ABET
Self-Study Report
for the
Civil Engineering
Program
at
University of Puerto Rico – Mayagüez
(UPRM)
Mayagüez, Puerto Rico
July 1, 2008
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.
Prof. Hiram Gonzalez, MSCE, P.E., Chief Editor
Assessment & Accreditation Coordinator
[email protected]
Table of Contents
BACKGROUND INFORMATION ............................................................................................................2
CRITERION 1. STUDENTS....................................................................................................................17
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ..............................................................29
CRITERION 3. PROGRAM OUTCOMES..............................................................................................42
CRITERION 4. CONTINUOUS IMPROVEMENT ................................................................................67
CRITERION 5. CURRICULUM............................................................................................................108
CRITERION 6. FACULTY....................................................................................................................123
CRITERION 7. FACILITIES .................................................................................................................139
CRITERION 8. SUPPORT.....................................................................................................................147
CRITERION 9. PROGRAM CRITERIA ...............................................................................................152
APPENDIX A – COURSE SYLLABI ....................................................................................................154
APPENDIX B – FACULTY RESUMES ................................................................................................282
APPENDIX C – LABORATORY EQUIPMENT...................................................................................357
APPENDIX D – INSTITUTIONAL SUMMARY ..................................................................................366
ABET Self-Study Report for Civil Engineering Program at UPRM
Self-Study Report
Civil Engineering Program
Bachelor of Science in Civil Engineering (BSCE)
University of Puerto Rico – Mayagüez (UPRM)
BACKGROUND INFORMATION
•
Contact information
The primary pre-visit contact persons for this program are:
Prof. Ismael Pagan-Trinidad, Department and Program Chairman
Department of Civil Engineering and Surveying,
University of Puerto Rico – Mayagüez
P.O. Box 9041
Mayagüez, Puerto Rico 00681-9041
Ph. No.: (787)265-3815 or (787)832-4040 Exts. 3559, 3434
Fax No.: (787)833-8260
E-mail: [email protected] or [email protected]
Prof. Hiram Gonzalez, Program ABET Coordinator
Department of Civil Engineering and Surveying
University of Puerto Rico – Mayagüez
P.O. Box 9041
Mayagüez, Puerto Rico 00681-9041
Ph. No.: (787)832-4040 Ext. 2172
Fax No.: (787)833-8260
E-mail: [email protected]
•
Program History
The Civil Engineering Program was
Historical Background of the Program:
established in 1913 and has been in operation ever since. It was mainly a males program until the
70’s when women began arriving at the program. A significant increase in the number of female
students also took place in the mid 70’s, continuing to grow and becoming what is perhaps one
of the largest producers of female Civil Engineers in the United States (as published by ASEE
and detailed later in this report). The program remained mainly a teaching program until early
the 80’s. The faculty workload load has been continuously evolving, from almost 100% teaching
in 1980, to about 50% teaching and 50% research and other scholarly activities at present time.
The Civil Engineering Program has been ranking among the first 20 in graduating Civil
Engineers and among the first three graduating women civil engineers in the United States.
The program has been continuously accredited by ABET up to present time, with the last
full re-accreditation under the new ABET EC2000 Criteria taking place in 2003. The following
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ABET Self-Study Report for Civil Engineering Program at UPRM
sections will summarize some major developments in the Civil Engineering Program and in the
Institution that have occurred since the ABET 2002 visit. A major effort has been oriented
toward a curriculum revision in harmony with the ABET EC2000 Accreditation Criteria.
Major Developments/Changes since the Last Accreditation Visit: Although the Civil
Engineering Department continued to expand and fine-tune its assessment and student learning
improvement efforts, one major development has been the institutionalization of continuous
improvement and assessment processes at all levels within UPRM. The experience gained in
outcomes assessment and in the development of assessment instruments was subsequently
utilized as a springboard towards successful institutional reaccredidation, and thereafter, in the
establishment of a permanent office to propel and sustain the institutionalization of continuous
improvement across all academic and administrative units on campus.
More specifically, concrete steps have been taken to revise, develop, and implement
assessment plans across all administrative and service units, and across all academic programs at
UPRM, under the direct guidance of this program’s Assessment Coordinator, Prof. Hiram
González, who authored both the “Institutional Plan for the Assessment of Student Learning”
(Figure A) and the main template for the “Institutional Administrative Assessment Plan”.
Needless to say, all academic assessment plans within the institution abide by and follow formats
in line with ABET’s outcomes criteria. Therefore, assessment now takes place at different levels
and results are compiled, analyzed, and provided by various offices within UPRM, in accordance
with these plans.
Inherent to the ABET accreditation efforts was the establishment of a permanent office
within the College of Engineering, called the System for the Evaluation of Education (SEED)
in mid-year 2001, with the goal of developing assessing strategies for the undergraduate
engineering programs. Its description, activities, and documentation can be found at
http://ing.uprm.edu/english/abet.php and at http://seed.uprm.edu/english/index.php
In February 2003, the Continuous Improvement Educational Initiative (CIEI) was
established. The role of this new two-year initiative was to not only prepare for the joint
institutional re-accreditation visit in 2005 from the Middle States Commission on Higher
Education (MSCHE) and the Puerto Rico Council on Higher Education (PRCHE), but to also
sustain the institutional assessment process in the long run. This two-year initiative was the result
of the momentum, experience and successes of the ABET accreditation process of 2002.
This effort led to the development of two institutional assessment plans, namely: the
Overall Institutional Assessment Plan and the Institutional Plan for the Assessment of Student
Learning. The two plans are conceptually represented below (Figure B), with the Student
Learning Assessment Plan at the core. A team of external evaluators visited UPRM in March
2005, during which the institution received 22 commendations in 10 out of 14 standards. These
efforts are described and completely documented at http://www.uprm.edu/msa/ and at
http://www.uprm.edu/omca/.
The Office of Continuous Improvement and Assessment (OMCA in Spanish) was
created by the University Board on September 8, 2005. This office would permanently
institutionalize the culture of continuous improvement and assessment within the campus. This
new office (OMCA) began with a full-time director and a full-time secretary, which, more
recently, also added a fulltime assessment specialist. Additionally, two steering teams, an
Academic Steering Team, and an Administrative Steering Team, along with a selected group of
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ABET Self-Study Report for Civil Engineering Program at UPRM
advisors guide the operations of the office. This was soon followed by a thrust to review and
update the student learning assessment plans for all academic programs in all four academic
colleges.
Furthermore, with a template designed by this program’s Assessment Coordinator,
Administrative Assessment Plans were developed by all (100%) administrative and service
support units/offices at all institutional levels (118 in total), to assess the effectiveness of these
units in support of academic processes and student learning activities, aiming to justify Strategic
Plans to continuously improve on their functions services. All of these plans can be accessed at:
http://www.uprm.edu/omca/assessment_plans/Administrative/. Our program’s plan and its
administrative support and service activities have been given the rating of “Best Practices” by
UPRM’s OMCA Office.
Figure A. Institutional Student Learning Assessment Plan
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ABET Self-Study Report for Civil Engineering Program at UPRM
Figure B. Conceptual Diagram of Strategic Planning and Assessment at UPRM
Upon approval of the Student Learning Assessment Plan, the Academic Senate at UPRM
went further and issued a certification (Certification # 04-12 of March 2004) mandating that
student learning assessment plans and results must be submitted for the approval of all
program revisions and any new courses or programs. An excerpt of this Certification with the
mandate (as published, in Spanish) is shown as Figure C. The full Certification is available at:
http://www.uprm.edu/msa/Documents/certificacion04-12.pdf .
Figure C. Excerpt of Academic Senate Certification # 04-12 (16 March 2004) mandating
Assessment Plans and results to justify course or program revisions, or the creation of new ones.
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ABET Self-Study Report for Civil Engineering Program at UPRM
The assessment and continuous quality improvement (CQI) efforts and processes
established by our Civil Engineering Program, as published in our “Department Plan for The
Assessment of Student Learning” (Figure D), were chosen as the “pilot” for the establishment
of similar programs within the whole institution. We led the way in the “institutionalization” of
outcomes assessments and continuous improvement. So far, our efforts have been rated highly
by many assessment experts. As an example we cherish, a personal note that Dr. Theodore A.
Bickart, President Emeritus of the Colorado School of Mines and ABET Evaluator
Trainer/Certifier, sent us right after his 3-day visit in April 2006 to present his “ABET
Accreditation Workshop: What Program Evaluators Know and Faculty Members Need to
Know”, which we quote below:
“I want you to know that you were a highlight of my time in Mayagüez. I learned what an enormous
impact you have had in bringing assessment for effectiveness to the campus as well as to your
department. The care you have given to building a continuous improvement process is
exceedingly evident in the core documentation you have assembled. So much so that I shared the
URL to the campus site for continuous improvement and, especially, the URL to your materials pertaining
to civil engineering with my colleague, Professor Barbara Moskal, at the Colorado School of Mines who is
in the process of establishing a Center for Assessment: Science, Technology, Engineering, and
Mathematics. (Her teaching is in mathematics, but her at-the-forefront research is in educational
methodology and assessment.).”
Theodore A. Bickart
Figure D. Civil Engineering’s Student Learning Assessment Plan
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ABET Self-Study Report for Civil Engineering Program at UPRM
Processes:
Although some of the processes we now have in place are fairly new, most are simply
formalizations of procedures we have followed for many years. Over the last nine (9) years we
have been formalizing the continuous quality improvement (CQI) processes we use in such
matters as establishing program educational objectives, program outcomes, assessment tools and
strategies, making changes in the curriculum, introducing new courses in response to the needs
of industry, and incorporating ABET a-k outcomes/principles, among others. We have already
been accredited once under the new ABET EC2000 Criteria in 2003, from which we have
developed our current continuous quality improvement system.
Most of the preparation for the ABET accreditation process has been made possible with
the efforts of the faculty, in particular of the area coordinators. The department has committed to
this effort by assigning one faculty member on a part time basis to coordinate the department’s
assessment and accreditation activities and to represent the department on the College of
Engineering’s ABET Committee. The whole initiative has been accomplished under the direct
supervision of the head of the department. The faculty and other personnel have participated
through meetings, workshops, orientations, survey activities, and by their full compliance,
commitment and participation in the outcomes assessment and continuous improvement
processes established by their own consensus.
We believe that our success in implementing ABET EC2000 Criteria can be attributed, in
many ways, to what we call our “Keep It Short & Simple (KISS)” philosophy. With the heavy
academic load and responsibilities of the faculty seemingly increasing, KISS has been the key to
having everyone buy into these processes and in gaining everybody’s support and commitment
into making things happen, with minimum friction or resistance.
Physical Plant and Facilities: In the area of infrastructure we have;
• Completed the construction of an office with desks and tables for the 8 undergraduate
student organizations, for them to carry out their administrative activities and work.
• Acquired a mobile facility administered by the university’s Cafeteria Management
Office. It was established nearby the Civil Engineering Building to facilitate access by our
students and save significant time in traveling back and forth to the main cafeteria facilities.
• Rehabilitated and enhanced the Computer Aided Instruction and Research Laboratory
as a main resource for the education in special and modern information technologies.
• Acquired new and modern surveying equipment; such as: total stations, GPS
receptors, a GPS community base station, and other printing and plotting equipment.
• Developed specialized instrumentation and shake table lab facilities for
demonstrations and experimental experiences for students taking structures courses. This is
intended to provide hands-on experiences that were lacking in the structures courses.
•
Started the re-habilitation of the building roof at a total cost of $70,000.
•
Rehabilitated the Environmental Engineering Lab with state of the art equipment and
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ABET Self-Study Report for Civil Engineering Program at UPRM
facilities.
• Improved the auditorium with a modern projection system where students can make
presentations in a professional setting.
• Started with the first phases of a comprehensive traffic and parking rehabilitation
process by reorganizing the parking spaces, installing mechanical arms to control traffic, and
identifying alternative modes to better serve students’ transportation needs.
• Completed the removal of asbestos material from our facilities: roofs, tiles, and airconditioning ducts.
• Upgraded the department’s electrical systems by replacing an old bars system with a
transformer system. New wiring and distribution boxes stabilized and improved the power
system.
• Replaced all the illumination systems at the structures and materials laboratory with
more efficient lights.
• Removed the old central cold-water air-conditioning system, including all ducts,
pumping machines, and temperature control equipment, and replaced it with local console units.
•
Disinfected and painted all offices and administrative units.
• Installed single unit dehumidifiers in every office and laboratory facilities in the
basement floor.
• Remodeled the Materials and Construction Laboratory; installed new workbenches;
remodeled its administrative offices to provide office space for the laboratory director, the
laboratory technician, and for the supporting research students.
•
Remodeled and renovated the administrative offices.
Communications and Computer Resources: In these areas we have;
• Upgraded the external communications capacity through a new state-of-the-art fiber
optic T1/T2 network, which dramatically increases our access to the Internet and puts us in a
leading position among other institutions of higher learning in Puerto Rico. Classrooms,
laboratories, administrative offices, and the auditorium were incorporated into the network.
• Rehabilitated and upgraded the internet communication infrastructure by installing
new equipment and improving the communication speed from 10Mbps to 100Mbps .
• Enhanced the CAIRel Computer Laboratory by installing 25 new updated computers,
two fast printers, and two new television sets. New analyses and design software in Civil
Engineering, such as AutoCAD, Micro Station, Eagle Point, and others were acquired to support
CAPSTONE and other design courses.
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ABET Self-Study Report for Civil Engineering Program at UPRM
• Launched various home pages on the web.
A departmental home page
(http://civil.uprm.edu) displays most of the official department information like orientation
documents, academic programs, faculty addresses, and department and student activities.
Faculty:
The department has strategically hired ten (10) new professors in tenure-track positions
since the 2002 ABET visit, as follows:
•
•
•
•
•
•
•
•
•
•
Aldo Alvarez, Surveying
Magda Galloza, Surveying
Luis D. Aponte, Structures
John Clinton, Structures
Beatriz I. Camacho, Geotechnical
Miguel A. Pando, Geotechnical
Alberto M. Figueroa, Transportation
Sangchul Hwang, Hydrology
José L. Perdomo, Construction Management
Yang Deng, Environmental
Of the newly hired faculties, six (6) non-tenure track are still pursuing their PhD degrees
through the Professional Development Program of UPR-Mayaguez, as follows:
•
•
•
•
•
•
Ivette Cruzado, Transportation
Omar I. Molina, Construction Management
Eileen Pesantes, Construction Management
Migdalia Carrión, Transportation
Alexander Torres, Environmental
Eladio Martinez, Surveying
The department has lost five (5) professors since the 2002 visit, in various areas and for
different reasons, as follows:
•
•
•
•
•
Aldo Alvarez, Surveying, Resigned
John Clinton, Structures, Resigned
Felipe Luyanda, Transportation, Retired
Ivonne Santiago, Resigned
Roque Roman-Seda, Retired
Our department maintains a faculty recruitment plan as part of its Strategic Plan to recruit
faculty according to specialty and needs of particular units. The department uses a variety of
vehicles in the recruitment process, including publishing ads in national journals and trade
magazines, participating in national conferences, advertising in local news papers, selecting and
sponsoring outstanding students to pursue their PhD, and inviting visiting professors. New hires
receive reduced workloads during their first two years to give them time to develop research
programs. The department also provides them with computers, printers, and limited travel funds
or seed money grants.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Notwithstanding these efforts, the CE Department is finding it difficult to recruit faculty
members. The main reason for these recruitment problems is our uncompetitive salary scale.
Also, our undergraduate and graduate students receive very attractive offers from U.S.
companies. In fact, many of our graduates at the Bachelor’s level are receiving salary offers that
are higher than the salaries of faculty members with Ph.D. degrees. Clearly, it takes a unique,
highly motivated individual to choose to work at UPRM, particularly since first–rate output in
research, service, and lecturing is expected from all faculty members.
Programs:
The Civil Engineering Program continuously revises its curriculum to implement the
feedback from our established assessment processes. These processes are based on ABET EC
2000 criteria. The Academic Affairs Committee is in charge of curriculum revisions. We have
designed the program structure for the latest revision. It is in its final stage in the department.
However, significant continuous revisions have taken place, with course revisions and with the
creation of new courses. These will be detailed later under Criterion 4 of this report. Among
other specific actions that took place are:
• Led an initiative to develop a curricular sequence and to provide a Certificate in
Project Management in coordination with various other departments. Various courses were
created for the benefit of this curricular sequence.
• Led community service activities in a multidisciplinary effort by various departments
to help with the creation of the “Community Services Institute” (Instituto de Servicios a la
Comunidad, in Spanish).
• Increased the department’s presence and communication with contracting agencies
and institutions at the local and national level.
• Strengthened the advising program by enhancing the orientation resources and
activities to undergraduate students: probation students meetings; freshmen students orientations
by counselors, senior students, and faculty; publishing of updated orientation manual; formal
orientations for participation in summer research and work internships (over 50 students
participate every summer); developing the professional practice experience to over 30 companies
every summer; increasing in the number of undergraduate students participating in
undergraduate research experiences; and others.
• Upgraded the CAPSTONE Course experience into one with a broad, creative, and
comprehensive professional experience where students, graduate assistants, faculty, practicing
professionals, and government officials participate in identifying a significant community or
industry need. Students lead the way to resolve the need by means of creative engineering
processes, recommending solutions on a sustainable and constructive way.
• Continued to develop the new educational research office, namely, System for the
Evaluation of Education (SEED), to support the department’s outcomes assessment efforts.
• Proposed and obtained approval for 29 new courses and for 28 revisions of existing
courses, both undergraduate and graduate. A detailed listing of the 13 undergraduate courses
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ABET Self-Study Report for Civil Engineering Program at UPRM
(subject of the accreditation visit) that underwent creation or revision is presented under
Criterion 4, further ahead in this report.
•
Began the regular teaching of the GIS and remote sensing courses.
Research:
The research initiatives in the department have strengthened the graduate studies program
and publishing initiatives:
•
degrees.
Fifteen (15) PhD students and 84 Masters Degree students have obtained their
• Consistently, over 90 students apply annually to our graduate programs, with 464
applications since 2003.
• During the year 2006-2007 alone, we published 14 refereed articles in international
journals (with 5 still under revision), 27 articles in books or international conference
proceedings, 3 non-refereed articles, 17 poster presentations, and made 13 oral presentations in
scientific and technical meetings.
• During the year 2006-2007 alone, a total of 54 proposals ($20.5 M) were submitted,
and 42 projects ($5.2 M) were funded, with the active participation of 22 professors from our
Department.
Students:
• Eight student organizations are sponsored by the department under an umbrella
coordinating organization which is composed of each student’s organization president. It
coordinates the interaction among the different individual organizations, in a mutually supportive
way.
• Increased students participation in nationally recognized competitions, such as:
Annual ASCE Regional Conference and Competition (Steel Bridge, Concrete Canoe, and
various other events); the ACI concrete cube competition; the wooden bridge competition; the
NSPS national surveying competition; and others. Students have been successful in their
participation in the various competitions. They continuously impress all with their ability to
work effectively together.
• In 2006-2007 alone, 262 students registered in non-traditional courses (alternative
learning). Also, 53 senior students participated in internship experiences in the United States and
40 in professional and/or COOP practice, for a total of 93. This is nearly 80% of our graduating
class for the same period. Therefore, we are getting close to reaching our goal of having 100%
of our seniors taking part in such practical experiences outside of our campus.
• Consistently, over 90 students apply annually to our graduate school program. About
80 are accepted and about 60 actually register.
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ABET Self-Study Report for Civil Engineering Program at UPRM
• The number of students in the program has averaged around 800 students per year,
with about 140 students per year in the first four years.
• Students’ performance measured by their passing success in Civil Engineering
courses has improved to about 90%. Honor students have increased from about 100 to over 200
at the present time.
•
Options
The following options are offered in our Civil Engineering Program:
• Bachelor of Science in Civil Engineering (BSCE) Degree – 179 semester credit-hours
in a 5-yr Program.
• Certificate for a Curricular Sequence in Project Management – 18 semester credithours, within and outside of the curriculum.
• Certificate in Environmental Engineering – 15 semester credit-hours, within the
curriculum.
•
Organizational Structure
The University of Puerto Rico (UPR) is a well established and mature institution, with a
total enrollment of over 69,000 students. This University System consists of the Mayagüez
Campus, the Medical Sciences Campus, and the Río Piedras Campus, which are dedicated to
both undergraduate and graduate education; and the Colleges at Aguadilla, Arecibo, Bayamón,
Carolina, Cayey, Humacao, Ponce, and Utuado which provide undergraduate education. Each
autonomous institutional unit has a Chancellor as chief administrator and academic officer.
The Board of Trustees is the governing body of the University of Puerto Rico. The
President of the University, the chief executive officer of the University system, is appointed to
an indefinite term by the Board of Trustees.
The Mayagüez Campus, known officially as the University of Puerto Rico-Mayagüez
(UPRM), serves a student population of 12,136 students. The Chancellor is the chief executive
officer of the institutional unit. An Administrative Board acts as an advisory body to the
Chancellor, and grants tenure, promotions and leaves of absence. The Academic Senate at
UPRM is the official forum of the academic community and is tasked with the formulation of
academic processes within the University’s legal structure. These organizational structures are
described in detail in pages 4-5 of our Institutional Academic Catalog, which can be found at
http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf .
The faculty is composed of the chancellor, the deans, department directors and the
teaching personnel. The General Regulations of the University of Puerto Rico define the faculty's
functions, privileges, duties, and rights. These are published (in Spanish) as “Reglamento
General de la UPR”, and can be found at http://www.upr.edu/sindicos/docs/reglamento.pdf .
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ABET Self-Study Report for Civil Engineering Program at UPRM
The College of Engineering (CoE) is led by its Dean, Dr. Ramón Vasquez. The
Department of Civil Engineering and Surveying (INCI) is responsible for the Civil Engineering
Program (subject of this ABET accreditation visit), and is led by its department
Director/Chairman, Prof. Ismael Pagan-Trinidad. Figures E and F depict organizational charts
for each of these organizations, respectively.
•
Program Delivery Modes
The program is offered in the basic level, traditional lecture/laboratory, and conventional
day mode.
•
Deficiencies, Weaknesses or Concerns Documented in the Final Report from the
Previous Evaluation(s) and the Actions taken to Address them
A review of this program was conducted by ABET in 2002. No major Deficiencies or
Weaknesses were noted. Only one Concern was reported, as follows:
Program Concern: Interaction between the practitioners in the field and the faculty could be
strengthened. It appears that encouraging practitioner’s participation in the Capstone
Course would enhance the program.
Although we agreed with the fundamental issue expressed by the statement, and with the
point that such interaction can be strengthened, as there is always room for continued
improvement, we respectfully argued against designating it as a “program concern”.
In fact, we provided data in the Program Self-Study submitted to ABET and updated just
prior to the accreditation visit, which reflected that 53% (19 of our 36 Professors at the time)
were or had been practitioners with government and/or industry practice outside of the academic
environment, with over 131 years of accumulated professional practice. Of the aforementioned
36 faculty members, 24 were registered Professional Engineers (PE) or Professional Land
Surveyors (PLS), 1 was a registered Attorney at Law, and 5 possessed EIT licenses. Therefore,
86% of our faculty at the time had, or were in the process of finalizing their professional
licensure. Furthermore, the 2-page curriculum vitas for each of our faculty also reflected this
extensive practitioner experience within our program. These stats have improved over the past
six (6) years. Our Civil Engineering faculty is by far the one with the most practical or
practitioner experience among all programs in our College of Engineering.
From those resources alone, we can argue that the students in our program have constant
interaction with field practitioners. But that is not all. We provide that experience through
several other means and resources, too many to mention. We proceed to list some:
• Capstone Course professors were selected, and some specifically hired, for their
practitioner experience, particularly in civil engineering design. In addition, we make strong use
of guest speakers and lecturers from different sources and for different topics, like:
ƒ
Annual Conferences/Workshops on “Environmental Permissiology”.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Organizational Chart
College of Engineering
University of Puerto Rico – Mayagüez
Dean of Engineering
Industrial Advisory
Board
Dr. Ramón E. Vásquez
Dean for Administrative
Affairs
Prof. Waldemar Ramirez
SEED Office
Dr. Mario Rivera
Dean for Research
Dr. José Colucci
Dean for Academic
Affairs
VACANT
Civil Engineering &
Surveying Department
Prof. Ismael Pagán
Engineering Science &
Materials Department
Dr. Walter Silva
Chemical Engineering
Department
Dr. David Suleiman
COOP Program
Mrs. Ellen Acarón
Electrical & Computer
Engineering Department
Dr. Isidoro Couvertier
Industrial Engineering
Department
Dr. Agustín Rullán
Mechanical Engineering
Department
Dr. Paul Sundaram
Figure E. Organizational Chart of the College of Engineering (CoE) at the University of
Puerto Rico-Mayagüez (UPRM)
(As of 30 May 2008)
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ABET Self-Study Report for Civil Engineering Program at UPRM
Organizational Chart
Department of Civil Engineering and Surveying
University of Puerto Rico - Mayagüez
DIRECTOR / CHAIRMAN
Ismael Pagán Trinidad
Dr. Ricardo López
Associate Director for
Graduate Studies
Dr. Luis A. Godoy
Associate Director for
Research
Associate Director for
Academic Affairs
VACANT
Adm. Secr. V
Mrs. Ruth E.
Román
Adm. Secr. IV
Mrs. Madeline
Carrero
Off. Student Affairs
Mrs. Antonia
Carrero
Adm. Official II
Mrs. Myriam
Hernández
LAB COORDINATORS &
TECHNICIANS
Environmental Lab.
Dr. Ingrid Padilla
Mrs. Perla Torres, Tech
Geotechnical Lab.
Dr. Miguel Pando
Mr. Jaime Ramirez, Tech
Surveying Lab.
Dr. Linda Vélez
Mr. Roberto Caraballo, Tech
Transportation Lab.
Dr. Didier Valdés
Adm. Secr. I
Ms. Lissa Perea
Coordinator
Computer Center
Mr Octavio Ortiz
RESEARCH
CENTERS
Materials Lab.
Dr. Felipe Acosta
Mr. Monserrate Cruz, Tech
Structures Lab.
Dr. Daniel Wendichansky
Mr. Elvis Ramos, Tech
Mr. Ivan Santiago, Tech
Adm. Asst. III
VACANT
Ismael Pagán Trinida
Director
Director
Seismic Strong Movement Network
Dr. José A. Martínez Cruzado
Director
Civil Infrastructure Research Center
Dr. Luis A. Godoy
Director
Transportation Technology Transfer Center
Dr. Benjamín Colucci
Computers Center
Mr. Octavio Ortiz
Figure F. Organizational Chart of the Department of Civil Engineering and Surveying (INCI)
at the University of Puerto Rico-Mayagüez (UPRM)
(As of 30 May 2008)
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ABET Self-Study Report for Civil Engineering Program at UPRM
ƒ
Annual Presentations/Workshops on “Procedures for Project Submittals”.
ƒ
Lecturers/Collaborators from the Corps of Engineers, EPA, and others.
ƒ
Guest lecturers every semester on the topics of “Construction Permits and
Regulations” and “Construction Safety”
ƒ
Strong interaction with industry management officers, where students are placed
in a position to solve real-world problems in the area of Project Management.
ƒ
Constant interaction with high-level professionals of government and industry.
•
Annual interaction of students with ASCE professional practitioners from Puerto Rico
and the United States by means of the Regional ASCE Conference/Competition activities. This is
a whole-year effort experience, where we have participated and competed in all events since the
year 2000, culminating with a First Prize “Overall” from amongst 30 universities in the ASCE
Southeast Region.
• Constant interaction of selected students with practitioners through participation with
government and industry in our COOP Program.
• Interaction through Course INCI 4057 “Civil Engineering Practice” with government and
industry every summer.
• Interaction through Course INCI 4137 “Introduction to Transportation Engineering”, in
which the major course project (equivalent to a partial exam) requires constant interaction with
specific members of the Puerto Rico Department of Transportation and Public Works.
• Participation in Project Meetings of the Earthquake Commission, with recognized experts
in the field.
• Periodic presentations sponsored by EERI (Earthquake Engineering Research Institute),
on the subjects of computer programs on structural design, as well as others.
• Close interaction with the Puerto Rico Electric Power Authority and with all geotechnical
companies in Puerto Rico, particularly the Jaca & Sierra Co., which has provided soils data and
participated with our students in studies for the placement of several seismic stations throughout
Puerto Rico.
• Numerous and constant field trips/visits to ongoing civil engineering projects and
activities throughout the island.
• Multiple interaction opportunities coordinated and executed by our seven (7) student
professional organizations, in all areas of civil engineering, throughout the years.
We strongly believe that the criteria are currently satisfied and we will continue to ensure
positive and effective interaction between our faculty, our students, and civil engineering
practitioners. Our program remains open to further scrutiny.
16
ABET Self-Study Report for Civil Engineering Program at UPRM
CRITERION 1. STUDENTS
The program must evaluate student performance, advice students regarding curricular and career matters, and
monitor student’s progress to foster their success in achieving program outcomes, thereby enabling them as
graduates to attain program objectives.
The program must have and enforce policies for the acceptance of transfer students and for the validation of
courses taken for credit elsewhere. The program must also have and enforce procedures to assure that all students
meet all program requirements.
•
Student Admissions
Rules and standards for student admissions are covered in detail and published in the
Academic Catalog for Undergraduate Studies, which can be found at:
http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf
Admission to UPRM is based on an admission index formula. The General Admission
Index (IGS, in Spanish) is based on the Aptitude Test of the College Entrance Exam (CEEB)
and on the High School graduation Grade Point Average (GPA). It is calculated as follows:
50% of the score is based on high school (GPA) academic index; 25% on the mathematical
aptitude score; and 25% on the verbal aptitude score on the Aptitude Test of the CEEB. These
raw scores are converted to a scale figure in order to obtain the IGS, up to a highest possible
value of 400. Admission is granted to students whose index strictly complies with the minimum
value established by the Administrative Board. Admission index (IGS) varies according to
program demands and admission limitations.
Admission to the Civil Engineering Program at UPRM is highly competitive. The
minimum Admissions Index for students admitted into the Civil Engineering Program last year
was 320. Table 1-1 presents our history of admissions standards for freshmen admissions for the
past five years.
Our students and graduates are generally of high quality. The number of first year
students admitted to the program has been strategically maintained at 140-160 per year since
1996. Transfer students have been a success story. Of some 200 students that apply to the
program annually, about 100 are admitted. Most of these students complete the degree
successfully.
The program’s curricular requirement of 179 credit hours can be completed in 5 years,
but the average time to complete the degree in 2006 was 6.39 years. This situation is due in part
to the highly demanding program and to the increasing participation of students in CO-OP and
internship programs and in work experiences. Many companies and agencies come to our Job
Fairs to recruit our graduates – forty one (41) at the most recent fair; among them Boeing, Boston
Scientific, Dewberry, Dupont, ExxonMobil, Halliburton, New York & Maryland DOTs, EPA,
USGS, NRC, Federal Highway Administration, U.S. Army Corps of Engineers, Nuclear
Regulatory Commission, Puerto Rico Department of Transportation, just to name a few. The
average starting salary for our graduates is about $35,000 per year. About 60% of our graduates
indicate a willingness to pursue graduate degrees after graduation. Detailed assessment data on
these statistics will be presented later under Criterion 4.
17
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 1-1.
History of Admissions Standards for Freshmen Admissions for Past
Five Years
Academic
Year
Composite CEEB1
MIN.
AVG.
Adm. Index IGS2
MIN.
AVG.
Percentile Rank in High
School
MIN.
AVG.
Number of
New Students
Enrolled
1,167
1,296.73
325
337.40
163
169.01
153
2002-2003
1,167
1,301.00
327
339.52
164
170.06
153
2003-2004
1,159
1,285.52
324
338.48
162
169.50
132
2004-2005
1,169
1,297.70
324
335.86
162
168.22
151
2005-2006
1,135
1,294.91
320
337.22
160
168.88
127
2006-2007
1
College Entrance Examination Board (CEEB) Exam is used at UPRM instead of the ACT or SAT
2
An Admissions Index (IGS) formula combining CEEB & GPA is used instead of the ACT or SAT
•
Evaluating Student Performance
Evaluation of student performance is directly linked to our Program Outcomes through
Course Syllabi, which in turn influence our Program Educational Objectives, as shown in
Appendix B. The tables in the individual course syllabi indicate the relation of each course to
the various program outcomes and objectives. Thus the performance of students in individual
courses, as reflected by their grades and by their performance with respect to the skills and
outcomes covered in those courses, obtained through the course assessment tools in place, are a
good indication of how well the program is meeting the corresponding objectives. Individual
instructors use this information to make appropriate adjustments on how they present the
courses. Area coordinators also use the information to recommend changes in courses and
prerequisites, and to ensure that program outcomes and objectives are met.
Student performance is evaluated in many ways throughout the 5-year program. In
addition to the time-tested methods of evaluating assignments, quizzes, examinations, and other
student works, various other tools are used to determine success in meeting course and program
outcomes. One is a Course and Skills Assessment Form, which is a form of assessment
conducted by every student in every course at the end of each semester. Another is an
evaluation of the whole program in the form of an Exit Survey that all students must complete
before graduation. These anonymous surveys ask the students to evaluate, for each of our
outcomes and skills, whether they feel these were met and to what extent. These and other
outcomes assessment tools to evaluate student performance are described in detail later under
Criterions 2, 3, and 4.
On an annual basis, the results obtained from the different assessment tools and methods
are tabulated and analyzed, and then made available to the Department’s and to the College of
Engineering’s System for the Evaluation of Education (SEED) Offices, to the Academic
Affairs Committee, and then to faculty, students, and other constituencies, for further analysis
and decision-making with the intention of continued improvement.
Monitoring of student’s progress occurs throughout a student’s time in the program.
UPRM has policies on “Satisfactory Academic Progress” and on “Retention Standards”, which
are published in the Academic Catalog and elsewhere. The Civil Engineering Program has a
formal policy on academic performance designed to identify and help students having problems.
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ABET Self-Study Report for Civil Engineering Program at UPRM
The grades of all students are reviewed at the end of each semester and are evaluated based on
this policy. Students are evaluated on a semester basis, and those who are not making
satisfactory progress are put on probation and advised of what they need to do to get back in
good standing. Failure to overcome deficiencies results in dismissal from the program.
•
Advising Students
Student advising is one of our means for the “insurance of compliance and
achievement” of our Program Outcomes by all of our students before their graduation. The
faculty is called upon to identify those students lacking in the required program skills and
outcomes, whether within their courses or not, and to take immediate corrective action through
academic and/or professional advising, either by doing it themselves or by referring to other
faculty with the appropriate expertise, to ensure these students reach the expected levels of
achievement before they are certified for graduation. We see student advising as the assurance
of the “final closing-of-all-loops” and as the only tool that can lead us to accomplish the
seemingly difficult task of ensuring that all students achieve all program outcomes before
graduation.
The faculty advises, motivates, and helps students with their academic and professional
development throughout the whole 5-year program. The Department Chair follows the advising
activities closely and provides collective advice himself. Professors advise students continuously
during their appointed office hours and keep them informed of any special events in the
classroom and during regular course hours. The faculty considered and approved their
commitment to be available for students academic and professional advising.
Besides the day-to-day advising, additional mechanisms have been implemented to create
interaction between students, faculty, and administrative personnel:
a. The Department’s Informative Manual for Undergraduate Studies is updated
annually. This manual was prepared to complement the UPRM catalog and includes information
about the civil engineering profession, department facilities, employment opportunities, faculty
and other personnel, curriculum, academic regulations, and courses. It also includes contact
information for students to reach faculty, administrative personnel, and university services;
b. Each faculty member supports a professional advising system during office hours.
They also provide presentations about professional careers and opportunities, academic
regulations, and research work related to their fields;
c. Orientations by the Director, the Associate Director, and the two academic
counselors regarding academic regulations, accomplishments and activities in the department
and opportunities for graduate studies are offered throughout each semester;
d. Detailed documents, which include specific instructions and advice, are published
before the beginning of each registration process and are distributed and discussed in the
undergraduate orientation meeting. For those not attending the orientation, copies are made
available through the department and in the Web Page;
e. Various bulletin boards are located strategically throughout the department; one for
student affairs, one for registration information, and two for general student information and
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ABET Self-Study Report for Civil Engineering Program at UPRM
issues, including specific information from our student associations. Students are granted every
opportunity to ask questions and to make recommendations and suggestions.
f. All students are oriented on line via their official university email addresses.
Information regarding academic affairs, administrative affairs, activities, job opportunities,
internship opportunities and other information relevant to student’s advising needs is provided.
The UPRM Counseling Office also allocates a civil engineering student advisor who has
an office at the department and is available for consultation, either at her main campus’ office or
at the department. She also teaches UNIV 0004: University Success Skills, a freshman advising
and counseling course for new college students. All freshman students are required to take the
course UNIV 0004, where they are oriented on university and academic regulations, professional
opportunities, and other opportunities for students.
A college-wide Tutoring Program offers remedial help in basic academic areas such as
Mathematics, Physics, Chemistry, Spanish, and English. Tutors are selected from among honor
students and/or advanced students.
The institutional Counseling Program for Student Athletes helps student athletes
overcome difficulties inherent to their particular situation: how to suitably split their time and
energy between sports and study.
Non-academic advising, counseling, and guidance are offered to the students on a
campus–wide basis so that they may achieve a better understanding of themselves and make
adequate adjustments to the college environment. In order to better serve those students with
special needs, the department regularly makes use of the academic support services in the
UPRM. Faculty and academic counselors assess the situation of the students and, when
appropriate, guide the students to university services for counseling on emotional or family
problems, test anxiety, or financial problems. Programs and services are aimed at diminishing the
negative impact of everyday stresses and helping students cope with academic and
environmental demands.
The institutional Department of Guidance and Counseling provides personal counseling,
career and life planning, testing, and psychological and social work services. Counselors assist
students with personal, educational, and career development issues and concerns. They also
teach the freshman orientation course, UNIV 0004: University Success Skills. Psychologists
provide individual therapy, crisis intervention, and offer workshops and lectures on personal,
emotional, and social growth topics. Social workers provide individual, couple, and family
interventions on social issues such as parent’s relationships, communication, violence,
pregnancy, and financial needs. Workshops are offered throughout the year according to student
needs on topics such as stress management, assertiveness, personal and social growth, study
skills and habits, time management, and decision making.
The Civil Engineering Department’s Web Page includes links to the advising and
counseling services, information, and documents, including the Informative Manual.
•
Transfer Students and Transfer Courses
UPRM’s policies and general criteria on transfer students and transfer credits are
published in the Academic Catalog and elsewhere. Any student who has approved courses taken
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ABET Self-Study Report for Civil Engineering Program at UPRM
at any college-level accredited institution outside the University of Puerto Rico or who is
requesting transfer from one program to another within our campus shall be considered a transfer
student applicant.
