep-Seated Landslide,” Journal of Performance of Constructed Facili-ties, ASCE, Vol. 19, No. 3, Aust, 2005, pp. 244-255.

Stark, T.D., Arellano, D., Evans, W.D., Wilson, V.L., and Gonda, J.M., “Unreinforced Geosynthetic Clay Liner Case History,” Geosynthetics International Journal, IFAI, Vol. 5, No.5, 1998, pp. 521-544.

Arellano, D. and Stark, T.D., “Importance of Three-Dimensional Slope Stability in Practice,” Slope Stability 2000, Proceedings of Sessions of Geo-Denver 2000: Aust 5-8, 2000, ASCE, Re-ston, VA, pp. 18-32.


Arellano, D. and Stark, T.D., “Overview of the NCHRP Project Provisional Specification,” Proceed-ings of EPS Geofoam 2001 3rd International Conference: December 10-12, 2001, Salt Lake City, Utah (CD-ROM), Geofoam Research Center, Syracuse University, Syracuse, NY.

Arellano, D., Aabøe, R., and Stark, T.D., “Comparison of Existing EPS-Block Geofoam Creep Models with Field Measurements,” Proceedings of EPS Geofoam 2001 3rd International Conference: December 10-12, 2001, Salt Lake City, Utah (CD-ROM), Geofoam Re-search Center, Syracuse University, Syracuse, NY.

Stark, T.D., Arellano, D., Horvath, J.S., and Leshchinsky, D., “NCHRP Report 529: Guideline and Recommended Standard for Geofoam Applications in Highway Embankments,” Trans-portation Research Board, Washington, D.C., (2004), 71 pp. Available at http://trb.org/publications/nchrp/nchrp_rpt_529.pdf .

Stark, T.D., Arellano, D., Horvath, J.S., and Leshchinsky, D., “NCHRP Web Document 65 (Project 24-11): Geofoam Applications in the Design and Construction of Highway Embank-ments,” Transportation Research Board, Washington, D.C., (2004), 792 pp. Available at: http://trb.org/publications/nchrp/nchrp_w65.pdf.

Scientific and professional societies membershipAmerican Society of Civil Engineers Member American Society for Testing and Materials Member Society of American Military Engineers Member,

President of Illini Post: January 2003 – December 2003, Vice President of Illini Post: May 2001 – December 2002,Illini Post Board of Directors: May 2000 – March 2001,

North American & International Geosynthetics Society MemberSociety of Hispanic Professional Engineers MemberAmerican Society for Engineering Education MemberTransportation Research Board Affiliate Member

Honors and awardsHerff Outstanding Faculty Teaching Award, 2009

Institutional and professional service, last five yearsSubcommittee on Unsaturated Soils American Society of Civil Engi-

neers2008-present

Committee on Engineering Behavior of Un-saturated Soils, AFP60

Transportation Research Board

2007-present

Committee D35 on Geosynthetics American Society for Testing and Materials

2006-present

Committee D18 on Soil and Rock American Society for Testing and Materials

2006-present

ABET Committee Civil Engineering Department 2006-2008Graduate Curriculum, Admissions and Re-tention Committee

Civil Engineering Department 2007-present

Graduate Recruitment Committee Civil Engineering Department 2007-presentDiversity Committee Herff College of Engineering 2006-presentFaculty Research Grant review Committee: Science, Engineering and Mathematics

The University of Memphis 2009-present

Professional development activities, last five yearsDevelopment Semi-nar

American Drilled Shaft Contractor’s Foundation Engi-neering Faculty Workshop, Chattanooga, TN.

June 8-13, 2008

Development Semi-nar

Pile Driving Contractors Association Professor’s Driven Pile Institute, Logan, UT.

June 18-22, 2007



National Science Foundation Minority Faculty Devel-opment Workshop

July 30-August 2, 2006

CHARLES V. CAMP

Academic RankProfessor of Civil EngineeringFull Time

Degrees, fields, and institutions and datesPh.D. Civil Engineering Oklahoma State University 1987M.S. Civil Engineering Auburn University 1986B.S. Civil Engineering Auburn University 1981


Year of Service 21Professor January 1, 1999Associate Professor September 1, 1994Assistant Professor September 1, 1988

Other related experience, capacity, etc. None

ConsultingOldcastle Precast, Inc.Gallatin, TN

Vertical Testing of Plastic Meter Pits and Boxes

November 2008

The City of ParisParis, Tennessee

Wellhead Protection PlanParis, Tennessee

September 2004

States in which registeredNone

Principal publications of last five yearsC. V. Camp. “Design of Space Trusses Using Big Bang-Big Crunch Optimization.” Journal of

Structural Engineering, 133(7), 999-1008, 2007. C. V. Camp, B. J. Bichon, S. Stovall. "Design of Steel Frames Using Ant Colony Optimization."

Journal of Structural Engineering, 131(3), 369-379 2005. C. V. Camp and B. J. Bichon. “Design of Space Trusses Using Ant Colony Optimization.” Journal

of Structural Engineering, 130(5), 741-751, 2004.C. V. Camp, B. J. Meyer, and Paul J. Palazolo. “Particle Swarm Optimization For the Design of

Trusses.” ASCE Structures Conference, Nashville, TN, May 2004 C. V. Camp, B. J. Bichon, and Scott P. Stovall. “Design of Low-Weight Steel Frames Using Ant

Colony Optimization.” ASCE Structures Conference, Nashville, TN, May 2004. C. V. Camp, Pezeshk, S. and H. Hansson. “Design of Reinforced Concrete Structures Using a

Genetic Algorithm.” ASCE Journal of Structural Engineering, 126(3) 382-388, 2003

Scientific and professional societies membership None

Honors and awardsThomas W. Briggs Foundation“Excellence in Teaching Award”

The University of Memphis 2002

Herff College of Engineering’s “Teacher of the Year”

Herff College of Engineering 2000

Institutional and professional service, last five years


Honor’s Committee [C] Civil Engineering Depart-ment

1997-Present

Scholarship Committee Civil Engineering Depart-ment

1996-Present

Computer Committee Civil Engineering Depart-ment

1996-Present

Tenure and Promotion – Chairman Civil Engineering Depart-ment

2004-Present

College of Engineering Computer Committee Herff College of Engineering 1996-Present

College Tenure and Promotion Committee Herff College of Engineering 2002-2006High Performance Computing Committee University of Memphis 2005-

PresentIT Research Advisory Committee University of Memphis 2007-

Present

Professional development activities, last five yearsASCE Conference in Nashville

C. V. Camp, B. J. Meyer, and Paul J. Palazolo. “Par-ticle Swarm Optimization For the Design of Trusses.” ASCE Structures Conference, Nashville, TN.

