2021 Construction Engineering Self Study Report (6!25!21)

ABET
Self-Study Report
for the
Construction Engineering Program
at
University of Utah
Salt Lake City, Utah
July 1, 2021
CONFIDENTIAL
The information supplied in this Self-Study Report is for the confidential use of ABET and its
authorized agents and will not be disclosed without authorization of the institution concerned,
except for summary data not identifiable to a specific institution.
CONTENTS
BACKGROUND INFORMATION ............................................................................................... 1
A. Contact Information ............................................................................................................. 1
B. Program History.................................................................................................................... 1
C. Options ................................................................................................................................. 2
D. Program Delivery Modes ...................................................................................................... 4
E. Program Locations ................................................................................................................ 5
F. Public Disclosure................................................................................................................... 5
G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken
to Address Them ......................................................................................................................... 5
GENERAL CRITERIA .................................................................................................................. 6
CRITERION 1. STUDENTS ......................................................................................................... 6
A. Student Admissions .............................................................................................................. 6
Admissions to the University .................................................................................................. 6
Admission to the Civil and Environmental Engineering Major ............................................... 7
Direct Admission of Incoming Freshman ................................................................................ 7
Major Status ............................................................................................................................ 8
B. Evaluating Student Performance ......................................................................................... 9
How student performance is evaluated and progress is monitored ...................................... 9
Continuing Performance ......................................................................................................... 9
Probation ................................................................................................................................ 9
Repeat and Withdrawal Policies ........................................................................................... 10
How the Program ensures and documents that students are meeting prerequisites ......... 10
C. Transfer Students and Transfer Courses ............................................................................ 11
Procedure for Processing Non-Articulated Credit ................................................................ 11
D. Advising and Career Guidance ........................................................................................... 11
Student Orientation .............................................................................................................. 12
Freshman Advising and Priority Registration ....................................................................... 12
Introduction to Civil & Environmental Engineering and Sophomore Seminar Classes ........ 12
Advising Tools Available to Students .................................................................................... 13
E. Work in Lieu of Courses...................................................................................................... 22
Advanced Placement Credit (AP Credit) ............................................................................... 22
i ABET Self-Study Report Construction Engineering Program at the University of Utah

F. Graduation Requirements .................................................................................................. 23
G. Records of Student Work/Transcripts ................................................................................ 24
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ................................................. 25
A. Mission Statement ............................................................................................................. 25
Mission Statement University of Utah.................................................................................. 25
Mission Statement College of Engineering ........................................................................... 25
B. Program Educational Objectives ........................................................................................ 25
C. Consistency of the Program Educational Objectives with the Mission of the Institution . 25
D. Program Constituencies ....................................................................................................... 26
E. Process for Review of the Program Educational Objectives .............................................. 27
CRITERION 3. STUDENT OUTCOMES .................................................................................. 28
A. Student Outcomes .............................................................................................................. 28
B. Relationship of Student Outcomes to Program Educational Objectives ........................... 28
CRITERION 4. CONTINUOUS IMPROVEMENT ................................................................... 31
A. Student Outcomes .............................................................................................................. 31
Introduction .......................................................................................................................... 31
CEP Method of Assessing and Evaluating Student Outcomes .............................................. 32
B. Continuous Improvement .................................................................................................. 38
ABET Continuous Improvement Form: ................................................................................. 39
Summary of Evaluations ....................................................................................................... 40
C. Additional Information ....................................................................................................... 43
CRITERION 5. CURRICULUM................................................................................................. 44
A. Program Curriculum ........................................................................................................... 44
B. Course Syllabi ..................................................................................................................... 51
Table 5-1 Curriculum............................................................................................................. 52
Table 5-2 Relation between PEOs and CEP Curriculum ........................................................ 58
Table 5-3 Relation between SOs and CEP Curriculum .......................................................... 60
Table 5-4 Prerequisite Structure of CEP ............................................................................... 62
CRITERION 6. FACULTY .......................................................................................................... 70
A. Faculty Qualifications ......................................................................................................... 70
B. Faculty Workload................................................................................................................ 71
C. Faculty Size ......................................................................................................................... 71
D. Professional Development ................................................................................................. 72
ii ABET Self-Study Report Construction Engineering Program at the University of Utah

E. Authority and Responsibility of Faculty ............................................................................. 72
Table 6-1. Faculty Qualifications .............................................................................................. 73
Table 6-2. Faculty Workload Summary .................................................................................... 76
Table 6-3 Summary of Faculty Professional Development Activities ....................................... 80
CRITERION 7. FACILITIES ...................................................................................................... 82
A. Offices, Classrooms, and Laboratories ................................................................................. 82
Salt Lake City Campus ........................................................................................................... 82
University of Utah Asia Campus............................................................................................ 88
B. Computing Resources ........................................................................................................... 88
Salt Lake City Campus ........................................................................................................... 88
C. Guidance ............................................................................................................................... 92
Computing............................................................................................................................. 92
Tools, Equipment & Laboratories ......................................................................................... 92
D. Maintenance and Upgrading of Facilities ............................................................................. 93
F. Library Services ................................................................................................................... 93
Librarians and Library Staff that support the College of Engineering, ................................. 95
Engineering-Related Specialty Software............................................................................... 97
CRITERION 8. INSTITUTIONAL SUPPORT .......................................................................... 98
A. Leadership .......................................................................................................................... 98
B. Program Budget and Financial Support ............................................................................. 98
Program Budget .................................................................................................................... 98
Support for Teaching .......................................................................................................... 100
Acquisition, Maintenance, and Upgrading of Facilities and Equipment ............................ 101
Adequacy of Resources for Attaining Student Outcomes .................................................. 102
C. Staffing.............................................................................................................................. 103
D. Faculty Hiring and Retention ............................................................................................ 103
Hiring ................................................................................................................................... 103
Retention of Faculty ............................................................................................................ 104
E. Support of Faculty Professional Development................................................................. 105
PROGRAM CRITERIA ............................................................................................................. 106
1. Curriculum........................................................................................................................... 106
Apply Knowledge of Mathematics through differential and integral calculus ................... 106
Probability and Statistics..................................................................................................... 106
iii ABET Self-Study Report Construction Engineering Program at the University of Utah
General Chemistry and Calculus-Based Physics ................................................................. 107
Design construction processes and systems in a construction engineering ...................... 107
Basic legal and ethical concepts ......................................................................................... 108
Importance of professional engineering licensure ............................................................. 108
Management Topics ........................................................................................................... 108
Management Topics (Additional Technical Elective Courses) ............................................ 109
2. Faculty .............................................................................................................................. 109
Accreditation Policies and Procedures Manual .......................................................................... 111
University Directive on Safety Practices ................................................................................. 111
Current Practices..................................................................................................................... 111
Appendix A – Course Syllabi ..................................................................................................... 115
Appendix B – Faculty Vitae ....................................................................................................... 206
Appendix C – Equipment............................................................................................................ 276
Appendix D – Institutional Summary ......................................................................................... 278
1. The Institution .................................................................................................................. 278
2. Type of Control ................................................................................................................. 278
3. Educational Unit ............................................................................................................... 278
4. Academic Support Units ................................................................................................... 278
5. Non-academic Support Units ........................................................................................... 279
6. Credit Unit ........................................................................................................................ 281
7. Tables................................................................................................................................ 281
Table D-1. Program Enrollment and Degree Data ................................................................. 282
Table D-2. Personnel .............................................................................................................. 283
SUBMISSION ATTESTING TO COMPLIANCE ............................................................................ 284
Attachment 1 – Student Outcome Assessments.......................................................................... 285
Assessment Summary – Student Outcome 1 ......................................................................... 286
Assessment Summary – Student Outcome 1 (continued) ...................................................... 288
iv ABET Self-Study Report Construction Engineering Program at the University of Utah

Attachment 2 – Sample Safety Plan............................................................................................ 317
Attachment 3 – Sample Laboratory Procedure ........................................................................... 330
v ABET Self-Study Report Construction Engineering Program at the University of Utah

Program Self-Study Report
for
EAC of ABET
Accreditation or Reaccreditation
BACKGROUND INFORMATION
A. Contact Information
Dr. Michael E. Barber
Department of Civil and Environmental Engineering, MCE. Bldg.
110 Central Campus Dr.
Salt Lake City, UT 84112
phone: 801-585-7710,
fax: (801)585-5477
e mail: [email protected]
B. Program History
The Construction Engineering Program (CEP) at the University of Utah was approved by the
Utah State Board of Regents and the Northwest Commission on Colleges
and Universities (NWCCU) in 2016. The inaugural semester was fall 2016. The CEP is one of
two BS programs offered by the Department of Civil and Environmental Engineering (CVEEN)
at the University
https://www.civil.utah.edu/degrees/.
From 2016 until the present, Dr. Michael E. Barber has served as the department chair.
Currently, the CEP is undergoing continued and moderate growth with the hiring of a new CEP
faculty. During this ABET review cycle, two new full-time faculty have joined the CEP. These
are Dr. Abbas Rashidi (https://faculty.utah.edu/u6013686-Abbas_Rashidi/research/index.hml)
and Dr. Jianli Chen (https://faculty.utah.edu/u6031298-JIANLI_CHEN/teaching/index.hml). In
addition to these, other CvEEN faculty offer courses that support the CEP and are primarily: Dr.
Steven F. Bartlett, Dr. Pedro Romero, Dr. Chris Pantelides, and Dr. Xiaoyue Liu. Advising for
the CEP is performed by Wendy McKenney (https://www.civil.utah.edu/staff/). Dr.Bartlett acts
as the CEP ABET coordinator. Dr. Rashidi is the chair of the CEP curriculum committee.
During this ABET review cycle, several new full-time faculty have joined CVEEN Department.
These include: Dr. Roshina Babu (UAC/ General CVEEN), Dr. Edward Cazalas (Nuclear), Dr.
Jianli Chen (Construction Faculty), Dr. Nickolas Jovanovic (UAC/ General CVEEN), Dr.
Nickola Markovic (Transportation), Dr. Tara Mastren (Nuclear), Dr. Carlos Oroza, (Water/
Cyberinfrastructure), Dr. Ge (Gaby) Ou (Structures), Dr. Abbas Rashidi (Construction), Dr.
Jennifer Weidhaas (Environmental), Dr. Xianfeng (Terry) Wang (Transportation), Dr. Xuan
(Peter) Zhu (Structures/ Cyberinfrastructure).
1 ABET Self-Study Report Construction Engineering Program at the University of Utah

The following full-time faculty have left CVEEN during this review cycle: Dr. Amanda
Bordelon (Materials), Dr. Janice Chambers (Retired, Structures), Dr. Daniel Fagnant
(Transportation), Dr. Tatjana Jevremovic (Nuclear), Dr. Azaree Lintereur (Nuclear), Dr. Richard
J. Porter (Transportation).
The following staff members have left CVEEN during this review cycle: Ashley Arpero
(Administrative Program Manager), Alexi Crabb (Undergraduate Advisor), Colleen Gilman
(Undergraduate Advisor), Bonnie Ogden (Graduate Advisor), Andrea Gallegos (Administrative
Program Manager), Ryan Schow (Reactor Supervisor).
The following administrative staff have joined CVEEN or have changed administrative positions
during this cycle: Cathy Merkel (Accountant), Olivia Calvillo (Undergraduate Advisor), Wendy
McKenney (Undergraduate Advisor), Courtney Phillips (Graduate Advisor), Kelsey Arnold
(Marketing & Communications Specialist), Steven Pappas (Reactor Supervisor).
C. Options
Students in either Program (civil or construction) have the opportunity to obtain a double major.
Also, the Department offers a minor in Nuclear Engineering. The following describes these
options and other program options
1. Double Major with Civil Engineering Program

CEP students can make themselves more marketable by double majoring in Civil Engineering
and Construction Engineering, expanding their options, increase their value, and allowing career
adaptability to the ever-changing needs of the world. Students pursuing both degrees develop the
technical skills and communication needed to work on design-build projects from concept to
construction. Students can complete both degrees with five courses beyond the CEP or CVEEN
degree, respectively. Additional information about this Program may be found at
https://www.civil.utah.edu/double-major/.
2. Minor in Nuclear Engineering

Students pursuing a BS degree in CEP have the opportunity to complete a minor in Nuclear
Engineering from the Utah Nuclear Engineering Program (UNEP). A UNEP minor in Nuclear
Engineering requires the courses shown in the table below. The elective courses may be selected
either from UNEP courses or from CVEEN department major courses approved by the UNEP
Director. Students must maintain a cumulative GPA of 2.85 or higher and a minor GPA of 3.0 or
higher. Additional information may be found at https://www.civil.utah.edu/nuclear-minor/.
Course Number Credit Hours Course Title

NUCL 3000 3 Nuclear Principles in Engineering &
Science
NUCL 3100 3 Radiation Interactions
NUCL 3200 3 Radiochemistry
NUCL 4000 1 Nuclear Laboratory
Two 3-credit Elective Courses 6

In addition, CVEEN students not seeking a Nuclear Engineering minor may take NUCL 3000
and NUCL 3100 as technical electives in the CEP.
3. FASTRAX Program
The FASTRAX Program is an undergraduate option that allows undergraduate students with an
Engineering GPA of 3.2 or higher to start working on their MS degree during their senior year of
their BS degree. Through the FASTRAX program, students can complete the MS degree within
three additional semesters of full-time study (9 graduate credit hours) following completion of
the BS degree. Students who have an Engineering GPA of 3.2 or higher apply to the FASTRAX
program during the second semester of their Junior. FASTRAX students are required to take five
technical electives, instead of 6 at the undergraduate level, and complete a graduate-level course
(i.e., 6000-level or higher) to apply toward their MS degree (https://www.civil.utah.edu/fastrax/).
Students must maintain continuous enrollment with no gap semester or break between degrees.
4. College of Engineering (COE) Math Sequence

Students have a choice to take either a traditional math sequence that consists of Math 1210
(Calc. I), Math 1220 (Calc. II), Math 2220 (Calc. III), and Math 2250 (ODEs) or they can take a
COE math sequence. The COE math sequence courses required for CVEEN students are: Math
1310 (Calc. I), Math 1320 (Calc. II), Math 2250 (Calc. III w/ ODEs). Transfer students into
CVEEN are required to complete, or have completed the following sequence of courses or its
equivalent: Math 1210 (Calc. I), Math 1220 (Calc. II), Math 2220 (Calc. III), Math and 2250
(ODEs).
The COE math sequence provides a streamlined calculus presentation by deemphasizing proofs
and to connect the mathematics to practical applications. The COE math sequence is 12 units, the
traditional is 15. The two sequences share one course, MATH 2250: Linear Algebra and
Differential Equations. Most transfer students follow the traditional track because the
engineering path is not available at two- and four-year colleges in Utah. Most U of U
engineering students pursue the engineering track. The traditional math sequence is typically
completed in four semesters, the engineering math sequence may be completed in three
semesters.
5. Graduate Courses Taken As An Undergraduate

The CVEEN Department allows undergraduates to take 6000-level graduate courses to fulfill the
Department's undergraduate technical elective requirements. The following requirements are
placed on students wishing to complete this option.
• A minimum engineering GPA of 3.20 is required
• Instructor permission to enroll
• All CVEEN undergraduate requirements must be met, including the requirement for
courses with significant design content (i.e., commonly called "design" courses.
• The form required for this process is found at: https://www.civil.utah.edu/request-to-
enroll-in-graduate-course-as-undergraduate/.
6. Honors in Engineering
The Honors in Engineering Program in the COE is designed to provide a challenging,
individualized educational experience to high-achieving students and promote lifelong learning

throughout their careers. The objective is to challenge top students by offering them access to
more advanced levels of study, facilitating the fullest possible use of their creative abilities,
encouraging a sustained interest in advanced education and basic research, and fostering
leadership and fellowship within the engineering community
https://www.coe.utah.edu/students/future/honors-in-engineering/.
7. University Honors
The University Honors Program is sponsored by the Honors College and has a long and
distinguished history of excellence in undergraduate education. The centerpiece of Utah's Honors
College is Engaged Learning Opportunities — a signature experience that brings together
students and community partners to collaborate on research that results in real-world
applications. For more information, see http://honors.utah.edu/.
D. Program Delivery Modes
The Department of Civil & Environmental Engineering offered courses in two modes: (1) day
and (2) evening. Day courses are offered in the standard University format with three 50-minute
classes or two 50-minute classes, depending on the semester hours associated with the class.
There are also offerings given in twice-a-week format with two 75-minutes sessions per week.
Evening courses begin at 4:35 pm, or later. Four required laboratory courses are offered during a
3-hour period during the week in the afternoon. These laboratory sessions are typically offered 3
to 4 times a week.
Typically, the Department offers an average of five evening courses each fall and spring
semester. Many of these evening courses are advanced technical courses (i.e., 5000-level) and
include topics desired by working professionals or part-time students. Additional classes are
offered in the late afternoon, and a few classes are taught at 7:30 am to accommodate working
professionals and part-time students.
Before the COVID pandemic, all department courses were offered in person. However, since the
outbreak, the mode of program delivery has changed significantly.
https://attheu.utah.edu/facultystaff/fall-2020-instructional-guidelines/
For the second half of spring semester 2020, 100% of courses were offered virtually, with
approximately 50% of them provided live through interactive video conferencing and 50% of
them taught asynchronously. During the fall semester of 2020, 34% of courses were taught in
person, 38% were taught through interactive video conferencing (IVC), 11% were conducted in a
hybrid format consisting of in-person and IVC, and 8% were taught online with no specific
meeting time. During the spring semester of 2021, 25% of courses were taught in person, 54%
were taught through interactive video conferencing (IVC), 3% were taught as hybrid courses, 1%
were conducted in a hybrid format consisting of in-person and IVC, and 15% were taught online
with no specific meeting time.
For fall semester 2021, the University has set the goal to have 75 percent of the courses taught
in-person. No social distancing in the classrooms or laboratories will be required. However,

masks will be required for students and faculty. Also, student requests for online exceptions will
be denied due to accreditation rules, faculty workload, and State of Utah legislative mandates.
E. Program Locations
The CEP of the CVEEN Department is delivered at the University of Utah, Salt Lake City
campus located at the Meldrum Civil Engineering Bldg., 110 Central Campus Dr., Salt Lake
City, UT 84112.
F. Public Disclosure
The Program Education Objectives (PEOs), Student Outcomes (SOs), annual student enrollment,
and graduation data specific to the Program is posted and made accessible to the public at the
following: https://www.civil.utah.edu/abet-accreditation/.
G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s)

and the Actions Taken to Address Them
This is the first review of the CVEEN Construction Engineering Program.

GENERAL CRITERIA
CRITERION 1. STUDENTS
For the sections below, attach any written policies that apply.
A. Student Admissions
Admissions to the University
Beginning with summer of 2013 admissions, the University of Utah (U of U) began using a holistic
review process to admit all incoming freshman students regardless of major. The University's
holistic review process helps ensure that all students are given the best opportunity to present a
complete picture of their qualifications. Beginning with fall 2021 admissions, the U of U is test-
optional for freshman applications. ACT/SAT scores are not required for admission, merit
scholarships (including department scholarships), or direct admission programs (including
Engineering). The holistic review includes consideration of the standards summarized in Table 1.1
(https://admissions.utah.edu/admission-standards/). Some applicants not meeting the admission
standards may be considered for admission on a case-by-case basis if their special talents or
diversity enhances the institution's life and character.
Academic Preparation & Performance Personal Achievements & Characteristics

(Primary Factors) (Secondary Factors)
• Rigorous course selection throughout • Academic achievements and awards or
high school career (i.e., Honors, AP, distinctions
IB, and Dual/Concurrent Enrollment • Involvement in student clubs and
courses) organizations, athletics, and other
• Grade trends extracurricular activities or work
• Cumulative unweighted GPA. • Familial responsibilities
• Excellence in academic achievement, • Extraordinary circumstances
intellectual pursuits, and creative • A significant commitment to
endeavors community engagement, citizenship,
• Satisfactory completion of high and leadership
school core course requirements • Ability to contribute to and benefit
from a culturally and intellectually
diverse learned community
To be admitted to the U of U on a transfer basis, the following requirements must be met (these
requirements are published on the University's website at
https://admissions.utah.edu/apply/transfer/):
• Applicants are expected to have a transferable GPA of 2.6 or higher with 30 completed
semester hours

• Students who have completed fewer than 30 semester hours or 45 quarter hours deemed
transferable by the University of Utah, are also required to submit an official final high
school transcript and have the option of submitting ACT or SAT scores.
• Students who have completed an Associates of Arts or Associates of Science degree are
admissible with a 2.35 GPA or higher.
• Transferable GPA does not include remedial courses, credit received from non-regionally
accredited institutions, or credit awarded by exam (AP, IB, CLEP, FLATS, etc.).
• Applicants transferring from another college or university are expected to have
previously graduated from an accredited high school. Applicants who attended a home
school, non-accredited US institution, or obtained a US GED must submit an official
ACT or SAT test score.
Transfer students are also reviewed holistically based on the criteria summarized below.
Academic Factors Non-Academic Factors

• Cumulative transferable • Involvement in student organizations,
GPA. athletics, or other extracurricular
• Rigor of course selection activities
• Grade trend • Significant commitment to community
• Academic awards engagement and volunteer work
• Familial and financial responsibilities
• Work experience
• Extraordinary circumstances
• Ability to contribute to and benefit from
a culturally and intellectually diverse
learning community
Admission to the Civil and Environmental Engineering Major

Students admitted to the University and are interested in the major degrees in Civil and
Environmental Engineering (CVEEN) Department are either admitted directly to major status at
the time of admission to the University or evaluated for promotion to major status following the
completion of several preparatory classes (described later). Students applying for major status
normally complete this after two semesters. Without major status, a student must obtain special
permission to take most CVEEN classes at or above the 2000 level.
Direct Admission of Incoming Freshman

Students apply to the University of Utah and indicate interest in one of the 11 College of
Engineering degrees. The Office of Admissions then determines if students meet one of the
following three criteria necessary for Direct Admission into the College of Engineering:
Criteria 1: Unweighted GPA of 3.6, ACT of 26, and ACT Math 28

Criteria 2: Unweighted GPA of 3.8, ACT of 27, and ACT Math 26 taking AP CALC A/B or
higher

Criteria 3: Please note that the exception about "C" grades is to specifically address students
who perhaps did not start strong in high school but have demonstrated a significant, positive
change over time.
1) MUST have a 3.8 Unweighted GPA
2) PREFER ONLY A's and B's in all Math and Science courses.
a. C's or lower in any Math or Science courses are not preferred. But if someone has,
perhaps, one "C" early on in high school, but you see a steep upward trend in
STEM grades over time, we can consider them.
3) MUST have taken a full year of at least two of the following science courses: Biology,
Chemistry, and Physics
a. C's or lower in any Math or Science courses are not preferred. But if someone has,
perhaps, one "C" early on in high school, but you see a steep upward trend in
STEM grades over time, we can consider them
b. Can be taken at the high school level or with Dual Enrollment
4) Readiness for Calculus includes any of the following:
a. CALCULUS ONLY at any level in high school or Dual Enrollment
i. COE has requested that we not direct admit anyone who has not
completed/in-progress with Calculus.
ii. COE will not accept Pre-Calculus or lower for Direct Admit to COE.
b. International Baccalaureate (IB): Math SL OR Math HL with marks of 5, 6, or 7
i. IB Math Studies is NOT acceptable for Direct Admission
c. International students from most national curricula with the equivalent of an A or
B
i. Students on a trade school or technical school track in high school, such as
the BTEC in the UK, are not ready for Calculus.
ii. COE has requested that if the Math course is not labeled "Calculus" on the
transcript, we must verify that the Math course taken includes Calculus
concepts.
Those students who meet one of these criteria are then given "Engineering" status at orientation.
Incoming Civil Engineering students that have been offered direct admission into the College of
Engineering are also directly admitted to the Civil and Environmental Engineering program. This
process occurs within the first two weeks of the new semester.
Major Status
Admission to major status is granted to a student after completion of at least three classes from
which the technical GPA for admission is calculated (see table below). The classes must be
completed with satisfactory grades (a C grade or better in each class and at least a 2.50 weighted
average GPA in the classes). In addition, the overall university GPA must be above 2.00.
Table 1.3. Courses required for CVEEN major status. Students must complete 3.
MATH 1210 or MATH 1310 Calculus I
Math 1220 or MATH 1320 Calculus II
CHEM 1210 General Chemistry I
PHYS 2210 Physics for Scientists and Engineers I

B. Evaluating Student Performance
How student performance is evaluated and progress is monitored
Students in the CVEEN Program are evaluated on an ongoing basis with several key milestones
in their progression to graduation. The first major milestone for a new student is to gain
admission to the University of Utah (described above under Admission to the University
Section). The second major milestone occurs at the advancement to major status (described
above under the Promotion from Pre-major to CVEEN Major Status Section). The third
milestone occurs when the student applies for graduation in the semester before commencement
(described below under the Graduation Requirements Section). The final milestone occurs when
all CVEEN graduation requirements are cleared, and the University completes its review for all
bachelor requirements.
While there are four major milestones, we also examine student grades, GPAs, and course repeats
each year to determine if there are any violations of departmental policies as described in the
excerpt below taken from the undergraduate handbook (located at https://www.civil.utah.edu/wp-
content/uploads/2020/06/2020-2021-Civil-Engineering-Handbook-Combined.pdf).
An undergraduate advisor reviews semester grades and overall GPA of all major status students to
determine which students, if any, need to be notified of an academic issue. Students found to be
out of compliance are sent written instruction on how to return to good standing.
Continuing Performance
The University requires all students to maintain a cumulative GPA of 2.00 or higher. Students
must also have a minimum of a 2.00 cumulative GPA to graduate. A student admitted to major
status must maintain an engineering GPA (EGPA) of 2.50 or higher. Engineering GPA is defined
as courses counted towards the major with the exception of all general education courses (e.g.,
LEAP 1500/1501) and CVEEN 1000 and 2000. For repeated EGPA courses, the second letter
grade received will be counted as the official grade for the EGPA calculation.
A grade of C or higher must be met for the following courses:

• All Mathematics (MATH 1210/1310, 1220/1320, 2210, 2250)
• All Chemistry (CHEM 1210, 1215, 1220, 1225)
• All Physics (PHYS 2210, 2215, 2220, 2225)
• CVEEN 2010, 2140, 2300, and 2310.
For all other CVEEN courses, a grade of “C-“ or higher is required. Generally, a student may
repeat these technical courses only once, and the second grade received will be counted for the
requirement.
Probation
A student who fails to maintain an engineering grade point average (EGPA) of 2.50 or higher
will be removed from major status and will be placed on academic probation. While on
probation, students will not be allowed to take any new CVEEN classes and will have three
consecutive semesters to retake courses or take additional non-CVEEN courses to bring their

EGPA to 2.50 or higher. While on academic probation, the student will meet with an academic
advisor at the end of every semester to review their progress. If after the three semesters (e.g.,
fall, spring, summer), the student fails to raise their EGPA to 2.50 or higher, their progress will
be evaluated by the Undergraduate Committee and, if no progress is shown, the student will be
dismissed from the program. Students that have been placed on probation 8 for more than 3
semesters, even if non-consecutive, will also be evaluated by the Undergraduate Committee to
determine if they should be allowed to remain in the program. A student who fails to maintain a
cumulative grade point average of 2.00 or higher will also be on probation with the Department.
Repeat and Withdrawal Policies

A student can take an engineering GPA (EGPA) course for grade only twice at the University.
Students withdrawing from an EGPA course are allowed three attempts, including the
withdrawal. Any student who takes a required class twice and does not have a satisfactory grade
the second time, will be removed from major status and will not be allowed to take any new
CVEEN classes until they meet with an academic advisor, develop a plan, and petition the
Undergraduate Committee requesting that a third attempt at the class be allowed. The
Undergraduate Committee, after reviewing the petition and other relevant facts, shall make the
final decision to allow or not allow the further attempt and shall communicate that decision to the
student in writing.
Attempts of courses taken at transfer institutions count as one attempt. This means a student may
take the course only one time at the University of Utah.
When retaking an EGPA course, if the course was taken at the University of Utah, it must be
retaken at the University of Utah. For example, students cannot count a grade obtained in a class
taken at another institution to replace a low grade obtained in a class previously taken at the
University of Utah.
This repeat policy does not apply to courses taken to satisfy Intellectual Exploration and lower
division Writing requirements.
How the Program ensures and documents that students are meeting
prerequisites
The College of Engineering participates in the University of Utah's prerequisite check system
that is part of the registration system software. This system enforces the necessity of students to
progress through their classes in an orderly fashion. All classes in our major have a published set
of prerequisite and corequisite requirements that must be met in order to enroll in the class. The
system checks for successful completion of any listed prerequisite class taught at the University
of Utah and most of the state schools that we articulate with. The system allows each department
to set the minimum passing grade, which for Civil and Environmental Engineering is the
following:
A grade of “C” or higher must be met for the following courses:

• All Mathematics (MATH 1210/1310, 1220/1320, 2210, 2250)
• All Chemistry (CHEM 1210, 1215, 1220, 1225)

• All Physics (PHYS 2210, 2215, 2220, 2225)
• CVEEN 2010, 2140, 2300, and 2310
For all other major courses, a grade of “C-“ or higher is required.
Besides the College of Engineering, a number of different departments also use the system.
Currently, in the College of Science, the Math and Chemistry departments are using this system
to make sure students do not take a class without the appropriate prerequisite work. In the case
that the system doesn't automatically accept the prerequisite work (typical for transfer students
coming from outside of the state articulation system), the system does allow the use of
permission codes to bypass the prerequisites. Departments are free to determine for their classes
how these permission codes are distributed to students. For CVEEN, we have an online tool
where a student requests the permission code for a specific class. The site asks for documentation
that allows the department advisors to decide concerning the preparation of the student.
C. Transfer Students and Transfer Courses

Procedure for Processing Non-Articulated Credit
Students wishing to apply credit from another school for any technical class which is not
included in the College of Engineering Articulation Agreement must submit a Transfer Course
Evaluation form along with thorough supporting documentation (course descriptions at a
minimum while syllabi and example work may be required at times). Only after the petition has
been approved by the department’s Director of Undergraduate Studies will transfer technical
credit be allowed toward completion of the BS degree in Civil and Environmental Engineering.
This applies even to classes that have been accepted by the university for credit; the classes must
still be submitted for departmental acceptance for transfer credit toward the degree by petition
(unless they appear on the Articulation Agreement, where approval is automatic).
D. Advising and Career Guidance

Freshmen engineering students entering the University of Utah typically have their first
interaction with an academic advisor during their freshman orientation, followed up with an
additional, required advising session in their first semester. This advising can occur with a
college advisor for students unsure of which engineering path to pursue or with an advisor in the
Civil and Environmental Engineering program (described in detail below).
Students planning to transfer into the Civil and Environmental Engineering program are
encouraged to meet with a department advisor early in their college experience to make a smooth
transition to the University of Utah.
Starting in fall semester 2007, The University of Utah created four purposeful and essential
advising points for students. During that time, students must meet with an advisor to continue
enrolling in classes at the University of Utah. These points are Student Orientation and Advising
(before first semester), Freshman Advising (1st semester), Second Year Advising (4th semester),
and Undeclared Advising (undeclared undergraduates over 90 credit hours).). These advising

time points work well with Civil and Environmental Engineering as they overlap with the key
milestones that students have to hit as they progress towards their degree
Student Orientation
The first contact most students who attend the University of Utah have with their pre-major
advisor is during orientation. All students attending the University of Utah must participate in
orientation before they are able to register for classes. One part of student orientation is to meet
with an advisor from their choice of major. In this meeting, the advisor describes:
• Degree requirements and course flowchart
• How to declare the major and requirements to declare
• Engineering GPA and how it is calculated
• Review of the Degree Audit Report
• Overview of Department policies
• Development of a semester schedule and registration in courses
Freshman Advising and Priority Registration

The first University mandated advising session occurs during the first semester just before
enrollment starts for the following semester. Students then meet with a program advisor to go
their next semester (or more) and discuss how the student is progressing in the first semester. At
this point, any issues can be diagnosed and appropriate recommendations made about approaches
to academic success (like tutoring which the college provides) for the remainder of the semester
and what classes should be contemplated for the coming semester.
An incentive for new students to meet early in the first semester is the priority registration
program. This Program allows students in their first semester at the University to have
registration dates for 1000 and 2000 level classes at the same time as seniors do. To qualify, the
students have to meet with their advisor before the enrollment cycle begins. This helps further
ensure that students are getting to an advisor early enough in the first semester to get additional
help if needed.
Introduction to Civil & Environmental Engineering and Sophomore Seminar

Classes
Two of the more beneficial advising opportunities for the students are the required freshman
class called Introduction to Civil and Environmental Engineering (CVEEN 1000) and the
required sophomore class Seminar (CVEEN 2000). These courses provide students with a better
understanding of what career avenues exist for a CVEEN major. Each course aims to help the
students determine what area to focus on in civil engineering. In CVEEN 1000, students are
exposed to course modules covering each of the major subdisciplines in CVEEN: structural,
geotechnical, transportation, water resources, environmental, and construction engineering. Each
module contains introductory material, an opportunity to perform basic engineering analysis and
calculations, and a guest speaker from industry that works in the respective subdiscipline. In the
CVEEN 2000 seminar, each week a different guest lecturer presents information about his or her
field to the students and provides a roadmap leading to his or her specific career. The students
find these classes beneficial, and many have chosen a different career path than what they had
intended to do when starting the class.

Advising Tools Available to Students
Some important tools to help the students better manage their academic progress include the
Department's undergraduate handbook (https://www.civil.utah.edu/wp-
content/uploads/2020/06/2020-2021-Civil-Engineering-Handbook-Combined.pdf) and the
Degree Audit Report System (DARS: described below). Also, the Department's website
(https://www.civil.utah.edu/) provides additional information students may need, including
sources of scholarships, career insights, and faculty research interests.
Degree Audit Report System
The Registrar's Office of the University of Utah uses a system called the Degree Audit Report
System (DARS) as its primary tool for tracking students' progress toward graduation. Students
can access DARS through their personal registration panel on the University of Utah website at
any time. The DARS report is customized to every program of study, allowing students to track
their progress in a Civil and Environmental Engineering degree or any other major or minor of
their choosing. The Degree Audit system is the primary tool used to determine if a student will
be ready to graduate at the end of the following semester of study. To help students understand
their DARS reports, they are first introduced to DARS in the student orientation and advising
session that they have to complete before being able to enroll at the University. The training
includes how to generate a DARS report and how to determine progress towards graduation.
Students are encouraged to generate a DARS report for their own records after the completion of
each academic semester and at any point when taking a leave of absence.

Sample Degree Audit:
Green checks indicate completion of various program requirements.

Undergraduate Advisors in the Department of Civil and Environmental Engineering
The Department Advisors are:
Olivia Calvillo
Academic Advisor
Email: [email protected]
Tel: 801.581.6932
Office: 2012 MCE
Wendy McKenney
Academic Advisor
Tel: 801.581.8517
Office: 2016 MCE
Pedro Romero
Associate Professor
Director of Undergraduate Advising
Tel: 801-587-7225
Office: 2131 MCE
Engineering Advising for Undecided Engineering Majors
Students who have not yet decided upon a specific engineering program meet with a college
advisor to review college-wide options. The advisors for the College of Engineering are:
Emily Howsley
Academic Advisor
Tel: 801-581-8575
Office: 1706 WEB
Sierra Whipple-Padgen
Academic Advisor
Office: 1818 WEB
E. Work in Lieu of Courses

Course credit or waivers for work experience is not permitted in the CEP program.
Advanced Placement Credit (AP Credit)

The College of Engineering has a policy in place regarding Advanced Placement (AP) credit.
The table below indicates the AP tests that can be taken for credit towards the completion of
engineering requirements. Additional AP exam snot on this list may count towards completion of
certain university requirements.

F. Graduation Requirements
The graduation requirements in terms of the curriculum are shown in Criterion 5.
Graduation requirements consist of successful completion of a minimum of 126.5 semester hours

of the following requirements: (1) the University's General Education and Bachelor Degree
Requirements; (2) Mathematics and Science; (3) the CVEEN Core; and, (4) CVEEN Electives.
Each class taken to satisfy CVEEN program requirements in mathematics, chemistry, physics,
biology, CVEEN core, and CVEEN electives must be passed with a grade of C or C- or better,
depending on the course (see the Continuing Performance above for details). A student may repeat
the courses only once with the second grade being counted for the requirement. In addition, the
students must graduate with a cumulative GPA at or above 2.00 and an engineering GPA at or
above 2.50. If the requirements for repeats, grades, or overall GPA are not met, a student can
petition for a variance from published requirements. These petitions are reviewed by the Associate
Chair in consultation with other members of the undergraduate committee.
To apply for graduation, a student completes the Application for Graduation online tool. Final
graduation approval is fully automated using the Degree Audit Reporting System (DARS). The
student must fulfill the listed requirements fully to be awarded a Bachelor of Science in Civil and
Environmental Engineering. Provided that the student has met all of the University course
requirements and completed the CEP program requirements in mathematics, chemistry, physics,
biology, CEP core, and CEP electives with a C or C- grade or better and has achieved an overall
GPA that is 2.00 or higher, and an engineering GPA of 2.50 or higher, the system will
automatically clear the student to graduate with the B.S. degree in the CEP. In cases where the
student doesn't clear, we receive a notification back from the registrar to determine what issues

need to be resolved. Once issues are identified, plans are put in place on how to help the student
progress towards graduation. Once completed, the student reapplies for graduation.
G. Records of Student Work/Transcripts

The Program will provide records of academic work (transcripts) that certify completion of all
program requirements and include the name of the Program (major, field of study) the degree
awarded, and the date the degree was awarded.
The program name and degree awarded must be shown in English exactly as they appear on the
Request for Evaluation accepted by ABET. (See 2021-22 APPM, Section 1.C.2.b)
Transcripts must also provide at a minimum the following:
1) The name and address of the institution

2) The name and other identification as appropriate of the student
3) A record of academic work pursued at the institution, including identification of courses
and/or credits attempted, academic years of each attempt, grade or other evaluation for
each attempt, and an indication of all required work attempted, and
4) A list of required courses and/or credits for which academic work pursued at another
institution(s) was accepted to meet the requirements of the Program. (See 2021-2022
APPM, Section I.C.2.a.)
The team chair will specify which transcripts to provide. New programs requesting
retroactive accreditation for two academic years prior to the onsite review must provide
transcripts from graduates for both academic years. Transcripts should be accompanied by
copies of degree audits and/or other explanations for interpreting the transcripts. (See 2021-2022
APPM, Section I.E.3.a.)

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
A. Mission Statement
Mission Statement University of Utah
The University of Utah fosters student success by preparing students from diverse backgrounds
for lives of impact as leaders and citizens. We generate and share new knowledge, discoveries,
and innovations, and we engage local and global communities to promote education, health, and
quality of life. These contributions, in addition to responsible stewardship of our intellectual,
physical, and financial resources, ensure the long‐term success and viability of the institution.
Mission Statement College of Engineering

To prepare students for leadership and professional positions in academia, industry, and
government; to improve the productivity, health, safety, and enjoyment of human life through
leading-edge research; and to stimulate and grow the economy by providing qualified
engineering professionals and by transferring the technologies developed in College of
Engineering research to the private sector.
B. Program Educational Objectives
1. CVEEN Construction Engineering graduates will be engaged in the practice of construction

engineering or a related field or will be pursuing advanced knowledge through post-graduate
study and research.
2. CVEEN Construction Engineering graduates will be entering professional practice and on a
path towards professional licensure when appropriate. They will be collaborating on diverse
project teams applying engineering, communication, and management skills and utilizing
their accumulated education and experience to address complex societal issues for the
community's broader good.
3. CVEEN Construction Engineering graduates will be ascending into leadership roles by
advocating for their profession, being active in professional organizations, seeking
professional development opportunities, and participating in their profession's betterment by
applying ethical engineering practices.
https://www.civil.utah.edu/abet-accreditation/
C. Consistency of the Program Educational Objectives with the

Mission of the Institution
The mission of the University includes "preparing students from diverse backgrounds for lives of
impact as leaders and citizens," emphasizes engagement of "local and global communities to
promote education, health, and quality of life." The mission of the College of Engineering
includes the preparation for leadership in professional, industry, and government. The CEP
educational objectives refine these goals by emphasizing preparing students to be on the path for
entering professional and ultimately obtaining professional licensure.

The mission of the University speaks of "engaging local and global communities to promote
education, health, and quality of life." The mission of the College of Engineering speaks of the
preparation of students to improve the productivity, health, safety, and enjoyment of human life.
The CEP educational objectives address these objectives by encouraging graduates to ascend into
leadership roles by advocating for their profession, being active in professional organizations,
seeking professional development opportunities, and participating in their profession's
betterment by applying ethical engineering practices.
D. Program Constituencies
The primary requirement-generating constituencies of the CVEEN Department are:
• CVEEN faculty
• CEP faculty
• CEP Industrial Advisory Board (IAB) (https://www.civil.utah.edu/industrial-advisory-
board/)
These constituencies are called "requirement-generating," because they initiate or sponsor

initiatives that directly affect the Program and its requirements. Other stakeholders that provide
feedback at the program level are:
• Engineering National Advisory Council (ENAC) (https://www.coe.utah.edu/enac)

• CVEEN alumni board
• Former CEP students (1 to 5 years post graduation)
These stakeholders provide feedback regarding the Program Education Objectives, academic
requirements, and curriculum; however, they do so in an advisory role.
CEP Program Education Objective 1 meets the mission of the COE to provide engineers
prepared to enter the workforce of the State of Utah. As a state-funded school, the COE,
CVEEN, and CEP have an obligation to provide an educated workforce to assist in the economic
and social development of the State. In addition, because the University of Utah is a Research 1
institution, CEP also has an obligation to provide a select handful of undergraduate students that
are prepared to enter graduate school and fulfill the Department's research mission. CEP
Program Education Objective addresses the need to provide qualified engineers active in
professional organizations (e.g., ASCE) and that continue in seeking professional development
throughout their careers. The achieving of this objective is important to all constituencies of
CEP. The obtainment of professional licensure is important to CEP graduates in terms of
employment opportunity and career progression, to the Department and University in terms of
reputation and stature, and to the engineering profession in terms of maintaining a professional
and uniform standard of care. Professional licensure provides this uniformity of engineering in
the public arena by enforcing standards and restricting by unqualified individuals. In addition, it
is vital to professional societies and industry that CEP graduates seek membership in such
organizations and continue their education. This membership improves the influence of these
organizations and enhances the state of engineering practice by providing a venue for networking
and sharing of knowledge and by providing a venue for life-long learning by courses, seminars,
and conferences organized or sponsored by these organizations. Such continuing education is
also a requirement for continued professional licensure. CEP provides to its graduates the

foundation for continuing education by providing critical reasoning, analysis, and
communication skills through the formal educational process offered by the University. CEP
Education Objective 3 expresses the need to have CEP graduates engaged in society through
leadership and advocacy for their profession. This meets the needs of the constituency of CEP
by offering leadership and problem-solving skills to address 21st-century challenges,
E. Process for Review of the Program Educational Objectives

The COE ABET committee meets monthly to discuss ABET-related issues. It is chaired by the
COE Associate Dean of Academic Affairs. This committee provides feedback, guidance, and
recommendations to CVEEN and the CEP regarding its program objectives, ABET processes
and review, and other accreditation topics. The CEP objectives were drafted by the CEP
committee and were amended and approved in the CVEEN faculty meeting during spring 2021.
The CEP IAB also reviewed the objectives during that same semester.
The CEP has strong participation from its Industrial Advisory Board, composed of consulting,
industry, and public-sector engineers. The CEP and CVEEN seek comments from the IAB
regarding the CEP program objectives. The current board members are:
• Jeremy Blanck, Okland Construction

• Scott Braithwaite, Jacobsen Construction
• Paul Edwards, StacyWitbeck
• Joshua Haines, Layton Construction
• Forrest McNabb, Big D Construction
• Scott Parson, Staker/Parson Companies
• Kevin Smith, Lakeview Rock Products
• Brandon Squire, Ralph L. Wadsworth Construction
• Jason Klaumann, Granite Construction
• Travis Taylor, Haskell
• Rich Thorn, AGC of Utah
• John Tripi, Ames Construction
• Guy Wadsworth, Wadsworth Brothers Construction
• Guy Wollam, Wollam Construction
The PEOs are reviewed and revised on a 6-year cycle—the next scheduled review will be in Fall
2026. However, because the CEP IAB meets quarterly, recommendations to change that PEOs
could originate earlier if there is a compelling reason to amend the PEOs
The CEP IAB also advises the CVEEN Chair and faculty regarding the state of practice
regarding private and public infrastructure. This review is done so that CVEEN can better meet
the needs of the State and its citizens. The IAB also helps in curriculum review and development
and strategic plan. IAB meeting minutes and recommendations are routinely discussed in
subsequent faculty meetings and acted upon as appropriate when faculty concurrence is reached.
The IAB also assists CVEEN in fundraising and public relations and disseminates CVEEN
related information to the State legislature, agencies, counties, and cities.

CRITERION 3. STUDENT OUTCOMES
A. Student Outcomes
The CEP was initiated in Fall 2016. The assessment of Student Outcomes a-k was done by the
CVEEN civil engineering program because the curriculum for both the construction and civil
engineering programs is essentially identical for the first 2.5 years. The CEP adopted Student
Outcomes 1-7 and started its own assessment of these outcomes during Fall 2020.
The student outcomes for the CEP are listed below. They are also found at:
https://www.civil.utah.edu/abet-accreditation/. The CEP has decided not to add to or modify
these criteria.
1. an ability to identify, formulate, and solve complex engineering problems by applying

principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social,
environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations
and make informed judgments, which must consider the impact of engineering solutions in
global, economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership,
create a collaborative and inclusive environment, establish goals, plan tasks, and meet
objectives
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data,
and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate learning
strategies.
B. Relationship of Student Outcomes to Program Educational

Objectives
The relationship between program educational objects and CVEEN student outcomes is shown
and discussed in the following table.

Table 3-1 Relation of PEO and SO for CEP
Program
Student Comments
Educational
Outcomes
Objectives
CVEEN Construction Engineering 1. an ability to identify, formulate, These student
graduates will be engaged in the of and solve complex engineering outcomes
construction engineering or a related problems by applying principles of support the
field or will be pursuing advanced engineering, science, and preparation of
knowledge through post-graduate mathematics the CEP
study and research. 2. an ability to apply engineering graduate to apply
design to produce solutions that the knowledge of
meet specified needs with civil
consideration of public health, engineering.
safety, and welfare, as well as This is done by
global, cultural, social, preparation in
environmental, and economic mathematics,
factors science,
3. an ability to communicate experimentation,
effectively with a range of design, teaming,
audiences problem solving
4. an ability to recognize ethical and
and professional responsibilities in communication.
engineering situations and make
informed judgments, which must
consider the impact of engineering
solutions in global, economic,
environmental, and societal
contexts
5. an ability to function effectively
on a team whose members together
provide leadership, create a
collaborative and inclusive
environment, establish goals, plan
tasks, and meet objectives
6. an ability to develop and conduct
appropriate experimentation,
analyze and interpret data, and use
engineering judgment to draw
conclusions

Program
Student Comments
Educational
Outcomes
Objectives
CVEEN Construction Engineering 4. an ability to recognize ethical These student

graduates will be entering and professional responsibilities in outcomes
professional and on a path towards engineering situations and make prepare the
professional licensure when informed judgments, which must CVEEN
appropriate. They will be consider the impact of engineering graduate for
collaborating on diverse project solutions in global, economic, profession
teams applying engineering, environmental, and societal practice in terms
communication, and management contexts of licensure,
skills and utilizing their accumulated ethics, life-long
education and experience to address 7.an ability to acquire and apply learning and
complex societal issues for the new knowledge as needed, using professional
community's broader good. appropriate learning strategies. engagement.
CVEEN graduates are encouraged to 4. an ability to recognize ethical These student

seek leadership roles and to be and professional responsibilities in outcomes
advocates for their profession in engineering situations and make prepare the
solving complex societal issues for informed judgments, which must CVEEN
the broader good of the community. consider the impact of engineering graduate for
solutions in global, economic, community
environmental, and societal involvement and
contexts leadership
5. an ability to function effectively beyond the of
on a team whose members together civil
provide leadership, create a engineering.
collaborative and inclusive Also, training
environment, establish goals, plan relating to
tasks, and meet objectives business practice
is given (i.e.,
management,
business)

CRITERION 4. CONTINUOUS IMPROVEMENT
A. Student Outcomes
Introduction
The program regularly uses a documented processes for assessing and evaluating the extent to
which the student outcomes are being attained, as explained in this section. The student outcome
evaluations are used as input for the program's continuous improvement actions, as described in
Section 4B – Continuous Improvement.
The CEP is one of two BS programs offered by the Department of Civil and Environmental
Engineering (CVEEN) at the University. The other program is in civil engineering (CvEP). The
CvEP has been accredited for many years. The CvEP received its Civil Engineering ECPD
accreditation in 1936, the first year for this accreditation was offered.
The inaugural semester of the construction engineering program (CEP) began in Fall 2016 in the
CVEEN Department. Most of the students that started the CEP are now reaching their senior
year. One student has completed graduation during the Spring 2021 semester. More students will
be applying for graduation during the Fall 2021 semester.
The first 2.5 years of course study in the CEP or CvEP are essentially the same. The only
significant difference is that CEP students take microeconomics instead of engineering
dynamics. Therefore, from a student outcome assessment standpoint, the CEP chose to rely on
the CvEP student outcome 1-7 assessment for these formative courses. However, informal
reviewers have informed that CEP and CvEP student scores or achievements should be
disaggregated in making these evaluations. The CEP will ensure that the instructors do this as we
go into the next ABET review cycle.
Nonetheless, for the 2020-2021 academic year, CEP has performed student outcome assessments
on junior and senior-level courses for courses primarily taken by CEP students. These
assessments are included in this self-study report. The assessment assignments are shown in
Table 4-1. Examples of the assessment method used are found in Attachment 1. The following
sections further describe the implementation of assessment, evaluation, and continuous
improvement adopted by the CEP.

CEP Method of Assessing and Evaluating Student Outcomes
Definitions
Student Outcomes – Student outcomes describe what students are expected to know and do by
graduation. These relate to students' knowledge, skills, and behaviors as they progress through
the program.
Assessment – Assessment is one or more processes identifying, collecting, and preparing data to
evaluate student outcomes. A practical assessment uses relevant direct, indirect, quantitative, and
qualitative measures to measure the outcome. Appropriate sampling methods may be used as part
of an assessment process.
Evaluation – Evaluation is one or more processes for interpreting the data and evidence
accumulated through assessment processes. Evaluation determines the extent to which student
outcomes are being attained. These processes result in decisions and actions regarding program
improvement.
CEP Student Outcome Assessment and Evaluation Process
The student outcomes are listed in Criterion 3A. These outcomes describe what items students are
expected to know or be able to perform by the time of graduation. These relate to the knowledge,
skills, and aptitudes (KSAs) students should acquire as they progress through the program. The
CEP is responsible for gathering assessment data regarding students’ performance regularly,
evaluating these data, and making recommendations for curriculum and instructional
improvements when required.
Table 4-1 shows the curriculum map developed specifically for the CEP program. This map
identifies the curriculum that contributes to the development or achievement of the student
outcomes. Each student outcome has been aligned with one or more required courses or academic
activities (e.g., laboratory, project, etc.). Also, the map conveys Bloom’s Taxonomy (i.e.,
cognitive level desired at graduation. For more information, see
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy.
The CEP summative courses address the student outcome at the cognitive level desired at
graduation. Most of these courses are at the junior, senior, or senior technical elective level (i.e.,
3000 to 5000-course level). CEP faculty members selected these courses as representative
candidates for evaluating student outcome performance.

Table 4-1 CEP Student Outcome Curriculum Map
ABET student outcomes (a) through (k) and ASCE
outcome (l) with the expected Bloom's Taxonomy1 for level
(4) Responsibilities, Impacts (An)

of achievement by graduation: (Co = comprehension, Ap =
(1) Engineering Problems (Ap)

application, An = analysis, Ev = evaluation, Sy =
(2) Engineering Design (Sy)
(3) Communications (An)

synthesis).
(7) Self Learning (Ap)

(6) Experiments (Ev)
(●) = summative course of primary importance in achieving
(5) Teams (Ap)

student outcome at the desired cognitive level at graduation
CVEEN 3100 Technical Communication ● ●

CVEEN 3510 Materials ●
CVEEN 3515 Material Lab ●
CVEEN 4222 Steel Design 1 ● ● ●
CVEEN 5740 Horizontal Construction ●
CVEEN 4920 Design Capstone ● ● ●
CVEEN 5780 Façade Engineering I ●
CVEEN 5790 Vertical Construction ●
Roles and Responsibilities
The program assessment and evaluation of student outcomes require faculty participation to be
valuable as a tool for continuous improvement. To this end, each student outcome is evaluated by
the instructor (i.e., evaluator), CEP Undergraduate Committee (i.e., reviewer), and the CEP ABET
advisor (Table 4-2). These individuals and committees are to work with course instructors to
develop assessment methods for the student outcomes and take the lead in producing evaluation
reports for each outcome. The critical elements of this are:
1) Development of performance indicators

2) Adopting a performance goal
3) Development of outcome assessment activities or methods
4) Assessment of outcome
5) Evaluation of outcome
6) Reporting
ABET student outcomes must be evaluated at the program level. Nonetheless, assessment
information and student work products from CEP courses are generally be required to complete
program-level assessments and evaluations. In this regard, individual course instructors are
requested to assist the CEP Reviewers in implementing the assessment and evaluation plan
according to the CEP Curriculum Map. The CEP Undergraduate Committee takes the lead in
developing this plan with the respective course instructor(s) and the CEP Advisor. Such
coordination is especially required when students’ work products from specific courses (e.g., exam
problems, homework assignments, projects, etc.) are used for continuous improvement.

As the assessment information becomes available, the CEP Undergraduate Committee reviews the
work products from the course instructor(s) and evaluates this information. Lastly, this committee
transmits the evaluation and recommendations for potential improvement in a brief report to the
ABET Advisor for review and possible action by the CEP undergraduate committee. This
evaluation and its supporting information and data become part of the CEP ABET self-study report
as required by Criterion 4 (i.e., Continuous Improvement) of this report.
The CEP Advisor assists the evaluators and reviewers in developing assessment activities, their
implementation, subsequent evaluation, and reporting. From these evaluations, potential action
items are considered by the CEP undergraduate committee regarding curriculum improvement as
part of the ABET continuous improvement process. The Advisor oversees these activities to
provide uniformity of process throughout the Department. The advisor is also responsible for
preparing the ABET self-study report, which is required as part of the accreditation process. This
report includes a summary of the evaluations of student outcomes and the continuous improvement
activities.
Table 4-2 Student Outcome Evaluation

ABET Student Outcome Evaluator Reviewer Advisor
(1) Engineering Problems Instructor(s) CEP UG committee Bartlett
(2) Engineering Design Instructor(s) CEP UG committee Bartlett
(3) Communications Instructor(s) CEP UG committee Bartlett
(4) Responsibilities, Judgment & Impacts Instructor(s) CEP UG committee Bartlett
(5) Teams Instructor(s) CEP UG committee Bartlett
(6) Experiments Instructor(s) CEP UG committee Bartlett
(7) Self-Learning Instructor(s) CEP UG committee Bartlett
Guidance on Development of Performance Indicators
Student outcomes describe what students are expected to know and can do at the time of
graduation. These relate to the knowledge, skills, or aptitudes that students should be able to
perform. Performance indicators consist of measurable statements identifying the performance
required to meet the student outcome and are confirmable through evidence (i.e., data). The
primary difference between student outcomes and performance indicators is that student outcomes
are intended to provide general information about the focus of student learning and are broad
statements of the expected learning or knowledge.
In contrast, performance indicators are concrete, measurable performances or objectives that

students must meet to achieve the desired outcome. Furthermore, performance indicators facilitate
program and course curriculum development and help define and focus the data collection process.
Performance indicators should be communicated to CEP students and stated in terms that inform
the students about the general purpose of the program and faculty’s expectations.
Performance indicators consist of two main elements: (1) action verb (mapped to Bloom’s
Taxonomy) to describe the depth or level of learning and (2) content (i.e., the focus of instruction).
For example, a generic performance indicator associated with ABET student outcome (b) might

be written as: “CEP students can demonstrate the ability to develop or follow an experiment plan
or procedure (knowledge), acquire data on appropriate parameters (application) and compare
experimental data and results to theoretical or empirical models (synthesis).” A performance
indicator written for a specific course might be: “CVEEN 3315 students can conduct laboratory
1D consolidation testing on clayey soils and analyze and compare experimental data to theoretical
or empirical models and create input parameters required for settlement calculations for
foundation design.”
When writing performance indicators, the following action verbs are useful for the levels of
Bloom’s Taxonomy (bolded): (1) Knowledge – list, recite, define, (2) Comprehension – explain,
describe, characterize, (3) Application – apply, solve, (4) Analysis – analyze, formulate, (5)
Synthesis – design, create, (6) Evaluation – assess, evaluate. More about these cognitive levels
can be found at https://en.wikipedia.org/wiki/Bloom%27s_taxonomy.
Adopting a Performance Goal
A performance goal must be established for each performance indicator. CEP faculty have agreed
that initially, the program should strive to have 80 percent, or higher, of the CEP students, achieve
the performance indicator at a satisfactory level.
For example, a reasonable performance goal might state that it is desired that at least 80 to 85
percent of the assessed students meet the performance indicator at a satisfactory level or higher.
For example, a performance goal might be stated as: “It is desired that 80 percent, or higher, of
CVEEN 3315 students be able to analyze and compare experimental data to theoretical or
empirical models and create input parameters required for settlement calculations for foundation
design.”
Outcome Assessment Activities or Methods
The outcome assessment activity or method may consist of exams, quizzes, homework, project
work, questionnaires, etc., or other direct measures of students’ performance. It should not consist
of grades for a course. Further, each student is to be assessed as an individual and not as a group.
The assessment activity/method should be standardized as much as possible so that it can be used
to track trends over multiple semesters and years. The CEP reviewers and advisor should
coordinate with the various course instructors to develop the assessment activity/method for their
assigned outcomes.
Assessment of Outcomes
The instructor completes the assessment of the students’ work associated with a performance
indicator for summative courses corresponding to solid red circles in Table 4-1. Quantitative,
evidence-based assessment of students’ work is vital, including the supporting data. Also,
instructors and subcommittees should strive to achieve standardization in the assessment tool and
its scoring. In addition, it is recommended that the subcommittees develop a rubric for qualitative
assessment activities to help quantify students’ performance. These rubrics should be

standardized, and evaluation criteria should be included for systematic ranking student
performance.
Evaluation of Outcomes
The evaluation consists of interpreting and making judgments about the assessment data and its
scorings in terms of meeting performance goals for the respective performance indicator. As
experience grows with the performance indicator, benchmarks or thresholds should be adjusted
for the program that defines satisfactory performance. Evaluations should be regular, systematic,
and documented according to the schedule given in Table 4-3. If performance is unsatisfactory,
then recommendations should be made about ways or methods of improving the program. Example
evaluations are found in Attachment 1.
Reporting
The assessment results, evaluation, and recommendations for improvement should be given to the
CEP ABET advisor for future potential action by the CEP undergraduate committee. Reporting
requirements are made on the form below. These are done on an annual basis. Results of student
outcome assessments and evaluations are stored in UBOX for faculty review.
Table 4-3 Student Outcome Evaluation Schedule

Student Outcome
(4) Responsibilities, Impacts

(1) Engineering Problems
(2) Engineering Design
(3) Communications
(7) Self Learning

(6) Experiments
(5) Teams
CVEEN 3100 Technical Communication F,
F, Sp Sp
CVEEN 3510 Materials F, Sp
CVEEN 3515 Material Lab F, Sp
CVEEN 4222 Steel Design 1 F, Sp F, Sp F, Sp
CVEEN 5740 Horizontal Construction Sp
CVEEN 4920 Design Capstone Sp Sp Sp
CVEEN 5780 Façade Engineering I Sp
CVEEN 5790 Vertical Construction F
F = Fall Semester
Sp = Spring Semester

ABET Student Outcome:
Performance Indicator:
(i.e., specific course activity or outcome that address the Student Outcome:
Semester/Year:
Course:
Instructor:
Instructions: This form will be completed by the course instructor at the conclusion of each semester and submitted
to the appropriate student outcome evaluation committee for inclusion in their program-level assessment. Provide a
minimum of 5 examples of student work.
Brief statement describing the specifics of the assignment, quiz, exam, problem, etc. used to assess this performance
indicator.
Statement of how the problem addresses the performance indicator.
Use the table below to determine if the student was successful in achieving the performance indicator. For example,
the CvEEN Department generally sets a performance goal that 80 percent, or higher, of the students achieve
satisfactory performance on the performance indicator.
Exemplary Mature Satisfactory Developing Beginning
Greatly Exceeded Met expectations Partially met Significant

exceeded expectations expectations but improvement
expectations deficient in needed to meet
important aspects expectations
No to minor Some minor Some mistakes, Demonstrated some No response or
mistakes. mistakes, no including minor general knowledge participation, or
Significant significant conceptual mistakes; of the topic. Work completely
additional conceptual however, able to use included many incorrect in
quality above mistakes. generally accepted mistakes, including response or
the minimal Additional methods. Quality met conceptual mistakes. participation.
standard quality above the minimal standard. Quality was
minimal substandard.
standard
score = 5 score = 4 score = 3 score = 2 score = 1
grade = A grade = B grade = C grade = D grade = E
Percentage > 80 to 89% 70 to 79% 60 to 69% < 60%
90%
Tabulate the distribution of student grades on the problem/assignment. Include the total number of students who
were assessed and the total number of students who met the performance objective.
Description of how the students successfully met the performance indicator.
Description of how the students didn’t successfully meet the performance indicator.
Conclusion (supported by data).
Recommendations to improve the achievement of this outcome.

