Report 2010 ENG Civil BS

Assessment Report
Civil and Environmental Engineering Undergraduate program: Bachelor of Science in Civil Engineering
March 31, 2011

The program had its visit by the Accreditation Board of Engineering and Technology during 2010 and
produced a lengthy report which is attached.

Following is a list of accreditation activities that have been conducted in recent months. As we did not
submit a report for the last calendar year, this list contains some items that predate 2010.
Created a position of undergraduate coordinator
Developed a new committee for assessment and undergraduate curriculum
Sent many faculty members to ABET assessment training
Conducted a faculty retreat focused on assessment
Revised curriculum following evaluation and feedback processes (e.g., instituting sophomore-
level course in sustainability (CEE 250), revising CEE 121, 198, 298, 498 & 499, deleting 497,
revising CEE 496 (request under consideration))
Reviewed and revised department mission, goals, educational objectives and program outcomes
Built a new curriculum map
Developed a new outcomes assessment implementation plan which has a three-year cycle to
address all outcomes
Implemented the new assessment plan for two semesters. Among other things, this included
developing in-class assessment tools (e.g., rubrics), collecting evidence, interpreting evidence,
and agreeing upon a plan for improvement, for several outcomes in several courses.
Collected and summarized Fundamentals of Engineering exam results over past years
Developed and implemented a plan for mentoring of students by faculty. Students are urged to
meet with a mentor before registering for classes.
Conducted an alumni survey. Interpreted results and agreed upon plans for improvement.
Conducted graduating senior surveys. (Data from these surveys have yet to be analyzed
rigorously.) We have engaged the Departments advisory council to help with this task.
Created a password-protected archival website devoted to assessment for faculty use
Created a new position for a lecturer, focused entirely on undergraduate education.

In summary, much attention has been paid to assessment of this program in the past year. The faculty
has created a new structure for assessment for continuous improvement of the program and has begun
to implement it. The entire faculty has yet to embrace some of the new concepts, but progress is clearly
being made.

Attachment: ABET Self-Study Report

ABET
Self-Study Report

for the

Bachelor of Science in Engineering Civil
Engineering

at

University of Nevada, Las Vegas

Las Vegas, Nevada

June 30, 2010

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.

Table of Contents

BACKGROUND INFORMATION.1

CRITERION 1. STUDENTS..21

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES.32

CRITERION 3. PROGRAM OUTCOMES..42

CRITERION 4. CONTINUOUS IMPROVEMENT....48

CRITERION 5. CURRICULUM...55

CRITERION 6. FACULTIES69

CRITERION 7. FACILITIES76

CRITERION 8. SUPPORT.83

CRITERION 9. PROGRAM CRITERIA.87

APPENDIX A COURSE SYLLABI88

APPENDIX B FACULTY RESUMES.204

APPENDIX C LABORATORY EQUIPMENT..235

APPENDIX D INSTITUTIONAL SUMMARY..259

1

Self-Study Report
Civil Engineering
Bachelor of Science in Engineering
University of Nevada, Las Vegas

BACKGROUND INFORMATION
A. Contact information
EdwardS.Neumann,Chair
UniversityofNevada,LasVegas
DepartmentofCivilandEnvironmentalEngineeringBox4015
4505SMarylandParkway
LasVegas,NV891544015
Phone:7028951072
FAX:7028953936
Email:Edward.Neumann@unlv.edu
B. Program History
In1957,HerbWells,PE,alocalminingengineer,beganparttimeinstructionofengineering
relatedsubjectsatUNLV.In1961,heoffered80studentscoursesthatcouldleadtoenrollment
inthebachelor'sprogram.LocalgrowthledtotheestablishmentofUNLV'sSchoolof
Engineeringin1976,whichwashousedwithintheCollegeofSciences.Thenexttwodecades
wereaperiodofrapidexpansionfortheschool.In1984,theUniversityofNevadaBoardof
Regentsapprovedseparatebachelor'sandmaster'sdegreesinmechanicalengineering,civil
engineering,electricalengineering,andcomputerscience.CivilandMechanicalwerehousedin
thesamedepartment.Twoyearslater,Dr.WilliamWellsbecamethefirstdirectoroftheSchool
ofEngineering,andby1987,alleligibleengineeringprogramshadreceivedaccreditation
throughtheNationalAccreditationBoardofEngineeringandTechnology(ABET).
In1988,theSchoolofEngineeringseparatedfromtheCollegeofSciencestoformtheHoward
R.HughesCollegeofEngineering,namedforoneofthemostinnovativeaviatorsandengineers
of the 20th century and a central figure in the growth of Las Vegas. The next year saw the
completionoftheThomasT.BeamEngineeringComplex,whereforthefirsttimethecollege's
programs were consolidated into a single, multidisciplinary space. Civil engineering became a
separate department.
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SincethelastABETaccreditationvisitin2004,twofacultymembersretired(Professors
VodrazkaandFrederick)oneadvancedtoapositionofadministrationwithinUNLV(Professor
Piechota),oneleftUNLV(ProfNambisan),andfournewfacultywerehired(ProfessorsTeng,
Ahmad,Said,andTian).ProfessorGhafooristeppeddownaschairinDecemberof2008and
wasreplacedinJanuary2009byProfessorNeumann,whohadservedpreviouslyaschairfrom
1991to1999.ProfessorAshley,whoservedasPresidentofUNLVuntilcompletinghisservice
in2009,returnedtothedepartmenttobecomeafulltimefacultymember.Hewasrelievedof
teachingresponsibilitiesforthe20092010academicyearbytheProvostinordertotransition
backtoteaching.ConstructionManagement,whichhadbeenhousedwithinthedepartment,
wasremovedfromthedepartmentandbecameaseparateunitundertheDeanofEngineering
in2006.ThepositionofUndergraduateCoordinatorwascreatedin2009tohelpthe
departmentmeetABETaccreditationrequirements.ProfessorLukewaselectedtothisposition
andcurrentlyservesastheUndergraduateCoordinatorwithresponsibilityforthe
implementationofassessment,coordinationofadvisingactivitieswiththeCollegeof
EngineeringAdvisingCenter,maintainingdemographicdataontheundergraduateprogram,
andcatalogrevisions,amongotheractivities.
C. Options
Therearenooptions,tracks,orconcentrationswithintheprogram.
D. Organizational Structure
TheDepartmentofCivilandEnvironmentalEngineeringfallsundertheCollegeofEngineering,
whichfallsundertheOfficeoftheExecutiveVicePresidentandProvost,whichreportstothe
President.ThePresidentreportstotheNevadaSystemofHigherEducationBoardofRegents.
E. Program Delivery Modes

Theprogramisofferedinonlyonemode.Lowerdivisioncoursesareofferedduringthe
daytimewhereasupperdivisioncoursesareofferedafter4pmtoaccommodatestudentswho
areemployedoutsidetheuniversity.Thereisnoformalcooperativeeducationprogram,off
campus,webbased,ordistanceeducationcomponent.Allthecredithourcoursesaretaughtin
thetraditionallecture/laboratoryformat.

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F. Deficiencies, Weaknesses or Concerns from Previous
Evaluation(s) and the Actions taken to Address them

CRITERION 1: STUDENTS AND CRITERION 8: PROGRAM CRITERIA
WeaknessAsampleofstudenttranscriptsindicatedthattheywerenotselectingelectivesin
fourareasasrequiredbyABETprogramcriteriaforcivilengineering.
ActionTheAdvisingCenterhastakenstepstoensurethatstudentsareadvisedcorrectly.The
chairhasreviewresponsibilitiesforstudentswhohaveappliedtograduateandchecksfor
evidencethatthiscriterionhasbeenmet.

CRITERION 2: PROGRAM EDUCATIONAL OBJ ECTIVES
ConcernThedepartmentdidnotkeepgoodrecordsofdeliberationsonobjectivesandtheir
assessment.
ActionThechairagreedtokeepminutesofallmeetingswhereobjectivesweredeliberated.
Thishasoccurredduringthedevelopmentofeducationalobjectivesandprogramoutcomesfor
2010,andareincludedinanappendixtothischapter.

CRITERION 3: PROGRAM OUTCOMES AND ASSESSMENT

WeaknessThereisnowaytotracktheimpactofcurriculumchangesovertimebecauseof
limiteddataandasystematicwaytomaintainassessmentdata.
ActionWhileFEexamresultswereusedinitiallytotrackoutcomes,theoriginaleffort
describedinthe2004SelfStudywasfoundnottobesustainablebecauseitrequiredtoomany
resources.Papersurveyswereadministeredtostudentsineachcourseaskinghowwellthey
perceivedthecoursetomeetitsstatedobjectives.Thesedatathenhadtobeprocessedby
hand.Theinitialintentwastoreturntheresultstofacultypriortothestartofthenext
semestersocorrectiveactioncouldbetaken.However,itwasnotfeasibletodothisbetween
fallandspringsemesters.Whileresultswerereturnedforseveralsemesters,eventuallythis
stopped.Agraduatestudenthadbeenhiredtodothetabulationsbyhand,andthismayhave
beenpartoftheproblem;thereweretoomanysurveystoprocess,anditwascostlytotieupa
graduatestudentinthismanner.Preparationforthe2010ABETvisithasledthedepartmentto
aredesignofprogramoutcomesandeducationalobjectivesaswellasthemethodsusedto
carryoutassessment.Atimetableforimplementationhasbeenpreparedthatappearstobe
sustainable.ItispresentedinthechapteronCriterion3ProgramOutcomes.
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CRITERION 6: FACILITIES
WeaknessLargerlaboratoriesareneeded,alongwithincreasedtechniciansupportandthe
upgradingofequipmentandsoftware.
ActionTheresponsetolaboratorysizewastoattempttobettermanageavailableresources
bothintimeandspace.Lecturesforsomelabsweremovedtoaclassroom,andschedules
wereadjusted.Theresponsetotheneedfortechniciansupportwastocreatethepositionof
TeachingLaboratoryManagerandhireanindividualtoservetheneedsoftheteaching
laboratories.Theresponsetotheupgradingofequipmentandsoftwarehasbeenaliberal
policyofreplacingequipmentandupgradingsoftwareasneededusingthespecialfeeaccount.
Thespecialfeesareassessedonalllaboratoriesandsomeclassesandpaidwithstudent
registrationfees.

CRITERION 7: INSTITUTIONAL SUPPORT AND FINANCIAL RESOURCES
WeaknessItappearedthatnostrategicplanwasinplacetohandleexpectedgrowthin
instructional,computing,andresearchneeds.
ActionGrowthdidnotoccurasanticipated.AllpreviousStrategicPlanningeffortshave
becomemootinthefaceofstaterevenueshortfallsandtheneedtocutbackratherthan
expand.Theschedulingofclassroomandtheteachinglabshasnotbecomeaproblem,though
ithasnecessitatedanadjustmentbysomefacultywhofindthattheroomorlabtheydesireis
notavailableattheirpreferredtime.However,itshouldbepointedoutthatwhilethe
departmentcanprovideinputtotheroomassignmentprocess,itdoesnothavecontrolover
theoutcome.Thespecialfeeaccounthaskeptsoftwarefrombecomingaproblem.The
creationofanewstructureslaboratoryisincreasingdepartmentallabspacebyasignificant
amount.

5

AppendixMinutesofFacultyMeetingsin2009andAgendaforRetreatHeldin
Marchof2010

6

Department of Civil and Environmental Engineering
Faculty Meeting Minutes
March 27, 2009

Present: Paz-Cruz, Ahmad, Karakouzian, Kaseko, Teng, Batista, Tian, Ladkany, and Mark
Fakler (External Advisory Committee representative)

1. The outline of accreditation tasks for Spring Semester and Summer was presented.

2. It was mentioned that the Dean has been requested to allow the Department to appoint an
Undergraduate Coordinator to assist with assessment.

3. The Chair indicated that he would like to see EGG 307 removed from the Advanced Standing
courses. He is getting many waiver requests to enroll in it from students who do not have
Advanced Standing, and it qualifies as a Core required course. It has no engineering science pre-
requisites. He is signing waiver requests to take it during Summer Session as long as the student
will have achieved Advanced Standing by the end of Fall Semester.

4. It was mentioned that new students in Civil Engineering will be assigned Mentors and
graduated students will be purged from the list used earlier this week, once the Advising Center
provides the Department with a list of students enrolled in Civil Engineering. Faculty were
advised to keep the questionnaires collected in CEE 198/298/398 until further notice.

5. Emails received by the chair that appear to be intended for the faculty at large will be
forwarded to the CE department routinely since the chair usually does not know who was on the
distribution list.

6. It was mentioned that the new webpages for the departments in the College appear to contain
many errors, and that Civil Engineering was fortunate in that its old webpage is still up. It was
suggested that in the future the department work through Lori Temple to set up faculty pages.

7

7. The department has received 13 TA positions for fall. However, the full impacts of the
budget cuts are not known.

8. Most of the discussion of the meeting centered around the proposed Program Educational
Objective and Measurable Program Outcomes and concerned whether proposed program
outcome 1.B should fall under the overall objective of Be prepared to sit for the PE exam since
the PE exam does not really test design skills in problem areas. Opinions varied. Some felt it
would fit better under outcome 2, and others felt it merited placement under outcome 1. The
Chair stated that he would like to see each specialty area take responsibility for developing
assessment instruments for objectives 1.B and 2.F for their respective areas. Faculty were asked
to submit proposed rewordings to the Chair, who would put the statements to a vote in a future
meeting.

There were no objections to any of the proposed objectives, and no requested additions or
deletions. However, it may take time for the implications of them to be fully appreciated. Since
each objective has to be assessed, once the identification of assessment methods is underway, it
may be easier to finalize the wording of the objectives.

The Chair stated that passing the PE exam is a key indicator of whether the proposed Program
Educational Objective is being achieved. Mark Fakler emphasized the importance of PE
licensure and indicated that a student who has passed the FE is more likely to be hired than one
who has not. No one objected to the proposal to turn the 0-credit FE exam preparation course
into a 1 credit course and administer practice exams for assessment purposes; there appeared to
be support for it. Discussion concerned when to schedule the course with respect to the semester
during which a student will take the FE exam, whether attendance should be mandatory, and how
to grade the course. Several faculty expressed concern that the current 0-credit course is not
well-attended by undergraduate students. No one objected to the idea of using the 1 credit course
to measure additional educational objectives. However, it was not decided which of the other
objectives would be measured in it. It was also pointed out that the FE contains questions on
construction, and this is not covered in any course.

The envelopes containing student evaluations of the educational outcomes specific to each
course were turned over to the faculty. They had been stored in the Chairs office. The Chair
indicated that the department did not have the resources to continue tabulating the results, and
this could be done more easily by the faculty who teach the course. Henceforth, these course-
specific evaluations will be turned over to each faculty member promptly at the end of the
semester after final grades have been submitted. Faculty may alter the instruments as they wish.
These data do not have to be submitted to ABET, and should be used internally by faculty to
improve courses. The Chair stated that it is desirable to move beyond these types of subjective
assessment tools to more objective measures.

8

April 3, 2009

Present: Paz-Cruz, Ahmad, Kaseko, Said, Luke, Batista, Teng, Tian, and Advisory Board
members J onna Sansom and Sam Palmer

1. Neumann handed out copies of the current teacher and course evaluation instruments, and
asked each specialty area to revise the performance criteria measurement forms for their courses
as they wished, and sharpen or improve the questions. The design should encourage written
comments. Copies of the revised form should be provided to Levia and they will be bundled
with the scantron forms for course evaluations. When evaluation packets are ready, faculty will
be asked to pick them up, identify a student from the course who can administer and collect
them, have the student administer them, and have the student turn them in to Levia, who will
check them off. The forms that measure performance criteria for specific courses will be
returned promptly to faculty after grades have been submitted.

Many faculty members and the Advisory Board members felt that course evaluations should be
done online, if a means can be found to do this that does not conflict with college or university
policy.
Action Item: Faculty will submit their revised performance criteria forms to Levia as soon as
possible.
Action Item: Neumann will explore the feasibility of on-line evaluations with the Deans office.

2. Neumann handed out a Curriculum Map matrix. Each specialty area should make a
preliminary identification of the courses in their specialty area in which the specific outcomes are
introduced, reinforced, and demonstrated, and where in the curriculum outcomes assessment
should occur.
Action Item: Faculty will turn in this completed matrix by April 17 for courses within their
specialty area. Anyone who has taught CEE 198, 298, 398, 497, 498 should also fill in these
cells.
Action Item: Faculty will identify a spokesperson (team manager) to represent their specialty
area who will serve as a coordinator for accreditation activities.

3. The External Advisory Board members were asked to help identify performance criteria for
the following Education Objectives:
2A. Apply engineering management concepts
2D. Apply modern analysis and design tools
9

2E. Apply the basic principles of ethical and professional conduct
3A. Understand concepts of leadership, business, and public policy
3B. Possess knowledge of contemporary issues as related to engineering practice
Action Item: Contributors will have preliminary performance criteria developed by April 17.

4. Neumann handed out data on FE and PE exam results for October, 2008. These contain data
that can be used for assessment.

5. Neumann handed out a position description for Undergraduate Coordinator. The release for
this position has been approved by Dean Sandgren and will be one course per year. It was moved
and seconded that the position be created within the department, with a term of office of three
years. Approval was unanimous. Nominations may be submitted via email to the chair until
noon on Wednesday, April 8. Ballots will then be distributed to faculty. Target date for return
of ballots will be Friday, April 17. This position will be incorporated into the Bylaws when they
are updated.
Action Item: Faculty will nominate candidates by noon on April 8.

6. It was recommended that the tasks associated with the Graduate Coordinator position be
identified and reviewed. No action items resulted from this discussion..

7. To select the Outstanding Student, names of seniors will be generated from lists of students in
CEE 497, 498, and 450. GPAs will be determined. A list of graduating seniors has been
requested from the Registrar, but this may take several weeks to arrive. This list will be
distributed to faculty, who will vote on them.
Action Item: Neumann will generate a list of seniors and GPAs to distribute to the faculty.

8. To select the Outstanding Teacher, only seniors will be allowed to vote. This will help to
reduce the bias caused by students not having yet taken courses from faculty who teach only
seniors. A mechanism will be developed to provide seniors with ballots in a manner that
prevents students from voting more than once.
Action Item: Once a list of seniors has been developed, a system for distributing and retrieving
ballots containing faculty names will be implemented.

The meeting adjourned at 2:30 pm. The next meeting is scheduled for April 17 at 12:30.

10

April 17, 2009

Present: Luke, Paz, Tian, Ghafoori, Karakouzian, Teng, Said, Kaseko, Ladkany, Batista,
Neumann, Sumit Puri (CEE 499 instructor), J onna Sansom (External Advisory Board member)

1. Faculty were reminded to pick up their course evaluation packets.
Action Item: Faculty who have not yet done so should pick up course evaluation packets
from Levia ASAP.

2. Neumann reported that he would be meeting with each specialty area to initiate development
of curriculum assessment measures. A meeting will be held with transportation faculty on
Monday, April 20, and with structures faculty on Wednesday, April 22.
Action Item: Report on the results of these meetings at the next faculty meeting (All)

3. Sam Palmer could not be present, so no report was given on progress made by the External
Advisory Board to identify performance measures for the outcomes the Board agreed to help
develop. J onna Sansom indicated she could, if needed, prepare a survey for dissemination to
other firms and engineers to solicit their suggestions.
Action Item: Develop a strategy for identifying performance measures (External Advisory
Board)

4. Ballots for the Undergraduate Coordinator were tallied, and Barbara Luke was elected for a
three year term.

5. Sumit Puri described the design of the FEE 499 FE exam preparation course. Faculty
discussed the course. A concern was expressed that many students do not take the FE exam
seriously (as evidenced by low attendance in the review course), and good students find the
review course a waste of time. Concern was expressed that a 1 credit course should require no
more than about 15 hours of contact time; however a comment was made that if it is viewed in
the context of a lab course rather than a lecture course, contact time could be approximately 45
hours. A comment was made that the course might be used to conduct additional assessments to
meet ABET requirements. A comment was made that individuals who have been out of school
for many years sign up for the course and consume a great deal of class time asking questions. A
response to this was that these individuals should be allowed to attend, but should ask their
questions outside of class. A comment was made that a passing grade on a mock exam could be
a requirement for passing the course. A comment was made that PE exam preparation also needs
to be discussed. The following plan for the course emerged:
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Thecourseshouldbeofferedfor1credit
StudentswhohavealreadytakenandpassedtheFEexamcouldwaiverthecourse,but
wouldhavetomakeuponecredit
Thecourseshouldbetakeninthesemesterastudentsitsfortheexam
Studentswouldnormallytakethecourseinthenexttothelastsemesteroftheir
program,meaningthecoursenumbershouldbe4XX.
Amockexamcoveringthemorningsessioncouldbegivenatthebeginning,andthose
studentspassingitwouldbeexcusedfromthereviewsessions.Thus,goodstudents
wouldnothavetowastetheirtime,andstudentswhodonotpassthemockexam
wouldberequiredtotakethereviewsessions.Asimilarplancouldbeimplementedfor
theafternoonsessionoftheexam.
Studentswhodonotpassthemockexamatthebeginningandhavetotakethereview
sessionscouldbeaskedtotakeasecondmockexam.Thissecondmockexamwould
havetobecomposedofquestionsdevelopedfromothersourcessincetheonlinemock
examasksthesamequestions.
Facultyshouldexposestudentsintheirrequiredundergraduatecourses(e.g.soils,
structures)questionsrepresentativeofthoseontheexamsothattheycometotheFE
exampreparationcoursewithsomepreviousexperience.
Action Item: A draft of a course description and syllabus will be prepared for purposes of
further discussion (Neumann, Luke)

6. Revisions to the Undergraduate Catalog were discussed and voted on
Itwasmoved,seconded,andpassedthatEGG307beremovedfromAdvanced
StandinginthecatalogandbeplacedunderOtherRequiredCourses.
Itwasmoved,seconded,andpassedthefollowingwordsbeaddedtotheEGG307
descriptionasaprerequisite:Introductorycourseinmajorandsophomorestanding.
Itwasmoved,seconded,andpassedthatthecoursedescriptionforCEE241be
rewordedtostateCEE110orME100100L,PHYS180180L,MATH183.
Action Item: Course revision documents will be prepared and submitted this summer
along with other changes in the curriculum (Neumann, Luke)

7. Discussion on the CEE 497 and 498 Senior Design courses was held in response to a proposal
by Neumann to modify the pre-requisite requirements. A comment was made that students
generally waste the first semester (CEE 497) and perhaps we can accomplish department goals in
a one semester course. A comment was made that students have trouble defining original
problems and perhaps they should be assigned a problem. The following appeared to be a
preliminary general plan regarding future directions for Senior Design:
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BringCEE409ProjectManagementbackintothecurriculumasarequiredcourseto
covertheprojectmanagementconceptsrequiredbyABET
MakeSeniorDesigna3credit,onesemestercourse
Assignstudentsaspecificdesignproblemtoworkon
HavetheprerequisitesincludeCEE413WaterResourcesandCEE480Concrete
StructuresaswellasthecurrentprerequisitesforCEE497
DisengagefromtheCollegeSeniorDesigncompetition
Action Item: Continue discussion, but have changes ready for a vote so that they can be
submitted for approval at the same time as other undergraduate catalog revisions this
summer (All)

8. Neumann reported that a Graduating Senior Survey has been prepared and is being distributed
to seniors identified by the Registrar as graduating in May or August of 2009.
Action Item: Distribute questionnaire to faculty (Neumann)

9. Neumann reminded faculty to tally the yes responses on the Mentoring Needs
Questionnaire and return the tallies to him so that he can develop a profile of undergraduate
needs and concerns.
Action Item: Tally responses and return results to Neumann (Faculty who have not yet
done this)

10. The next meeting is scheduled for May 1 at 12:30.

13

May 1, 2009

Present: Neumann, Paz-Cruz, Ahmad, Teng, Said, Ghafoori, Palmer (External Advisory Board)

1. Specialty areas were asked to continue work on their curriculum maps and be ready to
submit a preliminary version in two weeks. Palmer had no progress to report on defining
performance measures related to management, public policy, leadership, business, and
contemporary issues, but indicated work would start on these.
Action Item: Specialty Areas will prepare draft curriculum maps for their courses and
have them ready for discussion. The External Advisory Board will suggest relevant
performance measures for criteria related to contemporary professional practice. (All)

2. A draft description of CEE 401 Professional Practice Preparation was presented by Neumann
and discussed. Whether the course should be taken in the last semester or next to the last
semester was debated. Prof Yim, Chair of Mechanical Engineering was invited into the room to
explain how ME did this. ME requires an FE exam preparation course be taken by all students in
their 2
nd
to the last semester, during which they also take the FE exam. If students do not pass
the FE on the first attempt, they have to retake the FE exam again, which normally would be
during their final semester. Students are not required to pass the FE exam to graduate. Yim
indicated that experience with the course has led to the conclusion that instruction needs to focus
on solving exam-style problems rather than general reviews of subject areas. Debate concerned
whether the course should be Pass-Fail or graded, and how this would affect GPA. The registrar
should be queried on this. One suggestion was to use grades of only A or F to be consistent with
our current system of computing GPA; the grade would be A if the student passes the mock
exam (which would be given twice), and F if they do not. MEs approach partially solves the
problem of having a student pass the exam preparation course but fail the FE exam. On the other
hand, if a student failed the course but passed the FE exam, then a grade change could be
executed. This would likely be a rare event. Other issues and suggestions:
Concernthatgraduationwouldbedelayedifastudentdidnotpassthecourseandhad
tokeeprepeatingit
Acounteropinionthatitshouldbetreatedlikeanyotherrequiredcourse;ifitisfailedit
hastoberepeateduntilitispassed
ChangethecurrentpolicyofhavingtheAdvisingCenterpossesssignoffapprovalwith
theStateBoardtotaketheFEexamtohavingtheDepartmentChairpossesssignoff
approval
Breaktheexaminto2hourminiexamsthatstudentshavetopasstomakeiteasierto
conduct
CoursenumberinghastobeconsistentwithUNR
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MakeitacorequisitewithCEE497

The consensus appeared to be that the course should be taken two semesters prior to graduation,
but no consensus was reached on grading or how performance in the course should affect
permission to take the exam. The issues of timing and linking performance in the course to
grading and exam readiness are complex; more thought and discussion are required.
Action Item: Redraft the course description to incorporate consensus positions; determine
how Pass/Fail grading affects GPA (Neumann)

3. A draft description of CEE 497 Senior Design Project was presented by Neumann. It
combined current descriptions for CEE 497 and 498. It was suggested to change the draft
wording of pre-requisites from all required undergraduate courses civil engineering to at least
one civil engineering design course in transportation, structures, water resources, and
environmental engineering, but these are basically equivalent statements. Discussion was not
lengthy due to the time spent discussing CEE 401. There may be potential interdependency
between CEE 401 and CEE 497.
Action Item: Continue discussion during the next faculty meeting (All)

4. Since Barbare Luke will be serving as Undergraduate Coordinator next fall, a replacement will
need to be found for CEE 497. Possibilities include shifting faculty around, asking one of our
part-time instructors, team teaching it, or seeking a practitioner from private practice.

5. The transportation program is working on a course proposal for Roadway Engineering.

6. Faculty were asked to have all graduate students who need financial aid next fall submit a
Graduate Assistant application so that all needs can be assessed. This applies to students who
currently are supported as GTAs and need to continue support.

7. Neumann mentioned that he has applied to the Provosts office to use lab fees collected from
CEE 110L to support a graduate student in the English Department. The GTA will be used to
improve writing skills of students in CEE 110. If the approval is not granted, one of the
departments allocated GTA positions will be used.

15

October 16, 2009

Present: Neumann, Ahmad, Said, Ghafoori, Tian, Kaseko, Luke, Karakouzian, Teng, Batista,
Ladkany, Assoc Dean Culbreth, Dean Sandgren, J onna Sansom (External Advisory Board), Sam
Palmer (External Advisory Board)

1. Dr. Luke presented and discussed the proposed catalog descriptions of department Goals,
Educational Objectives, and Measurable Program Outcomes. The wording of the Educational
Objectives was changed in the last sentence from use of the word prepared to provided with
the skills and tools. It was moved and seconded that the descriptions be accepted. The motion
was approved with 9 yes votes and 2 abstentions. The revised wording should be submitted for
catalog updating as soon as possible.
2. It was moved and seconded that the committee charged with assessment be named the
Curriculum and Assessment Committee, with the membership consisting of one person from
each specialty area; the initial members will be Drs. Luke (chair and geotech), Kaseko
(transportation), Batista (environmental and water resources), and Said (structures). Dr.
Ghafoori was invited to join if he wishes, and responded that he will think about it. The
committee will be a standing committee and will serve continuously to meet assessment needs
for the undergraduate program. During the discussion it was determined that the old Curriculum
Committee will be dissolved and reformed as the new committee. It was reported that the By
Laws would need to be revised to reflect this change in committees, and it was recommended
that work begin on this next semester, and an ad hoc committee be formed to revise the By
Laws. A separate ad hoc committee will be set up for ABET and accreditation. The motion was
approved with 9 yes votes and 2 abstentions.
3. J onna Sansom wishes to assist the department with the alumni survey that will be undertaken
yearly for assessment. A draft version prepared by Ms. Sansom already is available on Survey
Monkey, but it has not yet been reviewed by the Curriculum and Assessment Committee. Dr.
Luke and the new committee will work with Ms. Sansom to modify the survey as needed to meet
assessment requirements.
4. Dr. Neumann announced that he will be resigning as chair effective J une 30, 2010, but will not
retire from UNLV until December of 2010. This will give faculty time to find a new chair for
August of 2010, and Dr. Neumann will still be working during the fall visit by ABET. Dean
Sandgren announced that the Provost was allowing an external search for a new chair if this met
the wishes of the department. If an internal candidate wished to become chair, then there would
not be a search for an additional faculty member. When questioned as to why the department had
not received the positions of Drs. J ames and Piechota to fill, the Dean replied that the department
did have these positions, but the Provost was not authorizing any funds to hire faculty for them
due to the budget cutbacks. When discussion arose concerning whether any constraints should
be placed in the recruitment ad that limits the candidate to any particular specialty area, the
consensus was that this will limit candidates and may result in problems securing someone who
would also be a good chair. No current faculty member expressed interest in serving as chair, and
16

no current faculty member requested that a vote on searching for an external chair be postponed.
It was moved and seconded that an external search be conducted for a chair. The motion was
approved with 11 yes votes.

17

November 13, 2009

Present: Neumann, Ahmad, Said, Ghafoori, Tian, Luke, Karakouzian, Teng, Batista, Paz

1. A motion was made that CEE 497 Senior Design I be dropped from the curriculum, CEE 498
be boosted from 2 to 3 credits, the management portion of CEE 497 be placed in CEE 298 at 1
credit, and a new required 3 credit course on sustainability in civil engineering design be created
at the 200 level. The prerequisites for the new course will be CEE 110, CEE 198, and CHEM
121, and completion of it will be required for Advanced Standing. The motion passed
unanimously. Dr. Batista will develop the course description and share it with faculty for
comment. A course number of CEE 250 has been tentatively identified, and it will feature a
series of modules on sustainability taught by different faculty representing different specialty
areas. CEE 498 will be called Civil Engineering Capstone Design. All course modification
documents will be sent to the chair of the civil engineering department at UNR to determine if
any course numbering issues exist. [All documents should be submitted to the College
curriculum committee before Thanksgiving]

2. The CEE 110 laboratory will be modified to contain approximately 50% AutoCAD basics,
25% EXCEL programming with emphasis on macros, and 25% MathCAD. J eff J ensen will be
hired to develop and teach the modules as a PTI.

3. The Assessment and Curriculum Committee will invite Tom Barnes to discuss the surveying
course and its credit hour requirement and report the results of the discussion back to the faculty.

4. The ad hoc ABET committee will meet on Tuesday at 1 pm under the guidance of Dr.
Karakouzian to elect a chairman and make assignments for development of the ABET Self-
Study. The Deans office will be contacted to inquire if personnel support will be available for
manuscript preparation. Dr. Neumann will review and coordinate preparation of the report.
Directives and information are expected from the Deans office. Deadlines will be established by
the committee. Dr. Neumann will make a copy of the last Self-Study report available.

18

November 20, 2009

Present: Neumann, Kaseko, Ahmad, Paz, Tian, Batista, Luke

Dr. Luke made a motion, which was seconded, to reduce the credit hours of surveying in the
curriculum (CEE 121) from 3 to 2. In the ensuing discussion, the following points were made:
Thecurriculumhasincreasedby2creditsfrom132to134asaresultofchanges
recentlymade(additionofCEE250at3credits,increasingCEE499from0to1
credit,increasingCEE498by1credit,andeliminatingCEE497at3credits),soit
wouldhelpreducetheburdenonstudentstoreducethenumberofcredits
whereverpossible.
TheonlysurveyingquestionsontheFEexamrelatetoroadwaycurvesand
calculatingcutsandfills,neitherofwhichareintheCEE121syllabus.Theyare
coveredinCEE362,andwillbecoveredinCEE301whentheCEE110lab
increasesitsCADcontent.
Civilengineeringstudentsdonotneed3creditsofsurveying.Manycivil
engineeringprogramshaveeliminatedsurveying.
IfCEE121weretoremainat3credits,itshouldbeconvertedtoageomatics
course;however,notenuretrackfacultyarepresentlyavailableandqualifiedto
teachthis.
ThedepartmentneedsafulltimestaffpersontoteachCEE121and301;the
personneednotbeatenuretrackfacultymember.
The motion passed unanimously and the meeting adjourned.

19

Faculty retreat:
March 5, afternoon Ed to announce to faculty.
Draft agenda
1. Intro, Department demographics (Ed) 15 min.
2. Summarize recently approved changes to curriculum (Ed or Barbara) 15 min.
3. Curriculum map (Barbara) 20 min. Barbara to build slides to
introduce/summarize/explain; for review by committee before the retreat
4. Assessment processes (C&A committee) 70 min.
Outside of class: FE exam results, surveys (employers, alumni, graduating
seniors)
In-class, administered by faculty
Drafts/examples each C&A committee member presents one
5. Applying assessment outcomes for continuous improvement (Barbara) 10 min.
6. BREAK 20 min.
7. ABET committee matters, timeline for accreditation, faculty duties for Spring
semester (Ed and Moses) 30 min.
8. New assessment data
a. FE exam results for last 2 years and before (Barbara) 20 min.
9. Faculty mentoring: plans, rules, responsibilities, F09 student mentoring
questionnaires summaries (Barbara) 15 min.
10. Dept chair search (Mohamed) 10 min.
11. Discussion (all) 15 min.

20

Retreat Agenda
Carollo Engineers
376 E. Warm Springs Rd., Suite 250
Las Vegas, NV 89119

11:30 Lunch sponsored by Advisory Board
12:00 Introductions (Neumann)
12:05 Advisory Board Comments (Freestone)
12:15 Background Information on Department and Accreditation (Neumann)
12:25 Criterion 5 - Curriculum (Neumann - Table 5-1 handout)
12:30 Criterion 2 Program Educational Objectives (Luke, curriculum map handout)
Discussion
1:15 Criterion 3 Program Outcomes (Luke, implementation handout, rubric handout)
Discussion
2:00 Criterion 4 - Continuous Improvement (Luke)
Discussion
2:45 Break
3:00 Timelines (Neumann)
3:15 Progress to date - Criteria 2, 3, 4 (Luke)
3:30 Progress to date Criteria 1, 6, 7, 8, 9 and Appendices A, B, C, D (Karakouzian)
Discussion
4:00 Mentoring (Luke)
Discussion
4:15 Department Chair Search (Kaseko)
Discussion
4:30 Summary of Action Items (Neumann)
4:45 Adjourn

21

CRITERION 1. STUDENTS
A. Student Admissions
[Note: Text for this Criterion represents text developed by the Department of Mechanical
Engineering at UNLV and adapted to the Department of Civil and Environmental Engineering
because the information requested is identical for most items.] Minimum GPA for admission
into Department of Civil and Environmental Engineering is 2.50. Admission policies to the
Collegeinthe20082010Catalogare:
Admission Policies: A student admitted to UNLV may immediately be admitted to the
College of Engineering. Regular admission requires graduation from an accredited high
school with a minimum grade point average (on a 4.00 scale) of 2.30 for summer 2008,
and 2.50 for fall 2008. High school graduates are strongly advised to complete four years
of English, four years of mathematics, and three years of science while in high school.
A student is considered a PreMajor upon entry to the department until they have met a
prescribed set of courses listed below with a minimum earned grade of C or higher and an
overallgradepointaverageof2.5ona4.0scale.Uponcompletionofthiscriterionstudentsare
then granted Advanced Standing and are permitted to begin taking upperlevel courses in
theirmajor.Table11belowindicatestheSATandACTscoresforenteringstudents.

Table 1-1. History of Admissions Standards for Freshmen Admissions for Past Five Years
Civil and Environmental Engineering
Academic
Year
Composite ACT Composite SAT
Percentile Rank in
High School
Number of
New Students
Enrolled MIN. AVG. MIN. AVG. MIN. AVG.
2005 17 22.9 890 1106 16.5 74.0 34
2006 16 22.2 770 1040 33.9 72.7 37
2007 17 22.7 650 1081 37.5 75.5 29
2008 17 23.3 850 1119 22.0 68.8 47
2009 17 23.9 780 1116 26.8 81.5 36

B. EvaluatingStudentPerformance
GPARequirements:TheCollegeofEngineeringgenerallyfollowstheacademicpoliciesdefined
in the University Catalog and monitors the student progress through the College Advising
Center.Thekeydepartmentpoliciesformaintaininggoodacademicstandingare:
22

Grade of C (2.00) or higher must be earned in each engineering course (ME, CEE, EE,
EGG)forgraduation.
Grades of C (2.00) or higher are required in all immediate prerequisites of all
engineering, construction management, and computer science courses and in ENG 101
and102.
An overall 2.3 GPA and 2.5 GPA in engineering courses is required for probation,
transfer,andgraduation.
TheUniversitypolicyforAcademicGoodStandingistomaintainaUNLVcumulativegradepoint
averageof2.00orabove.
The College Advising Center verifies that all engineering students are meeting minimum
progress defined in each departments policy. Engineering student schedules are reviewed
during Spring and Fall semesters. Administrative probation letters are mailed out when
students do not meet the minimum progress requirements. Failure to meet the terms of the
administrativeprobationletterresultsinanadministrativesuspensionletter.
Following the University Policy, the college will suspend the student for a minimum of one
calendaryear.Collegesuspensiondoesnotsuspendastudentfromtheuniversity;however,a
suspended student willnot be permitted to take any UNLV credit course until the student has
secured readmittance or acceptance by another college. The college will suspend only at the
endofaregularfallorspringsemesterinwhichthestudenthasbeenonprobation.University
suspensionalsoautomaticallysuspendsthestudentfromtheprogramandcollegeinwhichhe
or she is enrolled. A certified letter mailed to the last address provided by the student to the
OfficeoftheRegistrar&Admissionswilldischargealluniversityresponsibilityfornotification.
AdministrativesuspensionlettersaremailedattheendofregularSpringandFallsemestersand
effective immediately. Students who are enrolled for the following semester will be retracted
aftertheappealdeadlineoutlinedintheletter.Studentsonacademicprobationarerequiredto
meettheminimumprogressrequirementspertheprobationletter.
Thecollegemayreadmitastudentsuspendedbythecollege,uponapplicationtothedean,in
accordancewithcollegeanddepartmentrules.Petitionsforrelieffromcollegeanddepartment
rulesmustincludeapprovalofadvisor,departmentchair,anddean.Thedecisionofthecollege
maybefurtherappealedtotheFacultySenateAcademicStandardsCommittee.
Academic Distinction: Undergraduate students are eligible for the deans honors list if: (1) at
least12creditshavebeencompletedduringthesemesterwithgradesontheABCDFscale,and
(2) the semester grade point average is 3.50 or higher. Students who complete the
requirements for University and/or Department Honors and departmental requirements for
theirmajorwithaGPAinhonorscoursesofatleast3.00andaminimumof60creditsatUNLV
toward a baccalaureate degree with an overall UNLV GPA of at least 3.30 will graduate with
university and/or Department Honors. In addition, students will graduate cum laude if their
UNLV GPA is between 3.50 and 3.69 or magna cum laude if their UNLV GPA is 3.70 or higher.
23

Summa cum laude is earned by students who complete Department Honors with a UNLV GPA
of3.70orhigherandreceiveagradeofAontheirseniorthesis/project(HON499H).
The student graduating with the highest fouryear UNLV grade point average is awarded the
NevadaCentennialMedallioninaspecialceremony.
C. AdvisingStudents
The Engineering Advising Center was created in July 2001 to centralize the undergraduate
academicadvisingservices,aswellasassessment,recruitmentandretentioninitiatives,forthe
Howard R. Hughes College of Engineering. Students working towards the B.S.E. in Civil
Engineering are evaluated, advised, and monitored through the Engineering Advising Center.
The Director of Advising & Assessment directs the office. A centralized advising approach is
used in order to better maintain a consistent application of University, College, and
Departmental policies, and to provide yearround academic advising services to the Colleges
undergraduatestudents.AllstudentfilesaremaintainedintheEngineeringAdvisingCenter.
The Advising Center has past and present flowcharts and curriculum sheets for all engineering
majors, major technical electives, and engineeringrelated pamphlets for student perusal. The
AdvisingCenterisabletoanswermostuniversity,college,anddepartmentrelatedquestionsor
refertothecorrectoffices.Thefollowingaretheareasofadministrativeadvisingconductedby
theCenter:
Academicprobation/suspension
Transfercreditevaluation
Academicexpectations
Catalogchanges
Choiceofcatalog
Coursesubstitutions
Changeofmajors
Doublemajorsandminors
Generaleducationalrequirements
Coursescheduling
Graduationapplications
Prospectivestudentsadvising
Studentorientationandadvising

In addition to the Advising Director, the Engineering Advising Center is staffed by fulltime
professional advisors and classified staff members. The professional advisor and classified
staffs oversee the advising of PreMajor Civil Engineering students. The Advising Director and
professionaladvisorareresponsibleforprovidingdevelopmentalacademiccounselingforthose
studentswhoareonacademicprobation.
24

Upon completion of premajor coursework, Civil Engineering students obtain advanced
standingstatus.Allstudentsareassignedafacultymemberwhoactsastheirmentorandmeets
withthestudenteachsemesteruntilgraduation.Thementorsroleistodiscussopportunities
for specialization within one of the areas of the department through the selection of elective
courses, and pursuit of graduate studies. The mentor asks about the students plans post
graduation and helps the students with any academic advising issues they may behaving. The
Advising Director and Faculty Advisor collaborate in tandem to provide academic and career
advisingtotheDepartmentsPremajorandAdvancedStandingstudents.
Each undergraduate student is expected to work closely with his/her advisor to schedule and
execute their academic program. Students are expected to meet with an advisor every
semester, prior to registering for the upcoming semester. During advising appointments
studentssignacontractwiththeiradvisorandareremindedofthenecessaryprerequisitesfor
courses that they plan to take the following semester. The Department Chair considers
exceptionstoDepartmentalpoliciesonacasebycasebasisthroughapetitionprocess.
Most studentrelated forms are processed in the Advising Center. Depending on the form and
students major, the director of the Advising Center has signature authority to sign for the
advisorandtheDepartmentChairs.Themajorityofthegeneraleducationandinterpretationof
transfer questions are handled in the Advising Center. Decisions are based on the transfer
creditpolicyincooperationwiththeDepartmentChairs.
C.1 FacultyAdvisingintheCivilandEnvironmentalEngineeringProgram
Civil Engineering faculty mentors help to assure that graduates have technical knowledge and
experience that is appropriate to their interests and career goals, and offer advice on the
appropriateselectionoftechnicalelectives.
The Department assigns a faculty mentor to all students including incoming freshmen. The
studentmentorlistisupdatedineachsemestertoaddnewincomingandtransferstudentsand
delete the names of the students who graduated. Also, the mentor list is shared with the
CollegeAdvisingCentertomakeallstudentstomeettheirfacultymentorsbeforetheyregister
the courses in each semester. This work is performed by the Undergraduate Coordinator for
theDepartment.
Figure 1.1 below shows the Mentoring Forms used by the College Advising Center and the
mentoringrolesoffacultyandtheAdvisingCenter.Thesignedformiskeptinthestudentfolder
intheCenter.
25

FacultyMentors
Howtheirclassesareprogressing
AcademicGoals
Careerrelatedissues
GraduateSchool
MEElectives
FEExamPrep
Reviews academic progress/checklist
CompletesMentoringFormandreturnto
Advising Center and also faculty can
accessAdvisingDataSystemwebsiteat:
https://advising.apps.unlv.edu/engineering/a
uth/login.php
CollegeAdvisingCenter
Maintainsstudentfiles
OrientstudenttotheUniversity/College
Assistregistration
Facilitatestransfercreditevaluation
Reviewspreandcorequisites
Processes all student paperwork and
forms
Processesgraduationapplications
Removesanyadvisingholds
MeetswithProbationaryStudents
Conducts all correspondence to students
regarding curriculum, major and policy
changes
(a)
(b)
Figure1.1(a)RolesofFacultyandAdvisingCenterforStudentMentoring(b)MentoringSign
inForm

C.2 CareerServices
Career counseling is provided jointly by the department and the Office of Career Services. In
caseswhereastaffmembercannotansweracareerquestion,thestudentisthenreferredtoa
facultymentorinthedepartmentwithexpertiseintheareainwhichthestudentisinterested.
The Office of Career Services provides career counseling to College of Engineering students
both in their main office location and at a walkup location in the Engineering Great Hall on
alternate Wednesdaymornings. The walkup location has proven to be a popular way for the
26

Engineering Career Services Representative to engage engineering students in the career
planningprocessasearlyastheirfreshmanyear.
C.3 DisabilityResourcesCenter
This office provides services to students with permanent or temporary disabilities, including
academicanddisabilitymanagementadvising.Seealso:http://drc.unlv.edu/
C.4 MulticulturalEngineeringProgram(MEP)
Since 1989, the Multicultural Engineering Program (MEP) has prepared minority groups to
undertake studies in the disciplines of engineering, computer science, informatics, and
construction management for graduation and employment. The MEP also supports programs
designed to recruit, retain, and graduate educationally disadvantaged students, and builds an
academic support community and provides the necessary bridges for students academic and
professional success. The MEP offers classes for effective learning techniques, a study center,
tutoring, group study workshop, professional development and industry networking
opportunities,andscholarshipopportunities.
TheprogramwasinitiallycreatedduetotheunderrepresentationofAmericanIndians,African
Americans, and Latino and Hispanic Americans in the engineering, computer science,
informatics, and construction management professions. Currently, women are also considered
anunderrepresentedgroupandareactivelysoughtforemploymentinternationally,nationally,
andregionallywithintheengineeringprofession.
AlthoughtheprogramisopentoallengineeringstudentsatUNLV,itsmissionistoincreasethe
enrollment, retention, and graduation of engineers from the historically underrepresented
groups.ApplicationstojoinareavailableintheMEPoffices.
Tutoring Services and Study Groups: Tutoring for all levels of math, science,
engineering, and computer science is available for MEP students. Special study groups
composed of MEP students taking the same classes are organized and conducted
regularlytohelpstudentssucceedintheircoursework.Inaddition,oneononetutoring
isalsoavailablebyappointment.
Motivation and Career Awareness: The MEP provides several opportunities to explore
career options, research college majors, get involved with professional industry
organizations, establish peer and professional mentoring relationships, and participate
ininternshipswithourcommunitypartners.
Financial Aid and Scholarships: The MEP places a high priority on helping students to
secure adequate financial aid and scholarships. Several scholarships are available
throughout the year from public and private companies for students in engineering
programs, and MEP students get the benefit of receiving scholarship information
firsthand from our community partners. A scholarship application is required to be
eligibleforoneormoreoftheMEPscholarships.
27

Student Organizations: There are a variety of student organizations affiliated with the
UNLV MEP, including the American Indian Science and Engineering Society (AISES), the
NationalSocietyofBlackEngineers(NSBE),andtheSocietyofWomenEngineers(SWE).
MEPstudentshavetheopportunitytojointheseorganizationsandmeetotherstudents
whosharetheirsameacademicandprofessionalinterestsatalocalandnationallevel.
MEPStudyCenter:TheMEPStudyCenterisavailabletoallMEPstudentsweekdaysand
evenings.Thecenterisequippedwithacomputerlab,photocopier,writingcenter,and
stafftoassiststudentsinfulfillingtheiracademicgoals.
D. TransferStudentsandTransferCourses
AdmissionpoliciesaredescribedintheCollegeofEngineeringsectionoftheCatalog:
Transfer Policies: Transfer students from other universities or from other UNLV
colleges must have a minimum GPA of 2.50 for admission to the College of Engineering.
Transfer students with a GPA of less than 2.50 can be admitted on probationary status
and must schedule an interview with the Director of Advising prior to entering the
college. The student may be required to agree to an academic performance contract.
TheevaluationoftransfercreditsintheCollegeofEngineeringismadejointlybytheOfficeof
Transitional Services, the Advising Director, and the Department Chair. The Office of
Transitional Services and the Advising Director are responsible for reviewing transfer courses
that are compatible with the general education core requirements. The University has an
articulation agreement already established with neighboring institutions and feeder schools,
whicheasestherepetitivereviewoftransfercoursesfromtheseinstitutions.Coursesthatare
not previously articulated, and pertain to engineering, are evaluated by the respective
department for possible transfer credit. The number of transfer students to the department
hasheldsteadyoverthelastfewyearsasTable1.2shows.
Table 1-2. Transfer Students for Past Five Academic Years
Academic Year
Number of Transfer Students
Enrolled
2009 36
2008 30
2007 29
2006 42
2005 36

ThefollowingisthepolicyoftransfercreditsoftheCollegeofEngineeringAdvisingCenter:
General education and other classes such as math classes not taught by the College of
Engineering that UNLV accepts for transfer credit can be applied toward our degree
requirements.
Transfer credit from an ABET accredited college for one and two hundred level classes
taught by the College of Engineering can be applied toward the degree requirements
28

only if the class is equivalent to our class. Equivalent means that the class content
including embedded laboratory experience and prerequisites for the class are the same
as our class. One hundred and two hundred level engineering classes can be
transferred from a non-ABET accredited college upon verification that the class is
equivalent to our class, was taught by a qualified instructor, and that the university is
accredited by an external accreditation agency.
No three or four hundred level classes can be transferred to our programs from any
other program, either ABET accredited or non-ABET accredited without the approval
of the program Department Chair and the approval of an Associate Dean of the College
of Engineering. Approval will only be granted if the content, learning objectives, and
embedded laboratory experience are equivalent to our class and the transfer class was
taught by a qualified instructor. The burden of proof of equivalence for three and four
hundred level classes lies with the student who must provide all required supporting
documentation.
One hundred and two hundred level College of Southern Nevada (CSN) classes and
classes from other Nevada Universities can be transferred to our programs if the
College of Engineering Department Chair has verified that the class is equivalent to
our class and has approved the class instructor. Classes from Fort Valley State
University can be transferred to our engineering programs because we have a transfer
agreement with Fort Valley.
E. Graduation Requirements
AsshowninFigure1.2,whenastudentappliesforgraduation,theUniversityGraduationOffice
initiates the application and checks that the General Education Core requirements have been
met.TheapplicationisthenforwardedtotheEngineeringAdvisingCenter,orafacultyadvisor
toundergoanauditofallcoursestakenforevaluationinordertodeterminethestudentsfinal
course schedule. The application is then forwarded to the Department Chair for approval.
Once the Department Chair has approved the graduation application, then the Director of
Advising&Assessmentisthefinalsignatureintheapprovalprocess.
29

Figure 1.2 Graduate Application Process

F. Enrollment and Graduation Trends
AsshowninTable13below,totalenrollmenthasbeenincreasing(fromalowof168infallof
2000)andnowstandsatabout225.Thenumberofgraduateshasbeenincreasing(fromalow
of19in2003),andnowstandsat50.However,numberswerehigherinthemid1990s..Table
14belowliststwentyfivegraduateswhosenamesweresuppliedbytheCollegeofEngineering
andindicatesyearofmatriculation,yearofgraduation,statuswithrespecttolicensureexams,
and(whereknown)currentjobtitle.
30

Table 1-3. Enrollment Trends for Past Five Academic Years
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010
Full-time Students 165 188 197 224 225
Part-time Students 51 59 67 75 67
Student FTE
1
140.8 124.3 136.9 128.7 146.9
Graduates 28 25 39 34 50
1
FTE =Full-Time Equivalent

Table 1-4. Program Graduates
(For Past Five Years or last 25 graduates, whichever is smaller)

Numerical
Identifier
Year
Matriculated
Year
Graduated
Certification/
Licensure
(If
Applicable)
Initial or Current Employment/
J ob Title/
Other Placement
1 2003 2009 Unemployed
2 2007 2009 FE Unknown
3 2006 2009 FE Assistant Project Manager
10 2007 2009 FE Engineer I
11 2005 2009 FE Graduate Res Assist - UNLV
12 2007 2009 Unknown
13 2005 2009 FE Restaurant Manager
14 2003 2008 FE Project Manager Contract Support
15 2003 2008 FE Unemployed
16 2005 2008 FE Civil Engineer II
17 2005 2008 FE Unknown
18 2005 2008 FE Unknown
19 2005 2008 PE exam pass Restaurant Owner
20 2004 2008 FE Unknown
21 2008 FE Unknown
31

22 2005 2008 FE Special Inspector
23 2008 FE Unknown
24 2008 FE Unknown
25 2008 FE Graduate Student - UNLV
(NOTE: ABET recognizes that current information may not be available for all students)

32

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
A. Mission Statement
Followingaremissionstatementsfor
o UNLV
o HowardR.HughesCollegeofEngineering
o DepartmentofCivilandEnvironmentalEngineering
UNLV<http://www.unlv.edu/about/mission.html>,retrieved05/20/2010
TheUniversityofNevada,LasVegas,isaresearchinstitutioncommittedtorigorouseducational
programsandthehigheststandardsofaliberaleducation.Weproduceaccomplished
graduateswhoarewellpreparedtoentertheworkforceortocontinuetheireducationin
graduateandprofessionalprograms.Ourfaculty,students,andstaffenthusiasticallyconfront
thechallengesofeconomicandculturaldiversification,urbangrowth,socialjustice,and
sustainability.OurcommitmenttoourdynamicregionandStatecentrallyinfluencesour
researchandeducationalprograms,whichimprovesourlocalcommunities.Ourcommitment
tothenationalandinternationalcommunitiesensuresthatourresearchandeducational
programsengagebothtraditionalandinnovativeareasofstudyandglobalconcerns.UNLVs
distinctiveidentityandvaluespermeateauniqueinstitutionthatbringsthebestoftheworldto
ourregionand,inturn,producesknowledgetoimprovetheregionandworldaroundus.
UNLViscommittedtoanddrivenbythesesharedvaluesthatwillguideourdecision
making:
Highexpectationsforstudentlearningandsuccess;
Discoverythroughresearch,scholarship,andcreativeactivity;
Nurturingequity,diversity,andinclusivenessthatpromotesrespect,support,
andempowerment;
Social,environmental,andeconomicsustainability;
Strong,reciprocal,andinterdependentrelationshipsbetweenUNLVandthe
regionaroundus;
Anentrepreneurial,innovative,andunconventionalspirit.
CollegeofEngineering<http://engineering.unlv.edu/about/mission.html>,retrieved
05/20/2010
ThemissionoftheHowardR.HughesCollegeofEngineeringistoeducatethefutureleaders,
innovators,andentrepreneurswhilediscovering,integrating,andapplyingnewengineering
andcomputerscienceknowledgeinservicetosociety.
TheoverarchinggoalsoftheCollegeofEngineeringareto:
Enablestudentstoachieveexcellenceinengineering,informatics,computerscience,
andconstructionmanagement.
33

Promotethediscovery,integration,disseminationandemploymentofnewengineering,
informatics,computerscience,andconstructionmanagementknowledgeinserviceto
society;
Enableeconomicgrowthwhileincreasingthequalityoflifeandmaintainingthe
ecosystem.Ourcorestrategyforundergraduatelearninginengineering,computer
science,informaticsandconstructionmanagementembracesfourdistinctobjectives:
o Graduateswillbetechnicallycompetentincoreareaswithintheirdisciplineand
relatedmathematicsandsciences.
o Graduateswillbeabletoworkwithinateamandcommunicateeffectively
throughoral,graphical,andwrittenmodalities.
o Graduateswillbeabletosynthesizediverseinformationtodevelopcreative
designsolutions.
o Graduateswillbeabletofunctioneffectivelyinanevolvingprofession.
Weprovidestudentsahighquality,rigorous,andinnovativeeducationalexperiencethat
enablesthemtoaddresstheneedsandconcernsofsocietybyconsideringnotonlythe
technicalaspectsoftheproblemsbutalsothesocial,environmental,economic,andpolitical
consequencesoftheirdecisions.Allprogramsinthecollegeprovidethestudentwithahigh
qualityeducationbyincorporatingsubjectmatterfromscience,mathematics,socialsciences,
andhumanitiesinadditiontothemajordiscipline.Developmentofcommunicationskills,
includingwritten,oral,andgraphical,areemphasized.Thus,weprovidearichandfertile
environmentinwhichthestudentacquiresknowledgeandskills,learnstomakeinformed
decisions,expressescreativity,anddevelopsanappreciationforlearningasalifelongprocess.
Wesupportthedevelopmentofinnovativeteachingandlearningstrategies,appropriateuseof
technologyinclassroomsandlaboratories,andthefosteringofanatmosphereinwhichan
ethnicallyandsociallydiversestudentbodyandfacultycanflourish.
Designisafundamentalpartofthecollegecurricula.Enteringstudentsareintroducedto
conceptsofdesign,whichareintegratedthroughouttheirprograms,culminatinginasenior
year,teamoriented,multidisciplinarycapstonedesignproject.
Upongraduation,ourstudentsarewellpreparedtopursueaprofessionalcareer,enter
educationalpathssuchaslawandmedicineorpursuegraduateeducationinengineering,
informatics,computerscience,orconstructionmanagement.
CEEDepartment,fromUNLVs20102012catalog:
Itisthemissionofthedepartmenttoproducecompetent,ethical,andsociallyresponsible
graduates.Developandadvanceknowledge,andservethecommunityandtheprofessionin
civilandenvironmentalengineering.
Thisisachievedbypreparingstudentstofillentrylevelengineeringpositionsingovernment,
themilitary,andtheprivatesector,orattendgraduateschool.Achievementismeasuredby
meansoftheAlumniSurveyandEmployerSurvey,whichemploysseveralmetricsincluding
licensureandpositiontitle.
34

B. Program Educational Objectives

CivilEngineeringProgramEducationalObjectives FromUNLVs20102012catalog
TheobjectivesoftheCivilEngineeringundergraduatedegreeprogramaretopreparegraduates
whocanperformattheentrylevelincivilengineeringpracticesothat,someyearsafter
graduation,theycanbecomelicensedprofessionalshavingresponsibilityfortheplanning,
design,implementation,operationandcontinuousimprovementofcivilengineeringstructures
andinfrastructure.Theywillbeprovidedwithskillsandtoolsforlifelonglearning,continuing
professionaldevelopment,andtopursueadvanceddegrees.
Theeducationalobjectivesareachievedthroughthedesignofthecurriculum,andarealso
measuredbymeansoftheAlumniSurveyandEmployerSurvey.