2004


MIHALIS DIMITRIOS M. GOLIAS


Degrees, fields, and institutions and datesPh.D. Civil and Environmental Engineer-

ingRutgers University 2007

M.S. Civil and Environmental Engineer-ing

Rutgers University 2004

G.C. Civil and Environmental Engineer-ing

Rutgers University 2004

B.S. Civil and Environmental Engineer-ing

Aristotle University 2001


Year of Service 1Assistant Professor January 1, 2009

Other related experience, capacity, etc. Affiliated Faculty Freight and Maritime Program (FMP),

Center for Advanced Infrastructure & Transportation (CAIT), Rutgers Uni-versity

2009-present

Senior Research Asso-ciate

FMP, CAIT, Rutgers University 2008

Research Associate FMP, CAIT, Rutgers University 2007Administrator FMP Laboratory, CAIT, Rutgers Uni-

versity2004-2008

Research Assistant Rutgers University 2002-2007Transportation Engineer CAIT, Rutgers University 2004-2005Civil Engineer Civil Engineering Firm Tsompanoglou 2002Research Assistant Aristotle University 2000-2001

ConsultingCAIT, Rutgers University, 2008

States in which registered

Licensed Transportation Engineer in Queensland, Australia

Principal publications of last five yearsGolias M.M., Boilé M., Theofanis S. (2009) An Adaptive Time Window Partitioning Based Algo-

rithm for the Discrete and Dynamic Berth Scheduling Problem. Transportation Research Record (Under Review)

Theofanis S., Boilé M., Golias M.M (2009) Container Terminal Berth Planning: Research Ap-proaches and Practical Challenges – A Critical Review. Transportation Research Record (Under Review)

Golias M.M., Boilé M., Theofanis S. (2009) A Bi-level Formulation for the Berth Scheduling Prob-lem with Variable Vessel Release Dates to Reduce Port Emissions. ALRT Third Interna-tional Conference on Logistics.

Boilé M., Theofanis S., Golias M.M. (2009) A Large Neighborhood Heuristic for the Minimum Ser-vice Time Berth Allocation Problem. Transportation Research Pt. C (Under Review).

Golias M.M., Boilé M., Madigan D. (2008) A Bayesian Inference Regression Model for Demand Modeling. Computer-Aided Civil and Infrastructure Engineering. (Under Second Review)


Golias M.M., Boilé M., Theofanis S. (2008) Service Time Based Customer Differentiation Berth Scheduling. Transportation Research Part E. (Under Second Review)

Golias M.M., Boilé M., Theofanis S. (2008) A Conceptual Bi-Level Formulation for the Berth Scheduling Problem Incorporating Conflicting Objectives. International Trade and Freight Transportation Conference, Agia Napa.

Mastrogiannidou C., Boilé M., Golias M.M., Theofanis S., Ziliaskopoulos A. (2009) Transit-Assisted Emergency Evacuation of High-Density Clusters in Urban Areas. 88th Transportation Re-search Board, Washington D.C.

Golias M.M., Theofanis S., Boilé M., Taboada H.A. (2008) A Post Pareto Analysis Approach for the Discrete and Dynamic Multiobjective Berth Allocation Problem. 87th Transportation Research Board, Washington D.C.

Golias M.M., Boilé M., Theofanis S. (2007) The Stochastic Berth Allocation Problem. Second Transtec Conference, Prague.

Theofanis S., Boilé M., Golias M.M. (2007) An Optimization Based Genetic Algorithm Heuristic for the Berth Allocation Problem. IEEE Conference on Evolutionary Computation, Singapore.

Boilé M. and Golias M.M. (2006) Truck Volume Estimation via Linear Regression under Limited Data. Journal of Transportation Research Forum, Vol. 45, (1).

Boilé M., Theofanis S., Golias. M.M., and Mittal N. (2006) Empty Marine Container Management Addressing Locally a Global Problem. 85th Transportation Research Board, Washington D.C.

Golias M.M., Angelides D.C., Marnas I.S., and Vrakas D. (2005). Use of Multimedia and WWW in Civil Engineering Learning, ASCE, Journal of Professional Issues in Engineering Educa-tion and Practice. Vol. 131 (2).

Honors and awardsStudent of the Year Award, 2007, NJDOT Research ShowcaseGeroundelis Foundation Fellow, 2006Eno Transportation Foundation Fellow, 2006GAR Foundation Award - Freight Transportation, 2006Civil and Environmental Engineering Departmental Service Award, 2005, Rutgers UniversityStudent Paper Competition Award, 2005, Transportation Research ForumLouis J. Pignataro Transportation Engineering Education Memorial Award, 2005, Institute of Transportation Engineers Metropolitan New York-New Jersey Section, Student Paper Competition Award, 2004, Institute of Transportation Engineers Metropolitan New York-New Jersey Section

Institutional and professional service, last five yearsTRB Marine Environmental Committee (2007-present)TRB Intermodal Freight Terminal Design and Operations Committee (2008-present)TRB Freight Modeling Subcommittee (2008-present)TRB Intermodal Freight Transport Committee (2008-present)Rutgers ITE Student Chapter, (2004-2007)


STEPHANIE S. IVEY


Degrees, fields, and institutions and datesPh.D. Civil Engineering The University of Memphis 2003M.S. Civil Engineering The University of Memphis 1998B.S. Civil Engineering The University of Memphis 1996


Year of Service 5Assistant Professor August 22, 2005Assistant Professor(temporary appt.)

November 1, 2003

Other related experience, capacity, etc. Research Associate Ground Water Institute 2001-2003Instructor Immaculate Conception High

School 1997-1999

ConsultingNone


Principal publications of last five yearsIvey, S., R.W. Gentry, D. Larsen, and J. Anderson. "Inverse Applications of Age-Distribu-

tion Modeling Using Environmental Tracers 3H/3He." ASCE J. of Hydrologic Engi-neering, Vol 13, No. 11, pp. 1002-1010, 2008.