B. Continuous Improvement
The primary individuals, groups, and committees of CVEEN involved in the continuous
improvement process of the CEP curriculum and program are: (1) course instructors, (2)
discipline groups (i.e., Construction Engineering), (3) Undergraduate Committee (UG), (4)
CVEEN Chair and the CVEEN EXCOM committee, (5) CEP students and (6) CEP IAB.
Motions to make changes to the CEP can come from these various individuals, groups, and
committees. These are documented using the form included in this section. For example, an
individual course instructor, based on a course-level assessment and evaluation, may recommend
potential changes to course content by discussing the motion within their discipline group. If
favorable, the recommendation, or motion, is brought by the discipline group representative to
the CEP committee for further deliberations and potential action. If approved, the CEP brings
the motion to the faculty body for additional discussion and potential approval.
Course syllabi are reviewed and integrated with the expectations of prerequisite knowledge and
with the expected outcomes necessary to serve more advanced courses in the Program. A course
coordinator/instructor is assigned to each course to select textbooks and course activities (e.g.,
lectures, lab, field experiences, etc.). At the end of each semester, student outcomes are evaluated
using course data, student evaluations, peer evaluations, exit interviews, etc. When
improvements in quality are identified, efforts are made to improve the course, and structural
changes are considered using the processes described in the previous paragraphs.
The CEP and UG Committees meet monthly and serve as the primary vehicle for evaluating the
CEP and CVEEN undergraduate program regarding developing or modifying degree
requirements. Activities of this committee often include: offering improvements to the
curriculum, reviewing academic requirements, assisting in the accreditation process, and
reviewing petitions submitted to the Department by undergraduate students.
The discipline groups with CVEEN meet monthly to discuss various issues brought forth by
group members, or by CVEEN IAB, or by the department chair. These groups also review
graduate student applications for admissions into the University
The CVEEN Executive Committee (EXCOM) is responsible for identifying and advancing
opportunities to improve departmental operations, including, but not limited to, developing new
and modifying existing departmental policies and procedures concerning faculty and students
consistent with College and University guidelines.
The faculty meet as a body once a month to discuss and approve or deny motions brought forth
by other groups or committees. In the case of curriculum modifications, these are approved by a
majority vote of the faculty. All faculty body actions are documented in monthly faculty meeting
minutes, which are available to the review team upon request.
The following form is used to document continuous improvement recommendations and actions.

ABET Continuous Improvement Form:
Date:
Group/Committee/Person(s) making recommendation:
Course(s) affected (as applicable):
Short title for recommendation:
Recommended for implementation (y/n?)

Date of implementation (as applicable):
ABET criterion outcome affected by recommendation:

1. Students
2. Program Educational Objectives
3. Student Outcomes
4. Continuous Improvement
5. Curriculum
6. Faculty
7. Facilities
8. Institutional Support
Brief discussion of the recommendation:
Brief discussion of action or improvement as approved by the UG committee and CEP Faculty:
Brief discussion of implementation strategy and timeline:

Summary of Evaluations
The table below summarizes the assessment results and any changes (whether or not effective) in
those cases where the evaluations has been completed. Also, any significant future program
improvement plans are discussed based upon recent evaluations. This information supporting this
table is found in this report in Attachment 1 – Student Outcome Assessment.
SO Date Recommendation Action/Rationale Implemented /

Recommended Date
1 Spring 2021 All the students completed Continue to solve as many Action pending
CVEEN 3510 the problem. Part of the problems in class as CEP committee
reason for a great success rate possible. Another possible review
that the problem was very solution would be to issue
similar to those covered in a problem that uses the
class. concepts required, but is
not very similar to that
given in class.
1 Fall 2020 The average for the exercise, Most of the student were Action pending
CVEEN 3210 including the student who did able to connect the dots, CEP committee
not solve it, was 7.9. The and understand that they review.
standard deviation was 3.1. should include load
Therefore, the problem was combinations that had The instructor
considered a success in terms reduced gravity load. recommends to
of students’ This led to an average of provide more
understanding. However, almost 80% for the exercises of this
some students could not exercise. type in HW and
connect the fact that an midterm
overturning moment failure assignments.
mode may be more critical
when the gravitational loads
are smaller, not larger.
2 Spring 2021 Only one student did not No action required. NA

CVEEN 4222 meet the expectations, but it
is not clear whether he/she
did not have time to
complete his examination, or
had not understood the
corresponding discussions.
2 Spring 2021 All students met the No action required. NA

CVEEN 4920 performance indicator.
3 Spring 2021 Students typically have four This assignment works NA
CVEEN 3100 weeks from when the well as the first major

assignment is assigned until it assignment of the
is due to complete all semester.
required components. No action required.
Because of the multiple types
of feedback, they receive
throughout the process (e.g.
one-on-one instructor
consultation, instructor
comments on rough drafts,
and 1-2 rounds of peer
review), students typically
have no problem achieving
the performance indicator.
3 Spring 2021 The majority of students This is the first technical NA
CVEEN 3100 enrolled in this class have no writing assignment
problem completing this students are asked to
assignment and achieving the submit during the
minimum performance semester. Most students
indicator. It is not a difficult respond well to the
assignment so long as the assignment; as such, this
students follow the rubric assignment continues to
closely (which is provided to prove to be a good foray
them when the technical into technical
memo is assigned). This communication
assignment is used as in writing, either as a
introduction to expectations refresher for some of the
of the class and some of the class and an
parameters required of introduction for the remai
written technical nder of this class.
communication.
One of the six students did No action required.
not achieve the minimum
performance indicator; the
majority students who do not
achieve the minimum
performance level simply
because they did not follow
the parameters outline in the
rubric, e.g.: not using the
proper citation style, including
too much summary
information instead of
analysis, and not proofreading
closely enough for
grammatical errors.
3 Spring 2021 Both teams meet the 1. Provide better NA

CVEEN 4920 minimum expectations for this instructions for the

outcome. However, the content of the
instructor believes that more technical proposal.
course instruction would be 2. Provide written
beneficial. technical proposal to
attendee reviewers.
3. Provide guidance on
how to respond to
questions during
presentation
No action required by CEP

committee. These are
instructional
improvements and not
curriculum improvements.
4 Fall 2020 All students met the No action required. NA
CVEEN 3210 performance goal except the
two students who did not
attempt to solve the HW.
5 Spring 2021 Greatly exceeded No action required. NA

CVEEN 3100 expectations; no to minor
mistakes; and significant
additional quality above the
minimal standard as describe
just above.
All construction students enro

lled this semester successfully
met the performance
indicator. Note: SP 2021 was
the third semester affected by
the COVID-19 pandemic; this
course occurred online in an
online format.
5 Spring 2021 All students met the No action required. NA
CVEEN 4920 performance goal
6 Spring 2021 Students met the No action required by CEP NA
CVEEN 3515 performance indicator by committee. These are
writing a laboratory report. All instructional
the students met expectations improvements and not
for this particular lab report. curriculum improvements
The instructor will further
evaluate contributions of
individual team members to
ensure that each student has
made a substantial
contribution.

7 Spring 2021 students achieved >=80% score, No action required. NA
CVEEN 5780 which shows most of students
have successfully met the
performance goal. The short-
term and long-term goal of
students are clear. All students
show strong interest as a civil
engineer. The students have
presented clear thinking, plans
and interest of being a civil
engineer in the future.
A few students are not

reflecting enough to
continuing education, peer
groups and the review
process.
C. Additional Information
Copies of any of the assessment instruments or materials referenced in 4.A and 4.B will be
available electronically at the time of the visit. Other information, such as minutes from
meetings from the CVEEN committees where the assessment results were evaluated and where
recommendations for action were made, will also be included.

CRITERION 5. CURRICULUM
A. Program Curriculum
The University operates on a semester basis. It has two fourteen-week semesters (i.e.,
fall and spring) and one eleven-week summer term.
Table 5-1 describes the curriculum plan for the CEP students. Flowcharts showing this
same information and the recommended schedule are also presented. These are used in
advising CEP students to help them optimize their program completion date. Table 5-1
also shows the maximum section enrollments for courses in the Program for the last two
terms taught.
The CEP has only one path or track through the Program. However, most students
complete the College of Engineering "Engineering Math Sequence," whereas transfer
students may have completed a "Traditional Math Sequence." The former requires 12
semester hours of coursework, where the latter requires 15 semester hours. We have
provided flow charts for both math sequences. Also, Table 5-1 has been completed and
the total Math & Basic Sciences credit summed using the "Engineering Math Sequence"
because it gave the least amount of Math & Basic Sciences credits that a student could
take.
1. Describe how the curriculum aligns with the program educational objectives (PEOs).
Table 5-2 describes the relationship between the PEOs and the CEP curriculum. The
primary courses that address each PEO are presented in this table.
The CEP curriculum and its sequencing for the freshman and sophomore years are highly
structured, emphasizing engineering science, mechanics, and other fundamentals (e.g.,
economics, computing tools, and communication). These foundational courses prepare
the students for core CEP courses that occur in the junior and senior years. Courses
shared by the CEP with civil engineer graduates are CVEEN 3210 (Structural Loads &
Analysis), CVEEN 3310 and CVEEN 3315 (Geotechnical Engineering and Lab),
CVEEN 3510 and 3515 (Civil Engineering Materials and Lab), CVEEN 3520
(Transporation Engineering), and CVEEN 4221 (Concrete Design I). The faculty deemed
these civil courses to be most beneficial to practicing construction engineers. The
remaining 3000, 4000, and 5000-level courses all focus on topics important to
construction engineers. These are CVEEN 3700 (Principles of Construction
Engineering), CVEEN 3710 (Contract Specifications), CVEEN 5720 (Project
Scheduling), CVEEN 5740 (Horizontal Construction), CVEEN 5780 (Façade
Engineering), CVEEN 5790 (Vertical Construction); CVEEN 4920 (Capstone Design).
In addition, other technical electives can be taken in topics such as cost estimation,
proposal writing, project and contract management, engineering law and contracts, and
other civil design courses,

2. Describe how the curriculum and its associated prerequisite structure support the
attainment of the student outcomes.
See Table 5-3. See also Table 5-1 for specific requirements and the required number of
semester hours.
3. Attach a flowchart or worksheet that illustrates the prerequisite structure of the Program's
required courses.
The flowcharts included in this section show the prerequisite structure of the CEP. Table
5-4 also gives more details about this structure.
4. Describe how the Program meets the requirements in terms of hours and depth of study
for each subject area (Math and Basic Sciences, Engineering Topics) specifically
addressed by either the general criteria or the program criteria.
See Table 5-1 for the general criteria. The program criteria requirements are discussed in
the PROGRAM CRITERIA section of this report.
5. Describe the broad education component and how it complements the technical content
of the curriculum and how it is consistent with the program educational objectives.
The CEP curriculum for the freshman and sophomore year is similar to that of a civil
engineering curriculum which emphasis engineering mechanics, economics, computing
tools, and communication. These are foundational courses for the training of future
graduates in the practice of construction engineering or a related field or for pursuing
advanced knowledge through post-graduate study and research.
The CEP curriculum incorporates the science and practice of engineering through an
integrated curriculum that mixes theory with practice. Engineering students need to plan,
analyze, design, construct, and operate engineered systems. These activities require
creative thinking, theoretical and practical knowledge, problem-solving, self-confidence,
teamwork, professional ethics, and social responsibility.
Theoretical knowledge is the science of engineering and permits one to explore the
reasonableness of assumptions and to generalize or extrapolate ideas to new situations
with greater confidence. This knowledge is obtained from the principles of mathematics,
physics, mechanics, dynamics, chemistry, geology, etc., and is used to explain the
fundamental behavior of engineered systems. However, theoretical knowledge is not
sufficient to practice engineering. Applied learning, or engineering judgment, is also
needed. A skilled engineer must develop a sense of proportion and reasonableness of his
or her design based on precedent and available construction techniques. Thus, a
contemporary engineer must know modern materials, equipment, and construction
practices to be successful.

6. Describe the major design experience that prepares students for engineering practice.
Describe how this experience is based upon the knowledge and skills acquired in earlier
coursework and incorporates appropriate engineering standards and multiple design
constraints.
The major design experience is CVEEN 4920 Capstone Design and is described below.
Course Description
Culminating open-ended design project involving writing, project scheduling, cost
estimating, preparation of construction-related documents, and review of as-built
engineering plans.
Prerequisites
CVEEN 3100, CVEEN 3700, CVEEN 4221, CVEEN 5720 AND one additional Design
Technical Elective course completed AND Full Major Status in Construction Engineering
AND Senior Standing within the Civil and Environmental Engineering Department.
Objectives
Students need to learn to tackle complex, real-world problems, which have more than one
possible solution. This capstone course is designed to give students this experience.
Instructor's Credentials
The instructor, Steven Peterson, has been a licensed Professional Engineer (174368-
2202) in Utah since August 1995.
The instructor's credentials meet the requirement that "the majority of faculty teaching
courses that are primarily design in content are qualified to teach the subject matter by
virtue of professional licensure…).
Instructor's Role
For most of the project, the instructor will assume the role of the contractor's manager
responsible for responding to RFQs, with the teams reporting to the manager. For the
technical proposal, proposal presentation, and price proposal, the instructor will assume
the role of the owner's personnel responsible for scoring the proposals.
Capstone Project
The students will be divided into teams of three to four students. The teams will respond
to a two-phase, best-value, design-build proposal to design and construct a hypothetical
precast concrete parking structure at a park-and-ride. In the first phase, the teams will
respond to a Request for Qualifications (RFQ). In the second phase, the teams will
respond to a Request for Proposals (RFP). Finally, the teams will prepare the construction
documents needed for the garage's construction.

"Basic concepts in construction project management include … project delivery systems
(e.g., … design-build …). Incorporating the response to a design-build proposal into the
project measures the students' understanding of construction project management.
Working as a group on the project allows measurement of the students' "… ability to
function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives"
(Student Outcome 5).
Statement of Qualifications (SOQ)

The SOQ consists of a letter of introduction and team members' resumes. The letter and
resume are written to the non-construction and non-engineering professional.
This deliverable measures the students' ability "to communicate effectively with a range
of audiences" (Student Outcome 3).
At this point, the owner selects three to five contractors to submit proposals. All teams
will move on to the proposal phase.
Work Breakdown Structure (WBS)

Each team will prepare a WBS, a hierarchical list of all deliverables needed to complete
the project's design and construction. Teams will use the WBS as an outline for preparing
the estimate and schedule.
"Engineering design problems are generally ill-defined. As part of their design

experience, students should have an opportunity to define a problem, to include
determining the problem scope and design objectives"). This deliverable measures the
students' ability to define the scope of the design problem.
Code Review
Each team will identify the 2018 International Building Code sections that need to be
incorporated into the project's design.
This deliverable measures the students' engineering design abilities. "Engineering design
is a process of devising a system, component, or process to meet desired needs and
specifications within constraints. … For illustrative purposes only, examples of possible
constraints include … codes …". Engineering standards and realistic constraints are
critical in construction engineering design. … In construction engineering, the most
common types of standards are codes and regulations.". Given that students have not
taken a course in codes, this deliverable will measure the students' "ability to acquire and
apply new knowledge as needed, using appropriate learning strategies" (Student Outcome
7)
Preliminary Design
Each team will prepare several preliminary designs that explore alternative designs for
the project. The teams will evaluate the designs based on average travel time and cost.
Each team will select one of their preliminary design to pursue.

This deliverable measures the students' ability to perform a cost analysis. ABET requires
that the "The Program must prepare graduates to … analyze and design construction
processes and systems in a construction engineering specialty field applying knowledge
of … cost analysis; …).
Proposed Design
Each team will prepare a design for the parking garage that is 30 to 50 percent complete,
including floor plans, footing plan, sections, exterior elevations, site plan, and outline
specifications.
This deliverable measures the students' "ability to apply engineering design to produce
solutions that meet specified needs with consideration of public health, safety, and
welfare, as well as global, cultural, social, environmental, and economic factors" (see
Student Outcome 2). "Engineering design is a process of devising a system, component,
or process to meet desired needs and specifications within constraints. … For illustrative
purposes only, examples of possible constraints include accessibility, aesthetics, codes
…).
This deliverable also gives students experience with "Engineering design problems are
generally open-ended. They have no single correct answer, but rather a range of possible
solutions".
Proposed Design Review

After submitting the proposed design, the teams will meet with the instructor (via Zoom)
and go over their submissions. The instructor, acting as their manager, will identify the
required design changes, including changes needed to meet the RFP requirements,
building codes, or aesthetic reasons.
Proposed Design Revisions

The teams will resubmit the proposed design, incorporating the required changes.
The Preliminary Design, Proposed Design, and Proposed Design Revision deliverables
allow students to "experience some iterative design in the curriculum."
Estimate
Each team will prepare an estimate for its proposed design.
This deliverable measures the students' understanding of construction project
management. "Basic concepts in construction project management include … estimating
construction costs …".
Schedule
Each team will prepare a schedule for the proposed design.
"The program must prepare graduates to … analyze and design construction processes
and systems in a construction engineering specialty field applying knowledge of …
planning, scheduling …". This deliverable measures the students' understanding of
construction project management. "Basic concepts in construction project management
include … planning, scheduling …".

Project Staging Plan
Each team will prepare a staging plan showing how they plan to coordinate site activities.
"[E]ngineering design includes design of systems and processes. In construction, the
construction engineer is involved in the design of the construction process and the design
of systems (for example, safety systems) for execution of that process. Just as costs,
specifications, materials, and coordination are part of the appropriate experience of the
traditional design engineer for the facility, they are also part of the appropriate
experience of the construction engineer". This deliverable measures the students' abilities
to coordinate onsite construction activities."
Technical proposal
Each team will submit a technical proposal to the owners in response to the RFP. The
technical proposal is written to the non-construction professional. The technical proposal
addresses the design, sustainability, schedule, construction risk, and quality control.
This deliverable measures the students' "ability to identify, formulate, and solve complex
engineering problems by applying principles of engineering, science, and mathematics"
(see Student Outcome 1).
of audiences" (see Student Outcome 3).
This deliverable's inclusion of sustainability measures the students' "ability to recognize

ethical and professional responsibilities in engineering situations and make informed
judgments, which must consider the impact of engineering solutions in global, economic,
environmental, and societal contexts" (see Student Outcome 4).
This deliverable's inclusion of quaintly control measures the students' "ability to develop
and conduct appropriate experimentation, analyze and interpret data, and use engineering
judgment to draw conclusions" (see Student Outcome 6). "In a construction engineering
context, this level of achievement can be demonstrated through laboratory experiences
that are consistent with the standards-based testing used in the construction engineering
profession. For example, a program might require students to develop a quality control
testing program for some aspect of a construction project, through the selection and
application of appropriate published standards. Thus, for example, the program might
involve determining the type and frequency of ASTM tests to be performed on fresh and
hardened concrete during the construction of a building or highway").
Proposal Presentation
The teams will present their proposals to the project's owner (the instructor) via Zoom.
of audiences" (Student Outcome 3).
Price Proposal
Each team will submit a separate price proposal.

At this point, the owner scores the technical proposal and presentation. After the
technical proposal and presentation are scored, the price is incorporated into the score.
The contractor with the highest score is selected as the design-build contractor for the
project. All teams will move on to the construction phase.
Project Buyout
The project buyout includes issuing purchase orders and subcontracts for a portion of the
work.
"The program must prepare graduates to … explain basic legal and ethical concepts … in
the construction industry…"). This deliverable measures the students' ability to apply the
basic legal concepts to a construction project.
Shop drawings
Each team should review and make corrections to the rebar or precast concrete shop
drawings.
The course description includes a "review of as-build engineering plans." This

deliverable gives students experience reviewing drawings prepared by the contractor.
Precast Concrete Placement Plan

Each team should prepare a placement plan for the precast concrete members showing
the order in which the members will be placed, locations of the crane used for placement,
and the crane's requirements (for example, capacity, boom length, and so forth).
"[E]ngineering design includes design of systems and processes. In construction, the
construction engineer is involved in the design of the construction process and the design
of systems (for example, safety systems) for execution of that process. Just as costs,
specifications, materials, and coordination are part of the appropriate experience of the
traditional design engineer for the facility, they are also part of the appropriate experience
of the construction engineer"). "Engineering design does not necessarily involve the
devising of a complete system. The design of a … subsystem (e.g., equipment mix
needed for an earthmoving activity) constitutes an acceptable design experience". This
deliverable measures the students' abilities to coordinate the erection of the precast
parking structure and design a subsystem (e.g., select an appropriate crane for the
erection of the precast concrete).
7. If the Program allows cooperative education to satisfy curricular requirements

specifically addressed by either the general or Program criteria, describe the academic
component of this experience and how it is evaluated by the faculty.
The CEP of CVEEN does not have a cooperative education component.
8. Describe the materials that will be available for review during and/or prior to the visit to
demonstrate achievement related to this criterion. (See 2021-2022 APPM Section
I.E.5.b.(2))

The syllabi in Appendix A from our core CEP classes contain information about what is covered
in each core class and identifies which student outcomes are covered in them.
Representative student work products from CVEEN 4920 Capstone Design will be available for
the evaluation team. Furthermore, representative work for each course used to assess the
achievement of student outcomes will also be available for review.
B. Course Syllabi
Appendix A contains syllabi for each course required in the CVEEN program, as well as those
used for to fulfil the technical electives in our program.
.

Table 5-1 Curriculum
Subject Area (Credit Hours)
Indicate Engineeri
whether course ng Last Two Maximum
is Required, Topics; Terms the Section
Elective or a Check if Course was Enrollment
Course (Department, Number, Title) Selected Contains Offered: for the Last Two
List all courses in the Program by term starting with the Elective by an Math & Significan Year and, Terms the
first term of the first year and ending with the last term R, an E or an Basic t Design Semester, orCourse was
1
of the final year. SE. Sciences (√) Other Quarter Offered2
CVEEN 1000, Intro to Civil and Environmental Fall 2020 Lecture: 92
R 2
Engineering Fall 2019 Lecture: 96
CHEM 1210, General Chemistry I R 4 Spring 2021 Lecture: n/a
Fall 2020 Discussion: 300
Lecture: 1042
Discussion: 69
CHEM 1215, General Chemistry I Lab R 1 Spring 2021 Lecture: 460
Fall 2020 Lab: 20
Lecture: 360
Lab: 20
Engineering Math Sequence
MATH 1310, Engineering Calculus I R 4 Spring 2021 Lecture: 70
Lecture: 143
Discussion: 40
MATH 1320, Engineering Calculus II R 4 Spring 2021 Lecture: 110
Fall 2020 Lab: 30
Lecture: 60

Lab: 36
MATH 2250, Diff Equations & Linear Algebra R 4 Spring 2021 Lecture: 112
Fall 2020 Lab: 35
Lecture: 140
Lab: 45
Traditional Math Sequence (Alternative to Engineering
Sequence)
MATH 1210, Calculus I SE Spring 2021 Lecture: 175
Fall 2020 Lab: 35
Lecture: 141
Discussion: 35
MATH 1220, Calculus II SE Spring 2021 Lecture: 180
Fall 2020 Lecture: 165
MATH 2210, Calculus III SE Spring 2021 Lecture: 110
Fall 2020 Lecture: 110
MATH 2250, Diff. Equations & Linear Algebra SE Spring 2021 Lecture: 112
Fall 2020 Lab: 35
Lecture: 140
Lab: 45
WRTG 2010, Intermediate Writing: Academic Writing R 3 Spring 2021

and Research Fall 2020
PHYS 2210, Physics for Scientists and Engineers I R 4 Spring 2021 Lecture: 202
Lecture: 206
Discussion: 51
*CHEM 1220, General Chemistry II or PHYS 2220 R 4 Spring 2021 Lecture: n/a
Lecture: 207
Discussion: 69
*PHYS 2215, Physics I Lab or PHYS 2225 or CHEM R 1 Spring 2021 Lecture: n/a
1225 Lab Fall 2020 Discussion: 250;
Lecture: 207

Discussion: 69
Lab: 26
Lab: 24;
Lecture: 500
Lab: 20
Lecture: 280
Lab: 20
CVEEN 1400, Computer-Aided Design R 3 Spring 2021, 46, 45
spring 2020
CVEEN 2010, Statics R 3 spring 2021, 50, 40
spring 2020
CVEEN 2000, Sophomore Seminar R .5 Fall 2020, 55, 55
fall 2019
CVEEN 2300, Engineering Economics R 2 spring 2021, 50, 42
fall 2020
ECON 2010 Principles of Microeconomics R 3 N/A N/A
CVEEN 2310, Probability & Statistics R 3 spring 2021, 50, 40
fall 2020
MG EN 2400, Surveying or CVEEN 2410 Geomatics R 3 N/A N/A
ARCH 1615, Intro. to Architecture (FF) R 3 N/A N/A
GEO 1100 Evolving Earth R 3 N/A N/A
CVEEN 2140, Strength of Materials R 3 fall 2020, 30, 50
spring 2021
CVEEN 2750, Computer Tools R 2 Spring 2021, 60, 45
spring 2020
CVEEN 3100, Technical Communication R 3 fall 2020, 40, 40
spring 2021
CVEEN 3210, Structural Analysis I R 3 fall 2020, 40, 50
spring 2021
CVEEN 3310, Geotechnical Engineering I R 3 Fall 2020, 45, 40
spring 2021

CVEEN 3315, Geotechnical I Lab R 1 Fall 2020, 10, 10
spring 2021
CVEEN 3510, Materials R 3 Spring 2021, 36, 36
fall 2020
CVEEN 3515, Material Lab R 1 Spring 2021, 12, 12
fall 2020
CVEEN 3520, Transportation Engineering I R 3 Spring 2021, 50, 45
fall 2020
CVEEN 3700, Principles of Construction Engineering R 3 Fall 2020, 15,20
Fall 2019
CVEEN 3710, Contract Specifications R 3 Spring 2021, 12, 10
fall 2020
CVEEN 4221, Concrete I R 3 (√) Fall 2020, 35, 65
fall 2019
CVEEN 5720, Project Scheduling R 3 Fall 2020, 20, 20
fall 2019
CVEEN 5740, Horizontal Construction R 3 N/A, --,22
Spring 2021
CVEEN 4920 Design Capstone R 3 N/A, --,6
Spring 2021
CVEEN 5780, Façade Engineering I R 3 N/A, --,12
Spring 2021
CVEEN 5790, Vertical Construction R 3 NA NA
*Design Technical Elective (take one of the following) SE 3 (√)

*CVEEN 5510, Highway Design SE Spring 2021, 30, 39
spring 2020
*CVEEN 5305, Intro to Foundations SE Fall 2020, 18, 55
fall 2019
** Primary Technical Elective (take one of the SE 3

following)

**CVEEN 5710, Cost Estimation and Proposal Writing SE Fall 2020, 10, 25
fall 2018
**CVEEN 5730, Project Management and Contract SE Spring 2021, 21, 28
Administration spring 2020
**CVEEN 5750, Engineering Law and Contracts SE Summer 30, 18
2020,
summer
2018
*** Other Technical Electives (take 1 of following or SE 3 See Below See Below
complete additional Design or Primary Technical
Elective)
***CVEEN 4222, Steel I SE Spring 2021, 40, 40
spring 2020
***CVEEN 5240, Masonry/Timber Design SE Fall 2020, 28, 35
fall 2019
***CVEEN 5500, Sustainable Materials SE Spring 2021, 30, 25
spring 2020
*** ARCH 6371, Innovative Materials and SE N/A N/A
Construction
*** Any 3000+ Level from ABET Program SE N/A N/A
General Education
General Ed Requirement SE 3 N/A N/A
General Ed Requirement SE 3 N/A N/A
Intellectual Exploration/DV SE 3 N/A N/A
Intellectual Exploration/IR SE 3 N/A N/A
American Institutions SE 3 N/A N/A
Add rows as needed to show all courses in the

curriculum.
TOTALS (in terms of semester credit hours) 32 65.5 27

OVERALL TOTAL CREDIT HOURS FOR 124.5
COMPLETION OF THE PROGRAM
Percent of Total 25.7% 52.6% 21.7%
Total must satisfy Minimum Semester Credit Hours 30 Hours 45 Hours
minimum credit hours Minimum Percentage 23.7% 35.6%
1. Required courses are required of all students in the Program, Elective courses (often referred to as open or free electives) are
optional for students, and Selected Elective courses are those for which students must take one or more courses from a specified
group.
2. For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each element.
For Selected Elective courses, indicate the maximum enrollment for each option.

Table 5-2 Relation between PEOs and CEP Curriculum
Program
CEP Courses Supporting Program Educational Objectives
Educational
Objectives
1) CVEEN Construction Every course in the CEP curriculum (Table 5.1, Figure 5-1) is
Engineering graduates designed to prepare our students to engage in construction
will be engaged in the engineering or a related field or pursue post-graduate research.
practice of construction Therefore, all CVEEN designated courses focus on knowledge
engineering or a related or skills required to become practicing engineering. Also,
field or will be because general education mathematics, science, and
pursuing advanced communications courses are required, students are prepared to
knowledge through pursue related fields or post-graduate study, if desired, because
post-graduate study and of their general academic preparation.
research.
The CEP curriculum for the freshman and sophomore year is
similar to that of a civil engineering curriculum which
emphasis engineering mechanics, economics, computing tools,
and communication. In the junior and senior year, CEP students
are required to take CVEEN 3210 (Structural Loads &
Analysis), CVEEN 3310 (Geotechnical Engineering), CVEEN
3510 (Civil Engineering Materials), CVEEN 3520
(Transporation Engineering), and CVEEN 4221 (Concrete
Design I). The faculty deemed these civil courses to be most
beneficial to practicing construction engineers. The remaining
3000, 4000, and 5000-level courses all focus on topics
important to construction engineers. These are CVEEN 3700
(Principles of Construction Engineering), CVEEN 3710
(Contract Specifications), CVEEN 5720 (Project Scheduling),
CVEEN 5740 (Horizontal Construction), CVEEN 5780
(Façade Engineering), CVEEN 5790 (Vertical Construction);
CVEEN 4920 (Capstone Design). In addition, other technical
electives can be taken in topics such as cost estimation,
proposal writing, project and contract management,
engineering law and contracts, and other civil design courses.
2) CVEEN Construction The curriculum that most directly supports this PEO is:
Engineering graduates
will be entering Professional Practice: (see description for PEO 1 above)
professional practice
and on a path towards Professional Licensure: CVEEN 1000 (Intro.), CVEEN 2000
professional licensure (Seminar), CVEEN 4920 (Capstone Design)
when appropriate. They
will be collaborating on Teams and Leadership: all CVEEN lab courses require
diverse project teams working in teams and taking turns assuming leadership roles,

applying engineering, CVEEN 3100 (Technical Communication) and CVEEN 4920
communication, and (Capstone Design) also focus on teamwork and developing
management skills and team deliverables.
utilizing their
accumulated education Communication: Communications skills are learned in WRTG
and experience to 2010 (Intermediate Writing), CVEEN 1400 (CADD), CVEEN
address complex 3100 (Technical Writing), CVEEN 4920 (Capstone Design)
societal issues for the
community's broader Management Skills; CVEEN 3100 (Technical
good. Communications), CVEEN 4920 (Capstone Design), CVEEN
3710 (Contract Specifications), CVEEN 5720 (Project
Scheduling), CVEEN 5710 (Cost Estimation and Proposal
Writing), CVEEN 5720 (Project Management & Contract
Administration), CVEEN 5750 (Engineering Law &
Contracts).
Betterment of Society by Solving Complex Societal Issues:

CVEEN 4920 (Capstone Design), and all 4000 and 5000
technical elective courses.
3) CVEEN Construction
Engineering graduates Leadership Role: (see Teams and Leadership and Management
will be ascending into Skills in PEO 2 above).
leadership roles by
advocating for their Professional Development: CVEEN 1400 (CAD), CVEEN
profession, being active 2140 (Statics), CVEEN 2140 (Strength of Materials), CVEEN
in professional 2300 (Econ), ECON 2010 (Microeconomics), CVEEN 2310
organizations, seeking (Prob & Statistics), CVEEN 2750 (Comp. Tools), CVEEN
professional 4920 (Capstone Design),
development
opportunities, and Betterment of Profession: CVEEN 1000 (Intro.), CVEEN 2000
participating in their (Seminar), CVEEN 4920 (Capstone Design).
profession's betterment
by applying ethical
engineering practices.

Table 5-3 Relation between SOs and CEP Curriculum
Student Outcome Supporting Curriculum
SO1. an ability to identify, formulate, and Science
solve complex engineering problems CHEM 1210, 1215, 1220, 1225;
by applying principles of PHYS 2210, 2215, 2220, 2225
engineering, science, and GEO 1110 (Evolving Earth)
mathematics
Mathematics
Math 1310, 1320, 2250 OR Math 1210, 1220,
2210, 2250,
CVEEN 2310 (Probability and Statistics)
Engineering Problem Solving

CVEEN 2010 (Statics)
MG EN 2400 (Surveying)
CVEEN 2300 (Engineering Economics)
CVEEN 2750 (Computer Tools)
CVEEN 3210 (Structural Analysis)
CVEEN 3310 (Geotechnical Engineering)
CVEEN 3510 (Materials)
CVEEN 3520 (Transportation Engineering)
CVEEN 4221 (Concrete Design)
CVEEN 5740 (Horizontal Construction)
CVEEN 4920 (Capstone Design)
CVEEN 5780 (Façade I)
CVEEN 5790 (Vertical Construction)
SO2. an ability to apply engineering design Required Design Courses
to produce solutions that meet CVEEN 1000 (Intro. to CvEEN Engr.)
specified needs with consideration CVEEB 3700 (Principles of Const. Engr.)
of public health, safety, and welfare, CVEEN 4221 (Concrete Design)
as well as global, cultural, social, CVEEN 5510 (Highway Design)
environmental, and economic factors CVEEN 5305 (Foundation Design)
Other Optional Design Course

CVEEN 4222 (Steel 1)
CVEEN 5240 (Reinforced Timber/Masonry)
SO3. an ability to communicate effectively Writing

with a range of audiences WRTG 2010 (Intermediate Writing)
Writing and Oral Presentation

CVEEN 3100 (Technical Communication)

Graphical Communication
CVEEN 1400 (CADD)
CVEEN 2750 (Computer Tools)
SO4. an ability to recognize ethical and Ethical and Professional Responsibilities
professional responsibilities in CVEEN 1000 (Intro. to CvEEN Engr.)
engineering situations and make CVEEN 2000 (Engr. Seminar)
informed judgments, which must CVEEN 2300 (Engr. Economics)
consider the impact of engineering CVEEN 5740 (Horz. Construction)
solutions in global, economic, CVEEN 5780 (Façade Engr.)
environmental, and societal contexts CVEEN 5790 (Vertical Construction)
Other Optional Courses

CVEEN 5730 Prog. Mngt. & Contract Admin.
CVEEN 5750 (Engr. Law & Contracts)
SO5. an ability to function effectively on a Teams and Leadership
team whose members together CVEEN 1000 (Intro. to CvEEN Engr.)
provide leadership, create a CVEEN 3100 (Technical Communication)
collaborative and inclusive CVEEN 4920 (Capstone Design)
environment, establish goals, plan
tasks, and meet objectives
SO6. an ability to develop and conduct Experiments and Data Evaluations
appropriate experimentation, CVEEN 3515 (Materials Engr. Lab)
analyze and interpret data, and use CVEEN 3315 (Geotech. Engr. Lab)
engineering judgment to draw CVEEN 4920 (Capstone Design)
conclusions
SO7. an ability to acquire and apply new CVEEN 5740 (Horz. Construction)
knowledge as needed, using CVEEN 5780 (Façade Engr.)
appropriate learning strategies. CVEEN 5790 (Vertical Construction)

Table 5-4 Prerequisite Structure of CEP
Course Name Prerequisites
Intro to Civil and Enviro
CVEEN 1000 Eng. none
MATH(1050 OR 1080 OR 1210 OR 1220
OR 1250 OR 1260 OR 1310 OR 1320 OR
CHEM 1210 General Chemistry I 1311 OR 1321 OR 2250)
Corequisites: (CHEM 1210 OR CHEM
CHEM 1215 General Chemistry I LAB 1211) OR AP Chem score of at least 4.
CHEM 1210 OR CHEM 1211) OR AP
CHEM 1220 General Chemistry II Chem score of at least 4.
CHEM 1070 OR CHEM 1215 OR CHEM
1240). Corequisites: C- or better in (CHEM
1220 OR CHEM 1221) OR AP Chemistry
CHEM 1225 General Chemistry II LAB score of at least 5.
MATH 1050 AND 1060) OR MATH 1080
OR (MATH 1060 AND (Accuplacer AAF
score of 263+ OR Accuplacer CLM score of
80+ OR IB Standard Level Math score of
5+))) OR AP Calc AB score of 3+ OR
Accuplacer AAF score of 276+ OR
Accuplacer CLM score of 90+ OR ACT
Math score of 28+ OR SAT Math score of
MATH 1310 Engineering Calculus I 650+ OR Department Consent.
MATH 1310 OR MATH 1311) OR AP Calc
BC score of 3 or better OR Department
MATH 1320 Engineering Calculus II Consent.
MATH 2210 OR MATH 1260 OR MATH
1280 OR MATH 1321 OR MATH 1320 OR
((MATH 1220 OR MATH 1250 OR MATH
1270 OR MATH 1311 OR AP Calculus BC
score of 5) AND PHYS 2210 OR PHYS
MATH 2250 Diff. Eqs. & Linear Algebra 3210))
MATH 1050 AND 1060) OR (MATH 1060
AND (AccuplacerAAF 263+ OR
AccuplacerCLM 80+ OR IB Math 5+)) OR
(MATH 1080 OR 1210 OR 1310) OR AP
CalcAB 3+ OR AccuplacerAAF 276+ OR
AccuplacerCLM 90+ OR ACT Math 28+
MATH 1210 Calculus I OR SAT Math 650+.
1270 OR MATH 1311 OR MATH 1310) OR
AP Calculus AB score of at least 4 OR AP
Calculus BC score of at least 3 or IB Higher
MATH 1220 Calculus II Level Math score of at least 5.

1320) OR AP Calculus BC score of at least
MATH 2210 Calculus III 4.
WRTG 1010 OR WRTG 1009 OR EAS
1060 OR a WR1) OR (score of at least 3 in
(AP Lang/Comp OR AP LIt/Comp OR AP
Comp/Read)) OR Writing Placement score
of at least 2 OR Wrtg Placement Essay score
WTRG 2010 Intermediate Writing of at least 3.
Physics for Scientists and MATH 1320) OR AP Calc AB score of 4+
PHYS 2210 Engineers I OR AP Calc BC score of 3+
PHYS 2210 OR PHYS 3210) OR AP
PHYS 2215 Physics I Lab Physics C Mech score of 4+.
HYS 2010 OR PHYS 2210 OR PHYS 3210)
General Physics for OR AP Physics 1 score of 4+ OR AP
PHYS 2220 Scientists and Engineers II Physics C Mech score of 4+.
PHYS 2215. Corequisites: C- or better in
(PHYS 2220 OR PHYS 3220) OR AP
PHYS 2225 General Physics II Lab Physics C E &M score of 4+.
CVEEN 1400 Computer-Aided Design none
MATH 1210 or MATH 1310 or MATH
CVEEN 2010 Statics 1311, PHYS 2210 (Co.), Major Status
CVEEN 2000 Soph. Seminar none
CVEEN 2300 Engineering Economics Major Status
ECON 2010 Microeconomics none
CVEEN 2130 Probability & Statistics 1311, Major Status
MG EN 2400 Introductory Surveying MATH 1320.
CVEEN 2410 Geomatics none
ARCH 1615 Intro. to Architecture none
GEO 1100 Evolving Earth MATH 1210 AND CHEM 1210
CVEEN 2140 Strength of Materials CVEEN 2010, Major Status
CVEEN 2750 Computer Tools 1311
CVEEN 3100 Tech. Communications WRTG 2010 or ESL 1060, Major Status
CVEEN 3210 Structural Analysis I CVEEN 2140, Major Status
CVEEN 2140, CVEEN 2310, CVEEN 3310
CVEEN 3310 Geotechnical Engineering, I AND Major Status
CVEEN 2140 AND (CVEEN 2310 OR
Geotechnical Engineering I CVEEN 2130 OR ME EN 2550)) AND
CVEEN 3315 Lab Major status. Corequisites: CVEEN 3310.

CVEEN 2140, CVEEN 2310, CVEEN 3515
CVEEN 3510 Civil Engineering Materials (Co.), AND Major Status
CVEEN 2140 AND (CVEEN 2310 OR
CVEEN 2130 OR ME EN 2550)) AND
CVEEN 3515 Materials Lab Major status. Corequisites: CVEEN 3515.
CVEEN 3520 Transportation Engineering CVEEN 2140, CVEEN 2310, Major Status
Principles of Construction
CVEEN 3700 Engineering CVEEN 2750 AND Major Status
CVEEN 3710 Contract Specifications Major Status
CVEEN 4221 Concrete Design I CVEEN 3210, Major Status
CVEEN 5720 Project Scheduling CVEEN 3100, Major Status
CVEEN 3310 AND CVEEN 3315) AND
CVEEN 5740 Horizontal Construction MAJOR STATUS
CVEEN 3100, CVEEN 3700, CVEEN 4221,
CVEEN 5720 AND one additional Design
Technical Elective course completed AND
CVEEN 4920 Capstone Design Full Major Status.
CVEEN 5780 Façade Engineering I CVEEN 3210, Major Status
CVEEN 5790 Vertical Construction CVEEN 3210, Major Status
CVEEN 5510 Highway Design CVEEN 3520, Major Status
CVEEN 5305 Intro. To Foundation Eng. CVEEN 3310, CVEEN 3315, Major Status
CVEEN 5710 Cost Est./Proposal Writing CVEEN 3100, Major Status
CVEEN 5730 Proj. Mang./Contract Admin. CVEEN 3100, Major Status
CVEEN 5750 Eng. Law CVEEN 3100, Major Status
CVEEN 4222 Steel Design I CVEEN 3210, Major Status
CVEEN 5240 Masonry/Timber Design CVEEN 3210, Major Status
CVEEN 5500 Sustainable Materials CVEEN 3510, CVEEN 3515, Major Status
ARCH 6371 Innovative Materials none
Major Status
The Department utilizes the Degree Audit Report (DARS) system to ensure that students have
cleared all Bachelor of Science in Construction Engineering requirements. This procedure is also
used for the Dual Degree Program. Upon applying for graduation, the system runs a report on
each student's DARS to confirm they have met every requirement in their degree program.
Other pre-engineering students can apply for major status for those students who did not qualify
for direction admission (https://www.civil.utah.edu/major-status-form/). Successful completion
(C or higher) of three of the following four courses:
MATH 1210 or 1310 - Calculus I

MATH 1220 or 1320 Calculus II
PHYS 2210 Physics for Scientists and Engineers I
CHEM 1210/1215 General Chemistry I and Lab

A grade of "C" or higher must be met for the following courses: •All Mathematics (MATH
1210/1310, 1220/1320, 2210, 2250) •All Chemistry (CHEM 1210, 1215, 1220, 1225) •All
Physics (PHYS 2210, 2215, 2220, 2225)•CVEEN 2010, 2140, 2300, and 2310. For all CVEEN
courses, a grade of "C-" or higher is required.

CRITERION 6. FACULTY
A. Faculty Qualifications
Describe the qualifications of the faculty and how they are adequate to cover all the curricular
areas of the Program and also meet any applicable program criteria. This description should
include the composition, size, credentials, and experience of the faculty. Complete Table 6-1.
Include faculty resumes in Appendix B.
The qualifications, workload, and professional development activities of the faculty are included
in Tables 6-1, 6-2, and 6-3. Finally, 15 of the 29 CVEEN full-time faculty (1 UAC faculty) and
one CVEEN part-time faculty have professional registrations (e.g., S.E. or P.E.). These faculty
members have various levels of professional experience with consulting engineering firms,
construction companies, public agencies, and industry. Only faculty with professional
registrations teach courses that are designated to contain significant design content. Furthermore,
lead instruction of the professional practice and design classes (4900/4910, 4920) is always
conducted by a licensed professional engineer.
Currently, the Construction Engineering Program (CEP) in CVEEN is undergoing continued

and moderate growth with the hiring of a new CEP faculty. During this ABET review cycle, two
new full-time faculty have joined the CEP. These are Dr. Abbas Rashidi
(https://faculty.utah.edu/u6013686-Abbas_Rashidi/research/index.hml) and Dr. Jianli Chen
(https://faculty.utah.edu/u6031298-JIANLI_CHEN/teaching/index.hml). In addition to these,
other CvEEN faculty offer courses that support the CEP and are primarily: Dr. Steven F. Bartlett,
Dr. Pedro Romero, Dr. Chris Pantelides, and Dr. Xiaoyue Liu. Dr.Bartlett acts as the CEP ABET
coordinator.
The competency and expertise of the entire CVEEN Departmental faculty constitute the core to
the success of the Program (http://www.civil.utah.edu/faculty). CVEEN faculty are
accomplished, dedicated instructors that teach and mentor undergraduate students. Their
expertise encompasses a broad spectrum of civil engineering in structural engineering and
mechanics, transportation, water resources and hydrology, environmental engineering,
geotechnics, construction materials, methods and technologies, and engineering management.
Table 6-1 summarizes CVEEN faculty qualifications.
In structural engineering and mechanics, the department has 7 core faculty: Drs. Babu, Ibarra,
Jovanovic, Ou, Pantelides, Schmucker, and Zhou. These faculty provide expertise in structural
analysis and design about steel and concrete structures, seismic design concerning critical
facilities such as nuclear reactors, systems, and interim waste storage facilities, biomimetic
structures, parallel supercomputing, and sensor networks. Adjunct Assistant Professor Dr.
Johnson, S.E., provides expertise in masonry and timber design and is a principal engineer with
Reaveley and Associates in Salt Lake City, Utah.

In transportation engineering and planning, the department has 3 core faculty: Drs. Liu,
Markovic, and Yang. These faculty have expertise in transportation operations and planning,
systems, and transit. Adjunct Lecturer, Scott Shea, P.E. provides expertise in highway design and
is a senior traffic engineer at AECOM.
In water resource and environmental engineering, CVEEN has eigh core faculty: Drs. Barber,
McPherson, Oroza, Pomeroy, Hong, Goel, Marron, and Weidhaas. The water resource faculty
provide expertise in fluid mechanics, hydraulics, surface and groundwater hydrology, water
management, sustainability, sensor networks, remote sensing, robotics, and machine learning.
The environmental faculty provide expertise in wastewater treatment, bioremediation, tertiary
treatment, soil and brownfield remediation, and environmental assessment.
In geotechnical engineering and construction materials, CVEEN has four core faculty and 1
faculty emeritus (who was teaching active during the 2020-2021 academic year): Drs. Bartlett,
Lawton, Mohamadi, Romero, and Roshankhah. The geotechnical faculty have expertise in soil
mechanics, geotechnical investigations, design, and construction of foundation systems, soil
improvement, and seismic design. The materials faculty have expertise in material
characterization (i.e., concrete and asphalt), evaluations, sustainable infrastructure, and design.
Dr. Lawton was granted emeritus standing in spring semester 2021 and will not be teaching after
that semester.
The department also houses a Construction Engineering program (Drs. Chen and Rashidi) and a
Nuclear Engineering Program (Drs. Cazalas, Mastren, McDonald, and Sjoden ).
B. Faculty Workload
Complete Table 6-2, Faculty Workload Summary, and describe this information in terms of
workload expectations or requirements.
CVEEN full-time faculty members are expected to teach at least three 3-semester hour courses
during an academic year (Table 6-2). In addition to teaching (45% of assignment), tenured and
tenure-track faculty members conduct extramural funded research (45% of assignment) and
provide service to the profession and community (10% of assignment). However, junior faculty
members are typically assigned a lower teaching workload in the first two years of their career,
and tenure or tenure track faculty may substitute additional research for one course per year.
Full-time lecturing faculty are expected to teach six 3-semester hour courses per academic year.
The part-time and adjunct faculty contracts vary, but the teaching load is seldom above 2 courses
per academic year.
C. Faculty Size
The CVEEN departmental faculty consists of 21 full-time equivalents (FTE) on the Salt Lake
City Campus, two full-time FTE associated with the UAC one part-time faculty, two positions
associated with the construction program, and four FTE positions associated with the NEUP
(Table 6-1). In addition to these, CVEEN 3100 (Technical Communication) is currently taught
by Dr. Joshua Lenart, who is an instructor in the COE CLEAR program. Also, there are other
adjunct lecturers, professors, and instructors who instruct CVEEN undergraduate technical

electives (i.e., non-required 4000- to 5000-level) courses on an as-needed basis. These are Dr.
Jared Johnson (CVEEN 5240 – Timber and Masonry), Scott Shea (CVEEN 5510 – Highway
Design), Steven Peterson (CVEEN 5710 –Cost Estimating and Proposal Writing), and Travis
Davis (CVEEN 5730 – Project Management).
D. Professional Development
All faculty members are engaged in state, national and international professional service through
technical committees, training of licensed engineers, and professional leadership roles. Many of
the younger faculty members have participated in the ASCE ExCEEd program
(http://www.asce.org/exceed/), which focuses on helping young faculty to become better
teachers. Table 6-3 shows a tally of the professional development activities completed by the
faculty during this review cycle. Additional discussion of CVEEN support for faculty
development activities is provided in Section 8E.
E. Authority and Responsibility of Faculty

The academic program in civil engineering at the University of Utah is the responsibility of the
members of the faculty of the Department of Civil and Environmental Engineering (U of U
Policy 6-100) (http://regulations.utah.edu/academics/6-100.php) consistent with the mandate by
the faculty senate approved program. On an annual basis, CVEEN faculty and staff conduct a
review and evaluation of the existing undergraduate curriculum, resources, and goals of the
program. Pedagogical advances, student ratings, exit interview comments, and technical changes
in the profession are considered in this review and evaluation. The review and subsequent
discussions in the annual fall semester Faculty Retreat lead to improvements in existing courses,
greater horizontal and vertical integration of course content, the addition of new technical
electives, and the evaluation of existing standards for progress and graduation.
Where course modification, creation, or deletion is desired, the faculty members submit a request
to the Department’s Undergraduate Committee. Upon approval of the Undergraduate Committee,
the potential changes are considered and approved or denied by faculty vote. When a new
course is being created, or significant changes to the course are being considered, in that case,
the CVEEN approval is forwarded by the chair with these endorsements to the College
curriculum committee. This body considers the merits of the new listing or modifications and
votes to approve/disapprove the new course or add changes. These actions are then forwarded to
the faculty senate for final approval.

Table 6-1. Faculty Qualifications
Civil & Environmental Engineering and Construction Engineering BS
Years of Experience Level of Activity4
Professional Registration/
H, M, or L
Type of Academic
Appointment2
Consulting/summer
Govt./Ind. Practice
Certification
T, TT, NTT
work in industry
FT or PT3
This Institution
Highest Degree
Organizations
Development
Rank 1
Professional
Professional
Faculty Name Earned- Field and
Teaching
Year
Babu, Roshina Ph. D, Civil Eng., AST NTT FT 0 11 1 L M L

2019
Barber, Michael Ernest Ph.D., Civil Eng., P T FT 12 31 9 P.E. H L L
1992
Bartlett, Steven F (CVEEN & Ph.D., Civil Eng., ASC T FT 17 22 22 P.E. M L H
Construction) 1992
Cazalas, Edward Ph. D., Nuclear Eng., AST TT FT 0 5 3 M L M
2015
Chen, Jianli (Construction) Ph. D., Building AST TT FT 2 1 1 L L L
Construction, 2018
Goel, Ramesh Ph.D., Enviro. Eng., P T FT 7 22 16 H L L
2003
Hong, P. K. Andy Ph.D., Enviro. Eng., P T FT 8 35 35 P.E. M L H
1987
Ibarra, Luis Francisco Ph.D., Civil Eng., ASC T FT 17 13 12 P.E. M M L
2004
Jovanovic, Nickolas Ph. D., Engineering, P NTT FT 7 27 1 P.E. M M M
1998

Johnson, Jerod Ph.D., Civil Eng., A NTT PT 28 16 16 P.E., S.E. M L L
2012
Lawton, Evert C Ph.D., Civil Eng., P T FT 13 38 31 P.E. M L M
1986
Lenart, Josh Ph.D., English, 2013 I NTT FT 0 15 14 L L L
Liu, Xiaoyue Cathy Ph.D., Transportation AST TT FT 10 10 9 P.E. H M L
Eng., 2013
Markovic, Nikola Ph. D., Transportation AST TT FT 3 8 3 L L L
Eng., 2013
Marron, Emily Ph.D., Civil Eng., AST TT FT 1 1 0 L L L
2020
McDonald, Luther Ph.D., Analy. And AST TT FT 13 9 8 H M L
Radiochemistry, 2013
McPherson, Brian James Ph.D., Geophysics., P T FT 13 26 16 L L L
1996
Mohamadi, Kami Ph.D.,Civil Eng., AST TT FT 6 3 0 P.E. M M L
2015
Oroza, Carlos Ph.D., Civil Eng., AST TT FT 3 8 3 M M L
2017
Ou, Ge Ph. D., Civil Eng., AST TT FT 0 12 5 M L L
2016
Pantelides, Chris Ph.D., Civil Eng., P T FT 9 34 31 P.E., H M L
1987 S.E.
Peterson, Steven (Construction) M.S., Civil Eng. 2018, A NTT PT 15 22 1 P.E. H M M
MBA, 1999
Pomeroy, Christine Ph.D., Civil Eng., ASC NTT FT 13 15 15 P.E. M L L
2007
Rashidi, Abbas (Construction) Ph.D., Civil Eng., AST TT FT 5 13 4 C.P.C., H L M
2014 P.E.
Romero, Pedro Ph.D., Civil Eng., ASC T FT 13 22 22 P.E. H H M
1996
Roshankhah, Shahrzad Ph.D., Civil Eng., AST TT FT 11 2 0 P.E. M M L
2015
Shea, Michael M.S., Civil Eng, 2011 I NTT PT 7 4 3 P.E. M L NA

Schmucker, Douglas Ph.D., Structural Eng., P NTT FT 11 23 9 P.E. M M M
1996
Sjoden, Glenn Ph. D., Nuclear Eng., P T FT 17 17 2 P.E. L L L
1997
Weidhaas, Jennifer Ph. D., Civil Eng., ASC T FT 10 11 5 P.E. M L L
2006
Yang, Terry Ph. D., Civil Eng., AST TT FT 0 6 4 M L L
2015
Zhu, Xuan Ph. D., Structural AST TT FT 0 5 3 M L L
Eng., 2016
Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if
necessary. Updated information is to be provided at the time of the visit.
1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other
2. Code: T = Tenured TT = Tenure Track NTT = Non-Tenure Track
3. FT = Full-Time Faculty or PT = Part-Time Faculty
4. The level of activity (high, medium or low) should reflect an average over the three years prior to the visit.

Table 6-2. Faculty Workload Summary
Program Activity Distribution3

% of
PT
Research Time
or
Faculty Member (name) Classes Taught (Course No./Credit Hrs.) Term and or Other4 Devoted
FT
1 Year2 Teaching Scholarshi to the
p Program5
Babu, Roshina FT CVEEN 2140 (3) Fall 2020 95 0 5 100

CVEEN 2010 (3) Fall 2020
CVEEN 2130 (3) Fall 2020
CVEEN 2140 (3) Spring 2021
Barber, Michael Ernest FT CVEEN 2000 (0.5) Fall 2020 30 45 25 100
Bartlett, Steven F FT CVEEN 1400 (3) Spring 2021 45 30 25 100

CVEEN 2000 (0.5) Spring 2021
CVEEN 6330 (3), Fall 2020
Burian, Steven John FT CVEEN 2300 (2) Fall 2020 60 30 10 100

CVEEN 4900 (3) Fall 2020
Cazalas, Edward FT NUCL 6030 (3) Fall 2020 45 45 10 100

NUCL 5900/6900 (1-3) Spring 2021
NUCL 7100 (3) Spring 2021
Chen, Jianli FT CVEEN 5790(3) Fall 2020 45 45 10 100

Goel, Ramesh FT CVEEN 3610 (3) Fall 2020 45 45 10 100

CVEEN 3615 (1) Fall 2020
Hong, P. K. Andy FT CVEEN 2310 (3) Fall 2020 45 45 10 100

CVEEN 5610(3) Fall 2020
Ibarra, Luis Francisco FT CVEEN 3210 (3) Fall 2020 45 45 10 100

Jovanovic, Nickolas FT CVEEN 2300 (3) Fall 2020 95 0 5 100

Johnson, Jerod PT CVEEN 4221 (3) Fall 2020 100 0 0 100

CVEEN 5240 (3) Fall 2020
Lawton, Evert C PT CVEEN 3310 (3) Fall 2020 50 50 0 100

CVEEN 3315 (1) Fall 2020
CVEEN 5305 (3) Fall 2020
Lenart, Joshua FT CVEEN 3100 (3) Fall 2020 & Spring 2021 100 0 0 50
Liu, Xiaoyue Cathy FT CVEEN 4900 (3) Spring 2021 45 45 10 100

CVEEN 5560(3) Spring 2021
Markovic, Nickola FT CVEEN 2310 (3) Spring 2021 45 45 10 100


McDonald, Luther FT NUCL 3000 (3) Fall 2020 45 45 10 100
NUCL 5900/6900 (1-3) Spring 2021
McPherson, Brian James FT 0 100 Sabbat 100

ical
Oroza, Carlos FT CVEEN 5410 (3) Fall 2020 45 45 10 100
Ou, Ge FT CVEEN 2010 (3) Fall 2020 45 45 10 100

Pantelides, Chris FT CVEEN 2140 (3) Spring 2021 45 45 10 100

CVEEN 5220(3) Spring 2021
Peterson, Steven PT CVEEN 4920 (3) Spring 2021 90 0 10 100

Pomeroy, Christine FT CVEEN 4910 (3) Fall 2020 80 0 20 100
Rashidi, Abbas FT CVEEN 5740 (3) Spring 2021 45 45 10 100
Romero, Pedro FT CVEEN 3510 (3) Fall 2020 45 45 10 100

CVEEN 3515 (1) Fall 2020
CVEEN 5570 (3) Fall 2020
Shea, Michael Scott PT CVEEN 5510 (3) Spring 2021 100 0 0 100
Schmucker, Douglas FT CVEEN 2140 (3) Fall 2020 90 0 10 100


Sjoden, Glenn FT NUCL 4900 (1-3) Fall 2020 & Spring 2021 45 45 10 100
NUCL 6050 (3) Fall 2020
NUCL 5900/6900 (1-3) Spring 2021
Weidhaas, Jennifer FT CVEEN 1000 (3) Fall 2020 45 45 10 100

CVEEN 5605 (3) Fall 2020
Yang, Terry FT CVEEN 3520 (3) Fall 2020 45 45 10 100

Zhu, Xuan FT CVEEN 2010 (3) Spring 2021 45 45 10 100

1. FT = Full-Time Faculty or PT = Part-Time Faculty, at the institution

2. For the academic year for which the Self-Study Report is being prepared.
3. Program activity distribution should be in percent of effort in the Program and should total 100%.
4. Indicate sabbatical leave, etc., under "Other."
5. Out of the total time employed at the institution.

