Accreditation

The civil and environmental engineering programs at the University of Delaware are accredited by the Engineering Accreditation Commission of ABET. Established in Fall 2017 as our newest undergraduate major, construction engineering and management also follows ABET accreditation guidelines. In accordance with the ABET accreditation process, accreditation for the construction engineering and management degree program will be pursued after the first cohort graduates. Students who complete our curricula are well-qualified to pursue further graduate education or to enter the fields of civil engineering, environmental engineering or construction engineering and management.

Undergraduate Program in Civil Engineering

Program Educational Objectives

The Civil Engineering program will produce graduates that, within a few years of graduation, will

  • use problem solving skills and engineering and sustainability principles to address the evolving needs of society;
  • advance their civil engineering and other careers through lifelong learning, graduate studies, and/or professional licensure;
  • demonstrate effective communication skills, ethical decision making, and a commitment to their profession and society

Student Outcomes

The successful graduate of the civil engineering program must demonstrate:

  • an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics (Outcome 1)
  • an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors (Outcome 2)
  • an ability to communicate effectively with a range of audiences (written & oral) (Outcome 3)
  • an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts (Outcome 4)
  • an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives (Outcome 5)
  • an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions (Outcome 6)
  • an ability to acquire and apply new knowledge as needed, using appropriate learning strategies (Outcome 7)

Enrollment & Graduation Data

Fall Undergraduate Enrollment :

2013: 404 2014: 383 2015: 370 2016: 312 2017: 286 2018: 263 2019: 251

Bachelor’s Degrees Awarded :

2012-13: 91 2013-14: 92 2014-15: 102 2015-16: 113 2016-17: 94 2017-18: 68 2018-19: 76

Undergraduate Program in Environmental Engineering
Program Educational Objectives

The Environmental Engineering program will produce graduates who, within a few years of graduation, will

  • use problem solving skills and engineering and sustainability principles to address the evolving needs of society;
  • advance their civil engineering and other careers through lifelong learning, graduate studies, and/or professional licensure;
  • demonstrate effective communication skills, ethical decision making, and a commitment to their profession and society

Student Outcomes

The student outcomes for the environmental engineering degree program are as follows: 

  • an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics (Outcome 1)
  • an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors (Outcome 2)
  • an ability to communicate effectively with a range of audiences (written & oral) (Outcome 3)
  • an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts (Outcome 4)
  • an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives (Outcome 5)
  • an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions (Outcome 6)
  • an ability to acquire and apply new knowledge as needed, using appropriate learning strategies (Outcome 7)

Enrollment & Graduation Data

Fall Undergraduate Enrollment

2013: 145 2014: 139 2015: 131 2016: 119 2017: 109 2018: 107 2019: 97

Bachelor’s Degrees Awarded 

2012-13: 21 2013-14: 21 2014-15: 33 2015-16: 38 2016-17: 29 2017-18: 21 2018-19: 29

Faculty Resources

ABET Scoring Rubrics

Outcome 1: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics

Level 4 performance characterized by:

  • Combines engineering, mathematical and scientific principles to formulate models of processes and systems relevant to civil engineering
  • Demonstrates creative synthesis of solution by combining knowledge and information
  • Translates theoretical concepts into engineering applications through integration of mathematical and scientific principles
  • Identifies additional information needed to develop alternative solutions
  • Formulates solution strategies, properly analyzes data sets, and correctly executes the required analyses
  • Demonstrates understanding of how the various components of the problem relate to each other and to the whole
  • Interprets solution correctly and verifies correctness of solution

 

Level 1 performance characterized by:

  • Does not understand the connection between engineering, mathematical and scientific principles and models of processes and systems relevant to civil engineering
  • Solutions are developed using simple applications of one formula or equation with close analogies to example problems
  • Does not recognize the connection between theory and engineering application
  • Demonstrates no ability to connect existing knowledge to additional information
  • Unable to develop coherent strategy for problem solving or analysis of data
  • Possesses no understanding of how the various components of the problem relate to each other
  • Arrives at incorrect solution with no explanation or commentary
Outcome 2: An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors

Level 4 performance characterized by:

  • Develops a design strategy which includes a plan of attack, decomposition of work into subtasks, and development of a timetable
  • Applies engineering or scientific principles correctly during design development
  • Suggests new approaches or improves on previous design
  • Develops several potential solutions and determines optimum with appropriate consideration of applicable factors
  • Thinks holistically; understands the whole as well as the parts
  • Uses computer tools and engineering resources effectively
  • Supports design process with documentation and references
  • Develops solution that considers economic, health, safety, environmental and other realistic constraints
  • Recognizes practical significance of design outcome

 

Level 1 performance characterized by:

  • No design strategy is developed; utilizes a haphazard approach
  • Applies engineering or scientific principles incorrectly or minimally
  • Requires significant assistance to complete design
  • Focuses on only one solution to a problem; little to no optimization attempted
  • Lacks understanding of concept that the process is the sum of its parts
  • Minimal or no use of computer tools and engineering resources
  • Design exhibits minimal documentation or references
  • Design lacks consideration of economic, safety, cultural, social, or environmental factors
  • Design is incomplete or of no practical significance
Outcome 3: An ability to communicate effectively with a range of audiences (written & oral)

Level 4 performance characterized by:

