Albuquerque, New Mexico
June 24, 2001
June 24, 2001
June 27, 2001
6.10.1 - 6.10.19
The engineering program at Rowan University was started in 1996, the result of a $100M gift to Rowan University in 1992. This allowed the Civil and Environmental Engineering (CEE) curriculum to be developed with ABET 2000 in mind. A committee of nationally renowned experts provided the starting point, which was further developed by faculty and outside consultants. Consequently, the Rowan University Civil Engineering curriculum includes some of the most successful innovations in engineering education. The focus is on technical excellence, communication skills, and a well-rounded general education. The engineering curricula provide for a hands-on, team-oriented approach to a highly interdisciplinary education. The purpose of this paper is to describe the ABET 2000-oriented curriculum, along with the assessment system used to ensure continual improvement. Many of the curriculum innovations are incorporated in the Engineering Clinic classes, which students enroll in every semester. Students from all disciplines work together on projects beginning in the Freshman Clinic, which is devoted to engineering measurements and reverse engineering. This continues in the Sophomore, Junior and Senior Engineering Clinics. In Sophomore Clinic, students work on multidisciplinary design projects. This course is also tied to the students’ communication courses, allowing faculty from engineering and communications to work together. In Junior and Senior Clinic, students work in small teams on industry or government sponsored projects. Other innovations include a seminar course on practice issues and a two semester senior design course. Preparation for our first ABET accreditation visit began in earnest in Fall 1999. As our first graduating class was in May 2000, our first ABET visit was in Fall 2000. A number of assessments are used to ensure continual improvement, including evaluation of select course assignments, surveys, exit interviews, faculty reflection, etc. Many assessments have numerical results that are related to green, yellow, and red flags. Green flags indicate that expectations are being met, while yellow flags indicate that correction may be needed. Red flags indicate that an immediate corrective action is needed. Other assessments are qualitative in nature. For example, the faculty meets at the end of each semester to discuss courses just completed. The resulting reflection can lead to improvement in individual courses or in a series of related courses. In this paper, we describe our curriculum (and its development) and our ABET assessment system.
Kauser, J., & Sun, C., & Dusseau, R. A., & Everett, J., & Orlins, J., & Sukumaran, B., & Cleary, D. (2001, June), A Civil Engineering Program Developed In The Age Of Abet 2000 Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/8996
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2001 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015