Ivey, S., R.W. Gentry, D. Larsen, and J. Anderson. "Case Study of the Sheahan Wellfield Using 3H/3He Field Data to Determine Localized Leakage Areas." ASCE J. of Hy-drologic Engineering, Vol 13, No. 11, pp. 1011-1020, 2008.

Palazolo, P. and S. Ivey. “Girls Experiencing Engineering: Lessons Learned from a Single Gender Summer Program.” Proceedings of the 2007ASEE Southeastern Confer-ence, April, 2007.

Carson, J., and S. Ivey. “Developing A “Recruitment Toolbox” For Transportation Profes-sionals”, Report No.SWUTC/06/167765, 2007.

Ivey, S., P. Palazolo, C.V. Camp, and A. Phillips-Lambert. “GIS Integration Across a Civil Engineering Curriculum” Conference Proceedings and Publication of American Society of Engineering Education-SE Region, 2007.

Ivey, S. and A. Lambert. “When They Stay and When They Don’t: Examples of First Se-mester Retention Rates and Relationships to Learning Styles.” Invited Paper for publication and presentation ASEE-MW Conference, 2005.

Scientific and professional societies membershipAmerican Society of Civil Engineers Associate Member

Younger Member Chair, West TN Branch2006-present

Institute of Transportation Engineers Member American Society for Engineering Education Professional Member, South East Sec-

tion Civil Division, Chair


Honors and awardsASEE-SE, Best Paper 2009Outstanding Faculty Teaching Award Herff College of Engineering 2008ASCE Young Engineer Award Tennessee Section ASCE 2007ASCE Outstanding Faculty Award Department of Civil Engi-

neering2005-2006, 2006-2007

ASEE Zone III Best Paper ASEE 2007

Institutional and professional service, last five yearsFaculty Advisor, Student Chapter ITE Civil Engineering Depart-

ment2005-present

Department Newsletter Civil Engineering Depart-ment

2006 - present

Recruiting Committee Herff College of Engineering 2003-present

Instructor, Girls Experiencing Engineering Herff College of Engineering 2004- present

University Faculty Panel for Prospective Stu-dents

University of Memphis 2006-2007

Member, Memphis Transportation Planning Advisory Committee

Memphis Metropolitan Plan-ning Organizaiton

2007

Professional development activities, last five yearsInvited Speaker, Pro-fessional Meeting

“The Metropolitan Planning Organization (MPO) and Stakeholder Involvement: Evaluating Tools for More Effective Communication,” Tennessee Model Users Group, Nashville, TN

February 2007

ExCEEd Fellowship ASCE ExCEEd (Excellence in Civil Engineering Education), Fayetteville, AR

July 2005

Participant “Traffic and Transportation Engineering Semi-nar,” Northwestern University Center for Public Safety, Evanston, IL

March 2005

Invited Participant “Conducting Rigorous Research in Engineering Education,” Colorado School of Mines, CO.

Aust 2004

Invited Speaker,Professional Meeting

"Access Policy on Data, Models, and Model Out-put," Tennessee Model Users Group

December 2008


ANNA PHILLIPS LAMBERT

Academic RankInstructor, Technical Communications, Department of Civil EngineeringFull Time

Degrees, fields, and institutions and datesPh.D. Counseling, Educational

Psychology, and ResearchThe University of Memphis 2008

M.A. English The University of Memphis 1994B.A. English Memphis State University 1992


Year of Service 13Instructor, Technical Comm., Dept. of Civil Engr.

September 1, 1999 - Present

Instructor, Adjunct, Dept. of English September 1, 1999 - PresentInstructor, Dept. of English September 1, 1995 - 1999

Other related experience, capacity, etc. Adjunct faculty appointment, team teaching/instructional de-sign

University of Kentucky 1999 - 2000

ConsultingTechnical Editor U.S. Army Corps. of Engineers 2005Technical Communication Consultant/Workshop Leader

Parsons Transportation Group 2001 - 2002

States in which registeredNot applicable

Principal publications of last five yearsIvie, L., A. Phillips-Lambert, P. Palazolo, and D. Russomanno. "Opportunities for Engi-

neering Educators Through Participation in Engineering Outreach Activities. Con-ference Proceedings and Publication of American Society of Engineering Educa-tion, Pittsburg, PA. 2008.

Russomanno, D.J., A. Phillips-Lambert, and C. Goodwin.. “Data Visualization in the High-School Physics Classroom: Pathway to Engineering and Computer Science Ca-reers?" International Conference on Frontiers in Education: Computer Science and Computer Engineering, 2007.

Ivey, S., P. Palazolo, C.V. Camp, and A. Phillips-Lambert. “GIS Integration Across a Civil Engineering Curriculum” Conference Proceedings and Publication of American Society of Engineering Education-SE Region, 2007.

Palazolo, P., A. Lambert, D. Russomanno, S. Ivey, and C.V. Camp. “Data Visualization in the Extended Classroom”. Conference Proceedings and Publication of American Society of Engineering Education-SE Region, scheduled for publication/presenta-tion, 2007.

Russomanno, D. J., D. Franceschetti, A. Curry, and A. Phillips-Lambert. "An Interdiscipli-nary Data Visualization Course with an Ongoing Community-Based Project Com-ponent," Computers in Education Journal, Volume 16, Number 3, 29-39, 2006.

Ivey, S. and A. Lambert. “When They Stay and When They Don’t: Examples of First Se-mester Retention Rates and Relationships to Learning Styles.” Invited Paper for publication and presentation ASEE-MW Conference, 2005.

