ABET Preparation - University of Iowa



ABET Preparation

Professional Advisory Board

Civil and Environmental Engineering

The University of Iowa

Evaluation of Objectives and Outcomes

11 November 2000

(Summary of responses received, compiled 4 June 2001; two new sets of responses shown in italics, 24 September 2001)

Draft Educational Objectives

PLEASE REVIEW AND PROVIDE

COMMENTS AND SUGGESTIONS IN THE BOX BELOW EACH PROPOSED OBJECTIVE STATEMENT

(taken from "Strategic Plan, College of Engineering," 1999 and supplemented by CEE Department Faculty)

The broad educational objective of all undergraduate programs in the College of Engineering is to build a strong foundation of scientific and technical knowledge and to develop the problem solving, teamwork and communications skills that will serve the students throughout their careers. To meet this broad objective, specific objectives common to all programs are:

1. To foster a personalized, supportive environment for all students by taking advantage of the unique combination of a small college atmosphere and the research resources of the College and University.

|Advisory Board Member Comments/Suggestions: |

| |

|The smaller size of the CEE Department combined with the diversity of study areas available and the strength of the faculty provide|

|and excellent forum to meet this goal. You have the opportunity to have relatively smaller classes and an environment where |

|faculty actually knows the students – by name. This is an asset that you need to make the most of in the ways in which you recruit|

|students. |

| |

|Good objective but not quantifiable and direct connection to learning is not indicated. Consider specifying class size, required |

|connection to research facilities, and benefits to learning experience (intensity, personal application, rate of learning). |

| |

|3. The use of the term “small college” seems odd to me as I don’t think of the UI Engineering College as “small”. Do the |

|students think they belong to a small college? |

| |

|I’m okay with the concept of the objective. |

| |

|4. Good objective; I agree that these are unique and valuable features that should be taken advantage of. The challenge is for |

|U-I to make sure these features are promoted to prospective students, general engineering students, grad students, etc and that |

|these features do continue to be used to foster a “personalized, supportive environment.” |

| |

| |

2. To enrich the undergraduate experience through cultural and gender diversity, international opportunities and experiential learning;

|Advisory Board Member Comments/Suggestions: |

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|I have mixed emotions on this issue. Obviously an atmosphere that promotes diversity is essential in today’s times and |

|international and experimental learning opportunities are wonderful things. My concern is that paying specific attention to these |

|areas may divert resources and focus away from learning the fundamental learning of engineering/problem solving skills. This may |

|not be a politically correct attitude, but I have serious concerns that our educational institutions are producing graduates who |

|have not had time to learn many of the basic skills that they will need in their practice. Hence you are left with the trying to |

|satisfy/solve the delicate balance of producing worldly engineers. Good Luck! |

| |

|2. Good objective - You imply an attempt to recruit diverse teachers, |

|students, and to plan or force exposure in order to maintain or improve |

|existing conditions. |

| |

|3. This sounds very lofty, but does not say how you intend to do it. I |

|would suggest you add some examples of how you intend to |

|accommodate this objective. I would highlight U of I’s facilities |

|and opportunities, perhaps as follows with some bullets: |

| |

|-encourage interaction (or educational opportunities) for engineering |

|students with the entire university community. |

|-provide opportunities for students to assist in engineering research at |

|the university and abroad. |

|-encourage cooperative experience and summer internship |

| |

|I am not sure that these are the best bullets, but rather than setting out |

|something that sounds nice, highlight some of the opportunities that |

|the U of I has the ability to provide that other schools do not do as |

|well. |

| |

|4. What does the college do to ensure that students get the enrichment of “cultural and gender diversity……etc.”. Are there |

|required cultural classes? |

| |

|Are there “international opportunities” that are unique to the UI? |

| |

|Okay – I have to admit this, I don’t know what “experiential learning” is and my dictionary doesn’t have it listed. Is this even |

|a word? If I don’t know what it is, most students won’t either (I suspect). |

| |

|The gist of all of my comments is: How is this built into the curriculum? |

| |

|5. I think this is a good objective and can be achieved (host programs for grade school and high school girls, reach more Latin & |

|African American students, continue to hire professors from various backgrounds and cultures, etc.). The phrase “international |

|opportunities and experiential learning” is vague, though – could this be re-worded or better explained? |

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3. To integrate "core concepts" throughout the curriculum that develop leadership, teamwork, life-long learning, and career advancement.