Table 6-3 Summary of Faculty Professional Development Activities
Faculty Conference Workshop/Seminar Instructional Educational Sabbatical Other
Attendance Presenter Attendance Presenter Training Development
Babu, Roshina 6 6 0 0 2 2 0 0
Barber, Michael 15 7 5 5 3 0 0 0
Bartlett, Steven 10 6 2 1 3 0 0 0
Cazalas, Edwards 5 2 2 2 0 0 0 0
Chen, Jianli 4 4 1 1 0 0 0 0
Goel, Ramesh 20 15 5 5 0 0 0 0
Hong, P. K. Andy 9 8 2 2 0 0 0 0
Ibarra, Luis 22 19 6 4 0 0 1 0
Jovanovic, Nickolas 5 2 2 0 1 6 0 0
Johnson, Jerod 0 0 0 0 1 0 0 0
Lawton, Evert 0 0 0 0 0 0 0 0
Lenart, Josh 6 6 0 0 0 0 0 0
Liu, Xiaoyue Cathy 15 7 16 16 0 0 0 0
Markovic, Nikola 3 3 0 0 0 0 0 0
Marron, Emily 3 3 1 0 0 0 0 0
McDonald, Luther 19 10 26 29 0 0 0 0
Mastren, Tara 3 3 3 3 1 0 0 0
McPherson, Brian
25 17 5 2 0 0 1 0
James
Mohammadi, Kami 8 8 5 5 2 2 0 0
Oroza, Carlos 3 3 1 1 0 2 0 0
Ou, Ge 10 7 1 1 0 0 0 0
Pantelides, Chris 22 20 0 0 0 0 1 0
Pomeroy, Christine 4 1 2 1 0 0 1 0
Rashidi, Abbas 7 5 0 0 1 1 0 0
Romero, Pedro 18 11 4 2 2 1 0 0
Roshankhah, Shahrzad 7 7 15 15 2 3 0 0

Shea, Michael 5 5 0 0 0 0 0 0
Schmucker, Douglas 5 2 1 0 1 1 0 0
Sjoden, Glenn 3 3 8 8 0 0 0 0
Weidhaas, Jennifer 7 7 8 8 5 0 0 0
Yang, Xianfeng Terry 9 5 4 3 0 0 0 0
Zhu, Xuan Peter 8 8 11 11 0 0 0 0

CRITERION 7. FACILITIES 1
A. Offices, Classrooms, and Laboratories
Salt Lake City Campus
The Department of CVEEN is housed in the Meldrum Civil Engineering (MCE) Building
(Figure 7-1, 7-2) within the COE campus at the University of Utah in Salt Lake City. CVEEN
also has laboratories in the adjacent HEDCO Building (Figure 7-3) and the Merrill Engineering
Building (MEB, Figure 7-4) and instructional classrooms in the Warnock Engineering Building
(WEB, Figure 7-5).
The MCE Building has two floors, part of which house CVEEN. Facilities and offices within
MCE consist of department offices, faculty offices, undergraduate student study areas. CVEEN
administrative offices are located on the 2nd floor of MCE in room 2000B. Individual offices for
faculty are also located on the 2nd floor of this building. In addition to these, there are conference
rooms for faculty and student meetings (Lund Faculty Conference Room and Tikalsky
Department Chair Conference), also located on the 2nd floor.
The first floor of the MCE Building is primarily undergraduate study and meeting areas
consisting of the: Geneva Rock Study Room (undergraduate study area, Figure 7-6), CRS Design
Center (capstone design, Figure 7-7), Kiewit Mentoring Room (graduate TA desks and
undergraduate advising rooms, Figure 7-8), Dunn Commons Lounge (student lounge area, Figure
7-9), and Layton Conference Room (capstone design, Figure 7-10).

Figure 7-1. Meldrum Civil Engineering Building (MCE) North Entrance
Figure 7-2. Meldrum Civil Engineering Building (MCE) South Entrance

Figure 7-3. HEDCO Building East Entrance
Figure 7-4. Merrill Engineering Building (MEB)South Entrance

Figure 7-5. Warnock Engineering Building (WEB)
Figure 7-6. Geneva Rock Study Room in MCE Bldg.

Figure 7-7. CRS Design Center for Capstone Design in MCE Bldg.
Figure 7-8.Kiewit Mentoring Center in MCE Bldg.

Figure 7-9. Dunn Commons Student Lounge in MCE Bldg.
Figure 7-10. Layton Conference Room (Capstone Design) in MCE Bldg.

University of Utah Asia Campus
The Construction Engineering Program is not offered at the University of Utah Asia Campus.
B. Computing Resources
Salt Lake City Campus
Classrooms and Instructional Facilities
The majority of the College of Engineering undergraduate classes are held in classrooms located
in the Warnock Engineering Building (WEB) or the Merrill Engineering Building (MEB). The
two buildings are adjacent to one another and connected via an underground tunnel. The capacity
of the classrooms varies between 20 students, for more intimate classroom settings, to 262
students for large lectures. The Warnock Building is a premier teaching facility that has enabled
our faculty to advance pedagogy and deliver high-quality education.
In general, the classrooms broadly fall into three separate categories shown in Table 7-1. The
majority of engineering classes are held in the lower level of the WEB. This lower level was part
of the old Engineering and Mines Classroom Building (EMCB) structure, which was designed
solely for use as a classroom building. When WEB was constructed, the two buildings were
integrated into a single building. The WEB classrooms all have air conditioning, carpeting, data
projectors, disabled access, video projection, chalkboards and/or whiteboards. Many of the
rooms include TV and VCR projection and tiered seating. Lecture halls are provided with a
network computer connection, a public address system, a projection booth, an overhead
projector, a videotape player, and a ceiling-mounted LCD projector.
There were concerns in the past about scheduling conflicts for classrooms that required some
classes to be held in other buildings on campus. Such issues were largely mitigated after WEB
was constructed and became available years ago. Renovation of MEB and other buildings on
campus has also added classrooms. The ongoing construction of new buildings on campus will
further increase classroom availability as non-engineering classes move into these new buildings
and out of the engineering classrooms.

Table 7-1. Classrooms
Classroom Type: WEB Lecture Hall
Number Avail: 5
Capacity: 93-262
Audio Visual: LCD Projector, VCR,
Overhead, Microphone
Wireless: Yes
Classroom Type: WEB Large Classroom

Number Avail: 4
Capacity: 74-92
Audio Visual: 2 LCD Projectors, VCR,
Overhead, Microphone
Wireless: Yes
Classroom Type: WEB Standard Classroom

Number Avail: 6
Capacity: 40-60
Audio Visual: LCD Projector, VCR,
Overhead
Wireless: Yes

Undergraduate Laboratories
The CEP laboratories are located in the HEDCO Building, which houses the undergraduate
laboratory for Construction Materials (CVEEN 3515, Figure 7-11) and Geotechnical
Engineering (CVEEN 3315, Figure 7-12). These areas are extensively used and contribute
greatly to the quality of education at the undergraduate level. The equipment used in these
laboratories is listed in Appendix C.
Research laboratories are separated from undergraduate laboratories in these buildings.

However, in some instances, undergraduate students benefit from seeing more advanced research
equipment or experiments. Hence, our research labs enhance undergraduate education.
Figure 7-11. CVEEN Materials Laboratory in HEDCO Bldg.

Figure 7-12. CVEEN Geotechnical Laboratory in HEDCO Bldg.

C. Guidance
Computing
Instruction for the use of most Civil Engineering-specific software is primarily done at the course
level by the respective instructor or teaching assistant. However, there is curriculum-wide
software training that is required for all CVEEN students. The first required course, CVEEN
1400, Computer-Aided Design provides instruction on the use of software to depict engineering
designs involving 2- and 3- D model development and topographic mapping in AutoCAD and
AutoCAD Civil 3D. The second required course, CVEEN 2750, Computer Tools, provides
instruction on use of Microsoft Excel including programming in VBA with excel, databases
using Microsoft Access using SQLite, and 3D design and Building Information Management
using Revit.
For CVEEN students using the computer laboratories offered by the College of Engineering
(e.g., CADE and Engman Labs), IT Support is available during most business hours
http://www.cade.utah.edu/.
Tools, Equipment & Laboratories

Proper use and operation of facilities and laboratory safety are emphasized by CVEEN. The
overall safety of the department laboratories is overseen by Mark Bryant in conjunction with the
laboratory supervisors associated with each laboratory (i.e., Dr. Bartlett – Geotechnical
Laboratory, Dr. Romero- Materials Laboratory. At the beginning of each semester, students
enrolled in the laboratories are given a safety briefing and are required to certify that they have
had such briefing. This includes:
• planning and conducting operations in accordance with practices and procedures

established in the Safety Plan
• using equipment for its designed purposes only
• being familiar with emergency procedures, including knowledge and location of
emergency equipment for the laboratory, as well as how to obtain additional help in an
emergency
• knowing the type of protective equipment available and using the proper type for each
procedure
• being alert to unsafe conditions and actions and calling attention to them so corrections
can be made a soon as possible
Attachment 2 is an example safety plan used by CVEEN to promote a culture of safety and
appropriate use of equipment in the environmental laboratory.
CVEEN students are instructed in the use, operation and handling of tools and equipment by the
course instructors, teaching assistants and CVEEN safety and laboratory manager (Mark Bryant).
Laboratory procedures have been developed for each major laboratory exercise. These are
assigned reading for the students and the instructor or laboratory T.A. reviews these procedures
with the students prior to conducting the exercise. An example laboratory procedure is attached
in Attachment 3.

D. Maintenance and Upgrading of Facilities
The undergraduate teaching laboratories in CVEEN are supported by three major funding
sources. These are: (1) a lab fee associated with each lab course to support the purchase of
consumable goods required for the lab experience, (2) state provided funds cover the
maintenance of existing capital equipment, and (3) an annual state Equipment Fund (BEEF) to
provide up to $100k per year for the purchase of new capital equipment- requires that 33%
matching funds are provided by external sources. The laboratory maintenance and consumables
budget is managed by the faculty teaching the course in conjunction with the laboratory
manager, Mark Bryant. Capital equipment is proposed by faculty responsible for specific
undergraduate laboratories, endorsed by the chair/executive committee and funds requested from
the COE Dean’s office.
F. Library Services
The University library system is adequate to support undergraduate teaching and the research
needs of faculty and graduate students. The University of Utah has three libraries on its campus:
Faust Law Library, Spencer S. Eccles Health Sciences Library, and J. Willard Marriott Library.
The Marriott Library is the library used most by engineering faculty and students.
The Marriott Library currently has more than 3.6 million books and over 10,500 serials
subscriptions with access to nearly 70,000 titles including access to collections in engineering,
computing, technology, and science societies/organizations such as ACM, ACS, AMS, ASCE,
ASM, ASME, ASTM, IEEE, IOP, and many more. Through the regional Utah Academic Library
Consortium students, faculty, and staff have reciprocal borrowing privileges at other colleges and
universities throughout the state of Utah. The library is 10 to 15 minutes walking distance from
the various buildings that house the College of Engineering (Merrill, Warnock, Rio Tinto
Kennecott, Meldrum, and Sorenson). Normally, the library is open 104 hours per week as
follows: Monday-Thursday 7am-12am, Friday 7am-8pm, Saturday 9am-8pm, and Sunday noon-
12am.
The Marriott Library provides access to numerous online resources. These resources include
article and physical-property databases, digital full-text journals, and a collection of e-materials
to support campus and distance education. The library’s ebook collection is extensive.
Databases and resources that are purchased by University Libraries to support the College of
Engineering include IEEE Xplore (IEEE Electronic Library), Inspec, Scopus (Compendex and
the Compendex Archive), ProQuest Dissertations and Theses Global, ProQuest Materials
Science and Engineering Collections, Scifinder, etc. Engineering related materials are found in
all of these collections.
Since the last review, the University Libraries have purchased access to new resources to support
the College of Engineering including subscriptions to Web of Science, ASTM Compass, Science
of Synthesis, Materials ConneXion, Anatomy.TV (especially useful for biomedical, engineering
students needing knowledge of human anatomy and physiology), GDC Vault, Embase, electronic
backfiles to journals, and Patsnap. Further, the Marriott Library has repurposed spaces to support
the College of Engineering and our nationally ranked Entertainment Arts & Engineering program
by creating VR classrooms and ProtoSpace™. ProtoSpace™ includes spaces for VR
development (the library has over 60 VR headsets for use), gaming spaces, and 3D printing (with

a fleet of more than 40 printers available that can print jobs in various sizes). Additionally, our
Health Sciences Library also provides support to the College of Engineering and has the Gary L.
Crocker Innovation & Design Lab. We believe that this space which received ISO:13485
certification in June 2017 may be one of the “first Academic institution in the United States, if
not the world, to receive this designation. This allows us to train students and develop projects
under quality control protocols, providing quality management system instruction and easing the
transition to market for projects.”
The library’s Interlibrary Loan and Document Delivery (ILL)Department will borrow almost
anything the user might need upon request to support their academic program and research. The
ILL department provides electronic delivery of requested articles and book chapters to the patron
usually within 24-48 hours. It also has a policy of quickly obtaining copies of almost any
engineering standard needed by faculty or graduate students (ANSI, ASME, ISO, etc.).
Engineering standards are purchased as needed via TechStreet.
In addition to borrowing materials via Interlibrary Loan, students, staff, and faculty can order
materials (books, ebooks, media, etc.) in a variety of ways. The libraries will automatically
purchase any monograph or print item up to $250.00, no questions asked via a “Suggest a
Purchase” form or contacting their library liaison. For items over $250.00, we order materials if
three or more librarians concur. A second option we offer is the ability for students, staff, and
faculty to request the purchase of books via our library catalog and have them available in less
than two weeks (demand driven acquisition). For rush orders, we have the ability to purchase
materials and make them available in less than a week; for some of our vendors, materials can be
made available in two or less business days. We have access to several catalogs to find materials
including our own library catalog, WorldCat, HathiTrust, and the Library of Congress. Also, we
can purchase media in a variety of formats and offer access in a variety of ways—including
online streaming. Due to the pandemic, engineering librarians have proactively bought electronic
access to textbooks and other materials to support remote learning and research.
The University Libraries have a team of librarians that support the College of Engineering called
the Science, Health, Engineering, and Mines (SHEM) team. The SHEM team works together on
collection development and outreach. For example, we did a self-study of our collection and
when we noticed gaps in the collection and prioritized the purchase of expensive engineering
volumes and sets over the past three years.
These and other librarians promote information literacy, critical thinking, and digital fluency. We
offer in-depth research consultations for faculty, staff and students. Several librarians are actively
engaged in supporting our nationally recognized LEAP program for first-year students.
Librarians are actively engaged in supporting undergraduate engineering students in their
capstone courses. Further, library liaisons work closely with graduate students, faculty, staff,
research associates, post-docs, to support their teaching and research needs. Librarians provide
in-class, hybrid, hyflex, and online instruction for library research and writing assignments, and
have created many dozens of online guides to assist students with all aspects of library research
and the use of information technology, including the Marriott Library One-Stop Resource, an
online course for library research support for faculty and their graduate and undergraduate
students.

We have several librarians who support entrepreneurship and innovation on-campus. As Utah’s
Patent and Trademark Resource Center, we have two librarians that support IP, patent, and
trademark resources and services. They frequently guest-lecture about patent searching in several
College of Engineering courses, including BioInnovate and Materials Innovation. Additionally,
our Libraries Innovation Team includes of librarians from all three libraries who support
transdisciplinary, interdisciplinary, and “wicked problems” research. The libraries work closely
to support entrepreneurial engineering students who are in the Lassonde Entrepreneur Institute
and entrepreneurial faculty through I-Corps, Vice President of Research Office, and Pivot Center
programs. Notably, three librarians (Tallie Casucci, Harish Maringanti, and Donna Ziegenfuss)
have worked with Engineering faculty on University and national grants.
Other examples of library support include LabArchives, the semi-annual Dissertation Boot camp
for students writing theses or dissertations, creation of the quiet Graduate Reading Room and
presentation practice rooms, including the One-Button Studio, where students, faculty and staff
can record sessions (audio and/or video), up to one hour long, anytime the library is open. Also,
the library houses the University Writing Center, tutoring spaces, and a Statistics consultation
service. The library has provided space to create a Faculty Center for programs that serve faculty
and students. Services within the Faculty Center include the Teaching and Learning
Technologies, and The Center for Teaching and Learning Excellence. The Faculty Center
provides teaching faculty with technical assistance in creating online course content. The Faculty
Center works with faculty to create the exact course content requested, including content from
new audio and video studios. It helps instructors with all course-related uses of Canvas (the
online-course software of the University).
In addition to ProtoSpace™, the “Knowledge Commons” in the Marriott Library offers

computing resources, technology equipment, printing, reference, scanning, and audiovisual
assistance. More than 250 networked PC and Mac computers offer high speed internet access
and advanced software packages, including the Adobe suite, AutoCAD, Maple, MATLAB,
Mathematica, and SAS. This group helps support our 7 computer equipped classrooms, 11
classrooms with lecture-style or table seating, and 28 group study rooms. The library also
operates three campus computing labs across campus. Additionally, the library offers nearly
1400 laptops, 200 wireless hotspots, and a wide variety of other equipment to check out to
students. The Marriott Library and all the computing labs work closely with faculty to purchase
media-materials and software to support course curricula in animation, gaming, programming
and engineering.
Librarians and Library Staff that support the College of Engineering,

• Tallie Casucci, Assistant Librarian, Head of Science, Health, Engineering, & Mines
(SHEM) Team, [email protected]
• Mark England, Librarian, Head of Collection Management, [email protected]
• April Love, Associate Librarian, Faculty Services, [email protected]
• Alfred Mowdood, Librarian, Head of Faculty Services, Patent & Trademark Resource
Center Representative, [email protected]
• Carly Anderson, Collection Services Project Manager, [email protected]
• Susan Brusik, ILL/Document Delivery Services Manager, [email protected]
• Erika Church, Design & Technology Specialist, [email protected]

• TJ Ferrill, Assistant Head Creative Spaces, [email protected]
• Ian Godfrey, Assistant Dean, Library Facilities Director, [email protected]
• Mary Ann James, Electronic Resources Manager, [email protected]
• Dale Larsen, Librarian, Interim Head of Graduate & Undergraduate Services,
[email protected]
• Luke Leither, Head of Fine Arts & Architecture Library, [email protected]
• Harish Maringanti, Associate Dean IT & Digital Library Services,
• [email protected]
• Brian McBride, Head of Digital Infrastructure Development, [email protected]
• Daureen Nesdill, Librarian, Research Data Management, [email protected]
• Adriana Parker, Associate Librarian, Graduate & Undergraduate Services,
[email protected]
• Jacob Reed, Programmer/Analyst, Digital Infrastructure Development,
[email protected]
• Tony Sams, New Media Projects Specialist, [email protected]
• Shane Wallace, Assistant Librarian, Graduate & Undergraduate Services,
[email protected]
• Donna Ziegenfuss, Associate Librarian, Faculty Services, [email protected]

Engineering-Related Specialty Software
Software support is provided for over 350 software packages, including the ones with
engineering applications. Besides major software suites from major software publishers such as
Microsoft and Adobe, the library purchases many specialty software programs to enhance all
stages of knowledge creation and presentation. The table below provides a selected list of
specialty software supporting engineering.
Select engineering software supported by the Marriott Library.
Autodesk 3ds Max - 3D modeling & animation Mendeley Desktop - Organize & share research
Autodesk AutoCAD - Computer-aided design Microsoft Project - Project management
& drafting Minitab - Statistical analysis
Autodesk Inventor - 3d mechanical CAD
Mplus - Statistical analysis
Autodesk Maya - 3D modeling & animation
Autodesk Mudbox - Digital sculpting tool NVivo - Qualitative analysis
Blender - 3D modeling OmniGraffle Professional - Diagramming, charting,
Bricksmith - Virtual Lego modeling & visualization
Cantor - Statistical analysis OmniPlan - Project management
ChemBioDraw - Chemical structure modeling Paraview - Scientific data visualization
Dia Diagram Editor - Diagramming, charting, Phase Equilibria Diagrams Database - Ceramic &
& visualization inorganic phase diagrams
FlatRedBall - Game development platform POWERPREP II - GRE test preparation
GameMaker: Studio - Game development platform Prezi Desktop - Presentation creation
IBM SPSS - Statistical analysis PSPP - Statistical analysis
IBM SPSS Amos - Structural equation modeling ReadCube - Reference manager, Nature Group
Integrated Data Viewer (IDV) - Geoscience SAS - Statistical analysis
data analysis & visualization SketchUp - 3D modeling
KaleidaGraph - Graphing & statistical analysis Slic3r - G-code generator for 3D printing
KAlgebra - Graph calculator SolidWorks - 3D mechanical CAD
Kalzium - Periodic table of elements Stata - Statistical analysis
Keynote - Presentation creation StatPlus - Statistical analysis
LabVIEW - Graphical development environment STELLA - Modeling & simulation
MakerBot Desktop - G-code generator for Unreal Engine - Game development platform
3D printing Vectorworks - CAD & Building
Maple - Computer algebra system Information Modeling
Mathematica - Automated computation system Wings3D - 3D modelling

CRITERION 8. INSTITUTIONAL SUPPORT
A. Leadership
The department has established different tiers of leadership within the program. The top level of
leadership consists of the Executive Committee. The committee is compiled of the chair of the
three teaching/research groups, Undergraduate and Graduate Directors, Associate Chair, and
Chair of the Department. This committee is where new ideas are brought forth, discussed and
determined what can be done with it. The answer is typically one of three responses: take to
faculty for a vote, send to a committee for more discussion, or no further action.
The next level of leadership comes through in the form of the Undergraduate and Graduate
Studies Committees. These groups consist of members of all the teaching/research groups and
have a chair of the committee. The committee evaluates curriculum, student petitions,
determines best practices for the program, and work toward any directive that the Chair or larger
committee has requested assistance.
The base tier of leadership comes the Teaching/Research Group. The groups (Environmental and
Water Resources, Pavement Materials and Transportation, and Infrastructure (which
encompasses Structures and Geotechnical)) meet to discuss topics affecting their areas. This
includes, but is not limited to, recommending course offerings and instructors to the Chair,
review ABET outcomes and course criteria’s, course curriculum evaluation, and work toward
any directive that the Chair or larger committee has ask for assistance.
Teaching research groups, and all department committees can bring ideas up to the faculty in
Executive Committee meetings as well as faculty meetings. Faculty meetings are held monthly
during the academic year and allow for dissemination of University changes or events. This is
also used to help discuss items that the committees need to be voted on by the faculty.
Having the tiered structure of leadership enables all faculty to contribute to the progress of the
department. Faculty will be able to give input at the group level, and depending on the topic at
their committee meeting and finally at faculty meeting, when a vote or additional discussion
occurs. The tiers of leadership have allowed the faculty to go into very detailed discussions for
the issues that affect the program.
B. Program Budget and Financial Support

Program Budget
The University of Utah is the flagship higher education institution of the State of Utah. It is
largely supported by state higher education funds appropriated each fiscal year through the
legislative process, student tuition payments, and special fees. Funding levels for the entire
higher education system are established during the legislative session, and changes are passed to
the university presidents who, in consultation with their vice presidents, allocate resources to
individual college deans. Deans work with the department chairs to develop budget

recommendations and departmental budget priorities that are then submitted back up the chair
for final approvals. Subsequently, the SVPAA and members of the College Budget Advisory
Committee meet with College Deans to review budget recommendations and discuss specific
programs, concerns and critical unmet needs. Final approval is usually communicated by the end
of May of each year and the approved budget is posted at the beginning of the fiscal year in July.
Employee tax and benefit costs are reimbursed to department accounts on a 1:1 basis from
centrally administered benefit pool funds.
The departmental budget for any new fiscal year typically consists of the base budget from the
previous year plus cost-of-living and/or merit increases approved by the Legislature. In recent
years, these increases have typically ranged from 1% to 2% of ongoing budget lines (e.g. “filled”
positions). Unfortunately for the 2021 fiscal year, the university was assessed a 2.5% budget cut
(based on the FY 2020 budget) instead of an increase by the Legislature, in anticipation of
decreased tax revenues due to the COVID-19 pandemic. The university absorbed 0.5% centrally
and passed on a 2.0% budget cut to colleges and departments. The budget for the 2022 fiscal
year has recently been appropriated and will be a 3.0% increase.
As shown in the budget transfer summaries in Figure 8-1, the majority of the budget is reflected
in the Base Budget and Benefit Pool transfers, augmented by both ongoing and one-time support
provided by (a) the SVPAA’s office (diversity increments, Presidential Teaching award
increments, promotion increments, etc.), (b) College supplemental funding (retention increments,
service awards, and other program support transfers from college-held funds), (c) Differential
Tuition transfers (based on assessments of all students who take upper division or graduate
engineering courses), (d) Incentive Fund transfers (based on a general pool that is allocated
based on relative SCH taught (40%), program enrollments (40%) and degrees awarded (20%),
determined by taking a two-year moving average overall the totals for each category, over the
entire University.
One of the most successful programs to grow the annual number of engineering graduates is the
Engineering Initiative Program. Since the 2015 Initiative, the College of Engineering has
received two additional initiatives (2017: $3,080,000; 2019: $5,200,000), which include a 50%
match by the central administration.

Figure 8-1. CVEEN budget transfer summary.
Support for Teaching

Requests for teaching assistants (TAs) are sent to the Department Chairman from the Goup
Leads each semester. Due to the fiscal year 2021 budget cuts all there is no budget in our
department for TAs through state appropriations. The funding for TAs for the department are
allocated through the differential tuition fee associated with the upper division classes. The
responsibilities of teaching assistants are customized by course instructors, but may include
maintaining office hours, holding review sessions, and providing homework and exam grading.
For the Fall 2020 semester there were 16 full-time TAs erd three students that provided part-time
grader. For the Spring 2021 semester there were 16 full-time TAs, one part-time TA and one
part-time grader.
In the 2019 Engineering Initiative request the College requested funds to hire tutors for the
introductory courses for the program. In spring 2020 we implemented the tutoring program with
the hiring of the first two tutors. Tutors hosted their open drop-in tutoring hours in our
designated tutoring space within our building. This occurred for the first few weeks of the Spring
2020 semester before COVID-19 closed campus. For the first three semesters of the program,
tutors scheduled and hosted virtual tutoring appointments through Zoom. Our tutors were
available to students on a by-appointment bases with hours offered throughout the week and
limited hours available on weekend mornings.
Tutoring sessions typically run one hour and students can make as many appointments as
needed with the tutors each week. When campus opens in the fall the Tutoring Center will be
open 12-5 Monday through Thursday for walk-in assistance.
Acquisition, Maintenance, and Upgrading of Facilities and Equipment

The College has set aside $320,000 of basic engineering equipment funding (BEEF) to assist
with the acquisition of Undergraduate Teaching Lab equipment annually. Proposals are
submitted each year in May, with awards usually made by the beginning of summer to allow the
departments time to acquire the new equipment in time for Fall semester. Partnering with
industry and donors to help leverage these funds is highly encouraged and has allowed the
departments to maintain and improve the equipment available in the labs to serve their classes
and students.
Academic Year Amount Labs Supported

2015/2016 43,266 Geotechnical Lab
2016/2017 0 No BEEF Funding Received
2017/2018 50,000 Environmental Lab (Creation)
2018/2019 58,500 Hydraulics Lab
2019/2020 75,000 Materials Engineering
2020/2021 75,000 Hydraulics Lab, Environmental Lab
The College also maintains, separately, several large computing labs. In addition to on-going
base funding (over $800K in salaries and benefits) and one-time allocations of both student
computing fee income ($150-$250K per year) and other available funding (from open lines, etc.),
state-of-the art computing facilities have provided critically-needed computing resources
available to all programs within the college.
A $4 million-dollar renovation effort has been planned for the HEDCO Building. This
renovation will create new teaching spaces and modernize the undergraduate construction
materials laboratory and the undergraduate water/hydrology laboratory. The south-east part
HEDCO, which is currently a storage and concrete mixing laboratory will be converted into two
levels. The bottom level will house the water/hydrology laboratory as well as a modern concrete
mixing space. The top level will house two new spaces, one termed “The Makers Lab” where
undergraduate students will design and construct models that better illustrates the concepts they
are learning through a hands-on approach and a small “Cyber Infrastructure” space expected to
be used for research in sensor and cyber infrastructure technology. To the west, on the first floor,
the Construction Materials Laboratory will be fully renovated to allow a separate entrance and
greater space for students to mix and test different construction materials using $80,000 worth of
new equipment that was acquired prior to the pandemic. The new spaces will allow for greater
flexibility in providing students with emerging technologies in support of advances in the
profession. The renovation will also address issues such as lack of modern restroom, seismic
upgrades, and appropriate egress routes to comply with the latest safety codes. The College has
approved initial funding and the final design is being finalized. It is expected that construction
will start late in the Fall 2021.
Adequacy of Resources for Attaining Student Outcomes

The adequacy of resources available in the CVEEN program to attain is evaluated based on
human resources (faculty, staff, TA support), physical resources (classrooms, laboratories,
computers), and continuous improvements.
As discussed in Section 6.C, the number of faculty has increased since the last review, from 17 to
21 including three new faculty starting Fall 2021. This number is adequate to cover all of the
classes while maintaining a reasonable teaching load. Junior level (3000-level) classes are taught
both Fall and Spring semesters and primary technical electives are taught once a year with the
rest scheduled by the groups based on needs. This arrangement ensures a reasonable flow of
students and maintains a classroom size that encourages the learning process. Table 6-1 also
shows that the faculty are experts in their field and have the required qualifications to ensure
quality instruction to meet program objectives. Thanks to the Engineering Initiative, there is an
opportunity for faculty size to increase through new hires; however, such growth needs to be
balanced against the resources available in terms of office space and cost of start-up package.
As discussed in Section 7.A, the classroom and equipment available allow for proper instruction.
There are 4 laboratories dedicated to undergraduate instruction: Materials and Geotechnica.
These facilities allow the program meet the requirements of having the students conduct
laboratory experiments or tests in at least two technical areas. As discussed in the budget section,
there is available funding to periodically improve the equipment. There are spaces dedicated to
the capstone design where students can meet in teams and work on their project. Additional
spaces are also dedicated for mentoring and tutoring. Ancillary support facilities are further
discussed in Section 7.B and 7.E, computers and library, respectively.
As discuss in Sections 7.D and shown in section 8.B.1, there is available funding for
maintenance and upgrading of laboratory and facilities. It is understood that all equipment and
facilities are subjected to wear-and-tear and obsolescence. Furthermore, the faculty leading the
labs is aware of the most up to date equipment that is being used in the field. Thus, in as much as
the laboratories and equipment serve in meeting the student’s outcomes, they are upgraded on a
regular basis. Nonetheless, the program recognizes that new spaces are still needed to better
attain the student outcomes, all part of the continues improvement discussed in Section 4.
Overall, the resources are adequate to meet current demands to attain student outcomes and the
institutional support allows for future expansion.
C. Staffing
The faculty and staff in CVEEN are primarily located on the second floor of the MCE Building.
The offices house the Department Chair (Michael Barber), Graduate Academic Advisor
(Courtney Phillips), Undergraduate Academic Advisors (Olivia Calvillo and Wendy McKenney),
Accountant (Cathy Merkel), Marketing and Communications Specialist (Kelsey Arnold), and
Departmental Administrative Manager (Tiffany Horton). The laboratory technician (Mark
Bryant) is housed in HEDCO. Funds in the 2019 Engineering Initative also provided suport to
hire one additional technician to assist with adding technology into the classes. This hire had to
be put on hold due to the University’s hiring freeze but the plan is to start the search for this
position in early fall 2021.
The administrative staff provides logistical support along with services related to budgets,
payroll, contract management, proposal generation, and purchasing. As the faculty size and
student body have increased in the last decade so have the demands on the front office staff. The
department has been able to restructure the office staff to better accommodate the needs of the
faculty since the last review to the growing needs of the faculty and students within the
department.
Administrative staff members are provided training opportunities for continuing education
through University Administration. Several types of classes are offered throughout the year for
staff to maintain existing knowledge and to be introduced to new University practices and
policies. The administrative staff receives on-line training on the Family Educational Rights and
Privacy Act (FERPA) and they are required to pass an associated test. The staff also attends
Research Administrative Support Training (RATS) on Export Controls (once a year) to get
updates on all policies and to stay compliant with federal guidelines. The administrative staff
also meets with the Office of Sponsored Projects (OSP) to discuss best practices and to
streamline proposal/grant procedures. The academic advisors are able to attend University
inservises on current practices of the profesion. The department has provided them funding to
attend the state-wide advising conference to continue their knowledge of best practices within
the profession. For both groups, the Human Resources Department has various trainings that are
offered and staff are encourage to attend classes and trainings to stay engaged and broaden their
skillsets for possible advancement.
D. Faculty Hiring and Retention

Hiring
The CVEEN Strategic Planning Committee discusses and selects the specific areas for each
search. These results of these meetings are transparent and discussions with faculty are held in
the discipline group and in general faculty meetings. The selected areas with desired research
qualifications are presented to the entire faculty for discussion and vote at the monthly faculty
meeting. With the approval of the faculty, a search committee of 3 to 4 faculty members is
created, a position description is written and ads are placed in national and international
publications and web sites
The search committees are instructed on permitted and prohibited pre-employment questions,
strategies on application assessment, strategies for conducting a Skype interview, and the
expectations for on-campus interviews. The application process is managed using a University
on-line Application Tracking System. All applicants submit the required documents through the
on-line system. Application review begins in early December and a short list of 10 – 15
candidates is selected for Skype interviews, which typically take place in January. Letters of
recommendation are requested for each person on the short list; those letters are also directly
uploaded to the on-line system. Using all available data, three candidates are selected for on-
campus interviews.
On campus interviews for each candidate take two days. Activities planned for each candidate
include: 1) breakfast with the Chair on day one, 2) present a research seminar, 3) meet with
students and present a short lecture to demonstrate teaching competency, 4) meet with all
Department faculty members one-on-one or in small groups, 5) meet with the Dean, 6) meet with
possible collaborators outside the department, 7) have an exit interview with the Chair. On-
campus interviews for all three candidates in a specific search are scheduled to take place within
a two-week period.
Feedback from all individuals that have met a candidate is solicited. The search committee
prepares a report that summarizes the pros and cons of each candidate, the feedback they
received, and their ranking of the candidates. This report is presented at a faculty meeting and a
vote of the full faculty is taken. By policy, the faculty must vote on the “acceptability” of each
candidate, the rank order of the acceptable candidates, and the rank (assistant, associate, or full
professor) of the position that can be offered to each candidate. The ranking of the acceptable
candidates is a recommendation to the Chair. Following the faculty meeting, the Chair begins
the process of negotiating terms with a candidate for a formal offer.
Retention of Faculty
Strategies used to retain current qualified faculty members include creating an environment that
is open, collegial, supportive, and inclusive and by providing resources to facilitate their success.
• Teaching load – the typical teaching load is three courses per year. Research active faculty
members typically have their teaching load reduced to two courses per year.
• Raises - High achieving faculty members are rewarded with raises well above the percentage
provided in the raise pool.
• Junior faculty workload – non-tenured faculty members have a reduced teaching and service
load, as determined by the Department Chair.
• Resources – start-up packages are at the national average. Lab space is not shared and is
viewed by the chair as adequate for all research active faculty members.
• Collegial atmosphere – considerable effort has gone into creating and maintaining a collegial
atmosphere. Collaboration is encouraged. A supportive and collegial positive workplace is a
major factor in faculty members having a positive attitude toward the department.
o Shared governance – a shared governance administration has been cultivated.
Faculty, either individually or through committees, are involved in all major
decisions.
o Administrative transparency – the Chair has operated with as much transparency as is
possible. Budgets, including income sources and expenditures, are presented to the
faculty each year and in an as-need basis at other times.
o Achievement recognition – major accomplishments, such as honors, awards, and new
grants, are recognized through announcements, publications, and on-line articles. The
intent is to create a positive atmosphere within the faculty awards – The chair selects
and recognizes awards given to outstanding teacher and researchers of the year.
E. Support of Faculty Professional Development

Faculty in the Department of Civil Engineering at the University of Utah is expected to grow
their professional interests and expertise throughout their careers. There is an expectation that
they use good pedagogy in teaching and develop their teaching techniques to keep pace with the
profession and the best standards of practice.
Each faculty member annually submits a plan for developing their expertise as a faculty member,
professional career and expectations for the coming year. This is submitted with Faculty Activity
Report (FAR). The faculty members are provided a written evaluation from the chair annually
which evaluates their teaching, mentoring, and research and other service activities. The
evaluation and developmental plan is discussed in a 30 to 45-minute meeting with the chair and
resources are allocated for professional development in this meeting. Other requests are granted
throughout the year.
In addition, the University Retention, Promotion and Tenure (RPT) Standards Committee has
adopted guidelines for departments in determining their criteria and indicators of good teaching
for use in RPT decisions. “Evaluation of teaching effectiveness should not consist solely of
student evaluations, though student satisfaction with teaching methods and course administration
is one component of effective teaching.
The College of Engineering periodically invites Richard Felder and Rebecca Brent to present
their two-day workshop on effective teaching, with the most recent workshops held in 2018 and
2020. The participants of this workshop learn to (i) use a wide variety of effective teaching
strategies, and (ii) find resources for continuing to improve their teaching. These meetings are
well-attended by faculty from CVEEN. While new faculty are specifically encouraged to attend,
many senior faculty have also participated in, and benefitted from, these workshops
The Center for Teaching and Learning Excellence (http://ctle.utah.edu/) at the University offers
resources on all aspects of teaching, including assessment. Faculty members are also eligible to
apply for teaching grants from the Teaching Committee at the University of Utah.
A comprehensive sabbatical leave program allows faculty to pursue teaching and research
interests in locations outside of the University.
PROGRAM CRITERIA
The program criteria have been prepared by the ASCE Committee on Curriculum and
Accreditation (CC&A) with the assistance of the ASCE-CI Construction Engineering Education
Committee and updated and maintained by ASCE’s Committee on Accreditation Operations.
These criteria are given as guidance to construction engineering program evaluators by clarifying
and amplifying the Construction Engineering Program Criteria to be utilized in
association with the ABET/EAC Criteria for Accrediting Engineering Programs.
1. Curriculum
The program must prepare graduates to apply knowledge of mathematics through differential and
integral calculus, probability and statistics, general chemistry, and calculus-based physics;
analyze and design construction processes and systems in a construction engineering specialty
field applying knowledge of methods, materials, equipment, planning, scheduling, safety, and
cost analysis; explain basic legal and ethical concepts and the importance of professional
engineering licensure in the construction industry; and explain basic concepts of management
topics such as economics, business, accounting, communications, leadership, decision and
optimization methods, engineering economics, engineering management, and cost control.
2. Faculty
The program must demonstrate that the majority of faculty teaching courses that
are primarily design in content are qualified to teach the subject matter by virtue of
professional licensure, or by education and design experience. The faculty must
include at least one member who has had full-time experience and decision-making
responsibilities in the construction industry.
The following describes how the Program satisfies any applicable program criteria.
1. Curriculum
Apply Knowledge of Mathematics through differential and integral calculus
This is met by CEP curriculum which includes the following mathematics sequence:
Engineering Calculus I (MATH 1310, or MATH 1210 or MATH 1311, as alternatives),
Engineering Calculus II (MATH 1320, or MATH 1220, or MATH 1321, as alternatives), and
Differential Equations & Linear Algebra (MATH 2250).
Probability and Statistics

CEP students are required to take Probability and Statistics (CVEEN 2310). The course teaches
students to address uncertainty by introducing set terminology and theory, fundamental axioms
of probability, conditional probability, statistical independence, Bayes' theorem, deMorgan's
rule, random variables, probability mass, density and distribution functions, moments, measures
of central tendency and dispersion, common discrete and continuous probability functions, data
compression, frequency distributions, point estimation, and confidence intervals.
General Chemistry and Calculus-Based Physics

This requirement is met by CEP curriculum which includes the following sequence and options.
Students must take CHEM 1210, CHEM 1215, PHYS 2210 (after MATH 1210) and CHEM 1220
or PHYS 2220. Students must take one additional lab course which includes CHEM 1225, PHYS
2215 or PHYS 2225. Students are advised to check with their faculty advisor to see which of
these options is best for their curriculum development plan.
Design construction processes and systems in a construction engineering

This criterion is addressed by the required courses, CVEEN 1000 (Intro. to CvEEN Engr.),
CVEEN 3700 (Principles of Const. Engr.), CVEEN 4221 (Concrete Design), CVEEN 5510
(Highway Design), CVEEN 5305 (Foundation Design) and CVEEN 4920 (Capstone Design).
Other optional Design Course include CVEEN 4222 (Steel 1) and CVEEN 5240 (Reinforced
Timber/Masonry).
This criterion includes the following subtopics: methods, materials, equipment, planning,
scheduling, safety and cost analysis
The application of knowledge of methods, materials, equipment, planning, scheduling, safety,

and cost analysis is covered in CVEEN 3700 (Principles of Construction Engineering), CVEEN
3710 (Contract Specifications), CVEEN 5720 (Project Scheduling), CVEEN 5740 (Horizontal
Construction, CVEEN 5780 (Façade I) and CVEEN 5790 (Vertical Construction), CVEEN 5710
(Cost Estimation and Proposal Writing) (Primary Technical Elective), CVEEN 5730 (Project
Management & Contract Administration (Primary Technical Elective), CVEEN 5750
(Engineering Law and Contracts) (Primary Technical Elective).
Ultimately, the students are evaluated on the application of these topics in CVEEN 4920 (Design
Capstone) as briefly summarized below. For more details regarding this course, see Criterion
5A. In CVEEN 4920, the students are divided into teams of three to four students. The teams will
respond to a two-phase, best-value, design-build proposal to design and construct a hypothetical
precast concrete parking structure at a park-and-ride. In the first phase, the teams will respond
to a Request for Qualifications (RFQ). In the second phase, the teams will respond to a Request
for Proposals (RFP). Finally, the teams will prepare the construction documents needed for the
garage's construction.
The following items and deliverables are covered in this course.
• Statement of Qualifications (SOQ)

• Work Breakdown Structure (WBS)
• Code Review (IBC 2018)
• Preliminary Design
• Proposed Design, Review and Revisions
• Cost Estimate
• Project Schedule
• Project Staging Plan
• Technical Proposal
• Proposal Presentation
• Price Proposal
• Project Buyout
• Shop Drawings
• Concrete Placement Plan
In addition to CVEEN 4920, the following courses also address safety in design and construction
practices. The specifics of how safety is addressed is found in the course syllabi).
• CVEEN 3210, CVEEN 4222, CVEEN 5305, CVEEN 5510, CVEEN 5570, CVEEN 5740.
Basic legal and ethical concepts

This requirement is addressed by Student Outcome 4 (see Criterion 3 of this report) which
states: “An ability to recognize ethical and professional responsibilities in engineering situations
and make informed judgments, which must consider the impact of engineering solutions in
global, economic, environmental, and societal contexts.”
The importance of legal and ethical behavior is introduced in CVEEN 2000 (Seminar) using the
ASCE Code of Ethics. These concepts further address in CVEEN 3700 (Principles of
Construction Engineering), CVEEN 4920 (Design Capstone) and CVEEN 5750 (Engineering
Law and Contracts) (Primary Technical Elective).
Importance of professional engineering licensure

The importance of licensure is introduced in CVEEN 1000 (Introduction to Civil and
Environmental Engineering and CVEEN 2000 (Seminar).
CVEEN Construction Engineering students developing a personal, professional development

plan for the early part of their career including the requirements of professional licensure. This
plan also includes the following sections: (1) interests (curiosity), (2) career objectives
(initiative), (3) short-term and long-term goals with timeline (independence), (3) continuing
education plan (independence), (4) time management and prioritization system (transfer), (5)
peer/support group (reflection), and (6) annual review, reflection and renewal (reflection). This
is assessed as part of Student Outcome 7.
Management Topics
The forms of business and accounting relevant to construction engineering are construction
project management and asset management.
Economics
This topic is covered in CVEEN 2300 (Engineering Economics) and ECON 2010
(Microeconomics).
Business and Accounting
These topics are addressed in CVEEN 5730 (Project Management and Contract Administration)
and CVEEN 4920 (Design Capstone).
Communications
This topic is covered in WRTG 2010 (Intermediate Writing), CVEEN 3100 (Technical
Communications) and CVEEN 4920 (Design Capstone)
Leadership
All CVEEN lab courses require working in teams and taking turns assuming leadership roles,
CVEEN 3100 (Technical Communication) and CVEEN 4920 (Capstone Design) also focus on
leadership, teamwork and developing team deliverables.
Decision and Optimization methods

For construction engineering this includes basic concepts include optimizing life-cycle
performance, minimizing life-cycle costs, achieving maximum benefit, and the use of appropriate
equipment, tools and techniques.
These topics are included in CVEEN 2300 (Engineering Economics), CVEEN 4920 (Design
Capstone) and CVEEN 5730 (Project Management and Contract Administration).
Engineering economics
This topic is covered in CVEEN 2300 (Engineering Economics) and ECON 2010
(Microeconomics).
Cost control
This topic is covered in CVEEN 4920 (Design Capstone) and CVEEN 5730 (Project
Management and Contract Administration).
Management Topics (Additional Technical Elective Courses)

In addition to the courses discussed above, the additional technical elective courses support
management topics: CVEEN 5710 (Cost Estimation and Proposal Writing); CVEEN 5730
(Project Management & Contract Administration); CVEEN 5750 (Engineering Law &
Contracts)
2. Faculty
The program must demonstrate that the majority of faculty teaching courses that are primarily
design in content are qualified to teach the subject matter by virtue of professional licensure, or
by education and design experience.
The CVEEN Department has the policy that instruction of design technical elective courses must
be conducted by licensed professional (P.E.) or structural engineers (S.E.). Instruction of Design
Capstone (CVEEN 4920) is conducted by a licensed professional engineer (i.e., instructor Steven
Peterson). Faculty professional qualifications are shown in Table 6-1.
The faculty must include at least one member who has had full-time experience and decision-
making responsibilities in the construction industry.
This requirement is met by the management and construction experience of Steven J. Peterson,
MBA, MS, PE. His non-academic experience includes:
2008-2020, Principle, Peterson Construction Consulting Services, LLC

1999-2000, Senior Project Manager, Aspen Construction
1995-99, Project Manager, Pentalon Construction
1991-95, Site Engineer, Envirocare of Utah
1989-91, Engineer, Utah Department of Environmental Quality
1985-89, Estimator, Thiede Construction Corporation
Mr. Peterson is also a registered Professional Engineer, Utah, No. 174368-2202. His complete
vitae is included in Appendix B.
ACCREDITATION POLICIES AND PROCEDURES MANUAL
University Directive on Safety Practices

Safety Committees were required to be established in all campus colleges and institutes in
January 2021. The directive to form these committees came from the Vice President for
Research in response to a commitment made to the State of Utah following a 2019 audit of
laboratory safety. The Office of Environmental Health and Safety (EHS) currently provides the
primary support to these committees.
Although the committees were originally established by the VPR with a focus on research
laboratories, campus “safety” crosses boundaries between academics, research, hospital/clinics,
and facility operations both on and off campus, and impacts students, faculty, staff, and the
surrounding community – it therefore requires a collaborative, holistic approach to be effective.
A joint memo was issued from the VPR and the Office of the Chief Safety Officer (available at
/4-Other Program Attributes/Safety Culture/) to direct colleges and institutes to empower their
safety committees to be the local advocates of safety in all its forms to support an overall culture
of safety across the University.
Active and empowered local safety committees are a way for the University to move from a
reactive safety posture to a proactive one. As an organization, the University of Utah is
transitioning from responding and reacting to past incidents, to focusing on anticipating and
preventing future ones. Working safely, being safe, is not a “thing” to be accomplished or a box
to be checked – it’s a process, a way of thinking, a culture. It is an expectation that the local
college safety committees will be the primary “boots on the ground” in this endeavor, helping
translate words and policies into actions and behaviors at the college and institute level.
To further this goal, EHS will be joined by several campus partners in actively supporting the
safety committees. University Public Safety, composed of Police, Security, and Emergency
Management, as well as UHealth Emergency Management, will routinely participate in the
quarterly meetings of the safety committee chairs and provide guidance, resources, coordination,
and training focused on creating and nurturing an overall culture of safety. On the
college/institute side, the composition and scope of the safety committees should consider and
reflect the wide range of safety concerns and diversity of stakeholders.
Current Practices
The Department of Civil and Environmental Engineering, the College of Engineering, and the
University of Utah take the safety and health of our students, faculty, and staff seriously and
acknowledge that it is a prerequisite for teaching and learning. Especially in the past few years,
we have embraced the APLU’s initiative to build and maintain a culture of safety in teaching and
research laboratories and have worked with the University Environment, Health, and Safety
(EHS) Department to upgrade our procedures for establishing, maintaining, and verifying safe
environments and activities in our teaching and learning environments.
In the case of normal classrooms, few novel or enhanced risks are present compared to home or
office spaces. Typical hazards such as tripping, fire code, and electrical equipment are monitored
by facilities, the campus fire marshal, and Department faculty and staff and corrective actions
taken whenever issues are identified.
We recognize that, if not planned and managed correctly, hands-on laboratory classes and spaces
may present enhanced risks including but not limited to electrical, machinery and tools, high
speeds and forces, high temperatures / flames, dust/particulates, and exposure to harmful
chemicals or materials. Therefore, the instructors of courses and Department staff have carefully
planned learning activities and set up and maintained safe teaching laboratories to eliminate or
mitigate risks to all persons and the environment. We also provide training as part of the learning
experience on how to conduct the work in safe manners.
Some specific examples in our Department are:

o In CVEEN 3515, Civil Engineering Materials Lab, all students are provided with
a Laboratory Resource Manual that outlines the safety procedures to be observed
while in the lab. The manual explains requirements such as wearing proper
footwear, safety glasses, and overall professional behavior. Prior to the first lab,
students must watch two safety videos, one put on by the College of Engineering
that discusses general laboratory safety procedures and another done specifically
for the lab which demonstrates emergency procedures. Following the videos, they
must take and pass a quiz on CANVAS with questions related to safety. The
video and quiz are available for review.
o Attachment 2 – Sample Safety Plan for Geotechnical Engineering Lab
o Attachment 3 – Sample Laboratory Procedure
At the University of Utah, the instructor of a course, the Department, College, and EHS share
responsibility for assuring safety in all learning and research environments. Our safety
framework (including EHS record keeping) uses the term “principle investigator” or PI in the
context of research facilities; in the context of dedicated teaching labs or facilities, the instructor
and/or responsible Department staff play the role of the front-line manager who is primarily
responsible for assuring safety during all hands-on activities. To avoid diffusion of
responsibility, each teaching space (lab or facility) has been assigned one faculty or staff member
as primarily responsible for the space. This individual is responsible for ensuring the space and
equipment in it are safe. In the case where an instructor specifies equipment or activities as part
of a course, the instructor is responsible for ensuring those are selected and conducted safely.
This includes specifying and providing any needed training, information/procedures, equipment,
and procedures for students or others involved (e.g. TAs). Such training and procedures must be
documented and provided to learners – verbal training is insufficient. Examples may include
instructions and standard operating procedures for equipment, training documents and videos,
laboratory handouts and procedures, and assigned, provided, and documented trainings on
general laboratory safety or specific hazard classes. The instructor may delegate authority for
carrying out training and teaching to staff or TAs but safety must be ensured by the instructor
(who holds the position of front line manager in the University organizational structure). In
general, activities with unnecessary or more than minimal risks are not assigned to students;
choices of activities and how to carry them out are made considering both pedagogical utility and
safety risks and alternatives are found whenever an undue risk may occur.
At the University of Utah, our first choice is to conduct activities with no risk, then those with
low risk, then to mitigate any remaining risk using procedures and engineering controls
(instructions and warnings to prevent risk, shields, ventilation, etc). Finally, and only as a last
line of defense, personal protective equipment (PPE) may be required. Any required items of
PPE are specified according to risk assessment for specific activities by the instructor or PI/lab
manager and verified by EHS. Default University policy states that any space designated as a
laboratory or where laboratory-like activities are occurring (whether research or teaching)
requires the following PPE: lab coat, disposable gloves, and safety glasses; individual spaces
including sub-spaces within laboratories and or activities occurring in one space may be assigned
enhanced or reduced PPE by the PI/lab manager after a documented risk assessment is submitted
to EHS as part of the overall safety plan for the space. EHS and the Department assist the
instructor in making such decisions.
The Department has responsibility for ensuring that all spaces and activities under its jurisdiction
are carried out safely, and each department has established a safety committee consisting of
faculty and staff to provide assistance and assurance of health and safety at the department level.
The Dean of the College of Engineering holds responsibility for oversight over all Departments
and facilities, and both assists and assures safe teaching environments through their designees
such as Associate Deans for Space/Budget, Research, and Academic Affairs. A College Safety
Committee has been established to assist with assuring learning activities and environments are
safe. The University EHS Department serves dual purposes in working with instructors, staff,
faculty, Departments, and College to set up and maintain safe learning environments, but also to
periodically inspect and enforce any needed corrective actions. The PI / manager of each
learning space is responsible for carrying out self-inspections according to EHS’s checklist at
least yearly, and EHS inspects each space on a schedule according to ongoing risk assessment.
EHS maintains the Safety Administrative Management (SAM) electronic database system to
track documents and inspections for all physical spaces used for research and teaching. The
PI/manager of the space is responsible for keeping updated records of procedures related to
safety in that space; of course, instructors must thus keep the PI/manager up to date on any new
or changed equipment, procedures, controls, and PPE present or required in that space and help
to complete and submit documentation.
The graphic below illustrates the roles and responsibilities within the University with regards to
both teaching and research facilities (“lab” at bottom left in this context). In the context of
learning environments, the instructor for the course and/or the PI/manager of the space take the
role of “PI” depicted on this chart.
APPENDIX A – COURSE SYLLABI
CVEEN 1000: Introduction to Civil and Environmental Engineering
2. 2 Credits, two 80-minute seminars per week, Engineering Topics
3. Instructor: Jennifer Weidhaas
4. Textbook: Penn, M.R. and Parker, P.J. 2012. Introduction to Infrastructure: An

Introduction to Civil and Environmental Engineering. John Wiley & sons, Inc.
5. Specific course information:

a. An overview of the profession of civil and environmental engineering, including
the major elements of the profession, a basic understanding of the core
disciplines, and ideas surrounding design. Emphasis is placed on improvements of
writing, speaking, and teamwork skills.
b. No Prerequisites.
c. Required
6. Course Learning Outcomes:

a. Upon successful completion of the course, students will be able to:
• DESCIRBE the core principles that comprise the Civil and Environmental
Engineering profession
• DESCRIBE elements of the ASCE code of ethics and ethical considerations
for Civil and Environmental Engineers (ABET student outcome 4)
• DISCUSS the relationship of the practice of the profession to society, the
inherent service nature of the profession, and how the nature of that service
influences the nature of practice
• DEMONSTRATE ability to work in teams, assisting in keeping the team on
track and exhibiting relevant knowledge, skills and aptitudes (ABET student
outcome 5)
• DEMONSTRATE ability to write and orally communicate CVEEN concepts
b. Outcomes:
• 4a: Describes elements of the ASCE code of ethics.
• 5a: Contributes to team work, constructively interacts with teammates,
assists in keeping the team on track, expects quality work, and exhibits
relevant knowledge, skills, and aptitudes
7. Brief list of topics to be covered:

• Introduction CVEEN; What is design?
• Intro to natural environment
• History and heritage
• Infrastructure systems
• Ethics
• Environmental Applications
• Security considerations
• Low impact development
• Introduction to Transportation
• Guest lecture-Salt Lake City Engineers
• Introduction to Geotech
• Economic considerations
• Professional development-writing/presenting
• Professional development-resumes/jobs/internships
• Introduction to water resources
• Guest lecture-Construction
• Introduction to Structures
• Energy Infrastructure
• Introduction to Environmental Engineering
• Construction principles
• Guest lecture-Nuclear Engineering
CHEM 1210, General Chemistry I
1. 4 credits, Class/laboratory schedule: Three 50-minute lectures per week; discussion

sections, Math & Basic Science
2. Instructor: Jeff Statler
3. Textbooks and/or other required material: Zumdahl and Zumdahl, Survival Guide for
General Chemistry with Math Review and Proficiency Questions, 2nd edition
Zumdahl and Zumdahl, Chemistry an Atoms First Approach
Cengage Learning OWL access
4. General Catalog Course Description: Fundamentals of chemistry emphasizing descriptive

and modern applied chemistry for science and engineering majors. Topics include
atomic theory, molecular bonding, and reaction chemistry.
a. Prerequisites: CHEM 1200, or MATH 1050 or equivalent, or placement.
b. Designation: Required
5. Course learning outcomes:

• Developing molecular-level critical thinking skills
• Solving quantitative-reasoning problems
• Knowing the time, length, and energy scales on which chemical processes occur
• Understanding the meaning of measurements and types of error
• Explaining and predicting trends in atomic properties and chemical bonding
• Explaining and predicting molecular bonding and structure
• Connecting common approximation methods, such as molecular orbital theory, to
standard chemical conceptual frameworks
• Connecting molecular properties to the behavior of collections of molecules, such as
gases, liquids, and solids.
• Formulating a framework for explaining chemical dynamics, kinetics, and
thermodynamics
• Connecting fundamental chemical principles to modern chemistry applications
• Speaking and writing the language of chemistry
6. Topics covered in the course:

• Chemical foundations
• Atomic structure and periodicity
• Atoms to molecules
• Bonding: general concepts
• Molecular structure and orbitals
• Chemical energy
• Gases
• Liquids and solids
• Stoichiometry
• Types of chemical reactions and solution stoichiometry
CHEM 1215, General Chemistry Laboratory I
1. 1 credit, Class/laboratory schedule: One 50-minute lecture per week; one 3-hour lab per
week, Math & Basic Science
2. Instructor: Sushma Saraf
3. Textbooks and/or other required material: Chemistry 1215 lab manual, Experiments in
General Chemistry Featuring MeasureNet®, 2nd edition
4. General Catalog Course Description: One lecture and one 3-hour lab per week. Must be
taken concurrently with CHEM 1210.
a. Corequisites: CHEM 1210

• Through participation in virtual and at-home laboratory experiments, have an
enhanced understanding of core General Chemistry I concepts.
• Be able to selectively employ basic laboratory techniques in conjunction to
answer “open-ended” questions.
• Be competent with the application of general chemistry I laboratory techniques
• Be able to analyze data and draw reasonable conclusions pertaining to
overarching question(s)
• Be able to employ scientific writing to communicate experimental results and
their meaning
• Understand proper laboratory safety and best practices
6. Topics Covered:
• Density
• Stoichiometry
• Titrations
• Gas Laws
• Emission Spectroscopy
• Absorption Spectroscopy
• Chromatography
• Reactions in Aqueous Solutions
• Calorimetry/Specific Heat
MATH 1310, Engineering Calculus I
1. 4 credits, class/laboratory schedule: Four 50-minute lectures per week, one 50-minute lab
per week, Math & Basic Science
2. Course Coordinator: Will Nesse
3. Textbook: Calculus 4th edition 2010 by Stewart
4. General Catalog Description: Differential and integral calculus with a focus on

engineering applications and projects: functions and models; rates of change in science
and engineering, limits and derivatives; related rates; derivatives and shapes of graphs;
optimization; Newton's method; definite integrals, anti-differentiation and Fundamental
Theorem of Calculus; techniques of integration; numerical and symbolic integration with
software; arclength, area and volumes via integration.
a. Prerequisite: C or better in (MATH 1050 AND 1060) OR (MATH 1060 AND
(AccuplacerAAF 263+ OR AccuplacerCLM 80+ OR IB Math 5+) OR AP
CalcAB 3+ OR AccuplacerAAF 276+ OR AccuplacerCLM 90+ OR ACT Math
28+ OR SAT Math 650+ OR Department Consent

• Students will understand how to transform functions into other functions through x-
and y- translations and rescaling, re-parameterizations, and function composition.
Students will also know the properties of special classes of functions including
logarithms, exponential functions, polynomials, and rational functions; and know how
to obtain function inverses f^{-1}(y)=x when they exist.
• Students will master the concept of a limiting value of a function f(x)=y when x
approaches a value c, know when limits exists, utilize limit laws, how the property of
continuity of a function at c relates to its limiting value, how asymptotic behavior can
be described by limits, and how limiting values can be specified even when the f(c) is
not defined.
• Students will understand how to use limits to compute the derivative of a function f'
that describe or rate of change of a function f. Students will be able to utilize
derivatives to model how two related quantities change with respect to each other,
including motion of objects by in terms of velocity and acceleration. Students will
also learn the methods of differentiation for different classes of functions including
exponential and logarithmic functions, trigonometric and inverse trigonometric
functions, power functions, and compositions, sums, products, and quotients of
functions, as well as differentiating functions that are only implicitly defined by an
equation. Students will also be able to utilize the derivative in applied contexts,
including function approximation, and how the average slope of a function relates to
the derivative through the mean value theorem. If two quantities are related by an
equation, students will be able to obtain the derivative of one quantity by knowing the
derivative of the other. Students will know how to utilize linear approximations to
perform numerical/algorithmic equation solving via Newton's method. Also, students
will be able to utilize the derivative to find maximum, minimum, or otherwise
"optimal" input values for equations important in science, business, and engineering.
• Students will understand the definition of the integral of a function as the limiting
value of an increasingly large average of function values. They will be able to relate
the integral to anti-differentiation, when appropriate, through the fundamental
theorem of calculus. Students will also be able to relate the integral to the area under
the function's curve, know how to approximate the integral by a finite sum, and how
to integrate over infinite-length domains. Specific integration techniques will also be
mastered, including substitution, integration-by-parts, and partial fractions. Finally,
students will understand the key concept underlying integration, that it computes the
net accumulation of a quantity through summation of the change in the quantity
amount per unit of time or space, over an specified interval of time or space.
• Students will also improve problem solving fluency, to read and interpret problem
objectives, be able to select and execute appropriate methods to achieve the
aforementioned objectives, and be able to interpret and communicate result.

