Appendix A Course Syllabi · PDF fileIdentify an appropriate structural system to study in a ... problems and through an open-ended design project ... techniques, skills and tools,

Appendix A

Course Syllabi

1. Course number and name: CE 211– Statics

2. Credits and contact hours: Credits: 3; Contact Hours: 2 75-minute classes per week

3. Instructor’s or course coordinator’s name: Srinivas Allena, Fall, 2012

4. Text book: Engineering Mechanics STATICS, Hibbeler, R.C., 2010 a. Other Supplemental Materials:

5. Specific course information

a. Catalog description: 211 Statics 3 Course Prerequisite: Math 172 or concurrent; Phys 201 or concurrent. Engineering mechanics concepts; force systems; static equilibrium; centroids, centers of gravity; shear and moment diagrams; friction; moments of inertia.

b. Prerequisites or co-requisites: Math 172 or concurrent; Phys 201 or concurrent

c. Elective

6. Specific goals for the course a. Outcomes of instruction

1. Work comfortably with basic engineering mechanics concepts required for analyzing static structures.

2. Identify an appropriate structural system to study in a given problem and isolate it from its environment.

3. Identify and model various types of loads and supports that act on structural systems. 4. Model the structural system with a good free body diagram and accurate equilibrium equations. 5. Apply the principles of math, physics, and engineering mechanics to the system to solve the

problem. 6. Understand the meaning of and calculate values for centers of mass (gravity)/centroids and area

moments of inertia. 7. Communicate the solution to any problem in an organized and coherent manner and elucidate the

meaning of the solution in the context of the problem. b. Student outcomes addressed by this course:

Outcome Role of CE 211

(1) A firm foundation and knowledge of mathematics, science and engineering principles and the ability to apply the knowledge. (ABET outcome a)

Students develop an understanding of basic engineering science principles and apply this understanding, as well as their knowledge of physics, geometry, algebra, trigonometry and calculus, to statics problems.

(3) The ability to design a component, system or process to meet desired needs and imposed constraints. (ABET outcome b)

Students begin to develop the ability to design components through numerous demand/capacity problems and through an open-ended design project.

(4) The ability to think logically, critically and creatively. (constituent added outcome)

Logical thinking is developed through homework assignments which require multiple steps in a logical process to solve. Critical thinking skills are developed as they evaluate the validity of solutions and place them in context. Creative thinking is developed by defining their own methodologies for problem solution and also through the design project.

(5) The ability to work in multidisciplinary teams. (ABET outcome d)

The design project is used to develop the ability to work in teams. Students are also encouraged to form homework/study groups.

(6) The ability to identify, formulate and solve civil engineering problems. (ABET outcome e)

Statics lays the foundation for identifying, formulating and solving civil engineering problems as students learn to take actual structures, represent them pictorially, and analyze them physically and mathematically. Also they are required to complete an open-ended design project.

(7) The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice (ABET outcome k)

Students are encouraged to use word processors, drafting packages, internet resources, and advanced applications on their calculators whenever these are beneficial.

(9) The ability to communicate effectively in written, oral and graphical forms. (ABET outcome g)

Students are required to present their homework solutions in an organized manner including descriptions of their methodologies and discussions of the meaning of their solutions. They also advance their written communication skills through the design project. For both homework and projects, they need to produce carefully drawn and dimensioned figures.

7. Topics: 1. Vectors 2. Forces, moments and couples 3. Resultant force systems 4. Free-body diagrams and equilibrium 5. Truss analysis 6. Frame and machine analysis 7. External and internal beam forces 8. Shear and moment diagrams 9. Friction 10. Centroids and centers of mass/gravity 11. Second moments of area (moments of inertia)

1. CE 215 – Mechanics of Materials

2. 3 credits

3. J. Daniel Dolan

4. Mechanics of Materials, 8th ed. Hibbeler, R.C., 2011 a. MasteringEngineering online platform

5. Specific Course Information

a. Concepts of stress, strain, and their relationships; axial loads, torsion and bending; combined stress; properties of materials; columns, repeated loadings.

b. No prerequisites or co-requisites c. Required

6. Specific goals for the course

a. The student will be able to calculate stresses, strains and deformations due to axial, bending, torsional or combined loading scenarios under elastic conditions of plane stress. [Adapted from program outcome 6, and ABET criterion 3 outcome (e)]

b. The student will be able to describe the relationships between geometric and material properties of a member and the stresses and strains resulting from axial, bending, torsional or combined loading scenarios. [Adapted from program outcome 1, and ABET criterion 3 outcome (a)]

c. The student will be able to design a member in axial, bending, torsional or combined loading scenarios to meet the maximum allowable stresses, strains or deformations within a given factor of safety. [Adapted from program outcome 3, and ABET criterion 3 outcome (c)]

7. Brief list of topics to be covered a. Definitions of stress and strain b. Stress-strain curves and Hooke’s Law c. Stresses and strains due to axial, bending, torsional or combined loading scenarios d. Deformations due to axial, bending, torsional or combined loading scenarios e. Stress transformations f. Superposition g. Stresses and strains developed in thin-walled pressure vessels h. Design of beams i. Statically indeterminate axially loaded members and bending beams j. Thermal stresses

1. CE 215 – Mechanics of Materials 2. 3 credits 3. Devlin Montfort 4. Mechanics of Materials, 8th ed. Hibbeler, R.C., 2011

a. MasteringEngineering online platform

5. Specific Course Information a. Concepts of stress, strain, and their relationships; axial loads, torsion and bending; combined

stress; properties of materials; columns, repeated loadings. b. No prerequisites or co-requisites c. Required

6. Specific goals for the course a. The student will be able to calculate stresses, strains and deformations due to axial, bending,

torsional or combined loading scenarios under elastic conditions of plane stress. [Adapted from program outcome 6, and ABET criterion 3 outcome (e)]

b. The student will be able to describe the relationships between geometric and material properties of a member and the stresses and strains resulting from axial, bending, torsional or combined loading scenarios. [Adapted from program outcome 1, and ABET criterion 3 outcome (a)]

c. The student will be able to design a member in axial, bending, torsional or combined loading scenarios to meet the maximum allowable stresses, strains or deformations within a given factor of safety. [Adapted from program outcome 3, and ABET criterion 3 outcome (c)]

Departmental Outcome Role of CE 215

(1) A firm foundation and knowledge of mathematics, science, and engineering principles and the ability to apply the knowledge (Outcome a)

Students are guided in the application of static equilibrium, the conservation of mass and energy, algebraic manipulation and the fundamentals of derivatives and integrals, and are assessed on their success in these applications.

(3) An ability to design a component, system, or process to meet desired needs and imposed constraints (Outcome c)

Students practice designing simple members in axial, bending, torsional or combined loading scenarios to meet the maximum allowable stresses, strains or deformations within a given factor of safety.

(4) The ability to think logically, critically, and creatively

Students are required to include logic maps on each homework problem, outlining the underlying logic of their approach.

(6) The ability to identify, formulate, and solve civil engineering problems (Outcome e)

Students are required to calculate stresses, strains and deformations due to axial, bending, torsional or combined loading scenarios under elastic conditions of plane stress.

7. Brief list of topics to be covered a. Definitions of stress and strain b. Stress-strain curves and Hooke’s Law c. Stresses and strains due to axial, bending, torsional or combined loading scenarios d. Deformations due to axial, bending, torsional or combined loading scenarios e. Stress transformations f. Superposition g. Stresses and strains developed in thin-walled pressure vessels h. Design of beams i. Statically indeterminate axially loaded members and bending beams j. Thermal stresses

1. Course Number and Name: CE 302 – Introduction to Surveying with CAD 2. Credits & Contact Hours:

Credits: 2 Contact Hours: 2 - 50 minute lectures per week, 2 - 2 ½ hour labs per week Note: Class only runs for 8 of the 16 weeks during Fall Semester

3. Instructor: Dr. Karl Olsen (Fall 2012) 4. Textbook:

Wolf, P. R., Ghilani, C. D., Elementary Surveying: An Introduction to Geomatics, 11th ed., Pearson Prentice Hall, 2006

5. Specific Course Information

a 2012 Catalog Data: 302 Introduction to Surveying 2 (1-3) Prereq Math 171, certified civil engineering or construction management major. Surveying data collection, analysis and application; measuring distances and angles using total stations and global positioning systems; analysis of errors in measurements.

b Prerequisites:

Math 171 (Calculus I)

c Required Course 6. Specific Goals for the Course:

The student will be able to: Concepts ● accomplish several fundamental field surveying tasks, including leveling and measurement of distances

and horizontal and vertical angles using tapes, total stations, and global positioning systems; ● convert between surveying distance and angle units; ● define and group the types of errors in surveying and address each type of error; ● complete, correct, and check a set of leveling notes; ● to collect and analyze data with global positioning systems; ● define and compare the practices and uses of mapping, boundary, construction, and control surveys; ● sketch a lot layout given a public lands system description and write a description of the lot. ● perform earthwork calculations; ● perform the necessary calculations to layout horizontal and vertical curves

Software (Civil 3D - Autodesk) ● use AutoCAD and AutoDesk Civil 3D software to prepare engineering drawings and perform layout and

calculations utilizing survey data collected. ○ Settings and Styles ○ Import Points from a Data File ○ Separate Points into Point Groups ○ Create Features (Parcels, Alignments, Profiles, Pipe Layouts, Gradings) ○ Calculate Cut and Fill

Course Outcomes: This course contributes to the following educational outcomes. A description of how the course contributes to each outcome is described in the table below.


Outcome 1 - A firm foundation and knowledge of mathematics, science and engineering principles and ability to apply knowledge.

Knowledge of mathematics is required for surveying calculations and knowledge of science is required for understanding how surveying equipment collects data and how and why adjustments must be made to data collected.

Outcome 4 - The ability to think logically, critically and creatively.

Students will work with surveying equipment applying theoretical knowledge to practical situations.

Outcome 5 - The ability to work in multidisciplinary teams.

Students work on teams when using surveying equipment to collect data and on class projects. Students evaluate team performance.

Outcome 6 - The ability to identify, formulate and solve civil engineering problems.

Several homework problems, in-class exercises, and lab problems are assigned.

Outcome 7 - The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice.

Students use Total stations in the labs to become familiar with common surveying tools. Civil 3D is used extensively in this course to prepare engineering design plans.

Outcome 8 - An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society.

Professional responsibility associated with the profession of surveying, engineering, and construction management is discussed.

Outcome 9 - The ability to communicate effectively in written, oral and graphical forms.

Students are graded on the presentation quality of all lab assignments and prepare both graphs and CAD drawings.

7. Topics Covered:

● Measuring, adjusting and laying out a traverse ● Measurements (Significant Figures, Angles, Distance, Errors) ● Measuring and adjusting a level loop ● Earthwork Calculations ● Horizontal and Vertical Curves ● Public Lands and Mapping

Prepared by: Karl Olsen, December 2012

1. Course Number and Name: CE 303 – Computer Applications for Civil Engineers

2. Credits & Contact Hours: Credits: 2 Contact Hours: 1 - 50 minute lectures per week, 1 - 2 ½ hour labs per week

3. Instructor: Dr. Karl Olsen (Spring 2012) 4. Textbook: None 5. Specific Course Information:

● 2012 Catalog Data: 303 Civil Engineering Computer Applications 2 (1-3) Prereq Cst M 254; certified civil engineering major. Advanced civil engineering computer applications including Geographical Information Systems, CIVIL3D and Excel.

● Prerequisites:

○ Cst M 254 (AutoCAD Drafting)

● Required Course 6. Specific Goals for the Course: The course has the objective of introducing the students to three (3) computer applications used in civil engineering. The student will:

○ be able to effectively navigate each of the three computer programs ○ understand the potential of each computer program ○ attain a methodology for learning new computer programs

Course Outcomes: This course contributes to the following educational outcomes. A description of how the course contributes to each outcome is described in the table below. Outcome Role of CE 303


Labs and projects are all tied to specific engineering scenarios which introduce students to using computer programs to effectively and efficiently apply their engineering knowledge to real world scenarios.


Labs covering Excel focus on allowing students to process data more efficiently through various methods including programming macros.


Labs and projects contain engineering problems from various civil engineering disciplines, the computer programs are used as a means to assist in solving the problems after they are formulated.

Outcome 7 - The ability to use appropriate modern techniques, skills and tools, including

Computer applications are used for each lab and project in the class. Students are introduced to the computing

computer applications, necessary for engineering practice.

environment as well as a methodology for learning new computer programs.


A majority of labs and projects include an emphasis on the graphical communication of information and ideas. Including template layout and section views

7. Topics Covered: Excel:

● Basic Principles (Formatting Tables, Creating Graphs, Formatting Graphs) ● Referenced Formulas ● Functions (If Statements, Max Function, Countif Function, Rank/Sort, Lookup Functions) ● User Defined Constants ● Goal Seek ● Pivot Tables ● Macros (Recording a Macro, Using Relative Reference, Editing a Macros) ● VBA Programming (For Loop, If statement, Call Statements)

ArcGIS

● Adding and Visualization of Data to Maps ● Creating and Modifying templates ● Creating new maps (Shapefiles, Creating Template Legends, Inserting Features in a Shapefile) ● Data (Import Data from File, Adding Attributes to a Shapefile, Joining data to files) ● ArcToolbox (Clipping Tool, Buffer Tool, Raster Clipping Tool) ● DEM - Elevation Extraction ● Selecting the appropriate projections of a map (Based on location and geometry) ● Calculating the values of various geometries (line, perimeter, area)

Revit Structure

● Create and modify Templates and views of model ● Create and modify basic structural features ● Create a basic structure model from basic features ● Render a structural model of a building. ● Add loadings to a structural model ● Use Robot to perform structural analysis of loadings.


1. Course number and name: CE 315 – Fluid Mechanics


3. Instructor’s or course coordinator’s name: Liv M. Haselbach, Fall, 2012

4. Text book: Young et al. (2011), A Brief Introduction to Fluid Mechanics, 5th Ed., J. Wiley & Sons b. Other Supplemental Materials: Some miscellaneous handouts such as Betz Law


d. Catalog description: e. 315 Fluid Mechanics 3 Course Prerequisite: ME 212; certified major in Civil Engineering. Fluid

statics, laminar and turbulent flow, similitude, pipe flow, boundary layer, lift and drag and measurement techniques.

f. Prerequisites or co-requisites: ME 212- Dynamics, Certified major in Civil engineering

g. Required

6. Specific goals for the course c. Outcomes of instruction are for the student to be able to: 1. Use fluid properties such as density, viscosity, vapor pressure and surface tension in fluid calculations. 2. Measure and calculate pressure in engineered systems. 3. Calculate hydrostatic and buoyant forces on objects. 4. Use the 3 control volumes equations of continuity, linear momentum & energy to solve fluid problems. 5. Explain the physical differences between laminar and turbulent flow. 6. Utilize Poiseuille’s Law (laminar) & the Moody Diagram (turbulent) to analyze friction losses in pipes. 7. Estimate head loss, pumping input, and turbine output in hydraulic systems. 8. Use dimensional analysis and dimensionless numbers (Re and Fr) to evaluate scaling & modeling issues. 9. Use sound engineering judgment to make appropriate assumptions and perform fluid calculations. 10. To work in small groups.

d. Student outcomes addressed by this course:



Knowledge from Fluid Mechanics of Materials is applied for many subsequent courses and applications from water to air resources and energy to environmental mass balances. The course relies on Newton’s laws of motion, as well as the fundamental thermodynamic principles and the conservation of mass and energy.