C. Consistency of the Program Educational Objectives with
the Mission of the Institution
TheeducationalobjectivesoftheCEEdepartmentdirectlysupportandareconsistentwiththe
academicmissionoftheuniversity.
ReviewingtheUNLVmissionstatement,wehighlighttheportionswithwhichtheCivil
EngineeringProgramEducationalObjectivesresonatemoststrongly:
TheUniversityofNevada,LasVegas,isaresearchinstitutioncommittedtorigorous
educationalprogramsandthehigheststandardsofaliberaleducation.Weproduce
accomplishedgraduateswhoarewellpreparedtoentertheworkforceortocontinue
theireducationingraduateandprofessionalprograms.Ourfaculty,students,andstaff
enthusiasticallyconfrontthechallengesofeconomicandculturaldiversification,urban
growth,socialjustice,andsustainability.Ourcommitmenttoourdynamicregionand
Statecentrallyinfluencesourresearchandeducationalprograms,whichimprovesour
localcommunities.Ourcommitmenttothenationalandinternationalcommunities
ensuresthatourresearchandeducationalprogramsengagebothtraditionaland
innovativeareasofstudyandglobalconcerns.UNLVsdistinctiveidentityandvalues
permeateauniqueinstitutionthatbringsthebestoftheworldtoourregionand,in
turn,producesknowledgetoimprovetheregionandworldaroundus.
UNLViscommittedtoanddrivenbythesesharedvaluesthatwillguideourdecision
making:
Highexpectationsforstudentlearningandsuccess;
Discoverythroughresearch,scholarship,andcreativeactivity;
Nurturingequity,diversity,andinclusivenessthatpromotesrespect,support,
andempowerment;
Social,environmental,andeconomicsustainability;
35

Strong,reciprocal,andinterdependentrelationshipsbetweenUNLVandthe
regionaroundus;
Anentrepreneurial,innovative,andunconventionalspirit.
TheCivilEngineering(CE)Programeducationalobjectiveistoproducegraduateswhocan
competentlyperformentrylevelworkandeventuallyobtainprofessionallicensureaddresses
theUniversitymissiontoservetheneedsoftheregionandtheStaterelatedtocivilstructures
andinfrastructure.TheCEProgramobjectivetopreparegraduatesforeventuallicensurealso
addressestheUNLVcommitmenttorigorouseducationalprogramsandtotheUNLVmission
toproduceaccomplishedgraduateswhoarewellpreparedtoentertheworkforce.
TheCEProgramobjectivetopreparegraduatestopursueadvanceddegreesdirectlyaddresses
theUniversitymissiontopreparestudentstocontinuetheireducation.
TheCEProgramobjectivetopreparegraduatestopursuelifelonglearningandcontinuing
professionaldevelopmentaddresstheUniversitymissionandvaluesregardingconfronting
challenges,particularlyurbangrowthand(social,environmentalandeconomic)
sustainability.
Competententrylevelengineeringworkerswhogoontobecomelicensedcivilengineerswill
clearlymeettheUniversitysvaluesofhighexpectationsforstudentlearningandsuccess.The
achievementofthesewillbemeasuredbymeansofanAlumniSurveyandEmployerSurvey,
whichwillbeconductedona3yearcycle.
D. Program Constituencies
TheconstituenciesofthecivilengineeringprogramatUNLVareasfollows:
1.StudentsandProspectiveStudentsStudentsexpecttoobtainthetypeofeducationthat
willallowthemtohaveproductiveandmeaningfulcareers.
2.AlumniAlumniexpecttheprogramtocontinueandtocontinuallyimproveastheircareers
maybeaffectedbythereputationoftheprogram.
3.EmployersEmployersseekwelleducatedandwellbalancedgraduateswhohavetechnical
competences,professionalskills,teamworkabilities,communicationskills,andethicaland
professionalvalues.
4.FacultyandAdministrationThefacultydesignsanddeliverseducationalprogramsand
workswithstudentstoproducedesiredoutcomes.Thedeanandchairarepointsofcontact
withtheinternalandexternalconstituencies,andintegratetheprogramdeliveryprocesses.
5.CivilengineeringprofessionalsCivilengineerslookcontinuallytoenhancetheimageand
reputationoftheprofessionthroughskillful,professional,inclusive,culturallysensitiveand
ethicalpractice.Theeducationalprogramshouldadequatelypreparecivilengineering
graduatesforsuchpractice.Theprofessionalcomponentisablyrepresentedbythe
departmentsexternalAdvisoryBoard.
6.PublicThepublicreliesupontheProgramtoproducegraduateswhowillservethepublic
byworkingtoprovidesafe,effective,economicalandappropriatestructuresandinfrastructure.
Thepublicexpectstheprogramsgraduatestobehaveprofessionally,ethically,andresponsibly.
36

Thepublicexpectstheprograminthispubliclysupportedinstitutiontoprovideagoodvalue
forthestudents.
E. Process for Establishing Program Educational Objectives
Everytwoyears,whentheUNLVundergraduatecatalogisupdated,theDepartmentrevisitsthe
connectionbetweenconstituenciesandProgramEducationalObjectives.Primarysourcesof
inputfromconstituenciesareasfollows:
1. Students:Graduatingseniorsurveys
2. Alumni:Alumnisurveys
3. Employers:Employersurveys,inputfromAdvisoryCouncil
4. FacultyandAdministration:Thesegroupsaredirectlyinvolvedinestablishingand
updatingtheobjectives
5. Professionals:Alumniandemployersurveys,inputfromAdvisoryCouncil
6. Public:Facultyreceivesfeedbackfromthepublicthroughprofessionalandcommunity
involvement.
Thisworkistakenonbythedepartmentscurriculumandassessmentcommitteeinpartnership
withthedepartmentchair.Recommendationsaretakentothefullfacultyfordiscussionand
vote.
F. Achievement of Program Educational Objectives
TheProgramEducationalObjectivesarereevaluatedbyfacultyeverytwoyearswhenthe
UNLVundergraduatecatalogisupdated.Thedepartmentscurriculumandassessment
committeealongwiththedepartmentchairreviewtheobjectivesforthedegreetowhichthe
objectiveshavebeenattainedaswellastheiralignmentwiththemissionsoftheinstitution,
collegeanddepartment.Recommendationsforchangearetakentothefullfacultyfor
discussionandvote.
AssessmentofhowwelltheEducationalObjectivesareachievedwillbeundertakenbymeans
ofasurveyofalumni,whichisscheduledtooccuraroundfouryearsafterstudentshave
graduatedfromtheprogram.Asurveyofemployersalsowillbeused.Asurveywasconducted
in2010forstudentsgraduatingin20052006and20062007.Outof81questionnairessent
out,19werereturnedforaresponserateof19%,whichislow.Thedetailedresultsare
presentedintheOutcomesNotebookwhichaccompaniestheCourseNotebooksthatare
availableforthevisitingteam.Asummaryofresults,preparedbyProf.Luke,follows.

37

CEE alumni survey
Conducted Spring, 2010
Summary
by Barbara Luke, Undergraduate Coordinator, April 22, 2010

Persons targeted: Alumni of the program who are three to four years post graduation with the
BSE in Civil Engineering. Specifically, people who graduated in
Fall 2005
Spring 2006
Summer 2006
Fall 2006
Spring 2007
Summer 2007

Contact: We sent an invitation to complete the survey to 81 people. The invitation was sent by
email to the graduates UNLV email address, and by mail to everyone for whom we had a
mailing address and who had not opted out of receiving mail from UNLV (just a few people).
The faculty was queried for current contact information. For some people we had an address that
had been verified or updated by the UNLV alumni center. For the rest, we mailed to the address
of record upon graduation. The survey was held open for about four weeks. One email reminder
was sent.

Survey content and mechanics: The survey was drafted by the CEE undergraduate
coordinator, Barbara Luke with help from J onna Sansom, a member of the Advisory Board. The
questions were aimed to address technical and softskills of our graduates, with emphasis on
experience in professional practice of engineering. A pilot was tested with several recent
graduates. Edits were received from the Department Chair, Ed Neumann, J onna Sansom, and
Kevin Sansom, a volunteer and IT professional, who was recruited to help by his wife.

38

Responses:
Demographics (Questions 1,2): Nineteen people responded, for a response rate of 23
percent. Most were 2007 graduates. Only one graduated in December, 2005. Most are EIs,
with two having no certification and two having already earned their PE certification.
Graduate studies (Q3,27): The respondents are almost evenly divided between having not
continued in school and having some graduate level coursework in engineering. One has
earned an MBA. Of the respondents who have continued to graduate coursework, all but one
agreed that the BSE program provided an effective starting point. The other respondent
stated that the coursework is not adequately rigorous.
Engineering work (Q4,5,6,7): All of the respondents have worked in engineering post-
graduation. All but one have done this for more than one year. One was laid off after having
spent three years working in engineering. The most common area of specialization by far
among respondents is water resources or water/wastewater engineering (11), with 3 in
structural engineering and 5 in general civil engineering. As for sector of work, most are in
consulting or private sector. Two are in government.
Engineering design (Q8,9,10,11): All but two people claim that they play or have played a
significant role in engineering design. All reported confidence in their ability to conduct or
contribute significantly to engineering design (11/8/0/0/0
1
). Regarding the extent to which
the respondents agreed that their BSE experience at UNLV provided appropriate preparation
to conduct engineering design, responses were mixed, with most in the upper range
(3/8/6/1/1). Most of the respondents agreed that the BSE program provided appropriate
preparation to address in engineering design such external/societal constraints as economic,
environmental, social, political, ethical, health and safety, manufacturability, or sustainability
(3/10/5/1/0). One person commented on each of the following: Good preparation in
soils/foundation design; weak preparation in structural. Class projects were more focused on
reports and presentations than actual design; a design assignment that required local codes &
standards to be met was lacking; AutoCAD was not required in any design assignment.
External/societal constraints were mostly learned outside of school. Many classes
emphasized local solutions to engineering problems, while also addressing solutions
elsewhere (seen as a plus).
Problem-solving (Q12): Most agreed that the BSE program provided appropriate
preparation to identify, formulate and solve engineering problems (7/10/1/0/1).
Communication (Q13,14,15): When queried whether the program provided appropriate
training and practice in written, oral and graphical communication, the responses were
positive (10/5/3/1/0; 8/4/6/1/0; and 5/5/7/2/0, respectively). Comparing the three forms of
communication, response was the most positive for written communication and the least

1
These numbers represent people selecting numbers 1 through 5, respectively, on a scale
labeled, 1-To a great extent; 2 (no label); 3-Somewhat; 4 (no label); 5-Not at all
39

positive for graphical. One respondent complained about inadequate public speaking skills
and heavy foreign accents of some professors and graduate students.
Life-long learning (Q16,17): Respondents clearly recognized that an engineers learning
must continue beyond graduation (14/4/1/0/0). They also agreed that through their BSE
experience at UNLV, they became aware of ways to learn more and stay current in the field
beyond graduation (8/8/3/0/0).
Use of engineering tools (Q18,19): Almost all respondents agreed that the BSE experience
at UNLV made them able to use engineering tools that were necessary for engineering
practice at time of graduation (6/5/7/0/1). Almost all also agreed that the program helped
them to develop a capacity to learn new engineering tools post-graduation that were not
introduced in school (5/9/4/0/1). One respondent indicated that students would have
benefitted from training in manual drafting as well as AutoCAD.
Work in management (Q20, 24): Most respondents work involves management, business
or public policy (2/6/9/0/2). Most disagreed that the BSE program adequately addressed
relevant fundamentals of these topics and leadership (1/4/7/6/1). (Note the related question
about preparation for leadership, below, which had a generally positive response. This mixed
outcome implies that the negative response to this question was mainly with respect to the
areas of management, business and public policy.)
Leadership, working in teams (Q21,22,23): Most respondents function in teams at least
occasionally in their work. Respondents agreed that their BSE program prepared them to be
an effective team member (7/7/4/0/1); they were in slightly less agreement that the program
prepared them to be a leader (3/6/10/0/0/). One respondent commented that the group
projects in classes were more helpful than the senior design class in this regard. Another
reported that s/he had many opportunities to work in a team.
Program content (Q25,26): Two open-ended questions were asked: (1) Was there content
in the curriculum which, if more heavily emphasized, would have better prepared you to
enter the engineering work force? And (2) Was there irrelevant content? Eleven people
responded to the first question, wanting to have learned or learned more about: modeling
tools (WaterCAD, more AutoCAD (two people)); structural design; construction
management; land-development design; technical knowledge; advanced topics in specialty
areas; microbiology; social, environmental and governmental issues; and fundamentals of
management, business, public policy and leadership. One respondent requested involvement
in actual projects, in cooperation with engineering firms and government entities. Another
wanted physics to be tied more closely to statics and dynamics. Three people responded to
the second question. Two did not appreciate the seminar series (CEE 198, 298, 398). One
was strongly critical of a transportation engineering course. (A fourth response more
appropriately belonged with the first question, so it is reported there.)
Overall evaluation (Q28): When asked, Overall, how would you rate your BSE
experience at UNLV in terms of how well it prepared you for a professional career, most
(12) responded Very good, it prepared me well. Other possible answers with numbers of
40

responses are: Excellent, exceeded expectations (1), Acceptable but not outstanding (5),
Needs significant improvement (0), and Poor (1). Two people added favorable comments.
One pointed to excellent professors overall. The other said, UNLV seems to have an
under-rated perception in the professional field, yet I see that coworkers from UNLV are as,
if not more, capable than other BSE graduates (typos corrected, punctuation added). One
wanted to have more tutoring opportunities available. Another said that UNLV in no way
prepared me for my career in structural engineering.
Additional feedback (Q29): The final question was an open-ended invitation for additional
feedback.
o Compliments included: the overall curriculum at UNLV was very good. I was
very pleased with the education and training that I received at UNLV. I developed
a close relationship with several of my professors who helped me become the
engineer that I am today. I believe the UNLV engineering program is strong and will
continue to develop successful engineers for the future. The program has great
courses in terms of geotechnical, water resources, transportation & environmental.
Focus on local Las Vegas solutions to engineering problems. Great professors
such as Dr. Piechota.
o Criticisms included: weakness of structural engineering program. Heavy foreign
accents of faculty and graduate students. Transportation engineering class. Address
national interests, not just local.
o Recommendations included: More student research positions to allow the hands-on
experience one may not receive in an internship. More study groups and study
resources. Cover cost estimating. Elective classes pertaining to land development
(municipal codes and standards, site design, advanced AutoCAD techniques, other
computer software classes). Insert business and management content into the CEE
198/298/398 series.

Discussion of findings:

The response rate was good, considering that it is likely that many of the graduates did not
receive the invitation at all, because we have not maintained contact. Responses were mostly
positive, and in some cases quite complimentary. This feedback will bolster and encourage
faculty. It is interesting to note that all of the respondents went on to work in engineering; none
completely left the field or continued directly with graduate studies.

Some of the criticisms have already been addressed since this group of alumni graduated. The
structural engineering and transportation engineering faculty has been augmented. Business,
41

teamwork and management have replaced much of the seminar series, killing two birds with one
stone. With management appearing much earlier in the curriculum, students will be able to make
more use of it in upper-level coursework and Senior Design. Senior Design has been re-directed
to involve more closely local practitioner and government engineers, to make the projects more
applied and practical. A new required, lower-division course in sustainability will address the
concern that external/societal constraints need more attention.

The survey was targeted at fairly recent graduates. We were concerned about our ability to reach
graduates from much earlier years, and also that the curriculum that those students experienced
was so different from the current experience as to lose relevance. The downside of surveying
recent graduates is that they lack distance from the program and professional maturity. We
believe that this is reflected, for example, in the desire for more training in use of tools such as
specific software packages.

Overall, we are encouraged by the alumni survey results. No further changes in the program or
the curriculum are strongly indicated.

Recommendations for continuous improvement of this assessment tool:
Start up a Facebook page to keep track of alumni. Brainstorm other ways to keep in touch
with alumni. In the next survey, ask respondents to voluntarily update contact information;
use a random drawing of a gift as incentive.
For the next alumni survey
o Ask whether the respondents are still local to the Las Vegas Valley. Ask about
progress toward a graduate degree, not merely whether they have taken graduate
coursework.
o Separate content of questions more carefully, e.g., so that leadership does not
appear in another list of factors when it also appears on its own.

ItisrecognizedthatthissurveyperhapsoveremphasizedProgramOutcomes.Thenextsurveywill
directmoreefforttowardmeasuringEducationalObjectives.
42

CRITERION 3. PROGRAM OUTCOMES
A. Process for Establishing and Revising Program Outcomes
Thecurrentsetofoutcomeswasestablishedfromsimultaneousconsiderationofourprevious
outcomes,ourProgramObjectivesandABETscriteria,bothgeneralandspecifictoCivil
Engineeringprograms.ThefacultyrevisitstheoutcomeseverytwoyearswhentheUniversity
catalogisupdated.Thisworkistakenonbythedepartmentscurriculumandassessment
committeeinpartnershipwiththedepartmentchair.Committeerecommendationsaretaken
tothefullfacultyfordiscussionandvote.
B. Program Outcomes
CivilEngineeringProgramMeasurableProgramOutcomes FromUNLVs20102012catalog
MeasurableProgramOutcomes
Civilengineeringgraduateswillhaveattainedthefollowingoutcomes:
1. anabilitytoapplyknowledgeofmathematicsthroughdifferentialequations,calculus
basedphysics,chemistry,andatleastoneadditionalareaofscience,andengineering;
2. anabilitytodesignandconductcivilengineeringexperiments,aswellastoanalyzeand
interprettheresultingdata;
3. anabilitytodesignasystem,component,orprocesstomeetdesiredneedswithin
realisticconstraintssuchaseconomic,environmental,social,political,ethical,health
andsafety,manufacturability,andsustainability;
4. anabilitytofunctiononmultidisciplinaryteams;
5. anabilitytoidentify,formulate,andsolveengineeringproblems;
6. anunderstandingofprofessionalandethicalresponsibility;
7. anabilitytocommunicateeffectively;
8. thebroadeducationnecessarytounderstandtheimpactofengineeringsolutionsina
global,economic,environmental,andsocietalcontext;
9. arecognitionoftheneedfor,andanabilitytoengageinlifelonglearning;
10. aknowledgeofcontemporaryissues;
11. anabilitytousethetechniques,skills,andmodernengineeringtoolsnecessaryfor
engineeringpractice;
12. anabilitytoapplyknowledgeoffourtechnicalareasappropriatetocivilengineering;
13. anabilitytodesignasystem,component,orprocessinmorethanonecivilengineering
context;
14. anabilitytoexplainbasicconceptsinmanagement,business,publicpolicy,and
leadership;andanabilitytoexplaintheimportanceofprofessionallicensure.
HowtheoutcomesencompassCriterion3andanyapplicableProgramCriteria:The
DepartmentsProgramOutcomesaredirectlytiedtoABETsgeneralprogramcriteria,withedits
toaccommodatecriteriathatarespecifictocivilengineering.
43

C. Relationship of Program Outcomes to Program
Educational Objectives
RevisitingtheProgramEducationalObjectives:
TheobjectivesoftheCivilEngineeringundergraduatedegreeprogramaretoprepare
graduateswhocanperformattheentrylevelincivilengineeringpracticesothat,some
yearsaftergraduation,theycanbecomelicensedprofessionalshavingresponsibilityfor
theplanning,design,implementation,operationandcontinuousimprovementofcivil
engineeringstructuresandinfrastructure.Theywillbeprovidedwithskillsandtoolsfor
lifelonglearning,continuingprofessionaldevelopment,andtopursueadvanced
degrees.
Theoutcomes,takenasagroup,ensurethatgraduatesarecompetenttoperformentrylevel
engineeringtasks,thattheyhavetheproperfoundationfromwhichtheycanworktoward
professionallicensureandtowardadvanceddegrees.Theoutcomesalsoensurethatgraduates
havereceivedbroadexposuretosocialandprofessionalissuesthataprofessionalengineer
musthaveinordertoperformappropriatedesignandoperationofcivilengineeringstructures
andinfrastructure,andthatpromotethedevelopmentofawellroundedcitizenwho
understandstheneedforcontinuingdevelopmentandlifelonglearning.
D. Relationship of Courses in the Curriculum to the
Program Outcomes
Table51inCriterion5(page56)isamapthatlinksProgramOutcomestothespecificcourses
intheCivilEngineeringcurriculum.Eachcolumnrepresentsanoutcome,andeachrowa
specificcourseinthecurriculum.Themapindicatesforeachoutcomeinwhichcoursethe
relevantinformationinintroduced,applied,synthesized,andwhereassessmentisperformed.
Foreveryoutcome,thereisatleastonecoursewhereanintroductionofrelevantinformation
orskilldevelopmentoccurs,andforanumberofoutcomes,therearemultiplecourseswhere
anintroductionoccurs.Formanyoftheoutcomes,applicationispursuedthroughmultiple
courses.Synthesistendstooccuratthejuniorandseniorlevels,andoutcomesassessmentis
limitedtoselectcourses,oralternativeinstrumentsareusedsuchastheseniorexitsurvey,
alumnisurvey,employersurvey,orFEexamresults.
E. Documentation
Anotebookisavailabletothevisitingteamforeachcourseinthecurriculum.Eachnotebook
identifiestheprogramoutcomesthecourseaddresses.Alsoavailableisanotebookof
Outcomeswhichreproducesthecurriculummapandalsoascheduleofwhenassessmentwill
occur.
F. Achievement of Program Outcomes
Theassessmentplanandschedulewasdesignedtobesustainable,whichmeansthatthe
resourcesconsumedbyassessmentactivitieshavetobekeptatalevelwhichwillassure
continuingmeasurementandevaluation.Forthisreason,theassessmentofoutcomesislimited
44

tospecificcoursesandinstrumentsandstaggeredoveryearsandsemesters.Asaresult,some
specificoutcomesareassessedatintervalsofoneortwoyearsinoneortwocourses,andsome
areassessedoutsideofcourses.Onthenextpageisthepreliminaryplanforoutcomes
assessmentsubmittedwiththeSelfStudy.

45

UNLV CEE Department
Outcomes Assessment Implementation
04/22/10
Target Inst.
Type*
Instrument* Initialor
next
assessmen
t
Frequency* Person
responsibleto
collectdata
1.Anabilitytoapplyknowledgeofmathematics,science,andengineering
CEE498 C TBD F2010 2F Courseinstr.
MATH181,
182,283,431
P
Satisfactory
completion(required
courses)
N/A:Studentsmustcompletecoursessatisfactorily
inordertograduate
STAT463 P
CHEM121,
GEOL101
P
PHYS180/L&
181/L
P
FEExam E FEExamresults S2010 1F,1S,2F,2S,3F,3S UGcoordinator
Employers ES EmployerSurvey S2011 2S UGcoordinator
2.Anabilitytodesignandconductexperiments,aswellastoanalyzeandinterpretdata
CEE346L C TBD F2010 2F Courseinstr.
Graduating
Seniors
SS Grad.SeniorSurvey S2010 1S,2S,3S UGcoordinator
3.Anabilitytodesignasystem,component,orprocesstomeetdesiredneedswithinrealistic
CEE362 C TBD S2011 2S Courseinstr.
Alumni SA AlumniSurvey S2010 1S UGcoordinator
Graduating
Seniors
Employers SE EmployerSurvey S2011 2S UGcoordinator
4.Anabilitytofunctiononmultidisciplinaryteams
46

5.Anabilitytoidentify,formulate,andsolveengineeringproblems
6.Anunderstandingofprofessionalandethicalresponsibility
7.Anabilitytocommunicateeffectively
CEE110 C Rubric(sameonefor
bothcourses)
S2010 1S Courseinstr.
CEE498 C S2010 1S Courseinstr.
8.Thebroadeducationnecessarytounderstandtheimpactofengineeringsolutionsinaglobal,
economic,environmental,andsocietalcontext
FineArt,Soc
Science,etc.
C Satisfactorycourse
completion
N/A N/A N/A
9.Arecognitionoftheneedfor,andanabilitytoengageinlifelonglearning
EGG307 C TBD F2011 3F Courseinstr.
Graduating
Seniors
10.Aknowledgeofcontemporaryissues
Graduating
Seniors
11.Anabilitytousethetechniques,skills,andmodernengineeringtoolsnecessaryforengineering
practice
47

*Instrument type:
C =in-Classroom; P =Passing course; E =Standardized exam (FE);
SA =Survey Alumni; SE =Survey Employer; SS =Survey Graduating Senior
*Frequency:
1: 3-year cycle starting AY 2009-10; 2: 3-year cycle starting AY 2010-11
3: 3-year cycle starting AY 2011-12; F=Fall; S=Spring semester
*Instrument TBD: Possible instruments include rubrics, performance on exam(s) or exam
question(s), course grades, and more

Employers SE EmployerSurvey S2011 2S
UGcoordinator
12.Anabilitytoapplyknowledgeoffourtechnicalareasappropriatetocivilengineering
CEE334 P
Satisfactory
completion(required
courses)
N/A:Studentsmustcompletecoursessatisfactorily
inordertograduate
CEE362 P
CEE413 P
CEE450 P
CEE480 P
13.Anabilitytodesignasystem,component,orprocessinmorethanonecivilengineeringcontext
14a.Anabilitytoexplainbasicconceptsinmanagement,business,publicpolicy,andleadership
14b.Anabilitytoexplaintheimportanceofprofessionallicensure
Graduating
Seniors
48

CRITERION 4. CONTINUOUS IMPROVEMENT
A. Information Used for Program Improvement
Valuableinformationincludes:
Courseevaluations
o Teacherandcourseevaluations
o Educationalobjectivesquestions
Surveys
o Graduatingseniorsurveys
o Alumnisurveys
o Employersurveys
FEexamresults
AdvisoryBoardinput
Inclassassessments
Resultsfromfacultymentoringsessions
Graduationrates
Retentionrates
Inrecenttimes,muchofthisinformationhasbeenappliedonlyanecdotally.Thecurrent
structureforassessmenthasonlyrecentlybeenputinplace.Theassessmentstructure
developedforthepreviousaccreditationvisitwasutilizeduntilSpring2007,whenresource
constraintscausedittobecurtailed.AssessmentsuptoSpringof2007areincludedinthe
Outcomesnotebook.Asmentionedpreviously,massivenumbersofsurveyshadbeen
administeredtostudentsandwerecodedbyhand.Theresourceswerenotavailableto
continuethis.Otherunreportedfactorsmayalsohavepreventedthedepartmentfrom
completinganassessment.Thefacultymemberwhowaschairin2007continuedtocollectthe
surveysfromeachcourse,butdidnothavetheresourcestoanalyzethedata.Whenthenext
chairtookoverthedepartmentatthebeginningofSpringsemester2009,itwasdiscovered
thatnoformalassessmentshadbeencarriedoutsinceSpringof2007.Afterthenewchair
attendedanABETworkshoponassessment,herealizedthatthethencurrentprogram
objectivesandeducationaloutcomesneededtoberevisedtobetterreflectABETrequirements.
Criteriawerepresentintheoldoutcomesthatwouldbeverydifficulttoachieveandto
measure.ManyofthesedidnotrelatetoABETcriteria,andsomeoftheABETcriteriawerenot
mentioned.Prof.LukethenattendedaweeklongABETIDEALworkshoponassessmentduring
thesummerof2009andcamebackequippedtoprovideleadershipinthedevelopmentof
revisedprogramobjectivesandeducationaloutcomes.Thisrevisiontookapproximatelyone
year,andwasfinalizedduringSpringsemester2010.
TheAdvisoryBoardfortheDepartmenthasbeenextremelyhelpfulinprovidinginputand
assistance.TheBoard(alistisappendedtotheendofthischapter)meetsatleasttwicea
semester,andhashelpedarticulateobjectivestheprogramshouldbeachievingasseen
throughtheeyesofthepractitionerswhohireourgraduates.TheBoardhasbeenactivein
assistingwiththecapstonedesigncourse,reviewingthecurriculum,encouragingfacultyto
49

becomelicensed,raisingfundsforthegiftaccount,andspeakingwithUNLVadministrative
officialsonbehalfoftheprogram.OneoftheBoardmembersworkedcloselywithProf.Luketo
designandimplementtheAlumnisurveyconductedin2010.TheBoardmemberpostediton
SurveyMonkeysothatatimeconsumingtabulationofresultswouldbeunnecessary.Thesame
individualprocessedtheresultsoftheGraduatingSeniorsurveyfor2009graduates.TheBoard
proposedcontentthatshouldbeincludedincourseworkfortheABETcriterionrelatedto
contemporaryprofessionalpractice.TheBoardalsohostedtheretreatheldinMarchof2010to
preparefacultyforassessmentandaccreditation.OneoftheBoardmemberswhovolunteers
forEngineersWithoutBordersservedasamentorforthecapstonedesignprojectthatwonthe
GrandPrizefortheCollegeinSpring2010.TheBoardcurrentlyisworkingtodevelopintern
opportunitiesforstudentswhomusttakethezerocreditpracticumcourse.Giventhe
recession,somestudentshavefounditverydifficulttosecureaninternshipirrespectiveof
whetheritpaysasalaryornot.TheBoardmembersarelistedinanAppendixtothissection.
B. Actions to Improve the Program

Thetablebelowlistsselectedactionstakentoimprovetheprogramsince2004.
Change Basisforchange Whenimplemented Results
Increaseundergraduate
studentinvolvementin
facultyresearch
Provideundergraduate
studentswithmore
opportunitiesto
participateinresearch
Continuous Matriculationofmore
undergraduatesinto
mastersprogram
Newequipment
purchasedforthesoils
laboratory
Recognizedneeds
amongGeotechnical
faculty
20042007 Upgradingof
laboratorycapability
Multimediaelectronic
projectionsystems
installedinmany
classrooms
Toincreasecapabilities
offacultyto
incorporateelectronic
resourcesintheir
courses
20042009 Increaseduseof
presentation,
analytical,CAD,and
webbasedsoftware
andinformation
Golftournament
establishedwhichis
runbytheAdvisory
Board
Toraisefundsfor
departmentneeds
2005 About$15Kperanum
raised
Creationandfillingof
TeachingLabManager
position
Improvedmanagement
ofundergraduatelabs
2006 Bettermanagementof
equipmentandspace
needs
50

Newfacultyhiresin
transportation,
structural,andwater
resourcesengineering
Tofillvacantpositions 20072009 Abilitytoofferrequired
undergraduatecourses
andelectivecourses
Creationoftheposition
ofUndergraduate
Coordinator
TomeetABET
requirementswith
respecttoassessment
2009 Neweducational
objectivesandprogram
outcomesandanew
assessmentplan
Openingofnew
Scienceand
EngineeringBuilding
(SEB)
Toprovidenewlaband
officespace
2009 Severalfacultyand
theirspecialized
laboratorieshave
movedtothenew
building
IncreaseinPElicenses
andEIsamongfaculty
ABETcriteriaforcivil
engineering
20092010 TwonewPEsandtwo
newEIsamongfaculty
Creationofstructural
engineeringlaboratory
Toenhanceteaching
andresearchpotential
forstructural
engineering
20092010 Inprogress;labfacility
readyandequipment
onorder
Upgradingofsurveying
equipmentbyadding
GPSandtotalstation
capability
Needtoteach
contemporarytools
andmethodsto
undergraduates
20092010 Enhancedcapabilityfor
undergradsto
incorporatemodern
surveyingtechniques
intodesigncoursework
Developmentofrevised
ProgramOutcomes
measuresandan
assessmentplan
TomeetABET
requirementsfor
accreditationandto
assessprogram
performance
20092010 Initialoutcomes
assessmenttools
developedand
administeredduring
Spring2010
IncreaseCEE298
ProjectManagement
andProfessional
PracticeandCEE499
Fundamentalsof
Engineering
Examination
Registrationfrom0to1
credit,andgiveletter
gradesinCEE198
Toincreaserigorin
curriculum;toplace
greateremphasison
licensure;tomove
projectmanagement
conceptstosophomore
year
2010 Tobedetermined
51

ReductionofSenior
DesignCEE497and498
froma2semester5
creditcoursetoaone
semester3credit
course;movethe
managementconcepts
portiontoCEE298;
assignstudentsa
designproblem
Toimprovestudent
outcomesinthe
capstonecourseand
simplifythecurriculum
2010 Tobedetermined
Creationofrequired
undergraduatecourse
inSustainability
Toteach
undergraduatesabout
sustainabilityissuesin
civilengineering
2011(tobe
implemented)
Tobedetermined

WiththenewstructureforassessmentofProgram(Student)Outcomes,aframeworkto
implementcontinuousimprovementhasbeendeveloped.Assessmentreportsaregenerated
bytheCurriculumandAssessmentcommitteewithinputfromotherfacultymemberswho
havecollecteddata.Recommendationsformodificationsstemmingfromtheassessmentsare
generatedbythecommitteeandpresentedtootheraffectedfacultymembersfordiscussion,
consensusbuilding,andimplementation.Atthistime,theCurriculumandAssessment
committeehascompletedthereportsforseveralassessmentsconductedduringSpring
semester2010.Theassessmentsthathavealreadybeencarriedoutareforwritingskillsand
designskills,bothinCEE110IntroductiontoCivilEngineeringDesign.FEexamresultshavealso
beenexamined.ThesearepresentedintheOutcomesnotebook

52

Appendix

Members of the Advisory Board of the Department of Civil and
Environmental Engineering

53

UNLVCivil&EnvironmentalEngineeringDepartmentAdvisoryBoardMembers(updated03/10)

Individual Agency/Company Address Officer/ Committee
Assignments
1 Barron, Rick Parcelon 5740 S. Arville, St. Ste 216, Las Vegas
Fundraising,
Recruitment/Retention
2 DeSart,Gregory GES 7150PlacidStreet,LasVegas
PastChairman,
Fundraising,
Recruitment/Retention
3 DeVaul,Randy CityofNorthLasVegas 2266CivicCenterDr,NorthLasVegas Recruitment/Retention
4 Fakler,Mark MJFConsulting
Fundraising,Vice
Chairman
6 Freestone,Lisa CarolloEngineers 375WarmSpringsRd.#250
AdvisoryBoard
Chairman,Fundraising
7 Fultz,Randy CityofLasVegas 731S.FourthSt.LasVegas Recruitment/Retention
8 TBD SNWA 100CityParkway,Suite700,LasVegas Research
9 Kajkowski,Charlie MWH 3010W.CharlestonBlvd.,Ste100,LV
Accreditation/Facilities/C
urriculum
10 Lattimore,Daryl LatitudeConsulting 2677AfricanVioletAvenue,Henderson
Fundraising,
Accreditation
11 Malfabon,Rudy NDOT 123EastWashingtonAve,LasVegas Research
12 Mendenhall,Ryan LasVegasPavingCorp. 4420S.DecaturBlvd,LasVegas Curriculum
13 Neumann,Ed UNLVCEEChair
4505MarylandParkway,Box450145,Las
Vegas DepartmentChairman
14 Norris,Brian URSCorp 811GrierDrive
urriculum
15 Palmer,Sam Terracon 750PilotRoad,SuiteF,LasVegas
urriculum,Secretary
5 Parrish,Steve
ClarkCountyRegionalFloodControl
District
600S.GrandCentralPkwySuite300,Las
Vegas Research
16 Peterson,David Lochsa 6345SouthJonesBlvd,Suite100,LasVegas Recruitment/Retention
17 Peterson,Jennifer CCSD,Math,Science,Inst.Technology 3950S.PecosMcLeodSte.2CLasVegas Recruitment/Retention
18 Plummer,Scott GCWallace 1555SouthRainbowBlvd.,LasVegas Research

54

19 Sansom,Jonna CityofHenderson 240WaterStreet,Henderson
Recruitment/Retention,
Int'lConference
20 Stoehr,Kevin FrehnerConstruction 3101E.CraigRd,NorthLasVegas Research
21 Stoker,Ryne Geotek 6835EscondidoStreet,LasVegas Recruitment/Retention
22 Strand,Frank AmericanWestHomes 250PilotRoad,Ste140,LasVegas Recruitment/Retention
23 Swallow,Dave RTC
600S.GrandCentralPkwySuite350,Las
Vegas Research
24 Werner,Adam
ClarkCountyWaterReclamation
District 5857E.FlamingoRd.LasVegas Research

55

CRITERION 5. CURRICULUM
A. Program Curriculum
1. Consistency With Program Educational Objectives and Program Outcomes
ThecurriculumincorporatesfourteenABETrequiredprogramoutcomesasdescribedinthe
curriculummapshownbelow.Eachoftheelevenuniversalprogramoutcomesdescribedunder
ABETCriterion3areusedwordforwordasthefirstelevenprogramoutcomesatUNLV,andthe
remainingthreeUNLVprogramoutcomesreflectthespecificABETmandatedprogram
outcomesthataredistinctforcivilengineering(applyknowledgeoffourtechnicalareas
appropriatetocivilengineering;designasystem,componentorprocessinmorethanonecivil
engineeringcontext;explainbasicconceptsinmanagement,business,publicpolicy,and
leadership;andexplaintheimportanceofprofessionallicensure).Theseprogramspecific
outcomesarealsowordedtoreplicatethecorrespondingABETstatements.Theprogram
specificABEToutcomerelatedtoexperimentsisincorporatedinUNLVProgramOutcome2,
whichisABETuniversaloutcome(b)withthewordscivilengineeringinsertedbeforethe
wordexperiments.
Thecurriculummapbelowindicateswhereanoutcomeisintroduced(I),applied(A),
synthesized(S),andassessed(O).Whileeachoutcomeisappliedinmanycourses,itisassessed
inaverylimitednumberofcourses,orbymeansotherthanacourse(e.g.,anexitsurveyor
resultsoftheFEexam).Themapshowsthatthecurriculumisdesigntointroducemost
outcomesearlyduringthefreshmanandsophomoreyears.Someoutcomes,suchasthose
relatedtocivilengineeringexperiments,developmentofexpertiseinfourareasofcivil
engineering,andmanagementconceptsareintroducedinthejuniorandsenioryears.
SincetheprogrammeetsallABETcriteria,itsgraduatesareacademicallypreparedforgraduate
programsincivilengineeringthroughouttheUnitedStates.Theytakeallthemathematicsand
science,engineeringmechanics,andspecializedcourseworkineachofthefourspecialtyareas
thatisnecessarytopreparethemforgraduatestudies.Sincetheprogramrequiresallseniors
totaketheFEexamandemphasizestheimportanceofprofessionallicensure(passingtheFE
examisnotrequired),itpreparesstudentsforaprofessionalcareer.

56

CEECurriculummapI=Introduction;A=Application;S=Synthesis.O=Outcomesassessment
Thefollowingoutcomes
areemphasized
inthefollowingcourses
1 2 3 4 5 6 7 8 9 10 11 12 13 14
m
a
t
h
,
e
x
p
e
r
i
m
e
n
t
s
d
e
s
i
g
n
t
e
a
m
s
p
r
o
b
l
e
m
s
o
l
v
e
e
t
h
i
c
s
c
o
m
m
u
n
i
c
a
t
e
b
r
e
a
d
t
h
l
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
i
s
s
u
e
s
t
o
o
l
s
f
o
u
r
a
r
e
a
s
c
o
n
t
e
x
t
s
M
g
m
t
/
l
i
c
e
n
s
u
r
e
Levelstobeattained: IA IAS IAS IA IA IA IA IA IA I IA IA IAS I/I

Introengr. CEE110 IASO I I I IAO I I I I /I
CEE110L A
Surveying CEE121 I I
Ethics CEE198 IAO IA I I /I
Statics CEE241 A
Dynamics ME242 A
Sustainability CEE250 I A A IAO A IO I I
Prf&Mgmt CEE298 A I IO/I
CAD CEE301 A IA
Eng.Economics EGG307 A A A A AO A I
Thermo. ME311 A A
Soils CEE334(T) A A IA IAO AS
CEE334L IA A A A IA
Materials CEE346 A A A I? I AS
CEE346L IASO A A A IA
Transportation CEE362(T) A ASO A A A A IA IAO AS
Fluidmech. CEE367 A A

57

areemphasized
1 2 3 4 5 6 7 8 9 10 11 12 13 14
m
a
t
h
,
e
x
p
e
r
i
m
e
n
t
s
d
e
s
i
g
n
t
e
a
m
s
p
r
o
b
l
e
m
s
o
l
v
e
e
t
h
i
c
s
c
o
m
m
u
n
i
c
a
t
e
b
r
e
a
d
t
h
l
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
i
s
s
u
e
s
t
o
o
l
s
f
o
u
r
a
r
e
a
s
c
o
n
t
e
x
t
s
M
g
m
t
/
l
i
c
e
n
s
u
r
e
CEE367L A A A IA
Mechanics CEE370 A A A I AS
CEE370L IA A A IA
Struct.analysis CEE381 A A I
Waterres. CEE413(T) A A AO A? I IA IAO A
Unitops CEE450(T) A A A I IA IAO AS
CEE450L A AS A A IA
Concrete CEE480(T) A ASO A A? I IAO ASO
Practicum CEE496 A I A
Capstone CEE498 AO ASO AO A A AO A I I AO A AS
FEexamprep CEE499 I /IO
Waterresources/env.electives A* AS* A* A* A* IA* A
Structuralelectives A* AS* A* A* A* IA* A
Transportationelectives A* AS* A* A* A* IA* A
Geotechnicalelectives A* AS* AS* A* A* A* IA* A
ENG101,102,231or232 IA I
HIST100orPSC101 I
MATH181,182,283,431 IAO I
STAT463 AO I

58

areemphasized
1 2 3 4 5 6 7 8 9 10 11 12 13 14
m
a
t
h
,
e
x
p
e
r
i
m
e
n
t
s
d
e
s
i
g
n
t
e
a
m
s
p
r
o
b
l
e
m
s
o
l
v
e
e
t
h
i
c
s
c
o
m
m
u
n
i
c
a
t
e
b
r
e
a
d
t
h
l
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
i
s
s
u
e
s
t
o
o
l
s
f
o
u
r
a
r
e
a
s
c
o
n
t
e
x
t
s
M
g
m
t
/
l
i
c
e
n
s
u
r
e
CHEM121,GEOL101 O I I
PHYS180/L&181/L O I
Distributionrequirement,
humanities,finearts,socialsciences,
multicultural,international
IO I
T=terminalrequiredcourseinspecialtyarea*Notnecessarilytrueforeverycourseinthiscategory
Synthesis(Thecombiningofseparateelementsorsubstancestoformacoherentwhole.)OutcomesthatmustattainS(synthesis)levelarethosethataddressdesign.Here,we
interpretsynthesistoincludereflectionupondesignactivityoutcomes.

ProgramOutcomes(FullTextfromCatalog):Civilengineeringgraduateswillhaveattainedthefollowingoutcomes
1. anabilitytoapplyknowledgeofmathematicsthroughdifferentialequations,calculusbasedphysics,chemistry,andatleastoneadditionalareaofscience,and
engineering;
Course/Outcome
areassessedusingthefollowing
mechanisms
1 2 3 4 5 6 7 8 9 10 11 12 13 14
m
a
t
h
,
e
x
p
e
r
i
m
e
n
t
s
d
e
s
i
g
n
t
e
a
m
s
p
r
o
b
l
e
m
s
o
l
v
e
e
t
h
i
c
s
c
o
m
m
u
n
i
c
a
t
e
b
r
e
a
d
t
h
l
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
i
s
s
u
e
s
t
o
o
l
s
f
o
u
r
a
r
e
a
s
c
o
n
t
e
x
t
s
M
g
m
t
/
l
i
c
e
n
s
u
r
e
FEexamresults O O O O
Alumnisurvey O O O O O O/
Graduatingseniorsurvey O O O O /O
Employersurvey O O O O O O O O/O

59

2. anabilitytodesignandconductcivilengineeringexperiments,aswellastoanalyzeandinterprettheresultingdata;
3. anabilitytodesignasystem,component,orprocesstomeetdesiredneedswithinrealisticconstraintssuchaseconomic,environmental,social,political,
ethical,healthandsafety,manufacturability,andsustainability;
4. anabilitytofunctiononmultidisciplinaryteams;
5. anabilitytoidentify,formulate,andsolveengineeringproblems;
6. anunderstandingofprofessionalandethicalresponsibility;
7. anabilitytocommunicateeffectively;
8. thebroadeducationnecessarytounderstandtheimpactofengineeringsolutionsinaglobal,economic,environmental,andsocietalcontext;
9. arecognitionoftheneedfor,andanabilitytoengageinlifelonglearning;
10. aknowledgeofcontemporaryissues;
11. anabilitytousethetechniques,skills,andmodernengineeringtoolsnecessaryforengineeringpractice;
12. anabilitytoapplyknowledgeoffourtechnicalareasappropriatetocivilengineering;
13. anabilitytodesignasystem,component,orprocessinmorethanonecivilengineeringcontext;
14. anabilitytoexplainbasicconceptsinmanagement,business,publicpolicy,andleadership;andanabilitytoexplaintheimportanceofprofessionallicensure.

60

2. Credit Hours and Distribution.

Table51belowindicatestheindividualcoursesinthecurriculum.Thetotalcredithoursin
thecurriculumis133,ofwhich34areinMath&BasicSciences(25.6%),71areinEngineering
Topics(53.4%),and28areinGeneralEducation(21.0%),whichexceedsABETcredithoursand
percentminimums.Table52,whichappearsattheendofthechapter,indicatesclasssizes
andfacultyresponsibleforinstructionduringFallSemester2009andSpringSemester2010.
Table 5-1 Curriculum

Civil Engineering Bachelor of Science in Engineering
Year;
Semester or
Quarter
Category (Credit Hours)

Math &
Basic
Sciences
Engineering
Topics
Check if
Contains
Significant
Design ()
General
Education
Other
Course
(Department, Number, Title)
1 1
st
MATH 181 Calculus I 4
ENG 101 Composition I 3
General Ed Requirement 3
CHEM 121General Chemistry I 4

CEE 110/L Introduction to Civil
Engineering Design
3()

CEE 198 Ethics and Professional
Practice of Engineering
1

1 2
nd
MATH 182 Calculus II 4
PHYS 180/L Physics for
Scientists and Engineers I
4
ENG 102 Composition II 3
CEE 121 Elementary Surveying 2
GEOL 101 Introductory Geology 4
2 1
st
MATH 283 Calculus III 4
PHYS 181/L Physics for
Scientists and Engineers II
4
CEE 241Statics 3
CEE 298 Project Management and
Professional Practice
1
ENG 231 or 232 World 3

61

Literature I or II
2 2
nd
ME 242 Dynamics 3
CEE 370/L Engineering
Mechanics of Deformable Bodies
4
MATH 431 Mathematics for
Scientists and Engineers I
3
STAT 463 Applied Statistics for
Engineers
3
ME 311 Engineering
Thermodynamics I
3
3 1
st
CEE 250 Sustainability in Civil
and Environmental Engineering
3
CEE 346/L Civil Engineering
Materials
3
CEE 301 CAD Tools for Civil
Engineering Design
2()
CEE 381 Structural Analysis I 3
CEE 334/L Soil Mechanics 4
CEE 367/L Fluid Mechanics 4
3 2
nd
EGG 307 Engineering
Economics
3 *
CEE 413 Water Resources
Engineering I
3()
CEE 480 Concrete Structure
Design
3()
CEE 450/L Unit Operations and
Processes in Environmental Eng
4()
CEE 362 Transportation Eng 3()
4 1
st
CEE 496 Civil Engineering
Professional Practicum
0
CEE Elective 3()
CEE Elective 3()
HIST 100 or PSC 101 4
4 2
nd
CEE 498 Civil Engineering
Capstone Design
3()
CEE 499 Fundamentals of
Engineering Examination
Registration
1
CEE Elective 3()
CEE Elective 3()
Fine Arts Requirement 3

62

TOTALS-ABET BASIC-LEVEL
REQUIREMENTS
34 71 28
OVERALL TOTAL
FOR DEGREE

PERCENT OF TOTAL 25.6% 53.4% 21.0%
Totals must Minimum semester credit hours 32 hrs 48 hrs
satisfy one
set
Minimum percentage 25% 37.5 %
Note that instructional material and student work verifying course compliance with ABET
criteria for the categories indicated above will be required during the campus visit.
* UNLV counts EGG 307 Engineering Economics as a General Education required course in
Social Science
3. Capstone Design Experience.