Our department treats the subject of transfer students and courses very seriously, both to
ensure that students get credit for coursework they have completed elsewhere, and to ensure that
they are indeed well prepared to continue with the program. Students may request transfer to the
Civil Engineering Program from any of the programs offered at the various campuses of the UPR
system (internal transfer), or from any other accredited institutions of higher learning (external
transfer).
Internal Transfers Policy: Students whose admission index is equal to or better than that
required for the Civil Engineering Program in their year of admission must have a general grade
point average (GPA) of 2.75 or better and must have approved at least 80% of all credit hours
attempted. For students who have not finished the first year, a GPA is not required. For
students still in their first year, their entrance IGS will be honored.
Students with a minimum of 24 approved credit hours must have a minimum general
GPA of 3.00, with at least 9 credit hours in math and science courses. These courses must be
among the following (or their equivalent): MATH 3005, 3031, and CHEM 3001, 3002. These
students must have approved at least 80% of all credit hours attempted.
Students with a minimum of 48 approved credit hours have three options:
a. Option 1 is for students with a minimum GPA of 2.90, and at least 2.90 in Math,
Physics, Chemistry, and Engineering Science courses, of which they must have approved the
following courses (or their equivalent): MATH 3005, 3031, and CHEM 3001. These students
must have approved at least 80% of all credit hours attempted.
b. Option 2 is for students with a minimum GPA of 2.70, and at least 2.70 in Math,
Physics, Chemistry, and Engineering Science courses, of which they must have approved the
following courses (or their equivalent): MATH 3005, 3031, 3032, CHEM 3001, 3002, and
PHYS 3171, 3173. These students must have approved at least 80% of all credit hours attempted.
c. Option 3 is for students with a minimum of 64 credit hours and a minimum GPA of
2.00, and at least 2.50 in Math, Physics, Chemistry, and Engineering Science courses, of which
they must have approved the following courses (or their equivalent): MATH 3005, 3031, 3032,
3063, 4009, CHEM 3001, 3002, PHYS 3171, 3173, 3172, 3174, and INGE 3011, 3016, 4001.
These students must have approved at least 75% of all credit hours attempted.
Students that have already completed their Bachelor’s Degree in Surveying and
Topography with a graduation GPA of 2.50 or more can transfer to the Civil Engineering
program and pursue a second degree.
External Transfers Policy: Students coming from other accredited institutions must
have at least 48 approved credit hours with a minimum GPA of 3.00, and at least 3.00 in Math,
Chemistry, Physics, and Engineering Science courses, of which they must have approved the
following courses (or their equivalent): MATH 3005, 3031, and CHEM 3001. These students
must have approved at least 80% of all attempted credit hours.
Students with Associate Degrees in Technology must have graduated with a minimum
GPA of 3.50, and must have approved at least 80% of all credit hours attempted.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Students coming from ABET accredited engineering programs must have 48 approved
credit hours and will be evaluated in accordance with the internal transfer policy.
Students from the engineering articulated transfer program at UPR-Bayamón and UPRPonce must have 48 credits approved and must be in good standing in order to directly transfer to
our program at UPRM. This is like a direct pass to our program because they were initially
admitted to our Civil Engineering program based on their admissions index when they entered
the UPR system. If any of them requests a different program, they are evaluated as internal
transfer students with the 48 credit options. Other students transferring from these institutions,
but from non-engineering programs, are evaluated as regular external transfers.
Validation of Credits from Elsewhere: For courses taken at other institutions, transfer
credit is evaluated taking a number of factors into consideration, including: accreditation status
of the institution where the course was taken; textbook and syllabus, course notebook of the
student, homework and exams, and interview with the student. Per UPRM policy, only those
courses with a grade of C or better will be evaluated for credit transfer. The maximum number
of transferable credits is half of the total required for the degree. When in doubt, a conservative
approach is taken, so that students may be required to take a course that repeats material covered
in a course taken at the previous school.
Table 1-2 provides data on our program’s transfer students for the past five (5) years.
•
Graduation Requirements
UPRM’s graduation requirements and standards are published in the Academic Catalog
and elsewhere. Monitoring ensures that each graduate completes all graduation requirements for
our program.
Two academic counselors are responsible for maintaining student records and keeping
track of their progress through the program by means of a form designed for the purpose. A
copy of this form is given to the students so that they may keep up with their own progress.
These officials have computer terminals in their offices, connected with the Campus mainframe
computer through the university LAN system, so that they can obtain firsthand information from
the central records about any civil engineering student. Multiple database reports are available
online for the department’s use. Whenever any irregularity is detected in a record, the student is
called in for an interview. Steps are then taken to correct the irregularity as soon as possible.
We have taken steps to ensure that students understand and assume responsibility for
monitoring their curriculum and for the planning of their semester programs. Students are
required to maintain up-to-date copies of their curriculum form with all approved courses and
grades and bring them to the registration process. This has provided the personnel working on
the registration an opportunity for providing a much more effective orientation to the student.
22
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 1-2. Transfer Students for Past Five Academic Years
Academic Year
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
Number of Transfer Students
Enrolled
36
56
44
81
97
To ensure students meet program and graduation requirements, two semesters prior to
graduation (at the start of the student’s senior year), students are required to file a formal
application for graduation. At that time the Department’s Academic Counselor conducts a
thorough review of the records with the assistance of an official from the Registrar’s Office.
They make sure that the student will complete all institutional requirements for the degree. The
list of graduation candidates is reviewed and approved by the faculty at department and college
levels before the Registrar grants a final certification of graduation. The Registrar’s Office has
to certify that the student has met all academic requirements before graduation.
•
Enrollment and Graduation Trends
At present, the number of undergraduate students enrolled in our Civil Engineering
Program is 871 (838 full-time and 33 part-time), which accounts for 19% of the College of
Engineering undergraduate registration. Graduates for last academic year (2007-08) totaled 123.
Total enrollment in the program has remained nearly steady during the past six years at around
800 students.
According to the American Society of Engineering Education’s (ASEE) “Profiles in
Engineering and Engineering Technology Colleges (2005)”, we place No. 2 in the nation (from
among 213 colleges and universities) in the number of female civil engineering graduates, and
No. 11 in total number of civil engineering graduates.
The student population background is fairly diverse. Recent data (2005) from the Office
of Institutional Research and Planning (OIRP), obtained by means of a Freshmen Student
Survey, reflects a New Student Profile (PNI, in Spanish) with a population 65% male and 35%
female. The PNI also shows that 96% of our incoming students are between the ages of 17 and
18. Over half of them (57%) have an average High School GPA between 3.50 and 4.00, which
attests to their quality and competitiveness at enrollment time. Approximately 70% have earned
scholarships to defray the costs of their college education. The majority (93%) comes from the
public school system. Many took courses in high school to prepare themselves better for the
upcoming engineering program; 77% had already taken Pre-Calculus, 24% had taken Calculus,
nearly 50% had taken Introduction to Computers, 95% had taken General Chemistry, 90% had
taken General Physics, and 63% Advanced Mathematics. They are already thinking in terms of
life-long learning, with 82% planning to pursue graduate studies, and 31% aspiring to Doctoral
degrees.
Of great meaning to us is that the majority of incoming students (94%) chose UPRM
because of our academic programs, which attests to their quality and recognition abroad. Civil
23
ABET Self-Study Report for Civil Engineering Program at UPRM
Engineering accounts for 24% of the surveyed newcomers. Of note is the fact that 90% chose
their academic program because it is the field and/or profession of their main interest.
Table 1-3 provides our enrollment trends for the past five (5) years and Table 1-4
provides data on our program’s last 25 graduates.
Figures 1-1 through 1-3 provide graphical representations of our student retention and
loss rates from 1st to 2nd Year, from 2nd to 3rd Year, and from 3rd to 4th Year, respectively, from
1995 to 2004. We feel that these rates are excellent. They reveal, for the most part, retention
rates in the high 80 and 90 percent, which is a reflection of the commitment, performance, and
excellent quality of our students and our program.
Table 1-5 in combination with Figure 1-4 provide data on the variation of average time
to graduation (in years) for the Civil Engineering Program at UPRM, from 1995 through 2006.
Data was collected and maintained by the Office of Institutional Research and Planning (OIRP)
at UPRM. An electronic site linkage is provided for any further review. Time to graduation
shows a downward trend and reflects that, although our curriculum is set to a 5-year program, it
is currently taking nearly over 6 years to complete. As previously stated, this is due in part to the
highly demanding program and to the increasing participation of students in CO-OP and
internship programs and in work experiences.
Figures 1-5 and 1-6 combine to provide graphical representations of the average
graduation GPAs and number of graduates for the Civil Engineering Program at UPRM over the
years, from 1995 through 2006. These show that while the number of graduates seems to be
reducing, the graduation GPAs seem to be increasing, resulting in a higher quality product.
Table 1-3. Enrollment Trends for Past Five Academic Years
Year
Year
Year
Year
Year
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
790
38
813.83
111
794
34
817.17
97
819
36
841.08
116
838
33
859.61
123
Full-time Students
779
Part-time Students
28
1
Student FTE
786.58
Graduates
104
1
FTE = Full-Time Equivalent
24
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 1-4. Program Graduates
(For Past Five Years or last 25 graduates, whichever is smaller)
Numerical
Identifier
1
2
Certification/
Licensure
(If Applicable)
Year
Graduated
Prior Degree(s)
if Master
Student
2003
2008
N/A
2000
2008
N/A
OSHA
2002
2008
N/A
FE Taken
2003
2008
N/A
EIT, OSHA
2002
2008
N/A
2002
2008
N/A
Fluor Daniels, Houston TX
Southern Co. - Georgia
Power
Nat'l Forest Service, Civil
Engr.
US Army Corps of Engineers,
New Orleans
US Army Corps of
Engineers, GS-7
2003
2008
N/A
OSHA
AMS/Gilbane, PR
1998
2008
N/A
SLC, Corp, PR
2003
2008
N/A
Law School (IAU)
2002
2008
N/A
OSHA
2002
2008
N/A
OSHA
2003
2008
N/A
Grad School
3
4
5
6
7
8
9
10
11
12
13
14
15
2001
2008
N/A
OSHA
2002
2008
N/A
2002
2008
N/A
OSHA
2002
2008
N/A
FE Taken
2001
2008
N/A
OSHA
2003
2008
N/A
1998
2008
N/A
2003
2008
N/A
2002
2008
N/A
2003
2008
N/A
2003
2008
N/A
2003
2008
N/A
2002
2008
N/A
17
21
22
OSHA
Grad School
OSHA
23
24
25
D. Construction
Keiwit Southern Co. Hqs,
Cost Estim.
US Army Corps of
Engineers, GS-7
Grad School (UPRM)
Grad School (Univ of
Buffalo)
19
20
Burns & McDonnell,
Houston TX
Accenture, Washigton DC
16
18
Initial or Current
Employment/
Job Title/
Other Placement
Year
Matriculated
Own (Father's) Const. Co.
US Corps. Engineering, ST.
Louis, MO
US Army Corps of
Engineers, GS-7
OSHA
(NOTE: ABET recognizes that current information may not be available for all students)
25
ABET Self-Study Report for Civil Engineering Program at UPRM
Student Retention & Loss Rates (1st to 2nd Yr)
Civil Engineering Program
100.0%
1995-2004
Retention / Loss Rates
100.0%
95.0%
90.0%
85.0%
80.0%
75.0%
% Loss
% Retention
1995
1996
1997
1998
1999
2000
2001
2002
2003
4.9%
1.4%
6.2%
5.3%
5.3%
6.1%
11.7%
5.2%
14.4%
2004
6.1%
95.1%
98.6%
93.8%
94.7%
94.7%
93.9%
88.3%
94.8%
85.6%
93.9%
Year
Figure 1-1. Student Retention & Loss Rates (1st to 2nd Yr) for CE Program at UPRM
Student Retention & Loss Rates (2nd to 3rd Yr)
Civil Engineering Program
1995-2004
Retention / Loss Rates
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
1995
1996
1997
1998
1999
2000
2001
2002
2003
% Loss
10.4%
7.1%
15.4%
12.3%
12.8%
11.5%
22.1%
11.7%
17.6%
2004
0.0%
% Retention
89.6%
92.9%
84.6%
87.7%
87.2%
88.5%
77.9%
88.3%
82.4%
0.0%
Year
Figure 1-2. Student Retention & Loss Rates (2nd to 3rd Yr) for CE Program at UPRM
26
ABET Self-Study Report for Civil Engineering Program at UPRM
Student Retention & Loss Rates (3rd to 4th Yr)
Civil Engineering Program
1995-2004
Retention / Loss Rates
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
% Loss
16.5%
14.2%
23.1%
20.2%
17.3%
19.1%
27.9%
18.8%
0.0%
0.0%
% Retention
83.5%
85.8%
76.9%
79.8%
82.7%
80.9%
72.1%
81.2%
0.0%
0.0%
Year
Figure 1-3. Student Retention & Loss Rates (3rd to 4th Yr) for CE Program at UPRM
Table 1-5. Average Time (Yrs) to Graduation Civil Engineering Program1
(1995 – 2007)
Total
Grad. Year
Male
Female
Degrees
Average Time
Degrees
Average Time
Degrees
Average Time
Granted
to Graduate
Granted
to Graduate
Granted
to Graduate
1995
94
6.96
64
7.15
30
6.55
1996
137
6.30
107
6.34
30
6.15
1997
136
6.41
93
6.41
43
6.39
1998
105
5.98
74
6.00
31
5.93
1999
148
6.46
92
6.69
56
6.07
2000
99
5.89
70
6.07
29
5.47
2001
143
5.98
99
6.14
44
5.64
2002
122
6.07
68
5.86
54
6.33
2003
135
5.85
73
5.76
62
5.95
2004
104
5.82
77
5.80
27
5.89
2005
111
6.05
74
6.11
37
5.92
2006
97
6.39
67
6.57
30
5.98
2007
116
1
75
41
Data from UPRM’s Office of Institutional Research and Planning (OIRP)
http://oiip.uprm.edu/docs/graduacion/TIME_TO_DEGREE_CLASES_1995_2006.xls
27
ABET Self-Study Report for Civil Engineering Program at UPRM
Average Time to Graduation
BSCE
8.00
Average Time (Yrs) to Graduation
7.50
7.00
Total
Male
6.50
Female
Total TREND
6.00
5.50
5.00
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
Graduation Year
Figure 1-4. Average Time to Graduation for the Civil Engineering Program at UPRM.
Average GPA & Number of Graduates
Civil Engineering Program
1995-2007
3.15
160
3.10
3.05
140
Avg. GPA
3.00
130
2.95
120
2.90
110
2.85
100
2.80
90
2.75
2.70
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
80
2007
Year of Graduation
Avg. GPA
No. of Grads
http://oiip.uprm.edu/docs/graduacion/Cr%e9ditos_GPA_Promedio_Bachiller_1991_2006.xls
Figure 1-5. Average GPA and No. of Graduates for the Civil Engineering Program at UPRM.
28
Number of Graduates
150
ABET Self-Study Report for Civil Engineering Program at UPRM
Number of BSCE Degrees Granted
160
140
No. of Degrees Granted
120
100
Total
Male
80
Female
60
40
20
0
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Graduation Year
Figure 1-6. Number of Degrees Granted by the Civil Engineering Program at UPRM.
Evidence that will be available to show achievement of this Criterion will include:
• Published transfer policies (catalog, brochures, posters, web page, etc)
• Examples of transfer applications analysis
• Examples of credit validations analysis (for courses from elsewhere)
• Flowcharts used to show/follow/explain transfer procedures
• Posters on advising information and procedures
• Any other materials requested in advance of the visit
29
ABET Self-Study Report for Civil Engineering Program at UPRM
CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES
Each program for which an institution seeks accreditation or reaccreditation must have in place:
(a) published educational objectives that are consistent with the mission of the institution and these criteria
(b) a process that periodically documents and demonstrates that the objectives are based on the needs of the
program's various constituencies
(c) an assessment and evaluation process that periodically documents and demonstrates the degree to which
these objectives are attained.
-----------------------------------------------------------------------------------------------------------------------------------------ABET Definition: Program educational objectives are broad statements that describe the career and professional
accomplishments that the program is preparing graduates to achieve.
ABET Definition: Assessment under this criterion is one or more processes that identify, collect, and prepare
data to evaluate the achievement of program educational objectives.
ABET Definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence
accumulated through assessment practices. Evaluation determines the extent to which program educational
objectives are being achieved, and results in decisions and actions to improve the program.
•
Mission Statements
The Department of Civil Engineering continually assesses its undergraduate program in a
process consistent with its established vision and mission. As part of a continuous process of
refinement and upgrade of our program, our faculty maintains direct contact with practitioners in
industry and government and with professional societies, which provide continuous support and
collaboration. We receive their feedback, recommendations, and suggestions on how to improve
on our successes. Our most recent vision and mission statements are the result of extensive
periodic reviews by faculty, students, and other members of our constituency. The current
versions were first developed and approved on 29 March 2001. These versions were reviewed
and re-approved at a Faculty Meeting on 9 May 2007.
VISION
We provide society with people serving, problem solving professionals in civil engineering
and surveying.
MISSION OF THE CIVIL ENGINEERING PROGRAM
Provide our society with high quality professionals having a strong education in civil
engineering and/or land surveying; with rich cultural, ethical, environmental, and social
sensitivities; capacity for critical thinking; and the entrepreneurial skills to solve civil
infrastructure problems. Search for and disseminate new knowledge. Provide services to solve
engineering problems as members of interdisciplinary teams.
30
ABET Self-Study Report for Civil Engineering Program at UPRM
The Civil Engineering Program’s mission and objectives are clearly consistent with the
mission of the UPRM College of Engineering, as approved by the College’s faculty on 8 May
2001. It reads as follows:
MISSION OF THE COLLEGE OF ENGINEERING
Provide Puerto Rico, our neighbors, and the rest of the world with professionals having a
strong education in engineering and related areas, with rich environmental, ethical, cultural, and
social sensitivities; with capacity for critical thinking and for becoming leaders on their fields.
It is also our mission to conduct research, expand and disseminate knowledge, promote
an entrepreneurial spirit, provide service to the community, and pursue the innovation and
application of technology for the benefit of our global society, with particular emphasis on Puerto
Rico.
The Civil Engineering curriculum is designed to meet the needs of all students within the
context of our vision and mission. Our mission served as the basis for the development of
specific program educational objectives and program outcomes and for the subsequent selection
of evaluation and assessment methods and tools used in determining whether the outcomes and
objectives are being met. These will all be discussed in the sections ahead.
•
Program Educational Objectives
The Civil Engineering Department has developed Program Educational Objectives
(PEOs) that are consistent with the mission and goals of UPRM, the College of Engineering, and
the Civil Engineering Program, as well as with ABET’s General Criteria for Engineering
Accreditation in the United States, with ASCE’s Program Criteria for Civil Engineering
Programs, and with the expressed needs of its constituencies. We defined these PEOs as “broad
statements that describe the expected accomplishments of graduates during the first few (5)
years after graduation,” in accordance with EAC-ABET’s intent for that term. Our faculty
reviewed and re-approved these PEOs on 9 May 2007.
Our PEOs are published and publicized by many means; i.e., posters in all classrooms,
hallways and general areas, brochures, Academic Catalog, departmental and institutional
student learning assessment plans, freshman orientations, presentations, workshops,
Departmental Web Page (http://civil.uprm.edu/), College of Engineering Web Page
(http://www.abet.uprm.edu/academic_programs/civil_eng.htm), and Institutional Web Page
(http://www.uprm.edu/msa/Reports/Assessment_Civil_Engineering.pdf), among others. All of
these can be reviewed prior to and during the accreditation visit.
Table 2-1 includes a listing of our program educational objectives, reflecting their
relationship with ABET’s Criterion 3 (a-k Outcomes). This table shows that there are multiple
links between our program educational objectives and ABET’s Criterion 3 (a-k) outcomes.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 2-1
PROGRAM EDUCATIONAL OBJECTIVES
Our Civil Engineering graduates will …
1.
2.
3.
4.
5.
6.
Address the challenges that they will face in their careers.
Pursue life-long learning and continue to develop their problem-solving skills.
Exhibit leadership and team-building skills in a bilingual setting.
Provide quality service to the profession, to our government, and to our society.
Function as effective members of interdisciplinary teams.
Apply current and innovative engineering technologies and criteria.
Program Educational Objectives
•
Criterion 3 (a-k Outcomes)
1
2
3
4
5
6
a. math/science/engineering …
b. conduct experiments …
c. engineering design …
d. multi-disciplinary teamwork...
e. problem solving …
f. professionalism & ethics …
g. communication skills …
h. broad educ & global impact...
i. lifelong learning …
j. contemporary issues …
k. modern tools & techniques …
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Consistency of the Program Educational Objectives with the Mission of the
Institution
Both the Civil Engineering Program’s and the College of Engineering missions are in line
and totally consistent with the institutional mission of UPRM, which clearly describes our
institutional academic product or outcome, as follows:
32
ABET Self-Study Report for Civil Engineering Program at UPRM
MISSION OF THE INSTITUTION (UPRM)
Within the philosophical framework established by the University of Puerto Rico Act, the
Mayagüez campus directs its efforts towards the development of educated, cultured citizens,
capable of critical thinking, and professionally qualified in the fields of agricultural, social, and
natural sciences, engineering, humanities and business administration. They should be able to
contribute in an efficient manner to the cultural, social, and economic development of the Puerto
Rican and international community.
This process is aimed at endowing our alumni with a strong technical and professional
background and to instill a strong commitment to Puerto Rico and our hemisphere. Our alumni
should have the necessary skills and knowledge to participate effectively in the search for
solutions to the problems facing us, to promote the enrichment of the arts and culture, the
development and transfer of technology as well as to uphold the essential attitudes and values of
a democratic society.
The institutional mission statement was recently revised (2004). The structure and scope
of UPRM’s student learning assessment program flows from this mission. It is because of this
broad mission with its responsibilities to all of Puerto Rico’s citizens, and to our hemispheric and
international community, that UPRM’s assessment program also looks broadly at the
effectiveness of our academic programs and services.
In accordance with its institutional mission and with current higher education trends,
UPRM established its current Institutional Student Learning Outcomes, as follows:
By the time of their graduation, UPRM students will be able to:
a. Communicate effectively.
b. Identify and solve problems, think critically, and synthesize knowledge appropriate to
their discipline.
c. Apply mathematical reasoning skills, scientific inquiry methods, and tools of
information technology.
d. Apply ethical standards.
e. Recognize the Puerto Rican heritage and interpret contemporary issues.
f. Appraise the essential values of a democratic society.
g. Operate in a global context, relate to a societal context, and demonstrate respect for
other cultures.
h. Develop an appreciation for the arts and humanities.
i. Recognize the need to engage in life-long learning.
Every academic department/program at UPRM was directed to develop matrixes
depicting the relationship of their program outcomes and objectives with these institutional
learning outcomes, and matrixes outlining how each program outcome would be assessed, and in
what courses.
The Civil Engineering Program developed its matrix depicting the relationship or linkage
between our Program Educational Objectives and UPRM’s Institutional Learning Outcomes, as
depicted in Table 2-2. These outcomes flow directly from the institutional mission. Thus, the
mission statements and the assessment programs at UPRM and at the Civil Engineering Program
are clearly consistent and interdependent.
33
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 2-2
PROGRAM EDUCATIONAL OBJECTIVES vs. INSTITUTIONAL OUTCOMES
Our Civil Engineering graduates will …
1.
2.
3.
4.
5.
6.
Address the challenges that they will face in their careers.
Pursue life-long learning and continue to develop their problem-solving skills.
Exhibit leadership and team-building skills in a bilingual setting.
Provide quality service to the profession, to our government, and to our society.
Function as effective members of interdisciplinary teams.
Apply current and innovative engineering technologies and criteria.
Program Educational Objectives
UPRM’s Institutional
Learning Outcomes
a. Communicate effectively.
1
2
3
4
5
6
X
X
X
X
X
X
b. Identify and solve problems, think critically,
and synthesize knowledge appropriate to their
discipline.
X
X
X
X
c. Apply mathematical reasoning skills,
scientific inquiry methods, and tools of
information technology.
X
X
X
X
d. Apply ethical standards.
X
e. Recognize the Puerto Rican heritage and
interpret contemporary issues.
X
f. Appraise the essential values of a
democratic society.
X
g. Operate in a global context, relate to a
societal context, and demonstrate respect for
other cultures.
X
h. Develop an appreciation for the arts and
humanities.
X
X
X
i. Recognize the need to engage in life-long
learning.
X
X
X
X
X
X
X
X
X
X
X
X
Based on UPRM’s broad mission, the student learning assessment program addresses the
institution’s major responsibilities in education. It focuses, first, on assessment within programs;
then on assessment strategies to provide evidence of the extent to which the institution is meeting
broader goals identified as UPRM priorities. Assessment experiences and results will help in
adjusting and sharpening UPRM’s institutional and program missions, and in developing a more
clearly defined and shared sense of direction.
34
ABET Self-Study Report for Civil Engineering Program at UPRM
•
Program Constituencies
The main four constituencies of our Civil Engineering Program are our current students,
our faculty, our alumni, and the employers/supervisors/managers of our alumni. On a less
regular basis we seek input from other constituencies, such as: graduate schools, the CIAPR
(College of Engineers and Land Surveyors of Puerto Rico), government agencies, parents, local
community members, the UPR system administrators, and anyone who is willing to share
experiences and needs. Nevertheless, we place emphasis on the main four.
Each group plays an important role in establishing and evaluating the success of the
program educational objectives and outcomes, and in providing direction for the program’s
future. In addition to the many informal opportunities students have for providing input to this
process, a variety of formal direct and indirect means of obtaining their input are employed.
These include communications between the faculty and the local student chapters of ASCE and
five other student professional organizations. Input from faculty, alumni and employers are
obtained in meetings between faculty and members of the Advisory Board, and by means of
various surveys and instruments designed for that purpose.
•
Process for Establishing Program Educational Objectives
The process used to establish and review the current Program Educational Objectives
(and Program Outcomes as well) formally began in the summer of 1997, shortly after the 1996
ABET accreditation visit. All civil engineering academic and administrative personnel began
training in 1997 through local and national meetings and conferences to learn about the new
ABET EC2000 Accreditation Criteria and processes. The purpose was to redefine the program
educational objectives and outcomes, and to establish assessment and continuous quality
improvement processes in accordance with the new criteria.
These efforts were followed with multiple training workshops on ABET’s EC2000
Criteria. This then set the stage for a workshop on Outcomes-Driven Assessment in the fall of
2000, in which departmental representatives worked with facilitators from private industry and
government through a structured process of defining key program objectives for their individual
departments. The process involved the following steps:
a. A review of the institution’s, college’s, and department’s mission statements;
b. A review of the ABET EC2000 criteria, along with definitions and examples of key
terms;
c. The writing of broad program objectives (in draft form) that could be linked to the
department’s mission statement;
d. The identification of strategies and actions, i.e., statements that described how the
program objectives and outcomes could be achieved;
e. The identification of outcomes, i.e., statements that described what the objective
would look like, or how its impact would be felt, once the objective is achieved;
f. The linking of these outcomes to ABET’s EC2000, specifically to Criterion 3 (a-k);
g. The linking of these outcomes to all courses in the program curriculum; and,
35
ABET Self-Study Report for Civil Engineering Program at UPRM
h. The identification of Assessment methods and metrics that can measure the impact of
the program educational objectives and outcomes.
The initial result of these workshops was the beginning of a common format for
developing and communicating an outcomes-based assessment process. Through the remainder
of the Fall and Winter quarters 2000, faculty representatives developed and shared their program
objectives with colleagues in their home departments. Individual departments were free to seek
assistance in refining or completing their own educational objectives and outcomes. This
document also became an important focal point of sharing as the College’s ABET Committee
formally convened in February 2001.
In the spring of 2001, we held various Assessment workshops. They covered themes such
as: “ABET EC2000 Engineering Faculty Workshop,” “Developing an Outcomes-Based
Course; a Hands-On Workshop,” “Defining Course Objectives and Learning Outcomes,”
“Developing an Assessment Tool Box” and “Ethics Across the Curriculum,” among others.
These workshops were intended to help the faculty in writing and refining course outcomes that
could be linked to program objectives and outcomes, and to establish assessment tools at the
course and program levels. The department representatives developed these documents for use
within their departments.
Faculty continued to refine their program objectives, outcomes, strategies, and related
assessment processes through the remainder of the 2001 academic year. The focus in the summer
of 2001 was on the selection of appropriate assessment tools, with final development and
implementation undertaken in late summer of that year, although some tools had been in use
since 1999. The primary focus of these tools was to survey students, alumni, and employers of
graduates from our programs.
This approach resulted from a close collaboration among the members of the ABET
Committee to yield data that would be useful at the College of Engineering level, but more
importantly at the Department level. At the same time, individual departments collected
additional program and course level assessment data to document the impact of their program
outcomes and objectives.
After extensive discussions in the committee, the current set of objectives and outcomes
was presented to the department’s faculty in the spring of 2001. The faculty approved them
unanimously. The objectives and outcomes were also presented to the members of the
department’s Advisory Board at about the same time for their comments and feedback, which
was very positive.
A formal Outcomes Assessment Package was developed by the College ABET
Committee to more fully describe the philosophy and practices involved in developing and
implementing a Program Educational Objectives System and a Program Outcomes System. A
key component of this model is the identification of constituency needs, the assessment tools to
address those needs, and a strategy/timetable for collecting and analyzing data for use in course
and program planning and improvement.
The feedback we have received so far from our surveys is that our current set of
objectives and outcomes are reasonable, appropriate, and consistent with our mission at the
different levels and with the needs expressed by our constituents. By the end of the next
academic year (2008-2009), these survey mechanisms will have been in place for over nine (9)
36
ABET Self-Study Report for Civil Engineering Program at UPRM
years. They have evolved from mailings to online (internet) versions, for improved efficiency.
Further, during the past two (2) years we have received results from our improved online
surveys.
We will continue to carefully review all the feedback and identify any changes that need
to be made. In any case and again, the feedback so far has been very positive, so any future
changes are likely to be in wording rearrangements or perhaps in the relative stress that is placed
on the various outcomes, rather than extensive changes in the main objectives.
•
Achievement of Program Educational Objectives
The assessment processes at the UPRM Civil Engineering Program are cyclical and
continuous. These assessment cycles are repeated after changes have been implemented. The
time for completion of a cycle, up to implementation, or the “closing of the loop”, as it is
commonly referred to, may be different for the different assessment levels. An assessment cycle
or loop at the course level will likely take the least time to complete as professors, within their
authority, can use assessment results to make positive changes in their courses almost
immediately. On the other hand, at the program level, the implementation of a course or
curricular change may take months or years, as the approval may take it through various levels of
authority within the institution.
In order to assess the effectiveness of the program, we put into place a well-defined
process to ensure that the results of the assessment are used in an on-going manner, to ensure the
achievement of our educational objectives and outcomes, and to improve the quality of our
program. During the past nine years, we have developed and implemented a number of
assessment and feedback mechanisms to improve the quality of our program.
Figure 2.1 graphically outlines this continuous quality improvement (CQI) process. The
purpose of this process is to guide the continuous improvement of our program. It is intended to
be a source of management without constraining experimentation or alternate approaches that we
may develop as we move on. The process requires two different loops or models of feedback
systems. The arrows that link the elements of the models can be viewed as feedback loops. The
Program Educational Objectives (PEO) system focuses on outcomes the graduates are required
to demonstrate, interfaces with external constituencies, and deals mostly with long-term (every
three years loop) issues. The Program Outcomes (PO) system focuses on short-term (annual
loop), day-to-day issues faced by faculty and administration, and interfaces with students. The
department employs a variety of assessment tools and methods to monitor how well the program
educational objectives are being met (see Tables 3-5 and 3-6 further ahead under Criterion 3).
These include input from the various constituency groups.
For a continuous quality improvement (CQI) process to be effective and “continuous”,
the process must be institutionalized; it must become part of the formal infrastructure of the
department. With that purpose our program developed a new educational research office,
namely, System for the Evaluation of Education (SEED) Office, to support the department’s
outcomes assessment efforts. A conceptual diagram of the Department’s SEED Office is
depicted in Figure 2-2.
37
ABET Self-Study Report for Civil Engineering Program at UPRM
Once every three years
One Day Faculty Retreat
Academ ic
Affairs
Committee
SEED
Com mittee
Data Analysis
D epartm ent Director
Implem ent
Post-graduate
Surveys &
Assessment
Tools
Educational
Objectives
SEED
Continuous
Im provement
Report
Along the
the 5-Yr
5-year
Along
program
Program
Pre-engineering
CE Undergraduate
Program
Yearly One Day
Faculty Retreat
Academ ic
Affairs
Com mittee
Recomm endations
and Survey Results
Main Constituents
Data Analysis
SEED
Continuous
Im provement
Report
Faculty
Students
Individual Retreats or
Surveys every 3 Yrs.
Alumni
Employers
SEED
Com mittee
Curriculum
Facilities
Faculty
Staff
Administration Support
Every Three Years Loop
Departm ent Director
Implem ent
Annual Loop
Figure 2-1. Program’s Continuous Quality Improvement (CQI) Process
To formalize these processes even more we developed and published a departmental
“Plan for the Assessment of Student Learning”, whose primary purpose and focus is on the
design and implementation of programs or processes to assess student learning outcomes and
lead to continuous quality improvement (CQI). The intention initially was to begin the
assessment processes by building and documenting on existing practices, recognizing however,
that the plan would undoubtedly evolve, as academic programs evolve. Additionally, the plan is
intended to be a source of guidance without constraining experimentation or alternate approaches
that may be developed by the faculty or that have already been proven effective elsewhere.
38
ABET Self-Study Report for Civil Engineering Program at UPRM
The System for Evaluation of Education
(SEED)
Assist in accreditation
strategies
Syst emfor the
Evaluation
of Education
SEED
ABET 2000
Committee
Dept.
Repository of assessment
strategies & tools
Coordinate profesional
development activities
Faculty
Campus IR Office
Figure 2-2. Conceptual Diagram for the Department’s SEED Office
As a matter of fact, our plan was used as the template for the development of UPRM’s
“Institutional Plan for the Assessment of Student Learning”, and was included in its Appendix
as a guide in the development of all departmental academic assessment plans in the Institution,
which were completed shortly after.
Among other things, the plan assigned/listed the major responsibilities of key personnel
as related to the assessment of student learning within our program, and for the enacting,
maintaining, and reviewing of the plan and its processes.
We do realize that good assessment instruments, by themselves, are not of much use. We
also need to use the data they provide to identify and implement program improvements. Figure
2-3 is a graphic depiction of a full assessment cycle for our program.
39
ABET Self-Study Report for Civil Engineering Program at UPRM
Data Analysis
Analyzed data &
tendencies
Raw Data
Data Gathering
Civil Engineering
Undergraduate Program
Faculty Meetings
& Retreats
Students
Faculty & Staff
Facilities
The Campus, etc.
Decisions &
Action Plan
Implement
Department
Director
Figure 2-3. Program Full Assessment Cycle/Loop (Process)
Figure 2-4 is a graphical representation of the main data gathering mechanisms within
their place in our assessment process. During a recent ABET accreditation “mock visit” these
mechanisms were rated highly.
A detailed listing of the primary assessment tools used to monitor and to assure
achievement of program outcomes and objectives, with strategies and timing, is presented in
Tables 3-5 and 3-6 further ahead in this report. The concept behind the more commonly used
tools in the assessment and evaluation of Program Educational Objectives, as well as the
evidence maintained to support the levels of achievement, is briefly discussed below:
a. Alumni Surveys: Input from alumni is obtained by means of an Alumni Survey.
Once every three years this survey is mailed to alumni who graduated during the past five years
(as stated in ABET’s definition of “Program Educational Objectives”). The intent of this survey
is to gauge how well the program has prepared our graduates for positions in industry,
government, and graduate school.
40
Post
- Grad.
At graduation
Data Gathering Process
Data Analysis
Pre-engineering
Data Gathering
Raw Data
Along the program
ABET Self-Study Report for Civil Engineering Program at UPRM
Advisory Board
Alumni Surveys
Employer Surveys
Exit Surveys
Mechanical Engineering
Faculty Annual
EvaluationFaculty
Undergraduate Program
FE Exam Stats
Retreat
Students Student Record Monitoring
Faculty & Staff
Course/Skills Assessments
Facilities
Admission Index (IGS)
Freshman Surveys
Implement
Action Plan
Department
Director
Figure 2-4. Program’s Data Gathering Mechanisms (Process)
The success of our alumni provides a critical measure of how the program objectives
have been met. This survey is used to obtain quantitative and qualitative feedback on the
program. It allows us to gather input from alumni who graduated relatively recently as well as
from those who graduated a while ago, without repeatedly asking for input from the same group
of people year after year.
b. Employers Survey: Input from employers/supervisors/managers of our graduates is
similarly obtained by means of an Employer Survey sent every three years, asking them to rate
the performance and skills of all 5-year graduates of our program. These surveys gauge the
strengths and weaknesses of our BSCE graduates working in industry and government.
Although we consider employers one of the most important constituent groups in the
assessment of program educational objectives, they also present some difficult challenges when
it comes to seeking input. Perhaps the most important challenge is the question of privacy and
related legal issues; i.e., typically employers are unwilling to provide answers to any questions
involving the performance or preparation of their employees.
41
ABET Self-Study Report for Civil Engineering Program at UPRM
In addition, we face the problems of identifying the organizations that employ recent
graduates and of generating the list of managers that would be able to complete such a survey.
We decided to send it to companies that, as per Placement Office records, hire civil engineer
graduates from UPRM, and they in turn pass them on to their people in managerial/supervisory
positions to fill out. In spite of these activities, we continue to feel the need to do better in
getting input about our program from employers of our graduates.
c. Advisory Board: We also seek input in face-to-face discussions with members of our
external Advisory Board, by means of periodic meetings at the Department or College of
Engineering levels. Due to time and budget constraints, it has become necessary to get this input
through individual exchanges, conversations, and/or consultation with the members of the Board.
d. Input from Targets of Opportunity: We take advantage of any possible chance to
seek input on the quality of our graduates, which we can relate to the achievement of our
educational objectives, from what we call “targets of opportunity”, such as visiting managers
from companies and government, and from visiting recruiters.
In all of these surveys and input opportunities we ask respondents to, from their
perspective, tell us how our graduates are doing and how well they were trained with respect to
each educational objective and program outcome, as well as with other skills required in ABET’s
Criterion 8 (Program Criteria) .
The responses from the Alumni Surveys and from the Employer Surveys, as well as the
input from the other sources, are compiled and analyzed, and the results made available, first to
the members of the SEED and Academic Affairs Committees, and then to the rest of the
Department’s faculty and student representatives for discussion and decision making.
Each spring at the end of the semester the Civil Engineering Department thoroughly
discusses the data obtained during that academic year from the various assessment instruments.
The faculty analyzes summary data from each of the assessment instruments, and the SEED
Committee, which includes student representatives, initiates discussions on program objectives
and outcomes, based on the inputs from the various constituencies. Committee meetings are
announced in advance and are open to all interested students and faculty.