Scientific and professional societies membershipPhi Kappa Phi 1995-PresentSigma Tau Delta: The International English Honor Society 1995-PresentSociety of Technical Communications (STC) 1997-Present


National Science Teachers of America (NSTA) 2006-PresentAmerican Society of Engineering Education (ASEE) 1999-Present Academic Keys Who'sWho in Engineering Higher Education (WWEHE)

2007-Present

American Educational Research Association (AERA) 2007-Present

Honors and awardsCo-Recipient with S. Ivey, Best Zone Paper (Zone III)

American Society of Engi-neering Education

2007

Faculty Member of the Year Award Herff College of Engineer-ing, The University of Mem-phis

2002

Co-Recipient of ASEE-Southeast Division Award for Best Paper (Co-Author: S. Yost, University of Kentucky)

American Society of Engi-neering Education, SE Divi-sion

2002

Co-Recipient of the Glenn Martin Award for Best Paper (Co-Authors: P. Palazolo and C.V. Camp, University of Memphis)

American Society of Engi-neering Education, National Conference

2002

Institutional and professional service, last five yearsABET Committee Member Department of Civil Engineer-

ing, Herff College of Engineering

2006-Present

Civil Engineering Annual Banquet Commit-tee

Department of Civil Engineer-ing, Herff College of Engineering

2006

Faculty/Staff Awards Committee Herff College of Engineering 2003-2005ABET Committee Department of Civil Engineer-

ing, Herff College of Engineering

2000-2003

College Representative, SMET Annual Ca-reer Fair

University of Memphis 2006

Department Scholarship Faculty Repre-sentative

National Women in Construc-tion (NAWIC)

2002-Present

Technical Communication Instructor (Ser-vices Donated)

GEIER Pre-College Summer Program

2007

Invited SpeakerTopic: E-Mail Communication Etiquette

American Society of Civil Engi-neers-Regional Annual Con-ference

2007

Professional development activities, last five yearsProfessional Confer-ence

ASEE National Conference, Speaker, Montreal, Canada

2004

Professional Work-shop

Oklahoma University-NSF-sponsored workshop —“Sooner City”

2004

Teaching Workshop ExCeed Workshop: U.S. Military Academy 2006Professional Confer-ence

National Science Teachers of America 2007


MARTIN E. LIPINSKI


Degrees, fields, and institutions and datesPh.D. Civil Engineering University of Illinois, Urbana-

Champaign1972

M.S. Civil Engineering University of Illinois, Urbana-Champaign

1966

Certificate Highway Traffic Yale University 1965B.S. Civil Engineering University of Illinois, Urbana-

Champaign1964


Year of Service 34Professor September 1, 1980Associate Professor September 1, 1975

Other related experience, capacity, etc. Director, Transportation Cen-ter

Univ. of Memphis 2006 - present

Civil Engr. Dept Chair Univ. of Memphis 1992-2007Assistant Professor Univ. of South Carolina 1972-1975Instructor Univ. of Illinois, Urbana -Champaign 1972

ConsultingConsultant to transportation engineering firms, government, private developers, and attor-neys on the subjects of transportation safety, traffic engineering planning, operations, de-sign, and traffic impact studies. Recent work has including the development and presenta-tion of a workshops on various safety topics including Road Safety Audits for the Federal Highway Administration

States in which registeredTennessee, Mississippi

Principal publications of last five yearsPedestrian Road Safety Audit Guidelines and Prompt Lists, M.E. Lipinski, et. al, FHWA-

SA-07-007, Federal Highway Administration, Washington, D.C., 2007Lipinski, M. E., “ASCE Policy 465: The Impact on Transportation Engineering Workforce

Development,” ITE Journal, Institute of Transportation Engineers, Washington, D.C. Jan. 2006

NCHRP Synthesis 336, Road Safety Audits and Road Safety Audit Review, E. M. Wilson and M. E. Lipinski, Transportation Research Board, Washington D.C., 2004

Wilson, E. M. and M. E. Lipinski, “Practical Tools for Low-Volume Roads: The Road Safety Audit

Scientific and professional societies membershipAmerican Society of Civil EngineersInstitute of Transportation EngineersTransportation Research BoardTransportation Research ForumInland Waterways, Ports, and Terminals Assn.

Honors and awardsBest Technical Project Institute of Transportaiton

Engineers.2007


Engineer of the Year Memphis Joint Engineers Council

2001

Featured Engineer, University of Memphis University of Memphis 1999Maritime ManMaritime Man of the Yearof the Year Propeller Club of the United Propeller Club of the United

States, Memphis PortStates, Memphis Port1992

Superior Performance in University Research (SPUR) Award

The University of Memphis 1984 - 1986, 1989-1991, 1993. 1994

Institutional and professional service, last five yearsChair University Facilities Commit-

tee2001- present

Chair Faculty Athletics Committee 2006-present

Member Univ. Undergraduate Educa-tionTask Force

2003-2004

EAC Civil Engineering Program Evaluator 2000-present

Member ITE Goods Movement Coun-cil

2001-present

Member ITE Education Council 2001-present

Member ITE Safety Council 2001-present

Chair ITE Safety Council AwardsCommittee

2001- 2007

Member TRB Road Safety Audits Subcommittee

2002-present

Member NCHRP Panel 15-22,Flexibility in Deisgn

2003-2004

Member NCHRP Panel 17-28,Safety Impacts of Pavement Marking Materials

2005-2006

Member NCHRP Panel, Safety Work-force Development

2007-present

Professional development activities, last five yearsSafety Conscious Plan-ning

NHI Workshop 2005

Safety and Operation Ef-fects of Highway Design Features on 2 Lane Roads

NHI Workshop (6 workshops) 2004- present

Low Cost Safety Im-provements

NHI Workshop (2 workshops) 2004 - present

Road Safety Audits NHI Workshops ( 20 workshops 2003-presentSafety and ITS NHI Workshop 2006


ROGER W. MEIER


Degrees, fields, and institutions and datesPh.D. Civil Engineering Georgia Tech 1995M.S. Civil Engineering University of Colorado 1983B.S. Civil Engineering Virginia Tech 1975


Years of Service 14Associate Professor September 1, 2003Assistant Professor September 1, 1995

Other related experience, capacity, etc Research Civil Engineer USAE Waterways Experiment Sta-

tionVicksburg, MS

1983-1995

ConsultingNone


Principal publications of last five yearsZou, G., E.C. Drumm, and R.W. Meier. “Environmental Effects on Flexible Pavements:

Predicted Service Life,” Journal of Transportation Engineering, ASCE, Vol. 133, No. 1, pp. 1-10, 2007.

Huang, B., Meier, R., Prozzi, J., and Tutumluer, E. (Eds.) Pavement Mechanics and Perfor-mance, ASCE Geotechnical Special Publication No. 154, 2006.

Zuo, G., Drumm, E. C., Meier, R. W., Rainwater, N. R., Marshall, P. C., Wright, W. C., and Yoder, R. E., “Observed Long-Term Changes in Flexible Pavements in a Moder-ate Climate” Proceedings, GeoTrans Conference, ASCE, Los Angeles, July 2004.

