TTU Home COE CEE MEnvE 5-Year Program Program Statement

Program Statement

The Mission

Educational Objectives

Program Outcomes

Professional Component Outcomes

Criteria Summary

 

The mission of the department has three elements:

  • To provide excellent instruction and design experiences essential for graduates to enter the practice of civil engineering and pursue lifelong professional development.
  • To provide research opportunities for students that generate, communicate, and apply new knowledge for the betterment of society.
  • To foster a spirit of service and leadership among students and faculty and assist the public in addressing issues concerning using our resources, protecting our environment, and developing our infrastructure.

Department of Civil and Environmental Engineering Educational Objectives

The CEE Department has adopted a straightforward set of four educational objectives for its MEnvE graduates. The definition of “objective” in this context means our expectations for our graduates’ accomplishments several years after completing the MEnvE.

The CEE Department’s educational objectives are to generate graduates who will:

  1. progress to professional registration,
  2. continue professional development through participation and leadership in professional organizations,
  3. pursue lifelong learning through continuing education or post-graduate education, and
  4. be prepared for diverse career paths in industry and government.

MEnvE Program Outcomes

While retaining intentions of the ABET Criterion 3 (a-k) list, the following list of four summarized outcomes was approved by the CEE faculty and the College of Engineering for use in catalogue program description. The connected a-k outcomes are listed in parentheses with each summary outcome.

Upon graduation, the MEnvE graduates are to be

  1. Ready for employment in entry-level civil engineering positions or further study in graduate programs (e, f, h, i, j, k),
  2. Able to apply principles from science, mathematics, and engineering science to the solution of civil engineering problems (a, b, c, e, k),
  3. Able to communicate effectively through oral and written presentations (g, h, k), and
  4. Able to function on multidisciplinary teams (d, f, k).

These outcomes still connect easily with the eleven items in Criterion 3, and those eleven a-k items are used in the detailed assessment of the program as described later in this chapter.

The four summary program outcomes clearly relate to the program educational objectives. Summary outcome 1 supports all four educational objects. Being ready for entry-level positions and/or graduate study contributes to progress toward licensure, effective participation in professional organizations, post-graduate education, and capacity for diverse employment. Summary outcome 2, applying appropriate principles to the solution of engineering problems is necessary for completion of the licensure process and for multiple career opportunities. It also forms the basis for lifelong learning of new and improved solutions to challenging problems. The communication abilities in summary outcome 3 are necessary for leadership and participation in professional organizations and for career path options. It is axiomatic that the best communicators, rather than the most technically skilled, often lead engineering firms and agencies. The teamwork concept in summary outcome 4 connects directly to participation in professional organizations and development of broad career options.

Relation of Summary Program Outcomes to Criterion 3 Outcomes

In this section, the Criterion 3 (a-k) outcomes are listed and their connections to the four summary program outcomes are clarified. While the direct connections of individual courses are presented in detail in Chapter 4, course titles and numbers are also mentioned to facilitate the explanations here.

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

This outcome is directly related to summary Outcome 2 and is accomplished through a series of courses in mathematics, chemistry, biology, physics, and basic engineering sciences where these concepts and practices are first presented. In subsequent civil and environmental engineering courses, this basic knowledge contributes to analysis of engineering problems and their solutions.

(b) An ability to design and conduct experiments, as well as to analyze and interpret data

This outcome is directly related to summary Outcome 2. It is accomplished through a series of laboratory courses including chemistry, biology, physics, fluid mechanics, water/wastewater analyses, and unit processes for wastewater treatment.

(c) An ability to design a system, component, or process to meet desired needs

This outcome is directly related to summary Outcome 2. This outcome is initially introduced conceptually in the Environmental Engineering Seminar (ENVE 1100) as the students learn that complex problems may require complex and unique solutions. After completion of the mechanics courses, design concepts are applied in junior-level courses such as CE 3354 (Engineering Hydrology) and CE 3372 (Water Systems Design). The design sequence proceeds through the senior-level ENVE 4307 (Physical and Chemical Wastewater Treatment), ENVE 4391 (Advanced Water Treatment), and ENVE 4399 (Biological Wastewater Treatment), and several required graduate courses such as ENVE 5303 (Design of Air Pollution Control Systems), CE 5395 (Solid and Hazardous Waste Treatment), and CE 5360 Open Channel Hydraulics. The major system design experience culminates in the two-course sequence ENVE 5305 (Environmental Systems Design I) and ENVE 5306 (Environmental Systems Design II) taken sequentially during the graduate year.