These core concepts, adopted by the College of Engineering faculty in May 1999, include:

- design and process modeling experience

- open-ended problem solving

- teamwork and project management skills

- oral, written, and graphical communication skills

- contemporary computer usage

- multi-disciplinary experience

- ethical, professional, social and global awareness

|Advisory Board Member Comments/Suggestions: |

| |

|1. These are all excellent concepts and the list seems quite comprehensive (in other words I can’t think of any more items to add |

|to the list). As an observation from my work with students in the senior design project and by working with new graduates, their |

|communications skills (mainly written and graphical/visual) is sometimes weak, that is they can often find a good answer but have |

|difficulty in convincing their audience (reviewer, reader, client, etc) that it is correct/appropriate. |

| |

|2. Great! |

| |

|3. Check your grammar in the first sentence. It should read, “that develops”. Otherwise this sounds good. It is clear and to |

|the point. This is the kind of format that I would like to see in expanding number 2. |

| |

|4. These are good core concepts. |

| |

|My observation from the grads that we have hired is that the curriculum is weak in some of these areas – especially the design |

|process, multi-disciplinary experience and project management skills. |

| |

|Also, I really don’t think the students have a feel for what it takes to advance their careers as I don’t see a lot of evidence of |

|“life-long learning” by UI grads (or ISU grads for that matter). I don’t think they are getting the message. |

| |

|5. Good objective. Teamwork is very important; I think the students we’re hiring now (from UI and elsewhere) have learned this |

|and work well in teams. Communication skills are lacking, which may be the fault of the high schools (as we discussed at the last |

|board meeting). The college should consider a professional writing course and start a Toastmaster’s club. Leadership, life-long |

|learning, participation in professional organizations, etc. seem less important to the new hires. Not sure if this is just |

|changing times or if the universities could be doing a better job. I noticed that there were no students at the last ASCE |

|environmental/hydraulics &hydrology annual meeting on Iowa’s campus – why was that? Shouldn’t at least the capstone design |

|students be required or strongly encouraged to attend such conferences? They should also be encouraged to dress appropriately for |

|conferences. Ethics and professionalism are probably best taught by example, such as by the professors and professionals from the |

|community. There needs to be more pride in civil/environmental engineering. |

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| |

In addition to these objectives (common to the whole College of Engineering) the Civil Engineering Program has four additional program objectives. These are:

4. To provide students with appropriate proficiency in the sub-disciplines of structures, hydraulics, transportation and environmental engineering, within civil engineering;

|Advisory Board Member Comments/Suggestions: |

| |

|1. At our November 10 meeting, we discussed the possibility of consolidating the four sub-disciplines into two. I am a product of|

|an undergraduate civil engineering program – that is at the undergraduate level there was no distinction between each of the |

|sub-disciplines. However, though it wasn’t formal, by our senior year, specialization was occurring with student electives |

|gravitating towards their areas of interest. Formal specialization of course came with graduate studies. With the probable |

|transition towards an MS being the minimum professional degree, it seems to me that these four sub-disciplines should be maintained|

|because it will reflect the reality of what people are going to want and do. |

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|2. Very appropriate goal! It’s just a word and not quantifiable but why choose appropriate? Exceptional, adequate, outstanding, |

|average, etc. |

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|3. I like this objective as stated. |

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|4. Why not general civil engineering? |

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|We see a lot of grads that want to be a structural engineer – but don’t have the basic education to be one. They might have one |

|concrete class, one steel class, and statics – but no foundation classes or advanced design classes in steel or concrete or even |

|timber design. Terror comes in their eyes the first time we ask them to draw a detail! We have yet to find a grad that could |

|design a complete, simple building with an undergraduate degree. So what is “appropriate proficiency”?? |

| |

|From a hydraulics point of view, grads can do river hydraulics well. Finding a grad that knows the concepts of stormwater |

|management and one that can actually do the calcs and design a SWM structure (the everyday stuff) is hard to do. Again – we need |

|to define proficiency. |

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|5. Looks good. I agree with maintaining the four sub-disciplines but should it say “...opportunity for proficiency in the |