Scientific and professional societies membershipAmerican Society of Civil Engineers MemberAmerican Society for Testing and Materials Member

Honors and awardsOutstanding Faculty Teaching Award Herff College of Engineering 2007Outstanding Engineering Educator Award ASCE Tennessee Section 2006Faculty of the Year Award Dept of Civil Engineering 2005Outstanding Faculty Research Award Herff College of Engineering 2004Faculty of the Year Award Dept of Civil Engineering 2003

Institutional and professional service, last five yearsGraduate Coordinator Dept of Civil Engineering 2007-2008Awards Committee Herff College of Engineering 2005-2008Treasurer ASCE West Tennessee

Branch2004-2008

Editorial Board Int. J. Pavement Engg. 2003-2008Steering Committee ASCE GeoInstitute Pave-

ments Committee2003-2008

Secretary ACI Mid-America Chapter 2002-2008Editorial Board J. Geot. and Geoenv. Engg. 1997-2008Newsletter Committee Herff College of Engineering 1997-2005


Board of Directors ASCE West Tennessee Branch

2002-2004

Faculty Senate University of Memphis 2003-2005

Professional development activities, last five years4-day workshop Design, Construction, and Rehabilitation of PCC

Pavements, ACPASummer 2008

3-day workshop Advanced Cement-Based Materials Faculty En-hancement Workshop, Portland Cement Assn.

Summer 2005

5-day workshop How to Engineer Engineering Education, NSF Summer 20045-day short course 2nd Annual Professor’s Piling Institute, PDCA Summer 2003


LARRY W. MOORE


Degrees, fields, and institutions and datesPh.D. Civil Engineering Mississippi State University 1983M.S. Civil Engineering Mississippi State University 1974B.S. Civil Engineering University of South Alabama 1973


Year of Service 26Professor August 25, 1998Associate Professor August 26, 1988Assistant Professor August 28, 1983

Other related experience, capacity, etc.

Design Engineer Calvert-Spradling Engineers 1979-1981Laboratory Manager Enviro-Labs 1978-1983Environmental Engineer Mississippi Bureau of Pollution Con-

trol1974-1978

ConsultingEnvironmental Engineering Consultant (part time)

S&N Airoflo, Greenwood, MS 2000-2009

Environmental Engineering Consultant (part time)

Continental Engineering, Memphis 1984-2001

States in which registeredTennessee, Mississippi

Principal publications of last five yearsMoore, L.W., C. Abernathy, and P. Palazolo, “Point Source Impacts on the Loosahatchie River,”

Proceedings of the Fifteenth Tennessee Water Resources Symposium, pp. 3A-6 to 3A-10, Burns, Tennessee, April 13-15, 2005.

Moore, L.W., “Water Quality Modeling of the Loosahatchie River, Water Professionals Conference, Covington, Kentucky, September 13, 2005.

Moore, L.W., “Impacts of Industrial Wastewater on POTWs,” Kentucky Water & Wastewater Oper-ators Annual Conference, Owensboro, Kentucky, March 2006.

Moore, L.W. and B. Ward, “The Versatility of Oxidation Ditches,” Water Environment & Technol-ogy, May 2006.

Moore, L.W., “Nutrient Reduction in the Loosahatchie River Basin,” Lower Mississippi River Sym-posium, New Orleans, Louisiana, June 2006.

Moore, L.W. and C. Van Zandt, “Aeration Innovation,” Water Environment & Technology, March 2007

Moore, L.W., “Enhancing Performance of Lagoon Systems,” National Operators Training Confer-ence, Orlando, June 2007.

Moore, L.W., “Wastewater from Biodiesel Processes,” North Carolina Pretreatment Consortium Workshop, Sunset Beach, September 18, 2007.

Moore, L.W. and C. Park, “Achieving Nitrification in Sewage Lagoons with an Innovative RBC,” Proceedings of the Water Environment Federation International Conference, San Diego, October 2007.


Scientific and professional societies membershipWater Environment Federation Delegate to the House of Delegates

representing Tennessee Kentucky-Tennessee Water Environment Asso-ciation

Delegate to WEFMember, Pretreatment Certification BoardMember of Board of Directors

Honors and awardsSuperior Performance in University Re-search

University of Memphis 1989, 1987,

1986, 1985Civil Engineering Outstanding Research University of Memphis 1990Bedell Award Water Environment Federa-

tion2001

Hall of Fame of the Kentucky-Tennessee Water Environment Association

2008

Institutional and professional service, last five yearsDry Cleaners Environmental Response Board

State of Tennessee 1997-present

Water & Wastewater Operators Certification Board

State of Tennessee 2005-present

Tenure & Promotion Committee Civil Engineering Depart-ment

2000-present

ABET Committee Civil Engineering Depart-ment

2001-present

Safety Coordinator Herff College of Engineering 2000-present

Graduate Affairs Committee Civil Engineering Depart-ment

2000-present

Professional development activities, last five yearsWastewater Treatment Seminar, “Operation of Activated Sludge Wastewater Treatment Process,” City of Chattanooga, Tennessee, August 2007Moore, L.W., et al, “Industrial Wastewater Pretreatment Seminar,” KY-TN Water Environ-ment Association, Murfreesboro, April 7-10, 2008


PAUL PALAZOLO


Degrees, fields, and institutions and datesPh.D. Environmental Engineer-

ingThe Georgia Institute of Technol-ogy

1998

M.S. Civil Engineering Memphis State University 1976B.S. Civil Engineering Memphis State University 1974


Year of Service 9Associate Professor September 1, 2008Assistant Professor September 1, 2002Assistant Dean August 1, 2000Director of Recruiting and Retention

August 1, 1998

Research Associate Professor

May 1, 1992

Other related experience, capacity, etc. Visiting Assistant Professor University of Alabama 1997-1998Associate Professor of Civil Engineer-ing

Christian Brothers University 1986-1989

ConsultingNone


Principal publications of last five yearsPalazolo, P, Ivey, S, and Camp, C, (2008) GIS Integration in a Civil Engineering Curriculum, 2008

ASEE-SE Regional Conference, Memphis, TNDotro, G., Fitch, M., Larsen, D., and Palazolo, P. (2007) Treatment of chromium-bearing wastewa-

ters from tannery operations with constructed wetlands, Proceedings of the 10th Interna-tional Conference on Wetland Systems for Water Pollution Control