ThecapstonedesignexperienceisCEE498,CivilEngineeringCapstoneDesign.Thecatalog
descriptionisCapstonecoursetoinvolvestudentsinthedesignprocessfromproject
planningthroughanalysis,synthesis,evaluation,andrecommendations.Teameffortsand
oral,written,andgraphicalcommunications.PrerequisitesincludeallrequiredCEEcourses
exceptCEE496(Practicum)andCEE499(FEexampreparation)andanyoneofCEE413
(WaterResourcesEngineeringI),CEE450(UnitOperationsandProcessesinEnvironmental
Engineering),orCEE480(ConcreteStructureDesign).Theseprerequisiteslimitmoststudents
totakingitduringtheirfinalsemester,andalsoensurethattheyhaveadequatepreparation
toapplydesignexpertiseinatleastfourofthefivemajorspecialtyareasinthecurriculum
(transportation,structures,geotechnical,environmental,orwaterresources).Realworld
designproblemsareundertaken,andteamsarerequiredtohaveexternaladvisorsoutside
thedepartmentwhocontributeexpertiseonengineeringstandardsandmultiplerealistic
constraintstotheproblem.Eitherstudentsmayproposedesignproblemsforapproval,or
facultyoroutsideentities(oftengovernmentagencies)mayproposedesignproblems.Atthe
discretionoftheteams,projectsmaybeenteredtocompeteintheMendenhallSeniorDesign
Competition,whichisacollegewidecompetitionamongallengineeringprogramsatUNLV.
4. Curricular Components
Componentsofthecurriculumconsistofthetracksingeotechnical,transportation,water
resources,environmental,andstructuralengineering.Thenumberofrequiredcredithoursin
eachoftheseareasisasfollows:Youmaywanttolistthenumberandtitleofthecoursesin
eacharea
geotechnical4(CEE334/LSoilMechancsincludingaonecreditlaboratory);
transportation3(CEE362TransportationEngineering);
waterresources3(CEE413WaterResourcesEngineeringI);
environmental4(CEE450/LUnitOperationsandProcessesinEnvironmental
Engineeringincludingaonecreditlaboratory);

63

andstructural6(CEE381StructuralAnalysisIandCEE480ConcreteStructure
Design).
Students are required to take a total of four technical electives (16 credits) in these tracks to
provide additional depth. It is required that students take at least two courses in one of the
tracks, and that at least two of the tracks be represented among the four electives. Compliance
with this requirement is monitored by the Advising Center and department chair. In addition,
CAD Tools for Civil Engineering Design is a 2 credit course that is a pre-requisite for the
capstone design course. This allows the curriculum to meet Program Outcome 12, which
stipulates that students will have developed anabilitytoapplyknowledgeoffourtechnical
areasappropriatetocivilengineering.

5. Cooperative Education.
DefiningCooperativeEducationtomeanthataMemorandumofUnderstandingexists
betweenUNLVandanexternalentityforthepurposeofprovidingstudentswithastructured
offcampusexperience,andthattheMemorandumofUnderstandingoutlinestheobligations
ofallparties,itcanbestatedthatnocooperativeeducationisrequiredinthecurriculum.
However,thecurriculumdoesrequirestudentstocompleteaPracticum(CEE496)which
involves200hoursofworksupervisedbyaProfessionalEngineer.Thecatalogdescribesthis
experienceasEngineeringpracticum,supervisedbylicensedProfessionalEngineer,inany
oneofseveralprofessionalorganizationsincludingstateorfederalagencies,publicworks,
specialdistricts,utilities,orconsultants.Minimum200hourssupervisedwork.Thiscourse
carrieszerocredits,andstudentsmaytakemorethanonesemestertocompletethe200
hours,andinsomecasesmayworkfordifferententitiesduringcompletion.The
requirementsforthiscoursearemetbyhavingstudentskeepandsubmitalogoftheirwork
experience,whichisverifiedbytheProfessionalEngineerwhosupervisesthem.

ThereisaseriesofCooperativeTrainingcoursesinthecatalogunderthenumberingsystemof
CEE225,325,425,whichisintendedprimarilyforstudentsworkingwiththeNevada
DepartmentofTransportationintheircooperativetrainingprogramduringthesummer
session.Onlystudentsinthistrainingprogramarebeingallowedtoenrollinit.Thisamounts
tooneortwostudentseachsummer.IThecourseswerecreatedoriginallytomeeta
requirementoftheNevadaDepartmentofTransportationthatsummercoopstudentsbe
enrolledinaCooperativeTrainingcourseduringtheirworkexperienceandprepareareport.
Eachcoursecountsforonecredit,andifallthreearetaken(i.e.,employmentwithNDOTfor
threesummers),canbesubstitutedforonetechnicalelective.StudentsapplytotheNevada
DepartmentofTransportationforthesummerprogram,andusuallyonlyaverysmallnumber
ofstudentssecureaninternshipeachyear.
6. Materials Available to the Review Team.

Notebookscontainingallcoursehandouts,exams,andhomeworks,andsamplesoftestand
homeworkperformance(good,average,andpoor)willbeavailableduringthevisit.

64

Textbooksusedinthecoursealsowillbeavailable.AnOutcomesNotebookwillalsobe
providedwhichdocumentsthecurriculummap,theimplementationplan,andtheresultsof
outcomesassessmentthroughSpringsemester2010.
B. Prerequisite Flow Chart
Onthenextpageisaflowchartshowingtheprerequisitestructureoftheprogramscourses
requiredorallowedtowardsthemajor.Init,mathandsciencecoursesareshowninred,
coursesclaimingsignificantdesigncreditareshowninblue,andotherengineeringcoursesare
showningreen.

65

MATH 181
MATH 182 PHY 180/L
MATH 283 CEE 241 Statics
ME 242
Dynamics
CEE 370/L Eng
Mechanics
CEE 367/L
Fluid Mech
MATH 283
CEE 346/L
Materials
CEE 381
Struct Anal
CHEM 121/L
CEE 450 /L
Unit Ops
CEE 413
Water Res
CEE 480
Concrete Str
GEOL 101/L
CEE 241
CEE 370/L
CEE 334/L Soil
Mechanics
CEE 110/L Intro Civil Eng Des
CEE 121
Surveying
PHY 180/L
CEE 362
Transp Eng
CEE 301
CAD Tools
EGG 307
Eng Econ
CEE 198 Ethics
CEE 498 Civil Engineering Capstone Design
CEE 499 Fundamentals of Engineering Exam
Technical Electives
Curriculum Flowchart
Any two of 413, 450/L, 480
CEE 250
Sustainability
CEE 298 Project
Management
CEE 496 Civil
Engineering Practicum
MATH 431
STAT
463
PHY 181/L
MATH 182

66

C. Course Syllabi
InAppendixAarethesyllabiforeachcourseusedtosatisfythemathematics,science,and
disciplinespecificrequirementsrequiredbyCriterion5andCivilEngineeringProgramCriteria.
Thesyllabicontainthefollowinginformation:
Department,coursenumber,andtitleofcourse
DesignationasaRequiredorElectivecourse
Course(catalog)description
Prerequisites
Textbook(s)and/orotherrequiredmaterial
Courselearningoutcomes
Topicscovered
Class/laboratoryschedule,i.e.,numberofsessionseachweekanddurationofeach
session
ContributionofcoursetomeetingtherequirementsofCriterion5
RelationshipofcoursetoProgramOutcomes
Person(s)whopreparedthedescriptionanddateofpreparation

67

Table 5-2. Course and Section Size Summary
Civil Engineering Bachelor of Science in Engineering
Course No. Title

Responsible
Faculty
Member
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment Lecture
1
Lab
1
Other
1
CEE 110/L Introduction to Civil
Engineering Design
Neumann/Ne
umann
2 37 67% 33%
CEE 121 Elementary Surveying Barnes/J ensen 3 25 100%
CEE 198 Ethics and Professional
Practice of Engineering
Luke/Luke 3 33 100%
CEE 241 Statics Paz-Cruz/
Islam/Ghafoori
3 42 100%
CEE 298 Seminars and Professional
Activities
Luke/Luke 3 20 100%
CEE 301 CAD Tools for Civil
Engineering Design
J ensen/J ensen 2 27 100%
EGG 307 Engineering Economics Kaseko/
Kaseko
2 40 100%
CEE 334/L Soil Mechanics Karakouzian/
Karakouzian
2 23 75% 25%
CEE 346/L Civil Engineering Materials Said/Said 2 25 67% 33%
CEE 362 Transportation Engineering Teng/Paz-Cruz 2 25 100%
CEE 367/L Fluid Mechanics Ahmad/
Ahmad
2 24 75% 25%
CEE 370/L Engineering Mechanics of
Deformable Bodies
Said/Said 2 20 75% 25%
CEE 381 Structural Analysis I Tian/Tian 2 31 100%
CEE 404 Open Channel Flow Batista 1 8 100%
CEE 410 Highway Construction
Materials
Karakouzain 1 29 100%
CEE 413 Water Resources Engineering I Ahmad/
Ahmad
2 20 100%
CEE 435 Foundations Engineering Rigby 1 7 100%

68

CEE 436 Engineering Geophysics Luke 1 11 100%
CEE 444 Steel Structural Design Ladkany 1 20 100%
CEE 450/L Unit Operations and Processes
in Environmental Engineering
Batista/
Batista
2 19 75% 25%
CEE 455 Water Treatment and Reuse Batista 1 4 100%
CEE 463 Traffic Engineering Kaseko 1 13 100%
CEE 466 Geometric Design of
Highways
Teng 1 24 100%
CEE 468 GIS Applications in Civil
Engineering
J ensen 1 7 100%
CEE 476 Earthquake Engineering for
Structures
Tian 1 8 100%
CEE 478 Applied Finite Element
Analysis
Ladkany 1 6 100%
CEE 480 Concrete Design Ladkany/
Ghafoori
2 20 100%
CEE 491 Independent Study Various 3 1 100%
CEE 495 Sustainable Design Karakouzian 1 26 100%
CEE 496 Civil Engineering Professional
Practicum
Neumann/
Neumann
2 10 100%
CEE 497 Senior Design Project I Vodrazka/
Paz-Cruz
2 24 100%
CEE 498 Senior Design Projet II Vodrazka 1 25 100%
CEE 499 Fundamental of Engineering
Exam Registration
Luke/Luke 2 21 100%
1
Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% laboratory).

69

CRITERION 6. FACULTY
A. Leadership Responsibilities
TheDepartmentChair,ProfessorEdwardS.Neumann,hasleadershipresponsibilityforthe
program.Thisincludestheauthoritytoassignfacultytoteachcoursesandresponsibilityfor
schedulingandofferingcourseseachsemester;thedutytoconductannualreviewsoffaculty
performanceandmakerecommendationsconcerningpromotion,tenure,andmeritpay
increases;managementofthedepartmentbudgets;supervisionoffacultyandstaffrecruitment
activities,interactingwiththeexternalAdvisoryBoard,andestablishingcommitteestocarry
outthesharedgovernanceobligationsofthedepartment.Inaddition,thepositionrequires
interactionwiththeDeansofficeintheCollegeofEngineeringandotherunitsofthe
University;interactionwithmembersofthecommunity;supervisionofdepartment
professionalandclassifiedstaff;andtheresolutionofconflictsinvolvingstudents,faculty,and
staff.
B. Authority and Responsibility of Faculty
Proposalstocreateormodifycoursescomefromthefaculty,andmostoftenfromthefaculty
whoteachcoursesinaspecificarea.Ifthewishistocreateanewcourseormodifythecontent
ofacoursetotheextentthatthecatalogdescriptionhastobechanged,thenacoursecreation
orcoursemodificationproposalmustbeplacedbeforethedepartmentfacultywhovoteonit
afteraperiodofdiscussion.Therequestthengoestoacollegecurriculumcommitteeanda
FacultySenatecommitteeforapproval.Itmustthenbereviewedforarticulationwithcourses
offeredbyotherinstitutionsofhighereducationwithinthestate,andonceitpassesthisstep,it
canappearintheofficialcatalogandbescheduledforteaching.Consistencyandqualityare
ensuredbythereviewoftherequestsateachlevelbyacommittee,andbeginsatthe
departmentlevel.

C. Faculty
Tables61and62,placedattheendofthissection,describethefaculty.Thereare13fulltime
facultyinthedepartment,and2additionalfacultymemberswhoarenowinfulltime
administrativepositionswithinUNLVbutteachcourseswithinthedepartment.Allfulltime
teachingfacultymembersholdthePhDdegreeand8ofthe13facultyholdPElicenses(5in
Nevada).Oftheremaining5faculty,3holdEIstatusandplantositforthePEexaminthenear
future.OneadditionalfacultymemberholdsaninactivePElicensefromTexas,andtwoformer
facultymemberswhohavemovedintoadministrativepositionsoutsidethedepartmentbutare
listedinTable61holdPElicensesinNevada.Allfacultymembersteachthecoursesintheir
areaofspecialization.Experienceinteachingrangesfrom1.5to40years,andoverall
engineeringexperiencesinceearningthePhDrangesfrom2.5to42years.
Thesurveying,CAD,andGIScoursesaretaughtbyaparttimeinstructorwhoholdstheMSE
degreeandaNevadaPElicense.

70

Thenormalworkloadinthedepartmentistwocoursesorsixcreditspersemester.Engineering
facultymembersareautomaticallyreleasedfromonecourseasemestertopursueresearch.
Anyadditionalreleasefromteachingbeyondthisautomaticreleaserequiresapprovalatthe
departmentandcollegelevels.
D. Faculty Competencies

Thebackgroundsofthe13fulltimeteachingfacultymembersareasfollows:
TransportationEngineering 4
GeotechnicalEngineering 2
StructuralEngineering/Materials 4
EnvironmentalEngineering 1
WaterResourcesEngineering 1
ConstructionEngineering 1
Thisisadequatetocoveralltherequiredundergraduatecoursesandmanyoftheelective
courses.SomeelectivecoursesaretaughtbyPartTimeInstructorsfromthecommunity.The
facultymemberinconstructionwasformerlythePresidentofUNLV,andisassuminghisfirst
fulltimeteachingloadatUNLVduringthefallsemesterof2010.Heisstillassessingtherole
hemightplayinthedepartment.Oneofthepossibilitiesisthedevelopmentofaconstruction
engineeringemphasiswithinthedepartment.Thedepartmentchairrepresentstransportation
engineeringandisincludedamongthe4individualsidentifiedabove,butheiscurrently
teachingonlyonecoursepersemester,usuallyCEE110IntroductiontoCivilEngineering
Design.HehasbeenintouchwithASCEaboutauthoringatextbookonthissubject.The
backgroundsofthetwofacultymemberswhohavemovedintoadministrativepositionsand
teachoccasionalcoursesare
EnvironmentalEngineering 1
WaterResourcesEngineering 1
ThebackgroundofthePartTimeInstructorwhoteachessurveying,CAD,andGISis
transportationengineering.

71

E. Faculty Size

Thereareadequatefacultyintransportation,geotechnical,andstructuralengineering.One
additionalfacultymemberinenvironmental/waterresourceswouldhelpcompensateforthe
twofacultymemberswholeftthedepartmenttobecomeadministrators.
Facultyteachalltheundergraduatelecturesectionsandsuperviseallofthelaboratories,which
areusuallytaughtbyaGraduateTeachingAssistant.Thishelpsensurefrequentcontact
betweenfacultymembersandundergraduates.Facultymembersalsoserveasmentorsinthe
advisingofstudents.Facultymembersadvisedesignteamsintheseniorcapstonecourse,and
serveasfacultyadvisorsforthestudentchaptersofprofessionalsocietiesincludingASCEand
ITE.Facultymembersrealizeprofessionaldevelopmentthroughmembershipinprofessional
societiesandattendingconferences.Theymaketechnicalpresentationsandoftenparticipate
ontechnicalcommittees.Severalhaverisentopositionsofleadershipwithinprofessional
organizations.Dr.LukeisontheBoardofGovernorsoftheGeoInstituteofASCE.Dr.Ghafoori
wasOrganizerandChairofthe5
th
InternationalStructuralEngineeringandConstruction
ConferenceheldinLasVegas,andwasamemberoftheNevadaConcreteConferenceand
PlanningCommittee.HeisVicePresidentofanonprofitcorporationthatpromotesand
organizesinternationalconferencesandworkshopsinstructuralengineeringandconstruction.

F. Faculty

AbbreviatedresumesareincludedinAppendixB.

F. Faculty Development

Facultyusuallyfundtraveloutoftheirresearchgrants.Foratime,thecollegeprovided$1,000
peryeartofacultyfortraveltopresentpapers,andthedepartmentalsohadaliberaltravel
supportpolicy.Duetobudgetcutbacksandtheneedtoconservedwindlingdiscretionary
money,travelsupporthasbeenrestrictedtotripsessentialtothesuccessfuloperationofthe
department.Thedepartmentnowsupportsattendanceatconferencesandworkshopsrelated
toaccreditationandoutcomesassessment.ThedepartmentalsoactivelysupportsPElicensure
byfacultyandofferstocoveraportionofthecostsnecessarytopreparetositfortheFEorPE
exams.Tomotivatefacultytositforlicensureexamsandtorecognizethosewhohavetaken
andpassedtheexams,thedepartmenthasinstalledalargeplaqueintheglassshowcase

72

outsidetheofficeinthemainhallway,whichliststhefacultywhohavebecomelicensedin
NevadaorpassedtheFEexam.

73

Table 6-1. Faculty Workload Summary
Faculty Member
(name)
FT
or
PT
4

Classes Taught (Course No./Credit Hrs.)
Term and Year
1

Total Activity Distribution
2

Teaching
Research/Scholarly
Activity
Other
3

Sajjad Ahmad FT Fall 09: CEE 367/4, CEE 413/3; Spring 10: CEE 367/4, CEE 413/3 50% 25% 25%, service
David B. Ashley FT None 0% 0% 100%, administrative
reassignment
Batista, J acimaria FT Fall 09: CEE 450/650, CEE 455/655; Spring 2010: CEE 450/650,
CEE 795, CEE 404/604
50% 40% 10%, service
Nader Ghafoori FT Spring 2010, CEE 241,480, 680 50% 25% 25%, service
David J ames FT None 0% 10% 90%, administrative
reassignment
Moses Karakouzian FT Fall 09: CEE 344, CEE 410; Spring 10: CEE 334, CEE 495 50% 25% 25%
Mohamed Kaseko FT Fall 09: CEE 463/663, EGG 307; Spring 10: CEE 762, EGG 307 50% 25% 25%, service
Samaan Ladkany FT Fall 09, CEE 346, CEE 795; Spring 10: CEE 476, CEE 444 50% 25% 25%, service
Barbara Luke FT Fall 09: CEE 198, 298, 398, C499, 436, 636; Spring 10: CEE 198,
298, 499
38 % 25 % 37 %, service
Edward S. Neumann FT Fall 09: CEE 110/L, F10 CEE 110/L 25% 25% 50%, administration
Alexander Paz FT Fall 09: CEE 700, CEE 795; Spring 10 CEE 362, CEE 497 50% 25% 25%, service
Thomas Piechota FT Fall 09: CEE 750 5% 20% 75%, administration
Aly Marei Said FT Fall 09: CEE 370, CEE 480/680; Spring 10: CEE 370, CEE 346 50% 25% 25%, service
Hualiang Teng FT Fall 09: CEE 362/3, CEE 761/3; Spring 10: CEE 466/666/3, CEE
765/3
50% 25% 25%, service
Ying Tian FT Fall 09: CEE 381/3, CEE 476/676/3; Spring 10: CEE 381/3, CEE
775/3
50% 25% 25%, service

1 Indicate Term and Year for which data apply (the academic year preceding the visit).
2 Activity distribution should be in percent of effort. Members' activities should total 100%.
3 Indicate sabbatical leave, etc., under "Other."
4 FT =Full Time Faculty PT =Part Time Faculty

74

Table 6-2. Faculty Analysis

Name
R
a
n
k

T
y
p
e

o
f

A
c
a
d
e
m
i
c

A
p
p
o
i
n
t
m
e
n
t

FT
or
PT
H
i
g
h
e
s
t

D
e
g
r
e
e

a
n
d

F
i
e
l
d

Institution from which Highest
Degree Earned & Year
Years of Experience
P
r
o
f
e
s
s
i
o
n
a
l

R
e
g
i
s
t
r
a
t
i
o
n
/

C
e
r
t
i
f
i
c
a
t
i
o
n

Level of Activity (high,
med, low, none) in:
G
o
v
t
.
/
I
n
d
u
s
t
r
y

P
r
a
c
t
i
c
e

T
o
t
a
l

F
a
c
u
l
t
y

T
h
i
s

I
n
s
t
i
t
u
t
i
o
n

P
r
o
f
e
s
s
i
o
n
a
l

S
o
c
i
e
t
y

R
e
s
e
a
r
c
h

C
o
n
s
u
l
t
i
n
g

/
S
u
m
m
e
r

W
o
r
k

i
n

I
n
d
u
s
t
r
y

Sajjad Ahmad Assistant TT FT Ph.D., Water University of Western Ontario,
Canada, 2002
0 6 4 P.E. (MI) High High Low
David B. Ashley Professor T FT Ph.D.,Const. Stanford University, 1977 2 33 4 P.E. (TX)
(Inactive)
High Low Low
Batista,
J acimaria
Associate T FT Ph.D.,
Environ.
The Pennsylvania State University,
1995
7 14 13 P.E. (NV) Medium High High
Nader Ghafoori Professor T FT Ph.D., Struct. University of Miami, 1986 3.25 29 7 P.E. High High Low
David J ames Associate T FT Ph.D.,
Environ.
California Institute of Technology,
1989
7 22 20 P.E. (NV) High Medium Low
Moses
Karakouzian
Professor T FT Ph.D., Geotech The Ohio State University, 1978 15 22 22 P.E.,( NV,
OH)
Medium High Low
Mohamed
Kaseko
Associate T FT Ph.D., Transp. University of California, Irvine, 1992 1 21 17 EIT High High None
Samaan
Ladkany
Professor T FT Ph.D., Struct. University of Wisconsin, Madison,
1975
0 34 26 P.E., (WI) High High Low
Barbara Luke Professor T FT Ph.D., Geotech University of Texas at Austin, 1985 5 15 15 P.E. (NV) High High Low
Edward S.
Neumann
Professor T FT Ph.D., Transp,
--
Northwestern University, J une 1969 2 40 20 P.E. (NV,
WV)
High High Low
Alexander Paz Assistant TT FT Ph.D., Transp. Purdue University, 2007 1 1.5 1.5 P.E. (NV) High High Low
Thomas
Piechota
Professor T FT Ph.D., Water UCLA, 1997 0 11 11 P.E. (NV,
CA)
High High Low
Aly Marei Said Assistant TT FT Ph.D., Struct. University of Western Ontario, 2004 4 4 4 F.E. (NV) Medium High Low
Hualiang Teng Associate TT FT Ph.D., Transp. Purdue University, 1997 0 16 6 Medium High Low
Ying Tian Assistant TT FT Ph.D., Struct. University of Texas at Austin, 2007 0 9 3 F.E. (NV) Medium High Low

75

Instructions: Complete table for each member of the program faculty. Use additional sheets if necessary. Updated
information is to be provided at the time of the visit. The level of activity should reflect an average over the year prior to visit
plus the two previous years. Column 3 Code: TT =Tenure Track T =Tenured NTT =Non Tenure Track

76

CRITERION 7. FACILITIES
A. Space
Summarize the availability of program facilities and indicate how adequate they are for
supportingtheeducationalobjectivesandoutcomesoftheprogram.Discussthefollowing.
A.1 Offices(Administrative,Faculty,Clerical,TeachingAssistants)
Office space available to the Civil and Environmental Engineering Department has recently
improved, thanks to the construction of the new Science & Engineering Building (SEB)
connectedtotheexistingThomasBeamEngineering(TBE)Complex.Currently,thedepartment
office is located in TBE A211B and all other faculty offices are located in both TBE and SEB.
However, all teaching laboratories are located in TBE complex, except for the new structures
lab,whichislocatedintheformerhandball/racquetballcourtsofthePaulMcDermottPhysical
EducationFacility..AlldepartmentteachingassistantshavetheirofficeineithertheTBEorSEB.
A.2 Classrooms
All Civil and Environmental Engineering courses are taught in lecturing facilities in the Thomas
Beam Engineering (TBE) Complex and other locations throughout the campus. All classroom
assignment is done through universitys Academic Scheduling Department under the Office of
theRegistrar,andtheyassignclassroomsbasedonthedepartmentsrequestforspecialneeds
and the number ofenrollment ineach course.Most classrooms on campus are equipped with
multimedia features for lecturing, and the equipment includes a PC, LCD projector, DocCam,
connectiontonotebookcomputer,andinternetconnection.Allofthismultimediaequipment
isprovidedandmaintainedbytheOfficeofInformationTechnology(OIT).TheOITalsoprovides
multimedia distribution services for AV equipment that faculty can reserve. The AV services
maybeusedtocomplimentstandardclassroomsorforspecialevents.
A.3 Laboratories
ThedepartmentoperatesninedifferentlaboratoriesintheThomasBeamEngineeringcomplex.
Several are shared with the Department of Mechanical Engineering. Of the nine laboratories,
five are used mostly for instruction, and four are used mostly for research. A Computer
Assisted Design Laboratory (TBE B 367) is also shared with the Department of Mechanical
Engineering.Departmentlaboratorydescriptions,innarrativeform,are:
1. ComputerAssisted Design Laboratory (CAD). Supervisors: Dr. Kaseko and Mr. Jensen,
TBE B367. This laboratory is shared with the Department of Mechanical Engineering
and the Department of Construction Management. It is used primarily for scheduled
instruction. The CAD laboratory has 32 Dell Precision T3440 workstations (Intel Core 2
Duoprocessorwith4GBofmemory)plusaninstructorsworkstation.Thelaboratoryis
usedforCEE110L,CEE121,CEE301,CEE407,CEE467andCEE468.

77

2. Civil Engineering Concrete Materials Laboratory (CML). Supervisors: Drs. Ghafoori,
Ladkany,SaidandTian.TBEB155.Thelaboratoryspaceissharedforbothinstruction
and research. The laboratory is equipped with a 36 square foot, constant humidity
curing room, a fume hood, sulfur curing equipment, a concrete saw, two concrete
mixers,andvariousconcreteequipment.Typically,twolaboratorysectionsofCEE346L,
eachwith1214studentsregistered,areheldintheCMLeachsemester.
3. Engineering Geophysics Laboratory (EGL). Supervisor: Dr. Luke. SEB3261. It is used

primarily for research and for some demonstrations. The EGL houses a twofoot
instructional shake table, for use in classroom demonstrations of seismic effects on
structures. EGL is equipped with various technologies for the detection and
identification of below ground surface anomalies, including seismic, electrical, and
ground penetrating radar. EGL is not scheduled for use as classroom space.
Undergraduate students employed by EGL on research projects are frequently in
attendance.
4. EnvironmentalEngineeringLaboratory(EEL).Supervisors:Drs.BatistaandJames.TBE
B 146. It is used primarily for research and for laboratory demonstrations in CEE 450.
The laboratory is equipped with an analytical balance, optical microscope, two atomic
absorption spectrophotometers, two gas chromatographs, one ionchromatograph, a
total organic carbon analyzes, and one computerlinked HewlettPackard UVVIS
spectrophotometer,andthreestandaloneMiltonRoyUVVISspectrophotometer.Due
to recent expansion of funded research and the need to dedicate bench space in the
laboratory to projects, most demonstrations and experiments requiring individual
participation by 5 to 12 students must currently be held on folding tables in the fluid
mechanicslaboratoryinTBEB150.
5. Fluid Mechanics/Hydraulics Laboratory (FML). Supervisors: Drs. Ahmad and Piechota.

TBE B 150. Shared with Mechanical Engineering, used primarily for instruction. The
FMLiscurrentlyequippedwitha50foot,3footdiameterand10foot,4inchdiameter
tilting flumes, a PumpLab workstation with computerdata acquisition, two piping
trees for measurement of frictional losses in pipe and bends, a smoke chamber for
visualization of laminar and turbulent flows around airfoils, and a compressible flow
bench.Thesmokechamberandthecompressibleflowbencharemountedonwheeled
cartssothattheycanbemovedfromstoragelocationsintothecenteroftheclassroom
spacefordemonstrations.
6. Multifunction Materials Laboratory (MML) Supervisors: Drs. Ghafoori, Ladkany, Said

and Tian, TBE B 150 (516 square feet), MML shared with Mechanical Engineering, is
usedforacombinationofinstructionandresearch.TheMMLisequippedwithaTinius
Olsen machine. MML also has a NN&MM multiaxis testing machine, which can test

78

materialsincompression,extensionandtorsion,andtransmitdatafromloadcellstoa
computerworkstationforstorageandanalysis.
7. Geotechnical Engineering Laboratory (SML). Supervisors: Dr. Karakouzian (research

portion);Drs.KarakouzianandLuke(instructionalportion):TBEB157.Thislaboratory
is divided for research and instructional uses. The instructional portion of the
laboratory has a small triaxial testing machine, and standard soil mechanics testing
equipment. The current size of the instructional portion of the laboratory restricts
studentenrollmenttoabout10perlaboratorysession.Thepresenceofelectronicand
computer equipment in the space requires that any dust generating activities be
conductedoutsideofSML,usuallyinthecourtyard.
8. WaterResourcesLaboratory(WRL).Supervisors:Drs.Ahmad,JamesandPiechota.TBE
B107.Itisusedprimarilyforfundedresearch,housesfivenetworkedworkstations,and
four graduate students. It is also fitted with a wet bench, to be used for set up of
samplingequipment,andforstormwaterqualityanalyses.WRLisnotscheduledforuse
as a classroom. Undergraduate students working on WRLfunded research projects
occasionallyusethespace.
9. StructuralEngineeringLaboratory(underdevelopment).Supervisors:Drs.SaidandTian.
MPE508.Thelabhasastrongfloorcomprisedofa32ftlong,28ftwide,and4ftthick
reinforcedconcreteslab.Thelabpermitslargescalestructuraltestingforbothteaching
andresearchpurposes.Theavailableequipmentincludesahydraulicjack,twohydraulic
pumps,twoloadcells,apressdrill,andtwobandsaws.Thefollowingequipmentwillbe
added: a fatiguerated hydraulic actuator, a loading frame, a data acquisition system,
andseveralLVDTs.
10. Mendenhall Innovation and Design Laboratory. This laboratory is used mainly by
undergraduatestudentsintheCollegeofEngineeringwhoareinvolvedinthecapstone
design projects and other course projects requiring handson experiences or prototype
fabrication. It consists of a machine shop and fabrication facilities. Civil engineering
students usually do not require use of these facilities for their Senior Design projects.
Those civil engineering capstone projects that do involve some form of prototype
developmentusuallyrequireuseofamaterials,soils,orstructureslab.

79

B. Resources and Support
B.1 Computingresources,hardwareandsoftwareusedforinstruction
ComputingResourcesforStudents
There is one instructional computer room (TBE B367) with 32 networked computers and a
printer.Also,thestudentshaveaccesstothegeneralcomputerroomlocatedinTBEA311.The
studentsareprovidedeasyaccesstoanycomputinghardwareorsoftwaretheyneedtoachieve
theprogramsoutcomes.
The computers in the instructional labs are loaded with the following software packages to
support the programs outcomes: MS Office, Matlab/Simulink with Toolboxes, MATHCAD,
COMSOL, GeoStudio, Plaxis, Autodesk Design Academy, ESRI ArcGIS, ProE, and SolidWorks.
Also, the department has a license for LabVIEW for instruction in ME 337L Engineering
MeasurementLab.
ThecomputingresourcesarereviewedbyfacultiesandtheChairofthedepartment.TheChair
ofthedepartmentmakesafinaldecisionfortheupgradeofbothhardwareandsoftware.Also,
thereisonepermanentcomputertechnician,Mr.MattBuck,stationedinthecollegefromthe
Office of Information Technology (OIT) to support instruction related software and hardware
maintenanceintheCollegeofEngineering.
FacultyWorkstations
Initiated in 2005, the Academic Affairs Computer Replacement Programs primary goal is to
ensure faculty and staff computers, in academic departments at UNLV, meet standards.
Computers are refreshed on a 5year cycle. Currently, a number of faculties use their laptop
computersforclassroominstructionaswellastheirregularwork.BothWindowsPCsandMacs
are available, with a variety of peripherals. Standard software such as MS Office, ADOBE
Acrobat,LotusNote,securityprogram,andotherutilityprogramsareinstalledbytheOfficeof
Information Technology (OIT), and other programs with the department license are managed
byMr.Buk,thecomputertechnicianfromOITworkingforthecollege.
The networking of computers is a critical component of the daytoday operation of the
university. All technical supports for the networking as well as the WebCampus support for
courseinstructionareprovidedbytheOIT.
DepartmentWebSite
TheCivilEngineeringWebsitewasbeingredesignedatthetimethisSelfStudywasprepared.It
will be located at http://www.cee.unlv.edu/ . The web site will be a valuable resource for
currentstudentsandprovideusefulinformationforprospectivestudents.Fromthehomepage
the following main tabs will be provided: About Us; Faculty and Staff; Degree Programs;
Admissions;andResourcesfor:UndergraduateStudents,GraduateStudents,FacultyandStaff.

80

The Facultyweb page will be accessed through Faculty andStaff and will offer information on
facultyofficesandemailaddresses.
B.2 Laboratoryequipmentplanning,acquisition,andmaintenanceprocessesandtheir
adequacy.
LaboratoryPlanforComputingFacilities
Thecomputerhardwareisupdatedasneededusuallyeveryfiveyears.Thesoftwareisupdated
as its license expires, and all software licenses for course instruction are maintained by a
computerfacilitiessupervisorofOIT.Fundingfornewcomputersandforsoftwarelicensesare
provided by through numerous resources including the departments specialfee/overhead
accounts, student technology fee allocated to the college and university. As a result, the
studentshaveanaccesstouptodatehardwareandsoftwareneededtosuccessfullycomplete
theprogram.Table7.1liststhecostformaintaininglicensedsoftwarethatwasusedinvarious
CEEcoursesin2010.
Table7.1ListofSoftwareLicensesofCEECourseInstruction
SurveyingTrimbleBusinessCenterandTrimbleSurveyController
Includedwith
hardware
purchase
Autodesk Design Academy (AutoCAD, Architectural Desktop, Revit
Building, Building Systems, Inventor Professional, Civil 3D, VIS and
DesignReview)
PaidbyOIT
TransoftAutoTURNandInvision(5floatinglicense)
$2,160
GoogleEarthPro(yearlyrenewal)
free
Total: $2,160
LaboratoryEquipmentPlan
All department laboratory courses have faculty supervisors assigned to each laboratory. This
facultymemberisresponsiblefortheequipmentinthelab,foranychangesinequipment,and
forthemaintenanceoftheequipment.ThedepartmentTeachingLaboratoryManager,Mr.Jon
Becker, works together with the faculty supervisors for the planning details of any new
equipment that is needed and how this equipment will be obtained. The department chair
together with faculty supervisors meet to set purchase priorities and to allocate equipment
funds.
Maintenance is the responsibility of the department Teaching Laboratory Manager, Mr. Jon
Becker. The Manager is responsible for maintaining the instrumentation and equipment in all
instructionallaboratories.Forallcomputers,theOfficeofInformationTechnology(OIT)canbe
contactedforhardwareandsoftwaremaintenance.Ingeneral,thelabsupervisorwillidentifya
repair or maintenance need to the Teaching Laboratory Manager for repair, if needed. The
TeachingLaboratoryManagerwillworkcloselywiththefacultysupervisortofixanyidentified
problems.TheresultsofhiseffortsareshowninAppendixC,whichindicatesequipmentupdate
andreplacementneeds,andservesasaplanforreplacement.

81

Fundingfornewequipmentupgradesisprovidedbythroughnumerousresourcesincludingthe
departments specialfee account and overhead account. The special fees are capable of
generating a large amount of revenue, which is used to upgrade equipment, purchase new
equipment, and to replace equipment. The special fee generated $44,960 in 20082009 and
$49,420 in 20092010. Current restrictions prevent its use for purchasing personal services or
undertakingphysicalfacilitymodifications.Itisusedalsotopurchasesmallitemsthatareused
toenhancethelabexperienceforthestudents.Forsomeothermajorequipmentpurchasesthe
college also shares the cost of the equipment. In some cases, this comes from the startup
package for new faculty. Table 7.2 lists the major upgrades of CE educational laboratory
facilitiesfrom2004to2009.TheCivilEngineeringdepartmenthasstateoftheartfacilitiesthat
are instrumental in carrying out the mission of the program, and the laboratory equipment is
adequate to ensure student success. Maintenance is routinelycarried out, as needed, and the
equipmentisupgradedwhenneeded.
Table7.2ListofMajorUpgradesofCEEEducationalLaboratoryFacilitiesfrom2004to2009
Course ItemDescription Cost
Dateof
Purchase
CEE466
TransoftAutoTURN $2,160 January2010
CEE121
TrimbleR8GPSReceiverModel1 $4,200 January2010
TrimbleR8GNSSReceiverandTSC2 $9,600 June2010
TrimbleTSC2DataCollectorwithSurveyController $3,300 January2010

TOTAL $19,260
In addition, significant amounts of department funds, well in excess of $50,000, have been
allocated to the creation of a structures laboratory, including both physical facility
modifications and equipment purchases. The laboratory should be ready by the end of fall
semester 2010 and will be used by undergraduates. The lab fee has been used to purchase a
compression machine ($15,830), instrumentation package ($6,880), Chloride permeability cell
($6,360), and other items of equipment for a total of $40,986. Thus, these expenditures plus
thoseforsurveyingequipmentandsoftwaretobeusedintransportationcoursessumtoover
$60,000 that has been spent from the lab fee fund to support the undergraduate program
duringthepast12months.
B3.Ttypeandnumberofsupportpersonnelavailabletoinstall,maintain,andmanage
departmentalhardware,software,andnetworks.
Installation and maintenance of basic office software including MS Office, antivirus program,
ftputilities,etc.areinstalledandmaintainedbytheOfficeofInformationTechnology(OIT)for
all computers in the department. Engineering software such as Matlab, ProE, SolidWorks,
COMSOL, GeoStudio and Plaxis, is installed and maintained by the OIT technical staff (Mr.
MatthewBuk,ComputerFacilitiesSupervisor,ScienceandEngineering)stationedintheCollege
ofEngineering.

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B4.Typeandnumberofsupportpersonnelavailabletoinstall,maintain,andmanage
laboratoryequipment.
The Department has two fulltime professional staff positions. One is the Teaching Laboratory
Manager, Mr. Jon Becker, whose responsibilities include supervision of all teaching
laboratories,maintenanceoftheteachinglaboratoryequipment,assistingfacultyandproviding
teachingassistanceinsettinguptestsforlaboratorysectionsoftheCEEcourses,andassisting
the faculty in planning of the acquisition of new equipment. For all computers, the Office of
InformationTechnology(OIT)iscontactedforhardwareandsoftwaremaintenance.Ingeneral,
the faculty who supervise laboratories will identify a repair or maintenance need to the
Teaching Laboratory Manager for repair, if needed. The Teaching Laboratory Manager works
closely with the faculty supervisor to fix any identified problems. The other person is the
departmentalTechnician,Mr.AlanSampson,whoseresponsibilitiesincludeassistingthefaculty
and students in designing and fabricating/machining prototypes, models, etc. With increasing
needs for fabricating the prototype in the senior design projects, Mr. Sampson supports the
studentsneedstousemachinetoolsandaprototypingmachineinthemachineshoparea.
C. Major Instructional and Laboratory Equipment

InAppendixCisincludedalistofmajorinstructionalandlaboratoryequipment.

83

CRITERION 8. SUPPORT
A. Program Budget Process and Sources of Financial
Support
The Department of Civil and Environmental Engineering general fund (4976) is funded by the
state of Nevada. It covers salaries of faculty and staff, wages of student workers, office and
shop supplies, and faculty support. The majority of the annual general fund expenses, 97%, is
allocated to salaries, wages, and benefits for faculty and staff. The remaining 3% is spent on
wagesofstudentworkers,officeandshopsupplies,andfacultysupport.Departmentexpenses
andcapitalexpansionaresupplementedbyotherresourcesincludingthedepartmentoverhead
fund(49FB),CEEspecialfeefund(49KF),andgiftfund(50JN).Labfeesprovideasteadysource
of income for software licenses, equipment, and lab maintenance. Gifts are not part of the
annualbudget.Theyallowsomeflexibilityinaddressingsomeoftheneedsofthedepartment
and are used to support undergraduate student society activities and faculty development.
Faculty who are responsible for the teaching laboratories state their needs to the department
chair,whomakesdecisionsonpurchases.
Graduate Teaching Assistant (GTA) salaries come from the budget of the UNLV graduate
college.Themonthlyrateandbenefitsaredeterminedbytheuniversity.Ph.D.studentsreceive
higherstipendsthanM.S.students.MostoftheGTAscompensatetheirsalariesbyworkingon
fundedresearchprojectsduringsummermonths.TheCollegeofEngineeringallocatestoeach
departmentanumberofGTAsbasedonseveralfactorsincludingthenumberoflabstaughtand
theundergraduateenrollment.TheDepartmenthasbeenallocated14slotsfor20102011,and
exceptforstudentsassignedtonewfacultyaspartoftheirstartuppackage,allareinvolvedin
teachingundergraduatelabsorgradinghomeworkassignmentsinundergraduatecourses.
Facultyandstaffsalaryincreasesareestablishedthroughanannualreviewprocessinaddition
toperiodiccostoflivingadjustments.However,budgetcutbacksduringthelasttwoyearshave
eliminated costofliving adjustments and merit pay for the foreseeable future. These budget
cutbackshavealsorequiredeitherthatfurloughsbetakenbyfacultyandstaff,orthatteaching
overloadsbetaken.Theformulaforthesearecomplicated.
Staff are reviewed annually by their immediate supervisors. Faculty are evaluated annually by
thechairmanofthedepartment.Meritraisesoffacultyhavebeenestablishedpreviouslybased
onexcellenceinteaching,research,andservicewhensuchraiseswereauthorizedbytheBoard
of Regents. The College Faculty Affairs committee reviews the records of the faculty college
wide and sends a recommendation of merit awards to the Dean, who sends the final
recommendationtotheProvost.

B. Sources of Financial Support
Hardmoneyconsistsoftheannualgeneralbudgetallocationtopaythesalariesandbenefitsof
faculty and staff and support department operations. This comes via the Board of Regents to
UNLV and then to the colleges and finally to the departments. The main component of soft

84

moneyincludesthedepartmentoverheadfund(49FB)basedontheexternallyfundedresearch
fund.Basedontheuniversityandcollegepolicy,4%ofF&Adistributionisreturnedbacktothe
department. Considering that an average F&A rate of UNLV in last five years is about 46%,
approximately 1.8% of the research expenditure,exceptequipment and tuition, is returned to
thedepartment,andcanbeusedformiscellaneousexpensesincluding,faculty&studenttravel
andlaboratoryimprovement,andothersnotcoveredbythestateoperationmoneyassignedto
theprogram.
The Advisory Board for the department has been very successful in raising money through an
annualgolftournament.Ittypicallygeneratesaround$15,000peryear.Partofthisisusedfor
an undergraduate scholarship program, and the remainder is used to support student
attendance at conferences held by the various student chapter parent organizations. Part of
this is also used to secure Green cards for international faculty members; the expensive legal
feesassociatedwithnaturalizationarebornebythedepartment(over$5,000perindividual).
An additional important source of funds is the lab fees account, which raisesmoney to secure
and replace lab equipment, as well as to purchase supplies and replace minor items due to
breakage and wear. As mentioned previously, the fees raised $44,960 in 20082009 and
$49,420 in 20092010. Over $90,000 was available in this account when the current chair
assumed office in January 2009. Since then, nearly $17,000 has been spent to obtain
contemporary geomatics hardware for the surveying course, CEE 121, and more expenditures
areplannedforthesummerof2010.Whencomplete,thesurveyinglabwillfeaturethreeGPS
setupsandthreetotalstations.Thelabequipmenthadnotbeenupgradedsince1990.Thenew
equipment will be available for use in the capstone design project, and will provide students
with an improved background for undertaking further design coursework, including CEE 301
CAD Tools for Civil Engineering Design. The special fee fund also has been used in obtain
equipmentforthestructureslabunderdevelopment,asmentionedinthepreviouschapter.

C. Adequacy of Budget

The financial resources and institutional support available for the department are currently
adequate to achieve our educational and research objectives. The UNLV administration has
providedtheleadershipnecessaryforobtainingsupportforthecivilengineeringprogramfrom
the UCCSN Board of Regents and The State of Nevada Legislature. UNLV administration was
also instrumental in providing the university with a welldefined mission. Needs for the
department are addressed by the civil engineering faculty in consultation with the College
administrators. Due to the budget uncertainties created by tax revenue shortfalls within the
State,itisdifficulttocarryoutalongrangeStrategicPlanningProcessatthispointintimeand
furtherguidanceisneededfromtheAdministration.

85

D. Support of Faculty Professional Development
The UNLV administration, College Dean, and the Department of Civil and Environmental
Engineering provide faculty and staff with opportunities to develop their skills and learn new
ones, especially in the area of developing innovative teaching and learning strategies and
appropriate use of technology in classrooms. Faculties are encouraged to attend regional and
national engineering educational seminars. During the past year, great emphasis has been
placedonobtaininglicensureamongfacultymembersanddevelopmentoftheknowledgebase
necessary to undertake outcomes assessment as mandated by ABET. The department has
covered expenses incurred by faculty to purchase study materials for taking the FE and PE
exams when so requested. A plaque indicating faculty licensure status in Nevada has been
placed in the glass showcase outside the department office. The department also has
supported faculty attendance at workshops on outcomes assessment sponsored by ABET. All
faculty members were encouraged to attend the one held this year in Las Vegas, and all who
attendedwerereimbursedfortheircosts.

E. Support of Facilities and Equipment
TheDepartmenthastwofulltimestatefundedprofessionalstaffpositions.OneistheTeaching
Laboratory Manager and the other is a Research Manager. Installation, maintenance, and
management of equipment related to instructional laboratories are the responsibility of the
Teaching Laboratory Manager. The Research Manager is concerned more with the design,
installation,andoperationofresearchequipmentandmaintenanceoftheresearchfunctionsin
departmentlaboratories.Heisalsoresponsibleforlabsafety.Forallcomputerhardwareand
general office software, the Office of Information Technology (OIT) can be contacted for its
installationandmaintenance.
Fundingfornewequipmentorupgradesisprovidedbythroughnumerousresourcesincluding
thedepartmentsspecialfeeaccount(49KF),overheadaccount(49FB),andgiftaccount(50JN).
The specialfee account was used extensively during 2010 to upgrade equipment for the
surveyingcourse,CEE121,andtopurchaseequipmentforthenewstructureslaboratory.

F. Adequacy of Support Personnel and Institutional Services
TheuniversityprovidesoneManagementAssistantIIItoprovidesecretarialandadministrative
supportforthedepartment.AsecondManagementAssistantIIpositionwasformerlyfilledbut
is currently unfilled due to budget shortfalls. As a result, some duties associated with the
graduate program have had to be shifted to the Teaching Laboratory Manager. This does not
appeartohavehadaseriousnegativeimpactonthemanagementofthelaboratories.
The university supports the civil engineering curriculum through different organizations that
address various infrastructure issues. These organizations include Campus Computing Services
in addition to the colleges own computer technicians, College Advising Center, Facilities
Management,andAlumniCenter.Thefinancialresourcesandinstitutionalsupportavailablefor

86

thedepartmentarecurrentlyadequatetoachieveoureducationalandresearchobjectives.The
UNLV administration has provided leadership necessary for obtaining support for the program
fromtheNSHEBoardofRegentsandTheStateofNevadaLegislature.UNLVadministrationwas
also instrumental in providing the university with a welldefined mission. The longterm needs
for the department are stated in the Strategic Plan, which is reviewed on a regular basis to
assessprogressandneedsofmodifyingit.Shorttermneedsforthedepartmentareaddressed
bythecivilengineeringfacultyinconsultationwiththeCollegeadministrators.

87

CRITERION 9. PROGRAM CRITERIA
Describe how the program satisfies any applicable Program Criteria. If already covered
elsewhere in the Self-Study Report, provide appropriate references.

ProgramcriteriaforcivilengineeringstatethatTheprogrammustdemonstratethatgraduates
can:applyknowledgeofmathematicsthroughdifferentialequations,calculusbasedphysics,
chemistry,andatleastoneadditionalareaofscience,consistentwithprogrameducational
objectives;applyknowledgeoffourtechnicalareasappropriatetocivilengineering;conduct
civilengineeringexperimentsandanalyzeandinterprettheresultingdata;designasystem,
component,orprocessinmorethanonecivilengineeringcontext;explainbasicconceptsin
management,business,publicpolicy,andleadership;andexplaintheimportanceof
professionallicensure.
Allofthesearecriteriaarestatedinprogramoutcomes.Specifically,outcomes1,2,3,12,13,
and14,aspresentedinthechapterforCriterion3addressthesecriteriausingwordingthatis
almostidenticalwiththeABETstatementabove.Thecriterionforoneadditionalareaof
scienceissatisfiedbyGEOL101,IntroductoryGeology:ExploringPlanetEarthat4credits(3
hourslectureand3hourslaboratory).

TheprogramcriteriaforcivilengineeringalsostateTheprogrammustdemonstratethat
facultyteachingcoursesthatareprimarilydesignincontentarequalifiedtoteachthesubject
matterbyvirtueofprofessionallicensure,orbyeducationanddesignexperience.Theprogram
mustdemonstratethatitisnotcriticallydependentononeindividual.
Asmentionedpreviously,eightofthethirteenfulltimefacultyteachinginthedepartmenthave
activePElicenses(fiveinNevada)andthreemorehavepassedtheFEexamandareplanningto
takethePEexam.OneadditionalfacultymemberisaninactivePEinTexas,andonehasyetto
applytotaketheFEorPE.Allundergraduatecoursesthatareprimarilydesignincontenthave
beenassignedtofacultywhohavethePE,andinseveralrarecases,tofacultywhohavepassed
theFEexamandareplanningtositforthePEexam.Eachofthefivemajorareasof
specialization(structural,transportation,environmental,geotechnical,waterresources)hasat
leastonePEteachingtherequireddesigncoursesinthatarea.

