Table A-1: Level of Implementation

Institution: University of Missouri - Washington University

Unit or Program: Civil Engineering

(Joint UMSL/Washington U. Program in Civil Engineering : JPCE)

Date Prepared: June 12, 2006

Implementation Factor Score (1-5)

a. Educational Objectives 5 b. Constituents 4 c. Processes 4 d. Outcomes Assessment 4 e. Results 5 f. System 4

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Table of Contents Self-Study Report...............................................................................................................1

A. Background Information..........................................................................................1 1. Degree Titles........................................................................................................1 2. Program Modes....................................................................................................1 3. Actions to Correct Previous Shortcomings..........................................................1 4. Contact Information .............................................................................................2

B. Accreditation Summary ...........................................................................................2 1. Students................................................................................................................2 2. Program Educational Objectives .........................................................................4 3. Program Outcomes and Assessment .................................................................10 4. Professional Component....................................................................................18 5. Faculty ...............................................................................................................26 6. Facilities.............................................................................................................28 7. Institutional Support and Financial Resources..................................................36 8. Program Criteria ................................................................................................37 9. Cooperative Education Criteria .........................................................................38 10. General Advanced-Level Program....................................................................38

Appendix I Additional Program Information ...................................................................39 A. Tabular Data for the Program ................................................................................40

Table I-1. Basic-Level Curriculum ..................................................................41 Table I-2. Course/Section Summary ................................................................43 Table I-3. Faculty Workload Summary............................................................46 Table I-4. Faculty Analysis ..............................................................................48 Table I-5. Support Expenditures ......................................................................50

B. Course Syllabi........................................................................................................51 C. Faculty Curriculum Vitae ....................................................................................109 D. Internal Advising Forms ......................................................................................160 E. Sample Analyzer Form ........................................................................................163 F. Excerpts from the 2006-08 UMSL Bulletin ........................................................165 G. Sample of Chairman’s Memoranda & Presentation to the Faculty .....................170 H. Sample Student Course Evaluation with Results.................................................178 I. Sample Student Questionnaire.............................................................................185 J. Sample Exit Interview Questions and Responses................................................191 K. Sample Alumni Questionnaire.............................................................................195 L. Sample SAB Minutes...........................................................................................203 M. Sample PowerPoint Presentation and EAB Minutes ...........................................210 N. Fundamentals of Engineering Statistics...............................................................224 O. Suggested Curriculum Changes Through Faculty in Focal Areas.......................226 P. Sample Student Activities....................................................................................240

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Self-Study Report for Civil Engineering

A. Background Information

1. Degree Titles

Bachelor of Science in Civil Engineering

2. Program Modes

The Bachelor of Science degree program in the Department of Civil Engineering in the joint UMSL/WU program (Joint Program in Civil Engineering: JPCE) is essentially an evening program for part-time students. In addition to the part-time students, there are occasional full-time students and co-op students. The joint program students are required to take their pre-engineering and general requirement courses through the University of Missouri-St. Louis (UMSL) and their engineering related classes at Washington University (WU) in the evenings or on weekends. In special cases, a joint program student may be allowed to take up to two Washington University day courses either due to special circumstances such as unavoidable scheduling conflicts or a need to expedite the attainment of their degree (company relocation, etc.). Most of the joint program students are typical, non-traditional students who work during the day and enroll in one to four evening classes.

The joint program enrollment has been very steady over the past years. The number of graduates has ranged between 5-10 students each year. The UMSL/WU Civil Engineering Program has been in existence for 11 years. The program typically has 25-30 students enrolled at any given time. The number of joint program students enrolled during the 2005-06 academic year was 26.

3. Actions to Correct Previous Shortcomings

The Washington University School of Engineering and Applied Science was last visited in September 2000 and the joint program was visited in September 2001. The joint program in Civil Engineering received full accreditation for the full six year term with no deficiencies cited.

Two Institutional Concerns were cited in the Final Statement from the visit in 2001. The first concern stated that the educational objectives of each WU program and those of its Joint Program were identical. (This was not the case in the Department of Civil Engineering in 2001 and is not the case in 2006). The civil engineering faculty and external advisory board (EAB) understands that the expected outcomes for these students are different from those of our day students.

The second Institutional Concern was stated as: “Because of the unique nature of this joint program, the team examined closely the ‘hand-off’ between lower- and upper-division courses. After careful study of available process documentation and interviews with faculty members and support department leaders, the team concluded that there is virtually no engagement or recognition of an assessment of the lower-division courses to ensure adequate preparation for the upper-division engineering courses; nor is there a mechanism for feedback going from Washington University back to their feeder programs. The ABET review team recommends that such an assessment be performed to further develop and improve the joint programs.”

In response to the above concern, we established, reviewed, and revised a formal assessment mechanism to provide feedback to the institutions that provided the preparatory mathematics and science course work for students in the upper-division; that is, for those students actually taking

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engineering course work on the campus of Washington University.

Many students take their preparatory courses in mathematics and science at UM-St. Louis. However, the majority of students who enter the Joint Program do so after completing their associate’s degrees at area community colleges or after completing some or all of their pre-engineering courses at other four-year institutions. It is common for our students to have completed the foundational math and science courses at several institutions.

Our challenge was to establish a formal mechanism for assessing how well our students’ math and science courses are preparing them for their upper-division engineering course work and to regularly report the results to representatives of those institutions involved. The mechanism currently in place and its evolution are described in Appendix II, Attachment 7.

4. Contact Information

The primary pre-visit contact person will be Kevin Z. Truman, Professor and Chair of the Department of Civil Engineering. Dr. Kevin Z. Truman can be contacted at Campus Box 1130, Washington University, One Brookings Drive, St. Louis, MO 63130, 314-935-6350 or ktrum@seas.wustl.edu.

B. Accreditation Summary This section is the focus of the self-study report. In this section, a complete description of how the program satisfies all of the published ABET criteria for accrediting Engineering Programs is provided. Every attempt is made to eliminate the need for cross-referencing, albeit at the cost of some duplication. References, however, are made to the Appendices at the end of the report and to other pertinent information provided by the school administration as needed.

1. Students Each student enters the joint engineering program after completing a pre-engineering curriculum at UMSL (University of Missouri – Saint Louis) or upon transferring to UMSL with equivalent pre-engineering coursework. The pre-engineering and non-engineering coursework and requirements are the responsibility of the joint program administration staff at UMSL. Dr. Bernard Feldman is the Director (UMSL Dean) of the program and Ms. Mary McManus is a full-time, professional program (student) advisor. Ms. McManus is the advising liaison between the two campuses. She provides initial guidance to the perspective students regarding the courses to be completed at UMSL prior to attending the engineering portion of their education at Washington University. Any engineering related issues regarding courses taken at other institutions, engineering transfer credits, or individual engineering curriculum planning is deferred to the Washington University based engineering advisor. All civil engineering joint program students have a full-time Washington University faculty member as their advisor. The student is given as much information as is necessary from the beginning so that he/she can plan his/her academic program well ahead of time. In particular they are apprised of the opportunities for gaining in depth knowledge in a chosen sub-discipline of Civil Engineering. A road map to graduation is made available to them during advising, so that they become well acquainted with the program. See Appendix I.D. All students in the Joint Program are required to take a one-hour long assessment examination before they register for their second semester of course work on the Washington University

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campus. The purpose of the examination is to establish a measure of their preparedness for their upper division engineering course work. The examination covers mathematics, physics, and chemistry. Detailed statistics on the performance of students in the Joint Program in these tests is available with W.P. Darby, the WU Dean responsible for the joint program. See Appendix II, Attachment 7. The advisor, Dr. Kevin Z. Truman, uses an internally developed form, (Appendix I.D), and a School of Engineering and Applied Science computerized form (analyzer), (Appendix I.E), to ensure that each student follows the correct curriculum leading him/her to the Bachelor of Science in Civil Engineering degree. Prior to each advising period, the Registrar, Dean C. Kroeger, provides Dr. Truman the most recent transcript and analyzer sheets of each student. The student also receives pertinent copies of the same. These summarize the student’s academic record up to date. These contain information on the courses completed as well as the current ones in progress. Together, the internally developed form and the analyzer form provide a means to the student and the advisor for crosschecking the number of credits (taken or needed) in various categories, viz. engineering breadth, engineering topics, engineering electives and the required courses for the civil engineering major. The analyzer forms lay bare the strengths and weaknesses and aptitude and interest of the student. It is now relatively easy for the advisor to make recommendations which are customized to the student and consistent with the projected program outcomes (ABET Criterion 3, a-k). This process will be even simpler beginning fall 2006. Washington University will be adding a more user-friendly and versatile system- DARS- to perform the same tasks mentioned. DARS is the current system being used at UMSL. Beginning in fall 2006, the student data from both institutions will be able to be directly seen by faculty and administrators at each university. Every student is obligated to meet at least once a semester with his/her advisor, to discuss his/her plans for the next semester, before the advisor electronically authorizes the student to register for courses for the coming semester. A physical “road map for graduation” (Appendix I.D) has been developed and is made available to the students to help them monitor their progress towards graduation. Substitutions in required courses may occasionally be made for academic reasons. These changes are generally recommended by the advisor, approved by the chairperson and Dean Feldman, Director of the UMSL/WU Program. Appropriate documentation is included in the students= file.

Engineering electives in the program enhance the student’s engineering education by providing additional depth or breadth as wanted by the student. Typically the electives are used by the students to gain depth in an area within civil engineering such as transportation engineering and urban planning, environmental engineering, structural engineering or construction. These electives can be any engineering course chosen by the student, typically 3000-4000 (junior to graduate) level engineering courses. Advanced Design Electives are a select set of courses that have a major emphasis on design and design process. Each of these Advanced Design courses carries three units of design credit. (JCE 4760, JCE 4630, JCE 4660, JCE 4820 and JCE 4250).

The verification of the student’s program is the responsibility of the student coupled with the advisors Kevin Z. Truman, Professor at Washington University and Mary McManus, Professional Advisor at UMSL. The verification of the degree requirements is the responsibility of Kevin Z. Truman, Professor and Chair of Civil Engineering and Dean Bernard Feldman, UMSL/WU Director. The student initiates a formal verification of his/her graduation requirements during or prior to the semester of intended graduation. Dr. Truman verifies that all engineering requirements are satisfied, Dr. Feldman verifies that all non-engineering requirements are satisfied and Dr. Feldman rechecks the engineering requirements. A letter listing the remaining courses for completion of the degree requirements is then sent to the student. (In the case of the student ready to graduate at the end of the current semester, this letter would state that

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the courses, in which the student is currently enrolled, are all that need to be successfully completed for graduation.) Many of the UMSL/WU students transfer courses from other institutions, the registrar Dean C. Kroeger maintains a list of courses from various schools, which are approved by Washington University for transfer of credit. These courses transfer accordingly for the UMSL/WU program. In the case of students from new schools or new courses that have not been entered into the registrar’s database, the department chairman, evaluates the new courses to find UMSL/WU (Washington University) equivalent courses, if possible. This may involve comparing course descriptions, actual homework and exams, textbooks, and course syllabi in order to assess equivalency. Transfer credit given may be full, partial or none for these courses. This process is initiated upon acceptance, but may take a semester to complete. In order to have consistency in the process and in particular the course evaluations, the chairman acts as the advisor for the UMSL/WU students. The student files are annotated with the appropriate equivalency noted in their files. If permanent equivalency is to be awarded, a memo to the registrar is produced noting the school and the course equivalency. (Once this is done, the course will automatically be considered equivalent for the next student from that school with that specific course.) Once admitted to the joint program every effort is made to ensure that the students feel they are part of the Washington University mainstream. Students are encouraged to become members of the Washington University student chapters of professional societies, viz. ASCE, ITE, EERI, EnvESA WEF and AWMA. The UMLS/WU Student Advisory Board (SAB), which is different from the day school SAB, acts as a conduit to apprise the chairman and the faculty, of the perspectives and concerns of students, be they concerning the student-faculty interaction, quality of instruction, availability of facilities or any other subject of academic/professional import.

2. Program Educational Objectives The objectives of the Joint Program in Civil Engineering (JPCE) must be consistent with and in fact derived from the mission of the JPCE program. The mission of the JPCE program devolves from and is consistent with the mission of the UMSL/WU. Joint Program in engineering which in turn comes from the University of Missouri-St. Louis mission statement. They are also consistent with Washington University’s mission and that of the School of Engineering and Applied Science. These mission statements are given below for ready reference:

Mission of the University of Missouri-St. Louis

The University of Missouri-St. Louis is the land-grant research institution committed to meeting diverse needs for higher education and knowledge in the state's largest metropolitan community. It educates traditional and nontraditional students in undergraduate, graduate and professional programs so that they may provide leadership in the health professions; liberal and fine arts; science and technology; and metropolitan affairs such as business, education and public policy. University research advances knowledge in all areas, and through outreach and public service, assists in solving, in particular, problems of the St. Louis region and beyond.

Academic programs are enriched through advanced technologies and partnerships that link the University of Missouri-St. Louis to communities, institutions and businesses regionally, nationally and internationally. Its special commitment to partnership provides UM-St. Louis with a leadership role among public educational and cultural institutions in improving the region's quality of life, while its unique relations with two- and four-year colleges and universities promote seamless educational opportunities.

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Washington University Mission Statement

Washington University's educational mission is the promotion of learning -- learning by students and by faculty. Teaching, or the transmission of knowledge, is central to our mission, as is research, or the creation of new knowledge. The faculty, composed of scholars, scientists, artists, and members of the learned professions, serves society by teaching; by adding to the store of human art, understanding, and wisdom; and by providing direct services, such as health care.

Central to our mission are our goals, which are to foster excellence in our teaching, research, scholarship, and service; to prepare students with the attitudes, skills, and habits of lifelong learning and with leadership skills, enabling them to be useful members of a global society; and to be an exemplary institution in our home community of St. Louis, as well as in the nation and in the world.

Through our goals Washington University intends to judge itself by the most demanding standards; to attract people of great ability from all types of backgrounds; to encourage faculty and students to be bold, independent, and creative thinkers; and to provide the infrastructure to support teaching, research, scholarship, and service for the present and for future generations.

School of Engineering & Applied Science Mission Statement

The mission of the School of Engineering and Applied Science at Washington University is to serve society as a center for learning in engineering, science, and technology. It is our duty to disseminate and create knowledge through teaching, research, and publications, and the transfer of important ideas and research into the development of new products and technologies. We strive to provide an environment that nurtures critical thinking and the education of innovators and leaders for the future.

The Civil Engineering educational objectives and mission are established in consultation with the constituencies of the program in the light of the university and school missions. In this section, we first state the mission and the objectives of the Washington University Civil Engineering program and identify the constituencies who have helped to shape them.

Mission of the UMSL/WU Joint Program

The goal (mission) of the UMSL/WU Joint program is consistent with the mission of UM-St. Louis, which is to provide a high-quality education to enhance the occupational and professional careers of citizens in the entire region, including the minorities and economically disadvantaged population and to provide a well-trained, sophisticated work force for the St. Louis region. The partnership is an appropriate way for Washington University to share its campus, resources, and personnel with the citizens of Missouri. Mission of the Joint Program in Civil Engineering The mission of the (Joint) Civil Engineering Program is to provide the students with a high quality civil engineering education. So these students will have the ability to practice civil engineering in the areas of structural, transportation, environmental engineering and construction. We also make the students aware of the critical issues pertaining to the civil engineering profession and its impact on society. These mission statements constitute the underpinnings of the objectives of the JPCE which in turn presage the expected outcomes of the program.

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Objectives of the Program Consistent with the missions of the institutions involved, the objectives have been established in consultation with and are under constant review by the constituencies involved. The educational objectives of the joint program are: To impart education in the Civil Engineering discipline and provide an environment and opportunities for personal, academic and professional growth so that the graduates of the program will:

(1) Have fundamental knowledge in mathematical and scientific disciplines necessary for Civil Engineering Practice encompassing the fields of Structural Engineering, Transportation Engineering, Environmental Engineering and Construction. (2) Have the ability to perform engineering design in one or more of the

aforementioned fields. (3) Have a sound understanding of the issues pertaining to professional practice and societal implications thereof.

(4) Be contributors as members and leaders in their workplace and communities.

Commentary on the Objectives: Each objective was established by a consensus of the constituencies, keeping in view the desired attributes for a graduate having a UMSL/WU Civil Engineering degree. Students and employers have been consistently supportive of these objectives. They are of the view that fundamental knowledge in science and mathematics is of pivotal importance in attaining the goal of gaining knowledge for Civil Engineering Practice. The details of the curriculum that would help realize the objectives are under constant scrutiny and discussion by the constituencies of the program (process is described in the next section). Currently, the curriculum affords a broad education in Civil Engineering; the students are required to take at least one urban planning course, one geotechnical course, one environmental class, and junior level structural analysis and design classes. (Whether the curriculum is too broad is one of the issues that has been discussed in every meeting of our constituencies.) The faculty, employers and students are in complete agreement that each must student complete a significant component of design in one of the four areas mentioned. This was more difficult to do in the construction track which led to the creation of the course JCE 4250 Engineering Professional Services. This course does have a design project that encompasses many aspects of construction management. In order to complete one of these advanced design courses, a student must complete several prerequisites that have design content thereby ensuring that the students are thoroughly exposed to design methodology and processes. The alumni, faculty and employers feel that students should be exposed to the professional practices. The local engineering community has been very helpful in this regard and this is thoroughly discussed in Section 4. The employers are always looking for leadership, but not everyone can be a leader. Thus while we do encourage our students to lead, we lay equal if not greater emphasis on being contributors carrying their share of the load and performing at a high level of competence and integrity.

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Significant Constituencies of the Program

1. The student body: The student body is the primary constituency and the program objectives must be fashioned taking due account of the academic ability of the students as they enter their program and their goals, aspirations, aptitudes and interests. They are represented by the Student Advisory Board (SAB) which acts as a conduit to communicate student perspectives to the faculty and administration. 2. The faculty: The members of the faculty of the department have excellent academic credentials, and are involved with professional practice to various degrees. They play a vital role in communicating an enthusiasm for the profession and shaping the professionalism of the students. They are naturally concerned with the effectiveness of the educational process, projection of realistic goals and attaining the same. 3. The employers: A special feature of the program is the close-knit relationship between the local community and the student body. UMSL/WU students, during their studies and often after they graduate, work in the St. Louis region. Thus the employers, whether they belong to industry or governmental agencies, often located within a hundred mile radius of Washington University, are an important constituency. They are the beneficiaries of the availability of a well-trained work force envisioned in the mission of the program and have a stake in maintaining and enhancing the quality and the professional content of the program. The External Advisory Board (EAB) for the program is therefore constituted of distinguished professionals drawn from organizations likely to employ the graduates of this or a similar program. As potential employers and leaders of the CE professional world, they can and do offer invaluable perspectives of what is needed to keep the objectives and the curriculum in firm contact with the “real world”. 4. The alumni : The alumni through their responses to our questionnaires, provide valuable insights as to those aspects of their education and training in Washington University that have been helpful and vital for their growth as professionals and what, if any, enhancements are warranted in our curriculum and adjustments needed in our approach.

Establishment and Review of the Program Objectives: The program objectives stated in the foregoing are the result of a long period of evolution and are the outcome of considerable brainstorming of the constituents over many years. The companion Washington University Civil Engineering day-program is a one of long standing (in existence since the 1850’s) and rich tradition. It has achieved many significant successes; providing many leaders of the profession, captains of industry, senior technical consultants, researchers and members of the academia from among our alumni. The day-program is accredited and is continually expanding in scope and undergoing transformation in terms of its intrinsic quality and enhancement of the educational infra-structure. The UMSL/WU program stands on the shoulders of this already well-established day-program. The laboratories and other infra-structure, as well as many of the courses and instructors, are shared between the two programs. However the joint program has its own distinct style and flavor. Its emphasis is to offer advanced educational opportunities to students who have committed themselves to Civil Engineering as a profession and often have already gained some experience in the field. This means, many of the students are mature from a professional standpoint and their aptitude and interests are well established. They are hungry for real world application of their academic learning, but this cannot come at the expense of a

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broad-based, well-rounded and technically challenging academic component. The program objectives have had to maintain a fine balance between these two equally valid goals. The full time faculty of the engineering school involved with the UMSL/WU program met with the respective Deans from both campuses on multiple occasions in the initial years of the program to discuss the formulation of the educational objectives of the individual programs. Additionally, the deans of the UMSL and WU in charge of the program ask to be apprised of changes in the objectives every year. The current objectives are published in the UMSL Bulletin. The pertinent sections of the UMSL bulletin relating to civil engineering are presented in Appendix I.F. The faculty involved and the students have had and continue to have a number of opportunities and avenues to comment and offer their perspectives on the same.. While there is broad agreement on the objectives themselves, much of the discussion centers on their actual implications in the educational curriculum and the method of fulfilling the objectives. As mentioned most day students are younger full-time students who are more than likely to pursue an advanced degree. On the other hand, the UMSL/WU students are typically more mature and already working, often in engineering related companies. This difference is reflected in the objectives adopted for the two programs respectively. For the joint program, there is greater emphasis on employability, professional content, and team playing skills rather than on graduate study, research and leadership qualities stressed in the day school objectives. 2.2. Program Objectives vis a vis present curriculum The CE Curriculum as it stands today is summarized in the internal advising form given in Appendix I.D. The basic curriculum can also be seen in Table I-1 in Appendix I.A or in the excerpts from the UMSL Bulletin, Appendix I.F. In this section, key features of the curriculum that contribute to the realization of the stated objectives are presented.

The basic training in mathematical and scientific disciplines is imparted in courses leading up to

Differential Equations (Math 2020) and Engineering Mathematics (JEMT 3170), 20 units of Physics and Chemistry (10 units each), Electrical Networks (JEE 2800) and Thermodynamics (JME 3200)

Basic required courses which are pre-requisites for advanced study and of fundamental importance in Civil Engineering practice include: Statics, Dynamics, Surveying, Graphics, Mechanics of Deformable Bodies, Engineering Materials, Structural Analysis and Design, Soil Mechanics, Fluid Mechanics, Hydraulics, Transportation and Environmental Engineering.

Numerous electives which offer a clear path to one or more focused areas of study in Civil Engineering, e.g.

Structural: JCE 4100, JCE 4420, JCE 4370, JCE 4580 JCE 4630, JCE 4640, JCE 4660, JCE 4860 Transportation: JCE 4110, JCE 4440, JCE 4750, JCE 4760, JCE 4810, JCE 4600, JCE 4610, JCE 4620, Environmental: JCE 2620, JCE 3520, JCE 4080, JCE 4820, JCE 4770, JCHE 4430 Construction: JCE 4230, JCE 4250, JCE 4640, JCE 4720, JCE 4730, JCE 4741, JCE 4742, JCE 4743,

A number of supplementary courses are required that provide the necessary breadth:

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Computer Science (programming language), Engineering Economics, Probability and Statistics, and Technical Writing. Courses that provided skills and knowledge that are invaluable in professional practice.

Courses in Law, Humanities and Social Sciences and Senior Seminar provide ethical, societal and global perspectives which help students to place their professional work in a wider context, give them a sense of responsibility to the society and sensitivity to its long term needs and concerns. (A new required course in Engineering Ethics will be instituted in the 2006-07 academic year.)

The critical need for life-long learning, ability to adapt to new technology and an aptitude for research are inculcated by faculty who are themselves deeply involved in research. Various opportunities for research during the academic year and/or summer (REU program) are available to the students.

The general academic environment is one that encourages critical thinking and student initiative

and free exchanges of ideas between faculty and the students. In addition ample opportunities are available for team work and oral presentations of work accomplished, fostering thus the team-playing and communication skills of the students.

Initial review by the faculty A departmental curriculum committee has been constituted with the following faculty members:

1. Kevin Z. Truman, Civil Engineering Chair and Professor (Structural/Construction) 2. Srinivasan Sridharan, Professor (Structural) 3. Steve Bannes, Director and Affiliate Professor (Construction)

4. Gundumdur Ulfaarsson, Assistant Professor (Transportation) 5. Daniel Giammar, Assistant Professor (Environmental) The committee is charged with the mission of examining the curriculum with regard to its relevance and adequacy, and initiating the necessary changes in its content and the manner of its delivery. The committee members are representatives of the faculty in the respective focal areas viz. construction, environmental, structural and transportation. The faculty in each focal area meet on a regular basis to discuss specifically the courses within their areas of expertise and recommend changes, if any, for the coming academic year to the chair of the department with reasons for such changes. The curriculum committee, on the other hand, examines the curriculum as a whole, with a view to assess whether it has the necessary ingredients to deliver the objectives of the program and the relevance of the objectives themselves in the context of a world of rapidly changing technology, given the current infra-structure of the department. Chairman’s Memoranda and Presentation to the faculty involved in JPCE The chairman sees it as his responsibility to periodically alert and require the faculty to maintain reasonably complete documentation of the course material and students’ work in the form of course notebooks and to keep in view the overall program objectives and outcomes. Therefore, the chairman holds a meeting of the entire CE faculty, full-time and affiliates, every two years. This meeting initiates the production of these course notebooks that are used to gauge the curriculum. Sample memoranda and portions of a presentation to the faculty from such meetings is shown in Appendix I.G.

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Review-Feedback-Implementation-Review (RFIR ) Cycle As mentioned earlier, the department has instituted a process of assessment of the totality of the program. This is a 3-stage cyclical process as described below:

REVIEW: The program (which includes the curriculum, the faculty, facilities, the value added to the students through the educational process) is reviewed with respect to the stated objectives and projected outcomes; FEEDBACK: The review process identifies the shortcomings and deficiencies and offers suggestions for improvement which are communicated to the administration; IMPLEMENTATION: The administration together with the faculty initiates a set of corrective actions based on the feedback received. REVIEW: This is a review of the feedback and short-term implementation and the inception of the next round of review. In so far as the assessment of the objectives and the program outcomes are intertwined, the RFIR cycle for both are described together in Section 3.

3. Program Outcomes and Assessment These are the desired and anticipated outcomes of the program and their formulation is the result of a long period of evolution and represents a synthesis of considerable brainstorming of the constituents that has taken place over the last ten years:

I. An ability to apply knowledge of basic scientific, mathematical and engineering

principles to solve Civil Engineering Problems in four sub-disciplines: Structural Engineering, Transportation Engineering, Environmental Engineering and Construction.

II. An ability to design and conduct experiments as well as to analyze data

III. An ability to conceive and complete a comprehensive design project in one of the sub- disciplines using design standards in the context of realistic constraints. IV. A sound understanding of the issues pertaining to professional practice and societal

implications thereof V. An ability to contribute as team members and leaders in the workplace, as well as in the

community VI. An ability to communicate effectively through oral, written, visual and graphic media

VII. An ability to function in multi-disciplinary engineering teams in the design of a major

Civil Engineering facility or project

VIII. An understanding of the need for life-long learning, professional and ethical responsibility

IX. An awareness of regional and global opportunities and challenges, contemporary issues

and professionalism through exposure to practicing civil engineers

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X. An ability to relate academic learning to practical experience so that they enhance each other

These outcomes are in full agreement with the ABET criteria, Criterion 3 (a) – (k), 2006-2007 Criteria for Accrediting Engineering Programs. The following table summarizes the correspondence between the two sets of outcomes.

TABLE 1. Correspondence between Departmental and ABET outcomes

Departmental Outcomes I -X ABET Criteria (a) – (k)

I (a) , (c) and (e)

II (b)

III ( c), (k), (e) and (h)

IV (f) and (h)

V (d) and (g)

VI (g)

VII (d)

VIII (f) and (i)

IX (h) , (i) and (j)

X (k)

Furthermore, it is apparent that there is a close relationship between the objectives with their wider implications and the outcomes which are more specific. Viewing the outcomes in the light of the objectives, the goals of the program are four-fold:

• To impart knowledge of fundamental scientific disciplines relevant for a practicing Civil Engineer, skills to analyze and synthesize systems pertinent to Civil Engineering I (Structural, Environmental, Transportation or Construction),

• To inculcate in the students appropriate attitudes for functioning as responsible and thoughtful professionals in the broad societal and global contexts,

• To develop in them an aptitude for continued learning in the context of rapidly changing technology and

• To motivate and instill a degree of confidence in the graduating students to take on constructive and dynamic leadership roles in industry, government and their respective communities.

The latter three are intangible qualitative changes in student attitudes which become apparent only over a period of time and the key to their successful realization is the creation of a culture and an environment which emphasizes harmonious blending of academic learning, professional practice and human values.

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ASSESSMENT TOOLS & METHODOLOGY: Below is a description of the current process which seeks

• To monitor the curricular content and the manner of its delivery on a continuing basis • To monitor the students’ responsiveness and the actual work performed by them, • To identify the deficiencies in the above, and • To implement promptly the constructive suggestions generated by the monitoring process.

RFIR Cycle

Broadly speaking there are two approaches to the review: A course-by-course approach and a macro-level evaluation of the totality of the program. It is believed both approaches are mutually complementary and are discussed briefly in the following text.

Course by Course Evaluation

Student Evaluation: Every course is evaluated by the students with regard to the actual content as compared to the published syllabus, the manner of delivery of the content, help offered outside of the classroom and the motivation it generates for further learning. In addition students are encouraged to offer candid, but anonymous commentary on their learning experience, be it positive or otherwise. These evaluations are placed in the public domain after six months. These are carefully studied by the chairman who discusses these with the concerned instructor should there be a need. A sample course evaluation form is given in Appendix I.H. The evaluation is performed online at the students’ convenience and is the same form used for the WU day program. Each instructor is encouraged to carefully consider the feedback received from students and initiate appropriate changes. Typical changes could take one or more of the following forms: modifying the style of his/her teaching, the selection of a different textbook than the one currently used, the selection of a more competent or more helpful teaching assistant, ensuring the students understood what was expected of them in the course and becoming more available to the students. Unfortunately these changes are difficult to track and document, but it is the perception of the faculty that over a period of time, the same complaint is rarely heard more than twice on a certain course.

Faculty committee evaluation: Every two years, as a course is in progress, the instructor compiles samples of students’ work including homework assignments, quizzes, tests and examinations and projects. At the end of the course, a notebook containing all the pertinent information on the course is thus available to the faculty committee. This includes, course syllabus, the proportion of engineering science and engineering design respectively in the course, samples of students’ work (generally three samples representing above average, average and below average work) and the curriculum vitae of the instructor. A faculty committee member reviews these notebooks at least once during the semester (mainly to verify that the notebook is being adequately compiled and to catch any glaring curricular problems in mid-semester) and after the course is completed to assess the actual course contribution to the overall objectives and outcomes (a-k) of the ABET criteria. Table I gives such an assessment by the faculty committee.

This process has led to several curricular changes in the past several years. The course JCE 4790 Construction Management Project was deemed ineffective and inadequate as a design course and was eliminated from the program (as was the affiliate professor). This resulted in the eventual addition of JCE 4250 Professional Design Services to the curriculum as a potential design course for construction students. The committee using this process also suggested that JCE 4740 (Economic Decisions in Engineering) be modified to include a project in the class that was open-ended and would reflect a real-life project. The courses JCE 4190 Soil Mechanics and JCE 4640 Foundations were found to be lacking in the area of design content notwithstanding the stated

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objectives in the respective syllabi and course descriptions. So the instructors were asked to modify the courses accordingly. These types of changes come directly from looking at each course notebook and assessing whether the syllabus is being maintained and to see if improvements in the course can be made that better serve the constituent parties.

The meeting of the Greater Faculty CE: Once in two years the chairman calls for a meeting of all CE faculty, in particular the affiliate faculty with the express objective of apprising and alerting them of the CE program objectives, ABET criteria and the accreditation process, and the outcomes assessment issues. Each faculty member is enjoined to monitor in various ways the effectiveness of the course taught by him/her and maintain the supporting documentation. (Portion of the recent PowerPoint presentation is in Appendix I.G) Evaluation of the Program as a Whole

Student Questionnaire: Appendix I.I contains a typical student questionnaire in which questions are raised with the purpose of assessing the value added to the student by the program and how the educational objectives are being met. The questionnaire, at this time, is given only to representative students, i.e., typically members of the Student Advisory Board (SAB) to spur discussion on the curriculum, effectiveness of instruction, facilities etc. A summary of the students’ recent concerns is also available in Appendix I.I. Exit Interviews: In addition the chairman (also the advisor to all JPCE students) conducts exit interviews with graduating seniors to get candid feedback on the students’ educational experience, to learn of the weaknesses of particular courses, to assess the enthusiasm generated for the practice of Civil Engineering and life-long learning and to encourage the graduates to remain active alumni of the institution. (Since the chairman sees these students as advisees every semester, this process actually occurs every semester during the advising sessions.) These interviews offer a great deal of insight to the chairman and assist him in initiating the changes in the course instructors and course materials. (Appendix I.J gives a sample set of questions and a sample of the responses.)

Alumni Questionnaire: As already mentioned, alumni of this program have close ties with St. Louis and Washington University and can be readily contacted as most alums live and work in the neighborhood of the University. Once in two years, a questionnaire, Appendix I.K, is sent to them so that they can evaluate the objectives and the effectiveness of the program in the light of their experience in the real world. Again a majority of the alumni have taken the time to respond to the questionnaire. A sample questionnaire and the summary of the results are in Appendix I.K.

Student Advisory Board (SAB): The SAB is a representative student body which brings to the attention of the administration any perceived weaknesses of the program, identifies areas that need improvement and strengths that need to be maintained and enhanced, and in general, appraises the administration from the students’ perspectives. This is a committee of four students, who are currently enrolled in the program and have spent at least one year within Washington University engineering courses. The SAB meets twice a year with the Chairman and selected faculty involved with the program. Appendix I.L. contains minutes of recent SAB meetings. The student questionnaire presented in Appendix I.I, as mentioned previously, is completed by the SAB members prior to the meeting. This is required in order to encourage the SAB members to think about and discuss with others potential issues that need to be addressed at the SAB meeting. Within these meetings a summary of the responses to these questions are generated, specific actions taken in response to students’ concerns from previous meetings are presented and potential remedies for the current issues are discussed.

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External Advisory Board (EAB): The EAB, is a body consisting mainly of active professionals who have the ability and interest in making a contribution towards the improvement of our program and are potential employers of the UMSL/WU students. The members of the board work in senior positions for the government or private industry in the neighborhood of the university and have the responsibility to recruit, train and mentor engineering professionals in their respective organizations. The present board consists of the following members:

Mr. Thomas J. Quigley Chief Engineer, Structural & Architectural Division Department of the Army, Corps of Engineers, St. Louis, MO 63103 Kevin Brown CEC Consultants, St. Louis, MO 63141 Mr. John Harris, CASCO Inc., St. Louis, MO 63127 Shawn Leight Crawford, Bunte, Brammeier (CBB) Traffic and Transportation Engineers, St. Louis, MO 63146

in addition to the chairman and a senior faculty member of the Civil Engineering department. Appendix I.M includes the following: A copy of the pertinent portion of a PowerPoint presentation to the EAB to enlighten the EAB to any actions taken during the academic year, and to initiate meaningful discussion during the meeting, representative minutes of two of the meetings held in 2005 and 2006, e-mails from members received after the meeting, and action items. Fundamentals of Engineering: Review: A one-unit, elective course has been instituted to bring into focus the importance of acquiring a Professional Engineering license for practicing Civil Engineers. The SAB and EAB have recommended that this course be required for all students in the JPCE. (This recommendation will be considered in summer 2006.) In this course mock examinations in the format of the FE examination of the Missouri State Board are given to assess whether the students have indeed acquired the basic knowledge required to function as professional engineers and to identify the topics that need to be reviewed by the students should there be a need to do so. The students who have taken the course have little difficulty in passing the examination as demonstrated by the high success rate of our students. (See Appendix I.N) An evening section of this course has been made available to the JPCE students from Spring 2002. The addition of this course to the joint program courses serves the dual purpose of helping students prepare for the FE Exam, and the course serves as a metric to assess fundamental engineering knowledge (education) imparted by the joint program.

Improvements Implemented as a result of Feedback. Revamping of the Transportation, Environmental and Construction Tracks- Faculty Initiative

The faculty members involved in the teaching of the courses in the areas of Transportation, Environmental Engineering and Construction met separately to review their respective curricula. The undergraduate and graduate programs were taken together to create a sequence of courses that will provide sufficient depth in each focus area. New courses have been introduced. Some are completely new while others are enhanced or restructured versions of earlier courses offering new and up-to-date content. The results of these efforts are summarized in Appendix I.O These focal areas were restructured due to the hiring of new faculty in these areas. The structural curriculum

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has not changed much in recent years, but several day classes have been made accessible to the UMSL/WU students as described below. Several other improvements were initiated as a result of feedback from the EAB, SAB, Alumni‘s responses and faculty review:

1. A course on Professional Practice, viz. JCE 4250 emphasizing ethical and legal issues, professionalism and teaming was made available to JCE students. This course also provides opportunities to be a member of a multi-disciplinary design team. This action was initiated by the EAB and faculty. 2. The courses JCE 4370 Advanced Matrix Analysis, JCE 4630 Design of Steel Structures, and JCE 4660 Advanced Design of Concrete Structures have now been made available to JCE students. This action was initiated by the alums, SAB and EAB. 3. A course on “Review of Engineering Fundamentals” JCE 4950 has been made available to JCE students. This action was initiated by the SAB and faculty. 4. Two summer courses, JCE 3350 Structural Engineering Materials and JCE 3360 Structural Engineering Materials Laboratory are now available to the students of the joint program. These courses supplant the previous requirement of JME 3250 Materials Science. The newly available courses focus on the properties, design and testing of civil engineering materials: iron-carbon alloy systems, concrete, and wood. The mechanical engineering class did not cover concrete, masonry or timber. This action was initiated by the faculty. 5. JCE 3520 Water and Wastewater Treatment has been completely revamped. The decision to reconstruct this course was based on the comments received and the recommendations from the faculty. The course now has a laboratory and significantly increased design content. 6. Undergraduate computer laboratory experiences and facilities have been enhanced keeping in view the needs of JPCE students. The computer laboratory has state-of the-art computing equipment along with commercial, state-of-the-practice software (HECRAS, ETABS, RISA, STAAD, ANSYS, ABAQUS, and TRB packages), and new peripherals. This action was initiated by the SAB and faculty., 7. In order to ensure a level playing field for all the students, instructors are requested to make available sample examinations to all the students. This action was initiated by the SAB in response to student concerns that WU day program students have access to past years’ back files, giving them an advantage in the exams, 8. More full-time faculty are being recruited in the environmental and transportation groups which will result in greater choices of course offerings to the JCE students. This action was initiated by the faculty and EAB perception that the department should grow. 9. Instructors were requested to provide help sessions and/or office hours in the evenings to mentor the JPCE students. This action was initiated by the SAB. 10. Students will be required to take Phil 2259 Engineering Ethics beginning in academic year 2006-07. This action was recommended by the faculty.

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TABLE I JPCE Courses vs ABET CRITERIA

a, b,-----------, k refer to criteria under Criterion 3 in 2006-2007 Criteria for Accrediting Engineering Programs

(a) CORE REQUIREMENTS

ABET CRITERIA 2006-2007 → (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)

Math 1800 Calc 1 X

Math 1900 Calc 2 X

Math 2000 Calc 3 X

Math 2020 Diff. Eqn. X

Chem 1111 Intro to Chem 1 X

Chem 1121 Intro to Chem 2 X

Phys 2111 Physics 1 X

Phys 112 Physics 2 X Engr 2310 Statics X Engr 2320 Dynamics X

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(b) CIVIL ENGINEERING MAJOR REQUIREMENTS

ABET CRITERIA 2006-2007 →

(a) (b) (c ) (d) (e) (f) (g) (h) (i) (j) (k)

JCS 1360 Computing X X X JEMT 3170 Engineering Mathematics X X X

JEC 3100 Engineering Communications X X X

JME 3200 Thermodynamics X X X JCE 3350 Materials Science X X X JCE 3360 Material Science Lab X X X JEE 2800 Electrical Net Works X X X JCHE 4430 Environmental Engineering Chemistry X X X

JCE 1451 Graphics X X JCE 2160 Surveying X X JCE 3410 Structural Analysis X X X X JCE 3420 Structural Design X X X X JCE 2620 Intro to Env. Eng. X X X X JCE 4760 Site Planning & Engineering X X X X

JCE 4190 Soil Mechanics X X X X JCE 4200 Soil Exploration and Testing X X X

JCE 4740 Economic Decisions in Engineering X X X X X

JCE 4750 Introduction to Urban Planning X X X X X X

JCE 4760 Hydraulic Engineering X X X X X JCE 4820 Design of Water Quality Control facilities X X X X X

JCE 4840 Probabilistic Methods in Civil Engineering Design

X X X X

JCE 4990 Senior Civil Engineering Seminar X X X X X

JCE 4720 Legal Aspects of Construction X X X

JME 2410 Mechanics of Deformable Bodies X X X

JME 3700 Fluid Mechanics X X X JME 3800 Fluid Mechanics Laboratory X X X

JCE 4950 Fundamentals of Engineering Review

X X X X X

ABET CRITERIA 2006-2007 (a) (b) (c ) (d) (e) (f) (g) (h) (i) (j) (k)

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( c ) Typical Electives

ABET CRITERIA 2006-2007 → a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) JCE 3760 Open Channel Hydraulics X X X X JCE 4080 Environmental Engineering Laboratory: Water / Soil X X

JCE 4100 Design of Timber Structures X X X X JCE 4600 Highway & Traffic Engineering X X X X JCE 4630 Design of Steel Structures X X X X JCE 4640 Foundations X X X X

JCE 4660 Advanced Design of Concrete Structures

X X X X

JCE 4730 Construction Operations & Management X X X X

JCE 4770 Decision Analysis in construction X X X X JCE 4860 Design of Masonry Structures X X X X

ABET CRITERIA 2006-2007 → a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k)

4. Professional Component A principal objective of the program is to prepare the students for engineering practice.

This is a multifaceted objective which is approached through an ordered sequence of steps. The necessary knowledge base in mathematics and fundamental sciences is built through required courses early on in the curriculum. This is followed by one and a half years of engineering topics which culminate in an advanced design course. Additional courses and extra-curricular activities offer:

Perspectives on – ethics, safety, societal, ecological and economic considerations;

Interaction with professionals in the field, through participation in student chapters of professional societies;

Computer and laboratory experience woven into many courses

Opportunities to develop and enhance oral and other communication skills, and

Design content – an integral part of many courses starting with their entrance in the engineering portion of the program.

It is believed that the foregoing constitute the most important aspects of the preparation for professional practice. These will be discussed in the context of the JPCE curriculum in the sequel.

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Mathematics and Basic Science Requirements: Appendix I.A, Table I-1 summarizes courses which constitute the graduation requirements for the JPCE students. The mathematics sequence takes the students from elementary Calculus through differential equations to mathematical techniques used in advanced modern engineering analysis, JEMT 3170 Engineering Mathematics. (JEMT 3170 is typically one of the first courses we have the JPCE students take in order to gauge their math acumen and their potential for success in our program.) As a preparation to the more demanding engineering science courses (such as Engineering Mechanics, Electrical Circuits, Thermodynamics etc.) students are required to take at least 20 units of basic science courses comprising of General Physics and General Chemistry including companion laboratory courses. (See Appendix I.A, Table I-1.) Engineering Topics The students in civil engineering easily satisfy the current EC 2000 engineering topics requirements, see Table I-1 in Appendix I.A The completion of the basic curriculum or its equivalent guarantees that the ABET minimum of 48.0 units of engineering topics will be satisfied. Due to the nature of these students often having had courses at several institutions, it becomes a function of the UMSL and WU registrars and advisors to verify equivalency of engineering topics for transfer courses. Many of the students attend local community colleges or nearby institutions that have articulation agreements or course equivalencies already established with both UMSL and WU. If the courses are considered equivalent, an appropriate WU engineering topic equivalent value is assigned. In either case it is rare for a student to have less than 55 units of engineering topics. Each one of the required courses containing engineering topics has been chosen to perform a particular function or fulfill a certain requirement. This may be either to enhance the students’ breadth in engineering in general and civil engineering in particular, or build the necessary back ground for taking more advanced courses required in engineering design. For example, a course on Statics (Engrg. 2310) is fundamental and must be taken prior to advancing to JME 2410 Mechanics of Deformable Bodies which leads to a series of courses culminating in advanced structural design. Courses such as JEE 2300 Introduction to Electrical Networks, JCS 1260 Introduction to Computer Programming, JME 3200 Thermodynamics and JEMT 3170 Engineering Mathematics are used to provide breadth in engineering and to expose students to the related disciplines. (The department feels that these courses are also necessary for the successful completion of the FE exam and/or JCE 4950 Fundamentals of Engineering Review.) Courses, such as, JCE 2160 Surveying, JCE 1451 Engineering Graphics, JCE 4740 Economic Decisions in Engineering, JCE 4840 Probabilistic Methods in Civil Engineering Design, and all of the required introductory courses in the civil engineering sub disciplines are deemed necessary and appropriate for a civil engineer’s education and to provide the necessary background for focusing in an area of civil engineering that is interesting to him or her. Many of the required and elective courses have full or partial units in engineering topics. See Table I-1 in Appendix I.A., Basic Level- Course Curriculum for the Civil Engineering Program, for details regarding the assignment of engineering topics, engineering design, humanities and social science. Engineering Design Content There is considerable emphasis on design throughout the curriculum. Courses are assigned design credit to reflect their design content as a percentage of effort. Each course with design content has been evaluated by a committee of faculty and staff to assess the percentage of the course devoted to design. The course binders are scrutinized by the faculty and curriculum committee for the purpose of evaluating and reassigning design units, when necessary, and providing insight as to how to maintain or enhance the design content within the curriculum. The homework assignments, exams, projects and laboratories are assessed for the inclusion of open-ended or multiple solution problems, multi-objective design statements,

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alternative solutions and their comparison, and their inclusion of aesthetics, constructability, economics, reliability, safety and social impacts. Although ABET EC2000 does not stipulate the number of design units to be earned by a student, the present curriculum is so developed as to have each student receive a minimum of 15-18 units of design credit. The total design credit is made up of the sum of design credits taken throughout their UMSL/WU courses. Each student is required to take a minimum of two Advanced CE Electives, which typically carry 1.0-3.0 units of design credits in each course, and an Advanced Design Course that carries 3.0 units of design. Another strongly recommended course is JCE 4250 Professional Design Services. This course was offered three times in the last four academic years. This course was highly successful and was assessed to have 2.5 design units plus a large complement of professionally oriented material regarding ethics, professionalism, delivery systems and other related topics. Ethical, social, safety and economic considerations Ethics, morality and professionalism are incorporated into many courses. Beginning in academic year 2006-07, the JPCE students will be required to take Phil 2259 Engineering Ethics. This course will provide a basis for ethics and morality discussions that take place throughout the junior and senior courses. JCE 4720 Legal Aspects of Construction and JCE 4990 Senior Seminar are required courses that have specific lectures devoted to these topics. Lectures, role playing, case studies and simulated moral/ethical situations are used to heighten awareness, to spur student debate and to ensure critical thinking regarding these areas. JCE 4950 Fundamentals of Engineering Review, a course which was added to the UMSL curriculum in Spring 02 has lectures and discussions regarding licensing and professionalism as a prelude to preparing for the FE exam. (This course has been used successfully in the WU day school to monitor the senior’s retention of fundamental engineering topics. A series of topical exams simulating the FE exam are given. The statistical results of the class are used to locate topics of difficulty for the students. Low averages are a possible indicator for a change in the curriculum, professor or content within the fundamental courses related to the topic of difficulty.) The faculty is encouraged to discuss ethics, morality and professionalism issues on a regular basis within the context of their courses and disciplines. Most of the Adjunct or Affiliate Professors work in the profession on a daily basis and bring “real-life” information regarding these topics to the students. Professionalism is expected in the conception, development and presentation of their advanced design projects and any other written or oral presentations. Safety is stressed within the context of each appropriate course. Engineering responsibility is discussed heavily in JCE 4990 Senior Seminar and can be related to the issues of safety. The idea of safety is included in appropriate projects. The structural and construction designs or projects produced by the students are evaluated with safety as one component. Environmental courses continually provide information about risks to population, environment or wildlife. Many of the problems and projects directly reflect safety to the public and/or workers. In transportation classes, safety of railways, highways, airports and the economics are discussed as to the appropriateness and effect on certain design options. (Security issues are likely to be included in several courses within the coming years, as students, faculty and professionals all have a keen interest in this area.) Safety is often described and discussed before, during and after a field trip or through the use of “real-life” projects using slides, photographs or videos. For example, after a trip to Calloway Nuclear Power Plant, safety issues regarding design and operation are a common topic of discussion. In structural design classes, construction safety as well as user safety are common topics and are easily reinforced through field trips. Seismic damage slides are used to reflect the importance of good design details and the ensuing safety levels associated with good and poor designs. Environmental safety issues are discussed after trips to facilities such as a hazardous waste site, hospital or wastewater treatment plant. Transportation safety issues regarding highway design, air traffic, signage, urban/site plans are addressed in the classroom as

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well as after field trips to facilities such as an airport, rail yard, light rail center and regional transit coordination center. Economic considerations are incorporated in many of the courses. The Department of Civil Engineering requires students to take JCE 4740 Engineering Economic Decisions. This course covers a variety of topics including time-value of money, benefit-cost ratios, taxation and depreciation. These concepts are used in several advanced JCE elective courses and many of the required advanced design courses within the production of the student design projects. Anticipated costs and benefits are commonly used in the projects for choosing an appropriate design option (steel versus concrete frames; air versus truck transportation of freight; bioremediation versus chemical alternatives). Often projects with the same scope and different teams are globally compared using relative costs and benefits by the faculty and professional panels to check viability and completeness. Humanities and Social Science The student's choice of humanities and social sciences electives must meet both the UM-St. Louis General Education Requirements and the Humanities and Social Sciences Requirements of the Joint Undergraduate Engineering Program. Check with your adviser for details. In particular:

• Three courses in the humanities and 3 courses in social sciences must be taken • One of the social sciences must be a course in American history or government or in Missouri

history or government • One of the humanities or social science courses must be at the junior level or above • The cultural diversity requirement must be fulfilled. • Some courses that fulfill the humanities [H] or social sciences [SS] breath of study requirement do

not count as Humanities and Social Sciences Electives; an example would be a statistics course taught in economics or psychology. See the Office of the Joint Undergraduate Engineering Program for a listing of courses that do not count as Humanities or Social Sciences Electives in this program, or check with your advisor.

