Civil Engineering BS
The purpose of the undergraduate Civil Engineering program is to produce graduates who possess technical competence in their chosen specialty area of civil engineering, integrity, and a commitment to the principles of the gospel of Jesus Christ, that will prepare them to serve and contribute as innovators, professional engineers, and leaders in the global community.
The objectives of the undergraduate Civil Engineering Program at Brigham Young University are to:
- Develop innovative engineers who competently apply recognized technical methods to meet human needs for water, shelter, and transportation.
- Develop leaders with global awareness who hold paramount the safety, health, and welfare of the public while sustaining and protecting the environment.
- Develop citizens with moral character and a commitment to the gospel of Jesus Christ who provide life-long service to the public, church, and professional community.
Math and Science
a) An ability to apply knowledge of mathematics, science, and engineering.
b) An ability to design and conduct experiments, as well as to analyze and interpret data.
c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.
d) An ability to function on multidisciplinary teams.
e) An ability to identify, formulate, and solve engineering problems.
f) An understanding of professional and ethical responsibility.
g) An ability to communicate effectively.
h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
i) A recognition of the need for, and an ability to engage in life-long learning.
j) A knowledge of contemporary issues.
k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Evidence of Learning
The program objectives and learning outcomes are reviewed through a formal assessment strategy. The primary tools used for assessment are as follows:
Direct: Graded Coursework Items
Embedded indicators from the courses include graded items such as exam questions, laboratory assignments, projects, and key homework problems.
Direct: Fundamentals of Engineering (FE) Exam
Student learning with respect to specific outcomes is compared with that of students nationwide in this standardized exam, which is offered twice a year.
Indirect: BYU Alumni Questionnaire
This questionnaire is administered to alumni three years after graduation and has been administered each year since 2000. The instrument asks alumni to rate themselves on specific, concrete self-descriptive statements and questions derived from official statements of university aims. Other items solicit alumni perceptions of the impact of their undergraduate experiences in terms of their spiritual, character and intellectual development. There are 10 Civil and Environmental department-specific questions.
Indirect: Advisory Board Review
Members of the Department Advisory Board provide feedback on the program objectives, learning outcomes, and assessment strategy during their semi-annual meetings on campus. Most of the members are industry leaders and department alumni.
Indirect: Exit Interviews
Student ratings of the success of the program in accomplishing the learning outcomes, as well as student opinions about the importance of each outcome, are solicited from seniors approaching graduation. The data are collected three times a year, corresponding to the three university graduation dates.
Indirect: Student Ratings of Courses
The university administers an end-of course survey to students. This survey allows for more open-ended responses and provides insight into the effectiveness of teaching. Students have an opportunity to respond to the effectiveness of learning activities, fairness of grading procedures, explanation of concepts, usefulness of feedback, degree of student involvement, time spent on homework and reading assignments, etc. Students may also include free-form comments about the course.
Learning and Teaching Assessment and Improvement
The assessment data are compiled and analyzed by the Undergraduate Curriculum Committee for periodic discussion with the faculty during monthly faculty meetings and as a standard component of the annual department retreat.