Civil Engineering faculty members have also been very involved with the ongoing efforts
within the College of Engineering to modify the core curriculum for all engineering
undergraduate students. Whether the new core curriculum will actually be implemented will be
decided sometime during the next year by a vote of all College faculty members; however, the
significant time and effort already expended by faculty reflects the importance we place on
improving undergraduate education here at UPRM.
Evidence that will be available to show achievement of this Criterion will include:
• Published Program Educational Objectives (catalog, brochures, posters, web page, etc)
• Examples of process involving constituencies in the assessment of objectives
• Description of the curriculum and courses that meet these objectives
• Course assessment/evaluation procedures and feedback to the faculty
• Copies of completed assessment instruments and summaries
• Minutes of faculty meetings where assessment results were considered
• Minutes of the Department’s Academic Affairs Committee
• Any other materials requested in advance of the visit
42
ABET Self-Study Report for Civil Engineering Program at UPRM
CRITERION 3. PROGRAM OUTCOMES
Engineering programs must demonstrate that their students attain the following outcomes:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) 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
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Program outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the
program. Program outcomes must foster attainment of program educational objectives.
There must be an assessment and evaluation process that periodically documents and demonstrates the degree
to which the program outcomes are attained.
-----------------------------------------------------------------------------------------------------------------ABET Definition: Program outcomes are narrower statements that describe what students are expected to know
and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students
acquire in their matriculation through the program.
ABET Definition: Assessment under this criterion is one or more processes that identify, collect, and prepare
data to evaluate the achievement of program outcomes.
ABET Definition: Evaluation under this criterion is one or more processes for interpreting the data and evidence accumulated
through assessment practices. Evaluation determines the extent to which program outcomes are being achieved, and results in
decisions and actions to improve the program.
•
Process for Establishing and Revising Program Outcomes
Student learning is the fundamental goal of every institution of higher education. Overall
strategic planning efforts at UPRM are directed ultimately to the enhancement of student
learning. The outcomes assessment program, and results from student learning assessment are
used to inform the strategic plan. Evidence gathered about student’s development and learning
outcomes are used to make judgments about resource allocation in planning for overall
institutional effectiveness and for our academic programs. Institutional effectiveness is also
assessed to monitor and improve the environment provided for teaching and learning and for
enhancing overall student success.
43
ABET Self-Study Report for Civil Engineering Program at UPRM
The process for establishing and revising Program Outcomes is similar to the one
described for Program Educational Objectives under Criterion 2 of this report. The various
graphic representations outlining these processes apply equally to both educational objectives
and outcomes; the only difference being on the assessment tools used and their timing strategies,
which will be addressed here under Criterion 3.
•
Program Outcomes
Eleven Program Outcomes (POs) were developed from an extensive outreach effort and
analysis, and based on our program educational objectives. We defined these outcomes as
“statements that describe what students are expected to know and are able to do by the time of
graduation, the achievement of which indicates that the student is equipped to achieve the
Program Educational Objectives,” in accordance with EAC-ABET’s intent for the term. The
faculty reviewed and re-approved them on 9 May 2007.
Table 3-1 includes a listing of our program outcomes and summarizes their
correspondence with ABET’s Criterion 3 (a-k Outcomes). The table shows clearly that there
are multiple links between our program outcomes and Criterion 3 (a-k) outcomes. These
outcomes are also consistent with the previously stated program educational objectives (PEOs)
and with the mission of the institution, the college, and the program, as well as with all of the
curricular topics required in ABET’s Criterion 8 (Program Criteria), as established by ASCE.
•
Relationship of Program Outcomes to Program Educational Objectives
The relationship between our program outcomes and our program educational objectives
is very direct. Table 2-1, presented previously under Criterion 2, links our program educational
objectives to Criterion 3 (a-k) Outcomes. Table 3-1 links our program outcomes to Criterion 3
(a-k) Outcomes. Therefore, by nature of their direct association with the same ABET (a-k)
outcomes, our own program outcomes and program educational objectives are directly and
implicitly related. These tables show multiple links between objectives and outcomes. The
matrixes are a result of a participatory process with departmental consensus. We placed most
effort and care to ensure a precise relationship among them and to include the requirements of
established Program Criteria within our program outcomes.
•
Relationship of Courses in the Curriculum to the Program Outcomes
Our program has developed and published Course Learning Outcomes/Goals (CLOs) for
each and every course taught within the department. These CLOs are consistent with the
previously stated program educational objectives and student learning (program) outcomes, and
are published within each individual Course Syllabus. The syllabi of individual courses also
specify which educational objectives and outcomes each course contributes to. Copies of all
Course Syllabuses are presented in Appendix A of this report.
44
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 3-1
PROGRAM OUTCOMES
(What we expect to develop in our students by time of their graduation)
1. Ability to understand and apply fundamental knowledge of mathematics through differential
equations, probability and statistics; science (calculus based physics and general chemistry);
and engineering sciences.
2. Proficiency in a minimum of four (4) recognized major civil engineering areas, such as;
construction management, environmental, geotechnical, structural, transportation, and water
resources.
3. Ability to conduct experiments and to critically analyze and interpret data in more than one of
the major civil engineering areas.
4. Ability to perform civil engineering integrated design of systems, components, or processes
by means of practical experiences throughout the professional component of the curriculum.
5. Ability to identify, formulate, and solve civil engineering problems using modern engineering
tools, techniques, and skills.
6. Ability to play an effective role in multidisciplinary professional work groups solving
engineering problems.
7. Ability to communicate effectively in English and Spanish.
8. Understanding of the importance of compliance with professional practice and ethical issues,
such as: bidding; procurement; professional interaction; and professional licensure, among
others.
9. Broad education necessary to understand the impact of civil engineering solutions on health,
general welfare, safety, environmental quality and economy in a global context.
10. Commitment to engage in lifelong learning.
11. Awareness of contemporary social, cultural, economic, artistic, aesthetic, environmental and
engineering issues.
Program Outcomes
Criterion 3 (a-k Outcomes)
a. math/science/engineering …
b. conduct experiments …
c. engineering design …
d. multi-disciplinary teamwork...
e. problem solving …
f. professionalism & ethics …
g. communication skills …
h. broad educ & global impact...
i. lifelong learning …
j. contemporary issues …
k. modern tools & techniques …
1
2
3
4
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
6
7
X
X
45
X
9
X
X
X
X
X
X
X
X
X
X
X
X
10
11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
8
X
X
X
X
X
X
ABET Self-Study Report for Civil Engineering Program at UPRM
Our conceptual approach is that students learn specific content and skills in each course.
In the aggregate, those courses, together with other program experiences such as academic
advising, internships, and research should result in the desired student learning outcomes at the
department/program level. Similarly, outcomes at the program level combine with general
education goals and other goals to create institutional outcomes. In other words, learning
outcomes at the institution, department (or program), and course (or activity) levels are
interconnected, complimentary, and reciprocal.
As part of this process we examined all core curriculum courses and main civil
engineering elective courses throughout the whole 5-year Civil Engineering Program curriculum
to ensure total coverage of EC2000 criteria. This coverage is reflected on each individual
syllabus and on the various matrixes presented ahead.
Table 3-2 provides a mapping of the program objectives and outcomes as related to the
required core curriculum courses in the Civil Engineering Program. Table 3-3 does the same for
all civil engineering elective courses. All other core courses (from all of the supporting
departments) are mapped in Table 3-4. These three tables show that all outcomes and objectives
are addressed in numerous courses throughout the program, although often to different degrees.
•
Documentation
A listing of the evidentiary documentation that is kept at the SEED Office (as appropriate
for the particular levels) to prove that processes for the Assessment of Student Learning that lead
to the continuous improvement of our educational programs are in place is presented in Figure
3-1. These documents will be available to the ABET Evaluation Team.
Figures 3-2 thru 3-8 are photographic presentations of how the assessment materials and
evidentiary documentation will be displayed within the SEED Office, for easy access by the
ABET Evaluation Team
46
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 3-2
MAPPING OF PROGRAM OBJECTIVES AND OUTCOMES TO CIVIL ENGINEERING “REQUIRED”
COURSES
Program (a-k) Outcomes
Engineering Criteria ABET 2000 (Criterion 3)
Course
INCI 4001
INCI 4002
INCI 4007
INCI 4008
INCI 4011
INCI 4012
INCI 4019
INCI 4021
INCI 4022
INCI 4026
INCI 4035
INCI 4049
INCI 4055
INCI 4095
INCI 4136
INCI 4137
INCI 4138
INCI 4139
INCI 4145
INCI 4950
a
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
b
x
x
x
x
c
x
x
x
x
x
x
x
d
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
e
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
f
x
x
x
x
x
x
g
x
x
x
x
x
x
x
x
x
x
x
x
x
h
i
x
x
x
x
x
x
x
Program Educational
Objectives
j
x
x
x
x
x
x
x
x
x
x
x
k
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
47
x
x
x
x
x
1
x
x
x
x
x
x
x
2
x
x
3
x
x
x
x
x
x
5
x
x
x
x
6
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
4
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 3-3
ELECTIVE”
MAPPING OF PROGRAM OBJECTIVES AND OUTCOMES TO CIVIL ENGINEERING “E
COURSES
Program (a-k) Outcomes
Engineering Criteria ABET 2000 (Criterion 3)
Course
INCI 4000
INCI 4006
INCI 4013
INCI 4028
INCI 4032
INCI 4056
INCI 4057
INCI 4061
INCI 4062
INCI 4995
INCI 4998
INCI 5005
INCI 5006
INCI 5007
INCI 5008
INCI 5009
INCI 5012
INCI 5015
INCI 5017
INCI 5018
INCI 5026
INCI 5027
INCI 5029
INCI 5049
INCI 5055
INCI 5056
INCI 5065
INCI 5075
INCI 5146
INCI 5995
INCI 5996
a
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
b
c
x
x
d
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
f
x
x
g
x
x
h
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
e
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
i
Program Educational
Objectives
j
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
48
x
x
x
x
x
x
x
x
k
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
1
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2
x
x
x
x
3
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
4
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
5
x
6
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 3-4
MAPPING OF PROGRAM OBJECTIVES AND OUTCOMES TO “OTHER” CORE CURRICULUM
COURSES
Program (a-k) Outcomes
Engineering Criteria ABET 2000 (Criterion 3)
Course
INGE 3011
INGE 3012
INGE 3016
INGE 3031
INGE 3072
INGE 4001
INGE 4011
INGE 4012
INGE 4015
INGE 4016
MATE 3005
MATE 3031
MATE 3032
MATE 3063
MATE 4009
MATE 4145
FISI 3171
FISI 3172
FISI 3173
FISI 3174
GEOL 4015
ECON 3021
INGL 3101
INGL 3102
INGL 3103
INGL 3104
INGL 3201
INGL 3202
ESPA 3101
ESPA 3102
PHED 3058
PHED 3076
PHED 3077
PHED 3205
PHED 3215
QUIM 3001
QUIM 3002
QUIM 3131
QUIM 3132
a
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
b
c
d
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
e
f
x
x
x
x
x
x
x
x
h
i
j
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
k
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
g
x
x
x
Program Educational
Objectives
x
x
x
1
2
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
49
x
x
x
x
3
x
x
4
5
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
6
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
ABET Self-Study Report for Civil Engineering Program at UPRM
At Course level -- COURSE PORTFOLIOS/Binders, for each course, with:
o Syllabi with detailed course outlines, descriptions, and course learning outcomes
o Examples of student works for required courses, including representative samples of homework
assignments, quizzes, exams, and project works.
o Copies of completed assessment tools/instruments, summaries of results, and actions taken to
“close-the-loop”
o Videos of student oral presentations
o Any other materials that support student learning outcomes assessment efforts
At Program level -- PROGRAM PORTFOLIOS/Binders and/or FILES, with:
o
o
o
o
o
o
o
o
o
o
o
o
Posters/Catalogs/Brochures listing Student Learning Outcomes, Educational Objectives, etc.
Graduation Exit Survey documentation and results
Alumni Survey documentation and results
Employer Survey documentation and results
Stats from Licensing Exam (where applicable)
Copies of minutes of the Department’s Faculty Meetings, Academic Affairs Committees, and
Advisory Board meetings and recommendations (where applicable)
Copies of curriculum development/revisions
Minutes of Academic Affairs Committee meetings on courses and curriculum
Minutes of faculty meetings where assessment results are/were considered and actions taken
Student transcript samples
Copies of completed assessment instruments and summaries of results
Any other materials that support student learning outcomes assessment efforts
At Other Institutional levels/Offices -- GOOD FILES, with:
o Institutional research results/statistics, with their analysis, recommendations, and actions taken
(if any).
o Students/Graduates/Alumni/Employer Satisfaction Survey results/statistics, with their analysis,
recommendations, and actions taken (if any).
o GPA/Grade trends, Graduation Rates, Retention Rates, etc., and any other statistical data
gathered throughout the institution, with their analysis, recommendations, and actions taken (if
any).
Figure 3-1. Evidence and Documentation Maintained on Assessment and Continuous Improvement, as
Required in the Assessment Plans at Various Levels.
50
ABET Self-Study Report for Civil Engineering Program at UPRM
Figure 3-2. Display of Course Portfolios and evidentiary assessment documentation.
Figure 3-3. Individual Course Portfolios with applicable a-k Outcomes (in Red).
51
ABET Self-Study Report for Civil Engineering Program at UPRM
Figure 3-4. Additional assessment documents; samples of student works.
Figure 3-5. Typical Course Portfolio
indicating Course Code, Title, CE Area,
and measured/applicable a-k Outcomes in
the course.
52
ABET Self-Study Report for Civil Engineering Program at UPRM
Figure 3-6. Front cover of a typical Course Portfolio, with identifying information.
Figure 3-7. Open Course Portfolio with Syllabus and indexed a-k Outcomes.
53
ABET Self-Study Report for Civil Engineering Program at UPRM
Figure 3-8. Close-up of Course Portfolio with assessment samples and indexed a-k Outcomes.
•
Achievement of Program Outcomes
The assessment of student learning is one component of our program’s overall
assessment and, in fact, the most important one. The assessment of student learning has the
student as its primary focus of inquiry; therefore our program recognizes that the assessment of
student learning first occurs on an individual student basis within a particular course, is
processed mainly at the department/ program level, and is supported by the institution when and
where appropriate.
Assessment and Evaluation Processes: The Civil Engineering Department put into
place a well-defined continuous quality improvement (CQI) process to ensure that the results of
the assessment are used in an on-going manner, to ensure the achievement of our Program
Educational Objectives and Outcomes, and to improve the quality of our program. Figures 2-1
through 2-4 from the previous section (under Criterion 2) of this report complement each other
in graphically outlining this process.
Establishing and monitoring progress towards Program Outcomes is an iterative process
taking place at two primary levels: Curriculum Design and Course Design. Although success
over accomplishing the Educational Objectives is an indicator of success in achieving the
Program Outcomes, progress towards Program Outcomes can be most readily evaluated during
actual time of completion of the formal instructional process.
54
ABET Self-Study Report for Civil Engineering Program at UPRM
Given that we have identified our initial Program Educational Objectives and Program
Outcomes in consultation with our constituencies, we are using the cyclical process shown in
Figures 2-1 through 2-4 to periodically evaluate and, if necessary, modify them based on the
needs of our various constituencies. Although elements of this process are continuous in nature,
we have recognized our responsibility to assure that the cycles are completed and documented.
We also recognize that different constituencies may have competing needs and expectations, and
that we must resolve potential conflicts while fulfilling as many of the needs as practically as
possible.
The primary assessment tools used to monitor and to assure achievement of program
outcomes and objectives are listed in Table 3-5. The Civil Engineering Department in turn
established the outcomes assessment strategies listed in Table 3-6 to set responsibilities and
timing for each assessment tool and/or mechanism. The concept behind the assessment and
evaluation of Program Outcomes as well as the evidence maintained to support the levels of
achievement are briefly discussed below:
a. Direct Evaluation of Student Performance in the Classroom (Assignments,
Examinations, and Quizzes, among others): Each course in the program relies heavily on the
time-tested method of evaluating assignments, quizzes, examinations, and other student works.
Course grades based on performance on homework, quizzes, exams, and projects remain an
important standard evaluation component.
They serve a number of purposes: First, they allow instructors to identify common
problems and misunderstandings among students so that the next time they teach the course, they
can make appropriate adjustments in the way the topic in question is approached, or in the
amount of time spent on the topic. Second, they allow instructors to identify any potential
problems in prerequisite courses or topics that should have been presented in those courses.
Third, they allow individual students to get a very good feel for how well they have mastered the
material in the course. And fourth, they similarly allow instructors to determine to what degree
each of the students has achieved the various objectives of the course. This is especially critical
given the direct correlation described earlier between the various courses in the program and our
program objectives and outcomes, as well as with ABET’s Criterion 3 outcomes.
The faculty is confident that course evaluation tools are designed so that grades generally
provide an accurate measure of the knowledge and skills covered and learned in the course.
Course Syllabi clearly state the metrics used in evaluating student performance. Sample
evidence is maintained and available in Course and Program Binders/Portfolios
b. Examples of Student Work: These collections of notes, project works, homework
assignments, and quizzes and exams compiled by faculty for each course provide a means to
monitor and demonstrate student learning of the course material as well as their organizational
and communications skills. They are maintained in individual Course Binders/Portfolios located
in the department’s SEED Office and will be available to the evaluation team during the
accreditation visit.
c. Course Outcomes and Skills Assessments: On-going course outcomes and skills
assessments are completed by all students for every course they take. Some of these assessments
are performed during the semester; i.e., oral presentations, written reports, group (team)
experiences, and ethical considerations. Others are performed at the end of the semester.
55
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 3-5
STUDENT OUTCOMES ASSESSMENT MATRIX
Criterion 3 (a-k Outcomes)
Assessment Tools
Pre-Engineering
Freshman Orientation Questionnaire
Ethics Integration Assessment Form
Course Assessment
Laboratory Reports (copies of)
Exams, Quizzes, Homeworks (copies of)
EIT Exam Statistical Report
Written Report Evaluation
Oral Presentation Assessment
Teamwork Assessment Form (I)
Teamwork Assessment Form (II)
Peer Evaluation Form
Undergrad Research Exp Assessm. Form
Course/Project Skills Assessment Form
Student Evaluation of Teaching (SET)
Faculty Course Assessment Report (FCAR)
Video of Presentations
Program Assessment
Faculty Course Assessment Report (FCAR)
Ethics Integration Assessment Form
Graduating Student Exit Survey (Part I)
Graduating Student Exit Survey (Part II)
Internship Assessment Form (Student)
Internship Assessment Form (Mentor)
COOP Supervisory Evaluation Form
COOP Student Evaluation Form
FE/EIT Exam Statistics
Placement Data
Student Resume (Special Format)**
Post Graduation
Alumni Survey
Employers Survey
Advisory Board Input
Targets of Opportunity, Recruiters, etc.
a
b
X
X
X
X
c
d
e
f
g
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
j
k
X
X
X
X
X
X
X
X
X
X
X
i
X
X
X
X
X
X
X
X
h
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
56
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 3-6
OUTCOMES ASSESSMENT STRATEGIES
Utilization Strategy – Timing – Responsibility
Assessment Tools
Pre-Engineering
Freshman Orientation Questionnaire
Ethics Integration Assessment Form
Course Assessment
Laboratory Reports (copies of)
Exams, Quizzes, Homeworks (copies of)
EIT Exam Statistical Report
Written Report Evaluation
Oral Presentation Assessment
Teamwork Assessment Form (I)
Teamwork Assessment Form (II)
Peer Evaluation Form
Undergrad Research Exp Assessm. Form
Course/Project Skills Assessment Form
Student Evaluation of Teaching (SET)
Faculty Course Assessment Report (FCAR)
Video of Presentations
Program Assessment
Faculty Course Assessment Report (FCAR)
Ethics Integration Assessment Form
Exit Survey (Graduating Students)
Internship Assessment Form (Student)
Internship Assessment Form (Mentor)
COOP Supervisory Evaluation Form
COOP Student Evaluation Form
FE/EIT Exam Statistics
Placement Data
Student Resume (Special Format)**
Post Graduation
Alumni Survey
Employers Survey
Advisory Board Input
Targets of Opportunity, Recruiters, etc.
at UNIV-0004 Freshman Orientation Course (by Departmental Counselor)
at UNIV-0004 Freshman Orientation Course (by Departmental Counselor)
at all Laboratory Courses (by Lab Instructors)
retain examples of these tools (by all Professors/Instructors)
obtain annually from Examining Board (by Department)
anytime written reports are required (labs, etc) (by all Professors/Instructors)
at all student oral presentations (by all Professors/Instructors)
at end of any semester where work done in groups (Professors/Instructors)
at end of any semester where work done in groups (Professors/Instructors)
at end of any semester where work done in groups (Professors/Instructors)
at end of any such experience (by Mentors)
at end of every course (by all Professors/Instructors)
at end of every course (by all students)
at end of every course (by all Professors/Instructors)
at Design/Project Presentations (by all Professors/Instructors)
at end of every course (by all Professors/Instructors)
at end of CAPSTONE Courses (by CAPSTONE Professors)
On-line at Graduation time (by Department)
at completion of all Internships (by Mentors)
at completion of all Internships (by Mentors)
at completion of COOP terms (by Mentors)
at completion of COOP terms (by Mentors)
obtained by CoE every year
at Graduation time (by Department, on Exit Surveys)
start at UNIV-0004 Course; maintain up-to-date thru college years
On-line to previous 5-yr alumni, every 3 yrs, Summer (by Department)
On-line to employers of previous 5-yr graduates, every 3 yrs, Summer (by
Department)
obtained at annual meeting, Jun-Jul
obtained at every possible opportunity
NOTE: Student RESUME (Special Format): Students are instructed about this requirement, to maintain
up-to-date throughout their time as students in the Civil Engineering Program, and to be turned in on the 1st
week of the senior year to the Department’s Academic Counselor, who will collect/file them in Resume
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ABET Self-Study Report for Civil Engineering Program at UPRM
Binders, for use at employment opportunities and/or for statistical analysis. The Resume will not exceed 2
pages in length, and will include as a minimum:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Name
Mailing Address
Contact Telephone Numbers, emails, etc.
Education
• Schools/Colleges/Universities
• Departmental GPA
• General GPA
Undergrad Research and Work Experiences
Seminars and Workshops Attendance
DESIGN Projects and Engineering Competitions
Special Skills
Membership in Professional Societies
Honors, Recognitions and Awards
Faculty members summarize the results, identify areas needing attention, and take
corrective and/or improvement action to “close the loop” themselves within their course, or
bring them to the attention of the Department’s faculty for corrective and/or improvement action
to “close the loop” at the program or higher levels. Faculty also maintains completed
assessment forms as evidentiary documentation in their individual Course Binders/Portfolios.
d. Exit Survey: Since 1999 the Civil Engineering Department has been asking all
graduating seniors to complete a written Exit Survey. This survey, which is now done online
(internet), contains several standard sets of questions that are asked in exit surveys performed by
other departments in the institution, and questions that are specific to civil engineering students.
Perhaps the most useful parts of the survey are the written comments that students provide.
Periodically the raw responses are analyzed and the results discussed by the SEED and
Academic Affairs Committees as indicated earlier.
e. Faculty Course Assessment Reports (FCAR): The Department has recently
implemented the Faculty Course Assessment Report (FCAR), as modified and adapted from the
original version of Dr. John K. Estell, Ohio Northern University. The FCAR provides an
assessment format for documenting ABET Criterion 3 program outcomes assessment and
continuous improvement at the course level. In addition to assessment reporting, the FCAR lists
modifications incorporated into the course, reflection on the part of the instructor as to what was
or was not effective, and suggestions for further improvements. Additional information collected
by other means can be incorporated into the FCAR. Reports are collected, discussed within the
areas, and disseminated to allow instructors to inspect prior offerings of specific courses and
adopt the accepted suggestions, thereby improving the course with each offering. Therefore, the
FCAR effectively documents the “closing of loops” at course and program levels.
f. Fundamentals of Engineering Exam (FE/EIT): This nationally administered exam
is required in the process of obtaining a professional engineering license. We use it as a tool to
evaluate our academic program with reference to a national norm or standard, realizing that
accreditation requirements are becoming progressively driven by accountability and
benchmarking.
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ABET Self-Study Report for Civil Engineering Program at UPRM
The FE/EIT exam is nationally recognized as an extremely attractive tool for outcomes
assessment. In fact, since 1996 the FE exam has been formatted for the express purpose of
facilitating the assessment process. Through careful analysis, FE exam results may be used to
assess particular aspects of the following ABET Criterion 3 outcomes: (a) an ability to apply
knowledge of mathematics, science, and engineering; (b) an ability to conduct experiments and
analyze and interpret data; (c) an ability to design a system, component, or process to meet
desired needs; (e) an ability to define, formulate, and solve engineering problems; (f) an
understanding of professional and ethical responsibility; and (k) an ability to use the techniques,
skills, and modern engineering tools necessary for engineering practice.
More than for simple comparison, we use the statistical analysis of the exam results over
periods of time to identify those curricular areas that may require particular attention for
improvement. We believe this is a somewhat practical and objective way to do it.
For this assessment process to be valid, the population taking the exam must be
representative of the entire population of graduates from the program. This can be accomplished
either by having all seniors take the exam or by choosing a sample appropriately. Undergraduate
students at UPRM often take it well before graduation. Thus, many students taking this exam
have not yet completed the curriculum. UPRM encourages but does not require that its students
take the FE/EIT preparation course. Although taking the test before graduation is encouraged, it
remains optional. Nevertheless, there seems to be an increase in the number of students taking it.
A related issue is ensuring that people who take the exam make an honest effort to
complete all problems to the best of their ability. A national analysis of FE examinees over a
number of test administrations has revealed that few students fail to take the exam seriously.
Clearly, if the results are to be useful for outcomes assessment, the students must be performing
in a way that accurately portrays their understanding.
The FE/EIT exam for outcomes assessment is a useful part of a balanced assessment
program when combined with other standardized tests, assessment tools, alumni surveys, and
placement data. The FE/EIT exam is particularly important because it is the only nationally
normed test of upper-level engineering knowledge. The detailed reports of performance by
subject area provide information that can help to evaluate a program’s success in achieving the
outcomes specified by ABET.
g. Internship/Undergraduate Research/CO-OP Evaluations: The Civil Engineering
CO-OP, Internship, and Undergraduate Research Programs routinely survey and obtain
evaluations from both students and employers. All working students are asked to evaluate their
experiences. A portion of this evaluation is made available to other students who may be
considering a position with that particular company. At the end of each work term, students must
also submit a written performance appraisal from their supervisor. Most employers use our
standard "Employer's Evaluation of Student Performance" form, while other companies prefer
to use their own forms.
The CO-OP and Internship Program also surveys employers during the summer to track
down employment information about students who have not reported jobs, to update the
database, and to assess employer attitudes towards the candidates and Program's services.
Employers also complete an "Interview Feedback Form" when conducting on-campus student
interviews for CO-OP or internship positions. This feedback is used to help students improve
their interviewing skills.
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ABET Self-Study Report for Civil Engineering Program at UPRM
h. Student Evaluations of Teaching: The Student Evaluation of Teaching (SET) is a
standardized assessment tool used throughout the university near the end of every course. The
SET consists of questions that students answer on a 1 to 5 scale. Students’ names do not appear
anywhere on the evaluation; the instructor is not present in the classroom when the evaluations
are completed; a volunteer student collects all the evaluations and returns them to the
department’s main office where they remain for analysis and recording. After the semester is
over and the instructor has assigned grades for the class, the Department Chair submits the
results to the instructor with recommendations for improvement.
The SET form we use consists of a set of questions that ask students to rate a whole range
of items concerning the course. This includes, for example, the effectiveness of the instructor in
communicating the subject matter and stimulating interest in it, and the appropriateness of
textbooks, homework and programming labs, and exams. The form also provides space for
students to provide general comments on the course material and suggestions for changes.
While the assignments and exams often allow instructors to identify a problem in the
course, the SETs allow them to also identify the reason for the problem. The feedback from the
SETs as well as from the assignments and exams allow instructors to discuss possible changes in
the course to help it better meet its objectives, or perhaps question the appropriateness of some of
the objectives of the course. These discussions and the resulting ideas all feed into the area
coordinator reports, for revision consideration or any other corrective action.
The usefulness of the SET is limited, given its restricted format; however, consistently
low scores by an instructor over a series of courses signals the need for corrective action. Many
professors supplement the SET by providing additional forms that allow students to give written
feedback about aspects of the course that they thought were especially good or that needed
improvement. A new and improved version of the SET is now being tested, with hopes of
prompt full implementation. Evidence of these is maintained by each individual faculty member
and by the Department’s Director.
i. Placement Data: Another source on the assessment of program outcomes is the
Placement Data for our BSCE Graduates-to-be. The successful placement of civil engineering
graduates in industrial positions, graduate schools, and other professional positions is obviously a
key measure of the quality of the program. The placement data collected by the UPRM
Placement Office and from responses to our Exit Surveys is useful in assessing our students.
j. Surveys on Student Satisfaction: While we recognize that student satisfaction surveys
cannot be considered direct measures of student learning, they serve as formal needs assessments
to “strategically and systematically target areas in need of immediate improvement” [NoelLevitz, Inc., 2005]. Student satisfaction data ensure that decisions to change or modify programs
are based on reliable and valid information about students’ concerns, rather than anecdotal
evidence or perceptions of faculty and administration. The continued administration of student
satisfaction surveys provides a means of benchmarking over time [Harvey, L., et al, 1997].
Furthermore, research by Pike and others indicates that there is a relationship between student
satisfaction and performance.
k. Surveys on Faculty Satisfaction: As for the Surveys in Student Satisfaction, Faculty
Surveys cannot be considered direct measures of student learning, but they provide information
on areas in need of immediate improvement and attention at the program levels and a means of
benchmarking over time.
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ABET Self-Study Report for Civil Engineering Program at UPRM
l. Additional Special Surveys/Studies on Particular Areas: From time to time, a special
study or survey is designed and administered to assess areas that may need particular attention,
such as infrastructure conditions, satisfaction with facilities, services, or any other subject of
interest to our students and/or faculty. The results are used to justify requests for funding
support to fix the particular problem/situation and are usually very effective in achieving
improvement actions.
m. Mock (ABET Accreditation) Visits: One or two years before an ABET Accreditation
Visit we conduct at least one Mock/Diagnostic visit, coordinated through ABET Headquarters,
and utilizing ABET-Certified Evaluators. We believe these Mock Visits are an excellent
assessment tool by themselves, which provide us with a thorough external evaluation from an
ABET-focused standpoint of our internal assessment and continued improvement processes,
while helping us fine-tune our preparation for the upcoming real ABET Accreditation Visits.
In all of these assessment activities we seek to find and demonstrate how our students are
learning and progressing within the program with respect to each ABET’s Criterion 3 Program
Outcome and with respect to the skills and curricular topics required in ABET’s Criterion 8
(Program Criteria) .
Results from these assessment tools and surveys are compiled, analyzed, and made
available, first to the members of the SEED and Academic Affairs Committees, and then to the
rest of the Department’s faculty and student representatives for discussion and decision making,
in accordance with the established processes.
Assessment Strategies and Actions for Achieving Outcomes: To implement these
assessment strategies more effectively we decided to pursue the following general plan of
action:
a. Maintain regular correspondence with graduates and their employers to know their
needs and to evaluate whether modifications to the program are necessary and appropriate.
b. Establish an annual process in which a faculty/student committee reviews course and
senior design projects to evaluate how well students in the capstone design course are applying
material throughout the curriculum.
c. Draw upon students' co-op/intern/undergraduate research experiences as a source for
interdisciplinary experiences and hands-on skills development.
d. Require students to prepare written reports and oral presentations targeted to different
audiences and topics.
e. Make use of available resources to present case studies of actual examples in which
the consequences of ethical and safety-related decisions were not properly considered.
f. Require a large number of civil engineering courses to have at least one major writing
assignment.
g. Require students to evaluate peer performance in team settings.
h. Document and distribute official department policies on sexual harassment and
academic and ethical misconduct.
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ABET Self-Study Report for Civil Engineering Program at UPRM
i. Have faculty design research projects appropriate for undergraduate students.
j. Establish seminar series for undergraduates to present their research work results.
k. Promote the use of programming, spreadsheets and the most modern hardware and
software tools at all levels in the curriculum.
l. Have faculty make greater use of informational sources beyond the course textbook.
m. Promote student participation in the local student chapter of ASCE and/or any other
student professional organizations, and support activities sponsored by these organizations.
Encourage and provide funds for student participation in local and regional events sponsored by
professional and civic organizations.
Social, Ethical, and Global Issues Achievement Considerations: The College of
Engineering of the University of Puerto Rico-Mayaguez (UPRM) adopted an improved ethics
across the curriculum (EAC) strategy in 2005. EAC is based on the combination of faculty
development workshops, a stand-alone course in ethics, and ethics learning modules integrated at
various levels of the engineering curriculum. EAC refers to the practice of incorporating ethics
in a holistic and interdisciplinary manner through academic programs. By integrating ethics into
the engineering curriculum as an integral and central component, EAC dramatizes the
importance of ethics in practical affairs and emphasizes it as more than just a curriculum
requirement.
Our faculty believes that Ethics must be integrated into the actual training of engineering
and science students, and not seen as something extraneous to science and engineering practice.
As such, ethics instruction should not be left only as an external course taken in the Humanities
Department, but rather as an intrinsic part of engineering education and profession.
In 2006 the EAC strategy was expanded to include social and global issues in
engineering. A Coordinator for Social, Ethical and Global Issues (SEGI) in Engineering was
appointed in the College of Engineering to coordinate and support activities related to these areas
at all engineering departments. Such a position is valuable in demonstrating the commitment to
educating integral engineers that are both technically capable and socially responsible. The
SEGI coordinates and assists in developing and presenting a more integrated curriculum to
students through activities that link liberal arts courses and topics to engineering. The position
also serves as a liaison with other Colleges in these matters, and supports the achievement of
eight (8) of the student learning outcomes from ABET’s Criterion 3. These eight are directly
related to skills, abilities or knowledge that go beyond “purely” engineering courses:
multidisciplinary teams, professional and ethical responsibility, effective communications,
impact of engineering solutions in a global and societal context, lifelong learning, and
contemporary issues. We are all clear in that these basic skills, or the so-called “soft skills”, are
necessary for a successful practice of the engineering profession.
The EAC approach at UPRM is portrayed in Figure 3-9. Engineers and ethicists,
working in small groups in a series of workshops and retreats, identified ethical issues in
engineering practice, developed short cases to present these issues, and designed classroom
modules (micro interventions) to introduce this material into the mainstream engineering
curriculum. This ethics across the curriculum approach promises to help students anticipate and
face the ethical issues likely to arise in engineering practice.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Figure 3-9. Ethics Across the Curriculum (EAC) Approach at UPRM.
This EAC initiative at UPRM is described in detail by O’Neill-Carrillo et. al., in their
paper “Social, Ethical and Global Issues in Engineering” (38th ASEE/IEEE Frontiers in
Education Conference, 2008).
Consideration of ASCE’s Policy Statement 465 and its Body of Knowledge (BOK):
During recent years, and since its inception, we have been monitoring and considering the
implications of this policy in our program revisions and developments. We want to stay in line
with the preparation required for tomorrow’s practice of civil engineering as outlined with PS
465, defined by a cooperative organization, an ethic of service, and a body of knowledge (BOK).
We realize that the Civil Engineering BOK is the foundation; that everything builds on
it. The BOK defines the knowledge, skills, and attitudes necessary to enter the practice of civil
engineering at the professional level, as described in “Civil Engineering BOK for the 21st
Century” (2Ed., 2008). We believe that we have already embraced the BOK’s generallyaccepted model of a professional’s education that includes:
(1) fundamentals in math and natural science,
(2) breadth in the humanities and social sciences,
(3) technical breadth,
(4) professional practice breadth, and
(5) technical depth or specialization.
We continue to look at these more closely, as ASCE has increased its original number of
outcomes from 15 to 24, in an attempt to enhance clarity and specificity, rather than to increase
the scope of the body of knowledge. Nonetheless, the new (BOK2) Outcomes do place increased
emphasis on topics such as those listed in Table 3-7:
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 3-7. ASCE’s New Body of Knowledge (BOK2) Outcomes – What Those Entering
the Profession Should be Able to Do. (from “Civil Engineering BOK for the 21st
Century”, 2Ed., 2008)
Foundational Outcomes
Solve problems in mathematics through differential equations and
apply this knowledge to the solution of engineering problems. (L3)
1
Mathematics
2
Natural
sciences
3
Humanities
4
Social sciences
Solve problems in calculus-based physics, chemistry, and one
additional area of natural science and apply this knowledge to the
solution of engineering problems. (L3)
Demonstrate the importance of the humanities in the professional
practice of engineering (L3)
Demonstrate the incorporation of social sciences knowledge into the
professional practice of engineering. (L3)
Technical Outcomes
Use knowledge of materials science to solve problems appropriate to
civil engineering. (L3)
Analyze and solve problems in solid and fluid mechanics. (L4)
5
Materials science
6
Mechanics
7
Experiments
8
Problem recognition and solving
Specify an experiment to meet a need, conduct the experiment, and
analyze and explain the resulting data. (L5)
Formulate and solve an ill-defined engineering problem appropriate to
civil engineering by selecting and applying appropriate techniques and
tools. (L4)
Evaluate the design of a complex system, component, or process and
assess compliance with customary standards of practice, user’s and
project’s needs, and relevant constraints. (L6)
9
Design
Analyze systems of engineered works, whether traditional or
emergent, for sustainable performance. (L4)
10
Sustainability
11
Contemporary issues and historical perspectives
Analyze the impact of historical and contemporary issues on the
identification, formulation, and solution of engineering problems and
analyze the impact of engineering solutions on the economy,
environment, political landscape, and society. (L4)
Analyze the loading and capacity, and the effects of their respective
uncertainties, for a well-defined design and illustrate the underlying
probability of failure (or nonperformance) for a specified failure mode.
(L4)
12
Risk and uncertainty
13
Project management
14
Breadth in civil engineering areas
15
Technical specialization
Formulate documents to be incorporated into the project plan. (L4)
Analyze and solve well-defined engineering problems in at least four
technical areas appropriate to civil engineering. (L4)
Evaluate the design of a complex system or process, or evaluate the
validity of newly created knowledge or technologies in a traditional or
emerging advanced specialized technical area appropriate to civil
engineering. (L6)
Professional Outcomes
Plan, compose, and integrate the verbal, written, virtual, and graphical
communication of a project to technical and non-technical audiences.