• Functions, Compositions, Exponentials, Logarithms, Inverses
• Parametric Curves, Velocity, Limits, Limit Laws
• Continuity, Derivatives, Rate of Change
• Relationship between a Function and its Derivative
• Derivatives of Polynomials, Exponentials, Products and Quotients
• Derivatives of Trig Functions, Chain Rule, Implicit Differentiation
• Inverse Trig Functions, Logs and their Derivatives, Applications
• Linear Approximation, Differentials, Related Rates, Max/Min
• Shapes of Curves, Graphing, l'Hopital's Rule
• Optimization, Newton's Method, Anti-derivatives
• Areas, Distances, Evaluating Definite Integrals
• Fundamental Theorem of Calculus, Substitution, Integration by Parts
• Integration Techniques, Approximate Integration
• Improper Integrals, Areas Between Curves, Volumes via shells, cylinders
MATH 1311: Accelerated Engineering Calculus I
1. 4 credits, Class/laboratory schedule: Four 50-minute lectures and one 50-minute problem
session per week, Designation: Math & Basic Science
4. Course Description: Math 1311 and 1321 together are equivalent to the three semester
sequence Math 1210, Math 1220, and Math 2210. This sequence is intended for
engineering majors. Review of introductory calculus, applications of differential and
integral calculus, introduction to differential equations, conic sections and polar
coordinates, numerical approximation, sequences and series, power series.
a. Prerequisite: AP Calculus AB score of 4 or better OR AP Calc BC score of 3 or
better

• Students will understand how to transform functions into other functions through x-
and y- translations and rescaling, re-parameterizations, and function composition.
Students will also know the properties of special classes of functions including
logarithms, exponential functions, polynomials, and rational functions; and know how
to obtain function inverses f^{-1}(y)=x when they exist.
• Students will master the concept of a limiting value of a function f(x)=y when x
approaches a value c, know when limits exists, utilize limit laws, how the property of
continuity of a function at c relates to its limiting value, how asymptotic behavior can
be described by limits, and how limiting values can be specified even when the f(c) is
not defined.
• Students will understand how to use limits to compute the derivative of a function f'
that describe or rate of change of a function f. Students will be able to utilize
derivatives to model how two related quantities change with respect to each other,
including motion of objects by in terms of velocity and acceleration. Students will
also learn the methods of differentiation for different classes of functions including
exponential and logarithmic functions, trigonometric and inverse trigonometric
functions, power functions, and compositions, sums, products, and quotients of
functions, as well as differentiating functions that are only implicitly defined by an
equation. Students will also be able to utilize the derivative in applied contexts,
including function approximation, and how the average slope of a function relates to
the derivative through the mean value theorem. If two quantities are related by an
equation, students will be able to obtain the derivative of one quantity by knowing the
derivative of the other. Students will know how to utilize linear approximations to
perform numerical/algorithmic equation solving via Newton's method. Also, students
will be able to utilize the derivative to find maximum, minimum, or otherwise
"optimal" input values for equations important in science, business, and engineering.
• Students will understand the definition of the integral of a function as the limiting
value of an increasingly large average of function values. They will be able to relate
the integral to anti-differentiation, when appropriate, through the fundamental
theorem of calculus. Students will also be able to relate the integral to the area under
the function's curve, know how to approximate the integral by a finite sum, and how
to integrate over infinite-length domains. Specific integration techniques will also be
mastered, including substitution, integration-by-parts, and partial fractions. Finally,
students will understand the key concept underlying integration, that it computes the
net accumulation of a quantity through summation of the change in the quantity
amount per unit of time or space, over an specified interval of time or space.
• Students will be skilled in using integration to compute problems important in physics
and engineering. Students will know how to compute of an average value of a
function using the mean value theorem for integrals, the center of mass for objects,
and the computation of energy as a force integrated over a distance.
• Students will be able to utilize physical laws to formulate differential equations that
solve for the motion of masses by forces of gravitation, friction, and electrostatics.

• Functions, Compositions, Exponentials, Logarithms, Inverses
• Parametric Curves, Velocity, Limits, Limit Laws
• Continuity, Derivatives, Rate of Change
• Relationship between a Function and its Derivative
• Derivatives of Polynomials, Exponentials, Products and Quotients
• Derivatives of Trig Functions, Chain Rule, Implicit Differentiation
• Inverse Trig Functions, Logs and their Derivatives, Applications
• Linear Approximation, Differentials, Related Rates, Max/Min
• Shapes of Curves, Graphing, l'Hopital's Rule
• Optimization, Newton's Method, Anti-derivatives
• Areas, Distances, Evaluating Definite Integrals
• Fundamental Theorem of Calculus, Substitution, Integration by Parts
• Integration Techniques, Approximate Integration
• Improper Integrals, Areas Between Curves, Volumes via shells, cylinders
• Differential equations, exponential growth and decay, separability.
MATH 1320: Engineering Calculus II
session per week, Math & Basic Science
3. Textbooks: Calculus 4th edition 2010 by Stewart
4. Course Description: Differential and Integral Calculus II, with a focus on applications
and projects for engineers: integral expressions for moments, centers of mass, and work;
infinite series and sequences; power series and Taylor series; vectors, dot and cross
products, and the geometry of space; the calculus of vector functions and particle motion
in space; differential calculus for functions of several variables, including linear
approximation, partial and directional derivatives, chain rule, and
a. Prerequisite: C or better in (MATH 1310 OR MATH 1311) OR AP Calc BC
score of 3 or better OR Department Consent

• Students will be skilled in using integration to compute problems important in physics
and engineering. Students will know how to compute of an average value of a
function using the mean value theorem for integrals, the center of mass for objects,
and the computation of energy as a force integrated over a distance.
• Students will become skilled in computations and applications of infinite sequences
and sums. Students will become familiar with the properties of infinite sums to either
converge to a finite value or diverge to an infinite value, and will learn about methods
to determine convergence. Students will be able to represent functions as a Taylor
series, and use Taylor's theorem to approximate functions and estimate error from
using finitely many terms of the Taylor series.
• Students will learn important tools of calculus in higher dimensions. Students will
become familiar with 2- and 3-dimensional coordinate systems, vectors and vector
operations including the dot and cross product, and equations of lines, planes, and
other surfaces. Students will also learn how to represent motion of objects in 3D
using vector functions, how to represent velocity and acceleration using vector
projections into tangential and centripetal coordinates of acceleration, and how to
characterize curves in space by computing arc length and curvature. For functions of
3D surfaces, students will be able to characterize aspects of surfaces and volumes
using partial derivatives and the gradient vector. Partial derivatives will also be used
to describe approximating tangent planes to points on surfaces, and how to compute
derivatives of multi-dimensional function compositions can be performed using a
multi-dimensional version of the chain rule.
• Students will also learn the elementary procedures of multivariable integration on
varied 2D domains using cartesian and polar coordinates. Students will learn
applications of double integrals including center-of-mass, moments, and probability.
6. Topics
• Volumes, Arc length, Average Values,
• Applications of Integration in Physics and Engineering, Modeling with Differential
Equations
• Sequences, Series, Convergence Tests for Series
• Sums, Power Series, Representing Functions with Power Series
• Taylor and Maclaurin Series, Applications of Taylor Polynomials
• Three Dimensional Coordinates, Vectors, Dot Product
• Cross Product, Equations of Lines and Planes
• Functions and Surfaces, Vector Functions, Space Curves
• Derivatives and Integrals of Vector Functions, Arc Length, Curvature
• Velocity, Acceleration, Parametric Surfaces
• Functions of Several Variables, Limits, Partial Derivatives
• Tangent Planes, Linear Approximation, Chain Rule
• Directional Derivative, Gradient Vector, Maximum and Minimum Values, Lagrange
Multipliers
• Integration of multivariable functions with double integrals in Cartesian and polar
coordinates, and double integral center of mass and probability applications.
MATH 1321: Accelerated Engineering CALC II
4. Course Description: Completion of Math 1321 is equivalent to completing the entire

three semester Calculus I, II, III sequence. Vectors in the plane and in 3-space,
differential calculus in several variables, integration and its applications in several
variables, vector fields, and line, surface and volume integrals, Green's and Stokes
Theorems.
a. Prerequisite: C or better in MATH 1311 OR AP Calculus BC score of 4 or better

• Students will become skilled in computations and applications of infinite sequences
and sums. Students will become familiar with the properties of infinite sums to either
converge to a finite value or diverge to an infinite value, and will learn about methods
to determine convergence. Students will be able to represent functions as a Taylor
series, and use Taylor's theorem to approximate functions and estimate error from
using finitely many terms of the Taylor series.
• Students will learn important tools of calculus in higher dimensions. Students will
become familiar with 2- and 3-dimensional coordinate systems, vectors and vector
operations including the dot and cross product, and equations of lines, planes, and
other surfaces. Students will also learn how to represent motion of objects in 3D
using vector functions, how to represent velocity and acceleration using vector
projections into tangential and centripetal coordinates of acceleration, and how to
characterize curves in space by computing arc length and curvature. For functions of
3D surfaces, students will be able to characterize aspects of surfaces and volumes
using partial derivatives and the gradient vector. Partial derivatives will also be used
to describe approximating tangent planes to points on surfaces, and how to compute
derivatives of multi-dimensional function compositions can be performed using a
multi-dimensional version of the chain rule.
• Students will also learn the techniques multivariable integration on varied 2- and 3D
domains using cartesian, polar, cylindrical, and spherical coordinates. Students will
learn applications of double and triple integrals including center-of-mass, moments,
probability, density, and volume.
• Students will study the properties of vector field functions in 2- and 3D and compute
work/energy done by the vector fields on directed paths using contour integration.
Students will also learn the properties of conservative vector fields, the relationship to
gradient fields of potential functions, independence of path, and how to determine if
and where a field is conservative. Students will also learn essential descriptors of Curl
and Divergence of vector fields and their physical meanings.
• Students will learn how to compute area of and the flux of a vector field through a
surface using parameterization function of a surface and double integration. Students
will also learn the fundamental vector calculus theorems that relate work- and flux-
integrals—the divergence, Green’s and Stokes’ theorems.

• Sequences, Series, Convergence tests for series, Estimating sums
• Power series, Representing functions with power series
• Taylor and Maclaurin series, Applications of Taylor Polynomials three dimensional
coordinates
• Vectors, Dot product, Cross product, Equations of lines and planes, Functions and
surfaces
• Vector functions, Space curves, Derivatives and integrals of vector functions, Arc
length, Curvature, Velocity, Acceleration
• Parametric surfaces, Functions of several variables, Limits, Partial derivatives,
Tangent planes
• Linear approximation, Chain rule, Directional derivative, Gradient vector, Maximum
and minimum values
• Lagrange multipliers, Double integrals, Iterated integrals, Integration over general
regions
• Integrals in polar coordinates, Applications, Surface area, Triple integrals
• Cylindrical/Spherical coordinate integrals, Change of variables, Jacobians
• Vector fields, Line integrals, Fundamental Theorem of Line integrals, surface
integrals, surface area, flux integrals
• Green’s Theorem, Curl and Divergence, Surface integrals, Stokes’ Theorem,
Divergence Theorem
Math 2250: Differential Equations and Linear Algebra
3. Textbook: Differential Equations and Linear Algebra 4th edition 2018 by Edwards
4. Course Description: This is a hybrid course which teaches the allied subjects of linear
algebra and differential equations. These topics underpin the mathematics required for
most students in the Colleges of Science, Engineering, Mines & Earth Science.
a. Prerequisite: "C" or better in (MATH 2210 OR MATH 1260 OR MATH 1280
OR MATH 1321 OR MATH 1320 OR ((MATH 1220 OR MATH 1250 OR
MATH 1270 OR MATH 1311 OR AP Calculus BC score of 5) AND PHYS 2210
OR PHYS 3210))

• Be able to model dynamical systems that arise in science and engineering, by using
general principles to derive the governing differential equations or systems of
differential equations. These principles include linearization, compartmental analysis,
Newton’s laws, conservation of energy and Kirchoff’s law.
• Learn solution techniques for first order separable and linear differential equations.
Solve initial value problems in these cases, with applications to problems in science
and engineering. Understand how to approximate solutions even when exact formulas
do not exist. Visualize solution graphs and numerical approximations to initial value
problems via slope fields.
• Become fluent in matrix algebra techniques, in order to be able to compute the
solution space to linear systems and understand its structure; by hand for small
problems and with technology for large problems.
• Be able to use the basic concepts of linear algebra such as linear combinations, span,
independence, basis and dimension, to understand the solution space to linear
equations, linear differential equations, and linear systems of differential equations.
• Understand the natural initial value problems for first order systems of differential
equations, and how they encompass the natural initial value problems for higher order
differential equations and general systems of differential equations.
• Learn how to solve constant coefficient linear differential equations via superposition,
particular solutions, and homogeneous solutions found via characteristic equation
analysis. Apply these techniques to understand the solutions to the basic unforced and
forced mechanical and electrical oscillation problems.
• Learn how to use Laplace transform techniques to solve linear differential equations,
with an emphasis on the initial value problems of mechanical systems, electrical
circuits, and related problems.
• Be able to find eigenvalues and eigenvectors for square matrices. Apply these matrix
algebra concepts to find the general solution space to first and second order constant
coefficient homogeneous linear systems of differential equations, especially those
arising from compartmental analysis and mechanical systems.
• Understand and be able to use linearization as a technique to understand the behavior
of nonlinear autonomous dynamical systems near equilibrium solutions. Apply these
techniques to non-linear mechanical oscillation problems and other systems of two
first order differential equations, including interacting populations. Relate the phase
portraits of non-linear systems near equilibria to the linearized data, in particular to
understand stability.

• Differential equations, mathematical models, integrals as a general or particular
solution, slope field, separable differential equations
• Linear differential equation, LR and RC circuits, mixture model, population model,
cascades, equilibrium solution, stability, acceleration-velocity models
• Escape velocity, Jules Verne problem, numerical solutions
• Linear systems, matrices, Gaussian elimination, reduced row echelon form
• Matrix operations, matrix inverses, determinants
• Vector spaces, linear combinations in Rn , span and independence, subspaces
• Bases and dimension, abstract vector spaces and solution space of a DE, second-order
linear DE, general solutions, superposition
• Constant coefficients, mechanical vibrations, pendulum model, particular solutions to
non-homogeneous problems, circuits
• Forced oscillations, resonance and mechanical vibrations, Laplace transforms, solving
a DE with transforms
• Partial fractions and translations, unit step, ramp, convolution, impulse response
• Eigenvalues and eigenvectors, diagonalization, power method, first-order systems of
ODE
• Matrix systems of DE, eigenanalysis method, spring systems, forced undamped
systems
• Systems and practical resonance, equilibria, stability, phase portraits for non-linear
systems
• Populations and ecological models, nonlinear mechanical systems
MATH 1210: Calculus I
1. 4 credits, Class/Laboratory Schedule: Four 50-minute lectures and one 50-minute

problem session, Math & Basic Science
1. Course Coordinator: Matt Cecil
2. Textbook: Calculus 9th edition 2007 by Varberg
3. Course Description: Functions and their graphs, differentiation of polynomial, rational

and trigonometric functions. Velocity and acceleration. Geometric applications of the
derivative, minimization and maximization problems, the indefinite integral, and an
introduction to differential equations. The definite integral and the Fundamental Theorem
of Calculus.
a. Prerequisite: C or better in ((MATH 1050 AND MATH 1060) OR MATH 1080
OR (MATH 1060 AND (Accuplacer AAF 263+ OR Accuplacer CLM 80+))) OR
AP Calc AB 3+ OR Accuplacer AAF 276+ OR Accuplacer CLM 90+ OR ACT
Math 28+ OR SAT Math 650+

• Take limits of algebraic and trigonometric expressions of the form 0/0 (that simplify),
non-zero number over 0, including limits that go to (positive or negative) infinity,
limits that don't exist and limits that are finite.
• Use and understand the limit definitions of derivative for polynomial, rational and
some trigonometric functions; understand the definition of continuity and
consequences.
• Differentiate all polynomial, rational, radical, and trigonometric functions and
compositions of those functions; perform implicit differentiation and compute higher
order derivatives.
• Use differentiation to find critical points and inflection points, the signs of the first
and second derivatives, and domain and limit information to determine vertical and
horizontal asymptotes. Then use all of that information to sketch the graph of y =
f(x).
• Apply differentiation to optimization, related rates, linear approximation, and
problems involving differentials.
• Compute indefinite integrals and find antiderivatives, including finding constants of
integration given initial conditions.
• Compute definite integrals using the definition for simple polynomial functions.
Compute definite integrals using the power rule, basic u-substitution, and the
Fundamental Theorems of Calculus.
• Apply the definite integral to compute area between two curves, volumes of solids of
revolutions, arc length, surface area for surfaces of revolution, and work problems.
• Functions and their graphs, limits of functions
• Differentiation of polynomial, rational and trigonometric functions
• Velocity and acceleration
• Geometric applications of the derivative, minimization, and maximization problems.
• The indefinite integral, definite integral and the Fundamental Theorem of Calculus.
Applications of integration.
MATH 1220: Calculus II
2. 4 credits, Class/ Laboratory Schedule: Four 50-minute lectures, Math & Basic Science
4. Textbook: Calculus 9th edition 2007 by Varberg
5. General Course Catalog Description: Geometric applications of the integral, logarithmic,

and exponential functions, techniques of integration, conic sections, improper integrals,
numerical approximation techniques, infinite series and power series expansions,
differential equations (continued).
a. Prerequisite: C or better in (MATH 1210 OR MATH 1250 OR MATH 1270 OR
MATH 1311 OR MATH 1310) OR AP Calculus AB score of 4+ OR AP Calculus
BC score 3+ OR IB Math score of 5+

• Compute derivatives and integrals for exponential, logarithmic, hyperbolic functions,
and inverse trigonometric functions.
• Integrate integrable functions using integration by parts, u-substitution, trigonometric
substitutions, rationalizing substitutions, partial fraction decomposition, and
trigonometric identities. This includes knowing which techniques to apply to a given
integral.
• Use L'Hopital's Rule to calculate indeterminate-type limits and also know what limits
are the non-indeterminate forms and how to compute those limits.
• Compute improper integrals.
• Understand the difference between an infinite sequence and infinite series and
determine if a sequence converges or diverges.
• Determine whether or not an infinite series of numbers converges or diverges using a
variety of tests.
• Understand what it means for a Power Series to converge or diverge and be able to
find the Taylor Series for a given function. Determine how closely a Taylor
polynomial approximates a function using Taylor's Remainder Theorem.
• Differentiate and integrate functions in polar coordinates.

• Transcendental Functions
• Techniques of Integration
• Indeterminate forms and improper integrals
• Infinite Series
• Conics & Polar Coordinates
Math 2210: Calculus III
1. 3 credits, Class/ Laboratory Schedule: Three 50-minute lectures, Math & Basic Science
3. Textbook: Calculus 9th edition 2007 by Varber
4. Course Description: Vectors in the plane and in 3-space, differential calculus in several
variables, integration and its applications in several variables, vector fields and line,
surface, and volume integrals. Green's and Stokes' theorems.
a. Prerequisite: C or better in (MATH 1220 OR MATH 1250 OR MATH 1320) OR
AP Calculus BC score of at least 4
• Perform basic vector computations, as well as dot and cross products of two vectors
and projection of one vector onto another vector.
• Convert between cylindrical, rectangular and spherical coordinates. Understand when
it's prudent to switch to one coordinate system over another in computing an integral.
• Determine the equation of a plane in 3-d, including a tangent plane to a surface in 3-d.
• Find the parametric equations of a line in 3-d.
• Perform calculus operations on functions of several variables, including limits, partial
derivatives, directional derivatives, and gradients; understand what the gradient
means geometrically.
• Find maxima and minima of a function of two variables; use Lagrange Multipliers for
constrained optimization problems.
• Understand divergence and curl of a vector field.
• Compute double and triple integrals in rectangular, spherical and cylindrical
coordinates; proper use of double or triple integrals for finding surface area or volume
of a 3-d region.
• Compute line and surface integrals.
• Determine if a vector field is conservative and if so, find the corresponding potential
function.
• Use and understand when to apply Green's Theorem, Gauss' Divergence Theorem and
Stokes Theorem.

• Parametric Curves, Three Dimensional Coordinates, Vectors
• Dot Product, Cross Product
• Vector Valued Functions, Curvilinear Motion, Three Dimensional Lines and Tangent
Lines, Three Dimensional Surfaces
• Spherical and Cylindrical Coordinates
• Functions of Several Variables, Partial Derivatives, Limits and Continuity
• Differentiability, Directional Derivative, Gradients
• Chain Rule, Tangent Plane, Approximations, Maxima and Minima
• Lagrange Multipliers
• Double Integrals, Iterated Integrals, Integration over General Regions
• Double Integrals in Polar Coordinates, Surface Area, Triple Integrals
• Integrals in Cylindrical/Spherical Coordinates, Change of Variables, Jacobian
• Line Integrals
• Independence of Path, Green’s Theorem, Surface Integrals
• Gauss’s Divergence Theorem, Stokes’ Theorem
WRTG 2010: Intermediate Writing: Academic Writing and Research
1. 3 credits, Three 50-minute lectures per week
2. Instructor: Varies
3. Barnett and Bedau, Current Issues and Enduring Questions, 9th edition
Jordan, Open2010

a. Writing in undergraduate academic contexts. Students practice analytical and
persuasive writing that addresses various academic audiences in a research
university. Emphasis on writing for learning, textual analysis, writing from
research, and collaborative writing. To be taken Freshman year.
b. Prerequisites: WRTG 1010 or placement into WRTG 2010
c. Required
5. Course Learning Outcomes

a. Write Academic Arguments
• Write for a particular purpose, context, and audience
• Situate an argument in current research on the topic of the paper
• Synthesize the current research on the topic
• Contribute to an ongoing conversation
• Develop an argument using good evidence
• Edit and proofread according to the conventions of Standard Written
English
b. Develop Information Literacy
• Conduct secondary research to write in an academic context
• Use research databases and other online search tools
• Identify and use reliable sources that are appropriate to the topic and
audience
• Demonstrate flexibility using a variety of online genres and source types
• Write using digital media appropriate to the rhetorical context
c. Develop Strategies for Working with Genre and Academic Conventions
• Compose in multiple genres, both academic to nonacademic
• Use visual elements to support the purpose and/or argument of the text
• Write well-formed sentences, with strong clausal organization that follow
the expectations of Standard Written English
• Write paragraphs that are structured to develop ideas and make
connections between the paragraphs
• Use a citation style consistently, attributing words and/or ideas to the
appropriate author
d. Collaborate
• Collaborate with peers to research a problem or topic
• Write collaboratively to create persuasive and informative messages
a. Emphasis on writing for learning
b. textual analysis
c. writing from research
d. collaborative writing
PHYS 2210, Physics for Scientists and Engineers I
1. 4 credit lecture, Class/laboratory schedule: 3 hours lecture, 2 hours discussion, Math &
Basic Science
2. Instructors: Anthony Pantziris, Claudia De Grandi
3. Textbooks and/or other required material: Physics for Scientists and Engineers: A
Strategic Approach with Modern Physics, 4th Edition by Randall D. Knight
4. General Catalog Course Description: Three lectures and two recitations weekly.
Designed to give science and engineering students a thorough understanding of the basic
physical laws and their consequences. Classic mechanics will be introduced, including
methods of energy, momentum, angular momentum, and Newtonian gravity.
Applications will include mechanical oscillations, sound, and wave motion. Those
engineering students who have not had calculus before (high school or college-level
course), need to see an engineering advisor.
• Prerequisites: "C-" or better in (MATH 1210 OR MATH 1250 OR MATH 1310
OR MATH 1311 OR MATH 1220 OR MATH 1320) OR AP Calc AB score of 4+
OR AP Calc BC score of 3+.
• Designation: Required

• Help students understand and solve problems in a broad range of scientific and
engineering fields.
• Teach students the fundamental principles of physics
• Teach student how to describe real world phenomena quantitatively
• Teach problem-solving skills that can be applied to other areas of science,
engineering, and life.

• Mechanics includes motion in multiple dimensions
• Forces and the laws of motion, energy, momentum, rotational motion
• Motion of rigid objects
• Angular momentum
• Oscillations and waves.
CHEM 1220, General Chemistry II
1. 4 credits, Class/laboratory schedule: Three 50-minute lectures per week, discussion

sections, Math & Basic Science
2. Instructor: Jeff Statler
3. Textbooks and/or other required material: Zumdahl and Zumdahl, Chemistry an Atom’s
First Approach, 1st edition
4. General Catalog Course Description: Three lectures and two discussions weekly. A
continuation of CHEM 1210, exploring further problem-solving within an applications-
oriented framework, although significantly more in-depth. Topics covered include
colligative properties, chemical kinetics, general equilibrium, acid-base equilibrium,
thermodynamics and electrochemistry. It is very beneficial to take CHEM 1220 in
expedient succession following CHEM 1210.
a. Prerequisites: C- or better in (CHEM 1210 OR CHEM 1211) OR AP Chem score of
at least 4.
b. Designation: Selected Elective

• Understanding the time, length, and energy scales on which chemical processes occur
• Understanding the differences between classical and quantum mechanics
• Connecting operators to observables
• Distinguishing probabilities, amplitudes, averages, expectation values, and observables
• Understanding the origin and implications of quantum coherence
• Interpreting spectra
• Connecting common approximation methods to standard chemical frameworks (Born-
Oppenheimer, molecular orbitals)
• Developing molecular-level critical thinking skills

• Solids, Liquids, Phase Changes
• Properties of Solutions
• Chemical Kinetics
• The Nucleus: A Chemist’s View
• Chemical Equilibrium
• Acids and Bases
• Acid-Base Equilibria
• Solubility and Complex Ion Equilibria
• Spontaneity, Entropy, and Free Energy
• Electrochemistry
PHYS 2220, 2225 Physics for Scientists and Engineers II, Physics for Scientists and Engineers II
Laboratory
1. 4 credits, Class/laboratory schedule: Three 50-minute lectures per week; two discussion
sections, Basic Math & Science
2. Instructor: Kevin Davenport, Ramón Barthelemy, Gernot Laicher (Lab)
3. Textbooks and/or other required material: Serway & Jewett, Jr., Physics for Scientists
and Engineerins (with Modern Physics), 9th edition
4. General Catalog Course Description: Three lectures and two recitations weekly. The
continuation of PHYS 2210. Electrostatics, electric fields, and potential. Magnetic fields
and Faraday's law. Current flow, resistance, capacitance and inductance. Electric circuits
and electromagnetic oscillations. Electromagnetic waves, geometric and physical optics.
a. Prerequisites: "C-" or better in (((MATH 1220 OR MATH 1250 OR MATH 1311
OR MATH 1320 OR MATH 2210) OR AP Calculus BC score of 4+) AND
((PHYS 2210 OR PHYS 3210) OR AP Physics C Mech score of 4+)).

• Appreciate the power of physics and mathematics to deepen your scientific
understanding of some of the physical phenomena we observe everyday.
• Identify, apply and master problem solving strategies to reach a quantitative
understanding in a variety of circumstances.
• Monitor your learning process, understand your mistakes, and develop strategies for
success and improvement.
• Collaborate productively in a group and learn from your peers

• Electric fields
• Electric currents
• Magnetic fields
• Induced currents
• Electromagnetic waves and optics
PHYS 2215, Physics Laboratory for Scientists and Engineers I
1. 1 credit, Class/laboratory schedule: 3 hours of lab weekly, Math & Basic Science
2. Instructor: Gernot Laicher
3. Textbooks and/or other required material: Instructional material provided, MatLab,

webcam and microphone, internet connection
4. General Catalog Course Description: Teaches laboratory skills needed by scientists and
engineers. Measurement, data analysis, computer graphics display, experimental design
and report writing, experimental procedures and results. Experiments in mechanics and
waves. Laboratory designed to accompany PHYS 2210.
a. Pre/Coquisites: PHYS 2210

• Critically think through, design, and implement experimental procedures and
measurements.
• Analyze measurements and present discussion and results, generally in form of a
MatLab live script.
• Perform basic MatLab coding/analysis.
• Create some mathematically models in MatLab to simulate the behavior of physical
systems.

• MatLab Exercises; Measurements
• One and Two Dimensional Motion, Relative Motion
• Forces-Static Equilibrium
• Projectile Motion; Dynamics- Forces, Work, Energy
• Collisions- Momentum, Impulse, and Energy
• Hooke’s Law, Mass-Spring Oscillator
• Damped and Driven Oscillators
CHEM 1225, General Chemistry Laboratory II
1. 1 credit, Class/laboratory schedule: One 50-minute lecture per week; one 3-hour lab per
week, Math & Basic Science
2. Instructor: Sushma Saraf
3. Textbooks and/or other required material: Chemistry 1225 lab manual Experiments in
General Chemistry Featuring MeasureNet, 2nd edition
4. General Catalog Course Description: One lecture per week, one three-hour
laboratory/discussion per week.
a. Co-requisites: CHEM 1220

• Through participation in virtual and data analysis experiments, have an enhanced
understanding of core General Chemistry II concepts.
• Be able to selectively employ basic laboratory techniques in conjunction to
answer “open-ended” questions.
• Be able to analyze data and draw reasonable conclusions pertaining to
overarching question(s).
• Be able to employ scientific writing to communicate experimental results and
their meaning.
• Communicate (both oral and written) in a respectful and professional manner as
well as learn time-management skills (meeting deadlines and completing
assignments on time).
6. Topics covered:
• Colligative Properties: FP Depression
• Changes in Thermal Energy
• Kinetics
• Rxn Equilibrium
• Le Chatlier’s
• Determining Ka
CVEEN 1400: Computer-Aided Design Spring 2021
1. 3 credit hours, two 50-minute lectures per week; one 50-minute lab, Engineering Topics
2. Instructor: Dr. Gaby Ou
3. Textbook: The Hitchhiker's Guide to AutoCAD Basics: Tutorial Guide to AutoCAD

(2017/2018/2019). Author: Shawna Lockhard, Perfect Paperback: 700 pages,
Publisher: SDC Publications (May 25, 2016), Language: English. ISBN-
10: 9781630570439. ISBN-13: 978-1630570439. ASIN: 1630570435
a. AutoCAD Civil 3D 2016 Essentials: Autodesk Official Press. Author: Eric
Chappell, Pages: 416 pages, Publisher: Sybex 2015-06-02, Language: English.
ISBN-10: 1119059593. ISBN-13: 9781119059592

a. Computer-aided design (CAD) is the use of computer systems to aid in the
creation, modification, analysis, or optimization of the design. CAD software is
used to increase the productivity of the designer, improve the quality of design,
improve communications through documentation, and to create a database for
manufacturing.
b. No prerequisites or co-requisites
c. Required

a. To enhance the comprehension of undergraduate students about civil engineering
projects, and to reduce the gap between undergraduate level education and
industry expectation, this course will:
• introduce computer-aided design (CAD), with a particular focus on using
software AutoCAD and AutoCAD Civil 3D. AutoCAD Civil 3D software
permits the rapid development of alternatives through its model-based
design tools.
• Students will learn techniques enabling them to organize project data,
work with points, create and analyze surfaces, model road corridors, create
parcel layouts, perform grading and volume calculation tasks, and layout
pipe networks.
b. Outcomes:
• 3a (Nontechnical): An ability to communicate effectively with None-
Technical audiences, a) Writing conforms to appropriate technical style
format appropriate to the Public audience, appropriate use of graphics,
mechanics & grammar.
• 3a (Technical): An ability to communicate effectively with Technical
audiences, a) Writing conforms to appropriate technical style format
appropriate to the Public audience, appropriate use of graphics, mechanics
& grammar.
• 7a: An ability to acquire and apply new knowledge as needed, using
appropriate learning strategies. a) Able to find information relevant to
problem solution without guidance.

• Introduction to AutoCAD
• Basic drawing, editing, manipulating, preparing plots function of AutoCAD
• Orthographic Drawings
• AutoCAD Civil 3D
• Be able to deliver orthographic drawings of objects
• Understand points and point groups
• Understand, Create, edit, view, and analyze surfaces
• Understand, Create and edit alignments
• Understand sites, profiles, and cross-sections
• Understand, create assemblies, corridors, and intersections
• Understand, create grading solutions
• Understand, create a gravity fed and pressure pipe networks
• Perform quantity takeoff and volume calculations
CVEEN 2010: Statics
1. 3 credits, three 50-minute lectures per week, Engineering Topics
2. Instructor: Xuan ‘Peter’ Zhu
3. Textbook: Engineering Mechanics: Statics, Meriam, Kraige, Bolton, Wiley. 8th Ed, one of
the formats: Bundle of hard bound Text, e-text, or WileyPLUS 9th Ed, one of the formats:
Bundle of hard bound Text, e-text, or WileyPLUS
a. Materials:
i. Engineering computation paper
ii. NCEES FE Exam Approved Calculator

a. Forces, moments and couples; resultants and static equilibrium of general force
systems; statically equivalent force systems, center of gravity and center of
pressure; friction; free body method of analysis; trusses and frames; internal
forces (shearing forces and bending moments); tensile and compressive axial
forces; applications to simple engineering problems.
b. Prerequisites: "C" or better in ((MATH (1210 OR 1310 OR 1311)) OR AP Calc
AB score of 4+ OR AP Calc BC score of 3+) AND Full Major status in (CVEEN
OR Construction Engineering). Corequisites: "C" or better in PHYS 2210 OR AP
Phy ME score of 4+.
c. Required

a. Upon successful completion of this course, the student will be able to:
• Develop free body diagrams for bodies in static equilibrium
• Calculate the external reactions for bodies in static equilibrium
• Determine internal forces and forces on pins in trusses, beams, machines,
and frames
• Find geometric properties of areas and forces (centroids, moments of
inertia, etc.)
• Determine the effect of friction between connecting parts or at support
surfaces.
b. Outcomes:
• 1a: Writing conforms to appropriate technical style format appropriate to
the audience, appropriate use of graphics, mechanics & grammar.
• 1b: Oral content is appropriate for audience, body language and clarity of
speech enhances communication.
• 7a: Able to find information relevant to problem solution without guidance

a. Forces, moments, and couples
b. Resultants and static equilibrium of general force systems
c. Statically equivalent force systems, center of gravity and center of pressure;
friction
d. Free body method of analysis
e. Trusses and frames
f. Internal forces (shearing forces and bending moments)
g. Tensile and compressive axial forces
h. Applications to simple engineering problems.
CVEEN 2000: Seminar (formerly CVEEN 3000 and CVEEN 4000)
1. 0.5 credits, one 50-minute seminar per week, Engineering Topics
2. Instructor: Michael E. Barber
3. No textbook
a. Outside Speakers

a. Selected presentations from individuals who deal with different aspects of the
practice of civil and environmental engineering.
b. No prerequisites or co-requisites
c. Required

a. Students in this course will be able to:
• explain professional practice, expectations, opportunities, and
responsibilities of Civil and Environmental Engineers.
• The seminar also addresses contemporary issues and professionalism.
b. Outcomes:
• 4a: Describes elements of the ASCE code of ethics

• Variable depending on actual speakers/companies participating with the goal of
covering as wide a spectrum of Civil/Environmental Engineering as possible (i.e.,
Environmental, Geotechnical, Structures, Construction, Transportation, Water
Resources, Graduate School, and Career Services).
• Speakers are requested to consider integrating a few comments concerning one or
all of the following topics (as appropriate):
• The value of internships during their undergraduate studies
• The value of a broad-based undergraduate curriculum
• The value of experiencing leadership opportunities during their school years
• The need for continuous learning throughout their careers
• The value of graduate school
• The need to become a licensed engineer (FE and PE).
ECON 2010 Principles of Microeconomics
2. Credits, contact hours, and categorization of credits in Table 5-1

3 credits, 45 contact hours, other topic
3. Instructor’s or course coordinator’s name

Catherine Ruetschlin
4. Text book, title, author, and year

Goodwin, Neva, Jonathan M. Harris, Julie A. Nelson, Pratistha Joshi Rajkarnikar, Brian
Roach, and Mariano Torras. Microeconomics in Context, Fourth Edition. New York:
Routledge, 2019.
5. Specific course information

a. brief description of the content of the course (catalog description)
Principles of Microeconomics presents the fundamental tools of analysis for
understanding economic decision making among individuals, firms, and
organizations, whose collective decisions determine how resources are allocated
in a capitalist economy. Students will engage with the basic analytic tools of
modeling and critical thinking. The tools presented include supply and demand
analysis, theories of consumer and producer behavior, analysis of competition and
market power, and their application to social welfare and public policy.
b. prerequisites or co-requisites
None
c. indicate whether a required, elective, or selected elective (as per Table 5-1) course
in the program
Required
6. Specific goals for the course

a. specific outcomes of instruction
• Understand the role of markets in modern society
• Build and manipulate the basic microeconomic model of supply and demand
• Apply and interpret the economic logic of basic models of international trade,
environmental resource management, and other contemporary public policy
issues
• Identify the properties of competitive markets and those with market power
b. explicitly indicate which of the student outcomes listed in Criterion 3 or any other
outcomes are addressed by the course.
7. Brief list of topics to be covered

Markets & society
Production possibilities and international trade
Trade policy
Supply and demand
Elasticity
Welfare analysis
Taxes and tax policy
Externalities and the environment
Public goods
Production costs
Perfect competition
Monopoly markets
Monopolistic competition and oligopoly
CVEEN 2300: Engineering Economics
2. 2 credit hours, two 50-minute lectures per week, Engineering Topics
3. Instructor: Steven J. Burian
4. Textbook: Newnan, D.G., Eschenbach, T.G., Lavelle, J.P., and Lewis, N.A. (2020).
Engineering Economic Analysis, 14th Ed. Oxford University Press.

a. Fundamental engineering economics topics, including equivalence, compound
interest and discount rate factors, nominal and effective interest rates, cash flow
diagrams, capitalized cost, net present worth analysis, equivalent uniform annual
cost, internal rate of return, benefit‐cost analysis, basic microeconomics, cost
estimation, and cost indexes.
b. Prerequisites: Major Status in (Civil Engineering OR Construction Engineering).
c. Required

a. Upon successful completion of this course the student will be able to:
• Explain engineering economics concepts to decision makers
• Apply computer tools, especially Microsoft Excel, to analyze the
engineering economics of a project.
• Use factor notation and compound interest tables to organize and complete
economic analyses.
• Choose the appropriate analysis technique and apply to solve an
engineering economics problem
• Evaluate engineering work by ethically using an economic basis
• Judge multidimensional projects considering a benefit/cost analysis

• Making Economic Decisions
• Engineering Costs and Cost Estimating
• Interest and Equivalence
• Equivalence for Repeated Cash Flows
• Present Worth Analysis
• Annual Worth Analysis
• Rate of Return Analysis
• Choosing the Best Alternative
• Other Analysis Techniques
• Economic Analysis in the Public Sector
ECON 2010: Principles of Microeconomics
2. Credits, contact hours, and categorization of credits in Table 5-1

3 credits, 45 contact hours, other topic
3. Instructor’s or course coordinator’s name

Catherine Ruetschlin
4. Text book, title, author, and year

Goodwin, Neva, Jonathan M. Harris, Julie A. Nelson, Pratistha Joshi Rajkarnikar, Brian
Roach, and Mariano Torras. Microeconomics in Context, Fourth Edition. New York:
Routledge, 2019.

a. brief description of the content of the course (catalog description)
Principles of Microeconomics presents the fundamental tools of analysis for
understanding economic decision making among individuals, firms, and
organizations, whose collective decisions determine how resources are allocated
in a capitalist economy. Students will engage with the basic analytic tools of
modeling and critical thinking. The tools presented include supply and demand
analysis, theories of consumer and producer behavior, analysis of competition and
market power, and their application to social welfare and public policy.
b. prerequisites or co-requisites
None
c. indicate whether a required, elective, or selected elective (as per Table 5-1) course
in the program
Required

• Understand the role of markets in modern society
• Build and manipulate the basic microeconomic model of supply and demand
• Apply and interpret the economic logic of basic models of international trade,
environmental resource management, and other contemporary public policy
issues
• Identify the properties of competitive markets and those with market power
b. explicitly indicate which of the student outcomes listed in Criterion 3 or any other
outcomes are addressed by the course.

Markets & society
Production possibilities and international trade
Trade policy
Supply and demand
Elasticity
Welfare analysis
Taxes and tax policy
Externalities and the environment
Public goods
Production costs
Perfect competition
Monopoly markets
Monopolistic competition and oligopoly
CVEEN 2310: Probability and Statistics
2. 3 credit hours, three 50-minute lectures per week, Engineering Topics
3. Instructor: Nikola Markovic
4. Textbook: Introduction to Probability, Bertsekas, D.P. and Tsitsiklis, 2008

a. Introductory probability and statistics topics that are relevant to civil and
environmental engineering, including set terminology and theory, fundamental
axioms of probability, conditional probability, statistical independence, Bayes'
theorem, deMorgan's rule, random variables, probability mass, density and
distribution functions, moments, measures of central tendency and dispersion,
common discrete and continuous probability functions, data compression,
frequency distributions, point estimation, and confidence intervals.
b. Prerequisites: "C" or better in ((MATH 1210 OR MATH 1310 OR MATH 1311)
OR AP Calc AB score of 4+ OR AP Calc BC score of 3+) AND Full Major status
in (Civil Engineering OR Construction Engineering)
c. Required.

• Derive basic properties of the Bernoulli, Binomial, Geometric,
Uniform, Exponential, Poisson, Normal and other distributions and use
them in different engineering applications [ABET (a)].
• Apply knowledge of basic statistical methods (e.g., interval estimation,
hypothesis test) and simulation (e.g., random number generators, inverse
transform method) for decision making [ABET (a, b)].
• Use R programming language to summarize a data set via box plot or a
histogram, perform hypothesis testing, and apply linear regression [ABET
(a, b, k)].
b. Outcomes:
• 1a: Problem statement shows understanding of the problem (identify)
• 1b: Applies engineering, science, or mathematical principles or numerical
solution to model equations (formulate & solve)
• 7a: Able to find information relevant to problem solution without
guidance.

• Discrete and continuous random variables, confidence intervals, hypothesis tests,
data processing in R.
MGEN 2400: Surveying
2. 3 credits, Lecture (3 hr), Laboratory (0 hrs)
3. Instructor: Dana J. Johnson
4. Text book: None

a. Handouts, Canvas PPT lectures and Kaltura videos

b. This course introduces basic surveying skills important for mining engineers.
These skills included; how to operate an engineer’s level, total station, and GPS.
These skills are learned (machine use, notebook keeping and data reduction) and
how they are applied to fundamental surveying applications.
c. Prerequisites: Trigonometry
d. Required course: Math 1050 or higher
By the end of this course, student will be able to:

e. Operate an engineer’s level, total station, and have a working knowledge of how
GPS is used in surveying work.
f. Understanding the mathematics in reducing survey data. The making of maps and
a survey report.
Contributes to Outcome: 3
CVEEN 2410: GEOMATICS
2. 3 Credits, two 80-minute lectures per week, Engineering Topics
3. Instructor: Steven F. Bartlett
4. Textbook: Ghilani, Charles D. and Wolf, Paul R., 2014. Elementary Surveying: An
Introduction to Geomatics. Pearson Higher Ed.

a. An introduction to principles of measurement science, geometry of spatial
measurement, spatial data, reference systems and datums, coordinate systems,
surveying principles and instrumentation, interpretation of maps and plans in
three dimensions, surveying software, spreadsheets, introduction to fields of
Geomatics and Geographic Information Systems (GIS).
b. No Prerequisites.
c. Optional course in the program

a. Upon successful completion of this course, students will be able to:
i. Define Geomatics and understand the general relation between the fields
of geomatics as well as know the various types of surveying technologies
ii. Know how to measured distances, angles and understand Cartesian
Coordinates
iii. Know how to make maps, elevation and terrain models
iv. Know how to make X-sections and how to identify and adjust for error,
v. Know how to make 3D models from drone surveys,
vi. Know how to use LiDAR data and GIS and how it is applied.
b. Outcomes:
i. 1a: Problem statement shows understanding of the problem (identify).
ii. 1b: Applies engineering, science or mathematical principles to achieve
analytical or numerical solution to model equations (formulate & solve).
iii. 5a: a. Contributes to team work, constructively interacts with teammates,
relevant knowledge, skills, and aptitudes

• Introduction to Units and Significant Figures and Field Notes
• Theory of Errors in Observations, Leveling - Theory, Methods, and Equipment
• Distant Measurements, Angles, Azimuths, and Bearings
• Total Station Instruments and Angle Observations
• Traversing, Computations, Coordinate Geometry in Survey Calculations,
• GPS Introduction and Principles, Adjustments by Least Squares, Mapping, and
Mapping Surveys, Terrain Modeling Using UAVs (Unmanned Aerial Vehicles),
• Introduction to LiDAR Data and Terrain Models Construction Surveys
CVEEN 2140: Strength of Materials
3. Instructor: Chris Pantelides
4. Textbook: Hibbeler, R.C., 2017, Mechanics of Materials, 10th Edition, Pearson, ISBN-
13: 978-0-13-432118-9
a. Materials:
i. Straight Edge and French curve
ii. Engineering computation paper
iii. Access to structural analysis software of your choice, e.g. Visual analysis
Educational (https://www.iesweb.com/edu/) (Free software)
iv. NCEES FE Exam Approved Calculator (See
https://ncees.org/exams/calculator)

b. Concept of stress, axial stress and strain, torsion, pure bending, transverse
loading, transformations of stress and strain, design of beams and shafts for
strength, deflection of beams, columns.
c. Prerequisites: "C" or better in (CVEEN 2010 OR ME EN 2010) AND Full Major
Status in (Civil Engineering OR Construction Engineering).
d. Required

• Derive and apply basic models of stress and strain for structural
components
• Model the state of stress at a point and determine maximum normal and
shear stresses; Assess the adequacy of axially, transversely,
and/or torsionally-loaded members
• Calculate elastic and thermal strains and deflections of a member
• Analyze simple statically indeterminate members.
b. Outcomes:

• Concepts of stress
• Axial stress and strain
• Torsion
• Pure bending
• Transverse loading,
• Transformation of stress and strain
• Engineering design
• Deflection of beams and columns
CVEEN 2750: Computer Tools
2. 2 credits, two 50-minute lectures per week, Engineering Topics
3. Instructor: Carlos Oroza
4. No textbook required

a. Applications of computer tools in Construction and Civil Engineering: Building
Information Management, VBA Programming, SQL Databases, 3D modeling.
b. Prerequisites: C or better in ((MATH 1210 OR MATH 1310 OR MATH 1311)
OR AP Calc AB score of 4+ OR AP Calc BC score of 3+).
c. Required

• Understand fundamental concepts about computing and processing
systems
• Use advanced spreadsheet skills to answer engineering problems
• Develop fundamental programming skills to make spreadsheets more
efficient and powerful
• Use database management techniques to effectively work with large
amounts of complex data; Master essential skills with BIM software
b. Outcomes:
• 1a: Writing conforms to appropriate technical style format appropriate
to the audience, appropriate use of graphics, mechanics & grammar.
• 1b: Oral content is appropriate for audience; body language and clarity
of speech enhances communication.
• 7a: Able to find information relevant to problem solution without
guidance

• Fundamental principles of computer processing
• Data validation
• Indexing
• Conditional formatting
• What-if analysis and problem solving (Goal Seek, Scenario Manager, Solver etc.)
• Macros
• Controls
• VBA Programming
• SQL
• 3D modeling/BIM
CVEEN 3100: Technical Communication for Engineers
8. Instructor: Joshua Lenart
9. A Guide to Writing as an Engineer, D. Beer and D. McMurrey, 2014.

Supplementary materials:
a. Cannibals with Forks: The Triple Bottom Line of 21st Century Business, J.
Elkington, 1999.
b. So, You Have to Write a Literature Review: A Guided Workbook for Engineers,
C. Berdanier and J. Lenart, 2020.

a. Learning to communicate orally and in writing is an essential component of an
undergraduate engineering education. The course addresses the fundamentals of
writing and reviewing technical documents, presenting scientific information
through graphs and tables, and preparing technical presentations.
b. Prerequisites: C- or better in ((WRTG 2010 OR EAS 1060 OR HONOR 2211)
OR AP Lit Comp score of 4+ OR AP Lang Comp score of 4+) AND Full Major
Status in (Civil Engineering OR Construction Engineering).
c. Required

a. This course is designed through project-based learning principles in order to guide
students in improving their technical writing and speaking faculties. At the end of
the course, students will be able to:
• Demonstrate revision and writing skills related to academic engineering
• Demonstrate peer-review and self-review strategies for writing
• Synthesize relevant literature related to a research topic for a literature
review
• Evaluate academic engineering written and oral communication
• Translate research findings to a variety of stakeholders
b. Outcomes:
• 3a (Technical): Writing conforms to appropriate technical style format
appropriate to the audience, appropriate use of graphics, mechanics &
grammar
• 3b (Technical): Oral content is appropriate for audience, body language
and clarity of speech enhances communication.
• 3a: (Non-Technical): Writing conforms to appropriate technical style
format appropriate to the audience, appropriate use of graphics, mechanics
& grammar
• 3b: (Non-Technical): Oral content is appropriate for audience, body
language and clarity of speech enhances communication.
• 5a: Contributes to teamwork, constructively interacts with teammates,
relevant knowledge, skills, and aptitudes.

a. Resumes, CVs, and cover letters
b. Technical memos, proposals, and reports
c. Grammar, style, and editing
d. Team writing
e. Feasibility studies
f. Triple bottom line methodology
g. Literature reviews
h. Public speaking
i. Professional presentations and partnerships
CVEEN 3210: Structural Loads and Analysis
2. Instructor: Dr. Doug Schmucker, PhD
3. Textbook: Structural Analysis: Skills for Practice, 1/e, Jim Hanson, Pearson, 2019
a. Materials:
• Access to structural analysis software of student’s choice, e.g., Visual
Analysis Educational (http://www.edu.iesweb.com/index.htm) (free
software)

a. Introduction to structural design loads, structural systems, and load paths;
theoretical, numerical, and approximate models of structural response; internal
and external effects in structures.
b. PREREQUISTES: CVEEN 2140 (Strength of Materials) and AND Full Major
status in CvEEN
c. Required

• Identify and classify structural systems, sub-systems, and components.
• Identify the participants and roles of responsibilities in civil engineering
design.
• Compute internal forces for members and support reactions in a variety of
determinate structural systems.
• Construct internal force diagrams for members in a variety of structural
systems.
• Create models for and calculate anticipated deflections of structures and
their components.
• Estimate structural analysis results and evaluate the reasonableness of the
estimates and results.
b. Outcomes:
• 1a: Problem statement shows understanding of the problem (identify).
• 1b: Applies engineering, science or mathematical principles to achieve
• 4b: Evaluates conflicting/competing global, economic, environmental, and
societal issues in order to make informed decisions about an engineering
solution & incorporates that sensitivity into the design process.

• Introduction to Structural Systems and Design
o Structure Idealization and Structural Systems
o Load Paths and Load Types
o Design, Participants, Safety, and Professional Responsibility
• Models, Estimation, and Structural Intuition
o Trusses
o Beams and Frames
o Computer-based
• Deformation Models
• Approximate Methods
CVEEN 3310: Geotechnical Engineering
3. Instructor: Evert Lawton
4. Textbook: An Introduction to Geotechnical Engineering by R. D. Holtz, W. D. Kovacs,

& T. C. Sheahan, 2nd edition, Pearson, Upper Saddle River, New Jersey, 2011. ISBN-
13: 978-0-13-249634-6.

a. An introduction to the fundamental geologic and engineering properties of sills and
basic soil mechanics. Topics include geologic soil processes, phase relations, grain-
size distribution, clay mineralogy, clay-water interaction, consistency limits, fabric and
structure, classification, compaction, swelling, shrinkage, slaking, collapse,
permeability, one- and two-dimensional flow, liquefaction, consolidation and
settlement, and shearing strength of cohesionless soils.
b. Prerequisites: "C" or better in (CVEEN 2140 AND (CVEEN 2310 OR CVEEN 2130
OR ME EN 2550)) AND Full Major status in (Civil Engineering OR Construction
Engineering). Corequisites: CVEEN 3315
c. Required.

a. Upon successful completion of the course, the student will be able to:
*Understand how geologic processes form and affect soil behavior.
*Gain knowledge of soil properties and geotechnical materials.
*Foster and develop the engineering judgment required to the practice of
geotechnical engineering.
• To gain a detailed knowledge of:
• Index and Classification Properties of Soils,
• Soil Classification,
• Clay Mineral and Soil Structure,
• Compaction,
• Capillarity, Shrinkage, Swelling, Frost Action,
• Permeability, Seepage, Effective Stress,
• Consolidation and Consolidation Settlement
• Time Rate of Consolidation
• Perform engineering calculations related to compaction, effective vertical
stress, seepage, consolidation and time rate of consolidation
b. Outcomes:
• Geologic soil processes
• Phase relations
• Grain-size distribution
• Clay mineralogy, clay-water interaction
• Consistency limits, fabric and structure
• Classification
• Compaction, swelling, shrinkage
• Slaking, collapse, permeability
• One- and two-dimensional flow
• Liquefaction, consolidation and settlement
• Shearing strength of cohesionless soils.
CVEEN 3315: Geotechnical Engineering Lab
1. 1 credit, one 3-hour lab per week, Engineering Topics
3. Textbook: None – handouts on laboratory procedures and other details can be

downloaded from CANVAS)

a. An introduction to the fundamental geologic and engineering properties of sills
and basic soil mechanics. Topics include geologic soil processes, phase relations,
grain-size distribution, clay mineralogy, clay-water interaction, consistency limits,
fabric and structure, classification, compaction, swelling, shrinkage, slaking,
collapse, permeability, one- and two-dimensional flow, liquefaction,
consolidation and settlement, and shearing strength of cohesionless soils.
b. Prerequisites: "C" or better in (CVEEN 2140 AND (CVEEN 2310 OR CVEEN
2130 OR ME EN 2550)) AND Full Major status in (Civil Engineering OR
Construction Engineering). Corequisites: CVEEN 3310
c. Required.

• Understand how geologic processes form and affect soil behavior.
• Gain knowledge of soil properties and geotechnical materials.
• Foster and develop the engineering judgment required to the practice of
geotechnical engineering.
• To gain a detailed knowledge of:
1. Index and Classification Properties of Soils,
2. Soil Classification,
3. Clay Mineral and Soil Structure,
4. Compaction,
5. Capillarity, Shrinkage, Swelling, Frost Action,
6. Permeability, Seepage, Effective Stress,
7. Consolidation and Consolidation Settlement
8. Time Rate of Consolidation
• Perform engineering calculations related to compaction, effective vertical
stress, seepage, consolidation and time rate of consolidation
b. Outcomes:
• 6a: Determines data that are appropriate to collect and selects appropriate
equipment, protocols, etc. for measuring the appropriate variables to get
required data
• 6b: Observes good lab practice and operates instrumentation with ease
• 6c: Uses appropriate tools to analyze data, verifies and validates
experimental results, and draws conclusions.
• Geologic soil processes
• Phase relations
• Grain-size distribution
• Clay mineralogy, clay-water interaction
• Consistency limits, fabric and structure
• Classification
• Compaction, swelling, shrinkage
• Slaking, collapse, permeability
• One- and two-dimensional flow
• Liquefaction, consolidation and settlement
• Shearing strength of cohesionless soils.
CVEEN 3510: Civil Engineering Materials
3. Textbook: Materials for Civil and Construction Engineers, fourth

edition, Mamlouk and Zaniewski (2017)

a. The course presents the concepts of basic behavior and properties of common
civil engineering materials. Topics include material variability, laboratory
analysis, evaluation of aggregates, design of portland cement and asphalt
concrete, metals, and characteristics of wood.
c. Required.

• Identify the need to modify the properties of Portland cement concrete in
the field
• Formulate a plan to use chemical admixtures
• Develop a recommendation on how admixtures can be used to solve
specific engineering problems
• Use admixtures to create concrete mixture
• Model mechanical and nonmechanical properties of materials, apply
statistical analysis to explore material variability
• Understand sustainability related issues of civil engineering materials.
b. Outcomes:

• Material properties
• Atomic bonding
• Composites
• Aggregates
• Concrete
• Wood
• Asphalt
• Metals
CVEEN 3515: Civil Engineering Materials
3. Textbook: Materials for Civil and Construction Engineers, fourth edition, Mamlouk and
Zaniewski (2017)

a. The course presents the concepts of basic behavior and properties of common
civil engineering materials. Topics include material variability, laboratory
analysis, evaluation of aggregates, design of Portland cement and asphalt
concrete, metals, and characteristics of wood.
c. Required.
5. Specific goals for the course.

• Conduct laboratory experiments and prepare laboratory reports
• Understand material variability, apply statistical hypothesis tests, design
control charts
• Evaluate the effect of different constituents in the performance of various
materials (e.g., Portland cement concrete)
b. Outcomes:
required data

• Material Variability and Laboratory Procedures
• Unit Weight and Specific Gravity
• Portland Cement Mortar
• Portland Cement Concrete
• Portland Cement Admixtures
• Origin and characteristics of asphalt binder
CVEEN 3520: Transportation Engineering
2. Instructor: Terry Yang
3. Textbook: Fred L. Mannering & Scott S. Washburn. Principles of Highway Engineering

and Traffic Analysis, 6th Edition, 2016 (preferred) or 5th Edition, 2013.