Palazolo, P, Ivey, S (2007) Lessons Learned From a Single Gender Outreach Program, 2007 ASEE-SE Regional Conference, Louisville, KY

Dotro, G, Palazolo, P., Larsen, D. (2006) Preliminary assessment of chromium partitioning in con-structed wetlands treating tannery effluents, Proceedings of Annual Meeting of the American Ecological Engineering Society, Berkley, CA 2006

Palazolo, P., Lipinski, M. Ivey, S., Lambert, A. (2005) Lessons Learned Through Listening: Engi-neering Outreach with Community and Industry Collaboration, 2005 ASEE-SE Regional Conference

Palazolo, P., Lambert, A., and Camp, C.V. (2004) Educating Engineers for the Information Age: Nine Years of Engineering Educators: The Foundation Sequence in Civil Engineering at the University of Memphis, Proceedings of the 2004 ASEE-SE Division

Palazolo, P. and Phillips-Lambert, A., Camp, C.V., Lambert, S.E., Dennis, N. (2004) Changing the paradigm of power in the classroom to teach, promote, and evaluate leadership training within an existing civil engineering curriculum, Proceeding of 2004 ASEE National Con-ference.

Camp, C., Meyer, B., and Palazolo, P. (2004) “Particle Swarm Optimization for the Design of Trusses”, Proceeding of 2004 ASCE Structures Congress & Exposition.


Scientific and professional societies membershipAmerican Society of Civil Engineers

Board of Directors, West Tennessee BranchAmerican Society for Engineering Education

Chair, K-12, Southeast sectionVice-Chair, Profession Activities, Southeast SectionVice-Chair, Awards and Recognition, Southeast Section

Honors and awardsOutstanding Conference Paper, 2008 ASEE-SE Regional Meeting, Memphis, TNOutstanding Civil Engineering Educator, 2007 ASCE State Section Meeting, Smyrna, TNOutstanding teaching Award, Herff College of Engineering, 2003ASCE Student Chapter Faculty Member of the Year, University of Memphis, 2002Glen L. Martin Best Paper Award, ASEE Civil Engineering Division, 2001 ASEE NationalConference


SHAHRAM PEZESHK

Academic RankChair and Emison Professor of Civil EngineeringFull Time

Degrees, fields, and institutions and datesPh.D. Civil Engineering University of Illinois, Urbana-Cham-

paign1989

M.S. Civil Engineering University of California at Berkeley 1983B.S. Civil Engineering University of Illinois, Urbana-Cham-

paign1982


Year of Service 20Chair January 2007 - PresentInterim Chair June 2007 - December 2007Professor September 1, 1999Associate Professor September 1, 1994Assistant Professor September 1, 1989

Other related experience, capacity, etc. Bridge Engineer Hasson Engineers, Inc. 1987-1989

ConsultingHall Blake and Associates Memphis 2003-2008


Principal publications of last five yearsGe, J., J. Pujol. S. Pezeshk, and S. Stovall. (2009). “Determination Of Shallow Shear Wave

Attenuation In The Mississippi Embayment Using Vertical Seismic Profiling Data.” Bulletin of the Seismological Society of America, Accepted for publication.

Rojas, H., S. Pezeshk, and C.M. Foley. (2007). “Performance Based Optimization Consid-ering both Structural and Non-structural Components.” Earthquake Spectra, 23(3), 685-709.

Tavakoli, B. and S. Pezeshk. (2007). “Estimation of Mixed Model-Based Ground Motion At-tenuation throh a Hybrid Genetic Algorithm.” Earthquake Spectra, 23(3), 665-684.

Foley, C.M., S. Pezeshk, and A. Alimoradi. (2007) “Probabilistic Performance-Based Opti-mal Design of Steel Moment-Resisting Frames: Part I – Formulation.” ASCE Jour-nal of Structural Engineering, 133(6), June, pp. 757-766.

Alimoradi, A., Pezeshk, S., and C.M. Foley. (2007). “Probabilistic Performance-Based Opti-mal Design of Steel Moment-Resisting Frames: Part II – Applications.” ASCE Jour-nal of Structural Engineering, 133(6), 767-776.

Ge, J., J. Pujol. S. Pezeshk, and S. Stovall. (2007). “Determination of Shallow Shear Wave Velocity Structure in the Mississippi Embayment Using Vertical Seismic Profiling Data.” Bulletin of the Seismological Society of America, 97(2), 614-623.

Tavakoli, B. and S. Pezeshk. (2005) “Empirical-Stochastic Ground-Motion Prediction for Eastern North America.” Bulletin of the Seismological Society of America, 95(6), December, pp. 2283-2296.

Alimoradi, A., S. Pezeshk, F. Naeim, and H. Frigui. (2005). “Fuzzy Pattern Classification of Strong Ground Motion Records.” Journal of Earthquake Engineering, 9(3), 307-332.


Pezeshk, S. and M. Zarrabi. (2005). “A New Inversion Procedure for Spectral Analysis of Surface Waves Using a Genetic Algorithm.” Bulletin of the Seismological Society of America, 95(5), 1801-1808.

Naeim, F., A. Alimoradi, and S. Pezeshk. (2004). “Selection and Scaling of Ground Motion Time Histories for Structural Design Using Genetic Algorithms.” Earthquake Spec-tra, 20(2), 413-426.

Scientific and professional societies membershipAmerican Society of Civil Engineers (ASCE) Fellow ASCE Technical Administrative Committee ChairEarthquake Engineering Research Institute MemberInternational Society for Structural and Multidis-ciplinary Optimization (ISSMO)

Member

Seismological Society of America Member

Honors and awardsState-of-the-Art in Civil Engineering Award American Society of Civil Engi-

neers (ASCE)2004

Emison Professorship Award Herff College of Engineering 2003Featured Engineer Memphis Joint Engineers’ Council 2003Featured Engineer Memphis Joint Engineers’ Council 2003Herff Outstanding Research Award College of Engineering 1999Distinguished Research Award The University of Memphis 1998State-of-the-Art in Civil Engineering Award American Society of Civil Engi-

neers1998

Superior Performance in University Re-search

The University of Memphis 1993

Myrtle L. Judkins Memorial Scholarship University of California, Berkeley 1983

Institutional and professional service, last five yearsGraduate Coordinator Civil Engineering Depart-

ment 2000-2007

Tenure and Promotion Committee Chair Civil Engineering Depart-ment

2001-2007

Scholarship Committee Herff College of Engineering 1995-2008Van Vleet Scholarship Committee University of Memphis 2000-2008