Many of the group problems, homework assignments and quiz problems require that a problem be outlined, assumptions made, models applied etc. to arrive at a solution.

(5) The ability to work in multidisciplinary teams (Outcome d)

In the group problems, students are randomly grouped with other civil engineering students.


Numerous homework exercises with various levels of difficulty are assigned.

(9) The ability to communicate effectively in written, oral, and graphical forms (Outcome g)

Frequent daily questions are common for class oral participation.

(11) A knowledge of contemporary issues (Outcome j)

Many of the group problems relate to modern sustainability issues as do many of the examples from the text.

7. Topics: 1. Fluid characteristics 2. Fluid statics 3. Bernoulli’s equation and hydraulic and energy grade lines 4. Control volumes: Continuity 5. Control volumes: Linear Momentum 6. Control volumes: Energy 7. Dimensional Analysis and Similitude 8. Brief introduction to drag and lift 9. Flow in Pipes (Laminar, turbulent and Moody’s diagram) 10. Brief introduction to open channel flow

1. Course number and name: CE 315 – Fluid Mechanics


3. Instructor’s or course coordinator’s name: Marc Beutel and Liv M. Haselbach

4. Text book: Young et al. (2011), A Brief Introduction to Fluid Mechanics, 5th Ed., J. Wiley & Sons c. Other Supplemental Materials: Some miscellaneous handouts such as Betz Law


h. Catalog description: Fluid statics, laminar and turbulent flow, similitude, pipe flow, boundary layer, lift and drag and measurement techniques.

i. Prerequisites or co-requisites: ME 212- Dynamics, Certified major in Civil engineering j. Required course in program: Yes, CE 315 is required for all Civil Engineering Majors.


e. Outcomes of instruction are for the student to be able to: 11. Use fluid properties such as density, viscosity, vapor pressure and surface tension in fluid calculations. 12. Measure and calculate pressure in engineered systems. 13. Calculate hydrostatic and buoyant forces on objects. 14. Use the 3 control volumes equations of continuity, linear momentum & energy to solve fluid problems. 15. Explain the physical differences between laminar and turbulent flow. 16. Utilize Poiseuille’s Law (laminar) & the Moody Diagram (turbulent) to analyze friction losses in pipes. 17. Estimate head loss, pumping input, and turbine output in hydraulic systems. 18. Use dimensional analysis and dimensionless numbers (Re and Fr) to evaluate scaling & modeling issues. 19. Use sound engineering judgment to make appropriate assumptions and perform fluid calculations. 20. To work in small groups.

f. Student outcomes addressed by this course:

Outcome* Role of CE 315


CE 315 gives students a foundation in Engineering Fluid Mechanics by exposing them to hydrostatics, fluid kinematics, fluid measurements, etc. Students apply mathematics to derive governing equations, reduce equations, and solve engineering problems. Students use engineering principles in homework, quizzes, and in-class group problems/projects.

*Outcomes 2,3,7,8,10 are not addressed by this course

7. Topics: 1. Fluid characteristics 2. Fluid statics 3. Bernoulli’s equation and hydraulic and energy grade lines 4. Conservation of mass 5. Conservation of momentum 6. Conservation of energy 7. Dimensional Analysis and Similitude 8. Brief introduction to drag and lift 9. Flow in Pipes (Laminar, turbulent and Moody’s diagram) 10. Brief introduction to open channel flow


Many of the group problems, homework assignments and quiz problems require that a problem be outlined, assumptions made, models applied etc. to arrive at a solution. Students use their creativity in design projects and open-ended in-class projects.

(5) The ability to work in multidisciplinary teams (Outcome d)

In the group problems/projects, students are randomly grouped with other civil engineering students, some of which from different emphasis areas. This prepares students to work in multidisciplinary groups.


Skills in identifying, formulating and solving fluid mechanics problems are learned and applied through bi-weekly homework assignments, quizzes, and open-ended group projects.


Students learn written communication skills through homework, quizzes, and exams. Students learn oral communication skills through in-class oral questions and group projects. Students learn graphical communication through group projects.


Many of the group problems and in-class questions relate to modern sustainability and fluid mechanics issues as do many of the examples from the text.

1. Course number and name: CE 317 – Geotechnical Engineering I

2. Credits and contact hours: Credits: 3; Contact Hours: three 50-minute classes per week, one 2-hour-laboratory session per week

3. Instructor’s or course coordinator’s name: Tae-Hyuk Kwon, Fall, 2012

4. Text book: An Introduction to Geotechnical Engineering, Holtz, Kovacs, and Sheehan, Prentice Hall,

2nd Edition, 2011.

5. Specific course information k. Catalog description:

C E 317 [M] Geotechnical Engineering I 3 (2-3) Prereq CE 215 with a C or better; CE315 or concurrent enrollment; certified major in CE or instructor permission. Soils, index properties, and classification of soils; compaction; effective stress; seepage; consolidation and shear strength.

l. Prerequisites or co-requisites: CE 215 Mechanics of Materials, and CE 315 Fluid Mechanics (can be taken concurrently).

m. Required

6. Specific goals for the course g. Outcomes of instruction

1. An understanding of the physical and mechanical characteristics of soils and how these relate to the engineering behaviors of soils.

2. An understanding of geotechnical engineering terminology and the ability to communicate with other engineers on the topics of geotechnical engineering.

3. An understanding of the various types of soils that can be encountered and the ability to determine necessary parameters required for engineering analysis of the soil of interest.

4. The ability to apply geotechnical engineering principles to geo-engineering applications such as stability analysis of geo-structures.

5. An understanding of the meaning and measurement of parameters for geotechnical engineering design.

6. The ability to determine important geotechnical parameters, including index properties, soil classification, permeability, compressibility, total stress, pore water pressure, effective stress, and shear strength parameters.

h. Student outcomes addressed by this course:



Fluid and solid mechanics principles are used to study the engineering behavior of soils and analyze the geotechnical structures. Differential equations describing steady fluid flow through soils and consolidation are developed and solved using analytical

as well as numerical techniques. Strength deformation behavior of soils is described. Students use the above principles to solve relevant geotechnical engineering problems throughout the course.

(2) An ability to design and conduct experiments and the ability to analyze the data, interpret results and draw conclusions.

The course has a weekly laboratory where the principles learned in class are used to conduct experiments, interpret results to obtain relevant parameters, and draw conclusions on their significance to practice.

(4) The ability to think logically, critically, and creatively (Outcome d)

Numerous homework and laboratory exercises developed on the topics of geotechnical structures require logic, critical thinking, and creativity.


Numerous homework and laboratory exercises on the topics of design problems of geotechnical structures, such as compaction, seepage and consolidation problems emphasize the need to create a suitable working model of the soil profile, identify the governing engineering phenomenon, and develop solutions.

(7) The ability to use appropriate modern techniques, skills, and tools, including computer applications, necessary for engineering practice (Outcome k)

The course uses the most up-to-date techniques for the solution of geotechnical engineering problems. Use of spreadsheets is mandatory for laboratory data analysis, and the numerical solution of flow equations.


Lab reports include text and graphs from designed laboratory exercises. Writing, composition, neatness, and clarity of presentation of the laboratory report count for a significant portion of the course grade. The course uses GenEd 302 to improve writing skill in writing lab reports.

7. Topics:

11. Introduction to the discipline of Geotechnical Engineering 12. Index Properties 13. Classification of Soils 14. Soil Structure and Clay Minerals 15. Compaction 16. Effective Stress 17. Permeability and Water Flow in Soils 18. Seepage Analyses 19. Consolidation 20. Shear Strength of Soils

Prepared by Tae-Hyuk Kwon, June 2012

1. Course number and name: CE 317 - Geotechnical Engineering I

2. Credits and contact hours: Credits: 3; Contact hours: 2 75-minute lectures and 1 150-minute laboratory per week.

3. Instructor’s or course coordinator’s name: Akram Hossain, Fall, 2012.

4. Text book: Principles of Geotechnical Engineering, Das, B. M., 7th ed., 2006. a. Other Supplemental Materials: Lecture notes prepared by Dr. Hossain.


a. Catalog description Structure, index properties, and classification of soils; compaction; effective stress; seepage; consolidation and shear strength.

b. Prerequisites or co-requisites CE 215 with a C or better; CE 315 or concurrent enrollment; certified major in Civil Engineering.

c. Required


1. Measure geotechnical properties of soils with hands on laboratory experience. 2. Relate physical and mechanical characteristics of the soil with its engineering behavior. 3. Apply geotechnical engineering principles in civil engineering design.

b. Student outcome addressed by the course


(1) A firm foundation and knowledge of mathematics, science and engineering principles and ability to apply the knowledge (Outcome a)

Knowledge from Mechanics of Materials, Fluid Mechanics, and CE 317 are applied in assessing engineering properties of soils, estimating seepage flow, estimating settlement of structures, and degree of compaction needed for a given soil to support structures.

(2) An ability to design and conduct experiments and the ability to analyze the data, interpret results and draw conclusions (Outcome b)

Students conducted a number of experiments to gather data pertaining to engineering properties of soils. The data were then analyzed and included in reports with interpretations and conclusions.

(3) The ability to think logically, critically and creatively

Data collection, data analysis and interpretation, assessing engineering properties of soils and their application in design required the students to think the logically, critically, and creatively.

(4) The ability to identify, formulate and solve civil engineering problems (Outcome e)

Quite a few homework exercises with varying degrees of difficulty were assigned to achieve this goal. For example, students were asked to estimate primary and secondary consolidation settlements for structures.

(5) The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice (Outcome k)

The students needed to use MSWORD and MSEXCEL.

(6) The ability to communicate effectively in written, oral and graphical forms (Outcome g)

The students were required to write reports on laboratory experiments. The reports required the students to summarize the data in graphical form in some cases.

7. Topics

1. Introduction to the discipline of Geotechnical Engineering 2. Index Properties 3. Classification of Soils 4. Soil Structure and Clay Minerals 5. Compaction 6. Permeability 7. Effective Stress 8. Seepage 9. Consolidation 10. Shear Strength

1. Course Number & Name: CE 322 – Transportation Engineering 2. Credits & Contact Hours:

Credits: 3 Contact Hours: 3 - 50 minute lectures per week

3. Instructor: Dr. Karl Olsen (Spring 2013) 4. Textbook (required):

Principles of Highway Engineering and Traffic Analysis, 4th edition, Mannering, F., Kilareski, W., and Washburn, S., John Wiley & Sons, Inc., 2008

5. Specific Course Information:

● 2012 Catalog Data: 420 Multidisciplinary Engineering Design I 3 (1-4) Course Prerequisite: Senior standing; certified engineering major. Needs analysis and conceptualization of technological products and business plan for target market; multidisciplinary team development.

● Prerequisites:

CE 302 (Surveying), MATH 360 (Probability and Statistics)

● Required Course 6. Specific Goals for the Course: The course has the objective of introducing the fundamentals of transportation/highway engineering to the civil engineering undergraduate students. At the completion of the course students will:

● have a basic understanding of curve design and stationing and have all of the tools to begin a basic design of a highway section.

● a basic understanding of traffic flow and queuing theory and familiarity with the deterministic and probabilistic assumptions made for vehicle arrivals and departures.

● have the knowledge needed to conduct capacity and level of service analyses, familiarity with the terminology used in such analyses, and the background needed to use the Highway Capacity Manual (HCM) capacity and level of service analysis methods.

● have a familiarity with the elements of signal control, signal timing, signal timing theory, and terminology. ● have an understanding of the current state of traffic forecasting, and some critical insight into the deficiencies of

forecasting methods currently used in practice. Course Outcomes: This course is contributing towards the following educational outcomes set forth by the CE department. The following table offers details by outcome.


Outcome 1 - A firm foundation and knowledge of mathematics, science and engineering principles and the ability to apply the knowledge

Knowledge of engineering mechanics and mathematics is applied for geometric design of highways. The same knowledge is used as a basis to evaluate the performance of road vehicles on highways.

Outcome 2 - An ability to design and conduct experiments and the ability to analyze the data, interpret results and draw conclusions

Realistic design problems of highway components such as vertical and horizontal curves, superelevation, and design speed are introduced to deal with pavement design factors such as vehicle performance, geometric condition, and given speed limit.

Outcome 3 - The ability to design a component, system or process to meet desired needs and imposed constraints

In-class examples and homework assignments are intended to design critical highway components in terms of geometric and structural aspects.

Outcome 4 - The ability to think logically, critically and creatively (outcome added by constituents)

The homework assignments are requiring logic and creativity. Critical design factors can be assumed logically or chosen from the tables.

Outcome 6 - The ability to identify, formulate and solve civil engineering problems

Homework exercises with various levels of difficulty are assigned. In-class examples and tests are designed for solving civil engineering problems related to highway structure design.

Outcome 7 - The ability to use appropriate modern techniques, skills, and tools, including computer applications, necessary for engineering practice

The most recent version of geometric design guideline (A police on geometric design of highways and streets, 2004) and pavement structure design (AASHTO 2002 design guideline) are introduced.

Outcome 9 - The ability to communicate effectively in written, oral and graphical forms

Assignment reports/quizzes/tests include text and drawings.

7. Topics:

1 Transportation Economics 2 Land Use and Transportation 3 Road Vehicle Performance 4 Geometric Design of Highways 5 Introduction to Pavement Design 6 Fundamental of Traffic Flow and Queuing Theory 7 Level of Service Analysis

Prepared by: Karl Olsen, September 2012

1. Course number and name: CE 330 – Introduction to Structural Engineering

2. Credits and contact hours: Credits: 3; Contact Hours: Three 50-minute classes per week

3. Instructor’s or course coordinator’s name: David G. Pollock, Spring, 2013

4. Text book: Structural Analysis, Kassimali, A., 2010. d. Other Supplemental Materials: Structural analysis software, Visual Analysis.