88

APPENDIX A PART I
SYLLABI FOR REQUIRED ENGINEERING COURSES

Appendix A - Table of Contents

CEE 110: Introduction to Civil Engineering Design (Required) ............................................................... 90
CEE 121: Elementary Surveying (Required) ............................................................................................. 92
CEE 198: Ethics and Professional Practice of Engineering (Required) .................................................... 94
CEE 225: Cooperative Training I (Elective) .............................................................................................. 96
CEE 241: Statics (Required) ...................................................................................................................... 97
CEE 250: Sustainability in Civil and Environmental Engineering (Required) .......................................... 98
CEE 298: Project Management and Professional Practice (Required) .................................................... 100
CEE 301: CAD Tools for Civil Engineering Design (Required) ............................................................. 102
EGG 307: Engineering Economics (Required) ......................................................................................... 104
CEE 325: Cooperative Training II (Elective) .......................................................................................... 106
CEG 334: Soil Mechanics (Required) ..................................................................................................... 107
CEE 346: Civil Engineering Materials (Required) .................................................................................. 110
CEE 362: Transportation Engineering (Required) ................................................................................... 112
CEE 367: Fluid Mechanics (Required) .................................................................................................... 114
CEE 367L: Fluid Mechanics Laboratory (Required) ............................................................................... 116
CEE 370: Engineering Mechanics of Deformable Bodies (Required) .................................................... 118
CEE 381: Structural Analysis I (Required) .............................................................................................. 120
CEE 404: Open Channel Flow (Elective) ................................................................................................ 122
CEE 406: Hydrologic Analysis and Design (Elective) ............................................................................ 124
CEE 407: Computer Applications in Water Resources Engineering (Elective) ...................................... 126
CEG 410: Highway Construction Materials (Elective) ........................................................................... 128
CEE 413: Water Resources Engineering (Required) ............................................................................... 130
CEE 425: Cooperative Training III (Elective) ......................................................................................... 132
CEE 432: Geological Engineering (Elective) .......................................................................................... 133
CEG 435: Foundation Engineering (Elective) ......................................................................................... 135
CEE 436: Engineering Geophysics (Elective) ......................................................................................... 137
CEE 444: Steel Structural Design (Elective) ........................................................................................... 139
CEG 448: Design of Timber Structures (Elective) .................................................................................. 141
CEE 450: Unit Operations and Processes in Environmental Engineering (Required) ............................ 143
CEE 450/650L: Unit Operations and Processes in Environmental Engineering Laboratory (Required) 145
CEE 451/651: Water and Wastewater Quality Analysis (Elective) ......................................................... 147
CEE 452: Air Pollution Control Fundamentals (Elective) ....................................................................... 149
CEE 454/654: Solid and Hazardous Wastes Engineering (Elective) ....................................................... 151
CEE 455/655: Water Treatment and Reuse (Elective) ............................................................................ 153
CEE 452: Air Pollution Control Fundamentals (Elective) ....................................................................... 155
CEG 463: Traffic Engineering (Elective) ................................................................................................. 157
CEE 464: Airport Design (Elective) ........................................................................................................ 159
CEE 466: Geometric Design of Highways (Elective) .............................................................................. 161
CEG 467: Computer Applications in Transportation Engineering (Elective) .......................................... 163
CEE 468: GIS Applications in Civil Engineering (Elective) ................................................................... 165
CEE 476: Earthquake Engineering of Structures (Elective) .................................................................... 167
CEE 478: Applied Finite Element Analysis (Elective) ............................................................................ 169
CEE 480: Concrete Structure Design (Required) .................................................................................... 171
CEG 491: Independent Study (Elective) .................................................................................................. 173
CEG 495: Special Topics (Elective) ........................................................................................................ 174
CEE 496: Civil Engineering Professional Practicum (Required) ............................................................ 175
CEE 498: Senior Design Project (Required) ............................................................................................ 176
CEE 499: Fundamentals of Engineering Examination Registration (Required) ...................................... 178
90

UNIVERSITY OF NEVADA LAS VEGAS
CEE 110: Introduction to Civil Engineering Design (Required)
Fall 2009, Spring 2010

2008-2010 Catalog Data:
Introduction to civil engineering design process, teamwork, problem formulation, logic of problem
solving including flowcharts and computer programming, statement of criteria, brainstorming, decision
matrix, preparation on specifications, construction of scale models, computer programs for solving
engineering problems, and technical communications. Two hours lecture and three hours laboratory.
Corequisite: ENG 101, CEE 198. Prerequisite: MATH 127 or 128. 3 credits

Prerequisites by Topic:
1. Pre-calculus

Textbook:
Dion, T. R. Land Development for Civil Engineers 2
nd
ed. Wiley, 2002
Williams, J . M. Style The Basics of Clarity and Grace 3
rd
ed. Pearson Longman, 2009

References:
1. Design for Sustainability A Sourcebook of Integrated Eco-logical Solutions by J Birkeland.
Earthscan, 2002. (5 copies on reserve)
2. Toward Sustainable Communities Resources for Citizens and Their Governments by M Roseland.
New Society Publishers, 2005. (5 copies on reserve)
3. Planning for Sustainability Creating Livable, Equitable, and Ecological Communities by S Wheeler.
Routledge, 2004. (5 copies on reserve)
4. Renewable Energy Power for a Sustainable Future 2
nd
ed. by Godfrey. Oxford University Press,
Oxford, 2004. (3 copies on reserve)
5. Sustainable Engineering Practice An Introduction. American Society of Civil Engineers, 2004. (1
copy on reserve)
6. Handout on Federal Acts and Laws relevant to land development

Course Learning Outcomes:
Upon successfully completing the course, the student will be able to perform the following:
1. Define the primary design goals for a major civil engineering system
2. Identify alternative solutions or ways of achieving these design goals
3. Evaluate the alternative solutions using evaluation procedures that include identification of the
tradeoffs among the alternatives
4. Communicate in writing the procedures followed and the results of their efforts
In addition, students will have developed an introductory level of understanding of the following:
5. The roles and responsibilities of design team members and team leaders
6. The need to seek information from sources outside the classroom
7. How public policy (Federal Laws and Acts) relates to and influences the practice of civil engineering
8. How site characteristics influence design solutions for land development
9. The ways in which sustainability can be incorporated into a civil engineering design
10. The importance of licensure and the Code of Ethics for Professional Engineers

Topics Covered:
Lecture 1. Introduction to Engineering Design, 2. Land Development and Sustainability, 3. Steps in the
Design Process, 4. Needs Assessment, 5. Design Goals, 6. Abstraction and Modeling, 7. Generation
91

of Alternatives, 8. Design Analysis and Evaluation, 9. Ethics, Liability, Licensure, 10.
Sustainability, 11. Climate Change, 12. Leadership and Communications

Topics Covered:
Laboratory 1. Google Earth (two sessions), 2. AutoCAD (three sessions), 3. Excel (four sessions), 4.
MATLAB (three sessions), 5. Library Resources (one session)

Class/laboratory Schedule:
Two 50 minute lectures and one 3 hour lab per week.

Contribution of Course to Meeting Criterion 5:
This is a required course in the curriculum that meets ABET outcomes 3, 4, 5, 6, 7, 8, 9, 10, 11, 14.

Relation of Course to Program Outcomes:
Outcome 3. Student teams develop preliminary design recommendations civil engineering systems.
Outcome 4. Teams of three to five students work on design recommendations.
Outcome 5. Each of the teams must identify, formulate, and solve an engineering problem involving
broad classes of alternative solutions for a particular civil engineering system
Outcome 6. Lecture material is presented on the Code of Ethics for Professional Engineers, and
students are tested on their comprehension of the Six Canons.
Outcome 7. Students are assigned individual essays pertaining to the civil engineering system they
have been assigned. The essays are graded by a graduate student from the English
department, who serves as a Writing Consultant and works with them to improve their
writing skills.
Outcome 8. Lecture material is presented on sustainability, and teams are asked to identify how
sustainability goals (which have global ramifications) as well as performance, acceptability,
safety, and economics goals relate to the design solutions.
Outcome 9. The team projects require development of knowledge that can be gained only from
outside sources such as the internet, library, or individuals in the community.
Outcome 10. The requirement to develop design goals for sustainability, acceptability, and economics
requires developing an awareness of contemporary issues.
Outcome 11.The laboratory for the course introduces students to Google Earth, EXCEL, MATLAB, and
CAD tools.
Outcome 14. Lecture material is presented on licensure.

Prepared by: Edward S Neumann Date: March 19, 2010
92

UNIVERSITY OF NEVADA, LAS VEGAS
CEE 121: Elementary Surveying (Required)
Spring 2010

Vertical and horizontal control methods: topographic and construction surveys, use of land surveying
equipment, note taking and graphical communication. Applications to earthwork and highway alignment.
Prerequisites: CEE110. 2 credits.

2. Beginning Calculus.
3. Basic computing skills with spreadsheets or other programming tools.

Textbook:
Elementary Surveying An Introduction to Geomatics, 12
th
Edition by Charles D. Ghilani and Paul R.
Wolf. ISBN-13: 978-0-13-615431-0.
Surveying & Layout Fundamentals for Construction by Paul W. Holley. ISBN: 0-471-78389-7.

Reference:
Land Development for Civil Engineers, 2
nd
Edition by T. R. Dion. ISBN-13: 978-0-471-43500-6.

Upon successfully completion of the course, the student will be able to perform the following:
1. Know how to setup a tripod over a monument
2. Know how to measure distances using a steel tape/chain, pacing, total station and GPS
3. Know how to measure elevations/heights using an automatic level, theodolites, total station and GPS.
Perform level loop/circuit analysis.
4. Know how to measure horizontal and vertical angles using a theodolite and total station
5. Perform closure adjustments to closed traverses using the Compass (Bowditch) Rule/Method.
6. Understand Projections (Transverse Mercator), Datums (NAVD88, NAD83, WGS84), Geoid,
Ellipsoid, Orthometric Heights, Geographic Coordinate Systems, State Plane Coordinate Systems.
7. Create CAD drawings using field measurement data showing angles, bearings and distances, area,
existing and proposed TIN surface, and coordinates. Also create topographic maps showing elevation
contours.
8. Earthwork calculations, determine the volume between the existing and proposed surface.

Topics Covered:
1. Angles, distances and trigonometry
2. Area computations
3. Closure
4. Coordinate systems (e.g. GPS, State Plane)
5. Curves (vertical and horizontal)
6. Earthwork and volume computations
7. Level (e.g. differential, elevations, percent grades)

Classes are held in TBE-B367 computer lab on Friday and Saturday from 9:00-11:50am

93

This is a required course in the curriculum that meets ABET outcomes 4 and 11

Relation of course to program outcomes:
Outcome 4. Ability to function on multidisciplinary teams. Students work on a traverse and level
loop/circuit as a team of 3-5 people.
Outcome 11. Ability to use the techniques, skills, and modern engineering tools. Students are taught how
to use modern surveying equipment (automatic levels, theodolites, GPS, steel tape/chain
measurement, tripod setup and rotational levels). They also take their field measurement
and import into AutoCAD Civil 3D. Then they create a design and finally stake out the
design in the field.

Prepared by: J effery J . J ensen Date: April 2010
94

CEE 198: Ethics and Professional Practice of Engineering (Required)

Oral communication, engineers code of ethics and other requirements for the professional practice of
engineering studied through textbook material, oral communication workshops, professional society
meetings, and journals. Prerequisites: None. Corequisites: ENG 101. 1 credit.

Textbook:
Engineering Ethics: Concepts and Cases, 4
th
edition (2005) by Harris, Pritchard and Rabins, pub.
Thomson-Wadsworth

Upon completion of CEE 198, students will have:
familiarity with codes of ethics that guide personal and professional conduct of civil engineers in
the USA
demonstrated knowledge and comprehension of ethical issues that arise in practice of engineering
demonstrated skills for framing and resolving problems involving ethics
demonstrated competence at public speaking

In addition, upon completion of the two-course sequence of CEE 198 and 298, students will have
achieved the following outcomes that are addressed in both courses:
an awareness of opportunities to build relationships and skills by participating in engineering
student and professional organizations
an awareness of licensure requirements and responsibilities for civil engineers
an awareness of some professional opportunities available to the civil engineer
an awareness of the practicing civil engineers need for continuing education, lifelong learning,
and appreciation for the societal context in which engineers work

Topics Covered:
Speechcraft, engineering ethics. Participation in student chapters of professional engineering societies is
encouraged, as is attendance at engineering-related meetings and seminars.

Class/Laboratory Schedule:
One 75 minute lecture per week

This is a required course in the curriculum that meets all or parts of ABET outcomes 6, 7, 8, 10 and 14.

The course involves application of all or part of the following outcomes.

Civil engineering graduates will have attained:
6. an understanding of professional and ethical responsibility
7. an ability to communicate effectively (emphasis on public speaking)
8. the broad education necessary to understand the impact of engineering solutions in a global,
economic, environmental, and societal context (through study of case histories and other content
in engineering ethics)
10. a knowledge of contemporary issues (through study of case histories and other content in
95

engineering ethics)
14. an ability to explain basic concepts in management, business, public policy, and leadership; and
an ability to explain the importance of professional licensure (primarily through case histories and
other content in engineering ethics, and discussions of the ethical responsibilities that accompany
professional licensure)

Prepared by: Barbara Luke Date: May 5, 2010
96

CEE 225: Cooperative Training I (Elective)

Introductory individual off-campus learning experiences in civil engineering. Students apply engineering
concepts and theories in work-related settings. Minimum 200 supervised hours required. Progress
reports required at least monthly. Final report and/or final poster required. May be repeated once. No
more than one credit of CEE 225 may count towards degree. Prerequisite: Sophomore standing in
engineering. Prior approval of employer and department. 1 credit.

None, other than Sophomore standing.

Textbook:
None

The experience is not a structured course with published objectives.

Topics Covered:
The types of experiences will vary depending on the place of employment and the supervisor.

This is an optional course used primarily for students in a summer cooperative work arrangement with the
Nevada Department of Transportation.

This will vary depending on the circumstances of employment.

Prepared by: ______Edward S Neumann__ Date: _________April 19, 2010______
97

CEE 241: Statics (Required)

Engineering analysis of concentrated and distributed force systems at equilibrium; analysis of structures,
beams and cables, friction, virtual work, fluid statics, shear and moment diagrams. Prerequisite: PHY
180-180L, MAT 182, CEE 110, and ME 100 and 110L. 3 credits.

1. PHY 180-180L. Newtonian mechanics
2. MAT 182. Line integrals, area integrals
3. CEE 110. Introduction to civil engineering.
4. ME110/110L. Introduction to mechanical engineering design

Textbook:
Vector Mechanics for Engineers, Statics, Beer and J ohnston, 9th Ed; McGraw-Hill, 2009

1. Students can apply principles of equilibrium to determine reactions
2. Students can apply principles of equilibrium to determine internal forces
3. Students can apply integral calculus to determine locations of centroids
4. Students can calculate centroids for composite areas
5. Students can apply integral calculus to determine moments of inertia of area
6. Students can apply parallel axis theorems
7. Students can calculate equivalent force systems
8. Students can apply vector calculus

Topics Covered:
1. Vectors, 2. Forces, moments and couples, 3. Resultant force systems, 4. Free body diagrams and
equilibrium, 5. Center of mass and centroids, 6. Truss analysis, 7. Frame and machine analysis, 8.
External and internal beam forces, 9. Shear and moment diagrams, 10. Moments of inertia of areas and
products of inertia, 11.Parallel axis theorems, and 12. Principal moments of inertia, 13.Friction

Two 75 minutes lectures per week.

This is a required course that meets ABET outcomes 1.

Relation of course to Program Outcomes:
Outcome 1. An ability to apply knowledge of mathematics through differential equations, calculus-based
physics, chemistry, and at least one additional area of science, and engineering.

Prepared by: Nader Ghafoori Date: April 13 2010
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CEE 250: Sustainability in Civil and Environmental Engineering (Required)
New Course to be offered spring 2011

Sustainability concepts applied to civil infrastructures including transportation, structural materials,
construction, and water and wastewater systems. Includes air pollution, waste minimization, sustainable
water resources, and green construction. It also includes alternative energy sources, and contemporary issues
that impact sustainability as it relates to safety, durability, economics, environmental, societal and health
impacts. Prerequisites: CEE 110, CEE 198, CHEM 121/121L. 3 credits

1. Design concepts in civil engineering
2. Basic computer skills including the use of spreadsheets
3. Ethics in engineering
3. Inorganic chemistry

Textbook/Other required materials:
Introduction to Environmental Engineering by Mackenzie Davis and David Cornwell, fourth edition,
McGaw Hill, 2008

Reference:
Handbook of Sustainable Building Design and Engineering: An integrated Approach to Energy, Health,
and Operational Performance by Dejan Mumovic and Matt Santamorris, Earthscan Publishing, Ltd.

Course Learning Outcomes: Upon successful completion of this course, students should:
1. Be able to identify the sources of raw materials for the manufacturing of civil engineering materials
including steel, concrete, asphalt, aggregates, sand, anthracite, ozone, chlorine, clays, HDEP liners,
lumber, aluminum, copper, PVC.
2. Draw process flow diagrams for manufacturing of major civil engineering materials and outline
potential pollution sources and energy consumption associated with their manufacturing.
3. Outline world resources of civil engineering materials and factors that affect their cost and
availability.
4. In their own word, define sustainable civil infrastructure and compare their definition with published
definitions.
5. Draw schematic flow diagrams for energy generation processes.
6. Explain how hydropower, gas and coal-fired power plants, nuclear power plants, wind and solar
energy, and diesel and gas-powered engines work.
7. Define environmental ethics and their application to civil engineering.
8. Identify environmental impacts associated with various energy production processes.
9. Identify main air pollution sources and explain their impact on the environment and on people.
10. Identify main water pollutants and explain their impact to humans and the environment.
11. Identify solid/hazardous waste generation and their impacts to humans and the environment.
12. Outline major air, water, and solid waste pollution regulations set-up by WHO and the US EPA.
13. Identify elements of a sustainable transportation system and contrast with our current system.
14. Identify the components of a sustainable water/wastewater system and contrast with our current
system.
15. Outline major characteristics of a sustainable civil structure including reliability measures such as
durability, maintenance, and safety
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16. Identify components of sustainable construction that include scheduling, design-bid-built, green
buildings, LEED designation, lumber reuse, and energy efficiency.

Topics Covered: 1. mass balance fundamentals, 2. process flow diagrams for civil materials production, 3.
Process flow diagrams for energy generation, 4. air pollution of civil infrastructure, 5. water pollution of civil
infrastructure, 6. solid/hazardous waste generation from civil infrastructure, 7. sustainable energy generation,
8. sustainable transportation systems, 9. natural resources conservation with reuse, recycle, and remodeling
and rebuilding, 10. Sustainable construction, 11. Environmental ethics

Two 75 minute lectures per week.

This is a required course in the curriculum that meets ABET outcomes 5, 6, 7, 8, 9, 10, 12, 13

Outcome 5. Homework assignments in this course constitute solving basic problems that include mass
balance and pollution loading calculations for various civil engineering infrastructures. Students
should be able to propose alternative solutions to unsustainable civil infrastructure systems.
Outcome 6: The first module of this course covers sustainability and environmental ethics. Students should
be able to identify ethic issues associated with global impacts of sustainability and the
importance of being ethical in manufacturing and designing civil infrastructures.
Outcome 7. Learning tools in this course include two homework assignments and a paper review for each
module of the course. Students should be able to write critical reviews of articles.
Outcome 8. This course was developed to give CEE students a global view of potential environmental
impacts associated with civil engineering infrastructure. The topics covered and the six article
reviews, which deal with current topics of sustainability of CEE infrastructure, give students a
broad view of societal, environmental, and global impacts of the CEE profession. Students
should be able to comfortably discuss these topics upon completion f the course.
Outcome 9. Through the course topics and the article reviews students will develop an appreciation for how
CEE infrastructure affects the global environment and market. That will instigate students to be
up-to-date and knowledgeable about issues that affect CEE professional practice.
Outcome 10. Reviewing of sixe journal articles, chosen by the instructor and dealing with current issues in
infrastructure sustainability, is required in this course. Students should be able to discuss
contemporary issues associated with CEE infrastructure.
Outcome 12: This course will be co-taught by professors of four CEE emphasis areas and include
sustainability of transportation, materials, construction, and water infrastructure. Students will
be introduced to the area of CEE associated with respective sustainability impact. They should
be able to identify the sustainability issue and the CEE infrastructure associated with it.
Outcome 13. This course involves preliminary design components of CEE infrastructure. Students should be
able to perform basic design computations including mass and calculation of pollutant loads
from various CEE infrastructures.

Prepared by: J acimaria R. Batista Date: J une 5, 2010

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CEE 298: Project Management and Professional Practice (Required)

Introduction to the activities of professional engineers. Through lectures, seminars by invited guests, and
participation in organized activities outside the classroom, address civil engineering project management
and other professional matters that affect engineering practice such as licensure, business, public policy,
public administration, and contemporary issues. Prerequisite: CEE 198. 1credit.

Textbook:
Teamwork and Project Management, 3rd ed. (2007) by Karl A. Smith in collaboration with P.K. Imbrie,
pub. McGraw-Hill. ISBN-13 978-0-07-310367-9; ISBN-10 0-07-310367-5.

Upon completion of CEE 298, students will have:
awareness of the mechanics of and experience with working effectively in teams
awareness of principles and practices of project management
demonstrated skills in project scheduling, monitoring and evaluation
created a valid, functional, well-written resume and sample cover letter
demonstrated ability to provide useful feedback to others on their work

In addition, upon completion of the two-course sequence CEE 198 - 298, students will have achieved the
following outcomes that are addressed in both courses:
an awareness of opportunities to build relationships and skills by participating in engineering
student and professional organizations
an awareness of licensure requirements and responsibilities for civil engineers
an awareness of some professional opportunities available to the civil engineer
an awareness of the practicing civil engineers need for continuing education, lifelong learning,
and appreciation for the societal context in which engineers work

Topics Covered:
Teamwork, project management. Participation in student chapters of professional engineering societies is
encouraged, as is attendance at engineering-related meetings and seminars.

One 75 minute lecture per week

This is a required course in the curriculum that meets all or parts of ABET outcomes 9, 11 and 14.



9. a recognition of the need for, and an ability to engage in life-long learning;
11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice (this through introduction of project planning and scheduling software (MS Project));

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14. an ability to explain basic concepts in management, business, public policy, and leadership; and
an ability to explain the importance of professional licensure.


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CEE 301: CAD Tools for Civil Engineering Design (Required)
Spring 2010

Introduction to CAD-based civil engineering design tools, including COGO, surveying, roadway and site
layout, digital terrain modeling, and earthworks design software. Prerequisites: CEE 110, CEE 121, and
advanced standing. 2 credits.

4. Newtonian mechanics.
5. Surveying horizontal and vertical alignment.

Textbook:
Autodesk Education Curriculum for Civil 3D 2010 (download complete curriculum kit) and lecture notes
published at http://faculty.unlv.edu/jensen/CEE_301/

Reference:
Mastering AutoCAD Civil 3D 2010 by J ames Wedding, PE and Scott McEachron. Publisher Sybex an
imprint of Wiley. ISBN 978-0-470-47353-5

9. Understand the basics of AutoCAD
10. Read and interpret civil engineering plans
11. Calculate line work for a Sub-division
12. Make roadway alignments and stationing
13. Build 3D TIN surfaces
14. Make existing ground plan/alignments and profiles
15. Make finished grade plan/alignments and profiles
16. Detention Basin and Embankment grading
17. Make 3D corridors and create finished ground (proposed) surfaces
18. Geometric design horizontal and vertical curves

Topics Covered:
8. Basics of AutoCAD
9. Proper file management and project setup
10. Import Aerial imagery from Google Earth
11. Civil Drafting using standard drawings
12. Importing Survey Points
13. Creating Surfaces
14. Grading Detention Basins and Embankments
15. Using 3D Line/Features Lines
16. Creating subdivision lots and parcels
17. Roadway alignments using horizontal curves
18. Roadway profiles using vertical curves
19. Creating Corridors
20. Running earthwork volumes
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21. Pipe line profiles

Classes are held in TBE-B367 computer lab on Monday and Wednesday from 4:00-4:50pm

This is a required course in the curriculum that meets ABET outcomes 1, 3, 4, 5, 6, 7, 9, 11 and 12.

Outcome 1. Ability to apply knowledge of mathematics and physics. Students are required to design
roads based on a vehicles stopping sight distance and lateral friction forces.
Outcome 3. Ability to design a system within economic and political constraints. Students obtain
political recommendations on a proposed subdivision and design a system which can
feasibly satisfy those constraints.
Outcome 4. Ability to function on multidisciplinary teams. The students will form teams of 2-3 people
to work on the civil design.
Outcome 5. Ability to identify, formulate, and solve engineering problems. The students will be given a
term project to design a residential subdivision as well as several homework exercises
solving transportation related issues.
Outcome 6. Understanding of professional responsibility. Students are exposed to liability in a civil
design taken by the professional engineer and licensed surveyor.
Outcome 7. Ability to communicate effectively. Students are taught the importance producing a set of
plans that can effectively communicate the engineers design to the contractor.
Outcome 9. Recognition of the need for life-long learning. Students are taught software tools are
constantly being updated and the need for constant learning.
Outcome 11. Ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice. Students are taught the latest software tools for engineering design.
Outcome 12. Ability to apply knowledge of four technical areas appropriate to civil engineering.
Students integrate planning, surveying, transportation (geometric design), water resources
(flood control, hydrology and hydraulics) in their civil design.


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EGG 307: Engineering Economics (Required)

Engineering economic analysis for the evaluation of technical alternatives and necessary economic trade-offs
made in planning, designing, and operating engineering systems. Prerequisites: Admission to construction
management, civil, mechanical or electrical engineering major. 3 credits.

1. Calculus
2. Introduction to Engineering Design
3. Use of computer spreadsheets

Textbook:
Newnan, Lavelle and Eschenbach, Engineering Economic Analysis, Tenth Edition (Enhanced), Oxford
University Press, 2009.

Students are expected to learn the following
1. The engineering decision making procedure
2. The definitions of various cost terminologies, such fixed and variable costs; overhead and indirect
costs; recurring and non-recurring costs; opportunity cost, etc
3. How to determine the optimal level of production for given cost and demand functions at microscopic
level
4. The use of interest rates in determination of the time-value of money
5. The determination of the present worth, future worth, annual worth, internal rate of return for a given
set of life-cycle cash flows, interest rate and other related data
6. The various techniques of making economic comparisons between alternative projects or investments
7. How to incorporate uncertainty in economic analysis
8. How asset depreciation and taxes are computed and incorporated in economic analysis
9. How to account for inflation in economic analysis
10. Special considerations required in evaluating public engineering projects
11. The use of spreadsheets for economic analysis.
12. The identification of a problem that may require the use of engineering economics principles,
proposing and evaluating solution(s) and report writing and oral presentation.

Topics Covered:
1. Introduction to Engineering Economics
2. Cost Concepts and Present Economy Studies
3. Principles of Money-Time Relationships
4. Techniques for Evaluation & Comparing Projects
5. Dealing with Uncertainty
6. Analysis using Electronic Spreadsheets
7. Consideration of Asset Depreciation
8. Consideration of income and capital gain taxes in economic analysis
9. Replacement Analysis
10. Analysis of the impact of inflation and price changes
11. Analysis and evaluation of public projects
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Class/laboratory Schedule: Two 75 minute lectures per week.

This is a required course in the curriculum that meets ABET outcomes 3, 4, 5, 7, 9, 10, 11.

Outcome 3: Students primarily learn how to incorporate economic considerations in design alternatives.
They are also introduced to other issues of importance in evaluation of alternatives in the
design of public projects
Outcome 4: Students work in teams of three to complete the required term project for the class. Each
team identifies a problem, writes a proposal, completes the project, produces a final report
and makes an oral presentation in class as a team.
Outcome 5: Students learn to identify, formulate, and solve a problem requiring the application of
engineering economics principles by completing a term project.
Outcome 7: Students learn to improve their communication skills by completing a term project that
requires them to prepare a proposal, a final report and make an oral presentation in class in
front of peers.
Outcome 9: Students conduct research uses various recourses such as the internet and technical
publications in order to complete the term project. This reinforces their understanding of
the need to engage in life-long learning.
Outcome 10: Students increase their knowledge of contemporary issues through discussions of various
issues requires in the economic evaluations of public projects.
Outcome 11: Students are exposed to use of modern engineering tools and techniques in the course of
completing term project as well as some homework assignments. In this regard, students
learn to use the internet resources, electronic spreadsheet, word-processing and presentation
software.

Prepared by: Mohamed S Kaseko Date: April 12, 2010
106

CEE 325: Cooperative Training II (Elective)

Individual off-campus learning experiences in civil engineering. Students apply engineering concepts and
theories in work-related settings. Minimum 200 supervised hours required. Progress reports required at
least monthly. Final report and/or final poster required. May be repeated twice. A combined maximum
of three credits in CEE 225 and 325 may count towards the degree. Prerequisites: J unior or Senior
standing in engineering. Prior approval of employer and department. 1 credit.

None, other than J unior or Senior standing.

Textbook:
None


Topics Covered:



107

CEG 334: Soil Mechanics (Required)

Elementary soil mechanics theory. Physical and mechanical properties of soils: shear strength, consolidation,
earth pressure. Laboratory testing - Atterberg Limits, compaction, shear, unconfined compression,
permeability, sampling, and in-situ testing. Prerequisites CEE 370 or ME 302/302L, GEOL 101. Three hours
lecture and three hours laboratory. 4 credits.

1. Basic Geology
2. Fluid Mechanics
3. Engineering Materials

CEE 334 - Lecture Portion, 3 Credits

Textbook:
Principles of Geotechnical Engineering by B. M. Das, 7th edition, 2009

References:
No reference material is assigned

Upon completion of the lecture portion of the course, the students will
1. Understand soil gradation and composition.
2. Understand Atterberg limits.
3. Be proficient in classifying soil.
4. Understand flow of water in soils, permeability, flow net, and water pressure.
5. Be able to draw Mohr circle and understand its significance.
6. Understand consolidation theory and can calculate settlements and rates of settlements.
7. Be able to calculate effective stresses in soils.
8. Stresses in soils due to external loads
9. Understand the concepts of shear strength and can determine the shear strength parameters from
different tests.
10. Understand the concepts of measurement of both physical and mechanical characteristics of soils in the
laboratory.

Topics Covered:
1. Soil gradation and composition (three phase); 2. Consistency (Atterberg limits) and activity; 3. Soil
classification systems; 4. Soil compaction; 5. Flow of water in soils, permeability, flow net, and water
pressure; 6. Effective stresses in soils; 7. Mohr's circle; 8. Stress increment due to surface loads; 9.
Consolidation theory and settlement; 9. Shear strength; 10. Lateral earth pressure.

Class Schedule:
Two 75 minutes lectures per week
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This is a required course in the curriculum that meets ABET outcomes 1, 5, 11, 12 and 13.

Relationship of Course to Program Outcomes:
Outcome 1. Students apply their calculus and physics background in the analysis geotechnical problems
such as fluid flow in soils and stresses in the soils.
Outcome 5. The students acquire problem solving experiences through classroom and homework
problems.
Outcome 11. The students have the opportunity to use modern analysis and design tools in geotechnical
engineering practice such as GeoStudio.
Outcome 12. Knowledge of all areas of civil engineering is applied in classroom discussions that stress
the explicit consideration of real-world issues and constraints.
Outcome 13. Class lectures and activities are designed to explicitly illustrate the multidisciplinary nature
of geotechnical engineering and to highlight the applicability of the course content in several
domains within and beyond civil engineering.

CEE 334L - Laboratory Portion, 1 Credit

Textbook:
We have developed our in-house laboratory manual.

Reference:
Engineering Properties of Soils and Their Measurements, Bowles, 5
th
Edition, 1992.

Upon completion of the lecture portion of the course, the students will
1. Understand weight-volume relationships.
2. Be able to perform particle size analysis sieve and hydrometer analysis.
3. Be able to perform specific gravity test.
4. Be able to perform Atterberg limits test.
5. Be able to test for the permeability of soil.
6. Be able to perform consolidation test.
7. Be able to perform swell test.
8. Be able to perform consolidation test.
9. Be able to test soluble minerals content of a soil.
10. Be able to perform direct shear test.
11. Be able to perform unconfined compressive test.
12. Be able to perform seismic refraction test.

Topics Covered:
Measurement of both physical and mechanical characteristics of soils in the laboratory including:
1. Weight-Volume Relationships; 2. Specific Gravity of Soil Solids; 3. Particle Size Analysis Sieve and
Hydrometer Analysis; 4. Atterberg Limits; 5. Permeability; 6. Compaction; 7. Consolidation; 8. Swell and
expansion; 9. Soluble Minerals Content; 10. Direct Shear; 11. Unconfined Compression; 12. Seismic
Refraction.
Additionally, students will be writing technical reports and acquire data presentation skills.

Class Schedule: One 170 minutes laboratory session per week
109

Contribution of course to meeting professional component:
This is a required course in the curriculum that meets ABET outcomes 2, 3, 4, 7, and 11.

Outcome 2. The students acquire problem solving experiences through independent and group study;
participate in a strong design experience throughout the curriculum; construct and document
problem statements; and offer and evaluate alternative solutions to open-ended problems
incorporating multi-disciplinary knowledge.
Outcome 3. The students attain the knowledge of designing and conducting experiments to determine
soil properties for geotechnical engineering problems; develop expertise in analyzing,
interpreting, and presenting data; at the same time being aware of constraints such as
economic, environmental, social, political, ethical, health and safety, and sustainability.
Outcome 4. The students work on laboratory experiments in teams of three or four, and participate in the
development of ideas, strategies, and solutions and designs.
Outcome 7. The students develop the ability to effectively communicate in written form and are able to
provide professional presentations.
Outcome 11. The students have the opportunity to use modern analysis and design tools in geotechnical
engineering practice such as GeoStudio.

Prepared by: Moses Karakouzian Date: J une 6, 2010
110

CEE 346: Civil Engineering Materials (Required)

Properties and uses of aggregates, Portland cement concrete, bituminous materials, ferrous and non-ferrous
metals, and wood for buildings, highways and other civil engineering works.. Corequisites: STAT 463 or
equivalent. Prerequisites: CEE 370. 3 credits.

1. Newtonian mechanics
2. Calculus
3. Surveying horizontal and vertical alignment
4. Basic computing skills with spreadsheets or other programming tools

Textbook:
Materials for Civil and Construction Engineers, Michael S. Mamlouk and John P. Zaniewski, Third Edition,
2010.

References:
Design & Control of Concrete Mixtures, S. Kosmatka & W. Panarese, Portland Cement Association (PCA),
Latest Edition.

1. Evaluate key human and vehicle characteristics that influence the design and operations of
transportation systems.
2. Quantify and evaluate traffic flow characteristics such as speed, headway, spacing, volume, flow,
density and apply them in the design and operations of highways.
3. Apply principles of queuing analysis in transportation systems design and operations.
4. Determine braking, stopping & passing sight distances and apply them for roadway design and
operations.
5. Design and analyze sag and crest vertical curves, and horizontal curves.
6. Estimate capacities for highways and intersections, and level of service for given operating and
design conditions.
7. Design key elements of highway & intersection geometrics and traffic control.
8. Evaluate and apply models to estimate trip generation, trip distribution, mode choice and traffic
assignment.
9. Design flexible and rigid pavements using the AASHTO procedure.
10. Effectively analyze and communicate results of work related to engineering design and analysis on
topics related to the planning, design, and operations of transportation systems.
11. Understand the multidisciplinary nature of transportation engineering and the applicability of related
methodologies in fields beyond transportation engineering.
12. Understand physical, economic, and social constraints for the design, construction, and operation of
transportation facilities and systems.

Topics Covered: Lecture 1. Introduction to civil engineering materials, 2. Vehicle, human, and highway
characteristics, 3. Geometric design of transportation facilities, 4. Pavement design, 5. Fundamentals of traffic
111

flow, 6. Queuing theory, 7. Highway capacity and level-of-service analysis, 8. Traffic control and analysis at
signalized intersections, 9. Urban transportation planning process, 10. Oral and written communications skills.

Two 50 minute lectures and one 120 minute laboratory session per week.

This is a required course in the curriculum that meets ABET outcomes 1, 3, 4, 5, 7, 10, 11, 12, and 13.

Outcome 1. Students apply their calculus and physics background in the analysis and design of
transportation facilities such as highway curves, pavements, and queuing and control systems.
Outcome 3. The students learn to design different transportation system components within realistic
constraints such as economic, environmental, social, political, ethical, health and safety, and
sustainability.
Outcome 4. A semester-long project allows the students to function on a multi-disciplinary team; and to
participate in the development of ideas, strategies, and solutions and designs.
Outcome 5. The students acquire problem solving experiences through class, independent and group study;
participate in a design experience throughout a semester-long project; construct and document
Outcome 7. The students have the opportunity to write technical reports and also present, in oral form,
the corresponding results.
Outcome 10. The students receive a broad education in social sciences, human behavior/learning; and are
aware of contemporary issues such as sustainability as related to engineering practice.
Outcome 11. The students have the ability to use modern analysis and design tools in engineering practice.
Outcome 12. Knowledge of all areas of civil engineering is applied on a semester-long project that requires
Outcome 13. Class lectures and activities are designed to explicitly illustrate the multidisciplinary nature of
transportation engineering and to highly the applicability of the course content in several

Prepared by: Aly Said Date: March 25, 2010

112

CEE 362: Transportation Engineering (Required)

Design, operation, objectives, characteristics, and social, environmental and economic relations of
transportation systems including water, air, and land facilities. Prerequisites: Admission to civil engineering
major. PHYS 180, & 180L or PHYS 151 & 152; CEE 110 or IS 101; CEE 121. 3 credits.

1. Newtonian mechanics
2. Calculus
3. Surveying horizontal and vertical alignment
4. Basic computing skills with spreadsheets or other programming tools

Textbook:
Fred L. Mannering, Scott S. Washburn, and Walter P. Kilareski. Principles of Highway Engineering and
Traffic Analysis, 4
th
Edition, J ohn Wiley & Sons, 2008.

References:
Garber J . Nicholas, and Lester A. Hoel. Traffic and Highway Engineering, 4
th
Edition, Cengage Learning,
2008.

operations.
design conditions.
assignment.

Topics Covered:
Lecture 1. Introduction to highway engineering and traffic analysis, 2. Vehicle, human, and highway
113




sustainability.

Prepared by: Alexander Paz Date: November 25, 2009
114

CEE 367: Fluid Mechanics (Required)

Introduction to fluid properties, statics, and fluid dynamics, development and application of fundamental
equations for the study of external and internal flows, dimensional analysis, and turbomachinery.
Laboratory exercises on the dynamics and statics of fluids.
Prerequisites: Admission to construction management, civil, electrical or mechanical engineering major,
ME 242, MATH 283. Lab/Lecture/Studio Hours Three hours lecture and three hours laboratory. Credits 4

1. Engineering Mechanics II: energy, momentum, dynamics.
2. Intermediate Calculus: area and surface integrals, differentiation and integration of vectors

Textbook:
Mechanics of Fluids, 3
rd
Edition, Potter and Wiggert, Brooks-Cole Publishers 2002

1. Identify the fluid properties of liquids and gases.
2. Calculate the pressure of any fluid at rest and in motion.
3. Compute the forces on a plane or curved surfaces due to a fluid.
4. Classify fluid flow as either viscous or inviscid, laminar or turbulent, and incompressible or
compressible.
5. Derive and apply Bernoullis equation
6. Derive equations that convert the three basic laws (conservation of mass, energy equation, and
momentum equation) to a form that can be used with a control volume.
7. Apply the three basic laws to numerous engineering systems.
8. Apply dimensional analysis to results of model studies.
9. Determine the laminar flow solutions for internal flows in pipes, parallel plates, and rotating
cylinders.
10. Determine the solutions associated with internal turbulent flow in pipes.
11. Analyze external flows and drag on a variety of bodies.
12. Describe the different types of pumps and how they are evaluated in a piping system.

Topics Covered:
1. Fluid Properties
2. Fluid Statics
3. Fluids in Motion (Bernoullis Equation)
4. Fundamental Laws in integral forms (Conservation of mass, energy, momentum)
5. Internals flows (pipes, parallel plates)
6. Turbomachinery
7. External flows
8. Dimensional analysis

Two 75 minute lectures and one 3 hour lab per week.

115

This is a required course in the curriculum that meets ABET outcomes 1, 5, 11, 12.

Outcome 1. Students apply their knowledge of mathematics (differential equations), calculus and physics
to solve problems related to fluid mechanics;
Outcome 5. Students acquire problem solving experiences through individual assignments;
Outcome 11. Students have the ability to use modern analysis and design tools in engineering practice.
Outcome 12. Students have ability to apply knowledge of four technical areas appropriate to civil
engineering;

Prepared by: Sajjad Ahmad Date: March 12, 2010
116

CEE 367L: Fluid Mechanics Laboratory (Required)

Laboratory designed to familiarize the student with the basic properties and behavior of incompressible and
compressible fluids. Corequisites: Equivalent to CEE 367 lecture or CEM 460. Prerequisites: Admission to
civil, electrical or mechanical engineering major. Lab/Lecture/Studio Hours Three hours laboratory. Credits 0

Corequisites by Topic:
1. Fluid Mechanics I. Energy Equation; Pipe flow; Minor Losses; Orifice flow; Pump Theory;
2. Critical Reynolds Number;

Textbook:
CEE367L Fluid Mechanics Laboratory Manual; by J ames Cardle; Revised by J ose Christian Machado J r.,
David E. J ames, and Thomas C. Piechota

References:
Mechanics of Fluids, by Merle C. Potter, and David C. Wiggert; Brooks-Cole Academic Publishers, 3
rd

edition, 2002

1. Measure and analyze energy gains and losses in a pumped system
2. Measure losses and then compute straight pipe friction factors, and losses though fittings and bends
3. Use loss data to plot hydraulic and energy grade lines.
4. Demonstrate transitions between laminar and turbulent flows.
5. Measure and compute Net Positive Suction Head (NPSH) in a pumped system.
6. Use NPSH and energy losses to compute maximum allowable suction lift without cavitation.
7. Write up experimental results from standard laboratory exercises in succinct, logical format.

Topics Covered:
1. Measurement of basic fluid properties; viscosity, density, temperature, pressure
2. Measurement of fluid flow rates by different techniques
3. Computation of pressure forces on a sluice gate from experimental data
4. Experimental determination of the critical Reynolds number
5. Unsteady flow through an Orifice
6. Determination of friction factor in piped systems
7. Determination of energy and hydraulic grade lines
8. Flow over weirs
9. Pumped Laboratory I: Determination of Energy gains and pump efficiency
10. Pumped Laboratory II: Determination of Net Positive Suction Head

One 3 hour lab per week.

This is a required course in the curriculum that meets ABET outcomes 1, 2,4,5,7, 11, 12.

117

Outcome 1: Students apply knowledge of mathematics through differential equations, and calculus-based
physics and Fluid Mechanics to analyze results of experiments. ;
Outcome 2: Students attain the knowledge of designing and conducting experiments in various basic
sciences and engineering disciplines; have the knowledge of analyzing, interpreting, and
presenting data; and are able to relate theoretical concepts with experiment results.
Outcome 4: Students works in teams of 3 to 5 to perform experiments and prepare reports;
Outcome 5: Students develop skills to identify, formulate, and solve engineering problems;
Outcome 7: Students presents results of experiments in the form of a report and learn to communicate
effectively;
Outcome 11: Students use Excel to analyze and plot experimental data;
Outcome 12: Students develop their ability to apply knowledge of four technical areas appropriate to civil
engineering;

118

CEE 370: Engineering Mechanics of Deformable Bodies (Required)

Concepts of stress and strain, transformation of stress and strain, Mohrs circle, engineering properties of
materials, axially loaded members, torsion of circular members, bending of beams, buckling of columns,
combined loading, thin-walled pressure vessels. Prerequisites: CEE 241. 4 credits.

1. Vector Mechanics
2. Calculus
3. Basic computing skills with spreadsheets.

Textbook:
Mechanics of Materials, Michael S. Mamlouk and J ohn P. Zaniewski, Third Edition, 2010.

References:
Design & Control of Concrete Mixtures, S. Kosmatka & W. Panarese, Portland Cement Association (PCA),
Latest Edition.

operations.
design conditions.
assignment.

Topics Covered: Lecture 1. Introduction to civil engineering materials, 2. Vehicle, human, and highway

119

Two 50 minute lectures and one 120 minute laboratory session per week.


sustainability.

Prepared by: Aly Said Date: March 25, 2010
120

CEE 381: Structural Analysis I (Required)
Spring 2010

Principles and techniques of structural mechanics and application to analysis of engineering structures.
Prerequisites: Admission to civil, electrical or mechanical engineering major, CEE 370 or ME 302, 302L,
and MATH 283. 3 credits.

1. Calculus
2. Material mechanics

Textbook:
R. C. Hibbeler. Structural Analysis, 7
th
ed., Pearson Prentice Hall, 2009.

References:
J . C. McCormac. Structural Analysis Using Classical and Matrix Methods, 4
th
ed., J ohn Wiley & Sons, Inc.

Upon successfully completing the course, the student will be able to:
37. skillfully determine the internal forces of statically determinate planar trusses, beams and planar frames;
38. efficiently draw bending moment and shear diagrams for beams and frames according to the relationship
among load, shear, and moment;
39. understand the underlying concepts and effectively apply the approaches of calculating deformations of
statically determinate trusses, beams, and frames;
40. understand the basic concepts for Influence Lines and draw influence lines for statically determinate
structures using the Muller-Breslau principle; and
41. understand the underlying concepts for the Force Method and Displacement Method and effectively
apply these approaches to a statically indeterminate structure.

Topics Covered:
1. General introduction to structural analysis, idealizations, and loads
2. Determinacy and stability of structures
3. Analysis of statically determinate structures: Plane trusses
4. Analysis of statically determinate structures: Beams and Frames
5. Deflections of statically determinate beams: Moment Area Method
6. Deflections of statically determinate trusses, beams and frames: Work/Energy Method
7. Influence lines for statically determinate structures
8. Analysis method for statically indeterminate structures: Force Method
9. Analysis method for statically indeterminate structures: Displacement Method

Class Schedule:

This is a required course in the curriculum that meets ABET outcomes 1, 5, and 11.

121

Outcome 1. Students have the capability of applying knowledge in calculus, mechanics, and materials to the
analysis of civil engineering structures.
Outcome 5. Students have the ability to idealize, formulate, and solve a structural analysis problem in terms
of force and deformation through the classical approaches.
Outcome 11. Based on the basic principles that students learn from this course, they have the ability to use
modern analysis software in engineering practice.

Prepared by: Ying Tian Date: April 25, 2010
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CEE 404: Open Channel Flow (Elective)
Spring 2010

Detailed examination and design of open channel flow systems. Includes energy and momentum
principles, non-uniform flow, transition design, design of channel controls, design of hydraulic structures,
wave motions, unsteady flow, and flood routing. Prerequisites: CEE 367. 3 credits.

1. CEE 367, Fluid Mechanics I

Textbook:
Open Channel Hydraulics; 1
st
edition; Terry W. Sturm, McGraw Hill, 2001

Course Learning Objectives by Topic:
1. Students can apply fundamental equations of mass, momentum and energy.
2. Students can determine normal depth of flow for an open channel.
3. Students can determine critical depth of flow and Froude number for an open channel.
4. Students can make determination if flow is subcritical or supercritical.
5. Students can develop backwater profiles for non-uniform flow.
6. Students can develop backwater profiles for non-uniform flow (using the HEC-RAS model) for
steady and unsteady flow conditions.
7. Students can identify key requirements to design an open channel system.
8. Students can outline and execute preliminary design of an open channel system.
9. Students can, given design constraints, apply computer models to design an open channel system.

Topics Covered:
1. Fundamental Equations: Conservation of Mass, Momentum and Energy.
2. Uniform Flow and Normal Depth of Flow.
3. Gradually Varied Flow.
4. Sub and Supercritical Flow.
5. Steady and Un-steady Flow.
6. Design of Open Channel System using computer spreadsheets.
7. Computer Modeling: Application of U.S. Army Corps of Engineers (USACE) HEC-RAS Model
8. Design of Open Channel Structures: Bridges and Culverts
9. Specialty Topics including Flood Encroachments and Ineffective Flow
10. Sediment Transport


This is a required course in the curriculum that meets ABET outcomes 3, 5, 7, 8, 10, and 11.

Outcome 3. The graduates apply knowledge of hydraulic and fluid mechanics in evaluating solutions that
balance economic, environmental, and social conditions. This experience is gained through
different projects in the class.
123

Outcome 5. The graduates acquire problem-solving experiences through homework problems that are done
individually and group projects. The open-ended projects require them to identify and
formulate the problem.
Outcome 7. The graduates have the ability to effectively communicate in written form and orally. This is
accomplished through writing assignments related to contemporary issues, table-topic
presentations, and group projects.
Outcome 8. The graduates have a broad education in a global context based on the types of topics assigned
in the final design project. Projects are meant to evaluate different conditions associated with
floodplains.
Outcome 10. The graduates have knowledge of contemporary issues based on exposure to latest design
standards and the topics assigned for the group project.
Outcome 11. The graduates have the ability to use modern analysis and design tools in engineering practice
as it is required on the final project (e.g., HEC tools).

Prepared by: Thomas C. Piechota Date: May 3, 2010
124

CEE 406: Hydrologic Analysis and Design (Elective)
Spring, 2009

Hydrologic Analysis and Design. Modeling and analysis of hydrologic systems with application to
engineering design. Includes rainfall-runoff analysis, dynamic flood routing, statistical theories, and
stochastic processes. Prerequisite: CEE 413. 3 credits.

General knowledge and engineering principles associated with fluid mechanics, water resources
engineering, and hydraulics.

Textbook:
Hydrology and Floodplain Analysis, Bedient, 4th edition.

Students will be expected:
1. Calculate the quantity of precipitation, evaporation, evapotranspiration, infiltration, and runoff that
occurs in a watershed based on measured and estimated values.
2. Compare and contrast flood frequency procedures that are used for calculating design storm events.
3. Calculate rainfall-runoff relationships using the Rational Method, the SCS Method, and hydrographs.
4. Apply Muskingum and Modified Puls routing procedures for rivers and reservoirs.
5. Apply the HEC-HMS hydrologic program for calculating rainfall-runoff from a watershed.
6. Prepare a hydrologic study for a land development or master plan community.
7. Describe the potential changes in hydrologic processes due to climate change

Topics Covered:
Lecture (1) Infiltration: Green-Ampt and Horton Infiltration Methods, (2) Precipitation: Frequency,
Duration and Intensity based on statistical analysis; (3) Time of Concentration: Kinematic Wave
Equation; (4) Transformation of rainfall to runoff using Natural Resource Conservation Service
(NRCS) Curve Number Methods; (5) Hydrograph Generation using NRCS Curve Number Methods;
(6) Linear Routing: Muskingum Method; (7) Reservoir Routing: Storage-Indication / Modified Puls
Methods; (8) Conveyance System Design: Rational Method (Peak Runoff Rate), Mannings Equation
(Pipe and Open Channel) Design; (9) Culvert Design: Inlet (Weir/Orifice Equation) and Outlet (Energy
Equation); (10) Stormwater Pumping: System Curve and Pump Selection; (11) Computer Modeling:
Application of U.S. Army Corps of Engineers (USACE) HEC-HMS Model



Outcome 3. The graduates apply knowledge of hydrology in evaluating solutions that balance economic,
environmental, and social conditions. This experience is gained through different projects in
the class.
Outcome 5. The graduates acquire problem-solving experiences through homework problems that are done
125

individually and group projects. The open-ended projects require them to identify and
formulate the problem.
Outcome 7. The graduates have the ability to effectively communicate in written form and orally. This is
accomplished through writing assignments related to contemporary issues, table-topic
presentations, and group projects.
Outcome 8. The graduates have a broad education in a global context based on the types of topics assigned
in the final design project. For instance, climate change is a global issue that is an important
part of final projects.
Outcome 10. The graduates have knowledge of contemporary issues based on exposure to latest design
standards and the topics assigned for the group project.
Outcome 11. The graduates have the ability to use modern analysis and design tools in engineering practice
as it is required on the final project (e.g., HEC tools).

Prepared by: Thomas Piechota Date: May 3, 2010
126

CEE 407: Computer Applications in Water Resources Engineering (Elective)
Fall 2008

Application of computer models for analysis and design of environmental and water resource systems.
Includes surface and groundwater hydrology, pipe networks, and water quality computer programs.
Prerequisite: CEE 413 and CEE 450. 3 credits.

1. flow in pipes and channels;
2. rainfall runoff,
3. water quality

Textbook:
Water Resources Engineering, Larry W. Mays, J ohn Wiley & Sons, 2005


1. Apply the fundamental equations (Mass, Momentum, Energy) to design water resource systems.
2. Develop a hydrologic model for a system using commercially available software (HEC-HMS). This
includes the determination of watershed characteristics, precipitation design storm, and storm
hydrograph.
3. Develop a hydraulic model for an open channel using commercially available software (HEC-RAS).
This includes the determination of floodplains, design of bridges and culverts, unsteady flow
modeling, and sediment transport.
4. Design a water distribution system using commercially available software (WaterCAD). This includes
the analysis of peak demand, extended period simulation, and fire flows.

Topics Covered:
1. Hydrologic analysis (rainfall-runoff modeling)
2. Hydraulic analysis (channel design, flood control)
3. Water supply system analysis
4. Water quality in water supply systems


This is a required course in the curriculum that meets ABET outcomes 1, 3, 5, 7, 11, 12, and 13.

Outcome 1: Students apply knowledge of mathematics through differential equations, calculus-based
physics, , and fluid mechanics to solve problems.
Outcome 3: Student teams design water supply systems to meet desired needs within realistic constraints
such as economic, environmental, health and safety, and sustainability.
Outcome 5: Students identify, formulate, and solve engineering problems.
Outcome 7: Students write a report and present their design project in class.
127

Outcome 11: Students learn to use commercial softwares: HEC-HMS, HEC-RAS and WaterCad to
analyze and design engineering systems.
Outcome 12: Students acquire ability to apply knowledge of four technical areas appropriate to civil
engineering.
Outcome 13: Students develop ability to design a hydrologic, hydraulic and a water supply system, in
more than one civil engineering context.

128

CEG 410: Highway Construction Materials (Elective)
Fall 2009

Composition, properties, and production of Portland cement, concrete, bituminous materials, and bituminous
mixtures. Prerequisites: CEE 346. 3 credits.

2. Material Mechanics

Textbook:
Highway Materials, Soils and Concretes by Harold K. Atkins, 4
th
Edition, 2003

References:
Asphalt Institute Manual MS-2 Mix Design Methods
Design and Control of Concrete Mixtures 2009 Edition by S.H. Kosmatka, B. Kerkhoff, and W.C.
Panarese

Upon completion of the lecture portion of the course, the students will:
1. Be able design mixes (concrete and asphalt) for highway construction
2. Be familiar with pavement design methodologies
3. Be able to review highway construction drawings and identify the materials
4. Be able to research vendors and specifications for highway materials
5. Read plans and list highway construction material types
6. Select materials based on specifications

Topics Covered:
1. Soil and subgrade characteristics; 2. Asphalt binder; 3. Hot-mix asphaltic (HMA) concrete; 4. Portland
cement production and properties; 5. Portland cement concrete mix design.

