• Outcome: Skill or knowledge  students should acquire. 

• SO  = Student Outcomes 

• CLO  = Course Learning Outcome

• Assessment Instrument: An assignment, problem, or set of problems directly related to or dealing with a specific CLO.

• Performance Standard: Score on assessment instrument deemed to indicate student achievement of the CLO (outcome).

  • It is suggested that fundamental/easy instruments use a performance standard of 90% while a challenging/advanced instrument should use a standard of 50%. However, this is left up to the instructor's judgement. 

Q: What if my course has multiple CLO associated with the same ABET SO? 

• • You are free to choose which CLO you assess as long as your are assessing the assigned ABET SO(s) for your course.

Q: How can I find out which students are CE and which are EnE?

• • Instructions are listed here.

Q: What does assessment mean in this context? What is SO assessment?

• See this summary

Q: Are there examples of assessment instruments for each SO?

• • We do not have a library, yet, but this page contains an explanation and at least one example.

  • IF you'd like to share your assessment instrument (even if it's course-specific) please send it to joel.lanning@uci.edu to help us build a library!

Q: What is ABET?

• ABET = Accreditation Board for Engineering and Technology.

(2021-22)

The curriculum must prepare graduates to apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science; apply probability and statistics to address uncertainty; analyze and solve problems in at least four technical areas appropriate to civil engineering; conduct experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data; design a system, component, or process in at least two civil engineering contexts; include principles of sustainability in design; explain basic concepts in project management, business, public policy, and leadership; analyze issues in professional ethics; and explain the importance of professional licensure.

(2021-22)

The curriculum must include:

a) Mathematics through differential equations, probability and statistics, calculus-based physics, chemistry (including stoichiometry, equilibrium, and kinetics), earth science, biological science, and fluid mechanics.

b) Material and energy balances, fate and transport of substances in and between air, water, and soil phases; and advanced principles and practices relevant to the program objectives.

c) Hands-on laboratory experiments, and analysis and interpretation of the resulting data in more than one major environmental engineering focus area, e.g., air, water, land, environmental health.

d) Design of environmental engineering systems that includes considerations of risk, uncertainty, sustainability, life-cycle principles, and environmental impacts.

e) Concepts of professional practice and project management, and the roles and responsibilities of public institutions and private organizations pertaining to environmental policy and regulations.