Student technical, professional and honor societies Close to 100% of the students in the JPCE are members of the student chapters of the local and national ASCE. The students are invited to the St. Louis Section monthly meetings and luncheons. Washington University’s Department of Civil Engineering is the site of the first Earthquake Engineering Research Institute (EERI) student chapter. A few undergraduates are members of this student chapter. The majority of the membership is comprised of graduate students. The department and EERI subsidize the membership fee for those interested in earthquake engineering since we are part of the Mid-America Earthquake Research Center. The WU Department of Civil Engineering was presented a charter for a Chi Epsilon Chapter in April 2001. Until the chapter was awarded, the department had a departmental honor society that recognized our best students and their academic achievements. The joint UMSL/WU students are eligible to be members of Chi Epsilon through the WU Chapter. The civil engineering students of the joint program have access to the Society of Women Engineers, the Society of Black Engineers, ITE, EnvESA, WEF, AWMA, Habitat for Humanity student chapter, Golden Key (if they qualify academically), and many other social, professional and honor societies. AISC, American Institute of Steel Construction has been very generous to our students. They allow our students to become members of AISC which allows them to download a significant number of design publications they can use within our steel design courses (and professionally). They also allow our

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students to attend all of their professional short courses and breakfast seminars free of charge. Typically, the steel design classes are required to attend these meetings. This provides access to the professional steel designers, fabricators and erectors. It exposes the students to the commitment to life-long learning by these professionals, and it offers exposure to state-of-the art topics on steel construction. The student activities from ASCE, ITE and the environmental student chapters are summarized in Appendix I.P. Student/practitioner interaction Our students have numerous opportunities for interaction with practitioners. The use of qualified professionals as affiliate professors significantly enhances our students’ education. The affiliate faculty bring design problems from their businesses and incorporate them directly into the lectures and course work. In addition to this, most of these practitioners expect the students to produce professional results, documentation and presentations of quality similar to that produced in their own offices (with due allowances for the students’ lack of experience and time constraints). In addition to having professional engineers and practitioners in the classroom, the student chapter of ASCE invites several professionals to talk about their companies, specific projects and civil engineering in the “real world” throughout each academic year. As mentioned previously, several students (not the same students each time) are encouraged to attend the monthly meeting of the local ASCE; these have been for the most part WU students, but joint UMSL/WU students are also welcome. Most of our senior students attend local conferences, lectures, seminars and short courses that are pertinent to their education or professional growth, often for free by the courtesy of the sponsoring agency or subsidized by the department. Interaction with professionals is valued as part of the education by the department. The following are some examples of such interaction: Mike Shannon of NCEES (National Council of Examiners for Engineering and Surveying) made presentations to ASCE during spring 2004 and the entire engineering student body during fall 2005 with both arranged by the ASCE student chapter. Mr. Shannon answered a variety of questions on the professional licensure process, FE/EIT examinations and the benefits of the P.E. status. ITE brought Dr. Fred Mannering of Purdue University, to speak about the impact of transportation safety devices on driving behavior and Dr. Cizero, Belgium, to speak on her urban modeling algorithm. The steel design students were given the opportunity to attend three AISC lectures this past academic year. Additionally, two years ago the structural students were allowed to attend an ETABS (commercial structural analysis software) training seminar, for free with partial subsidies from ETABS and the department. The students then negotiated with ETABS to come to Washington University the next year. The ETABS training personnel came and gave a personal training session to our students free of charge. EnvESA held an earth-day symposium. They brought in three speakers, Dr. Thorodeaux (chemical engineer from LSU), Charles Buescher (Past Director of the St. Louis Metropolitan Sewer District) and Kevin Truman (WU Professor and expert on levee/dam construction) to make presentation on the Hurricane Katrina event. The presentations were followed by a panel discussion. Based on a request by the students, a weekend refresher course for AutoCAD was offered by the department free of charge during the spring semester of 2005. This refresher course was taught by a local professional. Field trips are also used to expose students to practitioners and civil engineering practice. In the past few years several field trips were arranged. The students have visited a nuclear power plant, construction projects (buildings, bridges, dams, locks), airports, water treatment facilities, steel fabrication shops, design (consulting) offices, on-campus construction sites and manufacturing facilities. These field trips are invaluable in providing a sense of project size, cost, form and function. The projects also show the students the detail and importance of safety given to individual components as well as the overall design and operation. A sample of this year’s tours are: MetroLink light rail construction sites, Sam Fox Arts

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Complex construction site, Hammert’s Steel and Iron Fabrication plant, Bissel Water Treatment facility, and the Fox Theater Architectural Tour. Mid America Earthquake Center, Research Experiences for Undergraduates, and GK-12. The Department of Civil Engineering is part of the Mid-America Earthquake Research Center (MAEC), an NSF funded research center. Washington University is one of seven universities that form the MAE Center. (University of Illinois and Georgia Tech are the lead schools in cooperation with MIT, Washington University, Texas A&M, University of Memphis and St. Louis University.) The MAEC provides numerous opportunities for Washington University and joint UMSL/WU undergraduates to become involved in research projects, professional meetings and conferences, summer internships at other institutions as well as Washington University, overseas field trips, and more. The MAEC makes it possible for undergraduates from other institutions to attend Washington University during the summer with funding from the Research Experience for Undergraduate contracts. This provides a unique interaction of experiences between our undergraduate students and those from other MAE Center institutions. Additionally our students are allowed to attend a MAEC Consequence Based Engineering Institute at University of Texas-Austin during winter break. At this institute, students from all seven universities are placed in an intensive learning environment for two weeks relative to earthquake related engineering. The Department of Civil Engineering acquired its own funding from NSF for undergraduate research experiences. This contract allows the department to bring in 6-8 undergraduates from any institution in the United States, and to keep 2-3 Washington University or joint UMSL/WU students for research during the summer. The students have significant opportunity to interact, compare and discuss the pros and cons of their respective institutions. This type of interaction has been helpful in assessing our institution relative to several others. It also has provided a jump start into graduate research for several undergraduate students. The Department of Civil Engineering acquired two GK12 grants from NSF. These grants provide tuition and stipend to graduate students to perform research in return for dedicating 10 hours per week for an entire academic year to a K-12 classroom. In these projects we assign one undergraduate per graduate fellow (total of 10) to assist in the development of age appropriate engineering related educational modules for sixth and eighth grade students. Each of the participating undergraduates felt that the experience was enriching and enlightening as they provided role models for these young students while gaining experience in research, curriculum development, classroom presentation, and the design and implementation of experiments. Fundamentals of Engineering Examination All JPCE students are strongly encouraged to take the FE exam. As stated earlier, the Department of Civil Engineering has instituted a highly recommended course entitled JCE 4950 Fundamentals of Engineering Review for the joint UMSL/WU students. The importance of being a licensed engineer is stressed, as is the fact that the FE exam is the required first step to becoming a professional engineer. By way of incentive, the school of engineering pays the examination fee and the transportation expenses of the students taking the FE examination. Currently, the department uses the statistical indices of students’ performance in the FE exam as one metric to measure the adequacy of our students engineering education. By accessing the individual scores or statistical scores on each topic of the FE Exam and the in-house practice exams, the department is able to pinpoint areas of strength and weakness in our student’s education and adjust the curriculum, specific course content or instructors accordingly. The statistics for our day school and joint students are combined in the graph shown in Appendix I.N. The graph has two instances without a 100% pass rate since April 2000. In each case, one student did not pass. (Therefore, only 2 students did not pass the FE Exam from April 2000 to the present.)

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Oral and Written Communication Throughout the entire curriculum, oral and written communication skills are stressed. All engineering students take the course JEP 3100 Technical Communication. This course is a semester long course with detailed writing assignments and oral presentations. In addition to this course, the technical writing staff comes to specific classes to help evaluate student presentations and written communication when requested by the student or faculty. Students can also schedule a private audience with the technical writing staff in order to practice and be critiqued prior to their actual presentation for classes other than JEP 3100. Video-taped oral presentations are used by the technical writing staff to provide real-time critiques to the students. Civil engineering students without exception are required to complete JCE 4990 Senior Seminar. This course stresses oral and written communication in the English language. This course serves many purposes including discussions regarding professionalism, ethics, morals and engineering practice. These discussions are used as a means of teaching team interaction and meeting skills. Most of the Advanced Design Elective courses require oral and/or written presentation of projects. The finished written product, graphical products and oral presentations are an integral portion of the required student work and are critiqued accordingly. Many of the other engineering courses include writing, CAD drawings and/or oral components in the classes. JCE 3420 Structural Design requires CAD drawings and an oral presentation to a panel of professional engineers acting as owners, architects and potential users of the final design. JCE 4720 Legal Aspects of Construction requires in-class, impromptu presentation of legal cases. JCE 4630 Design of Steel Structures requires a one-on-one defense of the student’s final design with a faculty member. JCE 4750 Introduction to Urban Planning requires a written project paper. This is a sample of the courses requiring written/oral communication. Computer Experience Nearly all of the students have experience with computers prior to entering the program. Students with limited exposure to computers and scientific software are encouraged to take an introductory course in computing. They are encouraged to take a course that covers basic topics such as, scientific word processing, spreadsheets, elementary programming, computerized slide presentations, graphics libraries, statistical libraries and MatLAb or MathCAD. All civil engineering students are required to complete JCE 1451 Engineering Graphics. This course uses the software AutoCAD 2007. This course teaches a segment of sketching by-hand, but a majority of the course is devoted to computer-aided drafting. All civil engineering students are required to complete a course in computer programming. The preferred language has been C++, but the department also accepts other traditional languages; including, BASIC, PASCAL, C and Fortran. Based on this background of basic computing software, CAD plus a programming language, computer usage is routinely incorporated into the appropriate courses in the curriculum. Much informal tutoring takes place in the Civil Engineering undergraduate computing laboratory where the more experienced seniors and graduate students act as information resources for the underclass students. During the junior and senior years, students use the CE computer laboratory for many civil engineering courses. They use the facilities to analyze and design a variety of structural elements and systems using ETABS, STAAD-III, RISA, ANSYS, ABAQUS, RAM-Steel and lesser known programs. The hydraulics and hydrology students use US Army Corps developed software for open channel hydraulic analysis and low-pressure pipe flow analysis as well as the HECRAS software suite. The fluid mechanics students are

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required to develop software to simulate and analyze experimental data. The transportation students have a suite of transportation software from the Transportation Research Board that can be used to simulate a variety of transportation models and designs. Major student presentations typically begin at the junior level and are developed in the Center for Engineering Computing laboratory (CEC) (poster printers, color printers, scanners, etc.), the CE computer lab (which is administered by CEC and is a customized extension of CEC for civil engineering) or the civil engineering graduate student computing lab (the graduate student lab has scanners, color printers, etc.). The software learned and used in the junior year serves the students in the senior year when the advanced design courses and projects are being performed. In most cases the students are allowed to use whatever software they feel will help them in their design process. Most of the projects in the curriculum require the use of specialized analysis software, graphic presentation, CAD drawings and computerized tools such as spreadsheets, PowerPoint and word processing in order to provide a professional product. The graduating students are quite capable of using state-of-the-art software for structural analysis and design, water distribution systems, stress analysis, transportation simulations, mathematical optimization and computer programming. Laboratory Experience The students are required to take a variety of courses with traditional laboratories. Specifically, these courses are JCE 1451 Engineering Graphics, CHEM 1111 and 1121, Chemistry I and II, Physics 2111 and 2112, Physics I and II, JCE 2160 Surveying, JCE 3350/3360 Engineering Materials Science/Lab, JME 3720 Fluid Mechanics Laboratory, JCE 3410 Structural Analysis (computer based analysis), JCE 3420 Structural Design (computer based design), and JCE 4200 Soil Exploration and Testing. Other elective courses that include laboratories are JCE 4080 Environmental Engineering Laboratory - Water/Soil, JCE 3520 Water and Wastewater Treatment, JCE 4370 Advanced Structural Analysis (computer based analysis), and JCE 4380 Structural Dynamics ( Computer and physical lab). In each of the assigned laboratories, “hands-on” experiments or open-ended design procedures are conducted. Typically, these laboratory assignments are performed in small teams. The faculty do their best to ensure that each member of a team contributes to the overall project. The physical laboratories stress careful set-up, measurement and reduction of data, error estimation and correlation of theory to measured results. Well trained and supervised graduate students assist in the day-to-day running of the physical laboratories. When necessary, multiple sections are scheduled to allow sufficient student access to the equipment. The analysis/design labs are much more computational in nature, typically with faculty and graduate students present to assist with software or design issues. These labs provide an interactive resource for the students to delve into serious discussions of analysis and design issues related to homework or projects. In addition to the traditional laboratories, the department provides a computer laboratory with supervision to aid students in using and applying civil engineering software. The majority of the engineering school computing facilities are administered by the Center for Engineering Computing (CEC). The departmental computing laboratory complements those facilities through the School of Engineering and Applied Science network allowing the students to access their CEC accounts yet having a common area for civil engineering students to gather and work in teams. The department provides the necessary specialized civil engineering software for the students to perform their civil engineering computer related assignments and a graduate mentor. Probability and statistics application to engineering problems Civil Engineering students are required to take one of two courses: JCE 4840 Probabilistic Methods in Civil Engineering Design or JEMT 3260 Engineering Probability and Statistics. The UMSL/WU engineering advisor advises the students to take JCE 4840 Probabilistic Methods in Civil Engineering Design since it is founded on civil engineering applications and provides additional design experience. In

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addition to these courses, statistics are used in many of the (required and elective) laboratory courses that require data reduction and interpretation. The elective courses have similar components that reflect both probability and statistics. JCE 4630 Design of Steel Structures spends approximately 3 lectures on LRFD design procedures, which is a probability based design code. JCE 4770 Decision Analysis uses probability and statistics in the development of decision theory. JCE 3760 Open Channel Hydraulics and JCE 4770 Hydrology use probability distributions for flood prediction and to find normal operating fluid levels. JCE 4750 Introduction to Urban Planning and JCE 4760 Introduction to Site Planning use statistics in the development of planning studies, which include potential population growth, economic indicators, transportation patterns, etc. These are representative of courses that use probability and statistics in the curriculum. 5. Faculty

The faculty of the Department of Civil Engineering has a wide variety of academic and industrial experience and is dedicated to providing a high quality education for both undergraduates and graduates. The faculty consists of 10 full-time and approximately 25 affiliate faculty members at any given time. The affiliate faculty members are professionals with considerable experience and are based primarily in the greater St. Louis area. Their professional situation is fairly stable and the department will be adequately forewarned for making alternative arrangements should they need to be replaced.

Curricular Coverage

The full-time faculty offers courses in the areas of water and wastewater treatment, air pollution, bioremediation of pollutants, mechanics, materials, structures and transportation. Most of the faculty are professionally registered or similarly accredited in their field. Other essential areas such as, geotechnical, surveying, engineering graphics, economics, and construction are taught by affiliate faculty. St. Louis has a vast engineering community from which to draw professionals to use as qualified expert, affiliate faculty. These professionals bring real-life experiences, practical solution procedures, realistic designs, economic constraints and more to the classroom. The students are thus exposed to many professional aspects from the affiliate faculty that can not be provided by the full-time faculty. The students are fortunate to have the best of both worlds: research-oriented full-time faculty coupled with professionals as Affiliate Faculty. Each and every course is taught by a faculty member with advanced professional education and/or specialization in the subject and this includes affiliate faculty as well. . For example, our affiliate faculty includes a professional land surveyor, an M.S. and Ph.D. geotechnical engineers, three lawyers, a past CEO of a very successful construction firm and a past CEO of a successful consulting firm. The Department of Civil Engineering feels that few departments in the U.S. can make the claim that every course is taught by a trained professional in each specific area of expertise. See Appendix I.A, Tables I-3 and I-4. The department is capable of providing breadth in the areas of civil engineering through the use of highly qualified affiliate faculty while providing depth through the full-time faculty. The affiliate faculty members are practicing professionals, most have advanced degrees and are licensed engineers. These professionals bring “real-life” practice procedures and projects into the classroom, which greatly enhances the student’s practical, professional and theoretical education. The department does provide shared office space for the affiliate faculty to meet with students before and after class. Affiliate faculty members are also available by telephone or e-mail access. The full-time faculty is expected to teach three to four courses per year as a full-time load while most affiliate faculty teach one to two courses per year. Currently, most full-time faculty members teach three courses per year. This allows each full-time faculty member to devote considerable time to class preparation, student advising, mentoring and tutoring. Most faculty members have an open-door policy for

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student help and support and those that don’t have posted office hours for student help. The faculty continues to enhance their own professional development and competence by additional study, research, writing, attending conferences, attending short courses, memberships and participation in professional societies, participation in professional and technical meetings and professional consulting. Student/Faculty/Practitioner Interaction The department consists of a diverse set of full-time faculty and professional affiliate faculty. One member of the fulltime faculty (ten percent) is a woman, ten percent of the affiliate faculty members are women and ten percent represent minorities, thus providing quality role models for both women and minority civil engineering students. The percentages for the affiliate and minority fluctuate between ten and twenty percent in any given year. Departmental policy does not allow graduate teaching assistants to teach classes. Therefore, the faculty is fully involved in the undergraduate education process. This creates the opportunity for trusting relationships and frank discussions of professional issues, real-life versus practice, ethics, morality, research and other esoteric, non-academic issues. The faculty in the department has an open door policy. If the instructor’s door is open, he or she is available for questions, advising and/or discussion. Our students have tremendous opportunities for interaction with practitioners. The use of qualified practicing professionals as affiliate professors significantly enhances our students’ education. These affiliate faculty members bring design problems from their businesses and incorporate them directly into the lectures and course work. In addition to this, most of these practitioners expect the students to produce professional results, documentation and presentations of quality similar to that produced in their own offices (noting the students’ inexperience and time constraints). In addition to having professional engineers and practitioners in the classroom, the student chapter of ASCE invites several professionals, recommended by the faculty, to talk about their companies, specific projects and civil engineering in the “real world” throughout each academic year. As mentioned previously, several students (not the same students each time) are encouraged to attend the monthly meeting of ASCE, mostly WU students choose to attend, but joint students are also asked and encouraged to attend. Using our faculty’s industrial contacts, most of our senior students have the opportunity to attend local conferences, lectures, seminars and short courses that are pertinent to their education or professional growth, often for free by the sponsoring agency or industrial contact; for example, the AISC Breakfast Seminar Series, ETABS software training, ITE local seminars, and EnvESA seminars. Field trips, organized by the faculty, are also used to expose students to practitioners and civil engineering practice. The students during the past few years have visited a nuclear power plant, construction projects (buildings, bridges, dams, locks), airports, water treatment facilities, steel fabrication shops, design (consulting) offices, on-campus construction sites and manufacturing facilities. These field trips are invaluable in providing a sense of project size, cost, form and function. The projects also show the students the detail and importance of safety given to individual components as well as the overall design and operation. Student Advising/Counseling Dr. Kevin Z. Truman performs all engineering advising for the JPCE students while all non-engineering advising is performed on the UMSL campus through Ms. Mary McManus, a professional full-time advisor to the joint UMSL/WU program. The students are able to choose a sequence of courses which meet the prescribed curriculum by following the program “Bachelor of Science in Civil Engineering@ and “Civil Engineering Major Requirements” in the undergraduate bulletin, reviewing the departmental advising form and meeting with Dr. Truman. The JPCE students must see Dr. Truman prior to registering for each semester’s courses. Due to the nature of the UMSL/WU student population some advising is done by a

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combination of telephone and e-mail, but no one can register without Dr. Truman’s written approval. Mary McManus is kept informed in all advising decisions as the UMSL contact. After each advising appointment, Dr. Truman sends an e-mail to Ms. McManus outlining which courses the student is to take in the upcoming semester, and she responds with an e-mail confirming their registration or asking for clarification. This process has been working smoothly for the past 10 years.

Faculty Size and Recent Changes

The department has undergone several significant changes with regards to faculty in the past six years and will undergo several more changes in the near future. Most notably the department is growing in full-time faculty size. The full faculty workload and analysis is shown in Appendix I.A, Table I-3 and I.4. The Department of Civil Engineering hired an Assistant Professor, Brian A. Wrenn, in the area of environmental engineering (water and waste water engineering, bioremediation ). Dr. Wrenn’s position is endowed by the Walter Browne fund, which is an endowed professorship ($1.5M). (Unfortunately, Dr. Wrenn will not receive tenure and will be leaving in June 2007, a search is underway for his replacement.) A second position was awarded to Dr. Daniel Giammar an environmental engineer (heavy metal adsorption and hydrological systems). The department renovated Dr. Wrenn’s laboratory ($250k), Dr. Giammar’s laboratory ($350k) and a common environmental laboratory ($200k plus $500k donated equipment). These laboratories, though principally intended for research, are also used for educational purposes. The Department of Civil Engineering hired a Director of Environmental Engineering (joint appointment with CHE). Dr. Pratim Biswas, the Stifel and Quinette Jens Professor of Environmental Engineering, started on August 1, 2000. He was provided a startup package of approximately $1.5M to renovate his laboratory space (research and educational purposes), provide for additional hires with research and educational interests in water and wastewater treatment and invest in the environmental engineering program (search is underway for an additional position). The Department of Civil Engineering hired a new Assistant Professor, Gudmundur Ulfarsson, in the area of transportation engineering (safety, modeling, age effects). Dr. Ulfarsson’s position is endowed by the Malcolm Jones fund which provided $150k for startup. A second hire in transportation has tentatively been approved and should occur in the 2007 academic year. The Department of Civil Engineering is relatively small compared to most public school civil engineering departments with 8.75 FTE (10 individuals, with one-two more to be added in the next academic year, transportation and environmental). The smaller, full-time faculty makes it challenging to provide depth in all of the sub-disciplines of Civil Engineering. However, the use of approximately 25 professionals as affiliate faculty allows the department to provide quality instruction in areas of expertise beyond that of the full-time faculty. See Appendix I.C for the faculty vitae. Within the past eight years, the civil engineering faculty was increased by 1.75 FTE positions. Three additional full-time faculty members, two in environmental (one new, one replacement) and one in transportation engineering should be forthcoming in Spring of 2007, which will strengthen the department and its faculty even more.

6. Facilities

New Engineering Campus

It is highly probable that a new engineering campus will be built on the northeast corner of campus. The preliminary designs call for five new buildings. The preliminary, architectural renderings are complete, and the construction of the bio-medical engineering building has been completed. The master plan for the remaining buildings has begun and is expected to be completed in the summer of 2007. This master plan

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will address teaching and research laboratory facilities, classrooms and office space for the other five day school engineering programs.

Student Facility Synopsis

In addition to the resources and support services cited in Appendix II, the Department of Civil Engineering provides an undergraduate computing laboratory, a graduate computing laboratory, two departmental libraries, a display rack of typical plans for a variety of “real-life” projects, an ASCE student lounge/study area, copying facility and an open-door policy for accessing faculty. The undergraduate computing laboratory has 10 PC-based computers, a laser jet printer, and specialized civil engineering software. All these are at the disposal of CE undergraduates with no restrictions. This laboratory complements the Center for Engineering Computing facilities that are available to all School of Engineering and Applied Science students. The faculty feels strongly that this dedicated undergraduate computing laboratory is necessary for the students to work on homework and projects in an environment that will create interaction between the CE students. The faculty also feels that this environment encourages team work and intellectual discussions and offers an experience of learning together. The location permits easy access to the faculty and the graduate teaching assistants (tutors and graders). The undergraduates also have access to the graduate computing laboratory that houses three UNIX/Linux machines and several PC-based computers. The following computing facilities are available in Civil Engineering Department for teaching and research:

• “Dagny” SUNW, Ultra-80 with 2 CPU’s , 1024 MB core and 1 TB disk space, • “Francisco”, SUNW, Ultra-80 with 2 CPU’s, 1024 MB core and 36 GB disk space, • “Quentin”, AMD Opteron, 2.8GHz with 2 CPU’s, 2048 MB ram, 150 GB disk

The graduate laboratory has color printing, scanning, video and writeable CD/DVD capabilities that can be used by the undergraduates for the production of near-professional presentations and reports. In addition to the engineering section in Olin Library (see Appendix II), the departmental library houses many previous edition textbooks, resource materials (Civil Engineering Handbooks, specialized texts and design codes) and trade publications. The students use this library on an as needed basis. The earthquake engineering library is associated with the Mid-America Earthquake Center and houses most of the written resources related to earthquakes and earthquake engineering. The undergraduates use this resource primarily for research associated with technical writing assignments, such as, those from JCE 4990 Senior Seminar and JEP 3100 Engineering Communications. The department keeps a rack of plans available as “real-life” examples. They are used to provide examples of CAD drawings, typical dimensioning, topography, etc. They are extremely useful for the students in advanced design courses. They are also useful in illustrating the multi-aspects of a job (mechanical, electrical, loadings, site work, etc.). The plans indicate the types of information and sketches that must be provided to a draftsman in order to generate drawings, and they illustrate the different opportunities for civil engineers. The department offers all necessary copying, printing and plotting facilities free of charge for students. The faculty expects the best quality possible and feels that this can only be achieved when facilities are made available with reduced economic constraints. (There are some practical limits as color plots are expensive.) These facilities allow students to produce near-professional results. The department provides space for an ASCE lounge and study area. This space is heavily used as a place for social gatherings as well as studying by the civil engineering students. The faculty strongly feels that

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this space is necessary for the students to develop the camaraderie which is important in providing the ASCE members (civil engineering students) an identity.

Classrooms The classrooms are controlled primarily by the central administration in terms of assignment and maintenance. The Department of Civil Engineering actually controls three classrooms, Urbauer 104, Urbauer, 216 and Urbauer 217. Urbauer 104 and 217 both underwent renovations recently and are available for meetings and small classes. Urbauer 217 is a small classroom that is set-up in conference style and is well suited for small classes. Urbauer 104 is a classroom that is part of a renovated complex comprising of new faculty offices (Urbauer 105). It has state of the art projection facilities and videoconferencing capabilities. Urbauer 216 has state-of-the-art classroom facilities (new furnishings and video equipment are planned for summer 2006). It has its own computer, an external jack for a second computer, a 1200 lumen ceiling mounted video projector, a DVD player, a sound system. a VHS player, a large projection screen, and video conferencing capabilities. The department has installed a wireless internet system which enables internet access from any room or laboratory in Urbauer and Lopata Halls. In addition, the department has access to several other lecture theatres with state of the art facilities e.g. in Eads, Lopata, and Cupples II Halls. These classrooms are set-up in a variety of styles, and have equipment similar to that available in Urbauer 216. Laboratory Facilities Assessment of equipment and instrumentation for instructional purposes Structural/Materials Engineering Laboratories: The structural/materials laboratory facilities are satisfactory for undergraduate instructional purposes. The following equipment is available for instruction in structural/materials engineering courses. This equipment is located in Urbauer Hall, Rooms 6 and 10. These facilities are primarily used in the course JCE 3360 Engineering Materials Laboratory. It is also used in JCE 4100 Design of Timber Structures for the construction and testing of the timber bridge. Major Equipment: Universal Testing Machines 1 - MTS computer controlled 220 kip capacity machine 2 - Baldwin manual controlled 120 kip and 300 kip capacity machines 1 - MTS tabletop computer controlled 5 kip capacity machine Computerized data acquisition system (PC Based, MTS compatible configuration) Olsen Torsion Testing Machine 60 k-in capacity Concrete Making Equipment 1 - Lancaster mixer (2 cu. ft.) 1 - Essick mixer (10 cu. ft.) 1 - Hobart mixer (0.5 cu. ft.) Gilson aggregate shaker, Ohio sand shaker, Toledo Scale (1 kip) Cylinder forms and sulphur capping equipment Miscellaneous Equipment: Small demonstration test frame - structural behavior and shear center Load cells (5-20 kip) LVDT’s 60 ton jack Micrometers, dial gages, scales, strain gage application tools, etc.

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Earthquake Engineering and Structural Control Laboratory: The Civil Engineering Department has a state-of-the-art earthquake engineering laboratory. The laboratory has four prototype instructional shake tables; partially supported by two National Science Foundation Grants (ILI Grant #DUE_9851198 and CCLI Grant #DUE_9950340), that are being used to integrate structural dynamics and control experiments into the undergraduate curriculum at Washington University. Washington University provided the 50-50 match to this equipment. A total of $92,000 was spent on this equipment. The laboratory also has: a real-time, DSP-based Space system for control implementation, a 16 channel data acquisition system and accelerometers to provide measurements of the structural responses for feedback. Funds ($200k) have been provided to purchase additional equipment, including a test structure, additional sensors, an impact hammer for dynamic testing, a 16-channel data acquisition system with programmable anti-aliasing filters for acquiring high-quality data and a laser based three dimensional displacement measuring system.. Washington University is leading a nationwide effort to integrate structural dynamics and earthquake engineering into the undergraduate curriculum. This is being achieved through the University Consortium on Instructional Shake Tables (http://ucist.cive.wustl.edu/), a consortium of 40 universities. The equipment, acquired by consortium members, is portable, and includes various sensors, a 2-story structure and data acquisition and digital control capabilities. The instructional shake tables are state-of-the-art educational equipment for civil engineering education. The four instructional shake tables that are available are sufficient to meet the student’s needs. In a lab size of 10 students, groups of 2 or 3 can be assigned to each shake table station. The sensors and data acquisition allows the use of the latest technologies and will provide students with an opportunity to become familiar with modern instrumentation. Courses using this equipment include JCE 3360 Engineering Materials Laboratory, JCE 4380 Structural Dynamics and independent study or undergraduate research based courses. Jens Environmental Engineering Laboratory: The Jens laboratory was renovated in 1995 and is a state-of-the-practice facility. The equipment has been well-maintained. The equipment is in good condition and is considered well above average for undergraduate instruction. The following equipment is available for undergraduate instruction in environmental engineering laboratory courses. This equipment is located in the Jens Environmental Engineering Laboratory (Urbauer 1), which is the primary site for undergraduate environmental laboratory instruction. Courses in which this equipment is used include JCE 3520 Water and Wastewater Treatment, JCE 4080 Environmental Engineering Laboratory - Water/Soil and select independent study or undergraduate research based courses. Major Analytical Instrumentation:

Perkin-Elmer Lambda 2S UV-Visible Spectrophotometer Perkin-Elmer 3110 Atomic Absorption Spectrometer Perkin-Elmer Autosystem Gas Chromatographs (2)

- one with a purge-and-trap sampler and photoionization (PID) and electrolytic-conductivity (Hall) detectors - one with an autosampler and flame-ionization (FID) and electron-capture (ECD) detectors

Hewlett-Packard 5890 Gas Chromatograph with FID and ECD Miscellaneous Analytical Equipment:

Jenco 6209 pH meters (2) Ohaus B1500 digital balance Mettler PM400 digital balance YSI 50B Dissolved Oxygen (DO) meter with YSI 5750 DO probe Hach DR/700 Colorimeter Hach DR/850 Colorimeter

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Miscellaneous Laboratory Equipment: Millipore Ultrapure water purification system (capable of producing 18 MS water), consisting of

Milli-RO Plus 10 reverse osmosis purifier Milli-Q Plus deionizer Balston 75-20 pressure-swing absorption dryer for compressed air refrigerator/freezer Lab-Line Ambi-Hi-Low Chamber (BOD incubator) Phipps and Bird jar test apparatus Masterflex L/S pump drives (6) with Easy-Load pump heads (6) 10-L bench-top activated sludge reactors, Eckenfelder design (6) Hach COD reactor TCLP (Toxicity-Characteristic Leaching Potential) method tumbler Corning PC-353 magnetic stirrers (2), Corning hot plate

Corning hot plate/magnetic stirrer, Vacuum pumps (2) Personal computers (4)

Soils Testing Laboratory: The geotechnical laboratory is a state-of-the-practice facility for undergraduate instruction. The soils laboratory is being upgraded through a yearly equipment allotment of $1-5k/yr and should have all new equipment within the next two years placing it on a four year renewal cycle. The following equipment is available for instruction in soils engineering courses. This equipment is located in Urbauer Hall, Room 6. This facility is primarily used in the course JCE 4200 Soils Exploration and Testing. Major Equipment:

Ovens, sieves, scales, hydrometers, sand cone apparatus, Proctor test hammer, consolidation test frame, permeability equipment, Atterberg limit test apparatus, unconfined compression device, liquid limit devices, hydrometer equipment and mortar and pestles.

Outside Equipment/Samples:

Sand sieve analysis equipment, sand core apparatus, undisturbed soil sample acquisition

Computing Laboratories: The undergraduates have 24hr-7 days a week access to the Center for Engineering Computing (described in Appendix II) and the CE computing laboratories. The undergraduate and graduate computing facilities have been upgraded since the last ABET visit. A combination of Ultra-80 Sunwork Stations and AMD Opteron machines are now available for teaching and research. Several new PC compatible machines of various configurations have been installed in the undergraduate computing room which is located in Urbauer Hall, Room 215. These machines have various processors, disk drives, graphics cards and monitors Several new peripherals such as two laserjet printers, a slide/photo scanner, a color printer, two digital cameras and a digital video camera were purchased and are available for student use. The graduate computing room to which undergraduates do have access for certain courses (JCE 4370) has excellent facilities and is located in Urbauer Hall, Rooms 4 and 4A. In addition to the hardware, the Department of Civil Engineering and/or the Center for Engineering Computing provide the required software for instructional purposes, see Appendix II. The students have access to numerous commercial software packages, university developed software and government developed software. Thus the students and faculty have an abundance of computing capabilities. Between CEC and the department, the students have access to over 150 PC-based machines and several other workstation environments. The system of computing is state-of-the-art.

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All of the departmental and Center for Engineering Computing facilities, computers, usage and peripherals are provided to the students and faculty free of charge with the exception of the laser jet printer at the Center for Engineering Computing. The department absorbs all costs associated with undergraduate computing by purchasing equipment, software and maintenance. Environmental Engineering Research Laboratories: These laboratories are primarily used for research with the exception of undergraduates involved in undergraduate research projects or honors classes. This type of access would be under the direct supervision of the specific faculty member performing research in that facility. These laboratories are accessible to undergraduate students through their involvement in undergraduate based research. These laboratories are located in Urbauer Hall rooms 1A, 1B, 13, 312 and 311. The Environmental/Biotechnology laboratory is a research-quality facility. The Environmental Engineering/Aerosol/Air Quality Laboratory was renovated since the last ABET visit. The labs in Urbauer 1A, 1B and 13 have all been renovated since the last ABET visit. These laboratories are not currently scheduled for undergraduate classes, but are accessible through the research faculty coupled with undergraduate research or undergraduate honors classes. Surveying Equipment: Since the last ABET visit in the year 2000, the department invested $10k in new surveying equipment. Two electronic theodolites were purchased to provide state-of-the art-equipment for student training. Critical Needs & Plan of Action From an undergraduate instructional standpoint, the laboratories are believed to be adequate, but in several cases not necessarily cutting edge. Structural/Materials Engineering Laboratories: One non-critical need would be to eliminate using the structural laboratory and its equipment for both instruction and research. It would be best if the two Baldwin manually controlled testing machines could be replaced, but they are adequate and nearly indestructible with regards to undergraduate use. If the proposed engineering complex is built, it is the department’s intention to provide new state-of-the-art equipment in the laboratories (through grants and gifts) and to separate the teaching and research functions in the laboratories. The new tabletop MTS testing machine was listed as a critical need in the previous WU ABET report. It has been purchased and placed into use. Since the last visit, new state of the art software and data collection equipment for the MTS testing machines as well as state-of-the art tensile grips have been purchased. Soils Testing Laboratory: It would be useful to have a triaxial testing machine, but not necessary for a basic course in soil mechanics and testing. It would be useful to have a direct shear test apparatus, but once again, it is not a necessity for a basic course in soil mechanics. The proposed upgrades will include a direct shear test apparatus in the 2007acadmic year. Jens and Environmental Research Laboratories: The environmental laboratories use state-of-the-practice equipment coupled with research quality equipment in the research laboratories. Regularly scheduled maintenance has kept this facility to a high standard for student use. Computing Laboratories: With the recent purchases of new PC-based machines and the SUN and AMD workstations, the departmental computing laboratories are state-of-the-art. The peripherals are much more than adequate with the only need being a low cost color printer for the undergraduate computing laboratory. Plans for Continued Updating and Development of Instructional Laboratories

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Plan for assessing, providing feedback and change in the instructional laboratories: The departmental plan for continued updating and development of the instructional laboratories is based on assessing the current state of the facility, providing feedback to the departmental faculty and securing funding for change. The assessment and feedback is handled by different committees or individuals for each laboratory and will be addressed for each laboratory. The funding for major changes or equipment is a decision that must involve the departmental faculty, departmental chairman and the Dean. The departmental faculty decides upon minor purchases of equipment that fall within the means of the departmental budget. Structural/materials testing laboratory assessment: The structural/materials laboratory assessment is an ongoing process. Those instructors and researchers using the facilities perform the assessment of the laboratory with respect to modernization, replacement, maintenance and support. (In addition, the student and professional advisory boards are solicited for their assessment and feedback regarding these facilities.) The faculty using these facilities is essentially the Structural Laboratory Committee consisting of Drs. Dyke, Harmon and Sridharan. This committee identifies needs such as equipment, space, renovations or support necessary for our undergraduate instruction and submits these needs to the Department Chairman. The Department Chairman and Civil Engineering Faculty consider the needs in establishing a final set of priorities for expenditure of the limited departmental resources. Any major purchases greater than $50k must be approved by the Dean or funded through grants. Earthquake Engineering and Structural Control Laboratory: Dr. Dyke directs the Earthquake Engineering and Structural Control Laboratory (primarily a research laboratory) and teaches the courses that use this facility. She and her graduate teaching assistants are responsible for identifying any needs for this facility and its associated courses. To date most of the funding for this facility has come from Dr. Dyke’s research funds or from undergraduate based equipment grants from NSF. The principal investigators (PI’s) are given free reign to spend this money as he/she thinks will best suit the proposed mission as stated in the grant. Any use of departmental funds, such as cost sharing, or additional needs not covered by the grants would be given to the Departmental Chairman and the Civil Engineering Faculty for consideration in establishing the final set of priorities for expenditure of the limited departmental resources. The Dean has approved approximately $200k to improve this facility with new state of the art three dimensional, non-contact displacement measuring equipment. Soils Testing Laboratory: The soil testing laboratory assessment is performed by the instructor Ken Berry. This laboratory is used for only one course JCE 4200 Soil Exploration and Testing. He assesses the equipment at the conclusion of each spring semester and provides the Departmental Chairman with any needs. The department has established a constant of $5k per year through the 2007 academic year to upgrade the soils laboratory. The Department Chairman and Civil Engineering Faculty would consider any major needs in establishing a final set of priorities for the expenditure of limited departmental resources. Jens Environmental Laboratories: The Director of the Environmental Engineering Program, Dr. Pratim Biswas, and the environmental instructors perform the assessment of the Jens Environmental Engineering Laboratory with respect to modernization, replacement, maintenance and support. The student and professional advisory boards are also asked for input. The faculty using these facilities consists of Drs. Wrenn, Giammar and Turner. They, coupled with Dr. Biswas, will provide a list of needs that will be shared with three departmental chairmen; Dr. Dudukovic - CHE, Dr. Truman - CE and Dr. Peters - MAE. This laboratory is used for courses in all three departments. If departmental funds are required, the three chairmen plus the Director of the program come to a mutually accepted agreement as to the needs and their funding. The Environmental Program has a significant amount of endowed funds that generate approximately $40k per year for the support of environmental engineering. In most cases, these funds would be used to support the environmental laboratory functions dedicated to undergraduate teaching and research. Environmental Research Laboratories: These laboratories are primarily research facilities with limited undergraduate instruction. The faculty and researchers would assess these laboratories. Most of their needs would be secured through government or private grants and contracts. If additional funding was

35

required, a similar process that incorporates the three Departmental Chairmen as listed for the Jens Laboratory would be followed. Computing Laboratories: The assessment of the computing laboratories is performed by all of the Departmental Faculty. As most faculty have courses that require the students to use computing resources, each course and faculty member has specific needs for hardware and software. The students have significant input into the computing needs by direct interaction with each faculty member as well as through the student advisory board (SAB). These issues are typically discussed at the end of each semester. At which point, the faculty considers these needs in establishing a final set of priorities for the expenditure of limited departmental resources. Funding for Improvements: For major purchases beyond the departmental budgeted equipment funds, joint action between the Dean and the Department Chairman must be initiated. Currently, the department’s yearly equipment allowance is $25k. A portion of a recent gift of $800k will be endowed to provide another $25k per year in addition to the yearly departmental allowance. These endowed funds, not budgeted funds from the Dean’s operating budget, can be accumulated over several years for the purchase of major equipment. It is also anticipated that grants of government funds will be sought to complement the yearly and endowed funds. Several faculty perform sales and service contracts using the laboratory facilities. These contracts generate income that can be used for laboratory improvements. Any major improvements beyond the means of the endowed funds, governmental contracts, annual departmental funds and sales and service income must come from the Dean’s budget or through a gift. These funds would be secured through negotiations between the Dean and the Department Chairman. The department is not allowed to solicit alums without permission of the Dean, therefore, most gifts that could be used for the purchase of equipment would be solicited by the Dean or the alumni development office. Provisions for Maintenance and Service of Equipment Funding for maintenance and service of equipment: Currently, the departmental budget has an annual line item of $25k, which can be used to purchase and/or maintain our equipment. The line item for consumables can be used for simple maintenance, which is approximately $80k. Of course, these funds are also necessary for buying general supplies. In addition to these funds, the laboratories are used for sales and service work, which accumulates income that can be used for the purpose of maintaining the equipment and facilities. The average sales and service amounts dedicated to equipment maintenance and purchases for the past three years were $7k/yr. A recent gift of $800k will be split into two categories. Approximately $300k will be spent for current needs (not all equipment related). The additional $500k will be endowed providing approximately $20-25k per year for general maintenance and upkeep of the equipment and facilities. This money can be accumulated over several years when major purchases are necessary. Computer Maintenance: Computer maintenance is contracted to the CEC (Center for Engineering Computing) and CTS (Computing Technology Services). These groups provide system, network, software and limited hardware support. Major hardware maintenance is handled through manufacturer maintenance contracts. This arrangement has worked well for the past 15 years and should continue for the foreseeable future. Some computer maintenance is supported through research contracts. Laboratory Equipment Maintenance: A full-time technician, Mr. Chris Brown, maintains the structural/materials laboratory equipment. General maintenance of the structural laboratory is under the direct supervision of the Director of the Structural Laboratory, Dr. Harmon. The maintenance of the soil testing laboratory equipment is the direct responsibility of the instructor, Ken Berry, for JCE 4200 Soil Exploration and Testing. A graduate assistant helps in this maintenance. Drs. Wrenn, Giammar and Turner and their graduate assistants have maintained the Jens Environmental Engineering Laboratory. The environmental research laboratories’ maintenance is considered a direct responsibility of the research faculty member using these facilities. Dr. Dyke and her undergraduate and graduate assistants maintain the Earthquake Engineering and Structural Control Laboratory.

36

The possibility of a new engineering campus and the current capital campaign could provide new endowed, instructional laboratories. This would provide each individual instructional laboratory with its own endowed funds for maintenance and future purchases of equipment.

7. Institutional Support and Financial Resources

Budgeting Process and Adequacy of Support The budget for the UMSL/WU Joint Program is integrated within the day school budget. The necessary resources and budget are determined through a departmentally prepared (Kevin Z. Truman, Chairman and Ms. Tesha Myers, C.E. Administrative Assistant) budget that is then discussed and revised in coordination with Associate Dean Moll (chief financial officer) and Dean Christopher I. Byrnes. The departmentally prepared budget includes any new hires (staff, faculty or affiliate faculty), significant equipment, new income and all traditional income and expenses. Any significant changes (requests) would then be discussed individually resulting in a final budget. The UMSL/WU Joint program resources such as equipment and faculty are integrated directly into the day school budget just as the students are integrated into our evening class sections. The financial resources, institutional support and leadership are of exceptional levels. The program is well-funded; Deans Byrnes, Darby and Feldman have been integrally involved in establishing the program objectives and have made the resources available to attain these objectives. Faculty Professional Development The full-time faculty members are provided budgeted resources for professional development whereas the affiliate faculty are required to ask for such support on a case-by-case basis. The full-time faculty members receive $1000.00 to use for memberships to societies such as ASCE, to buy journal or magazine subscriptions, to use for non-departmental travel, etc. In addition, the department supports them by purchasing anything related to their courses (software, reference materials), professional education (seminars, workshops), and travel for conferences and workshops. Affiliate faculty also receive all support needed regarding their courses, software, equipment, printing, etc. The department provides all equipment, reference materials, parking passes, and specific requests that are pertinent to their mission of educating UMSL/WU students. Provisions for maintenance and service of equipment Funding for maintenance and service of equipment: Currently, the departmental budget has an annual line item of $25k that can be used to purchase and/or maintain our equipment. (The line item for consumables can be used for simple maintenance, which is approximately $80k. Of course, these funds are also necessary for buying general supplies.) In addition to these funds, the laboratories are used for sales and service work that accumulates income that can be used for the purpose of maintaining the equipment and facilities. The average sales and service amounts dedicated to equipment maintenance and purchases for the past three years was $7k. A recent gift of $800k will be split into two categories. Approximately $300k will be spent for current needs (not all equipment related). The additional $500k will be endowed providing approximately $20k per year for general maintenance and upkeep of the equipment and facilities. (This money can be accumulated over several years to be used when major purchases are necessary.)

37

Computer Maintenance: Computer maintenance is contracted to the Center for Engineering Computing and CTS (Computing Technology Services). These groups provide system, network, software and limited hardware support. Major hardware maintenance is handled through manufacturer maintenance contracts. This arrangement has worked well for the past 13 years and should continue for the foreseeable future. Some computer maintenance is supported through research contracts. The possibility of a new engineering campus and the current capital campaign could provide new endowed, instructional laboratories. This would provide each individual instructional laboratory with its own endowed funds for maintenance and future purchases of equipment. Laboratory Equipment Maintenance: A full-time technician, Mr. Chris Brown, maintains the structural/materials laboratory equipment. General maintenance of the structural laboratory is under the direct supervision of the Director of the Structural Laboratory, Dr. Harmon. The maintenance of the soil testing laboratory equipment is the direct responsibility of the instructor, Ken Berry, for JCE 4200 Soil Exploration and Testing. A graduate assistant helps in this maintenance. Drs. Wrenn, Giammar and Turner and their graduate assistants have maintained the Jens Environmental Engineering Laboratory. The environmental research laboratories’ maintenance is considered a direct responsibility of the research faculty member using these facilities. Dr. Dyke and her undergraduate and graduate assistants maintain the Earthquake Engineering and Structural Control Laboratory. Support Personnel and Institutional Services The department has four staff members., Chris Brown, laboratory technician, Kim Jones, departmental secretary, Linda Buckingham, graduate admissions and course administrator, and Tesha Myers, administrative assistant. This staff is qualified and effectively supports the faculty and Chair. Institutional services are very good, Assoc and Asst. Deans. Rose Brower and Barb Carrow are available for publication support, press releases, and photography. Undergraduate and transfer recruiting and admissions are handled by Vice Dean Darby and Asst. Dean Paul Groszewski. Institutional financial support is provided by Vice Dean Moll.

8. Program Criteria

Curriculum

The curriculum component for Civil Engineering Program Criteria are satisfied as demonstrated in Sections 3 and 4. Each student is required to complete mathematic through the course JEMT 3170 Engineering Mathematics that is one course beyond differential equations. Each student is required to have a full year of chemistry and calculus-based physics with laboratories. Each student must complete a probability and statistics class. Each student is required to take a minimum of one transportation course (currently JCE 4750, but will be replaced with JCE 3460 Transportation Engineering in academic year 2006-07) , one environmental engineering class (JCE 2620), a series of mechanics/structural classes (JCE 2410, JCE3410 and JCE 3420), one hydraulics or hydrology class (JCE 4760 or JCE 4770), one geotechnical class (JCE 4190) and one materials science class (JCE 3350), thereby gaining knowledge in more than four recognized major civil engineering areas. Each student is required to have a laboratory experience in soil mechanics (geotechnical) (JCE 4200), fluid mechanics (JME 3800) and materials science (JCE 3360). Design is integrated throughout the curriculum as indicated in Section 4. The importance of licensure, continuing education, ethics, and professionalism is encouraged in all courses by the entire faculty, but specifically in the required courses of JCE 4990 Senior Seminar and JCE 4720 Construction Law and has been strengthened by the addition of JCE 4950 Fundamentals of Engineering Review. Professional practice issues are addressed in many courses, primarily the advanced civil engineering courses. Each student is required to take two advanced civil engineering electives and one advanced

38

design course in their final semesters before graduation. In addition to the advanced electives and the advanced design courses, required courses such as JCE 4990 Senior Seminar, JCE 4720 Construction Law and JCE 3420 Structural Design discuss areas such as bidding, procurement of work, design and construction interaction. Many of the students also choose to take JCE 4730 Construction Operations and Management which is a course devoted to construction related professional practice. The course JCE 4250 Engineering Professional Services addresses the issue related to multi-disciplinary teamwork, procurement of work, delivery systems, and commissioning of a project. Therefore, all areas as required by the Civil Engineering Program Criteria are covered within the current curriculum.

Faculty

All of the faculty teaching courses that are primarily design in content are licensed engineers or have significant design-related experience. The design oriented faculty members are Dr. P.L. Gould, P.E., Dr. T.G. Harmon, P.E., Mr. John Harris, P.E., Mr. Matt Westphal, P.E., Mr. Jack Gillum, P.E., Mr. D. Brakeman, P.E., Mr. Schillinger, P.E., Mr. Schwenk, P.E., Dr. G. Ulfarsson, P.E. (Republic of Iceland), Mr. J. Brancaglione, P.E., Mr. S. Leight, P.E., Dr. L. Porello, P.E., Mr. Brian Wehmeier, P.E., and Dr. K.Z. Truman, though not a P.E. has over 20 years of design experience with the U.S. Army Corps of Engineers, Alper Audi, Inc. and Casco Design Group. In addition to this design experience, he has authored more than 20 design specifications for the U.S. Army Corps of Engineers and has written several computer programs for optimal design of steel frames, reinforced concrete frames and pile foundations. He has presented over 30 hours of design seminars for the American Institute of Steel Construction. Dr. Ulfarsson, a new Assistant Professor, will become eligible for licensing in the U.S.A in the next three years and is expected to take the exam. Most of the faculty, full-time and affiliate are licensed engineers or licensed in their fields of practice.

9. Cooperative Education Criteria

No formal cooperative education component is required. The majority of these students are non-traditional students that work during the day and take UMSL/WU classes in the evening. The majority of these students have a technical job related to engineering and are trying to elevate their status and responsibilities to those of a practicing engineer. Typically, one to two students per year are enrolled in the formal cooperative education program.

10. General Advanced-Level Program

Not applicable to this program.

39

Appendix I

Additional Program Information

40

Appendix I.A

Tabular Data for the Program

Table I-1. Basic level Curriculum

Table I-2. Course and Section Size Summary

Table I-3. Faculty Workload Summary

Table I-4. Faculty Analysis

Table I-5. Support Expenditures

41

Table I-1. Basic-Level Curriculum (Civil Engineering)

Year;

Semester or Course

(Department, Number, Title) Category (Credit Hours)

Quarter Math & Basic

Sciences

Engineering Topics General

Education.

Other

Check if Contains Design

( )

1st Year 1st Semester Math 1800 (Anal. Geom./Calc. I) 5.0 Physics 2111 (Phys: Mech. & Heat) 5.0 Engrg. 10 (Intro. to Engrg.) 1.0 English 1100 (Composition) 3.0 Hum./Soc. Sci. Elective 3.0 2nd Semester Math 1900 (Anal. Geom./Calc. II) 5.0 Physics 2112 (Phy: Elec., Mag.&

Optics) 5.0

Hum./Soc. Sci. Electives 6.0 2nd Year

1st Semester Chem 1111 (Intro. Chem. I) 5.0 Math 2000 (Anal. Geom./Calc. III) 5.0 US or MO History or Govt. 3.0 Engrg. 2310 (Statics) 3.0 General Elective 1.0 2nd Semester Chem 1121 (Intro. Chem. II) 5.0 Math 2020 (Diff. Eqns.) 3.0 JCS 1360 (Intro. to Comp.) 4.0 ( ) Engrg. 2320 (Dynamics) 3.0 JME 2410 (Mech. of Def. Bodies) 3.0 ( )

3rd Year Summer JCE 3360 (Materials Science) 4.0 1st Semester JEMT 3170 (Engrg. Math.) 4.0 JME 3410 (Structural Analysis) 3.0 ( ) JCE 1451 (Engrg. Graphics) 3.0 ( ) JCE 4750 (Intro. to Urban Plan.) 3.0 ( ) 2nd Semester JCE 4740 (Econ. Dec. in Engrg.) 3.0 ( ) JME 3200 (Thermodynamics) 3.0 JCE 2160 (Surveying) 3.0 JME 3700 (Fluid Mechanics) 3.0

(continued on next page)

42

Table I-1. Basic-Level Curriculum (continued)

(Civil Engineering)

Year; Semester or

Course (Department, Number, Title)

Category (Credit Hours)

Quarter Math & Basic

Science

Engineering Topics General

Education

Other

Check if Contains Design

( )

3rd Year 2nd Semester JCE 3420 (Structural Design) 3.0 ( ) (cont.) JCE 4190 (Soil Mechanics) 3.0 ( ) JCE 4200 (Soil Exp. & Testing) 1.0

4th Year 1st Semester JCE 4720 (Legal Aspects of Const.) 3.0 JCE 2620 (Env. Engrg. Sci.) 4.0 ( ) JCE 4990 (Senior Seminar) 1.0 JME 3720 (Fluid Mech. Lab) 1.0 JCE (Advanced CE Elective) 3.0 ( ) JEE 2800 (Intro to Elec. Networks)

or JCHE 4430 Env. Engrg. Chem.)

3.0 ( ) or 3.0

General Elective 3.0 2nd Semester JCE 3760 (Open Channel Hydraulics) 3.0 ( ) JCE 4760 (Site Planning & Engrg.)

or JCE 4820 (Des. Of Water Qual. Fac.)