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

This outcome is directly related to summary Outcome 4. It is accomplished by requiring several experiences on team projects in formal courses such as CE 3354 (Engineering Hydrology), CE 3372 (Water Systems Design), ENVE 5305 (Environmental Systems Design I), and ENVE 5306 (Environmental Systems Design II). The CE courses include both CE and MEnvE students as well as students pursuing the dual degree in architecture and CE. The MEnvE program includes also more environmental sciences such as biology and chemistry than the BSCE program to increase the MEnvE graduates’ awareness of the issues of concern to the environmental scientists with whom they will interact professionally.

(e) An ability to identify, formulate, and solve engineering problems

This outcome is directly related to summary Outcomes 1 and 2. This outcome is addressed and practiced in virtually all civil and environmental engineering courses starting in the freshman year and continuing throughout the student’s academic program.

(f) An understanding of professional and ethical responsibility

This outcome is directly related to summary Outcomes 1 and 4. The concepts of professional and ethical responsibility are woven into environmental and civil engineering courses starting in the freshman year and continuing through the graduate year. Responsibility for careful analyses and designs with multiple checks are stressed as well as strict adherence to appropriate codes and regulations. Additionally, these topics are thoroughly covered in our required senior level course CE 4292 (Engineering Professionalism and Ethics) and CE 4101 (Application of Engineering Fundamentals).

(g) An ability to communicate effectively

This outcome is directly related specifically to summary Outcome 3. Written and oral communication is addressed outside our department in the freshman courses (ENGL 1301 and 1302) and the technical communication requirement provided either in PETR 3308 (Engineering Communication) or IE 2331 (Professional Communication for Engineers). It is also a vital part of ENVE 1100 (Environmental Engineering Seminar I), CE 3354 (Engineering Hydrology), CE 3372 (Water Systems Design), CE 4292 (Engineering Professionalism and Ethics), and the two course design sequence ENVE 5305 (Environmental Systems Design I) and ENVE 5306 (Environmental Systems Design II). Written reports and/or oral presentations are required in those courses. Additionally, the other required or elective 3-hour graduate courses in the curriculum require the submission of one or more written papers to fulfill course requirements.

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

This outcome is directly related to summary Outcomes 1 and 3. Required courses in American history (HIST 2300 and 2301) and political science (POLS 1301 and 2302) contribute to MEnvE students’ perceptions of their work as it relates to local, regional, and national societal concerns. In addition, we stress the societal context of our designs as they contribute to improvement in the quality of life for the public or other clients.

(i) A recognition of the need for, and an ability to engage in life-long learning

This outcome is directly related to summary Outcome 1. Instructors stress the importance of continuing education for maintenance and growth of technical competence obtained through on-the-job training, self study, graduate school, and workshops/short courses. These discussions occur in advanced classes.

(j) A knowledge of contemporary issues

This outcome is related to summary Outcome 1. Instructors use realistic engineering problems in the advanced level courses to demonstrate modern regulatory and technical challenges. This outcome is also frequently addressed during advising sessions with students and in both formal and informal conversations among students, faculty, and industry representatives. Invited speakers at the ASCE, SEP, and TSPE Student Chapter meetings often speak on contemporary issues.

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

This outcome is related to all four of summary outcomes. It is addressed in most, if not all, of the required and elective civil and environmental engineering courses. The faculty consider techniques, skills, and modern engineering tools to include technical knowledge gained in formal courses as well as non-technical components such as written and oral communication effectiveness and awareness of professional and ethical responsibilities of the professional engineer.

MEnvE Professional Component Outcomes

The Criterion 8 Outcomes for environmental engineering include the following:

  • proficiency in mathematics through differential equations, probability and statistics, calculus-based physics, general chemistry, an earth science ( e.g., geology, meteorology, soil science) relevant to the program of study, a biological science (e.g., microbiology, aquatic biology, toxicology) relevant to the program of study, and fluid mechanics relevant to the program of study;
  • introductory level knowledge of environmental issues associated with air, land, water systems, and associated environmental health impacts;
  • an ability to conduct laboratory experiments and to critically analyze and interpret data in more than one major environmental engineering focus areas (e.g., air, water, land, environmental health);
  • an ability to perform engineering design by means of design experiences integrated throughout the professional component of the curriculum;
  • proficiency in advanced principles and practice relevant to the program objectives;
  • understanding of concepts of professional practice and the roles and responsibilities of public institutions and private organizations pertaining to environmental engineering; and
  • Advanced level) an engineering project or research activity resulting in a report that demonstrates both mastery of the subject matter and a high level of communication skills.

The following section shows how these outcomes are distributed across the MEnvE curriculum. Table

MEnvE Criteria Summary

Summary Table