Catalog description:

330 Introduction to Structural Engineering 3 Prereq C E 215 with a C or better; certified major in C

E or instructor permission. Introduction to structural analysis and design; structural modeling;

design philosophies; deflections; indeterminate analysis by the Force Method.

8. Prerequisites or co-requisites: CE 215, Mechanics of Materials

9. Required

6. Specific goals for the course Outcomes of instruction

1. The ability to apply principles from Statics and Mechanics of Materials to structural engineering applications, including trusses, beams, and frames.

2. An understanding of design philosophies and their application to elementary design applications. 3. An understanding of the various types of loads that are applied to structures and the ability to

determine structural demand from proper combinations of them. 4. The ability to compute structural deflections in trusses, beams, and frames, including an

understanding of energy and virtual work concepts. 5. An understanding of statically indeterminate structural behavior and the ability to compute resulting

reactions and internal forces using the Force Method. 6. An understanding of influence lines and their use in determining demand from moving loads. 7. Exposure to modern software for structural analysis. Student outcomes addressed by this course:



Knowledge from Mechanics of Materials is applied for the evaluation and design of structural components. Concepts of energy balance and virtual work are introduced and applied for computation of deflections.


A design project is assigned involving the design and construction of a bridge within constraints for economy, performance, safety, constructability, and efficiency.


The design project is open-ended, requiring logic and creativity.


Numerous homework exercises with various levels of difficulty are assigned. Design project is open-ended.


Structural analysis software, Visual Analysis, is introduced and used throughout the course, especially for design problems and projects. AutoCAD is required for drawings that accompany design reports.

(8) An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society (Outcome f)

Design philosophy is introduced with an emphasis on public safety.


Design reports include text and AutoCAD drawings.

(12) Recognition of the importance of life-long learning and the benefits of being active in professional societies such as ASCE (Outcome i)

The design project requires students to deal with materials and loads not covered in class.

7. Topics: 1. Classification of structures and loads 2. Analysis of statically determinate structures 3. Philosophy of design, with emphasis on LRFD approach 4. Analysis and design of statically determinate trusses 5. Analysis of beams and frames 6. Deflection of beams using moment-curvature approach 7. Deflection of trusses, beams, and frames using the Principle of Virtual Work 8. Introduction to statically indeterminate structures and analysis using the Force Method 9. Consideration of live load placement through the use of influence lines

1. COURSE NUMBER AND NAME: CE 341 – Introduction to Environmental Engineering. “Water Portion” of the Course – ½ Semester

2. CREDITS AND CONTACT HOURS: 3 credits with three 50 min. lectures/wk

3. INSTRUCTOR: David Yonge (water section) Fall 2012

4. TEXTBOOK: Masters, G. and M. Wendell, Introduction to Environmental Engineering and Science, 3rd

ed., Pearson/Prentice Hall, 2007.

5. SPECIFIC COURSE INFORMATION:

Catalog Data: CE 341 – Introduction to Environmental Engineering 3 Prereq Chem 105; rec MBioS 101. Impact of pollutants on the environment; pollution sources and sinks; engineering aspects of air and water quality; introduction to pollution control.

6. SPECIFIC GOALS FOR THE COURSE: Outcomes of Instruction

The student will be able to: • Define major categories of pollutants and their potential environmental impact, • Understand the major laws that are used to protect water quality, • Understand the mass balance concept and use mass balances to solve problems, • Use, understand, and calculate BOD5 and UBOD to determine dissolved oxygen concentration

downstream of a discharge by application of the Streeter-Phelps equation, • Understand and apply basic aquatic chemistry concepts, • Describe the nitrogen and phosphorous cycle in a lake as they relate to eutrophication, • Discuss primary and secondary drinking water standards, • Discuss the purpose and basic processes in drinking water and wastewater treatment.

Course Outcomes: This course is contributing towards the following educational outcomes set forth by the CEE department. The following table offers details by outcome. Outcome Role of CEE 341 Outcome 1. A firm foundation and knowledge of mathematics, science and engineering principles and the ability to apply the knowledge

The course introduces the student to the basic mathematical and scientific analysis tools used to describe water pollution sources and sinks. Lectures, homework and exams emphasize a physical understanding of water pollution phenomena and application of mathematical methods (e.g., mass balances) to analyze these processes.

Outcome 10: Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues.

Topic areas are focused on the impact of human activities on the environment. The course covers broad, multidisciplinary learning objectives that foster an awareness of pollution and its impacts.

Outcome 11. A knowledge of contemporary issues.

Water quantity and quality is an important contemporary issues and this course provides students with the basic understanding of these issues and the basic tools needed to understand environmental issues. The course is continually updated with information that is new to the field of study. For example, emerging contaminants are presented/discussed as well as other environmentally significant issues that appear in the news or scientific publications.

1. CE 341 INTRODUCTION TO ENVIRONMENTAL ENGINEERING “AIR Portion” of the Course – ½ Semester 2. 3 credits, class meets M,W,F for 50 minutes. 3. Instructor: Tom Jobson 4. Textbook: Masters & Ela, Environmental Engineering and Science 3nd Edition, 2008. 5. Course information a. catalog description: CE 341 – Introduction to Environmental Engineering Impact of pollutants on the environment; pollution sources and sinks; engineering aspects of air and water quality; introduction to pollution control. b. prerequisites: Chem 105. c. required course 6. Specific Goals for the Course The main objectives are: • to provide an overview of the more common forms of air pollution and their impact on the environment • to introduce the fundamental principals governing the fate and transport of pollutants • to introduce environmental engineering terminology • to provide a foundation for the continuation to a more theoretical and applied aspects of air pollution

chemistry, measurements, and modeling. Major concepts: law of conservation of mass and the law of conservation of energy. These fundamental principles are used to derive formulas and solve problems as they relate to the impact of energy related emissions on the environment. a. outcomes of instruction Outcome Role of CE 341 (1) A firm foundation and knowledge of mathematics, science, and engineering principles and the ability to apply the knowledge

Knowledge from physics and chemistry is applied to understanding the transport and chemistry of air pollution. Concepts of energy and mass balance are applied to understanding pollution fate and climate impacts.

(3) An ability to design a component, system, or process to meet desired needs and imposed constraints

Box modeling and Gaussian plume modeling exercises are used to determine design constraints on indoor ventilation systems and siting limitations for large point sources of pollution.


Homework questions can often have several approaches for a solution requiring students to think critically about how to answer a problem.

(6) The ability to identify, formulate, and solve civil engineering problems


(8) An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society

Pollution controls are introduced with an emphasis on environmental and public health.

(9) The ability to Homework and tests require written answers, tables, plots,

communicate effectively in written, oral, and graphical forms

and sketches.

(12) Recognition of the importance of life-long learning and the benefits of being active in professional societies such as ASCE

Discussion of climate change illustrates that engineering solutions related to pollution mitigation will be continuously proposed throughout their careers.

7. List of topics covered 1. Energy Fundamentals (Chapter 1.4) 2. Global Atmospheric Change (Chapter 8) Structure and Composition of the Atmosphere Global Temperature & Energy Balance The Greenhouse Effect Sources of Greenhouse Gases Radiative Forcing of Climate Global Warming Potential Stabilizing Greenhouse Gases Geoengineering 3. Air Pollution (Chapter 7) Criteria Air Pollutants & Photochemical Smog Pollution Control Devices: Vehicles, Stationary Sources Indoor Air Quality

Analytical models for mass transport: Box Modeling Gaussian Plume Model

1. CE 351 – Water Resources Engineering 2. Credits: 3 Contact hours: 3 3. Instructor: Cara Poor, Jenny Adam, Marc Beutel 4. Text: Mays, L.W., Water Resources Engineering, Second Edition, John Wiley and Sons, 2011.

a. other supplemental materials: a notebook containing lecture handouts prepared by instructor 5. Specific Course Information

a. catalog description: Application of fluid mechanics to hydraulic infrastructure, principles of open channel flow, and introduction to surface and ground water hydrology.

b. Prerequisites: CE 315; certified major in CE or instructor permission c. Required

6. Specific Goals for the Course

a. Outcomes of Instruction - At the end of this course, the student will:

1. be familiar with the concepts of water resources engineering; 2. calculate energy loss in pipes and fittings using multiple approaches and equations; 3. be familiar with pump types and their benefits and drawbacks; 4. construct a system curve and select a pump based on a given design flow; 5. be familiar with the hydrologic cycle and the equations that describe the processes in the hydrologic

cycle; 6. describe quantitatively and qualitatively precipitation, evapotranspiration, and infiltration; 7. be familiar with the concepts and calculations associated with surface water flow, including overland

flow and open channel flow.

b. Student Outcomes Addressed by Course: Course Outcomes: This course is contributing toward the following educational outcomes. The table below offers details by outcome.

Outcome Role of CE 351 1: A firm foundation and knowledge of mathematics, science and engineering principles and the ability to apply knowledge

Knowledge of Fluid Dynamics is applied for the analysis and design of hydraulic components. Estimation techniques for components of the hydrologic cycle and surface water runoff are introduced and applied.

3: The ability to design a component, system or process to meet desired needs and imposed constraints

Homework assignments include the design of an open channel, pipeline, and pump selection. The final is a hydraulic conveyance design project that is open-ended within the constraints of required capacity and performance.

4: The ability to think logically, critically, and creatively

The final design project is open-ended, requiring logic and creativity.

6: The ability to identify, formulate and solve civil engineering problems

Several homework problems with various levels of difficulty are assigned. The final

design project is open-ended. 7: The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice

Hydrologic models, HEC-HMS, SWMM, and PRMS, are introduced in the course. Extensive use of excel, including the macros, are required for several of the homework assignments.

9: The ability to communicate effectively in written, oral, and graphical forms

Several homework assignments and the final design project include a memorandum or letter describing results. Analysis plots are also required.

11: A knowledge of contemporary issues Class discussion includes environmental, social, and economic aspects of hydraulic projects, and the demand/supply issues experienced in the Western U.S. Students are often required to read articles from ASCE’s Civil Engineering magazine and other sources, and these articles are discussed in class.

12: Recognition of the importance of life-long learning and the benefits of being active in professional societies such as ASCE

Pipeline design and pump selection requires students to look up values in tables provided by the Hydraulic Institute and use the internet to find an appropriate pump manufacturer.

7. Topics:

• Water Distribution with Pipelines and Pumps (headloss in pipes and fittings, design of pipelines, system curves and pump curves, pump selection)

• Open Channel Flow (energy and momentum, mannings equation, critical depth, most efficient hydraulic section, flow profiles, discharge measurement)

• Estimation of Components of the Hydrologic Cycle • Surface Water Runoff (IDF curves, synthetic unit hydrographs, SCS unit hydrographs)

Prepared By: Cara J. Poor, August 2012

1. Course number and name: CE 400 – Highway Materials Engineering

2. Credits and contact hours: Credits: 3; Contact Hours: two 55-minute lectures and one 3-hour lab session per week

3. Instructor’s or course coordinator’s name: Shihui Shen, Fall, 2012

4. Text book: Materials for Civil and Construction Engineers, Third Edition, Michael S. Mamlouk, John

P. Zaniewski, by Prentice Hall. e. Other Supplemental Materials: Course notes, prepared by instructor; LTPP Bind software; Design

and Control of Concrete Mixtures, Published by Portland Cement Association, Skokie IL, 1988.

5. Specific course information Catalog description:

CE400 - Highway Materials Engineering 3 (2-3) Prereq Engl 402; Math 360 or Math 370 or c//; senior standing; certified major in C E or instructor permission. Basic properties and mix designs of aggregates, asphalt, concrete and recycled materials; quality assurance, quality control.

• Prerequisites or co-requisites: Engl 402; Math 360 or Math 370 or c//

• Elective

6. Specific goals for the course Outcomes of instruction 1. Understand the physical and mechanical properties of highway materials (asphalt, aggregate,

cement, concrete). 2. Test and evaluate the physical and mechanical properties of highway materials (aggregate, Portland

cement concrete, asphalt binder, and asphalt mixture) in the laboratory. 3. Select materials with properties that comply with state and national highway specifications. 4. Design asphalt mixes and Portland cement concrete that meets the specified load and environmental

factors. 5. Understand and apply fundamental theories such as viscoelasticity and time-temperature principles

to explain field performance of roadways under different climate and load conditions. 6. Understand field construction procedures.

Student outcomes addressed by this course:


Outcome #1 A firm foundation and knowledge of mathematics, science and engineering principles and ability to apply knowledge.

Statistics principles are used in order to develop regression models based on data obtained from laboratory testing of asphalt binder. Basic mechanics principles are used to explain the responses of asphalt binder and mixtures tested throughout the course. Theories such as viscoelasticity, time-temperature superposition, creep, and cement hydration are applied to explain material engineering properties and link those properties with roadway performance.

Outcome #2 The ability to The course has a weekly laboratory where students conduct

design and conduct experiments and the ability to analyze the data, interpret results and draw conclusions.

experiments on highway materials. The students write reports documenting the experiment results and findings. This course also has a design project that students will work in groups to design innovative/sustainable highway materials in the laboratory.

Outcome #4 The ability to think logically, critically and creatively.

Case studies are discussed in order to relate documented field observations to engineering principles learned during the course. The design project allows students to critically and creatively design a highway material that should serve for specific engineering needs/requirements.

Outcome #6 The ability to identify, formulate and solve civil engineering problems.

Homework with various levels of difficulties is assigned to the students targeting on both fundamental principles and practical engineering practices.

Students in groups are required to identify design project topics targeting on one or more highway engineering problems such as durability, energy saving, pollutant reduction, economical, sustainability, etc. They will then perform the design projects through literature review, experimental testing and analysis, and concluding how their engineering problems have been solved.

Outcome #7 The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice.

State and national design procedures and manuals are used in the course homework and project. Computer tools like excels are used to generate engineering figures and plots. Free software such as LTPP Bind is used to select asphalt binder to be used for specific field construction projects.

Outcome #9 The ability to communicate effectively in written, oral and graphical forms.

Students are required to prepare reports documenting the laboratory results and providing discussion on experiment findings following a professional format. Students are required to present their design project orally with the aid of power point slides.

Topics: 1. Aggregate Shape and Mechanical Properties. 2. Types and Properties of Asphalt Binder. 3. Mix Design and Characterization of Asphalt Mixes. 4. Properties and Mix Designs of Recycles Materials. 5. Quality Assurance and Quality Control. 6. Properties of Fresh Concrete. 7. Properties of Hardened Concrete. 8. Concrete Mix Design.