|sub-disciplines...?” In other words, would it also be possible for a student to obtain a general civil engineering degree without |

|specialization in a sub-discipline? |

5. To ensure students are knowledgeable about the importance, procedures and benefits of professional licensure and continuing education;

|Advisory Board Member Comments/Suggestions: |

| |

|1. Agree fully with this goal. Professional registration is essential (a PE from the United States has even limited recognition |

|and acceptance in other countries). In all likelihood, you cannot make passing the EIT exam a requirement for graduation (pity) |

|but possibly there could be more recognition of this accomplishment at graduation/in transcripts/or on degrees. |

| |

|2. A good goal but is it of generally equal weight as 4 above? Rather than referring only to licensure and continuing education, |

|emphasize professionalism and ethics in general and mention licensure and ed as elements. |

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|3. Looks good. |

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|4. I’m not sure all the students are getting the message on taking the exam. Some grads here are reluctant to take it. |

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|5. I think this objective is very important for the civil engineering program. Licensure is fairly unique to civil engineering |

|(compared to other types of engineering) so this should remain a specific objective. These things can be taught/reinforced during |

|engineering ethics and capstone design courses. |

| |

6. To offer design experiences in the curriculum that include projects provided and guided in part by the \professional community;

|Advisory Board Member Comments/Suggestions: |

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|1. From personal experience with the senior design projects, this is a great opportunity/experience for the students and pretty |

|satisfying for the professional mentor. The department should make the most of all opportunities to incorporate the experience of |

|professionals in the community into the classes/curriculum. I believe that there is a significant number of un in the community |

|that are willing to help. |

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|2. This is good but you are dependent to some extent on the community and will require recruiting effort by teaching staff. The |

|intent is to emphasize practical real world design experiences. |

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|3. Perhaps add information about the seminar program as a bullet point, again showing how you will accomplish this objective. U |

|of I has a terrific program to encourage interaction with the community, highlight it a bit. |

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|4. I think the capstone class is a good way to do this. I wonder if there should be a junior level and a senior level class. |

|Grads come out still wondering what the design process is - so I have to wonder if what they are taught needs to be taught twice |

|or more frequently to make it stick. |

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|5. I think this is an important objective and it sounds like it is being met pretty successfully already. Another idea is to |

|increase advisory board meetings to 2 days with one day spent in the classrooms or at seminar, etc. We could be guest speakers. |

|Might as well “use us” while we’re here, and we’ll feel like we’ve accomplished more! I would also suggest more student |

|involvement in the local ASCE section/branch meetings and conferences as noted previously. |

7. To provide research opportunities to undergraduate students through our department’s unique connections with other on-campus entities such as the Iowa Institute of Hydraulic Research (IIHR), the Center for Global and Regional Environmental Research (CGRER), the Public Policy Center (PPC), the Center for Computer Aided Design (CCAD), the Center for Biocatalysis and Bioprocessing, and the Center for Health Effects of Environmental Contamination (CHEEC).

|Advisory Board Member Comments/Suggestions: |

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|1. Cross pollination is a wonderful thing, but again I have some concerns that too much work in these areas may divert resources |

|and focus away from learning the fundamental learning of engineering/problem solving skills. |

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|2. This will be good experience opportunity for students and a worth while goal. Will you include requirements or encouragement |

|to take part or is the existing status of availability as far as you intend to push this goal. |

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|3. Good points. |

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|4. Sounds like a great idea. It’s not clear if this is “extracurricular” so that they can earn some spare cash, or if they could |

|potentially get credit for doing the research. If they can get credit, would there be a requirement for writing a brief report and|

|making a presentation about their work? |

Draft Educational Outcomes

PLEASE REVIEW AND SUGGEST ADDITONAL CE-SPECIFIC OUTCOMES AT THE END

Summary of ABET Outcomes (ABET a) – k) outcomes are listed prior to each of the proposed CoE outcomes in italics; these are proposed by the AA working group, as revised from 1998-99 Curriculum Committee Proposals. Additional CE-specific outcomes remain to be articulated )

Graduates of the undergraduate engineering programs at the University of Iowa will be prepared to contribute effectively as engineers in a diverse and multidisciplinary work environment.