3.0 ( )

JCE 4840 (Prob. Meth. In CE) 3.0 ( ) JCE (Advanced CE Elective) 3.0 ( ) JEC 3100 (Engrg. Communications) 3.0 TOTALS-ABET BASIC-LEVEL REQUIREMENTS 42.0 68.0 18.0 9.0 OVERALL TOTAL FOR DEGREE PERCENT OF TOTAL 30.7% 49.6% 13.1% 6.6%

Totals must Minimum semester credit hours 32 hrs 48 hrs

satisfy one set Minimum percentage

25% 37.5 %

43

TABLE I-2. Course/Section Summary (Civil Engineering)

Course No. Title No. of Sections Avg. Section Type of Class (1)

offered in

Current Year

Enrollment

Lecture Lab. Recit. Other

(Specify)2

JCE 1451 Engineering Graphics 2 6 50% 50%

JCE 2160 Surveying 3 5 50% 50%

JCE 2620 Introduction to Environmental Engr. 1 16 100%

JCE 3350 Structural Engineering Materials 1 3 100%

JCE 3360 Structural Engineering Materials

Lab 1 1 100%

JCE 3410 Structural Analysis 1 12 90% 10%

JCE 3420 Structural Design 1 13 100%

JCE 3421 Structural Design Lab 1 13 100%

JCE 3520 Water and Wastewater Treatment 1 0 75% 25%

JCE 3760 Hydraulic Engineering 1 8 100%

JCE4080 Environmental Engineering Lab

Water and Soil 2 0 5% 95%

JCE 4100 Design of Timber Structures 1 1 90% 10%

JCE 4110 Transportation and Land Use 1 0 100%

44

TABLE I-2. Course/Section Summary (cont.) (Civil Engineering)

Course No. Title No. of Sections Avg. Section Type of Class (1)

offered in

Current Year

Enrollment

Lecture Lab. Recit. Other

(Specify)2

JCE 4190 Soil Mechanics 2 6 100%

JCE 4200 Soil Exploration and Testing 2 4 100%

JCE 4220 Pre-Stressed Concrete Design 1 1 100%

JCE 4370 Advanced Structural Analysis 1 4 90% 10%

JCE 4390 Computational Structural Mechanics 1 1 90% 10%

JCE 4440 Introduction to Geographical

Information Systems 2 1 50% 50%

JCE 4580 Structural Stability 1 0 100%

JCE 4600 Traffic Engineering Fundamentals 1 2 100%

JCE 4630 Design of Steel Structures 1 3 100%

JCE 4640 Foundations 1 1 100%

JCE 4660 Advanced Design Concrete

Structures 1 3 100%

JCE 4720 Legal Aspects of Construction 1 15 100%

45

TABLE I-2. Course/Section Summary (cont.) (Civil Engineering)

Course No. Title No. of Sections Avg. Section Type of Class (1)

offered in

Current Year

Enrollment

Lecture Lab. Recit. Other

(Specify)2

JCE 4730 Construction Operations and

Management 1 4 100%

JCE 4740 Economics of Engineering

Decisions 3 4 100%

JCE 4741 Construction Project Planning and

Scheduling 2 2 80% 20%

JCE 4742 Construction Estimating 1 0 100%

JCE 4743 Finance and Accounting 1 1 100%

JCE 4750 Introduction to Urban Planning 1 20 100%

JCE 4760 Site Planning & Engineering 1 8 100%

JCE 4810 Construction Technology 2 0 100%

JCE 4840 Probabilistic Methods in Civil

Engineering Design 1 0 100%

JCE 4950 Fundamentals of Engineering

Review 3 3 100%

JCE 4990 Senior Engineering Seminar 2 4 100%

46

Table I-3. Faculty Workload Summary (Civil Engineering)

Total Activity Distribution2

Faculty Member (Name)

FT or PT (%)

Classes Taught (Course No./Credit Hrs.) Term and Year1 * Teaching Research Other3

Pratim Biswas FT (ENV368-3hr.) /ENV518-3hr. /ENV592-3 hr. 25% 50% 25%

Shirley Dyke FT JCE4840-3 hours / (CE438-3 hours) 30% 60% 10%

Daniel Giammar FT JCE2620-3 hours /(CE443-3 hours) 25% 60% 15%

Phillip Gould FT CE467- 3 hours / (CE555-3 hours) / (CE657-3 hours) 37.5% 42.5% 20%

Thomas Harmon FT (JCE4660-3 hours) 37.5% 52.5% 15% (Sabbatical Spring 06)

Srinivasan Sridharan FT (JCE3350-2hr.)/ (JCE4390-3hr.)/.JCE4580-3hr./ (CE341-3hr.)/ CE585-3hr./CE639-3hr. 60% 30% 10%

Kevin Truman FT (JCE4630-3hr.) / JCE4950-1hr. / (CE231-3hr.) / CE146-2 hr. / CE554-3 hr. 42% 33% 25%

Gudmundur Ulfarsson FT CE146-2hr./ (CE346-3hr.)/CE528-3hr./ (CE628-3hr.) 45% 50% 5%

Brian Wrenn FT JCE3520-3hr./(JCE4080-3hr.)/JCE4080-3hr./ CE146-2 hr. / (ENVE584-3 hr.) 25% 60% 15%

Steve Bannes PT (JCE4730-3 hr.)/ CE523-3 hr./ (CE575-3 hr.) 37.5% 62.5%

Kenneth Berry PT JCE4200-6 hours 12.5% 87.5%

David Brakeman PT JCE4100- 3 hours 6.25% 93.75%

John Brancaglione PT JCE4750-3 hours 12.5% 87.5%

Bruce Brunner PT JCE4742-3 hours / (JCE4810-3 hours) 25% 75%

Ying-Xia Cai PT (JCE3410-3 hours) 12.5% 87.5%

Jerry Craig PT (JCE1451-3 hours)/ JCE1451-3 hours 25% 75%

* Fall semester courses are in parentheses; Spring semester courses are without.

47

Table I-3. Faculty Workload Summary (cont.) (Civil Engineering)

Total Activity Distribution2 Faculty Member (Name)

FT or PT (%)

Classes Taught (Course No./Credit Hrs.)Term and Year1 * Teaching Research Other3

Morris Dirnberger PT JCE4190-3 hours 12.5% 87.5%

Jack Gillum PT JCE4220-3 hours/ CE467- 3 hours 18.75% 81.25%

Lloyd Bruce Grant PT (JCE4741-3 hours)/ JCE4741-3 hours 25% 75%

Michael Guerra PT (JCE4720-3 hours) 12.5% 87.5%

John Harris PT JCE3420-3 hours 12.5% 87.5%

William Kankolenski PT (JCE2160-6 hours)/ JCE2160-3 hours 50% 50%

Sungyop Kim PT JCE4110-3hr./ JCE4440-3 hr. / CE413-3 hr. 37.5% 62.5%

Shawn Leight PT (JCE4600-3 hours)/ CE561B-3 hours 25% 75%

Ronald Mallett PT (JCE4743-3 hours)/ CE579-3 hours 12.5% 87.5%

Gary Moore PT JCE3760-3 hours 12.5% 87.5%

Michael Nobs PT (JCE4740-3 hr.)/JCE4740-6hr./ (JCE4990-1 hr.)/ JCE4990-1hr./ (CE142-1 hr.) 50% 50%

Luis Porrello PT JCE4760-3 hours / CE562-3 hours 25% 75%

Michael Scott Roark PT JCE3421-2 hours 8.5% 91.5%

Joseph Schwenk PT JCE4190-3 hours/ (JCE4640-3 hours) 25% 75%

Jonathan Sigman PT JCE4370-3 hours/ CE241A-3 hours 25% 75%

Brian Wehmeier PT JCE4100-3 hours 6.25% 93.75%

* Fall semester courses are in parentheses; Spring semester courses are without.

48

Table I-4. Faculty Analysis (Civil Engineering)

Years of Experience Level of Activity

(high, med, low, none)

Name Ran

k

FT o

r PT

Hig

hest

Deg

ree

Inst

itutio

n fr

om

whi

ch H

ighe

st

Deg

ree

Earn

ed &

Y

ear

Gov

t./

Indu

stry

Pr

actic

e

Tota

l Fac

ulty

This

In

stitu

tion

Stat

e in

whi

ch

Reg

iste

red

Prof

essi

onal

So

ciet

y (I

ndic

ate

Soci

ety)

Res

earc

h

Con

sulti

ng/S

umm

er

Wor

k in

In

dust

ry

Pratim Biswas Pro. FT Ph.D California Inst. Tech., 1985 1 21 6 OH High-AAAR, ASME, ACS, AEESP, AWMA, IASTA, COMB Inst. High Low

Shirley Dyke Pro. FT Ph.D Univ. of Notre Dame, 1996 0 10 10 High- ASCE, ASME, NEES High Low

Daniel Giammar Ast. FT Ph.D California Inst. Tech, 0 4 4 PA Med.-EAWWA, AEESP, Geochemical Society, GSA WEF High Low

Phillip Gould Pro. FT Ph.D Northwestern, 1966 4 41 41 MO, IL, WI High-ASCE, EERI, SEAOI, SEAKM Med. Low

Thomas Harmon Pro. FT Ph.D M.I.T., 1973 14 24 24 WA Med.- ACI Med. High

Srinivasan Sridharan Pro. FT Ph.D University of Southhampton, 1978 1 33 26 MO Med.- ASCE, AIAA, SSRC, SES High Low

Kevin Truman Pro. FT Ph.D Univ. of Missouri-Rolla, 1985 5 26 26 Med.- ASCE, EERI, SSRC, AISC High Med.

Gudmundur Ulfarsson Ast. FT Ph.D Univ. of Washington, 2001 0 5 3 Iceland Med.- TEAMS Med. Low

Brian Wrenn Ast. FT Ph.D Univ. of Illinoi- Urbana, 1992 6 8 8 Low- ACS, ASM, WEF, AEESP High Med.

Stephen Bannes Aff. PT MS Southwest Baptist Univ., 2003 27 4 2 High- AGC, SMPS, Engr. Club, Concrete Council of St. Louis None High

Kenneth Berry Aff. PT MSCE Virginia Polytechnic Univ., 1990 15 4 4 MO, IL High- ASCE, Engineers Without Boarders, MO Seismic Safety

C i iLow High

Dave Brakeman Aff. PT BS Washington University, 1980 26 22 22 MO, OK, TX, WA, IL

Med.- ASCE, SEAOI, Fores Products Research Society None High

John Brancaglione Aff. PT BA Michigan State Univ., 1967 41 16 16 MO, Med.- APA, MMLC Low High

Bruce Brunner Aff. PT MS Washington University, 2005 12 2 1 TN None None High

Ying-Xia Cai Aff. PT DSc. Washington University, 1995 24 17 11 MO, IL, IA Low- ASCE, EERI, NCEES Low High

Jerry Craig Aff. PT MS Pittsburg State Univ., 1972 4 48 48 Med.- ASEE, ASCE, ASME, ASGE Low Low

Morris Dirnberger Aff. PT Ph.D Univ. of Missouri-Rolla, 1995 27 14 9 AZ, MO Low- ASCE, AEG None High

Jack Gillum Aff. PT BS Kansas University, 1950 56 7 7 CA Low- PCI None High

49

Table I-4. Faculty Analysis (cont.) (Civil Engineering)

Years of Experience Level of Activity

(high, med, low, none)

Name Ran

k

FT o

r PT

Hig

hest

Deg

ree

Inst

itutio

n fr

om

whi

ch H

ighe

st

Deg

ree

Earn

ed &

Y

ear

Gov

t./

Indu

stry

Pr

actic

e

Tota

l Fac

ulty

This

In

stitu

tion

Stat

e in

whi

ch

Reg

iste

red

Prof

essi

onal

So

ciet

y (I

ndic

ate

Soci

ety)

Res

earc

h

Con

sulti

ng/S

umm

er

Wor

k in

In

dust

ry

Bruce Grant Aff. PT MS Washington University, 2003 32 3 3 None None High

Michael Guerra Aff. PT JD St. Louis University, 1972 33 13 10 MO, IL, CA Low- MBA,IBA,CBA None High

John Harris Aff. PT MS Washington University, 1985 27 24 24 MO, CO High- ASCE, SEI, SEAKM, ACII None High

William Kankolenski Aff. PT BS Ferris State University, 1984 26 16 16 MO, IL Low- MPSS, IPLSA, NSPS, ACSM None High

Sungyop Kim Aff. PT Ph.D Univ. of Washington, 2004 0 2 2 Low- ACSP, WRSA High Low

Shawn Leight Aff. PT MS Univ. of Wisconsin-Madison, 1997 12 7 3 MO Med.- TRB, ITE, ASCE, MOVITE, TEAM Low High

Ronald Mallett Aff. PT MBA St. Louis University, 1980 32 1 1 Low-CMAA None High

Gary Moore Aff. PT MS University of Missouri, 1988 25 4 1 MO, KY Low- ASCE, IECA, WEF None High

Michael Nobs Aff. PT MS Washington University, 1982 25 5 5 None Med. Med.

Luis Porrello Aff. PT Ph.D Washington University, 2000 6 4 4 MD, MO Med.- ASCE, ITE, APBP Low High

Michael “Scott” Roark Aff. PT MSCE Washington University, 2000 7 7 5 Low- ASCE None High

Joseph Schwenk Aff. PT MS Univ. Of Missouri-Rolla, 1980 32 20 20 MO High- DFI, USSD, ICLD, ASDSO, NCEHS, Sigma Xi,

SRSNone High

Jonathan Sigman Aff. PT MSCE MIT, 1997 7 2 1 MN None None Med.

Brian Wehmeier Aff. PT MS Washington University, 2001 7 1 1 AZ, MO Low-ASCE None High

.

50

Table I-5. Support Expenditures (Civil Engineering)

1 2 3 4 Fiscal Year (prior to previous

year) (previous year) (current year) (year of visit)

Expenditure Category 2003-04 2004-05 2005-06* 2006-07* Operations

(not including staff) 156,000 160,000 166,000 174,000

Travel 38,000 35,000 38,000 40,000 Equipment 69,000 67,000 71,000 75,000 Institutional Funds 13,000 10,000 12,000 13,000 Grants and Gifts 56,000 57,000 59,000 62,000 Graduate Teaching Assistants 14,000 15,000 16,000 17,000 Part-time Assistance (other than teaching) 5,000 5,000 5,000 5,000

*Estimates; updated tables will be provided prior to Fall 2006 visit

51

Appendix I.B

Course Syllabi

52

JCE 1451 – Engineering Graphics Fall 2005 & Spring 2006

Catalog Data: JCE 1451 Engineering Graphics. Credit 3 Units. Techniques in graphic communication and

problem solving utilizing freehand sketches and computer graphics. Principles of orthographic projection, pictorial drawing, computer wire frame and solids modeling. Emphasis on developing visualization and analytical skills. Extensive use of IronCAD, SketchUP and AutoCAD computer drafting software: editing commands, layout techniques, drawing management and plotting.

Textbook: Engineering Graphics Technical Sketching by Jerry Craig References: On line textbook: IronCAD and INOVATE, SketchUP online tutorials,

AutoCAD Reference Manuals Coordinator: Jerry Craig, Affiliate Professor of Civil Engineering

Goals: This course is designed to develop a high degree of ability at three- dimensional perception. Develop freehand sketching and visual thinking skills. Standards representation methods for drawing, dimensioning, fastening. Develop ability at Computer Aided Design and Drawing. Complete an individual design project with assembly and working drawings.

Prerequisites by Topic: None Topics: 1. Technical lettering and freehand sketching

2. IronCAD layout techniques 3. 3D sketching 4. Normal surfaces 5. Inclined surfaces 6. Oblique surfaces 7. IronCAD 2D geometry techniques 8. Cylindrical surfaces 9. IronCAD threats and fasteners, welding. 10. Sectional views 11. CAD shell modeling (SketchUP) 12. CAD solids part and assembly modeling 13. Auxiliary view sketches 14. Dimensioning and Tolerancing

Computer Usage:

The class meets 5 hours per week in a computer lab. Almost all in-class hours are spent on the computer using IronCAD, SketchUP or AutoCAD computer aided drawing software. A number of layouts are completed in inch, metric and architectural units. Two dimensional, isometric, and geometric construction drawings are created, dimensioned, and plotted. Solids modeling techniques are taught including unioning, subtraction, revolution, sectioning and dimensioning.

Laboratory projects (including major items of equipment and instrumentation used):

1. 18 sketching modules and preliminary design sketches for the assigned project 2. 2D layouts, geometric construction, sectional views, fasteners, welding and dimensioning. 21

drawings 3. 3D wire frame and solids models, modeling techniques, sectional views, auxiliary views,

pictorial views, exploded pictorials, dimensioning and tolerancing. Detail and assembly drawings.

53

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (e), (g), (k)

Engineering Science 2.0 credits Engineering Design 1.0 credits

54

JCE 2160 - Surveying Fall 2005 & Spring 2006

Catalog Data: JCE2160: Surveying. Horizontal and vertical control surveys, including traverses, triangulation,

trilateration, and leveling; basic adjustment of observations; geodetic datums; coordinate systems. Basic route surveying, including horizontal and vertical curves. Credit 3 units.

Textbook: Surveying - Principles and Applications, Seventh Edition

Barry F. Kavanagh and S.J. Glenn Bird, Prentice Hall, 2005. Coordinator: William S. Kankolenski, Adjunct Professor of Civil Engineering Goals: This course is designed to expose civil engineering students to the theories, methods, principles,

calculations and equipment involved in modern surveying practice. Prerequisite by Topic:

High School Algebra and Trigonometry. Topics:

1. Introduction to surveying (2 classes) 2. Surveying instruments (1 class) 3. Distance measurement (1 class) 4. Differential and trigonometric leveling (2 classes) 5. Horizontal control methods-Triangulation, trilateration and traversing (3 classes) 6. Route surveying (1 class) 7. Topographic mapping (2 classes) 8. Legal aspects of surveying (2 classes) 9. Geodetic surveying and surveying astronomy (1 class)

10. Construction surveying (1 class) Computer Usage:

Computer usage is not required, however, use of scientific calculators is mandatory. Computer usage is encouraged in preparation of project reports for word processing and calculations. An introduction to computer aided design and drafting is made through demonstration and video tapes.

Laboratory Projects: (including major items of equipment and instrumentations used):

1. Distance measurement - steel tape, electronic distance meters (EDM) 2. Leveling - level, transit and theodolite 3. Traversing - steel tape, transit, theodolite and EDM 4. Topographic Mapping - transit, level, theodolite 5. Route surveying - tape, transit, level and theodolite

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (f), (j), (k)

Engineering Science: 3.0 credits Engineering Design: 0.0 credits

55

JCE2620 - Introduction to Environmental Engineering Spring 2006

Catalog Data: JCE 2620: Introduction to Environmental Engineering. Credits 3 units. The objective of

this course is to introduce students to the field of environmental engineering. The course will emphasize basic principles of mass and energy conservation which govern physical, chemical and biological processes. Applications include the estimation of contaminant concentrations and the design of environmental controls.

Required Text: Introduction to Environmental Engineering and Science, 2nd Edition, Gilbert M. Masters,

Prentice Hall, 1998. Supplemental Texts: Environmental Engineering Science, William W. Nazaroff and Lisa Alvarez-Cohen, John

Wiley & Sons, 2001. Introduction to Engineering and the Environment, Edward S. Rubin, McGraw-Hill, 2001.

Coordinator: Daniel Giammar, Assistant Professor of Civil Engineering Goals: After taking this course, students should be able to:

• Understand impacts of engineered systems on the environment and the applications of engineering technology to protecting environmental quality.

• Apply scientific principles to the quantitative analysis of environmental systems. • Begin synthesizing solutions to complex environmental problems.

Prequisites by Topic: Differential Equations, Chemistry Topics: 1) Environmental engineering overview

2) Mass conservation and units of measurement 2) Energy conservation and energy generation 3) Environmental chemistry 4) Water resources 5) Water quality 6) Groundwater 7) Water and wastewater treatment 8) Hazardous waste treatment 9) Risk assessment 10) Air quality (including indoor air quality) 11) Air pollution control 12) Air pollution meteorology and transport 13) Global climate change 14) Sustainable technology 15) Life cycle analysis

Computer Usage: Word Processing, Spreadsheet Applications, Internet Browser Laboratory Projects: None Group Projects: Two ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (d0, (e), (g), (h), (i), (j), (k) Engineering Science: 3.0 credit Engineering Design: 0.0 credit

56

JCE 3350: Structural Engineering Materials

Fall 2005 Catalog Data: JCE 3350: Behavior and Testing of Materials under static tension, compression, bending and

Torsion - Failure Theories; Dynamic and Thermal effects including Creep and Fatigue of Metals. Structure of Metals - Atomic Bonding, Crystal Structure, Imperfections in Crystals; Micro-plasticity - Control of Properties- Phase Equilibria, Shaping Operations; Iron-Carbon alloy system, Heat treatment of Steels. Concrete: Constituent Materials, Proportioning of Concrete Mixes, Placing and Curing, Strength Properties. Wood: Structure and Properties, Decay and Protection. Composites: Fiber-reinforced Plastics, Properties and Applications

Text Book :

1. Class Notes prepared by S.Sridharan 2. Design and Control of Concrete Mixtures, S. H. Kosmatka, B. Kerkhoff and C. Panarese, 14th Edition, Portland Cement Association, Skokie, Illinois,2002.

References : 1. The Testing of Engineering Materials , H.E. .Davis, G.E. Troxell and G.F.W. Hauck, McGraw-Hill Publishing Co., St. Louis, Current Edition. 2. The Science of Engineering of Materials, D.R. Askeland and P.P.Phule, Thomson, Brooks/Cole, 4th Edition, ISBN 0-534-95373-5, www.brrokscole.com

Coordinator : S. Sridharan, Professor of Civil Engineering

Goals: To introduce the essential properties of Engineering materials- Metals, Concrete and Wood in a

scientific context with a professional orientation Pre-requisites by Topic: Mechanics of Deformable Bodies Topics :

1. Mechanical Behavior of Materials Tension, Compression, Bending, Torsion Theories of Failure Creep and Fatigue of Metals 2. Structure and Processing of Materials Atomic Bonding, Crystal structure, Imperfections in Crystals Control of Properties- Phase Equilibria, shaping Operations Iron Carbon alloy System, Heat Treatment of Steels 3. Concrete : Constituent materials, Proportioning, Placing and Curing, Strength properties 4. Wood : Structure and Properties 5. Composite Materials

Laboratory Projects : A companion to CE336: Structural Engineering Materials

ABET Criterion 3 of the Engineering Accreditation Criteria : (a), (e), (h)

Engineering Science : 2.0 Units Engineering Design: 0.0 Units

57

JCE 3360 - Structural Engineering Materials Laboratory Fall 2005

Catalog Data JCE 3360: Structural Engineering Materials Laboratory. Credit 1 unit. Testing

procedures, testing machines, use of laboratory equipment, analysis of data, and presentation of results. Laboratory tests on static tension, compression, bending, and torsion of metal specimens. Tests on wood. Determination of compressive and tensile strengths of concrete. Design of concrete mixes and verification of strength. Experiments in advanced topics in mechanics of materials. Corequisite: CE 335A.

Textbook: CE336: Structural Engineering Materials Laboratory Manual References: None Coordinator: Shirley Dyke, Edward C. Dicke Professor of Civil Engineering Goals: To introduce the procedures of materials testing and assist the student in learning the

skills of rational analysis of test data in an engineering context and effective presentation of results.

Prerequisites by Topic:

1. Stress and strain; generalized Hooke's Law. 2. Behavior of specimens in direct tension and compression, flexure and torsion;

concept of shear center. 3. Stress and strain transformation laws.

Topics: 1. Introduction to laboratory equipment, testing machines and strain gage techniques. 2. Tension and compression tests in metal specimens. 3. Elastic and inelastic buckling of aluminum bars. 4. Determination of stresses in steel beam using strain rosettes and comparison with the

theory. 5. Determination of shear center in a channel section beam. 6. Compression tests on concrete cylinders: effect of age and water-cement ratio. 7. Determination of tensile strength of concrete. 8. Design of a concrete mix for given slump and strength, preparing the mix, casting

cylinders, curing and testing for verification of design. 9. Tests on timber specimens. 10. Torsion test on metal specimen. 11. Introduction to structural dynamics: resonance, natural frequencies, damping, mode

shapes. Computer Usage: 1. Word Processing (report preparation)

2. Calculations 3. Illustrations, Plots and Tables (experimental setup, data interrogation) 4. Data Acquisition (strain measurements Experiment #4, acceleration measurements

Experiment 11) Laboratory projects (including items of equipment and instrumentation used):

1.Detailed reports including the equipment used, the test procedure, results and discussion are required for all the experiments.

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (b), (e), (k)

Engineering Science: 1.0 credits Engineering Design: 0.0 credits

58

JCE 3410 - Structural Analysis

Fall 2005 Catalog Data: JCE 3410: Structural Analysis. Credit 3 units. A review of the calculation of reactions,

shear, and bending moment. Definition, construction and use of influence lines. Deflections for statically determinate and indeterminate structures using the virtual work method. Analysis of statically indeterminate trusses using the method of consistent deformations. Analysis of continuous beams and planar frames using the consistent deformation, slope-deflection and moment distribution methods. The influence of span on strength, stability, and economy of structures. Prerequisite: CE 241.

Textbook: R. C. Hibbeler, Structural Analysis, 6th Edition, Prentice Hall References: ASCE/SEI 7-02, IBC 2003, AASHTO Standard Specifications for Highway Bridges

(2002) Coordinator: Ying X. Cai, DSc., PE, SE, Affiliate Professor of Civil Engineering Goals: To introduce fundamentals of structural analysis in a professional format. Prerequisites by Topic:

1. Statics 2. Mechanics of Deformable Bodies

Topics:

1. Basic concepts. 2. Influence lines for determinate structures. 3. Plane trusses. 4. Virtual work and related topics. 5. Consistent deformation and flexibility (force) methods. 6. Slope-deflection, moment distribution and stiffness (displacement) methods.

Computer Usage:

1. RISA-2D and RISA-3D for structural analysis used in 4-5 assignments. 2. STAAD Pro introduced and used on a Project of Frame Analysis.

Projects :

A multi-spans and multi-stories moment frame analysis; Derive the influence lines for different statically indetermined beams and columns from the results of the frame project.

Laboratory projects (including major items of equipment and instrumentation used): None

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (e), (f), (k)

Engineering Science: 2.5 credits Engineering Design: 0.5 credits

59

JCE 3420 - Structural Design Spring 2006

Catalog Data: JCE 3420: Fundamentals of structural design in steel, reinforced concrete and timber.

Familiarization with the sources of various design codes and practice in interpreting them. Computer graphics applications. Prerequisites: JME 225, JCE 241. Credit 3 units. Design credit 2.5 units.

Textbooks:

1. "Minimum Design Loads for Buildings and Other Structures - ASCE 7-02", American Society of Civil Engineers, 2002.

2. "AISC Manual of Steel Construction-Load & Resistance Factor Design", American Institute of Steel Construction, Third Edition, 2001.

3. "National Design Specifications for Wood Construction - 2001 Edition" (with Supplement & Commentary), American Forest & Paper Association, 2001.

Coordinator:

John L. Harris, Adjunct Professor of Civil Engineering Goals: To introduce fundamental concepts and demonstrate practical applications of structural design for

both allowable stress design (ASD) and load and resistance factor design (LRFD). Prerequisites by Topic:

1. Statics 2. Mechanics of Deformable Bodies 3. Materials 4. Structural Analysis

Topics:

1. Structural Design Concepts (4 classes) 2. Design of Structural Steel Members per AISC Specifications (8 classes) 3. Design of Wood Members per AF&PA Specifications (5 classes) 4. Structural Members of More than One Material (2 classes) 5. Design of Reinforced Concrete Members per ACI Specifications (6 classes)

Computer Usage:

1. Computer programs used for analysis portions of homework and lab design project. 2. AutoCad used for lab design project presentation.

Laboratory projects (including major items of equipment and instrumentation used):

1. Design project involving gravity framing design of multi-story steel framed building and presentation of schematic drawings.

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (e), (f), (g), (j), (k)

Engineering Science: 0.5 credits Engineering Design: 2.5 credits

60

JCE 3421 – Structural Design Lab Spring 2006

Catalog Data: JCE 3421: This course presents the application of structural steel "load and resistance factor

design" to "real world" design projects. The course initially focuses on the interpretation and application of relevant building codes, specifications and steel design manuals. The information from these resources is applied in conjunction with the structural design process taught in CE 342. The design and interpretation and application of the codes, specification and steel design manuals are then applied to a 5 story structural design project. The students, working in groups, are responsible for the production and presentation of structural calculations and construction drawings relevant to the structural design project.

Textbook: None References: ASCE 7 – 02, LRFD Manual of Steel Construction Coordinator: Michael Scott Roark, Adjunct Professor of Civil Engineering Goals: To apply fundamental concepts and demonstrate practical applications of structural design for

both allowable stress design (ASD) and load and resistance factor design (LRFD); completion of the structural design and production (drafting) of a 5 story steel frame office building.

Prerequisites by Topic:

1.Statics 2..Mechanics of Deformable Bodies 3.Materials 4.Structural Analysis Topics: Overview of requirements and explanation of 5 story steel frame building structural design project

– 3 Weeks Requirements and application of ASCE minimum design loads for buildings and other structures

(ASCE 7-02) – 3 Weeks AISC load and resistance factor design criteria as applicable to 5 story steel frame building

structural design project, including floor and roof member gravity design, column design and floor opening support design (AISC LRFD – Third Edition) – 3 Weeks

Information required on structural drawings pertaining to the design of a 5 story steel frame

building structural design project including but not limited to general notes, floor and roof framing notes, member layout and sections and details – 1 Week

Explanation, description and examples of typical required steel sections and details as applicable

to 5 story steel frame building structural design project – 1 Week Review of projects, examples and general review of 5 story steel frame building structural design

project – 3 Weeks Group oral presentations of 5 story steel frame building structural design project – 1 Week Computer Usage:

1. Computer programs used for analysis portions of homework and lab design project. 2. AutoCad used for lab design project presentation.

Laboratory projects : (computational lab see topics) ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (d), (e), (f), (g), (j), (k)

Engineering Science 0.75 credits Engineering Design 0.25 credits

61

JCE 3520 - Water and Wastewater Treatment Fall 2005

Catalog Data: JCE 3520: Water and Wastewater Treatment. Credit 4 units.Theoretical aspects of unit operations

and processes for water and wastewater treatment with design applications. Quantities and characteristics of water and wastewater; water quality criteria; physical, chemical, and biological treatment of water and wastewater; and handling and disposal of sludge. Estimation of design parameters from bench-scale testing will be demonstrated in biweekly laboratory sessions. Prerequisites: Chem 112A, 152; CE 262; or permission of instructor , Corequisite: CE 370, 372A

Textbooks: Reynolds, T.D. and Richards, P.A. 1996. Unit Operations and Processes in Environmental

Engineering, Second Edition. PWS Publishing Company Reference: none Coordinator: Brian A. Wrenn, Assistant Professor of Civil Engineering Goals: To familiarize undergraduate students with the goals of water and wastewater treatment, the

principal technologies that are used to achieve these goals, and the fundamental scientific and engineering principles that form the basis for these technologies.

To give students experience with the design of water and wastewater treatment unit operations and processes, especially process selection and sizing.

The laboratory will demonstrate bench-scale determination of parameters used in design of biological wastewater treatment processes and give students experience with data analysis and interpretation.

Prerequisites by topic: 1. chemical equilibrium and stoichiometry 2. material balances

3. fluid mechanics 4. calculus and differential equations

Topics: 1. Introduction - sources and quantities of water and generation of wastewater 2. Chemical Principles - alkalinity (buffering capacity); reaction kinetics and equilibria; mass

balances; reactor mixing; mass transport and reaction 3. Water Treatment - characteristics of surface and groundwater; water treatment goals and

regulatory standards; water treatment processes and operations, including sedimentation, coagulation, flocculation, filtration, softening, and disinfection

4. Wastewater Treatment - wastewater characteristics; treatment goals and regulatory standards; biological treatment processes, including activated sludge and fixed-film processes; oxygen requirements; aeration kinetics and oxygen transfer equipment

Computer Usage: None required, but many homework assignments and lab reports benefit from use of spreadsheets

and graphing software. Laboratory:

1. Chemical Oxygen Demand - measurement of the concentration of organic compounds based on chemical oxygen demand (COD)

2. Mixing in Continuous-Flow Reactors - dye tracer study to investigate the mixing characteristics of bench-scale reactors which are mixed by aeration

62

3. Sedimentation of Biological Solids - batch settling tests to investigate the settling characteristics of activated sludge solids for use in design of secondary clarifiers

4. Softening - measurement of lime softening dose-response relationships 5. Oxygen Transfer Kinetics - measurement of the rate of oxygen transfer to water in a bench-scale reactor using a diffused aeration system

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (b), (e), (g), (i), (j)

Engineering Science: 2.0 credits Engineering Design: 2.0 credits

63

JCE 3760 -Hydraulic Engineering Spring 2006

Catalog Data: JCE 3760: Hydraulic Engineering. Credit 3 units. The principles of hydraulic engineering will be

discussed and illustrated with practical examples. Design hydrology, open channel hydraulics, storm sewer and culvert design, and pipe networks will be addressed. Computer software will be used for various designs. Prerequisite: Fluid Mechanics or consent of instructor.

Textbook: Water Resources Engineering, Prentice Hall 1st ed, Ralph Wurbs and Wesley P James, and

Computer Applications in Hydraulic Engineering, Haestad Methods Wiley Publ., 6nd edition, 2005

Reference: None Coordinator: Gary Moore, Adjunct Professor of Civil Engineering Goals: To introduce fundamentals of hydraulic engineering through theory, examples and real life

situations. Prerequisites by topic:

Fluid Mechanics

Topics: 1. Basic concepts 2. Engineering hydrology 3. Open channel hydraulics 4. Storm sewer system design 5. Culvert and bridge analysis

Computer usage:

Commercial programs developed by Haestad Methods are used for 5 - 6 problem set for both design and basic homework problems.

Laboratory projects:

None

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (e), (f), (j), (k)

Engineering Science: 2.5 credits Engineering Design: 0.5 credits

64

JCE 4100 - Design of Timber Structures Spring 2006

Catalog Data: JCE 4100: Design of Timber Structures. Credit 3 units. Study of basic physical and mechanical

properties of wood and design considerations. Design and behavior of wood beams, columns, beam-columns, connections, and fasteners. Introduction to design of plywood and glued laminated members. Analysis and design of structural diaphragms and shear walls. Prerequisites: CE 341, 342.

Textbook: Donald E. Breyer, Design of Wood Structures, 5th ed., McGraw-Hill, 2004.

National Design Specification for Wood Construction, 2001 ed. with its Supplement, American Forest and Paper Association, 1111 19th Street, N.W., Third Floor, Washington, D.C. 20036.

Reference: Robert J. Hoyle, Jr., Wood Technology in the Design of Structures, 4th ed., Mountain Press

Publishing Company, Missoula, MT., 1972. Coordinator: David B. Brakeman, P.E., S.E. and Brian Wehmeier, P.E., Adjunct Professors of Civil Engr. Goals: This course is used to educate junior and senior civil engineering students in the behavior and

design of wood structures. Prerequisites by Topic:

1. Structural Analysis 2. Structural Design

Topics: (14-15 classes @ 3 hrs.):

1. Introduction to wood as an engineering material, physical characteristics. (1 class) 2. Mechanical properties, allowable stresses. (1 class) 3. Design of bending members. (2 classes) 4. Design of compression and tension members. (1-2 classes) 5. Design of members with combined stresses. (1 class) 6. Designing with plywood and structural panels. (1 class) 7. Horizontal diaphragm and shearwall design. (2 classes) 8. Connection design: nails, bolts, lag screws, screws, staples. (1-2 classes) 9. Connection design: timber connectors. (1 class, time permitting) 10. Glued-laminated timber design, wood durability, protection, serviceability. (1 class) 11. Design of lumber-plywood box beams. (1 class) 12. Review and special topics: design of formwork, flitch plate beams. (1 class)

Computer Usage:

1. Spreadsheet solutions for member and fastener design equations. (optional) 2. Cad drawings for Bridge Competition. 3. On-line submission of Bridge Competition entry.

Laboratory projects:

National Timber Bridge Design Competition. Scale bridge with 3.8 meter span designed to support 20 kN. Hydraulic ram used for loading and electronic load cell used for load measurement. Entries are judged based on the lowest maximum deflection, the lowest total bridge weight, a report with pictures and video, and the lowest percentage of non-wood materials.

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (d), (e), (f), (g), (j), (k)

Engineering Science: 0.0 credits Engineering Design: 3.0 credits

65

JCE 4110 – Transportation and Land Use Spring 2006

Catalog Data: JCE 4110: This course provides an overview of national and regional transportation and land

use policy and the linkage between land use and transportation. Students will be exposed to how land use affects travel behavior, activity patterns, and transportation systems, and how transportation investments influence urban spatial structure. The paradigm change in transportation policy from mobility to accessibility will be discussed. Topics will also include urban land use models, and recent approaches to integrate land use and transportation, such as growth management, smart growth, new urbanism, and transit-oriented development.

Textbook: None. Academic journal articles and professional reports are distributed in class for reading.

Coordinator: Sungyop Kim, Ph.D.

Goals: Introduction to national and regional transportation policies and the linkage between transportation and land use.

Prerequisite by Topic: Recommended: CE 475 Introduction to Urban Planning

Topics: 1. Basic Catography 2. Functions of Desktop ArcGIS 3. Exploring Spatial Data 4. GIS Mapping 5. Spatial Data Analysis 6. Visual Presentation

Computer Usage: None.

Laboratory projects (including major items of equipment and instrumentation used)

None.

ABET Criterion 3 of the Engineering Accreditation Criteria: (d), (f), (g), (h), (i), (j)

Engineering Sciences: 3.0 credits

Engineering Design: 0.0 credits

66

JCE 4190 - Soil Mechanics Spring 2006

Catalog Data: JCE 4190: Soil Mechanics. Credit 3 units. Basic geology as it relates to index and classification

properties of soil. Exploration, sampling and testing techniques. Soil classification systems. Clay minerals and soil structures. Compaction and stabilization. Capillary, shrinkage, swelling, and frost action in soils. Effective stress, permeability, seepage, and flow nets. Consolidation and consolidation settlements. Stresses in soil. Time rate of consolidation. Mohr's circle, stress path, and failure theories. Shearing strength of sand and clays. Prerequisites: CE 241, CE 370.

Textbook: B. Das, Principles of Geotechnical Engineering, PWS Engineering, Sixth Edition 2006.

Reference: R.D. Holtz and W.D. Kovacs, An Introduction to Geotechnical Engineering, Prentice Hall

J. Bowles, Engineering Properties of Soils and Their Measurements, McGraw Hill Coordinator: Joseph L. Schwenk, Adjunct Professor of Civil Engineering

Goals: To provide the junior or senior civil engineering student with an understanding of the behavior of

soil as an engineering material such that the student begins to be able to predict the performance of simple foundations and earth structures and acquire the background to study advanced texts and case histories on foundation engineering and earthworks construction. The practical and empirical knowledge of soil mechanics is emphasized.

Prerequisites by Topic:

1. Stress. Strain. Stress-strain relation. 2. Mohr circle. 3. Theory of elasticity: half-space solutions. 4. Fluid mechanics: Bernoulli equation, Darcy law, laminar flow.

Topics: 1. Geotechnical engineering. Soil and rock materials. (2 hours) 2. Soil formation, nature of soil constituents. Geological engineering method. (2 hours) 3. Index properties: phase relations; grain and size distributions; particle shape. (2 hours) 4. Index properties: Atterberg limits; consistency indices. (1 hour) 5. Soil classification: USCS and AASHTO. (2 hours)

6. Clay minerals and soil structure. (2 hours) 7. Compaction: Theory; field compaction;control; specifications; performance of ompacted

soils. (3 hours) 8. Capillarity, shrinkage, swelling and frost action. (2 hours) 9. Permeability, seepage, effective stress. (4 hours) 10. Consolidation and consolidation settlements. (2 hours) 11. Normal consolidation, overconsolidation. (2 hours) 12. Time rate of consolidation. Terzaghi consolidation . Coeff. of consolidation. (3 hours) 13. Elastic settlements of cohesionless soil. (2 hours) 14. Soil profiles. Stress distributions. (2 hours) 15. Mohr circle. Failure theories. Stress paths. (3 hours) 16. Shear strength of sands. Earth pressure at rest. (3 hours) 17. Shear strength of clays. Earth pressure at rest. (3 hours) 18. Subsurface exploration. (3 hours)

Computer Usage: none Laboratory projects (including major items of equipment and instrumentation used): none (see CE4200) ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (e), (k) Engineering Science: 2.0 credits Engineering Design: 0.5 credits

67

JCE 4200 - Soil Exploration and Testing Spring 2006

Catalog Data: JCE4200: Soil exploration; in-situ soil testing, laboratory testing of soil; processing of test data using microcomputer; statistical analysis of test data; use of test results in the

decision-making process.Corequisite: CE 419. Textbook: Liu, C. and J.B. Evett (2003). Soil Properties: Testing, Measurement, and Evaluation, 5th Edition,

Prentice Hall.

References: ASTM Standards, Volume 4.08, Standards Relating to Soil and Rock Coordinator: Kenneth M. Berry, Adjunct Professor of Civil Engineering

Goals: To introduce the student to methods of soil sampling, standard geotechnical laboratory testing,

and meanings and uses of data collected.

Prerequisites by Topic: Corequisite: CE 419 – Soil Mechanics Course

Topics:

1. Exploration Techniques/In-situ Testing 2. Grain Size Distribution 3. Atterberg Limits 4. Unconfined Compression 5. Permeability 6. Proctor 7. Field Density 8 California Bearing Ration 9 Consolidation 10.Direct Shear 11.Triaxial Shear 12.Geotechnical Instrumentation

Computer Usage:

Spreadsheets for data reduction. Word processor for creation of lab reports.

Laboratory projects (including major items of equipment and instrumentation used):

A lab report was due for the use of sieves, hydrometers, Atterberg Limits, unconfined compressive strength tests, permeability, proctors, field density testing, and consolidation testing. Standard equipment for performing each of these tests were used.

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (b), (d), (g), ((k)

Engineering Science 1.0 credits Engineering Design: 0.0 credits

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JCE 4250 Professional Engineering Services Spring 2005

Catalog Data: JCE 4250: Professional Engineering Services. Credits 3 units. An introduction to the use and

integration of professional services for Project Design and Delivery Systems in construction projects will be presented. The relationship between owner and the professional service personnel, architects, engineers, contractors and construction managers will be explored in detail. The role, techniques, procedures, management principles, and professional responsibilities assumed by the practicing professionals will be presented and discussed. Real projects will be presented to illustrate the various project delivery systems used in design and construction. These points will be illustrated through a semester long team project.

Textbook: Professional Papers, News Articles & Periodical Handouts

Consulting Engineering Practice Manual, Stanley Cohen, McGraw-Hill. Preparing for Project Management, David J. Williams; ASCE Press. The Quest for Quality B An Engineers view on Responsibility & Liability, University Library, Washington University, St. Louis, MO. Quality in the Constructed Project, A Guide for Owners, Designers, and Constructors (Vol. 1); ASCE Press. Consulting Engineering: A Guide for the Engagement of Engr. Services Revised Edition; ASCE Press Total Quality Management in Civil Engineering, ASCE Press

References: Standard Handbook for Civil Engineers, 4th Edition; Merritt, Loftin, Ricketts; McGraw-Hill.

Standard Handbook for Consulting Engineering Practice, 2nd Edition, Hicks & Mueller. The Contract Guide, (DPIC=s Risk Management Handbook for Architects and Engineers), Dixon, Sheila, and Crowell, Richard D, DPIC Companies, Inc. Montery CA ISBN0-932056-06-7. Lessons in Professional Liability: A Notebooks for Design Professionals, DPIC Companies, Monterey, CA. Management Lessons from Engineering Failures, Gibble, Kenneth, ASCE National Convention (1986, Boston, MA), ISBN 0-87262-572-9.Engineering Ethics B Balancing Cost, Schedule, and Risk-Lessons Learned from the Space Shuttle, Cambridge University Press.Ethical Issues in Engineering, Johnson, Deborah G., Prentice Hall, Englewood Cliffs, NJ.Forensic Engineering, Kevin L. Lens, ASCEConstruction Failure, 2nd Edition, Feld & Carper, John Wiley & Sons.

Coordinator: Jack Gillum, Adjunct Professor of Civil Engineering Goals: This course is a comprehensive introduction to the use and integration of these professional

services in the design and construction industry provided by architects, engineers, construction managers and other professionals of the design/building team. The course includes the planning, design and construction management of Civil, Structural, Architectural, and Transportation facilities. The roles, techniques, procedures, management principles and professional responsibilities assumed by the practicing professionals will be presented and discussed. Real projects will be presented to illustrate the various project delivery systems used in their design and construction. Visiting professionals will discuss their personal experience in the execution of the various delivery systems. The student will gain an insight into succes=s and failures of the real world of design and construction.

Prerequisites by Topic: Senior or Graduate standing.

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Topics: a. Present and discuss the procedures and methods used in defining, planning, management an

execution of the successful design and construction of projects in the US and abroad. b. Define the key roles, duties, responsibilities and obligations of professionals, owners and contractors participating in these projects. c. To determine what it takes to be an ethical, responsible, professional and competent engineer. d. Review of the project delivery system for actual projects in civil and structural engineering. e. Determine the basic construction document deliverables prepared by the professional engineer and how are they used. (Plans, & Specifications) f. Present and discuss the procedures and methods used in marketing, defining, planning, management and execution of the successful design and construction of projects in the US and international market. g. Discuss the various team organizational structures for the owner, designers and construction personnel. h. Introduction to various management structures and techniques of professional offices. i. Define and discuss Risk Management, Quality Control and Quality Assurance for professional services. j. Introduce basic concepts that describe satisfactory performance in construction. k. Present the basic of forensic engineering and determine how the practicing engineer can benefit from them. l. Introduce and discuss the steps, procedures, risks and benefits in the practice of engineering.

Computer Usage: none required Laboratory Projects: none

Engineering Science: 1.5 credits Engineering Science: 1.5 credits

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JCE 4370- Advanced Structural Analysis Spring 2006

Catalog Data: JCE 4370: Advanced Structural Analysis. Credit 3 units. The analysis of framed

structures using flexibility and stiffness methods ranging from informal methods to formal methods for computerized analysis. Stiffness and flexibility matrices are generated and manipulated. Design projects are assigned in order to develop skills at using commercial programs in creative structural design projects and to understand computer output. Prerequisite: CE 341

Textbook: None References: None Coordinator: J. Sigman, Adjunct Professor of Civil Engineering Goals: Develop an understanding of computerized matrix structural analysis of framed

structures. Gain familiarity with available programs. Develop intuitive understanding of structures. Develop capability to use programs to design efficient structures. Learn to interpret computer output. Introduce finite elements.

Prerequisites by Topic: 1. Structural analysis. Topics: 1. Introduction (2 hours)

2. Review analysis methods (2 hours) 3. Review Matrices/MATLAB (1hour) 4. Formal Flexibility (2 hours) 5. Formal Stiffness (6 hours) 6. Direct Stiffness (6 hours)

7. Solution Strategies (1 hour) 8. Finite Elements (6 hours) 9. Design Workshop (9 hours)

Computer Usage: 1. One in-class assignment with Risa.

2. One design project using Risa. 3. One design project using Risa or ETABS.

Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (d), (e), (k)

Engineering Science: 2.0 credits Engineering Design: 1.0 credits

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JCE 4390 -Computational Structural Mechanics Fall 2005 Catalog Data: JCE 4390: Basic equations of Elasticity: Stress, Strain Constitutive Relations; Plane stress and

Plan strain approximations; Plate theories. Geometric nonlinearity. Energy Principles and Variational Methods: Virtual work and Theorem of Stationary Potential Energy, Raleigh-Ritz Method, Finite elements - -Formulation of classical linear elasticity problems and linear stability problems - Examples of 2-D linear elasticity and Plate bending and buckling problems . Design project involving the use of a finite element code. Credit 3 units.

Textbook: Linear Elasticity: P.L. Gould;

Concepts and Applications of Finite Elements, Cook, R.D. et al. Class notes - handouts prepared by S. Sridharan

Coordinator: Srinivasan Sridharan, Professor of Civil Engineering Goals: To prepare Structural Engineering students for structural/stress analysis and design using finite

elements. Prerequisites by Topic:

Elementary mechanics of beams and columns Stress, Strain and 2-D stress transformation Laws. Matrix operations

Topics:

1. Definition of Stress and Strain, Stress and Strain transformation Laws ( 4 hrs.) 2. Equilibrium equations and Compatibility conditions (2 hrs.) 3. Linear elastic stress-strain relationships (3 hrs) 4. Plane Stress and Plane Strain (2 hrs) 5. Energy Principles : Virtual work and theorem of minimum potential energy ( 4 hrs) 6. Variational methods - Raleigh-Ritz (2 hrs) 7. Finite Element formulation of linear 2-D problems (4 hrs) 8. Types of elements, convergence and compatibility requirements ( 6 hrs) 9. Classical Plate theory (4 hrs) 10. First order shear deformation theory (2 hrs) 11. Formulation of linear plate stability problems ( 2 hrs) 12. Use of commercial software ( 4 hrs) 13. Design projects ( 6 hrs).

Computer Usage: Use of Commercial software for finite element exercises and Design projects Matlab for matrix operations and homework assignments Preparation of Design Reports

Laboratory projects : Computer laboratory classes and help sessions will be interspersed with the lectures. ABET Criterion 3 of the Engineering Accreditation Criteria : (a), (c), (e), (i), (k)

Engineering Science:2.0 units Engineering Design 1.0 uits

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JCE 4440– Introduction to Geographical Information Systems

Fall 2005 & Spring 2006

Catalog Data: JCE 4440: The A Practical, hands-on approach to spatial database management and analysis with Geographical Information Systems (GIS) as applied to planning and engineering. Course objectives are to examine how digital earth resources data are collected, stored, analyzed, and displayed. The emphasis will be on the applications of GIS in various research and professional projects in planning and engineering.. Credits: 3 units.

Textbook: Getting To Know ArcGIS Desktop (2nd Ed. Updated for ArcGIS 9) by Ormsby, Tim et al., ESRI

Press, 2004

Coordinator: Sungyop Kim, Ph.D.

Goals: Introduction to Geographical Information Systems (GIS) for engineering research and projects.

Prerequisite by Topic: There are no prerequisites. Students are not expected to have prior experiences with GIS. The course is open to junior, senior, and graduate students.

Topics: 1. Basic Catography 2. Functions of Desktop ArcGIS 3. Exploring Spatial Data 4. GIS Mapping 5. Spatial Data Analysis 6. Visual Presentation

Computer Usage: Desktop ArcGIS 9, a ESRI’s Geographical Information Systems software.

Laboratory projects (including major items of equipment and instrumentation used) Desktop ArcGIS 9 is required for homework assignments and a final project. Students can access the software in the Center for Engineering Computing (CEC) PC laboratories.

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (b), (c), (d), (e), (g), (i), (J), (k)

Engineering Sciences: 3.0 units Engineering Design: 0.0 units

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JCE 4580 - Structural Stability Spring 2006 Catalog Data: JCE 4580: Elastic Stability. Credit 3 units. Theorems of Equilibrium and Stability. Classification

of Instability Phenomena. Postbuckling Behavior and Imperfection-sensitvity: Illustrations using Mechanical Models. Treatment of systems with Multiple Degrees of Freedom. Buckling of Columns, Beam-columns, and Frames using Classical and Variational methods. Stability and Nonlinear Behavior of Plates and Shells. Design Project.

Textbook: No textbook prescribed. Detailed lecture notes are made available to the students in the form of

handouts. Reference: O. Brush and B. O. Almroth, Buckling of Bars, Plates and Shells, McGraw Hill, 1975. Coordinator: S. Sridharan, Professor of Civil Engineering Goals: To provide a thorough grounding in the basic principles of structural stability and their application

to bars, frames, plates and shells.

Prerequisites by Topic:

1. Elementary mechanics of deformable bodies. 2. Solution of ordinary differential equations. 3. Elements of matrix algebra and solution of eigne-value problems.