CE 401 - Climate Change Science and Engineering

Senior Elective

2012 catalog data: 401 Climate Change Science and Engineering 3 Prereq Chem 105; Math 172; Phys 201. Engineering solutions for climate change problems; basic science of climate change, engineering for mitigation and adaptation, and climate change policy. Prerequisites: Chemistry 105, Math 172, Physics 201 Textbook: MacKay, David, Sustainable Energy, ISBN 978-0-9544529-3-3, UIT Cambridge, 2009 Course Objectives: students will integrate concepts from the Earth sciences and engineering, and be able to:

1. Intelligently and quantitatively discuss the pros and cons of the climate change debate, especially the evidence for human-caused climate change

2. Critique popular and scholarly articles on climate change 3. Understand the biases and uncertainties inherent in climate data and climate models 4. Understand the impacts of climate change on humans and the natural world 5. Understand how engineering tools can be applied to mitigate and adapt to climate change 6. Understand policies put in place by decision makers – what may be based on solid scientific information

and misinformation and what may be based on politics 7. Evaluate prospects for future management of climate change 8. Perform a literature search using library and web resources 9. Carry out a team-based research project and then present the project in written and oral form 10. Intelligently and quantitatively discuss the global and United States energy future

Topics: 1. a summary look at climate change

• what constitutes a “detection” of climate change • errors • the atmosphere and its evolution • greenhouse gases • potential impacts

2. solar input and its variations and effects on climate 3. global mean energy budget 4. greenhouse gases, greenhouse effect, and aerosols 5. global carbon cycle 6. geologic past and evolution of climate 7. climate change since the industrial revolution 8. detection of climate change 9. modeling of climate change – evaluation and constraints and feedbacks 10. attribution of causes for climate change 11. predicted effects of global warming 12. energy and climate change 13. transportation and climate change 14. agriculture/forestry and climate change 15. infrastructure/residential/commercial buildings and climate change 16. sustainable development/waste management and climate change 17. allocation of energy resources and carbon trading

Class schedule: two 75-minute sessions per week

Contribution of Course to meeting the Professional Component: This course is an engineering topic merging the science and engineering of climate change and sustainability Course Outcomes: This course is contributing to the following educational outcomes. The table below offers details by outcome. Outcome Role of CE 401 (1) an ability to apply knowledge of mathematics, science and engineering (Outcome a)

Knowledge from math, physics, and chemistry is applied for the quantitative evaluation of climate change and the application to engineering mitigation.


Climate change science and engineering require logical and critical thinking to evaluate the credibility of the science and understand the engineering

(5) work in multidisciplinary teams (Outcome d)

Students are required to work in teams of 3 to research, write, and present an article concerning the engineering of climate change


Numerous homework exercises with various levels of difficulty are assigned. A written and an oral report are required.


Students are required to run and understand a climate model, and to input various scenarios affecting the predicted outcomes from the model


A term paper and oral presentation from each team of 3 students is required

(10) awareness and understanding of the impact of engineering on global and societal issues (Outcome h)

Climate change and the engineering of solutions are topics of great concern to society today, both globally and locally.

(11) knowledge of contemporary issues (Outcome j)

Climate change and the engineering of solutions are issues of great import to society

(12) Recognition of the importance of life-long learning (Outcome i)

We emphasize the importance of keeping up with the climate change debate and using the tools from CE401 to evaluate the credibility of the debate as it changes with more information available for analysis

Prepared by: George H. Mount and Brian K. Lamb, November, 2011

1. Course number and name: CE 403 - Air Quality Management


3. Instructor’s or course coordinator’s name: Timothy M. VanReken, Spring, 2013

4. Text book: Air Pollution Control, Cooper and Alley, 4th Ed., 2011 Other Supplemental Materials: Air Quality Management in the United States, National Academies Press, 2004. Several additional reports and documents from various regulatory agencies, all available from the course Angel page.


Catalog description: CE 403 Air Quality Management 3 Air pollution from the perspective of an environmental manager; regulatory framework, management strategies, monitoring, modeling tools, and control technologies. Offered at 400 and 500 level. Prerequisites or co-requisites: None Elective


Outcomes of instruction 1. Identify the US criteria pollutants and understand their sources and health impacts. 2. Solve reaction balances for combustion stoichiometry. 3. Complete process mass and energy balance related to combustion stoichiometry. 4. Calculate temperature and size parameters for VOC incinerators using enthalpy balance. 5. Complete basic design and sizing calculations for gravity settlers, cyclones, and electrostatic

precipitators. 6. Develop and apply Gaussian plume models for determining pollutant dispersion from point sources. 7. Apply Gaussian plume models for line and area sources. 8. Understand the formation chemistry of tropospheric ozone and be able to identify appropriate ozone

management responses for specific pollution conditions.

i. Student outcomes addressed by this course: Outcome Role of CE 403

(1) A firm foundation and knowledge of mathematics, science, and engineering principles and the ability to apply the knowledge. (Outcome a)

General chemistry and physics knowledge is required for the course, as well as many concepts from the (required) Introduction to Environmental Engineering and the (elective) Applied Meteorology courses. Many core concepts for the course are developed from fundamental principles.

(3) An ability to design a component, system, or process to meet desired needs and imposed constraints. (Outcome c)

The design project requires students to study all aspects of a air quality management problem before designing an effective solution. The air quality condition is examined by analyzing monitoring

data, computer models are used to simulate responses to designed input adjustments, and then a set of policy recommendations are proposed to achieve the desired air quality result.


The design project and some homework assignments are open-ended, requiring logic and creativity.

(6) The ability to identify, formulate, and solve civil engineering problems. (Outcome e)

Numerous homework exercises with various levels of difficulty are assigned. Design projects are open-ended.

(7) The ability to use appropriate modern techniques, skills, and tools, including computer applications, necessary for engineering practice. (Outcome k)

Homework assignments and design project depend require analyzing large data sets using computer applications, usually Excel or Igor Pro. Chemical box models are used to analyze air quality responses to different control strategies.

(9) The ability to communicate effectively in written, oral, and graphical forms. (Outcome g)

There are significant written components to the design projects, and students are required to make short oral presentations to the class periodically during the course.

(10) An awareness and understanding of the impact of engineering on global and societal issues. (Outcome h)

Course material includes topics of high global/societal relevance, including health impacts of air pollution, global climate change, and the interface between engineering and public policy.

(11) A knowledge of contemporary issues. (Outcome j)

Current issues related to air quality management are discussed during the term.

(12) Recognition of the importance of life-long learning and the benefits of being active in professional societies such as ASCE. (Outcome i)

Many of the course readings and discussions pertain to current topics in air quality management.

7. Topics: 1. Causes, Sources, and Effects of Air Pollution 2. Regulatory Basis and Management Approaches 3. Control of Gas-Phase Air Pollutants 4. Control of Particulate Air Pollution 5. Air Quality Monitoring 6. Air Quality Modeling 7. EPA Regulatory Models 8. Gaussian Plume Models 9. Air Quality Box Models

1. Course number and name: CE 405 – Sustainability Engineering II


3. Instructor’s or course coordinator’s name: Liv M. Haselbach, Fall, 2012

4. Text book: Haselbach, L. (2010) The Engineering Guide to LEED-New Construction: Sustainable Construction for Engineers, McGraw-Hill, NY, NY, Second Edition

Other Supplemental Materials: Some miscellaneous handouts.

5. Specific course information Catalog description: 405 Sustainability Engineering II 3 Course Prerequisite: Senior standing; certified major in Architecture, Construction Management, Civil Engr, Electrical Engr, Bioengineering, Chemical Engr, Mechanical Engr, Computer Science, Materials Science Engr, or Computer Engr. Focus on the LEED green building rating system with topics on sustainable site selection, alternative transportation, heat island effect, light pollution, water and energy efficiency/use, regional and global climate/air issues, use/reuse of many material and resources, and indoor environmental quality. Prerequisites or co-requisites: Senior standing

6. Specific goals for the course Outcomes of instruction (Assessment methods shown in brackets: 1 Quiz, 2 HW, 3 Journal, talk)

1: Students will demonstrate the ability to understand applicable sustainability terminology and the main pollutants or environmental impacts involved. {1} 2: Students will become familiar with some of the applicable regulations, guidances or standards in sustainability engineering. {1,2} 3: The students will demonstrate the ability to perform applicable material and/or energy balances related to sustainability engineering. {1,2} 4: The students will learn about many of the applicable socioeconomic impacts of and contemporary issues related to sustainability engineering. {2,3} 5: The students will learn how to describe sustainability engineering from a systems/process perspective. {1, 3} 6: The students will understand many of the fundamental mathematical, physical or chemical principles used for design or validation in the sustainability engineering. {1,2} 7: The students will be exposed to sustainability projects. {3}




Knowledge from mathematics, science and engineering is used to validate and evaluate sustainability options.

(3) An ability to design a component, system, or process to meet desired needs and imposed constraints. (Outcome c)

Sustainability as evaluated through LEED or IgCC is a systems approach to the issue. Students look at components, and then have them grouped in this one course into a green rating perspective.


Many of the homework assignments and quiz problems require that a problem be outlined, assumptions made, models applied etc. to arrive at a solution.



(7) The ability to use appropriate modern techniques, skills and tools necessary for engineering practice. (Outcome k)

LEED and the IgCC are recently developed professional rating systems applied in practice in many areas of the US. LEED for about a decade. The IgCC starting in 2012.

(8) An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society. (Outcome f)

The course emphasizes the responsibilities of an engineer in sustainable development applications and provides the students with examples of many ways in which an engineer contributes.


Students prepare a series of observational journal entries on actual sustainability practices in or around the campus and afar. Students also orally present to a discussion group on a contemporary sustainability issue of their choice.

(10) Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues (Outcome h)

Sustainability is one of the broad education experiences that embrace global and societal issues. CE 405 introduces the students to a subset of sustainability, green construction.


Students orally present to a discussion group on a contemporary sustainability issue of their choice.

(12) Recognition of life-long learning and the benefits of being active in professional societies. (Outcome i)

Students are introduced to numerous professional societies and their contributions to sustainability and sustainability standards such as ASHRAE, AIA, SMACNA, IESNA, ASTM, ISO, to name just a few.

7. Topics: 1. Introduction to LEED (Leadership in Energy and Environmental Design) 2. Brief introduction to the IgCC (International Green Construction Code) 3. Brief introduction to Low Impact Development 4. LEED-NC (New Construction) Sustainable Sites 5. LEED-NC Water Efficiency 6. LEED-NC Energy and Atmosphere 7. LEED-NC Materials and Resources 8. LEED-NC Indoor Environmental Quality 9. LEED-NC Innovation in Design, Minimum Program Requirements and Regional Priorities

1. COURSE NUMBER AND NAME: CE 415 – Environmental Measurements. (water half of course)

2. CREDITS AND CONTACT HOURS: 3 credits with one 50 min lecture and a 2 hr 50 min laboratory.

3. INSTRUCTOR: David Yonge (water component), Fall 2012

4. TEXTBOOK: None required. Handouts for each laboratory exercise and lecture are supplied with references for further reading as appropriate.

5. SPECIFIC COURSE INFORMATION: Catalog Description

Environmental Measurements 3 (1-6) Course Prerequisite: CE 341; MATH 360 or concurrent enrollment or MATH 370 or concurrent enrollment; certified major in Civil Engineering. Theory and laboratory measurement techniques used in analyzing environmental quality parameters. Credit not granted for both CE 415 and CE 515. Required preparation must include CE 341.

6. SPECIFIC GOALS FOR THE COURSE:

Outcomes of Instruction

The student will be able to:

• Understand accuracy and precision, • Select an appropriate volume delivery device based on required level of precision, • Describe the importance of basic water quality parameters (suspended solids, nutrients, dissolved

oxygen, BOD5 and COD, • Quantify these parameters in environmentally relevant samples and interpret the results, • Perform basic statistical analysis to determine if means are significantly different, • Present the results of each laboratory exercise in a formal technical report, including data interpretation

and conclusions. Course Outcomes: This course is contributing towards the following educational outcomes set forth by the CEE department. The following table offers details by outcome.

Outcome Role of CEE 415

Outcome 2. An ability to design and conduct experiments and the ability to analyze the data, interpret results and draw conclusions

A major focus of the laboratory exercises is to expose the student to the challenges of not only analysis, but the importance of sample handling procedures. Also, the students use basic statistical techniques to determine if sample means are significantly different. Report requirements include conclusions to be made based on the data analysis.

Outcome 4. The ability to think logically, critically and creatively.

Laboratory reports are graded, in part, based on the students’ logical assessment of the data. More points are awarded for more critical data reviews and creativity is assessed in the students’ critique of problems encountered and potential solutions to overcome those problems.

Outcome 6. The ability to identify, formulate and solve civil engineering problems.

Although the laboratory exercises that are handed out to the students formulate most of the problems, the students are forced to identify problems based on data analysis and suggest solutions to those problems.

Outcome 7. The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice.

Students are trained in the use of Excel for development of figures and statistics (mean, standard deviation, and 95% confidence interval). The results are then used as an aid in data interpretation and analysis.

Outcome 9 Ability to communicate effectively in written, oral and graphical forms.

This laboratory course is focused on written and graphical forms of communication through graded laboratory reports.

1. CE 415 – Environmental Measurements: AIR portion ½ Semester

2. 3 credits, laboratory 2 hours on Tuesday, lecture 2 hours on Thursday. 3. Instructor: Tom Jobson 4. Textbook: none. 5. Course information a. catalog description: Theory and laboratory measurement techniques used in analyzing environmental quality parameters. Offered at 400 and 500 level. b. prerequisites: CE 341; MATH 360 or concurrent enrollment or MATH 370 or concurrent enrollment; certified major in Civil Engineering c. elective course 6. Specifc goals for the course Course Objectives: • To gain knowledge of air pollution issues, in particular urban air pollution, and the regulatory frameworks

for air pollution monitoring and management. • Use instrumentation found in regulatory air monitoring networks to measure each of the criteria pollutants

and to learn basic techniques of trace gas analysis. • Conduct experiments, analyze data, interpret results, draw conclusions • Think logically and creatively • Through a written lab report learn how to present data as tables or graphs graphically to communicate your

findings. • Work in teams a. outcomes of instruction Outcome Role of CE 415 Outcome 2: Design and conduct experiments, analyze data, interpret results, and draw conclusions.

Laboratory experiments are designed and conducted in the context of actual problems encountered and addressed in the professions of environmental engineering and science. The data is analyzed and interpreted in the context of each problem.

Outcome 4: thinking Laboratory experiments are designed to encourage critical thinking about the data collected and to explain that data to nontechnical managers

Outcome 5: teamwork Students are divided into pairs and work together in the lab and on the writeups

Outcome 7: modern techniques

EPA certified equipment is provided in the labs. Students learn to use scientific graphing and analysis software to analyze ambient data.