• Virtually every aspect of modern economies, and the ways of life they support,
can be tied directly or indirectly to transportation. Transportation engineering is
definitely one of the most important subjects for modern society. This course
introduces important concepts and fundamental knowledge in transportation
engineering, including transportation planning and travel demand forecast
methods, traffic flow concepts, level of service analysis, intelligent transportation
systems, traffic signal control, vehicle dynamics, geometric design, and
management of transportation systems. Recommendations for further study on
specific areas are also provided.
• Prerequisites: "C" or better in CVEEN 2140 AND (CVEEN 2310 OR CVEEN
2130) AND Full Major status in Civil Engineering.
• Required

• By the end of this course, students will:
• Identify the role and significance of transportation engineering in society
and within the civil engineering profession
• Learn fundamental concepts of transportation engineering that align with
the main phases of every civil engineering project: planning, design,
implementation, operations, and maintenance
• Apply calculus, geometry, differential equations, physics, and probability
and statistics to solve highway and traffic engineering problems
• Solve highway and traffic engineering problems similar in scope to
problems encountered on the transportation portions of the Fundamentals
of Engineering (FE) and Principles and Practice of Engineering (PE)
exams.
• Outcomes:

• Trip Generation
• Trip Distribution
• Mode Choice
• Traffic Flow Theory
• Queuing Theory
• Shockwave Theory
• Vertical Alignment
• Combined Vertical Curves
• Horizontal Alignment
• Supperelevation
• Road Vehicle Performance
• Traffic Signal Control
• Traffic Signal Timing
• Signal Coordination
• Software Applications
• Level of Service
• Smart Mobility Systems
CVEEN 3610: Introduction to Environmental Engineering I
1. 3 Credits, two 80-minute lectures per week, Engineering Topics
3. Textbook: Davis M.L, DA Cornwell, 2012, Introduction to Environmental Engineering,

5th Edition, McGraw Hill, New York, NY, pp 1040

• Overview of the environmental engineering profession, environmental quality
measurements, regulatory overview, water and wastewater quality, environmental
chemistry, air quality, design of municipal water treatment systems.
• Prerequisites: “C” or better in CVEEN 2140 AND CHEM 1210 AND full major
status in Civil Engineering
• Required

• Upon successful completion of this course, students will be able to:
• DESCRIBE pertinent air and water quality parameters and DESIGN,
CONDUCT and ANALYZE associated measurement techniques
• DESCRIBE how environmental engineering concepts and laws apply to
all sub-disciplines of Civil Engineering and more broadly affect society
• SOLVE mass/material balances for environmental systems
• RECOMMEND appropriate unit processes for water and wastewater
treatment
• DESIGN solid waste and hazardous waste management systems.
• Outcomes:

• Environmental laws
• Chemistry in water
• Alkalinity
• BOD/COD/TOC
• Water quality
• Risk assessment
• Groundwater resources
• Reactions
• Drinking water treatment
• Wastewater treatment
• Air pollution
• Solid waste management
• Hazardous waste management
CVEEN 3615: Introduction to Environmental Engineering Laboratory
3. Textbook: Lab manual

• Overview of the environmental engineering profession, environmental quality
measurements, regulatory overview, water and wastewater quality, environmental
chemistry, air quality, design of municipal water treatment systems.
• Prerequisites: “C” or better in CVEEN 2140 and CHEM 1210 AND full major
status in Civil Engineering, corequisite CVEEN 3610
• Required

• Upon successful completion of the course, students will be able to:
• ANALYZE water samples for oxygen demanding material, chlorine,
alkalinity, nitrogen species, fecal indicator organisms, hardness, turbidity
• DESIGN experiments to determine alum dosages for water using jar
testing apparatus
• CALCULATE mass balances in water systems based on water analysis
results.
• Outcomes:
required data

• Gravimetric analysis
• Oxygen demanding materials by BOD/COD/TOC
• Nitrogen species
• Fecal coliforms and plate counts
• Chlorine determination
• Jar testing
CVEEN 4221: Concrete Design I
1. 3 Credits, two 80-minute lectures per week, Engineering Topics – Significant Design
2. Instructor: Jerod G. Johnson
3. Textbook: Building Code Requirements for Structural Concrete (ACI 318-19)

Note: Student Price is about $99 (retail is $240). Look for ACI 31819STU and connect
with [email protected] if you’re interested in getting a copy.
• Wight, Reinforced Concrete Mechanics & Design Seventh Edition. Note: upon
registering for this course you should have been charged for an electronic copy of
this book ($54) through the University’s Inclusive Access Program. This is a very
good price. If you drop the course within the first two weeks or opt-out, you will
receive a refund.
• Course Notes, Canvas.

• Design of concrete structural elements: Concrete and reinforcing bar properties,
design of beams and slabs for flexure and shear. Design of columns, footings, and
retaining walls. Evaluation of deflections and serviceability. Extensive use of the
American Concrete Institute building code.
• Prerequisites: "C-" or better in CVEEN 3210 AND Full Major status in (Civil
Engineering OR Construction Engineering).
• Selected Elective, Significant Design

• The primary objective of the course is to provide the student with a solid
background in the fundamentals of design using reinforced concrete for typical
civil engineering structures such as beams, columns, slabs, walls and footings.
The course addresses the design of individual structural elements, the interface of
structural elements, and the assemblage of elements and connections into
complete structural systems. At the end of this course, the successful student will
be able to size basic concrete elements and assemble typical complete structures.
The stated objective will be accomplished through instruction and practice in the
areas listed on the course outline
• Outcomes:
• 2a: Produces a clear and unambiguous design project needs statement that
identifies relevant public health, safety, and welfare, global, cultural,
social, environmental, and economic factors.
• 2b: Identifies constraints on the design problem, and establishes criteria
for acceptability and desirability of solutions accounting for identified
needs.
• 2c: Applies engineering design and evaluates the ability of the design to
meet the identified project needs.
6. Brief list of topics covered:

• Loads and strengths, load combinations, load calculation (beams, girders,
columns)
• Reinforcement, development
• Hooks, clear cover
• Flexural design concept, flexural failure mechanisms
• Net tensile strain
• Compression reinforcement in beams
• One-way slab design
• T-beam design
• Shear design
• Load/shear envelope
• Limit states
• Compression reinforcement
• Strength v. serviceability
• Long term deflections
• ACI design coefficients
• Column fundamental concept/interaction, interaction diagram development
• Round columns
• Design aids
• Ties and confinement
• Simple footings
• Eccentrically loaded footings
• Mat foundations
• Retaining walls
• Braced foundation walls
• Counterforts
• Diaphragms
• Concrete walls
• Slender wall procedure
• Seismic shear walls
CVEEN 4900: Professional Practice and Design I
1. Time: 3 credits, two 2-hour seminars per week, Engineering Topics, Significant Design
3. Text: Hansen, K.L. and Zenobia, K.E., Civil Engineer’s Handbook of Professional
Practice, John Wiley & Sons, Inc. and ASCE Press, 2011
a. Software and tools pertinent to the project, e.g., AUTO-CAD, Civil3D, etc.

a. The focus of the course is on key aspects of the functioning of the civil
engineering professional in the consulting design environment. A comprehensive
Capstone Design Project serves as a vehicle and context for delivery of the key
concepts.
b. Prerequisites: “C-” or better in CVEEN 3100 AND Full Major status in Civil
Engineering. To be taken in the last year of the program after a minimum of one
of two design technical electives have been completed.
c. Required

• Describe the civil engineering design process and how it is paramount to
include multiple stakeholders in the process, design phases, and provide
examples of project delivery schemes.
• Participate in the design of an engineering system or component that
meets open-ended challenges, incorporates zero emissions goals,
integrates sustainability, access, safety, and equity for society within the
influence of a civil engineer.
• Prepare an engineering design report and orally present an engineering
project in a way that demonstrates commitment to protecting the health,
safety, and welfare of the public as well as the environment.
• Identify characteristics of effective team members, leaders, and
organizations.
• Demonstrate self-sufficiency to learn a new topic.
• Discuss the business of consulting practice including: marketing, finance,
management, business development, and technical; and, discuss the
impact of that practice on the health, safety, and welfare of the public and
environment.
• Identify the connections between civil engineering projects, public policy,
licensure, ethics, service, and professional responsibility.
• Identify the ethical, legal, and professional responsibilities of professional
engineers.
b. Outcomes:
needs.
• 3a: (Non-Technical): Writing conforms to appropriate technical style
format appropriate to the audience, appropriate use of graphics, mechanics
& grammar
• 3b: (Non-Technical): Oral content is appropriate for audience, body
language and clarity of speech enhances communication.
• 5a: Contributes to teamwork, constructively interacts with teammates,
relevant knowledge, skills, and aptitudes.

• The design process and its various stages
• Team organizational structure and functioning
• Development of reports
• Consulting practice
• Sustainability, equity, access, and safety
• Project execution
• Civil engineering business concepts
• Professional, Ethical, and Legal responsibilities of professional engineers.
CVEEN 4910: Professional Practice and Design II
1. Time: 3 credits, two 2-hour seminars per week, Engineering Topics, Significant Design
3. Text: Choi, Principles of Applied Civil Engineering Design, ASCE Press, 2004
a. Software and tools pertinent to the project, e.g., AUTO-CAD, Civil3D, etc.

a. This course is part two of a two-course sequence (4900/4910) that provides a
year-long design project experience. The second course focuses on development
and delivery of preliminary and final engineering design documents. Both
courses are experientially and team based, meaning learn by doing.
b. Prerequisites: “C-” or better in CVEEN 4900 AND two departmental design
electives.
c. Required course in the program

• Describe the civil engineering design process and its phases.
• Participate in the design of an engineering system or component.
• Prepare an engineering design report, drawings, and specifications and
orally present work for an engineering project.
• Identify characteristics of effective team members, leaders, and
organizations.
• Demonstrate self-sufficiency to learn independently.
• Identify the connections between civil engineering projects, public policy,
licensure, ethics, service, sustainability, and professional responsibility.
• Identify the ethical, legal, and professional responsibilities of professional
engineers.
b. Outcomes:
• 3a (Technical): Writing conforms to appropriate technical style format
appropriate to the audience, appropriate use of graphics, mechanics &
grammar
• 3b (Technical): Oral content is appropriate for audience, body language
and clarity of speech enhances communication.
• 5a: (if not explicitly included in cohort’s 4900 experience) Contributes to
teamwork, constructively interacts with teammates, assists in keeping the
team on track, expects quality work, and exhibits relevant knowledge,
skills, and aptitudes.

a. The design process and its various stages
b. Team organizational structure and functioning
c. Development of reports
d. Consulting practice
e. Sustainability, equity, access, and safety
f. Project execution
g. Design communication
h. Professional, Ethical, and Legal responsibilities of professional engineers.
CVEEN 4222: Steel Design 1
1. 3 credit hours, two 80-minute lectures per week, Engineering Topics, Significant Design
2. Instructor: Luis Ibarra
3. Textbook: Unified Design of Steel Structures by L.F.Geschwindner, Judy Liu, and

Charles J. Carter. 3rd Ed., Providence Engineering, 2017.
• AISC (2016) “Steel Construction Manual.” 15th Ed.

• Design of steel structural elements: tension and compression members, beams,
and beam-columns. Bolted and welded simple connections. Extensive use of the
American institute of Steel Construction steel design manual. Analysis of
structural steel systems.
• Selected Elective

• The student will design structural steel members under tensile, compression,
flexural, and combined loads, as well as welded and bolted connections,
according to the AISC Specification for Structural Steel Buildings. The main
learning objectives are:
• To understand the main elements conforming typical steel frames.
• To apply external loads on steel buildings to obtain member demands.
• To design steel members under different loads or load combinations for
different limit states.
• To perform basic design of steel buildings.
• Outcomes:
needs.
6. Brief list of topics:

• Steel building materials
• Steel components under tension loading
• Connections with structural bolts
• Wielded connections
• Steep components under compression loading
• Steel components under bending loading
• Steel components under combined loads
• Moment resisting frames
CVEEN 5210: Structural Analysis II
2. Instructor: Peter Zhu
3. Textbook: Structural Analysis: Skills for Practice, 1/e, Jim Hanson, Pearson, 2019, ISBN
978-0133128789
a. Hibbeler R.C. "Structural Analysis," 10th Edition. Editorial prentice Hall. 2017.
b. Leet, K.M., and Uang, C.M. “Fundamentals of Structural Analysis.” Ed. McGraw
Hill.
c. Materials:
• Engineering computation paper for hand calculations
• NCEES FE Exam Approved Calculator (see
https://ncees.org/exams/calculator/)

a. Reviews the analytical techniques presented in Structural Analysis I pertaining to
truss and beam structures, and expands them to structures with several
redundancies. A major portion of the course is devoted to linear analysis of truss
and frame structures using the stiffness method.
b. Prerequisites: "C-" or better in CVEEN 3210 AND Full Major status in Civil
Engineering.
c. Selected Elective

• Analyze indeterminate structures using the techniques of the:
1. Force Method (Method of Consistent Deformations)
2. Displacement Method (Slope-Deflection and Moment
Distribution)
3. Direct Stiffness Method
b. Outcomes:

• Review of Structural Analysis I
• Flexibility Method of Analysis
• Slope-deflection Method
• Moment Distribution Method
• Stiffness Method of Analysis
CVEEN 5220: Concrete Design II
2. Instructor: Chris Pantelides
3. Textbook: Wight, J.K., Reinforced Concrete Mechanics and Design, Pearson Education,
7th Edition, 2016.
a. ACI, ACI 318-14 Building Code Requirements for Structural Concrete
b. Materials:
• Engineering computation paper
• Access to structural analysis software of your choice, e.g. Visual analysis
Educational (https://www.iesweb.com/edu/) (Free software)
• NCEES FE Exam Approved Calculator (See
https://ncees.org/exams/calculator)

a. Advanced topics in concrete design; design of two-way slabs, torsional resistance
design; concrete structural systems; slender columns; seismic design
considerations using the ACI code.
Engineering.

• Derive and apply models for reinforced concrete structural components
• Numerical analysis and design of reinforced concrete frames using
commercial software
• Assess the adequacy of axially, transversely, and/or torsionally-loaded
reinforced concrete members and beam-column joints
• Use strut-and-tie models for the design of deep beams, beam-column
joints, and shear walls
• Perform analysis of reinforced concrete components for seismic resistant
design
b. Outcomes:

• Advanced topics in concrete design;
• Design of two-way slabs, torsional resistance design;
• Concrete structural systems;
• Slender columns;
• Seismic design considerations using the American concrete institute 318 code.
CVEEN 5240/6240: Reinforced Mason/Timber Design
3. Instructor: Jerod Johnson
4. Textbook: 2016 Masonry Standards Joint Committee, Building Code Requirements and
Specifications for Masonry Structures. A.K.A. TMS 402/602-16, ACI 530 (older
versions available online).
a. 2018 NDS National Design Specification, American Forest and Paper Association
b. Reinforced Masonry Engineering Handbook: Clay and Concrete Masonry – 7th
edition (Howchwalt, Amrhein, MIA, ICC).
c. Design of Wood Structures ASD/LRFD FYI , 7 th Edition (Breyer, Fridley,
Cobeen, Polluck)

a. Reinforced masonry design, including properties and performance of masonry
materials, design criteria and methods in reinforced masonry, and design
examples including reinforced masonry walls, masonry columns and pilasters,
and rectangular beams. Design of beams, columns, trusses, and diaphragms in
wood. Design of glue-laminated beams. Design of wood connections. Use of
timber design codes and uniform building code.
b. Prerequisites: "C-" or better in CVEEN 3210 AND Full Major status in (Civil

a. This is a design-oriented course. Its fundamental purpose is to equip students with
the necessary skills to effectively design typical masonry and wood structures for
compliance with contemporary building codes. The objectives will be realized
through instruction, homework, in class discussion, development of the course
project and through formal and informal review.
b. Outcomes:
1a: Writing conforms to appropriate technical style format appropriate to the
audience, appropriate use of graphics, mechanics & grammar.1b: Oral
content is appropriate for audience; body language and clarity of speech
enhances communication; 7a: Able to find information relevant to problem
solution without guidance

a. Properties and performance of masonry materials
b. Design criteria and methods in reinforced masonry and design examples including
reinforced masonry walls, masonry columns and pilasters, and rectangular beams
c. Design of beams, columns, trusses, and diaphragms in wood
d. Design of glue-laminated beams. Design of wood connections
e. Use of timber design codes and uniform building code.
CVEEN 5305: Introduction to Foundation Engineering
1. 3 credit hours, two 80-minute lectures per week, Engineering Topics, Significant Design
3. Textbook: The Engineering of Foundations by Rodrigo Salgado, McGraw-Hill, 2008,

ISBN 9780072500585

• An introduction to the field of foundation engineering concentrating on the
geotechnical background necessary for foundation analysis and design. Topics
include shear strength of granular, cohesive and partially saturated soils;
subsurface exploration and testing; lateral earth pressures and retaining walls;
slope stability; settlement and ultimate bearing capacity of shallow foundations;
seepage forces and filters.
• Prerequisites: "C-" or better in (CVEEN 3310 AND CVEEN 3315) AND Full
Major status in (Civil Engineering OR Construction Engineering).

• Upon successful completion of the course, students will be able to:
• Analyze the state of stress for a 2D solid
• Know if the state of stress has reached a failure condition using Mohr-
Coulomb theory
• Analyze the direct shear and triaxial test to determine total and effective
stress parameters for unconsolidated-undrained, consolidated-undrained
and consolidated drained tests
• Understand how to obtain shear strength and elastic parameters from in
situ tests
• Analyze the immediate and consolidation settlement for shallow
foundations
• Analyze the factor of safety against failure for shallow footings
• Analyze the active and passive earth pressure against wall using Rankine
and Coulomb theory
• Analyze the factor of safety against failure for sliding and overturning of a
cantilevered retaining wall,
• Analyze the factor of safety against failure for homogeneous finite, planar
and circular slopes
• Apply the method of slices to calculate the factor of safety against failure
for heterogeneous slopes.
• Student Outcomes:
needs.

• Topics include shear strength of granular, cohesive and partially saturated soils
• Subsurface exploration and testing; lateral earth pressures and retaining walls
• Slope stability
• Settlement and ultimate bearing capacity of shallow foundations
• Seepage forces and filters
CVEEN 5500: Sustainable Materials
2. Instructor: Pedro Romero, Ph.D. P.E.
3. Textbook:Engineering Applications in Sustainable Design and Development. Striebig,

B.A., Ogundipe, A.A., and Papadakis, M. 2015
a. Materials:
• Our Common Future: Report of the World Commission on Environment
and Development. Gro Harlem Brundtland, Oslo, 20 March 1987

a. This course presents the concepts necessary to evaluate, select, and design
materials in civil engineering applications to be energy-, cost-, and eco-efficient
while durable and high performing.
b. Prerequisites: “C-” or better in CVEEN 3510 AND 3315

• Define sustainability and use quantitative analysis to evaluate the impact of
civil engineering processes,
• predict criticality/exhaustion of a resource (e.g., crude oil),
• identify different phases in the life of a structure or product,
• perform simple life-cycle assessment to estimate the total energy- and carbon-
footprint of a civil engineering system,
• calculate material indices and select the best materials (with optimum
mechanical, durability, and eco-performance) for a project,
• design efficient cross sections for structural members,
• calculate the effective properties of composite materials, and
• explain various techniques for designing green concrete materials
b. Outcomes:

• Sustainability
• Carbon/energy footprint
• Life-cycle cost
CVEEN 5510/6510: Highway Design
1. 3 credits, two 80-minute lectures per week, Engineering Topics, Significant Design
2. Instructor: Scott Shea, P.E.
3. Textbook: AASHTO, A Policy on Geometric Design of Highways and Streets, 7th

Edition, 2018.
• Materials:
• UDOT, Roadway Design Manual of Instruction, May 2007 (updated
September 2019). Available at
https://www.udot.utah.gov/main/f?p=100:pg:0:::1:T,V:1498,
• UDOT, 2017 Standard and Supplemental Drawings, Available at
https://www.udot.utah.gov/main/f?p=100:pg:0:::1:T,V:4715,
• UDOT, Environmental Process Manual of Instruction, August 2019.
Available at https://www.udot.utah.gov/main/f?p=100:pg:0:::1:T,V:1328,
• Leisch, J. Freeway and Interchange Geometric Design Handbook, Institute
of Transportation Engineers, 2005.
• Highway Capacity Manual, Transportation Research Board of the
National Academies, Washington, D.C., Sixth Edition 2016.
• AASHTO, Highway Safety Manual, 2010.
• FHWA, Manual on Uniform Traffic Control Devices, 2009. Available at
http://mutcd.fhwa.dot.gov/
• Bentley, MicroStation and InRoads V8i.
• FHWA, Interactive Highway Safety Design Model 9.0.0.

• Design and layout of roadway systems: horizontal and vertical alignment,
phasing, design of intersections, earthwork optimization.

• By the end of this course, students will:
• Identify and describe technical topics and decision processes associated
with the design of highway facilities.
• Explain the theoretical concepts and historical practices that underpin
current highway design principles.
• Solve highway design problems similar to and advanced of those
encountered on the Fundamentals of Engineering (FE) and Principles and
Practice of Engineering (PE) exams.
• Analyze transportation outcomes and societal tradeoffs associated with
highway design decisions.
• Demonstrate effective written and oral communication skills.
• Outcomes:
needs.

• Alignment and stationing review
• Design controls and criteria
• Horizontal alignment
• Vertical alignment
• Operational analysis
• Superelevation cross sections
• Safety analysis in design
• Design consistency
• Intersection designs
• Freeway and interchange designs
• Multimodal design.
CVEEN 5560/6560: Transportation Planning
2. 3 credit, two 80-minute lectures per week, Engineering Topics
3. Instructor: Xiaoyue Cathy Liu, Ph.D., P.E.
4. Textbook: Juan de Dios Ortúzar and Luis Willumsen, Modelling Transport, New York: John
Wiley & Sons.
a. NCHRP Report 716: Travel Demand Forecasting: Parameters and
Techniques http://onlinepubs.trb.org/onlinepubs/nchrp/nchrp_rpt_716.pdf
b. Fred L. Mannering, Walter P. Kilareski, and Scott Washburn. Principles of Highway
Engineering and Traffic Analysis. Chapter 8: Travel Demand and Traffic Forecasting.

a. This course introduces students to transportation planning and provides an
understanding of transportation planning models and data collection processes. Upon
successful completion of the course, students should be able to serve as transportation
consultants or transportation planners, who are responsible for estimating where
future travel will occur, by what modes, and on what routes. The course will also
discuss how to utilize available tools to evaluate the future demand for travel in our
communities.
Engineering

a. Student will be able to:
• Perform travel demand forecasting for a specific region using 4-step
planning model
• Student will understand the modeling techniques, data collection and
mining process for conducting travel demand forecasting
• Student can serve as a transportation consultant or planner to evaluate
future demand for travel in a study community
b. Outcomes:

• Overview of transportation planning characteristics, institutions, regulations and
issues.
• Exploration of decision-making processes and introduction to transportation
systems.
• Analysis of the environmental and socioeconomic impacts of transportation
systems.
• Investigation of the transportation-land use relationship and associated models.
• Estimation of transportation costs, prioritization of projects, programming and
implementation.
• Study of transportation data collection methods and performance measurement.
• Introduction to transportation demand forecasting, including trip generation, trip
distribution, mode choice, traffic assignment, and agent-based modeling.
• Study the statistical modeling techniques on the basis of the theories introduced
for conducting demand forecasting.
CVEEN 5570 Pavement Design
1. 3 credits, two 80-minute lectures per week, Engineering Topic, Significant Design
2. Instructor: Pedro Romero, Ph.D. P.E.
3. Textbook: Pavement Engineering: Principles and Practice. R.B. Mallick and T. El-
Korchi, 2013
• Materials:
• AASHTOWare Pavement ME® software.

• This course presents the concepts of mechanistic pavement design for flexible and
rigid pavements. It introduces the students to the analysis of stresses and
deflections in multilayered pavement systems. It evaluates existing pavement
design methods including the Mechanistic Empirical Pavement Design Guide
(MEPDG) and reviews factors that affect pavement performance
• Prerequisites: "C-" or better in (CVEEN 3510 AND CVEEN 3515 AND CVEEN
3520) AND Full Major status in (Civil Engineering OR Construction
Engineering).

• Upon successful completion of this course, students will be able to:
• Explain the different pavement systems and their function; give examples.
• Calculate the stresses and deformations in rigid and flexible pavements.
• Describe the relation between material selection and pavement performance.
• Design a pavement system using mechanistic methods.
• Recognize common pavement distresses and their cause.
• Outcomes:
needs.
solution & incorporates that sensitivity into the design process..

• Pavement Analysis
• Pavement Design
• Pavement Maintenance
CVEEN 5740: Horizontal Construction
1. 3 Credit, two 80-minute lectures per week, Engineering Topics
2. Instructor: Abbas Rashidi
3. Textbook: Construction Methods and Management by S.W. Nunnally, 8th edition,

Pearson Prentice Hall, ISBN-13: 978-0135000793 (required textbook)
• Materials
• Lecture notes and slides posted by the instructor, online materials, etc.

• This is a heavy/highway construction course that teaches the basics of major
construction equipment and earthwork operations. It is intended for all
construction students and highly recommended for those who expect to work in
transportation and mining related projects in the future, either from design,
construction and/or operation perspectives.
• Prerequisites: "C-" or better in (CVEEN 3310 AND CVEEN 3315) AND Full
Major status in (Construction Engineering OR Civil Engineering).

• Upon completion of this course, the student is expected to be able to:
• Understand the types and functions of the most commonly used equipment
in heavy construction.
• Plan and sequence safe site development, earthwork, and rock excavation
operations.
• Optimize a spread of multiple types of equipment to perform specific
earthmoving operations under schedule and cost constraints.
• Design compressed air and water systems based on site constraints and
requirements.
• Understand the very basics of procedures and equipment involved for
procuring, batching, transporting, and placing concrete from a contractor’s
viewpoint.
• Outcomes:

• Site development, Earthmoving materials
• Earthmoving materials, volumetric calculations using AutoCAD and Civil 3D
• Volumetric calculations, topographic surveying and mapping using advanced
technologies
• Excavations
• Safety and Stability of excavations
• Loading and hauling, part 1
• Loading and hauling, part 2
• Compacting and finishing
• Cranes and lifting operations
• Rock excavation
• Production of aggregate and concrete, paving
• Equipment Economics
• Compressed air and water systems
CVEEN 5780: Façade Engineering
2. Instructor: Jianli Chen, PhD
3. Textbook: Eric F. P. Burnett; Building Science for Building Enclosures, Building Science
Press, 2005, ISBN 978-0975512746.

a. The course help students learn the topics relevant to building facade, including
basics of building walls, roofs, floors and windows with their construction and
associated physics., to help student develop the fundamental understandings of
current practice of façade construction and how building façade serves required
functions. In addition, the students will also develop the hand-on experience of
façade design through this course.
b. Prerequisites: “C-” or better in CVEEN 3210 AND Full major status in
Construction Engineering OR Civil Engineering as pre-requisites

• Develop basic understanding of building enclosures, mainly including exterior
walls, roof, floor, and building fenestrations
• Understand the construction and building physics of building enclosure to
serve required functions
• Perform hand calculation and utilize software to identify and solve practical
issues in building enclosure design
• Conduct building envelope retrofit project
• Demonstrate the ability to share and communicate in class
b. Outcomes:

• Introduction of Building Enclosure and history
• Environmental Loads on Building Enclosure
• Fundamentals for Building Enclosure Science
• Building Enclosure Heat and Moisture
• Envelope Design Practice
• Air Movement in Building Enclosure
• Fenestration and Roofing
CVEEN 5790: Vertical Construction
2. 3 credits, two 80-mintues lectures per week, Engineering Topics
3. Instructor: Jianli Chen, PhD
4. Textbook: Temporary Structure Design, Chris Souder, Wiley, ISBN 978-1-118-90558-6

(required)
a. Principles and Practices of Commercial Construction (10th Edition), ISBN 978-
0134704661 (Optional)

a. The course helps students learn the topics relevant to vertical construction,
including basics of temporary structure systems, concrete formwork and
falsework, excavation and shoring system, scaffolding design etc., to support the
construction practice. In addition, the students will also develop the understanding
of opportunities and challenges of sustainable buildings through this course.
b. C- or better in (CVEEN 3210) AND Full Major status in Construction
Engineering OR Civil Engineering.

• Develop basic understanding of vertical construction practice, such as
temporary structures establishment and building construction and
management
• Understand the opportunities and challenges of building sustainability
• Perform hand calculation to solve practical engineering problems of
vertical construction
• Demonstrate the ability to share and communicate in class
b. Outcomes:
i. 1a: Writing conforms to appropriate technical style format appropriate to
ii. 1b: Oral content is appropriate for audience, body language and clarity of
iii. 7a: Able to find information relevant to problem solution without guidance

• Structure design basics
• Scaffolding System
• Trench and Excavation
• Formwork Design
• Building Systems and Sustainability
CVEEN 5810: Cost Estimating and Proposal Writing
2. Credits and contact hours: Credits: 3; Contact Hours: 1 150 minute classe per week
3. Instructor’s or course coordinator’s name: K. Ament
4. Text book: Marketing Handbook for the Design & Construction Professional – SMPS
Building Estimator’s Reference Book - Walker - 28th Edition

a. Catalog Description: Meets with CVEEN 6810. Quantity take-off; cost indexing;
determination of construction, project, and indirect costs; development of bid proposals.
Development of cost proposals for engineering project management services. Survey of cost
estimating/project management software tools.
b. Prerequisite(s): C- or better in CVEEN 3100 AND Full Major status in Civil
Engineering.
c. Elective – none

a. Outcomes of instruction
The student will be able to explain basic concepts in marketing that lead to successful proposal
writing.
The student will use written, and graphical communication skills to develop an effective
proposal.
The student will comprehend basic construction cost estimation skills.
The student will practice proposal writing and construction cost estimation under realistic
constraints such as economic, environmental, constructability, and sustainability constraints.
b. Student outcomes addressed by this course:

Outcome Role of CVEEN 5810
4. an ability to recognize ethical and students will be able to explain basic concepts
professional responsibilities in in marketing and management related to cost
engineering situations and make estimating and proposal writing.
informed judgments, which must
consider the impact of engineering
solutions in global, economic,
environmental, and societal contexts
.
7. Topics:
Marketing professional services to include ethical issues
Contemporary marketing for the design and construction professional
Sales and business development
Marketing strategies
Proposal writing
Marketing image and communications
Marketing management
Introduction to estimating
Measuring quantities, site work, utilities, landscaping and such
Construction materials and configurations
Internal climate, mechanical and electrical functioning, and other considerations.
Other aspects of general building – pricing the estimate
CVEEN 5820: Project Scheduling
2. Credits and contact hours: Credits: 3; Contact Hours: 1 150-minute classe per week
3. Instructor’s or course coordinator’s name: D. Petersen
4. Text book: Text: Mubarek, Saleh, Construction Project Scheduling and Control
Software: Microsoft Project 2007 Standard Edition

a. Catalog Description: Meets with CVEEN 6820. Critical path methods, resource
balancing, influence of probability on time and cost (PERT), network techniques, case studies,
computer applications.

Engineering.

The students will become familiar with the methodology, processes, and tools used in project
scheduling as well as the different methods of scheduling and the pro’s and con’s of each.

(4) an ability to recognize ethical and professional an ability to explain and apply basic concepts
responsibilities in engineering situations and make in management related to project scheduling
informed judgments, which must consider the impact and cost control
of engineering solutions in global, economic,
7. Topics:
Activity sequencing and basic networks
Resource allocation and activity duration estimating
Critical path method
Bar charts
Float and resource leveling
Schedule control
Schedule updating
Schedule compression
Earned Value Analysis
PERT, GERT and LSM
Project presentations
CVEEN 5830: Project Management and Contract Administration
2. Credits and contact hours: Credits: 3; Contact Hours: 1 150-minute classe per week
3. Instructor’s or course coordinator’s name: D. Petersen
4. Text book: Project Management for Engineering and Construction, 2nd Ed., Garold D.
Oberlender

a. Catalog Description: Meets with CVEEN 6830. Construction management
processes; basic time and cost methodologies for planning; scheduling and controlling the use of
labor, equipment, and materials; financial and accounting systems used in the construction
industry..

Engineering.

Students will learn how to initiate, plan, execute, control and close engineering and construction
projects. Students will become proficient at putting together project plans and will learn how to
follow those plans during engineering and construction processes. Emphasis will be placed on
leadership, teambuilding and communication throughout the course.

(4) an ability to recognize ethical and professional an ability to explain basic concepts in
responsibilities in engineering situations and make management and business related to project
informed judgments, which must consider the impact management and contract administration.
of engineering solutions in global, economic,
7. Topics:
Introduction to project management/definitions
Working with project teams
Developing project plans
Defining scope and work breakdown structures
Schedule management
Cost management
Quality management
Risk management
Communications management
Procurement management and contracting methods
Engineering and Design management
Construction management
Monitoring progress
Closing projects
CVEEN 5850 –Engineering Law and Contracts
2. Credits and contact hours: Credits: 3; Contact Hours: 1 150-minute class per week
3. Instructor’s or course coordinator’s name: C. Coburn
4. Text book: none

a. Catalog Description: Meets with CVEEN 6850. Designed to provide science and
engineering students with a sufficient knowledge of law to enable them to recognize and deal
with legal problems which may arise in the fields of science, engineering, or technical
management. Topics covered include courts, trial procedures, evidence, contract law,
engineering contracts, agency, patents, trademarks, copyrights, trade secrets, product liability,
employer/employee law, business law including corporations, partnerships, joint ventures, etc.

Engineering.

The students will become sensitized to the legal environment in which consulting engineers
practice their profession.
The students will learn the fundamental principles of risk management.
The students will learn the legal principles applicable to professional liability claims.
The students will learn how these principles apply to the practice of consulting engineers.
The students will obtain a practical knowledge on managing liability risks inherent in design
professional practice.
(l) an ability to explain basic concepts in (l) an ability to explain basic concepts in management,
management, business, public policy, and business as related to contracts and contract law.
leadership; and explain the importance of
professional licensure.
7. Topics:
Risk management fundamentals
Theories of design professional liability (contract, tort, and agency law)
Licensing
Business organization.
Client/project selection
Procurement of design professional services
Owner-engineer agreements
Engineer-subconsultant agreements
Insurance
Construction project organization and delivery
Procurement of construction labor and materials
Contract documents
Changed conditions
Changes
Contract/project time: delay, disruption, suspension, and acceleration
Contract price and payment
Default; termination
Construction defects, warranties
Construction bonding
Project administration, communication, and documentation
Dispute resolution
Statutes
APPENDIX B – FACULTY VITAE
1. Name: Roshina Babu, Ph.D.
2. Education
• Ph.D., Civil Engineering, Dong-A University, Republic of Korea, 2019
• Master of Technology, Civil Engineering, National Institute of Technology,
Calicut, India, 2008
• Bachelor of Technology, Civil Engineering, RIT Kottayam, India 2006
3. Academic Experience
• University of Utah Asia Campus, Assistant Professor (Lecturer), 2020-present,
Full-time
• Dong-A University, Republic of Korea, Graduate Assistant, 2016-2019
• Department of Technical Education, Kerala, India, Assistant Professor, 2014-
2016, Full-time
• Indian Institute of Space Science and Technology, India, Reader, 2009-2014,
Full-time
• Toc H Institute of Science and Technology, India, Lecturer, 2008-2009, Full-time
4. Non-academic experience - (none)
5. Certifications or professional registrations - (none)
6. Current membership in professional organizations - (none)
7. Honors and awards - (none)
8. Service activities
• Significantly modified the courses for online conversion:
 CVEEN 2750-301: Computer Tools (Spring 2020)
 CVEEN 2010-301: Statics (Spring 2020)
 CVEEN 2140-301: Strength of Materials (Fall 2020)
 CVEEN 2310-301: Probability and Statistics (Fall 2020)
• The Kingdom of Tonga, Pacific Island: Developed and tested the groundwater
modeling component of ToGWIS (Tonga Groundwater Information System), a
smart water monitoring system for groundwater management in the face of
climate change and increasing water demands.
9. Selected publications
• Roshina Babu, Namsik Park and Byunghee Nam, Regional and well-scale
indicators for assessing the sustainability of small island fresh groundwater lenses
under future climate conditions, Environmental Earth Sciences, 2020, 79(1), 47.
• Roshina Babu, Namsik Park, Sunkwon Yoon and Taaniela Kula, Sustainability of
freshwater lens in small islands under anthropogenic and climate change stresses:
Tongatapu Island, 8th International Association for Hydro-Environment
Engineering and Research (IAHR) Groundwater Symposium, Nanjing, China, 17-
20 October 2018.
• Roshina Babu, Namsik Park, Sunkwon Yoon and Taaniela Kula, Numerical
modeling of groundwater resources for drought preparedness in small Pacific
Island of Tongatapu, 45th International Association of Hydrogeologists (IAH)
Congress, Daejeon, Republic of Korea, 9-14 September 2018.
• Roshina Babu, Namsik Park, Sunkwon Yoon and Taaniela Kula, Optimal
management of freshwater lens for extreme droughts in Tongatapu Island, 25th
Salt Water Intrusion Meeting (SWIM), Gdansk, Poland, 17-22 June 2018.
• Roshina Babu, Namsik Park, Sunkwon Yoon and Taaniela Kula, Sharp interface
approach for regional and well scale modeling of small island freshwater lens:
Tongatapu Island, Water, 2018, 10, 1636.
• Namsik Park, Chi Woong Jang and Roshina Babu, Development of minimum-
salinity feedwater for reduction of unit production cost of reverse-osmosis
desalination plants, Journal of Korea Water Resources Association, 2016, 49(5),
431-438.
10. Professional Development

2020 Boot Camp on Teaching Online: Center for Teaching and Learning Excellence,
The University of Utah from 6 July to 10 July (Online)
1. Name: Michael E. Barber, Ph.D., P.E.
2. Education
• Ph. D., Civil Engineering, University of Texas at Austin, 1991.
• M. S., Civil Engineering, Purdue University, 1983.
• B. S., Civil Engineering, University of New Hampshire, 1981.
3. Academic experience
• University of Utah, Professor, Chair, 2013-Present, full time.
• Washington State University, Professor, 2008 – 2013, full time.
• Washington State University, Associate Professor, 1999 – 2008, full time.
• Washington State University, Assistant Professor, 1994 – 1999, full time.
• Tulane University, Assistant Professor, 1991-1994, full time.
4. Non-academic experience
KKBNA Consulting Engineers, 1983-1988, full time.
5. Certifications or professional registrations

Registered Professional Engineer, Colorado, No. 24415.
6. Current membership in professional organizations

American Society of Civil Engineers
7. Honors and awards

• AWRA Utah Section Outstanding Service Award 2020
• Regional NIWR Representative, 2011-2013
• Elected President, UCOWR, 2009-2010
• Elected Secretary NIWR, 2005-2009
8. Service activities (selected recent)

• UNLV Graduate Program Review Committee Member 2021
• USDA Panel Manager for Water in Agriculture RFA, 2019-20
• University of Utah College of Engineering Executive Committee, 2013-present
• Faculty Mentoring Committee for several Assistant/Associate Professors
• M.M. Hasan, C. Strong, A.K. Kochanski, S.J. Burian and M.E. Barber, (2020).
“Validating Dynamically Downscaled Climate Projections for Mountainous
Watersheds Using Historical Runoff Data Coupled with the Distributed
Hydrologic Soil Vegetation Model (DHSVM).” Water, 12(5), 1389;
doi:10.3390/w12051389.
• Hasan, M., Burian, S., Barber, M. (2020). Determining the Impacts of Wildfires
on Peak Flood Flows in High Mountain Watersheds. Int. J. Environ. Impacts,
3(4), 339-351.
• H. Li, A. Alsanea, M. Barber, and R. Goel, (2019). “High-throughput DNA
Sequencing Reveals the Dominance of Pico- and other Filamentous
Cyanobacteria in an Urban Freshwater Lake.” Science of the Total Environment,
661:465-480, doi.org/10.1016/j.scitotenv.2019.01.141.
• H.E. Tavakol-Davani, H. Tavakol-Davani, S.J. Burian, B.J. McPherson, and M.E.
Barber, (2019). “Green Infrastructure Optimization to Achieve Pre-Development
Conditions of a Semiarid Urban Catchment.” Environmental Science: Water
Research & Technology, 5:1157-1171, doi:10.1039/c8ew00789f.
• S. Dhungel and M.E. Barber, (2018). “Estimating Calibration Variability in
Evapotranspiration Derived from a Satellite-based Energy Balance Model.”
Remote Sensing, 10, 1695, doi:10.3390/rs10111695.
• K. Rajagopalan, K. Chinnayakanahalli, C. Stockle, R. Nelson, C. Kruger, M.
Brady, K. Malek, S. Dinesh, M.E. Barber, G. Yorgey and J. Adam, (2018).
“Impacts of near-term Regional Climate Change on Agriculture in the Columbia
River Basin.” Water Resources Research, 54,
https://doi.org/10.1002/2017WR020954.
• H. Li, C. Hansen, N. Von Stackelberg, R. Goel, S. Burian, and M. Barber, (2018).
“Assessing and Modeling Climate Change Impacts on Cyanobacteria in Utah
Lake.” 2018 UCOWR/NIWR Annual Water Resources Conference, Oral
Presentation, Pittsburgh, PA, June 2018.
• Z. Rakib, M. Barber, and R. Mahler, (2017). “Climate Change Impacts on Urban
Stormwater Best Management Practices,” International Journal of Sustainable
Development and Planning, 12(1):155-164.
• M.G. Barik, J.C. Adam, M.E. Barber, and B. Muhunthan, (2017). Improved
Landslide Susceptibility Prediction for Sustainable Forest Management in an
Altered Climate. Engineering Geology, 230:104-117.
• R. Mahler and M. Barber, (2017). “Using Benthic Macro Invertebrates to Assess
Water Quality in 15 Watersheds in the Pacific Northwest, USA,” International
Journal of Sustainable Development and Planning, 12(1):51-60.
• G.K. Gould, M. Liu, M. Barber, K.A. Cherkauer, P. Robichaud, and J. Adam,
(2016). “The Effects of Climate Change and Extreme Wildfire Events on Runoff
Erosion over a Mountain Watershed,” Journal of Hydrology, 536:74-91.
10. Most recent professional development activities

• Attended/Presented at the 10th International Conference on Sustainable Water
Resources Management in Alicante Spain, 2019.
• Attended ASCE National Department Heads Conference in Dallas Texas 2019
• Attended and Presented at the 3rd International Conference on Design,
Construction, Maintenance, Monitoring and Control of Urban Water Systems in
Venice Italy, 2016.
1. Name: Steven F. Bartlett, Ph.D., P.E.
2. Education
• Ph.D., Civil Engineering, Brigham Young University, 1992
• BS, Geology, Brigham Young University, 1993
• The University of Utah, Associate Chair Civil and Envn. Eng. Asia Campus,
2019-Present
• The University of Utah, Assoc. Professor, Civil and Environmental
Engineering, 2007-Present
• The University of Utah, Assist. Professor, Civil and Environmental
Engineering, 2000-2006
Oracle Group Inc., 2010-present, part-time

Registered Professional Engineer, Utah, No. 178935

• American Society of Civil Engineers (ASCE)
• Earthquake Engineering Research Institute (EERI)

• 2001, 2007, 2005, 2010 Deans List for Top Instructors in College of Engineer
• 2015 Finalist for ASCE OCEA Award Colton Crossing Flyover
• 2011 ACEC Engineering Excellence Grand Award I-15 Widening
• 2010 APWA National Project of the Year, Beck Street Structure
• 2010 ASCE Local Outstanding Civil Engineering Award SR 519
• 2002ASCE OCEA Award I-15 Reconstruction
8. Service activities (within and outside of the institution)

University/College/Department Level
• 2016-present, Senate Advisor Committee on Budget and Planning, University of
Utah
• 2013-2019, CVEEN ABET Coordinator
• 2013-2019, Chair of CVEEN Undergraduate Committee
International/National/State Level
• 2003-present, Chair, Utah Liquefaction Advisory Group
• 2013-present, Member, NGL Pacific Earthquake Engineering Research Center
• 2015-present, Member ASCE Gas and Liquids Fuels Subcommittee
• Sharifi-Mood, M., Gillins, D. T., Olsen, M. J., Franke, K. W. and Bartlett, S. F.,
“A Geotechnical Database for Utah (GeoDU) Enabling Quantification of
Geotechnical Properties of Surficial Geologic Units for Geohazards Assessments”
Earthquake Spectra, 2020.
• Dangol, S. Ibarra L. F., Bartlett S. F., Pantelides, C. P., 2018, ‘Soil Effects on the
Response of Free-Standing Dry Storage Casks,” 16th European Conference on
Earthquake Engineering, June 18th -21st, 2018.
• Sharifi-Mood, M., Gillins, D. T., Franke, K. W., Harpert, J. N., Bartlett, S.F.
and Olsen, M. J., 2018, “Probabilistic Liquefaction-Induced Lateral Spread
Hazard Mapping and its Applications to Utah County, Utah,” Engineering
Geology, 237(2018)76-91.
• Aabøe, R, Bartlett, S. F., Duškov, M., Frydenlund, T. E., Mandal, J. N.,
Negussey, D., Özer, T. A., Hideki, T., Vaslestad, J., 2018, “Geofoam Blocks in
Civil Engineering Applications,” 5th International Conference on the Use of
Geofoam Blocks in Construction Applications, Kyrenia, Northern Cyprus, May
9th – 11th, 2018.
• Bartlett, S. F., Amini, Z., 2018, “Design and evaluation of seismic stability of
free-standing EPS embankment for transportation systems,” 2018,
5th International Conference on the Use of Geofoam Blocks in Construction
Applications, Kyrenia, Northern Cyprus, May 9th – 11th, 2018.
• Vaslestad, J., Bartlett, S. F., Aabøe, R, Burkart, H., Ahmed, T., Arellano, D. A.,
2018, “Bridge Foundations Supported by EPS Geofoam Embankments on Soft
Soil”, 5th International Conference on the Use of Geofoam Blocks in
Construction Applications, Kyrenia, Northern Cyprus, May 9th – 11th, 2018.
• Haghighi, N., Fayyaz S. K., Liu, X. C. and Bartlett, S. F., 2017, “Identifying
Network-Wide Critical Transportation Links Under Disaster Disruptions: A
Multi-Scenario and Probability-Based Simulation Approach, 96th Transportation
Research Board Annual Meeting, Washington, D.C., January 2017, 21 p.
• Farnsworth, C. B., Bartlett, S. F., and Lawton E. C., 2016 “Development of
a Multiflow In Situ Permeameter,” ASCE Geo-Chicago 2016, August 14th-18th,
2016, Chicago, Illinois, ASCE GSP 272, pp. 487-496.
10. Most recent professional development activities - (none)
1. Name: Steve Burian, Ph.D., P.E.
2. Education
• PhD, Civil Engineering, University of Alabama, 1999
• MS, Environmental Engineering, University of Alabama, 1995
• BS, Civil Engineering, University of Notre Dame, 1993
• The University of Utah, Director, Water Center, 2017-Present
• The University of Utah, Professor, Civil and Environmental Engineering, 2016-
Present
• The University of Utah, Assoc. Professor, Civil and Environmental Engineering,
2009-2016
• The University of Utah, Assist. Professor, Civil and Environmental Engineering,
2003-2009
• The University of Arkansas, Assist. Professor, Civil and Env. Engineering, 2000-
2003
• Harit Solutions Consultants, 2010-present, part time
• Los Alamos National Laboratory, 1998-1999, full time

Registered Professional Engineer, Utah, No. 24415

• American Geophysical Union
• American Society of Civil Engineers
• American Society for Engineering Education
• American Water Resources Association
• American Water Works Association
• Chi Epsilon (National Civil Engineering Honor Society)
• Water Environment Federation

• 2020 Excellence in Global Engagement Award, University of Utah
• 2019 Outstanding Professor of the Year, Dept of Civil and Env. Eng., University
of Utah
• 2019 Awarded Pakistan Civil Award “Sitara-i-Imtiaz” by President of Pakistan
• 2016 Outstanding Teacher, College of Engineering, University of Utah
• 2012 AWRA Utah Section, Outstanding Service in the Academic Sector
• 2011 Glen L. Martin Best Paper Award for the Civil Engineering Division of
ASEE
University/College/Department Level
• 2012-present, Assoc. Director, Global Change and Sustainability Center,
University of Utah
• 2007-present, Member, Department Executive Committee
• 2011-2014, Co-Director, Sustainability Curriculum Development, University of
Utah
• 2005-present, Faculty Advisor, American Water Resources Association Student
Chapter
• 2015-present, Faculty Advisor, Engineers Without Borders Student Chapter
• International/National/State Level
• 2020-present, Chair, Civil Engineering Division, ASEE
• 2016-present, Associate Editor, Journal of Water Resources Planning and
Management
• 2016-2020, Associate Editor, Smart Water Journal
• 2007-present, AWRA Utah Section Executive Board
• 2019-2020, Conference Program Chair, Civil Engineering Division, ASEE
• 2005-2012, Mentor and Assistant Mentor, ASCE ExCEEd Teaching Workshop
• Shin, S., Lee, S., Burian, S.J., Judi, D., and McPherson, T. (2020). “Evaluating
resilience of water distribution networks to operational failures from cyber-
physical attacks.” Journal of Environmental Engineering, 146(3),
https://doi.org/10.1061/(ASCE)EE.1943-7870.0001665
• Lee, S. and Burian, S.J. (2020). "Triple top line-based identification of sustainable
water distribution system conservation targets and pipe replacement timing."
Urban Water Journal, 16(9), 642-652, DOI: 10.1080/1573062X.2020.1713383.
• Hansen, C.H., Burian, S.J., Dennison, P.E., and Williams, G.P. (2019).
“Evaluating historical trends and influences of meteorological and seasonal
climate conditions on lake chlorophyll a using remote sensing.” Lake and
Reservoir Management, DOI: 10.1080/10402381.2019.1632397.
• Tavakol-Davani, He., Tavakol-Davani, Ha., Burian, S.J., McPherson, B.J.,
Barber, M.E. (2019). “Green infrastructure optimization to achieve pre-
development conditions of a semiarid urban catchment.” Environmental Science:
Water Research & Technology, 5, 1157 – 1171, DOI: 10.1039/c8ew00789f.
• Shin, S., Lee, S., Burian, S.J., Judi, D., McPherson, T., Parvania, M., and
Goharian, E. (2018). “Comprehensive review and needs assessment for resilience
measures of water infrastructure systems.” Water, 10, 262,
doi:10.3390/w10030262.
• Goharian, E. and Burian, S.J. (2018). “Developing an integrated framework to
build a decision support tool for urban water management.” Journal of
Hydroinformatics, available online 8 February 2018, jh2018088; DOI:
10.2166/hydro.2018.088.
• Sowby, R.B. and Burian, S.J. (2017). “A survey of energy requirements for public
water supply in the United States.” Journal of the American Water Works
Association, 109(7), E320-E330, DOI: 10.5942/jawwa.2017.109.0080.
• Hansen, C.H., Burian, S.J., Dennison, P., Williams, G. (2017). “Spatiotemporal
variability of lake water quality in the context of remote sensing models.” Remote
Sensing, 9 (5), 409, doi:10.3390/rs9050409.

Developed and delivered the National Faculty Development Program for the Higher
Education Commission of Pakistan (February 2020 to present)
1. Name: Edward Cazalas, Ph.D.
2. Education
• Ph.D., Nuclear Engineering, Pennsylvania State University, 2015
• M.S., Nuclear Engineering, Oregon State University, 2009
• B.S., Astrophysics, Pennsylvania State University, 2007
• B.A., Philosophy, Pennsylvania State University, 2007
• University of Utah, Assistant Professor, 2018-present, Full-time
• Air Force Institute of Technology (AFIT), Post-Doctoral Researcher, 2016-2018,
Full-time
• RAND Corporation, Stanton Nuclear Security Post-Doctoral Fellow, 2015-2016,
Full-time
6. Current memberships in professional organizations

• Institute of Electrical and Electronics Engineers (IEEE)
• American Nuclear Society (ANS)

Stanton Nuclear Security Fellowship
• Committee membership: Graduate Committee (2019-present), Cyber
Infrastructure Committee (2018-present), Faculty Awards Committee (2018-
2019).
• University of Utah TRIGA Reactor Peer Review (2020)
• ANS University of Utah Chapter Faculty Advisor (2020-present).
• Chair of Radiation Effects Technical Committee of ANS (2020-present).
• Reviewer to Journals: Nuclear Instruments and Methods in Physics Research A;
Materials Chemistry and Physics; Solid State Electronics; Nanoscale; Nature
Scientific Reports; IEEE Electron Device Letters; Springer Nature: Applied
Sciences.
• Reviewer to Conferences: University of Utah Virtual Undergraduate Research
Symposium Poster Evaluator (2020); IEEE Symposium of Radiation
Measurement and Applications Conference (SORMA, Berkley, CA, 2020).
• Reviewer to Proposals: NNSA MSIPP (2020); DOE SBIR (2019); University of
Utah Seed Grant (2019).
• T. Quist, E. Cazalas, “MCNP modeling of a multi-volume neutron spectrometer,”
American Nuclear Society Winter Conference, online presentation, Nov. 16-19,
2020.
• K. Powell, M. Lund, M.-J. Wang, Y. Qian, D. Magginetti, M. Reese, E. Cazalas,
G. Sjoden, H. Yoon, “Photovoltaic Response of Thin-Film CdTe Solar Cells
under Accelerated Neutron Radiation in a TRIGA Reactor,” Electronic Materials
Symposium, National Science Foundation (Jun. 2020).
• E. Cazalas, M.R. Hogsed, S. Vangala, M.R. Snure, J.W. McClory, “Gamma-ray
radiation effects in graphene field effect transistors with h-BN nanometer film
substrates,” Applied Physics Letters, 115, 223504 (Nov. 2019).
• M. Recker, E. Cazalas, J.W. McClory, J.E. Bevins, “Comparison of SiPM and
PMT performance using Cs2LiYCl6:Ce3+ (CLYC) scintillator with two optical
windows”, IEEE Transactions on Nuclear Science, 66, 8, 1959-1965 (Jul. 2019).
• W. Erwin, E. Cazalas, A. Cahill, J.A. Clinton, J.W. McClory, “The gamma
emission spectrum from the Fast Burst Reactor,” Journal of Radiation Effects and
Engineering, 37 (1), 50-56 (2019).
• E. Cazalas, “Defending cities against nuclear terrorism: Analysis of a radiation
detector network for ground based traffic”, Homeland Security Affairs Journal
(2018).
• M.C. Recker, E. Cazalas, J.W. McClory, “Pulse shape discrimination with a low-
cost digitizer using commercial off-the-shelf components,” Nuclear Instruments
and Methods in Physics Research Section A, 954, 161479 (Feb. 2020, originally
online Oct. 2018).
• W. Erwin, E. Cazalas, J.W. McClory, A.W. Decker, “Development of radiation
protection factors with gamma and neutron spectroscopy using a plutonium-
beryllium source,” Journal of Radiation Effects and Engineering, 36 (1), 81-86
(2018).
• B.K. Sarker, E. Cazalas, T.F. Chung, I. Childres, I. Jovanovic, Y.P. Chen,
“Position-dependent and millimeter-range photodetection in phototransistors with
micrometer-scale graphene on SiC,” Nature Nanotechnology, 12 (7), 668 (2017).
• E. Cazalas, B.K. Sarker, I. Childres, Y.P. Chen, I. Jovanovic, “Modulation of
graphene field effect by heavy charged particle irradiation,” Applied Physics
Letters, 109 (25), 253501 (2016).
• E. Cazalas, B.K. Sarker, M.E. Moore, I. Childres, Y.P. Chen, I. Jovanovic,
“Position sensitivity of graphene field effect transistors to X-rays,” Applied
Physics Letters, 106 (22), 223503 (2015).
1. Name: Jianli Chen, Ph.D.
2. Education
• 08/2014-08/2018 - Georgia Institute of Technology
Ph.D. in Building Construction
Minor on Statistics and High-Performance Building
• 05/2016-12/2017 - Georgia Institute of Technology
MS in Computational Science and Engineering
• 08/2012-05/2014 - Virginia Polytech Institute and State University
MS in Civil Engineering (Construction Engineering and Management)
Thesis: Utilization of Dynamic BIM and Wearable Technology for Infrastructure
Management
• 09/2007-07/2012 - Dalian Jiaotong University
Bachelor of Engineering in Civil Engineering and Computer Engineering
• 08/2020- Assistant Professor (Department of Civil and Environmental
Engineering) - the University of Utah
• 11/2018-08/2020 Post Doc at US National Renewable Energy Lab

• 06/2016 Georgia Tech Student Honor Society
• 12/2013 4th Place in 2013 International Student Competition on Cold-Formed
Steel Design
• 05/2013 Dean's List with Distinction Standing, Virginia Tech, College of
Engineering
• 03/2011 China National Encouragement Scholarship
8. Professional service
Reviewer for Applied Energy, Building and Environment, Energy and Buildings, Energy
Conservation and Management, Sustainable Cities and Society, Journal of Building
Engineering, Building Simulation, Energies, Journal of Construction Engineering and
Management.
• Jianli Chen, Godfried Augenbroe, Zhaoyun Zeng, Xinyi Song. "Regional
Difference and Related Cooling Electricity Savings of Air Pollutant Affected
Natural Ventilation Across the US", Building and Environment (Jan 2020).
• Yanan Liu, Yimin Xiao*, Jianli Chen. "Nonlinear dynamic analysis of solution
multiplicity of buoyancy ventilation in a typical underground structure", Building
and Environment (Jan 2020).
• Jianli Chen, Xinghua Gao, Yuqing Hu*, Zhaoyun Zeng, and Yanan Liu. "A meta-
model-based optimization approach for fast and reliable calibration of building
energy models." Energy (Sep, 2019).
• Yanan Liu, Yimin Xiao*, Jianli Chen, Tiecheng Zhou, Godfried Augenbroe,
Dong Yang, “A Network Model for Natural Ventilation Simulation in Deep-
Buried Underground Structures”, Building and Environment (Feb, 2019).
• Jianli Chen*, Gail Brager, Godfried Augenbroe and Xinyi Song. "Impact of
Outdoor Air Quality on the Natural Ventilation Usage of Commercial Buildings
in the US", Applied Energy (Nov, 2018).
• Jianli Chen*, Godfried Augenbroe, and Xinyi Song. "Light-weighted Model
Predictive Control for Hybrid Ventilation Operation Based on Clusters of Neural
Network Models". Automation in Construction (May, 2018).
• Jianli Chen*, Godfried Augenbroe, and Xinyi Song. "Evaluating the Potential of
Hybrid Ventilation for Small to Medium sized Office Buildings with Different
Intelligent Controls and Uncertainties in US Climates". Energy and Buildings
(Jan, 2018).
• Jianli Chen*, Godfried Augenbroe, Qinpeng Wang, and Xinyi Song. "Uncertainty
Analysis of Thermal Comfort in a Prototypical Naturally Ventilated Office
Building and Its Implications Compared to Deterministic Simulation". Energy and
Buildings (July, 2017).