Professional development activities, last five yearsDevelopment Semi-nar

“First International Workshop on Rotational Seis-mology and Engineering Applications”

September 2007


“Central United States Workshop on National Seismic Hazard Maps”

May 2006


“A One-Day Workshop on Attenuation in Eastern and Central United States”

Aust 2005


WILLIAM T. SEGUI


Degrees, fields, and institutions and datesPh.D. Structures and Mechanics University of South Carolina 1971M.S. Civil Engineering University of South Carolina 1964B.S. Civil Engineering University of South Carolina 1960


Year of Service 41Associate Professor September, 1973Assistant Professor September, 1968

Other related experience, capacity, etc. Structural Engineer Memphis District, U.S. Army

Corps of EngineersSummers 1976, 1977, 1981-1983

Structural Engineer Continental Engineering, Inc. Summers 1979, 1980Structural Engineer Ellers, Oakley, Chester and Rike

Consulting EngineersSummers 1973, 1974

NASA-ASEE Faculty Fellow Marshall Space Flight Center Summers 1970, 1971Structural Engineer Wooten, Smith and Weiss Con-

sulting EngineersSummer 1969

Junior Design Engineer Smith, Pollitte and Associates Sept. 1963-Sept. 1964Sanitary and Industrial Hy-giene Engineer

U.S. Air Force 1960-1963

ConsultingStructural Engineering Consul-tant

Aluma-Form July 2004-Oct. 2006

Miscellaneous projects for private industry, insurance agencies, and the Waterways Experi-ment Station of the U.S. Army Corps of Engineers. These include design and analysis, failure investigations, and computer applications.


Principal publications of last five yearsSegui, W.T., Steel Design, fourth edition, Thomson, 2007.Segui, W.T., "Structural Steel," Chapter in The Engineering Handbook, second edition, CRC Press, 2005Segui, W.T., LRFD Steel Design, 3rd edition, Brooks/Cole Publishing Company, 2003

Scientific and professional societies membershipAmerican Society of Civil Engineers Life MemberAmerican Institute of Steel Construction Member, Committee on ManualsTennessee Structural Engineers Associ-ation

Member, Board of Directors of West Region

Honors and awardsOutstanding Teaching Award Herff College of Engineering 2006Civil Engineering Faculty of the Year Student Chapter, ASCE 2000Alumni Distinguished Teaching Award The University of Memphis 2000National Science Foundation Traineeship NSF 1964-1968Graduated Cum Laude University of South Carolina 1960Member of Phi Beta Kappa, Tau Beta Pi, and Phi Kappa Phi


Institutional and professional service, last five yearsTenure and Promotion Committee Civil Engineering Depart-

ment2005-

presentUndergraduate Curriculum Committee (mem-ber and/or Chair)

Civil Engineering Depart-ment

1990-present

Arts and Science Liaison Committee Herff College of Engineering 1996-present

Undergraduate Curriculum Committee Herff College of Engineering 1990-present

Administrator for FE Review Course Herff College of Engineering 1995-present

Lecturer for FE Review Course Herff College of Engineering 1990-2001, 2006-

present

Professional development activities, last five years

Attended the three-day PCA seminar

"Engineering and Economics of Reinforced Concrete Buildings," Skokie, IL

Aust, 2008

Attended AISC Seminar “AISC Seismic Design – Updates and Re-sources for the 21st Century,” Memphis, TN

October, 2007

Attended North American Steel Construction Confer-ence

NASCC 2005, Montreal, Quebec April, 2005

Attended AISC Focus Group AISC Focus Group for Educators, Chicago, IL

May, 2004

Attended TNSEA technical presentations

Meetings of the Tennessee Structural Engi-neers Association, West Region, Memphis, TN

2004-present

Attended North American Steel Construction Confer-ence

NASCC 2003, Baltimore, MD April, 2003


BRIAN A. WALDRON


Degrees, fields, and institutions and datesPh.D. Civil Engineering Colorado State University 1999M.S. Civil Engineering The University of Memphis 1994B. S. Civil Engineering Memphis State University 1991


Year of Service 3Assistant Professor August, 2006 - presentDirector, Center for Partner-ships in GIS

January, 2007 - present

Associate Director, Ground Water Institute

January, 2006 - present

Research Associate Profes-sor

August, 1999

Other related experience, capacity, etc. Committee State of Tennessee: Water Re-

sources Technical Advisory Com-mittee

2007 - present

Adjunct Faculty The University of Mississippi – Civil E

2006 - present

Adjunct Faculty Arkansas State University – Envi-ronmental Chemistry and Physics

2006 - present

ConsultingNone


Principal publications of last five yearsWaldron, B., Larsen, D. and Garner, C., in review. Application of the chloride mass-balance ap-

proach for recharge estimation in a humid environment: Pitfalls and promise, Journal of Hydrology.

Waldron, B., Harris, J., Larsen, D., and Garner, C., accepted. Mapping an aquitard breach using seismic reflection, Hydrogeology Journal.

Csontos, R., Van Arsdale, R., and Waldron, B., 2008. Reelfoot rift and its impact on Quaternary deformation in the central Mississippi River valley, Geosphere, 4 (1), p. 145-158.

Van Arsdale, R., Bresnahan, R., McCallister, N., Waldron, B., 2007. The Upland Complex of the Central Mississippi River Valley: its Origin, Denudation, and Possible Role in Reactivation of the New Madrid Seismic Zone, Geological Society of America books section on In-traplate Earthquakes, Special Paper 425, pp. 177-192.

Urbano, L., Waldron, B., Garrett, G., 2006. Groundwater-surfacewater interactions at the transi -tion of an aquifer from unconfined to confined, Journal of Hydrology, 321, pp. 200-212.

Velasco, M., Van Arsdale, R., Waldron, B., Harris, J., and Cox, R., 2005. Quaternary faulting be-neath Memphis, Tennessee, Seismological Research Letters, 776 (5), p. 598-614.

Cramer, C. Gomberg, J. Schwieg, E., Waldron, B., Tucker, K., 2004. The Memphis, Shelby County, Tennessee, Seismic Hazard Maps, U.S. Geological Survey Open File Report 2004-1294, p. 1-19.