Class Schedule:

This is an elective course in the curriculum that meets ABET outcomes 3, 4, 5, 7, 11 and 12.

Outcome 3. The students attain the knowledge of (1) designing roadways and pavements, and (2)
planning experiments to determine highway materials properties for roadway design, at
the same time being aware of constraints such as economic, environmental, social,
political, ethical, health and safety, and sustainability.
Outcome 4. The students work on term projects in teams of three or four, and participate in the
development of ideas, strategies, and solutions and designs as par of their term projects.
Outcome 5. The students acquire problem solving experiences by identifying a topic related to highways
as a term project in the beginning of the semester, reviewing the literature as appropriate,
presenting a plan for the project, and by implementing the plan as a team.
129

Outcome 7. The students develop the ability to effectively communicate in written form and are able
to provide professional presentations by writing a report and providing a presentation for
their term projects.
Outcome 11. The students have the opportunity to use modern analysis and design tools in pavement
design and mix design.
Outcome 12. Knowledge of all areas of civil engineering is applied in classroom discussions that stress


130

CEE 413: Water Resources Engineering (Required)

Hydraulic and hydrologic design of water distribution, stormwater, and wastewater collection systems.
Introduction to groundwater hydrology. Pumps, pipe flow, and pipe networks. Hydraulic design of open
channels, culverts, and sanitary sewers. Prerequisites: CEE 367. Credits 3

4. Chemistry: balancing chemical equations
5. Fluid Mechanics: laminar and turbulent flow in pipes and channels

Textbook:
Water Resources Engineering, Larry W. Mays, J ohn Wiley & Sons, 2005

1. Summarize the allocation of water supply in the southwest United States.
2. Quantify the various components of the surface and subsurface hydrologic cycle.
3. Apply Darcys Law for 1-D flow and radial flow to wells.
4. Apply the principles of fluid mechanics to pressure pipe flow and pumps in engineering systems.
5. Quantify the major and minor losses in pressure pipe systems.
6. Design a system that conveys water or wastewater through pipes and pumps.
7. Apply Mannings equation for open channel flow design.
8. Compute the water surface profile for steady state flow, and uniform and non-uniform conditions.
9. Analyze a pipe system using the commercial software.

Topics Covered:
5. Southwest U.S. water supply
6. Surface water hydrology
7. Groundwater hydrology
8. Losses in pipe flow
9. Pipe networks
10. Open Channel flow



Outcome 1: Students apply knowledge of mathematics through differential equations, calculus-based
physics, and fluid mechanics to solve problems.
Outcome 3: Student teams design water supply systems to meet desired needs within realistic constraints
such as economic, environmental, health and safety, and sustainability.
Outcome 5: Students identify, formulate, and solve engineering problems.
Outcome 7: Students write a report and present their water supply system design project in class.
131

Outcome 8: Lecture material is presented and students research and present projects to understand the
impact of engineering solutions in a global, economic, environmental, and societal context.
Outcome 10: Students, in group of three, research contemporary national and international water
resources issues and present their findings in class.
Outcome 11: Students learn to use a commercial software WaterCad to analyze and design water supply
system.
Outcome 12: Students apply knowledge of four technical areas appropriate to civil engineering.
Outcome 13: Students, working in groups, design a water supply system considering environmental and
economic aspects.

132

CEE 425: Cooperative Training III (Elective)

Continuation of off-campus individual learning experiences in civil engineering. Students continue to
apply engineering concepts and theories in work-related settings. Students in the Co-op Program(s) are
required to make a written engineering report on the work they do. Prerequisites: J unior or senior standing
in engineering. 1 credit.

None, other than J unior or Senior standing.

Textbook:
None


Topics Covered:



133

CEE 432: Geological Engineering (Elective)

Incorporation of geologic factors in civil engineering works. Engineering properties of rocks and soils;
engineering implications of geologic structure and processes; geologic hazards; geologic/geotechnical site
investigations, including engineering geophysics. Two credits lecture, one credit laboratory. Prerequisites:
Admission to civil engineering major. GEOL 101, CEE 370 or ME 302/302L. 3 credits.

1. Introductory Geology: rocks, minerals, geologic processes.
2. Mechanics of Materials: mechanical behavior of isotropic solids, stress and strain.

Textbook:
1. Military Soils Engineering FM 5-410, US Department of Army, 1992.
2. Engineering Geology Field Manual, US Bureau of Reclamation, 1998.

Reference:
1. Engineering Geology: An Environmental Approach, Perry Rahn, Prentice Hall, 1996.
2. Engineering Geology and Construction, Fred G. Bell, Taylor & Francis, 2004.
3. Engineering Rock Mass Classifications, Z.T. Bieniawski, Wiley-Interscience, 1989.
4. Hemispherical Projection Methods in Rock Mechanics, by S.D. Priest, George Allen & Unwin, 1993.
5. Landslides: Investigation and mitigation, A. K. Turner, R. L. Schuster, editors, US Transportation
Research Board, 1996.
6. Rock Slope Engineering, by Evert Hoek and J ohn Bray, Taylor & Francis, 1996.

1. Students can identify basic types of rocks and minerals that are of engineering significance.
2. Students can describe the engineering properties of basic rock types, such as strength and stiffness.
3. Students are familiar with the most common methods for testing rock materials.
4. Students can identify and describe problem rocks, minerals, and sediments, and assess their impacts
on engineering design.
5. Students can measure dip and dip direction of rock mass discontinuities.
6. Students can employ stereographic analysis to evaluate potential mechanisms for rock slope failure.
7. Students can estimate factor of safety for rock slopes, including the influence of rock bolts, drainage,
and overburden removal.
8. Students understand rock mass characterization protocol and the relationship to rock reinforcement
during excavation.
9. Students can apply site characterization data to design civil engineering works.
10. Students can articulate the consequences of geologic hazards to human life and engineering works.

Topics Covered (lecture):
1. Geology review
2. Relevance of rock materials to engineering design.
3. Engineering properties of minerals, rocks and soils
4. Stereographic projection of rock mass discontinuities
5. Rock slope stability
134

6. Rock mass characterization and reinforcement
7. Geological site investigations
8. Engineering implications of geologic processes
9. Engineering implications of geologic hazards

Topics Covered (laboratory):
1. Rock and mineral identification
2. Rock strength
3. Discontinuity measurement (dip/dip direction)
4. Stereographic projection/analysis of discontinuities
5. Rock mass classification

Class meets for two 75 minute lectures per week; hands on laboratory exercises are incorporated as
needed.

This is a elective course in the curriculum that addresses ABET outcomes 1, 2, 4, 5, 6, 7, 11, 13, and 14.

Outcome 1. Students apply knowledge of mathematics, chemistry, and physics to evaluate geologic
conditions with respect to engineering design.
Outcome 2. The students learn how to measure basic engineering properties of geologic systems and
reduce that data so that it may be incorporated in design.
Outcome 4. The students work in teams with geoscience students so that both groups can learn to
communicate effectively across disciplinary boundaries.
Outcome 5. The students acquire problem solving experience by addressing open-ended problems.
Outcome 6. The students are introduced to the special nature of geologic uncertainty and the resulting
impacts on professional responsibility.
Outcome 7. The students learn how to present their results and conclusions in an effective manner that
clearly identifies the limitations of their analysis with respect to geologic uncertainty.
Outcome 11. The students gain experience in the application of modern tools for engineering practice.
Outcome 13. The students apply their knowledge to problems that involve more than one competing
constraint.
Outcome 14. The students learn the distinctions between the practices of civil engineering and geology,
along with the differences in licensure between the two disciplines.

Prepared by: Michael Nicholl Date: May, 2010
135

CEG 435: Foundation Engineering (Elective)
Spring 2010

Site investigations, footings, slope stability, rock and soil foundations, piles. Prerequisite: CEE 334. 3
credits.

1. Soil Mechanics
2. Soil Mechanics Laboratory

Textbook:
Principles of Foundation Engineering by B. M. Das, 6th edition, 2007

References:
No reference material is assigned

Upon completion of the lecture portion of the course, the students will:
1. Be able to analyze and design shallow building foundations including wall and isolated column
footings, combined footings and mat foundations; and bridge piers and abutments.
2. Be able to perform stability analysis and structural design of retaining walls.
3. Be able undertake analysis and design of pile foundations and sheet pile structures.

Topics Covered:
1. Shallow foundations; 2. Deep foundations; 3. Retaining walls, 4. Sheet piles.

Class Schedule:

This is an elective course in the curriculum that meets ABET outcomes 1, 3, 5, 7, 11 and 12.

Outcome 1. Students apply their calculus and physics background in the analysis and design of building
foundation systems.
Outcome 3. The students attain the knowledge of (1) designing foundation systems, and (2) planning for
geotechnical site investigation for designing building foundations, at the same time being
aware of constraints such as economic, environmental, social, political, ethical, health and
safety, and sustainability.
Outcome 5. The students acquire problem solving experiences through classroom and homework
problems.
Outcome 7. The students develop the ability to effectively communicate in written form and are able to
provide professional presentations by writing a report and providing a presentation for their
term projects.
Outcome 11. The students have the opportunity to use modern analysis and design tools in designing
foundation systems (GeoStudio and Allpile).
136

Outcome 12. Knowledge of all areas of civil engineering is applied in classroom discussions that stress the
explicit consideration of real-world issues and constraints.

137

CEE 436: Engineering Geophysics (Elective)

Introduction to geophysical methods used in shallow earth explorations for engineering purposes, such as site
characterization and waste site investigations. Emphasis on seismic and electrical/electromagnetic methods.
Laboratory experience includes hands-on use of state-of-the-art equipment. Appropriate for students in Civil
Engineering, Geoscience, and Physics. Prerequisites: PHYS 180 and PHYS 181, or PHYS 151 and PHYS
152; advanced standing. 3 credits.

Textbook:
Any reputable textbook on applied, engineering, or environmental geophysics can serve as a valuable
resource for this course. Suggested resource: Application of Geophysical Methods to Highway Related
Problems, W. E. Wightman, F. J alinoos, P. Sirles, and K. Hanna, US Department of Transportation Federal
Highway Administration Pub. No. FHWS-IF-04-021, Aug 2004. This content is posted on the FHWA
website.

Upon completion of the course the student will be able to:
a) Explain the physical concepts governing geophysical measurements using gravity, magnetic,
electromagnetic, and seismic methods; discuss applicability and pitfalls of each method
b) Demonstrate the proper use of multiple geophysical test devices
c) Process geophysical data, to include explaining and applying forward modeling and inversion
d) Interpret outcomes of geophysical surveys in terms that are useful for engineering site investigations
e) Select appropriate geophysical tools for specific engineering applications
f) Present results of investigations in technical reports

Topics covered:
Data processing and analysis: Data interpolation, inversion and tomography, data integration
Microgravity method
Seismic methods: downhole, refraction, surface waves
Electrical, magnetic and electromagnetic methods, including ground-penetrating radar
Non-destructive evaluation for civil engineering structures and infrastructure
Application of geophysics to problems in civil and environmental engineering
Environmental geophysics
Special topics (graduate student projects)

Two credits lecture, one credit lab. Course meets for 3.5 hours, one day per week.

This is an elective course in the curriculum that meets all or parts of ABET outcomes 1, 2, 3, 4, 5, 7, 11, and
12.

Relation of Course to Program (Student) Outcomes:

Outcome 1. an ability to apply knowledge of mathematics through differential equations, calculus-based
138

physics, chemistry, and at least one additional area of science, and engineering;
Outcome 2. an ability to design and conduct civil engineering experiments, as well as to analyze and
interpret the resulting data;
Outcome 3. an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability;
Outcome 4. an ability to function on multidisciplinary teams;
Outcome 5. an ability to identify, formulate, and solve engineering problems;
Outcome 7. an ability to communicate effectively;
Outcome 11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice;
Outcome 12. an ability to apply knowledge of four technical areas appropriate to civil engineering.

139

CEE 444: Steel Structural Design (Elective)
Spring, 2009

Introduction to design of structural systems in steel; LRFD method. Design of tension members, beams,
columns and beam-columns. Design of connections, welded and bolted. Introduction to torsion. Prerequisites:
CEE 346, CEE 381, MATH 431. 3 credits.

1. CEE 342. Shear and moment diagrams, beam deflections, reactions, internal forces
2. MAT 429. First-order differential equations

Textbook:
Structural Steel Design, LRFD Method, McCormac and Nelson, 4th Edition, Prentice Hall, 2003

Reference:
AISC Manual of Steel Construction (not required)

1. Students can interpret and apply the provisions of AISC
2. Students can design beams
3. Students can design tension members
4. Students can design columns and beam-columns
5. Students can design bolted connections
6. Students can design welded connections
7. Students can design column base plates

Topics Covered:
1. Properties of structural steel and available shapes
2. Design specifications, loads and methods of steel design
3. Tension members; gross section, effective net section, staggered holes
4. Review Euler buckling theory, end conditions, effective slenderness ratios
5. Design of compression members and column base plates
6. Design of beams including flexure, shear, deflection, web crippling, etc
7. Bending about two axes, purlins, shear center, beam bearing plates
8. Bending and axial tension
9. Bending and axial compression
10. Bolted connections
11. Welded connections


This is a required course in the curriculum that meets ABET outcomes 2, 6, 9, and 11.

140

Relation of Course to Program Outcomes
Outcome 2. The graduates acquire problem solving experiences through independent and group study;
participate in a strong design experience throughout the curriculum; construct and
document problem statements; and offer and evaluate alternative solutions to open-ended
problems incorporating multi-disciplinary knowledge.
Outcome 6. The graduates are aware of basic principles of ethical and professional conduct in providing
safety and health in engineering practice.
Outcome 9. The graduates recognize the need for life-long learning in the practice of the civil
engineering profession; and are aware of the need for further training to remain current in
the field.
Outcome 11. The graduates have the ability to use modern analysis and design tools in engineering
practice.

Prepared by: Samaan Ladkany Date: October, 2008

141

CEG 448: Design of Timber Structures (Elective)
Fall, 2003

Determination of simple wind and seismic forces on one and two story structures. Discussion of
engineering properties of wood. Introduction to the design of sawn beams for flexure, shear, bearing and
deflection. Introduction to the design of axially loaded columns. Brief introduction to the design of
trusses, diaphragms and shear walls. Prerequisites: CEE 346; CEE 381. 3 credits.

1. CEG 342. Shear and moment diagrams, beam deflections, reactions, internal forces

Textbook:
Design of Wood Structures, ASD, Breyer et al, 5
th
Edition, McGraw Hill, 2003

References:
1. National Design Specifications (not required)
2. 2003 International Building Code (not required)
3. AITC Manual of Timber Construction (not required)

1. Students can interpret and apply the wind and seismic provisions of IBC
2. Students can design beams for flexure, shear, bearing and deflection
3. Students can design tension members
4. Students can design columns and beam-columns
5. Students can design simple bolted connections
6. Students can calculate forces in diaphragms and shear walls due to lateral loads

Topics Covered:
1. Wind provisions of IBC
2. Seismic provisions (static and simplified static) of IBC
3. Properties of wood
4. Adjustment factors
5. Design of beams including flexure, shear, bearing and deflection
6. Design of tension members
7. Design of compression members
8. Bending and axial tension
9. Bending and axial compression
10. Bolted connections
11. Forces in diaphragms and shear walls



142

the field.
Outcome 11. The graduates have the ability to use modern analysis and design tools in engineering
practice.

Prepared by: Samaan Ladkany Date: October, 2008

143

CEE 450: Unit Operations and Processes in Environmental Engineering (Required)

Water, wastewater system design overview. Water demand, wastewater generation. Water quality criteria.
Mass balances, kinetics, reactor design. Coagulation, sedimentation, filtration, disinfection.
Suspended/attached processes. Sludge and residual management. Measurements of solids, pH, alkalinity,
hardness, DO, BOD, COD, SVI, turbidity, MPN, chlorine residual, nitrogen, phosphorus. Prerequisites
CHEM 121/121L, CEE 367, MATH 431. 4 credits.

1. Inorganic chemistry
2. Fluid mechanics
3. Differential equations

Textbook/Other required materials :
Wastewater Engineering: Treatment and Reuse . Metcalf and Eddy InC., Fithth Edition, 2003, McGraw
Hill.
Conversion Factors by Sillcocks-Miller Sales Co., Berkeley Heights, NJ , 07922.

References:
Water Supply and Pollution Control; 6
th
edition; Warren Viessman, J r. and Mark J . Hammer, Addison
Wesley, Menlo Park, CA. 1998

1. Students should know how to estimate the average water use and wastewater generation for a US
community given its population.
2. Know how to interconvert water-related units between US Customary and Metric (SI ).
3. Students should know the definition and know how to estimate maximum hourly, average daily,
minimum hourly sewage flows from given data.
4. Students should know the definition of primary and secondary water standards and should be able to
name some of the compounds regulated under these categories.
5. Students should be able to compute the Biochemical Oxygen Demand (BOD) of a water given the
experimental results of a five-day BOD test.
6. Students should know what coliform bacteria are and why they were chosen as a measure of
microbiological quality of waters.
7. Students should be able to determine the order of elementary reactions, given experimental data.
8. Students should be able to incorporate the concept of reaction rate with that of reactor type to design
reactors for a desired task.
9. Students should be able to solve mass balance problems involving single and multi-variables.
10. Students should be able to sketch preliminary process diagrams and name the unit processes
commonly involved in a water and wastewater treatment.
11. Students should be able to evaluate coagulation J ar testdata to determine best conditions for
flocculation.
12. Students should be able to perform preliminary design of flocculators, sedimentation basins, and
headloss though filters.
13. Students should be able to perform preliminary design of lime-softening systems
144

14. Students should be able to explain how water softening by ion-exchange and reverse osmosis work.
15. Students should be able to sketch the chlorine demand curve and explain its various parts and
determine residual chlorine and chlorine demand from experimental data.
16. Students should be able to explain the meaning of C.t as applied to disinfection of waters and
perform preliminary design of disinfection systems incorporate the C.tconcept.
17. Students should be able to perform preliminary design of wastewater treatment for BOD and SS
(suspended solids) removal using activated sludge, trickling filters, and oxidation ponds.
18. Students should be able to sketch sludge management flow diagrams for water and wastewater
treatment, identify the composition of the streams, and use the concept of mass balance to compute
sludge volumes and mass.
19. Students should know water quality considerations and regulations for reuse water.
20. Student should know the general format of a technical design report and should be able to successfully
present their report orally.

Topics Covered: Lecture 1. Introduction to highway engineering and traffic analysis, 2. Vehicle, human, and
highway characteristics, 3. Geometric design of transportation facilities, 4. Pavement design, 5. Fundamentals
of traffic flow, 6. Queuing theory, 7. Highway capacity and level-of-service analysis, 8. Traffic control and
analysis at signalized intersections, 9. Urban transportation planning process, 10. Oral and written
communications skills.



sustainability.

145

CEE 450/650L: Unit Operations and Processes in Environmental Engineering Laboratory (Required)

Instrumental and wet chemical laboratory methods commonly used for characterization of water and
wastewater. Measurements of solids, pH, alkalinity, hardness, dissolved oxygen, BOD, COD, SVI, turbidity,
chlorine residual, MPN, nitrogen and phosphorus. Co-requisites: CE450, Pre-requisites: Admission to major
in civil, mechanical or electrical engineering. 0 credits.

Prerequisites/Co-requisites by Topic:
1. Water Treatment
2. Wastewater Treatment
3. Water quality fundamentals

CEE 450L Unit Operations Laboratory Manual by Drs. Jacimaria R. Batista and David James
University of Nevada Las Vegas, spring 2004, Revised Fall 2007.

Environmental Engineering Processes, Laboratory Manual- Published by the Association of
Environmental Engineering and Science Professors (AEESP), 2002.

References:
Standard Methods for the Examination of Water and Wastewater, Published by APHA, AWWA, WPCF, 2005.

Upon successful completion of this course, students should be able to:
1. Explain general laboratory safety rules and specific safety procedures for wastewaters analysis.
2. Identify laboratory instrumentation used in the analysis of water and wastewater.
3. Outline the components of a good laboratory report and elaborate on the contents of each component.
4. Write effective abstracts for laboratory reports.
5. Describe and compare the accuracy of laboratory glassware used in experimental work.
6. Determine uncertainty and accuracy of experimental data using the statistics software packages Excel
or Minitab. Interpret the statistics data output from Excel or Minitab.
7. Identify unethical behaviors in dealing with experimental data gathering and analysis.
8. Describe how waters acquire alkalinity and outline its importance in water treatment.
9. Convert units to and from mg/L as CaCO
3
, mg/L, meq/L.
10. Determine and classify solids concentration in a water samples.
11. Determine COD and BOD experimentally, analyze, and interpret the results obtained.
12. Calibrate a dissolved oxygen (DO) meter and elaborate on possible sources of error s
13. Experimentally determine phosphorus, ammonia, and nitrate in waters and explain why their removal
from wastewaters is important.
14. Experimentally determine coliform bacteria and use a MPN table to express their concentration.
Explain why coliform bacteria are used as indicator of potential fecal contamination.
15. Experimentally determine optimal dosage and pH for flocculation with metal salts and interpret the
data using pH x pC diagrams of the metal salts.
16. Calculate the exchange capacity of an ion-exchange bed from experimental data and explain what
ion-exchange is and how it works to remove anions/cations from waters.
17. Determine hardness of a water sample and elaborate on water softening methods.
146

18. Experimentally determine the chlorine demand curve for a water sample and explain how chlorine
reacts with microbes to promote disinfection.
19. Design experiments to answer a water/wastewater treatment question, given a problem statement of
the issue.
20. Analyze and interpret analytical data obtained from laboratory experiments.
21. Write report on experimental laboratory data.

Topics Covered: 1.Laboratoty safety, 2. Components of laboratory reports and abstract writing, 3. Accuracy
of laboratory glassware, 4. Sampling and statistical analysis of experimental data, 5. Ethics in experimental
data collection and interpretation, 6. Determination of hardness and alkalinity, 7. Solids Determination in
waters, 8. Determination of Biological Oxygen Demand (BOD) and Chemical Oxygen Demand (COD), 9.
Determination of phosphorus, ammonia, and nitrate in waters, 10. Determination of coliform bacteria, 11.
Flocculation with metal ions, 12. Removal of nitrate by ion exchange, 13. Chlorine demand in disinfection,
14. Design Project: Removal of arsenic and chromium from brines using coagulation.

One 3.0 hour laboratory section per week.

This is a required course in the curriculum that meets ABET outcomes 1, 2, 4, 7, 11.

Outcome 1. Students apply their statistics kills to determine uncertainty and errors of the experimental data
obtained; students use their knowledge of chemistry to prepare solutions and express their
concentrations, students apply knowledge of fluid mechanics and physics to understand
coagulation, behavior of ion-exchange columns and solids settling.
Outcome 2. Eight to nine experiments, depending on the semester schedule, are conducted in this course.
Students conduct the experiments in groups of 2-4, depending on the experiment, under the
supervision of a faculty member and one-teaching assistant. Students write reports in groups of
two. Laboratory reports have a fixed format, designed to teach students how to analyze and
interpret experimental data. In addition, a 5-6 week term project is required. Students are
required to design an experiment procedure to solve a specific problem in water/wastewater
treatment. Once the design is complete, students have to perform the experiments and write a
report.
Outcome 4. In this course, students must work in groups. All laboratory experiments are performed in groups
of 2-4 students. Reports are written in groups of 2. For each report, the workload is alternated so
that students have the opportunity to be the report reviewer for English grammar and spelling,
and data interpretation and analysis.
Outcome 7. This course is writing intensive. Students are required to write 8-9 reports for the laboratory
experiments and one final report on the design project. Students are instructed on how to write
effective abstracts and how to interpret and analyze data. Feedback is given via grading, but
students themselves also perform quality control on grammar and major components of the
report. This course also requires an oral presentation of the final laboratory report. Students are
instructed on the major components of a good oral presentation and are given the grading sheet
for the presentation in advance.
Outcome 11. Students work with state-of-the art analytical equipment for water and wastewater treatment in
this course, comparable to what they would find when working in this field.


147

CEE 451/651: Water and Wastewater Quality Analysis (Elective)
Spring 1999

Theory and analysis of the standard methods used by environmental engineers to analyze drinking, industrial,
and domestic wastewaters to control water quality and monitor efficiency of treatment. Topics may include
biological oxygen demand (BOD), Chemical oxygen demand (COD), coagulation, carbon absorption, ion
exchange resins, solids analysis, analysis by atomic absorption spectrometry, alkalimetry, anions and
determination. Laboratory intensive course. Prerequisites: CHEM 121/121L. 3 credits

CHEM 121/121L naming of inorganic chemicals, unit expression, properties of inorganic chemicals,
periodic table, solution preparation, alkalimetric titration, pH measurement, and acid/base reactions.

Chemistry for Environmental Engineers by C. Sawyer, P. McCarty, and G. Parkin. McGraw Hill, 1994.


Reference:
Principles of Instrumental Analysis, D. Skoogs and D. West, Saunders College, 1998.
Standard Methods for the Examination of Water and Wastewater, APHA, AWWA, WPCF, 21
st
edition, 2005.
Chromatography: concepts and Contrast. J. Miller. John Wiley and Sons, 1988.

Upon successful completion of this course, students should be able to:
22. Outline most critical laboratory safety precautions.
23. Outline physical properties of elements or compounds that can be used as basis of instrumental
measurement.
24. Sketch a general diagram for an analytical piece of equipment with its basic components.
25. Use statistics to calculate uncertainty and accuracy of experimental data.
26. Identify unethical behaviors when dealing with experimental data analysis.
27. Design a preliminary quality assurance plan for collection and analysis of water samples.
28. Calculate specific conductance of salts commonly used in electrochemical measurements.
29. Outline Beers and Lamberts Laws and explain their use in colorimetric analysis.
30. Explain the principles governing optical, gravimetric, colorimetric, and oxidation-reduction analytical
methods and cite examples of their applications in water and wastewater analysis.
31. Sketch diagrams of pH and DO meters and explain their principles of operation.
32. Explain the basic concepts behind spectroscopic and chromatographic analysis.
33. Outline and explain the types of detectors used in gas chromatography
34. Describe most commonly used analytical methods for metals, inorganic ions, volatile organics, non-
volatile organics.
35. Prepare analytical standards, build, and mathematically evaluate calibration curves.
36. Analyze and interpret data obtained from laboratory experiments
37. Write detailed reports on the experiments performed in the laboratory with different analytical
procedures.

148

Topics Covered: 1. Laboratory safety, 2. Chemical analysis concepts, 3. Sampling and statistical analysis of
experimental data, 4. Quality control/quality assurance of experimental data and ethics in data analysis, 5.
Basic concepts of electrochemistry, 6. Analytical methods (optical, gravimetric, colorimetric, oxidation
reduction), 7. Alkalimetry, 8. Potentiometric analysis, 9. Emission Spectroscopy, 10. Chromatography, 11.
Laboratory sessions (anion determination by IC, metal determination by AA, phosphate speciation by
spectrophotometry, turbidity determination, SVI determination, alkalinity determination, conductivity
measurements).

One 150-minute lecture/Laboratory

This is an elective course in the curriculum that meets ABET outcomes: 1, 2, 7, 11.

Outcome 1. Inorganic chemistry principles are used to prepare solutions, and name compounds. Knowledge
of optics is used to understand operation of AA. Electric circuit knowledge is used to
understand detectors, and general knowledge of computer programming is used to understand
how the instrument results are displayed in electronic format. Knowledge of statistics is used to
calculate experimental errors.
Outcome 2. Six laboratory experiments are conducted in this course. Students conduct the experiments in
groups of 2-4. Students are required to write reports in groups of two. Laboratory reports have a
fixed format, designed to teach students how to analyze and interpret experimental data.
Outcome 7. This course involves writing laboratory reports (10-12 pages) for six laboratory sections and
therefore assists with development of writing skills.
Outcome 11. Students use state-of-the art analytical instrumentation in this course. In addition, they use
MINITAB and Excel in statistical determination of error and for instrument calibration curves.


149

CEE 452: Air Pollution Control Fundamentals (Elective)
Fall 2006, Fall 2007

Components of polluted air and air quality regulations. Control equipment material balances and process
design for particulate removal. Combustion fundamentals and VOC removal. Meteorology and dispersion
modeling. Automotive emissions controls. Prerequisites: CHEM 121/121L, CEE 367, and MATH 431. ME
311 or ME 314 recommended. 3 credits.

1. Freshman Chemistry
2. Fluid Mechanics
3. Differential Equations

Textbook:
C.D. Cooper & F.C. Alley Air Pollution Control: A Design Approach, 3rd edition Waveland Press, 2002

References: J .H. Seinfeld, R.C. Flagan, Fundamentals of Air Pollution Engineering, Prentice-Hall, NJ , 1988.

1. name the major air pollutants regulated under the Clean Air Act.
2. correctly estimate, to within an order of magnitude, the downwind concentration of a pollutant
emitted from a stack comprised of a single, steady source
3. estimate control efficiency and calculate pressure drop through different types of air pollution control
equipment
4. estimate the approximate rate of settling of particulate matter in air
5. set up mass balances and solve simple box models over a city, in a room, or through several types of
air pollution control equipment
6. estimate, given vehicle emissions factors, fleet size and distance driven, the aggregate vehicular
pollutant emissions for a metropolitan area.
7. explain how a home air filter works, compute the pressure drop across an air filter, clean or dirty, and
explain why you should clean or replace it monthly!
8. rapidly and efficiently perform unit conversions between English and Metric
9. calculate the effects of pressure and temperature changes on gas density
10. calculate pressure drop for air flow through ducts and fittings
11. select a fan from fan tables to match specified system air flow rates and losses.
12. Given a collection efficiency based on particle size, and a particle size distribution, calculate the
overall collection efficiency for a particle control device or chain of particle control devices
13. Given filter size, volumetric flow rate, fabric permeability and dust permeability, and dust loading
rate on a filter, estimate the time rate of change of pressure drop across a filter.
14. estimate the time to use up an activated carbon canister when it absorbs volatile organic carbons
from a gas stream.
15. name and describe the major activities undertaken by a modern integrated air quality monitoring,
planning, permitting and regulating agency
150

Topics Covered: Lecture: Pollutant types, Box models & Indoor air; Internal combustion, vehicular
emissions & controls, air pollution meteorology, air quality monitoring, dispersion modeling, process design
concepts and emissions inventories, behavior of particles in fluids, cyclonic separators, electrostatic
precipitators, filters, air flow in fans and ducts, vapor properties and adsorption, absorption, odor control.


This is an elective course in the curriculum that meets ABET outcomes 1, 3, 4, 5, 7, 11and 12

Outcome 1. Students apply their differential equations and fluid mechanics background in the analysis and
design of particulate removal equipment. They apply their chemistry background to design of
vapor control equipment, and apply fluid mechanics background to design of ducting systems.
Outcome 3. Students learn to optimize design of particulate removal equipment, examining removal
efficiency as a function of pressure drop, and hence power consumption. Students learn to
calculate return on investment for different proposed lifetimes of particulate removal systems.
Outcome 4. Students work together to design and determine the cost of operation of duct and fan systems.
Outcome 5. The students learn to solve air pollution control problems through in-class exercises,
homework assignments and in-class examinations.
Outcome 7. Students write analyses of solved air pollution control design problems.
Outcome 11. Students use current EPA screening models for calculating downwind Gaussian dispersion of
air pollutants. Students use the World Wide Web to retrieve air quality data in near-real time.
Outcome 12. Students use fluid mechanics, particle size data and particle force balances, chemistry, mass
balances, mathematics, and elements of engineering economics to predict pollutant removal
efficiency and estimate costs of air pollution control equipment.

Prepared by: David J ames Date: May 14, 2010
151

CEE 454/654: Solid and Hazardous Wastes Engineering (Elective)
Fall 2008

Solid waste collection, separation and disposal. Recycling and containment technologies. Adsorption and
microbial degradation. Thermal, radiation, and solidification methods for destruction of hazardous wastes.
Site remediation. Prerequisites: CHEM 121/121L and CEE 367. ME 311 recommended. 3 credits

CEE 367-Fluid Mechanics: pressure flow, pump selection
MEG311-Thermodynamics First Law of Thermodynamics, gas law
CHEM 121/121L naming of inorganic chemicals, unit expression, properties of inorganic chemicals, and
periodic table.

Hazardous Waste Management, LaGrega, M. D.; Buckingham, P.L.; and Evans, J.C. 1994. McGraw Hill. 2
nd

Edition


Reference:
Hazardous Wastes: Sources, Pathways, and Receptors. Richard Watts, Wiley, 1997
Environmental Protection Agency (EPA) guides and handbooks:
Guides for Pollution Prevention : The Photoprocessing Industry
Guides for Pollution Prevention : The Pharmaceutical Industry
Guides for Pollution Prevention : The Printed Circuit Board Industry
Stabilization/Solidification of CERCLA and RCRA Wastes- Technology Transfer
Recent Developments for in Situ Treatment of Metal Contaminated Soils
Handbook of Hazardous Waste Incineration
Handbook of Remediation of Contaminated Sediments
Remediation Case Studies: On-Site Incineration
Remediation Case Studies: In situ soil Treatment Technologies

Course Learning Outcomes: Upon successful completion of this course, students should be able to:
21. Define solid and hazardous wastes and can determine what federal regulations would apply to
specific types of wastes.
22. Name and draw chemical structures of organic wastes and estimate partition and diffusion
coefficients from experimental data.
23. Identify activities or changes that might be appropriate in developing a waste minimization program.
24. Solve mass and energy balance problems involving several variables.
25. Provide preliminary design of air stripping columns, biological systems, activated carbon, ion-
exchange, and thermal systems to remove or treat specific hazardous wastes.
26. Sketch a conceptual design of a landfill cover and use the software HELP to evaluate leachate
generation from landfills.
27. Use the principles learned to select adequate treatment technologies and provide preliminary design
and cost estimates for treating a landfill leachate generated in an industrial site.

152

Topics Covered: 1. Solid and hazardous waste regulations and ethical considerations, 2. Process
fundamentals and physical and chemical properties of wastes, 3. Pollution prevention, 4. Energy and mass
balances, 5. Air Stripping, 6. Biological treatment of wastes, 7. Thermal methods, 8. Landfill operations, 9.
Site characterization, 10. Remediation plans.


This is an elective course in the curriculum that meets ABET outcomes: 1, 3, 4, 5, 7, 11, and 12.

Outcome 1. Inorganic chemistry principles are used to understand contamination by hazardous and solid
wastes; Differential equations are used on reactor design and reactor kinetics,; fluid dynamics is
used to understand diffusion and dispersion of contaminants.
Outcome 3: Design of activated carbon columns, air stripping units, biological treatment systems, ion-and
exchange units are covered in this course.
Outcome 4. A term project is required. The project involves writing a remediation plan for a specific
contaminated site. Students have to analyze the type of contamination, select technologies to
treat the contaminants and design every unit operation required to clean-up the site. The project
also includes cost calculations and evaluation of advantages and disadvantages of the
technology chosen. Students work in groups of 2 students. The teams also deliver oral
presentation of the project.
Outcome 5. A large portion of the homework problems involves solving design problems for specific unit
processes for site remediation as well as preliminary design of landfills.
Outcome 7. There are three activities included in the course to improve communication: review of two-three
journal articles on hazardous waste remediation, writing of a remediation plan (15-20 pages),
and oral presentation of the design project.
Outcome 11. Students used advanced features of Excel to solve design problems; they also use landfill and
water chemistry software (HELP, MINEQL+) in the design projects.

Outcome 12: In the design project, students have to consider sizing of the units as well as the cost to build
them. Therefore, students have to consider cost and design of concrete or metal tanks, pumps,
and sometimes instrumentation. Furthermore, students have to consider the cost of disposal of
any residual waste generated.


153

CEE 455/655: Water Treatment and Reuse (Elective)
Fall 2008/2009

Design principles and preliminary design of water treatment processes used for drinking water and water
reuse. Topics include flocculation, sedimentation, filtration, disinfection, adsorption, ion-exchange, softening,
chemical sludge dewatering, and water reuse. Co-requisites: CEE 450; Prerequisites: CHEM 121/121L, CEE
367. 3 credits

1. Chemistry - chemical reactions, concentration expression, chemical equilibrium, oxidation/reduction
reactions
2. Fluid Mechanics: hydraulic profiles, headloss, drag force, fluidization velocity, shear stress
3. CEE 450 (Unit Operation Co-requisite): mass balance, reaction kinetics, reactor design,
flocculation, and disinfection principles.

Water Treatment Principles and Design. MWH, Second Edition, 2005, Willey.

Reference:
Integrated Design and Operation of Water Treatment Facilities, Susumu Kawamura, J ohn Willey and
Sons, 2001.
Chemistry for Environmental Engineering and Science, Sawyer/McCarty and Parking. McGraw Hill,
2003.

Upon successful completion of this course:
28. Students should know how to find current EPA and State Standards regarding water treatment.
29. Students should be able to describe and use the regulations that govern water treatment in the US.
30. Students should know how natural organic matter present in water affects water treatment.
31. Students should know how odors in waters are formed and how they can be removed.
32. Students should be able to describe the major characteristics of biological contaminants in water
including cryptosporidium, Giardia, and Legionella.
33. Students should be able to list the major variables that influence the design of granular media
filtration. Furthermore, given the needed data, student should be able to size a filtration unit for a
water treatment plant.
34. Student should be able to calculate pH, alkalinity, and hardness from a given water quality analysis.
35. Student should be able to evaluate a microbial water quality report regarding major bacteria and
viruses.
36. Students should be able to determine oxidation stages and balance oxidation/ reduction reactions for
relevant water contaminants.
37. Students should be able to explain how disinfection works. Furthermore, students should be able to
design chlorination, UV, and ozonation units.
38. Student should be able to explain how membrane filtration works. Furthermore students should be
able to design membrane filtration unit for a given water quality.
39. Given the characteristics of raw water, students should be able to sketch a preliminary diagram of unit
operations to treat the water.
154

40. Students should be able to read a process diagram for a water treatment plant and understand the
layout of the treatment units.
41. Students should be able to design a coagulation/sedimentation system for a given water quality.
42. Student should know how to write design manuals for specific water treatment unit operation.

Topics Covered: 1. Water treatment regulations, 2. Chemical and biological water quality, 3.
Oxidation/reduction reactions, 4. NOM in waters, 5. design of coagulation/mixing , 6. sedimentation design,
7. filtration design, 8. disinfection design, 9. Water treatment plant flow diagrams, 10. Design manuals, 11.
Introductory organic chemistry, 12. Reactor types and kinetics.


This is an elective course in the curriculum that meets ABET outcomes: 1, 3, 4, 5, 7, 11, and 12

Outcome 1. Inorganic chemistry principles are used to understand water quality design criteria, disinfection
with chlorine, and oxidation/reduction reactions. Differential equations are used on reactor
design and reactor kinetics.
Outcome 3: Design of sedimentation basins, mixers, coagulation basins, filters, and disinfection systems are
covered.
Outcome 4. A term project is required. The project involves writing a design manual of specific treatment
process in groups of 2-3 students. The teams also deliver oral presentation of the project.
Outcome 5. A large portion of the homework problems involves solving design problems for specific unit
processes in water treatment.
Outcome 7. There are three activities included in the course to improve communication: review of two-three
journal articles on current water treatment issues, writing of a design manual (15-20 pages), and
oral presentation of the design manual.
Outcome 11. Students used advanced features of Excel to solve design problems, they also use water quality
software (ROSA, MINEQL+) in the design projects.

Outcome 12: In the design, project students have to consider sizing of the units as well as the cost to build
them. Therefore, students have to consider cost and design of concrete or metal tanks, pumps,
and sometimes instrumentation.


155

CEE 452: Air Pollution Control Fundamentals (Elective)
Fall 2006, Fall 2007

Components of polluted air and air quality regulations. Control equipment material balances and process
design for particulate removal. Combustion fundamentals and VOC removal. Meteorology and dispersion
modeling. Automotive emissions controls. Prerequisites: CHEM 121/121L, CEE 367, and MATH 431. ME
311 or ME 314 recommended. 3 credits.

1. Freshman Chemistry
2. Fluid Mechanics
3. Differential Equations

Textbook:
C.D. Cooper & F.C. Alley Air Pollution Control: A Design Approach, 3rd edition Waveland Press, 2002

References: J .H. Seinfeld, R.C. Flagan, Fundamentals of Air Pollution Engineering, Prentice-Hall, NJ , 1988.

16. name the major air pollutants regulated under the Clean Air Act.
17. correctly estimate, to within an order of magnitude, the downwind concentration of a pollutant
emitted from a stack comprised of a single, steady source
18. estimate control efficiency and calculate pressure drop through different types of air pollution control
equipment
19. estimate the approximate rate of settling of particulate matter in air
20. set up mass balances and solve simple box models over a city, in a room, or through several types of
air pollution control equipment
21. estimate, given vehicle emissions factors, fleet size and distance driven, the aggregate vehicular
pollutant emissions for a metropolitan area.
22. explain how a home air filter works, compute the pressure drop across an air filter, clean or dirty, and
explain why you should clean or replace it monthly!
23. rapidly and efficiently perform unit conversions between English and Metric
24. calculate the effects of pressure and temperature changes on gas density
25. calculate pressure drop for air flow through ducts and fittings
26. select a fan from fan tables to match specified system air flow rates and losses.
27. Given a collection efficiency based on particle size, and a particle size distribution, calculate the
overall collection efficiency for a particle control device or chain of particle control devices
28. Given filter size, volumetric flow rate, fabric permeability and dust permeability, and dust loading
rate on a filter, estimate the time rate of change of pressure drop across a filter.
29. estimate the time to use up an activated carbon canister when it absorbs volatile organic carbons
from a gas stream.
30. name and describe the major activities undertaken by a modern integrated air quality monitoring,
planning, permitting and regulating agency
156

Topics Covered: Lecture: Pollutant types, Box models & Indoor air; Internal combustion, vehicular
emissions & controls, air pollution meteorology, air quality monitoring, dispersion modeling, process design
concepts and emissions inventories, behavior of particles in fluids, cyclonic separators, electrostatic
precipitators, filters, air flow in fans and ducts, vapor properties and adsorption, absorption, odor control.


This is an elective course in the curriculum that meets ABET outcomes 1, 3, 4, 5, 7, 11and 12

Outcome 1. Students apply their differential equations and fluid mechanics background in the analysis and
design of particulate removal equipment. They apply their chemistry background to design of
vapor control equipment, and apply fluid mechanics background to design of ducting systems.
Outcome 3. Students learn to optimize design of particulate removal equipment, examining removal
efficiency as a function of pressure drop, and hence power consumption. Students learn to
calculate return on investment for different proposed lifetimes of particulate removal systems.
Outcome 4. Students work together to design and determine the cost of operation of duct and fan systems.
Outcome 5. The students learn to solve air pollution control problems through in-class exercises,
homework assignments and in-class examinations.
Outcome 7. Students write analyses of solved air pollution control design problems.
Outcome 11. Students use current EPA screening models for calculating downwind Gaussian dispersion of
air pollutants. Students use the World Wide Web to retrieve air quality data in near-real time.
Outcome 12. Students use fluid mechanics, particle size data and particle force balances, chemistry, mass
balances, mathematics, and elements of engineering economics to predict pollutant removal
efficiency and estimate costs of air pollution control equipment.

Prepared by: David J ames Date: May 14, 2010
157

CEG 463: Traffic Engineering (Elective)
Fall 2009

Studies in highway and traffic planning and principles of traffic operations. Prerequisite: CEG 362. 3 credits.

1. Calculus
2. Introductory probability and statistics
3. Introduction to transportation engineering

Textbook:
Roger P. Roess, Elena S. Prassas, William R. McShane, Traffic Engineering, 3
rd
Ed, Prentice Hall, 2004

Reference:
Highway Capacity Manual (HCM), Special Report 209, Transportation Research Board, 2000.

By the end of the course, students are be expected to be able to
1. identify the critical characteristics of road users, vehicles, and highways
2. describe the traffic stream characteristics, including traffic volume, speed and density; speed-density
mathematical models and their calibration
3. know the various traffic studies, their application and data collection methodologies
4. perform simple parking analysis studies
5. perform capacity, level-of-service analysis and design of basis freeway segments, weaving sections and
ramps using the Highway Capacity Manual (HCM)
6. perform capacity, level-of-service analysis, and design of multi-lane highways using the HCM
7. describe the principles of intersection control and signal warrant analysis
8. perform traffic signal timing design: pretimed and actuated timing designs and signal coordination
9. perform capacity, LOS analysis, and design of signalized intersections using the HCM procedure
10. describe and identify different ways of providing arterial signal coordination
11. identify a traffic design and/or operations problem, propose and evaluate potential solution(s),
produce written reports and make oral presentations

Topics Covered:
1. Components of the traffic system, i.e., Characteristics of the users, vehicles and roads
2. Traffic stream characteristics
3. Traffic studies: speed; volume; travel time and delay; parking.
4. Capacity analysis of freeway segments and highways
5. Introduction to traffic control and warrant analysis
6. Capacity analysis of unsignalized and signalized intersections
7. Signal coordination, arterial control and operations


158

Outcome 1: Students learn to apply some statistical and other mathematical concepts to traffic
engineering related problems.
Outcome 3: Students learn to design traffic engineering systems primarily based on operational and
safety considerations.
Outcome 4: Students work in teams of two or three to complete the required term project for the class.
Each team identifies a problem, writes a proposal, completes the project, produces a final
report and makes an oral presentation in class as a team.
Outcome 5: Students learn to identify, formulate, and solve a real-world traffic engineering problem by
completing a term project.
front of peers.
software. Students are also introduced to the use of the Highway capacity software and other
important traffic engineering software.
Outcome 12: This course covers one of the four technical areas appropriate to civil engineering.

Prepared by: Mohamed S. Kaseko Date: April 12, 2010
159

CEE 464: Airport Design (Elective)
Spring 2009

Fundamental engineering principles in planning, location, design, and operation of airport facilities
(terminals, apron areas, taxiways, and runways); ground access, drainage, aircraft characteristics and
performance as they relate to airport design, aircraft noise and environmental considerations; elements of
air traffic control. Prerequisite: CEG 362. 3 credits.

1. Introduction to Transportation Engineering

Textbook:
Horonjeff, Robert, and McKelvey, Francis X., Planning and Design of Airports, 4th Ed, McGraw Hill, 1994.

42. Describe airport and aviation systems and their components
43. Evaluate aircraft characteristics and their relation to airport system
44. Identify and discuss air traffic control and navigational aids
45. Evaluate and apply tools for aviation forecasting
46. Plan and layout key airfield components and their configurations
47. Plan and design runways and taxiways
48. Plan and design key terminal components
49. Plan and design ground access, egress, parking and circulation elements
50. Evaluate issues related to airport drainage
51. Evaluate airport related environmental issues
52. Critique issues related to airport economics and financing
53. Research, identify, and discuss significant airport projects locally, nationally and internationally as well
as address safety, economic, environmental and social considerations
54. Design simple spreadsheet-based tools, and use other computerized tools for airport design.
55. Effectively communicate results of work related to engineering design and analysis on topics related to
the planning, design, and operations of airports

Topics Covered:
10. Course overview; nature of civil aviation
11. Aircraft characteristics and their relation to airport system
12. Air traffic control and navigational aids
13. Aviation forecasting
14. Key airfield components and their configurations
15. Runways and taxiways design
16. Planning and design terminal components
17. Ground access, egress, parking and circulation
18. Drainage
19. Environmental considerations
20. Airport economics and financing
21. Computing, oral and written communications skills

160



Outcome 1: Students learn to apply some statistical and other mathematical concepts to airport design
related problems.
Outcome 3: Students learn to design different elements or components of an airport such as runways,
taxiways, terminal facilities primarily based on operational and safety considerations.
Outcome 4: Students work in teams of two or three to complete the required term project for the class.
Each team identifies a problem, writes a proposal, completes the project, produces a final
report and makes an oral presentation as a team.
Outcome 5: Students learn to identify, formulate, and solve an airport design problem by completing a
term project.
front of peers.
software.

161

CEE 466: Geometric Design of Highways (Elective)
Spring 2010

Design of visible elements of highways such as horizontal and vertical alignment and cross-section in
accordance with design controls derived from characteristics of vehicles, drivers, traffic, and pedestrians
interacting with geometry, terrain, and environment to yield a safe roadway at design capacity.
Prerequisite: CEE 362. 3 credits.

1. Calculus

Textbook:
A Policy on Geometric Design of Highways and Streets, American Association of State Highway and
Transportation Officials (AASHTO), Washington D.C. (2004).

References:
1. Garber and Hoel, Traffic and Highway Engineering, Third Edition, 2002, Books/Cole Publishers.
2. Manual on Uniform Traffic Control Devices (MUTCD), Federal Highway Administration,
Publication No. FHWA-SA-89-006, 2000. http://mutcd.fhwa.dot.gov/kno-millennium_12.28.01.htm
3. Highway Capacity Manual (HCM 2000), Special Report 209, Transportation Research Board,
Washington DC, 2000.
4. Manual of Transportation Engineering Studies, Edited by H. Douglas Robertson, J oseph E. Hummer,
and Donna C. Nelson, Institute of Transportation Engineers, Prentice Hall, Englewood Cliffs, NJ ,
1994.

By the end of the course, the student will be expected to have learned the following
1. identification of the functional classification of highways
2. identification of the characteristics of users and vehicles as they affect roadway design parameters
3. identification of the critical input parameters for geometric design, including sight distance, design
speed, and directional design hourly volume
4. the design of horizontal alignment (HA), including horizontal curvature and superelevation
5. the design of vertical alignment (VA) including tangent grades and vertical curves
6. consideration of the interaction of horizontal curves and vertical curves
7. the determination of design parameters for roadway pavement cross-slope and other roadway cross-
sectional design elements, such as shoulders, side-slopes, sidewalks, etc.
8. application of the HA, VA and pavement cross-slope design principles to the various types of
roadways, including local streets, collector roads, urban and rural arterials and freeways
9. the design of at grade intersections
10. identification of the types of grade separated interchanges, and design of related elements
11. the calculation of earth work
12. identification of a design and/or operations problem, proposing and evaluating solution(s) and
reporting, both written and orally.

162

Topics Covered:
Lecture
1. Highway functional classification
2. Design controls and criteria
3. Elements of geometric design
4. Design of horizontal alignment
5. Design of vertical alignment; Interaction with horizontal alignment
6. Roadway cross-sectional elements; pedestrian and bicycle considerations
7. Applications on local streets, collector roads, urban and rural arterials and freeways
8. At-grade intersections
9. Grade separated interchanges
10. Earth work calculation


This is an elective course in the curriculum that meet ABET outcomes 1, 3, 4, 5, 7, 11, and 12.

sustainability.

Prepared by: Hualiang (Harry) Teng Date: May 14, 2010
163

CEG 467: Computer Applications in Transportation Engineering (Elective)
Spring 2009

Application of computer software models and programs for solving planning, design, and operations problems
in transportation engineering. Includes traffic network analysis models, transportation planning, and impact
models. Prerequisites: CEG 362. 3 credits.


Textbook:
None (Handouts and software manuals are used)

References:
Highway Capacity Manual, Special Report 209, Transportation Research Board, 2000

By the end of the course, the student shall be expected to
1. know the theory and principles of signalized intersection control
2. know how to use of the highway capacity software (HCS) for design and operational analysis of
signalized intersections
3. describe the mathematical models and procedure used in the HCS for computation of delay and LOS
4. know the basic features of the SYNCHRO traffic engineering software
5. know how to use SYNCHRO for operational analysis and timing design for an arterial network
6. know the procedure and models used in SYNCHRO for determination of vehicle delay and LOS
7. distinguish between macroscopic and microscopic traffic simulation models
8. know the basic features of the TSIS-CORSIM traffic engineering software
9. identify the key TSIS-CORSIM calibration parameters and their importance in simulation
10. know how to code and input data for freeway and/or arterial network in TSIS-CORSIM for
operational analysis, interpret and evaluate the output data
11. know the basic features of the TRANSCAD transportation planning software
12. be able to identify a design and/or operations problem, propose and evaluate solution(s) and produce
written reports and make oral presentations.

Topics Covered:
1: Theory and principles of intersection control
2: Operational, design, and planning analysis of signalized intersections using the Highway Capacity
Software (HCS)
3: Analysis and design of arterial signal coordination: theory and principles
4: Using SYNCHRO software package
5: Microscopic simulation modeling
6. Using TSIS-CORSIM
7: Transportation Planning: The 4-step UTP process
8: Introduction to TRANSCAD.

164


Outcome 3: Students learn to design traffic engineering systems primarily based on operational and
safety considerations.
Outcome 4: Students work in teams of three to complete the required term project for the class. Each
team identifies a problem, writes a proposal, completes the project, produces a final report
and makes an oral presentation in class as a team.
Outcome 5: Students learn to identify, formulate, and solve a real-world traffic engineering problem by
completing a term project.
front of peers.
software. Students also learn to use the following traffic engineering software: Highway
capacity Software, SYNCHRO and TSIS-CORSIM. Students are also introduced to
TRANSCAD.