Outcome 9: communication In depth lab reports are required on each laboratory experiment to insure an in depth understanding of the data and errors and communication of results

7. Topics Covered

1. air sampling and gas handling equipment 2. criteria air pollutants and impact on human health 3. Beers-law and measurement methods for monitoring O3, CO, NOx, CO2, 4. ozone, vehicle emissions, and urban air photochemistry

5. PM2.5 measurement methods 6. green house gases and climate change 7. detection limits and measurement uncertainty

1. CE 416 – Hydraulic Engineering Laboratory 2. Credits: 3 Contact hours: 7 3. Instructor: Cara Poor 4. Text: none a. other supplemental materials: lab notebook prepared by instructor 5. Specific Course Information

a. catalog description: Experiments related to fluid flow principles and their application to hydraulic engineering. b. Prerequisites: CE 315, Engl 402 c. Elective

6. Specific Goals for the Course

a. Outcomes of Instruction - The student will be able to:

• perform error analyses on hydraulic equations; • determine the relative importance of the accuracy of experimental measurements using error

analysis; • compare experimental and theoretical results; • design and execute an experiment to test hypotheses; • predict, measure, calculate, and compare:

• headloss in piping systems; • pump flow and head characteristics; • flow over sharp-crested and v-notch weirs; • upstream and downstream depths and lengths of hydraulic jumps; • flow through orifices; • direct runoff, groundwater recharge, and soil storage in catch basin; • energy dissipated in open channels with obstructions; • the flow in a stream using velocity and cross-section information

• understand fundamental research in hydraulics

b. Student Outcomes Addressed by Course: This course contributes to the following educational outcomes. A description of how the course contributes to each outcome is described in the table below.


Fundamentals of math; including partial derivatives and error analysis, science; including conservation of energy and momentum; and engineering, including principles of fluid mechanics, hydraulics, and hydrology, are included. This knowledge is applied to the prediction, comparison, and analysis of behavior of water in a lab setting.

Outcome 2 – An ability to design and conduct experiments and the ability to analyze the data, interpret results, and draw

Students conduct several experiments and analyze data, interpret results, and draw conclusions for each experiment. Students

conclusions. also design their own experiment. Outcome 4 - The ability to think logically, critically and creatively.

Students are required to determine the most effective and efficient way to measure necessary variables to determine fluid flow and energy.


Students work in teams of three or four for all labs in this course and evaluate other team members based on their contribution in data collection and report preparation.


Students solve several civil engineering problems on topics above for each lab.

Outcome 7 - The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice.

Students use Microsoft Excel extensively to organize, describe, and interpret data.


Students prepare weekly written lab reports that include writing, graphs, tables, figures, and diagrams, as well as write out a detailed procedure of their experimental design. They also present a critical review of a journal article of their choosing.

7. Topics:

• Error analysis • Headloss in pipeline systems • Pump characteristics • Flow measurement with weirs • Hydraulic jumps and public safety • Orifice flow • Hydrology • Energy dissipation in open channels • Discharge measurement in streams • Uses of dams for flood control and fish migration • Development of laboratory experiment • Critical review of journal articles

Prepared by: Cara J. Poor, August 2012

CE 418 – Hazardous Waste Engineering Credits and Contact Hours: 3 or 4 (4 credits for students who require necessary chemistry background) Instructor: Richard J. Watts Textbook: Watts, R.J. 1998. Hazardous Wastes: Sources, Pathways, Receptors. John Wiley & Sons Specific Course Information: 2012 Catalog Data: CE 418 Hazardous Waste Engineering 3 or 4 credits. Hazardous waste properties, chemodynamics, and health effects; introduction to risk assessment and hazardous waste remediation. Prerequisites: CE 341 or graduate standing CE Technical Elective Course Objectives:

• Understanding the federal regulations that drive hazardous waste management and contaminated site clean up

• Understanding of the nomenclature, properties, and chemodynamics of hazardous chemicals • Understanding the chemical and environmental factors that influence the sorption, volatilization, abiotic

transformation, and biotic transformation of hazardous chemicals • Calculating sorption parameters (e.g., isotherms, soil distribution, coefficients), volatilization rates,

abiotic transformation rates, and biotic transformation rates of hazardous chemicals • Being familiar with hazardous waste treatment and remediation processes • Screening of hazardous waste treatment and remediation processes based on chemical properties and site

characteristics Topics:

• Hazardous waste disposal histories • Hazardous waste regulations • Nomenclature and industrial uses of common hazardous chemicals • Hazardous waste properties • Source analysis • Sorption of hazardous chemicals • Volatilization rates • Abiotic transformations of hazardous chemicals • Biotic transformations of hazardous chemicals • Introduction to risk assessment • Introduction to hazardous waste treatment and remediation

Course Outcomes: This course contributes to the following educational outcomes. A description of how the course contributes to each outcome is described in the table below. Outcome 1 - A firm foundation and knowledge of mathematics, science and engineering principles and ability to apply knowledge.

Applied chemistry and biology as well as water quality engineering (CE341) are used to assess hazardous waste problems, chemo dynamics, and risk.


The algorithm sources – pathways – receptors are used as the basis for logically

and critically evaluating hazardous waste problems.


Problems involve the necessity to conceptualize complex environmental problems.


Homework and test questions require written, quantitative, statistical, and graphical solutions.

Outcome 10 - Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues.

Hazardous waste problems are presented on a global level in relation to other environmental and engineering problems

Outcome 11 - A knowledge of contemporary issues

Recent, current, and future trends in hazardous waste problems are presented.

CE 419 – Hazardous Waste Treatment Credits and Contact Hours: 3 Instructor: Richard J. Watts Textbook: Watts, R.J. 1998. Hazardous Wastes: Sources, Pathways, Receptors. John Wiley & Sons, Handouts Specific Course Information: 2012 Catalog Data: CE 419 Hazardous Waste Treatment 3 Prereq CE 418. Principles of operation and application of processes in design of technologies used in hazardous waste treatment and remediation Prerequisites: CE 418 CE Technical Elective Course Objectives

• Understanding of basic toxicology and risk assessment • Understanding of priorities in hazardous waste management and contaminated site remediation • Ability to screen technologies prior to full design. • Design of various hazardous waste and industrial waste treatment processes

Topics:

• Subsurface transport • Basic toxicology • Risk assessment • Overview of waste minimization and hazardous waste management • Priorities in contaminated site cleanup • Design of sorption based processes • Design of volatilization based properties • Design of abiotic oxidation – reduction processes • Design of biological processes • Characteristics of hazardous waste landfills

Course Outcomes: This course contributes to the following educational outcomes. A description of how the course contributes to each outcome is described in the table below. Outcome 1 - A firm foundation and knowledge of mathematics, science and engineering principles and ability to apply knowledge.

Hazardous waste risk assessments and design are based on hazardous waste properties and chemo dynamics covered in CE 418.

Outcome 3 – The ability to design a component, system or process to meet desired needs and imposed constraints.

Hazardous waste treatment, industrial waste treatment, and contaminated site remediation processes are designed based site and contaminant characteristics.


Critical and creative thinking are inherent in process selection and design.


Hazardous waste engineering problems are solved through risk assessments and the design of treatment and remediation systems.


Homework and design assignments require written and graphical communication.

1. Course number and name: CE 425 – Soil and Site Improvement 2. Credits and contact hours: Credits: 3; Contact Hours: 50-minute classes 3 days per week 3. Instructor’s or course coordinator’s name: Kalehiwot N. Manahiloh, Fall, 2012

Text book: Engineering Principles of Ground Modification, Hausmann, M. R., 1990. Supplemental Text book: An Introduction to Geotechnical Engineering, Holtz, R.D., and Kovacs, W.D., 1981 Other Supplemental Materials: Course notes, distributed in class.

4. Specific course information Catalog description:

425 Soil and Site Improvement 3 Course Prerequisite: CE 317 with a C or better; certified major in Civil Engineering. Compaction theory and methods; shallow and deep densification of soils; advanced consolidation theory, preloading, vertical drains, chemical stabilization, grouting; design with geosynthetics. Credit not granted for both CE 425 and CE 525. Required preparation must include CE 317. Cooperative course taught by WSU, open to UI students.

Prerequisites or co-requisites: CE 317, Geotechnical Engineering I. Required

5. Specific goals for the course Outcomes of instruction

1. The ability to apply fundamental principles from geotechnical engineering to laboratory and field practices and determine the flow, volume change and strength parameters for soils.

2. The ability to choose ground modification and control techniques based on suitability, feasibility and desirability by considering factors like type and degree of improvement, cost, time and type of soil.

3. An understanding of design philosophies, laboratory and field practices involved in shallow (static rollers, impact or vibratory rollers) and deep (precompression, explosion, heavy tamping, vibration, compaction grouting) surface compaction techniques.

4. An understanding of the various types of techniques such as sand drains and preloading applied to facilitate site improvement.

5. An understanding of the design philosophies and field applications of hydraulic ground modification techniques such as dewatering

6. An understanding of design procedures that combine dewatering techniques with preloading and vertical drains.

7. An understanding of the design philosophies and field applications of ground modification techniques that involve inclusions (reinforcing, geogrids) and confinements (retaining walls, geofabric).

8. An understanding of design procedures such as reinforced earth, soil nails and micropiles. 9. An understanding of the design philosophies and field applications of chemical and physical ground

modification techniques. 10. Exposure to modern practices from invited guests and videos.

Student outcomes addressed by this course: Outcome Role of CE 425 (1) A firm foundation and knowledge of mathematics, science, and engineering principles and the ability to apply the knowledge (Outcome a)

Knowledge from Geotechnical Engineering I is applied for the evaluation and design of site improvement techniques and involved components. Concepts of energy, flow and stress equilibrium are introduced and applied in the design procedures involved.


A set of real life problems are assigned as homework problems and students apply the design alternatives introduced in CE 425 by making decisions based on existing constraints (site condition, economy, performance, safety, time, and quality of work).


The design projects are open-ended, requiring logic and creativity.


Numerous homework exercises with various levels of difficulty are assigned. Design projects are open-ended.


The techniques introduced cover modern techniques of soil improvement. The design problems on these techniques require the use of computer programs and spread sheet software. Videos of actual practices are also shown in class with proper explanation of the engineering practices.

11. Topics: 1. Introduction

− Review of soil mechanics (CE 317 review) − General principles in ground improvement − Classification of ground modification techniques

2. Mechanical Modification − Introduction to mechanical modifications − Shallow compaction techniques − Deep compaction techniques − Compaction control tests

3. Hydraulic Modification − Dewatering − Hydraulics of slots and wells − Design of dewatering systems − Preloading and the use of vertical drains

4. Modification by Inclusions and Confinement − Earth pressure and bearing capacity theories − Reinforced earth (geosynthetics, metal strips) − Soil nails − Micropiles

1. Course number and name: CE 430 – Analysis of Indeterminate Structures


3. Instructor’s or course coordinator’s name: William F. Cofer, Fall, 2012

4. Text book: Fundamentals of Structural Analysis, Leet, K. M., Uang, C. M., and Gilbert, A. M., 2011 Other Supplemental Materials: Course notes, purchased from the Cougar Copy Center; Structural analysis software, Visual Analysis and MASTAN2; MATLAB


Catalog description: 430 Analysis of Indeterminate Structures 3 Course Prerequisite: CE 330 with a C or better; MATH 220; E E 221; certified major in Civil Engineering. Stiffness methods for the analysis of trusses, beams, and frames; matrix models; and computer applications. Prerequisites or co-requisites: CE 330, Math 220, EE 221 Elective


Outcomes of instruction 1. Compute reactions and internal forces in statically indeterminate beams with the Slope-

Deflection Method. 2. Understand and apply vector transformations. 3. Formulate the fundamental equations for the stiffness matrix of frame elements using beam

theory. 4. Apply the direct stiffness method to assemble, constrain, and solve beam and frame systems for

displacements, reactions, and internal forces. 5. Understand and apply analysis techniques for tapered members, hinges, rigid links at joints, and

trusses. 6. Understand and apply the Geometric Stiffness Matrix for second-order analysis and stability

analysis. 7. Understand and apply nonlinear solution techniques for collapse analysis. 8. Understand how analysis techniques are expanded to three dimensional trusses and frames. Student outcomes addressed by this course:

Outcome Role of CE 330 (1) A firm foundation and knowledge of mathematics, science, and engineering principles and the ability to apply the knowledge (Outcome a)

Knowledge from Mechanics of Materials, CE 330, and mathematics, is applied for the evaluation and design of structural components and systems. Concepts of matrix algebra are applied.


A project is assigned that involves the complete structural analysis of a steel frame building. This requires students to read and interpret plans, determine and apply loads, develop a structural model, and interpret its results.


The design project and other aspects of the course require the students to idealize a structure and interpret the functions of the components within the system.


Numerous homework exercises with various levels of difficulty are assigned. The design project requires students to interpret plans and idealize the component and system behavior.


MATLAB is used throughout the course for application of the solution methods. Structural analysis software, Visual Analysis, is used throughout the course for actual structural modeling, especially for the design project. The free software, MASTAN2, is used for nonlinear analysis.


Professional philosophy and responsibility is stressed throughout the course through anecdotal information and the emphasis on public safety.


Design reports include text and graphics from structural analysis software.

7. Topics: 1. Introduction and review of statically indeterminate structures 2. The Slope-Deflection Method 3. Brief review of matrix algebra and MATLAB 4. The Direct Stiffness Method, applied to 2-D frame structures 5. Modeling issues, including hinges, tapered members, and rigid links for member offsets 6. Introduction to second-order effects and the geometric stiffness matrix 7. Introduction to nonlinear solution techniques with application to P-Δ analysis and pushover 8. Introduction to stability analysis for trusses and frames 9. Three dimensional analysis for trusses and frames

1. Course number and name: CE 431 – Structural Steel Design


3. Instructor’s or course coordinator’s name: David G. Pollock, Spring, 2013

4. Text book: Unified Design of Steel Structures (2nd edition), Geschwindner, L.F., 2012. Other Supplemental Materials: Steel Construction Manual (14th edition), American Institute of Steel Construction (AISC), 2011.



330 Introduction to Structural Engineering 3 Prereq C E 330 with a C or better; certified major in CE

or instructor permission. Design of steel structures by load and resistance factor design (LRFD);

behavior and design of beams, columns, tension members and connections. Prerequisites or co-requisites: CE 330, Introduction to Structural Engineering Elective


Outcomes of instruction 1. The ability to apply principles from Statics, Mechanics of Materials, and Structural Analysis to

structural steel design applications including beams, columns, tension members, and connections.

