Our goals

Our programs are designed to providing you the tools, knowledge, and perspective to practice engineering upon graduation.  How we do this is articulated through our programs' Mission Statement, Program Objectives and Student Learning Outcomes.

Mission Statement - Civil Engineering and Environmental Engineering programs

Modern society relies on well-educated and dedicated civil and environmental engineers for its health and well being in relationship to the natural and built environments. The mission of the Civil Engineering and Environmental Engineering programs is to:

  • Prepare men and women from a wide variety of backgrounds for careers of technological innovation and leadership through curricula rooted in the fundamentals of engineering, science and mathematics, focused on the practice of civil and environmental engineering, broadened by liberal education, and guided by faculty dedicated to civil and environmental engineering practice and education;
  • Promote the creation, utilization, and dissemination of technical knowledge and wisdom associated with civil and environmental engineering that directly enhances the welfare of society; and,
  • Enhance the stature of the engineering profession, and serve the people of Arizona, the region, and the nation through professional practice, leadership and citizenship.

Program Educational Objectives - Civil Engineering and Environmental Engineering

 Our overarching learning goals are stated as our Program Objectives; within three to five years of obtaining a bachelor’s degree, a graduate is expected to achieve the following:

1. Be employed in the engineering field or a professional field consistent with one's career goals, or pursuing a graduate degree;
2. Participate in continuing education or professional development activities;
3. Be a registered professional engineer or be pursuing registration if consistent with one's career goals;
4. Demonstrate a career path that shows development as a leader; and
5. Engage in activities that benefit society.

Student Learning Outcomes - Civil Engineering and Environmental Engineering

Our specific learning goals are stated as our Student Learning Outcomes; upon graduation, students will have developed the following:

  • an ability to apply knowledge of mathematics, science, and engineering;
  • an ability to design and conduct experiments, as well as to analyze and interpret data;
  • an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;
  • an ability to function on multidisciplinary teams;
  • an ability to identify, formulate, and solve engineering problems;
  • an understanding of professional and ethical responsibility;
  • an ability to communicate effectively;
  • the broad education necessary to understand the impact of engineering solution sin a global, economic, environmental, and society context;
  • a recognition of the need for, and an ability to engage in life-long learning;
  • a knowledge of contemporary issues; and
  • an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Environmental-specific outcomes

In addition to the above-stated outcomes, upon the successful completion of our Environmental Engineering curricula, you will be able to work within all the major recognized areas of environmental engineering. These areas include:

  • air
  • water
  • land
  • environmental health

Civil-specific outcomes

Upon the successful completion of our Civil Engineering curricula, you will be proficient in the areas of:

  • structural engineering
  • water resources engineering
  • transportation engineering
  • geotechnical engineering

Assessment & Continuous Improvement

We regularly assess the achievement of these Objectives and Outcomes as part of the ABET accreditation process.  Our primary assessment tools include:

  • systematic course content strand analysis for overall program cohesiveness;
  • a qualitative Course Improvement Audit Document that captures course data and focuses on recommendations for course improvement;
  • a quantitative Program Assessment Document that assesses attainment of Outcomes A-K;
  • senior capstone evaluation by our Industrial Advisory Board (IAB) members;
  • senior exit surveys; and
  • FE exam data.

Student/IAB forums and faculty/IAB forums provide feedback on courses, programs, instruction, support, facilities, and the academic climate in order to enhance the educational experience we provide our students.

These data are used to continually inform our improvement processes.