Topics:

1. Basic principles: virtual work theorem, the principle of stationary potential energy, criteria for stability of a conservative system. (5 hours)

2. Classification of instability phenomena, postbuckling resistance and imperfection-sensitivity. Illustrations of simple mechanical models with a single degree of freedom. (6 hours)

3. Multiple degree freedom systems - postbuckling analysis using perturbation technique. (5 hours)

4. Energy method for column buckling - finite element method. (6 hours) 5. Differential equation approach for columns and beam-columns. Slope-deflection method for

buckling of frames. The elastica problem. (7 hours) 6. Plate buckling and postbuckling resistance of plates. Shell Stability : Concepts ( 3 hours) 7. Solution by energy method and differential equation approach. (6 hours) 8. Design project : Criteria, methodology and presentation of results ( 3 hours).

Computer Usage:

1. Solution of eigen value problems, finite element formulation and solution. 2. Design Project.

Laboratory projects (including major items of equipment and instrumentation used): none ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (e), (i), (k)

Engineering Science: 2.5 credits Engineering Design: 0.5 credits

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JCE 4600 – Traffic Engineering Fundamentals Fall 2005 Catalog Data: JCE 4600: Study of basic traffic circulation principles, functional roadway classification, and

traffic stream flow and its parameters. Fundamental treatment of roadway capacity and analysis techniques for uninterrupted flow facilities (freeways) and interrupted flow facilities (intersections). Specific treatment of flow-density relationships, shock wave phenomena, car-following models, signal systems, and gap acceptance theory. Analysis techniques focus on the Highway Capacity Manual and the Manual of Uniform Traffic Control Devices.

Textbook: Highway Capacity Manual 2000; Transportation Research Board; Washington, D.C.; 2000

References: Highway Capacity Manual Applications Guidebook; National Cooperative Highway Research

Program; Transportation Research Board; Washington, D.C.; 2003 Kittleson, W; Historical Overview of the Committee on Highway Capacity and Quality of Service; Transportation Research Circular E-C018: 4th International Symposium on Highway Capacity; June 2000 Manual of Uniform Traffic Control Devices (MUTCD); 2003 Edition; Federal Highway Administration (FHWA) under 23 Code of Federal Regulations (CFR), Part 655, Subpart F; 2003 May, A; Traffic Flow Fundamentals; Prentice-Hall; New Jersey; 1990 Roundabouts: An Informational Guide; U.S. Department of Transportation, Federal Highway Administration; Publication No.FHWA-RD-00-067; June 2000 Signalized Intersections: Informational Guide; U.S. Department of Transportation, Federal Highway Administration; Publication No. FHWA-HRT-04-091; August 2004 NCHRP Electronic Documents Capacity and Level of Service at Unsignalized Intersections: Final Report Volume 1 - Two-Way Stop-Controlled Intersections; NCHRP Project 3-46; Transportation Research Board; Washington, D.C.; 1996; http://www.nap.edu/catalog/6340.html Capacity and Level of Service at Unsignalized Intersections: Final Report Volume 2 - All-Way Stop-Controlled Intersections; NCHRP Project 3-46; Transportation Research Board; Washington, D.C.; 1996; http://www.nap.edu/catalog/6339.html Capacity Analysis of Traffic-Actuated Intersections: Final Report; NCHRP Project 3-48; Transportation Research Board; Washington, D.C.; 1996; http://www.nap.edu/catalog/6347.html Capacity Analysis of Interchange Ramp Terminals; NCHRP Project 3-47; Transportation Research Board; Washington, D.C.; 1997; http://www.nap.edu/catalog/6350.html

Coordinator: Shawn Leight, Adjunct Professor of Civil Engineering

Goals: 1. Students will gain a fundamental understanding of basic traffic circulation principles, functional roadway classification, and traffic stream flow and its parameters. 2. Students will learn roadway operational evaluation techniques for uninterrupted flow facilities (freeways) and interrupted flow facilities (intersections). This analysis will include the specific treatment of flow-density relationships, shock wave phenomena, car-following models, signal systems, and gap acceptance theory. 3. Analysis will techniques focus on the Highway Capacity Manual and the Manual of Uniform Traffic Control Devices.

Prerequisites by Topic:

Prerequisite: CE 346 (may be taken concurrently).

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Topics:

SUBJECT REQUIRED READING Introductions and Course Overview Course Overview Overview of Traffic Engineering Fundamentals

Historical Overview of the Committee on Highway Capacity and Quality of Service

Basic Traffic Flow Theory Functional Classification Basic Flow Fundamentals Car Following Theory Shock Wave Theory

HCM Chapters 1-4, 7-8, 12-13, 20-22

Basic Freeway Segments HCM Chapter 23 Weaving Segments HCM Chapter 24 Merging and Diverging Areas Interchanges HCM Chapters 25-26

Traffic Signal Fundamentals Traffic Signal Warrants Flow Attributes at Signalized Intersections Saturation Flow and Lost Time Queuing Theory Webster’s Cycle Length Equation Capacity, Delay, and Queue Length

HCM Chapter 10 MUTCD - Chapter 4

Traffic Signal Systems Types of Traffic Signal Controllers and Systems Phasing and Progression Schemes

HCM Chapter 15

Signalized Intersection Calculations HCM Analysis HCM Chapter 16

Unsignalized Intersections Gap Acceptance Theory Critical Gap Time Capacity, Delay, and Queue Length Calculations

HCM Chapter 17

Roundabouts Fundamentals Gap Theory Techniques Empirical Methods

FHWA Roundabout Guide Chapters 1, 2, 4, and 8

Computer Usage: Highway Capacity Software Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (h), (i), (j), (k)

Engineering Science 1.0 credits Engineering Design: 2.0 credits

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JCE 4630 - Design of Steel Structures Fall 2005 Catalog Data: JCE 4630: Advanced Design of Steel Structures. Credit 3 units. Behavior and design of steel

frames using LRFD (load-resistance factor design) methods. Design of beams, columns, beam-columns, plate girders, connections, multi-story frames, and base plates. Fatigue design of steel structures. Plastic analysis and design of steel structures. Miscellaneous topics in structural steel construction and design. Prerequisites: CE 335A, 341, 342 and 342L.

Textbook: Segui, LRFD Steel Design, Thompson, 3rd Edition, 2003. Reference: Bruce Johnston, Fung-Jen Lin, and T.V. Galambos, Basic Steel Design, Prentice Hall, 1986.

C. Salmon and J. Johnson, Steel Structures, Design and Behavior, Harper Collins, 4th Edition 1996

Coordinator: K.Z. Truman, Professor of Civil Engineering Goals: This course is designed to give senior and graduate students the ability to design structural

systems using steel as the primary material. Prerequisites by Topic:

1. Advanced matrix analysis and/or use of production analysis softwares. 2. Working knowledge of the AISC LRFD manual. 3. Materials science.

Topics:

1. Design philosophies (working stress, LRFD, and plastic design methods) (1 class) 2. Tension members (1 class) 3. Compression members (columns and plates) (4 classes) 4. Beams (laterally supported, torsion, lateral-torsional buckling (5 classes) 5. Plate girders (2 classes) 6. Beam columns (2 classes) 7. Connections (simple and rigid) (6 classes) 8. Simple structures and frames (3 classes) 9. Project (5 story building, warehouse, or bridge) (3 classes) 10. Composite steel-concrete beams (if time allows)

Computer Usage:

1. Required to use either a PC or mainframe analysis package for topics 8 and 9. (ANSYS, STRUDL, ABAQUS, ETABS, RISA, STAAD-III, etc. are available for the students use.)

2. Other usage as dictated by the student, most students use the PC's for topics 4, 5, and 6. Laboratory projects (including major items of equipment and instrumentation used): none ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (e), (j), (k)

Engineering Science: 0.0 credits Engineering Design: 3.0 credits

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JCE 4640 – Foundations Fall 2005 Catalog Data: JCE 4640: Foundations. Credit 3 units. Principal problems in design and construction of

foundations for bridges and buildings. Bearing capacity of deep and shallow foundations, pressure on retaining walls and shallow foundations, pressure on retaining walls, and slope stability, modern developments in piling, cofferdams, open caissons, pneumatic caissons. Prerequisites: CE 342, 419, 420.

Textbook: Braja M. Das, “Principles of Foundation Engineering”, PWS Publishing Company, Fifth Edition. Reference: United States Steel, "Steel Sheet Piling Design Manual"; Poulos and Davis, Pile Foundation

Analysis and Design; B. M. Das, Principals of Foundation Engineering; Winterkorn and Fang, Foundation Engineering Handbook; U.S. Army Corps of Engineers, Engineering Manuals; Association of Drilled Shaft Contractors, Technical Reference Manuals.

Coordinator: J. Schwenk, Adjunct Professor of Civil Engineering Goals: Learn proper design procedure for foundations to properly interact with the superstructure and

underlying soil or rock. Prerequisites by Topic:

1. Structural design. 2. Soil mechanics. 3. Soil exploration and testing.

Topics:

1. Bearing capacity of shallow foundations 2. Foundation settlements 3. Spread-footing design 4. Lateral earth pressure 5. Retaining wall design 6. Sheet-pile walls-cantilevered and anchored 7. Braced cofferdams for excavations 8. Cellular cofferdams 9. Pile capacity and deep foundation design 10. Pile foundation and group affects 11. Caissons and drilled piers

Computer Usage:

Bearing Capacity and Foundation Design Program, Settlement Determination Program, Slope Stability Program, Wave Equation Analysis of Piles Program, Sheet Pile Wall Design program..

Laboratory projects (including major items of equipment and instrumentation used):

None

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (e), (k)

Engineering Science: 2.5credits Engineering Design: 0.5 credits

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JCE 4660 - Advanced Design of Concrete Structures Spring 2006 Catalog Data: JCE 4660: Advanced Design of Concrete Structures. Credit 3 units. Flexural behavior and design;

strength and deformation of rectangular and nonrectangular sections. Shear strength. Beam-columns, long columns. Slab systems. Design of frames. Footings. Prerequisites: CE 335A, 341, 342.

Textbook: C. K. Wang and C. G. Salmon, Reinforced Concrete Design, Addison Wesley, 1998 Reference: American Concrete Institute, Building Code Requirements for Reinforced Concrete, ACI 318-99,

Revised 1999. American Concrete Institute, Commentary on Building Code Requirements for Reinforced Concrete, ACI 318R-99, 1999.

Coordinator: T. G. Harmon, Professor of Civil Engineering Goals: Provide basic understanding and practice in the design of concrete structures. Prerequisites by Topic:

1. Structural engineering materials. 2. Structural analysis. 3. Structural design.

Topics:

1. Flexure/compression. (8 hours) 2. Shear/torsion. (9 hours) 3. Continuity. (3 hours) 4. Deflections. (3 hours) 5. Joints. (2 hours) 6. Slenderness. (7 hours) 7. Slabs. (7 hours) 8. Footings. (3 hours)

Computer Usage: None Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (e), (f ), (g) (i), (k)

Engineering Science: 0.0 credits Engineering Design: 3.0 credits

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JCE 4720 - Legal Aspects of Construction Fall 2005 Catalog Data: JCE 4720: Legal Aspects of Construction . Credit 3 units. A survey of the legal

problems of the construction manger, including but not limited to, liability in the areas of contracts, agency, torts, insurance, bad judgment and oversight. Prerequisite: graduate status or permission of instructor.

Textbook: Legal Aspects of Architecture, Engineering and the Construction Process, Justin Sweet,

seventh edition. References: None Coordinator: Michael Guerra, Adjunct Professor of Civil Engineering Goals: To impart to the students a practical knowledge of legal issues in the construction

Process and develop an ability recognize those in real life situations. Prerequisites by Topic: None Topics:

1. Sources of Law 2. American Judicial System 3. Forms of Business Association 4. The Agency Relationship 5. Contracts and their Formation 6. Remedies for Contract Breach 7. Losses, Conduct, & the Tort System 8. Professional Registration 9. Contracting for Design Services 10. Professional Design Issues 11. Professional Liability 12. Competitive Bidding 13. Changes 14. Claims 15. The Subcontracting Process 16. Construction Disputes 17. Indemnification 18. Surety Bonds 19. Termination of Contracts

Computer Usage: None Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (d), (e), (f), (g), (h), (I), (j)

Engineering Science 0.0 credits Engineering Design: 0.0 credits

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JCE 4730 – Construction Operations and Management Fall 2005

Catalog Data: JCE 4730: Construction industry, development, components, and

organization. Contracting methods. Applications and limitations. Selection of equipment using production analysis and economics. Analysis of heavy equipment use. Purchasing and change orders. Safety and claims.

Textbook: Assembly of current planning, design, construction & management forms. Articles, publications and instructors handouts, including example class project (plans & specs). References: Project Delivery Systems for Building Construction by Robert W. Dorsey; Published March

1997; AGC of America Coordinator: Steve W. Bannes, Adjunct Professor of Civil Engineering Goals: In this course, students will be exposed to the overall construction process From initial concept through startup of the completed facility. The focus is

to provide familiarization of the construction and contracting process and Potential involvements by construction managers in the planning, design, Construction, and post construction phases. Additional topics are Introduced to provide a foundation which will prepare students for future

Construction management coursework. Case studies and industry examples are used throughout the course to authenticate the lectures and Assignments.

Prerequisites by Topic:

1. Basic structural and /or architectural studies 2. Senior level mathematics, science and engineering skills. Basic

Accounting skills. Communications skills. 3. Communication skills

Topics: 1. History of Construction 2. The Role of the Owners, Designers, and Builders 3. Project Delivery - The Big Picture 4. General Contracting - The Design -Bid - Build Approach 5. At-Risk Agency Construction Management 6. Program Management 7. Preconstruction Phase Operations and Management Services 8. Construction Phase Operations and Management Services 9. Post Construction Phase Operations and Management Services 10. Ethical/Value Based Decision Making 11. Introduction to Construction Law Computer Usage: None required Laboratory projects (including major items of equipment and instrumentation used): none ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (d), (f), (g), (h), (i), (j), (k)

Engineering Science 0.0 credits Engineering Design 0.0 credits

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JCE 4740 – Economics of Engineering Decisions Fall 2005 & Spring 2006

Catalog Data: JCE 4740: Principles of economics involved in engineering decisions. Decisions between

alternatives based on the efficient allocation of resources. Topics include the time element in economics, analytical techniques for economy studies, and taxes.

Textbook: Blank, Leland & Tarquin, Anthony, (2005) Engineering Economy6th ed., McGraw Hill Coordinator: Michael L. Nobs, Adjunct Professor of Civil Engineering Goals: Develop understanding and capability sufficient to utilize principles and applications of economic

analysis to resolve engineering oriented problems and case studies. To acquire necessary skills for individual and group decision making processes.

Prerequisites by Topic:

1. Junior standing Topics:

1. Foundations of Engineering Economy 2. Combining Time and Interest Factors 3. Nominal and Effective Interest Rates 4. Present Worth, Future Worth, & Annual Worth Analysis 5. Rate of Return Analysis, Multiple Alternatives 6. Benefit/Cost Analysis and Public Sector Economics 7. Depreciation Methods 8. After-Tax Economic Analysis 9. Making Choices: The Method, MARR, and Multiple Attributes 10. Replacement and Retention Decisions 11. Selecting Independent Projects under Budget Limitations 12. Dealing with Uncertainty; Risk Analysis 13. Developing and Communicating Economic Engineering Study Reports

Computer Usage:

1. Students develop the ability to solve problems both by hand and utilizing MS Excel spreadsheet functions

2. Formal reports are developed, transmitted, and presented electronically. Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (b), (c), (e), (f), (h), (j), (k) Engineering Science: 3.00 credits Engineering Design: 0.75 credits

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JCE4741 – Construction Project Planning and Scheduling Fall 2005 & Spring 2006

Catalog Data: JCE 4741: This course will familiarize students with the basic foundation of the construction

scheduling process. Included will be a detailed survey of scheduling techniques in an integrated construction planning, scheduling, and control systems. Students will gain an understanding of the critical path method theory, legal implications, and practice. Students will learn to use commercial project management and scheduling software and apply it to a variety of construction problems and projects.

Textbook: None References: None Coordinator: Lloyd Grant, Adjunct Professor of Civil Engineering Goals:

Teach student the process of planning, the techniques of scheduling, and the application of project controls as employed in the construction industry.

Prerequisites by Topic: None Topics:

1. Introduction & definition of planning, scheduling, & project controls 2. Life-Cycle of a project (global view of design & construction) 3. Planning process and scheduling process 4. Components of a construction plan 5. Evaluating & Analyzing Construction Documents (contract, specifications, & drawings) 6. Sequence & assembly of a building – linear planning & scheduling 7. Sequence & assembly of a highway – non-linear planning & scheduling 8. Macro & Micro Level Planning 9. Flow of Materials – Supply chains & decentralized material procurement 10. Estimating Construction Activity Duration 11. Planning in Safety & Quality & Project Controls 12. Job Site construction organizations, roles, & responsibilities 13. Construction processes (flow diagrams of decisions, actions, & events) 14. Linear Scheduling – Critical Path Methodology 15. Application of computers and databases 16. Use and application of the plan & schedule in project management 17. Types of Project Controls and project specific selection criteria 18. Change Orders 19. Schedule revisions and recovery schedules 20. Earned Value & Pay Applications 21. Causes & Impact & Claims from Time Delays

Computer Usage:

Orientation to Primavera’s P3 scheduling software Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion 3 of Engineering Accreditation Criteria: (a), (d), (f), (g), (h), (i), (j)

Engineering Science 0.0 credits Engineering Design 0.0 credits

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JCE 4742– Construction Estimating Fall 2005

Catalog Data: JCE 4742: Fundamentals of estimating, review of the details of costs associated with

material, labor, equipment, overhead and profit. Consideration of project delivery methods and associated risks. Two representative projects are treated as case studies. Prerequisites: CE 473-573, EP 571 or 580, enrollment in Master of Construction Management or Construction Engineering Option-Master of Structural Engineering Programs.

Textbook:

Fatzinger, Blueprint Reading for Construction, 2nd Ed., Pearson/Prentice-Hall, Bledsoe, Successful Estimating Methods,

References:

R.S. Means, Current Edition.

Coordinator: Bruce Brunner, Adjunct Professor of Civil Engineering Goals:

This course is designed to help you grasp a basic coverage of the estimating process, giving you the background necessary to be able to perform accurate take-offs and perform basic pricing functions as an estimator. You will also become familiar with project planning as it relates to estimating, proposal development and bidding issues. Construction Estimating is taught using a combination of worksheets, handouts and standard contract documents, with reference to the Construction Specifications Institute format. • Explain the major components of an estimate and of a bid. • Identify the basic elements involved in the preparation of a cost estimate • Describe and understand the variables included in the development of an estimate. • Describe and understand the estimating techniques used in developing, costing and pricing a commercial bid. • Describe the blueprints and specifications used in developing a cost estimate. • Describe and understand the concepts of overhead and profit. • Understand common construction techniques used in commercial framework earthwork, concrete, masonry, structural steel and finish systems. • Develop a cost proposal and presentation for a project identified by the instructor

Prerequisites by Topic:

Prerequisites: CE 473-573, EP 571 or 580, enrollment in Master of Construction Management or Construction Engineering Option-Master of Structural Engineering programs. To successfully complete this course, you should have completed a Materials and Methods course, Blueprint Reading and Interpretation courses and have the requisite basic math skills to perform the required calculations.

Topics: 1. Presentations, Role of Prints & Specs 2. Ethics 3. Plans & Specifications; Contract Documents 4. Plans & Specifications; Take-offs 5. Project Delivery Methods 6. Estimating Basics (Types) 7. Documenting Estimates 8. Productivity Challenges 9. Determining 0/H & Markups 10. Bid Coordination, Review, & Strategies

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Computer Usage: Basic Spreadsheet skills and writing skills required

Laboratory projects (including major items of equipment and instrumentation used): none ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (d), (e), (f), (g), (h), (i), (j), (k)

Engineering Science 0.0 credits Engineering Design 0.0 credits

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CE 4743 - Finance & Accounting Fall 2005

Catalog Data: JCE 4743 General business accounting and financial principles adapted to the construction

industry will be presented. All key financial management principles required by construction managers will be addressed. Material will be presented on how to manage costs, profits, and cash flow for construction companies and how to quantitatively analyze construction related financial decisions.

Textbook: Construction Accounting and Financial Management, Steven J. Peterson, Prentice-Hall, ISBN

0-13-110939-1

References: Not applicable Coordinator: Ronald Mallett, Adjunct Professor of Civil Engineering

Goals: To successfully complete this course, the student will be required to demonstrate, in a

comprehensive manner, his or her understanding of the construction industry, construction management challenges and the operations and functioning of a modern construction-related entity.

Prerequisites by Topic: CE 523 - Cost Engineering

Topics: A comprehensive study of the finance and accounting operational issues encountered in the management of a construction business. Topics covered include construction finance and accounting, business organizations and structures, business planning and budgeting, cash flow, time value of money, profit centers, margin analysis and income taxes. Additionally, the course will cover labor, material and equipment issues, contractor overhead issues, risk identification and mitigation, and other common aspects of the construction industry.

Computer Usage: None Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (f), (g), (i), (j)

Engineering Science 3.0 credits Engineering Design 0.00 credits

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JCE 4750 - Introduction To Urban Planning Fall 2005

Catalog Data: JCE 4750: Introduction to Urban Planning. Credit 3 units. A focus on the fundamentals of urban

planning that the engineer must consider: population, economic base, land use, urban design, regional analysis, fiscal analysis, zoning, public facilities analysis. Synthesis of these tools into a major student project. Prerequisite: senior standing.

Textbook: Charles J. Hoch, Linda C. Dalton, & Frank S. So, editors, The Practice of Local Government

Planning, International City Managers Association (ICMA), Third Edition (2000). Reference: A.J. Cantanese & J.C. Snyder, Urban Planning, McGraw-Hill Book Company, 1988. Coordinator: John W. Brancaglione, Adjunct Professor of Civil Engineering Goals: Provide a solid understanding of the principles of urban planning and familiarity with planning

methods and their application in the area of city policy formulation and city goals. Prerequisites by Topic: None Topics:

1. History of Planning (2 weeks). 2. Land Use and Zoning, Including Mapping (5 weeks). 3. Population, Housing, Economic Base Issues (4 weeks). 4. Public Infrastructure (2 weeks). 5. Social Issues (2 weeks).

Computer Usage:

Most assignments require computer usage for spreadsheet, word processing, data research, and digital mapping applications incorporated in problem, test, and team assignments.

Laboratory Projects: (including major items of equipment and instrumentation used):

1. Team land use planning and redevelopment problems (2 problems, 4 weeks each). 2. Essay problems relating to planning issues, principles, and techniques (2 problems, 3 weeks

each). 3. Municipal taxation and revenue production from land use development (2 problems, one

typically incorporated in team assignment of 1 above.

ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (d), (f), (g), (h), (i), (j)

Engineering Science: 1.5 Credits Engineering Design: 1.5 Credits

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JCE 4760 – Site Planning and Engineering Spring 2006 Catalog Data: JCE 4760: Site Planning and Engineering. Credits: 3 Units. A focus on the

legal, engineering, and economic aspects of planning and design of facilities at a site-specific level. Concepts of legal and economic feasibility of site design are developed in conjunction with the study of civil engineering activities involved in dealing with urban design alternatives for residential, commercial, industrial, and recreational land uses. Case studies and review of current legislation affecting site planning and engineering are undertaken, culminating in a major design project.

Textbook: Handouts by instructor based on Lonnie E. Haefner, Site Planning

Implementation, Pirates Press. September 1997. Reference: Articles and subject literature as provided by instructor. Coordinator: Luis A. Porrello, D.Sc., P.E. Adjunct Professor of Civil Engineering Goals: Fundamental introduction to site planning design from environmental regulation, monetary

evaluation and financing perspectives. Prerequisite by Topic:

1. Engineering Economics 2. Urban Planning

Topics:

1. Analysis of environmental regulations at the site level (2 sessions). 2. Environmental perceptions at the site level (1 session) 3. Basic valuation theories (1 session) 4. Cost and market approach (1 session) 5. Income residual approaches (1 session) 6. Leasehold and lease analysis (1 session) 7. Mortgage equity approaches (2 sessions) 8. Financing design – mortgage banking for civil engineers (5 sessions)

Computer Usage: None. Laboratory Projects: None. Major project assignment required by teams of 3-5 students at end of semester. ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (c), (d), (e), (g), (h), (k)

Engineering Science: 0.0 credits Engineering Design: 3.0 credits

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JCE 4810 – Construction Technology Fall 2005

Catalog Data: JCE 4810: A Comprehensive study of the core construction methods and practices used on the

jobsite today. Emphasizes the types of construction materials, technologies, and applications available to the contractor, their use and function on the project, and the importance and interrelationship of these factors to the success of the construction project delivery. (Saturday site visits required)

Textbook:

Construction Methods & Management, Sixth Edition, by S.W. Nunnally, Prentice Hall, 2004 Construction Planning, Equipment, and Methods, Seventh Edition, by R. Purifoy, C.J. Schexnayder, A. Shapira McGraw Hill, 2006

References: Building Construction Illustrated, 3rd Edition (Paperback) by Francis D. K. Ching, Cassandra Adams, Wiley; October 2, 2000 Fundamentals of Building Construction: Materials & Methods, Fourth Edition, by E. Allen & J. Iano, Wiley 2004

Coordinator: Bruce Brunner, Adjunct Professor of Civil Engineering Goals:

Upon successful completion of this course, the student will have gained the following competencies: 1. Describe the primary component and systems used in the construction industry. 2. Understand role of construction technology in historical development of construction.. 3. Understand and describe the necessary process of construction. 4. Describe the role of a technical manager in the construction planning process. 5. Describe the interaction of the construction team and regulatory agencies in the construction

industry. 6. Understand and perform basic calculation for earth moving equipment.

Prerequisites by Topic:

Enrollment in Master of Construction Management or Construction Engineering Option-Master of Structural Engineering programs.

Topics: 1. Project startup, Initial operations, and Management techniques 2. Foundation Loads, Soil Types, Subsurface Analysis, Groundwater Considerations 3. Foundations, Site work, Building Elements, Roadway construction 4. Structural Elements & Systems of Buildings 5. Estimating Process and Scheduling 6. Building Exteriors (existing technologies and historical methods) 7. Building Exteriors (new technologies and innovations) 8. Project Management - technical manager role in the construction planning process 9. Codes and Standards, Regulatory agencies (OSHA, ASTM, IBC), Problem Solving 10. The computer’s changing role as a construction management tool. 11. Sustainable technologies for building systems (LEED & green building techniques) 12. Future of the Construction Industry & Innovation discussion

Computer Usage: Word Processing. Presentation Materials Laboratory projects (including major items of equipment and instrumentation used): none

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ABET Criterion 3 of the Engineering Accreditation Criteria: (a), (d), (e), (f), (g), (h), (i), (j), (k)

Engineering Science 3.0 credits Engineering Design 0.0 credits

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JCE 4840 - Probabilistic Methods in Civil Engineering Design Spring 2006 Catalog Data: JCE 4840: Probabilistic Methods in Civil Engineering Design. Probability Concepts; Analytical

models of random phenomena; Functions of random variables; Parameter estimation from data; Empirical determination of distribution models; Regression and correlation analyses; Detailed examples of the application of probabilistic methods to structural, transportation, hydrologic, and environmental system design.. Credit 3 units.

Textbook: A.H-S. Ang and W.H. Tang, Probability Concepts in Engineering Planning and Design, Vol. I:

Basic Principles, John Wiley and Sons, 1975. Reference: A.H-S. Ang and W.H. Tang, Probability Concepts in Engineering Planning and Design, Vol. II:

Decision, Risk and Reliability, John Wiley and Sons, 1975. Coordinators: Michael L. Nobs, Adjunct Professor of Civil Engineering

Goals: To introduce the senior engineering student to the concept of risk in engineering analysis and

design; to illustrate the use of probability in various engineering disciplines. Prerequisites by Topic:

1. Basic probability concepts. 2. Analytical models of random phenomena: descriptors of random variables and probability

distributions. Topics:

1. Basic probability concepts 2. Analytical models of random phenomena

3. Functions of random variables 4. Joint and conditional probability distributions 5. Covariance and correlation 6. Inferential methods of statistics 7. Probability distributions and moments

Computer Usage:

1. Computers used to compile and illustrate probability distribution for textbook assignments. The use of computers is strongly encouraged to complete and plot the results of homework.

Laboratory projects (including major items of equipment and instrumentation used): None ABET CRITERION 3 of the Engineering Accreditation Criteria: (a), (c), (e), (k)

Engineering Science: 2.0 credits Engineering Design: 1.0 credits

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CE 4950- Fundamentals Of Engineering Review Spring 2006

Catalog Data: JCE 4950: The topics found in most engineer-in-training exams will be reviewed and illustrated

using examples. A discussion of the importance of licensing exams and the strategies for taking these exams will be discussed. The main topics for review include: engineering mathematics, basic chemistry, engineering mechanics, engineering economics, thermodynamics, electrical circuits, and material science.

Textbook: Lindeburg, Michael R., FE Review Manual, Professional Publications Inc., 2002. References: Various FE (EIT) Review Manuals Coordinator: K. Z. Truman, Professor of Civil Engineering Goals: To review fundamentals in engineering, to provide information regarding professional licenses

and its process and to prepare for the Fundamentals of Engineering Exam. Corequisites: SSM 317, ME 232, CE 474, Chem 110, CHE/ME 320, EE 280, ME 370 Topics: 1. Ethics (Ch 49-50) 2. Engineering Econ (Ch 47-48)

3. Chemistry (Ch 33-35) 4. Statics (Ch 10-12) Computers/Measurements/Controls (Ch 43-46) 5. Kinematics; Kinetics; Energy, Work, Power (Ch 14-17)

6. Fluid Mechanics (Ch 22-25) 7. Make Up Exams (Redeem poor performances) 8. Spring Break

9. Thermodynamics/Transport (26, 27, 29, 32) 10. Materials Science/Testing (Ch 36-38) 11. Mathematics (Ch 4-9)

11. Stress/Strain/Beams/Columns (Ch 18-21) 12. Electrical Circuits/Electronics (Ch 39-42)

13. EIT/FE Exam Computer Usage: None

Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion3 of the Engineering Accreditation Criteria: (a), (f), (k) Engineering Science: 1.0 Engineering Design: 0.0

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JCE 4990 – Senior Seminar

Fall 2005 & Spring 2006

Catalog Data: JCE 4990: Students select from current and assigned topics of importance to graduates entering the civil engineering profession. Topics are researched to develop oral and written presentations. Presentations are augmented by lectures from practicing professionals. Topics include professional registration, early career development, graduate study, ethics, professional practice, design & construction quality, project estimating and sales presentations, and case histories of civil engineering projects,

Textbook: None Reference: Current Journal Articles and Publications Coordinators: Michael L Nobs, Adjunct Professor of Civil Engineering Goals: To introduce the senior engineering student to “non-technical” issues arising in

Professional engineering practice, and to develop presentation skills for effectively communicating to different audiences.

Prerequisites by Topic:

1.Senior standing in civil engineering Topics:

1. Professionalism 2. Ethics 3. Personnel management 4. Communications within team 5. Team building through motivation and leadership 6. Monitoring/controlling project progress 7. Total quality management 8. Value engineering 9. Technical presentations

Computer Usage:

1.Research utilizes library resources to search, locate, and request documents for supporting data. 2.Presentations are developed and displayed using a variety of electronic media. Analysis of data is documented with spreadsheets and charts using MS Excel.

Laboratory projects (including major items of equipment and instrumentation used): None ABET Criterion 3 of the Engineering Accreditation Criteria: (b), (d), (f), (g), (h), (i), (j)

Engineering Science: 0.0 credits

Engineering Design: 0.0 credits

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JME 3700. Fluid Mechanics Spring Semester 2006

2005 Catalog Data: JME 3700. Fluid Mechanics. Prerequisites: JEMT 3170 and Engineering 2320.

Fundamental concepts of fluids as continua. Viscosity. Flow field: velocity, vorticity, streamlines. Fluid statics: hydrostatic forces manometers. Conservation of mass and momentum. Incompressible inviscid flow. Dimensional analysis and similitude. Flow in pipes and ducts. Flow measurement. Boundary-layer concepts. Flow in open channels. Credit 3 units.

Textbook: Fluid Mechanics: Fundamentals and Applications by Y.A. Cengel and J.M. Cimbala, McGraw Hill, 2006 References: None Coordinator: Ramesh K. Agarwal, William Palm Professor of Mechanical & Aerospace Engineering Goals: This course is designed to introduce the basic concepts governing the behavior of fluids

at rest and in motion. The goal is to introduce these concepts through derivations from first principles, and through standard closed-ended homework problems. The applications of these principles for solving fluid flow problems are included throughout the course.

Prerequisites by topic: 1. Kinematics and dynamics of particles 2. Kinematics and dynamics of rigid bodies 3. Engineering mathematics including vector calculus, differential equations, and rudimentary numerical methods Topics:

1. Introduction and Basic Concepts what is a fluid, and application areas of fluid mechanics classification of fluid flows

fluid properties, dimensions, and units 2. Fluid Statics and Pressure pressure and manometer

hydrostatic forces on submerged planar and curved surfaces buoyancy and stability fluids in rigid body motion 3. Fluid Kinematics Lagrangian and Eulerian descriptions velocity and acceleration, material derivative sreamlines, pathlines and streaklines dilatation and vorticity 4. Basic Analysis of Flowing Fluids system and control volume

Reynolds transport theorem integral form of mass conservation equation and applications

integral form of energy equation Bernoulli equation and applications

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integral form of linear momentum equation and applications integral form of angular momentum equation and applications 5. Dimensional Analysis and Similarity Buckingham Pi theorem methodology of finding dimensionless groups standard dimensionless groups similitude 6. Incompressible flow in ducts/pipes laminar flow in a circular duct friction factor, pressure drop and head loss laminar flow in non-circular ducts turbulent flow in pipes, Moody diagram minor losses pipe networks in series and parallel flow rate and velocity measurement

7. Differential Analysis of Fluid Flow derivation of continuity equation and linear momentum equation simplification of continuity and Navier-Stokes equations incompressible, inviscid and irrotational flow stream function, potential function and Bernoulli equation basic potential flows and their superposition to calculate flow past bodies exact solutions of continuity and Navier-Stokes equations 8. External Viscous Flow Past bodies

boundary layer concepts and separation laminar and turbulent boundary layer over a flat plate momentum integral analysis of boundary layer flow

forces on bodies in viscous flow, lift and drag coefficients 9. Flow in Open Channels introductory concepts, uniform and varied flow laminar and turbulent flow in channels, hydraulic radius Froude number and wave speed continuity and energy equation, specific energy and critical flow uniform flow, Chezy and Manning Formulas analysis and design of uniform flow channels rapidly varying flow and hydraulic jump Computer usage:

1. Basic numerical methods in support of analysis 2. MATLAB

Laboratory projects: None ABET category content as estimated by faculty member who prepared this course description: Engineering science: 3.0 credits Engineering design: 0 credit Prepared by: Ramesh Agarwal/Da-ren Chen Date: June 1, 2006

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JME 3721. Fluid Mechanics Laboratory

Fall Semester 2006 2005 Catalog Data : JME 3721. Fluid Mechanics Laboratory. Prerequisite: JME 3700. Physical laboratory

exercises focusing on fluid properties and flow phenomena covered in JME 3700. Calibration and use of a variety of equipment; acquisition, processing, and analysis of data by manual as well as automated methods. Credit 1 unit.

Textbook: None References: Text required for JME 3700 Coordinator: Raimo J. Hakkinen, Professor (Part-time)of Mechanical & Aerospace Engineering Goals: This course is designed to give juniors in mechanical engineering physical contact with

the principles and phenomena introduced in MAE 370 Fluid Mechanics and experience in basic measurements of fluid properties and flow parameters.

Prerequisites by topic: 1. Thermodynamics and transport properties of liquids and gases 2. Ideal gas law 3. Bernoulli equation, basic and extended forms 4. Similitude 5. Frictional losses in piping systems 6. Open channel flow 7. Boundary-layer concepts 8. Pressure and friction forces on bodies immersed in flow Topics: See laboratory projects below Computer usage: The wind-tunnel exercises employ a dedicated computer (PC) and printer to acquire force and pressure data, and to process these data into curves of drag coefficient vs. Reynolds number and boundary-layer velocity profiles. Laboratory projects: 1. Measurements of liquid density, surface tension and viscosity 2. Performance characteristics of centrifugal pumps 3. Open channel flow; weirs; inclined surface; hydraulic jump 4. Pipe flow; velocity profile; major and minor losses 5. Aerodynamic drag on a sphere, and boundary-layer velocity profiles on a flat plate, conducted in a low speed, wind tunnel ABET category content as estimated by faculty member who prepared this course description: Engineering science: 1.0 credits Engineering design: 0 credit Prepared by: Raimo J. Hakkinen Date: June 1, 2006

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JCSE 200 Engineering and Scientific Computing Required/Elective Course: Elective Credit: 3 Units 2004-2005 Catalog Data: This course provides an introduction to numerical methods for scientific

computation which are relevant to engineering problems. Topics addressed include interpolation, integration, linear systems, least-squares fitting, nonlinear equations and optimization and initial value problems. Basic procedural programming concepts (procedural and data abstraction, iteration, recursion) will be covered using MATLAB. C will be briefly covered so the students understand that the algorithms and programming concepts apply in both.

Prerequisite: Corequisite: Math 217. Textbooks: Palm III, William, Introduction to MATLAB 7 for Engineers, McGraw-Hill, 2003. Reference: Coordinator: Robert Rouse, Affiliate Faculty in Computer Science and Engineering Course Objectives: The course has three themes that are interwoven:

1. Computing Systems: Tools that are part of the operating environment of the computer; how they support specific tasks you want to accomplish on a computer: how they interact with each other to smoothly solve problems.

2. Programming with a specific language: The process for expressing a problem and its solution in such a way that the solution can be written in a computer language. Learning one language well enough to appreciate what must be done in any language.

3. Introducing methods for analyzing problems that benefit from the unique nature of computer: rapid calculation of numerical results and rapid review of large quantities of data.

Topics Covered: 1. Programming overview, Matlab and its Integrated Development Environment

(IDE) 2. Debugging 3. Numerical approximations, Taylor series 4. Roots of equations 5. Curve fitting 6. Random numbers 7. Numerical Calculus/Integration 8. Linear equations 9. Recursion 10. Numerical Solution to Differential Equations 11. C++ introduction Class/Lab Schedule: 1 session – 2.5 hours Contribution of Course to Meeting the Professional Component: Math and Basic Sciences: 0 credits or 0% Humanities and Social Sciences: 0 credits or 0% Engineering Topics: 3 credits or 100%

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Relationship of Course to Program Outcomes: The following outcomes are explicitly covered: (a), (c), (e), (k) The following outcomes are mentioned with limited coverage: (b) Prepared By: Roger Chamberlain Prepared On: June 2006

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JEE 2300 - Introduction to Electrical Networks Spring Semester 2005

Required/Elective Course: Required Credit: 3 units 2004-2005 Catalog Data: Elements, sources, and interconnects. Ohm's and Kirchhoff's laws, superposition

and Thevenin's theorem; the resistive circuit, transient analysis, sinusoidal analysis, and frequency response.

Prerequisite: Physics 2112 (UMSL)-Physics: Electricity, Magnetism, and Optics, Math 2020

(UMSL)-Introduction to Differential Equations Textbooks: J. W. Nilsson and S. A. Riedel, Electric Circuits, 7th ed., Addison-Wesley

(required) J. W. Nilsson and S. A. Riedel, Introduction to PSpice: Manual Using OrCAD

Release 9.2, (accompanies text) Reference: IEEE Standards Coordinating Committee 14, Standard for Use of the International

System of Units (SI): The Modern Metric System [IEEE/ASTM SI 10-1997], Institute of Electrical and Electronics Engineers (recommended)

Coordinator: R. Martin Arthur, Professor of Electrical and Systems Engineering Course Objectives: To provide the students with a working knowledge of elementary networks so that

they may successfully analyze simple circuits and successfully execute simple designs.

Prerequisites by topic: 1. General Physics. Ohm’s Law and related material. 2. Circuit theory and Kirchhoff’s laws. 3. Direct current instruments. 4. College Algebra. Simultaneous linear equations. 5. Determinants. 6. Quadratic equations. 7. Complex numbers. 8. Logarithms. 9. Trigonometry. Basic identities. 10. Euler's theorem. 11. Calculus. Fundamental concepts. 12. Elementary differentiation and integration. 13. Taylor series. Topics Covered: 1. Circuit variables and elements (4 lectures) 2. Kirchhoff's laws (2 lectures) 3. Simple resistive networks (2 lectures) 4. Fundamentals of node and mesh analysis (4 lectures) 5. Equivalent sources and superposition (2 lectures) 6. Behavior in the time domain: RL, RC, and RLC networks (5 lectures) 7. Rise-time, overshoot, ringing, and droop (2 lectures) 8. Behavior in the frequency domain: elements of phasor analysis (2 lectures) 9. Frequency response and resonance (2lectures)

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10. Complex power (1 lectures) Class/Lab Schedule: 2 sessions; 90 minutes per session Tests: 2 midterm examinations, 1 final exam Computer Usage: PSpice is used for some homework assignments Laboratory: 1. DC Circuits - Measurement and Analysis (1 week) 2. The Oscilloscope and RC, RL and RLC Transient Analysis (2 weeks) 3. AC Circuits (1 week) 4. Characteristics of Periodic Waveforms (1 week) 5. Circuits Containing Inductance (1 week) 6. Bipolar Junction Transistor Characteristics (1 week) 7. Design of a Single Transistor Amplifier (2 weeks) 8. Power Supplies (1 week) 9. Operational Amplifiers (1 week) 10. TTL and CMOS Digital Logic Circuits (1 week) Contribution of Course to Meeting the Professional Component: Math and Basic Sciences: 0 credits or 0% Humanities and Social Sciences: 0 credits or 0% Engineering Topics: 3 credits or 100% Engineering Science: 2.25 credits or 75% Engineering Design: 0.75 credits or 25% Relationship of Course to Program Outcomes: (a) Ability to apply math, science, and engineering;

(c) Ability to design a system, component, or process to meet desired needs; (e) Ability to identify, formulate, and solve engineering problems.

(k) Ability to use techniques, skills, and modern engineering tools in engineering practice; (l) Preparation for participation in industry, academia, or governmental laboratories.

Prepared By: R. Martin Arthur Prepared On: 15 August 2005

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JEM 3170 - Engineering Mathematics Spring Semester 2005

Required/Elective Course: Required Credit: 4 units 2004-2005 Catalog Data: The Laplace transform and applications; series solutions of differential equations,

Bessel's equation, Legendre's equation, special functions; matrices, eigenvalues, and eigenfunctions; vector analysis and applications; boundary value problems and spectral representations; Fourier series and Fourier integrals; solution of partial differential equations of mathematical physics.

Prerequisite: Math 2020 (UMSL)-Introduction to Differential Equations or equivalent. Textbooks: E. Kreyszig, Advanced Engineering Mathematics, (8th edition), Wiley & Sons,

1999. Reference: F.B. Hildebrand, Advanced Calculus for Applications, Prentice-Hall, 1962. Coordinator: I.N. Katz, Professor of Electrical and Systems Engineering Course Objectives: This course provides engineering students with fundamental and advanced

mathematical techniques for the solution of engineering and scientific problems. Prerequisites by topic: 1. Differential and Integral Calculus; Ordinary Differential Equations. Topics Covered: 1. Laplace transforms (4 classes) 2. Power series & special functions (4 classes) 3. Vectors and matrices (10 classes) 4. Vector differential calculus (5 classes) 5. Vector integral calculus (10 classes) 6. Boundary-value problems for ODE's and Fourier series (7 classes) 7. Partial differential equations (16 classes) Class/Lab Schedule: 2 sessions; 120 minutes per session

Tests: 3 one hour exams, two hour final exam, all open book Computer Usage: None Laboratory: None Contribution of Course to Meeting the Professional Component: Math and Basic Sciences: 4 credits or 100% Humanities and Social Sciences: 0 credits or 0%

Engineering Topics: 0 credits or 0%

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Engineering Science: 0 credits or 0% Engineering Design: 0 credits or 0%

Relationship of Course to Program Outcomes: (a) Ability to apply math, science, and engineering

(e) Ability to identify, formulate, and solve engineering problems (l) Preparation for participation in regional industry

Prepared By: I. Norman Katz Prepared On: 4/20/05

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JEM 3260 – Engineering Probability Spring Semester 2005

Required/Elective Course: Required Credit: 3 units 2004-2005 Catalog Data: Study of probability and statistics together with engineering applications.

Probability and statistics: random variables, distribution functions, density functions, expectations, means, variances, combinatorial probability, geometric probability, normal random variables, joint distribution, independence, correlation, conditional probability, Bayes theorem, the law of large numbers, the central limit theorem. Applications: reliability, quality control, acceptance sampling, linear regression, estimation, hypothesis testing. Examples are taken from engineering applications.

Prerequisite: Math 2000 (UMSL)-Analytic Geometry and Calculus III or equivalent Textbooks: J.S. Milton and J.C. Arnold, Introduction to Probability and Statistics, McGraw

Hill, Fourth edition, 2003. Reference: None Coordinator: I.N. Katz, Professor of Electrical and Systems Engineering Course Objectives: To provide an introduction to probability theory and statistics and its applications

for students in engineering. Prerequisites by topic: 1. Elementary set theory 2. Differentiation, and integration 3. Infinite series/Taylor series 4. Two-dimensional calculus Topics Covered: 1. Probability and combinatorics (2 classes) 2. Probability spaces (2 classes) 3. Discrete random variables and distributions (3 classes) 4. Continuous random variables and distributions (3 classes) 5. Reliability (2 classes) 6. Joint distributions (3 classes) 7. Sums of independent random variables (1 class) 8. Estimation (3 classes) 9. Testing (3 classes) 10. Linear regression (4 classes) 11. Quality control (2 classes)

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Class/Lab Schedule: 2 sessions; 90 minutes per session Tests: None

Computer Usage: None Laboratory: None Contribution of Course to Meeting the Professional Component: Math and Basic Sciences: 1 credits or 33% Humanities and Social Sciences: 0 credits or 0% Engineering Topics: 2 credits or 67% Engineering Science: 2 credits or 67%

Engineering Design: 0 credits or 0% Relationship of Course to Program Outcomes: (a) Ability to apply math, science, and engineering;

(e) Ability to identify, formulate, and solve engineering problems. (l) Preparation for participation in regional industry Prepared By: I. N. Katz Prepared On: August 5, 2005

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JME 3200 Thermodynamics

Fall Semester 2005 & Spring Semester 2006 2005 Catalog Data : JME 3200 Thermodynamics. Prerequisites: Math 1900, Chemistry 1111 and Physics

2111. Classical thermodynamics, thermodynamic properties, work and heat, first and second laws. Entropy, irreversibility, availability. Application to engineering systems. Credit 3 units.

Textbook: General Thermodynamics: Foundation and Applications by Gyftopoulos and Beretta, References: None Coordinator: Eliot Fried, Associate Professor of Mechanical & Aerospace Engineering & Amy Shen, Assistant Professor of Mechanical & Aerospace Engineering Goals: This course is designed to teach the fundamentals and basic applications of thermodynamics to mechanical and chemical engineering juniors. Prerequisites by topic: 1. Calculus-differentiation and integration 2. General chemistry, including principles of chemical and ionic equilibria Topics: 1. Basic concepts and definitions (thermodynamic systems, state, process; energy, work, equilibria) 2. General thermodynamic concepts (availability, entropy, temperature, chemical potentials) 3. Properties of pure simple compressible systems; ideal and real gases 4. Energy and energy analysis-The First Law of Thermodynamics 5. Entropy and entropy analysis-The Second Law of Thermodynamics 6. Availability and irreversibility Computer usage: None Laboratory projects: None ABET category content as estimated by faculty member who prepared this course description: Engineering science: 3.0 credits Engineering design: 0 credit Prepared by: Eliot Fried/Amy Shen Date: June 1, 2006

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JEC 3100 --1,2,3,4,5,6,7,8 TECHNICAL WRITING Fall Semester 2005 / Spring Semester 2006

2004 -- 2006 Catalog Data: EP 310-1,2,3,4,5,6,7,8,9: Technical Writing. Credit 3 units. Persistent concerns of grammar and style. Analysis and discussion of clear sentence and paragraph

structure and of organization in complete technical documents. Guidelines for effective layout and graphics. Examples and exercises stressing audience analysis, graphic aids, editing, and readability. Videotaped work in oral presentation of technical projects. Writing assignments include descriptions of mechanisms, process instructions, basic proposals, letters and memos, and a long formal report. Prerequisites: satisfaction of the English Composition proficiency requirement of SEAS and junior standing.

Textbook: Michael H. Markel, Technical Writing: Situations and Strategies, 7th edition, Bedford St. Martin’s

Press, 2004. Reference: None Coordinator: James C. Ballard, Associate Professor of Engineering and Policy. Director of Technical

Communications. Goals: This course seeks to develop the practical technical communication skills of junior and senior year

engineering students who already possess adequate English proficiency. Proficiency should be demonstrated in written, graphic, and oral technical communication. Graduates of this course should have a career advantage in presenting their engineering work clearly and effectively.

Prerequisites by topic: 1. Prior satisfaction of the English Composition proficiency requirement of the School of Engineering and

Applied Science. 2. Junior standing. Topics: 1. Identifying and adapting to various audiences. (3 class-hours) 2. Grammar, sentence structure, mechanics, style, tone, editing. (6 class-hours) 3. Mechanism description. (5 class-hours) 4. Page design and graphics in technical communication. (4 class-hours) 5. Process description, instructions. (5 class-hours) 6. Proposals. (3 class-hours) 7. Memos, informal reports, letters. (7 class-hours) 8. Oral reports. (6 class-hours) 9. Resumes. (1 class-hour) 10. Formal reports. (5 class-hours) Computer usage: All students use computers to execute their assignments. Laboratory projects: Not applicable. Estimated ABET category content: Engineering Science: 0 credits or 0% Engineering Design: 0 credits or 0% Other: 3 credits or 100% Prepared by: J. C. Ballard Date: June 7, 2006

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ChE 408A/508A – Environmental Engineering Lab Spring Semester 2006

Coordinators: Largus T. Angenent, Assistant Professor of Chemical Engineering Office: Cupples II, 201 Telephone: 935-5663 Email: angenent@seas.wustl.edu Brian Wrenn, Assistant Professor of Civil Engineering Office: Cupples II, 203 Telephone: 935-8144 Email: bawrenn@wustl.edu Office Hours: Teaching Assistant: Biplab Mukhurjee 2004-2006 Catalog Data: Laboratory experiments to illustrate the application of engineering fundamentals to environmental systems. Applications of experimental design and data analysis principles. Introduction to relevant analytical instrumentation and laboratory techniques. Laboratory work supported by theoretical analysis and modeling as appropriate. Prerequisite: ChE 443 or equivalent and consent of instructor. Textbook: Additional References: Goals and Outcomes:

This course is intended to give engineering undergraduate and graduate students the capabilities a) to perform experiments and to collect data with well-developed standard operating procedures and measurement tools that are commonly used in environmental engineering and science; b) to document the experimental process and the data collection during and after the experiments in a lab journal; c) to analyze and to interpret the obtained data with standard software packages including statistical analysis and to present the data in figures and tables; d) to write a report about the experiments with a discussion on the caveats of the experiment; and e) to demonstrate important principles of environmental chemistry (e.g., phase partitioning, equilibrium solubility) with applications in environmental engineering. The course will also give graduate students the ability to design an experiment and analyze the gathered data.

Prerequisites by topic:

1. Use of standard software packages such as Microsoft© Excel™. 2. Development of Mass Balances 3. Elementary Statistics

Topics:

The six or seven labs are performed in one or two class periods of four hours. The topics include: Lab A: Atomic Absorption and Metals Precipitation Lab B: Adsorption Lab C: Biochemical Oxygen Demand/Chemical Oxygen Demand Lab D: Henry's Law Lab E: Mass Transfer and Kinetics Lab F: Total Petroleum Hydrocarbons (TPH) Lab G: Self-designed experiment pertinent to Environmental Engineering and Sciences (only for Graduate credit).