165

CEE 468: GIS Applications in Civil Engineering (Elective)
Spring 2010

Introduction to the basics of Geographic Information Systems software and hardware and their use in civil
engineering. Emphasis on the application of GIS for the planning, design, operations, and maintenance of
civil engineering systems. Laboratory sessions provide hands-on experience with GIS software and hardware
using specific examples/case studies of GIS applications in various areas of civil engineering. Prerequisites:
CEE301, and any one of: CEE334, CEE362, CEE413, CEE450. 3 credits.


Textbook:
GIS Tutorial, 3
rd
Edition: Workbook for ArcView 9 by Wilpen L. Gorr and Kristen S. Kurland, ISBN:
978158948250

Reference:
Getting to Know ArcGIS desktop, 2
nd
Edition by Tim Ormsby, Eileen Napoleon, Robert Burke, Carolyn
Groess, and Laura Feaster. ISBN: 1-879102-89-7.

1. Students knowledge they apply the GIS tool to solve problems
2. Students can create plots in ArcMap. Know how to add layers, label & symbolize features
3. Students can generate reports from a tabular database
4. Students can query & join tables in a tabular database
5. Students can perform spatial analysis/buffers/overlays/spatial joins within ArcMap
6. Students can create a tabular & spatial databases (i.e. geodatabase)
7. Students can create accurate features (i.e. points, polygons, & lines) using coordinate geometry
(COGO) editing tools
8. Students can create point features from a database using geocoding and the Add X/Y method
9. Students know what metadata is and how to use it
10. Students know the various agencies they can obtain GIS related data from
11. Students can use raster data such as aerial photos
12. Students can create surfaces/digital terrain models (DTM) and contours

Topics Covered:
22. GIS using Google Earth and ESRI ArcMap
23. Internet Mapping
24. Creating Maps
25. Database joins and GIS spatial joins
26. Creating 3D points, lines and polygons
27. Querying Data
28. Using GIS data from WMS Servers
29. Labels and Annotation
30. Aerial Photos
31. Network Analyst determine shortest path and closest facility
166

32. 3D Analyst using ArcGlobe and 3D modeling
33. Geoprocessing automating processes

Classes are held in TBE-B367 computer lab on Monday and Wednesday from 5:30-6:50pm

This is a required course in the curriculum that meets ABET outcomes 3, 7, 11 and 12

Outcome 3. Ability to design a systemor processwithin realistic constraints. Students design a GIS
process to determine the rainfall runoff from a design storm.
Outcome 7. Ability to communicate effectively. Students create maps and webpages to show the results
of their analysis.
Outcome 11. Ability to usemodern engineering tools necessary for engineering practice. Students are
taught the latest edition of ESRIs ArcGIS products.
Outcome 12. Ability to apply knowledge of four technical areas appropriate to civil engineering.
Students apply knowledge from water resources to solve hydrology related problems.
Students using knowledge from transportation to solve routing problems. Finally the
students use geotechnical knowledge to model soils.


167

CEE 476: Earthquake Engineering of Structures (Elective)
Spring 2010

Introduction to vibration theory; seismic hazards; spectra of vibrations. Application of Simplified Static
Method and Static Method. Introduction to design of earthquake resistant structures. Discussion of
diaphragms, chords and struts. Prerequisites: CEE 334 or 432, CEE 444 or 480. 3 credits.

8. Soil Mechanics or Geological Engineering
9. Concrete Structure Design or Steel Structural Design

Textbook:
Alan Williams. Civil & Structural Engineering: Seismic Design Review for the PE EXAM, 6
th
edition, Kaplan
AEC Education, 2008.

References:
Dynamics of Structures: Theory and Applications to Earthquake Engineering, 3rd Edition, Anil K. Chopra,
Pearson Prentice Hall, 2007.
ASCE/SEI 7-05, Minimum Design Loads for Buildings and Other Structures, Structural Engineering
Institute, American Society of Civil Engineers, Reston, VA, 2005.
ACI 318-08, Building Code Requirements for Structural Concrete and Commentary, American Concrete
Institute, Farmington Hills, MI, 2008.
ANSI/AISC 341-05, Seismic Provisions for Structural Steel Buildings, American Institute of Steel
Construction, Chicago, IL, 2005.

56. evaluate the dynamic response of single-degree-of-freedom systems;
57. understand the concept of earthquake response spectrum;
58. evaluate the vibration period, modal shapes, and mode participation factors for multi-degree-of-freedom
systems;
59. apply the ASCE 7 provisions to determine the seismic design spectrum and determine the design base
shear using the Equivalent Lateral Force and Modal Analysis procedures;
60. conduct ductile design and detailing for reinforced concrete structures in accordance with ACI seismic
design provisions; and
61. conduct ductile design and detailing for steel structures in accordance with AISC seismic design
provisions.

Topics Covered:
1. History of earthquake engineering, engineering seismology, and strong ground motion;
2. Fundamental theory of vibrations for single- and multi-degree-of-freedom systems;
3. Basic concept of seismic designs;
4. Introduction to different lateral force systems;
5. Equivalent Lateral Force procedures;
6. Modal Analysis procedures;
7. P-Delta effects, diaphragms and torsional effects;
8. Introduction of seismic design and detailing requirements for reinforced concrete structures; and
168

9. Introduction of seismic design and detailing requirements for steel structures.

Class Schedule:


This is a technical elective course in the curriculum that meets ABET outcomes 1, 3, 5, 6, 7, 9, and 11.

The course serves the following program outcomes:
Outcome 1. Students can solve structural dynamic problems employing mechanics and mathematics
including differential equations and matrix operations.
Outcome 3. Students have the ability to conduct a seismic design subjected to economic, safety, and
manufacturability constraints.
Outcome 5. Students have the ability to solve seismic design problems through independent and group study,
and design a system or components.
Outcome 6. Students have a good understanding of professional responsibility as a structural engineer who
carries out seismic design of structures.
Outcome 7. Students obtain effective oral and written communication skills through presentations and
technical reports for term projects.
Outcome 9. Students can realize the necessity of life-long learning.
Outcome 11. Students can apply the model engineering techniques and tools for engineering practice.

Prepared by: Ying Tian Date: April 25, 2010
169

CEE 478: Applied Finite Element Analysis (Elective)
Fall, 2009

Introduction to the finite element method with computer applications to engineering problems in
structural analysis, two- and three-dimensional solid mechanics and continuum. Prerequisite: MATH 431;
CEE 370 or ME 302. 3 credits.

1. Ordinary differential equations, Gaussian elimination, eigenvalue problems, linear algebra
2. Engineering properties of soils, soil bearing pressure, lateral earth pressure
3. Shear and moment diagrams, force method, displacement method, determinate and indeterminate
structures

Textbook:
Concepts and Applications of Finite Element Analysis, Cook et al, 4th Edition, Wiley

1. Students can derive element stiffness matrices using total potential energy, and assumed displacement and
shape functions
2. Students can assemble element stiffness matrices to obtain stiffness matrix for structure
3. Students can apply the direct stiffness method
4. Students can apply a finite element code to model and solve an engineering problem

Topics Covered:
1. Theory of elasticity
2. Equilibrium and compatibility equations
3. Direct stiffness method
4. Interpolating and shape functions
5. Coordinate transformation and total potential energy principles
6. Linear truss and beam elements
7. Linear and quadratic triangular elements
8. Bi-linear rectangular elements
9. Computer applications



170

the field.
Outcome 11. The graduates have the ability to use modern analysis and design tools in engineering practice.

Prepared by: Samaan G. Ladkany Date: October, 2009

171

CEE 480: Concrete Structure Design (Required)

Introduction to design of structural systems in concrete. Design of beams, one-way slabs, columns and beam-
columns. Design of T-beams and doubly-reinforced beams. Anchorage and bar cutoffs. Prerequisites: CEE
346, CEE 346L, CEE 381. 3 credits.

1. CEE 381. Shear and moment diagrams, beam deflections, reactions, internal forces
2. CEE 346, CEG 346L. Engineering properties of concrete and steel

Textbook:
Reinforced Concrete: Mechanics and Design, Wight and MacGregor, Prentice Hall, Fifth Edition, 2008.

References:
ACI 318 Building code (not required)

By the end of the course, students can
1. Interpret and apply the provisions of ACI
2. Design rectangular beams for flexure and shear
3. Design one-way slabs for flexure and shear
4. Design T-beam for flexure and shear
5. Design shear reinforcing for deep beams
6. Design corbels
7. Calculate flexural crack widths in beams
8. Determine bar cutoffs
9. Design columns and beam-columns

Topics Covered:
1. Properties of concrete and reinforcing steel, 2. Design specifications, loads and methods of reinforced
concrete design, 3. Transformed cracked section properties, 4. Allowable Stress Design method for beams, 5.
Deflection and flexural crack width, 6. Strength Design method for flexure and shear in beams, 7. Anchorage
(development length) and bar cutoffs, 8. Strength Design method for compression members, 9. Bending and
axial compression, 10. Lateral reinforcing in columns, and 11. Design of simple foundation.

Two 75 minutes lecture per week.


Outcome 1. An ability to apply knowledge of mathematics through differential equations, calculus-
based physics, chemistry, and at least one additional area of science, and engineering.
Outcome 3. An ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, ethical, health and safety,
172

manufacturability, and sustainability.
Outcome 5. An ability to identify, formulate, and solve engineering problems.
Outcome 11. An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Outcome 12. An ability to apply knowledge of four technical areas appropriate to civil engineering
Outcome 13. An ability to design a system, component, or process in more than one civil engineering
context.

Prepared by: Nader Ghafoori Date: April 13, 2010
173

CEG 491: Independent Study (Elective)

Independent design project or study of a selected engineering topic. May not be used to replace a required
course. May be repeated up to a maximum of three credits. (1 3 credits)

Textbook:
Varies with topic

References:
Varies with topic

Coordinator:
Instructor who elects to supervise study

Senior standing in engineering or consent of instructor with departmental approval.

Goal:
The goal depends on the topic. The purpose of the course is to allow students to study specialized topics
within civil engineering. Usually only one student at a time takes CEE 491 under an instructor.

Varies with the topic.

Topics Covered:

Contribution of Course to Meeting Professional Component:
This would substitute for an elective course in the curriculum.

The course may relate to any of the program outcomes.

Relation of Course to ABET Criteria:
The course may reflect any of the ABET criteria

Computer Usage:
This depends on the topic.

Prepared by: Edward S Neumann Date: J une 3, 2010
174

CEG 495: Special Topics (Elective)

Outlet for experimental and other topics which may be current interest. Topics and credits to be
announced. May have a laboratory. May be repeated once under different topic. (1 4 credits)

Textbook:
Varies with topic

References:
Varies with topic

Coordinator:
Instructor who elects to teach the Special Topics course.

Upper-division standing in engineering.

Goal:
The goal depends on the topic. The purpose of the course is to allow a number of students to study
specialized topics within civil engineering. Usually several students take CEE 495 under an instructor during
a scheduled class time and in a scheduled room. The course may be used to pilot test new courses which
subsequently are proposed for adoption.


Topics Covered:

Contribution of Course to Meeting Professional Component:
This would substitute for an elective course in the curriculum.

The course may relate to any of the program outcomes.

Relation of Course to ABET Criteria:
The course may reflect any of the ABET criteria

Computer Usage:
This depends on the topic.

Prepared by: Edward S Neumann Date: J une 3, 2010
175

CEE 496: Civil Engineering Professional Practicum (Required)

Engineering practicum, supervised by licensed Professional Engineer, in any one of several professional
organizations including state or federal agencies, public works, special districts, utilities, or consultants.
Minimum 200 hours supervised work. Student report approved by supervisor. S/F grading only. Prerequisite:
The course should be taken in a year prior to graduation and should be completed within that time period:
approval of host firm and Department Chair. 0 credits.

The course should be taken in a year prior to graduation and should be completed within that time period:
approval of host firm and Department Chair.

Textbook:
None

References:
None


Topics Covered:

This is a required course in the undergraduate curriculum but does not directly address any specific
ABET outcome. Depending on the experience, it could meet a number of different ABET outcomes.

Outcome 4. Some students may have team experiences
Outcome 9. Students are likely to be exposed to problems which have not been addressed in the
classroom, and will need to engage in self-directed study to develop an understanding of the
problem.
Outcome 11. Some students will have the opportunity to use advanced tools of engineering analysis and
design.
Outcome 14. All students are required to work under the supervision of a PE.

Prepared by: Edward S Neumann Date: March 25, 2010
176

CEE 498: Senior Design Project (Required)
Fall 2010

Capstone course to involve students in the design process from project planning through analysis,
synthesis, evaluation, and recommendations. Team efforts and oral, written, and graphical
communications. Prerequisites: Prerequisites All required CEE courses except CEE 496 and CEE 499
and any one of CEE 413, CEE 450, or CEE 480. 3 credits.

All required analysis and design courses in structural, geotechnical, transportation, environmental, and
water resources engineering, computer aided design, engineering economics, and English.

Textbook:
The Management of Engineering, F. Lawrence Bennett, J ohn Wiley and Sons, 1996.

Students will be expected:
8. To use knowledge and skills related to the design process acquired through earlier course work or
experience.
9. To incorporate relevant codes, standards, and regulations into the design process.
10. To recognize and consider relevant and reasonable constraints imposed by economic, environmental,
sustainability, constructability, ethics, health, safety, reliability, social, political, and aesthetic
concerns.
11. To develop and present oral and written reports related to management topics and project progress.
12. To form design teams of two to four students.
Each team will:
13. To select a design project in response to a Request for Proposals (RFP) presented by a local engineer.
14. To prepare a project proposal which details a reasonable scope of work.
15. To prepare and present oral and written progress reports at prescribed intervals.
16. To prepare and present a final report.
17. To prepare a project presentation for the College-wide Senior Design Competition.
Students must also demonstrate an understanding of engineering practice issues such as:
18. marketing and procurement of work; bidding versus quality based selection processes;
19. interaction of design and construction professionals;
20. importance of professional licensure and continuing education;
21. teamwork, motivation, and leadership,
22. project scope, budget, and schedule.

Topics Covered:
Lecture 1. Engineer as manager, 2. Engineering organization, 3. Motivation, leadership, and delegation, 4.
Communications and meetings, 5. Project management, planning, scope of work, scheduling, costs, and
controls, 6. Engineers and law, contracts, engineering contracts, and liability, 7. Ethics. 8. The Scientific
Method, 9. Technical writing, 10. Effective communication with visual displays. Several class sessions
devoted to: RFP presentations by practicing professionals: team presentations on case studies and
management topics: team progress reports on project; proposal and final report preparation and presentation;
etc.

177

This is a required course in the curriculum that meets ABET outcomes 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, and 13.

Outcome 1. The students apply their physics, calculus, and chemistry background in the design of a
semester-long civil engineering project.
Outcome 3. The students apply gained knowledge to design different civil engineering system components
as well as an entire system within realistic constraints such as economic, environmental, social,
political, ethical, health and safety, and sustainability.
Outcome 4. The students are required to work in a multi-disciplinary team to address a semester-long
engineering design project.
Outcome 5. The students acquire problem solving experiences through independent and group study;
participate in a significant design experience throughout the semester; construct and document
Outcome 6. The students are aware of basic principles of ethical and professional conduct in providing
Outcome 7. The students have the ability to effectively communicate in written form and are able to
provide professional oral and visual presentations appropriate to the situation and audience.
Outcome 8. The students are required to address an engineering design problem while considering its impact
in a global, economic, environmental, and societal context.
Outcome 9. The students recognize the need for life-long learning in the practice of the civil engineering
profession; and are aware of the need for further training to remain current in the field.
Outcome 10. The students receive a broad education in social sciences and economics; and are aware of
contemporary issues such as sustainability as related to engineering practice.
Outcome 12. The students fulfill a broad civil engineering curriculum to include required courses in
structures, geotechnical, transportation, environmental, and water resources. Additionally, they
fulfill a coherent group of technical electives concentrating on at least one area of civil
engineering.
Outcome 13. The students are required to address an engineering design problem considering simultaneously
at least two areas within Civil Engineering and one Area from other discipline.

Prepared by: Alexander Paz Date: November 25, 2009

178

CEE 499: Fundamentals of Engineering Examination Registration (Required)

Preparation for and completion of the Fundamentals of Engineering Civil Discipline-Specific Examination
administered by the National Council of Examiners for Engineering and Surveying. Prerequisites: All
required CEE courses except CEE 496 and CEE 498 and any one of CEE 413, CEE 450, or CEE 480. 1
credit. Note: S/F grading only.

Textbook:
Required: Students will be provided with a copy of the FE Supplied Reference Handbook, published by
National Council of Examiners for Engineering and Surveying. The handbook can also be downloaded
for free or purchased through <www.ncees.org>.

References:
Recommended: Review books from PPI: FE Review Manual and Civil Discipline-Specific Review
Manual <www.ppi2pass.com>

Upon completion of the course, students will have
registered for the exam, if eligible
been presented with information and opportunities to review material, to best prepare for the
exam
taken at least one practice exam
appeared for the exam (if eligible) and made a good faith effort at passing

Topics Covered:
Range among the many topics covered in the FE exam. Specific topics that are covered during the course
depend on time allotted and availability of review-session leaders.

Two, two-hour classroom sessions per week, until the date of the FE exam.

This is a required course in the curriculum that meets parts of ABET outcomes 9 and 14.

Through preparation for and completion of the FE exam,
Outcome 9. Students gain a recognition of the need for, and an ability to engage in, life-long learning.
Outcome 14. Students gain an ability to explain the importance of professional licensure.


179

APPENDIX A PART II
SYLLABI FOR MATH, SCIENCE, AND ENGLISH COURSES
APPENDIX A. COURSE SYLLABI
180
Geology101:IntroductoryGeology:ExploringPlanetEarth
CourseDescription(20102012Catalog):
Fundamentalsofgeologywithemphasisinplatetectonics,earthstructureandcomposition,surface
processes,geologichazards,geologictime,andtheirrelevancetoinformedcitizens.
PrerequisiteCourse:N/A
PrerequisitebyTopic:
Textbook:
Lecture: Essentials of Geology by Marshak, 3
rd
edition
Laboratory: Exploring Planet Earth: The Lab Manual by Hanson et al., 4
th
edition
OtherReferenceMaterial: N/A
CourseCoordinator: ProfMichaelNicholl
Courselearningoutcomes:
Introduces students to the fundamentals of geology, with emphasis in plate tectonics, earth
structure and composition, surface processes, geologic hazards, geologic time, and their
relevance to informed citizens. Comprehensive understanding of the following topics:
1. The inter-relatedness of the Earth systems: Atmosphere, Hydrosphere, Biosphere, Solid Earth

2. Earths dynamic plate tectonic system.
3. Processes and products of water, groundwater, and glaciers on the Earths surface.
4. Environmental conditions and processes of deserts.
5. Processes that produce the major rock types and soils (rock cycle).
6. The record and documentation of geologic time.
7. Processes and products of crustal deformation and earthquakes.
8. The dynamics and components of the Earths interior.
9. The inter-relatedness of humans and these Earth processes.

TopicsCovered:
1. Introductiontothecourse(1class)
2. FormationandStructureoftheEarth(1class)
3. Minerals/Rockcycle(2classes)
4. IgneousRocks/Volcanism(2classes)
5. SedimentaryRocks(2classes)
6. MetamorphicRocks(2classes)
7. GeologicTime(2classes)
8. MassWasting(1class)
181
9. Rivers(1class)
10. Groundwater(1class)
11. Glaciers(1class)
12. GeologicStructureandGeologicMaps(2classes)
13. Earthquakes(1class)
14. EarthsInterior(1class)
15. Tectonics(1class)
16. WindandDeserts(1class)
17. GlobalChange(1class)
18.Energy(2classes)
19.NaturalResources(2classes)
LaboratoryProjects: 3 hours laboratory per week
Class/LaboratorySchedule:Threehourslectureandthreehourslaboratory.
AssessmentofStudentProgresstowardCourseObjectives:
ContributionofCourseformeetingProfessionalComponent:
a) Mathematics and basic sciences: 3 credit
b) Engineering Topics (Design/Science): 0 credit
c) General Education: 0 credit
d) Others: 0 credits
PreparedBy: MichaelNicholl Date:

182
Chemistry121/121L:GeneralChemistryI
Fundamentalprinciplesofchemistryandtheircorrelationwiththepropertiesoftheelements.
PrerequisiteCourse:
CorequisitesMATH127orMATH128orhigher.
PrerequisitesApassingscoreontheChemistryPlacementExamoragradeofCorbetter
inCHEM103.Lab/Lecture/StudioHoursThreehourslectureandthreehourslaboratory.
PrerequisitebyTopic:
PrecalculusandTrigonometryorhighermathematicalbackgrounds
Textbook:Chemistry:TheMolecularNatureofMatterandChangefiftheditionSilberberg
CourseCoordinator: Dr.S.Steinberg,spencer.steinberg@unlv.edu
CourseObjectives:
Thiscourseprovidesanintroductiontochemicalprinciplesforstudentsthathavehadhigh
schoolchemistry,oranintroductorylevelcoursesuchasChemistry103.Conceptual
understandingoftheelectronicstructureoftheatom,periodicpropertiesoftheelementsand
chemicalbondformationwillbeemphasized.Studentswillmasterthebalancingofchemical
reactionsandtheuseofchemicalreactionsforpredictingproductyields.Studentswilllearnto
understandthenatureofintermolecularforcesandsolutionbehavior.Inaddition,studentswill
developproblemsolvingskillsforsuccessinfuturecoursework.
TopicsCovered:
Keys to the Study of Chemistry
The Components of Matter
Stoichiometry of Formulas & Equations
The Major Classes of Chemical Rxns
Redox/Net Ionic Equations
Gases & The Kinetic Molecular Theory
Thermochemistry
Quantum Theory & Atomic Structure
Electron Configuration & Chem Periodicity
Models of Chemical Bonding
Shapes of Molecules
Theories of Covalent Bonding
Intermolecular Forces
Properties of Mixtures: Solutions & Colloids
Class/LaboratorySchedule:REQUIREDLABORATORYTEXT:CuINLaBGeneralChemistryLaboratory
ManualbyD.L.Stevens[5
th
Edition,Kendall/HuntPublishing]
Density - A Physical Property of Matter
The Physical Separation Of A Ternary Mixture
Determining the Empirical Formula of a Compound & Determining the Percentage of Water & the
183
Number of Water Molecules in a Hydrate

Colorimetry
Recycling of Aluminum (Part I)
Finish Recycling of Aluminum (Part II)
Paper Chromatography
Cu Later
Volumetric Analysis: Acid-Base Titration
Volumetric Analysis: A Redox Titration
Determining the Molar Volume of HRR2RR Gas, the Value of R, & the Molar Mass of Mg
Heat of Neutralization, H RRneutrzn
Hesss Law & the Enthalpy Changes Involving Three Reactions
Molecular Modelling Due (TA may assign it as a dry lab)
Hesss Law & the Enthalpy Changes
Involving Three Reactions
AssessmentofStudentProgresstowardCourseObjectives:
Thecoursegradewillbebasedupononlinequizzes(5%),threemidtermexams(40%),afinal
exam(30%)andtheLaboratory(25%).
Class/LaboratorySchedule: 3hrlectureand3hrLabperweek

184
Physics 180 & 180L: Physics for Scientists and Engineers I

LectureinNewtonianmechanics.Rectilinearmotion,particledynamics,workandenergy,momentum
andcollisions,rotationalmechanics,oscillations,wavemotion,andgravitation.
PrerequisiteCourse:MATH181
PrerequisitebyTopic:Calculus
CourseCoordinator: Prof.JohnFarley
LaboratoryProjects: 1cr.labPHYS180L
Class/LaboratorySchedule: 3hrlectureand3hrlabperweek

185
AssessmentofStudentProgresstowardCourseObjectives
GradingofAssignments:
e) Mathematics and basic sciences: 4 credit
f) Engineering Topics (Design/Science): 0 credit
g) General Education: 0 credit
h) Others: 0 credits
PreparedBy: Prof.JohnFarley Date:

186
Physics 181 & 181L: Physics for Scientists and Engineers II

Lectureinelectromagnetism.Coulombslaw,electricandmagneticfields,Gausslaw,potential,
capacitance,currentandresistance,electromotiveforce,inductance,motionofcharged
particles,introductiontoMaxwellsequations,andelectromagneticwaves.
PrerequisiteCourse:PHYS180andMATH182.
PrerequisitebyTopic:PhysicsI,CalculusII
RandallD.Knight,PhysicsforScientistsandEngineers,2
nd
Ed.Volume4Chapters2636
CourseCoordinator: Prof.J.C.Selser
Studentshouldachievebasicunderstandingoftheelectricandmagneticfields,potential,capacitance,
currentandresistance,electromotiveforce,inductance,andthemotionofchargedparticles.This
includesmaterialpertainingtoCoulombslaw,Gausslaw,andMaxwellsequations.
LaboratoryProjects: 1cr.labPHYS181L
Class/LaboratorySchedule:3hrlectureand3hrlabperweek
Duringthesemestertherewillbeeightinclass,announcedquizzesaccountingaltogetherfor20%ofthe
coursepointtotal,andtwoannouncedinclassexamseachaccountingfor20%ofthecoursepointtotal.
Homeworkwillbeassignedaswegoandhomeworkproblemsolutionswillbemadeavailable.Thefinal
examwillbecomprehensiveandwillaccountfortheremaining40%ofthecoursepointtotal.
AssignmentswillbegradedonthestandardAtoFsystemwithplussesandminuses.
PreparedBy: Prof.J.C.Selser Date:
187
MATH181:CalculusI
Differentiationandintegrationofalgebraicandtranscendentalfunctions,withapplications.
PrerequisiteCourse:PrerequisitesMATH128orequivalent.
PrerequisitebyTopic:PrecalculusandTrigonometry
Textbook:
JamesStewart,EssentialCalculus,EarlyTranscendentals,BrooksColePublishing2007.
CourseCoordinator: AnthonyDHolmes
Studentsshouldbeabletofindderivativesandintegralsofbasicfunctionsandtheir
compositionsandtobeabletoapplythesesconceptstoavarietyofdifferentsituations.
COURSEOBJECTIVES:
Tofamiliarizestudentswiththeconceptsofdifferentialandintegralcalculusandtheir
applications.
TopicsCovered:
Limitofafunction,limitlaws,precisedefinitionofalimit,continuity,limitsatinfinity,
horizontalasymptotes,tangents,velocity,derivativesofpolynomialandexponentialfunctions,
productandquotientrules,ratesofchange,derivativesoftrigonometricfunctions,chainrule,
implicitdifferentiation,higherderivatives,derivativesoflogarithmicfunctionsandhyperbolic
functions,relatedrates,differentials,maximumandminimumvalues,meanvaluetheorem,
applicationstocurvesketching,indeterminateformsandLHospitalsRule,optimization
problems,Newtonsmethod,antiderivatives,areasanddistances,definiteintegral,
fundamentaltheoremofcalculus,indefiniteintegrals,substitutions,logarithmasadefinite
integral.
LaboratoryProjects: None
Class/LaboratorySchedule: Lecture,4hoursperweek
Attendance,Punctuality,andParticipation 10%
101fullpageResponsePapers 15%
3Quizzes 15%
3Exams(2Midtermsand1Final) 30%
3Essays(3fullto4pages) 30%
Total 100%
AssignmentswillbegradedonthestandardAtoFsystemwithplussesandminuses.
PreparedBy: AnthonyDHolmes Date:
188
MATH182:CalculusII
Furtherapplicationsandtechniquesofintegrationincludingintegrationbyparts,sequences
andseries,polynomialapproximations.
PrerequisiteCourse:PrerequisitesMATH181
PrerequisitebyTopic:Calculus
Textbook:
JamesStewart,EssentialCalculus,EarlyTranscendentals,BrooksColePublishing2007.
CourseCoordinator: ArthurBaragar
Studentsshouldbeabletoevaluatemorecomplexintegralsandapplythesetechniquestofind
arclengths,surfaceareas,andvolumes.Furthermore,theyshouldbeobtainpowerseries
representationsoffunctionsandbeabletoapplythesetoavarietyofproblemsthatarisein
scienceandengineering.
CourseObjective:
Tofamiliarizestudentswithfurtherconceptsinintegralcalculusandalsotointroducethemto
sequencesandseries.
TopicsCovered:
Areasbetweencurves,volumes,work,integrationbyparts,trigonometricintegrals,
trigonometricsubstitutions,partialfractions,improperintegrals,arclength,areaofasurfaceof
revolution,applicationstophysicsandengineering,parametriccurves,polarcoordinates,areas
andlengthsinpolarcoordinates,conicsections,sequences,series,integraltest,comparison
tests,alternatingseries,absoluteconvergence,ratioandroottests,powerseriesand
representationoffunctions,TaylorandMaclaurinseries,binomialseries,applications.

PreparedBy: ArthurBaragar Date:
189
MATH283:CalculusIII
Vectors;differentiationandintegrationofvectorvaluedfunctions;multivariablecalculus;
partialderivatives;multipleintegralsandapplications;line,surfaceandvolumeintegrals;
Greenstheorem;divergencetheorem;andStokestheorem.
PrerequisitebyTopic:CalculusII
Textbook:
EssentialCalculusbyJamesStewart(Chapter1013)
CourseCoordinator: E.Salehi,ebrahim.salehi@unlv.edu
Studentsshouldbeableanalyzeproblemsinvolvingthreedimensionalvectors,solveavariety
ofoptimizationproblems,evaluatemultipleintegralsusingtheappropriatetransformations,
andapplytechniquesofvectorcalculustoawidearrayofproblems.
CourseObjective:
Tofamiliarizestudentswithvectorcalculus,multivariablecalculus,multipleintegrals,andtheir
applications.
TopicsCovered:
Vectorsinthreedimensions,dotandcrossproduct,equationsoflinesandplanes,cylindrical
andsphericalcoordinates,vectorfunctionsandspacecurves,derivativesandintegralsof
vectorfunctions,arclengthandcurvature,velocityandacceleration,functionsofseveral
variables,limitsandcontinuity,partialderivatives,tangentplanes,chainrule,directional
derivative,gradientvector,maximumandminimumvalues,Lagrangemultipliers,double
integraloverarectangularregion,iteratedintegrals,doubleintegraloverageneralregion,
polarcoordinates,applicationsofdoubleintegrals,surfacearea,tripleintegrals,tripleintegrals
incylindricalandsphericalcoordinates,changeofvariablesinmultipleintegrals,vectorfields,
lineintegrals,Greenstheorem,surfaceintegrals,Stokestheorem,divergencetheorem.
190

PreparedBy: E.Salehi Date:

191
MATH431:MathematicsforEngineersandScientistsI
Firstorderlinearandnonlineardifferentialequations,secondandhigherorderdifferential
equationswithconstantcoefficients,Laplacetransformsandapplications,Gaussianelimination
andeigenvalueproblems,solutionsofsystemsofdifferentialequations.
PrerequisitebyTopic:CalculusIII
Textbook:
AdvancedEngineeringMathematics,9thEditionbyErwinKreyszig
CourseCoordinator: XinLi
Studentsshouldbeabletosolveawidevarietyofordinarydifferentialequationsthattheywill
encounterinengineeringandscience.Furthermore,theywouldhavegraspedthe
fundamentalsofmatrixalgebraanditsapplications.
CourseObjective:
Tofamiliarizestudentswiththebasicconceptsofmatrixalgebraincludingeliminationandtheir
applicationstosystemsofdifferentialequations,introducethemtoordinarylineardifferential
equationsandtheirapplicationstoengineering,andalsotointroducethemtoLaplace
transformmethods.
TopicsCovered:
Separableandexactequations,integratingfactors,linearequations,secondorderandhigher
orderhomogeneouslinearequationswithconstantcoefficients,EulerCauchyequations,
nonhomogeneousequations,methodsofundeterminedcoefficientsandvariationof
parameters,homogeneouslinearsystemswithconstantcoefficients,phaseplane,critical
points,stability,nonhomogeneouslinearsystems,Laplacetransformandtheinversetransform,
transformsofderivativesandintegrals,applicationstolineardifferentialequations,unitstep
functionandtheDiracdeltafunction,differentiationandintegrationoftransforms,
convolutions,matrixalgebra,linearsystemsofequations,Gaussianelimination,vectorspaces,
determinants,inverseosamatrix,eigenvaluesandeigenvectors,similarity,diagonalization.
192

PreparedBy: XinLi Date:

193
Statistics463:AppliedStatisticsforEngineers
Elementaryprobability,commonlyuseddiscreteandcontinuousprobabilitydistributions,
estimationandhypothesistesting,categoricaldatatesting,regression,modelbuilding,analysis
ofvariance,productandsystemreliabilityandengineeringapplications,andqualitycontrol.
PrerequisitebyTopic:CalculusIII
Textbook:
AppliedStatisticsforEngineersandScientists(2
nd
Edition)byJayDevoreandNicholasFarnum,
ThomsonBrooks/Cole
CourseCoordinator: KaushikGhosh
Studentsshouldbeabletodostatisticaldataanalysisonawidearrayofengineeringproblems
andbeabletojustifysuchananalysis.
CourseObjective:
Tofamiliarizestudentswiththestandardstatisticalmethodsinpracticeandapplicationsof
thesemethodstoavarietyofapplicationsinengineeringusingstatisticalsoftware.
TopicsCovered:
Descriptivestatistics,normalandothercontinuousdistributions,usefuldiscretedistributions,
measuresofcenteranddispersion,plotsandcorrelation,collectionofdata,conceptsof
probability,samplingdistribution,pointestimation,confidenceintervals,testingofhypotheses,
ANOVA,linearandmultipleregression,applications.
PreparedBy: KaushikGhosh Date:

194
English101:CompositionI
Evidencebased,writingintensivecoursedesignedtoimprovecriticalthinking,reading,andwritingproficiencies
throughguidanceinwritingthethesisdrivenessay.Studentsdevelopstrategiesforturningtheirexperience,
observations,andanalysesintoevidencesuitableforacademicwriting.Emphasisonwritingtheshort,focused,
concretelydevelopedcollegepaper.
PrerequisiteCourse:Qualifyingscoreonaplacementexam
PrerequisitebyTopic:N/A
Textbook: TextMessages,UNLVCustomEditionofGuideforCollegeWriters
TheLittle,BrownEssentialHandbook,6
th
edition
CourseObjectives:Amongthespecificabilitiesyoushouldlearninthiscoursearethese:
1. Toplanandorganizeanessaybyworkingthroughyourwritingprocess
2. Tobenefitfrompeerresponsetoyourwriting
3. Toidentifyandunderstandtheaudienceandpurposeinwriting
4. Todevelopeffectivecriticalreadingskillsthroughcloseanalysisoftexts
5. Tousereadingandwritingastoolsforquestioning,criticalthinking,andinformedcommunication
6. Toincorporateknowledgefromtextsintothesisguidedexpositorywriting
7. Toadoptappropriatevoice,tone,andlevelofformalityinyourwriting
(a) Toeditfinaldraftsforformat,structure,grammar,andmechanics
CourseRequirements:Tosuccessfullycompletethiscourse,allofthefollowingworkisrequired:
Anungradeddiagnosticessaycompletedwithinthefirstweekofclass
Readingassignmentsofapproximately60pagesperweek
Dailyinformalwriting,toincludejournalentries,inclasswriting,quizzes,homework,andpeerreviews
Prewritinganddraftsofessaysinprogress
Fouroutofclassessays,toincludeapersonalexpressiveessay,ananalysisessay,anevaluationessay,
andapositionorproblem/solutionessay*
Midtermandfinalexamsthatincludeagradedtimedessay
TopicsCovered:
Week1
Tuesday,January12 Introtoclassandsyllabus Writediagnosticessayinclass
Thursday,January14 Adler,"HowtoMarkBook,"p165; InventoryofYourWriting,p78
Roberts,"HowtoSayNothing,"p178;
S.King,"OnReading&Writing,"p190
Week2
Tuesday,January19 Chapter1,p335 Page15,#1;p34,#1
Thursday,January21 Chapter3,p5969; Page69,#7
Townsend,"FirstHours,"p195;
Morgan,"Ghosts&Echoes,"p199;
Chapter2,p37+midp50topp53
Week3
Tuesday,January26 Chapter4,p7179;Chapter2,p38topp45 Page79,#6or#7
Tan,"MotherTongue,"p201;
Cisneros,"OnlyDaughter,"p243;
Hwang,"GoodDaughter,"p246
Thursday,January28 Chapter2,bottomp46midp48; Page230,#1and#2+identify
Walker,"Beauty,"p223; figurativelanguageinKeillor
Keillor,"HowCrabAppleGrew,"p410
195
Week4
Monday,February1 RoughdraftofEssay1submittedby10:30p.m.viaWebCampusforpeerreview
Tuesday,February2 LBHandbook,Pt1,p314,Pt3,p6973, Essay1roughdraftworkshopPt5,p97
100
Thursday,February4 Mairs,"OnBeingaCripple,"p231 Essay1submissionportfoliodue
Week5
Tuesday,February9 Chapter5,p8197; Page96,#1
Chapter2,midp48midp50
Thursday,February11 Chapter6,p99106; Page106,#1or#2or#3
Vonnegut,"HowtoWrite,"p172;
Orman,"ControlCreditCards,"p379
Week6
Tuesday,February16 Chapter6,p107112; Page112,#2or#3or#5
Frye,"Don'tYouThink,"p170;
Tavris,"InGroupsWeShrink,"p323;
Orwell,"ShootinganElephant,"p326;
Stone,"MyFriendMichelle,"p395;
Brosseau,"AnorexiaNervosa,"p398
Thursday,February18 Chapter6,p113123; AnalyzeZinsserorTannenusing
Lincoln,"GettysburgAddress,"p276; CriticalRereadingGuide,p8586
Tannen,"MarkedWomen,"p354
Week7
Tuesday,February23 Mabry,"TwoWorlds,"p250; AnalyzeObamausingCritical
Obama,"SpeechonRace,"p265; RereadingGuide,p8586
Chapter2,p4546,p53
Wednesday,February24 RoughdraftofEssay2submittedby10:30p.m.viaWebCampusforpeerreview
Thursday,February25 LBHandbook,Pt3,p4869,Pt5,p100106 Essay2roughdraftworkshop
Week8
Tuesday,March2AppendixA,WritingUnderPressure,p431 Essay2submissionportfoliodue
Thursday,March4 MidtermExam
Week9
March811 StudentInstructorConferences
Week10
Tuesday,March16 Chapter7,p125140;Ebert,"HarryPotter,"p385; Createa3columnlog(p136)in
Mitchell,"Sorcerer'sApprentice,"p387 responsetop135,#2or#3or#5
Thursday,March18 MLKing,"MeetingOppression,"p277; Respondtoideasinp134,#1and
Stoll,"MakesLearningFun,"p308;p32223,WritingfromText,#1&#2
Tapscott,"LearningasTorture,"p317
Week11
Tuesday,March23 Readingstobeassigned
Thursday,March25 Readingstobeassigned
Week12
Monday,April5 RoughdraftofEssay3submittedby10:30p.m.viaWebCampusforpeerreview
Tuesday,April6 LBPt4,p7794 Essay3roughdraftworkshop
Thursday,April8 Chapter8,p143 Essay3submissionportfoliodue
Week13
196
Tuesday,April13Tannen"ArgumentCulture,"p359; Page364,#1
Devlin,"TeachingTolerance,"p391;
Berube,"EndGradeInflation,"p415
Thursday,April15 Staples,JustWalkOnBy,p216; Page221,#1or#2
Brown,FortheMuslimPromQueen,p261
Week14
Tuesday,April20Friedman,"WholeWorldWatching,"p281; Page288,ConnectingTexts,#1
Queenan,"YouTubeThis!,"p285; ORPoniewozik,"RealityTVIsGood,"p296;Page302,WritingfromText,#1OR
Peters,"RealityTVTooReal,"p303;Page303,ConnectingTexts,#1ORBrooks,"OutsourcedBrain,"p373;
Page157,#5Coben,UndercoverParent,p375
Thursday,April22 Cameron,"WantLess,"p377; Respondtop424,#5Rowling,"FringeBenefits,"
p417
Week15
Monday,April26 RoughdraftofEssay4submittedby10:30p.m.viaWebCampusforpeerreview
Tuesday,April27 LBPt2,p2240 Essay4roughdraftworkshop
Thursday,April29 PrepforFinalExamEssay4submissionportfoliodue
Courseevaluationcompletedinclass
Week16
Tuesday,May4 FinalExam,3:105:10p.m.,CBCC212
Class/LaboratorySchedule: Two75minlecturepersessionperweek
Grading:ThefamiliarAFgradingscalewillbeusedonessays(alongwith+and).TheUndergraduate
Catalogdefineseachgradeasfollows:
ASuperior CAverage FFailing
BAboveAverage DBelowAverage
Essaysaregradedforcontent,completenessandcorrectness.Agradingrubricwillbeprovidedwith
everyoutofclassessayassignment.
Gradesforthiscoursewillbeassignedinthisway:
Essay1 15 Essay3 20
Essay2 15 Essay4 20
Participation 7.5 Participation 7.5
(homework,dailywriting,discussion,peerreview) (homework,dailywriting,
discussion,peerreview)
MidtermExam 7.5 FinalExam 7.5
Midterm 45%offinalgrade Final 100%offinalgrade
Assessment Assessment

Class/LaboratorySchedule: N/A
197

198
English102:CompositionII
Buildsonthecriticalthinking,reading,andwritingskillsdevelopedinENG101.Studentslearnthe
processesnecessaryforcollectingandincorporatingresearchmaterialintotheirwriting.Theylearnto
citeanddocumentresearchsourcesandhowtodevelopargumentsandsupportthemwithsound
evidence.
PrerequisiteCourse:PrerequisitesENG101,ENG101F,orequivalent.
PrerequisitebyTopic:EnglishCompositionI
Textbook:
Guide to Academic Research and Writing: Custom Edition for UNLV
Writing in the Margins, Brown
CourseCoordinator:
To understand argumentation as a process that seeks to understand a range of views and that treats
opposing views respectfully
To use research, reading, and writing as tools for questioning, critical thinking, and informed
communication
To critically read and write with attention to the use of evidence
To develop an understanding of the strategies of argument
To analyze and evaluate reasons and evidence in arguments
To design and implement appropriate research strategies
To evaluate primary and secondary research sources
To summarize, paraphrase, and synthesize research material
To plan and to organize a research essay
To integrate and document research sources
To address purpose and audience effectively in a research essay
To evaluate the strengths and weaknesses of their own writings and those of others
To revise through several drafts
To use conventions of format, structure, and language
TopicsCovered:
ProjectI:Summary&Paraphrase/ResponseEssay
Yourfirstmajorwritingassignmentwillbetowriteasummaryofapproximatelyonepageandaresponse
essayofnolessthantwofullpages.Thepurposeofthisassignmentisforyoutolearnandtopracticethe
skillsof
readingcritically
identifyingclaimsandreasons
quoting,paraphrasing,andsummarizing
citingsource
Eachoftheseskillsisessentialtoallresearchbasedwriting.Youwillusetheminalloftheotherwriting
projectsandthefinalexam.Iwillexpectyoutoimproveyourskillsintheseareaswitheachproject.
ProjectII:Analysis/EvaluationofanArgument
Forthisproject,youwillwriteathreetofivepageessayinwhichyouanalyzetheelementsofanassigned
writtenargumentandinterprethowthewriterstechniquesconveymeaning.Thepurposeofthisassignment
istolearnandtopracticetheskillsof
recognizingstrategiesofwritten
argument
analyzingaudienceandpurpose
evaluatinguseofevidence
evaluatingresponsetoopposingviews
evaluatinganticipationofpossiblereader
objections
199
ProjectIII:CriticalAnnotatedBibliography&ProposalEssay
Yourthirdassignmentwillbetowriteacriticalannotatedbibliographyconsistingofeightacademiclevelsources.The
purposeofthisassignmentistolearnandtopracticetheskillsof:
choosingandnarrowingaresearchtopic
designingsearchstrategies
conductingacademicresearch
planningaresearchbasedargumentessay
Youwillalsowriteatwopageintroductioninwhichyouexplainyoursearchstrategyandyourproposedplanforusing
yoursourcesinyourresearchedessay.Theresearchyouconductforyourannotatedbibliographywillbethe
foundationfortheresearchneededforProjectIV.
ProjectIV:ResearchedArgument
Forthisproject,youwillwritearesearchbasedargumentessayof8to10pages.Thepurposeofthisassignmentisto
learnandpracticetheskillsof
synthesizingresearchmaterials
establishingaclaim
organizingaresearchbasedargument
developingyourownargumentusingevidence
consistingofexpertopinion,factsandstatistics,
yourownexperienceandobservations(if
appropriatetothetopic), andyouranalysisand
evaluationoftheideasfoundinyourresearch
integratinganddocumentingresearchsources
integratingyourownideaswiththoseofothers
usingvisualtoolssuchastables,charts,graphs,and
illustrations
LaboratoryProjects:None
Gradeswillbedeterminedonapercentagebasis.Majorassignmentswillbegradedonthestandardlettergradescale
withplussesandminuses.Youroverallgradeandprojectgradesarebasedonthefollowingpercentages:
=10092% =9190% +=89 88% =87 82% =8180%

+=7978% =7772% =71 70% +=69 68% =6762%
=6160% =0%

c) General Education: 3credit

PreparedBy: Date:

200
English231:WorldLiteratureI
Introducesstudentstoworldmasterworksfromantiquitythroughthemidseventeenthcentury.
Textbook:Required:TheLongmanAnthologyofWorldLiterature:TheAncientWorld,TheMedievalEra,andthe
EarlyModernPeriod:ACustomEditionforUniversityofNevada,LasVegas,DavidDamroschandDavidL.Pike,
GeneralEditors(NewYork:PearsonCustomPublishing,2009).
CourseCoordinator: Prof.AnthonyGuyPatricia(patricia@unlv.nevada.edu)
Thiscoursecontributestostudents:
familiaritywithworldmasterworksofliteraturefromantiquitythroughthemidseventeenthcentury
abilitytoreadclosely,tothinkcritically,andtocommunicateeffectivelyandarguepersuasively,especially
inwriting,intheacademicenvironment
TopicsCovered:
SyllabusReview,IndoEuropeansLecture
TheEpicofGilgamesh
TheEpicofGilgamesh,
Genesis
TheOdyssey
OedipustheKing,
TheRamayanaofValmiki,
akuntalandtheRingofRecollection,
TheDeathofAtsumori,
Atsumori,ATaleofHeikePlay,
TheQuran,
TheTaleofthePorterandtheYoungGirls,
Inferno,Cantos
Othello,Acts1and2
Attendance,Punctuality,andParticipation 10%
101fullpageResponsePapers 15%
3Quizzes 15%
3Exams(2Midtermsand1Final) 30%
3Essays(3fullto4pages) 30%
Total 100%
GradingofAssignments:AssignmentswillbegradedonthestandardAtoFsystemwithplussesandminuses.

PreparedBy: Date:
201
Philosophy242:EthicsforEngineersandScientists
Ethicalissues(e.g.,whistleblowing,theenvironment)thatcommonlyariseinengineeringand
sciencepractice.Ethicaltheory,followedbycasestudycentereddiscussionsdesignedtohone
studentsabilitiestorecognizeandarticulateethicalproblemsandtoutilizeinstitutional
supportsforethicalbehaviorthatalreadyexistintheprofessionalenvironment.
Textbook:Required:(1)CharlesE.Harris,Jr.,MichaelS.Pritchard,MichaelJ.Rabins,
EngineeringEthics:ConceptsandCases,FourthEdition,WadsworthCengageLearning,2009.
(2)AbigailAguilar,SelectedReadingsinEthicalTheories,Thomson,2007.
CourseCoordinator: Dr.AbigailPfisterAguilar(aguila26@unlv.nevada.edu)
Tohavestudentsexamineethicalclaimsconcerningissuesspecifictoengineersandscientists,toexaminecase
studiesthatillustratetheseissues,todemonstratethevalueofahealthyskepticism,andtoevaluateethical
argumentsaboutengineeringandscienceintermsoflogicalconsistency,validity,andcogency.
TopicsCovered:

202

203

PreparedBy: Dr.AbigailPfisterAguilar Date:

204

APPENDIX B FACULTY RESUMES

205
1.Name and academic rank, Sajjad Ahmad, Assistant Professor, PhD., PE

2. Degrees with fields, institution, and date
Ph.D., Civil and Environmental Engineering (Water Resources), University of Western Ontario,
Canada, 2002
ME, Civil Engineering (Water Resources), Asian Institute of Technology, Bangkok, Thailand,
1996
BS, Civil Engineering, University of Engineering and Technology, Lahore, Pakistan, 1991

3. Number of years of service on this faculty, including date of original appointment and
dates of advancement in rank
Initial appointment: 2006, Rank: Assistant Professor

4. Other related experience, i.e., teaching, industrial, etc.
Research Assistant Prof. Civil Engineering, Univ. of Miami, Miami2004 2006
Postdoctoral, Water/Env. Policy, University of California, Irvine, 2002-2004

5. Consulting, patents, etc.
N/A

6. States in which professionally licensed or certified, if applicable
P.E., Michigan (since 2005)

7. Principal publications of the last five years
Sajjad Ahmad, Ajay Kalra and Haroon Stephen (2009), Estimating Soil Moisture using Remote
Sensing Data: A Machine Learning Approach, Advances in Water Resources,
doi:10.1016/j.advwatres.2009.10.008.
Haroon Stephen, Sajjad Ahmad, and Thomas C. Piechota (2009), Land Surface Brightness
Temperature Modeling Using Solar Insolation, IEEE Transactions on Geoscience and
Remote Sensing (in press)
Ajay Kalra and Sajjad Ahmad, Using oceanic-atmospheric oscillations for long lead-time stream
flow forecasting, Water Resources Research, 2009, 45, W03413,
doi:10.1029/2008WR006855
Masood Ahmad, Razzaq Ghumman and Sajjad Ahmad (2009), Estimation of Clarks
Instantaneous Unit Hydrograph Parameters and Development of Direct Surface Runoff
Hydrograph, Water Resources Management, 23:2417-2435.
Neeraj Vedwan, Sajjad Ahmad, Fernando Miralles-Wilhelm, Kenneth Broad, David Letson,
Guillermo Podesta, Institutional evolution in Lake Okeechobee Management in Florida:
Characteristics, Impacts, and Limitations, Water Resources Management, 2008, 22: 699-718.
Mosquera-Machado S. C. and Ahmad S. Flood hazard assessment of Atrato river in Colombia,
Water Resources Management. 2007. 21: 591-609.
Ahmad S and J ohn Billimek, Limiting youth access to tobacco: Comparing the long-term health
impacts of increasing cigarette excise taxes and raising the legal smoking age to 21, Health
Policy, 2007. 80:378-391.
Ahmad S. and Simonovic S. P., An intelligent decision support system for management of
floods, Water Resources Management, 2006 20 (3): 391-410.

206
Ahmad S. and Simonovic S. P., An Artificial Neural Network model for generating hydrograph
from hydro-meteorological parameters, J ournal of Hydrology, 2005, 315 (1-4), 236-251.
Simonovic S. P. and Ahmad S., Computer-based model for flood evacuation emergency
planning, Natural Hazards, 2005: 34(1) 25-51.
Ahmad S. and Simonovic S. P., An Artificial Neural Network model for generating hydrograph
from hydro-meteorological parameters, J ournal of Hydrology, 2005, 315 (1-4), 236-251.

8. Scientific and professional societies of which a member
American Geophysical Union (AGU)
ASCE/EWRI

9. Honors and awards
NSF CAREER award

10. Institutional and professional service in the last five years

Associate Editor-in-Chief, Journal of Spatial Hydrology
Member American Society of Civil Engineers Technical Committee on Emerging
Technologies (ASCE-EWRI)
Mentor, Governing Board member, and reviewer for WAESO (Western Alliance to
Expand Student Opportunities, funded by NSF) program that promotes participation of
underrepresented students in science and engineering.
On Review Panel of NOAA, NSF, NASA, and Fulbright Scholarship Program.
University Representative, Las Vegas Wash Coordination Committee
College of Engineering Representative on Senate Committee on undergraduate
curriculum

11. Percentage of time available for research or scholarly activities
25%

12. Percentage of time committed to the program
100%

207
1. Name and academic rank: David B. Ashley, Professor

2. Degrees with fields, institutions and dates:
PhD, Civil Engineering (Construction Engineering and Management), Stanford University, J uly
1977
MS, Engineering - Economic Systems, Stanford University, J une 1975
MS, Civil Engineering (Project Management), Massachusetts Institute of Technology, J uly 1974
BS, Civil Engineering, Massachusetts Institute of Technology, J une 1973

dates of advancement in rank:
Initial Appointment: J uly 2006 Rank: President and Professor

4. Other related experience: teaching, industrial, etc.:
University of California at Merced, Executive Vice Chancellor and Provost, Shaffer-George
Chair in Engineering, J uly 2001 to J une 2006.
The Ohio State University, Dean and Professor, College of Engineering, Nov. 1997 to J une
2001.
University of California at Berkeley, Professor of Civil Engineering, Aug. 1989 - Oct 1997.
Chair of Civil and Environmental Engineering Department, J une 1993 Oct. 1997.
University of Texas at Austin, September 1982 to August 1989. Professor of Civil
Engineering, Sept. 1988 to August 1989. Associate Professor of Civil Engineering, Sept.
1982 to Aug. 1988.
Massachusetts Institute of Technology, Associate Professor of Civil Engineering, Sept. 1981
to Aug. 1982. Assistant Professor of Civil Engineering, Aug. 1977 to Aug. 1981.
Guy F. Atkinson Company, Internal studies analyst, 1975 to 1977.
University of Santa Clara, Graduate instructor, 1976 and 1977.