(L5)
Apply public policy process techniques to simple public policy
problems related to civil engineering works. (L3)
16
Communication
17
Public policy
18
Business & public administration
Apply business and public administration concepts and processes. (L3)
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 3-7 (Continued). ASCE’s New Body of Knowledge (BOK2) Outcomes – What
Those Entering the Profession Should be Able to Do. (from “Civil Engineering BOK for
the 21st Century”, 2Ed., 2008)
Professional Outcomes (continued)
Analyze engineering works and services in order to function at a basic
level in a global context. (L4)
19
Globalization
20
Leadership
21
Teamwork
22
Attitudes
23
Life-long learning
24
Professional and ethical responsibility
Organize and direct the efforts of a group. (L4)
Function effectively as a member of a multidisciplinary team. (L4)
Demonstrate attitudes supportive of the professional practice of civil
engineering. (L3)
Plan and execute the acquisition of required expertise appropriate for
professional practice. (L5)
Justify a solution to an engineering problem based on professional and
ethical standards and assess personal professional and ethical
development. (L6)
We further understand that we are already nearly, if not fully, in compliance with
ASCE’s PS 465 statement that the BOK should be fulfilled by obtaining (1) a Bachelor’s degree
in civil engineering, (2) a Master’s degree or approximately 30 acceptable graduate-level (or
upper-level undergraduate) credits in a specialization area related to civil engineering, and (3)
experience. This is referred to as “B + M/30 & E.” The “B + M/30” represents several
different, but related paths to fulfill the formal educational component of the BOK. As reported
further ahead under Criterion 5 of this Self-Study, our current 179-credit curriculum far exceeds
this requirement. The “E” refers to progressive, structured engineering experience which, when
combined with the educational requirements, results in attainment of the requisite Civil
Engineering Body of Knowledge.
Levels of Achievement / Metric Goals: Our metric goals are simple. We intend to
periodically review them and possibly increase them as we analyze results and value-added
charts throughout the process. Most of our assessment tools rate responses from 1 to 5, where 5
is “excellent” or “extremely satisfied,” and 1 is “poor” or “extremely dissatisfied.”
On the Student Evaluations of Teaching (SETs), students anonymously evaluate all
professors in all classes. The professor’s score is calculated by averaging the responses to all
questions on a 5-point scale as the one mentioned above. Thus, a value of 4.00 is considered
much closer to “excellent” than “poor.” Results are confidential in nature. The department
chair individually counsels professors with scores of 3.00 or lower, in writing, to encourage them
in seeking ways to improve their performance.
On Exit, Alumni, and Employer Surveys we address all program objectives and
outcomes. Responses to each question are averaged. For now the goal is to have averages of 3.00
or more on a 5-point scale for all outcomes.
For the Course Outcomes & Skills Assessment Forms, which are completed by all
students in all courses at the end of every semester, they rate their courses with respect to the
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ABET Self-Study Report for Civil Engineering Program at UPRM
achievement of Program Outcomes and they rate their classes and level of skills experience, both
on content and administration. We analyze these the same way as for the surveys just mentioned,
with a goal of 3.00 or more for all outcomes, on a 5-point scale.
For the Fundamentals of Engineering Exam (FE/EIT) our goal is to have a ScaledScore near or higher than a Beta Goal of 0.0 on each subject matter tested, and a passing ratio
near or higher than 1.0 when compared to the National passing rates. This “scaled-score”
analysis concept is explained later under Criterion 4, when looking at actual results.
Passing/approval metrics for each course are clearly stated in each Course Syllabi. In
most cases, an average score of 70% is required for approval of the course, and for continuation
into the next level or sequential course.
We define success and/or improvement when we can show progress and “value-added”,
somewhat as reflected in the generic chart shown in Figure 3-10.
Evidence of Assessment Data and Analysis: Sample data will be presented in Section
4 (Criterion 4 – Continuous Improvement) of this report for a number of the assessment tools,
as well as a complete and detailed listing of the evidentiary documentation maintained in the
department’s SEED Office, which will be available for review at the time of the accreditation
visit.
Outcome / Skill A - Value Added Chart
average assesment data point
9
8
7
6
5
4
3
2
1
0
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Employer
Figure 3-10. Generic “Value-Added” Chart Reflecting Success/Improvement
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ABET Self-Study Report for Civil Engineering Program at UPRM
Evidence that will be available to show achievement of this Criterion will include:
• Course materials and assessment tools that demonstrate student performance
• Course outlines and descriptions (syllabi, textbooks, handouts, etc.)
• Videos of student presentations
• Exit survey documentation and results
• Alumni survey documentation and results
• Employer survey documentation and results
• Stats from Fundamentals of Engineering (FE) Exam
• Copies of minutes of the department’s Faculty Meetings, as well as the SEED and
Academic Affairs Committees, and Advisory Board meetings and recommendations
• Copies of new curriculum under development
• Posters publicizing Codes of Ethics, Educational Objectives, Outcomes, etc.
• Student transcript samples (as requested by team chair prior to the visit)
• Course Binders/Portfolios with examples of student work for required Civil Engineering
courses, including representative samples of homework assignments, quizzes, exams, and
project work.
• Program Binders/Portfolios with copies of completed assessment instruments and
summaries
• Minutes of faculty meetings where assessment results were considered
• Any other materials requested in advance of the visit
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ABET Self-Study Report for Civil Engineering Program at UPRM
CRITERION 4. CONTINUOUS IMPROVEMENT
Each program must show evidence of actions to improve the program. These actions should be based on available
information, such as results from Criteria 2 and 3 processes.
•
Information Used for Program Improvement
The assessment documents used for program improvement, such as results, decisions,
and actions from the assessment processes described under Criterion 2 and 3, as well as from
other sources, are too many to include them all here. Upon the formalization and
“institutionalizing” of outcomes-based assessment processes throughout UPRM, assessment
results come from various different sources or responsible offices within the institution. When
combined with our own program assessment data, results, and documentary evidence collected
throughout the past six (6) years, it becomes too massive to present it all in this report.
Therefore, we will limit our presentation here to a sampling of our most recent assessment
actions, while the bulk of evidentiary documentation of assessment throughout the years will be
available for review during the accreditation visit. Complete and detailed evidentiary
documentation are maintained in the department’s SEED Office. Most of it is also published and
available online.
General Assessment Results:
We must start by stating that, in summary, the results shown in this sampling are
typical and representative of the continued and consistent achievement of all Program
Outcomes and Educational Objectives throughout the accreditation period. Results have
always reached levels well above our established metric benchmark of 3 in a scale of 1 to 5.
Therefore, the decisions taken so far have mostly been to “sustain current practices”… while
attending to those with lower scores, complemented with open-ended comments, and
exploiting targets of opportunity to experiment or try new methods/techniques as our limited
resources allow.
Recognizing that assessment results must be shared with our constituents, Figure 4-1
shows an example of one of the ways we do it; a Poster Display with an assessment summary for
the appropriate academic year, which includes a “Value-Added Chart” on the progress of the
basic a-k Outcomes throughout the years, from 2002 to present. The poster, which is displayed
in hallways, bulletin boards, and general areas throughout the Civil Engineering facilities, as well
as on the web and on presentations at meetings and workshops, describes how our Program
Educational Objectives (PEOs) and Program Outcomes (POs) are being met.
Figure 4-2 shows the tabulation of averaged results for each a-k Outcome, from various
assessment tools, for one assessment period (in this case, for academic year 2006-2007),
complemented with a chart representation of such results, clearly graphing above the benchmark
metric value of 3. This has been done for all previous academic years, back to year 2002.
68
ABET Self-Study Report for Civil Engineering Program at UPRM
University of Puerto Rico
Mayagü
Mayagü ez Campus
Department of Civil Engineering and Surveying
Syst em for t he
Evaluat ion
of Educat ion
SEED
Civil Engineering Program Assessment Statistics
Academic Year 20062006-07
Rating Scale: 1(LOW)
3
5(HIGH)
ACHIEVEMENT OF PROGRAM EDUCATIONAL OBJECTIVES
TABLE B2.1
PROGRAM EDUCATIONAL OBJECTIVES
Table B2.1 of the SelfSelf-Study includes a listing of our program educational objectives,
reflecting their relationship with ABET’
ABET’s Criterion 3 (a(a-k Outcomes). The table shows
that there are multiple links between our objectives and ABET’
ABET’s Criterion 3 (a(a-k)
outcomes.
Our Civil Engineering graduates will …
1.
2.
3.
4.
5.
6.
Address the challenges that they will face in their careers.
Pursue life-long learning and continue to develop their problem-solving skills.
Exhibit leadership and team-building skills in a bilingual setting.
Provide quality service to the profession, to our government, and to our society.
Function as effective members of interdisciplinary teams.
Apply current and innovative engineering technologies and criteria.
Program Educational Objectives
The Outcomes Assessments Summary Table (2002) – attached - reflects the results of
the statistical analyses on the degree of satisfaction/achievement
satisfaction/achievement of ABET’
ABET’s Criterion 3
(a(a-k) Outcomes. It shows that all outcomes were achieved based on the metrics and
success criteria established by faculty consensus for the assessment
ment
time period ending
assess
May 2002.
Achievement of PROGRAM EDUCATIONAL OBJECTIVES is demonstrated by virtue
of the achievement of all OUTCOMES linked to the individual OBJECTIVES,
OBJECTIVES, as
shown on the modified version of Table B2.1:
Criterion 3 (a-k Outcomes)
1
2
3
4
5
6
a. math/science/engineering …
b. conduct experiments …
c. engineering design …
d. multi-disciplinary teamwork...
e. problem solving …
f. professionalism & ethics …
g. communication skills …
h. broad educ & global impact...
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
i. lifelong learning …
j. contemporary issues …
k. modern tools & techniques …
X
SAT
SAT
X
X
X
X
X
X
X
X
X
X
SAT
SAT
SAT
SAT
X
X
OBJECTIVE
ACHIEVEMENT
X
Legend:
X
X
Outcomes
SATISFACTORY
UNSATISFACTORY
DOES NOT APPLY
Courses
a. Ability to use math/science/engineering
a
4.47
4.46
4.76
4.56
75.0
99.5
SAT
b. Ability to conduct experiments
b
4.13
4.15
4.65
4.31
75.0
95.5
SAT
c. Engineering design
c
4.18
3.95
4.35
4.16
75.0
96.5
SAT
d. Teamwork
d
4.01
4.50
4.82
4.44
75.0
99.0
SAT
CRITERION 3 (a-k) OUTCOMES
e. Problem solving
ASSESSMENT TOOLS (Surveys) & CONSTITUENCY AUDIENCE
Alumni
Employers
Exit (Grads)
OUTCOME
AGGREGATE Avg. Benchmark % ≥ 3.00 % Freq. ≥ 3.00
STATUS
e
4.42
4.32
4.65
4.46
75.0
99.0
SAT
f. Professionalism and ethics
f
4.42
4.44
4.59
4.48
75.0
98.5
SAT
g. Oral and written communication skills
g
3.95
3.90
4.18
4.01
75.0
96.0
SAT
h. Broad education and global awareness/impact
h
4.32
4.17
4.18
4.22
75.0
95.5
SAT
i. Ability to learn by him/herself (lifelong learning)
I
4.22
4.33
4.29
4.28
75.0
95.0
SAT
j. Contemporary issues
j
4.36
4.26
4.24
4.29
75.0
95.5
SAT
k. Modern tools and techniques
k
4.12
4.00
4.00
4.04
75.0
93.5
SAT
T A B L E B 3 .1
P R O G R A M -S P E C IF IC O U T C O M E S
( W h a t w e e x p e c t t o d e v e l o p in o u r s t u d e n t s b y t i m e o f t h e i r g r a d u a t io n )
1.
A b i li t y t o u n d e r s t a n d a n d a p p l y f u n d a m e n t a l k n o w le d g e o f m a t h e m a t i c s t h r o u g h
d i f f e r e n t i a l e q u a t i o n s , p r o b a b i li t y a n d s t a t i s t i c s ; s c i e n c e ( c a l c u lu s b a s e d p h y s i c s a n d
g e n e r a l c h e m i s t r y ) ; a n d e n g i n e e r in g s c i e n c e s .
P r o f i c i e n c y in a m i n i m u m o f f o u r ( 4 ) r e c o g n iz e d m a j o r c i v i l e n g i n e e r in g a r e a s , s u c h a s ;
c o n s t r u c t i o n m a n a g e m e n t, e n v i r o n m e n t a l, g e o t e c h n i c a l , s t r u c t u r a l , t r a n s p o r t a t io n , a n d
w a te r re s o u rc e s .
3 . A b i li t y t o c o n d u c t e x p e r i m e n t s a n d t o c r i t i c a l l y a n a ly z e a n d in t e r p r e t d a t a in m o r e t h a n
o n e o f t h e m a j o r c i v i l e n g in e e r i n g a r e a s .
4 . A b i li t y t o p e r f o r m c i v i l e n g in e e r i n g in t e g r a t e d d e s i g n o f s y s t e m s , c o m p o n e n t s , o r
p ro c e s s e s b y m e a n s o f p r a c tic a l e x p e rie n c e s t h r o u g h o u t t h e p ro f e s s io n a l c o m p o n e n t
o f t h e c u r r i c u lu m .
5 . A b i li t y t o i d e n t i f y , f o r m u l a t e , a n d s o l v e c i v i l e n g in e e r i n g p r o b l e m s u s i n g m o d e r n
e n g in e e r i n g t o o l s , t e c h n iq u e s , a n d s k i l l s .
6 . P l a y a n e f f e c t i v e r o l e in m u l t i d i s c i p l in a r y p r o f e s s i o n a l w o r k g r o u p s s o l v i n g
e n g in e e r i n g p r o b l e m s .
7 . A b i li t y t o c o m m u n i c a t e e f f e c t i v e l y in E n g l i s h a n d S p a n i s h .
8 . U n d e r s t a n d th e i m p o r t a n c e o f c o m p li a n c e w i t h p r o f e s s i o n a l p r a c t i c e a n d e t h i c a l
i s s u e s , s u c h a s : b id d in g ; p r o c u r e m e n t ; p r o f e s s i o n a l in t e r a c t i o n ; a n d p r o f e s s i o n a l
lic e n s u re , a m o n g o th e r s .
9 . B r o a d e d u c a t io n n e c e s s a r y t o u n d e r s t a n d t h e i m p a c t o f c i v i l e n g in e e r i n g s o lu t io n s o n
h e a l t h , g e n e r a l w e l f a r e , s a f e t y , e n v i r o n m e n t a l q u a li t y a n d e c o n o m y i n a g l o b a l c o n t e x t .
1 0 . C o m m i t m e n t to e n g a g e i n li f e lo n g l e a r n in g .
1 1 . A w a r e n e s s o f c o n t e m p o r a r y s o c i a l , c u l t u r a l, e c o n o m i c , a r t i s t i c , a e s t h e t i c ,
e n v i r o n m e n t a l a n d e n g in e e r i n g i s s u e s .
2.
OUTCOMES ASSESSMENTS SUMMARY CHART
4.29
4.04
4.00
4.28
4.22
4.46
4.16
4.44
4.56
4.31
4.01
AVERAGE VALUE
5.00
4.48
CRITERION 3 (a-k) OUTCOMES AVERAGES FROM ALL SURVEY ASSESSMENT TOOLS
3.00
2.00
1.00
a
b
c
d
e
f
g
h
I
j
k
P ro g ra m O u tc o m e s
(a-k) OUTCOMES
ACHIEVEMENT OF PROGRAMPROGRAM-SPECIFIC OUTCOMES
Table B3.1 of the SelfSelf-Study includes a listing of our programprogram-specific outcomes (which
include/consider Program Criteria requirements), reflecting their
their relationship with ABET’
ABET’s
Criterion 3 (a(a-k Outcomes). The table shows that there are multiple links between our
programprogram-specific outcomes and ABET’
ABET’s Criterion 3 (a(a-k) outcomes.
C rite rio n 3 (a -k O u tc o m e s )
1
2
3
4
5
a . m a th /s c ie n c e /e n g in e e r in g …
b . c o n d u c t e x p e rim e n t s …
c . e n g in e e rin g d e s ig n …
d . m u l ti - d i s c i p li n a r y t e a m w o r k . . .
e . p r o b l e m s o lv i n g …
f. p ro f e s s io n a lis m & e th ic s …
g . c o m m u n i c a ti o n s k ill s …
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
h . b r o a d e d u c & g l o b a l im p a c t .. .
i . lif e l o n g l e a r n i n g …
j. c o n te m p o r a ry is s u e s …
k . m o d e rn to o ls & te c h n iq u e s …
P R O G R A M - S P E C I F IC
O U T C O M E A C H IE V E M E N T
The Outcomes Assessments Summary Table (2002) – attached - reflects the results of
the statistical analysis on the degree of satisfaction/achievement
satisfaction/achievement of ABET’
ABET’s Criterion 3 (a(a-k)
Outcomes. It shows that all outcomes were achieved based on the metrics and success
criteria established by faculty consensus for the assessment time
time period ending May 2002.
6
7
8
9
10
11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SAT
SAT
SAT
SAT
SAT
X
SAT
SAT
SAT
SAT
SAT
SAT
Legend:
X
X
S A T IS F A C T O R Y
U N S A T IS F A C T O R Y
DOES NOT APPLY
Slogan
CES = (PS)22
Civi
Civill Engi
Engineers
neers and
and Surveyors
Surveyors
(equal)
(equal)
People
People-Servi
-Servi ng,
ng, Problem-Solvers
Solvers
a.
SKILLS / OUTCOMES
Ability to use math/science/engineering
b.
Ability to conduct ex periments
c.
S
eries
Achievement of our PROGRAMPROGRAM-SPECIFIC OUTCOMES, and therefore compliance
the with Program Criteria set forth by ASCE, is demonstrated by virtue of the
achievement of all Criterion 3 (aPROGRAM(a-k) OUTCOMES linked to the individual PROGRAMSPECIFIC OUTCOME, as shown on the modified version of Table B3.1:
B3.1:
Engineering design
1
2
3
4
5
6
7
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
1
3.97
4.45
4.61
4.28
4.33
2
3.61
3.76
4.36
4.18
3.98
3
3.81
4.15
4.46
4.19
4.15
d.
Teamwork
4
3.89
4.13
4.63
4.34
4.25
e.
Problem solv ing
5
4.30
4.43
4.60
4.39
4.43
f.
Professionalism and ethics
6
4.11
4.33
4.56
4.46
4.37
g.
Oral and written communication skills
7
4.09
3.96
4.34
3.94
4.08
8
4.11
4.02
4.39
4.38
4.23
h.
Broad education and global awareness/impact
i.
Ability to learn by him/herself (lifelong learning)
9
4.11
4.32
4.58
4.46
4.37
j.
Contemporary issues
10
k.
Modern tools and techniques
11
4.12
3.86
4.08
4.10
4.37
4.32
4.40
4.03
4.24
4.08
Series1
Series2
ValueValue-Added
(with time)
Summary Table
A
V
E
R
A
G
E
V
A
L
U
E
5.00
Series3
4.00
Series4
3.00
Series5
2.00
Series6
Series7
1.00
Series8
0.00
Series9
1
2
3
4
5
ASSESSMENT PERIOD
6
7
Series10
Series11
Figure 4-1. Poster Display with Assessment Results for an Academic Year.
69
Outcomes
ABET Self-Study Report for Civil Engineering Program at UPRM
Courses
a. Ability to use math/science/engineering
a
4.47
b. Ability to conduct experiments
b
4.13
c. Engineering design
c
d. Teamwork
CRITERION 3 (a-k) OUTCOMES
ASSESSMENT TOOLS (Surveys) & CONSTITUENCY AUDIENCE
Alumni
OUTCOME
AGGREGATE Avg. Benchmark % ≥ 3.00 % Freq. ≥ 3.00
Employers
Exit (Grads)
4.46
4.50
4.76
4.55
75.0
99.5
SAT
4.15
4.50
4.65
4.36
75.0
95.5
SAT
4.18
3.95
4.25
4.35
4.18
75.0
96.5
SAT
d
4.01
4.50
4.00
4.82
4.33
75.0
99.0
SAT
e. Problem solving
e
4.42
4.32
4.00
4.65
4.35
75.0
99.0
SAT
f. Professionalism and ethics
f
4.42
4.44
4.50
4.59
4.49
75.0
98.5
SAT
g. Oral and written communication skills
g
3.95
3.90
3.75
4.18
3.95
75.0
96.0
SAT
h. Broad education and global awareness/impact
h
4.32
4.17
4.00
4.18
4.17
75.0
95.5
SAT
i. Ability to learn by him/herself (lifelong learning)
I
4.22
4.33
4.00
4.29
4.21
75.0
95.0
SAT
j. Contemporary issues
j
4.36
4.26
4.00
4.24
4.22
75.0
95.5
SAT
k. Modern tools and techniques
k
4.12
4.00
4.50
4.00
4.16
75.0
93.5
SAT
STATUS
OUTCOMES ASSESSMENTS SUMMARY CHART (Acad. Year 2006-07)
CRITERION 3 (a-k) OUTCOMES AVERAGES FROM ALL SURVEY ASSESSMENT TOOLS
4.16
4.22
4.21
3.95
4.17
4.49
4.35
4.33
4.36
4.00
4.18
AVERAGE VALUE
4.55
5.00
3.00
2.00
1.00
a
b
c
d
e
f
g
h
I
j
k
(a-k) OUTCOMES
Figure 4-2. Chart Analysis of a-k Outcomes Results from Various Assessment Instruments.
The compilation of aggregate average values from all assessment sources for each a-k
Outcome throughout the years, from academic year 2002-2003 to present, is presented by means
of a “value-added chart” in Figure 4-3. It clearly shows the continued, consistent, and
sustained achievement of all a-k Outcomes; always well above the benchmark metric value of 3.
The small drop shown from assessment periods 3 to 4 (2004-05 to 2005-06) can be attributed to
a change in the way we conducted these assessments, going from paper to online, and with small
changes in the design of the questions. After that, consistent and steady achievement is clear.
70
Series
ABET Self-Study Report for Civil Engineering Program at UPRM
1
2
3
4
5
6
7
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
a
3.97
4.45
4.61
4.28
4.56
b. Ability to conduct experiments
b
3.61
3.76
4.36
4.18
4.36
c. Engineering design
c
3.81
4.15
4.46
4.19
4.18
d. Teamwork
d
3.89
4.13
4.63
4.34
4.33
e. Problem solving
e
4.30
4.43
4.60
4.39
4.35
f. Professionalism and ethics
f
4.11
4.33
4.56
4.46
4.49
g. Oral and written communication skills
g
4.09
3.96
4.34
3.94
3.95
h. Broad education and global awareness/impact
h
4.11
4.02
4.39
4.38
4.17
i. Ability to learn by him/herself (lifelong learning)
i
4.11
4.32
4.58
4.46
4.21
j. Contemporary issues
j
k. Modern tools and techniques
k
4.12
3.86
4.08
4.10
4.37
4.32
4.40
4.03
4.22
4.16
SKILLS / OUTCOMES
a. Ability to use math/science/engineering
VALUE-ADDED CHART on ABET’s a-k Outcomes
AVERAGE VALUE
5.00
4.00
3.00
2.00
1.00
0.00
1
2
3
4
5
6
ASSESSMENT PERIOD
7
Outcome A
Outcome B
Outcome C
Outcome D
Outcome E
Outcome F
Outcome G
Outcome H
Outcome I
Outcome J
Outcome K
Red Line @ Established Benchmark Value of 3.00
Figure 4-3. Value-Added Chart Analysis of a-k Outcomes Aggregate Results Over the Years.
Table 2-1 of this Self-Study presented a listing of our program educational objectives,
reflecting multiple links between our objectives and ABET’s Criterion 3 (a-k Outcomes).
The Outcomes Assessments Summary in Table 4-1 reflects the results of our analysis on the
degree of achievement of ABET’s Criterion 3 (a-k) Outcomes. It shows that all outcomes were
achieved based on the metrics and success criteria established by faculty consensus for the
appropriate assessment time period.
Therefore, the achievement of our PROGRAM EDUCATIONAL OBJECTIVES is
demonstrated by virtue of the achievement of all OUTCOMES linked to the individual
OBJECTIVES, as shown on Table 4-1 (which is a modified version of Table 2-1).
71
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-1. Achievement of Program Educational Objectives (PEOs)
Our Civil Engineering graduates will …
1.
2.
3.
4.
5.
6.
Address the challenges that they will face in their careers.
Pursue life-long learning and continue to develop their problem-solving skills.
Exhibit leadership and team-building skills in a bilingual setting.
Provide quality service to the profession, to our government, and to our society.
Function as effective members of interdisciplinary teams.
Apply current and innovative engineering technologies and criteria.
Program Educational Objectives
Criterion 3 (a-k Outcomes)
1
2
3
4
5
6
a. math/science/engineering …
b. conduct experiments …
c. engineering design …
d. multi-disciplinary teamwork...
e. problem solving …
f. professionalism & ethics …
g. communication skills …
h. broad educ & global impact...
i. lifelong learning …
j. contemporary issues …
k. modern tools & techniques …
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
OBJECTIVE
ACHIEVEMENT
X
X
X
X
X
X
X
X
SAT
SAT
X
X
X
X
X
X
SAT
SAT
X
SAT
X
X
X
X
X
X
X
SAT
Legend:
X
X
SATISFACTORY
UNSATISFACTORY
DOES NOT APPLY
Table 3-1 of this Self-Study presented a listing of our program-specific outcomes, which
consider within them, by design, all of our required Program Criteria (Criterion 9). It reflects
multiple links between our program-specific outcomes and ABET’s Criterion 3 (a-k
Outcomes). The Outcomes Assessments Summary in Table 4-2 reflects the results of our
analysis on the degree of achievement of ABET’s Criterion 3 (a-k) Outcomes. It shows that all
outcomes were achieved based on the metrics and success criteria established by faculty
consensus for the appropriate assessment time period.
Therefore, as for our Educational Objectives, the achievement of our PROGRAMSPECIFIC OUTCOMES, and in turn, the full compliance with all Program Criteria set forth
by ASCE, is demonstrated by virtue of the achievement of all Criterion 3 (a-k) OUTCOMES
linked to the individual PROGRAM-SPECIFIC OUTCOME, as shown on Table 4-2 (which is
a modified version of Table 3-1).
72
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-2. Achievement of Program Outcomes
(What we expect to develop in our students by time of their graduation)
1.
Ability to understand and apply fundamental knowledge of mathematics through
differential equations, probability and statistics; science (calculus based physics
and general chemistry); and engineering sciences.
2. Proficiency in a minimum of four (4) recognized major civil engineering areas, such
as; construction management, environmental, geotechnical, structural,
transportation, and water resources.
3. Ability to conduct experiments and to critically analyze and interpret data in more
than one of the major civil engineering areas.
4. Ability to perform civil engineering integrated design of systems, components, or
processes by means of practical experiences throughout the professional
component of the curriculum.
5. Ability to identify, formulate, and solve civil engineering problems using modern
engineering tools, techniques, and skills.
6. Ability to play an effective role in multidisciplinary professional work groups solving
engineering problems.
7. Ability to communicate effectively in English and Spanish.
8. Understanding of the importance of compliance with professional practice and
ethical issues, such as: bidding; procurement; professional interaction; and
professional licensure, among others.
9. Broad education necessary to understand the impact of civil engineering solutions
on health, general welfare, safety, environmental quality and economy in a global
context.
10. Commitment to engage in lifelong learning.
11. Awareness of contemporary social, cultural, economic, artistic, aesthetic,
environmental and engineering issues.
Program Outcomes
Criterion 3 (a-k Outcomes)
1
2
3
4
5
a. math/science/engineering …
X
X
X
X
X
b. conduct experiments …
c. engineering design …
d. multi-disciplinary teamwork...
e. problem solving …
f. professionalism & ethics …
g. communication skills …
h. broad educ & global impact...
i. lifelong learning …
j. contemporary issues …
X
X
X
X
X
X
X
X
X
X
X
X
X
X
k. modern tools & techniques …
X
X
X
X
SAT
SAT
SAT
SAT
PROGRAM-SPECIFIC
OUTCOME ACHIEVEMENT
6
X
X
SATISFACTORY
UNSATISFACTORY
DOES NOT APPLY
73
8
9
10
11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Legend:
7
X
X
X
SAT SAT SAT SAT SAT SAT SAT
ABET Self-Study Report for Civil Engineering Program at UPRM
Comments on Course Assessment Results:
Course assessment results, by outcomes, were summarized on the previous figures and
tables, all showing levels of achievement well above the established benchmark. We can base
our decision to sustain current practices on those results alone. Although the benchmark metric
of 3 has been maintained throughout the years, it has been the subject of discussion among
faculty, without reaching a consensus to change it. Instead, a second level of improvement
criteria has been set to focus on the skills or outcomes with the lowest five scores on a particular
academic period, in combination with the open-ended comments provided by our constituents.
Emphasis will then be placed in raising those.
Table 4-3 presents open-ended comments from different courses (in the original language
of the response; most in English; some in Spanish). When we combine these comments with
scores by outcomes and/or other skills, we see a trend and reach some conclusions that lead to
improvement actions. For the shown comments, which correspond to academic year 2006-2007,
the multiple “GREY highlights” tell us that we may need to look at improving anything related
to modern tools and equipment in the courses and laboratories, some particularly related to
computers and to special engineering applications software. This is supported later by the Exit
Survey results for the same academic period, as shown on Table 4-5 further ahead, where
although with high percentage scores above the “Good” mark (equivalent to the benchmark of
3), the lowest scores (printed in Bold Red) are for:
-
Quality of computing resources …………………………. (65.4% > “Good”)
-
Availability of computers in the Department …………… (65.4% > “Good”)
-
Remote access to the Department’s computer network …. (65.4% > “Good”); and,
-
Training to utilize the Department’s computing resources.. (65.4% > “Good”)
Immediate Improvement Action: A comprehensive proposal requesting funding for
purchase of new tools and equipment for our laboratories and computer centers was submitted
through the College of Engineering to Central Administration of the University of Puerto Rico
System. The request, in the amount of nearly $500K, was very specific in terms of the
equipment needs in support of assessment results. Central Administration approved the amount
of $287,300 for our Department. The list was reviewed based on priorities and purchase orders
were submitted. At present time we are awaiting for deliveries. Once on hand and operational,
we expect better assessment scores in the area of modern tools and equipment in future
assessment cycles.
Continuous Improvement Action: In 1997 the Department established a Laboratory
Development and Improvement Program, which is revised and updated annually. This program
responds to the needs expressed from various sources: student surveys, input from area
coordinators and faculty, and input from laboratory directors and technicians. Equipment, tools,
and other laboratory support materials are then purchased based on available funding. Special
funding requests, such as the one mentioned above, are submitted when our assessment
instruments clearly indicate a need.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-3. Open-Ended Comments from Course Assessments
INCI
Comments by Students
Courses
(in the response language)
4001 - More equipment.
- Change the Book to one more understandable and cheap to the student.
- Use techniques other than Power Point and explain lessons and experiments more precisely.
- Less Power Point presentations.
- Este curso debería tener un valor de 4 créditos ya que requiere 5 horas semanales.
- Update the tools and techniques so we can prepare for today's world, not yesterday's.
- Si es posible, mejorar los instrumentos.
- The instruments used in the lab are way out of date (transit) and several are worn out
(especially the tapes). They should be replaced for modern ones.
- The use of modern engineering tools and techniques.
4002 - Deberían hacer de los curso topo 1 y topo 2, un solo curso.
- More computer use.
- Implementation of AUTOCAD
- Do projects like this (?) more frequently.
- Get better equipment or have everybody use the same type of equipment.
- Use more advanced tools in the lab.
- We need recent equipment...or learn how to use equipment that's out in the field.
- The equipment used for surveying should be updated; new technologies and contemporary
surveying practices in the field.
- Every student should be able to use a total station when there are laboratories.
4007 - Some field activity.
- Que se enseñe AutoCAD como parte del curso, ya que se nos exigió un proyecto
final en AutoCAD y el profesor sabia que no teníamos el conocimiento, pero
no nos enseñó como usarlo.
- Include laboratory of field work to practice what we learn on the course.
- Curso demasiado exigente; no estaría mal que fuera reestructurado o rediseñado.
- Change the textbook.
- Teach how to use the software made to do what we are learning in the class.
- Have a class dedicated to AutoCAD because most people don't know how to use it.
- This course should provide a previous course of specific practice of computer
programs like AutoCAD, because we work on this by our own.
- Deberían dar el proyecto desde principios de clases para ir trabajando en el en vez
de dar el proyecto dos semanas antes de que se acaben las clases.
4008 - Add a laboratory class.
- Insisto en que requiere más aplicación ambiental que simple teoría.
- This class should be accompanied by a laboratory.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-3. Open-Ended Comments from Course Assessments (Cont’d)
INCI
Comments by Students
Courses
(in the response language)
4011 - Bring on time the steel manual, because we pay for it.
4012 - Integrar un programa de computadoras como por ejemplo ETABS para diseño.
4026 - There should be a laboratory to understand pavement materials, design, and failures.
4029 - Re-dividir el curso en 4 exámenes parciales en vez de 3.
4035 - Para que dé tiempo para Asfalto y Acero, entiendo que es necesario disminuir el
tiempo de horas contactos que se le dedica al área de Hormigón.
- More comprehensive exams; User-friendly equipment.
- Make the laboratory experiences more intertwined with the conferences.
- It needs more objective criteria instead of just exams.
4055 - Include field trips to constructions as part of the curriculum.
4095 - Debemos usar instrumentos más actualizados. Los instrumentos que estamos utilizando
están casi obsoletos.
- Exige mucho de MatLab y nosotros no cogemos nada de MatLab en la clase de Algorítmos.
4125 - More practical works, I would like to do more things outside the classroom.
4137 - Not enough time to make the final project.
- Class project must be better explained in order to submit better projects.
- Hacer grupos de trabajo más pequeños.
4138 - Include a laboratory or field work in which the students can familiarize with hydrology and
help them understand the importance of it.
- Change the BOOK please; this is supposed to be an introductory course to water resources,
but the book assumes the student knows many things which are not pre-requisites to the
course.
4145 - Provide the adequate software required for the projects.
4950 - This course needs a complete re-configuration…
- Deberían cambiar el estilo del curso ya que no se le explica casi nada al estudiante.
- Asignar y distribuir mejor a los grupos.
- Mejor organización...
- Give more useful presentations.
- More time!!
- Please get organized before the course each year. The course will be good if the professors
get organized before assigning the project.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Exit Survey Results:
Results from the most recent Exit Survey (Academic Year 2006-2007) are summarized in
Table 4-4(Demographics and Course Assessments), Table 4-5 (Program Assessment), and Table
4-6 (Student Satisfaction). Average scores for each a-k Outcome were presented previously in
Figure 4-2. These are similar and consistent with results from previous academic years and
reflect the high-level achievement of all a-k Outcomes and of other skills required by our
Program Criteria.
The quality of our graduates is clearly confirmed. As evidenced by these results, 70% of
our graduates have a cumulative Grade Point Average (GPA) of 3.00 or higher on a 4.00 scale.
Their life-long learning plans are well on their way, as 69% have already taken the
Fundamentals of Engineering (FE) exam as a step in pursuing their professional licensing.
About 62% have plans to pursue either full-time graduate education or employment with parttime education after graduation. Of those, nearly 40% have already applied to Graduate
Programs, of which 30% have been accepted. Amongst the ones planning to pursue full-time
employment, 77% have interviewed, and 50% have been offered positions. For those who have
accepted employment, 75% will have salaries of over $30k per year, and 25% will have salaries
over $50k. About half will stay in Puerto Rico and half will move to the mainland USA.
The rest of the scores on Tables 4-4 thru 4-6 address all of the important skills, issues,
and subjects (printed in Bold Blue) that are key elements of our Specific Program Outcomes
and of the required ABET/ASCE Program Criteria (Criterion 9) for Civil Engineering
Programs. The scores for all of the rated elements reflect very high percentages above the
benchmark metrics of 3 or “Good” and at the top ratings of 5 or “Exceptional”. These results
clearly attest to the achievement of our Program Outcomes.
Results also attest to the quality of our teaching, the quality of or student-faculty
interaction, the quality of our facilities and the quality of our academic advising, all as
perceived by our students. Opportunities for interaction with practitioners, which was the only
subject of Concern from the previous accreditation visit in 2002, was rated high, with nearly
81% over the benchmark. Table 4-5 shows that team experiences (teamwork), practical
experiences, and leadership opportunities were rated high as well. The scores shown in
“highlighted Bold Red” in this Table, although still high above the passing benchmark… are
considered the lowest, and when combined with the open-ended comments listed previously in
Table 4-3, led us to identify areas that were given special attention for improvement action.
The scores on student satisfaction with the program and with their studies at UPRM, as
reflected on Table 4-6, are clearly exceptional.
Continuous Improvement Action: Same action described in the previous section; a
comprehensive proposal requesting funding for purchase of new tools and equipment for our
laboratories and computer centers was submitted through the College of Engineering to Central
Administration of the University of Puerto Rico System.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-4. Exit Survey Assessment Results - Demographics
(Achievement of Program Outcomes)
Gender of graduating respondents
Male
Female
Cumulative GPA during studies at UPRM
Percent (%)
61.5
38.5
Percent (%)
Cumulative Percent (%)
61.5
100.0
Cumulative Percent (%)
2.50 – 2.74
2.75 – 2.99
3.00 – 3.24
3.25 – 3.49
3.50 – 3.74
3.75 – 4.00
Transfer from another college
Yes
No
7.7
23.1
23.1
19.2
15.4
11.5
Percent (%)
3.8
96.2
7.7
30.8
53.8
73.1
88.5
100.0
Cumulative Percent (%)
3.8
100.0
Status with Fundamentals of Engineering
(FE/EIT) Exam
Have not taken
Taken once; Awaiting Results
Taken once; Failed
Percent (%)
Cumulative Percent (%)
30.8
65.4
3.8
30.8
96.2
100.0
Plans after graduation
Full-time employment
Full-time education
Employment and Part-time education
Percent (%)
38.5
30.8
30.8
Cumulative Percent (%)
38.5
69.2
100.0
Status if planning for graduate education
Have not yet applied
Applied; awaiting acceptance
Offered admission; accepted
Offered admission; declined
Percent (%)
61.0
8.6
26.1
4.3
Cumulative Percent (%)
61.0
69.6
95.7
100.0
78
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-4. Exit Survey Assessment Results - Demographics (Cont’d)
(Achievement of Program Outcomes)
Status if planning to be employed
Have not interviewed
Interviewed; no offers yet
Offered position; considering
Offered position; accepted
Offered position; declined
Salary Range if accepted employment
Below $30,000
$30,000 - $34,999
$35,000 - $39,999
$40,000 - $44,999
$45,000 - $49,999
$50,000 - $54,999
Where will your job be located?