Tests: None

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Computer Usage: Using software, such as Microsoft© Excel™, to analyze the data with the use of the statistical tool functions. Specific software (SRI Instruments© PeakSimple™) connected to a Gas Chromatograph is used to monitor and correct chromatograms and to calculate the compound concentrations.

Laboratory: Students work in groups of 2-3 in the lab.

Term Projects: None

Course Outcome Assessment Entrance Test to Assess Prerequisites: No Number of Tests: 0 Comprehensive Final Exam: No Project: All labs carry pre-laboratory homework (individually prepared) plus the requirement to prepare a well-

written document with objectives, materials and methods, results, discussion, and conclusions (prepared as a team). Students need to present one Lab at the end of the semester. Course Grading Basis: Final reports (60%), Pre-lab Homework (15%), Final Oral Presentation (10%), and Lab Journal (15%). Graduate students will perform an additional experiment (as part of the 60% total grades for final reports) that they design themselves. A total of 80 points can be obtained: draft proposal (10 pts); experimental design (20 pts); and final report (50pts).

ABET category content as estimated by the faculty members who prepared this course description: Engineering Topics: 3 credits ABET Criteria 3. Evaluations A brief description is provided of the extent to which the course meets each of the criteria listed below. A score from 0 to 5 is assigned depending on the extent to which each criterion is met (0 = does not have any component in this course, 5 = a large part of this course meets the criterion). The points will be used for the overall curriculum tabulation and to identify any deficiencies and take corrective action on a year-to-year basis.

Criteria Description Extent of Fulfillment Score

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

Ordinary differential equations, first-order differential equations and linear equations are all applied in this course, to be used to analyze data. Chemistry is applied throughout the lab.

4

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

This is the main objective of the lab course.

5

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

As a lab, this course is not developed with the overlaying goal to design a system. Some processes are setup during the lab, such as a system to perform the aeration experiment.

1

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

Teams of 2-3 students are formed at the beginning of the course. The instructor forms the groups after students are interviewed. The same students stay together as a team during the entire course and the function of the team is monitored according to the rules of cooperative learning. The groups will tackle the 6 labs together including the preparation of the final report for the labs. The instructors monitor the function of the groups by individual and group assessment and individual grading. The instructors will interfere if group function is

5

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

Some of the pre-lab homework assignments are setup as engineering problems. The students must then formulate the approach to the solution, and then they must solve the problem.

2

(f) an understanding of professional and ethical responsibility

Academic integrity and honesty are emphasized at the beginning of the course during the discussion of the rules of cooperative learning and how to behave in a group setting. The ethical responsibilities of proper data analysis and the honest assessment of the results and conclusions will be discussed by the instructors.

3

(g) an ability to communicate effectively

In this graduate course the instructors will emphasize the importance of well-written documentation. The students are graded largely on the final report for the labs. Thus, importance is placed on a well-written document.

5

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

The environmental effects of the actions by others are measured with the common measurement tools used by environmental engineers and scientists, which are used in the lab course. The instructors discuss for which environmental problems the measurement tools are used.

2

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

As the regulations change, the requirements for more powerful measurement tools change. The instructors discuss the limitations of the tools used in the lab and which tools are needed to either measure at lower detection limits or for different chemical structures.

2

(j) a knowledge of contemporary issues

Emerging chemical components, such as endocrine disruptors, are discussed and the need to be able to measure them.

2

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

The ability to use statistical tools to analyze experimental data is one of our main teaching objectives.

3

Prepared by: Largus T. Angenent and Brian Wrenn Date: June 1, 2006

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Appendix I.C

Faculty Curriculum Vitae

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CURRICULUM VITAE 1. Pratim Biswas Date of Birth: Feb 22, 1958 2. Academic Rank:

The Stifel and Quinette Jens Professor and Director Environmental Engineering Science

3. Degrees with fields, institutions and dates: Ph.D., Mechanical Engineering, California Institute of Technology, 1985 M.S., School of Engineering, University of California, Los Angeles, 1981 B.Tech., Mechanical Engineering, Indian Institute of Technology, Bombay, 1980

4. Number of years on this faculty: six years , original appointment July 2000 5. Other related experience:

2000-current Professor and Director, Env. Engr. Washington University in St. Louis 1993 - 2000Professor University of Cincinnati 1995- 1998 Director, Env. Engr. & Science Div. University of Cincinnati 1994 Visiting Scientist National Inst. of Stds. & Tech. 1989 – 1993 Associate Professor University of Cincinnati 1985 – 1989 Assistant Professor University of Cincinnati

6. Consulting, patents, etc. Sahle-Demmessie E., Biswas P., Gonzalez M., Wang Z.M. and Sikdar S. "Process for Photo-Induced

Partial Oxidation of Organic Chemicals", US Patent 6,777,374, issued August 17, 2004. Biswas P., Namiki N. and Kulkarni P. "Charging and Capture of Particles in Coronas Irradiated by In-Situ

X-Rays", US Patent 6,861,036, issued March 1, 2005. 7. State(s) in which registered: EIT , Ohio 8. Principal publications of the last five years (out of a total of 160 refereed journal publications):

Wang Z.M. and Biswas P.: ANickel Speciation and Aerosol Formation During the Combustion of Kerosene Doped with Nickel Nitrate Aerosol in a Premixed Burner@, Aerosol Science and Technology, vol. 33, 525-535, 2000.

Wang Z.M., G. Yang, P. Biswas, W. Bresser and P. Boolchand.: AProcessing of iron-doped titania powders in flame aerosol reactors@. Powder Technology, vol. 114:1-3, 197-204, 2001.

Zimmer A.T. and Biswas P.: ACharacterization of Aerosol Resulting from Arc Welding Processes@, to appear, J. Aerosol Science, 2001.

Zhuang Y. and Biswas P.: ASubmicrometer Particle Formation and Control in a Bench Scale Pulverized Coal Combustor@, Energy and Fuels, vol. 15(3), 510-516, 2001.

Lee T.G., Biswas P. and Hedrick E.: AComparison of Hg0 Capture Efficiencies of Three in situ Generated Sorbents@, A.I.Ch.E. J, vol. 47, 954-961, 2001.

Almquist C. and Biswas P.: AA Mechanistic Approach to Modeling the Effect of Dissolved Oxygen in Photo-oxidation Reactions on Titanium Dioxide in Aqueous Systems@, Chemical Engr. Sci., vol. 56(11), 3421-3430, 2001.

Almquist C. and Biswas P.: AThe Photo-oxidation of Cyclohexane on Titanium Dioxide: An Investigation of Competitive Adsorption and its Effects on Product Formation and Selectivity@, Applied Catalysis A: General, vol. 214(2), 259-271, 2001.

Rodriguez S., Almquist C., Tai Gyu Lee, T.G.; Furuuchi M.; Hedrick E. and Biswas P.: AA Mechanistic Model for Mercury Capture with In Situ Generated Titania Particles: Role of Water Vapor, J. Air and Waste Mgmt. Associn., vol. 54, 149-156, 2004.

McDonald R. and Biswas P., AA methodology to establish the morphology of ambient aerosols@, J. Air Waste Mgmt. Associn., vol. 54, 1069-1078, 2004.

McDonald R., Hu S., Martuzevicius D., Grinshpun S.A., Le Masters G. and Biswas P., AIntensive short term measurements of the ambient aerosol in the Greater Cincinnati airshed@, Aerosol Sci. Technol., vol. 38, 70-79, 2004.

Kulkarni P., Sureshkumar R. and Biswas P., AHierarchical approach to model multilayer colloidal deposition in porous media@, Environ. Sci. Technol., vol. 39, 6361-6370, 2005.

111

Hogan C.J., Kettelson E.M., Ramaswami B., Chen D.R. and Biswas P., ACharge Reduced Electrospray Size Spectrometry of Mega- and Gigadalton Complexes: Whole Viruses and Virus Fragments@, Anal. Chem., vol. 78, 844-854, 2006

9. Scientific and professional societies of which a member: American Association for Aerosol Research American Chemical Society Air and Waste Management Association Association of Environmental Engineering Science Professors Combustion Institute American Society of Mechanical Engineers

10. Honors and awards: President, American Association for Aerosol Research, 2006-07 Fellow of the Academy of Science, St. Louis; 2003 Board of Directors, American Association for Aerosol Research, Elected Treasurer, 1997-2000. Faculty Achievement Award, University of Cincinnati, 1994 Neil Wandmacher Teaching Award, College of Engineering, University of Cincinnati, 1994. Kenneth Whitby Award, Awarded by the American Association for Aerosol Research for outstanding

contributions by a beginning scientist, 1991. Graduate Teaching Award, Department of Civil and Environmental Engineering, University of Cincinnati,

1988, 1992 and 1993. 11. Subjects or courses taught during the most recent academic year, by terms:

Fall: EnvE 368 Transport Phenomena, II EnvE 5908 Environmental Engineering Science Seminar

Spring: EnvE 518 Aerosol Science and Technology EnvE 592 Advanced Aerosol Science and Technology EnvE 5908 Environmental Engineering Science Seminar

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry extra compensation:

Director of Environmental Engineering Speaker of Assembly, School of Engineering and Applied Science

13. Specific programs in which faculty member has participated to improve teaching and professional competence during the last five years:

1) Attended many National and International Conferences with sessions on Educational Aspects of Environmental Engineering

2) Developed an interactive software program to simulate usage of a laser based optical particle counter for use in UG classes.

3) Participated in an Information Technology Workshop for training in use of advanced computational tools for instruction.

4) Organized International Workshops sponsored by the NSF on Nanoparticles in Dublin, Ireland and Pusan, Korea - discussed educational and curricular aspects of the subject and how it can incorporated into classes.

5) Developed online, interactive educational module that has allowed bring complex concenpts of aerosol science and engineering to the UG level. See http://www.aerosols.wustl.edu/aaqrl/Courses/CYCOPCRESP/index.html

14. Special duties of co-op faculty (coordinators): None

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CURRICULUM VITAE 1. Shirley J. Dyke Date of Birth: September 19, 1969 2. Academic rank. Edward C. Dicke Professor 3. Degrees with fields, institutions and dates.

Ph.D., University of Notre Dame, Civil Engineering, 1996. B.S., University of Illinois, Urbana-Champaign, Aero. & Astro. Engrg., 1991.

4. Number of years service on this faculty. 10 5. Other related experience.

N/A 6. Consulting, patents, etc.

N/A 7. State(s) in which registered.

N/A 8. Principal publications of last five years

F. Yi, S.J. Dyke, J.M. Caicedo, and J.D. Carlson, “Experimental Verification of Multi-Input Seismic Control Strategies for Smart Dampers,” Journal of Engineering Mechanics, ASCE, Vol 127, No 11, pp. 1152–1164, 2001.

S.J. Dyke, J.M. Caicedo, G. Turan, L.A. Bergman, and S. Hague, “Phase I Benchmark Control Problem for Seismic Response of Cable-Stayed Bridges,” Journal of Structural Engineering: Special Issue on Semi-active Control, ASCE, Vol 129, No. 7, pp. 857–872, 2003.

O. Yoshida and S.J. Dyke, “Seismic Control of a Nonlinear Benchmark Building Using Smart Dampers,” Journal of Engineering Mechanics:Special Issue on Benchmark Control Problems, Vol. 130, N. 4, pp. 386–392, 2004.

J.M. Caicedo, S.J. Dyke, and E.A. Johnson, “NExT and ERA for Phase I of the IASC-ASCE Benchmark Problem: Simulated Data,“ Journal of Engineering Mechanics, Vol. 130, No 1, 2004.

O. Yoshida, S.J. Dyke, L. Giacosa, and K. Truman, “Experimental Verification of Torsional Response Control of Asymmetric Structures Using MR Dampers,“ Earthquake Eng & Structural Dyn, 32: 2085–2105, 2003.

J.M. Caicedo, S.J. Dyke, S.J. Moon, L.A. Bergman, G. Turan, and S. Hague, “Phase II Benchmark Control Problem for Seismic Response of Cable-Stayed Bridges,” Journal of Structural Control: Special Issue on the Cable-Stayed Bridge Seismic Benchmark Control Benchmark Bridge Problem, Vol. 10, Nos. 3–4, pp. 137–168, 2003.

Diego Giraldo, O. Yoshida, S.J. Dyke and L. Giacosa, “Control-oriented System Identification Using ERA” Journal of Structural Control, 11(4):239-257, September 2004.

O. Yoshida and S.J. Dyke “Response Control of Full Scale Irregular Buildings Using MR Dampers,“ Journal of Structural Engineering, Vol. 131, No 5., pp 734–742, 2005.

P. Tan, S.J. Dyke, A. Richardson, and M. Abdullah, “Integrated Device Placement and Control Design in Civil Structures Using Genetic Algorithms,” J of Structural Eng, ASCE, Vol. 131, No. 10, pp. 1489-1496, 2005.

113

J.M. Caicedo and S.J. Dyke “Experimental Validation of Structural Health Monitoring for Flexible Bridge Structures,” Journal of Structural Control and Health Monitoring, Wiley, Vol 12, pp. 425-443, 2005.

D. Giraldo, S.J. Dyke and J.M. Caicedo, “PCA to Accommodate Varying Environmental Conditions in SHM,” International Journal of Structural Health Monitoring, Wiley, 2005 (in press).

D. Giraldo and S.J. Dyke, “Control of a Moving Oscillator on an Elastic Continuum,” Journal of Structural Control and Health Monitoring, 2006 (in press).

9. Scientific and professional societies of which a member:

American Society of Civil Engineers, 1993 – present American Society of Aeronautics and Astronautics, 1989 – present American Society of Mechanical Engineers, 1999 – present

10. Honors and awards.

National Science Foundation PECASE Award (1998) National Science Foundation CAREER Award (1998) Short-term Invitation Fellowship, Japan Society for the Promotion of Science (1998) Outstanding Alumni Award, Department of Aero. & Astro. Engrg at the Univ. of Illinois (1998) International Association on Structural Safety and Reliability Junior Research Award (2001)

11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: CE 438/550 Spring Semester: JCE 4840/CE 484A

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: Coordinated Research Experiences for Undergraduates Program (0.5 hr/week) Coordinated University Consortium on Instructional Shake Tables (1 hr/month) Graduate Student Recruitment and Admissions Committee, Chair Departmental Seminar Series, Co-Organizer (1 hr/month) Library Liason, Department of Civil Engineering (1 hr/month) Ad Hoc Tenure Committees (4hrs/month) Chair, Intelligent Systems Faculty Search Committee (2003, 5hrs/month)

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. Chair, NEES Education, Outreach and Training Committee, 2005-present Participated in the NSF-CCLI Program Conference, Arlington, Virginia, April 16–18, 2004. Participated in the Cyberinfrastructure Workshop, Philadephia, Pennsylvania, April 22–23, 2004. Participated in the NEES Annual Meeting, Minneapolis, May 13-14, 2005 and Washington DC, June 21-23, 2006. Served as reviewer on several NSF review committees in DUE and DGE.

14. Special duties of co-op faculty (coordinators). N/A

114

CURRICULUM VITAE 1. Daniel Giammar Date of Birth: May 14, 1974 2. Academic rank. Assistant Professor 3. Degrees with fields, institutions and dates.

Ph.D., Environmental Engineering Science, California Institute of Technology, June 2001 M.S., Environmental Engineering Science, California Institute of Technology, June 1998 B.S., Civil Engineering, Carnegie Mellon University, May 1996

4. Number of years service on this faculty. Four 5. Other related experience.

Princeton University, Princeton, New Jersey, 2001-2002, Research Associate, Geosciences Battelle Memorial Institute, Columbus, Ohio, Summers 1993-1996, Research Intern, Environmental

Restoration 6. Consulting, patents, etc.

Evaluation of sorbent materials for arsenic removal from drinking water. Enviroscrub Technologies Corporation. Phase I, $35,000 received October 2004.

Investigation of Causes of High Plant Effluent Total Suspended Solids. American Bottoms Regional Wastewater Treatment Facility. $5250. March-June, 2004.

Investigation of high manganese levels in treatment plant. American Bottoms Regional Wastewater Treatment Facility. $1600, May-July, 2005

7. State(s) in which registered.

EIT in Pennsylvania 8. Principal publications of last five years

Giammar, D.E., Maus, C.E., and Xie., L., Effect of particle size and crystalline phase on lead adsorption to titanium dioxide nanoparticles, accepted to Environmental Engineering Science, 2006.

Giammar, D.E., Bruant, R.G., Jr., Peters, C.A., Forsterite dissolution and magnesite precipitation at conditions relevant for deep saline aquifer storage and sequestration of carbon dioxide, Chemical Geology, 217: 257-276, 2005.

Giammar, D.E. and Hering, J.G., Influence of dissolved sodium and cesium on uranyl oxide hydrate solubility, Environmental Science and Technology, 38: 171-179, 2004.

Giammar, D.E. and Hering, J.G., Equilibrium and kinetic aspects of soddyite dissolution and secondary phase precipitation in aqueous suspension, Geochimica et Cosmochimica Acta, 66: 3235-3245, 2002.

Giammar, D.E. and Hering J.G., Time scales for sorption-desorption and surface precipitation of uranyl on goethite, Environmental Science and Technology, 35: 3332-3337, 2001.

9. Scientific and professional societies of which a member:

American Chemical Society American Geophysical Union American Society of Civil Engineers American Water Works Association Association of Environmental Engineering and Science Professors The Geochemical Society Geological Society of America Water Environment Foundation

10. Honors and awards.

115

Environmental Science and Technology Excellence in Review Award, 2005 Association of Graduate Students Big Fish Award, 2005 EnvESA Professor of the Year, 2004 Graduate Dean’s Award for Outstanding Community Service, 2001

11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: ChE/Env443 Environmental Chemistry Spring Semester: JCE 2620/CE262 Introduction to Environmental Engineering

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: None of the following duties carry extra compensation. Environmental Engineering Science Program Graduate Admissions and Recruitment Coordinator, 4 hours

per week Faculty Advisor to Environmental Engineering Student Association and chapter of Water Environment

Foundation, 1 hour per week Faculty search committee in Chemical Engineering, 2 hours per week Coordinator of bimonthly Researcher Forums for Center for Materials Innovation, 1 hour per week Education Sub-group of Environmental Education and Research Working Group, 0.5 hours per week Member of Geospatial Information System Advisor Committee, 0.5 hours per week Member of Committee on Environmental Quality, 0.5 hours per week

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. Association of Environmental Engineering and Science Professors workshop “Successful Academic

Careers: Mentoring, Funding, Winning CAREER Awards,” Clarkson University, July 24, 2005. ITeach Innovations in Teaching symposium, Washington University, January 12-13, 2006. ITeach Innovations in Teaching symposium, Washington University, January 14-16, 2004. Professor 101: Entering the Professoriate, Princeton University, May 6-28, 2002.

14. Special duties of co-op faculty (coordinators).

Not applicable

116

CURRICULUM VITAE 1. Phillip L. Gould Date of Birth: May 24, 1937 2. Academic rank: Professor, full time 3. Degrees with fields, institutions and dates.

B.S.. University of Illinois 1959 M.S., university of Illinois, 1960 Ph.D., Northwestern University, 1966

4. Number of years on this faculty. 40 years; original appointment: 1966 Assistant Professor, 1966 Associate Professor, 1968 Professor, 1974 - present Professor and Chairman, 1978 - 1998

5. Other related experience Structural Designer, Skidmore, Owings & Merrill, Chicago, 1960 - 1963 Principal Struct. Eng. Westenhoff & Novick, Chicago, 1963-1964 NASA Trainee, Northwestern University, Evanston, 1964 - 1966 Founding Editor of Engr Structures, an intern. journal in the area of earthquake, wind and ocean

engineering. Chairman, Ad-Hoc Committee on Seismic Risk, St. Louis section, ASCE Chairman, ASCI-ACI Committee 334, Concrete Shell Design and Construction Director, St. Louis Section, ASCE, 1984 - 897 Member, Task Committee on Mitigation of Damages Due to High Winds, ASCE Director, Great Lakes Chapter, Earthquake Engineering Research Institute National Director, Earthquake Engineering Research Institute Member, MSD Plan/Charter Review Committee, Metropolitan St. Louis Sewer District, 1987 Member, Editorial Board, Longman Structural Engineering and Structural Mechanics Series Vice-Chair, Missouri Seismic Safety Commission

6. Consulting, patents, etc. Design of the Long-span Reinforced Concrete Folded Plate Roof for the Washington Univ, School of Law

- for A. Alper and Associates Literature Search on Structural Deflections and Vibrations - for National Bureau of Standards Design of a Hyperbolic Cooling Tower which could be fabricated from Steel Components - for US Steel

Corp. Design for an Extrusion Frame - for Inmont Corporation Evaluation of Proposed Cooling Towers - for Sverdrup & Parcel and Associates Seismic Analysis of a Proposed Cooling Tower - for The Marley Company Stress Analysis of a Cooling Tower Shell - for National Bureau of Standards Evaluation of Cooling Tower Imperfections - for Paharput Cooling Tower Ltd. Analysis of a Damaged Cooling Tower - for Mississippi Power & Light Co. Seismic Resistance of Concrete Walls - for Kenneth Balk and Associates Evaluation of a Cooling Tower Design - for Raths, Raths and Johnson Fan Stack Vibration Study - for Raths, Raths and Johnson and Ceramic Cooling Tower Company Evaluation of Cooling Tower Imperfections - for The Marley Company Stress Analysis of Cable Tower Imperfections - for Thermal Science, Inc. Investigation of a Damaged Reactor Liner Analysis and Design Reactor Liner Analysis and Design of Lighting Tresses - for VTL, Inc. Investigation of a Pipe Line Bridge - for Monsanto Co. Analysis of a Shock Tube - for Thermal Science, Inc. Investigation of a Pipe Line Bridge - for Monsanto Co. Analysis of a Shock Tube - for Thermal Science, Inc. Investigation of a Pipe Line Bridge - for Archway Fleeting and Harbor Service Earthquake Hazards Assessment - for CITICORP

7. State(s) in which registered. Illinois, Missouri, Wisconsin 8. Principal publications of last five years.

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P.L. Gould, W. Huang, R. Martinez, G. Johnson, Y. Petrina, "Investigation of the Collapse of Heater Stack During the Izmit(Kocaeli) Turkey Earthquake of August 17, 1999", Proc. 12th European Conference on Earthquake Engineering, vol. , (2002),

P. L. Gould, W. Huang, R. Martinez, G. Johnson, Y. Petrina, "Investigation of the Collapse of Heater Stack During the Izmit(Kocaeli) Turkey Earthquake of August 17, 1999", Proc. 7th US National Conference on Earthquake Engineering,

W. Huang, P.L. Gould, R. Martinez, G. Johnson, ANon-linear Analysis of a Collapsed Reinforced Concrete Chimney@, Journal Earthquake Engrg, Str, Dyn, 33:2004, pp.485-49

P.L. Gould and W. Huang, AA Pushover Analysis Considering the Higher Mode Effects@, Proc. 8th US Conference on Earthquake Engineering,EERI,2006;Proceedings ASCE Structures Congress, 2006

W.Huang and P.L. Gould, A 3-D Pushover Analysis of a Collapsed Reinforced Concrete Chimney@, submitted for Publication

E.Artioli, P.L. Gould and E. Viola, A A Differential Quadrature Method Solution for Shear-Deformable Shells of Revolution@, ENGINEERING STRUCTURES, 27(2005,pp.1879-1892.

9. Scientific and professional societies of which a member Sigma Xi American Society of Civil Engineers ASEE American Concrete Institute International Association for Shell Structures Structural Engineers Association of Illinois

10. Honors and awards Harold D. Jolley Professor of Civil Engineering, Washington University, 1981. Profile in Who's Who in America; Who's Who in Engineering (6th Edition); Who's Who in Frontier

Science and Technology; Who's Who in Technology Today (4th Edition); and American Men and Women in Sci.

Award for Outstanding Service, American Society of Civil Engineers, 1984 - 1985. Advisory Professor, Dept, of Civil Engr. and Instuite for Applied Mathematics and Mech. Shanghai

Institute of Tech., China, 1986. CEAA Distinguished Alumnus Award, Civil Engineering Alumni Association, Univ.of Illinois-UC, 1988 Outstanding Engineer In Education, Missouri Society of Professional Engineers., St. Louis Chapter, 1993 Otto Nuttli Earthquake Hazard Mitigation Award, St. Louis Section, ASCE, 1994

11. Subjects or courses taught during the most recent academic year, by terms. Fall Semester: CE 657, Analysis of Shells and Plates, 3 hours/lecture, day school Spring Semester: CE 467 Structural Design Project; 3 hours/lecture; day school;

CE 555 Earthquake Engineering; 3 hours/lecture; day school 12. Other assigned duties performed during the academic year, with average hours per week, Indicate which carry

extra compensation. Program Coordinator for Education- Mid-America Earthquake Center ( 15 hours/week)

13. Specific programs in which faculty member has participated to improve teaching and professional competence during last five years.

Attended most national ASCE meetings and several specialty conferences in the last five years. 14. Special duties of co-op faculty (coordinators): none

118

CURRICULUM VITAE 1. Thomas G. Harmon Date of Birth: 9/11/44 2. Academic rank: Clifford Murphy Professor of Civil Engineering 3. Degrees with fields, institutions and dates.

Massachusetts Institute of Technology - Ph.D. in Structural Engineering, 1973 Washington University - A. B. in Mathematics, 1966

4. Number of years service on this faculty.

23

5. Other related experience. Washington University 1982-present

Clifford Murphy Professor 1990 Professor of Civil Engineering 1988 Associate Professor of Civil Engineering 1984 Assistant Professor of Civil Engineering 1982

Oxford Development Vice President of Design and Construction 1979

Concrete Technology Corporation Manager of Structural Research and Development 1976

MIT Dept. of Civil Eng. Research Associate 1975

6. Consulting, patents, etc. Chairman – Altusgroup technical committee Zoltek TechFab OldCastle Cretex

7. State(s) in which registered. Washington State

8. Principal publications of last five years

N. C. Gould, T. G. Harmon, “Confined Concrete Columns Subjected to Axial Load, Shear, and Flexure – Part I Design Models and Part II Experimental Program,” ACI Structural Journal.

T. Harmon , J. Kardos, T Johnson, and A. Stark, “Bond of Surface Mounted FRP Reinforcement for Concrete Structures Part I: Effect of Bond Layer Propert5ies by Analysis and Experiment,” Submitted to the ACI Structural Journal.

T. Harmon , Yoo Jae Kim, “Bond of Surface Mounted FRP Reinforcement for Concrete Structures Part II: Rational Design Procedure and Experimental Verification,” Submitted to the ACI Structural Journal.

T. G. Harmon, S. Ramakrishnan, and E.H. Wang, “Confined Concrete Subjected to Uniaxial Monotonic Loading,” Journal of Engineering Mechanics, ASCE, Vol. 124, No. 12, pp. 1303-1309, 1998.

T. Harmon and S. Ramakrishnan, “Moment Curvature Relationships for Wrapped Concrete Columns,” Infrastructure, pp. 31-37, December, 1995

9. Scientific and professional societies of which a member:

AC I ASCE

10. Honors and awards. Moisseiff Award, American Society of Civil Engineers Distinguished Professor Award, Washington University ASCE Student Chapter

119

11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: JCE 4660/CE466/547 Advanced Design of Concrete Structures

Spring Semester: NA - Sabbatical

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: Director – Structures Laboratory (8 hours) Freshman Advisor Undergraduate Committee

13. Specific programs in which faculty member has participated to improve teaching and professional competence during last five years.

14. Special duties of co-op faculty (coordinators).

NA

120

CURRICULUM VITAE 1. Srinivasan Sridharan Date of Birth: January 8, 1942 2. Academic rank: Professor, full time

3. Degrees with fields, institutions and dates.

Ph.D., University of Southampton, United Kingdom, 1978; M.Sc. (1st class) in Structural Engineering, University of Madras, India, 1967.B.E. (1st class with honors) in Civil Engineering, University of Madras, India 1962

4. Number of years on this faculty.

25 years; original appointment: September 1980; July 1986, Professor of Civil Engineering January 1983, Associate Professor of Civil Engineering; September 1980, Assistant Professor

5. Other related experience Nov. 1977 to Aug. 1980 : Post-doctoral Research Assistant in Department of Civil Engineering, University

College, London, U.K. Oct. 1974 to Oct 1977: Commonwealth Scholar in the Department of Civil Engineering, University of

Southampton, U.K. Research on buckling and postbuckling of plate assemblies leading to the Ph.D. degree.

Oct. 1968 to Sept. 1974 : Lecturer in Civil Engineering, College of Engineering, Guindy, Madras, India. Teaching at undergraduate and postgraduate levels, Consultancy Design of shell type water tanks and shell roofs for private bodies and Works Department, Madras Research: Shell structures; Northlight shell roofs; and Parametric studies on cylindrical shell roofs.

6. Consulting, patents, etc.:

Consultant to Everest International Consultants,Inc, Long Beach, CA, on “Proposal for Fiber-reinforced Plastic Deck panels for Schuyler Heim Bridge”, 1997.

Consultant to Boeing, St. Louis, Analysis of flexible aerospace structural components (2002). 7. State(s) in which registered: Professional Engineer in Missouri (EN 028537)

8. Principal publications of last five years:

“Predicting and Tracking Delamination Growth in Composites using a Cohesive Layer Model” (with Sami El_Sayed) Composites, Part B -Engineering, 2001, Vol32, pp.545-553.

“An investigation into the Accuracy of a One-Parameter Nonlinear Model for Unidirectional Composites”, (with Victoria M. Winn) Journal of Composite Materials, Vol.35, No.16, 2001, pp. 1491-1507

“Stiffened Plates and Cylindrical Shells under Interactive Buckling (with Madjid Zeggane) Finite Elements in Analysis and Design, Vol.38, 2001, pp. 155-178.

“Imperfection-Sensitivity of Integral and Debonded Sandwich Beams under Compression”, (with Sami El-Sayed ), Journal of Sandwich Structures and Materials, Vol.4, No.1, 2002, pp.49-69.

“Performance of a Cohesive layer Model in the Prediction of Interfacial Crack Growth in Sandwich Beams”, (with Sami El-Sayed ), Journal of Sandwich Structures and Materials, Vol.4, No.1, 2002, pp.31-48.

“Cohesive Layer Models for Predicting Delamination Growth and Crack Kinking in Sandwich Structures”, (with Sami El-Sayed ), International Journal of Fracture, Vol. 117, 2002, pp.63-84.

“Micro-mechanical Modeling of Polymer Based Unidirectional Composites: Use of Bulk Properties of Matrix with the Smeared Crack Model”, (with V. R. Jadhav), Journal of Composite Materials, Vol.36, No.24, 2002, pp.2735-2763.

“Prediction of Nonlinear Behavior of Composites via Micro-mechanics Using Matrix Bulk Properties”, (with V.R. Jadhav), AIAA Journal, Vol.41, No.11, 2003, pp.2229-2238.

“Investigation of Delamination due to Low Velocity Impact using a Cohesive Layer Model” (with Y.Li) , AIAA Journal, Vol.43, No. 10, 2005, pp. 2243 -2251.

“Nonlinear Visco-elastic Analysis of Composites using Competing Micro-models, Journal of Composite Materials. 2006, 40 (3): 257-282 as doi:10:1177/0021998305053435

“An Analytical Study of Bifurcation and Nonlinear Behavior of Sandwich Columns” (with Kim Sunjung) Journal of Engineering Mechanics, ASCE, Vol.131, No.12, December 2005, pp. 1313-1321.

“Performance of Two distinct Cohesive Layer Models for tracking Composite Delaminations (with Y. Li), International Journal of Fracture, 2005, Vol.136, pp.99-131

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9. Scientific and professional societies Membership and Activities.

Fellow, ASCE, Senior Member. AIAA. Member SES, Member at large, Structural Stability Research Council: Member task group on "Thin Walled Metal Construction".

Member, ASCE Structural Division Committee on Metals; "Coldformed Members"; Chairman, Subcommittee on "Literature Survey"; Member, Committee on Flexural Members, 1982-86

Member, ASCE Engineering Mechanics Division Committee on Stability 1985 - 1998. Associate Editor, Journal of Engineering Mechanics, ASCE, 1992-94.

Reviewer of manuscripts submitted for publication in the following journals: Journal of Structural Engineering, ASCE: Journal of Engineering Mechanics, ASCE; Engineering Structures; Journal of Applies Mechanics, ASME; Journal of Computing in Civil Engineering, ASCE; Journal of Composite Materials; AIAA Journal; ACTA Mechanica, Journal of The Franklin Institute, International Journal of Numerical Methods in Engineering; Canadian Journal of civil Engineering; Journal of Composite Materials, Journal of Structural Engineering and Mechanics.

Organizing Secretary, International Conference on Stability of Structures, P.S.G.College of Technology, Coimbatore, India, June 1995. Invited State-of-the-art Reporter in Conference on Coupled Instabilities of Structures, CIMS2000, Portugal. Participant, NATO Linkage Program with University of Bucharest, Rumania, (2000-2003).

10. Honors and awards

Academic Honors: Commonwealth Scholarship offered by the Association of Commonwealth Universities, U.K. for the period 1974 - 1977.

Listed in Marquis Who's Who in Science and Engineering 1998 - 99. Marqius Who's Who, NJ. Summer faculty Fellowship, NASA -ASEE 1992, Senior summer faculty Fellowship, NAVY-ASEE, 1995 Visiting Fellow, University of Hannover, Germany, May 1994. Visiting Professor, University of Calabria, Department of Structures, December, 1998.

11. Subjects or courses taught during the most recent academic year, by terms.

Fall Semester: JCE 3550/CE 335A Structural Engineering Materials, 3 hours/lecture, day course CE 341 : Structural Analysis, 3 hours/lecture, day course JCE4390/CE 439/537 : Computational Structural Mechanics 3 hours; lecture, day course

Spring Semester: JCE 4580/CE 458A/558A Structural Stability, 3 hours/lecture, day course CE 585 Composite structures, 3 hours/lecture, day course CE 639 Nonlinear Computational Mechanics

12. Other assigned duties performed during the academic year, with average hours per week. (Indicate which carry

extra compensation) Advising graduate students on Research; Member of doctoral committees in Civil and Mechanical Engineering Departments. Member, Graduate Board, School of Engineering and Applies Science Member, Departmental ABET Committee, Member, Faculty Advisory Committee, 1998-2000.

13. Specific programs in which faculty member has participated to improve teaching and professional competence during last five years

Regular Participation in several national and international conferences; 14. Special duties of co-op faculty (coordinators). Not applicable

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CURRICULUM VITAE 1. Kevin Z. Truman Date of Birth: September 18, 1956 2. Academic rank: Professor, Tenured 3. Degrees with fields, institutions and dates.

Ph.D., University of Missouri-Rolla, August, 1985 M.S. Civil Engineering - Structures, Washington University, May, 1981 B.S. Civil Engineering, Washington University, May, 1979 (3-2 Program) B.A. Mathematics, Monmouth College, May, 1979 (3-2 Program) B.A. Physics, Monmouth College, May, 1979 (3-2 Program)

4. Number of years on this faculty. Original appointment, Since: August, 1980 Lecturer, August, 1980 Assistant Professor, August, 1985 Associate Professor, January, 1988 Professor, July 1995 Chair, July 1998 Albert P. And Blanche Y. Greensfelder Professor, May 2006

5. Other related experience American Institute Steel Construction, lecturer, 1985 to present Mid-America Earthquake Center, Student Institute lecturer, 2005 HBE, Inc., Instructor, 2001 UAW-GM Legal Service Plan/UAW-FORD Legal Services Plan, April, 1987 to present Gemersell, Denk & Brinkman, Attorneys at Law, June, 1985 to present

6. Consulting, patents, etc. GEI Consultants, March 2000 - 2005 Alper - Audi Engineering, June 1999 - August 1999 U.S. Army Corps of Engineers, Structural Division, Structural Consultant, May, 1986 to present Jacksonville, Ohio, Pittsburgh, Sacramento, & St. Louis Districts; ERDC (formerly WES) CASCO Corporation, Structural Design Division, March, 1986 to June, 1986 Field Technician II Booker & Associates, Construction Management Division, May - August, 1979

7. State(s) in which registered. EIT (Completed); PE (Registered to take in Fall 2006)

8. Principal publications of last five years. Fehl, B. D., C. Tasillo, and K. Z. Truman, “”Crack Potential Analysis of a Typical Lock Monolith for the

Charleroi Locks – Part I Meth. & Part II App.”, ACI Journal, ACI, (in review), 2006. Maheshwari B. K., K. Z. Truman, P. L. Gould, and M. H. El Naggar “Three-Dimensional Nonlinear

Seismic Analysis of Single Piles using Finite Element Models: Effects of Plasticity of Soil”. International Journal of Geomechanics, ASCE , D.C., Vol. 35, No. 5, 2005.

Yoshida, O., S. J. Dyke, L.M.Giacosa, and K. Z. Truman, “Experimental Verification of Torsional Response Control of Asymmetric Buildings using MR dampers, Earthquake Engineering and Structural Dynamics, No. 32, 2003, pp. 2085-2105.

Chu, D., and K. Z. Truman, “Modeling of Unbounded Domain in Seismic Soil-Pile-Structure Interaction,” Earthquake Engineering, (Special Edition for ASCE) ASCE, 2003.

Hurd, A. J. and K. Z. Truman, “Optimization of Pile Foundations,” Proceedings of the International Conference on Advances in Engineering Structures, Mechanics and Construction, Waterloo, CA, May 2006, pp. 653-661.

Terlaje, A. and K. Z. Truman, “Earthquake Damage Detection using Static Response Data and Optimality Criterion,” Proceedings of the 8th National Conference on Earthquake Engineering, EERI, San Francisco, CA., April 2006, paper No. 435.

Dyke, S. J., K. Z. Truman, and P. L. Gould, “Current Directions in Earthquake Engineering Education: The University Consortium on Instructional Shake Tables,” Proceedings for the 2000 ASEE Annual Conference and Exposition, 2000, CD-ROM, paper No. 1526

9. Scientific and professional societies of which a member American Society of Civil Engineers, Member

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American Society of Engineering Education, Member National Society of Professional Engineers, Member Missouri Society of Professional Engineers, Member Earthquake Engineering Research Institute, Member Structural Stability Research Council, Member U.S. Army Corps of Engineers CASE Committee - Massive Concrete Structures & Pile Foundation Task Groups, Consultant, 1989-present

10. Honors and awards Experiential Classroom VI – Creative Teaching Award, 2005 Academy of Civil Engineers, UMR, 2000 Governor's Award for Excellence in Teaching, 1996-97 School of Engineering and Applied Science Advisor of the Year, 1995-96 Distinguished Young Alumnus, Monmouth College, 1990 Outstanding Engineer in Education Award - MSPE, St. Louis Chapter, 1988-89 Burlington Northern Foundation Award, (Distinguished Teaching), 1987-88 School of Engineering and Applied Science Professor of the Year, 1986-87 Departmental Annual Distinguished Faculty Award, 1988-89, 89-90 Departmental Senior Class Award, (Professor who most influenced their education at Washington

University) 1985-86, 87-88, 88-89, 89-90 Letters of Commendation, St. Louis District, USACE, Lift Gate Repair at Lock No. 27, 1989 & Alternate

Deep Draft Navigation Route, Mississippi River to the Gulf of Mexico, 1987 11. Subjects or courses taught during the most recent academic year, by terms.

Fall Semester: CE 231 Engineering mechanics I, 3 hours/lecture, day course JCE 4630/CE 463A/549 Design of Steel Structures, 3 hours/lecture, day course

Spring Semester: CE 554 Advanced Topics in Steel Design, 3 hours/lecture, graduate course CE 146 Introduction to Civil Engineering, 2 hours/lecture, day course JCE 4950/CE 495 Fundamentals of Engineering Review, 1 hour/lecture, day course

12. Other assigned duties performed during the academic year, with average hours per week, Indicate which carry extra compensation.

Chairman, Dept of Civil Engineering, July 1998 to present (20.0 hr) Member, School of Engineering and Applied Science Executive Committee ( 1.0 hr) Co-Advisor, Student Chapter of EERI, August 1994 to present (0.5 hr) Advisor, Student Chapter of ASCE, August 2000 to present (0.5 hr) Advisor, Chi Epsilon, August 2000 to present (0.2 hr) Member, Center for Educational Computing Advisory Board (0.1 hr) Member, Undergraduate Disciplinary Committee, 1984-present (0.2 hr) Instructor, Engineering Mechanics, Interim Session, 1982-present (0.2 hr, extra compensation)

13. Specific programs in which faculty member has participated to improve teaching and professional competence during last five years.

Experiential Classroom Workshop, Syracuse, NY, September 2005. AISC, taught 24 lectures in the US regarding steel design and construction, 2000 to present ABET Workshops, 2001, 2003. Prepared and Taught 16 hour Steel Connection Design to local consultant, (250 people - 2weekes) FEMA ( NECT) Multihazard Building Design Summer Institute Earthquake Protective Design Alternate

Instructor, 1998 – present Intergovernmental Personnel Loan Agreement with U.S. Army Corps of Engineers (Extension), May 1988

to 2001. 14. Special duties of co-op faculty (coordinators): none

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CURRICULUM VITAE 1. Name: Gudmundur F. Ulfarsson Date of Birth: 10/18/1970 2. Academic Rank: Assistant Professor of Civil Engineering 3. Degrees with fields, institutions and dates:

Ph.D.; Civil Engineering; University of Washington; 2001 M.S.; Civil Engineering; University of Washington; 1997 B.S.; Computer Science; University of Iceland; 1996 B.S.; Physics; University of Iceland; 1994

4. Number of years on this faculty. September 1, 2003 – present

5. Other related experience: Research Associate, Evans School of Public Affairs, University of Washington, 2002–2003 Research Associate, Dept. of Civil and Env. Eng., University of Washington, 2001–2002 Research Assistant, Dept. of Civil and Env. Eng., University of Washington, 1996–2001 Research Scientist, Icelandic Meteorological Office, 1994–1996 Teacher, Commercial College of Iceland, 1995–1996

6. Consulting, patents, etc. None

7. State(s) in which registered: The Republic of Iceland

8. Principal publications of the last five years: Ulfarsson, G. F., V. N. Shankar, and P. Vu, 2005: The effect of variable message and speed limit signs on

mean speed and speed deviation. International Journal of Vehicle Information and Communication Systems, 1(1/2):69–87.

Ulfarsson, G. F., and F. L. Mannering, 2004: Statistical analysis of differences in male and female injury severities in sport-utility vehicle, minivan, pickup and passenger car accidents. Accident Analysis and Prevention, 36(2):135–147.

Kim, S., and G. F. Ulfarsson, 2004: The travel mode choice of the elderly: Effects of personal, household, neighborhood, and trip characteristics. In Transportation Research Record: Journal of the Transportation Research Board, No. 1894, TRB, National Research Council, Washington, D.C., U.S.A., pp. 117–126.

Shankar, V. N., S. Chayanan, S. Sittikariya, G. F. Ulfarsson, M. B. Shyu, and N. K. Juvva, 2004. Median Crossover Accident Analysis and the Effectiveness of Median Barriers. Research project T2695, Task 50. Final report WA-RD 591.1, April. Prepared for the Washington State Department of Transportation.

Waddell, P., and G. F. Ulfarsson, 2004: Introduction to urban simulation. Book chapter in Handbook of Transport Geography and Spatial Systems, Handbook in Transport—Volume 5, D. A. Hensher, K. J. Button, K. E. Haynes, and P. R. Stopher eds., Pergamon Press, Oxford.

Ulfarsson, G. F., and V. N. Shankar, 2003: An accident count model based on multi-year cross-sectional roadway data with serial correlation. Transportation Research Record 1840, Transportation Research Board, National Research Council, Washington, D.C., U.S.A., pp. 193-197.

Shankar, V. N., G. F. Ulfarsson, R. M. Pendyala, and M. B. Nebergall, 2003: Modeling crashes involving pedestrians and motorized traffic. Safety Science, 41(7):627–640.

Carruthers, J. I., and G. F. Ulfarsson, 2002: Fragmentation and sprawl: Evidence from interregional analysis. Growth and Change, 33(3):312–340.

Ulfarsson, G. F., V. N. Shankar, P. Vu, F. L. Mannering, L. N. Boyle, and M. H. Morse, 2002: TravelAid. Research project T9903. Task 16: In-vehicle signing and variable speed limit evaluation. Report WA-RD 511.1. Prepared for the Washington State Department of Transportation, the Washington State Transportation Commission, and the Federal Highway Administration.

9. Scientific and professional societies of which a member: Traveler Behavior and Values Committee, ADB10, Transportation Research Board of the National

Academies, Member, 2005–present. Transportation Engineering Association of Metropolitan St. Louis, a Chapter of the Missouri Valley

Section of the Institute of Transportation Engineers, Member, 2003–present.

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10. Honors and awards: Editorial Advisory Board of Transportation Research—Part B, Elsevier Inc.,

Vol. 38, No. 1, Member, 2004–present. Editorial Advisory Board of International Journal of Vehicle Information and Communications Systems,

published by Inderscience, Member, 2005–present. Valle Scholar, Dept. of Civil Eng. University of Washington, 1996–1997

11. Subjects or courses taught during the most recent academic year, by terms: Fall 2005 E64 CE 346 Transportation Engineering

E74 CE 628 Advanced Analytical Methods in Civil Engineering Spring 2006 E64 CE 146 Introduction to Civil Engineering

E64 CE 528 Analytical Methods in Civil Engineering 12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: (No extra compensation received) Transportation engineering research, (15 hrs) Student advising, graduate and undergraduate, (5 hrs) Administrative, (5 hrs)

School of Engineering and Applied Science Undergraduate Board, Member, (0.25 hrs) 13. Specific programs in which faculty member has participated to improve teaching and professional competence

during the last five years: (selected) Attended: Downtown St. Louis Access, Traffic, and Circulation Study, Transportation Engineering

Association of Metropolitan St. Louis, Missouri Department of Transportation District 6 Traffic Management Center, March 21, 2006

Attended: The 85th Annual Meeting of the Transportation Research Board, Washington, D.C., January 22-26, 2004.

Attended: GIS Symposium, GIS Faculty Advisory Committee, Network and Library Technology, University Libraries, Washington University in St. Louis, November 18, 2005

Attended: The 47th Annual American Association of Collegiate Schools of Planning Conference, Kansas City, Missouri, October 27-30, 2005

Attended: The 44th Annual Meeting of the Western Regional Science Association, San Diego, California, February 23-26, 2005

Attended: UrbanSim Workshop, the Center for Urban Simulation and Policy Analysis at the University of Washington and the Alamo Area Council of Governments, San Antonio, Texas, January 6-7, 2005

Attended: Transportation Congress 2004, Reykjavik, Iceland, November 25-26, 2004 Attended: Urban Sprawl and Transportation Policy, Weidenbaum Center on the Economy, Government,

and Public Policy at Washington University in St. Louis, May 7, 2004. Attended: The 83rd Annual Meeting of the Transportation Research Board, Washington, D.C., January

11-15, 2004. Attended: TEAM Transportation Fair: Crash Course for Safer Streets. Transportation Engineering

Association of Metropolitan St. Louis, Missouri Department of Transportation District 6 Traffic Management Center, October 10, 2003

Attended: Framing Land Use Dynamics, Utrecht, The Netherlands, April 16-18, 2003 Attended: The 82nd Annual Meeting of the Transportation Research Board, Washington, D.C., January

12-16, 2003 14. Special duties of co-op faculty (coordinators):

None

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CURRICULUM VITAE 1. Brian A.Wrenn Date of Birth: June10, 1958 2. Academic Rank:

Assistant Professor, Fulll-Time 3. Degrees with fields, institutions and dates:

B.S. (Biochemistry/Chemistry), University of Illinois, Urbana-Champaign (1980) M.S. (Biological Oceanography) University of Miami (1984) Ph.D. (Environmental Science in Civil Engineering) University of Illinois, Urbana-Champaign (1992)

4. Number of years on this faculty: Seven years Original appointment: July 1998 Assistant Professor, July 1998

5. Other related experience:

1995-1998, Vice President, Environmental Technologies & Solutions, Inc. Rochester, NY 1992-1995, Post-doctoral assistant, University of Cincinnati, Department of Civil & Environmental

Engineering, Cincinnati, OH 1984-1986, Scientist, E.I DuPont de Nemours and Company, Inc. Central Research and Development

Department, Wilmington, DE 1980-1983, Lab Technician, National Oceanic and Atmospheric Administration, Atlantic Oceanographic

and Meteorological Laboratory, Miami, FL 6. Consulting, patents, etc.

Armstrong, Teasdale, Schlafy & Davis, Attorneys at Law Lafser & Associates, Inc. Scientific and Environmental Associates, Inc. Midcontinent Commodity Exchange, Inc. U.S. Department of Justice

7. State(s) in which registered:

None 8. Principal publications of the last five years:

Li, Z., B.A. Wrenn, and A.D. Venosa. 2006. Effects of ferric hydroxide methanogenesis from lipids and long-chain fatty acids in anaerobic digestion. Water Environment Research 78: 522-530.

Li, Z., B.A. Wrenn, and A.D. Venosa. 2006. Effects of ferric hydroxide methanogenesis from lipids and long-chain fatty acids in anaerobic digestion. Water Environment Research 78: 522-530

Wrenn, B.A., K.L. Sarnecki, E.S. Kohar, K. Lee, and A.D. Venosa. 2006. Effects of nutrient source and supply on crude oil biodegradation in continuous-flow beach microcosms. J. Environmental Engineering 132: 75-84.

Wrenn, B.A., K.L. Sarnecki, E.S. Kohar, K. Lee, and A.D. Venosa. 2006. Effects of nutrient source and supply on crude oil biodegradation in continuous-flow beach microcosms. J. Environmental Engineering 132: 75-84

Li, Z., B.A. Wrenn, and A.D. Venosa. 2005. Effect of iron on the sensitivity of hydrogen, acetate, and butyrate metabolism to fatty-acid inhibition in vegetable-oil-enriched freshwater sediments. Water Research 39: 3109-3119.

Li, Z., B.A. Wrenn, and A.D. Venosa. 2005. Effect of iron on the sensitivity of hydrogen, acetate, and butyrate metabolism to fatty-acid inhibition in vegetable-oil-enriched freshwater sediments. Water Research 39: 3109-3119

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Li, Z., B.A. Wrenn, and A.D. Venosa. 2005. Anaerobic biodegradation of vegetable oil and its metabolic intermediates in oil-enriched freshwater sediments. Biodegradation 16: 341-352.

Li, Z. and B.A. Wrenn. 2004. Effects of ferric hydroxide on the anaerobic biodegradation kinetics and toxicity of vegetable oil in freshwater sediments. Water Research 38: 3859-3868.

Angenent, L.T., K. Karim, M.H. Al-Dahhan, B.A. Wrenn, and R. Dominguez-Espinosa. 2004. Production of bioenergy and biochemicals from industrial and agricultural wastewater. Trends in Biotechnology 22: 477-485.

Wincele, D.E., B.A. Wrenn, and A.D. Venosa. 2004. Sedimentation of oil-mineral aggregates for remediation of vegetable oil spills. J. Environmental Engineering 130: 50-58.

9. Scientific and professional societies of which a member:

American Chemical Society American Society for Microbiology Water Environment Federation Association of Environmental Engineering and Science Professors

10. Honors and awards:

none 11. Subjects or courses taught during the most recent academic year, by terms:

Fall: JCE 3520/CE352A, Water and Wastewater Treatment, 3 hours of lecture per week, 4 hours of lab

every other week, undergraduate EnvE584, Environmental Engineering Biology, 3 hours of lecture per week, graduate

Spring: CE 146, Introduction to Civil Engineering (with Profs. Truman and Ulfarsson), 2 hours of lecture per

week, undergraduate JCE4080/EnvE 408/508, Environmental Engineering Laboratory (with Prof. Angenent), 4 hours of lab

per week, undergraduate/graduate 12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: undergraduate student advising (1 hr/week) graduate student advising (2 hrs/week) research (20-30 hrs/week) director of Environmental Engineering Science REU program (2 hrs/week)

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during the last five years: Attended average of 2 conferences or workshops per year Participated in average of 4 tours or environmental engineering facilities per year Collaborated with scientists at other institutions on research projects

14. Special duties of co-op faculty (coordinators): N/A

128

CURRICULUM VITAE 1. Steve W. Bannes Date of Birth: November 7, 1958 2. Academic rank: Adjunct Professor 3. Degrees with fields, institutions and dates.