2. An understanding of both the load and resistance factor design (LRFD) philosophy and the allowable stress design (ASD) philosophy and their application in the design of safe steel structures.

3. The ability to steel tension members considering yield and rupture failure modes. 4. The ability to design steel columns. 5. The ability to design steel beams for moment, shear and deflection. 6. The ability to analyze steel members subjected to simultaneous bending and axial loads. 7. The ability to design simple bolted connections. 8. The ability to analyze and design composite deck systems utilizing steel beams, concrete slabs,

and steel headed studs.




Key concepts from Statics (CE 211), Mechanics of Materials (CE 215), and Introduction to Structural Engineering (CE 330) are applied for the analysis and design of structural steel components (beams, columns, tension members, connections).


Nearly every homework assignment involves the design of structural steel components (beams, columns, tension members, connections) and systems based on constraints for economy, performance, safety, constructability, and efficiency.


Many homework assignments include open-ended design problems, requiring students to exhibit critical thinking and logical thought processes.


A broad mixture of structural analysis and design problems are assigned throughout the semester, with varying degrees of difficulty. Some problems are relatively straightforward, while others are open-ended problems that require students to identify key unknowns and develop a logical, appropriate solution.


Homework assignments include extensive utilization of the AISC Steel Construction Manual (a key design aid for practicing structural engineers), as well as modern spreadsheet software.


Both the load and resistance factor design (LRFD) philosophy and the allowable stress design (ASD) philosophy are introduced and used extensively throughout the semester. Course lectures include discussions of safety/reliability in structural design codes with an emphasis on ensuring public safety.

7. Topics: 1. Mechanical properties of steel; structural steel shapes and section properties 2. Load and Resistance Factor Design (LRFD) versus Allowable Stress Design (ASD) 3. Design of tension members (gross section yield; net section rupture; block shear rupture) 4. Column behavior & design (global flexural buckling; local buckling limits) 5. Beam behavior & design (plastic moment; lateral torsional buckling; shear; deflection) 6. Combined loading (biaxial bending; bending plus tension; bending plus compression) 7. Design of simple bolted connections 8. Analysis & design of composite deck systems

1. Course number and name: CE 433 – Reinforced Concrete Design


3. Instructor’s or course coordinator’s name: David G. Pollock, Fall, 2012

4. Text book: Structural Concrete – Theory & Design, Hassoun, M.N. and Al-Manaseer, A., 2012. Other Supplemental Materials: ACI 318-11, Building Code Requirements for Structural Concrete.



330 Introduction to Structural Engineering 3 Prereq C E 330 with a C or better; certified major in CE

or instructor permission. Behavior, analysis and design of reinforced concrete structures; flexure;

shear; bond; serviceability requirements; design of beams, columns, and slabs. Prerequisites or co-requisites: CE 330, Introduction to Structural Engineering Elective


Outcomes of instruction • The ability to apply principles from Statics, Mechanics of Materials, and Structural Analysis to

reinforced concrete design applications including beams, columns, and slabs. • An understanding of the ultimate strength design (USD) philosophy and its application to the

design of reinforced concrete structures. • The ability to design singly-reinforced rectangular cross-section beams and T-beams for moment

and shear. • The ability to design doubly-reinforced concrete beams. • The ability to calculate required development lengths and detail the required anchorage of

reinforcement in concrete members. • The ability to design reinforced concrete flexural members for crack control and deflection

limitations. • The ability to design reinforced concrete slabs with one-way action. • The ability to analyze and design reinforced concrete columns for combined axial force and

moment.




Key concepts from Statics (CE 211), Mechanics of Materials (CE 215), and Introduction to Structural Engineering (CE 330) are applied for the analysis and design of reinforced concrete structural components (beams, columns, slabs).


Nearly every homework assignment involves the design of reinforced concrete members (beams, columns, slabs) based on constraints for economy, performance, safety, constructability, and efficiency.


Most homework assignments include open-ended design problems, requiring students to exhibit critical thinking and logical thought processes.




Homework assignments include extensive utilization of the ACI 318 Code (a key design guide for practicing structural engineers), as well as modern spreadsheet software.


The ultimate strength design (USD) philosophy is introduced and used extensively throughout the semester. Course lectures include discussions of safety/reliability in structural design codes with an emphasis on ensuring public safety.

7. Topics: • Properties of concrete and reinforcing steel • Ultimate strength design (USD) philosophy • Flexural behavior & design of singly-reinforced and doubly-reinforced beams • Flexural behavior & design of T-beams • Design of beams for shear • Anchorage detailing of reinforcement in concrete members • Design for crack control and deflection • Design of reinforced concrete slabs • Design of reinforced concrete columns

Course number and name: CE 434 – Prestressed Concrete and Reinforced Masonry Design

Credits and contact hours: Credits: 3; Contact Hours: Three 50-minute classes per week

Instructor’s or course coordinator’s name: David I. McLean, Spring, 2013

Reference texts and codes: Nilson, Darwin and Dolan: Design of Concrete Structures, Fourteenth Edition

Klingner: Masonry Structural Design

ACI 318-11 Building Code Requirements for Structural Concrete

MSJC 2011 Building Code Requirements and Specification for Masonry Structures

Specific course information Catalog description:

434 Prestressed Concrete and Reinforced Masonry Design 3 Course Prerequisite: CE 433 with a C or better; certified major in Civil Engineering. Behavior, analysis, and design of pretensioned and post-tensioned prestressed concrete structures; behavior and design of reinforced masonry structures. Credit not granted for both CE 434 and CE 534. Offered at 400 and 500 level. Cooperative course taught by WSU, open to UI students (CE 442).

Prerequisites or co-requisites: CE 433 Reinforced Concrete Design Elective

Specific goals for the course Outcomes of instruction

• The ability to apply principles from Statics, Mechanics of Materials, and Structural Analysis to prestressed concrete and reinforced masonry design applications including beams, columns, walls and slabs.

• An understanding of the mechanical properties of prestressed concrete, masonry materials, and prestress and mild reinforcement.

• An understanding of the allowable stress design and strength design philosophies and their applications to the design of prestressed concrete and masonry structures.

• An understanding of prestressing systems and the ability to calculate prestress losses. • The ability to design prestressed concrete and masonry beams flexural and shear loads. • The ability to design masonry columns and walls for combined axial and flexural loads. • The ability for students to design simple one-way prestressed concrete slabs. • An understanding serviceability and deflection requirements in prestressed concrete and

masonry structures. • The ability to calculated required development lengths and detail reinforcement in

prestressed concrete and masonry members.


Outcome Role of CE 434 (1) A firm foundation and knowledge of mathematics, science, and engineering principles and the ability to apply the knowledge (Outcome a)

Key concepts from Statics (CE 211), Mechanics of Materials (CE 215), and Introduction to Structural Engineering (CE 330) are applied for the analysis and design of prestressed concrete and masonry structural components (beams, columns, walls and slabs).


Homework assignments requiring the design of prestressed concrete and masonry members (beams, columns, walls slabs) based on constraints for economy, performance, safety, constructability, and efficiency.


Most homework assignments include open-ended design problems, requiring students to exhibit critical thinking and logical thought processes.




Homework assignments include extensive utilization of the ACI 318 Code and MSJC Code (key design codes for practicing structural engineers), as well as modern spreadsheet software.


The strength design (SD) philosophy is introduced and used extensively throughout the semester. Course lectures include discussions of safety/reliability in structural design codes with an emphasis on ensuring public safety.

Topics:

Prestressed Concrete: • Introduction: prestressing concepts; methods of prestressing; prestressing materials;

prestress losses; design basis and safety provisions. • Material properties of concrete and prestressing reinforcement. • Flexural analysis: basic equations; stress calculations, strength calculations. • Flexural design: stress basis; shape selection; load balancing; partial prestressing; bond and

transfer length requirements; anchorage zone design; deflection control. • Shear design – shear and diagonal tension; concrete shear strength; web reinforcement shear

strength. • Prestressed concrete design applications: beams; slabs.

Reinforced Masonry Design:

• Material properties: masonry units; mortar; grout; reinforcement. • Design basis: allowable stress design (ASD); strength design (SD). • Flexural analysis and design: stress calculations; strength calculations; detailing

requirements; design of masonry beams and lintels. • Combined axial and flexural analysis and design: stress calculations; strength calculations;

detailing requirements; design of masonry columns and walls.

Course number and name: CE 435 – Foundations Credits and contact hours: Credits: 3; Contact Hours: 50-minute classes 3 days per week Instructor’s name: Kalehiwot N. Manahiloh, Spring, 2012 Text book: Geotechnical Engineering: A practical problem solving approach, N. Sivakugan and B. M. Das, 2010.

Supplemental Text book: An Introduction to Geotechnical Engineering, Holtz, R.D., and Kovacs, W.D., 1981 Other Supplemental Materials: Course notes, distributed in class.

Specific course information Catalog description: 435 Foundations 3 Site investigation; bearing capacity, settlement and design of shallow foundations, piles and piers; design of retaining walls. Prerequisites or co-requisites: CE 317, Geotechnical Engineering I. Required

Specific goals for the course Outcomes of instruction • The ability to determine suitable soil parameters (shear strength, permeability, compressibility) using

laboratory as well as in-situ tests • An understanding of how to use appropriate methods of stability analysis of slopes. • The ability to develop methods of analysis for bearing failure of shallow foundations, and settlement

estimates in sands and clays • An understanding of design techniques for shallow and deep foundations. • The ability to plan and carry out an appropriate site investigation program.

Student outcomes addressed by this course: Outcome Role of CE 435


Knowledge from Geotechnical Engineering I is applied for the evaluation of engineering properties of soils which are inputs into design of foundations. Moreover, stress equilibrium and geometrical knowledge are used in the design of foundations.


Site conditions referring to real life problems are assigned as homework problems and students apply the design alternatives introduced in CE 435. They make decisions based on site condition, economy, performance, safety, time, and quality of work. Then complete design of the selected foundation type is carried out by following the contents of CE 435.


All design problems are open-ended, requiring judgment, logic and creativity.


Numerous homework exercises with various levels of difficulty are assigned. Most design problems are from real life projects and case studies and are set open-ended in such a way that students have the freedom to rationalize and make engineering decisions to solve problems.


Students are encouraged to use computer programs and software in the solution of homework problems. Design problems on slope stability and other topics make use of industry software. Videos of actual practices are also shown in class with proper explanation of the engineering practices.

Topics: • Geotechnical parameters (Laboratory and In-situ) • Stability of Slopes • Design of Retaining Walls • Bearing Capacity • Settlement of Shallow Foundations • Design of Shallow Foundations • Piles and Piers • Site Investigation

Course number and name: CE 436 – Design of Timber Structures

Credits and contact hours: Credits: 3; Contact Hours: 2 75‐minute classes per week

Instructor’s or course coordinator’s name: Donald A. Bender

Text books: a) Breyer, D.E., K.J. Fridley, K.E. Cobeen, and D.G. Pollock. 2007. Design of Wood Structures –

ASD/LRFD, Sixth Edition. McGraw‐Hill. b) AF&PA. 2005. Wood design package ASD/LRFD. American Forest & Paper Association. c) Other Supplemental Materials: Technical design information from professional and industry

associations

Specific course information Catalog description: CE 436 Design of Timber Structures 3 Prereq CE 330 with a C or better; certified major in CE or instructor permission. Engineering properties of wood materials; analysis and design of members, connections, trusses, shear walls and structural diaphragms; durability and moisture effects on engineered wood products. Cooperative course taught by WSU, open to UI students (CE 443). Prerequisites or corequisites: CE 330 with a C or better Required

Specific goals for the course

Outcomes of instruction • To gain a basic understanding of the physical and mechanical properties of wood and its

use as a structural material. • To understand engineered wood product grading systems and how engineering design

values are derived. Given a particular product, to be able to determine its reference design values, then make appropriate adjustments based on end‐use conditions.

• To develop the student’s ability to analyze and design a variety of wood structural elements, connections and load‐sharing systems.

• In addition to providing a safe structure, be able to design a structure that will meet serviceability limit states as well.

• To develop a sense of where timber is appropriate as a building material, and design structures that capitalize on wood's inherent strengths and protect against its weaknesses.

• To gain an awareness of the environmental impacts of wood compared to other structural materials.



(3) The ability to design a component, system or process to

The design process for timber structures is an integral part of the course. Lectures, homeworks,

meet desired needs and imposed constraints (ABET Outcome c).

projects and exams all include a design component.

(7) The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice (ABET Outcome k).

Current design codes and software packages are used throughout the course, and are required for the solution of many homework problems and an integrated design project.

(8) An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society (ABET Outcome f).

The roles and responsibilities of the professional engineer are discussed relative to those of the contractor and building owner.

(9) The ability to communicate effectively in written, oral and graphical forms (ABET Outcome g).

Students are trained to document their calculations, reasoning, assumptions and sources of information.

(10) Broad educational experiences to provide an awareness and understanding of the impact of engineering on global and societal issues (ABET Outcome h).

Global environmental impact of building material choices is covered in the context of increasing public interest and green building codes.

(12) Recognition of the importance of life‐long learning and the benefits of being active in professional societies such as ASCE (ABET Outcome i).

Students are encouraged to become active in professional societies and continuing education opportunities to remain current with building codes, engineering specifications and consensus standards, and to participate in the revisions of these documents.

Topics:

• Introduction to timber structures • Design load determination (dead, live, snow, seismic, wind) and load combinations • Physical and mechanical properties of wood • Structural wood products (grading, solid and composite products, code compliance) • Design values and end‐use adjustment factors • Member design (beams, tension, compression, combined axial and bending) • Connection design (bolts, nails, screws, proprietary fasteners) • Assembly and system design (trusses, diaphragms, shear walls) • Environmental impact issues in building materials

COURSE NUMBER AND NAME: CE 442 – Water and Wastewater Treatment Design

CREDITS AND CONTACT HOURS: 3 credits with two 1 hr 15 min. lectures/wk

INSTRUCTOR: David Yonge, Fall 2012

TEXTBOOK: Reynolds and Richards, Unit Operations and Processes in Environmental Engineering, 2nd edition, PWS, 1995.

SPECIFIC COURSE INFORMATION: Catalog Description

Water and Wastewater Treatment Design 3 Course Prerequisite: CE 341 with a C or better; certified major in Civil Engineering, or Environmental Science. Water and wastewater treatment processes and design.