Puerto Rico
United States
Percent (%)
23.0
27.0
18.0
27.0
5.0
Percent (%)
25.0
8.3
8.3
16.7
16.7
25.0
Percent (%)
50.0
50.0
Cumulative Percent (%)
23.0
50.0
68.0
95.0
100.0
Cumulative Percent (%)
25.0
33.3
41.6
58.3
75.0
100.0
Cumulative Percent (%)
50.0
100.0
Table 4-4. Exit Survey Assessment Results – Courses Assessment
(Achievement of Program Outcomes)
Courses Assessment
Rating Scale: 1(LOW)
3
Rating > 3
(%)
92.4
92.4
92.3
88.5
92.4
96.2
80.7
80.7
80.7
84.7
73.0
96.2
92.3
92.3
5(HIGH)
Build on knowledge from previous coursework
Build on skills from previous coursework
Incorporate engineering standards
Address economic issues
Address environmental issues
Address sustainability issues
Address manufacturability issues
Address ethical issues
Address health & safety issues
Address social issues
Address public policy issues
Establish atmosphere conducive to learning
Foster student-faculty interaction
Allow the use of modern engineering tools
79
Rating of 5
(%)
46.2
46.2
50.0
46.2
46.2
46.2
26.9
26.9
26.9
30.8
19.2
38.5
23.1
11.5
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-5. Exit Survey Assessment Results – Program Assessment
(Achievement of Program Outcomes)
Program Assessment
Rating > “Good”
Rating of
Rating Scale: VERY POOR
GOOD
EXCEPTIONAL
(%)
“Exceptional”
Quality of teaching
92.4
38.5
Quality of feedback on assignments (other than grades)
96.1
19.2
Quality of student-faculty interaction
92.3
23.1
Program Assessment
Rating >
Rating of “Very
Rating Scale: VERY DISSATISFIED
NEUTRAL
VERY SATISFIED
“Neutral”
Satisfied”
Opportunities for practical experiences in the curriculum
84.9
26.9
Opportunities for interaction with practitioners
80.8
19.2
Value derived from team experiences
92.3
46.2
Value of program-related student organization activities
84.6
30.8
Leadership opportunities in program related
80.8
30.8
extracurricular activities
Average size of major courses
Quality of engineering classrooms
Academic advising by faculty
Academic advising by non-faculty
Quality of computing resources
Availability of computers in the Department
Remote access to Department’s computer network
Training to utilize Department’s computing resources
95.9
88.5
92.3
80.7
65.4
65.4
73.1
50.0
19.2
11.5
30.8
26.9
7.7
7.7
19.2
7.7
Table 4-6. Exit Survey Assessment Results – Student Satisfaction
(Achievement of Program Outcomes)
Did the Civil Engineering Program meet your
Percent (%)
Cum Percent
expectations?
(%)
Met expectations
11.5
11.5
Somewhat above expectations
61.5
80.8
Far above expectations
19.2
100.0
Value of the investment you made in your Civil
Percent (%)
Cum Percent
Engineering education at UPRM
(%)
Good
11.5
11.5
Very Good
23.1
34.6
Exceptional
65.4
100.0
Would you recommend…
Rating > 3
Rating of 5
(%)
(%)
Your Civil Engineering Program to a close friend?
92.2
69.2
The UPRM College of Engineering to a close friend?
96.1
65.4
Alumni Survey Results:
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ABET Self-Study Report for Civil Engineering Program at UPRM
Alumni seem to be the most eager constituent to participate in our assessment processes.
They respond quickly and in great numbers. Our department currently uses the results of two
separate alumni surveys; one for Academic Year 2002-2003, and a more recent one for
Academic Year 2006-2007, both geared to input more closely related to our Educational
Objectives and Program Outcomes, based on ABET EC2000 criteria. Since we are using the
results of both surveys in ongoing curriculum revision processes, we are listing their general
findings below.
Alumni Survey 2002-2003: This was our first ABET EC2000 based alumni survey, and
was sent to all 389 graduates of the program for the years 1999, 2000, and 2001. It was mailed in
hard copy with pre-addressed return envelopes, which made it costly. Names and mailing labels
were provided by the Registrar’s Office. In the end, 23 were returned for incorrect addresses;
therefore 366 reached the intended graduates. Of those, 63 completed surveys were received, for
a response rate of 17.2%. Of those that responded, 38% were females and 62% males.
Approximately 54% of the alumni graduated with a GPA greater than 3.00, on a 4.00 scale, and
40% had a GPA between 2.50 and 2.99.
About 75% of the alumni surveyed were planning to pursue graduate studies, of which
nearly 45% had already been accepted to a graduate school, and/or were undergoing graduate
studies. Therefore, the survey provided a measure of how program alumni were planning and/or
taking part in life-long learning activities.
The survey covered a wide range of topics directly related to our Program Educational
Objectives and Program Outcomes, including many open-ended questions designed to elicit
comments, suggestions, and criticisms from former students having at least five (5) years
experience beyond the B.S. degree. The average responses to all (100%) of the questions were
well above the established benchmark of 3. This was an indicator that the skills acquired at
UPRM were “very good” or “excellent” foundations for their careers.
Of the 81% of the alumni that provided information on their present employment, 25%
were working with the government, 27% in consulting firms, 39% in industry, and 1% in
education. For those employed, the average annual gross income was $33,700; slightly higher,
but not much different from the average income of those surveyed in a previous survey in 1999,
before ACET EC2000 Criteria was put in place..
In relation to Professional Licensure, 84% had taken the Fundamentals of Engineering
Exam (FE/EIT) at or shortly after graduation and 88.7% had passed it. The Professional
Engineering (PE) Exam had already been taken by 40% of our respondents, with a 47.6%
approval rate. We must state here that in Puerto Rico, graduates are allowed to take the PE
Exam without the “time-experience” requirement of 4 years, which is the rule in most states.
Therefore, in the case of this particular survey, most of our graduate respondents took both the
FE and the PE exams shortly after graduation. We believe this gives more value to their approval
rates and demonstrates that they were actively and aggressively pursuing professional licensure
activities, as required in the Program Criteria for Civil Engineering programs. This also reflects
that our program prepared them well for taking these exams shortly after graduation, with almost
no professional experience.
Alumni Survey 2006-2007: The department’s SEED Office sent a new on-line version
of our alumni survey to all 300 graduates of the program for the years 2001 through 2007
(graduates of the past five (5) years). Names and electronic mailing addresses were obtained
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ABET Self-Study Report for Civil Engineering Program at UPRM
from the Alumni Office’s registration files, which are maintained fairly up-to-date. Respondents
were given three (3) weeks to complete the survey. After that period, 97 completed surveys were
received, for a response rate of 32.3%. However, only 69 responses were utilized in our
analysis, coming from those who graduated in the last 5 years. Of those that responded, 36%
were females and 64% males. Approximately 74% of the alumni graduated with a General GPA
greater than 3.00, on a 4.00 scale. Approximately 78% had a Major’s GPA greater than 3.00.
Summary results are presented in Tables 4-7 thru 4-11.
According to the survey, about 90% of the alumni are planning to pursue graduate
studies, of which nearly 35% had already been accepted to a graduate school, and /or were
undergoing graduate studies. Therefore, the survey once again provided a measure of how
program alumni are involved in life-long learning activities.
On topics directly related to our Program Educational Objectives and Program Outcomes,
the average responses to all (100%) of the questions were well above the established benchmark
of 3. Again, another indication that the skills acquired at UPRM were “very good” or “excellent”
foundations for their careers.
Of the alumni that provided information on their present employment, 12% are working
with the government, 78% in private industry, 5% in academics, and 5% are self-employed. For
those currently employed, 37% have an annual gross income is $50k or higher, with 3% over
$70k. These salaries are much higher than those from the previous survey in 2003.
In relation to Professional Licensure, 93% took the Fundamentals of Engineering Exam
(FE/EIT) at or shortly after graduation and 80% passed it. The Professional Engineering (PE)
Exam has already been taken by 57% of our respondents, with a 54% approval rate. Therefore,
in the case of this particular survey, a big number of our 5-year alumni respondents took both the
FE and the PE exams shortly after graduation, which demonstrates once more that they continue
to actively and aggressively pursue professional licensure activities, as required in the Program
Criteria for Civil Engineering programs.
Average scores for each a-k Outcome were presented previously in Figure 4-2. As we
stated previously, the achievement of our Program Educational Objectives is demonstrated by
virtue of the achievement of all Outcomes linked to the individual Objectives, as shown earlier
on Table 4-1. The rest of the scores on Tables 4-7 thru 4-11 address all of the important skills,
issues, and subjects (printed in Bold Blue) that are key elements of our Specific Program
Educational Objectives, Outcomes, and of the required ABET/ASCE Program Criteria
(Criterion 9) for Civil Engineering Programs. The scores for all of the rated elements reflect
very high percentages above the benchmark metrics of 3 or “Good” and at the top ratings of 5 or
“Exceptional”. These results clearly attest to the achievement of our Program Educational
Objectives (PEOs).
Results also attest to the quality of our teaching, the quality of our student-faculty
interaction, the quality of our facilities and the quality of our academic advising, all as
perceived by our 5-year alumni. Table 4-8 shows that leadership skills and opportunities, as
well as entrepreneurial skills, were rated high. The scores shown in “highlighted Bold Red” in
this Table, although still high over the passing benchmark, are considered the lowest, and led us
to identify areas that were given special attention for improvement action, such as: health and
safety, public policy, and manufacturability issues.
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ABET Self-Study Report for Civil Engineering Program at UPRM
The scores on alumni’s satisfaction with the program and with their studies at UPRM, as
reflected on Table 4-10, are clearly exceptional.
These responses again suggest that all of the topics deemed important for the first few
years of their careers were taught and learned very well; in fact, teaching quality appears fairly
consistent, even for topics thought to be less useful.
Conclusions based on an open-ended request for strengths and weaknesses of the
program are summarized below. Clearly, some repeat themselves and are consonant with the
findings of the 2002-2003 survey.
a. Undergraduate Civil Engineering education at UPRM provides a good foundation for
a career in industry or for graduate school. It is a broad curriculum that covers all areas of Civil
Engineering.
b. The alumni continue leading successful careers or pursuing graduate studies, have
overall favorable opinions of the department, and have a continued interest in it.
c. The department is perceived as very effective in teaching, with high quality
education, and experienced, knowledgeable, supportive faculty.
d. Many graduates consider their undergraduate civil engineering education to have
been somewhat theoretical; they need more practice in various areas, particularly construction
management, blue prints preparation, and CAD work.
e. The program continues to be perceived as too long, with too many socio-humanistic
elective requirements.
f. There is a need to continue to address health and safety, ethics, labor relations, public
policy issues, manufacturability issues, and environmental considerations, among others, more
effectively.
g. Physics, basic mathematics, technical writing in both English and Spanish, and
conversational English are considered the most valuable courses outside the Civil Engineering
Program.
The list of constructive comments and recommendations we received is extensive, and
we do not pretend to include them all in this report. However, the actual listing and summary
has been shared with our Advisory Board and with the entire faculty for consideration in the
ongoing curricular revision.
We recognize the need to encourage the registration of electronic mailing addresses from
our alumni and to continue to conduct these surveys on a timely manner, as specified in our
Assessment Plan.
Continuous Improvement Action: Same action described in the previous section; a
comprehensive proposal requesting funding for purchase of new/modern tools and equipment for
our laboratories and computer centers was submitted through the College of Engineering to
Central Administration of the University of Puerto Rico System. Also, we have faculty
consensus in taking action to address health and safety, ethics, labor relations, public policy
issues, manufacturability issues, and environmental considerations more aggressively and
comprehensively in all courses and, most particularly, through assuring their integration and
follow up in the culminating experience of the CAPSTONE Course.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-7. Alumni Survey Assessment Results - Demographics
(Achievement of Program Outcomes & Objectives)
Gender of graduating respondents
Male
Female
Cumulative GPA during studies at UPRM
Percent (%)
64
36
Percent (%)
Cumulative Percent (%)
64
100
Cumulative Percent (%)
2.25 – 2.49
2.50 – 2.74
2.75 – 2.99
3.00 – 3.24
3.25 – 3.49
3.50 – 3.74
3.75 – 4.00
Transfer from another college
Yes
No
3
7
16
21
22
21
10
Percent (%)
9
91
3
10
26
47
69
90
100
Cumulative Percent (%)
9
100
Employment / Study Status
Full-time employment
Full-time education
Employment and Part-time education
Other
Percent (%)
78
12
6
4
Cumulative Percent (%)
78
90
96
100
Status if planning for graduate education
Have not yet applied
Applied; awaiting acceptance
Offered admission; accepted
Offered admission; declined
Percent (%)
63
2
35
0
Cumulative Percent (%)
63
65
100
100
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-7. Alumni Survey Assessment Results - Demographics (Cont’d)
(Achievement of Program Outcomes & Objectives)
Salary range if fully employed
Below $30,000
$30,000 - $34,999
$35,000 - $39,999
$40,000 - $44,999
$45,000 - $49,999
$50,000 and over
Where is your job located?
Puerto Rico
United States
Percent (%)
3
27
10
15
8
37
Percent (%)
69
31
Cumulative Percent (%)
3
30
40
55
63
100
Cumulative Percent (%)
69
100
Table 4-8. Alumni Survey Assessment Results – Courses Assessment
(Achievement of Program Outcomes & Objectives)
Courses Assessment
Rating Scale: 1(LOW)
3
5(HIGH)
Build on knowledge from previous coursework
Build on skills from previous coursework
Incorporate engineering standards
Address economic issues
Address environmental issues
Address sustainability issues
Address manufacturability issues
Address ethical issues
Address health & safety issues
Address social issues
Address public policy issues
Exercise effective leadership/management
skills
Exercise effective entrepreneurial skills
85
Rating > 3
(%)
100
99
98
93
94
91
82
95
87
92
83
95
Rating of 5
(%)
48
46
46
32
26
23
15
45
28
29
30
53
92
35
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-9. Alumni Survey Assessment Results – Program Assessment
(Achievement of Program Outcomes & Objectives)
Program Assessment
Rating Scale: VERY POOR
GOOD
EXCEPTIONAL
Quality of teaching
Quality of feedback from faculty (other than
grades)
Quality of student-faculty interaction
Quality of overall education at UPRM
Rating > “Good”
(%)
100
99
Rating of “Exceptional”
(%)
51
41
98
100
41
64
Table 4-10. Alumni Survey Assessment Results – Alumni Satisfaction with the Program
(Achievement of Program Outcomes & Objectives)
Did the Civil Engineering Program meet your
expectations?
Met expectations
Somewhat above expectations
Far above expectations
Value of the investment you made in your
Civil Engineering education at UPRM
Good
Very Good
Exceptional
Would you recommend…
Your Civil Engineering Program to a close
friend?
The UPRM College of Engineering to a close
friend?
86
Percent (%)
Cumulative Percent (%)
12
46
41
Percent (%)
12
58
100
Cumulative Percent (%)
6
12
82
Rating > 3
(%)
99
6
18
100
Rating of 5
(%)
81
99
84
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-11. Selected Data and Charts on Status of Alumni from the 2007 Survey
Alumni Survey 2006-2007
Sent to:
Responses:
300
% Respondents:
69
Activity
23.0%
Percent (%)
Planning for Grad School
90.0%
Accepted into a Grad School
35.0%
Applied for Employment
86.0%
Already Employed
78.0%
Took FE (EIT) Exam
93.0%
Approved FE (EIT) Exam (based on those who took it)
80.0%
Took PE Exam (based on all respondents)
57.0%
Passed PE Exam (based on those who took it)
54.0%
Applied for Engineering License
57.0%
Alumni Employment Experience (%) 2007
Alumni Graduate School Experience (%)
2007
90.0%
100.0%
100.0%
86.0%
80.0%
80.0%
78.0%
60.0%
60.0%
40.0%
35.0%
40.0%
20.0%
20.0%
0.0%
0.0%
Plan ning for Grad
School
Applied for
Employment
Accep ted into a Grad
Scho ol
Alumni FE (EIT) Exam Experience (%) 2007
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Alumni PE Exam Experience (%) 2007
93.0%
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
80.0%
Took FE (EIT) Exam
Already Employed
Ap proved FE (EIT)
Exam (based on those
who took it)
87
57.0%
Took PE Exam
(based on all
respondents)
54.0%
Passed PE Exam
(based o n those who
took it)
ABET Self-Study Report for Civil Engineering Program at UPRM
Employer's Survey Results:
The department conducts this survey every three (3) years. Occasionally it compares it
with the records of the UPRM Placement Office. The survey currently includes programspecific questions, but the open-ended format of some of the questions does permit targeted
feedback. Respondents are managerial/supervisory personnel for companies employing B.S.
Civil Engineering graduates, and, in many cases, persons having direct opportunities to observe
the performance of our graduates on the job.
The 2006-2007 Employer's Survey was sent to 80 companies and government agencies
that have hired our graduates during the past five (5) years. The return rate was 7.5% (6
completed surveys), which we felt was low. Although we recognize that this is only one
mechanism for collection of feedback from employers of our students, it may be useful in
concert with others. Therefore, in March 2008 we again sent it to 110 companies and
government agencies, giving them three (3) weeks to complete the very brief survey. Their
response this second time was only a bit better; 13 answers, for a 12% response rate. If the
responses continue to be so few, it may not be deemed effective, and we will continue to
consider alternative approaches such as conversations, interviews, and correspondence with
employers and recruiters on an individual basis at targets of opportunity.
Nevertheless, results from the 2008 Employers Survey are summarized in Tables 4-12
through 4-13. Average scores for each a-k Outcome were presented previously in Figure 4-2.
As we stated previously, the achievement of our Program Educational Objectives is
demonstrated by virtue of the achievement of all Outcomes linked to the individual Objectives,
as shown earlier on Table 4-1.
Results are for the most part very good, and address all of the important skills, issues,
and subjects (printed in Bold Blue) that are key elements of our Specific Program Educational
Objectives, Outcomes, and of the required ABET/ASCE Program Criteria (Criterion 9) for
Civil Engineering Programs. The scores for all of the rated elements reflect very high
percentages above the benchmark metrics of 3 or “Good” and at the top ratings of 5 or
“Exceptional”. These results clearly attest to and continue to reinforce the achievement of our
Program Educational Objectives (PEOs).
The results reflected in Table 4-12 show that leadership skills and opportunities, as well
as entrepreneurial skills, were rated high. The scores shown in “highlighted Bold Red” in this
Table, although still above the passing benchmark, are considered the lowest, and led us to
identify areas that were given special attention for improvement action, such as: economic,
environmental, public policy, and manufacturability issues. Some of these issues were
identified by our alumni as needing special attention in previous Alumni Surveys.
We have observed several recurrent themes in the results from the few Employer Surveys
answered. The most common one is that our Civil Engineering graduates have excellent
technical skills, which meet or exceed employer’s expectations, but could do better in "soft
skills" such as oral and written communications, and in addressing economic, environmental,
manufacturability, and public policy issues. Insufficient exposure to basic principles of business
and finance, and the need for some guidance is also often cited. In spite of these shortfalls,
companies are impressed with the maturity and motivation of our graduates because they bring in
great individuality to their groups, get along well with people, and have a strong sense of
responsibility for their own work. The importance of working in an interdisciplinary
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ABET Self-Study Report for Civil Engineering Program at UPRM
environment and the ability to interface effectively with different audiences are commonly
mentioned.
Continuous Improvement Action: Same action described in the previous section; we
have faculty consensus in taking action to address economic, public policy, manufacturability
issues, and environmental considerations more aggressively and comprehensively in all courses
and, most particularly, through assuring their integration and follow up in the culminating
experience of the CAPSTONE Course.
A closing comment: As stated previously, due to the low response rate in these surveys,
we are pursuing direct contact/consultation with our main employers/recruiters. The feedback we
get by mail or in person from some of them attest to the quality, skills, and level of preparation
of our graduates. To quote some of them:
I was very impressed with the quality of the students and plan to extend an offer to
several of them. I simply don’t want to miss hiring a smart engineer. We hope to see you
again in the fall!
Best Regards,
Fuat Sezer, PE
Kiewit Offshore Services
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ABET Self-Study Report for Civil Engineering Program at UPRM
Graduate, Nominated by the Society of Women
Engineers to the National Engineers Week New Faces of
Engineering
Eileen Velez-Vega, E.I., a civil analyst in Kimley-Horn and Associates, Inc.’s
aviation division in West Palm Beach, Florida, manages the design of airport
infrastructure. She focuses on constructability and development to ensure the
continued safe and effective operation of the airports during construction.
Prior to joining Kimley-Horn, Velez-Vega was a research civil engineer in the
U.S. Army Engineer Research and Development Center, where she was involved with research and
development in pavement management, nondestructive testing, soil stabilization, and rubblization of
concrete pavements for the Department of Defense.
An active member of the Society of Women Engineers, Velez-Vega also participates in the American
Society of Civil Engineers and the Transportation Research Board. In addition, she currently leads
the Young Professionals group at Kimley-Horn and encourages them to succeed and give back to the
community.
Table 4-12. Employer Survey Assessment Results – Courses Assessment
(Achievement of Program Outcomes & Objectives)
Courses Assessment
Rating Scale: 1(LOW)
3
5(HIGH)
Build on knowledge from previous coursework
Build on skills from previous coursework
Incorporate engineering standards
Address economic issues
Address environmental issues
Address sustainability issues
Address manufacturability issues
Address ethical issues
Address health & safety issues
Address social issues
Address public policy issues
Exercise effective leadership/managerial skills
Exercise effective entrepreneurial skills
90
Rating > 3
(%)
100
100
100
100
100
100
100
100
100
100
100
100
100
Rating of 5
(%)
50
25
50
0
0
25
0
50
25
25
0
25
25
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-13. Employer Survey Assessment Results – Satisfaction with the Program
(Achievement of Program Outcomes & Objectives)
Did your UPRM Civil Engineering Graduates
meet your employer expectations?
Far above expectations
Somewhat above expectations
Met expectations
Are you satisfied with the Quality of your
UPRM Civil Engineering Graduates?
Far above expectations
Somewhat above expectations
Met expectations
How do you rate the Overall Performance of
your UPRM Civil Engineering Graduates?
Far above expectations
Somewhat above expectations
Met expectations
How inclined are you, as an employer, to
recommend…
The UPRM Civil Engineering Program to a
fellow employer?
The UPRM College of Engineering to a fellow
employer?
Continued hiring of UPRM Civil Engineering
graduates?
91
Percent (%)
Cumulative Percent (%)
25
75
25
100
Percent (%)
Cumulative Percent (%)
25
50
25
Percent (%)
25
75
100
Cumulative Percent (%)
25
50
25
Rating > 3
(%)
100
25
75
100
Rating of 5
(%)
33
100
33
100
50
ABET Self-Study Report for Civil Engineering Program at UPRM
Results and Analysis of FE/EIT Exam Results:
The National Council of Examiners for Engineering and Surveying (NCEES) publishes
performance data on all FE exams administered. Their Subject Matter Report summarizes data
on EAC/ABET program examinees who took the exam while still enrolled in school. This is the
statistical group that should be used as a measure of program outcomes. For more conclusive
results, one should consider performance over several administrations of the FE/EIT exam rather
than from just one test administration. Although we maintain reports of these exams over many
years, a recent version of the Subject Matter Report for our program is shown in Table 4-14.
Additional samples of FE/EIT exam results are presented in Table 4.15.
The form of the expected performance depends on the analysis method chosen. A
variety of analysis methods have been developed to examine the data, however, we chose the
Scaled-Score Method proposed by Dr. Walter LeFevre et al. on their 2005 study and paper for
the NCEES entitled “Using the Fundamentals of Engineering (FE) Examination to Assess
Academic Programs”.
The scaled score allows us to present the data in a form that represents the number of
standard deviations above or below the national average for each topic (as compared to the
percentage above or below the national average given by the ratio method), while allowing a
range of uncertainty in the university’s performance to account for small numbers of examinees.
The scaled score is defined as follows:
Scaled-Score = (# correct at UPRM) – (# correct Nationally)
National Standard Deviation
Of the many Subject Matter Reports we have used over the years (since 2001), we chose
a recent one as an example for the purpose of this report. The data and analysis chart
corresponds to the subject of Mechanics of Materials for the exams administered from April
2001 through April 2005, and it is presented as Figure 4-4. Others, for all subject matters of
FE/EIT Exams from Year 2001 through 2007 are used and maintained on file, and will be
available for review during the accreditation visit.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-14. Sample of FE/EIT Exam Subject Matter Report from NCEES with Results for
UPRM Civil Engineering Program
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-15. Other Samples of FE/EIT Exam Subject Matter Reports from NCEES with Results
for UPRM Civil Engineering Program
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ABET Self-Study Report for Civil Engineering Program at UPRM
Civil ( Mech of Materials)
Standard Score
1
0.5
0
-0.5
-1
-1.5
abril
2001
abril
2001
octubre octubre
2001
2001
abril
2002
abril
2002
-0.4362 -0.334 -0.8483 -0.2657 -0.4111 -0.134
LOW
octubre octubre
2002
2002
0
0
0
0
0
-0.6
0
octubre octubre
2003
2003
-0.9412 -0.1882
0
0.71853 -0.0216 0.56593 0.08789 0.58889 0.30243
HIGH
abril
2003
abril
2004
abril
2004
octubre octubre
2004
2004
-0.9162 -1.3191 -0.3444 -0.5774 -0.0333 -0.2971 -0.6511 -0.8707 -0.419
Standard Score 0.14118 -0.1778 -0.1412 -0.0889 0.08889 0.08421
Beta Goal
abril
2003
0
-0.3
0.3
0
0
0
-0.0471 -0.4889 -0.4235 -0.2105
0
0
0
0
abril
2005
abril
2005
-0.189 -0.0759
0
0.10667
0
0
-0.2838 -0.5632 -0.0321 -0.0226 0.63333 0.20294 -0.3267 0.02368 -0.002 0.18898 0.28924
UPRM/National
1.20
1.00
0.80
0.60
0.40
0.20
0.00
UPRM/National
abril
2001
abril
2001
1.05
0.94
octubre octubre
2001
2001
0.95
0.97
abril
2002
abril
2002
1.04
1.04
octubre octubre
2002
2002
0.81
abril
2003
abril
2003
0.63
0.93
octubre octubre
2003
2003
0.90
1.10
abril
2004
abril
2004
0.98
0.81
octubre octubre
2004
2004
0.83
0.91
abril
2005
abril
2005
1.00
1.03
Figure 4-4. Sample of FE/EIT Exam Scale-Score Results for the UPRM Civil Engineering
Program on the Subject of Mechanics of Materials (2001-2005)
As an example of the use and analysis of these data, for the chosen topic, the scaled-score
graphs and some observations are as follows:
•
For Mechanics of Materials, a ratio goal of 1.0 translated to a scaled- score goal of 0.0.
• Even with the range of uncertainty, the April 2004 results (shown in Figure 4-4) still
indicate that Mechanics of Materials should be monitored over the next few exams and
warranted action.
•
From the subsequent results, evidently we did take improvement/remedial action.
We chose to look at these results keeping in mind that effective assessment should result
in continuous program improvement. We evaluate the results of student performance in all
individual subject areas to identify those areas in which students are performing below the goals
established by the faculty and perhaps significantly below national or state averages. We do it
realizing, however, that the data on student learning is incomplete because at UPRM, like at
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ABET Self-Study Report for Civil Engineering Program at UPRM
many other institutions, the FE/EIT exam is not taken by all engineering students. Also, some
students are not held accountable for the results, while students who voluntarily take the exam
are usually highly motivated.
These evaluations initiate not only the necessary changes in textbooks, teaching
mechanisms, and laboratory procedures, but also the possible reallocation of faculty to improve
student performance. Over time, these reports also help us document the effects of curriculum
revisions, teaching innovations, and other actions taken to improve student learning within our
Civil Engineering Program.
Student Satisfaction Surveys Results:
A stratified, representative sample of engineering students was selected for Student
Satisfaction Survey administration in 2004 and 2005 by the College of Engineering. The survey
included items on programs and academic resources at the department level, academic resources
at the institutional level, and the knowledge and skills of departmental faculty. The demographic
characteristics of the engineering samples did not vary greatly in the two survey administrations.
Results were published in the paper “Satisfaction – A Starting Point to Identify Needs and
Areas for Improvement” by Dika, Artiles-Leon, and Rivera-Borrero, July 2006.
A brief
summary of those results follows:
Satisfaction with Departmental Programs and Resources: The three highest rated items
evidence high satisfaction with program outcomes and learning experiences. In contrast, the
seven lowest rated items reflect dissatisfaction with course availability, computer center
resources, and facilities.
Satisfaction with Institutional Resources: Engineering students expressed moderate
satisfaction with the ease of access to library resources and Internet resources. About 78% of
students indicated that the library contains the required engineering resource materials and
references. A little over half (57%) of participating students indicated satisfaction with the
quantity of resources in the institutional computer center. Coupled with the response to the
questions about available computer resources in the department, this suggested that students do
not perceive sufficient availability of computers within or outside their departments.
Students expressed positive
Faculty Familiarity with Policies and Procedures:
perceptions, particularly for faculty familiarity with policies related to academic honesty and
privacy of student information. Only one item was rated relatively lower – faculty knowledge
about dealing with student complaints.
Faculty Quality: Average agreement was 71% or higher, showing positive perceptions
of the quality of faculty across the college and the campus. An examination of the regular,
course-based faculty evaluations provides additional information about student perceptions of the
quality of teaching in the college.
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ABET Self-Study Report for Civil Engineering Program at UPRM
The results of these surveys, based on representative samples of junior and senior
engineering students, reveal that the majority of students express satisfaction with their academic
experiences in engineering. The areas of strength suggested by student opinions include program
design and outcomes, accessible Internet and library resources, and a qualified, technically
proficient faculty with reasonable knowledge of institutional policies and procedures related to
student learning. Furthermore, lowest rated statements, all below 50% agreement, addressed the
availability of courses.
Immediate Improvement Actions: This finding prompted us to look at the 3rd, 4th and
5th year course offerings, by department, over the past two academic years (2003-04 and 200405). The analysis revealed that required courses have been offered as listed in the catalog for the
two academic years corresponding to the student survey (2003-04 and 2004-05). Of note is the
finding that across departments (except for Industrial Engineering), many required courses are
offered in both semesters, and sometimes in summer. In fact, more than one section of each
required course is generally offered, except for fifth year courses. The results of this analysis for
the Civil Engineering Program are presented in Table 4-16. Tables 4-17 through 4-19
summarize the information found by Departments.
This look at course offerings suggested that while courses are offered regularly, course
scheduling conflicts may play a role in the availability of course enrollment for students, and
consequently, their ability to complete the course of study within established timeframes.
Evidence from the past two years suggested that patterns of conflict vary across the departments.
Further information is necessary to determine the factors that influence the apparent scheduling
issues, such as student withdrawal and failure rates, teacher/student ratios, number of class
spaces needed versus spaces opened, and others.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-16. Findings on Course Scheduling Conflict Analysis for 3rd, 4th, and 5th Years of the
Civil Engineering Program at UPRM
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-17
Table 4-18
Table 4-19
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ABET Self-Study Report for Civil Engineering Program at UPRM
Faculty Survey Results:
A survey of UPRM teaching faculty was conducted by the College of Engineering SEED
Office in November 2003. The sampling frame for the study included all UPRM “docente”
(faculty) with teaching responsibilities. Overall response rate to the survey was acceptable at
26.8%. The response rate for engineering faculty was approximately 24%. Results were
published in the report “College of Engineering Faculty Survey: Results from the MSCHE
Self-Study” by Dika, Artiles-Leon, and Rivera-Borrero, Spring 2004.
The survey instrument (99 total items) included statements on institutional environment,
institutional mission and goals, availability of information, policy and procedure implementation,
institutional assessment, adequacy and accessibility of academic programs and resources,
mentoring and advising programs, assessment of faculty performance, professional development
and service opportunities, and UPRM administration. A brief summary of the results follows:
Institutional Environment: Overall, engineering faculty respondents have a positive
view of the institutional environment. Respondents agree that there is an environment of
harmony (77.09%) and continuous improvement and assessment (56.25%) at UPRM. The
highest agreement was with the fair and respectful treatment of faculty by non-teaching staff
(89.58%), the protection of academic freedom for all faculty members (83.43%), and the fair and
respectful treatment of faculty by administrators (79.12%).
Institutional Mission and Goals: College of Engineering (CoE) faculty respondents are
familiar with the institution’s mission and goals (87.50%) and are generally aware of the
initiatives in place for familiarization (57.45%) and implementation (55.32%) of mission and
goals.
Institutional Procedures: In terms of general policies, the majority of CoE faculty
respondents feel that procedures to deal with intellectual honesty, research integrity, and
intellectual property rights are fair and in accordance with due process (66.6%, 60.87% and
60.41% respectively). Overall, respondents feel positively about the fairness of procedures to
recruit, evaluate, tenure, and promote faculty. The highest agreement was with the nondiscriminatory nature of recruitment (72.92%) and the fairness of tenure processes (58.33%).
Over 80% of CoE faculty respondents agree that student evaluation procedures are fair and in
accordance with due process. The majority of CoE respondents agree that accreditation agencies
(66.66%), funding agencies (73.91%), and the general public (68.75%) are provided with
accurate information about the institution. While CoE respondents agreed that there is an
institutional assessment program in place at UPRM (66.66%), they clearly agreed that this
process could be improved (87.50%).
Academic Programs and Resources: CoE faculty members agree on the adequacy of
instructional equipment (53.20%) and instructional resources (63.83%). While CoE respondents
agreed that internet usage (83.33%) and computer labs (77.08%) are easily accessible to students,
they were less sure about the accessibility of information literacy skill development services.
There was less agreement on the operation and documentation of student mentoring and advising
programs. Only 22.92% of respondents agreed that evidence of the programs is properly
documented. Respondents overwhelmingly agreed that there is room for improvement in current
mentoring/advising programs (85.41%).
Expectations and Professional Development: The majority of CoE respondents
(76.09%) agree that necessary academic qualifications are communicated to faculty and
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ABET Self-Study Report for Civil Engineering Program at UPRM
prospective faculty. CoE respondents also agree that information about requirements for tenure
(60.42%) and promotion (54.16%) is provided to them. In terms of access to information about
evaluation and salary decision procedures, the majority of CoE respondents indicated they had
been provided with information (66.67% and 52.08% respectively). Respondents feel informed
about teaching (54.16%) and research (66.67%) expectations. The majority of CoE respondents
did not feel informed about procedures and regulations, except for student assessment procedures
(62.50%). In terms of professional development and service opportunities, the majority of CoE
respondents believe that professional development programs (50.0%) and general opportunities
(54.17%) are readily available. Respondents also indicate that teaching skill enhancement
programs (79.17%) and opportunities (74.47%) are readily available.
Administration: In terms of support, respondents agreed that administrators have
adequate clerical (65.96%), technological (58.33%), and information systems support (52.08%).
Respondents also indicated that the number of administrators was sufficient for the institution’s
goals (66.67%), size (75.00%), complexity (75.00%), and nature (land grant – 62.50%). The
clarity of the documentation of the organizational and authority structures at UPRM was agreed
upon by the majority of respondents (65.22% and 63.83% respectively).
Immediate Improvement Actions: Two immediate improvement actions were taken:
a. Selection and Evaluation of CoE Administration: In accordance with the CoE
Strategic Plan (Strategic Area 6 on Efficient and Effective Administration, Objective 1.3:
adoption of an evaluation system for administration), the Dean of the CoE appointed a Task
Force to design an evaluation system for Deans and Department Directors. This has already
been implemented and evaluations have begun.
b. Student Mentoring and Advising: The Dean of CoE would appoint a Task Force to
develop procedures for documentation and information dissemination on student mentoring and
advising at the department level. The Task Force should review and revise the flow chart created
during the ABET Accreditation process in 2002. As mentioned previously (under Criterion 1 of
this Self-Study), our Civil Engineering is using “Advising” as the final closing-the-loop
insurance in the achievement of student learning outcomes.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Additional Assessment - Course Approval Rate (%) Analysis:
Systematic procedures are in place to identify students who are not fully prepared for
college level study in English and Mathematics. These include evaluations of College Board
(CEEB) scores and high school transcripts or transfer transcripts.
Between 1996 and 2004 a total of 20,593 students were admitted. Of these, 12,212
students had deficiencies in Mathematics and 4,567 in English. Freshmen students coming to
UPRM have more deficiencies in Mathematics than in English, especially in the Colleges of
Agricultural Sciences and Business Administration, and the Art’s students in the College of Arts
and Sciences. Figure 4-5 shows the percentage of students with deficiencies in Mathematics
between 1996 and 2004 by college.
Figure 4-5. Percentage of students with deficiency in Mathematics by College since 1996
The institutional Office of Academic Affairs continually conducts assessment on course
approval rates (%). Figure 4-6 presents the results of their analysis for courses in the Civil
Engineering Program, the College of Engineering, and for the basic required Math Courses at
UPRM. The chart reflects course approval rates in Math courses averaging a 45%, which are
considered low when compared to those in Civil Engineering (avg. 89%) and in the College of
Engineering (avg. 80%).
When we combine these results with those in Figure 4-5, we conclude that, although the
percentage of engineering students having problems with Math is the lowest, those deficiencies
lead to low approval rates in Math courses. This situation creates “bottlenecks” that negatively
affect student’s progress during the first few years in the engineering programs, thus extending
their time to degree completion.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Course Approval Rates (%)
Academic Years 2002-2005
(Data from Academic Affairs Office- )
100%
Approval Rate (%)
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2002
2003
2004
2005
Civil Engineering
88.7%
88.9%
90.3%
88.3%
College of Engineering
81.2%
80.3%
80.8%
80.3%
Math Courses
47.9%
46.9%
42.2%
45.0%
Academic Year
Source: http://www.uprm.edu/decasac/docs/ComparacionOfertaCursos.xls
Figure 4-6. Comparison of Course Approval Rates (%) for Academic Years 2002-2005.
Improvement Actions:
• The English Department has established that freshmen students with a score lower
than 460 in the English as a Second Language Achievement Test offered by CEEB must take a
diagnostic exam. If the students pass the exam, they are then placed in the first English course;
otherwise they must register in a remedial English course.
• The Department of Mathematics performed a study to determine the causes for a high
failure rate in its Pre-calculus course. The Department then submitted a proposal to the
Academic Senate to institutionalize a diagnostic exam for those students with scores less than
651 in the Mathematics achievement test offered by CEEB. Students must take a diagnostic
exam that is designed to identify deficiencies in the areas of Basic Arithmetic, Rates, Ratios,
Proportions, Percents, Basic Algebra and Basic Geometry. Students who pass the exam may
take Pre-calculus I during their first semester. Those who do not pass the exam must register in a
Remedial Mathematics course instead.
• The Department of Mathematics developed internet based diagnostic exams and
tutorials to allow incoming students to prepare for the diagnostic exam. Also, some professors
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ABET Self-Study Report for Civil Engineering Program at UPRM
have proposals approved from the Department of Education to prepare high school Mathematics
teachers and help prospective UPRM students.
• The admissions criteria are being reviewed to decrease the high percentage of
incoming students with deficiencies in Mathematics and English. This problem needs to be
discussed with the Puerto Rico Department of Education, which has been eliminating courses in
critical areas such as the Sciences, English, Mathematics, and Spanish. This work must be
coordinated by the Academic Senate and the Dean of Academic Affairs.
• The departments and divisions offering the programs related to basic skills, certificate
programs, experiential learning, non-credit offerings, distance learning and contractual
relationships have been tasked to develop and implement their own assessment plan to evaluate
their effectiveness in order to make the necessary adjustments.