M.S. Education, Southwest Baptist University, 2003 B.S. Construction Management, Southern Illinois University at Edwardsville, 1990; minor in Business Management A.A. Engineering Science, St. Louis Community College at Meramec, 1979

4. Number of years on this faculty.

Two years 5. Other related experience

Bannes Development Strategies, founder and strategist, November 2003 to present Volk Construction Company, director – preconstruction services, May 2002 to November 2003 The Korte Company, vice president – business development; August 2001 to February 2002 Poettker Construction Company; vice-president – business development and member – Poettker Construction Company’s Management Committee, August 1997 to August 2001 The Bannes Consulting Group, Inc; co-founder and executive vice president; 1989 to 1997 Bannes-Shaughnessy, Inc.; Chief Marketing Officer / Director of Marketing and Construction Project

Manager 6. Consulting, patents, etc.: None 7. State(s) in which registered: None 8. Principal publications of last five years.

Bannes, S. W., “Profitable Organization of a Concrete Construction Business.” World of Concrete. Houston, TX, January 1990.

Bannes, S. W., “A Scientific Approach to Marketing.” Bomanite Corporation. St. Louis, MO., March 1990

Bannes, S. W., “Computing Concrete Strength,” The Construction Specifier. The Construction Specifications Institute. Alexandria, VA. Vol. 43, No. 12, December 1990.

Bannes, S. W., “Architectural Tilt-Up Systems Today.” Tilt-Up Construction: “Today’s Benefits for Owner and Designer. St. Louis, MO, October 1991

Bannes, S. W., “Ownership Transfer of the Construction Company.” AGC Management Conference. Minneapolis, MN, November 1992.

Bannes, S. W., “Planning and Letting Go…Keys to Successful Business Succession.” Concrete Construction. Hanley Wood Inc. Publ., Washington D.C., Vol. 37, No. 1, January 1992

Bannes, S. W., “Family Business Succession.” World of Concrete. Atlanta, GA, February 1992. Bannes, S. W., “Tilt-Up Concrete Construction.” 1992 Missouri Concrete Conference, Rolla, Missouri,

May 1992. Bannes, S. W., “Patterning…Understanding Today’s Project Delivery Systems.” Society for Marketing

Professional Services National Marketing Conference, Orlando FL, September 1992. Bannes, S. W., “Marketing: Past, Present, and Future.” Society for Marketing Professional Services St.

Louis, St. Louis, MO, February 1993. 9. Scientific and professional societies of which a member

Construction Department Advisory Committee of Southern Illinois University – Edwardsville School of Engineering, Member

Associated General Contractors of America, Member The Society for Marketing Professional Services, Member

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The Engineer’s Club of St. Louis, Member St. Louis Council of Construction Consumers, Member Concrete Council of St. Louis, Member

10. Honors and awards

Chapter Honorary Member of Sigma Lambda Chi – Epsilon II Chapter, Southern Illinois University at Edwardsville, 2000

National Collegiate Awards Winner in American Concrete Institute Computer Competition – first place, Southern Illinois University at Edwardsville, 1990

President of the SIUE Constructors – Student Chapter of the Associated General Contractors of America, Southern Illinois University at Edwardsville, 1981

National Collegiate Awards Winner in American Concrete Institute’s National High Strength Design Competition – first place, Southern Illinois University at Edwardsville, 1990

11. Subjects or courses taught during the most recent academic year, by terms.

Fall Semester: JCE 4730/CE 473/573 Construction Operations and Management, Fall 2004, 2005

Spring Semester CE 523 Construction Cost Engineering, Spring 2006

Southern Illinois University-Edwardsville Professional Construction Management Program Project Management Course, Spring 2005, 2006

Southwest Baptist University EDU 5583 Character Education, Spring 2006

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation. The Civil Engineering Department’s efforts to redefine the Master of Construction Management program

and curriculum Facility Sponsor for several independent study projects

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. Completed M.S. in Education, 2003

14. Special duties of co-op faculty (coordinators): none

130

CURRICULUM VITAE 1. Name: Kenneth M. Berry Date of Birth: March 24, 1967 2. Academic rank. Adjunct Professor 3. Degrees with fields, institutions and dates.

Master of Science in Civil Engineering, Virginia Polytechnic Institute and State University, 1990 Bachelor of Science in Civil Engineering, North Carolina State University, 1989

4. Number of years service on this faculty.

Four years 5. Other related experience.

Full time consulting geotechnical engineer for URS Corporation. 6. Consulting, patents, etc.

Senior Project Manager (Geotechnical Engineer) with URS Corporation. 7. State(s) in which registered.

Illinois Missouri

8. Principal publications of last five years

Multiple Foundation Types for Bridges over the Same Coal Mine, with Mary Lamie and Ahmad Hasan, Deep Foundations Institute 26th Annual Members’ Conference, 2001.

Landslide Stabilization at Missouri Route K Bridge Over Blackwater River, with Scott Olson, Alan Miller, and Jay Bestgen, Fifth International Conference on Case Histories in Geotechnical Engineering April 2004.

Landslide at Bridge Abutment in St. Louis, Missouri, with Rob Lauer, Alan Miller, and Scott Olson, ASCE Geo-Trans Conference 2004 (July 2004).

9. Scientific and professional societies of which a member:

American Society of Civil Engineers Engineers Without Borders

10. Honors and awards.

Gubernatorial appointment to the Missouri Seismic Safety Commission (2006) 11. Subjects of courses taught during the most recent academic year, by terms.

Spring Semester: JCE 4200/CE420 – Soil Exploration and Testing 12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: Engineer for URS Corporation for 40 hrs/wk. (Yes, I do receive compensation.)

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. Engineers Without Borders – Trip to assist a village in Bolivia.

14. Special duties of co-op faculty (coordinators). None.

131

CURRICULUM VITAE 1. David B. Brakeman Date of Birth: September 23, 1955 2. Academic rank.

Adjunct Professor, part-time, Washington University Vice President - Engineering, full-time, Alpine Engineered Products, Inc.

3. Degrees with fields, institutions and dates.

B.A., Physics, Lawrence University, 1978 B.S., Civil Engineering, Washington University, 1980

4. Number of years on this faculty.

22 years, initial appointment, January 1984 5. Other related experience.

Courses toward Master of Science in Civil Engineering: Advanced Structural Analysis, Spring 1981, Washington University; Advanced Design in Steel and Lightweight Structures, Fall 1981, Theory of Stability I, Spring 1983, and Analysis and Design of Wood Structures, Fall 1983, University of Missouri at Rolla, Graduate Extension Center in St. Louis.

Design Engineer, Lumbermate Company, 1980-1988. Design and full-scale testing of wood trusses. Engineering Manager, Alpine Engineered Products, Inc., 1989-3/1999. Manage an engineering department

with a staff of 12. Write engineering software specifications and test engineering software. Investigate job site accidents and truss performance problems. Serve as quest speaker at meetings and seminars on wood engineering topics.

Vice President - Engineering, Alpine Engineered Products, Inc., 4/1999-Present. Chairman, ANSI/TPI-1 Project Committee (National Design Standard for Metal Plate Connected Wood

Truss Construction) Chairman, ANSI/TPI-4 Project Committee (National Standard and Recommended Guidelines on

Responsibilies for Construction Using Metal Plate Connected Wood Trusses) Chairman, Technical Advisory Committee of the Truss Plate Institute, 2000, 2002, 2003 Past Chairman,

Truss Test Committee of the Truss Plate Institute Member, Engineering and Technology Committee of the Wood Truss Council of America Instructor-Timber Design, Illinois Licensed Structural Engineer Exam Review Course, Southern Illinois

University Edwardsville, School of Engineering, 2002 and 2004. 6. Consulting, patents, etc.

U.S. Patent No. 4,862,662. "Ceiling Having Enhanced Resistance to Fire", G. F. Eberle, K. L. Bickel, D. B. Brakeman, Sept. 5, 1989.

7. State(s) in which registered.

Illinois, S.E. Missouri, P.E. Oklahoma, P.E. Texas, P.E. Washington, P.E.

8. Principal publications.

D. H. Percival, G. F. Eberle, J. M. Denny, D. B. Brakeman. "Test Results from an Investigation of Parallel-Chord, Top-Chord-Bearing Wood Trusses", Research Report 85-1, Small Homes Council-Building Research Council, University of Illinois, Urbana-Champaign, IL, 1985.

J. H. Emanuel, C. M. Newhouse, D. B. Brakeman. "Investigation of Metal-Plate-Connected Double 4 by 2 Beams", Forest Products Journal, Vol. 37, No. 11/12, 1987, pp 75-79.

D. H. Percival, D. B. Brakeman. "Wood in Light-Frame Construction", Research Report 89-1, Small Homes Council-Building Research Council, University of Illinois, Urbana-Champaign, IL, 1989.

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O. A. Grossthanner, D. B. Brakeman, N. D. Wood. "Metal-Plate-Connected Wood Truss Inspection: Part I", Wood Design Focus, Vol. 2, No. 4, 1991, pp 17-19.

O. A. Grossthanner, D. B. Brakeman, N. D. Wood. "Metal-Plate-Connected Wood Truss Inspection: Part II", Wood Design Focus, Vol. 3, No. 1, 1992, pp 4-6.

D. B. Brakeman. "Seismic Design for Timber Structures", Proceedings of the Central U.S. Regional Seminar on Seismic Engineering Issues, November 30 - December 2, 1994, St. Louis, MO.

9. Scientific and professional societies of which a member.

ASCE (American Society of Civil Engineers, Committee on Wood) FPS (Forest Products Society) TPI (Truss Plate Institute) WTCA (Wood Truss Council of America) SEAOI (Structural Engineers Association of Illinois)

10. Honors and awards.

none 11. Subjects or courses taught during the most recent academic year, by terms.

Spring Semester: JCE 4100/CE 410 - Design of Timber Structures, 3 hours lecture, evening course

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry extra compensation.

none 13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. Instructor-Timber Design, Illinois Licensed Structural Engineer Exam Review Course, Southern Illinois University Edwardsville, School of Engineering, 2002 and 2004.

14. Special duties of co-op faculty (coordinators).

None

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CURRICULUM VITAE 1. John W. Brancaglione Date of Birth: August 16, 1945. 2. Academic Rank: Affiliate Professor. 3. Degrees with fields, institutions, and dates:

B.A., Industrial Design/Urban Design (Double Major), Michigan State University, 1967. 4. Number of years on this faculty: Sixteen (16). 5. Other related experience:

Vice President – Peckham Guyton Albers & Viets – Urban Consulting Group, 1992 - Present; Vice President, Planning, Kuhlmann Design Group 1990 - 1992; Manager, Planning Division, Campbell Design Group, 1987 - 1990; Director of Planning, WVP Corporation, 1985 -1987; Vice President, Planning, Urban Programming Corporation, 1983 - 1985; Director of Development, City of St. Louis (combined economic development corporations), 1979 -1983; Manager of Planning, Booker Associates, Inc., 1969 -1979; Director of Field Operations, General Planning and Resource Consultants, 1967-1969.

6. Consulting, patents, etc.:

Mr. Brancaglione has served as a planning and real estate development consultant to nearly 200 cities, counties, regional and state agencies, Federal agencies, industries, and real estate developers during his thirty-year career. His experience represents a wide array of planning expertise involving comprehensive planning, community and economic development, reuse and redevelopment, industrial development/industrial parks, central business district planning, recreational planning, market analysis, environmental planning and grant application and administration.

He has performed many types of urban and regional planning projects including 50 major port, industrial and commercial development projects, 7 enterprise zones, 15 major recreational planning and environmental impact analysis projects, and numerous assignments involving economic market analysis. Project experience has been distributed over twenty-one (25) states from Maine to Nebraska and includes a diverse range of clients such as minority-group economic development organizations, various port and industrial development authorities, numerous city and state governments and governmental entities, the U.S. Army Corps of Engineers (6 district offices), the U.S. Fish and Wildlife Service and many private industries and developers.

Mr. Brancaglione is a recognized expert in a number areas of urban planning specialization including zoning ordinance structure and basis; redevelopment planning using state and Federal statutes; economic development incentive and financing mechanisms such as tax increment financing, tax abatement, tax exempt bond financing; comprehensive community planning; and recreation planning. He has provided key witness testimony in a number of landmark zoning and redevelopment cases in Missouri and Illinois. He regularly has spoken and lectured on a variety of urban planning subjects to organizations such as the American Planning Association, the Missouri Municipal League, the International City Managers Association, and to undergraduate and graduate students at the University of Illinois, Southern Illinois University, and Washington University.

7. States in which registered:

Certified Planner-In-Charge in Missouri 8. Principal publications of the last five years:

Authored or edited more than 200 major comprehensive planning documents in his 24 year career. A partial listing from the most recent five years is listed below.

Tax Increment Financing Redevelopment Plan – Crossroads and Triangle Redevelopment Areas – Arnold, Missouri; Peckham Guyton Albers & Viets, 2004-2005.

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Master Plan for Development – Lambert International Airport Buyout Area – Hazelwood, Missouri; Peckham Guyton Albers & Viets, 2001.

Master Plan for Crossroads Development Area – Troy, Illinois; Peckham Guyton Albers & Viets, 2002. Tax Increment Financing Redevelopment Plan and Revenue Analysis – Sunset Manor Redevelopment

Area – City of Sunset Hills, Missouri - Peckham Guyton Albers & Viets, 2005. Economic Impact Analysis of Downtown Redevelopment Project - City of Oklahoma City, Oklahoma;

Peckham Guyton Albers & Viets, 2003. Redevelopment Plan for Downtown Community Redevelopment Area – City of Memphis, Tennessee;

Peckham Guyton Albers & Viets, 2004. Concept Development Plan for Garfield Avenue Corridor – 47th & Halsted Redevelopment Project Area –

City of Chicago, Illinois; Peckham Guyton Albers & Viets, 2002. 9. Scientific and professional societies of which a member:

American Planning Association (member of national organization and Missouri State Chapter, and St. Louis Metropolitan Section).

Missouri Economic Development Financing Association (Past President and member of the Board of Directors).

Council of Development Finance Agencies East-West Gateway Chapter of Lambda Alpha International (President)

10. Honors and awards: none 11. Subjects or courses taught during the most recent academic year, by terms:

JCE 4750/CE 475 Introduction to Urban Planning 12. Other assigned academic duties performed during the academic year, with average hours per week. Indicate

which carry extra compensation. none 13. Specific programs in which faculty member has participated to improve teaching and professional competence

during the last five years. Urban Land Institute seminars on various planning issues. Missouri Economic Development Financing Association Conferences (annual). Missouri Municipal League Conferences (annual). Illinois Tax Increment Financing Association (twice annually). Council of Development Finance Agencies (2005 and 2006). Seminar Group Special Seminars on Development and Financing Programs and Techniques (held in St.

Louis and Chicago annually)

14. Special duties of co-op faculty (coordinators). none

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CURRICULUM VITAE 1. Bruce W. Brunner Date of Birth: December 8, 1970 2. Academic Rank: Adjunct Professor 3. Degrees with fields, institutions and dates:

Masters of Construction Management, Washington University, 2005 Bachelors of Architecture, University of Arkansas, 1994

4. Number of years on this faculty:

(1) one

5. Other related experience: Guest speaker at University of Memphis 1999 Architecture Studio

Subject: Computer modeling Drafting instructor - fall 1997, Pulaski Tech College, North Little Rock, AR

Subject: Drafting II: MEP systems – (1 semester) 6. Consulting, patents, etc.

-na

7. State(s) in which registered: Tennessee

8. Principal publications of the last five years: none 9. Scientific and professional societies of which a member:

American Institute of Architects National Council of Architectural Registration Boards

10. Honors and awards: American Institute of Architects, Memphis Chapter

– Presidential Service Award (1999) 11. Subjects or courses taught during the most recent academic year, by terms:

Fall 2005 JCE 4810/CE 580A Construction Technology

Spring 2005 JCE 4742/CE 574A Construction Estimating

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: -na

13. Specific programs in which faculty member has participated to improve teaching and professional competence during the last five years:

-na

14. Special duties of co-op faculty (coordinators): -na

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CURRICULUM VITAE 1. YING X CAI Date of Birth: October 22, 1955 2. Academic rank.

Adjunct Professor, Part-Time 3. Degrees with fields, institutions and dates.

B.S. (C.E.) Fuzhou University (1982) M.S. (C.E.) University of Idaho (1990) D.Sc.(C.E.) Washington University (1995)

4. Number of years on this faculty. Eleven years 1995 - Present Adjunct Professor of Civil Engineering

5. Other related experience. 2005-present Civil/Structure Lead, Monsanto Company AG Engineering 2003-2005 Structural Engineering Manager, AFRAM Corporation 1996-2002 Senior Engineer, Metropolitan Engineering and Surveying Company 1990-1995 Teaching assistant and research assistant, Washington University 1989-1990 Teaching assistant and research assistant, University of Idaho 1982-1987 Lecturer, Civil Engineering Dept., Fuzhou University

6. Consulting, patents, etc. Academic Advisor Consultant, Midwest Earthquake Engineering Center, Washington University Associate, NCEES Structural Committee

7. State(s) in which registered. Illinois Structural Engineer (081-005983) Missouri Professional Engineer (2002020098) Iowa Structural Engineer (E-14627)

8. Principal publications of last five years. Quality Assurance of Structural Engineering Design, ASCE 2006 Structures Congress

9. Scientific and professional societies of which a member. American Society of Civil Engineers Earthquake Engineering Research Institute National Council of Examiners for Engineering and Surveying

10. Honors and awards. Outstanding paper award, The Eleventh Midwest-America C.S.T. Conference, 1994

11. Subjects or courses taught during the most recent academic year, by terms. Fall Semester: JCE 3410/CE 341: Structural Analysis, 3 hours per week of lecture, 1 hour per week lab,

evening, undergraduate 12. Other assigned duties performed during the academic year with average hours per week. Indicate which carry

extra compensation. None

13. Specific programs in which faculty member has participated to improve teaching and professional competence during last five years.

ASCE EERI NCEES TMS MONSANTO seminars and training courses

14. Special duties: None

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CURRICULUM VITAE 1. Name: Jerry W. Craig Date of Birth: December, 2 1934 2. Academic Rank: Affiliate Professor 3. Degrees with fields, institutions and dates:

B.S. Ind. Ed. Northeast Missouri State University, 1957 M.S. Tech. Ed. Pittsburg State University, Kansas, 1972

4. Number of years of service on this faculty: 48 years

Original appointment: September, 1957, Instructor 5. Other related experience:

Academic: Department Chairman, Engineering Graphics, St. Louis Community College. 25 years

Industrial: General Engineering, McDonnell-Douglass Aircraft. Six years CO<TEK (MY own company), ten years, computer programming, electronic control design.

6. Consulting, patents.

Art Welding Company, three years, computer programming, product design. Progressive Recovery Co. five years, computer programming, product design. McDonnell-Douglass Co. one year, special projects.

7. State(s) in which registered. none 8. Principal Publications of last five years.

“Engineering Graphics Problems, “ 1993-1994 ISBN 0-30-000808-4 Published by Schroff Development. Presented Paper “Practical Design Projects for a First Graphics Course” A.S.E.E convention, Edmunton

Canada, June 1994. “An Introduction to Engineering Design” 1995, rev 2005 “Engineering and Technical Drawing Using AutoCAD” 1996, 2006, 2007 ( in Publication) “Engineering and Technical Drawing Using Silver Screen 1997 “Engineering Graphics Text/workbook series 2”, 199 “Engineering and Technical Drawing using AutoCAD v14”, 1999 “Engineering Graphics Technical Sketching”, 2005 “Engineering and Technical Drawing using Solid Edge v5, v6, v7, v9, v11, v14, v15, v16, v17, (2005)

Version 19 2006-2007 (in Publication) “Iron CAD and INOVATE Computer Modeling for Design”, v1, v2, v3, v4, v5, v6, v7 Version 8 ( in publication) 2006-2007.

9. Scientific and professional societies of which a member:

A.S.E.E Engineering Graphics and Design division. A.S.E.E Civil Engineering division. American Institute for Design and Drafting.

10. Honors and Awards.

“Outstanding Teacher” 1991, St. Louis Community College 11. Subjects of courses taught during the most recent academic year, by terms.

Fall 2005 semester: JCE 1451/CE/ME 145A Engineering Graphics (3 sections) ME 141 Introduction to Engineering design (2 sections)

Spring 2006 semester:

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JCE 1451/CE/ME 145A Engineering Graphics (3 sections) ME 141 Introduction to Engineering design (2 sections)

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

compensation. None

13. Specific programs in which faculty member has participated to improve teaching and professional competence during last five years.

Auto CAD Computer Aided design and Drafting Software 1983 taught first Auto CAD classes offered by a University 1987, training seminar, Sausalito CA, taught local professional courses 1988, training seminar, Sausalito CA, taught local professional courses 1989, training seminar, Sausalito CA, taught local professional courses 1990, training seminar, Sausalito CA, taught local professional courses 1991, training seminar, Sausalito CA, taught local professional courses 1992, training seminar, Sausalito CA, taught local professional courses

“Training the Trainers” professional training for teachers: 1989, 1990, 1991, taught special courses. “Silver Screen” Computer Aided Solids Modeling software: Attended training courses 1989, 1991, 1992. “Unigraphics” Hybrid Modeling, “Unigraphics” Drafting Training 1997. Solid Edge Instructor Training 1998, Iron Cad Instructor Training 1999. Unigraphics NX-4 Applications (1 week) 2006 Unigraphics NX-4 CAD/CAM Programming (1 week) 2006 I am past National Chairman of the Solid Edge academic User Group

14. Special duties of co-op faculty (coordinators). None

139

CURRICULUM VITAE 1. Morris M. Dirnberger Date of Birth: December 2, 1952 2. Academic rank. Adjunct Professor, part time 3. Degrees with fields, institutions and dates.

B.S., Geology, St. Louis University, 1975 M.S., Geological Engineering, University of Missouri-Rolla, 1979 Ph.D., Civil Engineering, University of Missouri-Rolla, 1995

4. Number of years on this faculty.

Nine years

5. Other related experience Graduate Teaching Assistant, UMR Dept. Geological Engineering, 1977-79 Adjunct Professor, SIU-Edwardsville, Dept. Civil Engineering, 2002 - Present

6. Consulting, patents, etc. None

7. State(s) in which registered.

Professional Engineer, Missouri Professional (Geological) Engineer, Arizona Professional (Civil) Engineer, Arizona Registered Geologist, Missouri

8. Principal publications of last five years “Relief Well Evaluation of the St. Louis District”, presented at the International Conference on Energy, Environment, and Disasters, University of North Carolina – Charlotte, July 28, 2005 Invited Session Chairman, “Contaminant Fate and Transport in the Subsurface”, International Conference

on Energy, Environment, and Disasters, University of North Carolina – Charlotte, July 28, 2005 9. Scientific and professional societies of which a member

American Society of Civil Engineers (ASCE) Association of Engineering Geologists (AEG)

10. Honors and awards Official Department of the Army Commendations, 1989, 1992, 1994 (2), for outstanding contributions and

special services Commander’s Award for Civilian Service, Department of the Army, 2002 Distinguished Mentor Certificate, AEG / Geological Society of America, 2004

11. Subjects or courses taught during the most recent academic year, by terms.

Spring Semester JCE 4190/CE 419, Soil Mechanics

Spring Semester CE 455, Foundation Design (SIU – Edwardsville)

12. Other assigned duties performed during the academic year, with average hours per week, Indicate which carry

extra compensation. None

13. Specific programs in which faculty member has participated to improve teaching and professional competence during last five years.

140

Short courses on Reliability, Risk Assessment, and Hazardous Wastes as related to Geotechnical Engineering

14. Special duties of co-op faculty (coordinators).

None

141

CURRICULUM VITAE

1. Jack D. Gillum Date of Birth: November 21, 1928 2. Academic Rank:: Adjunct Professor 3. Degrees with fields, institutions and dates:

B.S., Architectural Engineering, University of Kansas, 1950 Post-graduate studies: Colorado University; Denver University; University of Wisconsin; University of California and Northwestern University.

4. Number of years on this faculty: Seven years Original appointment August 1999

5. Other related experience:

For over 40 years, Mr. Gillum has directed the technical and operational responsibilities of national multi-office engineering firms on national and international projects. As a consulting engineer, he has served as Principal-in-Charge and on Engineer of Record for over 2,000 projects with constructed valuation exceeding $8 Billion.

Mr. Gillum’s structural and bridge design experience began in the 1950=s. Throughout his career he has been responsible for and directed the structural engineering for commissions of a wide variety of projects, from nationally recognized architectural and engineering firms, corporations, colleges and universities, state and federal agencies.

Some of the more notable projects he has been involved in include: King Saud University, Saudi Arabia

Precast pretensioned concrete structures encompassing 12 million square feet for 11 colleges and 15 related facilities.

Xerox Research Facility, Palo Alto, California Cast-in-place reinforced concrete ductile frames for a 200,000 square foot facility. The structure was constructed in the 1970=s and was one of the first ductile concrete buildings in California.

333 West Wacker Drive Office Building, Chicago, Illinois 36-story steel structure encompassing 1,000,000 square feet. This structure was recently recognized as one of the Top 10 office buildings in the United States.

One Oxford Center, Pittsburgh, Pennsylvania 46-story 1,000,000 square foot steel office building plus an 11-story concrete parking garage.

Place St. Charles, New Orleans, Louisiana 645 foot concrete tower encompassing 1,400,000 square feet with an 11-story parking garage

Tabor Center, Denver, Colorado 1,300,000 square foot office space in two steel towers, a 400-room post-tensioned concrete hotel and a 1,900 vehicle, below-grade parking structure.

Southwestern Bell Telephone Corporate Headquarter, St. Louis, MO 44-story 1,500,500 foot office steel office buildings. The structural steel framed building combines several innovative structural engineering concepts to effectively reduce cost and accelerate construction

O=Hare International Airport Parking Garage, Chicago, Illinois 9,259 vehicle post-tensioned concrete structure with 574,000 square foot per supported level. Consaltant to Murphy Associates, Chicago. 333 West Wacker Drive, Chicago, Ill 36, 1,100,000 story steel office building recently voted by the AIA as one of the ten most notable architectural buildings in the United States.

Diestelhorst Bridge Replacement, Redding, California 669 foot 5-span concrete arch replacement bridge over Lake Redding, and rehabilitation of the existing historic bridge as a pedestrian/bike structure. Provided full PS&E.

First Avenue Bridge at Maple Canyon, San Diego, California

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460 foot historic steel arch truss bridge with a 200 foot main arch span. Provided seismic evaluation and retrofit PS&E.

Seismic Analysis and Retrofit: Three California Historic Concrete Arch Bridges Seismic Analysis and Retrofit: Three California Historic Concrete Arch Bridges Seismic evaluation, analysis and retrofit design PS&E for three concrete arch bridges with spans of 257=,320,=& 620= constructed during the late 1920=s and 1930=s

San Diego/Coronado Bay Bridge, San Diego, California Planning studies for seismic evaluation of a 1.5 mile long bridge over San Diego Bay, built in 1969, which connects downtown San Diego to Coronado and North Island Naval Air Station

6. Consulting, patents, etc.

None 7. State(s) in which registered:

Registered Civil Engineer, Stat of California Licenced General contractor in Florida

8. Principal publications of the last five years:

None 9. Scientific and professional societies of which a member:

AISC, PCI, Structure Engineering Association, CAIR 10. Honors and awards:

Consulting Engineers Council Mercantile Bank Building, Kansas City, MO of Missouri Crown Center Hotel, Kansas City, MO

Southwestern Bell Corp. Headquarters, St. LouisMO King Saud University, Riyadh, Saudi Arabia

Structural Engineering Association of Illinois Lake Placid Olympic Field House, Lake Placid, NY

333 Walker Drive, Chicago, IL Southwestern Bell Corp. Headquarters, St. Louis, MO

American Concrete Institute of Steel Special Citation for Exceptional Professional Achievement and

11. Subjects or courses taught during the most recent academic year, by terms:

Spring Semester: JCE 4220/CE 552 Pre-Stressed Concrete Design CE 467 Senior Structural Design Project/Building

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry extra compensation:

None 13. Specific programs in which faculty member has participated to improve teaching and professional competence

during the last five years: Attended PCA. Building & Bridge Professors seminar, Aug. 4-6, 2003, Illinois

14. Special duties of co-op faculty (coordinators): None

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CURRICULUM VITAE 1.. Lloyd Bruce Grant Date of Birth: July 23, 1954 2. Academic Rank: Adjunct Professor 3. Degrees with fields, institutions and dates:

MCM, Washington University 2003 BGS, University of Missouri – St. Louis 1999 AGS, Central Texas College, Killeen Texas 1983

4. Number of years on this faculty:

Initial appointment: 2004 5. Other related experience:

Project Controls Specialist, Jacobs Engineering, St. Louis, Missouri Manager, Construction Management Services, AFRAM Corporation, St. Louis, Missouri Construction Manager/Owner Representative, Logos School, Olivette, Missouri Scheduling Engineer, McCarthy, St. Louis, Missouri Project Control Engineer, Morrison-Knudsen Corporation (Washington Group), St. Louis, Missouri Builder Chief Petty Office (Seabee) U.S. Navy (Ret)

6. Consulting, patents, etc. None 7. State(s) in which registered: not applicable: None 8. Principal publications of the last five years: None 9. Scientific and professional societies of which a member:

AACE 10. Honors and awards:

1996 American Concrete Institute (ACI), Student Projects Competition, Third Place 11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: JCE 4741/CE 574C Construction Project Planning and Scheduling

Spring Semester: JCE4741/CE.574C Construction Project Planning and Scheduling

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry extra compensation:

Open the Department of Civil Engineering Computer Lab on Saturday mornings to tutor students in P3 software

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during the last five years: Completion of a Master in Construction Management

14. Special duties of co-op faculty (coordinators): none

144

CURRICULUM VITAE 1. Michael A. Guerra Date of Birth: 11-19-47 2. Academic rank.

Adjunct Professor, part time. 3. Degrees with fields, institutions and dates.

C.A.B., English, St. Louis University, 1969 J.D., St. Louis University Law, 1972

4. Number of years service on this faculty.

Ten years 5. Other related experience.

Currently teaching CE 572, Legal Aspects of Engineering & Construction twenty-seven years private law practice involving construction law/contracts University of Maryland (lecturer, Business Law) 1974 -1977.

6. Consulting, patents, etc.

none 7. States(s) in which registered. Missouri, Illinois, California 8. Principal publications of last five years.

none

9. Scientific and professional societies of which a member. Missouri Bar Assn.; Illinois Bar Association; California Bar Assn.

10. Honors and awards.

none related to subject matter 11. Subjects or courses taught during the most recent academic year, by terms.

Fall Semester: JCE 4720/CE 572: Legal Aspects of Engineering and Construction

12. Other assigned duties performed during the academic year with average hours per week. Indicate which carry

extra compensation. Summer seminar on Ethical aspects of Engineering. (four hours total)

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. Diplomate, Harvard Law School Negotiation Institute Certified Mediator, Los Angeles Bar Assoc.

14. Special duties: none

145

CURRICULUM VITAE 1. John Harris Date of Birth: February 22, 1949 2. Academic Rank.

Affiliate Professor, part time. 3. Degrees with fields, institutions and dates.

Bachelor of Technology in Structural Design, Washington University, 1979 Bachelor of Technology in Construction Management, Washington University, 1979 Master of Science in Civil Engineering, Washington University, 1985

4. Number of years service on this faculty. Lecturer (part-time) in School of Technology and Information Management, 1982 - 1989 Affiliate Professor in Civil Engineering, 1989 - present

5. Other related experience. 1979 - 1981, Structural Engineer, Kenneth Balk & Associates, St. Louis, MO. 1981 - 1985, Structural Engineer, KKBNA, St. Louis, MO. 1985 - present, Director, CASCO, St. Louis, MO.

6. Consulting, patents, etc.

Full time Consulting Engineer (structural), see “Other related experience” above. 7. State(s) in which registered.

Missouri, Colorado 8. Principal publications of last five years.

N/A 9. Scientific and professional societies of which a member.

Structural Engineers Association of Kansas and Missouri St. Louis Section - Structural Engineers Association of Kansas and Missouri American Society of Civil Engineers/Structural Engineering Institute American Concrete Institute Missouri Chapter of the American Concrete Institute (Director and Past-President)

10. Honors and awards.

Named "2004 Concrete Person of the Year" by the Missouri Chapter of the American Concrete Institute 11. Subjects of courses taught during the most recent academic year, by terms.

Spring, Semester JCE 3420/CE 342, Structural Design

12. Other assigned duties performed during the academic year with average hours per week. Indicate which carry

extra compensation. None

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during the last five years. None

14. Special duties.

None

146

CURRICULUM VITAE 1. William S. Kankolenski Date of Birth: October 17, 1957 2. Academic Rank: Affiliate Professor, part-time

Principal, Professional Land Surveyor Surveying and Engineering Consulting Firms

3. Degrees with fields, Institutions and dates:

B.S. Land Surveying, Ferris State University, 1984 A.A.S. Real Estate , Ferris State University, 1984

4. Number of years service on this faculty: 16 years; appointed 1/90 5. Other related experience:

United States Air Force, Missouri Air National Guard Photogrammetry, Intelligence, Site Development Specialist

6. Consulting, Patents, etc.

Principal of consulting surveying and engineering firm. Conduct annual seminars with state and local professional organizations.

7. State(s) in which registered as a professional:

Missouri and Illinois 8. Principal Publications of last five years:

Boundary Law in Missouri-Co-Author Water Boundaries in Missouri 9. Scientific and Professional Societies:

American Congress on Surveying and Mapping National Society of Professional Surveyors Missouri Society of Professional Surveyors (State Board) Missouri Society of Professional Surveyors (local Board) Illinois Professional Land Surveyors Association Engineers Club of St. Louis Home Builders Association (National and State)

10. Honors and Awards:

Military service ribbons 11. Subjects or courses taught during the most recent academic year by terms:

Fall & Spring Semester JCE2160/CE 216 Introduction to Surveying, 3 hours/lecture, day/evening

Fall CE 1 Fundamentals of Surveying-University of Missouri at Rolla/8 Hours/Lecture/Day Surveyors Association Seminars

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry extra compensation. none

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. New Surveying instrumentation to acquaint students with new survey techniques.

14. Special duties of co-op faculty (coordinators). None

147

CURRICULUM VITAE

1. Sungyop Kim Date of Birth:02/04/68

2. Academic Rank: Post-doctoral Research Associate & Affiliate Professor

3. Degrees with fields, institutions and dates: Ph.D., Urban Design & Planning, University of Washington, 2004 M.U.R.P., Urban & Regional Planning, University of Hawaii, 2000 B.A., Chinese Studies, University of Hawaii, 1996 B.A., Korean Philosophy, SungKyunKwan University, 1994

4. Number of years on this faculty. Affiliate Professor, September 16, 2004 – present

5. Other related experience: Research Assistant, Urban Design & Planning, University of Washington, 2000–2004 Research Assistant, Urban & Regional Planning, University of Hawaii, 1997–2000

6. Consulting, patents, etc. None

7. State(s) in which registered: None

8. Principal publications of the last five years:

Ulfarsson, Gudmundur F., Sungyop Kim and Eric T. Lentz. “Factors Affecting Common Vehicle-to- Vehicle Collision Types: Road Safety Priorities in an Aging Society.” Transportation Research Record. In press.

Bae, Christine, Gail Sandlin, Alon Bassok, and Sungyop Kim. “FAPS (Freeway Air Pollution Sheds): The Exposure of Minority and Poor Populations to Mobile Source Air Pollution.” Environment and Planning B. In press.

Kim, Sungyop, and Gudmundur F. Ulfarsson (2004) “The Travel Mode Choice of the Elderly: Effects of Personal, Household, Neighborhood, and Trip Characteristics” Transportation Research Record 1894. pp. 117-126.

Kim, Sungyop (2003) “Analysis of Elderly Mobility by Structural Equation Modeling.” Transportation Research Record 1854. pp. 81-89.

Kim, Sungyop, and Karl Kim (2003) “Personal, Temporal and Spatial Characteristics of Seriously Injured Crash-involved Seat Belt Non-users in Hawaii.” Accident Analysis and Prevention Vol. 35, Issue 1, pp.121-130.

Kim, Karl, Sungyop Kim, and Eric Yamashita (2000) “Alcohol-impaired Motorcycle Crashes in Hawaii, 1986 to 1995: An Analysis.” Transportation Research Record 1734. pp. 77-85.

9. Scientific and professional societies of which a member: American Planning Association Western Regional Science Association

10. Honors and awards:

Hall-Ammerer Fellowship, University of Washington, 2000-2003

11. Subjects or courses taught during the most recent academic year, by terms: Fall 2005

JCE 4440/CE 444/513 Geographical Information Systems in Transportation

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Spring 2006

JCE 4440/CE 413/513 Introduction to Geographical Information Systems JCE 410/CE 511 Transportation and Land Use

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry extra compensation:

(No extra compensation received) Transportation research, (20 hrs)

13. Specific programs in which faculty member has participated to improve teaching and professional competence during the last five years:

Attended: Highway Design Handbook for Older Drivers and Pedestrians Workshop, Missouri Department of Transportation, Missouri Department of Transportation District 6 Traffic Management Center, April 4, 2006

Attended: The 85th Annual Meeting of the Transportation Research Board, Washington, D.C., January 22-26, 2004.

Attended: GIS Symposium, GIS Faculty Advisory Committee, Network and Library Technology, University Libraries, Washington University in St. Louis, November 18, 2005

Attended: The 46th Annual American Association of Collegiate Schools of Planning Conference, Kansas City, Missouri, October 27-30, 2005

Attended: The 44th Annual Meeting of the Western Regional Science Association, San Diego, California, February 23-26, 2005

Attended: The 45th Annual American Association of Collegiate Schools of Planning Conference, Portland, Oregon, October 21-24, 2004

Attended: The 83rd Annual Meeting of the Transportation Research Board, Washington, D.C., January 11-15, 2004.

Attended: The 82nd Annual Meeting of the Transportation Research Board, Washington, D.C., January 12-16, 2003

Attended: The 41st Annual of the Western Regional Science Association, Monterey, California, February 17-20, 2002

14. Special duties of co-op faculty (coordinators): None

149

CURRICULUM VITAE 1. Name: Shawn Leight Date of Birth: January 28, 1969 2. Academic Rank: Adjunct professor, part time 3. Degrees with fields, institutions and dates:

M.S., Civil Engineering; University of Wisconsin at Madison, 1997 B.S., Environmental Engineering; U.S. Military Academy at West Point, 1993

4. Number of years on this faculty: 3 5. Other related experience:

July, 2004 – Taught CE376 (Transportation Engineering) at the S. Illinois Univ. at Edwardsville Spring 2000, Lecturer for CE370 (Transportation Engineering) at the University of Wisconsin at Madison

6. Consulting, patents, etc. Mr. Leight has been a Senior Traffic Engineer with Crawford Bunte Brammeier (CBB) since February

2002. Mr. Leight’s responsibilities at CBB include transportation planning, modeling, and other traffic engineering functions. Prior to joining CBB Mr. Leight worked as a project manager for Sverdrup in St. Louis, Missouri from 2000 to 2002, a traffic engineer for Edwards and Kelcey in Milwaukee, Wisconsin from 1999 to 2000, a project engineer for Short Elliott Hendrickson in Madison, Wisconsin from 1997 to 1999, and also served as an officer in the U.S. Army Corps of Engineers from 1993 to 1995 and in the Wisconsin National Guard from 1995 to 1999.

Mr. Leight has experience working with a wide range of modeling applications such as CORSIM, VISSIM, MITSIM, HCS, aaSIDRA and SYNCHRO. Shawn has worked for clients throughout the Midwest and has managed the traffic engineering component of virtually every stage of project development; including comprehensive planning, location studies, NEPA documentation, and the preparation of construction documents. The following projects are typical of Mr. Leight’s experience:

Halls Ferry Circle Conceptual Study, St. Louis, Missouri - Mr. Leight managed this conceptual redesign study. The study focused on bringing the historical Halls Ferry traffic circle up to modern roundabout standards, thereby improving its capacity and safety. One of the primary findings was that the circle serves a critical transportation hub for transit and pedestrian as well as automobile traffic. Another finding was that although the circle has inadequate signage and roadway striping, the day-to-day users navigate it mostly as they would a modern roundabout. Several alternatives were conceptually drawn that accounted for the multi-modal nature of the circle.

I-55/River Des Peres Communities Transportation Investment Plan, St. Louis, Missouri - Mr. Leight lead the consultant team for a MoDOT study conducted to identify transportation needs in the communities of Lemay, Affton and south St. Louis City. The goal was a transportation plan to make these communities better places to live, work and does business. The study developed transportation improvement options to complement and enhance local planning and economic development efforts aimed at stabilizing and revitalizing these communities. Transportation improvement recommendations included: 1) improved connectivity to I-55, 2) improved mobility and safety in the local roadway system, and 3) better integration and linkages with the larger regional system, as well as other modes.

I-270/I-70/MO-370 Traffic Simulation & Alternatives Development, St. Louis, Missouri - Mr. Leight is leading a consultant team for MoDOT in the development of an integrated modeling platform for I-270/I-70/MO-370 corridor. The study has two major components. First, the study has generated a “master plan” which will guide all future roadway improvements in the corridor. Second, the project has developed architecture for future MoDOT regional microsimulation projects with a goal of creating a regional VISSIM model over time. A sophisticated process was developed to integrate several data sources, including: EWGCG’s TransEval Demand Model (on the CUBE Voyager platform), various SYNCHRO files (containing traffic signal plans), and various VISSIM models.

I-44/270 Corridor Transportation Improvement Studies, Fenton, Missouri - Mr. Leight led a number of planning studies in the I-44/I-270 corridors near Fenton, Missouri. These studies developed travel demand forecasts and evaluated several arterial and freeway improvement alternatives. One focus was a proposal to built additional freeway ramps on I-44 to better serve the DaimlerChrysler St. Louis Assembly Plant and other area businesses. Another focus was the operational analysis of proposed improvement options for the I-44/270 interchange. These studies consisted of a mixture of freeway and arterial segments, each requiring specialized methodologies.

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7. State(s) in which registered: Professional Engineer in Missouri Professional Traffic Operations Engineer (Certified by Transportation Professional Certificate Board, Inc. - ITE Affiliated)

8. Principal publications of the last five years: None 9. Scientific and professional societies of which a member:

Transportation Engineering Association of Metropolitan St. Louis (TEAM); 2005 President Missouri Valley Section of ITE (MOVITE); Treasurer Institute of Transportation Engineers; Member Transportation Research Board; Member of the Freeway Operations Publications Review Committee American Society of Civil Engineers (ASCE); Member of the Journal of Transportation Engineering Review Committee

10. Honors and awards: 2005 ITE Consultant Council Young Professionals Scholarship Winner (for travel to the Annual Meeting and Exhibit in Melbourne, Australia)

11. Subjects or courses taught during the most recent academic year, by terms: Fall Semester

JCE 4600/CE560A, Traffic Engineering Fundamentals Spring Semester

CE 561B, Traffic Operations and Analysis 12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: Member of the External advisory Board for the UMSL/Washington University joint program

13. Specific programs in which faculty member has participated to improve teaching and professional competence during the last five years:

Note: no records were kept for 2001 - 2003 2004

ITE District 4 Meeting in Chicago, IL and presented “I-55, River Des Peres Transportation Improvement Plan” Participated in several MOVITE and TEAM meetings: Attended the PTOE Refresher Course presented by the Northwestern Center for Public Safety

2005 Attended the ITE International Annual Meeting and Exhibit in Melbourne, Australia Participated in several MOVITE and TEAM Meetings: Participated in the ASCE Traffic Calming 1 Webinar Attended the Transportation Engineers Association of Missouri 95th Annual Meeting in Branson, MO and presented “Making Microsimulation work for You” Taught the “Traffic Operations Analysis” and “Operational Effects of Geometric Design” modules of the PTOE Refresher Course presented by the Transportation Association of St Louis.

14. Special duties of co-op faculty (coordinators): none

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CURRICULUM VITAE 1. Ronald J Mallett Date of Birth: 09/26/1952 2. Academic rank. Adjunct Professor 3. Degrees with fields, institutions and dates.

Bachelor of Science – Major Accounting, St Louis University, 1974 MBA – Accounting, St Louis University, 1980

4. Number of years service on this faculty. 1 Year 5. Other related experience.

32 years of experience in construction accounting, project controls and construction management. 6. Consulting, patents, etc. - None 7. State(s) in which registered. None 8. Principal publications of last five years None 9. Scientific and professional societies of which a member:

CMAA (Construction Management Association of America). CFMA(Construction Financial Management Association)

10. Honors and awards. - None 11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: JCE 4743/CE574D Construction Accounting and Finance

Spring Semester: CE579 -Advance Construction Operations

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry extra compensation: None.

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. None 14. Special duties of co-op faculty (coordinators). None

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CURRICULUM VITAE 1. Gary T. Moore Date of Birth: July 17, 1957 2. Academic rank. Adjunct Professor, Part Time

Program Manager, Metropolitan St Louis Sewer District, Full Time 3. Degrees with fields, institutions and dates.

BSCE, University of Kentucky, 1979 MSCE, University of Missouri – Rolla, 1988

4. Number of years service on this faculty.

One, 2006 initial appointment 5. Other related experience.

Adjunct Professor, University of Missouri – Rolla, Graduate Engineering Center 2001 – present (teach 8 separate courses over a 4 year period: Open Channel Hydraulics, River and Sediment mechanics, Water Infrastructure Engineering, Hydrologic Engineering, Water and Wastewater Engineering, Urban Hydrology, Hydraulics Structures, Advanced Hydrology)

Internal and External (ASCE, WEF) lectures in Stormwater and Wastewater topics.

6. Consulting, patents, etc. Haestad Methods, peer reviewer for Wastewater Collection System Modeling and Design Union Pacific, formerly Missouri Pacific, Railroad, expert witness on Flooding issue

7. State(s) in which registered.

Missouri and Kentucky 8. Principal publications of last five years

“MSD Stormwater Management Planning Initiative”, December 2004, internal white paper “Private Property Sources of Inflow and Infiltration”, September 2004, internal white paper “Water Quality and Watershed Initiative at the Metropolitan St Louis Sewer District”, At the Confluence:

Rivers, Floods, and Water Quality in the St. Louis Region, Missouri Botanical Garden Press, 2003. “Preparing for CMOM: Challenges, Opportunities and New Approaches” 2002 Joint CSCE/EWRI of

ASCE International Conference on Environmental Engineering, July 2002. “Wetlands and Emerging Issues”, The Seminar Group, April 2002. “Floodplain Management by Development of a Floodproofing / Retrofitting Program From a non-FIS

Community”, ASFPM 2003 National Conference, May 2003. “St Louis MSD Stormwater Management Program Development”, ASFPM 2003 National Conference,

May 2003. “Detention Basin Outlet Structure Modifications”, EWRI / ASCE World Water & Environmental

Resources Congress 2003, June 2003. “Preparing for CMOM: A New Approach using Stochastic RDII Modeling”, EWRI / ASCE World Water

& Environmental Resources Congress 2003, June 2003. “Rainmaking: An Adventure in Design Storms”, 5 Cities Plus Conference, August 2004.

9. Scientific and professional societies of which a member:

Member, American Society of Civil Engineers Committer Chair, American Society of Civil Engineers Water Resource Technical Committee Member, Water Environment Federation Member of Collection Systems Committee both locally and Nationally, Water Environment Federation Member, International Erosion Control Association Serve on Stream Restoration Technology and Slope Technology subcommittees.

10. Honors and awards.

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John R. Sheaffer Award from The Association of State Floodplain Managers for Comprehensive Floodproofing Program development.

11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: None

Spring Semester: JCE 3760/CE – 376A Hydraulic Engineering, 3 hours lecture.

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: none. 13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. WEF Collection Systems 2005 conference WEF Collection Systems 2005 workshop – “Capacity – What is it and When is it sufficient?” WEF Collection Systems 2004 conference WEF Collection Systems 2004 workshop – “Private Property I/I Control….the Rest of the Story” US Pipe & Foundry Co., Inc., “Manufacture & Design of Ductile Iron Pipe”. Institute for Management Studies – “Getting Things Done: Setting Objectives and Managing Priorities”

and “The Emotionally Intelligent Leader: Improving Productivity and Effectiveness”. 14. Special duties of co-op faculty (coordinators): none

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CURRICULUM VITAE 1. Michael L. Nobs Date of Birth: 05 November 1949

2. Academic rank. Affiliate Professor

3. Degrees with fields, institutions and dates.

(i) BSCE Civil Engineering, Washington University in St. Louis, 1982 (ii) MSCE Civil Engineering, Washington University in St. Louis, 1982

4. Number of years service on this faculty. (4 years)

5. Other related experience.

(i) 13 years as Electrical & General Contractor (ii) 7 years as Design & Construction Consultant (iii) 5 years as Consultant Owners Representative (iv) 2 years as Design and Construction Claims Consultant

6. Consulting, patents, etc. N/A

7. State(s) in which registered. N/A

8. Principal publications of last five years N/A

9. Scientific and professional societies of which a member:

(i) Member, American Society of Civil Engineers (ii) Member & Former Director, A.A.C.E. International (iii) Member & Former Director, SAVE International (iv) Member, Association for Project Management (v) Member, UK Institute of Value Management (vi) Member, Construction Specifications Institute (vii) Reviewer, AACE International Journal (viii) Task Force Member, AACE International PSP Certification

10. Honors and awards.

(i) AACE International Certified Cost Engineer (CCE) (ii) APM Certified Professional Project Manager (APMP)

11. Subjects of courses taught during the most recent academic year, by terms.

(i) Fall Semester: i) CE 142, Intro To Urban Planning ii) JCE 4740/CE 474, Economics of Engineering Decisions iii) JCE 4990/CE 499, Senior Engineering Seminar

(ii) Spring Semester: i) JCE 4740/CE 474, Economics of Engineering Decisions ii) JCE 4990/CE 499, Senior Engineering Seminar

12. Other assigned duties performed during the academic year, with average hours per week. Indicate

which carry extra compensation: N/A

13. Specific programs in which faculty member has participated to improve teaching and professional competence during last five years. N/A

14. Special duties of co-op faculty (coordinators). N/A

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CURRICULUM VITAE 1. Luis A. Porrello, D.Sc., P.E. Date of Birth: July 7, 1970 2. Academic Rank: Adjunct Professor of Civil Engineering 3. Degrees with fields, institution and dates:

a. Bachelor of Science, Civil Engineering. West Virginia Institute of Technology, May 1993. b. Masters of Science, Civil Engineering – Transportation and Urban Systems. Washington University in

St. Louis, May 1996. c. Masters of Science, Civil Engineering – International Project Management and Finance. Washington

University in St. Louis, May 2000. d. Doctor of Science, Civil Engineering – Transportation and Urban Systems. Washington University in

St. Louis, May 2000.

4. Number of years on this faculty: 4 years 5. Other related experience:

Associate Vice President and Section Manager for Transportation Planning. HNTB Corporation.

6. Consulting, patents, etc. Consultant to a number of state departments of transportation; transportation agencies across the country.

7. State(s) in which registered: Maryland and Missouri.

8. Principal publications of the last five years: Numerous conference papers and presentations related to Intelligent Transportation Systems and Bicycle and Pedestrian Facilities Planning.

9. Scientific and professional societies in which a member: a. American Society of Civil Engineers b. Institute of Transportation Engineers c. Association of Pedestrian and Bicycle Professionals d. Transportation Engineering Association of Metropolitan St. Louis

10. Honors and Awards: a. Who’s Who in America’s Teachers, 2005 b. Young Engineer of the Year, ASCE St. Louis, 2005 c. Young Engineer of the Year, Missouri Valley Institute of Transportation Engineers, 2005 d. Outstanding Engineer in Education, Missouri Society of Professional Engineers, 2005

11. Subjects or courses taught during the most recent academic year, by terms: a. Fall Semester CE 562,Transportation Planning, b. Spring Semester JCE 4760/CE 476, Site Planning

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry extra compensation:

a. Advisor to the transportation engineering program, 2 hours per month, no extra compensation. b. Faculty advisor to student chapter of Institute of Transportation Engineers, 1 hour per month, no extra

compensation.