• 07/2017 Internship at Disney Research Lab China
• Major Responsibility: Investigated the excessive energy consumption problem at
the Disney Shanghai Park based on the past operation data and building
simulation with calibration.
• 10/2011 Internship at Fujian Provincial Institute of Communications Planning and
Design
• 09/2011 Internship at Longpu Expressway Project Department
1. Name: Ramesh K. Goel, Ph.D.
2. Education
• 2005 - Post Doc, Environmental Engineering
University of Wisconsin, Madison (With Dr. Daniel Noguera)
• 2003 - Ph.D. in Environmental Engineering
University of South Carolina, Columbia (With Dr. Joe Flora)
• 1996 - Master of Science in Civil Engineering
Jadavpur University, Kolkatta, India.
• 1994 - Bachelor of Science in Civil Engineering
Jadavpur University, Kolkatta, India
• 2017- present: Professor- Civil & Environmental Engineering, University of Utah,
Salt Lake City
• July 2017 - present: Professor and Graduate Director, Civil & Environmental
Engineering, U of Utah, Salt Lake)
• July 2011 - present: Associate professor and Graduate Director, Civil &
Environmental Engineering, U of Utah, Salt Lake)
• January 2006 - June 2011: Assistant professor, Civil & Environmental
Engineering, U of Utah, Salt Lake)
• August 03 - December 05: Post Doc - Environmental Engineering, UW, Madison
(With Dr. Daniel Noguera). Research Topics: (1) Enhanced biological phosphorus
removal in Cannibal activated sludge process, (2) ecology of heterotrophic
bacteria that colonize drinking water distribution systems.
5. Certifications and professional organizations

• Member- AEESP
• Member- International Water Association (IWA)
• Member – American Society for Microbiology
• Member-Water Environment Federation
• Associate Member- American Society of Civil Engineers
• Member-American Society for Engineering Education

• Outstanding Faculty Member- Civil & Environmental Engineering Department,
University of Utah- 2016, 2018 and 2019
• AEESP Outstanding service award- 2018
• NSF-CAREER Award (2011-2016)- Bacteriophages in engineered and natural
systems.
• Outstanding Mentor- Civil & Environmental Engineering Department, University
of Utah- 2014-2015, 2017
• Outstanding Researcher award- Civil & Environmental Engineering Department,
University of Utah- 2008-2009
• Best Environmental Engineering Education paper award - American Society for
Engineering Education conference, Atlanta-2013.
• Indo-US Professorship to India by American Society for Microbiology.
• Best teaching award for tenure track faculty - Civil & Environmental Engineering
Department - 2007-2008.
• Faculty creative research grant- April 2007
• Best student advisor - Civil & Environmental Engineering Department, University
of Utah-2009-2010
• Best poster award in WEFTEC 2008 conference in Chicago.
• Outstanding Graduate Student Award for 2002-2003 in the Department of Civil &
Environmental Engineering, University of South Carolina
8. Service activities - (none)
• Li, H., Barber, M., Lu, J. and Goel, R. (2020). Microbial community successions
and their dynamic functions during harm ful cyanobacterial blooms in a
freshwater lake. Water Research; 185: 116292.
• Li, H., Hollstein, M., Podder, A., Gupta, V., Barber, M. and Goel, R. (2020).
Cyanotoxin impact on microbial mediated nitrogen transformations at the
interface of sediment-water column in surface water bodies. Environmental
Pollution; 266: 115283.
• Li, H., Barber, M., Jingrang, L. and Goel, R. (2020). Microbial community
successions and their dynamic functions during harmful cyanobacterial blooms in
a freshwater lake. Water research; 185: 116292.
• Gilcrease, E., William, R. and Goel, R. (2020). Evaluating the effect of silver
nanoparticles on bacteriophage lytic infection cycle-a mechanistic understanding.
Water Research; https://doi.org/10.1016/j.watres.2020.115900.
• Podder, A., Reinhart, D. and Goel, R. (2020). Nitrogen management in landfill
leachate using single-stage anammox process-illustrating key nitrogen pathways
under an ecogenomics framework. Journal of Bioresource Technology;
https://doi.org/10.1016/j.biortech.2020.123578.
• Su, J.-Y., Goel, R., Burian, S.J. and Barber, M.E. (2020). Assessing climate
change linkages related to water quality trading effectiveness for incorporating
ancillary benefits. International Journal of Environmental Impacts. Accepted, in
print.
• Jamal, R., Mubark, S., Sahulka, S.Q., Kori, J.A., Tajammul, A., Ahmed, J.,
Mahar, R.B., Olsen, M.S., Goel, R. and Weidhaas, J. (2020). Informing water
distribution line rehabilitation through quantitative microbial risk assessment
Science of the Total Environment Research Paper. In print in Science of the Total
Environment.
• Podder, A., Reinhart, D. and Goel, R. (2020). Integrated leachate management
approach incorporating nutrient recovery and removal. Waste Management; 102:
420-431.

1. Name: Luis Ibarra, Ph.D., P.E.
2. Education
• Stanford University, Stanford, CA, Civil and Environmental Engineering, Ph.D.
2004
• National Autonomous University of Mexico, Structural Engineering, M.E.1999
• University of Sonora, Mexico, Civil Engineering, B.S. 1992
• Associate Professor, Department of Civil and Environmental Engineering,
University of Utah, Salt Lake City, Utah; July 2016 – Present.
• Visiting Professor, Technical University of Vienna, Vienna, Austria; October
2017 – June 2018.
• Visiting Researcher, Nagoya University, Japan; May 2017 – June 2017.
• Assistant Professor, Department of Civil and Environmental Engineering,
University of Utah, Salt Lake City, Utah; August 2010 – June 2016.
• Senior Research Engineer, Center for Nuclear Waste Regulatory Analyses
(CNWRA) in Southwest Research Institute (SwRI), San Antonio, TX, January
2004 – July 2010
 Evaluation of seismic design and performance methodologies for nuclear
facilities.
 Nonlinear mechanical interaction of alloy materials under static and
dynamic loading.
 Structural and seismic analyses of nuclear engineered barrier systems.
 Study of coupled mechanisms in nuclear-waste containers.
 Structural evaluation of independent spent fuel storage installation.
 Effect of aging of concrete on seismic performance of reinforced concrete
structures.
 Stanford University (research assistant):
 Global collapse evaluation of frame structures subjected to extreme
seismic demands
 Development of deteriorating hysteretic models for nonlinear time history
analysis
 Development of a wood loading protocol for wood frames
 National Autonomous University of Mexico (research assistant):
 System identification studies of buildings
 Study of reinforced concrete buildings with flat slabs under earthquake
excitations
• Structural Design Engineer, Grupo Puebla, Mexico, March 1993 – July 1996
5. Certifications or professional memberships
• Member of the ASCE, AISC, EERI, ASEE, and ACI associations
• Reviewer of technical papers for the following journals: ASCE J. of Structural
Engineering, Engineering Structures, Earthquake Engineering and Structural
Dynamics, Engineering Structures, Earthquake Spectra, ASCE Journal of Bridge
Engineering, The Structural Design of Tall and Special Buildings J. (Technical
Board Member), Nuclear Engineering and Design, Engineering Structures,
Revista de Ingenieria Sismica, and Structures and Buildings J.
8. Service activities - (none)
9. Selected Publications
• Uribe R., S. Sattar, M.S. Speicher, L. Ibarra (2019) “Effect of Common U.S.
Ground Motion Selection Methods on the Structural Response of Steel Moment
Frame Buildings.” Earthquake Spectra Journal. Volume 35, No. 4, pages 1611–
1635, November 2019.
• Upadhyay A, CP Pantelides, L Ibarra (2019) “Residual drift mitigation for bridges
retrofitted with buckling restrained braces or self-centering energy dissipation
devices.” Engineering Structures,
https://doi.org/10.1016/j.engstruct.2019.109663.
• Wang Y, L Ibarra, C. Pantelides (2019) “Collapse capacity of reinforced concrete
skewed bridges retrofitted with buckling-restrained braces.” Journal of
Engineering Structures. https://doi.org/10.1016/j.engstruct.2019.01.033.
• Wang Y, L Ibarra, and C Pantelides (2016) “Seismic Retrofit of a Three Span
Bridge with Buckling Restrained Braces.” ASCE Journal of Bridge Engineering,
04016073. May 2016.
• Parks JE, CP. Pantelides, L Ibarra, DH Sanders (2020) “Cyclic Tests and
Modeling of Stretch Length Anchor Bolt Assemblies for Dry Storage Casks.”
ACI. Accepted for Publication, June 2020.
• Tsantaki, S., Adam, C. & Ibarra, L.F. (2017) “Intensity measures that reduce
collapse capacity dispersion of P-delta vulnerable simple systems”. Bulletin of
Earthquake Engineering, 2017, 15: 1085. doi:10.1007/s10518-016-9994-4
• Tsantaki S, L Ibarra, C Adam (2015) “Effect of Aleatory and Epistemic
Uncertainties on Collapse Capacity Spectra.” Bulletin of Earthquake Engineering.
Vol. 13, Issue 4 (2015), Page1205-1225.
1. Name: Jerod G. Johnson, Ph.D., S.E., S.E.C.B.
2. Education
• Ph.D. Civil & Environmental Engineering, University of Utah, 2012
• M.S. Civil & Environmental Engineering, University of Utah, 1999
• B.S. Civil & Environmental Engineering, University of Utah, 1996
• May 2014 – Present, Adjunct Assistant Professor, Department of Civil &
Environmental Engineering, University of Utah, Salt Lake City, Utah.
• January 2012 – May 2014, Associate Instructor, Department of Civil &
Environmental Engineering, University of Utah, Salt Lake City, Utah.
• January 2000 – May 2007 – Associate Instructor, Department of Civil &
Environmental Engineering, University of Utah, Salt Lake City, UT
• Courses: Introduction to Concrete Design, Concrete Design I, Masonry Design,
Timber Design, Guest Lecturer. Professional Experience
4. Non-Academic experience
• March 1996 – Present, Principal, Reaveley Engineers
• June 1994 – March 1996, Assistant Project Engineer, Layton Construction
• March 1993 – March 1994, Surveyor, Hall Engineering & Construction
5. Certifications or p rofessio nal Registration

• Registered Professional Structural Engineer: Utah, Hawaii, Guam
• Registered Professional Engineer: Texas, Montana, Louisiana, Virginia, North
Dakota, Colorado, Arizona.
• Certified - Structural Engineering Certification Board (SECB)
• Structural Engineers Association of Utah Structural Engineers Association of
Northern California Earthquake Engineering Research Institute United States
Resiliency Council

• 2011 – Recognized among Utah’s Top 40 Business Professionals Under 40, Utah
Business Magazine.
• 2013 – Structural Engineers Association of Utah – Engineer of the Year
• Professional Service Activities
• 2009 – 2017, Member of Salt Lake City and County Building Conservancy
Committee, Committee Chair.
• 2008-2011, Board Member – Structural Engineers Association of Utah.
• 2012 – Appointed Associate Member ASCE 7-16 Subcommittee on Seismic
Loads
• 2013-2016, Board Member – Structural Engineers Association of Utah
• 2014-2015, President – Structural Engineers Association of Utah
• 2014-2016, Board Member – Earthquake Engineering Research Institute – Utah
Chapter
• 2020-Present, Chair – ACEC Utah Chapter DFCM Committee Training ATC 20
– Current as of May, 2015
• Utah State Capitol Seismic Isolation and Renovation City County Building
Seismic Isolation System Upgrade, Salt Lake City, UT
• Lord Strathcona Seismic Isolation Peer Review, Vancouver, BC
• Salt Palace Expansion, Phase II, Salt Lake City, UT Southtowne Exposition
Center, Sandy, UT
• Novell Building H, Provo, UT
• Mexico City Temple Renovation, LDS Church City and County Building
Isolation Study, Salt Lake City, UT
• Daybreak Corporate Center, South Jordan, UT
• Thatcher Building for Biological and Biophysical Chemistry, University of Utah
• Salt Lake Public Library, Salt Lake City, UT
• Provo Recreation Center, Provo, UT
• Park City History Museum, Park City, UT
• Marriott Library Renovation, University of Utah
• Marriott Center Renovation, Brigham Young University
• Huntsman Arena Renovation Phase I, University of Utah
• Huntsman Cancer Institute, Salt Lake City, UT
• Tooele High School, Tooele, UT
• Salem High School, Salem, UT
• Spencer and Cleone Eccles Football Center, University of Utah
• Second District Juvenile Court Ogden, UT Provo
• Power, Administration & Warehouse Crocker Science Center Seismic Upgrade
and Expansion, University of Utah
• Fourth District Court, Provo, UT
• Central Campus Parking Garage, University of Utah
• Health Science Campus Parking Garage, University of Utah
• Clyde Building Evaluation, Brigham Young University Provo
• City Hall & Public Safety Building, Provo Utah (under construction)
• Primary Childrens Medical Center Lehi, UT (under construction)
9. Selected Publications
• “Modern Solutions to Historic Problems,” Volume 9, p. 52-56, Utah Preservation
Magazine
• Featured Technical Author – NCSEA – Structure Magazine
1. Name: Nickolas S. Jovanovic, Ph.D., P.E.
2. Education
• Ph.D., Engineering and Applied Science, Yale University, 1998.
• M.Phil., Engineering and Applied Science, Yale University, 1993.
• M.S., Engineering and Applied Science, Yale University, 1992.
• M.S., Mechanical Engineering, Rensselaer Polytechnic Inst., 1988.
• B.S., Mechanical Engineering, Northwestern University, 1982.
• University of Utah Asia Campus (UAC), Incheon, South Korea.
• Dept. of Civil and Environmental Engineering, 2020-present.
• Professor Lecturer, University of Arkansas at Little Rock (UALR), Little Rock,
Arkansas
• Donaghey College of Engineering and Information Technology DCEIT
Assessment and Accreditation Coordinator, 2015-2019.
• Dept. of Construction Mgmt. & Civil and Construction Engineering, 2010-2020.
• Dept. of Systems Engineering, 1999-2010.
• Dept. of Engineering Technology, 1996-1999.
• Yale University, New Haven, Connecticut. Dept. of Mechanical Engineering.
• Part-Time Acting Instructor, 1994-1996.
• Teaching Fellow, 1990-1994.
• U.S. Naval Submarine School, Groton, Connecticut, Leadership and Management
Education and Training Division, Full-Time Instructor, 1987-1990.
• U.S.S. Providence (SSN 719), Nuclear Submarine, Groton, CT. Division Officer,
1984-1987.
• U.S. Navy Submarine Officer School, New London, CT, 1983-1984.
• U.S. Navy Nuclear Prototype, West Milton, New York, 1983-1983.
• U.S. Navy Nuclear Power School, Orlando, Florida, 1982-1983.

Professional Engineer, State of Arkansas license number 9149.

• Accreditation Board for Engineering and Technology (ABET)
• American Society of Engineering Education (ASEE)

• Outstanding Teaching Award, Department of Engineering Technology, 1999.
• UALR Faculty Excellence Award in Teaching for DCISSE, 2000.
• Faculty Senate, senator from EIT, meets monthly, 2005-present.
• Undergraduate Council, member from EIT, meets weekly, 2010-2018.
• Council of Core Curriculum and Policies, member from EIT, meets weekly, 2013-
2018.
• Honors and Awards Committee, chairperson, 2010-2017.
• Planning and Finance Committee, member, 2010-2017.
• DCEIT Assessment and Accreditation Coordinator, 2015-2019.
• DCISSE and DCEIT Dean Search Committees, member (1999 and 2014).
• DCISSE Assembly, vice president (multiple years).
• Policy and Personnel Committee, member (multiple years).
• Program Coordinator
 Civil and construction engineering program coordinator, 2010-2019.
 Architectural and construction engineering program coordinator, 2012-
2019.
 Advise all students (approximately 120 students), 2010-2017, approve all
degree plans for graduating students.
 Coordinate significant aspects of the ABET review process.
 Develop and implement program and curriculum changes, develop and
coordinate program assessment.
 Recruit professional engineers from industry to sponsor senior design
projects.
• H. C. Patangia, P. Warrick, N. S. Jovanovic, and J. Urbina, Exploring Engineering
Through Project-Based Experiential Learning for Pre-College Educators,
Proceedings of the 2004 ASEE Annual Conference, June 2004.
• B. A. Kucera, D. Morton, R. Edberg, N. Jovanovic, Expanding the AG
Community in a Closed Universe, Proceedings of AG Technical Retreat 2001,
Argonne, Illinois, January 30-31, 2001.
• Selected Scholarly Presentations
• N. S. Jovanovic, The Virtual Classroom and Laboratory for Thermodynamics
Education, presented at the 2000 ASEE Annual Conference, St. Louis, Missouri,
June 18-21, 2000.
• N. S. Jovanovic, Using World Wide Web Course Tools (WebCT) for Close
Learning, presented at the 2000 ASEE Annual Conference, St. Louis, Missouri,
June 18-21, 2000.
• Z. R. Kaufmann, N. S. Jovanovic, and L. W. Laettner, Undergraduate Research
Participation: Designing and Building a New Generation Beowulf-Class PC
Cluster, presented at the 2000 ASEE Annual Conference, St. Louis, Missouri,
June 18-21, 2000.
1. Name: Evert C. Lawton, Ph.D., P.E.
2. Education
• 1986: Graduated in December from Washington State University with a Doctor of
Philosophy in Civil Engineering. Emphasis: Geotechnical.
• 1983: Graduated in May from San Diego State University with a Master of
Science in Civil Engineering. Emphasis: Geotechnical.
• 1980: Graduated in January from the University of Virginia with a Master of
Engineering in Civil Engineering. Emphasis: Structural.
• 1977: Graduated with honors in May from the University of Virginia with a
Bachelor of Science in Civil Engineering. Emphasis: Structural.
• Department of Civil & Environmental Engineering, University of Utah, Salt Lake
City, Utah
• July 2002 – Present: Professor;
• December 1994 – August 2002 and May 2012 – June 2013: Associate Chair;
• July 1994 – June 2002: Associate Professor;
• August 1991 - June 1994 Assistant Professor
• January 1987 - August 1991; Assistant Professor - Department of Civil &
Architectural Engineering, University of Miami, Coral Gables, Florida
• June 1984 – December 1986; Teaching and Research Assistant - Washington
State University, Pullman, Washington
• May 1985 - August 1985 Construction Manager - Schnabel Foundation Company,
Dallas, Texas
• June 1982 - May 1984 Geotechnical Engineer - Bridge Division, Virginia
Department of Highways and Transportation, Richmond, Virginia
• June 1977 - August 1981 Structural Engineer - Bridge Division, Virginia
Department of Highways and Transportation, Richmond, Virginia

• California Professional Engineer License No. C039328
• Florida Professional Engineer License No. 37850 (currently inactive)
• Utah Professional Structural Engineer License No. 190745-2203
• Virginia Professional Engineer License No. 13774 (currently inactive)
• Washington Professional Engineer License No. 22069

• American Society of Civil Engineers (currently inactive)
• International Society for Soil Mechanics and Geotechnical Engineering (currently
inactive)
• 2017 Nominated by ASCE for Utah Engineering Educator of the Year Award
• 2012 University Distinguished Teaching Award, University of Utah 2007-08
Outstanding Teacher Award for Tenured Professors, students of Department of
Civil and Environmental Engineering, University of Utah.
• 2005 Utah Engineering Educator of the Year, Utah Engineers Council
• 2005 Engineering Educator of the Year, American Council of Engineering
Companies of Utah
• 1999-2000 Educator of the Year, Student Chapter of ASCE, University of Utah
• 1999-2000 Engineering Educator of the Year, Utah Section of the American
Society of Civil Engineers

• Professional Societies Transportation Research Board, Committee A2J02,
Chemical and Mechanical Stabil ization of Soils, Member, January 1999 –
June 2007.
• American Society of Civil Engineers, Soil Properties Committee and Unsaturated
Soils Subcommittee, Member, 1994 - 2007.
• American Society of Civil Engineers, Utah Section, Geotechnical Engineering
Group. Chair of the Educational Committee (1992-95).
• Florida Engineering Society, Engineers in Education Practice Section.
Secretary/Treasurer, Second Vice-Chairman, First Vice Chairman, and Chairman
(1987-1991).
• Journal reviewer for: the Journal of Geotechnical and Geoenvironmental
Engineering Transportation Research Record, Geotechnical Testing Journal,
Canadian Geotechnical Journal, and Geotextiles and Geomembranes.
• Farnsworth, C.B., Bartlett, S.F., and Lawton, E.C. (2016). “Development of a
Multiflow In Situ Permeameter.” ASCE Geo-Chicago, Chicago, Illinois, ASCE
Geotechnical Special Publication 272, August, pp. 487-496.
• Bartlett, S.F., Lawton, E.C., and Gibbs, Z.M. (2016). “Evaluation of Secondary
Consolidation Settlement Associated with Embankment Construction for Fast-
Paced Transportation Projects.” Prepared for Utah Department of Transportation
Research Division, Salt Lake City, August, 472 pp.
• Burns, H., Lawton, E., and Romero, P. (2020), “Forensic Evaluation of Geogrid-
Reinforced Flexible Pavement Sections on SR-10 Near Emery, Utah.” Report No.
UT-20/05, Utah Department of Transportation, March, 346 pp.
• Platt, M. R., Lawton, E.C., and Bartlett S.F. (2020). “Instrumentation and
Settlement Analysis of Approach Embankment for SR-77/1500 West Bridge in
Springville, Utah.” Report No. UT-20.??, February, in publication.
10. Briefly list the most recent professional development activities - (none)
1. Name: Joshua Lenart, Ph.D.
2. Education
• Ph.D., University of Utah, 2013
• MA, Montana State University, 2005
• BA, The Ohio State University, 2001
• University of Utah, CLEAR Program, Associate Instructor, 2014-Present
• Westminster College, Professional Communication Program, Adjunct Faculty,
2013-2014
• University of Utah, Department of Rhetoric and Writing Studies, Graduate
Teaching Fellow, 2007-2013
• Hawai‘i Pacific University, Department of English, Adjunct Instructor, 2006-
2007
• Montana State University, Department of English, Graduate Teaching Assistant,
2003-2006
Utah DWR Central Region Advisory Council, Councilmember, 2017-Present

• Association of Business Communication
• American Society for Engineering Education
• IEEE Professional Communication Society
• National Council of Teachers of English
• Research Network Forum

• 2020 Utah’s Watershed Restoration Initiative Restoration Grant, Contributor
• 2015 Chair’s Award for Best Informational Design for Research Poster
Presentation, Conference on College Composition and Communication
• 2015 Global Learning Across the Disciplines Teaching Grant
• 2015-present, Center for Infrastructure Transformation & Education, Contributor/
Peer Reviewer
• 2019 Environmental Rhetoric and Advocacy Special Interest Group, Conference
on College Composition & Communication, Organizer
• 2017-2019, IEEE Professional Communication Society, Contributor/ Peer
Reviewer
• 2020-present Backcountry Hunters & Anglers, Policy Advisor
• 2016-2020, Backcountry Hunters & Anglers, Utah Chapter Chair
• 2017-present, Utah DWR Central Region Advisory Council, Councilmember
• 2019-2020, Utah DWR Mule Deer Management Plan, Committee Member
• Berdanier, C.G. and Lenart, J. (October 2020). So, You Have to Write a Literature
Review: A Guided Workbook for Engineers. Hoboken, NJ: Wiley-IEEE Press
https://www.wiley.com/en-us/searchpq=catherine%20berdanier%7Crelevance.
• Richards, J.L., Lenart, J., Sumner, D., and Christensen, D. (November 2018).
“From Big Ag to Campus Cafeterias: Intersections of Food-Supply Networks as
Technical Communication Pedagogy.” Open Library of Humanities, 4(2), DOI:
http://doi.org/10.16995/olh.381.
• Lenart, J. and Berdanier, C. G. (July 2017). “Development of a Genre Analysis
Framework to Investigate Engineering Literature Reviews.” IEEE Professional
Communication Society, Madison, WI,
https://ieeexplore.ieee.org/document/8013956.
• Lenart, J. (October 2016). “An Examination of a Federal Land Transfer from a
Civil and Environmental Engineering Perspective: Evaluating the Triple Bottom
Line.” IEEE Professional Communication Society, Austin, TX.
https://ieeexplore.ieee.org/document/7740481.
• Schmucker, D., Lenart, J., Burian, S., and Motlagh, A. M. (June 2016). “A Civil
Infrastructure System Perspective –Not Just the Built Environment.” American
Society for Engineering Education, New Orleans, LA.
https://www.asee.org/public/conferences/64/papers/16261/view.
• Burian, S., Schmucker, D., Lenart, J., Tavakoldavani, H., Romero, P., and Barber,
M. (June 2016). “Developing Global Learning Outcomes in a Civil Engineering
Program.” American Society for Engineering Education, New Orleans, LA.
https://www.asee.org/public/conferences/64/paper.

• October 2020, “Team Writing & the Triple Bottom Line: A Collaboration with
the Forest Service for Enhancing Workplace Preparedness,” Assoc. of Business
Comm. Conference
• November 2018, “Don’t Tread on Me: Infrastructure Development, Resource
Conflict, and the Outdoor Recreation Industry in Lands Adjacent to Bears Ears
and Grand Staircase-Escalante National Monuments,” National Communication
Association
• June 2018, “A Feasibility Assessment of Infrastructure Development on Rural
Communities, Resources, and the Environment on Federal Public Lands Outside
Bears Ears and Grand Staircase-Escalante National Monuments,” Internat’l.
Assoc. for Society & Natural Resources
• March 2018, “Landscape-Scale Understanding of Wildlife & Habitat on Utah’s
Public Lands,” Symposium on Hunting, Fishing & Conservation, Utah State
University
• July 2017, “A Genre Analysis of Graduate Student Literature Reviews in
Engineering: Toward Understanding Patterns of Disciplinary Argumentation,”
IEEE Professional Communication Society
1. Name: Xiaoyue Cathy Liu, Ph.D., P.E.
2. Education
• Ph.D. Transportation Engineering, June 2013 - Department of Civil and
Environmental Engineering, University of Washington, Seattle
• M.S. Transportation Planning and Management, May 2009 - Department of
Transportation Studies, Texas Southern University, Houston, Texas
• B.S. Electronics and Electrical Engineering (with honors), July 2006 -
Department of Electronics and Electrical Engineering, Beijing Jiaotong
University, Beijing, China
• University of Utah, Salt Lake City, UT, (06/2019-Present)
Associate Professor, Department of Civil & Environmental Engineering
• University of Utah, Salt Lake City, UT, (07/2013-06/2019)
Assistant Professor, Department of Civil & Environmental Engineering
• Smart Transportation Applications and Research (STAR) Laboratory, University
of Washington, Seattle, WA, (06/2013-08/2013), Research Associate
• Washington State Department of Transportation, (03/2013-06/2013)
Traffic Engineering at Urban Planning Office
• Smart Transportation Applications and Research (STAR) Laboratory, University
of Washington, Seattle, WA, (04/2009-06/2013), Graduate Research Assistant
• Texas Southern University, Houston, TX, (08/2006-12/2008)
Graduate Research Assistant
5. Certification or professional registration

• Professional Engineer, State of Utah
• Graduate Certificate in Global Trade, Transportation, and Logistics Studies,
University of Washington

• Transportation Research Board; Institute of Transportation Engineers; American
Society of Civil Engineers

• 2019 Outstanding Reviewer ASCE Journal of Transportation Engineering, Part A:
Systems
• 2017 Outstanding Educator Award, Western ITE
• 2017 Faculty Fellow Awards, University of Utah
• 2016 Nominee for Utah Engineering Council Educator of the Year
• 2016 Utah ITE Educator of the Year
• 2019 ─ Now: Chair, Transportation Research Board ACP40 Highway Capacity
Quality of Service Committee Technology Transfer Subcommittee
• 2019 ─ Now: Transportation Research Record Handling Editor
• 2019: Guest Editor for IEEE Transactions on ITS – Special Issue on Public
Transit Planning and Operation in the Era of Automation, Electrification and
Personalization
• 2019 ─ Now : Affiliated faculty member for Data Science Center, School of
Computing, University of Utah
• 2018 ─ Now: Editorial Board, Computers, Environment and Urban Systems
• 2016 ─ 2019: Committee Member, Transit Capacity and Quality of Service,
Transportation Research Board
• 2016 ─ 2019: Member and Paper Review Coordinator Highway Capacity Quality
of Service (HCQS), Transportation Research Board
• 2010 ─ 2019: Committee Member, Transportation Research Board (TRB)
Committee on Managed Lanes (AHB35)
• Yirong Zhou, Xiaoyue Liu, Ran Wei and Aaron Golub, Bi-Objective
Optimization for Battery Electric Bus Deployment Considering Cost and
Environmental Equity. IEEE Transactions on Intelligent Transportation Systems,
doi: 10.1109/TITS.2020.3043687, 2020.
• Zhiyan Yi, Xiaoyue Liu, Jeff Phillips, and Nikola Markovic. Inferencing Hourly
Traffic Volume Using Data-Driven Machine Learning and Graph Theory.
Computers, Environment and Urban Systems. Vol 85, 2020.
• Zhuang Dai, Xiaoyue Liu, Xi Chen, and Xiaolei Ma. Joint optimization of
scheduling and capacity for mixed traffic with autonomous and human-driven
buses: A dynamic programming approach. Transportation Research Part C:
Emerging Technologies. Volume 114, pp 598-619, 2020.
• Yongping Zhang, Diao Lin, and Xiaoyue Liu. Biking Islands in Cities: An
Analysis Combining Bike Trajectory and Percolation Theory. Journal of
Transport Geography. Vol 80, 2019.
• Zhuang Dai, Xiaoyue Liu, Zhuo Chen, Ren-yong Guo, and Xiaolei Ma. A
Predictive Headway-based Bus-holding Strategy with Dynamic Control Point
Selection: A Cooperative Game Theory Approach. Transportation Research Part
B: Methodological. Vol 125, pp 29-51, 2019.
• Zhuo Chen, Xiaoyue Liu, and Ran Wei. Agent-based Approach to Analyzing the
Effects of Dynamic Ridesharing in a Multimodal Network. Computers,
Environment and Urban Systems. Vol 74, pp 126-135, 2018.
• Zhuo Chen and Xiaoyue Liu. Roadway Asset Inspection Sampling using High-
Dimensional Clustering and Locality-Sensitivity Hashing. Computer-Aided Civil
and Infrastructure Engineering. Vol 34, Issue 2 pp. 116-129, 2018.
1. Name: Nikola Markovic, Ph.D.
2. Education
• Doctor of Philosophy, Civil Engineering, University of Maryland, 2013
• Master of Science, Civil Engineering, University of Maryland, 2010
• Bachelor of Science, Transportation Engineering, University of Belgrade, 2009
• University of Utah, Assistant Professor, 2018-present
• University of Maryland, Faculty Assistant, 2015-2018
• University of Maryland, Postdoctoral Fellow, 2013-2015

• Transportation Research Board
• Institute for Operations Research and Management Science (INFORMS)

2015 Glover-Klingman Prize for best paper published in Networks in 2015
• Member of numerous University of Utah committees
• Reviewer for numerous journals
• Data-drive robust resource allocation with isotonic cost functions. Operations
Research. 2021.
• Scaling GPS trajectories to match point traffic counts: A convex programming
approach and Utah case study. Transportation Research Part E.
• A deep convolutional neural network based approach for vehicle classification using
large-scale GPS trajectory data. Transportation Research Part C.
• Estimating historical hourly traffic volumes via machine learning and vehicle probe
data: A Maryland case study. Transportation Research Part C.
• Applications of Trajectory Data from the Perspective of a Road Transportation
Agency: Literature Review and Maryland Case Study. IEEE Transactions on ITS.
• Evasive flow capture: A multi-period stochastic facility location problem with
independent demand. European Journal of Operational Research.

INFORMS meeting, 2019.
1. Name: Emily Marron, Ph.D.
2. Education
• Ph.D., Civil & Environmental Engineering, University of California Berkeley,
2020
• MS, Environmental Chemistry, ETH Zürich, 2014
• BS, Civil & Environmental Engineering, The Ohio State University, 2012
• University of Utah CvEEN Department: Asst. Professor, 2021-present
• Stanford University Woods Institute for the Environment, Postdoctoral Scholar,
2020-2021
• Malcolm Pirnie (now Arcadis), Wastewater Treatment Team, Technical Intern,
2011
• Ohio Environmental Protection Agency, Division of Air Pollution Control,
College Intern, 2010

• Member, American Chemical Society, 2014-present
• Member, American Water Works Association, 2017-present

• AWWA Academic Achievement Award – 2nd Place Dissertation (National
Competition), 2021
• AWWA Academic Achievement Award – 1st Place Dissertation (CA-NV
Section), 2020
• UC Berkeley Outstanding Graduate Student Instructor Award, 2018
• ETH Zurich Excellence Scholar and Opportunity Program, 2012-2014
• National Science Foundation Graduate Research Fellowship, 2012
• Ohio State Women in Engineering Leadership Award, 2012
• Ohio Environmental Protection Agency Environmental Engineering Scholar,
2012
• Ohio State College of Engineering Honors Undergraduate Research Scholar, 2012
• Ohio State Department of Civil & Environmental Engineering Carolyn J. Merry
Scholar, 2012
• Reviewer, Water Research, Environmental Science and Technology
• Reviewer, National Science Foundation, Environmental Chemical Sciences
Division
• Volunteer, Bay Area Scientists in Schools (BASIS), 2018-2020
• Outreach Committee member, Student Diversity & Inclusion Initiative,
ReNUWIt, 2019
• Co-chair, Gordon Research Seminar, Environmental Sciences: Water, 2018
• UC Berkeley Student Representative, Student Leadership Council, ReNUWIt,
2017
• Volunteer, ReNUWit Ingenuity Lab at Lawrence Hall of Science, 2016-2018
• Marron, E. L.; Van Buren, J.; Cuthbertson, A. A.; Darby, E.; von Gunten, U.;
Sedlak, D. L. Reactions of α,β-Unsaturated Carbonyls by Free Chlorine, Free
Bromine, and Combined Chlorine. Environmental Science & Technology. 2021,
55(5), 3305-3312.
• Marron, E. L.; Van Buren, J.; Prasse, C.; Sedlak, D. L. Formation and Fate of
Carbonyl Compounds in Potable Water Reuse. Environmental Science &
Technology. 2020, 54 (17), 10895-10903.
• Van Buren, J.; Prasse, C.; Marron, E. L., Skeel, B.; Sedlak, D. L. Ring-Cleavage
Products Produced During the Initial Phase of Oxidative Treatment of Alkyl-
Substituted Aromatic Compounds. Environmental Science & Technology. 2020,
54 (13), 8352-8361.
• Marron, E. L.; Mitch, W. A.; von Gunten, U.; Sedlak, D. L. A Tale of Two
Treatments: the Multiple Barrier Approach to Removing Chemical Contaminants
during Potable Water Reuse. Accounts of Chemical Research. 2019, 52 (3), 615-
622.
• Janssen, E. M.; Marron, E. L.; McNeill, K. Aquatic photochemical kinetics of
benzotriazole and structurally related compounds. Environmental Science:
Processes & Impacts. 2015.17 (5), 939-946.
Presentations
• Marron, E. L., Van Buren, J., Cuthbertson, A. A., Darby, E., von Gunten, U.,
Sedlak, D. L. Formation and fate of carbonyl compounds during potable water
reuse. American Chemical Society. August 2020. Oral Pres.
• Marron, E. L., Van Buren, J., Darby, E., Sedlak, D. L. Transformation of α,β-
unsaturated carbonyl compounds by free and combined chlorine: a mechanistic
study. GRC: Disinfection, Byproducts, and Health. July 2019. Oral Pres.
• Marron, E. L., Van Buren, J., Prasse, C., Sedlak, D. L. Formation and fate of
aldehydes during potable water reuse systems. American Association of Env.
Engineering and Science Professors. Phoenix, AZ. May 2019. Poster.
• Marron, E. L., Van Buren, J., Prasse, C., Sedlak, D. L. Aldehydes in advanced
wastewater treatment for potable reuse. Gordon Research Conference,
Environmental Sciences: Water. Holderness, NH. June 2018. Poster.
• Marron, E. L., Prasse, C., Sedlak D. L. Aldehydes in closing the TOC mass
balance in RO permeate. IWA Water Reuse. Long Beach, CA. July 2017. Oral
Pres.
• Marron, E. L., Bonvin, F., Sedlak D. L. Low molecular weight compounds in
potable water reuse. Gordon Research Conference, Environmental Sciences:
Water. Holderness, NH. June 2016. Poster.
• Bonvin, F., Marron, E. L., Sedlak, D. L., Odorous compounds: A barrier to DPR?
Oral presentation at 19th Annual Water Reuse and Desalination Research
Conference, Huntington Beach, CA. May 2015. Oral Pres.

Conference and workshop attendance every year
1. Name: Luther McDonald IV, Ph.D.
2. Education
• Post-Doctoral Fellow, Environmental Chemistry, Pacific Northwest National
Laboratory, 2013
• Ph.D., Radiochemistry Washington State University, 2013
• B.S., Chemistry University of West Florida, 2009
• University of Utah, Associate Professor, 2020-present, Full-time
• University of Utah, Assistant Professor, 2014-2020, Full-time
• Washington State University - TriCities, Adjunct Professor, 2013, Part-time
5. Current memberships in professional organizations

• American Chemical Society (ACS)
• Materials Research Society (MRS)
• Institute of Nuclear Materials Management (INMM)
6. Professional registrations - (none)

• Top 15% of undergraduate instructors in the University of Utah College of
Engineering for the course Undergraduate Radiochemistry, Spring 2020
Engineering for the course Nuclear Principles in Science and Engineering, Fall
2018
• Top 15% of graduate instructors in the University of Utah College of Engineering
for the course Analytical Nuclear Forensics, Spring 2018
Engineering for the course Nuclear Principles in Science and Engineering, Fall
2017
• Forbes “30 under 30 in Science,” 2017
• Latter-day Saint Student Association (LDSSA) Excellence in Education
Recognition Award, 2017
8. Service Activities
• Panel Review Expert for the U.S. Department of Energy's Office of Defense
Nuclear Nonproliferation R&D project: "Molecular and Microstructural
Provenance of Uranium and Plutonium Oxides," 2020
• Technical Reviewer for Department of Energy – Nuclear Energy University
Proposals, 2020.
• Panel Review Expert for U.S. Department of Energy's Office of Defense Nuclear
Nonproliferation R&D on Project: "Morphological Provenance Signatures," 2019.
• Symposia Chair of the Session "Crosscutting Research in Environmental
Radiochemistry and Nuclear Forensics" at the Spring American Chemical Society
National Meeting 2019.
• Technical Reviewer for Department of Energy – Nuclear Energy University
Proposals, 2019.
• Technical reviewer for Department of Energy – Basic Energy Sciences Proposals,
2019.
• Panel Review Expert for Los Alamos National Laboratory Directed Research and
Development on the project "The Fundamental Physical Interpretation and
Exploitation of Stable Isotope Fractionation," 2019.
• Nizinski1, C. A., Hanson1, A. B., Fullmer2, B. C., Mecham2, N. J., Tasdizen, T.,
& McDonald IV, L. W. 2020. Effects of process history on the surface
morphology of uranium ore concentrates extracted from ore. Minerals
Engineering, 156, 106457.
• Ly1, C., Vachet, C., Schwerdt, I., Abbott1, E., Brenkmann2, A., McDonald, L.
W., & Tasdizen, T. 2020. Determining uranium ore concentrates and their
calcination products via image classification of multiple magnifications. Journal
of Nuclear Materials, 152082.
• Hanson1, A.B.., Nichols3, R., Schwerdt1, I.J., Vachet, C., Tasdizen, T., and
McDonald IV, L.W., 2019. Quantifying the Impacts of Impurities on
Morphological Features, Analytical Chemistry.
• Heffernan2, S.T., Ly1, N.C., Mower3, B.J., Vachet, C., Schwerdt1, I.J., Tasdizen,
T. and McDonald IV, L.W., 2019. Identifying Surface Morphological
Characteristics to Differentiate Between Mixtures of U3O8 synthesized from
Ammonium Diuranate and Uranyl Peroxide. Radiochimica Acta.
• Abbott1, E.C., Brenkmann3, A., Galbraith3, C., Ong3, J., Schwerdt1, I.J.,
Albrecht, B.D., Tasdizen, T. and McDonald IV, L.W., 2019. Dependence of UO2
surface morphology on processing history within a single synthetic
route. Radiochimica Acta.
10. Professional Development

2014 Workshop on nuclear forensics for nonproliferation – Next Generation Safeguards
Initiative, Oak Ridge National Laboratory
1. Name: Kami Mohammadi, Ph.D., P.E.
2. Education
• Ph.D., Civil and Environmental Engineering (Geotechnical Engineering), Georgia
Institute of Technology, 2015.
• M.Sc., Civil and Environmental Engineering (Geotechnical Engineering),
University of Tehran, 2006.
• B.Sc., Civil Engineering, Chamran University of Ahvaz, 2003.
• University of Utah, Assistant Professor, Jul. 2021 – on, Full time.
• California Institute of Technology, Postdoctoral Scholar, Jan. 2016 – Jun. 2021,
Full time.
• Georgia Institute of Technology, Graduate Research Assistant, Aug. 2010 – Dec.
2015, Full time.
• Gamanehkav Consultant Engineers, Associate geotechnical earthquake engineer,
Principal investigator for preparation of a national technical standard (guidelines
of liquefaction assessment) project led a team of geotechnical earthquake experts
from academia and industry, 2008-2010
• Saahel Consultant Engineers, Senior geotechnical earthquake engineer,
Responsible for geotechnical/earthquake analyses and designs of land-based and
near-shore infrastructures, 2006-2008
• Darya Khak Pay Consultants, Staff Geotechnical Engineer, Responsible for
geotechnical analysis and design of structures, preparation of national seismic
hazard zonation maps.

• Professional Engineer (Civil and Geotechnical Engineering) in Utah (passed the
exams and soon will have the registration ID#).
• Certificate for Academic Writing. Center for Enhanced Teaching and Learning
(CETL). Georgia Institute of Technology. Fall 2012.
• Distributed Acoustic Sensing (DAS) Virtual Workshop and Tutorial, 2020, Aug.
10,12, and 17, Incorporated Research Institutions for Seismology (IRIS).

ASCE (includes GI and EMI), ISSMGE, SSA, AGU, EERI.

• WPI STEM Faculty Launch, Worcester Polytechnic Institute, Merit-based, NSF-
funded travel grant.
• NHERI Summer Institute, University of Texas at San Antonio, Merit-based,
NSF/NHERI-funded travel grant.
• Outstanding graduate student (Georgia Tech), MS and Ph.D. degrees with Summa
Cum Laude.
• Mentoring graduate and undergraduate research assistants (Georgia Tech &
Caltech), 2012–2020.
• GaTech GeoSoeciety (Association of Geosystems Graduate Students),
Participated in all technical seminars and networking activities.
• Reviewer for the following technical journals and conferences since 2015:
Bulletin of Seismological Society of America, Geophysical Journal International,
Canadian Geotechnical Journal, Gotechnique Letters, Seismological Research
Letters, Soil Dynamics and Earthquake Engineering, Journal of Geotechnical and
Geoenvironmental Engineering, Numerical and Analytical Methods in
Geomechanics.
• Ayoubi, P., Mohammadi, K., and Asimaki, D. (2021). "Basin Effects:
Investigating the Effects of Different Parameters on Surface Ground Motion."
Soil Dynamics and Earthquake Engineering, 141, 106490.
• Asimaki, D., Mohammadi, K., Ayoubi, P., Mayoral, M. J., and Montalva, G.
(2020). "Investigating the Spatial Variability of Ground Motions During the 2017
MW 7.1 Puebla-Mexico City Earthquake via Idealized Simulations of Basin
Effects." Soil Dynamics and Earthquake Engineering, 132, 106073.
• Roshankhah, S., Mohammadi, K., and K-Nejad, A. (2020) "Characteristics of
Hydraulic Fractures in Terms of the Matrix Permeability and the Natural Fracture
Density." Proceedings of the ARMA/DGS/SEG International Geomechanics
Symposium, Nov. 3-5.
• Roshankhah, S. and Mohammadi, K. (2020) "Fabric-dependent Hydro-
Mechanical Behavior of Pre-fractured Rocks." Geocongress 2020, Feb. 25-28,
Minneapolis, MN.
• Asimaki, D., Mohammadi, K. (2018). "On the Complexity of Seismic Waves
Trapped in Two-Dimensional Topographies." Invited paper: Soil Dynamics and
Earthquake Engineering, 114, 424-437.
• "Interaction of Seismic Waves with Geomaterial Heterogeneity: From Multi-
Scale Scattering Mechanisms to Dynamic Response of Geostructures"
Department of Mechanical and Civil Engineering, California Institute of
Technology, Apr. 30, 2020.
• "Seismic Wave Interaction with Geostructures: To Understand the Involved
Mechanisms at Various Scales and to Determine the Dynamic Response "
Department of Civil and Environmental Engineering, University of Utah, Mar. 19,
2020.

• Initiated collaborations with researchers in the US, Japan, and Mexico on seismic
wave propagation in geostructures.
• Attended technical lectures and workshops on the integration of Geoinformatics
and Geoengineering in 2020 – on.
• Obtaining the PE registration in the state of UT.
1. Name: Brian McPherson, Ph.D.
2. Education
Ph.D. in Geophysics, 1996, University of Utah, Salt Lake City.
USTAR Professor, July, 2013 - Present, Department of Civil and Environmental
Engineering, University of Utah

American Geophysical Union, American Association of Petroleum Geologists
• Geothermics Editorial Board Member
• National Risk Assessment Partnership (US Dept of Energy) – Stakeholder
Advisory Board Chair
• American Geophysical Union – Hydrology Program Committee Member
9. Selected publications: * Indicates senior author of publication is McPherson student

advisee or co-advisee.
• *Patil, V. & McPherson, B. (2020). Identifying Hydrogeochemical Conditions for
Fault Self‐Sealing in Geological Storage. Water Resources Research. Vol. 56,
e2018WR024436.
• Dai, Zhenxue & Xu, L., Xiao, T., McPherson, B., Zhang, X., Zheng, L., Dong, S.,
Yang, Z., Soltanian, M. R., Yang, C., Ampomah, W., Jia, W., Yin, S., Xu, T.,
Bacon, D., Viswanathan, H., (2020). Reactive chemical transport simulations of
geologic carbon sequestration: Methods and applications. Earth-Science Reviews.
Vol. 208, 103265-103280. https://doi.org/10.1016/j.earscirev.2020.103265
• *Xiao, T. & Xu, H., Moodie, N., Esser, R., Jia, W., Zheng, L., Rutqvist, J.,
McPherson, B. (2020). Chemical-mechanical impacts of CO2 intrusion into
heterogeneous caprock. Water Resources Research. Vol. 56, e2020WR027193.
• *Patil, V. (2020). Modeling Coupled Reactive Transport Through Fault-zones: A
Critical Review. Environmental Engineering Science. Vol. 10, 44-88.
https://www.essoar.org/doi/10.1002/essoar.10504444.1
• *Xiao, T. & McPherson, B., Esser, R., Dai, Z., Chu, S., Pan, F., Jia, W., Viswa
nathan, H. (2020). Chemical impacts of potential CO2 and brine leakage on
groundwater quality with quantitative risk assessment: A case study on the
Farnsworth Unit. Energies. Vol. 13: 6574-6588 https://www.mdpi.com/1996-
1073/13/24/6574
• *Moodie, Nathan; Ampomah, William; Jia, Wei; Heath, Jason; McPherson,
Brian; (2019) Assignment and calibration of relative permeability by
hydrostratigraphic units for multiphase flow analysis, case study: CO2-EOR
operations at the Farnsworth Unit, Texas; International Journal of Greenhouse
Gas Control 81:103-114
• *Xiao, Ting; McPherson, Brian; Esser, Richard; Jia, Wei; Moodie, Nathan; Chu,
Shaoping; Lee, Si-Yong; (2019) Forecasting commercial-scale CO2 storage
capacity in deep saline reservoirs: Case study of Buzzard's bench, Central Utah;
Computers & geosciences 126:41-51
• Tavakol-Davani, Hessam E; Tavakol-Davani, Hassan; Burian, Steven J;
McPherson, Brian J; Barber, Michael E; (2019) Green infrastructure
optimization to achieve pre-development conditions of a semiarid urban
catchment; Environmental Science: Water Research & Technology 5(6): 1157-
1171
• Lei, Gang; Cao, Nai; McPherson, Brian J; Liao, Qinzhuo; Chen, Weiqing; (2019)
A novel Analytical Model for pore Volume compressibility of fractal
porous Scientific Reports Volume 9: Article number: 14472 (2019)
https://www.nature.com/articles/s41598-019-51091-2
• Tavakol-Davani, Hassan; Rahimi, Reyhaneh; Burian, Steven J; Pomeroy,
Christine A; McPherson, Brian J; Apul, Defne; (2019) Combining
Hydrologic Analysis and Life Cycle Assessment Approaches to Evaluate
Sustainability of Water Infrastructure: Uncertainty Analysis, Water 11(12):
2592
1. Name: Carlos A. Oroza, Ph.D.
2. Education
• University of California, Berkeley, Berkeley, California, Mechanical Engineering,
BS 2010
• University of California, Berkeley, Berkeley, California, Civil Engineering, MS
2012
• University of California, Berkeley, Berkeley, California, Civil Engineering, Ph.D.
2017
• University of California, Berkeley, Berkeley, California, Civil Engineering,
Postdoctoral 2018
• August 2018 Assistant Professor, Civil Engineering
University of Utah
• 2017-2018 Postdoctoral Researcher UC
Berkeley
• 2013-2017 Graduate Student Researcher UC
Berkeley
• Assisted with PCARI Wireless Sensor Network Workshop: 2-day hands-on
tutorial teaching students from the University of the Philippines, Los Banos how
to use wireless-sensor networks to acquire and manage data. August 22-23, 2017
at the University of California, Berkeley.
• Contributor to the open-source Sensor Object Library software, a system
developed by the REALMS team at INRIA for the acquisition of sensor data and
network statistics from wireless-sensor networks. Source code available at:
github.com/realms-team/sol
• Received Signal Strength (RSSI) from wireless-sensor networks in complex
terrain: a publicly accessible database of RSSI measurements from the American
River Hydrologic Observatory. Annotated with path properties and used to train
the machine-learning-based path-loss model in the journal article: “A machine-
learning based connectivity model for complex terrain large-scale low-power
wireless deployments.” Data are accessible at: github.com/realms-
team/ARHO_RSSI_DATA

IEEE, member; AGU, member
Department Service
• Chair, Cyber & Technology Coordinator Search Committee
• Member, Digital Engineering Search Committee
• Member, Geotechnical/Geoinformations Search Committee
• Chair, Cyber & Technology Integration Committee. 08/15/2019 - present.
• Member, Cyber & Technology Integration Committee. 08/15/2018 - 08/15/2019.
• Member, Graduate Committee. 08/01/2018 - present
External Service
• Editorial Roles: Associate Editor, Journal of Hydrology
• Journal Peer Reviewer: Journal of Hydrology, Water Resources Research, ASCE
Journal of Infrastructure Systems, IEEE Transactions on Vehicular Technology,
IEEE Access, Smart Water
• Ahmed, W., Rahimoon, Z. A., Oroza, C. A., Sarwar, S., Qureshi, A. L.,
Punthakey, J. F., & Arfan, M. (2020). Modelling Groundwater Hydraulics to
Design a Groundwater Level Monitoring Network for Sustainable Management of
Fresh Groundwater Lens in Lower Indus Basin, Pakistan. Applied Sciences.
(2020)
• Haruko Wainwright, Dajie Sun, Carlos A. Oroza, Akiyuki Seki, Satoshi Mikami,
Hiroshi Takemiya, Kimiaki Saito. Optimizing Long-term Monitoring of Radiation
Air-Dose Rates after the Fukushima Daiichi Nuclear Power Plant. Journal of
Environmental Radioactivity. (2020)
• F. Avanzi, R. Johnson, C. A. Oroza, H. Hirashima, S. Yamaguchi, “Predicting
daily preferential-flow discharge from seasonal snow with Random Forest,”
Water Resources Research, 2019, doi: 10.1029/2019WR024828
• C.A. Oroza, R.C. Bales, E.M. Stacy, Z. Zheng, and S. D. Glaser, “Long-term
variability of soil moisture in the Southern Sierra: Measurement and prediction,”
Vadose Zone Jornal, 2018, doi:10.2136/vzj2017.10.0178.
• Zeshi Zheng, Noah P. Molotch, Carlos A. Oroza, Martha H. Conklin, Roger C.
Bales, “Spatial snow water equivalent estimation for mountainous areas using
wireless-sensor networks and remote-sensing products,” Remote Sensing of
Environment, 2018, doi: 10.1016/j.rse.2018.05.029.
• Bales, R., Stacy, E., Safeeq, M., Meng, X., Meadows, M., Oroza, C., Conklin, M.,
Glaser, S., and Wagenbrenner, J.: Spatially distributed water-balance and
meteorological data from the rain-snow transition, southern Sierra Nevada,
California, Earth Syst. Sci. Data Discuss., https://doi.org/10.5194/essd-2018-69,
2018.
• C. A. Oroza, Z. Zhang, T. Watteyne, and S. D. Glaser, “A machine-learning based
connectivity model for complex terrain large-scale low-power wireless
deployments,” IEEE Transactions on Cognitive Communications and
Networking, 2017, doi: 10.1109/TCCN.2017.2741468
• S. Malek, F. Avanzi, K. Brun-Laguna, T. Maurer, C. A. Oroza, P. Hartsough, T.
Watteyne, and S. D. Glaser, “Real-time alpine measurement system using
wireless sensor networks,” Sensors, 2017, doi: 10.3390/s17112583
• C. A. Oroza, Z. Zheng, S. D. Glaser, D. Tuia, and R. C. Bales, “Optimizing
embedded sensor network design for catchment-scale snow-depth estimation
using LIDAR and machine learning,” Water Resources Research, 2016, doi:
10.1002/2016WR018896
• D. E. Rheinheimer, R. C. Bales, C. A. Oroza, J. R. Lund, and J. H. Viers,
“Valuing year-to-go hydrologic forecast improvements for a peaking hydropower
system in the Sierra Nevada,” Water Resources Research, 2016, doi:
10.1002/2015WR018295
1. Name: Ge (Gaby) Ou, Ph.D.
2. Education
• Ph.D. Purdue University, U.S., Lyles School of Civil Engineering, Aug. 2016
Dissertation: Robust Real Time Hybrid Simulation Techniques Incorporating
Model Updating, Advisor: Professor Shirley J. Dyke
• B.E. The University of Sydney, Sydney, Australia, Civil Engineering, Jul. 2010
• B.S. Harbin Institute of Technology, Harbin, China. Theoretical and Applied
Mechanics, Jun. 2010
• Assistant Professor, University of Utah, US, Aug.2016 – Present
• Research Assistant, Purdue University, US, Aug. 2010 – Aug. 2016
• Visiting Scholar, University of Western Sydney, AU, May. 2010 – Aug. 2010
• Visiting Scholar, University of Western Australia, AU, Nov. 2008 – Feb. 2009

• American Society of Civil Engineers, 2012-present.
• Earthquake Engineering Research Institute, 2012-present.
• Engineering Mechanics Institute, 2012-present.
• Institute of Electrical and Electronics Engineers, 2017-present.
7. Honors and Awards

• Travel grant awardee at NEHRI Summer Institute, National Science Foundation,
San Antonio, TX, July 25-28, 2017.
• Resilience Best Paper Award (1st place in 2020 Engineering Mechanics Institute
Conference student competition), 2020.07.
8. Services
• Member of Editorial Board Journal of Low Frequency Noise, Vibration & Active
Control 2020-Present.
• Guest Editor for Journal of Low Frequency Noise, Vibration & Active Control,
Special Issue, Towards smart buildings and structures: condition monitoring,
assessment and control, 2017-2018.
• Reviewer for Smart Structures and Systems; Journal of Performance of
Constructed Facilities; Journal of Structural Integrity and Maintenance; Journal of
Reliability Engineering & System Safety; Journal of Low Frequency Noise,
Vibration & Active Control; Journal of Earthquake Engineering; Journal of
Structural Control and Monitoring; Journal of Earthquake Engineering and
Structural Dynamics; Journal of Engineering Mechanics; Journal of Bridge
Engineering; Journal of Structural Health and Monitoring; Frontiers in Built
Environment;
• ASCE - Structural Health Monitoring and Control (SHMC) committee, 2017-
present.
• NSF-Multi-hazard Engineering Hybrid Simulation (MECHS) committee, 2017-
present.
• Co-director of WeatherG Initiative (http://weatherg.utah.edu/), University of
Utah, 2018-present.
• Faculty Senate Advisory Committee on Student Course Feedback, University of
Utah, 2019-present.
• College of Engineering Scholarship Committee, University of Utah, 2017-present.
• Scholarship Committee chair, Department of Civil and Environmental
Engineering, 2017-present.
9. Selected publications: Underline indicates advised student, * indicates corresponding

author.
• G. Ou*, S.J. Dyke, and A. Prakash, “Real time hybrid simulation with online
model updating: An analysis of accuracy”, Mechanical Systems and Signal
Processing, 84(B), 2017: 223-240. (IF 6.471)
• M.L. Brodersen*, G. Ou, J. Høgsberg, and S.J. Dyke, “Analysis of hybrid viscous
damper by real time hybrid simulations”, Journal of Engineering Structures. 126
(2016): 675-688. (IF: 3.775)
• Z. Sun*, G. Ou, S.J. Dyke and C. Lu, “A state estimation method for wireless
structural control systems”, Journal of Structural Control and Health Monitoring.
2017 Jun 1: 24(6). (IF 3.499)
• Yang G*, Wu B, Ou G, Wang Z, Dyke S. “HyTest: Platform for Structural
Hybrid Simulations with Finite Element Model Updating”. Advances in
Engineering Software. 112 (2017): 200-210. (5 year IF: 5.513)
• An, Y.*, Wang, Z., Ou, G., Pan, S., & Ou, J. (2019). Vibration Mitigation of
Suspension Bridge Suspender Cables Using a Ring-Shaped Tuned Liquid
Damper. Journal of Bridge Engineering, 24(4), 04019020. (IF 1.84)
• Z. Xiang, A. Rashidi, and G. Ou, “States of Practice and Research on Applying
GPR Technology for Labeling and Scanning Constructed Facilities” Journal of
Performance of Constructed Facilities, 33 (5), 03119001 (IF 1.542)
• A. I. Ozdagli*, W. Xi, G. Ou, L. Bo, S. J. Dyke, D. Yong, G. Xu, T. Wang, B.
Wu, J. Zhang, “Experimental Verification of a Geographically-Distributed Real-
time Hybrid Simulation Platform”, Structural Control and Health Monitoring 27
(2), e2483 (IF 3.499)
• Sang, Y., Xue, J., Sahraei-Ardakani, M.*, and Ou, G., “Reducing Hurricane-
induced Power Outages through Preventive Operation”. in IEEE Systems Journal,
2019. (IF 2.063)
• Z. Xiang*, G. Ou, and A. Rashidi “An automated process to simultaneously
determine 3D location and size of rebar in GPR data”, Journal of Performance of
Constructed Facilities, Published, 2020 (IF 1.542)
• Ge (Gaby) Ou, MECHS Webinar | Anatomy of a Hybrid Simulation/Real-time
Hybrid Simulation, June 8, 2018,
https://www.youtube.com/watch?v=uIhqwlndjPg
1. Chris P. Pantelides, Ph.D., P.E., S.E., FACI
2. Education
• Ph. D. Civil Engineering, Missouri S&T, Dec. 1987
• M. Sc. Civil Engineering, Missouri S&T, Jul. 1983
• B. E. Civil Engineering, American University of Beirut, Jun. 1980
• University of Utah, Salt Lake City, Utah
 8/2013-present: Professor, Dept. of Civil and Env. Eng.
 7/2012-7/2013: Interim Chair, Dept. of Civil and Env. Eng.
 8/2002-6/2012: Associate Chair, Dept. of Civil and Env. Eng.
 7/1999-7/2002: Professor, Dept. of Civil and Env. Eng.
 7/1995-6/1999: Associate Professor, Dept. of Civil and Env. Eng.
 9/1991-6/1995: Assistant Professor, Dept. of Civil and Env. Eng.
• 1/1988-8/1991: Assistant Professor, Department of Civil Engineering, Missouri
S&T, Rolla, Missouri.
• 1/1981-7/1982: Construction Bridge Engineer, Odon & Odostromaton, S.A.,
Jeddah, Saudi Arabia.
• 6-12/1980: Design Structural Bridge Engineer: Dar-Al-Handasah Consultants,
Beirut, Lebanon.