  • Presentation conforms to the prescribed format (if any)
  • Articulates ideas clearly and concisely
  • Organizes presentation material in a logical sequence to enhance audience comprehension
  • Effectively uses graphs, tables, and diagrams to support points and to explain, interpret, and assess information
  • Uses level of detail and technical content appropriate for the audience and presentation format
  • Work is presented neatly and professionally, and in an appropriate format (written, presentation slides, posters, etc.)
  • Grammar and spelling are correct; proper American English is used
  • Figures are in consistent and proper format
  • Written:
    • Uses accepted professional writing style
  • Oral:
    • Verbal and non-verbal aspects augment the presentation
    • Listens carefully to questions and responds appropriately
    • Explains and interprets results effectively
    • Adheres to specified time limits

 

Level 1 performance characterized by:

  • The prescribed format is not followed
  • Poor organization, key points not clear to audience
  • Little to no structure (headings, labels, etc.) to support audience understanding
  • Graphs, tables or diagrams are used ineffectively, not referenced, or contain errors
  • Work is not presented neatly or in an effective format
  • Material and presentation do not adhere to time and/or space constraints
  • Spelling and grammar errors present throughout significant portion of presentation
  • The prescribed presentation format is not followed
  • Written:
    • The writing style is inappropriate for the audience or the assignment
  • Oral:
    • Verbal and non-verbal aspects distract from the presentation
    • Response to questions is inappropriate or extraneous
    • Unable to explain or interpret results
    • Exceeds time limit
Outcome 4: An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts

Level 4 performance characterized by:

  • Understands and abides by the ASCE Code of Ethics and the UD Students’ Code of Conduct
  • Participates in class discussions and exercises on ethics and professionalism
  • Demonstrates ethical behavior among peers, staff, and faculty
  • Is familiar with current events within civil and environmental engineering and respects the historical aspects of the profession
  • Is able to discuss current economic and societal issues and assess their implications within the profession
  • Takes personal responsibility for his/her actions
  • Evaluates and judges a situation in practice or as a case study, using facts and a professional code of ethics
  • Uses personal value system to support actions, but understands the role of professional ethical standards for professional decisions

 

Level 1 performance characterized by:

  • Lack of awareness of ASCE Code of Ethics or any codes for ethical behavior
  • Does not participate in or contribute to discussions of ethics; does not accept the need for professional ethics
  • Demonstrates or condones unethical behavior such as cheating, plagiarism, etc.
  • Is unfamiliar with current events and/or the historical aspects of the profession
  • Is unable to discuss current economic and societal issues or assess their implications with the profession
  • Blames others for own issues and problems
  • Evaluates and judges a situation in practice or as a case study using a biased perspective without objectivity
  • Uses personal value system to support actions to the exclusion of all other ethical standards
Outcome 5: an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives

Level 4 performance characterized by:

  • Routinely attends team meetings or work sessions and contributes fair share to project workload
  • Is prepared for group meetings with clearly formulated ideas, objectives and goals
  • Cooperates with others and endeavors to include all members in planning and discussions
  • Shares credit for success with others and accountability for team results
  • Readily shares information with and provides assistance to other group members
  • Demonstrates the ability to assume a designated role in the group
  • Values alternative perspectives and encourages participation among all team members
  • Remains non-judgmental when disagreeing with others and seeks conflict resolution; does not blame others when things go wrong
  • Treats all members of the group with respect and courtesy

 

Level 1 performance characterized by:

  • Often absent from team meetings or work sessions
  • Contributes only minimally to group work or often submits own work as the group’s
  • Routinely unprepared for meetings and work sessions
  • Generally works on his/her own and does not value team work
  • Claims work of group as own or frequently blames others
  • Hides in the background; only participates if strongly encouraged
  • Does not willingly assume team roles
  • Does not consider the ideas of others
  • Is openly critical of the performance of others
  • Is disrespectful and discourteous to other group members
Outcome 6: an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions

Level 4 performance characterized by:

  • Adheres to proper laboratory safety procedures
  • Formulates an experimental plan of data gathering to attain the stated objective (develops correlation, tests a model, ascertains performance of equipment, etc.)
  • Carefully documents collected data
  • Develops and implements logical experimental procedures
  • Selects appropriate equipment and instruments to properly conduct the planned experiment
  • Is able to properly and efficiently operate instrumentation and process equipment
  • Analyzes and interprets data using appropriate theory; as required, translates theory into practice or applies to process model(s)
  • Is aware of measurement error and is able to account for the error statistically
  • Seeks supplemental information for experiment(s) from multiple sources

 

Level 1 performance characterized by:

  • Practices unsafe, risky behavior in lab
  • Provides no systematic plan of data gathering; experimental data collection is disorganized, even random, and incomplete
  • Data are poorly documented
  • Does not follow proper experimental procedure
  • Is unable to select the appropriate equipment and instrumentation required to conduct the experiment(s)
  • Is unable to operate instrumentation and process equipment, does so incorrectly or requires frequent supervision
  • Makes no attempt to relate data to theory
  • Is unaware of measurement error
  • Seeks no supplemental information for experiment(s), using only what is provided by instructor
Outcome 7: an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

Level 4 performance characterized by:

  • Demonstrates ability to learn independently
  • Goes beyond the minimum of what is required to complete an assignment and brings information from outside sources into assignments
  • Learns from mistakes and practices continuous improvement
  • Demonstrates capability to think for one’s self
  • Possesses ability to understand, interpret, and apply learned concepts in a format different from that taught in class (e.g. different nomenclature, understands equation in different form)

 

Level 1 performance characterized by:

  • Requires detailed or step-by-step instructions to complete a task
  • Has trouble completing even the minimum required tasks
  • Is unable to recognize own shortcomings or deficiencies
  • Assumes all learning takes place within the confines of the classroom
  • Is unable to use materials outside of what is explained in class

Questions?