13. Specific programs in which faculty member has participated to improve teaching and professional competence during the last five years: None.

14. Special duties of co-op faculty (coordinators): None

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CURRICULUM VITAE 1 Name: Michael Scott Roark Date of Birth: February 2nd, 1975 2. Academic rank: Adjunct Professor 3. Degrees with fields, institutions and dates:

BS Physics – Nebraska Wesleyan ‘97 BS Civil Engineering – Washington University ‘98 MS Civil Engineering – Washington University ‘00

4. Number of years service on this faculty:

Five years 5. Other related experience:

Practicing Structural Engineer – 7 years 6. Consulting, patents, etc.:

none 7. State(s) in which registered:

none 8. Principal publications of last five years:

none 9. Scientific and professional societies of which a member:

ASCE 10. Honors and awards:

none (post graduation) 11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: none Spring Semester:

JCE 3421/CE 342L, Structural Design Lab 12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: none 13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years: none 14. Special duties of co-op faculty (coordinators): none

157

CURRICULUM VITAE 1. Joseph L. Schwenk Date of Birth: November 12, 1947 2. Academic rank.

Adjunct Professor, part time U.S. Army Corps of Engineers (Retired) Geotechnical Engineer, full time Engineering Manager, Alberici Constructors

3. Degrees with fields, institutions and dates. B.S.. Civil Engineering, University of Missouri-Rolla, Dec. 1973 M.S., Geotechnical Engineering, University of Missouri-Rolla, Dec. 1980

4. Number of years on this faculty. Twenty years. Appointed Affiliate Professor, Since: September 1986

5. Other related experience Visiting Professor, Military College of Engineering, Pakistan, Army Corps of Engineers, January 1990 (taught Soil Mechanics)

6. Consulting, patents, etc.: none 7. State(s) in which registered: Missouri 8. Principal publications of last five years: None 9. Scientific and professional societies of which a member

Chi Epsilon, Sigma Xi United States Society on Dams Association of State Dam Safety Officials Deep Foundation Institute

10. Honors and awards Outstanding Performance Awards from the U.S. Army Corps of Engineers Commanders Award for Civilian Service

11. Subjects or courses taught during the most recent academic year, by terms. Fall Semester: JCE 4640/CE 464 Foundations, 3 hours/lecture, day course Spring Semester: JCE4190/ CE 419 Soil Mechanics, 3 hours/lecture, day course

12. Other assigned duties performed during the academic year, with average hours per week, Indicate which carry

extra compensation: none 13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. 7-96 IFAI Professor training course for geosynthetics, Auburn University, Auburn Alabama 5-96 Advanced Pavement Design, Water Ways Experiment Station, Vicksburg Mississippi 4-96 St. Louis Earth Retentions Seminar, St. Louis Missouri 7-95 Geotechnical aspects of HTRW sites, Denver, Colorado 4-95 Advances in Geotechnical Earthquake Engineering and Soil Dynamics 3-95 Reliability analysis of levees and Dams, Jacksonville, Florida 3-97 International symposium on mechanically stabilized backfill, Colorado University, Denver, Colorado 6-06 Design of Concrete Slabs on Ground, American Concrete Institute

14. Special duties of co-op faculty (coordinators): none

158

CURRICULUM VITAE 1. Jonathan Sigman Date of Birth: March 2, 1974 2. Academic rank. Adjunct Professor 3. Degrees with fields, institutions and dates:

BS, Civil Engineering, MIT, June 1995 MS, Civil Engineering, MIT, June 1997

4. Number of years service on this faculty:

One year 5. Other related experience:

Structural Engineer – Thornton-Tomasetti Engineers, Chicago, 1997-2001 Structural Engineer – Meyer, Borgman, and Johnson, Minneapolis, 2001-2004 Adjunct Professor – University of Missouri-St Louis, 2004-2006

6. Consulting, patents, etc.: none 7. State(s) in which registered: Minnesota 8. Principal publications of last five years: none 9. Scientific and professional societies of which a member: None. 10. Honors and awards. 11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: Statics, Dynamics, Thermodynamics, University of Missouri St. Louis

Spring Semester: Statics, Dynamics, University of Missouri St. Louis CE 214A Mechanics of Deformable Bodies, Washington University in St. Louis JCE 4370/CE 437 Advanced Structural Analysis, Washington University in St; Louis

12. Other assigned duties performed during the academic year, with average hours per week. Indicate

which carry extra compensation: None. 13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. 14. Special duties of co-op faculty (coordinators). none

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CURRICULUM VITAE 1. Brian Wehmeier Date of Birth: January 24, 1977 2. Academic rank. Adjunct Professor 3. Degrees with fields, institutions and dates.

Bachelor’s of Civil Engineering, University of Missouri St. Louis, 2000 Master’s of Structural Engineering, Washington University St. Louis, 2001

4. Number of years service on this faculty. This is my first class to instruct.

5. Other related experience.

Timber Design Engineer MiTek Industries, 1999-2002 Structural Software Tester MiTek Industries, 2002-2004 Structural Software Engineering Analysis Product Manager MiTek Industries, 2004- Present

6. Consulting, patents, etc.

N/A 7. State(s) in which registered.

Missouri and Arizona Professional Engineer’s License 8. Principal publications of last five years

None 9. Scientific and professional societies of which a member:

ASCE 10. Honors and awards.

None 11. Subjects of courses taught during the most recent academic year, by terms.

Fall Semester: None

Spring Semester: JCE 4100/CE 410 Design of Timber Structures

12. Other assigned duties performed during the academic year, with average hours per week. Indicate which carry

extra compensation: Full Time compensated Employment working in the timber Truss Industry.

13. Specific programs in which faculty member has participated to improve teaching and professional competence

during last five years. ASCE Wind Design Seminar ASCE Seismic Design Seminar Fire Retardant Lumber Design Seminar Various professional timber Truss industry seminars Structural Design Software Seminars

14. Special duties of co-op faculty (coordinators). None

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Appendix I.D

Internal Advising Forms

161

UM-ST. LOUIS/WASHINGTON UNIVERSITY JOINT UNDERGRADUATE ENGINEERING PROGRAM

GENERAL EDUCATION CHECK SHEET

NAME ______________________________________ Student Number_____________________ PHONE: BUS. ________________ HOME: _____________________ SSN _______________________ Civil_____ Electrical _____ Mechanical _____

Completed English Comp Cultural Diversity Valuing Skills

Humanities Crs # Cr Hrs Grade Sems College Phil 3380

(280)

______ ______ ______ ______ ______

_______________ ______ ______ ______ ______ ______ _______________ ______ ______ ______ ______ ______ _______________ ______ ______ ______ ______ ______ _______________ ______ ______ ______ ______ ______ _______________ ______ ______ ______ ______ ______ Social Sciences History 1001 (003), 1002

(004) or 1004 (007) ______ ______ ______ ______ ______

______________ ______ ______ ______ ______ ______ ______________ ______ ______ ______ ______ ______ ______________ ______ ______ ______ ______ ______ ______________ ______ ______ ______ ______ ______ ______________ ______ ______ ______ ______ ______ Math 1800 (80) ______ ______ ______ ______ ______ Math 1900 (175) ______ ______ ______ ______ ______ Math 2000 (180) ______ ______ ______ ______ ______ Math 2020 (202) ______ ______ ______ ______ ______ Chem 1111 (11) ______ ______ ______ ______ ______ Chem 1121 (12) ______ ______ ______ ______ ______ Phys 2111 (111) ______ ______ ______ ______ ______ Phys 2112 (112) ______ ______ ______ ______ ______ Engr 2310 (144) Statics ______ ______ ______ ______ ______ Engr 2320 (145) Dynamics ______ ______ ______ ______ ______

DATE ____________________________

Initials 05/02/03 C:\My Documents\FORMS\CKLIST GEN ED REVISED APRIL 03.DOC

162

Name: _____________________________________ Lower Division__________ SSN:_____________________________ course work completed UMSL/WU JOINT B.S. in CIVIL ENGINEERING ENGINEERING CORE REQUIREMENTS

Units Crs # Cr Hrs Grade Sems College JCS 1360 (36) Introduction to Computing 4 ____ ____ ____ ____ _____ JCE 1451 (45) Engineering Graphics 3 ____ ____ ____ ____ _____

JEMT 3170 (217) Engineering Mathematics 4 ____ ____ ____ ____ _____ JEC 3100 (210) Engineering Communications 3 ____ ____ ____ ____ _____ JME 3200 (220) Thermodynamics 3 ____ ____ ____ ____ _____ JCE 3350/3360 Engineering Materials Science 4 ____ ____ ____ ____ _____

JCHE 4430 (343) Environmental Engineering Chemistry OR ____ ____ ____ ____ _____ JEE 2800 (180) Introduction to Electrical Networks 3 ____ ____ ____ ____ _____

Subtotal

24

CIVIL ENGINEERING MAJOR REQUIREMENTS

JCE 2160 (116) Surveying 3 ____ ____ ____ ____ _____ JCE 3410 (241) Structural Analysis 3 ____ ____ ____ ____ _____ JCE 3420 (242) Structural Design 3 ____ ____ ____ ____ _____ JCE 2620 (262) Intro to Environmental Engineering Sci. 3 ____ ____ ____ ____ _____ JCE 3760 (276) Open Channel Hydraulics 3 ____ ____ ____ ____ _____ JCE 4190 (319) Soil Mechanics 3 ____ ____ ____ ____ _____ JCE 4200 (320) Soil Exploration & Testing 1 ____ ____ ____ ____ _____ JCE 4740 (374) Economic Decisions in Engineering 3 ____ ____ ____ ____ _____ JCE 4750 (375) Introduction to Urban Planning 3 ____ ____ ____ ____ _____ JCE 4760 (376) Site Planning & Engineering OR ____ ____ ____ ____ _____ JCE 4820 (382) Design of Water Quality Control Facilities 3 ____ ____ ____ ____ _____ JCE 4840 (384) Probabilistic Methods In Civil Eng. Design 3 ____ ____ ____ ____ _____ JCE 4990 (399) Senior Civil Engineering Seminar 1 ____ ____ ____ ____ _____ JCE 4720 (372) Legal Aspects of Construction OR ____ ____ ____ ____ _____ JEP 4610 (361) Introduction to Environmental Law & Policy 3 ____ ____ ____ ____ _____

JME 2410 (141) Mechanics of Deformable Bodies 3 ____ ____ ____ ____ _____ JME 3700 (270) Fluid Mechanics 3 ____ ____ ____ ____ _____ JME 3721 (280) Fluid Mechanics Laboratory 1 ____ ____ ____ ____ _____

CE Electives 3000-4000 (200-399) 6 ____ ____ ____ ____ _____ ____ ____ ____ ____ _____ ____ ____ ____ ____ _____ ____ ____ ____ ____ _____ Subtotal 48

____ Total 137

DATE ____________________ UPDATES____________________ _________________ ____________ Initials

163

Appendix I.E

Sample Analyzer Form

Note that the analyzer will be updated to the new DARS system next year as described in the report. The current analyzer uses the old UMSL/WU numbers. The numbering system was changed two years ago, but the analyzer was not updated knowing that DARS was going to be implemented in academic year 2006-07.

164

165

Appendix I.F

Excerpts from the 2006-08 UMSL Bulletin

(Related to the Civil Engineering Program)

166

UM-St. Louis/Washington University Joint Undergraduate Engineering Program

General Information The Joint Undergraduate Engineering Program of UM-St. Louis and Washington University was approved in 1993 by the University of Missouri and the Coordinating Board for Higher Education. The program is designed to offer course work beyond the pre-engineering courses at UM-St. Louis and the area community colleges. Pre-engineering and general education courses are offered at UM-St. Louis, and upper-level engineering courses are offered in the evenings and on Saturdays on the Washington University campus: this schedule permits students to co-op during the day at local engineering firms. Students will be admitted to the upper-division program only after they have completed an acceptable pre-engineering program. They can earn a bachelor of science in civil engineering (B.S.C.E.), a bachelor of science in electrical engineering (B.S.E.E.), or a bachelor of science in mechanical engineering (B.S.M.E.). The B.S.C.E., the B.S.E.E., and the B.S.M.E. are accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (ABET), 111 Market Place, Suite 1050, Baltimore, MD 21202-4012 – telephone: (410) 347-7700.

Program Goal The goal of the UMSL/WU Joint program is consistent with the mission of UM-St. Louis, which is to provide a high-quality education to enhance the occupational and professional careers of citizens in the entire region, including the minorities and economically disadvantaged population and to provide a well-trained, sophisticated work force for the St. Louis region. The partnership is an appropriate way for Washington University to share its campus, resources, and personnel with the citizens of Missouri.

Degree Program Educational Objectives

B.S. in Civil Engineering The mission of the Civil Engineering Program is to provide the students with a high quality civil engineering education. So these students will have the ability to practice civil engineering in the areas of structural, transportation, environmental engineering and construction. We also make the students aware of the critical issues pertaining to the civil engineering profession and its impact on society. Graduates of the program will have: • an ability to apply knowledge of basic scientific, mathematical and engineering principles to solve civil

engineering problems in its four sub-disciplines, • an ability to design and conduct experiments as well as to analyze data, • an ability to conceive and complete a comprehensive design project in one of the sub-disciplines using

design standards in the context of realistic constraints, • a sound understanding of the issues pertaining to professional practice and societal implications thereof, • the ability to contribute as team members and leaders in the workplace, as well as in the community, • an ability to communicate effectively through oral, written, visual, and graphic media, • an ability to function in multi-disciplinary engineering teams in the design of a major project, • an understanding of the need for life-long learning, professional, and ethical responsibility, • an awareness of regional and global opportunities and challenges, contemporary issues and professionalism

through exposure to practicing civil engineers and, • an ability to relate academic learning to practical experience so that they enhance each other.

167

Admission Admission to candidacy for these degrees is granted jointly by the University of Missouri-St. Louis and Washington University. Normally admission is granted to persons who have completed the pre-engineering program with a minimum grade point average of 2.75 over all mathematics, chemistry, physics, and introductory engineering courses (statics and dynamics). Students with less than a 2.75 grade point average, but at least a C in all their science and math courses, may be admitted on a probationary basis. These students must pass a mathematics workshop with a grade of B or better, and then pass JEMT 3170 (Engineering Mathematics) and JEE 2300 (Introduction to Electrical Networks) with a C- or better, in order to continue in the program. Mechanical and Electrical Engineering majors must also complete JEE 2300, Introduction to Electrical Networks with a minimum grade of C-. Civil engineering majors must complete either JEE 2300, Introduction to Electrical Networks, or JCHE 4430, Environmental Engineering Chemistry, with a minimum grade of C-. A minimum grade of C- is necessary to meet the prerequisite requirement for any course.

Degree Requirements

Bachelor of Science in Civil Engineering

Bachelor of Science in Electrical Engineering

Bachelor of Science in Mechanical Engineering A program of 137 semester hours is required for the Bachelor of Science in Civil Engineering, a program of 127 semester hours is required for the Bachelor of Science in Electrical Engineering, and a program of 139 semester hours is required for the Bachelor of Science in Mechanical Engineering, as shown below: All majors must complete the University General Education requirements, the Pre-Engineering Requirements and the Core Engineering Requirements. Except with special permission of the program faculty, to be eligible to take the other upper-level engineering courses (those with course numbers starting with the letter "J": All students must first complete JEMT 3170, Engineering Mathematics, with a minimum grade of C-. Mechanical and Electrical Engineering majors must also complete JEE 2300, Introduction to Electrical Networks with a minimum grade of C-. Civil engineering majors must complete either JEE 2300, Introduction to Electrical Networks, or JCHE 4430, Environmental Engineering Chemistry, with a minimum grade of C-. A minimum grade of C- is necessary to meet the prerequisite requirement for any course.

Pre-Engineering Requirements Mathematics 1800, Analytic Geometry/Calculus I Mathematics 1900, Analytic Geometry/Calculus II Mathematics 2000, Analytic Geometry/Calculus III Mathematics 2020, Differential Equations Chemistry 1111, Introductory Chemistry I Chemistry 1121, Introductory Chemistry II Physics 2111, Physics: Mechanics and Heat

168

Physics 2112, Physics: Electricity, Magnetism and Optics Engineering 2310, Statics Engineering 2320, Dynamics English 1100, Composition

Humanities and Social Sciences Electives The student's choice of humanities and social sciences electives must meet both the UM-St. Louis General Education Requirements and the Humanities and Social Sciences Requirements of the Joint Undergraduate Engineering Program. Check with your adviser for details. In particular:

• Three courses in the humanities and 3 courses in social sciences must be taken • One of the social sciences must be a course in American history or government or in Missouri history or

government • One of the humanities or social science courses must be at the junior level or above • The cultural diversity requirement must be fulfilled. • Some courses that fulfill the humanities [H] or social sciences [SS] breath of study requirement do not

count as Humanities and Social Sciences Electives; an example would be a statistics course taught in economics or psychology. See the Office of the Joint Undergraduate Engineering Program for a listing of courses that do not count as Humanities or Social Sciences Electives in this program, or check with your advisor.

Engineering Core Requirements JCS 1002, Introduction to Computing Skills: MATLAB Skills JCS 1260, Introduction to Computer Programming JEMT 3170, Engineering Mathematics JEC 3100, Engineering Communications JME 3200, Thermodynamics JME 4310/JEE 4410, Control Systems I* JEE 2300, Introduction to Electrical Networks* OR JCHE 4430, Environmental Engineering Chemistry JEE 2330, Electrical and Electronic Circuits Laboratory * *Required for electrical and mechanical engineering majors only.

Civil Engineering Major Requirements JCE 1451, Engineering Graphics JCE 2160, Surveying JCE 3410, Structural Analysis JCE 3420, Structural Design JCE 3520, Environmental Engineering Science JCE 3760, Open Channel Hydraulics JCE 4190, Soil Mechanics JCE 4200, Soil Exploration and Testing JCE 4740, Economic Decisions in Engineering JCE 4750, Introduction to Urban Planning JCE 4760, Site Planning and Engineering OR JCE 4820, Design of Water Quality Control Facilities JCE 4840, Probabilistic Methods in Civil Engineering Design JCE 4990, Senior Civil Engineering Seminar JCE 4720, Legal Aspects of Construction OR JEP 4610, Introduction to Environmental Law and Policy JME 2410, Mechanics of Deformable Bodies JME 3360, Material Science

169

JCE 3360, Civil Engineering Materials Lab JME 3700, Fluid Mechanics JME 3721, Fluid Mechanics Laboratory Civil Engineering Electives

Graduation Requirements In addition to the requirements of the University of Missouri-St. Louis that apply to all candidates for undergraduate degrees, the student must earn a minimum campus grade point average of 2.0 and a minimum grade point average of 2.0 for all engineering courses attempted at the University of Missouri-St. Louis.

Engineering Design and Engineering Science Requirements The number of semester hours assigned to each engineering course in the Joint Undergraduate Engineering Program is further divided into hours of engineering design, engineering science, and basic science content. Engineering topics is the sum of engineering science hours and engineering design hours. The following table shows the design hours and engineering science hours for courses in the engineering programs. Each engineering student must complete a curriculum that contains at least 48 hours of engineering topics semester hours, including all courses: pre-engineering requirements, engineering core requirements, major requirements, and electives. Civil, electrical, and mechanical engineering majors should consult with their advisers to select electives at the 3000 and 4000 level that include sufficient engineering design and engineering science content to produce the required totals. Transfer courses from other institutions do not necessarily have the same engineering science and engineering design content as their equivalents in the UM-St. Louis/Washington University Joint Undergraduate Engineering Program. Students who include transfer courses in their curricula should consult with their advisers to be sure that these requirements are met.

Career Outlook Engineering is one of the few careers in which the bachelor's degree is a professional degree. Students earning a bachelor of science degree in one of the engineering disciplines are well qualified for entry-level engineering positions in a variety of businesses, industries, consulting firms, and government agencies. As society becomes increasingly dependent on technology, the outlook for all engineering disciplines becomes increasingly bright. Engineering careers typically rank at, or very near, the top of virtually any published rating of promising jobs for the 21st Century. Besides tackling challenging technical problems, roughly two-thirds of all engineers will have some level of management responsibility within ten years of receiving their bachelor's degrees. Many practicing engineers will eventually continue their education by pursuing graduate degrees on a part-time basis. Typical areas of graduate study include all advanced technical and scientific fields and management.

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Appendix I.G

Sample of Chairman’s Memoranda & Presentation to the Faculty

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Dear Faculty member, I am writing this letter to personally invite you to a reception of the greater faculty of the Department of Civil Engineering. The reception will be held at

6:30 P.M.

on the 14th of September, 2005

in Lopata Hall Gallery of the campus. The reception will be followed by a short meeting of the faculty where we will have an opportunity to discuss and share our perspectives on the Civil Engineering Programs of Washington University and the UMSL/WU Joint Program in general and undergraduate programs in particular. The discussion will inevitably center on:

i our ongoing efforts to assess the outcomes of the undergraduate programs; i the need to document and review our accomplishments and the day-today, month-to month contributions

towards improving the quality of our programs i your concerns, if any, of the current status of the programs ( including curriculum, students, facilities etc.) i constructive suggestions you would like to offer towards improving the program.

This is but a preliminary discussion, but something that does open the door for continued faculty participation in the Review-Feedback-Implementation-Review (RFIR) cycle in a formal or informal manner. Such a RFIR process is crucial not only to satisfy ABET criteria, but also to remain a healthy, dynamic and vibrant department. The meeting will adjourn before 8:30 P.M. I sincerely hope that you will make it convenient to attend this important meeting. Very truly yours, Kevin Z. Truman Chairman and Professor.

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Slide 1

ABET EC-2000

WU Day ProgramUMSL/WU Joint Program

Fall 2006

Slide 2

Level of Implementation – Engineering Criteria 2000

Implementation Factor

Score (1-5)

a Educational Objectives 5

b Constituents 5

c Processes 4

d Outcomes Assessment 4

e Results 4

f System 4

Slide 3

Table of Contents

Program Self-Study Report 2A. Background Information 2

1. Degree Titles 22. Program Modes 23. Actions to Correct Previous Deficiencies 2

B. Accreditation Summary 21. Students 32. Program Educational Objectives 43. Program Outcomes and Assessment 74. Professional Component 145. Faculty 216. Facilities 247. Institutional Support and Financial Resources 318. Program Criteria 329. Cooperative Education Criteria 3310. General Advanced-Level Program 33

Slide 4

Table of Contents

Appendix I - Additional Program Information34

A. Tabular Data for Program 34Table 1. Basic-Level Curriculum 35Table 2. Course and Section Size Summary 37Table 3. Faculty Workload Summary 38Table 4. Faculty Analysis 39Table 5. Support Expenditures 45

Slide 5

ABET EC-2000

What do we do to prepare?Mission/Objectives/Outcomes MeetingDeveloped Measurement/Feedback MechanismsAssessment Meetings – Suggested ChangesImplementation MeetingsFaculty Buy-in Meetings

Adjuncts and Full-time

WELL WRITTEN REPORTDrafts are Written

DOCUMENTATION

Slide 6

ABET EC-2000

Mission - PublishedWU Institutional Mission

WU CatalogueUMSL/WU Institutional Mission

UMSL CatalogueCivil Engineering Mission

Consistent with Institutional MissionsDefensibleRealistic (different for WU vs Joint Program)Constituency Defined (Approved)

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Slide 7

ABET EC-2000

WU SEAS MISSION STATEMENT…is to serve society as a center for learning in engineering, science, and technology. It is our duty to disseminate and create knowledgethrough teaching, research, and publications, and the transfer of important ideas and research into the development of new products and technologies. We strive to provide an environment that nurtures critical thinking and the education of innovators and leaders for the future.

Slide 8

ABET EC-2000

WU/UMSL MISSION STATEMENT…to provide a high quality education to enhance the occupational and professional careers of citizens in the entire region, including the minorities and economically disadvantaged and to provide a well-trained, sophisticated work-force for the St. Louis area. … The Joint Program is a natural outcome of the commitment of each institution to the service of the community and their eagerness to work in concert.

Slide 9

ABET EC-2000

ObjectivesExpected accomplishments after first few years beyond BS

Defensible/Specific to CEMaps loosely back to the Mission Statement

Constituency Defined (ABET in Mind)Students/Alumni/Employers/Faculty/AdministrationDocument these meetings and discussions

Slide 10

ABET EC-2000

Example ObjectivesFundamental knowledge in math and scientific disciplines necessary for Civil Engineering Practice encompassing the fieldsof Structural, Transportation and Environmental Engineering and Construction.Have the ability to perform engineering design in one or more ofthe aforementioned fields.Have a sound understanding of the issues pertaining to professional practice and societal implications thereof.Be contributors as members and leaders in their workplace and communities

Slide 11

ABET EC-2000

Program OutcomesExpected knowledge at time of graduationABET & Constituency Defined

ABET a-k criteriaDefensible/Specific to CERewritten for CE students (fewer but inclusive)

Students/Alumni/Employers/Faculty/AdministrationDocument these meetings

Extensions of the ObjectivesMust incorporate a-k, possibly more

Slide 12

ABET EC-2000

Example Program OutcomesAn ability to conceive and complete a comprehensive design project in one of the sub-disciplines using design standards in the context of realistic constraintsAn ability to function in multi-disciplinary engineering teams in the design of a major Civil Engineering facility or projectAn appreciation for life-long learning , professional and ethical responsibility

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Slide 13

ABET EC-2000

Bullets Followed by a Paragraph Description of Outcomes

Map Program Outcomes to Objectives to Mission StatementFundamentally four components to the program

To impart knowledge of fundamental scientific disciplines relevant for a practicing and research based Civil Engineer To impart skills to analyze and synthesize systems pertinent to Civil EngineersTo impart an aptitude for functioning as responsible and thoughtful professionals and researchersTo impart motivation to take on constructive and dynamic leadership roles

Slide 14 Constituencies

Advisory Boards

SABCurrent Students – Late in the ProgramMixture (Male/Female/Minority/Foreign)Meet Twice per year

EABPerspective EmployersMixture (Govt., Private, Industrial/Alumni)Meet once per year

Alumni –Surveys Only

Slide 15

Internal Committees

ABET CommitteeKeeps us on task – defines the time line

CurriculumFaculty

Review Notebooks (Notebook Police)Propose Curricular ChangesMeet several times in coming semesters

LaboratoryLaboratory Directors

Provide Criteria – Written Response

FacilitiesDepartment Chairman/Faculty/Lab Directors

Slide 16 RFIR Cycle

Review-Feedback-Implementation-Review

Complete Circle (R-to-R)Used to Validate Program Performance

OutcomesObjectivesMission

Used for Continual Quality Improvements

Slide 17 RFIR Cycle

Review-Feedback-Implementation-Review

Course-by-CourseStudent Evaluations

Class SurveysExit Interviews

Faculty CommitteesCourse NotebooksStudent SurveysRecommendations

InstructorsImplementationSelf-AssessmentClass Assessment

Totality of ProgramStudent

QuestionnaireExit InterviewsSAB

Alumni QuestionnaireEAB

FacultyFE ReviewFaculty Meetings

ABET Related

Slide 18 RFIR Cycle

Review-Feedback-Implementation-Review

DOCUMENT EVERYTHINGMeetings/Surveys/Interviews/Grades/GPA’s/Etc.List Suggested Improvements (Action Items)List Actual Changes (Implementation)List Non-Actions (Implementation)

SHOW A CIRCULAR PATHExample: (Enhance professionalism component)

A course on Professional Practice, JCE 325, emphasizing ethical & legal issues, professionalism, and teaming was developed. This course… multi-disciplinary teams … possible capstone design course.

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Slide 19 RFIR Cycle

Review-Feedback-Implementation-Review

Documentation (ACTUAL)Course Evaluations by Students (Registrars/Internal)

Sample and Course StatisticsStudent Responses to Questionnaires/Exit Interviews

Faculty SummarySuggested Improvements

Alumni Responses to QuestionnairesFaculty SummarySuggested Improvements

Minutes of SAB and EAB meetings Suggested Action ItemsSummary of Actual Actions

Student and Faculty Interviews (Anecdotal)

Slide 20

Documentation

Map Every Course onto the ABET a-k Program Objectives

Math/Chem/Phys/CS/SSM/CEExample from Table Presented

XXXXXJCE 399Sr. Seminar

XXXXJCE 242Str. Design

(k)(j)(i)(h)(g)(f)(e)(d)(c)(b)(a)

Slide 21

Documentation

Course NotebooksAlmost Same Notebooks from ABET Classic

Program Outcomes on the Course Cover PageABET Criterion 3: Contributes to (f), (h) and (j)

Professional Components on the Cover PageABET Criterion 4: Contributes to (c)

Specific Examples from Course for each Indicated Outcome (Tabs a-k)Internal Student Survey – Were Outcomes Achieved?

Slide 22

Documentation

Professional ComponentEthical/Social/Safety/Econ. – Text/Courses/Notebooks/SeminarsStudent Technical/Professional/Honor Societies – Text/StatisticsStudent/Practitioner Interaction – Text/ExamplesREU – Text/Examples

MAEC, NSF REU, IndependentsFE Review –Text/StatisticsOral and Written Communication – Text/ExamplesComputer/Laboratory Experience – Text/ExamplesEngineering Design Experience – Text/ExamplesHSS Breadth and Depth – AnalyzerProbability and Statistics – Text/CoursesEngineering Topics - Analyzer

Slide 23

Documentation

FacultyCurricular Coverage – Text/NotebooksStudent/Faculty/Practitioner Interaction –Text/ExamplesStudent Advising/Counseling – Text/Forms/AnalyzerFaculty Size and Recent Changes - Forms

(hires/fires)

Slide 24

Documentation

FacilitiesStudent Facility Synopsis – Text/Tour/InterviewsClassrooms – Text/Tours/InterviewsLaboratory Facilities – Text/Tours/Interviews

Assessment of Equipment/Instrumentation for InstructionEach Laboratory (Research/Teaching)

Critical Needs and Plan of ActionPlans for Continued Updating and Development

Assessment-Feedback; Funding; Maintenance

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Slide 25

Documentation

Institutional Support and Financial ResourcesBudget Process/Adequacy - Text/Good BookFaculty Professional Development – Text/ExamplesMaintenance and Service of Equipment – Text/Plan

Slide 26

Documentation

Program Criteria CE Specific (ASCE)Curriculum – Notebooks/Forms/PO Mapping

Specific Requirements (Econ/Prob/Design)Faculty – Vitae/Courses Taught

Specific number of CE areas to be coveredPE’s

Student Interviews

Cooperative Education CriteriaNo formal cooperative education component is required

Slide 27

Appendices

Internal Advising and Analyzer FormsSample Outcomes Based Assessment EC2000 Meetings (PPT slides)ABET Workshop AgendasPerspective Student Information Sheets

Published Mission, Objectives and textual Program OutcomesMemorandums to FacultyCourse Evaluation/Student & Alumni Questionnaires with Sample ResultsSAB and EAB Information

Agenda/Minutes/Attendance/Vitae

Slide 28

ABET Reviewer Comments

Reviewer StatedFacts

Part-time/4 areas covered/enrollment

Program StrengthsFacultyStudentsWell Balanced EducationLaboratory Facilities

Slide 29

ABET Reviewer Comments

StrengthsExcellent Assessment ProcessDocumented ResultsMeasured OutcomesSeparate Advisory Boards

Concerns – satisfied but positive action requiredUMSL Support Departments did not ParticipateNeed Joint Assessment14 day response – steps to remedy

No Weakness or DeficiencyBig Sigh of Relief

Slide 30

THANK YOU

The full-time faculty appreciate the adjuncts and all they bring to the students and the department.

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Memorandum

To: CE Faculty

From: Kevin Z. Truman, Prof. & Chair

Date: 8/23/2007

Re: ABET & CE Faculty Meeting

This packet contains the information presented at the September CE Faculty meeting. Enclosed in the packet are several documents that are important to the success of the department’s upcoming accreditation visit, Fall 2006.

1) A departmental information sheet – general information 2) Criterion 3. from the ABET documentation – please study the statements (a)-

(k) on page 19 and inform Linda Buckingham which of these statements apply to your specific course(s). Attached to this document is our perception of what is being or should be accomplished in your course(s).

3) Pages 18 and 20 of the ABET criteria - general knowledge 4) Telesis, Course Management System – can be used by any faculty member

for internet management of your course; the students are requesting that this be done for every course. It is not mandatory, but highly recommended.

5) ABET Powerpoint Presentation: important slides a. Page 2 – Mission Statements b. Page 4 – 7 – RFIR Cycle & Documentation

i. Course Notebooks must be supplied for F05 & S06 classes – should be in production for this semester

ii. Course Evaluations (Mid-term with any adjustments and end) iii. Document any changes to class based on feedback from

students, alums or yourself. iv. Need this info. at the end of each semester.

6) THIS IS VERY IMPORTANT. If you have any question, please feel free to contact Linda Buckingham at 314-935-8072 or lbuck@seas.wustl.edu or Kevin Truman at ktrum@seas.wustl.edu. With ABET coming in the Fall of 2006 we must document any changes, additions, modifications of your courses and the reason for the changes. We have to show that we are in a mode of continual assessment, feedback and improvement with respect to the product we provide the students. Brief memos or e-mails will suffice for documentation. Thank you for all you do for the department, it is greatly appreciated.

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Appendix I.H

Sample Student Course Evaluation with Results

The course evaluation form shown is the same form used for the WU joint UMSL/WU program. The results are kept separate, but both are used to provide feedback for those courses with combined student populations.

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180

181

182

183

184

185

Appendix I.I

Sample Student Questionnaire

186

187

188

189

190

191

Appendix I.J

Sample Exit Interview Questions and Responses

UMSL Dean’s Exit Interview Responses for all Departments Sample Chairman’s Exit Interview Questions and Responses

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UMSL Exit Interview Responses, January 2004 (performed by Dean Feldman at UMSL)

Darren Gove (ME): Strengths: Close ties with WU. Use of WU faculty and laboratories. Adjunct professors in industry. Weaknesses: WU students treated better. Weaker material science laboratory for UMSL students. Bureaucracy: None.

Melissa Allen (CE): Strengths: Students worked together. Professors excellent. Weaknesses: Hard to get to office hours in the day. Bureaucracy: None. Mary Badino (CE): Strengths: Professors at WU had actual experience in the field. Weaknesses: Poor orientation. Bureaucracy: Parking tickets. Ed Burle (ME): Strengths: Night classes. Weaknesses: Too few classes offered. Bureaucracy: None. Jeremy Koenig (ME): Strengths: Classes at WU. Weaknesses: Availability of classes. Bureaucracy: Discrimination against UMSL students in signing up for classes (WU students sign up for JME041 before UMSL students can.) Ralph Weichert (ME): Strengths: Affordable, flexible, evening classes. Weaknesses: Students are not information about class prerequisites and substitutions. Bureaucracy: Dr. Jerina a great adviser. None. Richard Eason (ME): Strengths: Evening program. Weaknesses: Going to two different campuses. Bureaucracy: None. Damien Belgeri (EE): Strengths: Evening program. Classes with both WU and UMSL students. Bureaucracy: None. Greg Johnsen (CE): Strengths: Classes at WU. Teachers are working professionals. Weaknesses: None. Bureaucracy: Wrong grade entered on one class that led to probation. Evelyn Bailey (EE): Strengths: Opportunity to be in classes with WU students—a more challenging environment. Weaknesses: JEE4800 and JEE4550 need a CS prerequisite. Bureaucracy: Unequal enforcement of prerequisites. Hard to get in contact with adviser. Adviser not supportive and not devoted. Donnie Maisel (EE): Strengths: Associated with WU. Weaknesses: Poor scheduling of courses. Bureaucracy: WU advisers not knowledgeable of joint program or prerequisites or order of classes.

193

Carmello Morello (ME): Strengths: Evening schedule. More practical approach. Weaknesses: Limited offerings. Bureaucracy: None.

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Washington University Exit Interview Questions (Performed by the Chair of the Department)

During the last month of the semester, the chair evaluates the transcripts of all of the potential graduating seniors. Coupled with this action he asks the students to come and discuss their experience at Washington University. This is not mandatory, therefore the results of these discussions are qualitative in nature and used to flag any potential areas of concern that need to be addressed or discussed with the faculty and or advisory boards. The chair has a few standard questions, but typically lets the student direct the conversation. The standard questions are:

1. What did you like best about the Civil Engineering Department? Typical Reponses: Ease of seeing faculty; Quality of the full-time and affiliate faculty; Collegial students; Practical and theoretical courses; Technical Writing Course; Team projects; Undergraduate Research Opportunities; Quality Advising 2. What did you like the least about the Civil Engineering Department? Typical Responses: Limited backfiles; Specific faculty that are not quality teachers; Need more business courses; ASCE could do more; More pure civil courses needed; Junior year is difficult 3. Which courses/faculty need improving? Typical Responses: Surveying; Graphics (until we changed to AutoCAD); several transportation courses (until we revamped the curriculum); several construction management courses (changed Directors in 2006); A few specific faculty are mentioned each year (if affiliates they are replaced if possible, if full-time faculty they are made aware of the comments.) From these basic questions, the discussion typically lasts between a half and three-quarters of an hour and branches into numerous topics. Any reoccurring issues are documented by the chair and passed along to the appropriate committees and specific faculty members.

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Appendix I.K

Sample Alumni Questionnaire

196

________________________________________________________________________

UMSL-Washington University Joint Program in Civil Engineering

Summary of Alumni Perspectives, July 2003 ______________________________________________________________________________ Number of questionnaires mailed = 29 Total number of responses = 12

Summary of Responses

About the Alumnus When did you graduate ? 1997 1998 1999 2000 2001 2002 2003 1 2 3 4 2 What is the nature of your present occupation ? Engineering Management-cum-Engineering Non-engineering 6 1 5 (incl. architecture) If you circled Engineering, which one of the following categories describes your work closely? Structural Construction Transportation Environmental Other_______ 2 3 1 1 Geotech 1 What is your current title ? Project Engineer – Software Quality Engineer Civil Engineer- Staff Engineer Divisional assistant Advanced Environmental Engineer with 3M Company Architect/Project Manager Design Engineer ( Structural) Plan Review Engineer

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How well did the Joint UMSL-Washington University program in Civil Engineering (JPCE) prepare you for your present position?( 1 - Poorly, Not at all, 5 - Very well indeed) 1 2 3 4 5 1 4 5 3 Student Advising : When you joined the JPCE , what was the quality of advising you received from your advisor ? ( 1 = Poor, 5 =Exceptionally good) Knowledge of the Program and graduation requirements : 1 2 3 4 5 1 1 3 7 Availability 1 2 3 4 5 1 1 2 2 6 Approachability 1 2 3 4 5 1 1 4 5 Ability to offer career counseling 1 2 3 4 5 1 2 1 3 4 Role as a mentor 1 2 3 4 5

3 1 2 3 2 Student Preparation and Program difficulty level Upon joining the JPCE , did you experience any difficulty because of lack of academic preparedness? (1 - Considerable, 5- Nothing major) 1 2 3 4 5 1 3 8 If you circled 1 or 2, identify the areas of difficulty. What could the faculty and administration to done to prepare you adequately ? How would you rate the JPCE as a learning experience ? ( 1 - Easy, lacking in substance , 5 - challenging, substantial ) 1 2 3 4 5 1 6 5

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Student-Faculty Interaction Did your instructors give you a clear understanding of the nature of the course and your responsibilities in the first week of the class: 1 2 3 4 5 Vague Very clear 4 5 3 How well were you able to communicate with the faculty outside of class-room hours ( say by E-mail /telephone or during office hours) ? 1 2 3 4 5 Not well Readily 3 5 4 Do you feel that your instructors gave you a sense of civil engineering in the “real world” ? 1 2 3 4 5 Not well Very well 2 2 6 2 Prior to conducting an experiment in a laboratory, were you given a clear understanding of the objectives and relevance of the experiment ? 1 2 3 4 5 No yes 2 3 5 2 On the whole how well do you feel the instructors prepared you to undertake the following academic tasks (1 - Poorly, 5- Thoroughly ). Home work/Class projects 1 2 3 4 5 2 8 2 Laboratories 1 2 3 4 5 1 4 8 2 Making presentations of your work 1 2 3 4 5

5 5 2

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List any courses where you feel the instructor did not prepare you satisfactorily to undertake the homework assignments, projects or laboratory work. Soil Mechanics** & Lab * Structural Analysis Mechanics of Materials Fluid Mechanics *** Open Channel Hydraulics List any courses where you feel the instructor generated such enthusiasm for the material that the learning process could be considered creative. Dave Brakeman : Design of Timber Structures Steel Structures, Fluids Lab, Matrix Structural Analysis Statics and Dynamics Surveying, Legal Aspects of Construction Mechanics of Deformable Bodies ** Kerry Slattery, Thiet Nguyen Highway Design Construction Management, Technical writing Program Content Did you find that the program instilled in you the value of life-long learning ? 1 2 3 4 5 No Yes 1 2 4 5 List additional electives you think could be offered as part of the program. Too many mandatory courses - add a Surveying oriented elective You could get whatever you needed through Wash. U. EIT - prep class Advanced Steel Design, Advanced Concrete Design Construction Methods List what you perceive to be the strengths of the program. Night classes Cost effective *** Very good instructors ** Diversity of Student population Coverage of all aspects of Civil Engineering

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Integration with the Wash. U. Environment Flexibility List what you perceive to be weaknesses of the program. Scheduling conflicts and that some classes are offered only once in a year. Disconnect from the mainstreams of Wash.U. and UMSL. Weakness in Teaching Skills/Deficiency in Teaching Skills of adjunct faculty** Limitation of the number of courses offered each semester No emphasis on simple down-to-earth aspects of construction ** ( such as installing drainage remedies ) ------------------------------------------------------------------------------------------------------------------- 2 or more stars (** / *** ) indicates the number of responses offering the same opinion Facilities Rank the following facilities from 1-5 ( 1 - poor, 5- excellent) CEC 1 2 3 4 5 1 1 4 5 Laboratories 1 2 3 4 5 1 4 5 2 C.E. Undergraduate Computing Lab 1 2 3 4 5 2 2 4 2 Olin Library 1 2 3 4 5 2 4 2 4 Class Rooms 1 2 3 4 5 2 5 3 2 Other Please add any other comments you would like to make on the above or related issues. “I have not built up a sufficient engineering back ground for my work”. “Overall, it is a good program” “De-emphasize Advanced Math” “A good engineering program delivered at an affordable price” “Very good program for non-traditional students of St. Louis area”.

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Summary: Alumni Majority of alumni are gainfully employed either as engineers or as construction managers. They attribute their present positions to education at the joint program. Quality of Student advising Considered Very Good. Student Preparation and Challenge offered by the program The majority of the students did not report any serious difficulty due to deficiencies in their back ground. Nevertheless they considered the program to be sufficiently challenging. Student Faculty Interaction Generally the faculty do make the rules of the game clear in the beginning of the course. Many students are satisfied with the ease of communication with the faculty and do appear to have received requisite guidance in completing homework assignments, conducting lab experiments and making written or oral presentations. Program Strengths and Weaknesses. The alumni are very satisfied with the program on the whole. The high quality of instruction at a modest price is frequently cited as the major “selling point” of the program. Scheduling Conflicts arising from the smallness of the number of courses offered each semester are considered the weaknesses of the program. Also the adjunct faculty, though very knowledgeable in their respective professions are seen to lack teaching skills. Facilities On the whole the computer, laboratory, library and class room facilities are considered satisfactory.

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Action Recommendation: * Institute more electives in Structures and Construction. * Strengthen Construction track as this seems to be popular * Adjunct faculty must be sensitized more to the needs of the students in terms of their availability and the greater organization needed to make the courses more palatable.

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Appendix I.L

Sample SAB Minutes

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Minutes of the Student Advisory Board (SAB) Meeting UMSL/WU Joint Program in Civil Engineering

(Attachments: (i) Action Items and

(ii) Tracks in the Joint Program in Civil Engineering) April 20, 2005 Time: 2: 30 P.M. Place: Urbauer 214 In Attendance: Members of the SAB : Zenija Halilovic’ James Piper Shawn Wallingford Faculty: K.Z. Truman, Chairman and Professor S. Sridharan, Professor The meeting was called to order at 2:35 P.M. Prof. Sridharan (Sri) initiated the discussion by reiterating the mission of the SAB. In particular the SAB is to act as a conduit to convey the concerns and the difficulties of the students in the joint program with respect to the learning experience in Washington University. He posed the following questions as a trigger for the discussion:

1. Are the students learning what they consider significant and relevant? 2. Do they find the environment conducive for creative learning? How good is the communication between

the faculty and the students? 3. Do the students see themselves as inculcating professionalism and the confidence that goes with it?

Zenija ( Ms. Halilovic) observed that the curriculum as it stands appears too broad. ( At this point Sri mentioned of the “tracks” in the program , sheet attached). She has not been aware of these “tracks” and felt that the students must be made more aware of the availability of these focused areas of study. In any case there were only a few electives to develop expertise in any “track”. Zenija felt that there can be better communication between the instructor, teaching assistant (T.A.) and the students in certain courses. She also demanded that there be an evaluation of T.A’s. James ( Mr. Piper) concurred with this and opined that in some cases T.A’s had considerable power over the students. Sri suggested that the issue of having helpful and knowledgeable T.A.’s is an important one and if a certain T.A. is not performing adequately, the instructor and if necessary the chairman of the department be informed as soon as possible. Evaluation of T.A. does not necessarily address students’ problems, as it takes too long for the evaluation to become available and corrective actions to be taken. Prof. Truman (KZT) concurred with this and encouraged to students to get in touch with him if there was a problem. He promised to do his very best to facilitate communication between the concerned parties and resolve the issue one way or another. He also mentioned that thee is a proposal in the engineering school to offer Pre-semester Seminars for the would be T.A’s.

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Zenija felt the scheduling issues, discussed in the last SAB meeting appear to have been eased somewhat, but as one advanced in the program, especially close to the graduation, the availability of critical classes continues to be a problem. Zenija felt that the students of the joint program were not still properly integrated with the school. Typically, the students in the Wash. U.- day program appeared to cluster together and are seen to exchange information regarding the classes. Back files of the courses were also readily accessible to the day program students. Sri suggested that sample exams are now being made available to the students and this must go someway towards leveling the playing field. Sri also suggested that the students of the joint program must have their own association to discuss their difficulties and their special situation. Zenija mentioned that in general, students in the program appear to be unaware of the availability of the Career Services of the Engineering School. The students must be informed of the same so that they are provided with a starting point in their job search. James felt that more information must be available about the program at the time students entered the program- especially regarding the “tracks” available and the possible career choices open to the graduates. The program, at this time does not have enough visibility in the public eye. The program must receive more publicity so that it can attract quality students who in turn would be a factor in improving the quality of the program. He suggested that that there must be a FAQ (Frequently Asked Questions) section in the new Website which should answer questions that are lurking in the minds of the students for the first couple of years in the program. James suggested that the instructor must collect all the email addresses of the students so that the students of the joint program will not be left out of the communication channel. He had a high praise for the construction management course taught by Larry Banness while he expressed dissatisfaction regarding Construction Estimating Course as it is taught now. KZT replied that the Construction Program in its entirety is under review and Larry Banness is leading the review process. Shawn ( Mr. Wallingford) suggested that help sessions must be made available in the evenings to accommodate the students of the joint program. He favored having help sessions on weekends too if this was the only option available to the students of the program. He expressed the view that laboratory classes are some of the best he had ever taken in the program. Regarding facilities, he favored having a quiet study area in the library or elsewhere, with individual desks for students. Sri gave out Survey Questionnaires to the members of the SAB so that they may respond to questions of concern to the faculty and administration and add supplementary remarks in response to the discussion in the meeting. The meeting was adjourned at 4:00 P.M. The next meeting of the SAB will take place in the Fall semester, 2005.

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ACTION ITEMS: 1. The chairman to write a note to all the instructors in the program requesting them to make clear at the outset: Goals of the course Faculty expectations Grading Policy Office hours Telephone numbers and E-mail address of the instructor Schedule of help sessions and the name(s) of the Teaching assistants. 2. The chairman to write a memo

(i) Regarding the need for care in the selection of the TA’s , the importance of good communication between the TA’s, students and the instructor.

(ii) Requesting the instructors to help students with copies of sample examination in order to ensure that the students with “backfiles” did not have an unfair advantage.

3. S. Sridharan will ensure that the names of the members of the SAB with their email addresses are listed in the Website. 4. The chairman to apprise the SAB as to changes in the Construction Program, in particular, faculty.

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Minutes of the Student Advisory Board ( SAB) Meeting UMSL/WU Joint Program in Civil Engineering

February 26, 2004 Time : 3:00 P.M. Place : Urbauer 214 In Attendance : Members of the SAB : Zenija Halilovic’ Becky Hart Shawn Wallingford Faculty : K.Z. Truman, Chairman and Professor S. Sridharan, Professor The meeting was called to order at 3:05 P.M. Prof. Truman initiated the discussion by stating that this meeting is a follow up to the one held on February 18, 2004, when the mission of the mission and the objectives of the joint program and the role of the SAB was explained to them. The purpose of the present meeting was to initiate a constructive and continuing dialogue on the ways and means of how the educational goals can be achieved. Specific comments regarding the quality of advising, instruction and facilities are needed. In order to facilitate the discussion, the SAB members had been given a questionnaire. Dr. Truman suggested that the discussion may follow along the lines of the questionnaire, though any comment germane to the broad mission of the SAB would be welcome. Student Advising : Students expressed a sense of satisfaction with respect to the quality of advising they were receiving. More can, however, be done to help UMSL students adjust to the Washington University environment. More assistance must be offered to help students get a CEC e-mail account and student ID. It was recommended that one or more peer advisors- senior level students from both the Joint and Wash. U. day program be appointed to assist students in making informed choices regarding the curriculum, graduation requirements and other pertinent matters. Discussion on Academic Program The laboratory instruction was discussed first. More help and cleared directions are needed in the preparation laboratory reports. Sample reports must be made available to understand what the instructor is looking for. (Comment relating to Soils Laboratory T14 :3200.) Soils laboratory equipment was seen to be outdated and not in a technically sound condition. Help sessions for Structural analysis (T14:3410) are needed. Help session for Structural Design (T14:3420) were seen as valuable and crucial to the success of the course. The laboratory part of the Engineering Materials course (JME325) was seen to be weak due to the lack of well-maintained equipment.

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In general the level of preparation of the UMSL students in Statics and Differential Equations varied significantly. This resulted in some of the students having difficulty in the more advanced mechanics courses. It was suggested that Statics must be moved to Washington University Every effort must be made by the adjunct faculty to make themselves more available to the students. Every instructor must indicate office hours when they can be met by the students. Listing of work and home telephone numbers can be helpful. These efforts must be complemented by appointing quality Teaching assistants who would offer help sessions. Students appreciate the “real world” experience brought to the learning process by the adjunct faculty. Havilovic Zanija pointed out the use of professional software such as used in Highway and Traffic Engineering Course (T14:4600) by Mr. Shawn Leight , was extremely valuable in imparting instruction in a practical context. Faculty Response : Prof. Truman was appreciative of the candid remarks of the SAB members. Some of the issues refereed to in the discussion were already being addressed. A phased updating of the Soils Laboratory is under way. With the objective of offering a better laboratory experience in the materials area, a one unit lab course – such as CE336 offered in the Washington University Day program – will be made available during summer starting 2004. This would also include tests on concrete and concrete making of particular interest to Civil Engineering majors. He also mentioned that 2 additional computers are to be added to the CE computer room. Both Professors Sridharan and Truman cautioned that while the use of professional software generates much enthusiasm in the students, it has its pitfalls. The use of such software without fully appreciation of the assumptions on which it is based and the limitations of its applicability has the potential of creating technical problems in practice. The benefits of a sound theoretical foundation as the underpinning of practical software cannot be overemphasized. The meeting was adjourned at 4:00 P.M. Additional Written Comments in response to the Questionnaire : The following courses were mentioned as generating enthusiasm and creativity : Introduction to Environmental Engineering (T14:3520) Legal aspects of Construction ((T14:4720) Additional Electives recommended: More classes in construction Bridge Engineering Strengths of the program: The range and depth of the classes offered The intensity of the academic program

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ACTION ITEMS : 1. Nominate 2 or 3 peer advisors and list their name in Website for the CE joint program 2. Action regarding Soils laboratory . 3. Write a note to all the instructors in the program requesting them to make clear at the outset: Goals of the course Faculty expectations Grading Policy Office hours Telephone numbers and E-mail address of the instructor Schedule of help sessions and the name(s) of the Teaching assistants. 4. Finalize the summer laboratory schedule for the materials science (equivalent of CE336)

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Appendix I.M

Sample PowerPoint Presentation and EAB Minutes

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Slide 1

UMSL External Advisory Board

April 24, 2006

Slide 2 MISSION STATEMENT UMSL / WU PROGRAM

• The goal of the UMSL/WU Joint program is consistent with the mission of UM-St. Louis, which is to provide a high quality education to enhance the occupational and professional careers of citizens in the entire region, including the minorities and economically disadvantaged and to provide a well-trained, sophisticated work force for the St. Louis area. The partnership also constitutes Washington University’s strong tradition of working with a diversity of institutions in education, government and private sector; it is also a way for Washington University to share its campus, resources and personnel with the citizens of Missouri.The Joint Program is an outcome of an eagerness of the two institutions to work together and seeks to further the commitment of each institution to the service of the community.