Professional Engineer

• 2019 Outstanding Reviewer, Journal of Structural Engineering, ASCE.
• 2018 Academy of Civil Engineers, Missouri S&T.
• 2018 American Concrete Institute Fellow.
• Technology Implementation Group – (2003) - AASHTO: Selected as new
technology for implementation: Fiber Reinforced Polymer Repair of Overhead
Sign Structure (OSS) Trusses.
• ASCE Best Applied Research Paper Award, Journal of Composites for
Construction
• Department of Civil & Environmental Engineering: RPT Committee, Chair 2021-
2022; Graduate Recruitment Committee, Member 2018-present; Graduate
Committee, Member 2016-present; Infrastructure Group Co-coordinator, 2013-
2018; Structures/Geotechnical Group Co-coordinator, 2006-2012. 2013-present.
• TRB Committee AFF50, Seismic Design and Performance of Bridges, 2012-
present.
• ACI Committees: Performance Based Seismic Design of Concrete Buildings, ACI
374, Member, 1999-present; Joints and Connections in Monolithic Concrete
Structures, ACI 352, Joint ACI-ASCE, Member, 2016-present; Nuclear
Structures-Anchorage, ACI 349-0C, Member, 2014-present; ACI 440F Co-Leader
Subcommittee Task Group on FRP composite retrofit of joints, 2002-present
• National Science Foundation: Reviewer for Career, Small Business Innovative
Research, Civil and Mechanical Systems, 1999-present.
• Editor: Journal of Architectural Engineering, ASCE, 2019-present; Construction
and Building Materials, 2018-present.
• National Hazards Engineering Research Infrastructure/National Research Institute
for Earth Science and Disaster E-Defense Meeting, Tokyo, Japan, Oct. 31 – Nov.
1, 2017.
• Aghababaei, M., Okamoto, C., Koliou, M., Nagae, T., Pantelides, C.P., Ryan,
K.L., Barbosa, A.R., Pei, S., van de Lindt, J.W., and Dashti, S. (2021). “Full-scale
shake table test damage data collection using terrestrial laser-scanning
techniques.” J. Structural Engineering, ASCE, 10.1061/(ASCE)ST.1943-
541X.0002905, 04020356.
• Parks, J.E., Pantelides, C.P., Ibarra, L., and Sanders, D.H. (2020). “Cyclic tests
and modeling of stretch length anchor bolt assemblies for dry storage casks.” ACI
Structural J., Nov., 117(6), 225-236.
• Wang, Y., Ibarra, L., and Pantelides, C.P. (2020). “Effect of incidence angle on
the seismic performance of skewed bridges retrofitted with buckling-restrained
braces.” Engineering Structures, 211, 110411.
• Upadhyay, A., Pantelides, C.P., and Ibarra, L. (2019). “Residual drift mitigation
for bridges retrofitted with buckling restrained braces or self-centering energy
dissipation devices.” Engineering Structures, 199, 109663.
• Wu, R.Y., and Pantelides, C.P. (2019). “Seismic evaluation of repaired multi-
column bridge bent using static and dynamic analysis.” Construction and Building
Materials, 208, 792-807.
• Wang, Y., Ibarra, L., and Pantelides, C.P. (2019). “Collapse capacity of
reinforced concrete skewed bridges retrofitted with buckling-restrained braces.”
Engineering Structures, 184, 99-114.
• Moran, D.A., Pantelides, C.P., and Reaveley, L.D. (2019). “Mohr-Coulomb
model for rectangular and square FRP-confined concrete.” Composite Structures,
209, 889-904.
• Murphy, C., Pantelides, C.P., Blomgren, H.-E., and Rammer, D. (2020).
“Development of Timber Buckling-Restrained Brace.” Department of Civil and
Environmental Engineering, University of Utah, Salt Lake City, Utah, August
2020, 67 pages.
• Pantelides, C.P. (2020). NSF Award 1829412: “RAPID/Collaborative Research:
Japan-U.S. Collaboration on the Seismic Resilience of Wood-frame Building
Systems.”
1. Steven J. Peterson, MBA, MS, PE
2. Education
M.S. Civil and Environmental Engineering, University of Utah, 2018
MBA, University of Utah, 1988
B.S. Mining Engineering, University of Utah, 1986
Weber State University, Professor, 2009-Present
Weber State University, Chair of Dept. of Construction Management Technology, 2011-14
Weber State University, Chair of General Education Improvement and Assessment, 2012-13
Weber State University, Associate Professor, 2004-09
Weber State University, Assistant Professor, 2000-04
2008-2020, Principle, Peterson Construction Consulting Services, LLC
1999-2000, Senior Project Manager, Aspen Construction
1995-99, Project Manager, Pentalon Construction
1991-95, Site Engineer, Envirocare of Utah
1989-91, Engineer, Utah Department of Environmental Quality
1985-89, Estimator, Thiede Construction Corporation

Registered Professional Engineer, Utah, No. 174368-2202

Design-Build Institute of America (DBIA)

2011 Associated Schools of Construction (ASC) Region 6 Outstanding Educator Award

2019, Author, Parson Construction Management’s Strategic Programming Report (SPR)
9. Most important publications from the past five years

1. Peterson, Steven J., Construction Accounting and Financial Management, Fourth Edition,
Prentice-Hall, 2020.
2. Dagostino, Frank R. (deceased) and Peterson, Steven J., Estimating in Building
Construction, Ninth Edition, Prentice-Hall, 2019.
3. Peterson, Steven J., Construction Estimating using Excel, Third Edition, Prentice-Hall,
2018.
4. Peterson, Steven J., Pearson’s Pocket Guide to Construction Management, Prentice-Hall,
2012.
5. Peterson, Steven J., (2015). Benchmarking Student Learning Outcomes using Shewhart
Control Charts, presented at 51st Associated Schools of Construction (ASC) Annual
International Conference, College Station, Texas, 2015.
6. Peterson, Steven J., 2018, ‘Reducing Project Delays Due To Utility Relocations,’ master’s
thesis, University of Utah, Salt Lake City.

1. 2021, ACCE Midyear Conference
2. 2021, Intro to eLearning
3. 2020, ACCE Midyear Conference
4. 2019, Design-Build Institute of America’s Design-Build Conference & Expo.
5. 2019, Progressive Design-Build Done RightTM workshop, Design-Build Institute of
America
6. 2019, Creating Wicked Students workshop by Paul Hanstedt
8. 2018, Machine Learning, Stanford Online
9. 2018, Transportation Research Board 97th Annual Meeting
1. Name: Christine A. Pomeroy, Ph.D., P.E.
2. Education
• 2007, Colorado State University, Fort Collins, Colorado, Ph.D. Civil Engineering
–Hydraulics
• 2004 Colorado State UniversityFort Collins, Colorado, M.S. Civil Engineering –
Hydraulics
• 1995, Michigan State UniversityEast Lansing, Michigan, B.S. Civil Engineering –
Environmental Emphasis
• Associate Professor, Lecturer (7/2020 – present), Associate Professor (7/2013 –
6/2020), Assistant (8/2007 – 6/2013), Department of Civil & Environmental
Engineering, University of Utah, Salt Lake City, UT.
• Consulting Engineer (8/2001 – 9/2007), CDM, Fort Collins, CO.
• Research Associate (2/2007 – 9/2007), Department of Civil & Environmental
Engineering, Colorado State University, Fort Collins, CO.
• Graduate Research Assistant (8/2001 – 1/2007), Department of Civil &
Environmental Engineering, Colorado State University, Fort Collins, CO.
• Graduate Teaching Assistant (1/2006 – 5/2006, 1/2005-5/2005, 1/2004-5/2004),
Department of Civil & Environmental Engineering, Colorado State University,
Fort Collins, CO.
• Project Manager (11/1998 – 7/2001), Project Engineer (05/1995 – 10/1998),
CDM, Detroit, MI.
• Environmental, Health, and Safety Co-op (8/1992 – 8/1994), General Electric
Motors, Fort Wayne, IN

Professional Engineer (P.E.), Michigan, License #6201045548

American Society of Civil Engineers

• 2020 Educator of the Year, American Society of Civil Engineers Utah Section
• 2019 Outstanding Faculty Advisor. American Society of Civil Engineers
• 2017 Outstanding Faculty Award, Department of Civil & Environmental
Engineering, University of Utah
• 2017 Outstanding Leadership Award, iUTAH EPSCoR
• 2005 Borland Graduate Student Scholarship, Department of Civil &
Environmental Engineering, Colorado State University
• 2005 Jen Song Wang Memorial Scholarship, Department of Civil &
Environmental Engineering, Colorado State University
• Professional Service: American Society of Civil Engineers (ASCE)
Environmental Water Resources Institute (EWRI), Urban Water Resources
Research Council, Various Subcommittee Roles (2007-present), National Science
Foundation, Panelist (2016 (3), 2011 (1)), State of Utah Nutrient Advisory
Committee, Member (2011-present).
• University of Utah Service: Rio Mesa Center Advisory Committee, Member
(2011 – 2016), Global Change and Ecosystem Center, Department Representative
(2010 – 2016), College of Engineering Alternate Representative (2011-2014).
• University of Utah College of Engineering Service: Women in Engineering
Program, Faculty Coordinator, (2015-2016); Teaching in Excellence Committee,
Member (2017-present).
• University of Utah Department of Civil & Environmental Engineering Service:
Scholarship Committee, Chair (2009-2011), Member (2012-present);
Undergraduate & ABET Committee, Member (2012-2018), Co-Chair (2018-
present), ASCE Student Chapter, Co-Advisor (2013-2017), Advisor (2017-
present), ASCE Rocky Mountain Region Student Conference, Advisor (2015-
2017), Outreach Committee, Member (2007-2008, 2017-present)
• Lee, S., Burian, S.J. Pomeroy, C.A. 2021. Setting Future Water Rates for
Sustainability of a Water Distribution System. Journal of Water Resources
Planning and Management. 147(2).
• Tavakol-Davani, H., Rahimi, R., Burian, S.J., Pomeroy, C.A., McPherson, B.J.,
Apul, D. 2019. Combining Hydrologic Analysis and Life Cycle Assessment
Approaches to Evaluate Sustainability of Water Infrastructure: Uncertainty
Analysis. Water, 11(12), 2592.
• Lee, S., Pomeroy, C.A., Burian, S.J. 2020. Introducing a Hybrid-System
Dynamics Model for Sustainability based Financial Planning of Water
Distribution System. World Environmental and Water Resources Congress.
Henderson, NV, May 17-21, 2020. (oral presentation)
• Pomeroy, C. 2020. Community-enabled Lifecycle Analysis of Stormwater
Infrastructure Costs (CLASIC). World Environmental and Water Resources
Congress. Henderson, NV, May 17-21, 2020. (oral presentation)
• Zhang, H., Dell, T., Pomeroy, C., Eagan, J. 2019. Community-enabled Lifecycle
Analysis of Stormwater Infrastructure Costs (CLASIC). WEFTEC 2019. Chicago,
IL, September 22-25, 2019. (oral presentation)
• Pomeroy, C. 2019. Community-enabled Lifecycle Analysis of Stormwater
Infrastructure Costs (CLASIC). Enabling Future Generations to Solve our
Planet’s Grand Challenges, The 19th Annual Meeting of the American Ecological
Engineering Society. Asheville, North Carolina, June 3-6, 2019. (oral
presentation)
1. Name: Abbas Rashidi, Ph.D., CPC, P.E.
2. Education
• PhD, Civil Engineering, Georgia Institute of Technology, 2014
• MS, in Electrical and Computer Engineering, Georgia Institute of Technology,
2013
• MS, Civil Engineering, Amirkabir University of Technology, 2004
• BS, Civil Engineering, Amirkabir University of Technology, 2001
• The University of Utah, Associate Chair Civil and Envn. Eng. Asia Campus,
2019-Present
• The University of Utah, Assoc. Professor, Civil and Environmental Engineering,
2007-Present
• The University of Utah, Assist. Professor, Civil and Environmental Engineering,
2000-2006
President, Rashidi Consulting Group, LLC, 2014-present, part-time

Certified Professional Constructor (CPC), American Institute of Constructors (AIC)

• Acoustical Society of America (ASA)
• European Group for Intelligent Computing in Engineering (EG-ICE)

• 2018, Best Presentation Award, 20th International Conference on Occupational
Health and Safety (ICOHS 2018), Miami, FL
• 2015, 2016, 2017, Outstanding Reviewer Award, ASCE Journal of Construction
Engineering and Management
• 2017, Outstanding Reviewer Award, ASCE Journal of Computing in Civil
Engineering
• 2014, Ira Hardin Fellowship, School of Civil and Environmental Engineering,
Georgia Institute of Technology
• 2013, Best Paper Award, 5th International Conference on Construction
Engineering and Project Management (ICCEPM)

• 2017- present, Chair of construction undergraduate committee
• 2017-2019, Member, Strategic Planning and Hiring Committee
• 2017-present, Assistant Specialty Editor and Member of Editorial Board, ASCE
Journal of Construction Engineering and Management
• 2015-present, Associate Editor and Member of Editorial Board, ASCE Journal of
Performance of Constructed Facilities
• Hassandokht, A., Farhadmanesh, M., Rashidi, A. and Markovic, N. “State-of-the-
Art Methods in Estimating Freeway Workzones Capacity: A Literature Review”
Transportation Research Record, Journal of the Transportation Research Board,
Volume 2215, 2021
• Farhadmanesh, M., Cross, C., Hassandokht, A., Rashidi, A. and Wempen, J.
“Use of Mobile Photogrammetry Method for Highway Asset Management”
Transportation Research Record, Journal of the Transportation Research Board,
Volume 2215, 2021
• Xiang, Z., Ou, G. and Rashidi, A. “Robust Cascaded Frequency Filters to
Recognize Rebar in GPR Data with Complex Signal Interference” Journal of
Automation in Construction, Volume 124, 2021
• Xiang, Z., Ou, G. and Rashidi, A. “Integrated Approach to Simultaneously
Determine 3D Location and Size of Rebar in GPR Data” ASCE Journal of
Performance of Constructed Facilities, Volume 34, Issue 5, 2020
• Lee, Y., Shariatfar, M., Rashidi, A., and Lee, H. W. “Evidence-Driven Sound
Event Detection Frameworks for the Prenotification and Rapid Identification of
Construction Safety Hazard and Accidents” Journal of Automation in
Construction, Volume 113, 2020
• Sherafat, B., Ahn, C., Akhavian, R., Behzadan, A.H., Golparvar-Fard, M., Kim,
H., Lee, Y., Rashidi, A., and Rezazadeh Azar, E. “Automated Methods for
Activity Recognition of Construction Workers and Equipment: A State-of-the-Art
Review” ASCE Journal of Construction Engineering and Management, Volume
146, Issue 6, 2020
• Sabillon, C., Rashidi, A., Samanta, B., Davenport, M. and Anderson, D. “Audio-
Based Bayesian Model for Productivity Estimation of Cyclic Construction
Activities” ASCE Journal of Computing in Civil Engineering, Volume 34, Issue
1, 2020
• Sherafat, B., Rashidi, A., Lee, Y. and Ahn, C. “A Hybrid Acoustic-Kinematic
System for Activity Detection of Construction Equipment.” Sensors, Volume 19,
Issue 19, 2019
• Xiang, Z., Rashidi, A., and Ou, G. “States of Practice and Research on Applying
GPR Technology for Labeling and Scanning Constructed Facilities” ASCE
Journal of Performance of Constructed Facilities, Volume 33, Issue 5, 2019
• Cheng, C., F., Rashidi, A., Davenport, M. and Anderson, D. “Evaluation of
Software and Hardware Settings for Audio-Based Analysis of Construction
Operations.” International Journal of Civil Engineering, Volume 17, Issue 9, 2019
• Adhikari, A., Mitra, A., Rashidi, A., Ekpo I., Schwartz, J., and Doehling, J. “Field
evaluation of N95 filtering facepiece respirators on construction jobsites for
protection against airborne nanoparticles and ultrafine particles” International
Journal of Environmental Research and Public Health, Volume 15, Issue 9, 2018
• Rashidi, A., and Karan, E., “Video to BrIM: Automated Generation of As-Built
Documents for Bridges.” ASCE Journal of Performance of Constructed Facilities,
Volume 32, Issue 3, 2018
1. Name: Pedro Romero, Ph.D., P.E.
2. Education
• Doctor of Philosophy, Civil Engineering, Penn State University, 1995
• Master of Science, Civil Engineering, Penn State University, 1991
• Bachelor of Science, Civil Engineering, US Coast Guard Academy, 1989
• The University of Utah, Associate Professor, Associate Chair, (2007 – Present)
• The University of Utah, Assistant Professor, (2000-2007)
• Soil and Land Use Technology, On-site Contract Manager, (1999 – 2000)
• FHWA Turner-Fairbank Highway Research Center, COTR Laboratory Technical
Manager (1995 – 2000)
• EBA Engineering, Inc. Laboratory Technical Manager (1995 – 1997)
• The Pennsylvania Transportation Institute, Research Assistant (1990 – 1995)

Registered Professional Engineer, Maryland 200343

Transportation Research Board

• Utah Department of Transportation Trailblazer Awards (2017)
• Walter J. Emmons Award for best paper presented at the 2019 meeting of the
Association of Asphalt Paving Technologist

• Associate Chair, Department of Civil and Environmental Engineering (2014 –
Present)
• Director of Undergraduate Advising (2012 – Present)
• Member, Department Executive Committee (2014 – Present)
• Member, Department Undergraduate Curriculum Committee (2005 – 2007, 2010
- present)
• Member, College of Engineering Diversity Committee (2020 – present)
• Member, College of Science Academic Appeals and Misconduct Committee
(2018-2021)
• Member, University Parking Appeals Committee (2012 – Present)
• Member, University Academic Appeals and Misconduct Committee (2008 –
2012)
• Member, University Diversity Committee (2005 – 2007, 2010 – 2012, 2014 -
2016)
• Member, College of Engineering Council (2010 – 2013)
• Member, Department Graduate Committee (2012 – 2016)
• Member, Department Scholarship Committee (2004 – 2006 and 2010 - 2012)
• Member, Education Committee, Utah Asphalt Pavement Association (2010 –
present)
• Member, Transportation Research Board Committee on Asphalt Materials
(AFK20) (2008 – 2017)
• Member, Transportation Research Board Committee on Characteristics of
Bituminous Materials to Meet Structural Requirements (AFK50) (1997 – 2006)
• Member, Transportation Research Board Subcommittee on Latin American
Activities (under Committee on International Activities, A0010) (2000 – 2012)
• Paper Reviewer: Transportation Research Board committees A0010, AFK20,
AFK50, AFK50(1), AFK50(2), and AFH60
• Paper Reviewer: ASCE Journal of Materials in Civil Engineering ASCE Journal
of Transportation
• Han, D., Kim, W., Lee, S., Kim, H., and Romero.P.: “Assessment of Gamma
Radiation Shielding Properties of Concrete Containers Containing Recycled
Coarse Aggregates.” Journal of Construction and Building Materials, Elsevier
Volume 163 Pp 122-138 (February 2018)
• Mora, E., Gonzalez, G., Romero, P., and Castellon, E.: “Control of Water
Absorption in Concrete Materials with Hybrid Hydrophoic Silica Particles.”
Journal of Construction and Building Materials, Elsevier Volume 221 Pp 210-218
(2019)
• Asib, ASM., Romero, P., and Safdazadeh, F: “An equivalence between methods
of aging for determining the low-temperature performance of hot-mix asphalt
concrete mixtures containing reclaimed asphalt pavement.” Journal of
Construction and Building Materials, Elsevier Volume 223 Pp 198-209 (2019)
• Gao, Y., Romero, P. Zhang, H., Huang, M., and Lai, F.: “Unsaturated polyester
resin concrete: A review.” Journal of Construction and Building Materials,
Elsevier Volume 228 Article 116709 (2019)
• Mogawer, W., Austerman, A., Stuart, K., Zhou, F., and Romero, P.: “Balanced
Mix Design Sensitivity to Production Tolerance Limits and Binder Source.”
Walter J. Emmons Award for the best paper presented at the 2019 Annual
Meeting of the Association of Asphalt Paving Technologist.
• Kim, H., Han, D., Kim, K., and Romero, P. “Performance Assessment of Repair
Material for Deteriorated Concrete Slabs Using Chemically Bonded Cement”.
Article 117468 Journal of Construction and Building Materials Volume 237,
Elsevier (March 2020)
American Society of Civil Engineers: Civil Engineering Educational Summit: Mapping
the Future of Civil Engineering Education Dallas, TX (May 2019)
1. Name: Shahrzad Roshankhah, Ph.D., P.E.
2. Education
• Ph.D., Civil and Environmental Engineering (Geotechnical Engineering), Georgia
Institute of Technology, 2015.
• MSc, Civil and Environmental Engineering (Geotechnical Engineering),
Amirkabir University of Technology, 2007.
• BSc, Civil Engineering, Semnan University, 2003.
• University of Utah, Assistant Professor, Jul. 2021 – on
• California State University Long Beach, Lecturer, Aug. 2019 – May 2021
• California State Polytechnic University Pomona, Lecturer, Aug. – Dec. 2019
• California Institute of Technology, Research Scientist, Aug. 2019 – Dec. 2020
• California Institute of Technology, Postdoctoral Scholar, Feb. 2016 – Jul. 2019
• Georgia Institute of Technology, Graduate Research Assistant, Aug. 2011 – Dec.
2015
• Imen Saazeh Fadak Consultants, Senior Engineer, 2006-2010
• Prozheh Saaz Consultants, Staff Engineer, 2003-2005

• Professional Engineer (Civil and Geotechnical Engineering) in California and
Utah (passed the exams and soon will have the registration ID#).
• Certificate for Online Learning and Alternative Mode of Instruction, California
State University Long Beach, July-August 2020.
• Mentoring Certificate: Caltech's 2nd Annual Conference on Mentoring
Undergraduate Researchers: Mentoring Across Differences, May 2017.
• Teaching Certificate: Caltech’s 4th Annual Teaching Conference, September
2016.
• Certificate for Operating SEM and Micro-analyses, Nanotechnology, GaTech,
2015.

• ASCE (includes GI and EMI), ISSMGE, ARMA (includes ISRM), USUCGER.
SPE, AGU, SWE, Sigma Xi.

• ARMA 2020 Future Leader Award
• WPI STEM Faculty Launch Fellowship
• NHERI Summer Institute Fellowship
• The Woman of Distinction - outstanding PhD student (Georgia Tech)
• Outstanding Master’s student (Tehran Polytechnic)
• Outstanding Undergrad Civil Engineering Student (Semnan University)
• Mentoring undergrad research assistants (Georgia Tech & Caltech), 2013–2019.
• Technical session developer, chair, and reviewer for the 55th US Rock Mechanics
and Geomechanics Symposium, to be held in June 2021.
• Technical session developer, chair, and reviewer for the 2nd International
Conference on Energy Geotechnics, to be held in September 2022.
• Technical session chair for 2017 Engineering Mechanics Symposium, June 2017.
• Reviewer for the following technical journals and conferences since 2015: JGR,
Solid Earth; GRL; JGGE; Int. JSDEE; Geotechnique Letters; Computers &
Geotechnics; The Geocongress; Int. Conf. Energy Geotech; US Rock Mechanics
& Geomechanics Symp.; Int. Geomechanics Symp.; Int. Foundations Congress &
Equipment Expo.
• K-5 outreach: organizing chair of SMART Night, Hamilton Elementary School,
Apr. 2019.
• Roshankhah, S., Garcia, A. V., and Santamarina, J. C. (2021) "Thermal
Conductivity of Sand-Silt Mixtures." Journal of Geotechnical and
Geoenvironmental Engineering, 147(2).
• Roshankhah, S., Mohammadi, K., and K-Nejad, A. (2020) "Characteristics of
Hydraulic Fractures in Terms of the Matrix Permeability and the Natural Fracture
Density." Proceedings of the ARMA/DGS/SEG International Geomechanics
Symposium, Nov. 3-5.
• Roshankhah, S. and Mohammadi, K. (2020) "Fabric-dependent Hydro-
Mechanical Behavior of Pre-fractured Rocks." Geocongress 2020, Feb. 25-28,
Minneapolis, MN.
• "Geo-engineering for Modern Energy Geo-systems" CEE, Univ. Utah, Mar. 30,
2021.
• "Geo-engineering for Energy Geo-structures" CEE, Univ. Houston, Jan. 12, 2021.
• "Characteristics of Hydraulic Fractures in Terms of the Matrix Permeability and
the Natural Fracture Density." The 1st ARMA/DGS/SEG International
Geomechanics Symposium, Nov. 4, 2020, Online.
• "Fabric-dependent Hydro-Mechanical Behavior of Pre-fractured Rocks."
Geocongress 2020, Feb. 27, 2020, Minneapolis, MN.
• "Tailoring the Behavior of Geomaterials to Design Sustainable Geo-Energy
Infrastructure." CEE, Rutgers University, Feb. 05, 2020.
10. Briefly list the most recent professional development activities

• Attended over 300 hours of technical lectures on energy geomechanics in 2020 –
on.
• Proposed and developed technical sessions in two specialized symposia.
1. Name: Douglas G. Schmucker, Ph.D., P.E.
2. Education
• Ph.D. Stanford University 1996
• M.S. Stanford University 1991
• B.S. Valparaiso University (High Distinction and Christ College Associate)
1990
• University of Utah, Salt Lake City, UT, Professor – Lecturer, 2020 – present
• University of Utah, Salt Lake City, UT, Associate Professor – Lecturer, 2013 –
2020
• Northeastern University, Boston, MA, On-line, Part-time Lecturer, 2012 – present
• Private Structural Consultant, 2000 – present
• Olivet University, Dover Plains, NY, On-line, Part-time Lecturer, 2016 – 2017
• Zahl-Ford, Inc., Oklahoma City, Oklahoma, Senior Engineer & Project Manager,
2009 –2011
• Trine University, Angola, Indiana, Associate Professor, 2006 – 2009
• Western Kentucky University, Bowling Green, Kentucky, Assistant Professor,
2003 – 2006
• Valparaiso University, Valparaiso, Indiana, Assistant Professor, 1998 – 2003
• Pennsylvania State University, University Park, Pennsylvania, Assistant
Professor, 1995 – 1998
• Structural models that appropriately capture large deformation, buckling and/or
other non-linear behavior in the dynamic or static domains
• Evaluation of existing structures including failure investigation, historic
preservation, and structural performance assessment
• Field investigation with a focus on cause and extent of damage related to property
investigation (residential, commercial, and industrial)
• Client management including initial interactions, development of proposed scope
of work, and execution of contracts
• Expert witness testimony and support of litigation and subrogation.

Professional Engineer

• ASEE Rocky Mountain Section Teacher of the Year Award, 2018
• NEU COE Online Educator Award, 2018
• University of Utah, College of Engineering, Top 15% Teachers (3 times), 2013 -
2019
• Premier Award for Excellence in Engineering Education Courseware Winner,
CATME/Team-maker (member of multi-university collaborative team), 2009
• Tri-State University’s McKetta-Smith Excellence in Teaching Award, 2008
• SEAU, Technical Committee, Member, 2019 – present
• SEAU, Organizing Committee, 2021 Special Session, 2019 – 2021
• ASCE, YMF, PE Exam Preparation Course, Structures Review, Presenter, 2016 –
2019
• ASCE, WFB, Monthly Meetings, Presenter, 2014 – 2019
• ASCE, Journal of Pro. Issues in Engineering Ed. and Practice, Reviewer, 2015 -
2018
• Center for Infrastructure Transformation and Education, Bridge Group, 2015 –
2018
• ASEE, CE Division, Annual Conference Paper Reviewer, 1999 – 2018
• American Concrete Institute-Oklahoma (ACI-OK), Chapter President 2011 –
2012
• FIRST Lego Robotics Utah State Competition (volunteer) 2019
• ASCE Wasatch Front Branch (Presenter multiple times) 2016 - 2018
• ASEE Rocky Mountain Section Annual Conference (Presenter multiple times)
2016
• Schmucker, D.G., Lenart, J., and Burian, S.J., “A Civil Infrastructure System
Perspective – Not just the Built Environment” Proceedings of the 2016 ASEE
Annual Conference and Exposition
• Burian, S.J, Schmucker, D.G., and Lenart, J., “Developing Global Learning
Outcomes in a Civil Engineering Program,” Proceedings of the 2016 ASEE
Annual Conference and Exposition
• Ohland, M.W., M.L. Loughry, D.J. Woehr, C.J. Finelli, L.G. Bullard, R.M.
Felder, R.A. Layton, H.R. Pomeranz, and D.G. Schmucker, “The Comprehensive
Assessment of Team Member Effectiveness: Development of a Behaviorally
Anchored Rating Scale for Self and Peer Evaluation.” Academy of Management:
Learning & Education, Manuscript ID: AMLE-RR-2010-0056.
• Ohland, Matthew W., Lisa G. Bullard, Richard M. Felder, Cynthia J. Finelli,
Richard A. Layton, Misty L. Loughry, Hal R. Pomeranz, Douglas G. Schmucker,
David J. Woehr, “The Comprehensive Assessment of Team Member
Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self and
Peer Evaluation,” Academy of Management 2010 Annual Meeting, paper #13912
• Bullard, L.F., R.L. Carter, R.M. Felder, C.J. Finelli, R.A. Layton, M.L. Loughry,
M.W. Ohland, and D.G. Schmucker “The Comprehensive Assessment of Team
Member Effectiveness: A New Peer Evaluation Instrument,” Proc. Amer. Soc.
Eng. Ed., Chicago, IL, June 2006.
1. Name: Michael Scott Shea, P.E.
2. Education
• Doctor of Philosophy Candidate, Civil Engineering, Anticipated 2021, University of
Utah, Salt Lake City, UT. Dissertation working title: Statistical Road Safety
Modeling Approaches for Estimating Road, Vehicle, and Driver Effects on Crash
Type and Severity Outcomes at Intersections. Co-Advisors: Juan Medina (currently
Research Asst. Professor, University of Utah, Salt Lake City, UT); Richard Jon (RJ)
Porter (currently Highway Safety Engineer at VHB, Raleigh, NC).
• Master of Engineering, Civil Engineering, 2011, Brigham Young University, Provo,
UT. Thesis: Hydraulic Conductivity of Cement-Treated Soils and Aggregates After
Freezing. Advisor: W. Spencer Guthrie (currently Professor of Civil Engineering,
Brigham Young University, Provo, UT).
• Bachelor of Science, Civil Engineering, Minors in Math, Business, and Asian Studies,
2008, Brigham Young University, Provo, UT.
• Adjunct Lecturer, Department of Civil and Environmental Engineering, University of
Utah, Salt Lake City, UT, (Spring 2017, Fall 2017, Spring 2018, Spring 2020, Spring
2021)
• Adjunct Lecturer, Department of Civil and Environmental Engineering, Brigham
Young University, Provo, UT, (Winter 2021)
• Graduate Research Assistant, Department of Civil and Environmental Engineering,
University of Utah, Salt Lake City, UT, (August 2013-present)
• Research Assistant, Brigham Young University, Provo, UT, (May 2008-January
2011)
• Senior Traffic Engineer, AECOM, Salt Lake City, UT, (January 2021-present)
• Transportation Manager, CRS Engineers, Salt Lake City, UT, (April 2018-January
2021)
• Traffic Engineer, Avenue Consultants, Inc. Taylorsville, UT, (February 2013-
September 2013)
• Assistant Quality Assurance Manager, Raba-Kistner Infrastructure, Orem, UT, (May
2010-December 2012)
• Project Engineer, LEI Engineers, Spanish Fork, UT (June 2006 – May 2008)

• Professional Engineer, Utah 2016 Expires March 2022 and Texas. 2012 Expires Sept
2021

• Member, Institute of Transportation Engineers, (2010-present)
o University of Utah ITE Student Chapter Secretary, (2013-2014)
o University of Utah ITE Student Chapter Vice President, (2014-2015)
o University of Utah ITE Student Chapter President, (2015-2016)
• Member, American Society of Civil Engineers, (2004-2018)
• Member, American Concrete Institute, (2010-2015)
• Lifetime Member, Tau Beta Pi National Engineering Society, (November 2016)

• Best Paper (out of 38 papers), Transportation Research Board’s Geometric Design
Committee (AFB10), 2015 Annual Meeting of the Transportation Research Board
• Dwight David Eisenhower Transportation Fellowship, Universities and Grants
Programs, Federal Highway Administration, Washington, D.C., (2015-2016 and
2016-2017)
• Wayne Brown Fellowship, Department of Civil and Environmental Engineering,
University of Utah, Salt Lake City, UT, (2013-2015)
• Ellis L Matthes Scholarship, ITE Intermountain Section (Idaho, Montana, Nevada,
Utah), Jackson, WY, (2009 and 2014)
• Point B Scholarship, University of Utah Transportation Student Group, University of
Utah, Salt Lake City, UT, (2013)
• Committee Member, Performance Effects of Geometric Design [AKD10], 2018-
Present
• Peer Reviewer, Geometric Design Committee [AFB10/AKD10], (2014-2021)
• Peer Reviewer, Operational Effects of Geometrics [AHB65], (2014-2018)
• Peer Reviewer, Bicycle Transportation [ANF20], (2016-2018)
9. Selected publications (*indicates primary speaker)

• Medina, J.C., Shea, M.S., and Azra, N. “Safety Effects of Protected and
Protected/Permissive Left-Turn Phases.” Utah Department of Transportation
Research Division, December 2018 Report No. UT-19.04
• Burbidge, S. K., and Shea, M.S. “Measuring Systemic Impacts of Bike Infrastructure
Projects.” Utah Department of Transportation Research Division, November 2017.
Report No. UT-16-8290.
• Medina, J.C., Shea, M.S., and Azra, N. “Safety Effects of Protected and
Protected/Permissive Left-Turn Phases.” Utah Department of Transportation
Research Division, December 2018 Report No. UT-19.04
• Burbidge, S. K., and Shea, M.S. “Measuring Systemic Impacts of Bike Infrastructure
Projects.” Utah Department of Transportation Research Division, November 2017.
Report No. UT-16-8290.
• Shea, M. S.*, and Porter, R. J. “Exploring Effects of Urban Design Qualities on
Multimodal Safety.” 10th University Transportation Center (UTC) Spotlight
Conference: Bicycles and Pedestrians, Washington D.C., December 2016. [poster
presentation]
• Shea, M. S.*, and Medina, J. C. “Approach-Level Safety Comparison of Permissive-
Protected and Protected Left Turn Phasing to Flashing Yellow Arrows,” Accepted for
presentation at the 97th Annual Meeting of the Transportation Research Board,
Washington, D.C., January 2018. [poster presentation]
1. Name: Glenn E. Sjoden, Ph.D., P.E.
2. Education
• Ph.D., Nuclear Engineering, Pennsylvania State University, University Park,
Pennsylvania, 1997
• M.S., Nuclear Engineering, Air Force Institute of Technology, WPAFB Ohio,
1992
• B.S., Nuclear Engineering, Texas A&M University, College Station, Texas, 1984
• Professor and Energy Solutions Presidential Endowed Chair, Nuclear Engineering
Program, August 2019 to Present, University of Utah, Salt Lake City, Utah.
• Professor and Director, Radiation Science and Engineering Laboratory, Nuclear
and Radiological Eng. Program (NRE), November 2010 to 2014, Georgia
Institute of Technology, Atlanta, Georgia.
• Associate Professor and Florida Power and Light Endowed Term Chair (2007-
2010), Department of Nuclear and Radiological Engineering (NRE), March 2004
to October 2010, University of Florida, Gainesville, Florida.
• Associate Professor of Mathematical Sciences, USAF Academy, Colorado
Spring, CO, US Air Force Officer (1997- 2000), also USAF Academy Instructor
and Assistant Professor, USAF Officer, (1992-1994);
• Chief Scientist, Air Force Technical Applications Center (AFTAC), Rank: Senior
Executive Service (SES), DISL IP-00, June 2014 to July 2019, Patrick AFB,
Florida.
• Research Consultant to various Government Agencies and Corporations, 1997 to
2014, and 2019-Present; Licensed consultant to US Gov’t (DOE, NNSA, DHS,
DNI, CIA, NCPC, INL, LANL, LLNL, ORNL, PNNL, DOD, FBI), Delta Air
Lines, Zel-Tech.
• Deputy Director of Materials Technology, Deputy Director for Technology and
Research, April 2001 to March 2004, Air Force Technical Applications Center,
US Air Force, Patrick AFB, Florida.
• Chief, Molecular Sciences Division, US Air Force, February 2000 to April 2001,
Directorate of Materials Technology, Air Force Technical Applications Center,
Patrick AFB, Florida.
• Other Assignments Spanning 1984-2000, Active Duty, US Air Force; Lt Col
USAF (retired).
5. Certifications or professional registration

Licensed Professional Nuclear Engineer, P.E. #44144 (Florida), 1991-Present, DOE Q
Clearance (active)

American Nuclear Society (ANS); Institute of Nuclear Materials Management (INMM)
• 2019: Air Force Meritorious Civilian Service Award, AFTAC, Patrick AFB,
Florida
• 2018: Presidential Rank Award, USAF (IP-00 DISL) Senior Leader Award for
Exceptional Public Service, awarded by Pres. Trump, The Pentagon, Washington
D.C. (presented June 14, 2019).
• 2018: Air Combat Command (ACC) winner, ACC nominee: USAF Harold
Brown Award for Innovative R&D, Patrick AFB, Florida
• Director of the Nuclear Engineering Program, and Interim Level II
Supervisor/Reactor Director, Utah TRIGA Facility (2020-Present)
• Member, University of Utah Radiation Safety Committee, (2020 – Present)
• Chair, Civil and Environmental Engineering Safety Committee (2019-Present)
• Hiring committee chair, Nuclear Reactor Supervisor and Nuclear Research
Scientist positions, (Fall 2020)
• Evaluator, Peer Teaching/RPT Evaluations: Chemical & Nuclear Engineering,
(Fall 2020).
• Factory Acceptance Testing reviewer and installation supervisor, new Thermo-
Fisher Reactor Control System, University of Utah TRIGA Reactor (2020-2021).
• INMM University of Utah Chapter Faculty Advisor (2020-Present)
• L. Albright, N. Andrews, L. Humphries, M. Piro, G. Sjoden, D. Luxat, T.
Jevremovic, “Material Interactions in Severe Accidents – Benchmarking the
MELCOR V2.2 Eutectics Model for a BWR-3 Mark-I Station Blackout: Part I –
Single Case Analysis,” submitted, Nuclear Engineering and Design, Jan. 2021
• M. Wang, G. Sjoden, et. al., “Assessment of an HPGe Detector using SN and
Monte Carlo Transport with Experiments”, RPSD 2020, accepted, January 2021.
• V. Wang, G. Sjoden, A. Foley, and S. Mohanty, “3D SN and Monte Carlo
Calculations of the Utah TRIGA Reactor Core using PENTRAN and MCNP6,”
submitted, Annals of Nuclear Energy, September, 2020.

• Special consultant: National Academies of Science, Engineering, and Medicine
(2019-Present); DOE/Pacific Northwest National Laboratory; Q-cleared (Fall
2019-Present)
• Reviewer: ANS Mathematics and computation Division International Meeting
(2021); National Academies of Science, Engineering, and Medicine (2020-
Present); IEEE Transactions in Nuclear Science (2020-Present); IEEE
Transactions in Nuclear Science (2020-Present); Laboratory Directed Research
and Development, Los Alamos National; Geophysics Journal International,
(2020-Present)
• Member, Nuclear Science and Engineering Journal Editorial Advisory Board (Fall
2020 – Present).
• Laboratory, “Hyperspectral X-Ray Imaging” (August 2020); “Integrated Nuclear
Detonation Detection”, (March 2020).
1. Name: Jennifer Weidhaas, PhD, PE
2. Education
• University of California-Davis, Civil and Environmental Engineering
• Designated Emphasis in Biotechnology, PhD, 2006
• University of California-Davis, Civil and Environmental Engineering, MS, 2002
• Montana State University. Civil Engineering
• Emphasis in Bio-Resources Engineering, BS, 1999
• 2016-current - Associate Professor, University of Utah, Civil and Environmental
Engineering
• 2010–2016 - Assistant Professor, West Virginia University, Civil and
Environmental Engineering
• 2005–2010 - Environmental Engineer, North Wind, Inc., Idaho Falls, ID
• 2000 - Environmental Engineer, Idaho National Lab, Idaho Falls, ID

Professional Engineer, Environmental Engineering, State of Idaho, License # 12525

• American Society for Engineering Education [ASEE]-member since 2010
• Association for Women in Science [AWIS]-member since 2010
• Association of Environmental Engineering and Science Professors [AEESP] -
member since 2010
• American Chemical Society [ACS]-member since 2014

• 2018 - Outstanding Mentor, Dept of Civil and Environmental Engineering, Univ
of Utah
• 2018 - Career and Professional Development Center Faculty Recognition Award,
Univ of Utah
• 2017 - Best Paper, American Society of Engineering Education, Rocky Mountain
Section Conference, Brigham Young University, Provo, UT, September 22-23
• 2017 - Ben Jacobsen Kingfisher Bend Ranch Award for Exceptional
Effectiveness in Teaching, Univ of Utah
• 2019-2020 - Elementary school Dream Big outreach—Presentation of hands on
STEM activity in 35 fifth grade elementary classrooms reaching ~1000 students
• June 2017 - Presenter “Exploring Engineering Day”—University of Utah, College
of Engineering (47 students)
• March 2017 - Presenter “Pi Day”—Central Valley Junior High, Salt Lake City,
UT (300 students)
• 2016, 17, 19 - Trainer—US-Pakistan Center for Advanced Studies in Water at
Mehran University of Engineering and Technology (MUET), Jamshoro, Pakistan
• Pecson, BM, et al, in press, Environmental Science: Water Research &
Technology
• Jamal *, R, X. Li, J. Weidhaas, 2021, Journal of Microbiological Methods,
https://doi.org/10.1016/j.mimet.2021.106146.
• Jamal, R*, et al., 2020, Science of the Total Environment,
10.1016/j.scitotenv.2020.140021
• Mehmood, R, U Iran, A Ullah, J.L. Ullman, J. Weidhaas, 2020, Environmental
Science and Pollution Research, doi: 10.1007/s11356-020-08705-4
• Imran, U, J Weidhaas, A. Ullah, K Shaikh, 2020, Human and Ecological Risk
Assessment: An International Journal, doi.org/10.1080/10807039.2020.1729090
• Imran, U, M Khan, R Jamal, S Sahulka, R Goel, R Mahar, J. Weidhaas, 2020,
Ecotoxicology and Environmental Safety, 191:
https://doi.org/10.1016/j.ecoenv.2020.110233
• Acharya, SP *, J. Johnson *%, J. Weidhaas, 2020, Journal of Environmental
Sciences, 89:23-34, https://doi.org/10.1016/j.jes.2019.09.022
• Deng, D, O. Lin, A. Rubenstein, J. Weidhaas, L-S Lin, 2019, Chemical
Engineering Journal, 358: 1208-1217, https://doi.org/10.1016/j.cej.2018.10.030
• Clark, GG #, R. Jamal *, J. Weidhaas, 2019, Science of the Total Environment,
651(1), 1011-1019, doi.org/10.1016/j.scitotenv.2018.09.277
• Boney, J, J. Jaczynski, JL Weidhaas, A Bergeron, J Moritz, 2018, Journal of
Applied Poultry Research, pfy052, 1-11, http://dx.doi.org/10.3382/japr/pfy052
• Acharya, SP*, J Weidhaas, 2018, Chemosphere, 211:1018-1024,
doi.org/10.1016/j.chemosphere.2018.08.024
• Weidhaas, JL, A. Anderson*, R. Jamal*, 2018, Appl. Enviro. Microbiol, 84(6):
DOI: 10.1128/AEM.02510-17
• Weidhaas, JL, A. Panaccione#, A. Bhattacharjee, R. Goel, A. Anderson*, S.
Poudel Acharya*, 2018, Biodegradation, 29(1):71-88, DOI: 10.1007/s10532-017-
9814-9
• S. Mantha *, A. Anderson #, S.P. Acharya *, V.J. Harwood, J. Weidhaas, 2017,
Science of the Total Environment, 598:204-212,
doi.org/10.1016/j.scitotenv.2017.04.020
• Li, KW, J. Weidhaas, L. Lemonakis, H. Khouryieh, M. Stone, L. Jones, C. Shen,
2017, Food Control, 79:101-108,
http://dx.doi.org/10.1016/j.foodcont.2017.03.031
• Weidhaas, J.L., L-S. Lin, K. Buzby, 2017, Science of the Total Environment, 574:
1396-1404, DOI: 10.1016/j.scitotenv.2016.08.063
1. Name: Xianfeng (Terry) Yang, Ph.D.
2. Education
• University of Maryland, Civil and Environmental Engineering, Ph.D., 2015
• University of Maryland, Civil and Environmental Engineering, MS, 2012
• Tsinghua University, Civil Engineering, BS, 2009
• 2017-current - Assistant Professor, University of Utah, Civil and Environmental
Engineering
• 2015–2017 - Assistant Professor, San Diego State University, Civil, Construction
and Environmental Engineering

Engineer in Training, Civil Engineering, State of Maryland

• American Society for Engineering Education [ASEE]
• American Society of Civil Engineers [ASCE]
• Institute for Operations Research and the Management Sciences [INFORMS]
• Transportation Research Board [TRB]

• 2018 Transportation Research Part A Outstanding Reviewer, University of Utah
• 2018 Transportation Research Part C Outstanding Reviewer, University of Utah
• 2018 Transportation Research Part E Outstanding Reviewer, University of Utah
• 2018 ASCE Journal of Transportation Outstanding Reviewer, University of Utah
• 2017 NSF CPS program workshop travel award, University of Utah

• 2021 – present: Paper review coordinator and Member, Committee on Disaster
Response, Emergency Evacuations, and Business Continuity (AMR 20), TRB
• 2020 – present: Secretary & Voting member, ASCE Artificial Intelligence
Committee
• 2020 – present: Associate Editor, ASCE Journal of Urban Planning and
Development
• 2019 – present: Vice Chair, INFORMS-SIG-Intelligent Transportation Systems
Committee
• 2019 – present: Associate Editor, IEEE OJ-Intelligent Transportation Systems
• 2019 – present: Handling Editor, Transportation Research Record
• 2018 – 2021: Member, Emergency Evacuation Committee (ABR 30), TRB
• 2018 – present: Editorial Board Member, ASCE Journal of Urban Planning and
Development
• 2017 – present: Member, Traffic Signal System Committee (AHB 25), TRB
• Qinzheng Wang, Xianfeng Yang*, (2021),” Adaptive and Multi-path Progression
Signal Control under Connected Vehicle Environment”, Transportation Research
Part C, Vol 124, 102965.
• Chenfeng Xiong, Xianfeng Yang, Minha Lee, Lei Zhang (2020),” An integrated
modeling framework for active traffic management and its applications in the
Washington D.C. area”, Journal of Intelligent Transportation System. Accepted.
• Zhao Zhang and Xianfeng Yang, (2020),” Analysis of highway performance
under mixed connected and regular vehicle environment”, Journal of Intelligent
and Connected Vehicle. Accepted.
• Wei Hao*, Li Liu, & Xianfeng Yang, (2020), "Reducing CACC Platoon
Disturbances Caused by State Jitters by Combining Two Stages Driving State
Recognition with Multiple Platoons’ Strategies and Risk Prediction’ Strategies
and Trajectory Prediction”, IEEE Transactions on ITS. Accepted.
• Zhao Zhang, Runan Yang, Glenn Blackwelder, & Xianfeng Yang*, (2020)
“Examining Driver Injury Severity in Left-turn Crashes using Hierarchical
Ordered Probit Models”, Traffic Injury Prevention, accepted.
• Zhao Zhang & Xianfeng Yang*, (2020) “Freeway Traffic Speed Estimation by
Regression Machine Learning Techniques Using Probe Vehicle and Traffic
Sensor Data”, Journal of Transportation Engineering. Vol. 146(12).
• Xianfeng Yang, Ke Huang*, Zhehao Zhang, & Zhao Zhang, (2020), “Eco-
Driving System for Connected Automated Vehicles: Multi-Objective Trajectory
Optimization”, IEEE Transactions on Intelligent Transportation System. In press.
• Zhao Zhang, &Xianfeng Yang*, (2020) “Freeway Traffic Speed Estimation in
Traffic Monitoring Systems using a Hybrid Machine Learning Approach”,
Journal of Transportation Research Board: Transportation Research Record, Vol.
2674(10), pp. 68-78
• Qinzheng Wang, Xianfeng Yang*, Blaine D. Leonard, & Jamie Mackey, (2020),
“Field Evaluation of Connected Vehicle-based Transit Signal Priority System
under Two Different Signal Base Plans”, Journal of Transportation Research
Board: Transportation Research Record, Vol. 2674:(7), pp. 172-180
• Yongjie Lin, Xianfeng Yang*, & Qinzheng Wang (2020), “New transit signal
priority scheme for intersections with nearby bus rapid transit median stations”,
IET Intelligent Transport Systems, Vol. 14(12), pp. 1606-1614.
• Qinzheng Wang, Xianfeng Yang*, Zhitong Huang, & Yun Yuan, (2020), “Multi-
vehicle Trajectory Optimization for Cooperative Adaptive Cruise Control
(CACC) Platoon Formation”, Journal of Transportation Research Board:
Transportation Research Record, Vol. 2674(4), pp. 30-41.
1. Name: Xuan ‘Peter’ Zhu, Ph.D
2. Education
• Ph.D., Structural Engineering, University of California, San Diego, U.S., 2016
• M.S., Civil Engineering, University of Pittsburgh, U.S., 2010
• B.S., Mechanical Engineering, Beihang University, China, 2008
• Assistant Professor, Civil & Environmental Engineering, University of Utah,
2018-present
• Visiting scholar, Earth & Environmental Sciences, Los Alamos National
Laboratory, 07/2018
• Post-doctoral research associate, Civil & Environmental Engineering, University
of Illinois at Urbana-Champaign, 2017-2018
• Post-doctoral Researcher, Structural Engineering, University of California, San
Diego, 2016-2017
4. Honors & awards

• ASNT Faculty Grant, the American Society for Nondestructive Testing, 2020
• Dissertation Fellowship, University of California, San Diego, 2016
• NSF Scholarship, University of Illinois at Urbana-Champaign, Asia-Pacific
Summer School in Smart Structures Technology, 2015
• Charles Lee Powell Fellowship Jacobs School of Engineering, UCSD, 2011-2012
• Pre-Doctoral Fellowship, University of Pittsburgh, 2010
• Second Prize in FengRu Cup, Tech invention competition top 5%, 2007
• Excellent Volunteer, Beihang University, 2007
8. Services activities
• URS Poster evaluator, Undergraduate Research Symposium, University of Utah,
2020
• Event host, Engineering Day Research Symposium, COE, 2020
• Committee member: UAC instructor search committee, CVEEN department,
2020; Technology coordinator search committee, CVEEN department, 2020;
Graduate student recruitment committee, CVEEN department, 2019-present;
ABET & Undergraduate committee, CVEEN department, 2018-present; Cyber
technology integration committee, CVEEN department, 2018-present; Strategic
hiring & planning committee, CVEEN department, 2018-present; Joint committee
of Structural Health Monitoring, AHD30(3), Transportation Research Board,
2019-present
• National Science Foundation Reviewer, 2021
• Review editor on the Editorial Board of Frontiers in Built Environment, 2020-
present
• Grant reviewer: DOE-NE Consolidated Innovative Nuclear Research, 2020-
present; DOE Small Business Innovation Research, 2020
• Organizing member, 7th International Conference on Experimental Vibration
Analysis for Civil Engineering Structures, University of California San Diego, La
Jolla, CA, July 12-14, 2017
• Chairing Sessions: “Smart Sensing and Signal Processing for Diagnostics”, SPIE
Smart Structures/NDE, Portland, OR, March 2017; “Guided Waves I: Civil
Infrastructures Monitoring”, SPIE Smart Structures/NDE, Portland, OR, March
2017
• Reviewer for several journals including: Journal of Performance of Constructed
Facilities, Applied Sciences, Sensors, Functional composites and structures,
Experimental Mechanics, Ultrasonics, Journal of Intelligent Material Systems and
Structure, Smart Materials and Structures
9. Selected publications: * indicates the paper I served as corresponding author.

• Zhou, Z., Li, J., Xia, W., Zhu, X., Sun, T., Cao, C., & Zhang, L. (2020).
“Enhanced piezoelectric and acoustic performances of poly (vinylidene fluoride-
trifluoroethylene) films for hydroacoustic applications,” Physical Chemistry
Chemical Physics, 22(10).
• Tarokh, A., Makhnenko, R.Y., Kim, K., Zhu, X., Popovics, J. S., Segvic, B.,
Sweet, D. E.. “Influence of CO2 injection on the poromechanical response of
Berea sandstone,” International Journal of Greenhouse Gas Control, 95
• Hu, H., Zhu, X., Zhang, L., Li, X., Sternini, S., Lanza di Scalea, F., Xu, S.
“Stretchable ultrasonic transducers for three-dimensional imaging on complex
surfaces,” Science Advances, 4 (3), aar3979.
• Lanza di Scalea, F., Zhu, X., Sternini, S., Capriotti, M., Liang, A., Mariani, S.
(2018) “Passive extraction of dynamics transfer function from ambient
excitations: applications to high-speed rail inspection,” Journal of Nondestructive
Evaluation, Diagnostics and Prognostics of Engineering Systems, ASME, 1(1),
011005.
• Mariani, S., Nguyen, T. V., Zhu, X., Lanza di Scalea, F. (2017) “Field test
performance of non-contact ultrasonic rail inspection system,” J. Transp. Eng.
ASCE, Part A: Systems, Vol.143, 5.
DOI: http://dx.doi.org/10.1061/JTEPBS.0000026.
• Zhu, X., Lanza di Scalea, F. (2017) “Thermal stress measurement in continuous
welded rails using the hole-drilling method,” Experimental Mechanics, Vol. 57, 1,
pp 165-178. DOI: 10.1007/s11340-016-0204-8.
• Zhu, X., Lanza di Scalea, F. (2016) “Sensitivity to axial stress of electro-
mechanical impedance measurements,” Experimental Mechanics, Vol. 56, 9, pp
1599–1610. DOI:10.1007/s11340-016-0198-2.
• Kijanka, P., Packo, P., Zhu, X., Staszewski, W., Lanza di Scalea, F. (2015)
“Three-dimensional temperature effect modelling of piezoceramic transducers
used for Lamb wave based damage detection," Smart Materials and Structures,
Vol. 24, 6, 0605005. DOI: 10.1088/0964-1726/24/6/065005.
• Tippmann, J. D., Zhu, X., Lanza di Scalea, F. (2015) “Application of damage
detection methods using passive reconstruction of impulse response functions,”
Philos Trans A Math Phys Eng Sci. , 373, 2035. DOI: 10.1098/rsta.2014.0070.
APPENDIX C – EQUIPMENT
Geotechnical/Soil Mechanics Lab – Sent to Bartlett for review 5/18/21

ELE Triaxial Compression Apparatus
ELE Direct Shear Machine Apparatus
Drying Ovens
Sieve Shakers
Digital scales
Hydrometer test equipment
manually operated unconfined compression, and CBR system
Bench top oedometers
compression frame
Procter hammers and molds
Liquid Limit Devices
Bench top permeameters
Tremble GHX GPS Survey System
Sokkia SDL50 Digital Level and Rod
Cirrus CR800A Sound Level Meter
Materials/Concrete Lab
Instron 400 Compression Machine
20’ Drop Hammer
Troxler asphalt Gyratory Compactor
Concrete Mixers (4) 3.6cuFt
Water curing tanks
Concrete air meters
Concrete slump and unit weight devices
Mortar cube molds
Concrete shrinkage measuring device
Digital balances (multiple)
Asphalt concrete portable mixers
Water tank specific gravity setup
Ignition oven
Large capacity ovens
Rotating viscometer
Bending beam rheometer
Freezer/warm bath unit
Semi-circular bend compression machine
Asphalt Mixture Performance Tester triaxial machine
Charpy v-notch testing machine
Creep testing machine
Electromechanics compression machine
Misc. Other Equipment

Humidified concrete curing room
MTS FlexTest 40, 50 kip Hydraulic Frame
radar gun
video camera
Elmo - document camera
picture tel
smart board
APPENDIX D – INSTITUTIONAL SUMMARY
1. The Institution
a. University of Utah
a. 201 Presidents Circle, Room 201
b. Salt Lake City, UT 84112
b. Michael L. Good
a. Interim President
b. Office of the President
c. Park Building
d. 201 S. President’s Circle, Room 203
e. Salt Lake City, UT 84112
c. Richard B. Brown, Dean

a. College of Engineering
b. 72 S. Central Campus Drive, Room 1692
c. Salt Lake City, UT 84112
d. The University of Utah has been continuously accredited by Northwest Commission on

Colleges and Universities since 1933. The most recent evaluation was successfully
completed mid-cycle in 2018, and notice was received in 2019. The next evaluation is in
2022.
2. Type of Control
The University of Utah is a state institution under the jurisdiction of the Utah State Board of
Regents, whose members are appointed by the Governor of the State of Utah and confirmed
by the Legislature. The Regents appoint a Commissioner of Higher Education who, with his
staff, has the responsibility of coordinating policy, programs and budgets for higher
education state-wide. The President of the university reports to the Board of Trustees, which
reviews and approves the policies, programs, budgets and personnel actions of the
University.
3. Educational Unit
From an organizational standpoint, the college consists of a college level administration and
seven academic units including the Departments of Biomedical Engineering, Chemical
Engineering, Civil and Environmental Engineering, Electrical and Computer Engineering,
Materials Science and Engineering, Mechanical Engineering and the School of Computing.
The Construction Engineering Program is part of the Civil and Environmental Engineering.
4. Academic Support Units

Mathematics: Davar Khoshnevisan, Chair; Aaron Bertram
Physics: Christoph Boehme, Chair; Ben Bromley, Associate Chair
Chemistry: Matthew S. Sigman, Chair; Vahe Bandarian, Associate Chair
5. Non-academic Support Units

Library Support for the College of Engineering (April Love, Associate Librarian)
The University of Utah has three libraries on its campus: S. J. Quinney Law Library, Spencer S.
Eccles Health Sciences Library, and J. Willard Marriott Library. In additional to these, a
graduate mathematics library, which is operated by the Marriott Library, is located in the
Mathematics Department. Only the Marriott Library is discussed in this self-study, since it is the
library used most by engineering faculty and students.
Computer Facilities (Steven Dean, Director): The College of Engineering maintains four general
usage computer labs that provide access to academic software and file storage for instructional
usage. The college computing facility also provides a comprehensive collection of software that
is available for instructional use.
Tutoring (ADVISOR or April Vrtis-Curran Academic Program Manager): The College of

Engineering offers help for all engineering students, particularly freshman and sophomores. The
goal is to help our engineering students through difficult engineering classes, so that they will be
better prepared for junior and senior level coursework. Each department is responsible for hiring,
supervising and training the tutors for their courses. For engineering courses, fellow Engineering
students serve as tutors, so students can get help and information from peers who have "been
there and done that." In addition, faculty and teaching assistants from the Department of Math
hold extensive office hours in the Warnock Engineering Building. Not only do students receive
help completing homework, but also have the opportunity to gain a better understanding as to
how that subject actually fits into their engineering coursework and future profession.
The Living and Learning Community (Morgan Boyack, Academic Program Coordinator): The
College of Engineering offers two Living & Learning Communities for our students. The
College of Engineering Living & Learning Community is open to all first-year engineering
students. The Kennecott house, is also open to continuing students as well. Resident selection is
done by the College of Engineering Dean’s Office who gives preference to out-of-state students
and strives to create a diverse community. There are activities and value-added programming for
the Engineering Floor.
The College of Engineering Living & Learning Community opened Fall 2005 in the University
of Utah Residence Halls. Located in Kahlert Village, this community offers residents the
opportunity to live with other students in the College of Engineering who share their academic
and career goals. This community is open to first year students who appreciate the benefit of
living in a community, which fosters academic excellence within the rigorous engineering
curriculum. Mentoring: There are two Resident Advisors (RA) who live on the floor. These
RA’s are upper division engineering students selected by the College. The RA’s help with any
problems or concerns while providing leadership and mentoring, as well as a connection to the
College of Engineering Dean’s Office. Study sessions and tutoring help ensure academic
success, while interaction with engineering faculty, staff, and alumni help further professional
development. The Floor: A total of 76 engineering students are selected to live in the
community in single, single-deluxe, double and double-deluxe suites. A large and well-equipped
study room is available on the floor, providing an ideal setting for group study, teamwork, and
collaboration. To view floor plans, please visit the Housing and Residential Education website at
https://housing.utah.edu/housing-map-content/uofu-kahlert-village/
The Kennecott House in Officers’ Circle houses 12 students. The RA for this community is an
upper-division engineering student and residents have the opportunity to participate in
programming offered in conjunction with the Dean’s Office. The students living in this
community participate in faculty presentations, field trips and alumni dinners. Students are
selected to live in the community by the College of Engineering Dean’s Office. Priority is given
to Kennecott Scholars and students from the College of Engineering. To view information about
the Kennecott House, please visit the Housing and Residential Education website at
http://housing.utah.edu/options/living-learning-communities/officers-circle/611/.
The CLEAR Program (Communication Leadership, Ethics, And Research) (Sneha Kasera,
Associate Dean): The CLEAR program was designed to ensure that engineering graduates can
communicate clearly in both oral and written form, participate on teams productively, recognize
ramifications of decisions they will make in the global marketplace, and develop a sophisticated
understanding of ethical dilemmas which regularly follow engineering industry trends. The
CLEAR Program is unique and innovative due to its: (1) emphasis on speaking, writing,
teamwork, and ethics, (2) integrated professional skills instruction, and (3) situated,
developmental approach to teaching and learning. In short, engineering undergraduates at the
University of Utah are continually exposed to communication and ethics throughout their
engineering training. As a result, students are better prepared for the transition from the
university to the workplace.
Academic Advising Center (Beth Howard, Associate Dean): At the Academic Advising Center
undeclared and pre-major students learn about academic programs, University policies and
procedures, selecting classes, exploring majors, and other education- related concerns.
Career Services (Stan Inman, Director): Career Services has an office in the Warnock
Engineering Building (within the Dean’s Office), where career counselors meet with
undergraduate and graduate students five days a week. This arrangement allows them to interact
with a larger number of students, since the Warnock Building is also where a large fraction of
engineering classes are held. Career Services also hosts an official database, Handshake, that
helps students and employers find one another. It also allows Career Services to communicate
with students about events such as career fairs, job postings, and interview schedules. Career
Coaches also attend the College of Engineering’s First-Year Orientations where they do a 25-
minute presentation on how students can utilize the Career & Professional Center early on in
their academic careers.
Counseling Center (Lauren Weitzman, Director): The University has a Counseling Center to
assist students, staff, and faculty with a variety of personal, academic and career concerns. Its
approach is collaborative, goal-oriented, and multi-culturally sensitive. The center attempts to
help individuals develop more personal awareness and to learn skills necessary for success at the
University of Utah.
In 2020, the College of Engineering partnered with the Counseling Center to hire their first
Embedded Engineering Counselor. This counselor works with College of Engineering and its
student 3 days a week. This counselor not only meets with students, but hosts a drop-in hour
every week to support faculty and staff who have questions or concerns regarding working with
students. Additionally, this counselor works with departments to create programming focused on
supporting College of Engineering students, faculty and staff.
Disability Center (Scott McAward, Director): The Center for Disability Services provides
accommodations and support for the educational development of students with disabilities. It
strives to improve understanding and acceptance of students with disabilities throughout the
University community. The center gives direct assistance to students to encourage and enhance
their independence, works continually to develop and maintain an accessible physical
environment, and endeavors to create a supportive psychological environment so that students
can achieve their educational objectives.
6. Credit Unit
One semester credit normally represents one class hour or three laboratory hours per week. One
academic year represents two 14-week semesters (i.e., fall and spring) and one 10-week summer
term, exclusive of final examinations.
7. Tables
(See below.)
Table D-1. Program Enrollment and Degree Data
Name of the Program
Undergrad
Total
Total
Grad
Academic
Enrollment Year Degrees Awarded
Year 1st 2nd 3rd 4th 5th Associates Bachelors Masters Doctorates
Current FT 31 44 32 81 4 192 64 n/a
20-21
Year PT 0 3 8 41 1 53 26 33
1 year prior n/a 3
FT 37 28 32 86 4 187 62 48 23
to current 19-20
year PT 0 2 9 30 2 43 36
2 years prior n/a 9
FT 26 23 28 88 5 170 65 52 23
to current 18-19
year PT 0 4 9 32 2 47 31
3 years prior n/a 8
FT 19 24 37 103 4 187 65 61 20
to current 17-18
year PT 0 4 11 31 5 51 30
4 years prior n/a 10
FT 21 20 34 108 10 193 72 64 31
to current 16-17
year PT 4 6 12 46 5 73 31
Give official fall term enrollment figures (head count) for the current and preceding four academic years and undergraduate and
graduate degrees conferred during each of those years. The "current" year means the academic year preceding the on-site visit.
FT—full-time
PT—part-time
Table D-2. Personnel

Year1: Fall 2020
HEAD COUNT
FTE2
FT PT
1 0 0.50
Administrative2
18 2 18.46
Faculty (tenure-track)3
Other Faculty (excluding student 1 3 2.68
Assistants)
0 18 7.02
Student Teaching Assistants4
1 0 1.00
Technicians/Specialists
5 0 4.10
Office/Clerical Employees
0 0 0.00
Others5
Report data for the program being evaluated.