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

(i) They will have the ability to apply knowledge of mathematics, science and engineering in their chosen fields.

(b) an ability to design and conduct experiments as well as to analyze and interpret data;

(ii) They will have the ability to design and conduct experiments, and to analyze and interpret experimental results.

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

(iii) They will have the ability to design systems, components, or processes to meet

specified objectives in their chosen fields;

(d) an ability to function on multidisciplinary teams;

(iv) They will have the ability to work as members of multidisciplinary project and/or research teams, and have an understanding of leadership in teams and organizations.

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

(v) They will have the ability to identify, formulate, and solve engineering problems.

(f) an understanding of professional and ethical responsibility;

(vi) They will have an understanding of professional and ethical responsibility and the value of mentorship and peer support

(g) an ability to communicate effectively;

(vii) They will have the ability to communicate effectively in written, oral, and graphical forms.

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

(viii) They will have an education that is supportive of a broad awareness of the diversity of the world and its cultures, and that provides an understanding of the impact of engineering practice in the global community

(i) a recognition of the need for and an ability to engage in lifelong learning;

(ix) They will understand the importance of updating and maintaining their technical skills and continuing their education throughout their professional careers.

(j) a knowledge of contemporary issues;

(x)They will have a knowledge of contemporary issues

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

(xi) They will have the ability to use the principles, techniques, skills and modern engineering tools necessary for successful engineering practice and/or research in their chosen fields.

(xii) They will have a base-level competency in environmental engineering.

(xiii) They will have a base-level competency in hydraulics and (hydraulics and hydrology).

(xiv) They will have a base-level competency in structural engineering (including construction materials).

(xv) They will have a base-level competency in transportation engineering.

(xvi) They will have had the opportunity to be guided by practicing professionals in a design experience.

(xvii) They will have an awareness of the role of research in the evolution of Civil Engineering practice.

(xii, xiii, xiv, … specific to CE program – to be developed)

|Advisory Board Member Suggestions for additional CE-specific Outcomes??? |

|1. List of items a through k/i through xi is pretty comprehensive and the issues covered are all relevant to CE. I may be |

|overlooking something, but it seems that anything we might want to add would simply be an add on to the issues already covered. |

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|2. I would consider the use of some quantifiers (effectively, efficiently) but you have obviously followed ABET. I am concerned |

|that each of the outcomes will have to be measured/quantified to some extent (levels or pass/fail). |

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|3. I would rephrase (x) as shown above. Perhaps as follows: |

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|They will have an awareness of contemporary issues and awareness (appreciation?) of how these issues affect their profession and |

|work product. |

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|4. These are good outcomes – not doubt. How is the department measuring the students to see if they are accomplishing these |

|goals? |

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|5. Most of these sound good. Outcomes ii, iii, and v concern me in terms of how they will be met and measured (see comments in |

|next section). |

| |

(Additional CEE-specific outcomes at end)

More on Draft Educational Outcomes

Based on your experience with UI CE graduates you have hired or worked with, and/or your perceptions of UI CE graduates in general, please indicate your level of agreement or disagreement with each educational outcome, and add any additional comments or suggestions you may have.

|Numeric Value |Meaning |

|6 |Strongly agree |

|5 |Moderately agree |

|4 |Slightly agree |

|3 |Slightly disagree |

|2 |Moderately disagree |

|1 |Strongly disagree |

Outcome (i): They will have the ability to apply knowledge of mathematics, science and engineering in their chosen fields.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | | |XXX |X |

|Advisory Board Member Comments/Suggestions: |

| |

|1. Generally have a working knowledge of the concepts that they need. Sometimes you are surprised at issues they don’t know but |

|then it simply might be to long to remember how much I didn’t know when I was in a similar position. I do feel that new graduates |

|of the past had a greater ability to work independently/without intense guidance than do the present graduates. I agree. |

| |

|3. Perhaps instead of referring to graduates as “they”, could we call them “graduates” or “graduate engineers”? |

Outcome (ii): They will have the ability to design and conduct experiments, and to analyze and interpret experimental results.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | |X XX | | |

|Advisory Board Member Comments/Suggestions: |

| |

|1. Again, the current new graduates require a lot of guidance in planning the direction and objectives of their work, in the |

|interpretation of the outcomes/outputs, and in the presentation of their results (ie written and graphical presentation skills are |

|weak). |

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|2. This is not that important to a consulting firm. |