5. Consulting, patents, etc.:
Various: Project management, expert witness, risk analysis and management

6. States in which licensed:
Texas (inactive)

7. Principal publications of last five years:
Anderson SD, Ashley DB, Molenaar KR, Niemeier DA, and Schexnayder CJ . Skyway Extension
Estimate Review, a review of the San Francisco to Oakland Bay Bridge East Span
Seismic Safety Project, prepared for the California Department of Transportation, 2005.
Anderson SD, Molenaar KR, Niemeier DA, and Schexnayder CJ . Review of the Cost Estimates
and Schedule for the Panama Canal 3
rd
Lane Locks and Access Channel Expansion
Program, prepared for the Autoridad del Canal de Panama, November 2005, pp. 36.
Molenaar KR, Diekmann J E, and Ashley DB. Guide to Risk Assessment and Allocation for
Highway Construction Management, Report #FHWA-PL-06-032, Federal Highway
Administration, U.S. Department of Transportation, American Association of State
Highway Transportation Officials, and the National Cooperative Highway Research
Program, Washington, DC, Oct. 2006, 73 pp.

208
Ashley DB and Molenaar KR. Risk Management Support for the Canal Expansion Program,
prepared for the Autoridad del Canal de Panama, November 2007, pp. 75.

8. Scientific and professional societies of which a member:
American Society of Civil Engineers (Distinguished member)
Building Futures Council

9. Honors and awards:
Distinguished Advisor Award - Architectural Engineering, UT at Austin, 1984
National Science Foundation, Presidential Young Investigator Award, 1984-1989
Fluor Centennial Teaching Fellowship #2 - The University of Texas at Austin, 1985 to
1988
Award of Excellence, Halliburton Education Foundation, UT Eng. Foundation Award,
1985
Ervin S. Perry Student Appreciation Award, The University of Texas at Austin, 1986
Phil M. Ferguson Prof. of Civil Engineering, UT at Austin, September 1988 to August
1989
American Society of Civil Engineers, Construction Management Award, 1992
Taisei Endowed Chair in Civil Engineering, UC Berkeley, 1993 to 1997
The J ohn C. Geupel Chair in Civil Engineering, The Ohio State University, 1997 to 2001
Shaffer-George Chair in Engineering, University of California, Merced, 2001 to 2006
Member Phi Kappa Phi Honor Society, J anuary 2007 to present
Doctor of Technology (honoris causa), Chalmers University of Technology, Sweden,
2000
American Society of Civil Engineers, Peurifoy Construction Research Award, 2004
Inducted as a Distinguished Member in the American Society of Civil Engineers, 2007
Elected to the National Academy of Construction, October 2008

10. Institutional and professional service in the last five years:
President, UNLV, 2006 2009
Executive Vice Chancellor & Provost, UC Merced, 2001-2006
American Society of Civil Engineers, Construction Research Council
FAA - Research, Engineering, Development Advisory Committee (Congressionally
mandated), 2000-2007. (Acting Chair 2003)
Member, Board of Directors, Civil Engineering Research Foundation, American Society
of Civil Engineers, 2005-2009
Founding member, Industry Leaders Council, American Society of Civil Engineers,
2009-present

11. Percentage of time available for research or scholarly activities:
25%

12. Percentage of time committed to the program:
100%

209
1. Name and academic rank: Nader Ghafoori, Professor of Civil Engineering

Ph.D., Civil Engineering, University of Miami, August 1986
M.S., Civil Engineering, University of Miami, May 1982
B.S., Civil Engineering, Texas Tech University, 1980

3. Number of years service on this faculty, including date of original appointment and
Initial Appointment: J uly 1, 2003 Rank: Professor

Professor, Department of Civil and Environmental Engineering, University of Nevada,
Las Vegas, 4505 Maryland Parkway, Las Vegas, NV 89154, J anuary 2009 present
Professor and Chairman, Department of Civil and Environmental Engineering, University
of Nevada, Las Vegas, 4505 Maryland Parkway, Las Vegas, NV 89154, J uly 2003
December 2008
Professor and Chairperson, Department of Civil and Environmental Engineering,
Tennessee Technological University, Box 5015, Tennessee 38505-0001, J uly 2000 - J une
2003
Professor, Department of Civil and Environmental Engineering, Southern Illinois
University, University of Carbondale, Carbondale, Illinois, 62901, J uly 1998 - J uly 2000
Associate Professor, Department of Civil Engineering, Southern Illinois University at
Carbondale, Carbondale, Illinois 62901, J uly 1994 J une 1998
Assistant Professor, Department of Civil Engineering, Southern Illinois University at
Carbondale, Carbondale, Illinois 62901, August 1989 J une 1994

Consultant and expert witness for individuals, consulting firms, and public and private
corporations for the past twenty-seven years.

6. State in which registered:
WA, License no. 25715 and MO, License no. EN 027740

Ghafoori, N., and Diawara, H., Strength and Wear Resistance of Sand-Replaced Silica Fume
Concrete, J ournal of Materials (ACI), V. 104, No.2, March-April 2007, pp. 206-214.
Ghafoori, N., Diawara, H., and Beasley, S., Resistance to External Sodium Sulfate Attack For
Early- Opening-To-Traffic Portland Cement Concrete, J ournal of Cement and Concrete
Composite, J une 2007, pp. 321-334.
Ghafoori, N., Diawara, H., and Beasley, S., Sodium Sulfate Resistance of Fast-Track Portland
Cement Concretes, J ournal of Materials (ACI), V. 104, No.6, Nov-Dec 2007, pp. 303-311.
Ghafoori, N., and Tays, M., Abrasion Resistance of Early-Opening-to-Traffic Portland Cement
Concrete Pavements, Journal of Materials in Civil Engineering (ASCE), V. 19, No.11,
Nov 2007, pp. 925-935.

210
Ghafoori, N., and Diawara, H., Influence of Extreme Temperature on Fresh Properties of Self-
Consolidating Concrete, accepted for publication in the J ournal of Construction and
Building Materials, 2009
Ghafoori, N. and Barfield, M., Effects of Hauling Time on Air-Entrained Self-Consolidating
Concrete, accepted for publication in the journal of Materials (ACI), 2009.
Ghafoori, N. and Barfield, M., Remediation and Air-Void Stability of Hauled Self-
Consolidating Concrete, Accepted for publication in the J ournal of Materials in Civil
Engineering (ASCE), 2009.

American Society of Civil Engineers (ASCE),
American Concrete Institute International (ACI)
The Masonry Society (TMS)

1. GSPA Outstanding Mentor Award, UNLV, 2009 - 2010
2. Tau Beta Pi Outstanding Teacher of the year, UNLV, 2008 - 2009
3. Tau Beta Pi Outstanding Teacher of the year, UNLV, 2007 - 2008
4. Outstanding Teacher, Civil and Environmental Engineering Department, UNLV, 2006-
2007.

10. Institutional and professional service in the past five years:
Chairman, UNLV Department of Civil Engineering, 2003 2008
Member, College Executive Committee, 2003 2008
Faculty Advisor to UNLV Golden Key International Honor Society, 2006 present
Member, ASCE Department Heads Executive Council, 2004 - 2008
Serving as a member of many technical committees of American Concrete Institute
International (ACI), American Society of Civil Engineers (ASCE), and The Masonry
Society (TMS), serving as a member or chairman of various technical and scientific of
national and international conferences, presenting technical papers in international
conferences, moderating technical sessions of international conferences, and reviewing
technical papers for ACI, ASCE, and various international J ournals in the areas of concrete
materials and structures.

11. Percentage of time available for research and scholarly activities:
50%

100%

211
1. Name and academic rank: J acimaria Ramos Batista, Associate Professor of Civil and
Environmental Engineering.

Ph.D., Environmental Engineering, The Pennsylvania State University, State College,
Pennsylvania, 1995.
M.Sc., Environmental Engineering, Montana Tech, Butte, Montana, 1990.
B.Sc., Mining Engineering, Federal University of Ouro Preto, Brazil, 1987.

Initial Appointment: August 1997 Rank: Assistant Professor
Tenure and Promotion: August 2003 Rank: Associate Professor

Design Engineer: Buchart Horn Consulting, 1995 to 1996, Germany. Closure of hazardous
oxidation ponds, design of unit operations for wastewater treatment plant, solid waste
management for military operations, and SOP for hazardous waste management in Navy bases.
Environmental Engineer: FMC Gold Company, Gabbs, Nevada, summers 1990 to 1993.
Preparation of the final closure plan for gold heap leaching operations, screening of technologies
for industrial wastewater treatmen, testing of ion exchange resins, activated carbon, and activated
alumina in at the pilot-scale level, and treatment of cyanide-containing wastes.
PE Exam Instructor: Has served as the instructor for the PE exam, wastewater and water
treatment 2-hour sections, for the local ASCE Chapter. 2007 to 2010.

Engineering consultant: Basin Water Inc., Rancho Cucamonga, CA, 2004 to 2008. Provided
20 hours/month consulting on the design of ion-exchange plants for the removal of perchlorate,
nitrate, selenium, arsenic, and uranium from waters. Hired on a retainer fee basis. Water plants
were located mainly in California, Arizona, New Mexico and Texas.
Engineering Researcher (Sabbatical Leave): Basin Water Inc., Rancho Cucamonga, CA- 2006.
J ointly with Basin Water and HDR Engineering developed a new treatment technology to
remove perchlorate from ion-exchange resins. A patent has been filed.
Engineering Consultant: Clarkdale, Metals, Arizona, Dec 2008 to Dec 2009. Developed a
process flow diagram for the recovery of goal, cupper and zinc from smelter slag designed the
ion-exchange system for gold removal ; performed water balance; designed clarifier and lime
coagulation system. Worked 15 hours/month
Patent application: Biodegradation of oxyanions such as perchlorate on ion-exchange resins.
USPC 435294.

Nevada, Environmental PE, License #20522

Eleuterio. L., Batista, J . Biodegradation studies and sequencing of microcystin-LR degrading
bacteria isolated from a drinking water biofilter. Toxicon 55 (2010), 1434-1442

212
Venkatesan, A., Sharbatmaleki, M., and Batista, J .R. Bioregeneration of Perchlorate-laden
ion-exchange resin in a fluidized bed reactor. Journal of Hazardous Materials. Venkatesan,
(2010), 177, 730-737.
David W. Emerson, J acimaria R. Batista, Samir F. Moujaes,Thomas A. Nartker, and
Spencer M. Steinberg. Fuels from Municipal Waste. Published online by Sigma Xi,
theScientific society AD web address- Year of Energy 2009.
http://www.sigmaxi.org/about/news/SXT10J F.pdf
Chavan, P., Batista, J .R. and W. Shepherd. Applications of Sludge Blanket Height and Flux
Theory as a Tool To control Denitrification in Secondary Clarifiers. Journal of
Environmental Research and Development. Dec 2007, vol. 2.
Kesterson, K. , P. Amy and J . Batista. Limitations to Natural Bioremediation of Perchlorate
in a Contaminated Site. Bioremediation Journal, 9 (3-4): 129-139, 2006.
Bohlke, J . N. Sturchio, B, Gu, J . Horita, G. Brown, A. J ackson, J . Batista, and P. Heizinger.
Perchlorate Isotope Forensics. Analytical Chemistry, vol. 77, N 3, P. 7838-7842, 2005.
Batista, J.R., L. Papelis, K. Kesterson, and P. Amy (2005). Potential for Bioremediation of
Perchlorate-Contaminated Sediments in the Las Vegas Wash area, Henderson, Nevada.
Remediation, page 73-87, 2005.

American Water Works Association (AWWA), Water Environmental Federation, American
Chemical Society, American Society of Microbiology, Association of Environmental Science
and Engineering Professors, Nevada Water Environment Association

Outstanding teacher of the Howard Hughes College of Engineering, 2009/2010, Outstanding
teacher of the CEE department, 2008/2009 and 2004/2005, Outstanding teacher of the Tau Beta
Pi chapter, 2002/2003, Outstanding Poster Award, American Membrane Technology Association

Chair, UNLV Chemical Safety Committee, J an 2009 to date; UNLV Tenure and Promotion
Committee, engineering representative, 2006 to 2008; Member of the College Curriculum
committee, 2004 to date; Member of the College Faculty Affairs Committee , 2008 to 2010;
Chair, Department Equipment Committee- 2006 to date; Member of the Department Assessment
and Curriculum Committee- 1999 to date; Member, AEESP Conference Committee- 2006 to
date; WEF, member of the Academic Committee 2009 to date; AWWA, PAC panel member,
2006 to 2009; USDA, project manager for the SBIR program, 2006 to 2008; Panelist and
proposal reviewer for USDA , NSF, and AWWA; Technical reviewers various journals

25%.

100%

213
1. Name and academic rank: David E. J ames, Associate Professor

2. Degrees with fields, institution and date:
Ph.D. Environmental Engineering Science, California Institute of Technology, 1989
M.S. Environmental Engineering Science, California Institute of Technology, 1983
B.A. Chemistry, University of California, Davis, 1975

Original appointment: September 1990, Rank: Assistant Professor
Date of advancement in rank: J uly 1, 1996, Rank: Associate Professor

Teaching: Southern Methodist University, Assistant Professor, J anuary 1989-August 1990
Industrial: Research Technician, Associate Staff member, Product Development Engineer and
Process Development Engineer, Raychem Corporation, 1975-1982

One US patent Optical Fiber Adhesive J oint Tube (Arrington, et al), patent number 4,746,189
Assignee: Raychem Corporation (Menlo Park, Ca)
Inventors: Arrington, J ohn P. , Shen, Nelson M., Moyer, Wendell W., Meyers, David R., J ames,
David E.

6. States in which professionally licensed or certified:
Nevada, Civil Engineer, license 013388, issued J uly 10, 1998. Current term: J uly 1, 2009- J une
30, 2011

7. Principal publications of the last five years:
James, David, V. Vasudevan, P. Xi, S. Pulugurtha, D. Chan, and A. Kaiparambil, 2009, Development
of MOBILE Vehicle Fleet Activity Input Files for Metropolitan Southern Nevada Using On-Board
Data Loggers, Transportation Research Board 88th Annual Meeting, Compendium of Papers.
Washington, DC, J anuary 11-15, DVD-ROM.
James, David, N.H. Venkatesh, H. Hay, Comparative Evaluation Of Effects Of Alternative Covers
And Movable Insulation On Thermal And Water Recovery Performance Of Solar Stills,
Proceedings of the 2006 American Solar Energy Society Annual Conference, July 2006, Denver,
Colorado.
Teng, H. V. Kwigizile, M. Karakouzian, D. James, V. Etyemezian, 2008, Investigation of the AP-42
Sampling Method, Journal of the Air and Waste Management Association, v.58:14221433.
McCue, C, and D. James, 2008, Future Cities Engineering: Early Engineering Interventions in the
Middle Grades, Advances in Engineering Education, Summer 2008, v.1(2): 1-24.
Teng, H. V. Kwigizile, D. James and R. Merle, 2007, Identifying Influencing Factors on Paved Roads
Silt Loading, Journal of the Air and Waste Management Association, v.57:778784.
Pulgurtha, S. and D. James, 2006, Estimating Windblown PM-10 Emissions Using GIS, in the
Journal of Hazardous Materials, Special Edition on Generation and Control of Hazardous Dusts
from Geologic Media, Editors: Hilary I. Inyang and Sunyoung Bae. Elsevier Press. v. 132(1): 47-
57.

214
Teng, H, Y. Qi, J. Byun, Y, Nakanishi, D. James, 2005 Modeling Vehicle Emissions in Hot-stabilized
Conditions using a Simultaneous Equations Model, ASCE Journal of Transportation Engineering.
v. 131(10): 762-770.

8. Scientific and Professional Societies of which a member:
National Society of Professional Engineers Water Environment Federation
American Society of Civil Engineering Air & Waste Management Association

9. Honors and Awards last 5 years:
Certificate of Appreciation Nevada State Board of Engineers and Land Surveyors
February 2008 and February 2006
Outstanding Mentor southern Nevada Future Cities competition J anuary 2008
Engineer of the Year American Society of Civil Engineers, southern Nevada Branch,
and Nevada Society of Professional Engineers, Las Vegas Chapter February 2003

10. Institutional and Professional Service in the last five years:
Institutional:
Associate Vice Provost for Academic Programs, appointed full-time since J anuary 2007.
Primarily responsible for General Education reform, Program Review, New Program
review, Academic Programming for new campuses.

Professional:
National Society of Professional Engineers (NSPE):
Service as National Nevada delegate, 2009, and NSPE Continuation Task Force member
2009-2010.
Nevada Society of Professional Engineers, Service as state President-elect (2008-2010),
Auditor-Director, 2006-2008. Las Vegas chapter: Past-President 2008, President 2007,
President-elect 2006, Secretary 2005, Director 2002-2004, UNLV representative 1999-
present.
Water Environment Federation
National: Publications committee chair 2002-2005, vice-chair 1999-2002, Editorial
Advisory Board member 1995-1999.
State: President 2009-2010, President-elect 2008-2009, Secretary 2007-2008,
Constitutions and Bylaws chair: 1996-2009

11. Percentage of time available for research or scholarly activities 10%

12. Percentage of time committed to program
2007-2010: 10% (percentage of time available for research or scholarly activities), No
effort in department teaching or department service
2005-2006: 100%

215
1.Name and Academic Rank: Moses Karakouzian, Professor, Ph.D., P.E.

2. Degrees with fields, institutions, and date
Ph.D. Civil Engineering, The Ohio State University, 1978
M.B.A. Business Administration, The Ohio State University, 1975
M.S. Civil Engineering, The Ohio State University, 1973
B.C.E. Civil Engineering, The American University of Beirut, 1971

Original appointment in Fall 1988 as Associate Professor (22 years at UNLV)
1996 present, Professor of Civil Engineering

4. Other related experience
Project Manager and Senior Geotechnical Engineer, Battelle Project Management
Division, Columbus, Ohio (19821988).
Principal Research Scientist, Battelle Columbus Laboratories, Columbus, Ohio (1979
1982).
Research Associate, The Ohio State University, Columbus, Ohio (197279).
Design Engineer, Part-time Design Engineering Work with A&E Consulting Firms
(Franklin Consultants, Inc.; Rackoff Engineers; and Columbus Bin Company) all in
Columbus, Ohio (1975-1978).


6. States in which professionally licensed
Registered Professional Engineer in Ohio and Nevada.

Teng, H. Kwigizile, V. Karakouzian, M., J ames, D. E. and Etyemezian V. (2008),
Investigation of the AP-42 Sampling Method, Journal of the Air & Waste Management
Association, Vol. 58, pp.14221433.
Lin, M.; Kicker, D.; Damjanac, B.; Board, M.; and Karakouzian, M., "Mechanical Degradation
of Emplacement Drifts at Yucca Mountain A Modeling Case Study Part I:
Nonlithophysal Rock." International Journal of Rock Mechanics and Mining Sciences, 44,
(3), 351-367, 2007. Oxford, United Kingdom: Elsevier.
Michael R. Dunning, Moses Karakouzian, Robert L. Dunning, Feasibility for the Use of
Non-contact Ultrasound for Application in Asphalt Concrete Materials, J ournal of the
Association of Asphalt Paving Technologists, Volume 76, 2007, pp. 851-886.

Member of ADSC: The International Association of Foundation Drilling
Member of ASCE, ASEE, AEG and ASNT

216


Two-time recipient of the UNLV College of Engineering Distinguished Research
Award (1998 and 2004).
Two-time recipient of the UNLV College of Engineering Distinguished Teaching
Award (1991 and 1999).
Five-time recipient of the UNLV Department of Civil and Environmental Engineering
Outstanding Teacher Award, (1991, 1994, 2004, 2005 and 2009).
American Society for Testing Materials (ASTM) Award for Outstanding Article on the
Practice of Geotechnical Testing, 1998
UNLV Foundation Outstanding Graduate Faculty Award (1996).
CSUN Student Government Faculty Excellence Award, Engineering (1993)


A. University
Participated in the workshop on Program Assessment: Finding the Right Tool,
March 8, 2006.
Participated in the Spring Graduate School Recruitment Fair, March 4, 2008.
Participated in Campus Conversations about Capstone Experiences, David Sill,
Sponsored by CCTL, UNLV, April 18, 2008.

B. College/School
Chair, College Bylaws Committee

C. Department/Unit
Civil and Environmental Engineering department Graduate Coordinator
Chair, ABET preparation Committee
Chair, Workload Policy Committee; Chair, By-Laws Committee
Mid-tenure review committee for Dr. D. Teng and Dr. Aly Said
Served on several search committees
Equipment Committee, Awards Committee
UNLV ASCE student chapter faculty advisor
Prepared Self-Study Questionnaire for UNLV Faculty Senate

D. Professional and learned societies
Organized a Workshop on icing to be held in April 2009 at UNLV.
Reviewer of ESource, a series of textbooks related to engineering design.
Attended ADSC Micropile Design Seminar, April 2-4, 2008, Las Vegas.

11. Percentage of time available for research or scholarly activities: 40%

12. Percentage of time committed to the program: 100%

217
1. Name and Academic Rank: Mohamed S. Kaseko, Associate Professor of Civil Engineering

Ph.D. Civil Engineering, University of California, Irvine, California, J une 1992
MS. Civil Engineering, Cornell University, Ithaca, New York, May 1984
B.Sc. Engineering, University of Dar-es-Salaam, Tanzania, March 1981

Initial Appointment: August 1993; Rank - Assistant Professor
Promotion and Tenure: August 1999 - Rank: Associate Professor

University of Dar-es-Salaam, Tanzania - Assistant Lecturer / Lecturer J uly 1983 - Sept.
1988
Schimpeler-Corradino Associates, Los Angeles, CA, Consulting, Sept 1986 Sept 1987


6. Licensure:
EIT (Nevada)

Timur Mauga and Mohamed Kaseko, "Modeling and Evaluating Safety Impacts of Access
Management Features in Las Vegas Valley, Accepted for publication in the
Transportation Research Record of the Transportation Research Board, Washington D.C.,
Spring 2010
Hualiang Teng, Valerian Kwigizile, Mohamed Kaseko, Gang Xie, Reed Gibby, The Impacts
of Emergency Vehicle Signal Preemption on Urban Traffic Speed, To Appear In the
J ournal of Transportation Research Forum, Spring 2010
Saidi Siuhi and Mohamed Kaseko, "Parametric Study of Stimulus-Response Behavior for
Car-Following Models, Paper #10-1779, The 89th Annual Meeting of the
Transportation Research Board, Washington D.C., J anuary 2010
Timur Mauga and Mohamed Kaseko, "Traffic Dynamics around Emergency Vehicles on
Urban Freeways, Paper #09-0510, The 88th Annual Meeting of the Transportation
Research Board, Washington D.C., J anuary 2009
Timur Mauga, Mohamed Kaseko, Modeling of Urban Interaction between Emergency
Vehicles and Other Vehicles, Paper Number: 08-2055, The 87th Annual Meeting of the
Transportation Research Board, Washington D.C., J anuary 2008
Hualiang Teng, Mohamed Kaseko, Gang Xie, Valerian Kwigizile, Evaluation of Impacts of
Emergency Vehicle Signal Preemption, Paper Number: 08-2264, The 87th Annual
Meeting of the Transportation Research Board, Washington D.C., J anuary 2008
J un Yao, Hualiang Teng, Valerian Kwigizile, Mohamed Kaseko, Estimating Roadway
Capacity Using Simultaneous Spline Regression Model. Paper No. 07-3201, 86th
Annual Meeting of the Transportation Research Board (TRB), Washington DC, J an 21
24, 2007.

218
Vinod Vasudevan and Mohamed Kaseko, Evaluation of Performance of Pavement
Markings at Alternate Test Deck Designs. Presented at the 85th Annual Meeting of the
Transportation Research Board (TRB), Washington, D.C., J anuary 2006.
Mohamed Kaseko, Ganesh Karkee, Development of Midblock Pedestrian Crossing
Simulation Model Using VISSIM Paper No. 05-2329, Presented at the 84th Annual
meeting of the Transportation Research Board (TRB), Washington, D.C, J anuary 9-13,
2005.

American Society of Civil Engineers
Institute of Transportation Engineers
Transportation Research Board
American Society for Engineering Education
Tau Beta Pi

Tau Beta Pi (Nevada Chapter) Civil Engineering Professor of the Year, 2005 - 2006
Tau Beta Pi (Nevada Chapter) Outstanding Teacher of the Year 2001- 2002

Interim Director, Transportation Research Center (TRC) 2007
Member of several department committees (Curriculum, ABET, Recruitment and
Retention; Scholarship Equipment)
Reviewer of technical papers submitted for TRB Annual Meeting and the Transportation
Research Record journal
Reviewer, ASCE J ournal of Transportation Engineering
Faculty Advisor, Institute of Transportation Engineers (ITE) Student Chapter at UNLV
Member, Conference Organizing Committee, Fall Transportation Conference, Las Vegas,
2005

25%

100%

219
1. Name and Academic Rank: Samaan G. Ladkany, Professor of Civil Engineering

PhD, Civil Engineering, University of Wisconsin, Madison, J une 1975
MS, Engineering Mechanics, University of Wisconsin, Madison, J une 1975
MS, Civil Engineering, University of Wisconsin, Madison, J une 1967
BSCE, Civil Engineering, University of Wisconsin, Madison, J une 1965

Initial Appointment: J uly 1984 Rank: Associate Professor,
Advancement to full Professor , J uly 1988

Adjunct Assistant Professor, University of Wisconsin, Madison, 1976-1979
Assistant Professor, the J ohns Hopkins University 1979-1984

Research Project associate The Super Conducting Energy Storage, USDOE Project, University
of Wisconsin, Madison, J anuary, 1976- J uly, 1979
Patent disclosure: Round high 2.5 Tesla super conductor.

Wisconsin: PE #18985-006

1) American Concrete Institute-American Society of Civil Engineers Refereed Professional
Code: Guide for Concrete Shell Structures, S. G. Ladkany, Member of the joint ACI-ASCE
Committee 334 on concrete shells, 2009.

2) S.G. Ladkany and S. Sueki, University of Nevada, Las Vegas, NV Mitigation of high
acceleration shock waves in structures, Challenges, Opportunities and Solutions in Structural
Engineering and Constructions, the ISEC-5, Las Vegas, NV, pp.333-338, September 2009.

3) Chakka (student), M. Trabia, B. OToole, S. Sridharala (Student), Ladkany, Modeling and
Reduction of Shocks on Electronic Components within a Projectile, Int. J . of Impact
Engineering, published 2008.

4) Distinguished Paper: Samaan G. Ladkany,

Samir F. Moujaes, Evaluation of Normal and
High Strength Concrete Designs of a Green Infrastructure under Structural and Thermal
Loading, 5th International Engineering and Construction Conference, UC Riverside, August 27-
29, 2008

5) Samaan G. Ladkany , Vijay K. Doli, Karthik Doppala, Stability of Braced Cylindrical Shell
Grids Using the Shell Analogy and the Finite Element Method, SSRC Proceedings of the J oint

220
American Institute of Steel Construction, AISC and The Structural Stability Research Council,
SSRC, April 5-11, 2005, Montreal, Canada, pp. 20.

6) Samaan G. Ladkany, Vijay k. Doli, Karthik Doppala and A.I. Ahmed, Mixing Performance
and Strength of Steel Fiber-Reinforced SCC with Varying Cementatious Materials, SCC 2005
proceedings (2
nd
American Conference on Self Consolidating Concrete & 4
th
International Rilem
symposium on Self Compacting Concrete). Center for Advanced Cement-based Materials,
October 30- November 2ed, 2005, Chicago, Illinois, pp.387-391

7) M. Trabia, B. OToole, S. Ladkany, J . Naraparaju, S. Sridharala, J . Huang, Optimization of
J oint Design for Side Panel of a Military Vehicle for Shock Reduction, Proceedings of the 76
th

Shock and Vibration Symposium, New Orleans, LA, Oct. 30- Nov. 4, 2005.

8) M. Trabia, B. OToole, S. Ladkany, V. Chakka, K. Krishna, G. Nallani, S. Sridharala, and M.
Chowdhury, Finite Element Modeling of Electronic Components in Projectiles, Proceedings of
the 76
th
Shock and Vibration Symposium, New Orleans, LA, Oct. 30- Nov. 4, 2005.

American Concrete Institute/Faculty Advisor
Transportation Research Board (Emeritus)
Wisconsin Professional Engineer
American Institute of Aeronautics and Astronautics-Senior Member/Faculty Advisor
Structural Stability Research Council

TAU BETA PI Engineering Honor Society
SIGMA XI Scientific Honor Society
American Society of Civil Engineers, Southern Nevada Branch Former President,
President Elect, Secretary and Director.

Graduate College Representative
Faculty Affairs, Chair (merit, promotion, tenure)

25%

100%

221
1. Name and academic rank: Barbara Luke, Professor

Ph.D., Civil (Geotechnical) Engineering, University of Texas at Austin (1994)
M.S., (Geotechnical) Engineering, University of California, Berkeley (1987)
B.S. with highest honors, Civil Engineering, University of Texas at Austin (1985)

Assistant Professor (1995 - 2001); Associate Professor (2001 - 2008); Professor (2008 - )
Concurrent appointment: Adjunct faculty, UNLV Geoscience (2007 - )

Lecturer and Research Associate, University of Texas at Austin (Spring 1995)
Graduate Research Assistant and Teaching Assistant, University of Texas at Austin (1990 -
1994)
Member of Technical Staff, Sandia National Laboratories, Albuquerque, New Mexico (1985
- 1990)

N/A

Professional Engineer, State of Nevada, license 15507

Luke, B., Murvosh, H., Taylor, W., Wagoner, J . 2009. Three-dimensional modeling of shallow
shear-wave velocities for Las Vegas, Nevada using sediment type. Journal of Earth Science,
20(3), pp 555-562.
Casto, D., Luke, B., Caldern-Macas, C., Kaufmann, R. 2009. Interpreting surface wave data for
a site with shallow bedrock. Journal of Environmental and Engineering Geophysics 14(3), pp
115-127.
J in, X., Luke, B., Caldern-Macas, C. 2009. Role of forward model in surface-wave studies to
delineate a buried high-velocity layer, Journal of Environmental and Engineering
Geophysics 14(1), pp 1-14.
Luke, B., Taylor, W., Caldern-Macas, C., J in, X., Murvosh, H., Wagoner, J ., 2008.
Characterizing anomalous ground for engineering applications using surface-based seismic
methods, The Leading Edge, 27(11), pp 1544-1549.
Luke, B., Liu, Y. 2008. Site response zones and short-period earthquake ground motion
projections for the Las Vegas basin, Journal of Earth System Science, 117(S2), pp 757-772.
Luke, B., Kreamer, D. K., Tan, Y.-B. 2008. Mechanical model of monofill-type landfill cover
subjected to subsidence, International Journal of Geotechnical Engineering, 1(2), pp 29-44.
Luke, B., Liu, Y. 2007. Effect of sediment column on weak-motion site response for a deep basin
fill, Journal of Geotechnical and Geoenvironmental Engineering, 133(11), pp 1399-1413.
Caldern-Macas, C., Luke, B. 2007. Improved parameterization to invert Rayleigh-wave data
for shallow profiles containing stiff inclusions. Geophysics 72(1), pp U1-U10.

222
Luke, B., Caldern-Macas, C. 2007. Inversion of seismic surface wave data to resolve complex
profiles. Journal of Geotechnical and Geoenvironmental Engineering, 133(2), pp 155-165.

American Society of Civil Engineers and ASCE Geo-Institute (G-I). Member of G-I
Board of Governors (2009 - 2012).
Environmental and Engineering Geophysical Society. President (2005 - 2006).
Association of Environmental and Engineering Geologists. Co-chair, 2005 Annual
Meeting.
Engineers Without Borders; American Society for Engineering Education; Society of
Exploration Geophysicists (Associate Member); American Geophysical Union; National
Speleological Society

Honor Society Membership: Phi Kappa Phi (2006); Golden Key International Honor
Society (Honorary Member, 2002); Tau Beta Pi Nevada Beta Chapter (1999)
Outstanding Service Award, Nevada Earthquake Safety Council (2002)
Tau Beta Pi Nevada Beta Chapter Award for Excellence in Teaching in Civil Engineering
(2001); Outstanding Professor, UNLV Alumni Association (1996, 1999); Outstanding
Faculty Member in Science and Engineering, UNLV Women in Science and Engineering
(1998)
National Science Foundation CAREER award (1998)

Community service
Vice chair, Red Rock Citizens Advisory Council (2009- ); Member, Citizens Development
Advisory Council (2009-2010). Councils report to Clark County (Nevada) planning
commission and board of commissioners, respectively.
Selected institutional service and activities
UNLV Applied Geophysics Center, Director (2007 - ). UNLV Engineering Geophysics
Laboratory, Founder and Director (2001 - )
Faculty advisor to UNLV student chapters of Society of Women Engineers (1996-1999,
2001-2003, 2004-2006); Engineers without Borders (Spring 2007, 2008 - ).
Undergraduate Coordinator, UNLV Civil and Environmental Engineering (2009 - 2012)
Associate Dean for Undergraduate Programs and Assessment, UNLV College of
Engineering (2001-2002)

25%

100%

223
1. Name and academic rank: Edward S. Neumann, Ph.D., P.E.
Professor of Civil Engineering;
Adjunct Associate Professor of Kinesiology

PhD, Civil Engineering, Northwestern University, J une 1969
MS, Civil Engineering, Northwestern University, J une 1967
BSCE, Civil Engineering, Michigan Technological University, December 1964

Initial Appointment: J anuary 1991 Rank: Professor

Military US Army Corps of Engineers, Waterways Experiment Station, Vicksburg, MS 1969-
70
Certificate in Prosthetics, Northwestern University, March 2000
Clinical Prosthetist Superior Limb & Brace, Orthopedic Motion, 1998-2004
Certified Prosthetist (American Board for Certification) 2001

Founder of Human Kinetics Engineering, LLC

Nevada, West Virginia (inactive)

Neumann, ES. State-of-the-Science Review of Transtibial Prosthesis Alignment Perturbation
Journal of Prosthetics and Orthotics. 21:4, Oct 2009, pp. 175-193.
Piechota, T.C. and Neumann, ES. Climate Change, Global Warming, and Sustainability: Civil
Engineering Curriculum and Student Perceptions. Proceedings of the 2008 ASEE
Annual Conference, J une 23-26, 2008, Pittisburgh, PA.
Neumann ES, Wong J S, Drollinger RL. Concepts of Pressure in an Ischial Containment Socket:
Measurement. Journal of Prosthetics and Orthotics. 17:1, J an 2005, pp. 2-11.
Neumann, ES, Wong J S, Drollinger RL. Concepts of Pressure in an Ischial Containment
Socket: Perception. Journal of Prosthetics and Orthotics. 17:1, J an 2005, pp. 12-20.
Neumann, ES. Should O&P Develop Its Own Approach to Evidence-Based Practice? O&P
Edge, Vol5, No. 7, J uly 2006, pp 26-29.

Institute of Transportation Engineers (Fellow)
Transportation Research Board (Emeritus)
National Society of Professional Engineers
American Society for Engineering Education
American Academy of Orthotists and Prosthetists

224
International Society for Prosthetics and Orthotics
Gait and Clinical Movement Analysis Society

Thrandhardt Lecture Award (American Orthotics and Prosthetics Association) - 2005
American Society of Civil Engineers J ames Laurie Prize 1996
American Society of Civil Engineers, Southern Nevada Branch Outstanding Engineer
in Government/Education 1996
Institute of Transportation Engineers, District 6 Wayne T. VanWagoner Award 2000
Academy of Civil and Environmental Engineering, Michigan Technological University -
1993

Chair, Department of Civil and Environmental Engineering, UNLV, 2009- present
Director, Center for Disability and Applied Biomechanics, UNLV, 2003 present
Member, Institutional Review Board for Biomedical Research (IRB), UNLV, 2005-2008
Chair, Research Council, American Academy of Orthotists and Prosthetists, 2008 -
present
Chair, Research Education Committee, American Academy of Orthotists and Prosthetists,
2005-2008
Member Clinical Assessment/Research Development Committee of the National
Commission on Orthotic and Prosthetic Education 2005 present
Chair of External Advisory Board Rehabilitation Engineering Research Center on
Wheelchair Transportation Safety, University of Pittsburgh, University of Michigan
(funded by National Institute on Disability and Rehabilitation Research -, 2001-2005)
Advisory Board Member, O&P Edge, 2002-present

25%

100%

225
1.Name and academic rank: Alexander Paz, Ph.D., P.E., Assistant Professor

Ph.D. in Civil Engineering; Purdue University, West Lafayette, IN, 2007.
M.S. in Civil and Environmental Engineering, University Of Puerto Rico, Mayagez Campus,
PR, 2002.
B.S. in Civil Engineering. University Of Cauca, Colombia, October 1999.



Senior Professional, Cambridge Systematics, Oakland, CA, 2007-2008.


P.E., Nevada

Paz A, Peeta S. (2009) Information-based traffic control strategies consistent with estimated
driver behavior. Transportation Research - Part B. 43(1), pp 73-96.
Paz A, Peeta S. (2009) On-line calibration of behavior parameters for behavior-consistent route
guidance. Transportation Research- Part B. 43(4), pp 403-421.
Paz A, Peeta S. (2009) Paradigms to deploy a behavior-consistent approach for information-
based real-time traffic routing. Networks and Spatial Economics. 9(2), pp 217-241.
Paz A, Peeta S. (2009) Real-time behavior-consistent deployable traffic routing strategies.
Transportation Research- Part C. 17(6), pp 642-661.
Paz A, Peeta S. (2008) Fuzzy control model optimization for behavior-consistent traffic routing
under information provision. IEEE Transactions on Intelligent Transportation Systems. 9(1),
pp 27-37.
Peeta S, Paz A, DeLaurentis D. (2008) Stated preference analysis of a new microjet on-demand
air service. Transportation Research- Part A. 42(4), pp 629-645.

Omega Rho, The Honor Society of the Institute for Operations Research and the
Management Sciences.
Chi Epsilon, The National Civil Engineering Honors Society.

Dwight David Eisenhower Transportation Fellowship 2005.
Ross Fellowship, Purdue University 2002.
Eldon J . Yoder Memorial Award, Purdue University 2004.
Graduate School Summer Research Grant, Purdue University 2005.

226
Scholastic Merit Award, Society of Hispanic Professional Engineers, Presented by Xerox
Corporation 2006, 2007.
Summa cum laude. BS, University of Cauca 1999.

Editorial Review Board, International J ournal of Operations Research and Information
Systems Committees
Transportation Network Modeling Committee (ADB30) of the Transportation Research
Board (National Research Council of the National Academies, USA).

25%
100%

227
1. Name and academic rank: Thomas Piechota, Ph.D., P.E., Professor

Ph.D. Civil and Environmental Engineering (Water Resources), Atmospheric Sciences and
Environmental Engineering, University of California, Los Angeles, (1997)
M.S. Civil and Environmental Engineering (Water Resources), University of California, Los
Angeles, (1993)
B.S. Northern Arizona University, Flagstaff, Civil Engineering (1989)

3. Number of years service on this faculty, including date of original appointment and dates
of advancement in rank.
Advancement in Rank: J uly 2005 Rank: Associate Professor
J uly 2010 Rank: Professor

4. Other related experience: teaching, industrial, etc.
1997 1999: Postdoctoral Fellow and Lecturer University of California, Los Angeles
1993 1997: Graduate Researcher University of California, Los Angeles
1989 1993: Staff Engineer Stevenson, Porto, & Pierce Inc., Irvine, California

5. Consulting, patents, etc. N/A/

California Professional Engineering (P.E.) License, C 54496
Nevada Professional Engineering (P.E.) License 01438

1. Tootle, G.T., T.C. Piechota, O. Aziz, W.P. Miller, V. Lakshmi, J .A. Dracup, C. J erla, 2009.
2009-2010 El Nio: Hydrologic Relief for Parts of the U.S.?. EOS Transactions, 90(50), 481-
292.
2. Tang, C., T. Piechota, 2009. Spatial and Temporal Soil Moisture and Drought Variability in
the Upper Colorado River Basin. Journal of Hydrology, 279(2009), 122-135. (Impact Factor
2.30, Citations-1)
3. Timilsena, J ., T. Piechota, G. Tootle., and A. Singh, 2009. Associations of
Interdecadal/Interannual Climate Variability and Long-Term Colorado River Basin
Streamflow. Journal of Hydrology, 365 (2009), 289-301. (Impact Factor-2.30, Citations-1)
4. Miller, W.P., and T.C. Piechota, 2008. Regional Analysis of Trend and Step Changes
Observed in Hydroclimatic Variables Around the Colorado River Basin. Journal of
Hydrometeorology, 9(5), 1020-1034. (Impact Factor-2.95; Citations-1)
5. Kalra, A., T.C. Piechota, R. Davies, and G.A. Tootle, 2008. Changes in U.S. Streamflow
and Western U.S. Snowpack. Journal of Hydrologic Engineering, 13(3), 156-163. (Impact
Factor-1.01; Citations-7)
6. Timilsena, J ., and T.C. Piechota, 2008. Regionalization and Reconstruction of Snow Water
Equivalent in the Upper Colorado River Basin. Journal of Hydrology, DOI
10.1016/j.jhydrol.2007.12.024. (Impact Factor-2.30)

228
7. Tootle, G.A., T.C. Piechota, and F. Gutirrez, 2008. The Relationships between Pacific and
Atlantic Ocean Sea Surface Temperatures and Colombian Streamflow Variability. Journal of
Hydrology, 349(3-4,)268-276. DOI 10.1016/j.jhydrol.2007.10.058. (Impact Factor-2.30;
Citations-2)
8. Timilsena, J ., T.C. Piechota, H. Hidalgo, G. Tootle, 2007. Five Hundred Years of
Hydrological Drought in the Upper Colorado River Basin. Journal of American Water
Resources Association, 43(3), 798-812. (Impact Factor-1.21; Citations-9)
9. Tootle, G.A., A.K. Singh, T.C. Piechota, and I. Farnham, 2007. Long Lead Time
Forecasting of U.S. Streamflow using Partial Least Squares Regression. Journal of
Hydrologic Engineering, 12(5), 442. (Impact Factor-1.01; Citations-2)
10. Tootle, G.A., and T.C. Piechota, 2006. The Relationships between Pacific and Atlantic
Ocean Sea Surface Temperatures and U.S. Streamflow Variability, Water Resources
Research, 42(7), W07411. (Impact Factor-2.40; Citations-8)

Members, American Society of Civil Engineers, American Geophysical Union, American
Society for Engineering Education

9. Honors and awards (past five years)
Secretary of the Interiors Annual Partners in Conservation Award for participation in
Colorado River Interim Guidelines for Lower Basin Shortages and the Coordinated
Operations for Lake Powell and Lake Mead, 2009.
ASCE Region 8 Faculty Advisor of the Year, 2008
UNLV, Howard R. Hughes, College of Engineering Outstanding Teacher, 2007

University
Water Resources Management Steering Committee (2002 present); University Faculty
Workload Taskforce (Spring 2004); Advisory Board for the Teaching and Learning
Center (Fall 2004 to Spring 2006); Presidents Sustainability Task Force (2008); Solar
and Renewable Energy Minor Advisory Committee (Summer 2009 to Fall 2009); Faculty
Senate; General Education Committee (Fall 2005 Spring 2007); Campus Affairs
Committee (Fall 2007 Spring 2008)

School/Department
Faculty Advisor for National Student Steel Bridge Competition held at UNLV (Fall 2008
Spring 2009); Faculty Advisor for the Student Chapter of the American Society of Civil
Engineers (Spring 2003-2008); University Workload Committee (Spring 2005);
Technician Search Committee (Spring 2005); Search Committee for Water Resources
Engineering Faculty Position (Fall 2005 Spring 2006); Recruitment and Retention
Committee (August 2006 to present); Chair of Search Committee for Environmental
Engineering Faculty Position (Spring 2007); Curriculum Committee (Fall 2007)

Percentage of time available for research or scholarly activities: 25%

Percentage of time committed to the program: 10%

229
1. Name and academic rank: Aly Marei Said, Ph. D., F.E., Assistant Professor

Ph.D. Civil Engineering The University of Western Ontario, London, Canada, 2004
B.Sc. Civil Engineering Ain Shams University, Cairo, Egypt, 06-1994
M.Sc.A. Civil Engineering Universit de Moncton, Moncton, Canada, 10-1998
M. Eng. Civil Engineering McMaster University, Hamilton, Canada, 2000

Initial Appointment: 2006 Rank: Assistant Professor

Project Engineer, YAS Consulting P.C., New York, NY. 2004-2006
Graduate Research/Teaching Assistant, The University of Western Ontario, London,
Canada, 2001-2004
Research/Teaching Assistant, McMaster University, Hamilton, Canada. 998-2000
Research/Teaching Assistant, Universit de Moncton, Moncton, Canada. 1996-1998
Project Engineer, ElBehairy Consulting Engineers, Cairo, Egypt. 1994-1996
Industrial: Worked on the analysis and design of many concrete and steel structures (e.g.
schools, hospitals, high-rises), including the award winning Expansion of the Hospital for
Special Surgery (NY).


F.E., Nevada

Said, A. M. and Zeidan, M. S., 2009, Enhancing the Reactivity of Normal and Fly Ash Concrete
Using Colloidal Nano-Silica, ACI SP-267-07, Special Publication on Nanotechnology of
Concrete: The Next Big Thing is Small, 75-86.
Kim, J .J ., Said, A.M., and Reda Taha, M.M., 2009, Significance of Cracking Uncertainty on
Predicting Deflection of FRP-RC Beams, ACI SP-264-11, Special Publication on
Serviceability of Concrete Members Reinforced with Internal/External FRP Reinforcement,
179-192.
Said, A., 2009, Damage Characterization of Beam-Column J oints Reinforced with FRP under
Reversed Cyclic Loading, Journal of Smart Structures and Systems, 5 (4), 443-455.
Said, A., and Nehdi, M., 2008, Rehabilitation of Moment Resisting Frames Using Local Steel
Bracing Members, Structure and Infrastructure Engineering, 4 (6), 432-447.
El Chabib, H., Nehdi, M. and Said, A., 2007, Proposed Shear Design Equations for FRP-
Reinforced Concrete Beams Based on Genetic Algorithms Approach, ASCE Journal of
Materials in Civil Engineering, 19 (12), 1033-1042.
Said, A., and Nehdi, M., 2007, Behaviour of Reinforced Self-Consolidating Concrete Frames,
Buildings and Structures, 160 (2), 95-104.
El Chabib, H., Nehdi, M. and Said, A., 2006, Predicting Effect of Stirrups on Shear Strength of

230
Reinforced NSC and HSC Slender Beams Using Artificial Intelligence, Canadian Journal
of Civil Engineering, 33 (8), 933-944.
El Chabib, H., Nehdi, M. and A. Said, 2006, Evaluation of Shear Capacity of FRP Reinforced
Concrete Beams Using Artificial Neural Networks, Smart Structures and Systems, 2 (1), 81-
100.
Nehdi, M., and Said, A., 2005, Behaviour of Hybrid (Steel-GFRP) Reinforced Concrete Frames
under Reversed Cyclic Loading, Materials and Structures, 38 (280), 627-637.
Said, A., Elmorsi, M., and Nehdi, M., 2005, Nonlinear Model for Reinforced Concrete under
Cyclic Loading, Magazine of Concrete Research, 57 (4), 211-224.
El Chabib, H., Nehdi, M. and A. Said, 2005, Predicting Shear Capacity of NSC and HSC
Slender Beams Using Artificial Intelligence, Computers and Concrete, 2 (1), 79-96.

American Concrete Institute, ACI, a member.
Member of the ACI Committees 236 (Material Science of Concrete), 421 (Design of
Reinforced Concrete Slabs) and 441 (Reinforced Concrete Columns)
American Institute of Steel Construction, a member.
American Society for Civil Engineers, ASCE, a member.
Member of the Board of Directors of the Las Vegas ACI Chapter.
Nevada Earthquake Safety Council, NESC, a member.
Structural Engineering Association of Southern Nevada (SEASoN), a member.

Consolidated Student Union of Nevada Faculty Excellence Award for the College of
Engineering at UNLV, 2010.
Outstanding Teacher of the Year for the Department of Civil and Environmental
Engineering at UNLV, 2008.
Nominated for best teaching assistant award for the year 01-02, at UWO.
Construction Studies Award - awarded by Ontario Construction User Council, 2001.
The Award of Excellence in Undergraduate Studies (Deans List), Ain Shams University,
Cairo, Egypt, 1989-1994.

Technical Reviewer for the following journals: ASCE J ournal of Materials in Civil
Engineering. ACI Structural J ournal, ACI Special Publications, ISET J ournal of
Earthquake Technology and Expert Systems J ournal.
Technical Reviewer for Prentice Hall Publishing.
Member of the UNLV Faculty Senate and the Program Evaluation Committee.
Co-advisor to the ACI and ASCE Student Chapters.

25%

100%

231
1. Name and academic rank: Hualiang (Harry) Teng, Ph.D., Assistant Professor

Ph.D., Civil Engineering (Transportation Engineering), Purdue University, West Lafayette:
1997.
M.S.C.E., Civil Engineering (Transportation Engineering), West Virginia University,
Morgantown, 1993.
M.S., Transportation Management and Engineering, Northern J iaotong University, Beijing,
China, 1988.
B.S., Transportation Management and Engineering, Northern J iaotong University, Beijing,
China, 1985.


University of Virginia, Research Assistant Professor, Department of Civil Engineering,
Associate Director for Administration of the Center for Transportation Studies, 8/02-8/04
Virginia Transportation Research Council, Faculty Research Engineer, Mobility
Management and Environment Team, 8/02-8/04
Polytechnic University of New York, Assistant Professor, Department of Civil
Engineering, 11/98-8/02
West Virginia University, Postdoctoral Fellow, Department of Civil and Environmental
Engineering, 1/97-10/98

N/A

N/A

Teng H., Xu X., Xin L., Kwigizile V., and Gibby A.R., Evaluation of the Speed Monitoring
Display for Work Zones in Las Vegas, accepted by the Journal of Transportation Research
Record, February 2009.
Teng H. and Wang N., VMT Estimation Combining with ITS Data, accepted by the Journal of
Transportation Planning and Technology, 2008.
Yao J ., Rakha H., Teng H., Kwigizile V., and Kaseko M., Estimating Highway Capacity
Considering Two-Regime Models, ASCE Journal of Transportation Engineering, Vol. 135,
No. 9, pp. 1-7, 2009.
Yao J ., Teng H. Wei H., and Hu H., Estimating Roadway Capacity Using the Simultaneous
Spline Regression Model, Journal of Transportation Systems Engineering and Information
Technology, Vol. 9, Issue 1, pp. 87-98, 2009.

232
Kwigizile V., and Teng H., Comparison of Methods for Defining Geographical Connectivity for
Variables of Trip Generation Models, ASCE Journal of Transportation Engineering, Vol.
135, No. 7, pp. 1-13, 2009.
Yao J ., Teng H., Hoel L.A., and Wang N., Modeling the Deterioration of Inductive Loops,
ASCE Journal of Infrastructure Systems, Vol. 15, No. 3, pp. 1-10, 2009.
Qi Y., Teng H., and Martinelli D.R. An Investigation of Incident Frequency, Duration and
Lanes Blockage for Determining Traffic Delay, Journal of Advanced Transportation, Vol.
43, No. 3, pp. 275-299, 2009.
Teng H., Kwigizile V., Karakouzian M., J ames D. E. and Etyemezian V., Investigation of the
AP-42 Sampling Method, Journal of the Air & Waste Management Association, Vol. 58,
pp.14221433, 2008.
Qi Y. and Teng H., An Information-Based Time Sequential Approach to On-Line Incident
Duration Prediction, Journal of Intelligent Transportation Systems, Vol. 12, Issue 1, pp. 1-
12, 2008.
Teng H., Qi Y. and Martinelli D.R., Parking Difficulty and Parking Information System
Technologies and Costs, Journal of Advanced Transportation. Vol. 42, No.2, pp. 151-178,
2008.
Teng H., Kwigizile V., J ames D. E., and Merle R., Identifying Influencing Factors On Paved
Roads Silt Loading, Journal of the Air & Waste Management Association. Vol. 57 pp. 1-7,
2007.
Yao J ., Teng H. and Hoel L. A., Analysis of Maintenance Policies for Inductive Loop Detection
Systems, ASCE Journal of Infrastructure Systems. Vol. 13, Issue 3, pp. 215-224, 2007.


ITS America's Best of ITS Award, Education and Training Category, 2002.

Member, NDOT Lane Departure Implementation Team, (2007 - present) (monthly
meeting).
Member, Transportation Safety Committee, Operations and Safety Council, ASCE
Transportation and Development Institute (2004 - present).
Member, TRB Artificial Intelligence (AI) and Advanced Computing Committee (1998 -
present).
Member, TRB Highway Monitoring Committee (2004 - present).