General and Closing Comments on Assessment Results:
Some general conclusions are summarized below. Clearly, some repeat themselves and
are consonant with the findings throughout the re-accreditation period (2002-2007).
• Undergraduate Civil Engineering education at UPRM provides a good foundation for
a career in industry or for graduate school; it is a broad curriculum that covers all areas of Civil
Engineering.
• The alumni continue leading successful careers or pursuing graduate studies, have
overall favorable opinions of the department, and have a continued interest in it.
• The department is perceived as very effective in teaching, with high quality
education, and experienced, knowledgeable, supportive faculty.
• Many graduates consider their undergraduate civil engineering education to have
been somewhat theoretical; they need more practice in various areas, particularly construction
management, blue prints preparation, and CAD work.
• There is a need to continue to address health and safety, ethics, labor relations,
public policy issues, manufacturability issues, and environmental considerations, among
others, more effectively.
•
There seems to be a need for more modern lab, computing and surveying tools.
• Some constituents continue to perceive the program as tool long; however, many see
this as a strength.
• Overall course and program assessments up to this date can be rated as Good to
Excellent, and confirming the overall quality of our program, as well as its correlation to
established Program Outcomes (POs) and Program Educational Objectives (PEOs).
A clear sign of the high and well known quality of our program within our community is
reflected in Figure 4-7, from assessment studies conducted by the Office of Institutional
Research and Planning (OIRP) on all incoming freshmen. These studies show that the most
important factor in the selection of UPRM for a college education is the quality of the
academic program.
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ABET Self-Study Report for Civil Engineering Program at UPRM
http://oiip.uprm.edu/docs/Perfiles/Perfil_2006_Noviembre.pdf
Figure 4-7. Factors in the Selection of UPRM for Undergraduate Studies
(From UPRM’s OIRP’s Assessment 2006)
All constructive comments and recommendations we received have been shared with our
Constituencies to the utmost possible extent, and have been discussed, analyzed, and given full
consideration in all program related decisions, in particular, on the ongoing curricular revision.
•
Actions to Improve the Program
Throughout the previous sections we have described the actions taken to improve the
program based on the assessment results presented and discussed herewith. Next we turn to
some changes in the program that have resulted from the feedback received from these and
various other assessments. We should stress that many of these changes are the result of
feedback received from all of our constituents over the previous six (6) years, rather than
triggered by one observation, in one particular assessment, using one specific tool.
In response to feedback from students and alumni, the department has taken a number of
steps to improve safety education in the undergraduate curriculum. Safety is a very important
component of our laboratory-based courses.
The major design course in the curriculum, INCI 4950 (Capstone Course), has been
substantially revised in recent years in response to concerns expressed by faculty, students,
alumni, and employers. A new revision potentially divides it into two phases, adds a semester,
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ABET Self-Study Report for Civil Engineering Program at UPRM
and increases its semester credit hours by three to a total of six credit hours. This revision is in
response to the recently received input from our constituencies, particularly alumni and
employers, and from recommendations made by our Advisory Board and external evaluators
during an ABET accreditation “mock visit” held in January 2002.
Course and curriculum changes approved in recent years by the faculty also demonstrate
the responsiveness of the department to data obtained in the assessment process. Various
undergraduate courses in the Civil Engineering Program have been created or have undergone
changes or revisions during the accreditation period. Most have already obtained approval by all
concerned academic levels; some are still moving up the ladder, as shown in Table 4-20. All had
to be justified by the established assessment processes and results, as mandated by the
UPRM’s Academic Senate Certification # 04-12 of March 2004.
The Civil Engineering Program is currently in an advanced stage of revising the whole
curriculum. This process is taking longer than originally expected. At first the intent was to
reduce the total number of credits required, from the actual 179 credit hours to approximately
160 credit hours. Initial feedback from ABET in the 1990s and from our constituents in those
days was that the program required too many credit hours and took too long to complete.
During curricular revision meetings held at the beginning of this accreditation period in
2003, the faculty approved the philosophical concept of a proposed new curriculum of 165 credit
hours and supported the initiative of the SEED and Academic Affairs Committees to work out
the details and final document. However, further assessments since then brought new input,
thoughts, and recommendations from our constituency, which led to reconsideration. ABET no
longer limits the number of credits. Evaluators, experts, members of our Advisory Board,
representatives from ASCE, representatives from government and from industry rate our
program as “unique”, very complete, and comprehensive. They see its length and high number
of credits as a strength, and do not necessarily support the idea of reducing it.
Therefore, our emphasis now is not so much in reducing the number of credits, but in
reinforcing our course offerings to better serve our constituency, paying close attention to their
needs and recommendations. In that effort, we have worked multiple iterations of curricular
sequences and revisions, which are not to be discussed here since they need further
consideration. However, they are documented in detail in the minutes of Department Faculty
meetings and in the minutes of the Academic Affairs Committee, which will be available to the
evaluation team during the accreditation visit. In fact, the department’s Assessment and
Accreditation Coordinator serves also as Secretary to the Academic Affairs Committee and,
therefore, ensures that assessment results and accreditation criteria are abided by, while
maintaining clear, accurate, and complete minutes/documentation on the committee’s activities
and decisions.
After approval by the faculty, the revised curriculum must still undergo consideration at
various other academic levels within UPRM and UPR Central Administration before its full
implementation. This results in a long-term closure of that cycle.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 4-20. Status of Course Changes/Revisions/Creations in the Civil Engineering Program (all
properly justified by Assessment Processes and Results, as required by Academic Senate
Certification # 04-12 of March 2004)
Course Code
Course Title
Action
Initial
Final
Implementation
Request Approval
@ UPRM
19-Apr-07 10-Jul-07
2-Jul-07
INCI 4000
Introduction to Architecture
Revision
INCI 4006
Topography Practice
Elimination
9-Mar-05
INCI 4028
Geometric Design of Highways
Elimination
29-Mar-06
INCI 4055
Introduction to Construction Management
Revision
25-Apr-05 10-Oct-06
INCI 4055
Construction Management and Engineering I
Revision
INCI 4056
Construction Methods and Equipment
Elimination
15-Apr-05
14-Jul-05
28-Jul-05
INCI 4056
Construction Management and Engineering II
Creation - Temp
15-Apr-05
2-Oct-06
10-Oct-06
INCI 4056
Construction Management and Engineering II
Creation - Perm
7-Oct-05
INCI 4056
Construction Management and Engineering II
Revision
3-Apr-07
INCI 4059
Geodesic Astronomy
Revision
18-Dec-06
10-Jul-07
10-Jul-07
INCI 5005
Construction Cost Estimate
Elimination
15-Apr-05
14-Jul-05
28-Jul-05
INCI 5065
Bituminous Materials and Construction Methods
Temp to Perm
12-Apr-05
10-Jan-07
25-Jan-07
INCI 5075
Planning and Programming of Construction Projects
Elimination
15-Apr-05
14-Jul-05
28-Jul-05
20-Jun-05
10-Oct-06
3-Apr-07
Evidence that will be available to show achievement of this Criterion will include:
• Course materials and assessment tools that demonstrate student performance
• Course outlines and descriptions (syllabi, textbooks, handouts, etc.)
• Videos of student presentations
• Exit survey documentation and results
• Alumni survey documentation and results
• Employer survey documentation and results
• Stats from Fundamentals of Engineering (FE) Exam
• Minutes of the department’s Faculty Meetings, as well as the SEED and Academic
Affairs Committees, and Advisory Board meetings and recommendations
• Copies of new curriculum under development
• Posters publicizing Codes of Ethics, Educational Objectives, Outcomes, etc.
• Student transcript samples (as requested by team chair prior to the visit)
• Examples of student work for required Civil Engineering courses, including
representative samples of homework assignments, quizzes, exams, and project work.
• Copies of completed assessment instruments and summaries
• Minutes of faculty meetings where assessment results were considered
• Any other materials requested in advance of the visit
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ABET Self-Study Report for Civil Engineering Program at UPRM
CRITERION 5. CURRICULUM
The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific
courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each
component, consistent with the outcomes and objectives of the program and institution. The professional
component must include:
(a) one year of a combination of college level mathematics and basic sciences (some with experimental
experience) appropriate to the discipline
(b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design
appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic
sciences but carry knowledge further toward creative application. These studies provide a bridge between
mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the
process of devising a system, component, or process to meet desired needs. It is a decision-making process (often
iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources
optimally to meet these stated needs.
(c) a general education component that complements the technical content of the curriculum and is consistent
with the program and institution objectives.
Students must be prepared for engineering practice through a curriculum culminating in a major design
experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate
engineering standards and multiple realistic constraints.
•
Program Curriculum
The Civil Engineering Program at UPRM prepares students for engineering practice
through the whole 5-year curriculum, exceeding the ABET’s Criterion 5 minimum time and
credit-hour requirements in all major component areas, and culminating with a major design
experience (CAPSTONE Course).
Ideally, a better approach would have been to first design the objectives and outcomes of
the program, and then design the curriculum based on that information. Clearly we could not do
this since we already had a full curriculum in place long before we drafted the first statement of
objectives and outcomes for our programs and courses under ABET’s EC2000 Outcomes
Assessments Criteria. What we did, therefore, was to ask professors involved in each particular
course for their consensus on what contribution their particular course makes to each of our
objectives and outcomes. Having a clear understanding of the relation between each course and
the various program objectives and outcomes ensures that all required skills and outcomes are
covered within the 5-year program curriculum.
Having done this exercise we can unequivocally state that our curriculum is clearly
consistent with our Program Educational Objectives and Program Outcomes. All courses in
the curriculum were examined to ensure total coverage and linkage with ABET’s EC2000
criteria and with our educational objectives and outcomes. These results were presented earlier
in this report under Criterion 3 (Program Outcomes). Table 3-2 provides a mapping of the
program objectives and outcomes to the required core curriculum courses in the Civil
Engineering Program. Table 3-3 does the same for all civil engineering elective courses. All
other core courses (from all of the supporting departments) are mapped in Table 3-4. These
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ABET Self-Study Report for Civil Engineering Program at UPRM
three tables show that all outcomes and objectives are addressed in numerous courses throughout
the program, although often to different degrees.
Our program’s credit hours and curricular components distribution clearly exceed the
minimum requirements specified in Criterion 5, as summarized below:
Civil Engineering Program at UPRM vs. ABET Criterion 5
•
•
•
5-Yr. program (10 semesters)
179 semester credit-hours (under revision)
Curricular Components:
o Math/Basic Sciences: 44 hrs. (vs. ABET’s Criterion 5 minimum of 32)
o Engineering Topics: 85 hrs. (vs. ABET’s Criterion 5 minimum of 48)
o General Education: 50 hrs.
In fact, our program also exceeds the average semester credit hours per curricular
component of the average national curriculum, as analyzed and published by Russell, J. and
Stouffer W. in their paper “Survey of the National Engineering Curriculum”, Journal of
Professional Issues in Engineering Education and Practice, ASCE, April 2005.
Civil Engineering Program at UPRM vs. Average National Curriculum (ANC)
•
•
•
5-Yr. program (10 semesters)
179 semester credit-hours (vs. ANC’s average of 130.4)
Curricular Components:
o Math/Basic Sciences: 44 hrs. (vs. ANC’s average of 35.2)
o Engineering Topics: 85 hrs. (vs. ANC’s average of 66.4)
o General Education: 50 hrs. (vs. ANC’s average of 26.7)
College-Level Mathematics Component: These courses lay the foundation for
students to understand and apply fundamental mathematical concepts and tools to the solution of
engineering problems. These courses comprise a sequence of approximately 4 years of study, as
follows:
• Preparatory mathematics - Students receive the equivalent of one semester of Precalculus (Analytic Geometry and Trigonometry) if they have not already met that requirement in
high school, that prepares them for the more advanced calculus courses and for the surveying,
topography, highway location and curve design courses.
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ABET Self-Study Report for Civil Engineering Program at UPRM
• Calculus level mathematics - Students receive the equivalent of three semesters of
calculus, for a total of 9 semester-hours, preparing them for differential equations, physics, and
applied mechanics.
• Applied mathematics - Students receive knowledge and develop skills in applied
mathematical methods used for finding roots of equations, solutions to systems of equations,
harmonic functions, numerical differentiation and integration, and numerical methods essential
for advanced Civil Engineering courses.
• Statistics - Students receive the knowledge and skills for basic statistical measures and
concepts, fundamental concepts and manipulation of probability tools, knowledge and use of
probability distributions, application of tests of hypothesis, lineal regression, and experimental
design. These topics prepare them to understand and master the professional practice tools they
receive in their transportation, environmental, and water resources courses.
The mathematics component complies with the requirement of 25% of the total course
content and exceeds Criterion 5’s semester credit hour requirement of 32 hours with 44 hours
(see Table 5-1).
Basic Sciences Component: Our students develop the fundamental knowledge of
natural physical and chemical phenomena that will help them better understand and solve
engineering problems and understand the role of non-engineering professionals in the search for
solutions to engineering problems.
• College level Chemistry - Students receive two semesters of chemistry (QUIM 3001 and
QUIM 3002) that will prepare them for mastering the knowledge and skills they need to solve
environmental engineering problems. This is a one-year sequence.
• Physics - Two semesters of physics (FISI 3171 and FISI 3172) 8 semester-hours with
their parallel laboratories (FISI 3173 and FISI 3174) develop in students the knowledge and
understanding of physical phenomena relevant to the solution of Civil Engineering problems,
which they need in their applied mechanics training. This is a one-year sequence.
• Geology (GEOL 4015) - Students learn basic geology concepts that are useful for the
understanding and solution of geotechnical and geohydrological problems. This is a onesemester course.
The basic science courses comprise a total of five semesters, or a 2.5-year period.
Engineering Sciences (General and Civil) Components:
knowledge and skills required to:
o
problems,
o
o
These courses develop the
apply basic mathematical and scientific concepts for the description and solution of engineering
develop initial proficiency in Civil Engineering disciplines,
develop the ability to conduct experiments, and critically analyze and interpret data,
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ABET Self-Study Report for Civil Engineering Program at UPRM
o develop the ability to identify and formulate Civil Engineering problems using modern engineering
tools and techniques,
o lay the foundation for the knowledge of laws and regulations controlling Civil Engineering practice,
health, safety and welfare, and environmental well being
o become aware of some contemporary social, cultural, economic, environmental, and engineering
issues that impact Civil Engineering practice.
The General Engineering Courses provide the students with the necessary basic
knowledge and tools for later mastering advanced Civil Engineering topics such as structural
analysis and design, Civil Engineering materials, geotechnical properties of soils, and applied
hydraulics.
• Applied Mechanics - Two semesters (6 semester hours) for mastering the principles and
tools for working with static (INGE 3031) and dynamic (INGE 3032) forces and force systems.
• Mechanics of Materials (INGE 4011 and INGE 4012) and Engineering Materials
(INGE 4001) - Students receive an understanding of the mechanical properties of natural and
man-made materials, and of the properties relevant to Civil Engineering applications.
• Fluid Mechanics – In this course (INGE 4015) and its corresponding laboratory (INGE
4016) students develop the knowledge and mastery of the fundamental hydraulic principles they
need to solve environmental and water resources engineering problems. The foundations are laid
for understanding and dealing with civil engineering infrastructure systems such as canals, water
distribution networks, and storm and sanitary sewers.
• Computer Aided Drawing and Programming - Basic skills that will enable students to
draw designs and plans (INGE 3011 and INGE 3012) for their civil engineering projects and to
program (INGE 3016) Civil Engineering applications. A beginner’s familiarization with
computers is started which will develop through their continued use of computers across the 5
years of Civil Engineering training.
The Civil Engineering Courses provide students with the necessary knowledge and
basic skills for understanding and solving Civil Engineering problems in the following areas:
• Surveying and Topography Problems (INCI 4001 and INCI 4002) - These courses
provide students with basic fundamental knowledge about land measurement, property and
project limits, ownership issues, description of the land surface, use and development of
topography maps and surface models as fundamental engineering design and construction tools.
• Structural Analysis of Buildings, Bridges, & Structures (INCI 4021 and INCI 4022) –
Students receive two semesters of structural analysis.
• Geotechnical Engineering (INCI 4139) - One semester of introductory concepts in
geotechnical engineering prepares them to understand problems of soil and subsoil capacity and
behavior and serves as background for their one-semester foundation design course (INCI 4049).
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ABET Self-Study Report for Civil Engineering Program at UPRM
• Transportation Engineering - Students are provided with knowledge and skills in
understanding and analyzing transportation problems in one semester of transportation
engineering (INCI 4137), and one semester of highway engineering (INCI 4026).
• Environmental Engineering - Students receive knowledge and understanding of local
and global social and environmental problems, natural physical, chemical and biochemical
processes, concepts of ecosystems, food chains and geochemical cycles; concepts of
environmental impacts; water, air and soil quality and public, human, animal, and plant welfare;
water, air, and toxic and hazardous waste pollution, and the strategies and methods to solve
them; as well as management and disposal issues.
• Water Resources Engineering - Knowledge of the occurrence of water in nature, both as
a surface or subsurface resource, analysis of the problems of quantity and the possible solutions
for its conveyance.
• Civil Engineering Materials - Knowledge of basic building materials enables the
students to subsequently use and/or specify them for the Civil Engineering design or construction
projects they are involved in both as students and as professionals.
• Project Control and Construction Management - Provides students with the basic
understanding of the important issues and problem solving techniques in the construction of
buildings and the control of civil engineering projects, including project management techniques
and cost analysis and estimation.
The Civil Engineering Design Courses develop the knowledge and skills that will
enable students to:
o acquire proficiency in structural, geotechnical, transportation, environmental, water resources, and
construction management areas,
o analyze critically and interpret data in these areas,
o perform Civil Engineering integrated design of systems, components, or processes by means of
practical experiences (group projects),
o identify, formulate, and solve Civil Engineering problems using modern engineering tools, techniques,
and skills,
o collaborate in group projects,
o develop their written and oral communication skills through presentations of project results,
o acquire an appreciation for some of the ethical problems that arise in the exercise of the profession,
o acquire an appreciation of impacts on health, general welfare, safety, environmental quality, and
societal and global issues, involved or implicit in the proposed solutions to the projects.
All of our Civil Engineering program design courses:
o require student group projects,
o use state of the art Civil Engineering tools, techniques, and practices,
o require oral and written group presentations (some of which may be in English and may be
videotaped).
Students are provided with basic and advanced design knowledge and skills in the
following Civil Engineering areas:
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ABET Self-Study Report for Civil Engineering Program at UPRM
• Structural Design - One semester each of structural steel design (INCI 4011) and
reinforced concrete design (INCI 4012).
• Foundation Design – One semester of foundations design (INCI 4049)
• Transportation Systems Design - Students learn to design highways in the Highway
Location and Curve Design course (INCI 4007), and in the Highway Engineering course (INCI
4026). They learn to analyze and design transportation systems in the Transportation
Engineering course (INCI 4137).
• Environmental Engineering - Students learn to predict water quality impacts of
wastewater discharges, their relation to water quality, and the design constraints imposed by
these interactions (INCI 4008). They also acquire skills in the design of water and wastewater
treatment processes.
• Water Resource Engineering - Students acquire the knowledge and initial skills for the
design of channels, as well as the analysis of groundwater movement (INCI 4138). A second
course allows students to learn and design water collection systems, such as sanitary and storm
sewers and water distribution infrastructure systems (INCI 4145).
• Integrated Civil Engineering Design (CAPSTONE Course) – This is the culmination of
the program; the culminating major design experience (INCI 4950), in which students integrate
current engineering standards, procedures, and realistic constraints, along with theoretical,
mathematical, computer skills, computer assisted drawing, cost estimation, knowledge of
building materials, health, safety, and laws and regulations controlling Civil Engineering
practice, into the consideration of an open-ended engineering problem requiring a major civil
engineering design solution. It involves interdisciplinary participation in applying the principles
of engineering and science, going through analytical processes, leading to the complete
interaction on the project. The project is divided in two phases; the first phase includes an
evaluation of the problem, field reconnaissance, and evaluation of available information,
proposal of different alternate solutions, evaluation of environmental and economic impact of
each alternate and selection of the feasible and economic solution. The second phase includes
the analysis and complete design of the selected alternative, which may include geotechnical
investigation, hydrological and hydraulic analysis, transportation studies, architectural design
and complete engineering design. Finally, plans and specifications, along with a project
schedule, will be delivered.
In addition, the course Civil Engineering Seminar (INCI 4019) develops the following
skills in our undergraduate students:
o research skills for studying more complex and not so common Civil Engineering problems/ subjects,
o written and oral communication skills through seminars, workshops, and a final written and oral
presentation of their research,
o the realization of the importance of lifelong learning through an experience in self study, and
o awareness of contemporary, social, cultural, economic, environmental, engineering, regulatory, and
political issues.
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ABET Self-Study Report for Civil Engineering Program at UPRM
A one-semester Civil Engineering Elective allows the student to take an advanced course
that invariably develops advanced design knowledge and skills.
Table 5-1 shows that the basic level curriculum for the engineering topics complies with
and exceeds Criterion 5’s requirements, in both the percent requirement (38%) with 47%, and
in the required minimum semester-hours (48 hours) with 85 hours.
General Education Component: This component provides students with the
opportunity to:
o develop written and oral communication skills through a two year sequence of English and a one year
sequence of Spanish,
o obtain a broad education necessary to understand the impact of Civil Engineering solutions on health,
general welfare, safety, environmental quality and economy in a global context,
o develop an awareness of contemporary social, cultural, economic, aesthetic, environmental, and
engineering issues.
The General Education component consists of:
• English Courses - Four one-semester courses equivalent to a two-year sequence (3000
level courses, or a combination of 3000 and 4000 courses); emphasis is given to reading
comprehension and writing skills.
• Spanish Courses - Two one-semester courses (ESPA 3101 and ESPA 3102) – with
emphasis on reading comprehension and writing skills.
• Socio-humanistic Electives - Four one-semester courses that provide students with the
opportunity to become aware of contemporary social, cultural, artistic, aesthetic, environmental,
and engineering issues.
• Economy (ECON 3021) - Provides the students with the opportunity to become familiar
with contemporary local, global and societal economic and social issues.
The general education component comprises 28% of the total course content and 50
semester hours.
The provision of four one-semester courses as Free Electives allows students the liberty
to enrich their education by taking other general interest courses, or taking more advanced Civil
Engineering design courses.
The information contained in Tables 5-1 and 5-2 and in Appendix A, present supporting
documentation that will be useful to the evaluation process.
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ABET Self-Study Report for Civil Engineering Program at UPRM
•
Pre-requisite Flow Chart
A flow chart showing the pre-requisite structure of program’s curriculum courses
required or allowed towards the Civil Engineering major is presented in Figure 5-1.
A copy of a form used to verify pre-requisites during each semester’s course registration
process is shown in Figure 5-2.
● Course Syllabi
Course Syllabi outlines for each course used to satisfy the mathematics, science, and
discipline-specific requirements required by Criterion 5 and by applicable Program Criteria are
presented in Appendix A. The syllabi formats are consistent for each course, do not exceed two
pages per course, and, at a minimum, contain the following information:
1.
2.
3.
4.
5.
6.
7.
8.
Department, number, and title of course
Designation as a Required or Elective course
Course (catalog) description
Prerequisites
Textbook(s) and/or other required material
Course learning outcomes / expected performance criteria
Topics covered
Class/laboratory schedule, i.e., number of sessions each week and duration of
each session
9. Contribution of course to meeting the requirements of Criterion 5
10. Relationship of course to Program Outcomes
11. Person(s) who prepared this description and date of preparation
Evidence that will be available to show achievement of this Criterion will include:
•
•
•
•
•
•
•
•
Samples of student work in analysis, design, and laboratory courses
Samples of student work in the CAPSTONE Course (major design experience)
Course outlines and descriptions (Syllabi)
Academic Catalog
Interviews with students
Student transcript samples (as requested by team chair prior to the visit)
Videos of Senior Design student presentations
Any other materials requested in advance of the visit
115
1st Sem.
2nd Sem.
1st Year
1st Sem.
2nd Year
2nd Sem.
1st Sem.
3rd Year
2nd Sem.
1st Sem.
Figure 5-1. Curriculum Pre-Requisite Flowchart
Civil Engineering Program (179 credits)
University of Puerto Rico – Mayagüez
2nd Sem.
4th Year
1st Sem.
5th Year
2nd Sem.
ABET Self-Study Report for Civil Engineering Program at UPRM
Error!
•
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ABET Self-Study Report for Civil Engineering Program at UPRM
Bachillerato: INGENIERIA CIVIL
(179 Créditos)
Departamento de Ingeniería Civil y Agrimensura
Nombre:
Num. Estudiante:
PRIMER AÑO
CURSOS
MATE 3005
QUIM 3131
QUIM 3133
INGL 3101
ESPA 3101
INGE 3011-L
EDFI _____
Facultad de INGENIERIA
Recinto Universitario de Mayagüez
PRIMER SEMESTRE
PRE O CO-REQUISITOS
CRE.
NOTA
PH
5
C-MATE 3171
3
C-QUIM3131
1
3
3
2
1
TOTAL 18
SEGUNDO AÑO
SEGUNDO SEMESTRE
CURSOS
PRE O CO-REQUISITOS
MATE 3031
QUIM 3132
QUIM 3134
INGL 3102
ESPA 3102
INGE 3012-L
EDFI _____
MATE 3005 o MATE 3174
QUIM 3131
QUIM 3133, C-QUIM 3132
INGL 3101
ESPA 3101
INGE 3011
PRE O CO-REQUISITOS
MATE 3032
FISI 3171
FISI 3173-L
INGE 3031
INGE 3016
INGL 3201
MATE 3031
MATE 3031
C- FISI 3171
MATE 3031
MATE 3031
INGL 3102
CRE.
NOTA
PH
CURSOS
PRE O CO-REQUISITOS
4
4
1
3
3
3
TOTAL 18
TERCER AÑO
PRE O CO-REQUISITOS
CRE.
MATE 3063
FISI 3172
FISI 3174-L
INGE 3032
INGE 4011
INGL 3202
MATE 4009
INGE 4012
INGE 4001
INCI 4001-L
INCI 4095
INEL 4075
MATE 3063
MATE 3063, INGE 4011
QUIM 3002, FISI 3171
MATE 3032, INGE 3012
MATE 3063, INGE 3016
MATE 3063, FISI 3172
3
3
3
3
2
3
NOTA
PH
INCI 4035-L
INCI 4021
INCI 4136
INCI 4002-L
INGE 4015
INGE 4016-L
GEOL 4015-LL
PRE O CO-REQUISITOS
PRE O CO-REQUISITOS
INCI 4022
INCI 4011
INCI 4008
INCI 4007
ECON 3021
SOC. HUM.
INCI 4021
INCI 4021
INGE 4015, QUIM 3002
INCI 4002
CRE.
NOTA
PH
3
3
3
3
3
3
TOTAL 18
QUINTO AÑO
PRE O CO-REQUISITOS
CRE.
INCI 4049
INCI 4026
INCI 4145
SOC. HUM.
EL. LIBRE
EL. LIBRE
INCI 4139
INCI 4007, INCI 4137
INCI 4138
3
3
3
3
3
3
NOTA
PH
TOTAL 18
PH = Puntos de Honor
SOC. HUM. = Electiva Socio-Humanística
ELEC. LIBRE = Electiva Libre
INCI ELEC. = Electiva Técnica en INCI
CRE.
PRE O CO-REQUISITOS
INCI 4012
INCI 4137
INCI 4138
INCI 4139
SOC. HUM.
SOC. HUM.
INCI 4021, INCI 4035
INCI 4136
INGE 4015
CRE.
NOTA
PH
NOTA
PH
3
3
3
INGE4011 INGE4015 C-GEOL4015
4
3
3
TOTAL 19
SEGUNDO SEMESTRE
CURSOS
PRE O CO-REQUISITOS
INCI 4055
INCI 4019
INCI 4950-X
INCI ELEC.
SOC. HUM.
EL. LIBRE
EL. LIBRE
Estud. INCI 4to. Año
Estud. INCI 5to. Año
Estud. INCI 5to. Año
CRE.
NOTA
PH
3
1
3
3
3
3
3
TOTAL 19
C = Co-requisito
L = Curso con laboratorio
LL = Curso con laboratorio a matricular por separado
X = Curso Capstone = Proyecto Diseño Integrado Ing. Civil
TOTAL
179
MAYO 2007
Figure 5-2. Form used in the course registration process to verify course pre-requisites.
117
PH
SEGUNDO SEMESTRE
CURSOS
PRIMER SEMESTRE
CURSOS
NOTA
INGE 4001
3
INGE 4012, INCI4095
3
2
MATE 3063
INCI 4001, C-INGE 3016
3
INGE 3032, MATE 3063
3
1
C-INGE 4015
QUIM 3001
3
TOTAL 18
PRIMER SEMESTRE
CURSOS
CRE.
3
MATE 3032
FISI 3171
4
FISI 3173, C-FISI 3172
1
3
FISI 3171, INGE 3031
MATE 3032, INGE 3031
3
INGL 3201
3
TOTAL 17
SEGUNDO SEMESTRE
CURSOS
TOTAL 17
CUARTO AÑO
PH
SEGUNDO SEMESTRE
PRIMER SEMESTRE
CURSOS
NOTA
4
3
1
3
3
2
1
TOTAL 17
PRIMER SEMESTRE
CURSOS
CRE.
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 5-1. Curriculum
Civil Engineering Program at UPRM
Category (Credit Hours)
Year;
Semester or
Quarter
1st Y/1st S
1st Y/2nd S
2nd Y/1st S
2nd Y/2nd S
3rd Y/1st S
Course
(Department, Number, Title)
Math & Basic
Sciences
Mate 3005 - Precalculus
5
Quim 3001 – General Chemistry
Ingl 3XXX - First Year Course in English
Espa 3101 – Basic Course in Spanish I
InGe 3011 – Engineering Graphics I
EdFi XXX- Elective in Physical Education
4
Mate 3031 - Calculus I
Quim 3002 – General Chemistry
Engl 3XXX - First year course in English
Espa 3102 – Basic Course in Spanish II
Inge 3012 – Engineering Graphics II
EdFi XXX - Elective in Physical Education
4
4
Mate 3032 – Calculus II
Fisi 3172 – Physics I
Fisi 3174 – Physics Laboratory I
Ingl 3XXX - Second year course in English
Inge 3031 – Applied Mechanics - Statics
Inge 3016 – Algorithms & Computer Prog
4
4
1
Mate 3063 – Calculus III
Fisi 3172 – Physics II
Fisi 3174 – Physics Laboratory II
Ingl 3XXX - Second year course in English
Inge 3032 – Applied Mechanics- Dynamics
Inge 4011 – Mechanics of Materials I
3
4
1
Mate 4009 – Ordinary Differential Equations
3
Engineering
Topics
Check if
Contains
Significant
Design (9)
( )
(
(
(
(
(
)
)
)
)
)
(
(
(
(
(
(
)
)
)
)
)
)
3
3
(
(
(
(
(
(
)
)
)
)
)
)
3
3
(
(
(
(
(
(
)
)
)
)
)
)
(
)
(
(
(
(
(
)
)
)
)
)
2
2
Inci 4001 – Surveying I
Inci 4095 – Mathematical Methods in CE
Inge 4012 – Mechanics of Materials II
Inge 4001 – Engineering Materials
Inel 4075 – Fund. of Electrical Eng’g
3
2
3
3
3
118
General
Education
3
3
1
3
3
1
3
3
Other
ABET Self-Study Report for Civil Engineering Program at UPRM
3rd Y/2nd S
4th Y/1st S
4th Y/2nd S
5th Y/1st S
5th Y/2nd S
Inci 4021 – Structural Analysis I
Inci 4035 –Civil Engineering Materials
Inci 4002 – Surveying II
Inci 4136 – Applied Statistics for CE
Inge 4015 – Fluid Mechanics
Inge 4016 – Fluid Mechanics Laboratory
Geol 4015 – Geology for Engineers
3
3
3
2
3
1
3
(
(
(
(
(
(
(
)
)
)
)
)
)
)
(9 )
(9 )
(9 )
( )
( )
( )
3
3
( )
(9 )
(9 )
(9 )
( )
6
Inci 4007 – Highway Location and Design
Inci 4008 – Intro. to Environmental Eng’g
Inci 4011 – Structural Steel Design
Inci 4022 – Structural Analysis II
Econ 3021 – Principle of Economics
Elective – Socio-Humanistic Elective
3
3
3
3
Inci 4139 – Intro. to Geotechnical Eng’g
Inci 4012 – Reinforced Concrete Design
Inci 4138 – Water Resources Engineering
Inci 4137 – Intro. to Transportation Eng’g
Elective – Socio-Humanistic Electives
4
3
3
3
Inci 4049 - Foundations
3
(9 )
Inci 4026 – Highway Engineering
Inci 4145 – Waterworks & Sewerage Dsgn.
Elective – Socio-Humanistic Elective
Elective – Free Electives
3
3
(9 )
(9 )
( )
( )
Inci 4950 – Integrated CE Project CAPSTONE
Inci 4055 – Project Control & Management
Inci 4019 – Civil Engineering Seminar
Elective - Socio-Humanistic Elective
Inci 4XXX - Civil Engineering Elective
Elective – Free Electives
3
(9 )
3
1
(9 )
( )
( )
(9 )
( )
3
TOTALS-ABET BASIC-LEVEL REQUIREMENTS
179
OVERALL TOTAL
FOR DEGREE
PERCENT OF TOTAL
Totals must Minimum semester credit hours
satisfy one Minimum percentage
set
3
6
3
6
44
85
50
0
25%
32 hrs
25%
48%
48 hrs
37.5 %
28%
0%
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.
119
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 5-2. Course and Section Size Summary
Civil Engineering Program at UPRM
Responsible Faculty
Member
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment
Lecture1
Laboratory1
INCI 4001
Surveying I
Velez, L. – Area Coord.
9
23.8
20
80
INCI 4002
Surveying II
Velez, L. – Area Coord.
8
26.6
20
80
INCI 4006
Surveying Practice
Velez, L. – Area Coord.
1
28.0
INCI 4007
Highway Location & Curve Design Colucci, B. - Area Coord.
6
31.2
40
INCI 4008
Introd. Environmental Engineering
Rivera, J. – Area Coord.
5
35.4
100
INCI 4011
Structural Steel Design
Suarez, L. – Area Coord.
3
31.5
100
INCI 4012
Reinforced Concrete Design
Suarez, L. – Area Coord.
4
28.0
100
INCI 4019
Civil Engineering Seminar
Pagan, I. - Director
11
12.3
20
INCI 4021
Structural Analysis I
Suarez, L. – Area Coord.
5
28.6
100
INCI 4022
Structural Analysis II
Suarez, L. – Area Coord.
4
26.0
100
INCI 4026
Highway Engineering
Colucci, B. - Area Coord.
4
22.3
100
INCI 4035
Civil Engineering Materials
Suarez, L. – Area Coord.
4
37.5
67
INCI 4049
Foundations
Ramos, R. - Area Coord.
4
32.3
100
INCI 4051
Geodesy
Velez, L. – Area Coord.
1
34.0
100
INCI 4055
Project Control & Management
Lluch, F. – Area Coord.
2
49.5
100
INCI 4056
Construction Methods & Equip.
Lluch, F. – Area Coord.
2
36.5
100
INCI 4057
Civil Engineering Practice
Lluch, F. – Area Coord.
1
30.0
INCI 4059
Geodetic Astronomy
Velez, L. – Area Coord.
1
20.0
Course No.
Title
120
100
Summer Pract.
60
80
33
100
50
Other1
50
Summer Pract.
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 5-2. Course and Section Size Summary (Cont’d)
Civil Engineering Program at UPRM
Responsible Faculty
Member
Course No.
Title
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment
Lecture1
Laboratory1
INCI 4061
Legal Aspects I
Rodriguez, V.
1
92.0
100
INCI 4062
Legal Aspects II
Rodriguez, V.
1
48.0
100
INCI 4071
Adjustment Computation I
Velez, L. – Area Coord.
1
23.0
100
INCI 4078
Topographic Drawing
Velez, L. – Area Coord.
1
35.0
25
INCI 4081
Photogrammetry I
Velez, L. – Area Coord.
1
28.0
100
INCI 4085
Theory of Map Projections
Velez, L. – Area Coord.
1
21.0
100
INCI 4086
Introduction to Physical Geodesy
Velez, L. – Area Coord.
1
22.0
100
INCI 4087
Special Surveys
Velez, L. – Area Coord.
1
30.0
100
INCI 4088
Cartography
Velez, L. – Area Coord.
1
27.0
100
INCI 4095
Math. Methods in Civil Engineering Pagan, I. - Director
5
36.2
100
INCI 4125
Introduction to Land Info Systems
Velez, L. – Area Coord.
2
34.0
50
INCI 4135
Elements of Optics in Surveying…
Velez, L. – Area Coord.
1
40.0
100
INCI 4136
Applied Statistics for Civil Eng’g
Pagan, I. - Director
5
33.3
100
INCI 4137
Introd. Transportation Engineering
Colucci, B. - Area Coord.
4
28.0
100
INCI 4138
Water Resources Engineering
Rivera, J. – Area Coord.
4
39.0
100
INCI 4139
Introd. Geotechnical Engineering
Ramos, R. - Area Coord.
6
26.7
50
INCI 4145
Waterworks & Sewage Design
Rivera, J. – Area Coord.
4
31.7
100
INCI 4950
Integrated Civil Engineering Project Guevara, J. – Lead Prof.
2
63.0
100
INCI 4995
Eng. Practice for Coop Students
2
4.5
100
Gonzalez, H.–COOP Coord
121
75
50
Other1
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 5-2. Course and Section Size Summary (Cont’d)
Civil Engineering Program at UPRM
Responsible Faculty
Member
Course No.
Title
No. of
Sections
Offered in
Current Year
Avg. Section
Enrollment
Lecture1
INCI 4998
Undergraduate Research
Pagan, I. - Director
11
2.0
INCI 5006
Applied Hydraulics
Rivera, J. – Area Coord.
1
3.0
100
INCI 5008
Introduction to Hydrology
Rivera, J. – Area Coord.
1
10
100
INCI 5017
Prestressed Concrete Structures
Suarez, L. – Area Coord.
1
6.0
100
INCI 5018
Matrix Analysis of Structures
Suarez, L. – Area Coord.
1
6.0
100
INCI 5026
Bridge Design
Suarez, L. – Area Coord.
1
5.0
100
INCI 5047
Introduction to Rock Mechanics
Ramos, R. - Area Coord.
1
12
100
INCI 5049
Geosynthetics in Civil Engineering
Ramos, R. - Area Coord.
1
3.0
100
INCI 5995
Special Topics
Pagan, I. - Director
9
5.1
100
INCI 5996
Special Problems
Pagan, I. - Director
4
3.0
122
Laboratory1
100
Other1
ABET Self-Study Report for Civil Engineering Program at UPRM
CRITERION 6. FACULTY
The faculty must be of sufficient number and must have the competencies to cover all of the curricular areas of the
program. There must be sufficient faculty to accommodate adequate levels of student-faculty interaction, student
advising and counseling, university service activities, professional development, and interactions with industrial
and professional practitioners, as well as employers of students.