Slide 3 Mission

• High Quality Education• Regional in Scope• Minorities and Economically

Disadvantaged• Provide Qualified Employees

Slide 4 Objectives

• Fundamental Knowledge– Math/Science

• Engineering Design• Professional Practice• Team Members/Leaders

Slide 5 Outcomes

• Apply Basic Principles• Design/Conduct Experiments• Comprehensive Design• Communicate• Multi-disciplinary Teaming• Life-long Learning, Ethics, Profession• Contemporary Issues• Practical Education

Slide 6 Purpose

• Gather Employer Perspective– Preparedness– Employability

• Guidance from Employers– Strengths– Weaknesses– Improvements

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Slide 7 Facts

• ABET Accredited Fall 2001• Began in 1993• 5 Year Rolling Agreement• 70 Graduates• 15 Attended Graduate School• 40 Currently Enrolled• Non-traditional Students

Slide 8 Constraints

• Obligated to Two Courses/Semester• More trying to be full-time (12 units/semester)• Limited Daytime Courses

– Our convenience– Senior status – one course

• Classes after 4:00 pm• Pre-Engineering at CC/UMSL/Transfers

• ABET Concern

• 137 hours for CE Degree• UMSL Recruiting/Promotion

• Needs Improvement

Slide 9 Resources

• WU Laboratories• WU Faculty and Adjunct Faculty• WU Computing Facilities• WU CO-OP Office• WU Student Services• WU ASCE Chapter

Slide 10 Student Performance

• Quite Varied– GPA 1.00 – 4.00– Practically Oriented– Many are beginning to take Construction Related

Electives• Often Due to Scheduling• Asked to Provide Construction Engineering Degree

• Mathematics Difficulties• SSM317 Primer

• Chemistry Difficulties

Slide 11 Basic Courses

• Graphics• Surveying• Hydraulics• Environmental – Intro to ENV.• Transportation – Intro to Urb Plan• Engineering Science (Thermo, Fluids, Materials)• Structural Analysis/Design• Communications• Soil Mechanics

Slide 12 Basic Courses

• Engineering Economics• Law

• Environmental• Construction

• Advanced Design Courses• Transportation• Environmental

• Electives

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Slide 13 Student Concerns

• Too Broad a Curriculum• few electives to develop expertise in any particular area

– Chairman / Faculty Response • The curriculum lends itself to some specialization, but students have

to make conscious choices early– Transportation : JCE 4110, JCE 4440, JCE 4750, JCE 4760, JCE

4810,JCE 4600, JCE 4610, JCE 4620

– Environmental : JCE 2620, JCE 3520, JCE 4080, JCE 4820, JCE 4770, JCE 4430

– Construction: JCE 4230, JCE 4250, JCE 4640, JCE 4720, JCE 4730, JCE 4741, JCE 4742, JCE 4743

– Structures: JCE 4100, JCE 4420, JCE 4370, JCE 4580, JCE 4630, JCE 4640, JCE 4660, JCE 4860

• An effort will be made to make the students more aware• Introduction of more electives is under study

Slide 14 Student Concerns

• Need for more detailed information on the program for the beginners

• students do not fully understand the curriculum or appreciate the provided options and opportunities

– Chairman / Faculty Response• first advising meeting appears to be the only channel of

communication for the beginners• detailed information pertinent to beginners will be

posted on the new Website – need UMSL website

Slide 15 Student Concerns

• Communication between the instructor & students• Communication between the instructor, teaching assistant (T.A.) and the students in

certain courses has been a problem• One of the members suggested that there be an evaluation of the T.A’s

– Chairman / Faculty Response• helpful and knowledgeable TA’s are important and if a TA is not performing

adequately, the instructor and chairman of the department should be informed as soon as possible

• evaluation of TA takes too long to become available and corrective actions to be taken

• there is a proposal in the engineering school to offer Pre-semester seminars for the would be TA’s

• Considering a lead TA to be accessed with problems and to have oversight• There are mid-semester evaluations

Slide 16 Student Concerns

• Scheduling Conflicts• As a student advances in the program the availability of critical

classes becomes a problem– Chairman / Faculty Response

• This is recognized as the key issue– Originally the program was designed for part-time students who

would normally take not more than 2 courses in semester– There has been a tendency of late to take more than 2 courses and

become virtually full-time students– Nevertheless administration will try to provide more

sections/electives to help students to complete their requirements without undue delay.

– Concerted effort to schedule around other disciplines

Slide 17 Student Concerns

• Integration with the Wash. U. students• students of the joint program feel non-integrated in school• Wash. U.- day program students cluster and are seen to have

supplemental access to class information• Back files are readily accessible to the day program students• Unaware of Career Services of the Engineering School

– Chairman / Faculty Response• memo issued by chairman that sample exams are to be made

available to level the playing field• Chairman/faculty encourage the students of the joint program to

form their own association to discuss their difficulties and their special situation

• Career counseling being addressed from the UMSL office

Slide 18 Student Concerns

• Lack of Publicity for the Program• The program, at this time does not have enough visibility in the

public eye• The program must receive more publicity so that it can attract

quality students who in turn would be a factor in improving the quality of the program

– Chairman/Faculty Response• school must work in concert with the UMSL• have Dean Darby’s ear

– must convince him to change mode of operation– Ongoing discussions, but no budging as yet

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Slide 19 Improvements Since May 2005

• New Faculty member in the area of Transportation• Transportation Program revamped • Additional courses and content added in Transportation

• Construction Courses under Review• New curriculum this summer• New courses and increased content• Share courses with MEM program• New Director Steve Bannes• Master of Project Management Degree

• Faculty more responsive• Continued pressure

• Autocad replaced Iron-cad for instruction in Graphics• May add an AutoCAD II• Adding two more computers in CE Lab

Slide 20 Improvements Since May 2005

• Structural Engineering lab courses instituted in SU 2004

• Professional Orientation : “Fundamentals of Engineering”offered as an elective

• Scheduling conflicts were reduced• Additional sections of some required courses• Concerted effort to generate a logical path with few conflicts

• SAB – active in communication of the students’ concerns

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Meeting of the EAB of the Joint WASH.U. - UMSL Program, August 18, 2003 Membership and Minutes of the meeting Constitution of EAB ( External Adsvisory Board) The external advisory board consists of representatives of government and industry. These are potential employers of the graduates of the program and are in a position to assess the relevance of the program and offer constructive suggestions. Members: Mr. Thomas J. Quigley Chief Engineer, Structural & Architectural Division Department of the Army, Corps of Engineers 1222 Spruce St., St. Louis, MO 63103 Dr. Barry Fehl GEI Consultants 243, N. Lindbergh, Suite 312 St. Louis, MO 63141 Mr. Anthony Thompson President, Kwame Buildings Group, Inc 3500, South Hanley Road St. Louis, MO 63105 Mr. Ray L. Purvis Research, Development & Technology Division Missouri Department of Transportation 1617, Missouri Blvd., P.O. Box 270 Jefferson City, MO 65102 Mr. John Harris, CASCO 10877 Watson Road St. Louis, MO 63127 Letters and Accompanying materials: A letter of invitation was sent to each of the members who had already expressed their interest by other forms of communication ( a sample enclosed). In order to acquaint them with the program, a packet containing the following was sent to each of the members : pamphlet containing all the pertinent information of the course, a list of courses, the syllabi of the courses and the requirements for graduation . Second meeting of the EAB Date of the meeting: August 18, 2003. Place : Civil Engineering Conference room. Time : 11.30 A.M.

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AGENDA 1. Introduction by K. Z. Truman :Review of the Mission and the Objectives of the Joint Program and the mission of the external advisory board (EAB). Changes since the first meeting in 2001. 2. Lunch : Discussion on Objectives and Program outcomes 3. Employers’ perspectives 4. Presentation of Alumni Survey results and Discussion 5. Recommendations Minutes of the External Advisory Board Meeting , August 18, 2003, 11.30 A.M. Members in attendance : Kevin Z. Truman, Chairman and Professor Department of Civil Engineerimng, Washington University, St. Louis, MO 631309 Srinivasan Sridharan, Professor of Civil Engineering Washington University, St. Louis, MO 631309 Mr. Thomas J. Quigley Chief Engineer, Structural & Architectural Division Department of the Army, Corps of Engineers, St. Louis, MO 63103 Dr. Barry Fehl GEI Consultants, St. Louis, MO 63141 Mr. Ray L. Purvis Research, Development & Technology Division Missouri Department of Transportation, Jefferson City, MO 65102 Mr. John Harris,

CASCO Inc., St. Louis, MO 63127 The meeting was called to order at 11: 30 A.M. After formal introductions, Prof. K.Z, Truman discussed the mission and objectives and the special features of the Wash.U- UMSL joint program. He also briefly touched on the mission of the committee. As stated in the Chairman’s letter to the members dated February 15, 2000, “The mission of the board is to become well acquainted with the program and offer constructive criticism and advice with a view to enhance the perceived strengths and strengthen areas where there may be deficiencies. .....We firmly believe that you would be able to offer valuable perspectives and insights that will enhance the quality and relevance of the program.” Prof. Truman mentioned that there was an ongoing search to recruit a full-time faculty member in the area of Transportation and an offer is expected to be made shortly one of the several candidates who have attended campus interviews. Structural Design electives are being made available on a case by case basis to motivated students in the program. The materials course emphasizing Concrete and testing of Structural Engineering Materials will be offered to students of the joint program in the Summer of 2004. The following are the key points made in the discussion that followed: The program affords an excellent opportunity to many in the St. Louis area who otherwise could not pursue an engineering degree. The mission statement goal of targeting minorities and disadvantaged participants was heavily endorsed. Ray Purvus mentioned that MoDOT has a goal to increase the diversity of our engineering staff through recruitment of minority graduates. However, the civil engineering programs are not generally attracting many minorities (with the exception of white females to a lesser degree). This joint program may offer such an opportunity. Ray Purvis mentioned that MoDOT is interested in ensuring a strong Transportation track being available through this program. He also said that MoDOT can be a good partner in many ways with this program including providing actual design related problems for the curriculum. MoDOT offers civil engineering internship positions regularly with the goal of attracting the graduating engineer for employment. MoDOT also offers financial assistance to the existing employees for continuing education. JPCE has the potential of attracting several employees from MoDOT’s St. Louis District Office (primarily the non-traditional student). Truman responded that search is under way to recruit two new FT faculty in the Transportation area. The department will work with MoDOT in whatever manner that may be appropriate and effective to deliver a transportation track that has a strong professional content and orientation. Quigley raised the question of the qualifications and the level of preparation of the students adm,itted to the program and opined that Washington University must have a role. He also emphasized the need for ensuring the graduates understood the nexus between ethics, law and professional responsibility and possessed excellent communication skills. Truman, in his response expressed complete agreement with these remarks and described how this issue was being addressed in the curriculum. He alluded to several courses in the curriculum which do go a long way in fulfilling this need : Technical Writing, Senior Seminar, Issues in Professional Practice and several other individual courses in which students have to complete a project and present the salient features thereof. Discussion during lunch centered on the recruitment of the faculty and the granting of tenure- processes regarding which members expressed curiosity and concern. Prof. Truman appraised the members on the criteria of selection of faculty and their relationship to the mission of the Washington University. All the members expressed satisfaction that the department’s efforts to get ABET accreditation for the program have borne fruit. There was considerable emphasis on the life long learning and professional development. The

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members also promised to support the program through their respective institutions, by giving seminars, participating in teaching and interacting with the students in any way that would promote professionalism. Prof. Sridharan gave a summary of the results of the Alumni survey on the Joint program. Recommendations and Action Items : 1. Continue to monitor the professional content of the program. 2. Continue to improve the facilities and maintain the quality of the program. The meeting was adjourned at 3:30 P.M.

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Minutes of the External Advisory Board (EAB) Meeting , May 16, 2005 Time : 9:00 A.M – 1:00 P.M Venue: Sever 300, School of Engineering & Applied Science, Washington University Members in attendance : Kevin Z. Truman, Chairman and Professor Department of Civil Engineering, Washington University, St. Louis, MO 631309 Srinivasan Sridharan, Professor of Civil Engineering Washington University, St. Louis, MO 631309 Mr. Thomas J. Quigley Chief Engineer, Structural & Architectural Division Department of the Army, Corps of Engineers, St. Louis, MO 63103 Kevin Brown GEI Consultants, St. Louis, MO 63141 Mr. John Harris, CASCO Inc., St. Louis, MO 63127 Shawn Leight Crawford, Bunte, Brammeier (CBB) Traffic and Transportation Engineers, St. Louis, MO 63146 The meeting was called to order at 9:05 A.M. Prof. K.Z. Truman (KZT) welcomed the members and thanked for their willingness to participate in the deliberations of the board. Members introduced themselves to each other. Presentation by KZT: KZT gave a detailed presentation which covered the following subjects: 1. Mission of the UMSL-Wash.U Joint program 2. Objectives and anticipated outcomes of the curriculum 3. Purpose and role of the EAB 4. Features of the joint program in Civil Engineering (CE) Basic data –Resources – Student preparation and performance - required Courses and Electives 5. Student perspectives as gathered form Student Advisory Board meeting in April, 2005 6. KZT concluded his presentation with a list of tangible improvements that were made since the EAB met last time in 2003. In summary, these are:

A new member has been added to the full-time faculty in the area of Transportation; Transportation program has been revamped and new courses were added to the program ( Appendix I)

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Similar revamping will be undertaken in for Construction Courses : A refurbished curriculum, with additional courses with some of the courses shared with MEM (Master of Engineering Management) program.

Because of the detailed memo issued by the chairman in this regard, faculty are more responsive than ever

before, to the needs of the students and do explain the course scope and requirements at the outset.

Structural Engineering Laboratory (CE336) is now available to the students of the joint program during the summer.

Professional Orientation : “Fundamentals of Engineering” offered as an elective

Scheduling conflicts were reduced

Additional sections of some required courses Concerted effort to generate a logical path with few conflicts

Autocad replaced Iron-cad for instruction in Graphics

SAB – active in communication of the students’ concerns

Appendix II gives the full presentation by KZT. Discussion by members: Kevin Brown (KB) felt Washington University should have some input into the pre-engineering curriculum at UMSL. A proper shaping of the content of that curriculum can make the joint program more effective and well integrated. Several members, notably Tom Quigley (TQ) , John Harris (JH) and KB felt that the program as it stands is too broad and there is not much room for electives which can provide in depth knowledge in one of the focused areas of study. Employers tend to prefer graduates whose curriculum has provided for concentration in a particular sub-discipline of CE. Shawn Leight ( SL) expressed the view that JCE 3460 : Transportation Engineering rather than JCE 3750 would be the more appropriate required course for the JPCE. Members opined that some of the difficulties with respect to Chemistry content in environmental courses can be alleviated by examining the results of the preliminary examination at the time of admission to Washington University and insisting on a certain minimum standard. SL raised the question of how students select their particular focused areas of study. He also suggested that more detailed information be available to the incoming students. KZT, in response, mentioned that the Pre-orientation meeting with the faculty advisor and Peer advising provided the mechanism for the dissemination of the information and any difficulty in this matter will be resolved by making all the information available upfront to all the parties concerned. JH made several suggestions for reducing the number of required courses to make room for more electives:

• Ethics and Professionalism can be made part of a course in a course on Law and Society JCE 4560 or Legal aspects of construction (JCE 4720).

• Surveying can be part of a Site planning course JCE 4760. Learning the use of surveying instruments is not critical as a measuring instrument soon becomes obsolete with the march of Technology; what is importance is to learn the maps produced by the surveying crew.

• Electrical Circuits JCE 2800 and Thermodynamics JME 3200 need not be required courses and strong undergraduate Physics courses in these areas must suffice.

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KZT was not sure what impact the last mentioned changes would mean for the required Engineering Science content expected of the program,. He pointed out that the current thinking on this subject is reflected in the EIT FE ( Fundamentals of Engineering ) examination which has a significant number of questions covering the topics of Electrical Circuits and Thermodynamics. Srinivasan Sridharan ( SS) suggested that the members can send their reflections, suggestions and comments by E-mail to him and KZT, as the discussion on these topics must be continuing process and should not be stifled by time constraints. KZT agreed with this and stated that the faculty will be receptive to the perspectives offered by the EAB. Visit to the Laboratories KZT, then escorted them to the various laboratories, viz. Structural Matewrials Laboratory, Structural Control and Earthquake Engineering Laboratory, and the Environmental Engineering Laboratories. The meeting was adjourned at 1:00 P.M.

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Comments from Kevin Brown, May 16 meeting of the EAB Sri: I just have a few note or key points from the meeting. Feel free to incorporate them as you and Kevin see fit. 1. The advisory council believes that UMSL students need more elective hours than the current 6 hours. First priority for finding more hours is to ask UMSL to reduce the general education (Humanities/Social Sciences) requirement. Second priority would be for WU to look at offering more optional courses among the current Civil Engineering Major Requirements. 2. Evaluate the need for Surveying and Structural Design as required classes. 3. Pursue more late-evening class offerings (ie, 7:30 or later start times). 4. The council supports the development of more detailed program information for the beginners. 5. Strongly advocate more publicity/promotion, especially at local St. Louis area high schools. that's about it.

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COMMENTS FROM TOM QUIGLEY , May 27, 2005 Sri, You and Dr. Truman asked if we on the advisory board could list our thoughts on issues pertinent to the UMSL/WU Program at our meeting on May 16. The following are some thoughts I had on various items: 1. Curriculum. It appears to me that you should attempt to eliminate one of the required courses from the requirements in order to allow for the students to pick an engineering elective in a specific area of expertise (structural, soils, environmental, etc.). Kevin said the reason that so many different areas were covered in the requirements was to better prepare the students to take the EIT. At the Corps of Engineers, due to hiring restrictions we have gotten away from what was a very good program that the Corps had 30 years ago in that we would hire many Civil Engineering students and then rotate them through construction, hydraulics, soils, structural and civil. They would then try to find a match of their interests with needs at the Corps. We now are filling vacancy by vacancy. If we lose a structural engineer we want to find a student who is interest in becoming a structural engineer. We obviously would be comparing candidates and looking at their summer employment and what structural courses they took in college. The same would be true for wastewater, civil (road and levee design), hydraulics or soils. For that reason I would encourage you to consider letting the students pick one more course as an elective. I would hope that one course in an area such as environmental engineering or site planning would be sufficient to pass the EIT, rather than the present two courses. I would consider eliminating one of the following courses (or combining two together) JCE 252, JCE 375, JCE 376, JCE 361 or JCE 382. I would hope you could squeeze one required course out of the list and still well prepare the students for the EIT. 2. One of the subjects discussed at the meeting is marketing of students. I have listened to the commercials for the night school at WU on the radio. I believe there are many students who cannot, for various reasons, leave the St. Louis area who may be interested in this program but are unaware it exists. I think a similar radio marketing plan (as used by the night school) might be effective. I also think that some effort should be made to educated high school students (particularly) in the inner city of this program would be prudent. 3. I have always believed that WU attracts very talented students. The school has an excellent reputation in many disciplines. If the UMSL and WU students will be together in some classes then I think someone at UMSL must weed out the poorer students before they are sent to you and find they cannot handle the program. 4. Concerning the complains of UMSL students not having access to old tests and material that the WU students can access, I think you should do the best you can to have the faculty provide a location where students can look at former tests. Things will never be equitable. When I was a student at the University of Missouri - Columbia in the late 1960s and lived in a dormitory, I heard many of my classmates complain that fraternities had these so called "great" files of old tests. I am sure they did in some areas, but I think it was over hyped and I think that is the case here. If a student only looks at old tests, or spends a disproportionate time on old tests, they will not do well. I congratulate you on your program and think you are doing a wonderful job. Please let me know if I can be on any help. Sincerely, Tom Quigley Chief, Design Branch St. Louis District, Corps of Engineers

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Appendix I.N

Fundamentals of Engineering Statistics

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39

FE Results

60

65

70

75

80

85

90

95

100

105

Oct-01 Apr-02 Oct-02 Apr-03 Oct-03 Apr-04 Oct-04 Apr-05

WUNationalDoctoral

The April 03 data is misleading in that only one of eight failed the exam. Only 8 took the exam that year as it was a year of change for Missouri. The deadline for applications was moved forward by 2 months and the students (WU) were unaware and a majority missed the deadline for filing to take the exam. The April 05 exam also had only one failure. Therefore, all of our students have passed with the exception of two since October 2001.

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Appendix I.O

Suggested Curriculum Changes Through Faculty in Focal Areas

These committees meet simultaneously regarding the curriculum for the day program and the joint program. Any changes made are used for both programs as all of the night sections are shared and must meet the goals and objectives of each program.

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(July, 2005) Department of Civil Engineering Transportation Systems Engineering Program Program Director: Dr. Gudmundur F. Ulfarsson Affiliate Professors

Mr. John W. Brancaglione Mr. Todd Brauer, M.S. Dr. Sungyop Kim Mr. Shawn J. Leight, M.S., P.E., PTOE Dr. Luis A. Porrello, P.E.

2004-2005 Report The instructors in the program have met and discussed the future of the program. The syllabi for each course were used to develop a list of covered areas in transportation. Using this list, any instructional gaps and overlaps were noted. Overlaps were removed and gaps were filled in the core areas covered by the program. Modified courses were given slightly different names and new codes, e.g. A, were appended to their school number. The program core areas were determined to be: Traffic Engineering Transportation Planning Analytical Methods in Transportation A set of textbooks for the program was defined, with the goal of enabling students to build a high-quality library of transportation texts, and to unify book selection across courses. Fundamental books of the program:

• Principles of Highway Engineering and Traffic Analysis, Mannering, Kilareski, and Washburn • Traffic Engineering, Roess, Prassas, McShane • Highway Capacity Manual • Modelling Transport, Ortuzar and Willumsen • Urban Transportation Planning, Meyer and Miller • Getting to Know ArcGIS Desktop, Ormsby, Tim et al., ESRI Press • Statistical and Econometric Methods for Transportation Data Analysis, Washington, Karlaftis, and

Mannering To address gaps in the curriculum, CE 346 Transportation Engineering is being realigned around a new textbook, “Principles of Highway Engineering and Traffic Analysis”, to strengthen the preparation of all CE graduates in the areas of transportation engineering expected of all professional civil engineers. Additionally, four new elective/graduate courses have been added in 2004/05 (please see official course description for details):

CE 445 Transportation Systems Analysis Intended to fill gaps in undergraduate transportation education and better prepare students for professional transportation engineering work and licensure.

CE 444/CE 513 Geographical Information Systems Exposes students at undergraduate and graduate levels to GIS, which have become fundamental tools of transportation engineering practice and analysis.

CE 527 Urban Systems Modeling Combines theory and practice, to teach students how to create a large-scale statistical and mathematical computer model to solve regional transportation and urban planning problems.

CE 528 Analytical Methods in Civil Engineering

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Presents fundamental statistical and mathematical methods with related modeling techniques as used in transportation analysis and regional modeling.

Courses Undergraduate Core: Freshman/Sophomore CE 142 Introduction to Urban Engineering CE 146 Introduction to Civil Engineering CE 346 Transportation Engineering Electives: Junior/Senior CE 444 Geographical Information Systems CE 445 Transportation System Analysis CE 475 Introduction to Urban Planning CE 476 Site Planning and Engineering Graduate Level Core: CE 513 Geographical Information Systems CE 528 Analytical Methods in Civil Engineering CE 560A Traffic Engineering Fundamentals CE 561B Traffic Operations and Analysis CE 562 Transportation Planning CE 563A Travel Demand Forecasting Optional, offered based on student demand and availability of instructors: CE 527 Urban Systems Modeling CE 564A Transit Systems Planning and Analysis CE 566A Transportation Software Applications CE 581 Inland Water Transportation and Port Planning CE 664 Public Transportation Technology CE 668 National Transportation Policy

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Recent upgrades in the Environmental Engineering Curriculum ( July 2005)

(1) Curriculum: Several new environmental engineering science courses have been added since the last report. These include: CE/EnvE 518 - Aerosol Science and Technology CE/EnvE 524 - Environmental Spatial Data Analysis CE/EnvE 531 - Sustainable Water Resources Engineering CE/EnvE 539 - Interdisciplinary Environmental Clinic CE/EnvE 543 - Aquatic Chemistry Although these are all 500-level courses are available to undergraduate students, they are rarely taken by the joint program students prior to graduate school. Also, CE/EnvE 477 - Hydrology is not currently being offered.

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Water Quality Group Strategic Planning

Teaching:

We plan to teach the following graduate courses: EnvE 408/508 (LA&BW) – Environmental Engineering Lab (every year) EnvE 523 (LA) – Biological Treatment Processes (every other year) EnvE 543 (DG) – Aquatic Chemistry (every other year) EnvE 458/558 (LA) – Engineering and Molecular Biological Techniques (every year) EnvE 588 (DG) – Physical and Chemical Treatment Processes (every other year)

All graduate students in Water Quality group will be required to take EnvE 508, EnvE 523, and EnvE 588.

We discussed whether the undergraduate senior design requirement could be satisfied by EnvE 523 or EnvE 588, which would be offered as 400-level courses, instead of CE 482A (currently taught by G. Schillinger).

Graduate Student Stipends:

The consensus of the group is that we would prefer to have an option to use available stipends to support current graduate students, if funded research projects are not available. We all have at least one current student whose source of funding for next year is uncertain.

We discussed the option of accepting one or more new students without designating an affiliation with a specific faculty member. The student(s) could do rotations in each of our labs to allow us to evaluate the fit to specific research groups (e.g., common interests, appropriate skills/background).

Critical Research Areas:

We identified the following as potential future research focus areas for the water quality group (in order of priority – highest to lowest)

coupled processes (e.g., biogeochemistry, biocomplexity) emerging contaminants (e.g., pharmaceuticals, personal care products) nanotechnology human health energy watershed-scale processes

New Faculty Hires:

The ideal profile for a new hire in the water-quality group would be: senior with established record of successful funding environmental engineer with focus on applied research ability to interact with existing Water Quality faculty focus on engineering analysis to complement group’s existing mechanistic focus

Examples of potential candidates: Rob Siegrist (Colorado School of Mines) David Sedlack (UC – Berkeley) Barth Smets (Technical University of Denmark)

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SUMMARY OF ACTION ITEMS BASED ON ENV. RETREAT (Aug 2, 2004) ACTION ITEM

Person Resp.

Proposed Completion Date

Date Completed/ Comments

Curriculum 1 Listing of Classes w/ Env Studies & Potential

Env Engr Sci. Minor (see I) PB Oct 2004

2 ENV MS Requirements (see II – 9) - Min of 24 credits course work (5 x 3

– core classes; 3 x 3 – electives ) - Thesis upto 9 credits. Min. of 6 - Total = min of 33

All KC – to update website

Sept 2004 (new students)

Implemented and inform @ Orientation

3 Course Offering Sequence (see II-11)

PB / DG Nov 2004

4 Core Class Content (focal area offerings)

All To be discussed – Spr 2005

5 D Sc Qualifying Examination ( see II-8) DRC, DG, LA

Nov 2004

Student Issues 1 Annual Reviews

(see III -1) All Done. Inform students

at Orientation 2 Checklist

(help improve timely graduation) All Revised Implement

Research 1 Develop firm plans for areas

- Aerosols (RLA) - Water Q (DG) - GISS (SF) - Wat Inst (CB) - Env Benign Proc. (MD) - Nanoparticles/Energy (PB)

(see action Items in Section III of minutes

As listed Nov 2004

2 Prioritize Research Directions and Identify Resource Needs

PB/All Jan 2005

Industrial Partners 1 Faculty to prepare and give Jack Stein 1

pager of applied research interests All Nov 2004

2 Meet local consulting companies in open house setting or visit them. Sign them up.

Jack Stein, HGS, CB & PB

Feb 2005

Program Operations 1 Sustainability Plan

- Fiscal, Acad. & Research (see VI) PB/ June 2005

2 How do we move into Top 20? (develop a plan )

All/PB June 2005

3 New Building – Get on the map PB/MD/DP

June 2005

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Environmental Engineering Science Program Forest Park Hideout Meeting Minutes (8/02/2004) (Compiled by Daren, Lars and Dan) I. On minor program: 1. Pratim first introduced the courses planned to be listed in Art & Science for attracting the students with the environmental study major. Then he point out that we may need to reduce the number of course requirement for the Art & Science undergraduate students taking it as a minor and also make the minor program more flexible for those students. 2. Jay and Dan suggested that we shall have a consistent minor program university wide. 3. Mike suggested equivalent courses/projects to substitute the official course requirement as one option to increase the flexibility of our minor program. The courses/projects need not be in Engineering area. They could be in Art & Science 4. Jay suggested we shall limit the number of equivalent courses. 5. Conclusion: (1) Keep the current course requirement for minor as it is with the inclusion of equivalent courses. Pratim will suggest those equivalent courses after meeting with people in Art and Science. (2) A minor modification to the current minor program Item 5 in the course requirement list shall be switched with Item 4. II) On core courses for MS and PhD programs: 1. Dan distributed the survey of core course requirement for the environmental engineering science related programs in US universities. The average of course requirement is roughly 20-24 course credits. Our current program requires 27 course credits (one course more). Question: Shall we reduce the course credit requirement and increase the thesis credits? 2. Mike suggested to identify the goal of our program is Educational or Research-oriented? He suggested that the research-oriented goal shall belong to Ph D program, not for Master program. Lars disagrees and believed that Master students shall perform the research. Lars further commented that M. S. students shall be trained rigorously, not as lab technicians who only know how to push buttons. 3. Brain pointed out that most of the professional job related to Environmental engineering are in M. S level, not in Ph. D.. 4. Lars, Jay, Brian and Pratim all pointed out that we have a large number of students joining our program without environmental engineering degrees. 5. After a lengthy discussion Pratim requested the faculty to review the status of our current graduate students using the student evaluation form developed by Rich and also suggested that all the faculty members shall perform the annual student performance review to make the students follow the timeline for their program and make sure they can get graduated as planned. In fact the review process had been done by several faculty members and their experience was also shared in the meeting. 6. There is a lengthy discussion on the major areas in our program, especially on the area of sustainability. The primary concern in that area was focused on the lack of the key courses offered in that particular area. Different opinions were expressed in the meeting. Mike and Pratim believe that although we are not offering key courses in that area it provides actually rooms for its future expansion. The final conclusion is

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to keep the current major areas with the third area named as the sustainable technology, not the sustainability. 7. The meeting was then focused on the core course offering. After a long discussion on which course shall be considered as the core courses, the faculty members classified the courses offer into three different categories: (a) Fundamental Topics: including chemistry (-thermo; -kinetics); physics (-transport); and Math (-undergraduate level). (b) Second core(-reaction engineering, -law and policy, and -biology. (c) Specialty: air (-aerosol science and technology; -combustion, -aerosol measurement, and -advanced topics in aerosol); water (-aqueous chemistry and others); sustainable technology (-sustainable aqueous chemistry, -nanotechnology, - sustainable water quality, - benign processing). 8. While on the subject the meeting was then focused on the courses required to test in the Ph D. qualifier exam. In review of the importance of Math in the research level all the members agree to add the Math as one of the areas required to be tested in the qualifier. This addition is on top of the core courses currently listed in the Ph D qualifier exam. There was discussion on making the students answer 3 of the 4 areas in the Closed Book section – (i) Env Transport; (ii) Env Rxn Engineering, (iii) Env Biology and (iv) Env Chemistry. 9. The meeting was then returned to the requirement for Master students. In order to line up with those in other universities the meeting members made the following revision to the master course requirement: 5 courses in core courses (-fundamental and – second core), 2 courses in specialty area and one course (in specialty or other areas which are approved by the program director and student advisor). The total number of courses required for Master is 8. With 3 credits per each the total credit number is reduced to 24. Consequently the number of thesis credits is increased to 9. The starting date of this new requirement is the fall of next year (2005). To make the requirement more flexible for outstanding students Jay suggested the wording of “up to 9 thesis credits” to keep the option of allowing students to take 9 courses and 6 these credits. 10. The meeting was then focused on the course offering sequence: The major accomplishment is to move the environmental biology offer to every spring semester, instead of Fall. A possibility was to move the Aerosol Class to Fall – provided PB can teach his Transport in the Spring? Both groups have to focus on scheduling issues and finalize offerings. 11 The faculty members also tried to establish the offering sequence in the meeting. The following course offering tables are tentative. The detail will be discussed later. The discussion will be led by Mike.

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Year 1 Fall Spring 1. Env. Chemtry 1. Reaction Engineering 2. Env. Transport 2. Env. Biology 3. Aerosol 3. Air Water Sustainable Aqueous chemistry 563/592 523 564 (alter) Dynamics 508 Year 2 Fall Spring 1. Combustion Air Water Sustainable 563/592 523/588 564 (alter) III) On student issues: 1. Pratim: the graduate student evaluation process is in general welcomed among all the related students. It provides them a clear timeline for their graduation and help to move them forwards. All the faculty members shared their experience with others in the meeting. Jay and Da-Ren haven’t done the process yet and will complete the process by the end of summer. 2. On the part-time students Pratim suggested that we should not admit students unless they submit a detailed plan, and have a Faculty Member agree to be the Advisor. In general, Part Time students have not worked out and result in problematic cases to be handled. It was also suggested interested individuals take classes as SNCD – get a taste of what the Program really is, and then decide. All the faculty members unanimously agreed that Part Time students were not working out, and with the proposed suggestions made by Pratim. The meeting was then moved to discuss the status of the current part-time students. The goal is to assist them to complete their study in our program as soon as possible. A lengthy discussion was on the case of Michelle Tham. It was decided that resources should not be spent on her as she was not a good student, and would require a lot of effort on the Faculty to get her through the Program. 3. In the meeting faculty members also discuss the quality of doctorial students, dean’s tuition waiver and the allocation of student quota. Based on the very complicated equation which can not be understood easily Pratim told the meeting attendees the number of students who can receive the tuition waiver and how the quota was used. How to effectively use the quota to enhance our program was also discussed in the meeting. In general the junior faculty has the higher priority to have the quota to support their graduate students. At the current rate of research, we should be getting 6 Tuition and Stipend Waivers. To help the Home Departments, Pratim has agreed to only seek the Tuition Waivers. This year, the Dean has allocated 4 Tuition Waivers to Env Engr. There was a strong statement that these should be used to recruit Doctoral Students. 4. Pratim handed out current status of students since 2000. Graduation rate is very low – though this is because the Program is starting up. Faculty encouraged to use Checklist and Annual Reviews to ensure students graduate in timely manner. Students are different, and have different capabilities – and it is important to egg them, push them and get them to do the work to graduate before they leave campus. Env Program has a good number of DSc students, and should work with them to do quality work.

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Graduate Construction Management Program

Proposed Initial Action Plan by: Steve W. Bannes

Initial presentation: 23 January 2006 Initial Objective: Recreate the CM Program through initiatives designed to Recapture, Reorganize, Redefine, Reinvent, and Redesign every aspect of the Program.

• First Priority – Recapture Current and Prospective WU Students by Reorganization of the Current Program

• Second Priority – Redefining, Reinventing and Redesigning the

MCM/MCE Curriculum

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First Priority – Recapture Current and Prospective WU Students by Reorganization of the Current Program

Goal 1 – Provide for the needs of the current students by establishing Steve W. Bannes (SWB) in the leadership position ASAP.

Notification to CM Students • Status of the resolution of Jim Koch’s Situation? • KZT sends email to all students taking CM courses and all current CM Faculty. • SWB follow-up with same students – need contact information.

SWB as Academic Advisor

• Student notification • How do I access student information? • University/Department procedures, guides, forms, etc.? • Obtain the document approved by the Faculty Assembly delineating the requirements of the

MCM degree. • Development of statement that clearly articulates the current requirements of the degree (30

hours plus internship, prerequisites, etc.) o Develop an Individual Education Plan (IEP) format o Review all MCM student records and establish an IEP for each.

Logistic Issues • Job Description?

o Is one available? KZT/SWB develops? • Is there some type of orientation for new employees? For new faculty? • Confirm Position Title: Director, Graduate Construction Management Program? Something

else? • I assume that the following will take place after Jim Koch’s situation is resolved. • Space: I think it is important for the MCM program to have a presence on campus. Can I have

the office behind yours (211B)? o Exclusive use of the office? When? o Relocation of current materials (ABET binders, etc.)

• Day and evening red parking permit. o Should I follow-up with Tesha?

• WU email address: myname@seas.wustl.edu? o I think I need this to have access. o Who should I follow-up with?

• Do what ever needs to be done to ensure that my laptop is fully integrated with the WU systems i.e. internet intranet, printers, etc. – So I can access everything I need to function in this position.

o Who should I follow-up with? • WU phone number, extension, voice mail?

o Who should I follow-up with? • WU Business cards?

o Who should I follow-up with?

• Preventing things from falling through the cracks o SWB to review incoming mail/email addressed to staff that is no longer at WU?

• Program Budget ($) for 2005/2006? • Program Budget ($) for 2006/2007? • SWB compensation and benefits Confirm these.

o For the Director’s position? $5,000 per semester ($15,000 per year)? o For instructing courses? Range?

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Typical guidelines for all adjunct faculty? o For Independent Study work? $500 per unit?

Industry/Public Relations

• Press announcing SWB’s position release to: o St. Louis Media: Post-Dispatch, Business Journal, St. Louis Construction News and

Review, other regional construction publications. o AGC members. I have the Roster. o SWB to draft. KZT to approve. SWB to coordinate.

• SWB to establish himself as the CM Liaison with:

o Construction Community Consider joining the AGC – ASAP! Look for opportunities to partner with the

AGC: • Student Internships • Student Networking Opportunities

o Membership meetings, o Young Constructors Forum YCF

• Pick-up where SIUE left off with the PM courses? • Safety courses for WU students? • Develop relationship with emerging business? • Develop relationship with CCC? • Career Awareness Programs

o Mentor for Build Up! (5th Grade) or On Site! (7th Grade) Programs

WU Facilities Department • Internships? • Integration of students in project planning and management?

o Hilltop and Medical campuses Council of Construction Consumer (Owners including WU) Concrete Council Masonry Institute ASA – American Subcontractors’ Association Others . . .

o Design Community. o Other University Departments/Programs including Architecture, Business, Law,

Engineering Management/Project Management. Business of Construction course – WU Office of Supplier Diversity

• CM website: http://www.cive.wustl.edu/CMWebsite/CMindex.html

o Can we begin to update? Prospective Students use it. Contact information Degree Requirements

• Develop relationships through student organizations – for example:

o AGC o American Institute of Constructors (AIC)

Introduction and Promotion of American Institute of Constructors (AIC) Certification

• Associate Constructor Qualifications To qualify for the Associate Constructor (AC) designation, you must have four (4) years of Acceptable Education and/or have Acceptable Experience Equivalent at the time of application. Other undergraduate and graduate degrees and acceptable work experience will receive varying amounts of credit toward meeting the four year pre-qualification

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requirement for taking the first examination, Construction Fundamentals: CQE, Level 1.

o The Society of Sigma Lambda Chi (International Construction Honor Society) The fundamental purpose of Sigma Lambda Chi is to provide recognition to

outstanding students in construction curricula. Sigma Lambda Chi is the society that offers students the opportunity to be recognized locally and internationally for their academic accomplishments as a construction major.

o NAWIC NAWIC Founders' Scholarship Foundation (NFSF). Each year NFSF awards

scholarships totaling more than $25,000 to worthy recipients in construction-related programs. Award amounts range from $1,000 to $2,000.

Goal 2 – Assessment of the Current (05/06) CM Courses and Faculty

Understand and Analyze . . . • Syllabi of courses offered 2005/2006 • All Current Instructor’s CV’s, teaching experience, evaluations, etc.

o SWB to “sit-in” and observe. • Acceptable courses in other programs? CE, Engr. Mgmt., Proj. Mgmt., Business, Law, others?

o Is there a list? • Need detailed information – scheduled offerings, enrollment procedures, etc.

o Who can I get this from? • CM Resources

o Library – How do we supplement? o Software – What do we currently have? How do I access?

Scheduling? Project Management?

Make basic decisions regarding . . .

• Courses o Which ones are retained? o Which ones are retained with modifications? o Which ones are eliminated? o Approved courses in other programs

• Faculty

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Second Priority – Redefining, Reinventing and Redesigning the MCM/MCE Curriculum

Goal 1 – Define this priority in terms of the WU Requirements, Policies, Procedures.

• How do we make the transition from the old to the new curriculum? o Form and Format o Schedule - Timing o Politics

Goal 2 – MCM or MCE or Both? Goal 3 – Redefine the Program

• Program/Degree requirements • Admissions requirements • Units/hours required • Internship? • Other criteria?

Goal 4 – Establish a Content Based Curriculum

• Leveling Course – 473/573 (3 Units) • Core Requirements – Three to five courses at 3 units each • Technical Electives – Numerous 1 to 2 unit courses with very specific content. Plus courses from

other programs including: Architecture, Business, Law, Engineering Management, Civil Engineering, AGC Safety Courses(?), Others?

Goal 5 – Develop Catalog Descriptions and Syllabi Outlines for Each Course. Goal 6 – Develop Sequences and Schedule Courses and Secure Faculty for Each Course

• Construction Sequence • Management Sequence • Others???

Goal 7 – Secure Approval of Curriculum Goal 8 – Implement in the 2006/2007 year. Other Issues:

• WU Institute for Construction Practices o Status: On hold

• Construction Management/Engineering Doctorial Program(s) o By someone other than SWB o

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Appendix I.P

Sample Student Activities

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ASCE – Civil Engineering Student Chapter Activities

The ASCE student chapter is very active throughout any given year. They typically invite speakers, hold social events, take tours and participate in several design competitions. Through these events the students gain professional perspectives, build a spirit of camaraderie and enhance their education through implementation. This year the students invited several speakers. In particular they co sponsored with ITE Dr. Fred Mannering from Purdue, to speak about the impact of transportation safety devices on driving behavior and Dr. Cizero from Belgium to speak on her urban modeling algorithm. They invited Mike Shannon from NCEES to gain perspective on the FE exam, professional licensure and the PE exam. The department had over 15 seminars related to technical research, current students, as well as outside professionals, which are co-sponsored and available to all ASCE student chapter members. This year the students took several tours. They went to the Samuel Fox Performing Arts Center construction site. This site allowed them to see steel being erected on site. The students also took a four hour tour of the MetroLink light rail construction site (actually went to five different locations along the project.). They were able to see tunneling equipment in action, they were able to see the electrical towers being erected, they were able to see concrete being placed, and rail being laid in addition to many other light rail construction processes. They students also toured the Fox Theater to gain architectural exposure, to learn of acoustics, and thematic design. The students also toured Hammert’s Fabrication shop. This is the most advanced (in terms of equipment) fabrication shop in St. Louis. The students were able to see steel being fabricated for a local bridge project. Each year, our student chapter of the American Society of Civil Engineers (ASCE) and compete in the National Timber Bridge Design Competition. In 2005 the student won third place in deck design, but was disqualified from the overall design category do to deflections that exceeded the acceptable limit. In 2006 Washington University won first overall in the nation. They captured first in several categories and garnered enough points to claim the national prize. The students also entered the 22nd and 23rd International Bridge Conference's Student Paper Competitions. The 2005 paper was selected as the best of the undergraduate projects. Results for 2006 are not yet available. The students planned to enter the AISC/ASCE Steel Bridge Contest this past year, but decided to postpone their participation to next year. The students created a sophisticated design that was difficult to fabricate and felt that an additional year was needed to fabricate all of the members and connections.

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EnvESA, WEF, & AWMA - Environmental Engineering Student Chapter Activities

Student groups focused on environmental engineering include the Washington University Environmental Engineering Student Association (EnvESA) and university chapters of the national organizations Water Environment Federation (WEF) and Air and Waste Management Association (AWMA). EnvESA serves as an umbrella organization for coordinating the activities of the WEF and AWMA chapters, and EnvESA contributes student input to activities associated with the Environmental Engineering Science Program. Through participation in these organizations, students have opportunities for professional development, career networking, and community service. The student organizations organize events and participate in activities on campus that are related to environmental engineering. An appointment is reserved for students to meet with distinguished visitors who come to Washington University to speak in the Environmental Engineering Science Program’s weekly seminar series. EnvESA also invites in local environmental engineering professionals to speak at their biweekly meetings. Visitors have come from local consulting engineering firms, the Community Environmental Center (CEC) of the Electric Power Research Institute, and managers of the local wastewater treatment utility. A focal point of on-campus activities in the 2004-2005 and 2005-2006 academic years was the organization of an Earth Day symposium with a keynote speaker, panel discussion, and poster session for networking among current students and local environmental engineering professionals. The focus of the 2004-2005 symposium was the environmental impacts and control of mercury in the environment, and the 2005-2006 symposium focused on the environmental impacts of Hurricane Katrina. The 2005-2006 symposium was co-organized with the St. Louis chapter of AWMA, and the chapter held their monthly meeting in conjunction with the event. Through membership in EnvESA, WEF, and AWMA, students have attended regional and national conferences. A group of five students in 2005 and six in 2006 attended the state WEF chapter (Missouri Water Environment Association) conference. In 2006 one of the students gave a 45 minute presentation on her research, and each year Washington University Students have one at least one of the MWEA student scholarships. Students have also attended the national WEF meeting. At the national meeting of AWMA, the Washington University Chapter received the Best Chapter Award in both 2005 and 2006, which was received by students attending those conferences. EnvESA works with the faculty to coordinate participation in the annual Mid-America Environmental Engineering Conference (MAEEC). Several students present their research at the MAEEC each year, and the MAEEC was hosted by Washington University in 2001 and in 2005. Joint activities of EnvESA, WEF, and AWMA have emphasized general environmental engineering professional development. Each year a staff member from the Engineering Career Services office comes to the biweekly meeting to share information on environmental engineering careers and provide guidance on the career search. These sessions have been very helpful for students because they have focused specifically on environmental engineering. A complementary session has been organized by the EnvESA graduate students to present information to undergraduate students who are considering applying to graduate school. The student chapters have been active in community service both on-campus and in the community. Through connections with the St. Louis AWMA chapter, several students have served as judges at the Greater St. Louis Science Fair held each April. Each Fall since 2003, EnvESA has worked with faculty advisor Daniel Giammar to host hands-on activities on environmental engineering for local middle school students participating in the “Moving and Shaking: An Introduction to Engineering” program organized jointly by the School of Engineering and Applied Science and the Gifted Resource Council of St. Louis. During this event, middle school students work with undergraduate and graduate students to learn about basic aquatic chemistry concepts (e.g., pH), learn what environmental engineers do, and conduct hands-on experiments on water treatment processes. Students also worked with Dr. Giammar in the summer of 2005 for a field water quality testing trip to nearby Forest Park for nearly 30 students in the Gifted Resource Council’s summer Eco-Academy. In Forest Park, the WEF chapter has become partners with the Forest Park River Keepers, a group of environmental engineers and members of the community interested in preserving the quality of the water systems in Forest Park. Students in the WEF chapter participate with this group to clean and maintain the river system through the park. EnvESA has also adopted a highway through the Missouri Adopt-A-Highway program, and twice a year the students clean the roadway near their section of highway.

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Student Activities in Environmental Engineering Professional Societies We have an active student group, the Environmental Engineering Student Association (EnvESA), which includes undergraduate and graduate student members. This group has formed student chapters of two national professional organizations -- the Water Environment Federation (WEF) and the Air and Waste Management Association (AWMA). Undergraduate Research Many Wash U undergraduates have conducted research in our labs over the past several years. Many of these started in our NSF-funded Research Experiences for Undergraduates (REU) program, and several have continued in to work in our labs during the regular academic year. CE students who have worked in our labs include: Kristian Kaufmann Angela Overstreet Claire Farnsworth Catherine Whyte Bill McClellan Danny Pagan Ryan Mackin Scott Duthie Carolyn Moore Student Awards Two recent Wash U undergraduates received NSF Graduate Fellowships: Claire Farnsworth and Kelly Fletcher In addition, Lance Moen and Carley Schaffer, who did their senior design project under Dan's direction, won two awards at the WERC Environmental Design Competition: "Best Conceptualization of Design" and "Most Output Per Unit Team Member" Lab Equipment: We have a significant number of new lab analytical instruments and have taken over management of an existing instrument. Two of these, an inductively coupled plasma optical emission spectrometer (ICP-OES) and the scanning electron microscope (SEM) have been used for undergraduate instruction. Other instruments, including a BET surface-area analyzer, a Fourier transform infrared (FTIR) spectrometer, a 96-well microplate reader, and several differential mobility analyzers (DMA) have been used by undergraduates who conducted research in one or more of our labs.

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ITE - Transportation Student Activities All CE students are encouraged to join the local student chapter of the Institute of Transportation Engineers (ITE). Students interested in careers or future study within transportation typically join the chapter. The ITE student chapter had 12 active members in 2004-2005, many of whom complete an MS degree in transportation in addition to the B.S.C.E. degree. The student ITE members attend a monthly meeting of the professional Transportation Engineering Association of Metropolitan St. Louis, an official ITE chapter. These meetings contain a continuing education element, awarding professional development hours to Professional Engineers, along with a lunch where the students get to meet local professional engineers from both the private and public sectors. The students are therefore introduced early to the necessity of continuous life-long learning. Among the continuing education topics covered in the previous year were:

• Transportation technology using high precision GPS • Results of the I-70 Environmental Impact Study • South St. Louis MetroLink expansion • Work zone management, accelerated construction, and smart work zones • Regional traffic impact study 1 year after the opening of the Page Ave. extension • Regional efforts addressing the high rate of fatal traffic crashes

The student ITE chapter also takes part in the Transportation Engineering Association of Metropolitan St. Louis Transportation Fair, which expands the students’ information of the transportation community, allows them to interact with professional engineers, and hear seminars and lectures on a variety of transportation engineering topics. In the Fall semester of 2004, the student ITE chapter sent six students to the Missouri Valley ITE (MOVITE) section conference in Oklahoma City. In the Spring semester of 2005 the chapter sent six students to the MOVITE conference in Topeka, Kansas. At the Topeka conference, the student chapter was a co-winner of the student trivia contest. On the individual student level, our ITE student chapter has done well. Bradley Hartman (currently in the BSMS program) won the Jan Kibbe Student Scholarship Award and the Washington University in St. Louis ITE student chapter won the Outstanding Chapter Award. The Department of Civil Engineering also holds seminars given by invited speakers throughout the academic year on a number of civil engineering related topics. Graduate students are required to attend these special seminars and undergraduate students are encouraged to attend. On the transportation side, in 2004 the department hosted Prof. Venky N. Shankar, Ph.D., P.E., who lectured on project programming for agencies, focusing on transportation projects and Departments of Transportation. In 2005 the department hosted Dr. Cinzia Cirillo of the University of Namur, Belgium, who lectured on advances in discrete choice modeling; and the department hosted Dr. Fred Mannering, Professor and Head of Civil Engineering at Purdue University, who presented results from his study on drivers’ responses to vehicle safety improvements. Four students graduated with the M.S. in Civil Engineering (transportation) in 2004-2005, Joseph Blasi (Dec. 2004), Bryan Maddocks (May 2005), Paul Stanis (May 2005), Audra Bandy (Aug. 2005). Currently there are six students in the MS program and one student in the doctoral program.