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|3. In my opinion many new environmental grads (from UI and elsewhere, maybe more elsewhere) lack the ability to design an |

|experiment or a component or a process; they even lack the ability to solve a problem. They seem to not know where to start, or |

|are afraid to try. Maybe our environmental programs are getting too broad. How can design and problem solving be taught better? |

|Is the chemical engineering department good at teaching this, and if so, can we learn from them? Maybe we need better unit |

|operations design classes. This type of thing concerns me more than the lack of communication skills, perhaps because engineers |

|are still perceived by the general public to be not great communicators, but they darn well better be good problem solvers! |

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Outcomes (iii): They will have the ability to design systems, components, or processes to meet specified objectives in their chosen fields;

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | |X |X XX | | |

|Advisory Board Member Comments/Suggestions: |

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|1. Same response as No. ii. |

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|2. See No. ii |

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|2. I reiterate what I said about the new structural engineering grads not being able to design a complete, but simple, structure. |

Outcome (iv:) They will have the ability to work as members of multidisciplinary project and/or research teams, and have an understanding of leadership in teams and organizations.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | | |XX |XX |

|Advisory Board Member Comments/Suggestions: |

| |

|1. The new graduates have a very good attitude/expectation of working in teams. They are comfortable with their initial |

|subordinate position in the teams and do a good job of looking to leadership by senior people on the teams and within the |

|organization. |

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|2. I’m not sure how to handle this. Grads come with some experience in working in teams – but teams of other civil engineers, and|

|not mixed teams of civil, mechanical, electrical and architects. If there was a way to get more diversity in the teams, it would |

|be better. Again, I’m not sure how you do this. |

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|3. UI grads are great at this. They are some of our best team players |

Outcome (v): They will have the ability to identify, formulate, and solve engineering problems.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | |XX |X |X |

|Advisory Board Member Comments/Suggestions: |

| |

|1. The basic knowledge is there (sometimes) but the ability to craft it all together are often lacking, especially if there are |

|multiple tasks and as always missing bits of information to fabricate. |

| |

|2. Grads may not be very proficient in the actual design, but they do seem to be able to discern what needs to be designed and try|

|to solve the problems. |

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|3. See comments under ii. |

Outcome (vi): They will have an understanding of professional and ethical responsibility and the value of mentorship and peer support

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | |X | |X |XX |

|Advisory Board Member Comments/Suggestions: |

|1. New graduates do a good job of seeking/expecting guidance. Hopefully they can find it. |

Outcome (vii): They will have the ability to communicate effectively in written, oral, and graphical forms.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | |X X |X |X | |

|Advisory Board Member Comments/Suggestions: |

| |

|1. Their abilities to “sell” an audience on the results of their efforts are often lacking. This can be in such basic things as |

|the organization and presentation of their problem solutions/computations, to writing any type of report. I’m not sure if the |

|rhetoric class they have to take is working. It is tough to get through to new graduates that any time they put something on a |

|piece of paper, be it a report or a computation, it needs to state an objective, how whatever was done was done, and clearly |

|identify a result or conclusion. They need to remember that a lawyer could look at whatever they put on paper one day – and that’s|

|not fun if it is incomplete. A lawyer once told me that it is always much easier to feed something you don’t want seen through a |

|paper shredder than to fake a new document after your in trouble. |

| |

|2. Our experience varies here with the UI grads, but my impression is that UI grads have better than average communication skills.|

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|3. I think UI grads are as good or better than those from other universities, but this is definitely an area that needs |

|improvement. See also comments under ii. |

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Outcome (viii): They will have an education that is supportive of a broad awareness of the diversity of the world and its cultures, and that provides an understanding of the impact of engineering practice in the global community

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | |XX |XX | |

|Advisory Board Member Comments/Suggestions: |

| |

|1. Don’t see this in new graduates; they are pretty limited in their views beyond local issues. An exception is probably gender. |

|There seems to be few issues of gender in new graduates – which is a good thing. |