Scientific and professional societies membershipAmerican Society of Civil EngineersAmerican Society for Engineering EducationTN American Water Resources Association

President (2006)Conference chair (2005 and 2006)

Consortium of Universities for the Advancement of Hydrologic Science (CUAHSI)Treasurer (2008-2009)

National Ground Water AssociationAmerican Geophysical Union

Honors and awardsNone.

Institutional and professional service, last five yearsCivil Engineering

ABET Committee (2007-Present)Computing Committee (2007-Present)Undergraduate Curriculum Review (2007-Present)

Ground Water Institute, Associate Director (2006-Present)Center for Partnerships in GIS, Director (2007-Present)University

Research Committee (2008-Present)Children’s Health Data Consortium – Advisory Council (2002)

Professional development activities, last five yearsASEE-SE Regional Conference, Memphis, TN 2008NGWA Conference, Memphis, TN 2008TN AWRA Conference 2005TN AWRA Conference 2006


APPENDIX C – LABORATORY EQUIPMENT

Foundation Sequence Laboratory

I. Inventory of Major Equipment

Dell Mobile Laptop Cart (24 laptops)Leica TC400 Total Stations with data collectors (4 sets)Thales Mobile Mapper CE handheld GPS/GIS (5 sets)Levels and grade rods (4 sets)Roto-tap sieve shaker and 8-in-diameter brass sievesForney Concrete Testing Machine w/ 300,000-lb capacityELE Compression Testing Machine w/ 500,000-lb capacityELE Flexural Beam Tester w/ 22,500-lb capacityTinius-Olsen Universal Testing Machine w/ 120,000 lb capacityWater Filtration Stations (4 model filtration systems)Steam concrete curing tank

II. Recent acquisitions

Metal Concrete Beam Molds (8 units)Metal Concrete Cylinder Molds (24 units)Influent Water Mix Tanks (2 new tanks and mixers)HACH inline continuous turbidimeters and data acquisition system (4 sets)Mobile Experiment Stations and storage binsInstructor’s microcomputer workstation for Tinius-Olsen Universal Testing MachineAntennas for Mobile Mappers (5)New steel grading for Concrete Washout PitDigital camera for documenting lab activitiesSony HDR-SR11 camcorder for recording student presentation and lab activities

III. Planned Maintenance and Future Acquisitions

Upgrade Aggregate BinsUpgrade Concrete Washout PitWater system and aluminum lid for concrete curing tankMobile steel racks for storage of cyclinder and beam moldsPurchase Data Collectors for Total StationsNetwork Printer (1)Network Plotter (1)Smartboard electronic white board (1)

Environmental Engineering Laboratory


Phipps & Bird Jar Test Unit (2 old & 2 newer)


Atomic Adsorption Unit (new)TOC Analyzer (new)Ion Chromatograph (new)Gas Chromatograph (2 very old units)Analytical Balances (1 old, 1 newer model)COD Digesters (3)Filtration Manifolds (2)pH meters (1 new, several very old)Muffle furnaceOvenMicrobial Incubator (relatively new)Medium sized autoclave (relatively new)Small autoclave (very old)Dissolved Oxygen Meters (2 new, 3 very old)BOD Incubator (one old, two new) One of the new ones needs repairRefrigerators (2, one of which needs repair)


Water distillation unitTOC AnalyzerIon ChromatographAtomic Absorption SpectrophotometerNew fume hoodsNew doorNew laboratory tables and cabinets


Constant temperature incubatorNew DO metersNew air manifold system for biological treatability studiesNew refrigerator for sample storageNew specific ion meters (two)Dissolved oxygen meters

Hydraulics and Hydrology Laboratory


Falling sphere viscometer apparatusSubmerged plane apparatusManometry apparatusJet impact apparatusReynolds' apparatusFluid meters apparatusFluid circuit apparatusOpen-channel flow apparatusCentrifal Pump/Turbine Demonstration UnitSedimentation UnitSeries/Parallel Pump Demonstration Unit

II. Recent acquisitionsAPPENDIX C – LABORATORY EQUIPMENT · 219

Infiltration ApparatusGroundwater flow unitPereametersHydrostatics BenchOpen Channel FlumePump Demonstration and Experiment


Hydrology study system (rainfall simulation)Drainage and Seepage TankHydraulics Bench Friction Demonstration UnitFriction Demo Unit

Traffic Laboratory


TRAX FLEX HS (2) Road Tube CountersTRAX 2 (1) Road Tube CounterTDC-12 (1) hand Held Data RecorderDB-200 (1) Hand Held Data RecorderDB – 400 (1) hand Held Data RecorderTRAX Pro SoftwarePetra Pro software

II. Recent Acquisitions

None


Distance measuring Device

Geotechnical/Materials Laboratory


Forney Concrete Testing Machine w/ 300,000-lb capacityELE Compression Testing Machine w/ 500,000-lb capacityELE Flexural Beam Tester w/ 22,500-lb capacityPrecision Instruments Thin-Film OvenPrecision Instruments Forced-Draft OvenSoiltest Screen Shaker and 2-ft-square ScreensRainhart Sieve Shaker and 8-in-diameter Brass SievesFixed-base, Dual-hammer Marshall Compaction HammerRotating-base, Dual-hammer Marshall Compaction HammerMarshall Stability and Flow TesterThree 3-cu.ft. Concrete Drum Mixers


Soiltest Centrifal Asphalt ExtractorRice Specific Gravity Testing DevicePress-R-Meter Air Content DeviceAsphalt Cement Dispensing PotShaker Table for Soil Density TestingSoiltest Proctor Compaction SystemSoiltest Direct Shear Testing SystemPrecision Instruments Forced-Draft OvenRainhart Sieve Shaker and 8-in-diameter Brass SievesOhaus Electronic Balance (0.1-g precision)AND Electronic Balance (0.1-g precision)


Bubble Tube PermeameterGeotest Triaxial Soil Testing SystemUnconfined Compression Soil Testing SystemDirect Shear Soil Testing SystemRing Shear Soil Testing SystemDynamic Cone PenetrometerOhaus Weigh-Below Electronic Balance (0.1-g precision)


Brookfield Rotational ViscometerUnsaturated Soil Triaxial Test SystemEnvironmental Control Chamber (for unsaturated soil testing)Fredlund SWCC DeviceFall Cone ApparatusNon-Nuclear Density GaeKneading Compactor (for triaxial specimens)


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