25%

100%

233
1. Name and academic rank: Ying Tian, PH.D., PE, Assistant Professor

Ph.D., Civil Engineering, University of Texas at Austin, 2007
M.S., Civil Engineering, Ohio State University, 2002
M.S., Civil Engineering, Tsinghua University, China, 2000
B.S., Civil Engineering, Hebei Institute of Technology, China, 1991


Graduate Research/Teaching Assistant, University of Texas at Austin, Austin, Texas,
2002 2007
Graduate Research/Teaching Assistant, Ohio State University, Columbus, Ohio, 2001
2002
Lecturer, Hebei Polytechnic University, Tangshan, China, 1991 1997

N/A

FE, Nevada

Widianto, Bayrak, O., J irsa, J . O., and Tian, Y., Seismic Rehabilitation of Slab-Column
Connections, ACI Structural Journal, to appear in March 2010.
Saad, A., Said, A, and Tian, Y. (2009), Comparison of Different Standards for Progressive
Collapse Evaluation Procedures at Various Seismic Conditions, 5th International
Conference in Structural Engineering and Construction (ISEC-5), Las Vegas, Nevada,
September 21-27.
Su, Y. and Tian, Y. (2009). Experimental Study of Reinforced Concrete Slab-CFT Column
Connections, 5th International Conference in Structural Engineering and Construction
(ISEC-5), Las Vegas, Nevada, September 21-27.
Su, Y., Tian, Y., and Song, X. (2009). Progressive Collapse Resistance of Axially-Restrained
Frame Beams, ACI Structural Journal, 106 (5), 600-607.
Tian, Y., J irsa, J . O., and Bayrak, O. (2009). Nonlinear Modeling of Slab-Column Connections
under Cyclic Loading, ACI Structural Journal, 106 (1), 30-38.
Tian, Y., J irsa, J . O., and Bayrak, O. (2008). Strength Evaluation of Interior Slab-Column
Connections, ACI Structural Journal, 105 (6), 692-700.
Saad, A., Said, A., and Tian, Y. (2008). Overview of Progressive Collapse Analysis and
Retrofit Techniques, 5th International Engineering and Construction Conference (IECC5),
Irvine, California, August 27-29.
Tian, Y., J irsa, J . O., Bayrak, O., Widianto, and Argudo, J . F. (2008). Behavior of Slab-Column
Connections of Existing Flat-Plate Structures, ACI Structural Journal, 105 (5), 561-569.

234
Tian, Y., and Chaturvedi, S. K. (2004). A Seismic Retrofit Design Methodology for Reinforced
Concrete Bridge Columns Using Fiber Composites, Earthquake Spectra, 20 (2), 483-502.
Widianto, Tian, Y., Argudo, J ., Bayrak, O., and J irsa, J . O. (2006). Use of Carbon-Fiber
Reinforced Polymers in Slab-Column Connection Repairs, 3rd International Conference on
FRP Composites in Civil Engineering, Miami, Florida, December 13-15.
Widianto, Tian, Y., Argudo, J ., Bayrak, O., and J irsa, J . O. (2006). Rehabilitation of Slab-
Column Connections, Structural Faults & Repair - 2006, Edinburgh, Scotland, J une 13-15.
Widianto, Tian, Y., Argudo, J ., Bayrak, O., and J irsa, J . O. (2006). Rehabilitation of
Earthquake-Damaged Reinforced Concrete Flat-Plate Slab-Column Connections for Two-
Way Shear, 8th US National Conference on Earthquake Engineering, San Francisco,
California, April 18-22.

Member, American Concrete Institute (ACI)
Member, American Society of Civil Engineers (ASCE)
Member, Earthquake Engineering Research Institute (EERI)

Graduate Fellowship, Ohio State University, 2000
Guanghua Scholarship, Tsinghua University, 1999
Outstanding Student Scholarship, Hebei Institute of Technology, 1987 1991

Associate Member, ACI Committee 369, Seismic Repair and Rehabilitation
Voting Member, J oint ACI-ASCE Committee 421, Design of Reinforced Concrete Slabs
Associate Member, J oint ACI-ASCE Committee 445, Shear and Torsion
Associate Member, ASCE/SEI Committee, Disproportionate Collapse Standards and
Guidance
Reviewer of ACI Structural J ournal and Advances in Structural Engineering
Local committee and session chair of the 5th International Conference in Structural
Engineering and Construction (ISEC-5)

25%

100%

235

APPENDIX C LABORATORY EQUIPMENT

236

APPENDIX C

Civil and Environmental Engineering Laboratories

Laboratory Function Location Sq Ft. # of PCs Faculty Supervisor
Environmental Engineering Laboratory TBE B146/B150 1,100 5 Dr. Batista
Water Resources Laboratory TBE B107 460 4 Dr. Piechota
Fluid Mechanics Laboratory TBE B150 1,070 1 Drs. Ahmad/Piechota
Concrete/Materials Laboratory TBE B155 836 1 Drs. Ladkany/Ghafoori
Soils Laboratory TBE B157 340 1 Drs. Karakouzian/Luke
Rock Mechanics Research Laboratory TBE B157 750 2 Dr. Karakouzian
Engineering Geophysics Laboratory TBE B162/B173 650 4 Dr. Luke
Surveying Equipment RAJ 221 220 0 Mr. Jeffrey Jensen
Computer Laboratory* TBE B367 780 33 CEE and MEG chairs
Construction Management Computing Laboratory TBE B363 160 18 Dr. Shields
Mendenhall Innovation and Design TBE B166/B179 2670
16 PCs
6 Oscope
Dr. Nicolas Fiore
Transportation Research Center TBE B367 820 16 CEE and MEG chairs

237

Water Resources Engineering - Software Library
Name of Software # of Licenses Storage
Responsible
Faculty Course # Research Use
Haestad Methods
Complete Water
Resources Package 33 CD's Ahmad
CEE 413, CEE 404,
CEE 406
Minitab 4 CDs Piechota All
HEC-HMS Unlimited None Ahmad CEE 406
HEC-RAS Unlimited None Ahmad CEE 404
HEC GEO-RAS Unlimited None Ahmad CEE 404
EPANet Unlimited None Ahmad CEE 413
Stella 8.0 20 CDs Ahmad CEE 704 Yes
BASINS Unlimited None Piechota CEE 750
ArcGIS 5 None Piechota CEE 750 Yes

Transportation Research Center - Software Library
DynusT Unlimited None Paz
MOSEK Unlimited None Paz
Visual Intel Fortran
Compiler
Unlimited None Paz

238

Applied Geophysics Lab
Software SEB 3261
Name

Manf

Software Purpose

Class Application
Golden
Software
Surfer 8

Golden
Software
Inc.

Surfer is a contouring and 3D surface
mapping program that runs under Microsoft
Windows. It quickly and easily converts your
data into outstanding contour, 3D surface,
3D wireframe, vector, image, shaded relief,
and post maps. Customize maps to your
presentation needs in order to produce
publication quality maps.
(www.goldensoftware.com)

Used during Magnetometer and
Terrain Conductivity testing:
Contouring and 3D surface
mapping using data collected
during laboratories. Students chose
the type of map to produce as well
as the preferred interpolation
method.
SeisImager/2
D

OYO
Corporatio
n

SeisImager/2D (PickWin) refraction software
is a fully integrated refraction modeling and
interpretation software package that runs on
Geometrics seismograph or PC. Identify first
breaks quickly with an accurate automatic
picker or with manual override. Clean up
noisy data with comprehensive filtering and
view all your prior picks simultaneously for
shot-to-shot coherence.
(ftp://geom.geometrics.com)

Used during Seismic Refraction
testing: Students begin the first
step in the interpretation process
by determining the time interval
from the impact of the seismic
source to the first arrival of energy
at each geophone. Otherwise
known as first arrival times of
energy, in order to determine
velocities of primary and shear
waves.

239

Applied Geophysics Lab
Software SEB 3261
Name

Manf

Software Purpose

Class Application
Excel

Microsoft

Microsoft Office Excel is a powerful tool you
can use to create and format spreadsheets,
and analyze and share information to make
more informed decisions.
(http://office.microsoft.com)

Used during Seismic Downhole,
Seismic Refraction and Vertical
Electric Sound testing: Students
calculate first arrival times of
energy based on two
methodologies; direct and interval
methods. The use of Microsoft Excel
is desired in order to process data in
a more efficient manner as well as
minimizing error. Also the graphical
capabilities of Excel are necessary.
TomTime

GeoTom,
LLC

TomTime provides automatic and manual
picking of travel times and amplitudes for all
common seismograph waveform files.
TomTime contains features to help obtain
accurate time picks and amplitudes, even in
noisy data. These features include versatile
filtering and display options. Filtering options
include smoothing with Parzen filters, low-cut
filters from 10 Hz to 400 Hz, high-cut filters
from 50 Hz to 1000 Hz, and notch filters.
(http://geotom.net)

Used during Seismic Refraction
testing: A supplement to using
PickWin in choosing first arrival
times of seismic energy. Students
may choose their preferred
software. A supplement to using
PickWin in choosing first arrival
times of seismic energy. Students
may choose their preferred
software.

240

CIVIL AND ENVIRONMENTAL ENGINEERING

UNDERGRADUATE LABORATORY INVENTORY - 2010
Qty Environmental Engineering Laboratory TBE B146 & TBE150 Excellent Good Average Upgrade Replace Maint
1 Shimadzu 5000 A total carbon analyzer (TOC) Quarterly
1 Dionex DX-120 Ion Chromatograph (IC) Quarterly
1 HP Model 5980 Gas Chromatograph (GC)
As
needed
1 Perkin-Elmer Atomic Absorption (AA) Spectrometer (Scientist 100)
As
needed
3 Desktop Spectrophotometers ( Spectronic 20 92) and 21 (1)
As
needed
1 UV-visible spectrophotometer (HP)
As
needed
2 Dissolved Oxygen (DO) meters- Model 54A with probes
As
needed
2 Dissolved Oxygen (DO) meters- Model 59 with probes
As
needed
2 Hydrolab H-20 G probe for DO, ORP, Temp Month
1 Dissolved Oxygen (DO) meter Model 57 with probe
As
needed

241

2 Ultrasonic cleaners
As
needed
2 Lasico L-10 Planimeters
As
needed
1 Analytical balance (0.0001-100g) Sargent Welch
Twice a
year
1 Supermicro analytical balance- Sartorious
Twice a
year
1 Topload balance - Fisher
Twice a
year
2 Field portable electronic balances
As
needed
1 Set of balance calibration standards (1,5,50 g)
As
needed
1 pH meter Corning-Model 450 Month
1 pH meter Accumet Model AR-10 Month
1 Field- scale flowmeter- Gilmont
As
needed
13 Thermometers (various scales)
As
needed
1 COD heating block with safety shield
As
needed
2 Anaerobic gas pack system Q BBL
As
needed
1 Rotary laboratory shaker In house built
As
needed

242

1 Planar laboratory shaker with two bottle size trays
As
needed
4 Vacuum pumps 2 2
As
needed
1 Low G - Centrifuge Raven Env. Products
As
needed
1 IDEXX Coliform Tester with incubator
As
needed
2 Positive displacement pumps with heads-Cole Parmer
As
needed
1 Toaster oven for sample drying
As
needed
2 Large heating plates
As
needed
6 Heating/stirring plates -Thermolyne
As
needed
1 Multi block heater
As
needed
1 LabNet vial mixer
As
needed
1 Thermolyne large oven
As
needed
1 Thermolyne furnace
As
needed
1 Gravity oven- VWR
As
needed
2 Large glass desiccators
As
needed

243

4 Plastic desiccators
As
needed
1 Shelved plastic desiccator- Semplatec
As
needed
1 Shelved stainless steel desiccator
As
needed
1 Turbidimeter- Hach 2100 P
As
needed
2 Amperometric tritators Fisher Porter
As
needed
1 Anaerobic Hood Coy Environment
As
needed
1 Flocculation apparatus
As
needed
1 Flocculation apparatus motor driven
As
needed
1 Gilmont viscosimeter, sizes # 1 and 2
As
needed
2 VWR hydrometers
As
needed
2 Autoclaves NAPCO E series Model 9000D
As
needed
60 BOD bottles
As
needed
2 Blenders
As
needed
1 Water softener Culligan Mark 10 Weekly

244

2 Nanopure water systems 1 1 Weekly
1 Toaster oven
As
needed
1 Ultra pure RO system with 100 L storage tank Weekly
1 Set of cones for sludge characterization test
As
needed
1 Conductivity/temperature/salinity meter YSI-30
As
needed
1 Depth measurement device
As
needed
2 Horizontal Van Dorn Sampler
As
needed
1 Vertical Van Dorn Sampler
As
needed
1 Sediment sampler
As
needed
1 VWR light meter- Dual range
As
needed
1 Toxicity characteristic leaching procedure apparatus (TCLP)
As
needed
1 TSI Micro-Calc DP recording micromanometers
As
needed
1 Garmin Etrek- hand held GPS
As
needed
2 TSI dustr Track Recording PM 10-data logger
As
needed

245

1 Mangellan Sportrack GPs system
As
needed
2 Kestrel 4000 hand held wind meters
As
needed
2 Magnehelic pressure gages
As
needed
1 Dwyer electronic manometers
As
needed
3 Pitot tubes
As
needed
2 Pulse air guns
As
needed
1 Set of soil sieves
As
needed
1 Vegetation count kit
As
needed
3 Soil moisture sensors with one data logger
As
needed
1 Kjedahl nitrogen apparatus Hach.
As
needed
1 Large size constant temperature incubator
As
needed
5 refrigerators
As
needed
Miscellaneous glassware
As
needed
4 PCs
As
needed

246

1 Colorimeter DR 820-Hach
As
needed
1
Hydraulic Channel model A8 complete set (Engineering Laboratory
Design)
As
needed
1
Copper Pipe Scott Flow Apparatus (Scott Aviation Corporation
Engineering Division)
As
needed
1 PVC Pipe Scott Flow Apparatus (UNLV built)
As
needed
4 Gilmont Viscometer Set
As
needed
1 Hand Held Digital Manometer (Dwyer Series 490)
As
needed

Qty Fluid Mechanics Lab TBE 150 Equipment Excellent Good Average Upgrade Replace Maint
1 Electrical Resistivity System, 28 electrodes, AGI
As
needed
1 Electromagnetic Terrain Conductivity Meter, Geonics EM-31
As
needed
1 Instructional shake table, uniaxial, 25-lb capacity
As
needed
8 PCs
As
needed
1 Minivib: IVI T7000 vibroseis
As
needed

247

Qty Fluid Mechanics Lab TBE 150 Equipment Excellent Good Average Upgrade Replace Maint
1 Pump Lab (Turbine Technologies Ltd)
As
needed
2 Pipe Falling Ball Viscometers (UNLV built)
As
needed
3 Precision Balances
As
needed
8 Hydrometer Set (VWR + 1 Thermometer)
As
needed
5 Stop watch
As
needed
4 Digital Thermometer
As
needed
5 Liquid Thermometer
As
needed
6 Hydrometer Jar
As
needed
19 Volumetric Cylinder (1 - 4 L)
As
needed
3 Volumetric Flask (100 ml)
As
needed
2 Scales Ohaus 4lb
As
needed
2 Dwyer flow meters analog reading
As
needed
3 Omega Flow meters - digital reading
As
needed

248

Qty Water Resources Laboratory TBE B 107 Excellent Good Average Upgrade Replace Maint
1 HP Large format plotter Annually
1 Refrigerator
As
needed
6 PCs
As
needed

Qty Materials Testing Laboratory TBE-B150 Excellent Good Average Upgrade Replace Mainten
1 Axial/torsional MTS Annually
1 MTS Teststar with computer and controller Annually
1 Compressive testing machine Tinus Olsen Annually
1 Large oven Blue M. Annually
1 Hot plate
As
needed

249

Qty Concrete Laboratory TBE B 155 Excellent Good Average Upgrade Replace Maint
5 Caddie Drum Dolly- Nevada Caster
As
needed
10 Fog room shelves
As
needed
1 Air evacuation fume hood with glass door Annually
1 Concrete electric vibration table - Synron Co.
As
needed
1 Metal cabinet
As
needed
1 Mechanical soil compactor
As
needed
1 Concrete casting cylinder vibrator- Model PMA-2 Annually
1 Small vacuum cleaner, Stinger
As
needed
1 Small drill/mixer Milwaukee
Semi
annually
6 Concrete cylinder extentiometer - Humboldt
As
needed
4 Concrete cylinder extentiometer- Mitutogo
As
needed
15 Soil sieves, 8
As
needed
1 Ohaus, small scale, 20kg
As
needed
1 Ohaus, large table scale, 75kg
As
needed
1 Ohaus, medium scale, 40kg
As
needed

250

Qty Concrete Laboratory TBE B 155 Excellent Good Average Upgrade Replace Maint
1 Steel cart, hand
As
needed
2 Small hand dolly
As
needed
10 Concrete casting molds, square
As
needed
1 Eye wash station Monthly
1 GP Series Balance (for Specific Gravity Measurements) Yearly
1 Gilson MD 2000 Micro Deval Instrument Yearly
1 Gilson HM 70A LA Abrasion Testing Machine Yearly
1 Gilson TM-5 Test Master Sifter Yearly
1 Test Mark Compression Testing Machine Yearly
1 Concrete compression tester, unknown manufacturer
As
needed
1 Concrete freezer, heater chamber
As
needed
1 Environmental chamber, horizontal, 4 x 8, with controllers, sensors
As
needed

251

Qty Geotech Laboratory TBE B 157 Excellent Good Average Upgrade Replace Maint
1 Environmental Room with heater, chiller and controller
As
needed
1 AnD Scale, GP-12K w/bottom hook for bucket in SG tests
As
needed
1 Gilson poly tank and stainless steel stand for SG tests
As
needed
1 Milwaukee, drill & mixer with stand
As
needed
1 Briggs & Stratton engines
Bi-
annually
2 Dayton Electric Sprinkler pumps
As
needed
1 Small concrete mixer, electric (outside) with hitch
As
needed
1 Large concrete mixer, gasoline motor powered (outside)
As
needed
1 Scale, Geotest, 15 kg
As
needed
1 Scale, UWE, XM Series, 6 Kg
As
needed
1 Triaxial Rock Testing Apparatus
As
needed
2 Ultrasonic Non-contact Material Characterization Apparatus
As
needed
3 Acoustic Emission Analysis Apparatus
As
needed
1 Trautwein Standard Panel for Triaxial Testing
As
needed
2 Soiltest (ELE) manual soil shear testing machines
As
needed
2 Soiltest (ELE) manual compaction testers
As
needed

252

2
Trautwein GeoJac Soil Test equipment set capable of building two
independent compaction testing stations, either confined or unconfined
using one Geojac driver each; or one soil shear test station using both
Geojac drivers and mechanical shear confinement apparatus.
Each
Semester
2
Roll-away carts for placing each soil compaction stations (two carts) or
the shear test station (one cart only).
As
needed
1 Imperial IV, Lab oven, low temp 18x18x14
As
needed
1 ELE Lab Line, Universal pump and pressure panel
As
needed
36 Soil Sieves, various sizes
As
needed
2 Large triaxial test cylinders
As
needed
2 Hot plates
As
needed
1 Mixer for soil samples
As
needed
2 Dial Indicators with stand
As
needed
4 Compaction hammers, hand
As
needed
1 Scale, miniature
As
needed
36
Lab tools: glassware, funnels, flasks, beakers, pans, spoons, bowls,
knives
As
needed
1 Balance, manual, Ohaus
As
needed

253

1 Vaccum pumps, Fischer Scientific
As
needed
4 Soil small compaction molds, closed.
As
needed
4 Soil large compaction molds, closed.
As
needed
2 Soil compaction molds, split
As
needed
3 Stop Watches w/battery
50 2 inch ring molds, stainless never
3 Permeability test chambers, small, with burrette
As
needed
6 Porous stones for permeability test chambers never
7 Soiltest (ELE), Liquid Limit tester,
As
needed
1 Compactor, mechanical, Soiltest CN-4235 Annually
1 Harvard Miniature Compaction Apparatus, Soiltest CN-435 Annually
1 Kneading Compactor, electric, Soiltest CN-425A Annually
1 Cal. Bearing Ratio, Versa Loader, Soiltest G-900 Annually
2 Consolidation Apparatus, Soiltest C-320 Annually
1 Consolidation Apparatus, Dual, Hogentogler Annually
2 Direct Shear Test Apparatus, Soiltest D-110 Annually

254

8 Liquid Limit Devices Annually
1 Soil Lathe, Soiltest P-405 Annually
1 Hydrometer Jar Bath, Soiltest C-278 Annually
1 Ro-Tap sieve shaker, Annually
58 sieves, all needed sizes Annually
3 Proctor Pentetometers, Soiltest CN-970 Annually
2 Geostick, RM-165 Annually
1 Lab oven, Imperial Annually
1 Torvane Shear Device, Soiltest CL-600A Annually
1 Triaxial tester, ELE Annually
1 Triaxial tester, Karol Wagner 520 Annually
1 Beam Balance scale, 20kg Annually
2 Electronic balance Annually
1 Unconfined Compression Tester, Soiltest U-580 Annually
4 Volume Change Appartus, Soiltest C-290 Annually
1 Soil Splitter, Soiltest CL-284 Annually

255

Qty Applied Geophysics Center SEB 3261 Excellent Good Average Upgrade Replace Maint
1 Electrical Resistivity System, 28 electrodes, AGI
As
needed
1 Electromagnetic Terrain Conductivity Meter, Geonics EM-31
As
needed
1 Instructional shake table, uniaxial, 25-lb capacity
As
needed
8 PCs Annually
1 Minivib: IVI T7000 vibroseis
As
needed
1 Ford F250 support vehicle for minivib
As
needed
1 SUV: Chevrolet Tahoe
As
needed
1 Seismograph system, 144 channels
As
needed
1 Total Station: Topcon GTS-803B with data collector, prism
As
needed
1 Magnetometer: Geometrics G-856 proton precession
As
needed
1 Agilent 35670A 4-channel dynamic signal Analyzer
As
needed
149 4.5 Hz vertical geophoone
As
needed
150 4.5 Hz horizontal geophone
As
needed
25 40 Hz vertical Geophone
As
needed

256

Qty Applied Geophysics Center SEB 3261 Excellent Good Average Upgrade Replace Maint
16 1 Hz vertical seismometer Sercel L-4
As
needed
3 1 Hz horizontal seismometer Sercel L-4
As
needed
6 1 Hz vertical seismometer Geotec S-13-J
As
needed
1 GPR : Noggin Smart Cart with 250 MHz, 500 MHz, 1000 MHz antennas
As
needed
1
Downhole geophone:System Geostuff BHG-2 triaxialborehole geophone,
14 HZ resonant frequencty & Controller
As
needed

Qty Surveying Equipment RAJ 221 Excellent Good Average Upgrade Replace Maint
1 Omni Prism new
2 Cable Connect SET6 to TSC2 (9-pin) new
1 Wild GPH1A Snap on Prism
As
needed
1 HP 3800 Total Station and battery
As
needed
5 Pentax FX-1DE Theodolites
As
needed
3 Philadelphia rods
As
needed
3 Leveling Rods, Fiberglass Telescoping, Crain CR-13-T new

257

5 Pentax AL-M2C Auto level
As
needed
1 Trimble R8 GPS Receiver Model 1 new
1 Trimble TSC2 Controller new
1 GPS Rod, Carbon Fiber, 2 meter new
1 GPS Long Range Radio Antenna new
3 Tribrach
As
needed
1 Tribrach Adapters new
20 Tripods (Replace all wooden - need minimum 10 good)
As
needed
14 Tripods, wooden
As
needed
6 Transit Tripods, wooden
As
needed
1 25 ft telescoping rod BL
As
needed
Multiple Plumb Bobs and Gammon Reels
As
needed
1 Wild D1-1000 Distomat system
As
needed
3 Wild Theodolites
As
needed

258

1 Wild T2000 single station
As
needed
3 K&E transits
As
needed
2 Lietz transits
As
needed
1 Dietzgen transit
As
needed
1 Spectra Physics electronic level
As
needed
5 Sokisha Transits
As
needed
2 Metric Lenker rods
As
needed
1 Wind Meter Annually
1 Vacuum Pump Annually

APPENDIX D. INSTITUTIONAL SUMMARY
259
APPENDIXDINSTITUTIONALSUMMARY
260
A. TheInstitution
NameandAddressoftheInstitution
TheUniversityofNevada,LasVegas
4505S.MarylandParkway
LasVegas,Nevada89154
NameandTitleoftheChiefExecutiveOfficeroftheInstitution
Dr.NealJ.Smatresk,President
OfficeofthePresident
Box451001
Phone:7028953201
Fax:7028951088
Email:president@unlv.edu
Dr.MichaelW.Bowers,InterimExecutiveVicePresidentandProvost
Box451099
Phone(702)8953303
Fax(702)8953670
Email:michael.bowers@unlv.edu
B. TypeofControl
UNLVadministrationisheadedbythePresidentwhoisresponsibleforthefunctioningoftheuniversity
asshownintheBoardofRegentsHandbook.ThePresidentcreatestheadministrativestructurethat
bestfitsthemissionoftheinstitution.ThePresidentreportstotheChancellor,andthroughthe
ChancellortotheBoardofRegents.InaccordancewiththeNSHECode,UNLVBylaws,andFaculty
SenateBylaws,theuniversityhasanelected,representativeFacultySenateoffiftysenators.The
authority,purpose,andobjectivesoftheFacultySenatearedefinedinitsBylaws.PerSenateBylaws,the
Senaterepresentsfacultymemberswhoholdatleastafiftypercentprofessionalcontract.TheFaculty
Senatemeetsmonthlyduringtheacademicyearinopenmeetingstowhichallfacultyandstaffare
invited.
261
ThepresidentofeachNSHEinstitutionisselectedandappointedbytheBoardofRegentstoserveasthe
chiefadministrativeofficer.Ondaytodaymatters,thepresidentsreporttotheChancellor.Presidents
andtheChancellorserveatthepleasureoftheBoardofRegents.Periodically,therehavebeententative
discussionsaboutcedingmorecontroltotheinstitutionspresidentsonmatterscontainedintheBoard
ofRegentsHandbookthatcouldbeconsideredmoremanagerialthanpolicyrelated.Decisionsabout
specificstaffinglevelsandpositionsaremadeatthecampuslevel,mostfrequentlyinconversations
betweenthePresidentsCabinetandDeansCouncil.
Thenumberandtypesofstatefundedpositionsissetaccordingtoalegislativeformulathatisbasedon
athreeyearweightedaverageofFTEstudentenrollments.ThroughrepresentationbytheFaculty
Senate,UNLVfacultymembers(academicfacultyandprofessionalstaff)holdaconsiderable,
legislativelydefinedroleinallmattersaffectingtheuniversityandthestatesystemofhighereducation.
C. HistoryofInstitution
In1951,whenthepostwarboomhadswollenLasVegasmetropolitanpopulationtomorethan50,000,
theUniversityofNevada,Reno(UNR),establishedanextensionprogram.Twentyeightstudentsbegan
meetingforclassesinthedressingroomsofLasVegasHighSchoolsauditorium.In1954,theNevada
BoardofRegentsfoundedtheSouthernRegionalDivisionoftheUniversityofNevada,popularlyknown
asNevadaSouthern.StudentsadoptedtheRebelnameandmascottoreflecttheirdesiretobreakfree
fromUNR.AfterLasVegasresidentsexertedpressure,theregentsdecidedtoacquirelandforacampus,
finallyselectingan80acreparcelalongthetwolanedirtroadknownasMarylandParkway.
OnSeptember10,1957,thefirstclasseswereheldoncampusinanew13,000squarefootbuilding,
laternamedforMaudeFrazier,astateassemblywomanandfoundingforcebehindNevadaSouthern.A
yearlater,theschoolreceivedaccreditationfromtheNorthwestAssociationofSecondaryandHigher
Schools.Toservethegrowingenrollment,buildingswentupinaflurryofconstruction,includinga
physicaleducationandhealthcenter,ascienceandtechnologybuilding,aclassroombuildingnamedfor
regentArchieC.Grant,andtheJamesR.DickinsonLibrary,namedforthefirstdirectoroftheextension
program.
In1969,withtheBoardofRegentsapproval,theuniversityadopteditscurrentname.Bythefollowing
year,asLasVegassmetropolitanpopulationreached275,000,UNLVenrolledmorethan5,500students.
Duringthe197778academicyear,UNLVsurpassedUNRintotalenrollment.
Overthenextthreedecades,UNLVcontinuedthisheadyrateofdevelopmenterectingmorethan100
buildings,developingdozensofgraduateprograms,creatingpartnershipswiththecommunity,fielding
nationallyrankedsportsteams,foundinganalumniassociation,promotingscholarship,establishinga
fundraisingfoundation,andrecruitingdiverseandtalentedstudentsfromacrossthecountry.
262
Today,UNLVhascomealongwayfromthehighschooldressingroomsthatonceservedasits
classrooms.Thankstothededicationoffaculty,staffmembers,students,generousdonors,andLas
Vegasresidentsoverthepasthalfcentury,theuniversityhasmuchtocelebrate:
Morethan1,000fulltimefacultyteach28,000plusstudents,including6,000graduateand
professionalstudents.
Atits44thcommencementinMay2007,theuniversityhadarecordnumberofgraduates,more
than2,700.
In2006,UNLVreceivedmorethan$94millionintotalextramuralfunding,withabout$68
millionsupportingresearch.
TheCarnegieFoundationfortheAdvancementofTeachinghasplacedUNLVintheprestigious
categoryofResearchUniversitieswithHighResearchActivity.
UNLVsfirstcomprehensivefundraisingcampaign,InventtheFuture,recentlypassedthe$337
millionmark.
Studentscompetein20intramuralsportsand16sportsattheNCAA/DivisionIintercollegiate
level.
The350acrecampusincludesbranchesspecializinginbiotechnology,dentalmedicine,and
researchandtechnology.Inaddition,UNLVrecentlyestablisheditsfirstinternationalcampusin
Singapore.
Source:http://celebrating50.unlv.edu/UNLVHistory.html
D. StudentBody
ThefollowingtableshowstheuniversitystudentprofileforFall2009,andtheundergraduateenrollment
bystateoforigin.Asshowninthistable,themajorityofstudentsarefromNevada,andCalifornia
followsthenext.

263

264

265
E. RegionalorInstitutionalAccreditation
UNLVisaccreditedbytheNorthwestCommissiononColleges&Universities(NWCCU).
Theuniversitywentthroughthecomprehensivedecennialevaluation,whichculminatedinthevisitof
theAccreditationTeaminApril2010.Theuniversitywassuccessfulingainingcontinuedaccreditation
forthenext10years.
F. PersonnelandPolicies
F.1 Thepromotionandtenuresystem
Tenure:Duringthesixthyearofappropriateservicethecandidatemustundergoacarefulscreeningof
accomplishments,followedbyaformalvoteoftheDepartmentalTenureCommittees.Afilepreparedby
thecandidatewillbethebasisforthisevaluation,butotherinformationasfurnishedbythecommittee
andtheDepartmentChairmaybeincluded.Forexample,theresultsofstudentexitinterviews,
testimonialsofcolleagues,andanyotherpertinentmaterials,canbeincludedintheconsideration.After
considerationofthematerials,aformalvotewillbetaken,andsummaryofthedeliberationsprepared.
Thecriteriafortenureincludeteaching,research,service,andcollegiality".Ratingsof"unsatisfactory,"
"satisfactory,""commendable,"or"excellent"willbeassignedforeacharea.Inordertobe
recommendedfortenure,afacultymembermustreceiveanexcellentratingineitherteachingor
research,andatleastsatisfactoryratingsintheremainingthreeareas.
Promotion:PromotionisanactbestowedbytheUniversityonanindividualinrecognitionofacertain
levelofaccomplishment.ForthepromotionfromAssistantProfessortoAssociateProfessor,itwill
usuallytakeplacesimultaneouslywiththeawardoftenure.Generally,thesamecriteriausedforthat
awardwillbeused.Forpromotion,however,ahigherranking(i.e."commendable"orhigher)isneeded
inresearch.Normally,tenureseparatefrompromotionwillnotbeconsidered.Elevationinrankfrom
266
AssociateProfessortoProfessordenotesanumberofaccomplishmentsandpromisesofcontinuedhigh
levelperformance.Includedareexcellenceinteaching,renowninresearch,andleadershiproleswithin
theDepartmentand,possibly,theUniversity.Excellenceinteachingfollowsthesamegeneralguidelines
asdescribedinthetenureaward.However,itisexpectedthatsomeoneatthispromotionlevelwillbe
abletodemonstrateextremelygoodteachingevaluations,significantgraduatestudentsupervision,and
substantialdevelopmentalaccomplishmentsforclassesand/orlaboratorieswithintheDepartment.
Withintheresearchrealm,considerationswillbegiventothequantityandqualityofthepublication
recordaswellasaccomplishmentsinsecuringfundedresearchindependently.Tosubstantiatethe
candidate'srenownwithintheresearchsector,outsidelettersofevaluationwillberequired.
F.2 Theprocessusedtodeterminefacultysalaries
Alltenuretrackandtenuredfacultymembersintheprogramhavea9monthBcontract.The
departmentchairhasa11monthAcontract.Thereisameritevaluationprocess.Department
membersareinitiallyevaluatedbytheDepartmentFacultyAffairsCommitteeandtheChair.This
recommendationisforwardedtotheDean.TheCollegeFacultyAffairsCommitteeandtheDean
evaluatetherecommendationandmakethefinaldecisionontheamountofmeritforeachfaculty
member.TheDeansubmitshisrecommendationstotheProvost.
F.3 Facultybenefits
ThefollowingtableshowstheUNLVbenefitpackagesfor20072008and20082009.
267
G. EducationalUnit
Programs are administrated by department chairs and school directors and are organized
within Colleges. The Dean of each College reports to Executive Vice President and Provost,
Michael Bowers, who reports to President Neal Smatresk. The Provost is responsible for
overseeing and aligning UNLV academic and budgetary policy, ensuring the quality of the
faculty and student body, expanding the research enterprise and maintaining overall
educational excellence. The College of Engineering is organized into two Schools and four
Departments. These schools and departments are responsible for administering 8 programs
includingElectricalandComputerEngineeringprograms.
268
H. CreditUnit
Inourprogram,onesemestercreditrepresentsoneclasshourorthreelaboratoryhoursper
week.Oneacademicyearnormallyrepresentsatleast30weeksofclasses,exclusiveoffinal
examinations.ConsideringthatthetotalcreditrequiredforaB.S.degreeinEEis129credits,
oneyearisequivalentto32.25semesterhours,assumingthatfouryearsarerequiredfor
graduation.
I. InstructionalModes
Ourprogramisbasedontraditionaloncampusinstruction.
J. GradePointAverage
Thereisnoalternativeinstructionalmodeintheprogram.Thegradepointaveragerequiredfor
graduationisasfollows:
GradeofC(2.00)orhighermustbeearnedineachengineeringandcomputersciencecourse
(EE,CPE,EGG,CS)forgraduation.
269
GradesofC(2.00)orhigherarerequiredinallimmediateprerequisitesofallengineeringand
computersciencecoursesandinENG101and102.
Anoverall2.3GPAand2.5GPAinengineeringcoursesisrequiredforprobation,transfer,and
graduation.
K. AcademicSupportingUnits
SchoolofComputerScience
Dr.JohnTMinor,
ProfessorandChair
Email:minor@cs.unlv.edu
Phone:(702)8953715
DepartmentofMathematicalScience
Dr.DerrickDuBose
ProfessorandChair
Email:derrick.dubose@unlv.edu
Phone:(702)8954343
DepartmentofChemistry
Dr.DennisW.Lindle
ProfessorandChair
Email:lindle@unlv.nevada.edu
Phone:(702)8954426
DepartmentofPhysicsandAstronomy
Dr.TaoPang
ProfessorandChair
Email:pang@physics.unlv.edu
Phone:(702)8954454
L. NonAcademicSupportingUnits
Library:
UniversityLibrarycanbeaccessedfromhttp://www.library.unlv.edu/,andtheLibrarianincharge
oftheCollegeofEngineeringisMs.CarolineSmith(phone:(702)8952139,email:
caroline.smith@unlv.edu)
270
ComputingFacilities:
TheOfficeofInformationTechnology(OIT)isthecentralunitresponsibleforsupportingtheacademic,
research,andadministrativeaimsofthecampusthroughtheeffectiveuseoftechnology.OITsupports
computerlabs,desktopcomputers,instructionaltechnology,campuswidesystemsandnetwork
infrastructures.OITofferstwocomputinghelpdesksandsoftwaretraining.LedbyDr.LoriTemple,Vice
ProvostforInformationTechnology,since1998,OIThasgrownfromaunitof43to97.OITleadership
meetsweeklytodiscussITinfrastructureneeds.Moreinformationcanbefoundat:
http://oit.unlv.edu/aboutoit
NSCEE:
The National Supercomputing Center for Energy and the Environment (NSCEE) is a fullservice
supercomputing facility with onsite and offsite user training, national network accessibility and a
missionforexcellenceineducationandresearchinsupercomputinganditsapplications.
The NSCEE provides supercomputing training and services to academic and research institutions,
government and private industry for research and development related to energy, the environment,
medicalinformaticsandhealthcaredelivery.TheCenterislocatedintheSEB.Moreinformationcanbe
foundat:http://www.nscee.edu/index.html
EngineeringAdvisingCenter:
TheHowardR.HughesCollegeofEngineeringAdvisingCenterhelpsstudentsthroughouttheir
undergraduatestudiesfromregisteringforclassestochoosingacareerpath.TheCentercanbe
accessedthroughhttp://engineering.unlv.edu/advising/,andtheDirectoroftheCenterisDr.
RobertAbella(robertab@egr.unlv.edu).UnderthisAdvisingCenter,thereisaTutoring/Writing
Centertohelpneedystudents.
UNLVCareerServices:(http://hire.unlv.edu/)
UNLVCareerServiceoffersanabundanceofresourcestoassistwithdevelopingacareerand
choosingamajor.CareerServicesoffercareercounseling,guidanceoninterviewingandresume
buildingandhelpsstudentsintheirefforttofindajob.ExecutiveDirectorisMs.EileenMcGarry
(eileen.mcgarry@unlv.edu)
M. FacultyWorkload
AfulltimeloadforallfacultymembersisdefinedintheCollegeofEngineeringWorkloadPolicy
(http://engineering.unlv.edu/pdf/COEWorkloadPolicy2007.pdf)approvedbytheUniversity.The
Universityworkloadpolicycanbeaccessedat:
271
http://oit.unlv.edu/nwccu/sites/default/files/Std%204/Supp.%20Doc/Req.%20Exhibits/RE.4.10%20Instit
utional%20policies%20re%20scholarship%20%26%20artistic%20creation/RE%204.10.m%20Workload%2
0Policy.pdf.
FacultyactivitiesinsupportoftheMissionoftheUniversityandCollegeofEngineeringareteaching,
research,andservice.Theserviceincludesadvising,administrativeandgovernanceactivitiesand
professionaldevelopment.Anyofthesewouldserveasjustificationforrequestingand/orbeing
assignedworkloadreassignmentsand/orotherteachingassignments.
AfulltimeteachingloadforallfacultyintheElectricalandComputerEngineeringprogramisthree(3)
courses.However,thefollowingactivitieswouldserveasjustificationforrequestingworkload
reassignment:
- Supervision/TeachinginLabs,Clinics,etc.
- TeachingAssignmentOffset
- TeachingLargeSections
- DoctoralProgramInvolvement
- MasterProgramInvolvement
- Course/CurriculumDevelopment
- InnovationinTeaching
- IndependentTeaching
- Scholarship
- ProfessionalDevelopment
- ResearchDevelopment/Proposaldevelopment
- ResearchActivities
- ResearchBuyout
- DepartmentChair
- GraduateorUndergraduateCoordinator
- OtherAdministrativeAssignments
- ServicetoProfession
- NewlyHiredFaculty
- Leave
N. Tables
272
TableD1.ProgramsOfferedbytheEducationalUnit
ProgramTitle
1
ModesOffered
2
N
o
m
i
n
a
l
Y
e
a
r
s
t
o
C
o
m
p
l
e
t
e
Administrative
Head
Administrative
UnitorUnits
(e.g.Dept.)
Exercising
Budgetary
Control
Submittedfor
Evaluation
3
Offered,Not
Submittedfor
Evaluation
4
D
a
y
C
o
o
p
e
r
a
t
i
v
e
E
d
u
c
a
t
i
o
n
O
f
f
C
a
m
p
u
s
A
l
t
e
r
n
a
t
e
M
o
d
e
N
o
w
A
c
c
r
e
d
i
t
e
d
.
N
o
t
N
o
w
A
c
c
r
e
d
i
t
e
d
N
o
w
A
c
c
r
e
d
i
t
e
d
N
o
t
N
o
w
A
c
c
r
e
d
i
t
e
d
CivilandEnvironmental
Engineering
X 4
Dr.Edward
Neumann
X
ComputerScience(BS) X 4 Dr.JohnMinor X
ComputerScience(BA) X 4 Dr.JohnMinor X
ElectricalEngineering X 4
Dr.Henry
Selvaraj
X
ComputerEngineering X 4
Dr.Henry
Selvaraj
X
Construction
Management
X 4
Dr.David
Shields
X
Informatics(BS) X 4 Dr.HalBerghel X
273
MechanicalEngineering X 4
Dr.Woosoon
Yim
X
Listthetitlesofalldegreesofferedbytheeducationalunitresponsiblefortheprogramsbeingevaluated,undergraduateandgraduate,granted
bytheinstitution.Iftherearedifferencesinthedegreesawardedforcompletionofcooperativeeducationprograms,theseshouldbeclearly
indicated.
1
Giveprogramtitleasshownonagraduatestranscript
2
Indicateallmodesinwhichtheprogramisoffered.Ifseparateaccreditationisrequestedforanalternativemode,listonaseparateline.
DescribeOtherbyfootnote.
3
Onlythoseprogramsbeingsubmittedatthistimeforreaccreditation(nowaccredited)orinitialaccreditation(notnowaccredited)shouldbe
checkedinthiscolumn.
4
Programsnotsubmittedforevaluationatthistimeshouldbecheckedinthiscolumn.
274
Table D-2. Degrees Awarded and Transcript Designations by Educational Unit

ProgramTitle
1
ModesOffered
2
NameofDegreeAwarded
3
DesignationonTranscript
4
Day Coop OffCampus
Alternative
Mode
MechanicalEngineering X
BachelorofSciencein
EngineeringMechanical
Engineering
BachelorofSciencein
Engineering(B.S.EG)
X
MasterofSciencein
MechanicalEngineering
MasterofScienceinMechanical
Engineering(M.S.E)
X
MasterofSciencein
BiomedicalEngineering
MasterofScienceinBiomedical
Engineering(M.S.B.E.)
X
MasterofSciencein
AerospaceEngineering
MasterofScienceinAerospace
Engineering(M.S.A.E.)
X
MasterofSciencein
MaterialsandNuclear
Engineering
MasterofScienceinMaterialsand
NuclearEngineering(M.S.M.N.E.)
X
DoctorofPhilosophyin
Engineering
Engineering(Ph.D.)
CivilandEnvironmental
Engineering
X
BachelorofSciencein
Engineering
BachelorofSciencein
Engineering(B.S.EG)
X
MasterofSciencein
Engineering
CivilEngineering
MasterofScienceinEngineering
CivilEngineering(M.S.E)
X
MasterofSciencein
Engineering
Transportation
Transportation(M.S.T)
275
X
Engineering
Engineering(Ph.D.)
ComputerEngineering X
BachelorofSciencein
Engineering
ComputerEngineering
BachelorofSciencein
Engineering
ComputerEngineering(B.S.EG)
ElectricalEngineering X
BachelorofSciencein
Engineering
ElectricalEngineering
BachelorofSciencein
Engineering
ElectricalEngineering(B.S.EG)
X
MasterofSciencein
Engineering
ElectricalEngineering
ElectricalEngineering(M.S.E.E.)
X
Engineering
Engineering(Ph.D.)
ComputerScience
X
BachelorofSciencein
ComputerScience
BachelorofScienceinComputer
Science(B.S.CS)
X
BachelorofArtsin
ComputerScience
BachelorofArtsinComputer
Science(B.A.CS)
X
MasterofSciencein
ComputerScience
MasterofScienceinComputer
Science(M.S.C.S.)
X
ComputerScience
DoctorofPhilosophyinComputer
Science(Ph.D.)
ConstructionManagement
X
BachelorofSciencein
BachelorofSciencein
(B.S.CM)
X
MasterofSciencein
MasterofScienceinConstruction
Management(M.S.C.M.)
Informatics X BachelorofSciencein BachelorofScienceinInformatics
276
Informatics (B.S.)
X
MasterofSciencein
Informatics
MasterofScienceinInformatics
(M.S.)
X
Informatics
Informatics(Ph.D.)
277
TableD3SupportingExpendituresDepartmentofCivilandEnvironmentalEngineering
Fiscal Year (*)
Previous Year
Fiscal Year 2009
Previous
Year
FY 2009
Current Year
Fiscal Year 2010
Current
Year
FY 2010
Year of Visit
Fiscal Year 2011
Year of
Visit
FY 2011
Expenditure Category
State
Funds
Special
Course
Fees
Self-
Supporti
ng
Funds
Other
Funds
(COE,
EVP&P) Total
State
Funds

Special
Course
Fees
Self-
Supporti
ng
Funds
Other
Funds
(COE,
EVP&P) Total
State
Funds
Special
Course
Fees
Self-
Supporting
Funds
Other
Funds
(COE,
EVP&P) Total
Operations (not including
staff)
53,981
12,638
7,443
74,062
49,680
25,957
7,306
82,943
50,000
25,957
7,306
83,263
Travel
15,657
15,657
301
9,894
10,195
12,000
12,000
Equipment
a) Institutional Funds
6,190
9,401
16,795
32,386
23,363
23,363
75,000
32,000
107,000
b) Grants and Gifts

Graduate Teaching
Assistants
220,386
3,993
224,379
235,908
2,176
238,084
235,908
235,908
Part-Time Assistance (other
than teaching)
Part-Time Instructors
60,632
60,632
43,487
4,056
47,543
43,487
43,487
Faculty Salaries
1,461,995
1,461,995
1,824,307
1,824,307
1,884,307
1,884,307
Administrati ve
Assistant/Classified Salary
115,335
1,787
117,122
119,717
119,717
119,717
119,717
Fringe Benefits

278
331,813 1,200 333,013 429,377 429,377 453,717 453,717

Structures Lab (Space
Renovation & Repair)
225,500
225,500
Mendenhall Lab (Space

Renovation & Equipment)
201,380
201,380
71,260
71,260
50,000
50,000
Total
2,250,331
22,039
46,876

201,380
2,520,626
2,702,777
49,320
23,432
296,760
3,072,289
2,787,136
100,957
19,306
82,000
2,989,398
279
ReportDepartmentLevelandProgramLeveldataforeachprogrambeingevaluated.Updated
tablesaretobeprovidedatthetimeofthevisit.
1
Providethestatisticsfromtheauditedaccountforthefiscalyearcompletedyearpriortothe
currentfiscalyear.
2
Thisisyourcurrentfiscalyear(whenyouwillbepreparingthesestatistics).Provideyour
preliminaryestimateofannualexpenditures,sinceyourcurrentfiscalyearpresumablyisnot
overatthispoint.
3
ProvidethebudgetedamountsforyournextfiscalyeartocoverthefalltermwhentheABET
teamwillarriveoncampus.
4
Categoriesofgeneraloperatingexpensestobeincludedhere.
5
Institutionallysponsored,excludingspecialprogramgrants.
6
Majorequipment,excludingequipmentprimarilyusedforresearch.Notethatthe
expenditures(a)and(b)underEquipmentshouldtotaltheexpendituresforEquipment.If
theydont,pleaseexplain.
7
Includingspecial(notpartofinstitutionsannualappropriation)nonrecurringequipment
purchaseprograms.
8
Donotincludegraduateteachingandresearchassistantorpermanentparttimepersonnel.
280
Table D-4. Personnel and Students

{{This table should be completed for the Educational Unit and for each program being
evaluated}}
CivilEngineeringFALL2009
Year
1
:Fall2009(https://ir.unlv.edu/AcademicProfiles/reports/deptInstructorCounts.aspx)
HEADCOUNT FTE
2
RATIOTO
FACULTY
3
FT PT
Administrative
4
1 0 1
Faculty(tenuretrack) 12 0 12
OtherFaculty(excludingstudentAssistants) 1 0 0.5
StudentTeachingAssistants 14 0 14 1.17
StudentResearchAssistants 11 0 11 .92
Technicians/Specialists 1 1 1.5
Office/ClericalEmployees 1 1 1.5
Others
5

UndergraduateStudentenrollment
6
208* 79* 107.3 8.94
GraduateStudentenrollment 16 48 42.2 3.52
FacultyincludesDr.AshleyandexcludesDrs.JamesandPiechota.OtherfacultyincludesDr.Vodrazka.
*Undergraduateheadcountincludesfreshmenthroughsenior.GraduateenrollmentincludesCEEMS,
CEEPh.D,andTransportationMS.
FTEnumbersobtainedbyusingCourseDept.,CoursePrefix,Standing,andthenopeningthebigfile.
Reportdatafortheprogramunit(s)andforeachprogrambeingevaluated.
1
Dataonthistableshouldbeforthefalltermimmediatelyprecedingthevisit.Updatedtablesforthefallterm
whentheABETteamisvisitingaretobepreparedandpresentedtotheteamwhentheyarrive.
2
Forstudentteachingassistants,1FTEequals20hoursperweekofwork(orservice).Forundergraduateand
graduatestudents,1FTEequals15semestercredithours(or24quartercredithours)pertermofinstitutional
coursework,meaningallcoursesscience,humanitiesandsocialsciences,etc.Forfacultymembers,1FTE
equalswhatyourinstitutiondefinesasafulltimeload.
3
DivideFTEineachcategorybytotalFTEFaculty.DonotincludeadministrativeFTE.
4
Personsholdingjointadministrative/facultypositionsorothercombinedassignmentsshouldbeallocatedto
eachcategoryaccordingtothefractionoftheappointmentassignedtothatcategory.
5
Specifyanyothercategoryconsideredappropriate,orleaveblank.
6
Specifywhetherthisincludesfreshmanand/orsophomores.
TheHeadcountandenrollmentnumberscamefromUNLVDatanetaswellastheFTE.TheRatioto
FacultycomesfromdividingtheFTEnumbersby12(totalfaculty).
281
Table D-5. Program Enrollment and Degree Data

CivilEngineering

AcademicYear
EnrollmentYear
T
o
t
a
l
U
n
d
e
r
g
r
a
d
u
a
t
e
T
o
t
a
l
G
r
a
d
u
a
t
e
DegreesConferred
Freshman Sophomore Junior Senior Bachelor Master** Doctor Other

CURRENT
20092010
FT* 73 67 70 206 416 31 13 10 4 0
PT 5 18 39 89 151 96
1
20082009
FT 97 67 70 159 393 23
50 14 4
0
PT 12 28 39 92 171 91
2
20072008
FT 40 65 62 185 352 28
34 17 4
0
PT 14 19 36 100 169 84
3
20062007
FT 68 62 56 153 339 41
39 12 4
0
PT 13 20 35 87 155 94
4
20052006
FT 40 63 60 149 312 33
25 25 4
0
PT 9 12 28 89 138 107
5
20042005
FT 52 52 40 133 277 42
28 21 1
0
PT 9 15 26 79 129 91
*Full-time for undergraduate students is defined for 12 or more credit hours, and 6 or more credits for graduate students.
** Master degree include MSE-CE, MST
FTfulltimePTparttime
NOTE:Totalsarethesumoffallandspringsemesters;togetaverageheads,dividebytwo

282
NumberswereallobtainedfromUNLVDataNetofficial.
283
DataD6FacultySalaryData
CivilEngineering
AcademicYear2010
CEE/Rank II III IV
High $76,336 $107,363 $246,424
Average $71,803 $92,204 $154,064
Low $67,600 $78,364 $121,045

Report 2010 ENG Civil BS

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Assessment Report

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B. Program Educational Objectives

Alumni SA AlumniSurvey S2010 1S UGcoordinator

B. Actions to Improve the Program

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2. Credit Hours and Distribution.

Table 5-1 Curriculum

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5. Fluid Mechanics/Hydraulics Laboratory (FML). Supervisors: Drs. Ahmad and Piechota.

6. Multifunction Materials Laboratory (MML) Supervisors: Drs. Ghafoori, Ladkany, Said

7. Geotechnical Engineering Laboratory (SML). Supervisors: Dr. Karakouzian (research

C. Major Instructional and Laboratory Equipment

PreparedBy: MichaelNicholl Date:

Number of Water Molecules in a Hydrate

Physics 180 & 180L: Physics for Scientists and Engineers I

APPENDIX A. COURSE SYLLABI

Physics 181 & 181L: Physics for Scientists and Engineers II

b) Engineering Topics (Design/Science): 0 credit

c) General Education: 0 credit

PreparedBy: XinLi Date:

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=10092% =9190% +=89 88% =87 82% =8180%

APPENDIX A. COURSE SYLLABI

APPENDIX A. COURSE SYLLABI

APPENDIX D. INSTITUTIONAL SUMMARY

APPENDIX D. INSTITUTIONAL SUMMARY

APPENDIX D. INSTITUTIONAL SUMMARY

Table D-2. Degrees Awarded and Transcript Designations by Educational Unit

331,813 1,200 333,013 429,377 429,377 453,717 453,717

Mendenhall Lab (Space

Table D-4. Personnel and Students

Table D-5. Program Enrollment and Degree Data

Freshman Sophomore Junior Senior Bachelor Master** Doctor Other

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