SPECIFIC GOALS FOR THE COURSE:

Outcomes of Instruction

The student will be able to:

• Describe the major water and wastewater unit processes and operations for “typical” systems, • Apply chemical reactor theory to determine reaction kinetics and reactor dispersion. Use this information and

mass balances to design (size) a reactor, • Describe the types of gravity sedimentation and design reactors for Type I and Type III sedimentation, • Describe the mechanisms that apply to media filtration regarding particle removal, • Discuss coagulation and flocculation, how it works, where and why it is used and the common coagulants used, • Design a flocculation basin, including basin dimensions, mixer dimensions and hp requirements, • Calculate chemical requirements and sludge production for lime/soda softening, • Describe breakpoint chlorination and disinfection in general, • Size an activated sludge treatment system and relevant operating parameters, • Determine activated sludge recycle flow by mass balance, • Define sludge age, F/M, and space loading, • Discuss advantages and disadvantages of lagoon systems, • Determine hp requirements for aeration systems, • Discuss the purpose and processes involved in waste sludge treatment.

Course Outcomes: This course is contributing towards the following educational outcomes set forth by the CEE department. The following table offers details by outcome.

Outcome Role of CEE 442

Outcome 1: A firm foundation and knowledge of mathematics, science, and engineering principles and the ability to apply the knowledge.

Mathematics and science are combined through design equation development via mass balances. The complete design process often requires an understanding of the sciences, microbiology for example. The developed design equations are then used to size and develop operating strategies/parameters for reactors.

Outcome 3: The ability to design a component, system or process to meet desired needs and imposed constraints.

The design process for water and wastewater treatment is an integral part of the course. A significant portion of the lectures, supplemental handouts, homework assignments, and special design problem assignments include a design component.

Outcome 6: The ability to identify, formulate and solve civil engineering problems.

Homework problems and lecture material are oriented toward practical application and design of water and wastewater treatment unit operations.

Outcome 10: Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues.

Much of the lecture material and homework assignments are based on “real world” examples of minimizing the impact of municipal and industrial waste steams on the environment. As such, societal issues are addressed in the design process.

CE 451 – Open Channel Flow

Credits: 3 Contact hours: 3

Instructor: Cara Poor

Text: Sturm, Open Channel Hydraulics, Second Edition, McGraw‐Hill, 2010

a. other supplemental materials: a notebook containing lecture handouts prepared by instructor

Specific Course Information

a. catalog description: Steady, non‐uniform flow; controls and transitions in fixed‐bed channels.

b. Prerequisites: CE 351; certified major in CE or instructor permission

c. Elective

Specific Goals for the Course

a. Outcomes of Instruction ‐ Apply the principles of hydraulic analysis to quantify channel water surface profiles as a function of channel geometry and flow regime. These principles include specific energy, momentum, critical depth, and uniform flow. Apply these principles to gradually varied flow, design of lined or rigid boundary (“engineered”) and unlined or erodible (“natural”) channels, flood routing and stream or hydraulic structure modeling. As a result of this course the student will be able to:

1. Use the basic equations of motion for moving fluids in open channels; 2. Understand processes the form natural channels and apply these to stream restoration; 3. Design lined and unlined channels; 4. Design weirs and spillways, drop structures, stepped cascades, and culverts; 5. Understand the basic principles behind computer models used to simulate open channel flow, how they can

be used in design, and their limitations. b. Student Outcomes Addressed by Course: This course is contributing toward the following educational outcomes. The table below offers details by outcome.


1: A firm foundation and knowledge of mathematics, science and engineering principles and the ability to apply knowledge

Knowledge from Water Resources Engineering is applied for the evaluation and design of hydraulic structures. Concepts of continuity and momentum are applied for computation of water depths, velocities, and friction.


Two design projects are assigned. These projects vary from year to year, and are projects that have been completed by a local consulting firm. Example design projects include a culvert under a 4‐lane highway to ensure fish passage and a stormwater drainage system, including a bioswale, at an elementary school. Students are given the design constraints, and asked to come up with

a feasible design. After students turn in their projects, the consultant then presents and discusses the design and construction of the project, and students are able to ask questions.

4: The ability to think logically, critically, and creatively

The design projects are open‐ended, requiring logic and creativity.


Numerous homework problems with various levels of difficulty are assigned. Design projects are open‐ended.

7: The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice

Hydraulic software, HEC‐RAS, HEC‐2, FishPassage, and HydroCulv, are introduced throughout the course. Software is used in one design project.

9: The ability to communicate effectively in written, oral, and graphical forms

Both design projects require a descriptive, written report. Reports also include graphs and tables used in their analyses.

11: A knowledge of contemporary issues Class discussion includes environmental, social, and economic aspects of building/removing dams, spillways, and other manmade structures. Low impact development is also introduced in the course.

7. Topics:

• Review of Basic Fluids Principles • Natural Stream Channels • Application to Open Channel Flows, including specific energy, Froude number/critical flow, Hydraulic Jumps,

Surges and Bores, Flow Resistance in Open Channels, Uniform Flows, and Non‐uniform Flows • Design of Hydraulic Structures, including weirs and spillways, drop structures, stepped cascades, and culverts

Prepared By: Cara J. Poor, August 2012

1. Course number and name: CE 456 – Sustainable Development in Water Resources 2. Credits and contact hours: 3 credits, the course meets three 3 per week for 50 minutes each 3. Instructor’s name: Jennifer C. Adam 4. Textbook: none required; readings are primarily from the academic literature, much of which is chosen by student teams in close coordination with the instructor 5. Specific course information: a. 2012 course catalog: 456 Sustainable Development in Water Resources 3 Course Prerequisite: CE 351 with a C or better; certified major in Civil Engineering. Sources of freshwater in Pacific Northwest; water demands; climate change impacts on water availability; approaches for developing sustainable water yield. (last taught in 2010) b. prerequisites: CE 351 Water Resources Engineering c. senior elective 6. Course goals: The objectives of this course are to familiarize students with the current availability of freshwater resources in the Pacific Northwest as well as globally, to categorize the various water demands and rights in the region, to investigate the potential future stresses on water availability including climate change, and to explore novel approaches to develop sustainable water resource systems. Additional objectives include improving student written and oral communication skills. 7. Topics covered:

1. Quantitative methods for short- and long-term municipal water demand forecasting 2. Understanding of water demands by sector in the United States 3. Western water law, the Doctrine of Prior Appropriation 4. Methods for quantifying the impact of climate change on water resources availability 5. Current issues regarding water resources sustainability 6. Statistical analysis in the hydrologic sciences specific to sustainability issues, such as long-term changes

in water availability 7. Optimization techniques related to water resources management 8. Technical writing 9. Economics and the value of water, relationships to water sustainability 10. Comparison/contrast of traditional and more novel ways to manage water resources, discussion in terms

of sustainability: reservoirs, water and wastewater reuse, aquifer storage and recovery, integrated river basin management, water/energy nexus, etc..

Course Outcomes: This course is contributing towards the following educational outcomes. The table below offers details by outcome.

Outcome Role of CE 456 1: A firm foundation and knowledge of mathematics, science and engineering principles and the ability to apply the knowledge

Knowledge of hydrologic principles, statistics, and linear algebra are applied towards water resources sustainability issues

2: An ability to design and conduct experiments and the ability to analyze the data, interpret results and draw conclusions

Homework assignments are focused on specific aspects of design of a water resource management system; a term-long project is a synthesis of the various topics learned in class, plus requires the students to analyze the data and draw conclusions from them as a final chapter in their reports


The class included a unit on optimization and the students applied this knowledge to design an optimal water resources management strategy

4: The ability to think logically, critically and creatively

The term-long project is open-ended, requiring logic and creativity. The students are also asked to review and critique an academic paper

5: The ability to work in multidisciplinary teams

Student groups are formed into teams for the term-project as well as for student-led paper discussions


The term-long project includes a written proposal in which the students need to use the academic literature to identify and formulate a problem.

7: The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice

Students use Geographical Information Systems (GIS) and run a hydrologic model (SWAT) as part of the term projects. They also use solve techniques in Excel to solve the optimization problem.

8: An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society

Ethics are discussed in explicitly in terms of plagiarism (technical writing lecture) and in terms of designing water sustainability projects that are socially equitable.

9: The ability to communicate effectively in written, oral and graphical forms

Technical writing lecture, 3 opportunities for oral presentations, term project and paper critique provide opportunities for writing

10: Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues

Multiple dimensions of water resources management are discussed in terms of economics, environmental impacts, and social equity at local to global scales

11: A knowledge of contemporary issues

Contemporary issues are introduced through an class assignment on water resources sustainability in the News, as well as through discussion of recent sustainability articles

12: Recognition of the importance of life-long learning and the benefits of being active in professional societies, such as ASCE

This class presents a wide breadth of material from an inter-disciplinary perspective, which are necessary for a long and successful career as a practicing engineer

1. Course number and name: CE 460 – Advanced Hydrology

2. Credits and contact hours: Credits: 3; Contact Hours: 3 50‐minutes classes per week

3. Instructor’s or course coordinator’s name: Michael E. Barber, Spring, 2013

4. Text book: Hydrology and Floodplain Analysis 5th edition, Philip Bedient, Wayne Huber, and Baxter Vieux. Prentice Hall, 2012.

5. Specific cours information

a. Catalog Description:

CE 460 – Advanced Hydrology 3. Course Prerequisite CE 351. Components of the hydrologic cycle; conceptual models; watershed characteristics; probability/statistics in data analysis; hydrographs; computer models; and design applications. Credit not grated for both CE 460 and 560.

b. Prerequisites:

CE 351 – Water Resources Engineering

c. Elective


1. To enable students to understand the fundamental principles of surface water hydrology. 2. To apply those principles to the solution of real-world problems in design. 3. To introduce students to relevant software packages for surface water runoff. 4. To develop an understanding of integrated water resources management. 5. To enhance students’ ability to work both independently and in teams.

b. Student outcomes addressed by this course:


(1) A firm foundation and knowledge of mathematics, science & engineering principles and the ability to apply the knowledge (Outcome a)

Basic topics involving precipitation, infiltration, evaporation, and overland flow are taught building on introduction presented in CE 351 class (Water Resources Engineering). Students are required to complete homework for each of the topics described above.

(3) An ability to design a component system, or process to meet desired needs and imposed constraints (Outcome c)

Homework and lectures designed to teach fundamentals of hydrology while promoting use of web‐based data. Exams evaluate students’ knowledge regarding the practical application of the hydrologic cycle including computations involving all aspects of surface water runoff.

(4) The ability to think logically, critically and creatively (Outcome d)

Open‐ended design projects require students to determine location and size of stormwater collection facilities, e.g. pipes, grates, detention ponds, erosion control structures.

(6) The ability to identify, formulate and solve civil engineering problems (Outcome e)

Homeworks are assigned to promote these concepts. Design project is very open‐ended with teams coming up with different viable solutions to the same problem. Students are asked to explain their assumptions with respect to which hydrograph technique, or runoff factor, or

infiltration procedure they used.

(7) The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice (Outcome k)

State‐of‐the‐art computer programs such as HEC‐HMS and WWHM are taught and used to complete runoff hydrograph and stream routing computations. Students are asked to develop spreadsheet models to perform certain calculations.

(8) An understanding of professional ethics & integrity and an engineer’s responsibilities to the profession and society (Outcome f)

Discussion and assignments related to examining the impact of coefficient selection in the sizing of bridges, canals, pipes and the problems associated with failure. The roles of contractor, developer, regulator, and engineer are discussed.

(9) Ability to communicate effectively in written, oral, and graphical forms (Outcome g)

A couple of assignments required written evaluation of reports. Group project requires a team of 3 to 4 students to work together to solve a design and turn in written report and give oral presentation. Numerous home works require data to be plotted and analyzed.

(10) Awareness and understanding of the impact of engineering on global & societal issues (Outcome h)

Principle applications of hydrologic cycle applied to land development and flood control. Urban stormwater design discusses trade‐offs of cost versus benefits both in terms of economic and environmental.


Many stormwater problems are presented in context of protecting aquatic species as well as simple flood control. Examples using King County (Seattle) and Portland areas tied to salmon protection and stream restoration. Global climate change impacts in the Pacific Northwest are discussed with specific focus on Columbia River treaty implications to U.S. and Canada.

(12) Recognition of the importance of life‐long learning (Outcome i)

Discussion of new research and journal articles included. References are made to professional short courses available that go beyond the amount of material that can be presented in a class are given. The need to keep professional registration current once obtained is also discussed.

7. Topics:

1. Hydrologic cycle and contemporary issues related to climate change 2. Precipitation, evaporation, infiltration calculations 3. Surface water runoff quantity and quality 4. Urban hydrology 5. Flow routing 6. Computer models for runoff prediction and stormwater management 7. Design applications for stormwater collection and retention

Prepared by: Michael Barber, January 2013

Course number and name: CE 465 – Integrated Civil Engineering Design

Credits and contact hours: Credits: 3; Contact Hours: 1 50-minute class per week and 2 110 minute lab sections per week

Instructor’s or course coordinator’s name: Shane Brown, Spring 2013

Text book: None

Specific course information

Catalog description: Integrated Civil Engineering Design 3 (1-6) Civil engineering applications to planning and design; problem synthesis, data analysis, decision making and reporting; design of complete projects that include local and world wide problems through interdisciplinary teams.. Prerequisites or co-requisites: Senior in CE, Arch, BE, ME, or EE; registered for FE/EIT exam Elective


Outcomes of instruction Provide a design environment in which engineering analysis, personal creativity, group participation, conflict resolution, business sense, and professional values are combined into a capstone course in which students prepare detailed engineering calculations and drawings, a final design report, poster, and design presentation.

a. Be able to function on multidisciplinary teams for the purpose of coordinating and integrating the knowledge and procedures of various engineering disciplines. Understand what is required of other disciplines to complete a civil engineering design project.

b. Be able to produce quality written documents to record all aspects of the design process, from problem identification and proposal submittal to final design and presentation of supporting design data and decisions.

c. Be able to construct and present individual and team oral briefings to provide design updates, and formal presentations to sell the design team’s capabilities and present intermediate and final engineering designs.

d. Understand, implement, and assess the design process, including preliminary investigations and data gathering, problem identification, brainstorming, solution identification, and preliminary and detailed design.

e. Understand and implement project management, scope development, and scheduling techniques to ensure timely and complete design completion.

f. Be able to perform benefit‐cost ratio as necessary to justify both the conceptual and detailed design. g. Be able to develop detailed engineering design, construction, and construction management cost estimates for

initial and final project designs.

Student outcomes addressed by course

Outcome Role of CE465Outcome 1 ‐ A firm foundation and knowledge of mathematics, science and engineering principles and ability to apply knowledge.

The course requires the design of a real physical facility or engineering process. Math, science, and engineering principles must be appropriately applied in determining the configuration, size, and capacity of a civil engineering structure or process.