1. Data on this table should be for the fall term immediately preceding the visit. Updated tables for the fall term when the ABET
team is visiting are to be prepared and presented to the team when they arrive.
2. Persons holding joint administrative/faculty positions or other combined assignments should be allocated to each category
according to the fraction of the appointment assigned to that category.
3. For faculty members, 1 FTE equals what your institution defines as a full-time load
4. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service).
5. Specify any other category considered appropriate, or leave blank.
SUBMISSION ATTESTING TO COMPLIANCE
Only the Dean or the Dean's Delegate can electronically submit the Self-Study Report.
ABET considers the online submission as equivalent to that of an electronic signature of

compliance attesting to the fact that the Program has conducted an honest assessment of
compliance and has provided a complete and accurate disclosure of timely information
regarding compliance with ABET's Criteria for Engineering Programs to include the
General Criteria and any applicable Program Criteria, and the ABET Accreditation Policy
and Procedure Manual.
284 ABET Self-Study Report Construction Engineering Program at the University of

Utah
ATTACHMENT 1 – STUDENT OUTCOME ASSESSMENTS
Assessment Summary – Student Outcome 1
Outcome: Engineering Problems– 1

Performance Indicator: Applies engineering, science or mathematical principles to achieve
analytical or numerical solutions to model equations (formulate & solve).
Semester/Year: Spring 2021

Course: CVEEN 3510 – Civil Engineering Materials
Instructor: Dr. Nikola Markovic
1. Brief statement describing the specifics of the assignment, quiz, exam, problem, etc. used to
assess this performance indicator.
A homework assignment was used to assess this performance indicator
2. Statement of how the problem addresses the performance indicator.
The homework problem is concerned with development of a rheological model, which

requires students to formulate the model employing mathematical/physical modeling and
then solve it using numerical methods. As a result, the assigned homework problems enables
a direct assessment of the specific performance indicator.
3. Describe the criteria used to determine if the student was successful in achieving the
performance indicator (i.e., achieving a score of > 70% on the assignment, quiz, exam,
problem, etc. or some other metric)
The performance indicator is pass or fail on the quiz question.
4. Tabulate the distribution of student grades on the problem/assignment. Include the total
number of students who were assessed and the total number of students who met the
performance objective.
Total students Pass Fail
34 34 0
5. Description of how the students successfully met the performance indicator.
All the students completed the problem. Part of the reason for a great success rate that the
problem was very similar to those covered in class.
6. Description of how the students didn’t successfully meet the performance indicator.
In this case, all the students met the objective because the homework problem was similar to
the material covered in class.
7. Conclusion (supported by data).
All students were able to meet the requirement because very similar problems were covered
in class.
8. Recommendations to improve achievement of this outcome.
Continue to solve as many problems in class as possible.
Assessment Summary – Student Outcome 1 (continued)
This form will be completed by the course instructor at the conclusion of each semester and submitted to
the appropriate student outcome evaluation committee for inclusion in their program-level
assessment. Provide a minimum of 5 examples of student work.
Outcome: Engineering Problems– 1a

Performance Indicator: Problem statement shows understanding of the problem (identify).
Semester/Year: Fall 2020

Course: CVEEN 3210 – Structural Loads and Analysis
Instructor: Professor Luis Ibarra
Several exercises in HW and exam assignments address the indicator of students understanding the
posed problem. The example selected here is the following problem of the first midterm:
Overturning moment is a building’s global failure mode in which the moment caused by a lateral load
around point 0 in the lower corner, exceeds the moment resistance created by the gravitational weight
force also around point 0. In the figure below, overturning occurs when
M0,lat=F(h/2)M0,lat=Fh/2
is larger than
M0,self−w=Pg(b/2)M0,self−w=Pgb/2
. Where
FF
represent the lateral load (wind or earthquake force),
PgPg
the gravitational force,
hh
is the building’s height, and
bb
is the building’s width.
What load combination(s) would you use to analyze/design for this failure mode?
Explain why your selected load combination(s) are conservative. You can use a mathematical
justification or present an objective, rationale justification [10 points].
The topic is load combinations. The list of combinations was provided in a HO, and there was a brief
discussion. However, no specific examples were provided. This exercise is trying to determine whether
student can link a specific set of loads to the appropriate load combination cases of ASCE 7-16.
performance indicator (i.e., achieving a score of > 70% on the assignment, quiz, exam, problem, etc. or
some other metric)
The exercise was one of four problems in the first midterms, which needed a score of 70% to be
considered passed. This problem only was worth 10 out of 100 points.
number of students who were assessed and the total number of students who met the performance
objective.
There were 35 students in the class, but three of them took a different test in a subsequent days.
One of the 32 evaluted students did not attempt to solve the exercise. Also, five of them provided
additional insights and I gave them a couple of extra-points. I typically do not give extra-points for
regular exercises.
The average for the exercise, including the student who did not solve it, was 7.9. The standard
deviation was 3.1. Therefore, the problem was considered a success in terms of students’
understanding.
Some student could not connect the fact that an overturning moment failure mode may be more
critical when the gravitational loads are smaller, not larger.

Most of the student were able to connect the dots, and understand that they should include load
combinations that had reduced gravity load. This lead to an average of almost 80% for the exercise.

To provide more exercises of this type in HW and midterm assignments.
Outcome: Design – 2
Performance Indicator: Produces a clear and unambiguous design project needs statement that
identifies relevant public health, safety, and welfare, global, cultural, social, environmental, and
economic factors.

Course: CVEEN 4222 – Steel Design l
During the first lectures, students learn the overall objectives of a building design, which is expected
to achieve:
- Safety
- Functionality
- Economy
As part of the first HW, students:
• Defined the three basic goals of a consulting team, when designing a building.
• Provide a simple definition of structural design.
• Describe the difference between a strength limit state of a structure and a serviceability limit
state.
• Give a description of both the LRFD and ASD design approaches. What is the fundamental
difference between the methods?

Students learn that the three aforementioned design factors are interconnected, and change from
place to place based on technological, cultural, and socioeconomic factors. Ultimately, the basic limit
states (e.g., serviceability conditions and collapse prevention) have to be satisfied at all times.
some other metric).
This performance indicator was part of HW-1, and it was not independently graded. The mean grade
for HW 1 was 90 for the class.
A similar question was included in the first exam, where the class average grade was 84 for the
entire exam.
objective.
The results from the specific exam question (1a) about Outcome: Design – 2a are:
Student 1 4
Student 2 4
Student 3 4
Student 4 4
Student 5 4
Student 6 4
Student 7 0
Student 8 3
Student 9 4
Student 10 4
Student 11 4
Student 12 4
Student 13 4
Student 14 4
Student 15 4
Student 16 4
Student 17 4
Student 18 4
Student 19 4
Student 20 4
Student 21 4
Student 22 4
Student 23 4
Student 24 4
Student 25 4
Student 26 4
Student 27 4
Student 28 4
Student 29 3
Only one of the 29 students who answer this question did not reach the performance objectives.

The idea of steel design and its implications is easy to understand at the high order level, because
it can be reduce to the concept of demands being less than system capacities. The students who were
attending the first classes did not have problem with this assignement.
Only one student did not meet the expectations, but it is not clear whether he did not have time to
complete his examination, or had not understood the corresponding discussions.

The overall idea of steel design and its implications for society was clearly understood.

Try to add even more real examples of steel design in the first section of the class.
Outcome: Communication – Non-Technical 3

Performance Indicator: Writing conforms to appropriate technical style format appropriate to the
audience, appropriate use of graphics, mechanics & grammar.

Course: CVEEN 3100 – Technical Communication
Instructor: Professor Joshua Lenart
The Job Document assignment offers students the opportunity to create or improve on a cover
letter, resume, and/or curriculum vitae (CV). Each of these job documents are unique forms of
communication that reflect a student’s professional identity while conforming to particular genre
conventions. This assignment is designed to help students construct professional-quality, reader-
friendly documents by targeting specific employment criteria as well nontechnical audiences, such
as human resource (HR) personnel. After a student identifies a position (job, internship, co-op, or
graduate program) for which to apply, they will then complete the following five steps:
• Document planning phase

• Conduct research
• Create a cover letter and resume or CV
• Schedule a consultation with your instructor
• Offer and receive feedback from a peer
Assignment deliverables include the following:

1. a cover memo explaining to the instructor the submitted documents and a brief account
of why he/she chose this particular position
2. a final draft of the cover letter
3. a final draft of the resume or CV
4. a rough draft of the cover letter and resume
5. the job, internship, or co-op posting
6. any additional research materials gathered while researching the position
7.
To achieve the minimum performance indicator, students must proceed through each of these steps
while also conforming to the rubric(s) for both the resume and cover letter portions of
the assignment, which helps ensure successful completion of the performance indicator.
some other metric)
This assignment is scored out of 100 points, with the following breakdown:
• Cover Memo (____ / 5)
• Cover Letter (____ / 42)
• Resume (____ / 42)
• Rough Drafts of each document (2x) (____ / 6)
• Job or Position Posting (____ / 5)
• Final (____ / 100)
Additionally, the following two rubrics are used to evaluate the cover letter and resume:
objective.
6 total students were enrolled in this course; 6 students (or 100% of the total) achieved
> 70% on this assignment.
Students typically have four weeks from when the assignment is assigned until it is due to complete
all required components. Because of the multiple types of feedback, they receive throughout the
process (e.g. one-on-one instructor consultation, instructor comments on rough drafts, and 1-2
rounds of peer review), students typically have no problem achieving the performance indicator.
N/A. All students achieved the minimum performance indicator.

Students have told me anecdotally nearly every semester I have taught this assignment how much
they value it and how it has helped them get a job or get into a graduate program. The success of
the assignment, and how well it resonates with students, attest to its value.
None. This assignment works well as the first major assignment of the semester.
Outcome: Communication – Technical 3


Write a technical memo from the perspective of a civil and environmental engineering student. This
assignment is designed to help students stay current and up-to-date with local, contemporary
engineering issues involving the field writ large while addressing a technical-oriented audience.
Engineering firms across the region are responsible for an array of projects that span the
Intermountain West; as such, this assignment is designed to help students familiarize with changing
practices within the field as well as within higher education to address systemic changes occurring
across the country. For this assignment, students are asked to read and respond to a recent,
engineering-centric article(s) as it relates to the various fields of civil and environmental
engineering, e.g.: structural, geotechnical, construction materials, transportation, and/or water
resource engineering.
This memo demonstrates a student’s familiarity, beyond a cursory level, with the technical topic and
related issues as well as incorporates correct IEEE citation format. Additionally, the memo requires
students to include the following components:
• One direct quote from the assigned article and one direct quote from another
(related) engineering article
• Proper IEEE in-text references to all authors, article titles, and news sources
• A bibliographic reference included either as an end note or works cited
• An analysis of the pros and cons of the local engineering issue
• A well-developed discussion/conclusion section
• Grammatical correctness
some other metric)
This memo is evaluated on a 10-scale using the following grading rubric:
• Short summary of both/either article (1-2 sentences) (1pt)
• Analysis of the local engineering issue:
Pros (1.5 pts)
Cons (1.5 pts)
• Direct quote from either article as well as another appropriate source (2 pts)
• Well-developed Discussion/Conclusion section (2 pts)
• IEEE Reference style/Works Cited (1 pt.)
• Word count (.5 pts)
• Grammatical correctness (.5 pt.)
objective.
6 total students were enrolled in this course; 5 students (or 83% of the total) achieved
The majority of students enrolled in this class have no problem completing this assignment and
achieving the minimum performance indicator. It is not a difficult assignment so long as the students
follow the rubric closely (which is provided to them when the technical memo is assigned). This
assignment is used as in introduction to expectations of the class and some of the parameters
required of written technical communication.
1 of the 6 students did not achieve the minimum performance indicator; the majority students who
do not achieve the minimum performance level simply because they did not follow the parameters
outline in the rubric, e.g.: not using the proper citation style, including too much summary
information instead of analysis, and not proofreading closely enough for grammatical errors.
This is the first technical writing assignment students are asked to submit during the semester. Most
students respond well to the assignment; as such, this assignment continues to prove to be a good
foray into technical communication writing, either as a refresher for some of the class and an
introduction for the remainder of this class.
None. This assignment functions well and as it should
Outcome: Communication – Technical 3


Course: CVEEN 4920 Capstone Design
Instructor: Steven Peterson
Outcome: Ethics – 4
Performance Indicator: Evaluates conflicting/competing global, economic, environmental, and societal
issues in order to make informed decisions about an engineering solution & incorporates that sensitivity
into the design process.
Semester/Year: Fall 2020

Course: CVEEN 3210 – Structural Loads and Analysis
This performance indicator is better covered in design courses, where students have the
opportunity of optimizing the design of a structure based not only on technical considerations, but
also economic, environmental, labor availability.
Still, ethical decisions are discussed in Loads and Structural Analysis I because the student has to
understand the balance between a safe, economic, and functional design.
The students have several HW and quizzes during lectures (16 in Fall 2020), addressing several
questions that are related to ethical decisions in structural engineering. I’m showing the results for
the HW on gravitational loads.

We talked during lectures about selection of loads, and how they carry factors that account for
uncertainty in the loading. We mention these loads may not be exceeded during the lifetime of a
given system, but the responsibility of the engineer is to account for every situation that is
considered possible above a certain threshold. Thus, students need to understand that the
minimum loads provided in ASCE 7-16 need to be used to ensure safety, unless case studies are
provided.
some other metric)
Students need a minimum of 70% to have a passing grade.
objective.
The average of the students who solved the HW (two students did not submit it), was 116 points out
of 130, for an average of 90%.
All students obtained a passing grade, except the two students who did not attempt to solve the
HW.

They applied the material discussed in class. This topic is self-contained, and the students do not
need knowledge from previous engineering courses.
Students missed classes, or were unattentive.
Students understood the need to provide gravitational loads that are in accordance with current
codes and standards.
Students are understanding the reasons for having a systematic approach to analysis and design of
structures. For subsequent courses, I wil linclude exercises that more directly address these ethical
considerations.
Outcome: Teams – 5a
Performance Indicator: Contributes to team work, constructively interacts with teammates, assists in
keeping the team on track, expects quality work, and exhibits relevant knowledge, skills, and
aptitudes.

Students researched and designed a chapter of

a feasibility assessment report on several proposed water infrastructure projects across the
state. Students enrolled in CVEEN 3100 (SP 2021) utilized multi-participant analysis to analyze
stakeholder input, resource impacts, and conflicts associated with several proposed infrastructure
projects while striving to enhance meaningful collaboration between resource management
agencies at local, state, and federal levels to bolster community sustainability and land use
adaption.

Students worked in teams of up to four members to compose a report on a specific civil and
environmental-related topic. Students first write a proposal to propose the work they intend to do
both as an individual and as a member of a team. This proposal acts as a team working agreement
which guides all the work that follows. Students then submit a research outline, and a 30%, 60%,
and 90% draft, before submitting the final draft of their reports. Structuring the assignment in this
way helps scaffold the assignment for students so that they remain in close contact with one
another to ensure that the work is evenly divided and that every team member contributes equally
to the project. Students are also required to give two oral presentations (a shorter, informal
presentation and a longer, more formal presentation) which creates accountability for maintaining
high-quality work. I encourage students to select research topics based on their own professional
interest which helps them adapt their unique knowledge, skill, and abilities to the assignment.
some other metric)
The following rubric is used to determine the assessment criteria for students successfully achieving
the performance indicator:
• Explains beyond a cursory-level individual issue(s) pertinent to your chapter (____ / 20)
• Develops research question that explores multiple dimensions of your topic (____ / 10)
• Accounts for validity/invalidity of varying sides within broader contexts (____ / 20)
• Incorporates concrete civil and/or environmental engineering examples (____ / 20)
• Poses a concrete solution/conclusion/recommendation for your chapter (____ / 20)
• Correct formatting/grammatical correctness/citations/ tables and figures (____ / 10)
Feasibility Report (____ / total 100)
objective.
6 total construction students were enrolled in this course; 6 students (or 100% of the total)
achieved
Greatly exceeded expectations; no to minor mistakes; and significant additional quality above the
minimal standard as describe just above.
All construction students enrolled this semester successfully met the performance indicator. Note:
SP 2021 was the third semester affected by the COVID-19 pandemic; this course occurred online in
an online format.

Because of the highly-structured drafting process I require of the assignment (5 primary drafts prior
to the final draft submission), the final report tends to achieve a high-performance indicator for all
students who submit the final draft.
None. Students respond well to this assignment and produce high quality work.
Outcome #6: An ability to develop and conduct appropriate experimentation, analyze and
interpret data, and use engineering judgment to draw conclusions
Performance Indicator 6a: Perform the experiment by collecting data using appropriate
measurement equipment based on the given procedures and following experimental designs
learned in Chemistry/Physics lab

Course: CVEEN 3515 – Civil Engineering Materials Laboratory
Instructor: Dr. Nikola Markovic
Prior to attending lab #2, students were required to watch a video that explained the
procedures based on ASTM C29. Then the students formed groups of 3 where they
performed the experiment and then wrote a report.
An ASTM standard is followed as part of this lab and students must demonstrate that they are
capable of performing the lab.
performance indicator (i.e., achieving a score of > 70% on the assignment, quiz, exam,
problem, etc. or some other metric)
A score greater than 60% was considered as ‘meeting expectations’ while a score greater
than 80% was considered as ‘exceeding expectations’
A total of 33 students were evaluated with the following results
Exceeded Expectations 85%

Met Expectations 15 %
Did not Meet Expectations 0%
Students met the performance indicator by writing a laboratory report.
All the students met expectations for this particular lab report.
All the students met expectation for this particular lab report.
The instructor will further evaluate contributions of individual team members to ensure that
each student has made a substantial contribution.
This form will be completed by the course instructor at the conclusion of each semester and
submitted to the appropriate student outcome evaluation committee for inclusion in their
program-level assessment. Provide a minimum of 5 examples of student work.
ABET Student Outcome:
Performance Indicator:
(i.e., specific course activity or outcome that address the Student Outcome:

Course: CVEEN 5780 Façade Engineering
Instructor: Jianli Chen
CVEEN Construction Engineering students will show the ability to engage in life-long
learning by developing a personal, professional development plan for the early part of their
career. This plan will include the following sections: (1) interests (curiosity), (2) career
objectives (initiative), (3) short-term and long-term goals with timeline (independence), (3)
continuing education plan (independence), (4) time management and prioritization system
(transfer), (5) peer/support group (reflection), and (6) annual review, reflection and renewal
(reflection).
performance indicator
Each section listed above (in problem 2) will be assessed using the criteria listed below. The
total score is 30.
Greatly Exceeded Met expectations Partially met Significant
exceeded expectations expectations but improvement
expectations deficient in needed to meet
important aspects expectations
No to minor Some minor Some mistakes, Demonstrated some No response or
mistakes. mistakes, no including minor general knowledge participation, or
Significant significant conceptual of the topic. Work completely
additional conceptual mistakes; however, included many incorrect in
quality above mistakes. able to use mistakes, including response or
the minimal Additional generally accepted conceptual mistakes. participation.
standard quality above methods. Quality Quality was
minimal met the minimal substandard.
standard standard.
score = 5 score = 4 score = 3 score = 2 score = 1
grade = A grade = B grade = C grade = D grade = E
Percentage > 80 to 89% 70 to 79% 60 to 69% < 60%
90%
These scores are for student either only in construction or double majors (civil engineering +
construction). The score 28, 26, 25, 28, 26, 27, 23, 24, 24, 25, 27.
Total Average = 25.72
10/11 students achieved >=80% score, which shows most of students have successfully met
the performance indicator. The short-term and long-term goal of students are clear. All
students show strong interest as a civil engineer.
Few students are not reflecting enough to continuing education, peer groups and the review
process.
The students have presented clear thinking, plans and interest of being a civil engineer in the
future.
None
ATTACHMENT 2 – SAMPLE SAFETY PLAN
SAFETY PLAN
GEOTECHNICAL LABORATORY
DEPARTMENT OF CIVIL AND ENVIRONMENTAL ENGINEERING
UNIVERSITY OF UTAH
INTRODUCTION
The University of Utah and the Civil and Environmental Department encourages and
supports all programs which promote safety, good health, and well being of University faculty,
staff, students, participants in University sponsored programs, and visitors. It is the policy of the
University of Utah and the Civil and Environmental Engineering Department to provide safe and
healthful conditions and to reduce injuries and illnesses to the lowest possible level. No task is so
important and no service so urgent that it cannot be done safely. In keeping with this
commitment, this Laboratory Safety Plan has been developed.
The Laboratory Safety Plan is designed to protect laboratory personnel from potential hazards
associated with the use of geotechnical laboratory. The University requires that general
standard operating procedures are outlined for all laboratories. Specific standard operating
procedures developed by each lab for operations posing a special hazard must be developed by
each department.
EMERGENCY CONTACTS
Fire/Ambulance/Police ........................................................................................... 585-2677

Utility Failure ......................................................................................................... 581-7221
Utility Failure (off hours)...................................................................................... 581-8101
Poison Control .................................................................................................... 581-2151
University Hospital Emergency Department ....................................................... 581-2291
Spill Control ........................................................................................................... 585-2677
You are located at HEDCO Room 108. The nearest telephone is in the hallway of the CME
building 1st Floor by the elevators.
Stay on the telephone line if possible with the dispatcher. If you cannot stay on the line, tell
the dispatcher the exact location of the emergency and the type of help needed.
The nearest fire alarm is located in the annex between the HEDCO and CME buildings. An
emergency egress door is located next to the fire alarm.
I. GENERAL INFORMATION AND PROCEDURES
Maintaining a safe and healthy environment in the laboratory is ultimately the responsibility of
the Supervisor of the Laboratory or Principal Investigator using the laboratory. However, each
individual is expected to conduct all operations and procedures in a safe and prudent manner.
A. ROLES AND RESPONSIBILITIES
Lab Supervisor: Dr. Steven F. Bartlett phone: 435-841-9837 (mobile)

Alternate: Mark Bryant phone: 801-581-7057 (office)
Alternate: Dr. Evert Lawton phone: 801-585-3947 (office)
Alternate: Civil Engineering Admin. phone: 801-581-6931 (office)
The laboratory supervisor has responsibility for implementation of the Safety Plan in
his/her laboratory. The laboratory supervisor shall:
 ensure that workers are trained and follow the plan outlined in this document;
 ensure that the necessary protective and emergency equipment is available, in working order, and
that appropriate training has been provided;
 ensure that periodic laboratory inspections are performed;
 know current legal requirements concerning regulated substances;
 review and evaluate the effectiveness of the laboratory specific Standard Operating Procedures
(SOP) at least annually and update as necessary.
The laboratory employees or students are responsible for:
 planning and conducting each operation in accordance with practices and procedures established
in this Safety Plan.
 using equipment only for its designed purpose;
 being familiar with emergency procedures, including knowledge of the location and use of
emergency equipment for the laboratory, as well as how to obtain additional help in an emergency;
 knowing the types of protective equipment available and using the proper type for each
procedure;
 being alert to unsafe conditions and actions and calling attention to them so corrections can be
made as soon as possible.
B. INFORMATION AND TRAINING
The laboratory supervisor shall ensure that information and training are provided at the
time of an employee's or student’s initial assignment to a hazardous work area. Refresher
information and training shall be conducted at least annually and documented.
Information
All laboratory personnel shall be informed of:
 Requirements of the OSHA Standard, "Occupational Exposure to Hazardous Chemicals in

Laboratories",
 The location of reference materials on the hazards, safe handling, storage and disposal of
hazardous chemicals found in the laboratory including, but not limited to, Material Safety Data
Sheets (MSDS's).
Training
Employee training or student training shall include:

 The physical and health hazards associated with devices, materials or chemicals stored and used in
their work area,
 The contents of this Chemical Hygiene Plan, (if applicable)
 Methods and observations that may be used to detect the presence or release of a hazardous
chemical; e.g., exposure monitoring conducted by the CHO, visual appearance or odor of
hazardous chemicals when being released, etc. (if applicable)
C. PRIOR APPROVAL CIRCUMSTANCES
 Employees and students must obtain prior approval to proceed with a laboratory task from the
laboratory supervisor or his/her designee when:
 Devices with open flames or combustible materials are used,

 Radioactive materials are used,
 Hazardous chemicals are used,
 Safety equipment has failed or is not present,
 Other hazardous or unsafe conditions are noted
II. STANDARD OPERATING PROCEDURES
General Rules
A. Laboratory Experiment Procedures
 Employees and students are required to follow laboratory procedures as outlined in
ASTM (American Society of Testing and Materials) or other procedures given to them by
the Laboratory Supervisor or his or her designee.
B. Incident Reporting
 All injuries shall be reported to the Lab Supervisor or Teaching Assistant using the
University Incident Report. The form is available on Environmental Health and Safety
Web site (http://ehs.utah.edu/hazard-report-form).
 All “near misses” shall be reported to the Lab Supervisor and shall be analyzed by the
affected personnel to determine the cause of the event and what controls, equipment or
procedures should be implemented to prevent future occurrences.
C. Personal Protective Equipment and Dress
 Carefully inspect all protective equipment prior to use. Do not use defective equipment.
 Eye protection (safety glasses) shall be worn at all times when operating laboratory
equipment or when standing near operating equipment This includes visitors. Ordinary
prescription glasses are not considered effective eye protection since they lack necessary
shielding.
 When working with corrosive, toxic, allergenic, or sensitizing chemicals, rough or

sharp-edged objects, very hot or very cold materials, gloves made of material known to
be resistant to permeation by the substance shall be worn. Leather gloves shall be worn
when handling items from the ovens.
 Low-heeled shoes with fully covered uppers shall be worn at all times in the laboratory.
Shoes or sandals with open toes shall not be worn.
 Long pants and long sleeves should be worn when working with or around chemicals.
 Long hair should be held in place behind the head.
 Loose clothing, especially loose trouser legs and sleeves, should not be worn in the
laboratory.
 A full-body-length rubber, plastic, or neoprene apron appropriate for the material being
handled should be worn if there is risk of chemical splash or spill.
 Employees and students are required to wear safety glasses while operating equipment in
the laboratory. Gloves shall be worn when working with items stored in the drying
ovens.
 Jewelry and loose clothing shall not be worn while operating equipment with moving
parts.
 Shoes, shirts, pants and/or shorts shall be worn at all times in the laboratory
 Safety glasses, protective gowns, overalls and gloves will be made available upon request
by the laboratory supervisor
D. Personal Conduct
 Horseplay or practical jokes will not be tolerated in the laboratory. Such actions are
grounds from dismissal from the laboratory or termination.
E. Crush, Trip and Pinch Hazards
 Know the procedure and methods for correct use of all tools that you will be using in the
laboratory. Do not operate tools and equipment that you are not familiar, or for which
you have had no training.
 Know the pinch points and crush hazards for laboratory equipment that you will be
operating. Establish a safety zone around such equipment, as appropriate. Do not locate
such equipment in aisles, or other points of egress.
 Establish a safety zone around equipment with a pinch or crush hazard. Do not allow
others to infringe the safety zone while the equipment is operating. Do not locate such
equipment in aisles, or other points of egress.
F. Cuts
Cuts from broken glass objects or cutting instruments are among the most
common injury in laboratories. Cuts can be minimized by the use of correct
procedures, appropriate use of personal protective equipment, and by paying
careful attention to handling and manipulations.
 Glass ware must be stored properly on it shelf or in containers

 Broken glass ware and sharp objects must be disposed in designated containers to prevent
injury to lab personnel and custodial staff.
G. Electrical Safety
 Do not operate electrical equipment that has frayed or damaged power cords or
connectors.
 All electrically operated equipment should be grounded.
 All strip outlets and surge protectors shall be UL listed and electrical equipment shall not
exceed the amperage rating.
 Extension cords are only permissible for hand tools and cannot be placed near water or
where they create a trip hazard.
 Except when running an experiment, computers and data acquisition systems should be
turned off.
H. Fire Prevention and Safety
 Know all emergency egress doors for the laboratory. This consist of in order of
preference and safety: (1) new door on south side of building (Figure 1), (2) door into
Structures/Materials Research Laboratory, (3) door into Lawton/Bartlett Research
Laboratory.
 Know the location of the nearest fire alarm. The nearest fire alarm is located in the ramp
hallway between the HEDCO building and the EMRO building
 If an alarm occurs, evacuate immediately. Close the doors to the lab as you leave. Ask
visitors and guest to leave also.
 Know the location of the nearest fire extinguisher. The nearest fire extinguishers are
located in the structural laboratory, just outside the geotechnical laboratory. You must be
trained in the proper use before using a fire extinguisher. Do not attempt to extinguish a
chemical fire. Evacuate the laboratory, pull the fire alarm and call 5COPS (52677).
 If you have determined that you are capable of fighting the fire (no chemicals and the fire
is not larger than trash can size), activate the fire alarm before attempting to fight the fire.
I. Chemical and Soil Handling and Disposal
 No reactive, toxic or gaseous chemicals shall be used in the geotechnical laboratory

with the approval of the laboratory supervisor and the development of a chemical
hygiene plan for the specific use of the chemical.
 No flammable liquids shall be stored within the laboratory.
 Handle reactive chemicals with all proper safety precautions. This includes designating a
separate storage area, monitoring periodically for degradation, and using appropriate
personal protection.
 For chemicals they are working with, all employees and students should know: (1) the
chemical's hazards, as determined from a MSDS and other appropriate references; (2)
appropriate safeguards for using that chemical, including personal protective equipment;
(3) how to properly store the chemical when it is not in use; (4) proper chemical waste
disposal procedures, (5) proper personal hygiene practices; (6) Appropriate procedures
for emergencies, including first aid, evacuation routes, and spill cleanup procedures.
 Chemical containers should be regularly monitored for proper labeling and container
integrity. Labels which are fading, falling off, or deteriorating must be promptly replaced.
If abbreviations are used, they should be kept to a minimum and clearly identify the
contents of the container as well as hazards associated with use. Improperly labeled or
unlabeled chemicals make hazard identification and disposal difficult, and may create a
hazard.
 Soil and chemicals shall not be washed down the sink, but shall be disposed of in
approved containers
 All equipment and chemicals should be placed in their proper storage areas at the end of
each workday. Equipment and chemicals shall not be stored on desks, laboratory bench
tops, floors, fume hoods or in aisles.
E. Spills
 Mercury, which is contained in thermometers, is a hazardous chemical and prompt action

is required if released by dropping a thermometer. In addition to mercury, the following
should be followed if a spill of a hazardous substance is suspected:
 Attend to anyone who may have been contaminated.
 Notify occupants in the immediate area about the spill.
 Evacuate all nonessential personnel from the spill area.
 If the spilled material is flammable, turn off all ignition and heat sources; this includes
magnetic stirrers.
 Avoid breathing vapors of the spilled material.
 Evacuate and contact EHS at x1-6590 or call University Police at 5-COPS (5-2677) after
5:00pm.
 Open windows where possible to increase exhaust ventilation.
 Secure cleanup supplies.
 Ensure protective apparel is resistant to the spill material.
 Confine or contain the spill to a small area.
F. Operating Hours and Laboratory Access
 Geotechnical Laboratory operating hours are 8:00 to 5:00 p.m., unless prior approval has
been obtained from the laboratory supervisor.
 Laboratory ingress and egress is solely through the new door / entrance located on the
south side of the building (Figure 1). This door can be opened using your student U-card.
Only in the case of fire should egress be made through any other exit or door. No routine
ingress or egress is allowed through the Structural/Materials Laboratory.
 Employees and students should avoid working alone. Arrangements should be made
between individuals working in separate laboratories outside of regular working hours to
cross check each other periodically. Experiments known to be hazardous should not be
undertaken by an employee who is alone in the laboratory.
G. Personal Hygiene
 Wash promptly whenever a chemical has contacted your skin. Flush for at least 15
minutes prior to seeking medical attention.
 Avoid inhalation of chemicals. Do not "sniff" to test chemicals.
 Do not use mouth suction to pipette anything. Pipetting aids must be used at all times.
 Do not bring food (including gum and candy), beverages, tobacco, or cosmetic products
into chemical storage or use areas.
 Eating, drinking, and applying cosmetics is allowed in desk or study areas only.
 Smoking is prohibited in all University facilities.
 Wash well with soap and water before leaving the laboratory. Avoid the use of solvents
for washing skin. Solvents remove the natural protective oils from skin and can cause
irritation and inflammation. In some cases, washing with solvent may facilitate
absorption of toxic chemicals.
H. Housekeeping
Housekeeping is directly related to safety and must be given importance of equal
value to other procedures. Lack of good housekeeping reduces work efficiency
and may result in accidents. Laboratory personnel must adhere to the following:
 Access to emergency equipment, showers, eyewashes, fire extinguishers, exits and circuit
breakers shall never be blocked or obstructed.
 Laboratory glass where (hydrometers and thermometers) must have a puncture resistant
(e.g., cardboard) container specifically designated for glassware disposal.
 At the end of each workday, the contents of all unlabeled containers are to be considered
waste and disposed of appropriately.
 Collection containers for wastes must be clearly labeled including hazard identification.
 All work areas, especially laboratory bench tops, should be kept clear of clutter.
 All doorways, aisles, corridors, stairs, and stairwells shall be kept clear of chemicals,
equipment, supplies, boxes, and debris. No pinch, crush or trip hazards should be
introduced in these places.
 Food and drink for human consumption shall not be kept in the same refrigerator used to
store chemicals and laboratory samples. Eating and office areas must be clearly separated
from laboratory and chemical storage areas.
I. Compressed Gas Cylinders
Use of compressed gases in the laboratory requires anticipating chemical, physical, and
health hazards. Cylinders that are knocked over or dropped can be very dangerous. If a
valve is knocked off, the cylinder can become a lethal projectile. Accidental releases may
result in an oxygen depleted atmosphere or adverse health effects. In short, improper
handling and use can cause structural damage, severe injury, and possibly death. The
following guidelines will help ensure safe handling, use, and storage of compressed gas
cylinders.
1. Receiving and Storage
 Be sure to arrange a return agreement with suppliers prior to purchase since disposal of
compressed gas cylinders is difficult and very expensive.
 Cylinders should not be accepted unless the cylinder contents are clearly labeled. Color code only
should not be accepted, since it does not constitute adequate labeling.
 Do not accept cylinders which are damaged or do not have a valve protection cap.
 All gas cylinders in use shall be secured in an upright position in racks, holders, or clamping
devices. When cylinders are grouped together, they should be individually secured and
conspicuously labeled on the neck area.
 Oxygen cylinders shall never be placed near highly combustible materials, especially oil and
grease, or near stocks of carbide and acetylene or other fuel gas cylinders, nor near any other
substance likely to cause or accelerate a fire. Systems and components used for other gases and
purposes must never be used for oxygen or interconnected with oxygen.
 Cylinders should have current hydrostatic test date (normally less than 5 years old for steel and 3
years old for aluminum) engraved on the cylinder. Cylinders should be returned to the supplier for
servicing prior to the expiration date.
 Do not place cylinders near heat, sparks, or flames or where they might become part of an
electrical circuit.
 Do not store cylinders in exit corridors or hallways.
2. Handling and Use
 Only Compressed Gas Association fittings and components are permitted for use with gas
cylinders. Only use regulators approved for the type of gas in the cylinder. Do not use adapters to
interchange regulators.
 Open cylinder valves slowly and away from the direction of people (including yourself). Never
force a gas cylinder valve. If the valve cannot be opened by the wheel or small wrench provided,
the cylinder should be returned.
 No attempt shall be made to transfer gases from one cylinder to another, to refill cylinders, or to
mix gases in a cylinder in the laboratory.
 All cylinders are to be considered full unless properly identified as empty by the user. Empty
cylinders must be returned to the supplier and not accumulated.
 Compressed gases must not be used to clean your skin or clothing.
 Never heat cylinders to raise internal pressure.

 Do not use copper (>65%) connectors or tubing with acetylene. Acetylene can form explosive
compounds with copper, silver, and mercury.
 Always leave at least 30 psi minimum pressure in all "empty" cylinders.
 Do not leave an empty cylinder attached to a pressurized system.
Figure 1 HEDCO Floor Plan with location of laboratories
CVEEN 3310 Geotechnical Laboratory Training Form (completed each semester by each
student
The course instructor or laboratory teaching assistant has given me a safety briefing regarding
safe conduct and my responsibilities to promote and ensure safety within the laboratory.
This has included:
 safe egress and ingress into the building using only approved door
 Housekeeping requirements in terms of preventing crush, pinch or trip hazards
 planning and conducting operations in accordance with practices and procedures established in the Safety
Plan
 using equipment for its designed purposes only
 being familiar with emergency procedures, including how to egress safely from the laboratory, knowledge
and location of emergency equipment for the laboratory, and how to obtain additional help in an emergency
 knowing the type of protective equipment available and using the proper type for each procedure
 being alert to unsafe conditions and actions and calling attention to them so corrections can be made a soon
as possible
_______________________________ ______________________________
Student’s Name Student’s Signature
ATTACHMENT 3 – SAMPLE LABORATORY PROCEDURE
1-D Consolidation Test
Geotechnical Engineering I, Laboratory #8
1. General Notes
 This test will take two weeks to complete all the readings. You will be required to
come to the Geotechnical laboratory at odd times for the next two weeks. Coordination
within each group and among the various groups is paramount to obtaining all the
readings needed for this test.
 No readings should be taken after 5:30pm or on weekends. TA will take readings over
the weekend.
 When coming back to the laboratory to take readings, DO NOT leave food, drinks, or
other garbage in the lab. Litter will be cause for reduction in grade.
 While waiting between readings, DO NOT play with tools, equipment, or other tests
running in the lab. Several classes and research for graduate students are occurring
simultaneously. Messing with tools, equipment, etc. in the lab because you are bored
may be cause for a reduction in your grade.
 All stations, benches, and tables must be cleaned before your group leaves the laboratory.
2. Procedures for System Compliance Tests

2.1. When a load is applied to a soil specimen using a consolidometer, all parts of the
consolidometer are stressed and therefore deform. These deformations are
essentially independent of the deformations of the soil specimen. Therefore,
system compliance tests must be undertaken to determine how these deformations
of the consolidometer affect the readings taken to determine the deformations of
the soil specimen.
2.2. You will perform three system compliance tests for the consolidometer and loads
you are using. These tests are conducted using the same loads, same
consolidometer, and same setup as for the test on the soil specimen with one
exception: A metal specimen, called a dummy specimen, is used in place of a soil
specimen. This dummy specimen is usually made of steel or aluminum, has the
same dimensions as those of the soil specimen, and will not undergo any
measurable deformation under the loads that are typically applied to a soil
specimen in a one-dimensional compression test. The readings from these three
tests will be averaged and subtracted from the readings taken on the soil specimen
to obtain the correct readings associated with deformation of the soil specimen.
2.3. The equipment, setup, and procedures for the system compliance tests will be
exactly the same as for the test on the soil specimen; only the specimen will be
different. The same porous stones and filter paper (if used) will be used. Water
will be added to the chamber after the dummy specimen has been set up. The
same loads are applied in the same sequence as in the test on the soil specimen.
However, the system compliance deformations occur very quickly (usually within
30 seconds or less) and no time-rate readings are needed. Record final dial gage
readings at each load level on the appropriate data sheet.
2.4. Once the first system compliance test is finished, all loading plates are removed
from the loading platform, all water is removed from the chamber, and the setup
of the dummy specimen is completely disassembled, including removal of filter
papers (if any) and porous stones. The entire system compliance test then needs
to be re-done starting from scratch. After disassembly upon completion of the
second test, a third test is performed starting from scratch.
2.5. Refer to Section 3 for details on how to set up and load the dummy specimen.
Ask the TA for clarification of any doubts or questions you have.
3. Procedures for Test on Soil Specimen

3.1 Several groups will work together to gather readings. This will help to ease the
burden of taking time rate readings. Each group leader is responsible to
coordinate the taking of readings and to correlate information with other groups.
3.2 Set Up
3.2.1 The TA will step you through the set up process. Please do not talk so
everyone can hear the instructions.
3.2.2 Find the consolidation ring. Measure its inner diameter and height at three
locations 120° apart, and record the values on the data sheet. Spray the entire
inside of the ring with silicone or vegetable oil and wipe off excess liquid with
a paper towel until it appears dry visually. Weigh the ring and record this
value on the data sheet.
3.2.3 TA will provide an undisturbed Shelby Tube sample of Bonneville Clay or a

remolded clay sample.
3.2.4 Take ring and push gently into the clay so that there is clay above and below
the ring.
3.2.5 Use a wire cutter to trim the specimen flush with the ring. Carefully use a
spatula to “butter” the surface on both sides to create a surface that is as flat
and flush as possible.
3.2.6 Cut a piece of aluminum foil that is somewhat larger than the outer
dimensions of the ring. Weigh this piece of foil and record the value on the
data sheet. Carefully place the ring plus specimen on the foil, making sure
that the specimen does not slide out of the ring.
3.2.7 Carefully pick up the piece of foil with the ring and specimen on it and,
making sure that the ring does not fall off, carry it to the scale, gently place it
on the scale, and weigh the foil + ring + moist specimen.
3.2.8 Weigh a moisture cup and use the cuttings as a moisture sample. Record the
values on the data sheet.
3.2.9 Place a porous stone on the base of the containment chamber. Set a piece of
filter paper on top of the porous stone. (Note: The filter paper at the bottom
and top of the specimen may be eliminated from the process at the discretion
of the TA.) Place the confining ring plus specimen on the base along with the
rubber O-ring.
3.2.10 Assemble the rest of the containment chamber including another piece of filter
paper and another porous stone on top of the specimen.
3.2.11 Place containment chamber on odeometer apparatus as in the swell and

collapse tests.
3.2.11.1 Put a load cap on the porous stone and place load screw in female
connection.
3.2.11.2 Make sure load arm is level and supported by the pin.
3.2.11.3 Place dial gauge on the top of the load screw.
3.2.11.4 Take a zero reading
3.2.11.5 Fill the containment chamber with distilled water.
3.3 Apply first load.
3.4 Start stop watch and release support rod simultaneously. Take readings of the dial
gauge at the elapsed time intervals shown on the data sheet.
3.5 Loads
3.5.1 The applied loads will be 1/12, ¼ , ½ , 1, 2, 4, 8, 2, ½ , 1/12 tsf.

Except for the first and last increments, the load is doubled
each time the load is increased, and ¾ of the load is removed
when the load is decreased.
3.5.2 Load plates are found on the floor by your odeometer.
3.5.3 After the last dial gage reading is taken for each loading increment, raise the
support rod so that it just touches the loading arm. Watch the dial gage to
make sure that the rod is not raised too far. (If the dial gage starts moving,
immediately stop raising the support rod. Movement of the dial gage
indicates that the support rod is pushing the loading arm upward.) When
applying loads, do not remove previous plates, add the appropriate additional
plates. Make sure to slide new plates on gently. Start stop watch and release
support rod simultaneously. Take readings as before.
3.6 Minimum times to take readings
3.6.1 TA will demonstrate procedure to determine when load is ready to be

changed.
3.6.2 1/12, ¼ tsf loads: Take readings for at least ½ hr before adding next plate.
3.6.3 ½ , 1 tsf: Take readings for at least 4 hr before adding new plates.
3.6.4 2, 4 tsf: Take readings at least 24 hr.
3.6.5 8 tsf: Take readings for a minimum of 48 hr (no more than 72 hr is necessary
though).
3.6.6 Unloading 2, ½ , and 1/12 tsf: Keep load constant for 8 to 16 hr. For
unloading, no time-rate calculations are necessary. However, final dial gage
reading should be taken for each unloading increment.
3.6.7 All these times are guidelines only. TA will provide instructions on how to
know when it is appropriate to change loads. You may need to keep the
smaller loads applied longer. Longer is better, so please be patient.
3.7 After test
3.7.1 After the final dial reading has been taken for the last load (1/12 tsf), the
specimen needs to be carefully removed from the chamber without changing
its water content.
3.7.2 Using a squeeze bottle, extract the water from the chamber before removing
the load. Remove the specimen ring from the chamber, and using a paper
towel, lightly dab the top and bottom surfaces of the specimen to remove any
excess moisture. (If the surfaces of the specimen are glossy, this indicates that
there is excess moisture on the surfaces. When the surfaces are no longer
glossy, all excess moisture has been removed.)
3.7.3 Weigh a piece of aluminum foil or a ceramic dish, which will be used to
support the specimen during drying. Record this value on the data sheet.
Carefully remove the entire specimen from the ring and place it on the foil or
in the dish you just weighed. If any of the specimen sticks to the ring,
carefully remove it using a metal spatula and place this soil on the foil or in
the dish. Weigh the foil (or dish) plus wet specimen and record this value on
the data sheet.
3.7.4 Place foil (or dish) plus specimen in the oven for at least 24 hr and preferably
48 hr, as directed by the TA. At the end of the drying period, weigh the foil
(or dish) plus dry specimen and record this value on the data sheet.
3.7.5 Wash the ring and dry it using a paper towel. Allow the ring to air-dry for
about 5 min, then weigh it and record the value on the data sheet.
3.7.6 Carefully wash and clean the porous stones. Dry all metal rings and
equipment with paper towels. Return stones, rings, and equipment to staging
area.
4. Calculations
4.1 Calculate the following index properties of the specimen at the beginning of the
test: Void ratio, water content, degree of saturation, dry unit weight, and total unit
weight. (Ask your TA for the value of specific gravity of soil solids to use).
Note: Water content can be calculated two ways: (a) From the water content
sample obtained from the cuttings, and
(b) from the total mass of the specimen at the beginning of the test and the mass
of solids after oven drying (assuming that no soil was lost during the test or
during the transfer to the foil or dish at the end of the test).
4.2 Calculate the following index properties of the specimen at the end of the test:
Void ratio, water content, degree of saturation, dry unit weight, and total unit
weight.
4.3 For each loading and unloading increment, plot void ratio vs. the logarithm of
elapsed time and vertical strain vs. the logarithm of elapsed time. From each plot
determine the time at which primary consolidation ended (tp ) and the
corresponding magnitudes of the changes in equilibrium void ratio and
equilibrium vertical strain for that loading increment.
4.4 From the values of changes in equilibrium void ratio and equilibrium vertical
strain for each loading increment determined in part 4.3, construct laboratory
consolidation curves of equilibrium vertical strain vs. logarithm of effective
vertical stress, and equilibrium void ratio versus logarithm of effective vertical
stress (2 separate plots, see Fig. 8.5 on p. 293 of the textbook).
4.5 Calculate the values of laboratory virgin compression index (Cc and Ccε ) for this
specimen from the plots drawn in part 4.4.
4.6 Calculate the values of laboratory rebound/recompression index (Cr and Crε )for
this specimen from the plots drawn in part 4.4.
4.7 Calculate separate values for effective preconsolidation pressure (σ′p ) using
Casagrande’s procedure and both plots you drew in part 4.4.
4.8 If the soil from which your specimen was obtained was located 36 feet below
ground surface (or a depth specified by the TA) and the average unit weight of the
soil is the same as your specimen, calculate the vertical effective overburden
stress acting on your specimen in the field. The GWT was at a depth of 6.0 feet
below ground surface at the time the specimen was obtained. Assume the total
unit weight of the soil in the field was the same above and below the GWT .
4.9 Calculate the OCR of the soil with your calculated values of effective
preconsolidation pressure (part 4.7) and effective overburden stress (part 4.8).
4.10 Determine the field values of virgin compression index (Cc and Ccε ) using
Schmertmann’s procedure (see Fig. 8.13 on p. 329 of the textbook).
4.11 For each loading and unloading increment, determine the coefficient of
consolidation (cv ) using both Casagrande’s logarithm of time method and
Taylor’s square root of time method. Plot cv vs. logarithm of effective vertical
stress for each method on one graph. Put separate curves through the data for the
loading increments and the unloading increments.
4.12 Estimate the coefficient of permeability of the soil for each loading and unloading
increment. Plot k vs. logarithm of effective vertical stress. Put separate curves
through the data for the loading increments and the unloading increments.
4.13 Calculate the coefficient of secondary compression (Cα and Cαε ) for each loading
increment (not unloading increments) for which there is sufficient data to
determine the values. Plot Cα and Cαε vs. logarithm of effective vertical stress on
one graph.
4.14 If we are to add a very wide, 25-ft thick embankment with a total unit weight of
135 pcf over the 36 ft (or other depth specified by the TA) of soil from above,
estimate the ultimate primary consolidation settlement (Sc at t = ∞) and settlement
from secondary compression (Ss ) for this soil if the compressible soil layer
extends from ground surface to the sample location. Assume the soil is
homogeneous and isotropic.
5. Questions
5.1 Were the values of water content calculated for the specimen at the beginning of
the test the same using both methods described in part 4.1? If not, provide
possible reasons why they were different.
5.2 Are the relative values of void ratio, water content, degree of saturation, dry unit
weight, and total unit weight at the beginning and end of the tests reasonable?
Explain why or why not.
5.3 Are the calculated values of degree of saturation at the beginning and end of the
test both 100%? If not, why not?
5.4 Compare values of σ′p obtained from the two plots in part 4.7. Are they the same
or nearly the same? If not, why not?
5.5 Compare the field values of Cc and Ccε calculated in part 4.10 with the laboratory
values calculated in part 4.5. Which values are larger, field or laboratory values?
If you used the laboratory values rather than the field values to estimate the
primary consolidation settlement of a NC soil, would you overestimate or
underestimate the settlement? Explain.
5.6 Based on your answer to the questions in part 5.5, do you think it is important to
correct the laboratory consolidation curves to obtain the field values of Cc and Ccε
are would it be acceptable to use the laboratory values? Explain.
5.7 How do the values of cv for the loading increments compare to the values for the
unloading increments for the same values of effective vertical stress? Based on
these relative values, would primary consolidation settlement or primary
consolidation heave occur faster?
5.8 How do the values of k for the loading increments compare to the values for the
unloading increments for the same values of effective vertical stress?
5.9 Would the ultimate primary consolidation settlement underneath the toe of the
embankment be the same as the ultimate primary consolidation settlement
underneath the centerline of the embankment? Explain.
5.10 How is the soil specimen constrained so that the strains occur only in one
dimension? In which direction do the strains occur?
5.11 Do the horizontal stresses in the specimen stay the same or change during the
test? If they change, how do they change as the load is increased?
5.12 What compressed during the test - voids or soil particles? Explain.
5.13 What controls primary consolidation settlement - total or effective stress? Why?
5.14 Is the value of settlement you calculated for the embankment acceptable? Why?
1-D Consolidation Test Data Sheet
R ing and Specim en W eights,System C om pliance Tests
Group Member
Names:
Test Date : Odeometer # :
Ring Dimensions
Measurement
No. Height Inner Diameter
1
2
3
Average
Specimen and Ring Weights
Before Test After Test Oven Dry

Ring = Ring =
Foil = Foil (or Dish) = Foil (or Dish) =
Ring + Soil + Foil = Soil + Foil (or Dish) = Soil + Foil (or Dish) =
Moist Specimen = Wet Specimen = Dry Specimen =
Water Content of Specimen at Beginning of Test from Cuttings
Weights Calculations
Cup + Moist Cup + Oven Dry
Cup Cuttings Cuttings Moist Cuttings Oven Dry Cuttings Water Content
System Compliance Tests
Load Reading Load Reading Load Reading

(tsf) (tsf) (tsf)
0.00 0.00 0.00
0.08 0.08 0.08
0.25 0.25 0.25
0.50 0.50 0.50
1.00 1.00 1.00
2.00 2.00 2.00
4.00 4.00 4.00
8.00 8.00 8.00
4.00 4.00 4.00
1.00 1.00 1.00
0.08 0.08 0.08
1-D Consolidation Test Data Sheet
Tim e R ate ofC onsolidation R eadings
Group Member Names:
Test Dates : Load (tsf) :
Soil Description :
Elapsed Time Actual Elapsed

Reading
Date Recommended Time Reading
Time
(min) (min)
0.0 0
0.25 (15 sec)
0.5 (30 sec)
1
2
3
4
6
8
15
30
60 (1 hr)
120 (2 hr)
240 (4 hr)
960 (16 hr)
1440 (24 hr)
2880 (48 hr)
339 ABET Self-Study4320 (72 hr)

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ABET

i ABET Self-Study Report Construction Engineering Program at the University of Utah

ii ABET Self-Study Report Construction Engineering Program at the University of Utah

iv ABET Self-Study Report Construction Engineering Program at the University of Utah

v ABET Self-Study Report Construction Engineering Program at the University of Utah

1 ABET Self-Study Report Construction Engineering Program at the University of Utah

1. Double Major with Civil Engineering Program

2. Minor in Nuclear Engineering

Course Number Credit Hours Course Title

2 ABET Self-Study Report Construction Engineering Program at the University of Utah

4. College of Engineering (COE) Math Sequence

5. Graduate Courses Taken As An Undergraduate

3 ABET Self-Study Report Construction Engineering Program at the University of Utah

D. Program Delivery Modes

4 ABET Self-Study Report Construction Engineering Program at the University of Utah

G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s)

5 ABET Self-Study Report Construction Engineering Program at the University of Utah

Academic Preparation & Performance Personal Achievements & Characteristics

6 ABET Self-Study Report Construction Engineering Program at the University of Utah

Academic Factors Non-Academic Factors

Admission to the Civil and Environmental Engineering Major

Direct Admission of Incoming Freshman

Criteria 1: Unweighted GPA of 3.6, ACT of 26, and ACT Math 28

7 ABET Self-Study Report Construction Engineering Program at the University of Utah

8 ABET Self-Study Report Construction Engineering Program at the University of Utah

A grade of C or higher must be met for the following courses:

9 ABET Self-Study Report Construction Engineering Program at the University of Utah

Repeat and Withdrawal Policies

A grade of “C” or higher must be met for the following courses:

10 ABET Self-Study Report Construction Engineering Program at the University of Utah

For all other major courses, a grade of “C-“ or higher is required.

C. Transfer Students and Transfer Courses

D. Advising and Career Guidance

11 ABET Self-Study Report Construction Engineering Program at the University of Utah

Freshman Advising and Priority Registration

Introduction to Civil & Environmental Engineering and Sophomore Seminar

12 ABET Self-Study Report Construction Engineering Program at the University of Utah

Degree Audit Report System

13 ABET Self-Study Report Construction Engineering Program at the University of Utah

14 ABET Self-Study Report Construction Engineering Program at the University of Utah

E. Work in Lieu of Courses

Advanced Placement Credit (AP Credit)

22 ABET Self-Study Report Construction Engineering Program at the University of Utah

Graduation requirements consist of successful completion of a minimum of 126.5 semester hours

23 ABET Self-Study Report Construction Engineering Program at the University of Utah

G. Records of Student Work/Transcripts

Transcripts must also provide at a minimum the following:

1) The name and address of the institution

24 ABET Self-Study Report Construction Engineering Program at the University of Utah

Mission Statement College of Engineering

B. Program Educational Objectives

1. CVEEN Construction Engineering graduates will be engaged in the practice of construction

C. Consistency of the Program Educational Objectives with the

25 ABET Self-Study Report Construction Engineering Program at the University of Utah

These constituencies are called "requirement-generating," because they initiate or sponsor

• Engineering National Advisory Council (ENAC) (https://www.coe.utah.edu/enac)

26 ABET Self-Study Report Construction Engineering Program at the University of Utah

E. Process for Review of the Program Educational Objectives

• Jeremy Blanck, Okland Construction