The program faculty must have appropriate qualifications and must have and demonstrate sufficient authority to
ensure the proper guidance of the program and to develop and implement processes for the evaluation, assessment,
and continuing improvement of the program, its educational objectives and outcomes. The overall competence of
the faculty may be judged by such factors as education, diversity of backgrounds, engineering experience, teaching
experience, ability to communicate, enthusiasm for developing more effective programs, level of scholarship,
participation in professional societies, and licensure as Professional Engineers.
•
Leadership Responsibilities
The person with direct leadership responsibility for the Civil Engineering Program at
UPRM is the Department Chair or Director, Professor Ismael Pagan-Trinidad. He can be
contacted at:
Department of Civil Engineering, University of Puerto Rico – Mayagüez
P.O. Box 9041
Mayagüez, Puerto Rico 00681-9041
Ph. No.: (787)265-3815 or (787)832-4040 Exts. 3559, 3434
Fax No.: (787)833-8260
E-mail: [email protected] or [email protected]
The following list, although not all inclusive, includes the more significant of the
Director’s leadership and management responsibilities:
•
Chief Executive Officer of the department.
• Official Representative of the Department to the College of Engineering and to other
authorities.
•
Proposes and administers the Department’s budget.
•
Assigns the academic workload to the faculty of the department.
•
Promotes relationships with industry and government.
•
Supervises the functions of all administrative and academic personnel.
• Responsible for the administration of BSCE, BSLS, MS, and PHD programs, as well
as two Certificate programs.
• Responsible for the recruitment and retention processes of faculty and administrative
personnel.
•
Attracts external funding for educational and research initiatives.
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ABET Self-Study Report for Civil Engineering Program at UPRM
•
Develops, maintains, and updates a Laboratory Development Plan.
•
Projects the physical infrastructure required for teaching, research, and other services.
• Supervises the execution of all assessment processes and ensures that results are used
for the continuous quality improvement of all academic and administrative activities.
•
Authority and Responsibility of Faculty
As previously stated in the Background Information Section of this report, the
University of Puerto Rico (UPR) is a well established and mature institution, with nearly 70,000
students distributed in eleven campuses. Each campus is an autonomous institutional unit with a
Chancellor as chief administrator and academic officer.
The functions, responsibilities and roles played by those in leadership positions within
the UPR system are spelled out in the Law of the University of Puerto Rico (Law #1 of 20 Jan
1966 - http://www.upr.edu/sindicos/docs/ley-upr.pdf), and in the General Regulations of the
UPR (as amended up to 10 Dec 2006 - http://www.upr.edu/sindicos/docs/reglamento.pdf). In
summary, the Board of Trustees is the governing body of the University of Puerto Rico. The
President of the University is the chief executive officer of the University system, and is
appointed to an indefinite term by the Board of Trustees. The faculty is composed of the
chancellor, the deans, department directors and the teaching personnel.
At our campus (UPRM) the current student population totals 12,136 students. The
Chancellor is the chief executive officer of the institutional unit. An Administrative Board acts
as an advisory body to the Chancellor, and grants tenure, promotions and leaves of absence. The
Academic Senate at UPRM is the official forum of the academic community and is tasked with
the formulation of academic processes within the University’s legal structure. These
organizational structures are described in detail in pages 4-5 of our Institutional Academic
Catalog, which is available at http://www.uprm.edu/catalog/UndergradCatalog2007-2008.pdf .
The College of Engineering (CoE) is led by its Dean, Dr. Ramón Vasquez. The
Department of Civil Engineering and Surveying (INCI) is responsible for the Civil Engineering
Program (subject of this ABET accreditation visit). It is led by its department Director/Chairman,
Prof. Ismael Pagan-Trinidad. Six (6) Area Coordinators, in close coordination with the Director
and with the Academic Affairs Committee, frequently meet and work to avoid duplication and to
ensure the consistency and quality of the courses taught.
The following is a list of the major responsibilities of key personnel as related to the
assessment of student learning and to their role with respect to course creation, modification,
and evaluation within the Civil Engineering Program. This list is not necessarily all
encompassing, as additional guidance may result from the assessment processes themselves:
Director/Chairman of the Department:
• Lead the department’s development and implementation efforts of a student learning
assessment process with documented results.
• Encourage the full participation process of faculty, students, staff, and other
stakeholders of the department.
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ABET Self-Study Report for Civil Engineering Program at UPRM
• Ensure that evidence is maintained and that the results of the assessment process are
applied to the further development and improvement of the department’s programs.
• Provide the support, infrastructure, resources, and constructive leadership to assure
the quality and continuity of the continuous quality improvement (CQI) process.
• Lead the academic advising activities of the department.
• Ensure that all of this planning and execution is done in accordance with the general
guidelines established by Regulation and by the Assessment Plan.
Associate Director of the Department:
• Support the Director’s responsibilities and assume them in his absence.
• Supervise the department’s centralized Academic Advising activities, including the
efforts of the professional and academic Counselors.
• Conduct the assessment activities in accordance with the plan.
Department’s SEED Office:
• Be the lead agent of the Director in the development, implementation, and continuous
support of the department’s outcomes assessment efforts.
• Lead the educational research efforts of the department.
• Send out, receive, and analyze the annual Alumni and Employer’s Surveys.
• Prepare the Annual Assessment Summary Reports for the Department.
• Provide clerical and operational support to the Department’s SEED Committee.
• Maintain the assessment evidentiary documentation listed in Figure 3-1 of this report.
Department’s SEED Committee (which includes student representatives):
• Initiates discussions on program objectives and outcomes, based on the inputs from
the various constituencies.
• Conducts regular Committee meetings, announced in advance and open to all
interested students and faculty.
• Analyzes and discusses summary data and results from each of the assessment
instruments to make recommendations to the Department.
Department’s Academic Affairs Committee:
• Coordinates all curriculum related processes.
• Following appropriate discussion approves relatively minor changes in individual
courses, such as minor changes in prerequisite courses.
• Submits proposals for major changes in course content and for new courses to the
appropriate academic authorities.
Department’s Faculty:
•
Support all departmental student learning assessment efforts as outlined in this plan.
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ABET Self-Study Report for Civil Engineering Program at UPRM
• Participate in the assessment efforts review process that leads to its improvement and
further development.
• Perform the scheduled assessments and evaluations in accordance with the processes
and timelines outlined in this plan.
• Collect and analyze summary data from each of the assessment instruments.
• Based on the assessment results, prepare proposals for changes in courses and for new
courses.
• Provide academic and professional advice to students continuously.
• Maintain Course Binders (at SEED Office) with up-to-date assessment evidentiary
documentation, as suggested in Figure 3-1 of this report.
• Use assessment information to make appropriate adjustments on how to present the
courses, to suggest changes in courses and prerequisites, and to ensure that program objectives
and outcomes are met.
Department’s Counselors:
• Monitor student learning and academic progress through the program.
• Review student grades at the end of each semester.
• Identify and help students having problems.
• Take steps to correct irregularities in student academic records as soon as possible.
• Conduct thorough reviews of student academic records with the assistance of the
Registrar’s Office to ensure that students complete all institutional requirements for the degree.
•
Faculty
The full-time tenure or tenure-track faculty of forty-one (41) has over 700 man-years of
teaching and research experience, with 67% tenured and 20% tenured-track.
About 71% of the professors have PhD degrees, with an additional 15% PhD candidates
near completion, for an 86% PhD faculty, coming from the top 25 universities offering civil
engineering doctoral programs in the United States, as listed in the US News and World Report
(April, 2006). Similarly, 75% of the professors have degrees from the top 50 schools presented
in that list. At the professional level, 80% of the Civil Engineering Program professors and 83%
of the surveying and topography professors are professionally registered.
One of the strengths of our program is the intellectual and cultural diversity of our
faculty. Currently, the department has professors from Argentina, Colombia, Iran, Paraguay,
Peru, Korea, the United States, and Puerto Rico. They come from a variety of professional
backgrounds and higher education institutions. They are very competitive at the academic and
research level. Most of the faculty is involved in research, which amounts to approximately 40%
of their academic load. During the 2006-2007 periods alone, 14 refereed articles in international
journals (with 5 still under revision), 27 articles in books or international conference
proceedings, and 3 non-refereed articles have been published. Additionally, they have made 17
poster presentations and 13 oral presentations in scientific and technical meetings. A a total of 54
research proposals ($20.5 M) were submitted, and 42 projects ($5.2 M) were funded, with the
active participation of 22 professors from our Department. Currently, the department is
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ABET Self-Study Report for Civil Engineering Program at UPRM
providing support to three professors who are completing their PhDs in the United States. They
are expected to finish during the 2008 academic year.
The civil engineering faculty at UPRM is a diverse group of professionally active
members with a broad range of technical interests and expertise. Tables 6-1 and 6-2 summarize
faculty workload and general information. The teaching philosophy of the department is to offer
a blend of theory and practical applications.
•
Faculty Competencies
Members of our faculty practice the profession at different levels such as consulting
(design projects, environmental assessment studies, damage assessment studies, forensic work,
etc.), research in collaboration with industrial partners, community service activities, and
committee participations with the professional associations, and work for both the local
commonwealth and federal governments. Therefore, a high percentage of the faculty is well
recognized statewide, nationwide and worldwide for their high standards of scholarship.
The course load and other related activities for our faculty are presented in Table 6-1.
Teaching loads are relatively high compared to most of the prestigious universities in the United
States. The table shows that our faculty as a whole has the competitiveness to cover all of the
curricular thrust areas of the program and has the strength to provide a wide variety of civil
engineering professional and/or elective courses to our students. As a general rule in the course
scheduling for each semester, each thrust area provides at least one elective course section in
addition to the core curriculum courses scheduled for that semester. Core curriculum courses in
the civil engineering program are offered every semester. Elective courses and graduate courses
are offered once a year based on demand and availability of professors. The primary course load
assignment is the undergraduate program supplemented by the graduate courses of the area of
expertise, and then the research load. In addition, release load for research, development, and
services in our department is about 25%.
In compliance with the faculty qualifications requirement of ABET’s Criterion 8
(Program Criteria), the faculty dedicated to teach courses that are primarily design in content
are mostly registered professionals and have a very high practical and educational expertise.
Currently, our faculty is dedicating an equivalent of four full professors to administrative affairs
of the university at the departmental and deanship level.
The Mayagüez Chapter of the Professional College of Engineers and Surveyors of Puerto
Rico (CIAPR) has recognized our faculty’s competence, capacity, and levels of achievement by
designating 6 professors from our department as distinguished professors in the Engineering
Faculty. Four professors had leaves of absence to work with the government of Puerto Rico
during the accreditation period. One of them became a candidate for Governor of Puerto Rico
and, after losing the election by a narrow margin, did not return to the university. With the
change in government, two additional professors were selected to work for the government
starting January 2001. Another was selected to become an alternate member to the board of
trustees of a government agency. Many are consultants to government agencies, such as: The
Puerto Rico (PR) Public Buildings Authority, PR Highway Authority, PR Comptroller’s Office,
PR Earthquake Commission, and the Board of the PR Construction Cluster, among others.
127
ABET Self-Study Report for Civil Engineering Program at UPRM
•
Faculty Size
We believe that the size of the faculty is adequate to deliver the program. The faculty is
composed of 39 full-time and 2 part-time professors. They represent the 23% of the UPRM
College of Engineering faculty. By gender, the faculty is 78% male and 22% female, with
aggressive efforts going into increase the female numbers. By academic rank, 42% are Full
Professors, 24% Associate Professors, 16% Assistant Professors, and the rest are Instructors,
Researchers, and Visiting Professors. We have a very diverse group with at least four professors
in each of the major curricular thrust areas of our program; structures, environmental and water
resources, transportation, geotechnical, construction management, and surveying and
topography.
Faculty size has fluctuated in recent years. Faculty shortage is caused by an increase in
research activities and in Graduate School offerings; however, temporary recruiting has helped to
solve the problem while new professors were hired into tenure track positions. The general status
is somewhat steadily increasing at a rate of approximately 2 per year.
Our department maintains a faculty recruitment plan as part of its Strategic Plan, to
recruit faculty according to specialty and needs of particular units. The department uses a variety
of vehicles in the recruitment process, including ads in national journals, trade magazines, and
local newspapers. Reduced workloads are provided to new hires during their first two years to
give them time to develop research programs. The department gives them computers, printers,
and limited travel funds or seed money grants.
Notwithstanding these efforts, the Department of Civil Engineering and Surveying
continues to have difficulty in recruiting faculty members because of the perceived
uncompetitive salary scale here. Secondly, good students receive very attractive offers from
U.S. companies. In fact, many of our graduates at the Bachelor’s level are receiving salary offers
that are higher than the salaries of faculty members with PhD degrees. Clearly, it takes a unique
and highly motivated individual to choose to work at UPRM, particularly since first–rate output
in research, service, and lecturing is expected from all faculty members. However, faculty
morale is considered high.
Regarding student-faculty interaction, our faculty is well known for its cordial and
friendly relationship with students. Direct professional and extracurricular interaction is
continuously achieved through the six professional association student chapters in the
department. Each one has a professor as mentor and together they develop and promote multiple
activities during the year. Student membership and active participation in each chapter has
increased.
The faculty advises, motivates, and helps students with their professional development.
The Annual Regional ASCE Competitions in the United States have been an excellent
opportunity to enhance the student-faculty interaction and the results have been very good to
excellent (Regional Champions (1st Place Overall) in 2003, and within the top 6 places every
year, from among 28-30 participant universities). For each event of the competition at least one
professor provides mentorship to the student team members. Teamwork and leadership
techniques in an interdisciplinary environment are very important during the long period of
preparation (8 to 10 months) that culminate with the Regional ASCE Competitions in
Southeastern United States. Final written and oral reports are presented at the end of the
semester. Students develop and exercise technical, managerial, service, and entrepreneurial
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ABET Self-Study Report for Civil Engineering Program at UPRM
activities, fundraising, marketing, and other general support activities. All of the funding comes
from fundraising. Students have been very successful with the industrial component by
obtaining materials and economic support from local industry.
The faculty also provides academic and professional advice and counseling to students.
They start by participating in the orientation week for freshmen students, together with the
department chair, associate director, the academic counselor, and the professional counselor.
Faculty also participate in the UNIV 0004 course by presenting the professional aspects they deal
with as practicing engineers, and by providing guidance on the academic courses students will be
taking in the future. This guidance continues at the professors’ offices during office hours
throughout the five-year program.
CAPSTONE Design Course professors provide academic and professional advise to
senior students and encourage them to pursue professional engineering licensure by taking the
Fundamentals of Engineering (FE/EIT) Exam before they complete their degree. Our professors
continuously present seminars and conferences to our students about a myriad of technical
aspects and about graduate school program/studies opportunities, therefore promoting life-long
learning.
During the academic year, the faculty is involved with students in many ways. Professors
and students interact in research activities, professional associations student chapters activities,
and others ways that have significantly increased during the last five years. The numbers of
courses offered and the number of students registering in courses such as Undergraduate
Research (INCI 4998), Special Problems (INCI 5996 or 6995), and Summer Internships have
increased significantly. Many students are participating in research without being registered in an
official course.
Our faculty has done an excellent job in obtaining external funds to provide economic
support to our students while they learn more about their future profession. Examples are the
NSF – Fellowships for Low Income Students Program (a 4-year program), Sloan Foundation
Projects, and the Integrated Transportation Alternative (ATI, in Spanish) Program for the San
Juan Metropolitan Area, a project currently in its 13th year. Recently approved research projects
related to natural hazard disaster mitigation and infrastructure are providing additional economic
resources to our program and will help to increase student-professor interactions outside of the
classroom.
Our faculty actively seeks funding and opportunities for student summer internships,
professional practice, fellowships, and undergraduate research work, where students get paid in
addition to having excellent alternative learning experiences.
Abbreviated Faculty Resumes (Curriculum Vitas) for each program faculty member with
the rank of instructor or above are presented in Appendix B. The format used is consistent for
each resume, does not exceed two pages per person and, at a minimum, contains the following
information:
1.
2.
3.
4.
Name and academic rank
Degrees with fields, institution, and date
Number of years of service on this faculty, including date of original
appointment and dates of advancement in rank
Other related experience, i.e., teaching, industrial, etc.
129
ABET Self-Study Report for Civil Engineering Program at UPRM
5.
6.
7.
8.
9.
10.
11.
12.
•
Consulting, patents, etc.
States in which professionally licensed or certified, if applicable
Principal publications of the last five years
Scientific and professional societies of which a member
Honors and awards
Institutional and professional service in the last five years
Percentage of time available for research or scholarly activities
Percentage of time committed to the program
Faculty Development
In Puerto Rico, as in most States, Registered/Licensed/Collegiate/Professional Civil
Engineers are required by law to pursue and maintain a log on a number of professional
development (continued education) courses/hours per year in order to maintain their professional
registration and to legally practice the profession. Given that most of our faculty members are
Registered Professional Engineers and Land Surveyors (80%, as stated previously), they are also
practitioners, who abide by the law and, individually, participate in professional development
activities of their choice or need.
In addition, the Department of Civil Engineering and Surveying maintains a Plan for the
Professional Development of the Faculty. Various alternatives are considered, as follows:
• Continuous professional and scientific seminars: The Department sponsors a
variety of exceptional seminars, meetings, training workshops, and other formal and informal
activities, with the participation of local and invited speakers and resources to provide
alternatives to the faculty for their continuous professional development.
• Leave of Absence: An institutional program allows faculty who have not completed
a PhD degree and are in a tenure or tenure-track position to obtain a leave of absence to study
advanced degrees in recognized universities in the United States or elsewhere. Faculty members
are expected to return and serve one year for every year they get sponsored. The university
provides tuition, travel, and a monthly stipend. Those who are not in tenure-track positions also
participate through temporary contracts with the same benefits. Many professors have
successfully participated in this program and have been productively retained at the department.
• Professional Enhancement Center (CEP, for its Spanish name): The CEP offers
professional development courses and training to new faculty and to graduate students in
teaching assistantships. All new faculty and graduate teaching assistants are required to take at
least 30 hours of training in their first year of work. The entire faculty benefits from this
program, which offers courses in a wide range of areas of interest.
•
Sabbatical Leave: The UPRM supports a faculty professional leave (sabbatical)
activity after six years of service. Most members of the faculty take advantage of this
opportunity. The Department Chair also routinely supports, from the department’s budget, travel
by faculty to professional meetings, including workshops that promote effective teaching and
research.
• Summer Research Internships: The faculty is motivated to participate in summer
research internships with prestigious universities and research centers in the United States. The
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ABET Self-Study Report for Civil Engineering Program at UPRM
Department has developed a long term partnership with the Engineer Research and Development
Center (ERDC) of the United States Army Corps, through which interested faculty negotiate
leaves of absence to work and conduct research at ERDC facilities in various laboratories. Other
faculty takes advantage of Summer Internships at various federal agencies and research
laboratories.
Evidence that will be available to show achievement of this Criterion will include:
•
•
•
•
Faculty workload data and analysis in Tables 6-1 & 6-2
Faculty summary curriculum vitae in Appendix B
Faculty interviews
Any other materials requested in advance of the visit
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table 6-1. Faculty Workload Summary
Civil Engineering Program at UPRM
Faculty Member
(name)
FT
or
PT4
Teaching
56
Total Activity Distribution2
Research/Scholarly
Activity
25
50
Acosta Felipe
FT
Classes Taught (Course No./Credit Hrs.)
Fall 20071
INCI 4022, 5018, 6065, 6066, 8999
Aponte, Luis D.
FT
INCI 4021, 6995,
50
Arroyo, Ernesto
FT
INCI 4001, 4002
100
Bernal, Juan B.
FT
INCI 4049, 4139, 5049
100
Cáceres, Arsenio
FT
INCI 4012, 4035, 6064
83
Camacho, Beatriz
FT
INCI 4950, 6032
54
Cole, George M.
FT
NEW Visiting Professor
100
Colucci, Benjamín
FT
INCI 4998, 4019, 4026, 6065, 6066
42
Cruzado, Ivette
SL
LoA – PhD Studies
De la Rosa, Evi
FT
INCI 4002, 4005, 4087, 5996
100
Deng, Yang
FT
INCI 4008, 4145
50
50
Figueroa, Alberto M.
FT
INCI 4007, 6049, 6066
50
44
Flores, José L.
FT
LoA – PhD Studies
Galloza, Magda S.
FT
INCI 4001, 4002
86
Godoy, Luis A.
FT
INCI 6017, 8999
17
González, Antonio
FT
Admin Duty – Director OIRP
González, Hiram
FT
INCI 4139, 4995, INTD 6995
50
50
González, Sergio
FT
INCI 4095, 4137
92
8
Guevara, José O.
FT
INCI 4950, 5995, 6065, 6098
59
1
2
3
4
Other3
19
17
46
18
40
100
6
100
14
62
21
100
Indicate Term and Year for which data apply (the academic year preceding the visit).
Activity distribution should be in percent of effort. Members' activities should total 100%.
Indicate sabbatical leave, etc., under "Other."
FT = Full Time Faculty
PT = Part Time Faculty
132
24
17
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 6-1. Faculty Workload Summary
Civil Engineering Program at UPRM
Faculty Member
(name)
Hwang, Sangchul
Irizarry, Nelson
FT
or
PT4
FT
Classes Taught (Course No./Credit Hrs.)
Fall 20071
INCI 4008, 4998, 6076
Teaching
47
Total Activity Distribution2
Research/Scholarly
Activity
46
LoA LoA – Military License
Other3
7
100
Lluch, José F.
FT
INCI 4055, 6065, 6070
52
24
24
López, Ricardo
FT
INCI 6025, 8999
25
65
10
Maldonado, Francisco
FT
INCI 5995, 5996, 6995, INTD 3995
39
22
39
Martínez, José A.
FT
INCI 6022, 6065, INGE 4012
39
35
26
Molina, Omar I.
SL
LoA – PhD Studies
Padilla Ingrid Y.
FT
INCI 4998, 6060, 6065, 6066, 6997, 8999
55
37
8
Pagán, Ismael
FT
INCI 4950
9
74
17
Pando, Miguel A.
FT
INCI 6065, 6066, 6078, 6088, 6995
60
35
5
Perdomo, José L.
FT
INCI 4950, 6077, 6099
50
50
Pesantes, Eileen R.
FT
LoA – Maternity Leave
Ramos, Ricardo
FT
INCI 4011, 4019, 6065, 6105
74
Ríos, Julio C.
PT
INCI 4085
100
Rivera, Jorge
FT
INCI 6063, 6065, 6066, 6997, 8999
47
Rodríguez, Vidal
PT
INCI 4061
100
Román, Roque
SkL Sick Leave
Saffar, Ali
FT
Santiago, Ivonne
1
2
3
4
100
100
19
7
53
100
INCI 6066, 8024, 8999
40
LoA INCI 6065, 6066
60
20
Indicate Term and Year for which data apply (the academic year preceding the visit).
Activity distribution should be in percent of effort. Members' activities should total 100%.
Indicate sabbatical leave, etc., under "Other."
FT = Full Time Faculty
PT = Part Time Faculty (Also: LoA = Leave of Absence SL = Study Leave
133
80
SkL = Sick Leave)
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 6-1. Faculty Workload Summary
Civil Engineering Program at UPRM
Faculty Member
(name)
FT
or
PT4
Total Activity Distribution2
Research/Scholarly
Activity
Other3
13
Segarra, Rafael
FT
Classes Taught (Course No./Credit Hrs.)
Fall 20071
INCI 4138, 4145, 5008
Suárez, Luis E.
FT
INCI 4022, 6066, 6089, 8999
67
20
Valdés, Didier M.
FT
INCI 4007, 4950, 4998, 6065, 6066, INME 4998
64
36
Vélez, Linda L.
FT
INCI 4085, 4125, 4135
67
20
Wendichansky, Daniel A.
FT
INCI 4012, 5026, 6065, 6066, 6995, 8999
63
37
Zapata, Raúl E.
FT
INCI 4138, 8999
21
76
1
2
3
4
Teaching
100
Indicate Term and Year for which data apply (the academic year preceding the visit).
Activity distribution should be in percent of effort. Members' activities should total 100%.
Indicate sabbatical leave, etc., under "Other."
FT = Full Time Faculty
PT = Part Time Faculty
134
13
3
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 6-2. Faculty Analysis
MSG
UPRM
94
23
24
Bernal, Juan B.
T
FT
PhD
UT-Austin
84
--
32
Camacho, Beatriz
Cole, George M.
Prof.
Visiting
Colucci, Benjamín
Prof.
Prof.
T
Cruzado, Ivette
Inst.
NTT
De la Rosa, Evi
Asst.
Deng, Yang
Prof.
Asst.
T
FT
PhD
TT
FT
PhD
NTT
FT
PhD
T
TT
FT
PhD
West Virginia Univ. 98
UT-Austin
Purdue
06
84
MSCE (PhD Michigan
FT
Cand)
MSE (PhD
FT
Cand)
PhD
HIGH
NONE/HIGH
--
---
1
PR
NONE
NONE
24
PR
CIAPR,
HIGH (CIAPR)
NONE
HIGH/HIGH
32
PR
LOW (CIAPR,
NONE
HIGH/NONE
PR
ASCE)
HIGH (ASCE,
9
MED
MED/NONE
1
--
ACI, CIAPR)
LOW (ASCE)
1
LOW
NONE/NONE
1
FL, GA, TX,
HIGH
MED
MED/MED
HIGH (CIAPR)
MED
HIGH/NONE
1
9
Professional
Registration/
Certification
Consulting
/Summer
Work in Industry
FT
Assoc.
Research
T
Prof.
Prof.
Prof.
Asst.
Professional
Society
Arroyo, Ernesto
Prof.
Asst.
Cáceres, Arsenio
99
06
LOW (CIAPR,
ASCE, ASTM)
LOW (ASCE,
This Institution
Aponte, Luis D.
UF-Gainesville
PR
7
Prof.
Asst.
PhD
Georgia Tech
7
Assoc.
FT
PhD
--
Acosta Felipe
TT
FT
Institution from
which Highest
Degree Earned &
Year
Total Faculty
T
Level of Activity (high, med, low,
none) in:
Years of Experience
Govt./Industry
Practice
Type of
Academic FT
Appointment or
TT, T, NTT PT
Highest Degree and
Field
Name
Rank
Civil Engineering Program at UPRM
23
29
29
MS, AL
PR
--
6
6
PR
HIGH (CIAPR)
MED
MED/NONE
Purdue
95
--
8
8
PR
HIGH (CIAPR)
MED
HIGH/HIGH
Univ Miami
06
--
1
1
FL (EIT)
LOW
MED
NONE
Prof.
Instructions: Complete table for each member of the faculty of the program. 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
135
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 6-2. Faculty Analysis (Cont’d)
Highest Degree and
Field
Civil Engineering Program at UPRM
Level of Activity (high, med, low,
none) in:
Total Faculty
This Institution
Professional
Registration/
Certification
Professional
Society
Research
Consulting
/Summer
Work in Industry
Purdue
05
--
4
4
PR
LOW (CIAPR,
HIGH
MED/NONE
FT
MSCE (PhD Purdue
94
--
9
9
PR
ITE)
LOW (CIAPR)
MED
NONE/NONE
TT
FT
Cand)
MSCE (PhD Purdue
05
--
3
3
--
NONE
NONE
NONE/NONE
Prof.
T
FT
Cand)
PhD
London
79
--
27
13
--
NONE
HIGH
NONE/NONE
González, Antonio
Prof.
T
FT
PhD
Purdue
91
5
19
19
PR
HIGH (CIAPR)
MED
NONE/NONE
González, Hiram
Assoc.
T
FT
MSCE
UPR
84
21
12
12
PR,
HIGH (CIAPR)
LOW
LOW/NONE
González, Sergio
Prof.
Prof.
T
FT
PhD
MIT
85
8
25
25
MS (USA)
PR
ASCE)
LOW (CIAPR)
MED
HIGH/HIGH
Guevara, José O.
Assoc.
T
FT
PhD
UF-Gainesville
90
--
8
8
PR
MED (CIAPR)
LOW
HIGH/HIGH
Hwang, Sangchul
Prof.
Asst.
TT
FT
PhD
Akron
3
3
3
--
HIGH (ACS,
HIGH
LOW/NONE
Irizarry, Nelson
Prof.
Assoc.
TT
PhD
UT- Austin
2
4
4
PR
ASCE)
MED (CIAPR)
LOW
NONE/LOW
Lluch, José F.
Prof.
Prof.
PhD
Georgia Tech
0.5
30
30
PR
MED (CIAPR)
MED
MED/NONE
Name
Rank
Govt./Industry
Practice
Years of Experience
Figueroa, Alberto
Asst.
M.
Flores, José L.
Prof.
Assoc.
Galloza, Magda S.
Type of
Academic FT
Appointment or
TT, T, NTT PT
TT
FT
T
Prof.
Inst.
Godoy, Luis A.
T
FT
PhD
Institution from
which Highest
Degree Earned &
Year
02
81
Instructions: Complete table for each member of the faculty of the program. 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
136
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 6-2. Faculty Analysis (Cont’d)
19
Consulting
/Summer
Work in Industry
19
Research
--
88
Professional
Society
Illinois-Urbana
Professional
Registration/
Certification
PhD
This Institution
FT
Institution from
which Highest
Degree Earned &
Year
Total Faculty
T
Level of Activity (high, med, low,
none) in:
Years of Experience
Govt./Industry
Practice
Prof.
Type of
Academic FT
Appointment or
TT, T, NTT PT
Highest Degree and
Field
Name
López, Ricardo
Rank
Civil Engineering Program at UPRM
PR
MED (CIAPR)
HIGH
LOW/NONE
LOW
MED/MED
Maldonado,
Assoc.
T
FT
PhD
Georgia Tech
02
8
14
9
--
LOW (ACI)
MED (PMI)
Francisco
Martínez, José A.
Prof.
Prof.
T
FT
PhD
Berkeley
93
--
11
11
PR, CA
LOW (CIAPR)
MED
LOW/NONE
Molina, Omar I.
Inst.
NTT
PR
NONE
NONE
NONE
6
PH
HIGH (AIH,
HIGH
MED/NONE
ACU, ACS)
MED (ASCE)
HIGH
LOW/LOW
T
MSCE (PhD Alberta, Canada
FT
Cand)
PhD
Padilla Ingrid Y.
Assoc.
Pagán, Ismael
Prof.
Prof.
T
FT
MSCE
Pando, Miguel A.
Assoc.
TT
FT
Perdomo, José L.
Prof.
Asst.
TT
Pesantes, Eileen R.
Prof.
Inst.
NTT
Tucson, AZ
98
7
6
UPRM
77
0.5
25
25
(National)
PR (EIT)
PhD
Virginia Tech
03
--
3
3
Canada
NONE
HIGH
NONE/NONE
FT
PhD
Virginia Tech
04
--
2
2
PR
NONE
HIGH
NONE/NONE
FT
MSCE (PhD
--
2
2
PR
NONE
NONE
NONE
Ramos, Ricardo
Assoc.
T
FT
Cand)
PhD
Ríos, Julio C.
Prof.
Prof.
T
PT
MS
Rensselaer
99
7
8
8
PR
LOW (CIAPR)
MED
MED/HIGH
Ohio
61
--
40
40
PR
MED (CIAPR)
NONE
MED/NONE
(Ret.)
Instructions: Complete table for each member of the faculty of the program. 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
137
ABET Self-Study Report for Civil Engineering Program at UPRM
Table 6-2. Faculty Analysis (Cont’d)
Highest Degree and
Field
Civil Engineering Program at UPRM
Level of Activity (high, med, low,
none) in:
Total Faculty
This Institution
Professional
Registration/
Certification
Professional
Society
Research
Consulting
/Summer
Work in Industry
Colorado
88
2
22
22
PR
MED (CIAPR)
HIGH
NONE/LOW
Catholic Univ. PR
75
33
18
18
PR
HIGH
NONE
LOW/NONE
PhD
Worcester
86
--
16
16
--
MED
HIGH
NONE/NONE
FT
PhD
Virginia Tech
88
20
26
26
PR
HIGH (CIAPR)
LOW
MED/NONE
T
FT
PhD
Virginia Tech
86
--
20
18
--
HIGH
HIGH
NONE/NONE
Assoc.
T
FT
PhD
UT-Austin
--
8
8
Colombia
HIGH (CPIA)
HIGH
NONE/NONE
Vélez, Linda L.
Prof.
Prof.
T
FT
MSG
Ohio
81
13
18
18
PR
HIGH (CIAPR)
HIGH
HIGH/HIGH
Wendichansky,
Prof.
T
FT
PhD
New York
96
--
16
16
PR
LOW (CIAPR)
HIGH
HIGH/NONE
Daniel A.
Zapata, Raúl E.
Prof.
T
FT
PhD
UF-Gainesville
87
--
20
20
PR
LOW (CIAPR)
HIGH
MED/NONE
Name
Rank
Govt./Industry
Practice
Years of Experience
Type of
Academic FT
Appointment or
TT, T, NTT PT
Rivera, Jorge
Prof.
T
FT
PhD
Rodríguez, Vidal
Inst.
NTT
PT
JD
Saffar, Ali
Prof.
T
FT
Segarra, Rafael
Prof.
T
Suárez, Luis E.
Prof.
Valdés, Didier M.
Institution from
which Highest
Degree Earned &
Year
Instructions: Complete table for each member of the faculty of the program. 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
138
ABET Self-Study Report for Civil Engineering Program at UPRM
CRITERION 7. FACILITIES
Classrooms, laboratories, and associated equipment must be adequate to accomplish the program objectives and
provide an atmosphere conducive to learning. Appropriate facilities must be available to foster faculty-student
interaction and to create a climate that encourages professional development and professional activities. Programs
must provide opportunities for students to learn the use of modern engineering tools. Computing and information
infrastructures must be in place to support the scholarly activities of the students and faculty and the educational
objectives of the program and institution
•
Space
The Civil Engineering Building is a two-story building with a surface area of 52,463
square feet located in the Engineering Complex at the university. In general, our program
facilities are considered adequate to support the educational objectives and outcomes of the
program. This is confirmed by the results from various assessment instruments covered under
Criterion 4 of this report. Program facilities include:
• 10 classrooms
• 1 study room
• 1 auditorium
• 1 meeting room
• 3 computer centers
• 9 laboratories
• 1 research center
• 1 technology transfer center
• 1 student organizations office
•
Resources and Support
Our laboratories are outfitted with all the equipment necessary to effectively offer
required and elective courses at the undergraduate and graduate levels. The computer centers are
equipped with microcomputers connected to a network, workstations, and computer terminals
connected to the university's mainframe computers. The main Computer Center also features
computer programs used for general purposes and scientific software packages for the different
areas of specialization.
Computing Resources:
The program is served by the institutional computer network, which is connected to the
Department by fiber optics into a T1/T2 main campus external connection. This connection has
been arranged by Department clusters which serve parallel areas, with improved serviceability at
the Department.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Computer equipment for students, faculty, and administrative personnel are distributed as
needed. This equipment is located mainly in Computer Centers, experimental labs, faculty
offices, and administrative facilities. Departmental computing resources for labs and
experimental centers are listed in detail in Appendix C of this report. The rest of the
Department’s computing resources are distributed as follows:
• The main administrative office has nine (9) PC’s connected to a main Server (Master
Server) in Windows 2003, with two network printers; one HP LaserJet 8000 dn and one HP CP
1700 color laser printer; three (3) additional local printers: one HP DeskJet 870C, and two HP
LaserJet 1200 printers. It has both wire and wireless connections.
• On faculty and other administrative personnel offices there are one or more
desktop/laptop computers for each faculty and administrative personnel. One computer is
provided by the department; others are obtained with external funding and research projects.
They are all both wire and wireless connected.
Laboratory Resources:
As stated previously under Criterion 4, the Department maintains a Laboratory
Development and Improvement Program, which is revised and updated annually. This program
responds to the needs expressed from various sources; student surveys, input from area
coordinators and faculty, and input from Lab Directors and Technicians. Equipment, tools, and
other laboratory support materials are then purchased based on available funding. Special
funding requests are submitted when our assessment instruments clearly indicate a need. An
example of that is the recent proposal for the purchase of new tools and equipment for our
laboratories and computer centers, in the amount of nearly $500K, which was justified in terms
of the equipment needs in support of recent assessment results. UPR Central Administration
approved the amount of $287,300 for our Department.
In general, we rate our laboratory facilities as adequate, as confirmed by the results from
various assessment instruments covered under Criterion 4 of this report. The laboratories are
listed below and described in terms of their purpose, condition, adequacy for instruction,
equipment planning, acquisition, and maintenance, number of student stations, identification of
most important tools available to the students, and surface area occupied.
Environmental Engineering Laboratory: The Environmental Engineering Laboratory
(EEL) provides academic services to train and develop skilled students in environmental science
and engineering. The EEL is used for formal and informal courses, research activities, and
community services. Activities in the EEL advance fundamental and practical knowledge and
research in natural and engineering environmental processes, and foster technology development
for environmental protection and sustainability. These activities provide skills and prepare our
undergraduate students to deal with present and future environmental challenges.
The Environmental Engineering Laboratory is used for undergraduate research and to
teach the following courses at the undergraduate level: INCI 4008 – Introduction to
Environmental Engineering; INCI 4145 – Waterworks and Sewage Design; INCI 5007 – Solid
Wastes Management; INCI 5012 – Applied Environmental Engineering Chemistry; and INCI
4998 – Undergraduate Research in Environmental Engineering. The Environmental Engineering
Laboratory serves as a unique model to train and educate our undergraduate students in a
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ABET Self-Study Report for Civil Engineering Program at UPRM
multidisciplinary environment, hosting undergraduate students from several engineering
disciplines. The undergraduate research program has become very popular for undergraduate
students to gain hands on experience education, apply engineering and scientific concepts, and
learn about and address environmental issues of great social importance and value.
The EEL facilities include 3,430 ft2 of indoor laboratory space and 1721 ft2 of field
space. It is equipped adequately to teach, conduct undergraduate research, and as a
demonstration and experimentation resource facility for Environmental Engineering Courses.
The facilities are well equipped with instrumentation for water, air, waste, and soil analysis. The
field site, which is located next to the Civil Engineering building, contains unsaturated and
saturated wells and instrumentation, and a climatologic station. It also supports geophysical and
underground field measurements. The facilities also house the EnviroBeds Facilities, which
consist of several subsurface and engineered-environmental-systems physical models, and
computational facilities.
These facilities permit students to get acquainted with and to use the most advanced
technology for water resources management and pollution control.
Structural Engineering and Structural Models Laboratory: The University of Puerto
Rico’s Structural Laboratory is located in the Civil Engineering Department and occupies a total
area of 3,700 ft2. The lab is divided in three mayor portions: 1) the support area (700 ft2), 2) the
area for testing small and medium size structures or components (1,000 ft2), and 3) the area
where full scale tests can be performed (2000 ft2). Beside machinery, the support area includes a
MTS-frame capable to apply up to 50 kips in compression or tension. This frame is suitable for
either static or dynamic testing of materials.