Outcome 3 ‐ The ability to design a component, system or process to meet desired needs and imposed constraints.

The course requires the design of an actual real facility or process with specific need and constraints.

Outcome 4 ‐ The ability to think logically, critically and creatively.

Students are required to develop a creative and logical solution to an open‐ended problem using diverse knowledge from previous engineering courses.

Outcome 5 ‐ The ability to work in multidisciplinary teams.

Students work in teams of three or four for the capstone design project. Individual team members are responsible for specific disciplinary work on a project.

Outcome 6 ‐ The ability to identify, formulate and solve civil engineering problems.

Students identify, formulate, and solve civil engineering problems extensively throughout the design process.

Outcome 7 ‐ The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice.

Students use Microsoft Excel, AutoCAD, AutoDesk Land Development and Civil 3D, structural design, and other discipline specific software in the design of the facilities.

Outcome 8 ‐ An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society.

The open ended design process in this course simulates actual engineering practice, which requires the consideration of professional practice, ethical situations, and the role of a practicing engineer in society.

Outcome 9 ‐ The ability to communicate effectively in written, oral and graphical forms.

Students prepare written weekly project update memorandums, project proposal, mid‐term design report, and final design report, all including extensive use of graphics and tables. Students prepare and present oral weekly project updates, project proposal, mid‐term report, and final design report. Students also prepare a large poster for the final design presentation.

Outcome 10 – Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues.

The impact of facility or process designed on societal issues is considered throughout the design process. As an example, environmental issues are addressed in all projects.

Outcome 11 – Knowledge of contemporary issues.

Contemporary issues are included and addressed in each design project.

Outcome 12 – Importance of life‐long learning.

The engineering design process takes the students far beyond the the techniques, processes and knowledge they have learned in the curriculum. As a result, students become aware of the need for continual professional development and life‐long learning.

8. Topics 1. Development of project scope, schedule, and design budget. 2. Functioning on a multidisciplinary team. 3. The engineering design process. 4. Professional technical oral presentations. 5. Preparation of design calculations, drawings, and reports. 6. Engineering design, construction, and construction cost estimating.

Course number and name: CE 466 – Fundamentals of Engineering Exam Review

Credits and contact hours: Credits: 1; Contact Hours: 2 170‐minute classes per week

Instructor’s or course coordinator’s name: David I. McLean/Donald A. Bender

Text books: a. FE Supplied Reference Handbook b. FE Review Manual: Rapid Preparation for the Fundamentals of Engineering Exam, 3rd Ed.,

Lindeburg. Publisher website: www.ppi2pass.com c. Discipline‐specific FE Exam Preparation Handbook. Publisher website: www.ppi2pass.com

Specific course information

Catalog description: 466 Fundamentals of Engineering Examination Review. 1 Course Prerequisite: Senior standing; certified major in Civil Engr, Electrical Engr, Bioengineering, Chemical Engr, Mechanical Engr, Computer Science, Materials Science Engr, or Computer Engr. Review of topics to prepare for the Fundamentals of Engineering Examination. S, F grading. Prerequisites or corequisites: Senior standing; certified major in Civil Engr, Electrical Engr, Bioengineering, Chemical Engr, Mechanical Engr, Computer Science, Materials Science Engr, or Computer Engr. Required


Outcomes of instruction 1. To prepare students for the FE examination through a review of engineering fundamentals

and discipline‐specific subjects, and solving example problems.



(1) A firm foundation and knowledge of mathematics, science and engineering principles and the ability to apply the knowledge (adapted from ABET Outcome a).

Fundamentals of mathematics, science and engineering principals are reviewed, along with example problems.

(6) The ability to identify, formulate and solve civil engineering problems (adapted from ABET Outcome e).

Discipline‐specific topics in civil and environmental engineering are reviewed, along with example design problems.

(8) An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society (ABET Outcome f).

The engineering code of ethics is reviewed, and case studies are discussed.

(12) Recognition of the importance of life‐long learning and the benefits of being active in professional societies such as ASCE (ABET Outcome i).

The importance of professional registration is emphasized, and students are encouraged to become active in professional societies and continuing education opportunities to remain current with the state‐of‐the‐art.

Topics: 1. Introduction, Ethics 2. Chemistry, Math 3. Engineering Economics, Electricity 4. Statics, Strength of Materials 5. Material Properties, Fluid Mechanics 6. Statistics, Thermodynamics, Dynamics 7. Discipline Specific Topics – civil engineering 8. Discipline Specific Topics – environmental engineering 9. Practice examinations

1. Course number and name: CE 473 - Pavement Design 2. Credits and contact hours: Credits: 3; Contact Hours: 2 75‐minute classes per week 3. Instructor’s or course coordinator’s name: Dr. Haifang Wen, Spring, 2012 4. Text book: Pavement Analysis and Design, Y. H. Huang, 2nd Edition, Pearson Prentice Hall, Pearson Education Inc., Upper Saddle River, NJ, 2004.

a. Other Supplemental Materials: 1. AASHTO Guide for Design of Pavement Structure, 1993&2002 2. Washington Department of Transportation Pavement Policy (angel.wsu.edu) 3. Transportation Research Board ‐ Guide for Mechanistic‐Empirical Pavement Design Guide (MEPDG) Materials (http://www.trb.org/mepdg/) 4. Principles of Pavement Design, 2nd edition, Yoder and Witczak., John Wiley & Sons, Inc., 1976 5. Engineering Principles of Ground Modification, M.R. Hausmann, McGraw‐Hill, 1990 6. Hot Mix Asphalt Materials, Mixture Design and Construction, Robert et al., NAPA Education Foundation, 1996 5. Handout


a. Catalog Description: Introduction to pavement, traffic, materials, empirical pavement design, mechanistic analysis of pavement, pavement performance/distresses, performance prediction, introduction to mechanistic-empirical pavement design. b. perquisites or co-requisites: CE 215, 317; Econ 101 or 102, Math 360; CE 322; CE400 c. Required


a. Outcomes of instruction 1. To develop competence in fundamentals of designing pavement structures. 2. To understand and practice process of collecting information necessary for successful design of flexible and rigid pavements, including traffic data, material properties, and environmental factors. 3. To understand the pavement performance/distress and performance prediction 4. To conduct Empirical pavement design and Mechanistic-Empirical design on flexible and rigid pavement

b. Student outcomes addressed by this course: Outcome Role of CE 473 (1) A firm foundation and knowledge of mathematics, science, and engineering principles and the ability to apply the knowledge (outcome “a”)

Knowledge from mechanics of materials is applied for design of highway structural components. Computation of deformation/deflections both for design and evaluation of the structure is practiced through homework assignments and class examples for each chapter

(2) An ability to design and conduct experiments and the ability to analyze the data, interpret results and draw conclusions (outcome “b”)

Realistic design examples are presented to deal with pavement design factors such as weather, material properties, and traffic conditions.

(3) The ability to design a component, system or process to meet desired needs and imposed constrains (outcome “c”)

Design Examples are presented both for flexible and rigid pavement structures.


Challenging design problems are developed as assignment to require student make logical assumptions, identify critical problems, and propose design solution creatively.

(6) The ability to identify, formulate and solve civil engineering problems (outcome “e”)

Homework exercises with various levels of difficulty are assigned. In‐class examples and test are designed for solving civil engineering problems related to

highway structure design (7) The ability to use appropriate modern techniques ,skills, and tools, including computer application, necessary for engineering practice (outcome “k”)

Computer based design programs are introduced to the students to aid design analysis. And the most recent design guidelines for both flexible and rigid pavement are introduced.

(9) The ability to communicate effectively in written, oral and graphical forms (outcome “g”)

Some of assignment/examples require the usage of Microsoft excel and word program to generate engineering graphs and present findings.

7. Topics:

1. Introduction to pavement 2. Traffic 3. Pavement Materials 4. Empirical Pavement Design 4.1. AASHTO 1993 4.2. WSDOT Pavement Design 5. Mechanistic Analysis of Pavement 6. Pavement Performance/Distresses 7. Performance Prediction 8. Introduction to Mechanistic-Empirical Design

1. CE 480 Ethics and Professionalism in Engineering

2. 1 credit class, meets once per week for 50 minutes

3. Instructor: Prof. Tom Jobson

4. Text: Engineering Ethics, Fleddermann, C., Third Edition, 2008 (optional)

a. supplemental materials: NSPE Code of Ethics


a. course catalog description: Professional aspects of civil engineering.

b. perquisites: Senior status; certified major in Civil Engineering

c. required


• To provide a forum for discussion about an engineer’s responsibilities to the public, clients, employers, employees, and themselves.

• To think about ethical problems before they become a reality in your life. • To become familiar with the NSPE Code of Ethics and apply them to resolve ethical issues in case studies. • To hear what your colleagues think about ethical issues during class discussions. • To prepare you for questions on the PE exam.

a. outcomes of instruction


(8) An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society

Engineering codes of ethics are examined as published by professional societies such as ASCE and NSPE.

(9) The ability to communicate effectively in written, oral, and graphical forms

Five written essays on ethical case studies from NSPE are required as well as an oral team presentation of an ethical case study.

(10) Broad educational experience that provides an awareness and understanding of the impact of engineering on global and societal issues

Examination of case studies illustrate the importance of ethical professional practice in ensuring public trust of civil engineering practice and the role civil engineers have in safeguarding public welfare.

(11) A knowledge of contemporary issues

Case studies examine the role of sustainability as an ethical guideline for good engineering practice.

(12) Recognition of the importance of life‐long learning and benefits of being active in professional societies

Through case studies students recognize the need to be current in their field.

7. Topics

1. National Society of Professional Engineers Code of Ethics

1. Course Number and Name: ENGR 420 – Multidisciplinary Engineering Design I 2. Credit Hours & Contact Hours:

Credits: 3 Contact Hours: 2 - 75 minute lectures per week

3. Instructor: Karl Olsen, Cara Poor, Todd Beyreuther, Michael Wolcott 4. Textbook (required):

none 5. Specific Course Information:

● 2012 Catalog Data: 420 Multidisciplinary Engineering Design I 3 (1-4) Course Prerequisite: Senior standing; certified engineering major. Needs analysis and conceptualization of technological products and business plan for target market; multidisciplinary team development.

● Prerequisites:

Senior Standing

● Elective Course 6. Course Objective: The goals for this class are to have every student exit with strong collaborative research, questioning, and analysis methods to utilize in their academic and professional work. The focus will be on developing the tools that lead to open-source design thinking processes, fostering innovation across multiple disciplines of research and practice. At the completion of this course students should be able to:

● Clearly identify the goals of a design project ● Research and analyze current site conditions ● Map a resource flow specific to a project goal ● Investigate current practices pertaining to the project ● Work collaboratively in interdisciplinary teams on the project. ● Develop innovative ideas for achieving the specific goals for the project ● Construct a conceptual design that effectively satisfies each of the project goals ● Clearly present the conceptual design to a professional audience.

Course Outcomes: This course is contributing towards the following educational outcomes set forth by the CE department. The following table offers details by outcome.

Outcome Role of ENGR 420

Outcome 1 - A firm foundation and knowledge of Design analysis builds on the foundation of

mathematics, science and engineering principles and the ability to apply the knowledge

mathematics, science and engineering principles.


Resource flows for the design problem are analyzed resulting in proposed processes for the problem.


The students provide innovative solutions for the design problem which are then evaluated with a feasibility analysis.

Outcome 5: The ability to work in multidisciplinary teams

All work is performed in groups and is composed of interdisciplinary members from across the university.


Students identify potential engineering problems from the problem presented. The problems are analyzed and innovations are proposed.


ArcGIS is used for resource flows and Excel is used for basic analysis.

Outcome 8: An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society.

Policy concerning design innovations is discussed for the specific projects.


Students present 3 reviews including a final presentation to the client. A final document is also produced detailing all resource flows, analysis, and design innovations completed.

Outcome 10: Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues

Students are introduced to sustainability and asked to identify how the principles of sustainability apply to the design problem.

Outcome 11: A knowledge of contemporary issues Design problems are real world problems that have an actual client with specific deliverables.

7. Topics:

● Schematic Design ● Design Documentation ● Construction Documents


1. Course Number and Name: ENGR 421 – Multidisciplinary Engineering Design II 2. Credits & Contact Hours:

Credits: 3 Contact Hours: 1 - 50 minute lectures per week 2 - 120 minute studio sessions per week

3. Instructor: Karl Olsen, Cara Poor, Todd Beyreuther, Michael Wolcott 4. Textbook: none 5. Specific Course Information:

● 2012 Catalog Data: 421 [T] [M] Multidisciplinary Engineering Design II 3 (1-4) Course Prerequisite: Senior standing; certified engineering major. Prototype solution developed and evaluated and business plan completed; presentation to stakeholders; team development and assessment.

● Prerequisites:

Senior Standing

● Elective Course 6. Course Objectives: The goals for this class are to have every student exit with strong collaborative research, questioning, and analysis methods to utilize in their academic and professional work. The focus will be on developing the tools that lead to open-source design thinking processes, fostering innovation across multiple disciplines of research and practice. At the completion of this course students should be able to:

● Analyze feasibility of design innovation from ENGR 420 ● Refine innovative ideas for achieving the specific goals for the project ● Work collaboratively in interdisciplinary teams on the project. ● Construct a conceptual design that effectively satisfies each of the project goals ● Construct a Design Document for the design ● Construct a 20% Construction Documentation for the project. ● Clearly present the designs to a professional audience.

Course Outcomes: This course is contributing towards the following educational outcomes set forth by the CE department. The following table offers details by outcome.

Outcome Role of ENGR 421

Outcome 1 - A firm foundation and knowledge of mathematics, science and engineering principles

Design analysis builds on the foundation of mathematics, science and engineering

and the ability to apply the knowledge principles.


Students analyze and design innovations from ENGR 420.


The students analyze innovative solutions from ENGR and improve and document a 20% design.

Outcome 5: The ability to work in multidisciplinary teams

All work performed in this class is group work and the groups are composed of multiple disciplines from across the university.


Students focus on solving problems identified in ENGR 420 and provide a 20% document.


ArcGIS, Revit, and Excel are used for design and analysis.

Outcome 8: An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society.

Policy concerning design innovations is discussed for the specific projects.


Students present 3 reviews including a final presentation to the client. A final document is also produced detailing all resource flows, analysis, and design innovations completed.

Outcome 10: Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues

Students are introduced to sustainability and asked to identify how the principles of sustainability apply to the design problem.

Outcome 11: A knowledge of contemporary issues Design problems are real world problems that have an actual client with specific deliverables.

7. Topics:

● Resource Flows ● Design Analysis ● Conceptual Design