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|2. I’m not sure I see a lot of evidence that would support this outcome as it relates to diversity. How do you measure this? |

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|3. I agree with 2. above for UI B.S. grads, but many of the UI M.S. grads I know are quite “worldly.” The “world awareness” and |

|“global impact awareness” probably depends more on family background and extracurricular activities than education, although it |

|helps that UI has students and instructors from different cultures, and instructors who are into “global” and holistic solutions. |

| |

| |

Outcome (ix): They will understand the importance of updating and maintaining their technical skills and continuing their education throughout their professional careers.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | |XXX |X | |

|Advisory Board Member Comments/Suggestions: |

|1. When they graduate, it seems that they are really not interested further education for those first few years, at least till they|

|have to prepare for the professional registration exams. That is possibly a fault in our registration process – Iowa at least |

|requires continuing education after you pass the PE exam, but between EIT and PE, there is no impetus to do any more. Maybe they |

|are busy enough learning the practice of engineering. |

| |

|2. This too varies by individual, and maybe this is generational, but there seems to be a “9 to 5” attitude among the recent |

|grads. I find myself telling people that they need to go get more training rather than them asking for it. |

| |

|3. They should be encouraged to be involved more in professional organizations in college with the understanding that they will |

|continue this during their professional careers. We have to twist arms to get recent grads to join and be involved in professional|

|organizations, yet this involvement is a key component of continuing education. |

Outcome (x:)They will have a knowledge of contemporary issues

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | |X | |XXX | |

|Advisory Board Member Comments/Suggestions: |

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|1. Probably. |

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Outcome (xi): They will have the ability to use the principles, techniques, skills and modern engineering tools necessary for successful engineering practice and/or research in their chosen fields.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | |X |X XX | |

|Advisory Board Member Comments/Suggestions: |

| |

|1. New graduates commonly have a good feel for new technologies – sometimes with the ability to infuse these skills into the old |

|duffers in the organization. They are also very good at adapting to and embracing new technologies that come along. |

| |

|2. This all depends on what the definition of “proficient” is as it relates to the above. Since they are not required to take |

|an Autocadd class, it is hard to say the grads have all the skills they need when they graduate. Likewise, grads don’t seem to |

|have the skills to design most basic civil engineering like site design (roadway layout, parking lot layout, stormwater management |

|design, etc). I previously mentioned the shortfalls of the new grad structural engineers. |

| |

|3. They are good at using new tools (computer applications, etc.) but not as good at applying principals (see comments under ii) |

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Outcome (xii) They will have a base-level competency in environmental engineering.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | |X | | |

|Advisory Board Member Comments/Suggestions: |

| |

|1. see comments under ii. Maybe we need to revise our expectations or better define what is meant by “base-level.” In any case, |

|UI grads are as good or better than other grads. |

Outcome (xiii) They will have a base-level competency in hydraulics and (hydraulics and hydrology).

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | | | | |

|Advisory Board Member Comments/Suggestions: |

| |

|1. No experience with new UI grads in this area; we have a UI grad who came to our firm with several years of experience who does |

|very well. |

Outcome (xiv) They will have a base-level competency in structural engineering (including construction materials).

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | | | | |

|Advisory Board Member Comments/Suggestions: |

|1. No experience with UI grads in this area |

Outcome (xv) They will have a base-level competency in transportation engineering.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | | | | |

|Advisory Board Member Comments/Suggestions: |

| |

|1. No experience with UI grads in this area. |

Outcome (xvi) They will have had the opportunity to be guided by practicing professionals in a design experience.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | |X | | |

|Advisory Board Member Comments/Suggestions: |

|1. I polled several UI B.S. grads and this has not always been the case. Most of them graduated several years ago. I assume UI |

|will be able to achieve this outcome in the future through the Capstone design class. |

| |

Outcome (xvii) They will have an awareness of the role of research in the evolution of Civil Engineering practice.

|Assessment |1 |2 |3 |4 |5 |6 |

|(please check appropriate box) | | | | | |X |

|Advisory Board Member Comments/Suggestions: |

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|1. Yes; Iowa being a research-oriented university helps. Also small class sizes help students to be aware of what their |

|instructors are up to research-wise, and hopefully allows instructors to explain how this fits in to CE practice. |

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