Housed within this portion of the Lab, where small and medium size structural
components are tested, is the unidirectional seismic simulation platform. The shake table consists
of a 8’ x 4.5’ steel plate supported by a welded framework of structural “I” beams. The steel
platform that carries the structural model rides on four very low friction linear sliding bearings.
This earthquake simulation facility is capable of reproducing sinusoidal, white noise, random and
earthquake excitation signals. This portion of the Lab is also the house of the compressed air
canon, which is used in wind related projects.
The portion of the Lab, where testing of full scale structural components and reduced
scale structural models can be performed, contains a 40'x20' strong floor surrounded along two
sides by a 30’strong wall. Nearby the strong floor-strong wall system, vertical and horizontal
reaction frames are available for testing structural specimens. A 5 Ton. mobile crane capacity
makes possible the movement of material and structural components inside the Lab.
The Laboratory also has six MTS servo-controlled actuators ranging in size from 11 kip
(+/- 3 inches stroke) to 110 kips (+/- 6 inches stroke). These actuators are used for experiments
on structural components. Four high-speed PC based data acquisition systems (total of 144
channels) are available to record data (two National Instrument Systems with Labview based
software and two Daisylab based software). The lab is also equipped with a number of dynamic
testing instruments including load cells, displacement transducers and accelerometers. In
addition, an impact hammer is also available for use during dynamic testing.
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The Materials Laboratory, which is located beside the Structural Laboratory, provides
additional support through its facilities which include a 600 kips Tinius Olsen Universal Testing
machine and a 1,200 kips Forney Universal Testing machine.
Geotechnical Laboratory: The geotechnical facilities of the UPRM Civil Engineering
Department consist of two laboratories: the undergraduate Geotechnical Laboratory and the
Advanced Geotechnical Laboratory. The undergraduate Geotechnical Laboratory has a surface
area of 1,250 square feet which is shared with the Bituminous Materials Laboratory. This lab
consists of an enclosed air-conditioned room that includes modern laboratory tables installed
with running water, compressed air, and propane gas lines. For the undergraduate program, this
laboratory is used for lab sessions typically of up to 15 students from INCI 4139 – Introduction
to Geotechnical Engineering, and INCI 4049 - Foundations.
The laboratory has blackboard facilities as well as a portable screen and overhead
projector used for instructional purposes prior to the students conducting their experimental
work. This laboratory is suitably equipped with general soil testing equipment to determine
Atterberg limits, mechanical analyses, specific gravity, field density (rubber-balloon and sandcone), permeability, seepage model demonstrations, compaction (standard and modified), and
soil unconfined compression testing. Facilities are available for a variety of physical models
studies such as fluid flow through soils. The overall condition to meet instructional requirements
at the undergraduate level is very good.
The advanced geotechnical laboratory is used for instruction in specialized soil and rock
testing procedures such as direct shear testing of soils, and triaxial testing. The advanced
geotechnical lab also houses more advanced testing equipment such as the resonant column
device and a fully automated cyclic triaxial device. This advanced lab is devoted for research at
both the undergraduate and graduate levels.
The geotechnical laboratory facilities include a conventional triaxial loading frame, 3
loading frames for unconfined compression testing and swell tests, two direct shear devices, six
conventional consolidation devices, 3 digital hydraulic consolidation frames, several mechanical
sieving devices, 3 hydrometer sets, a rock mechanics triaxial device, and an air compressor
system. Both undergraduate and graduate students use this equipment.
The laboratory also has one resonant column with electronic peripherals, and a fully
automated triaxial system complete with a hydraulic loading system, a computer, a printer, and a
data acquisition system that is used for both static and cyclic testing. The automated triaxial
system can also be used for consolidation tests and user-defined stress path testing. At the
undergraduate level, this equipment is used for classroom demonstrations and undergraduate
research.
Traffic Engineering Laboratory: The Traffic Engineering Laboratory was constructed
in 1988 to support instructional material taught in the course INCI 4137 – Introduction to
Transportation Engineering, as well as for the advanced undergraduate elective course INCI
5146 – Introduction to Traffic Engineering. An area of 400 square feet has been enclosed for this
laboratory.
The laboratory is equipped with an intersection cabinet containing a NEMA controller
hardware setup that allows students to become familiar with the typical operation of an
intersection controller and the control design and programming commands. An Auto scope
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machine vision processor is also available for vehicle detection, traffic count, classification and
speed measurements, and incident detection tasks.
The laboratory provides a setup of three desktop computers. Traffic analysis and
simulation programs such as SIDRA, SYNCHRO and SIMTRAFFIC, SATURN, TRANSIT 7F,
and PASSER were acquired to analyze and simulate isolated intersections as well as progressive
systems. The NLOGIT program was acquired to perform statistical analysis of transportation
data.
Equipment for fieldwork activities has been acquired for the execution of traffic and
transportation studies in intersections or road segments. PEEK and NU-METRICS traffic
classifiers are available for traffic counts, vehicle classification, and speed-related measurements;
laser guns are available for vehicle speed and distance-related measurements, measuring wheels
are available for distance-related measurements, and video cameras, television, videocassette,
stopwatches, and clipboards are available to measure time-related characteristics and other datarelated tasks.
The overall condition of the equipment to meet instructional requirements at the
undergraduate level is good. The laboratory provides support for fieldwork activities for sections
of twenty students. The laboratory floor space is considered appropriate for sections of less than
ten students. The laboratory needs additional floor space in order to permit a more efficient
display and operation of the existing equipment and to allow the acquisition of additional
equipment to expand the laboratory offerings to students. The additional floor space will permit
an increase in the number of desktop computers available for students to perform lab activities
and will allow the opportunity of larger student sections benefiting from the use of the lab
equipment and facilities.
Surveying and Topography Laboratory: The Surveying and Topography Laboratory
occupies an area of approximately 1,720 square feet. Equipment such as transits, levels,
theodolites, total station and other distance measuring devices are used in three required courses
of the Civil Engineering Program; INCI 4001 – Surveying I, INCI 4002 – Surveying II, and
INCI 4007 – Highway Location and Curve Design.
A Highplot Summagraphics wide plotter and a 36” x 48” digitizing table are connected to
two PC’s available to students in the laboratory. Available software includes AUTOCAD with
all application packages, MICROSTATION with all application packages, Soft Desk modules,
and Wild Soft. The equipment available in this laboratory is also used by civil engineering
students enrolled in the elective course INCI 4006 – Surveying Practice, which is offered during
the summer session.
The overall condition of the equipment to meet the minimum instructional requirements
at the undergraduate level for the Civil Engineering Program is adequate.
Civil Engineering Materials Laboratory: The Civil Engineering Materials Laboratory
has a covered surface area of 2,050 square feet and 1,670 square feet of open area, which provide
convenient and comfortable space for civil engineering materials testing. The facilities are
mostly used to serve the laboratory portion of INCI 4035 - Construction Materials, which has a
yearly enrollment of approximately 120 students. A space of 875 square feet has been dedicated
for the provision of two workstations for four groups per laboratory session of a maximum of
four users per station. Each workstation is equipped with necessary instruments and accessories
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suitable to perform most laboratory tests. Additional tables with common mortar mixes and a
testing area are included in the student working area.
A space of 1,300 square feet has been dedicated to aggregate and cement testing with
three coarse and two fine aggregate sieving machines, one crusher, several ovens of different
capacities, various balance scales and weighing machines, a small hot water bath, and a Los
Angeles Abrasion Machine. A concrete curing area of 770 square feet is separated with water
tanks and a 40 square feet fog room. The uncovered space is used for aggregate storage and
concrete mixing area for laboratory courses. The rest of the covered laboratory space is
dedicated to a combination of research and course work.
In addition to the above mentioned, the laboratory also includes an area equipped with
three universal testing machines of various capacities: a Forney LT-1000-3 with 300,000 kg
capacity, a Tinius Olsen of 300,000 lbs. capacity and a Riehle of 5,000 lb. capacity. We also
have an impact machine capable of applying up to 450 J and a torsion machine. These cover all
necessary ranges for testing and are complemented with several load cells and a LVDT. A
National Instrument SCXI data acquisition chassis with two SCXI-1520 strain gauge cards of 8
channels each and a SCXI-1112 8 channel thermocouple reader including digital data
acquisition, load cells, and LVDT are being used in various types of tests. For calibration
purposes, proving rings of 2,000, 10,000, 100,000 and 300,000 lbs. capacity are available.
The laboratory is equipped with non-destructive testing equipment such as: two
ultrasonic pulse velocity meters, two rebound hammers, two rebar locators, one Windsor Probe
Apparatus and a core drilling machine.
Laboratory equipment is in good condition and properly maintained, and is capable of
performing the great majority of physical tests on common civil engineering materials.
However, there are several improvements to the laboratory for the enhancement of the students
learning experience.
Several equipment pieces are being requested to substitute and/or enhance the existing
equipment. These include: concrete mixer, additional aggregate shakers and sieves, additional
mortar mixers, and a digital extensometer to measure deformation in reinforcement bars.
Regarding the concrete mixer, currently the students make their concrete mixes by hand
with shovels. This is a heavy physical demanding job and it extends the time of performing the
activities, which is somewhat detrimental to the student’s learning experience. Mixes will ensure
proper mixing and cut considerably the performance time. This time reduction will leave room
to try new concrete admixtures and techniques, thus expanding their knowledge beyond what we
are currently teaching. One mixer is requested. However, it will be optimal if we have at least
two to accelerate the process.
The aggregate shakers and sieves, and mortar mixer will substitute existing equipment
that is out of service or damaged beyond repair. Limited amount of funds are available from
professional services provided by the laboratory. However, the source is not reliable due to
market fluctuations and competition from private external laboratories.
Since 2004 there has been an effort of include digital data acquisition to several
experiments. The National Instrument data acquisition earlier mentioned was procured from
external research funds. However, there is still need to continue acquiring sensors to perform
the various data recordings. This includes the digital extensometer to read rebar deformations.
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Two deformation meters of one and two inch displacement were procured also from external
research funding. These sensors can be adapted to existing testing fixtures to make the required
readings.
Although the laboratory space is adequate to serve the laboratory courses, there is room
for improvement. As mentioned before, we have an exterior open space were the students
conduct several academic and extracurricular activities. This external area lacks of a roof. In the
town of Mayagüez it rains frequently, especially in the afternoons. This situation disrupts the
activities such as the concrete mixes or work on other extracurricular activities such as the ASCE
concrete canoe. In addition, the enclosure of this area will allow us to relocate the noisy coarse
aggregate shakers outside, thus avoiding noise disruption to the classes conducted in the
classrooms CI-115A and CI-115B, which are near the laboratory area.
Computer Aided Instruction and Research Laboratory (CAIReL): CAIReL
developed from the original CAIDeL (Computer Aided Delivery Laboratory). It has the
objective of providing a modern facility to host novel educational techniques and methodologies
for academic learning and research. It is used for instruction at the undergraduate and graduate
levels. The laboratory currently comprises Pentium-based personal computers, a server, data
display projectors, and a variety of computer programs for supporting research and educational
computational needs. Several courses and training workshops are offered regularly in these
facilities. It is used by faculty in their courses.
Wind Tunnel Laboratory: The Wind Tunnel Laboratory is used to model the wind
flow effects over structures and bluff bodies. The aerodynamic properties of scaled models are
studied. Students from Civil, Mechanical, and Chemical Engineering use this facility as part of
required work in their curriculum. Students registered in the Fluid Mechanics Lab (INGE 4016)
use this facility, designing a new experiment each time they come.
The laboratory is divided into two rooms: the working or testing room, and the machine
room. The working surface area of the testing room is 378 square feet. This area consists of an
enclosed air-conditioned room with a 3 feet x 3 feet cross section wind tunnel, two computers,
printer, data acquisition system (LabView) with its software, a 48-channel Scanivalve system
joined to a multiplexer system allows multiple measurements in a single run, Pressure
Measurement System, Helium Bubble Generator for flow visualization, 3 Cup Anemometer,
barometers, digital temperature, humidity and dew point meters, and Pitot tubes with different
manometers.
The meteorological stations network of the Civil Engineering Department has its central
computer in the Wind Tunnel Laboratory. The continuously recorded 5-minute data collected at
seven stations located throughout Puerto Rico is received by this computer as part of a research
effort between the UPR and emergency management agencies. Data collected from stormy
events over Puerto Rico have been used in courses such as INCI 4135, 4145, 5006, and 5008 as
real case studies.
The overall condition of the equipment is very good for initial research and instruction
efforts, but space limitations do not allow more than six persons to work in the lab at the same
time (four students working with the wind tunnel operation and data collection and two students
working on another computer with the computations in computer numerical modeling).
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Civil Infrastructure Research Center (CIRC): The Civil Infrastructure Research
Center (CIRC) began operating in January 1992 with funds from the Puerto Rico Experimental
Program to Stimulate Competitive Research (EPSCoR) and the Legislature of the
Commonwealth of Puerto Rico. The CIRC's mission is to help government and industry to
improve, maintain, and manage Puerto Rico's infrastructure, while contributing to the expansion
and improvement of the College of Engineering's undergraduate and graduate programs in
infrastructure engineering. Technology transfer is an important complementary aspect of the
Center's mission. Consequently, the Center sponsors three types of knowledge dissemination and
exchange activities: distinguished researcher lectures, infrastructure theme conferences, and
faculty outreach seminars.
The CIRC's research program is organized into three principal thrust areas. These areas
have been defined by the intersection of Puerto Rico's most pressing infrastructure problems and
the Civil Engineering Department's strongest areas of expertise. The principal thrusts are:
•
•
•
•
Transportation
Structural and Geotechnical Systems
Water Resources and Environmental Problems
Infrastructure Computer Center
The Civil Infrastructure Research Center has developed an advanced computer facility
with a high capacity computer network (workstations and PCs) available to students and faculty.
This computer center provides the tools necessary to facilitate the management of research
projects. In the structures area, for example, CIRC faculty and students have developed
outstanding PC-and UNIX-based programs for structural analysis and design that feature easyto-use interactive graphical interfaces. More information can be found in the CIRC's web page:
http://www.uprm.edu/civil/circ/ .
Transportation Technology Transfer Center: On April 1, 2006 the Transportation
Technology Transfer Center of the University of Puerto Rico at Mayagüez celebrated its
twentieth anniversary providing training and technical assistance to local transportation officials
from Puerto Rico and the United States Virgin Islands involved in the planning, design,
construction, operations and maintenance of the transportation infrastructure. The Center is part
of a network of 57 Centers established throughout the United States with funding from the
Federal Highway Administration, Local Technical Assistance Program and the state departments
of transportation.
The Transportation Technology Transfer Center of the University of Puerto Rico at
Mayagüez, also known as T2 and PR LTAP, assists undergraduate students in Civil Engineering
by allowing them the use of its technical library of publications and audiovisual materials related
to transportation. The Transportation Engineering library has over 2,000 publications on
planning, design, construction, operations and maintenance of transportation facilities. It also has
technical publications on the subject of public transportation including all the major studies
conducted on the planning and design of “Tren Urbano”, the first urban rail system constructed
in the San Juan Metropolitan Area, which started in 1994 and was completed recently. Civil
engineering students can use these publications on an honor system as part of their course
projects assigned to them in undergraduate engineering courses, including the CAPSTONE
Course.
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Many engineering students are also participating in part time jobs at the Center in
ongoing undergraduate research projects associated with transportation which include highway
safety, congestion mitigation, traffic engineering, public transportation, pavement evaluation and
management and other related disciplines. These job opportunities motivate students to pursue a
carrier in transportation and increase the work force in this and other civil engineering areas.
Students participate in seminars sponsored by the Center, free of charge. Furthermore, students
are able to strengthen their technical and oral skills through presenting in seminars themselves.
As an example, students are trained in how to conduct interviews to engineers, designers, and
managers in studies of local and national significance.
The civil engineering students that work at the Center or that are awarded fellowships to
work in ongoing undergraduate research work as part of the “Tren Urbano” Professional
Development Program learn how to prepare technical posters, how to make PowerPoint
presentations, work as team members in interdisciplinary projects, and meet high ranking leaders
and managers in the public and private sector. This experience motivates them, at an early stage
of their career, in becoming the new generation of leaders and managers that are needed to
address the challenges that engineers will face in this millennium.
Support Personnel:
The department has a strong human resource team made up of the faculty, administrative
assistants, technicians, clerical and other support personnel. In support of our mission we have
22 non-faculty personnel allocated strategically and available to install, maintain, and manage
laboratory equipment, as well as departmental hardware, software, and networks: three (3)
administrative assistants, seven (7) secretaries, seven (7) technicians, four (4) janitors, and one
(1) handyman. Three of our technicians have Bachelors or Masters Degrees in their fields.
•
Major Instructional and Laboratory Equipment
A listing of major instructional and laboratory equipment is included as Appendix C.
Evidence that will be available to show achievement of this Criterion will include:
• Tour of facilities at time of the visit
• Details of plans for new construction and development
• Recruiting brochures and catalogs listing facilities
• Interviews with students
• Any other materials requested in advance of the visit
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CRITERION 8. SUPPORT
Institutional support, financial resources, and constructive leadership must be adequate to assure the quality and
continuity of the program. Resources must be sufficient to attract, retain, and provide for the continued
professional development of a well-qualified faculty. Resources also must be sufficient to acquire, maintain, and
operate facilities and equipment appropriate for the program. In addition, support personnel and institutional
services must be adequate to meet program needs.
•
Program Budget Process and Sources of Financial Support
The Civil Engineering Program at UPRM operates under an annual budget. The process
begins with an annual budget petition submitted to the Dean’s Office by December of the
previous year. The budget plan is based on the previous year’s final operational budget, the
short-term and long-term strategic activities, and the attention of on-going projects. The budget
is based on the UPRM strategic plan format, conforms to published educational objectives,
outcomes and goals, and responds to the particular department needs.
The Dean of Engineering harmonizes all departmental budgets and presents the College
of Engineering’s budget to the Chancellor’s office. The Administrative Board harmonizes the
UPRM budget and presents it to the President, who prepares the university’s budget and defends
it before the University of Puerto Rico (UPR) Board of Trustees.
•
Sources of Financial Support
The program’s main financial support comes from institutional funding, but the
department is trying to increase external funding through research and institutional services
initiatives.
The annual institutional budget for the last five years (2003-04 thru 2007-08) has been as
follows: $2.2 M, $2.3 M, $2.5 M, $2.8 M, $2.8 M, correspondingly. Since the 2008-2009 budget
is still under revision, this item will be updated later in the year.
Strategic initiatives have helped to encourage, motivate, and require faculty, and
particularly new faculty, to look for complementary external resources. The engineering
administration has invested significant resources by providing up to 50% release time for new
faculty to conduct research and pursue external funding initiatives. This has resulted in a
significant increase in external funding to the department, and has permitted the development of
undergraduate research, sponsorship of graduate students who help in the undergraduate
laboratories, and has improved research, teaching, and computer resources to strengthen the
experimentation capabilities.
The administration and faculty have also requested laboratory equipment and materials.
As previously mentioned under Criterion 4, a proposal requesting funding for the purchase of
new tools and equipment for our laboratories and computer centers was submitted recently
through the College of Engineering to Central Administration of the University of Puerto Rico
System. The request was in the amount of nearly $500K, of which $287,300 were approved for
our Department.
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The university administration has been highly supportive of creative initiatives that focus
on supplementing the university financial resources and developing strategic operations of the
program. Our faculty are highly motivated and supported for doing so, and they are also
motivated by extra compensations for their external funding initiatives.
•
Adequacy of Budget
Budget limitations beyond university controls, rooted on the present economic situation
in Puerto Rico, have created external and internal budget constraints on the development of the
university, both system wide and at local levels. Although this department has obtained
significant external funding support, the described situation has considerably affected the
operational budget. Limited financial discretionary funds for the department’s administration
and growth have been available. It is important to state, however, that under these
circumstances, the UPRM’s administrators have wisely assigned discretional funding based on
priorities and competition.
Financial resources from the UPR system are, and always will be, limited when
compared to those solicited. The university assigns financial resources based on needs and
priorities of all its academic and administrative units. This is a competitive process in which
every priority identified in the budget solicitation must be supported.
•
Support of Faculty Professional Development
As stated previously under Criterion 6 (Faculty), the Civil Engineering Department
maintains a Plan for the Professional Development of the Faculty. Various alternatives are
considered, as follows:
• Continuous professional and scientific seminars: The Department sponsors a
variety of exceptional seminars, meetings, training workshops, and other formal and informal
activities, with the participation of local and invited speakers and resources to provide
alternatives to the faculty for their continuous professional development.
• Leave of Absence: An institutional program allows faculty who have not completed
a PhD degree and are in a tenure or tenure-track position to obtain a leave of absence to study
advanced degrees in recognized universities in the United States or elsewhere. Faculty members
are expected to return and serve one year for every year they get sponsored. The university
provides tuition, travel, and a monthly stipend. Those who are not in tenure-track positions also
participate through temporary contracts with the same benefits. Many professors have
successfully participated in this program, and have been productively retained in the Department.
• Professional Enhancement Center (CEP for its Spanish name): The CEP offers
professional development courses and training to new faculty and to graduate students in
teaching assistantships. All new faculty and graduate teaching assistants are required to take at
least 30 hours of training in their first year of work. The entire faculty benefits from this
program, which offers courses in a wide range of areas of interest.
• Sabbatical Leave: The UPRM supports a faculty professional leave (sabbatical)
activity after six years of service. Most faculty members take advantage of this opportunity. The
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Department Chair also routinely supports, from the department’s budget, travel by faculty to
professional meetings, including workshops that promote effective teaching and research.
• Summer Research Internships: The faculty is motivated to participate in summer
research internships with prestigious universities and research centers in the United States. As
previously stated under Criterion 6, the Department has developed a long term partnership with
the Engineer Research and Development Center (ERDC) of the United States Army Corps,
through which interested faculty negotiate leaves of absence to work and conduct research at
ERDC facilities in various laboratories. Other faculty takes advantage of Summer Internships at
various federal agencies and research laboratories.
•
Support of Facilities and Equipment
Formal department plans to acquire, maintain, and operate equipment, laboratories, and
other facilities are revised and followed every year. Other permanent improvements of the
facilities are planned during the budget process. The plans are developed with the input of area
coordinators, faculty in charge of the laboratories, and laboratory technicians.
The plan that has been followed for the past eleven (11) years has identified priorities in
the short-, mid- and long-term scale. These priorities are met in first place with a recurrent
financial allocation from the institution. Secondly, external funding from research activities has
had a significant impact on laboratory development, improvement, and operation. Significant
external donations by government and by other institutions have been of great help in supporting
the department’s laboratories.
Although there have been financial resources allocated to the department, there are still
financial limitations in the maintenance of adequate laboratory facilities, which are necessary to
develop and maintain the quality of instruction and research that our faculty is capable of
providing.
•
Adequacy of Support Personnel and Institutional Services
The department has a strong human resource team made up of the faculty, administrative
assistants, technicians, clerical and other support personnel. There are 22 non-faculty personnel
allocated strategically to support our mission: three (3) administrative assistants, seven (7)
secretaries, seven (7) technicians, four (4) janitors, and one (1) handyman. Three of our
technicians have Bachelors or Masters Degrees in their fields. In addition, the Department has
the support of 23 student teaching assistants and 34 student research assistants. One need still
has to be met, namely, a plant engineer. In general, support personnel are considered adequate.
Outside of our department, all levels of the institution’s administration are supportive of
our desire to provide a quality program to the students. The department maintains advising and
administrative staffs that provide various kinds of support to the department and the program.
The College of Engineering also maintains an advising staff, a CO-OP office, and a career
services office that are of great value to students in the college. Standard support functions and
services exist on an institution-wide basis to meet other student needs. These services are
assessed periodically in compliance with the Institutional Plan for the Assessment of Student
Learning and the Administrative Assessment Plans.
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The information contained in Appendix D presents supporting documentation and will be
useful to the evaluation process. Table D-3 in Appendix D shows the expenditures in support of
the civil engineering program for each of the three most recent fiscal years.
Evidence that will be available to show achievement of this Criterion will include:
• Tour of facilities at time of the visit
• Details of plans for new construction and development
• Budget Petition Document for the current year
• Interviews with students, faculty, and supporting employees
• Any other materials requested in advance of the visit
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CRITERION 9. PROGRAM CRITERIA
Each program must satisfy applicable Program Criteria (if any). Program Criteria provide the specificity needed
for interpretation of the baccalaureate level criteria as applicable to a given discipline. Requirements stipulated in
the Program Criteria are limited to the areas of curricular topics and faculty qualifications.
Regarding curricular topics, the American Society of Civil Engineers (ASCE) has
established a Program Criteria that requires specific characteristics that must be found in the
educational program, including proficiency in mathematics through differential equations,
probability and statistics, calculus-based physics, and general chemistry … a demonstration of
proficiency in a minimum of four (4) recognized major civil engineering areas … a
demonstration of an ability to conduct laboratory experiments and to critically analyze and
interpret data in more than one of the recognized major civil engineering areas … a
demonstration of an understanding of professional practice issues, such as procurement,
bidding, professional interaction, licensure, continuing education, and others … a demonstration
of an ability to perform civil engineering design by means of design experiences incorporated
throughout the professional component of the curriculum. Although some minor changes to
these curricular topics have been proposed by ASCE for accreditation visits of 2008-09 and
beyond, we have worked under the above criteria for the past six years, which is the period under
accreditation evaluation.
Regarding faculty qualifications, ASCE has established a Program Criteria that requires
a demonstration that faculty teaching courses that are primarily design in content are qualified to
teach the subject matter by means of professional licensure, or by education and design
experience. No changes have been proposed by ASCE on the faculty qualifications criteria.
In regards to these program requirements, all criteria set forth by ASCE for civil
engineering programs are met or exceeded by the Civil Engineering Program at UPRM. We
chose to cover them throughout the Self-Study Report by including these Program Criteria
within our Program Outcomes and by highlighting the required faculty qualifications within our
faculty summaries and curriculum vitas. Data to support this statement has been provided in the
previous discussions of Criterion 3 and 5 as they relate to curriculum and of Criterion 6 as they
relate to faculty.
Below we re-visit our Program Outcomes, highlighting (in boldface) the areas that have
direct correspondence with established Program Criteria for Civil Engineering programs:
PROGRAM OUTCOMES
(What we expect to develop in our students by time of their graduation)
1. Ability to understand and apply fundamental knowledge of mathematics through
differential equations, probability and statistics; science (calculus based physics and
general chemistry); and engineering sciences.
2. Proficiency in a minimum of four (4) recognized major civil engineering areas, such as;
construction management, environmental, geotechnical, structural, transportation, and water
resources.
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3. Ability to conduct experiments and to critically analyze and interpret data in more than
one of the major civil engineering areas.
4. Ability to perform civil engineering integrated design of systems, components, or
processes by means of practical experiences throughout the professional component
of the curriculum.
5. Ability to identify, formulate, and solve civil engineering problems using modern engineering
tools, techniques, and skills.
6. Ability to play an effective role in multidisciplinary professional work groups solving
engineering problems.
7. Ability to communicate effectively in English and Spanish.
8. Understanding of the importance of compliance with professional practice and ethical
issues, such as: bidding; procurement; professional interaction; and professional
licensure, among others.
9. Broad education necessary to understand the impact of civil engineering solutions on health,
general welfare, safety, environmental quality and economy in a global context.
10. Commitment to engage in lifelong learning.
11. Awareness of contemporary social, cultural, economic, artistic, aesthetic, environmental and
engineering issues.
This listing shows that all Program Criteria items are covered throughout the program.
Linkage to Program Educational Objectives, to assessment tools and strategies, and to other
program supporting areas has been discussed in detail previously in this report.
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ABET Self-Study Report for Civil Engineering Program at UPRM
APPENDIX A – COURSE SYLLABI
(Limit 2 pages each)
Syllabi
Required CORE Courses
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4001- Surveying I.
Required Course (4)
Elective Course ( )
Course catalog description: Measurement of distances, angles and elevation; the transit and the level; measurement and
computation of traverses; stadia surveying.
Prerequisites: INGE 3012 and (MATE 3032 or MATE 3184)
Textbook: Theory & Practice, Davis, Foote, Anderson & Mikhail, 7th edition, 1998, Mc Graw-Hill Co.
Course objectives and student learning outcomes: By the end of this course, students will be able to understand and put into
practice the basic principles of plane surveying. To achieve this they will be able to: use and apply the most commonly used
measurement units (linear, angular, and area); measure horizontal distances (taping, EDM, and stadia); determine elevations
and differences in elevation using dumpy and tilting levels in differential and profile leveling; measure horizontal and vertical
angles using transits and optical theodolites; measure and calculate traverses (including adjustments, coordinates, area and land
subdivision), at this stage they will be required to perform the survey of an assigned lot and then prepare the corresponding plat.
The basic legal and ethical responsibilities the surveyor must consider in land surveying and subdivision in Puerto Rico will be
discussed. Cooperative teamwork and learning will be required in all field work exercises (actual field work plus all subsequent
analyses) for the course.
Topics covered:
TOPIC
TEACHING / LEARNING
STRATEGIES
1. Introduction, basic definitions.
2. Definition of measurement units.
3. Horizontal distances, theory and practice; note
keeping.
4. Leveling, theory and practice; differential & profile
leveling.
5. Angular measurements, theory & practice, horizontal
& vertical azimuths & bearing, note keeping.
6. Traverses, open and closed; latitudes departures,
accuracy, coordinates area, subdivision.
7. Stadia, theory & practice (vertical stadia).
Lecture, visual aids.
Lecture, visual aids; discussion on
how the units came about.
Lecture, visual aids; classroom &
field demonstrations.
Lectures, visual aids; classroom &
field demonstrations.
Lectures, visual aids; classroom &
field demonstrations.
Lectures, visual aids; problem
solving.
Lectures, visual aids; classroom &
field demonstrations.
ASSESSMENT TOOLS
STRATEGY
Questions, interactive discussion.
Homework assignments.
Written report on field work
performed.
Written report on field work performed,
accuracy evaluation. EXAM #1
Written report on field work performed,
accuracy evaluation. EXAM #2
Computation of traverse performed by
the class. Evaluation of errors,
accuracy. Subdivision of traverse.
EXAM #3
Written report on field work
performed, accuracy evaluation.
FINAL EXAM
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
50%
25%
Quizzes
Home Works
Lab Works
10%
15%
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
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ABET Self-Study Report for Civil Engineering Program at UPRM
Class/laboratory schedule: Three credit hours. One hour of lecture and two two-hour periods of laboratory of computation
per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
x
c
x
d
x
e
x
f
x
g
x
h
i
j
x
k
x
Relationship of course to Program Educational Objectives:
1
x
2
3
x
4
x
5
x
6
x
Person(s) who prepared this description and date of preparation: Prof. Julio Ríos, Professor of Civil Engineering
May 19, 2008
Field work projects:
A traverse defined by identifiable control stations will be assigned to the class, the number of stations in this traverse may be
modified to fit class size.
1. Tape the two traverse legs converging on your station, two different parties must agree within given limits.
2. Perform differential leveling between two known benchmarks, results must agree within given limits.
3. Perform profile leveling along a sloping line, draw the corresponding profile.
4. Measure the interior angle at your assigned station, all must close within given limits for the traverse. Each party will be
assigned an arbitrary azimuth to one line to compute all others.
5. Work performed in sessions # 1 and # 4 will be used to compute the traverse, a minimum error of closure is assigned.
6. Area of traverse will be computed by two or more methods. They will have to subdivide the area in two with a given
line. They are expected to lay out the dividing line in the field, must check within prescribed limits.
7. Short stadia traverse will be assigned to each group.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4002 - Surveying II
Required Course (4)
Elective Course ( )
Course catalog description: Random errors, basic triangulation, meridian determination, coordinate systems, topography.
Prerequisites: INCI 4001
Corequisite: INGE 3016
Textbook: Surveying: Theory & Practice; Davis, Foote, Anderson & Mikhail; 7th Edition; McGraw-Hill
Course objectives and student learning outcomes: By the end of this course, students will be able to understand topographic
maps, how to prepare one and how to extract information from it (areas, volumes, slopes); he/she should also understand basic
error propagation theory and how to apply it to determine the best way to perform a given job given the accuracy to be met and
the available equipment, how to carry low order control for a job (both horizontal and vertical), be able to determine the
astronomical azimuth of a line for orientation, and understand the basic theory of state plane coordinate systems, including their
application to everyday surveys. As in the previous course, the ethical and moral responsibilities of practicing the surveying
profession in P.R. will be stressed. Students will also be required to engage in cooperative teamwork and learning as part of their
field work assignments.
Topics covered:
TOPIC
TEACHING / LEARNING
STRATEGIES
Lectures; visual aids, topo field
work.
ASSESSMENT TOOLS
STRATEGY
Written report and topo map
required. Homework.
EXAM #1
Lectures; visual aids, examples
Homework Assignments
Lectures; visual aids, classroom
Homework; written reports on field
and field demonstration, examples.
work assigned. EXAM #2
Lectures; visual aids, field
Homework; written report.
demonstrations, field work.
Lectures; visual aids, examples.
Homework.
EXAM # 3
1. Topographic Surveys: Theory
2. Error analysis: Independent Observations
3. Horizontal and vertical control
4.Determination of true Meridian
5. State Plane Coordinate Systems. PR Lambert
Conformal Conic.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
50%
25%
Quizzes
Home Works
Field Works
10%
15%
Class Particip.
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. One hour of lecture and two two hour periods of laboratory or computation
per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
x
c
x
d
e
x
f
x
g
h
157
i
j
x
TOTAL
k
x
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
x
2
3
x
4
x
5
x
6
x
Person(s) who prepared this description and date of preparation: Prof. Julio Ríos, Professor
Prof. Linda Vélez, Professor
May 9, 2008
Schedule of Field Work:
1.
2.
3.
1
Perform a topographic survey of a given plot of land at a given contour interval. Accuracy of work to be checked by
means of a profile normal to contours.
Perform precise leveling between known benchmarks using either tilting or electronic levels. Accuracy must be within
given parameters.
Determine the astronomical azimuth of a given line by means of a sun observation.
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4007 - Highway Location and Curve Design
Required Course (4)
Elective Course ( )
Course catalog description: Highway location surveys; study and design of simple and compound circular, parabolic, and
transition curves; earthwork; special project.
Prerequisites: INCI 4002
Textbook: Diseño Geométrico de Carreteras, J. Cárdenas Grisales, Ecoe Ediciones (Colombia) 1st Edition (2005).
Course objectives and student learning outcomes: By the end of this course, students will be able to apply the basic
concepts of location and design of safe highways in accordance too established standards. The design project will provide the
practice required for actual projects involving the layout of horizontal and vertical curves, including earthwork and mass diagrams
computations and highway safety standards, such as stopping and passing sight distances.
Topics covered:
TOPIC
TEACHING / LEARNING
STRATEGIES
Lecture and Discussion
Lecture, Discussion, Questioning,
Hands-out, Computations
(same)
(same)
(same)
(same)
(same)
(same)
1. Preliminary and location surveys. (2 classes)
2. Circular curves. (6 classes)
3.
4.
5.
6.
7.
8.
Compound and reverse curves. (2 classes)
Transition spirals. (5 classes)
Super elevation (2 classes)
Vertical curves. (7 classes)
Earthwork (4 classes)
Highway safety. (2 classes)
ASSESSMENT TOOLS
STRATEGY
Interactive discussion, Examples
Homework, Computations Lab,
Project assignment
Homework, Computations, Exam 1
Homework, Computations
Homework, Computations, Exam 2
Homework, Computations, Exam 3
Homework, Computations
Homework, Project presentations
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
Project
TOTAL
50%
20%
n/a
5%
10%
n/a
15%
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Two hours of lecture and three hours of computation per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
x
c
x
d
x
e
x
f
x
g
x
h
x
i
j
k
x
Relationship of course to Program Educational Objectives:
1
x
2
3
x
4
x
5
6
x
Person(s) who prepared this description and date of preparation: Dr. Alberto Figueroa, Associate Professor
April 11, 2008
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ABET Self-Study Report for Civil Engineering Program at UPRM
Special projects:
1
•
Discussion and instructions for special project.
•
Highway location and design project.
•
Highway location and design project.
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4008 – Introduction to Environmental Engineering
Required Course (3)
Elective Course ( )
Course catalog description: Water and wastewater treatment, water quality measurements and wastewater pollution effect on
receiving waters; solid waste management and air pollution control.
Prerequisites: (INGE 4015 or INQU 4010) and (QUIM 3002 or QUIM 3042)
Textbook: Introduction to Environmental Engineering, Mackenzie L. Davis and David A. Cornwell, 4th Edition (2006), McGraw-Hill
Company, Inc.
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• Know, describe, and analyze the causes and implications of environmental pollution
• Associate, discuss, and evaluate the relationship between environmental pollution problems and their physical, chemical,
and biological manifestations.
• Describe, analyze, discuss and evaluate the concepts of ecosystems and their relationship with a sustainable society.
•
Know, understand, evaluate and apply concepts of environmental, water, and air quality.
• Analyze, calculate, and evaluate the environmental impact of solid wastes
• Analyze, calculate, and evaluate the environmental impact of liquid waste discharges on surface water
• Identify and evaluate conditions of violation of water quality standards, and recommend solutions for the mitigation and
removal of such violations.
• Know and comprehend the most important environmental laws and regulations.
• Know, describe, design and evaluate at an introductory level water and wastewater treatment processes and their
capabilities and limitations.
• Develop writing and oral communication skills, ethical values, and work experience in groups.
• Apply, analyze, and interpret data mathematically, statistically, and graphically to solve environmental problems
Topics covered:
TOPIC
TEACHING/LEARNING STRATEGIES
1. Environmental pollution problems: causes,
effects, and implications (4 classes)
Lecture; in-class exercise, and studentstudent and student-instructor interaction.
2. Ecosystems; natural transport and purification
mechanisms. (3 classes)
Lectures; reading assignment; class
exercise; student-student and studentinstructor interaction.
3. Environmental laws and regulations; Ethical
issues in environmental engineering practice.
(2 classes)
4. Physical, chemical, and biological characteristics
of water, air, and land. (5 classes)
5. Quantitative water quality impacts; mitigation and
compliance strategies. (4 classes)
Lectures; in-class group exercise and
interaction; reading assignment.
6. Water purification processes. Design of water
purification systems. (12 classes)
7. Wastewater characteristics and treatment plants.
Lectures; in-class exercises; studentstudent and student-instructor interaction.
Lectures; in-class computer assisted group
exercises; and student-student and
student-instructor interaction.
Lectures; supervised in-class design
exercises; field visit to water treatment
plant..
Lectures; supervised in-class design
161
ASSESSMENT TOOLS
STRATEGY
Class and group discussion;
written and graphical report;
homework assignment.
Class discussion and written
summary; written and
quantitative homework
assignment; exam.
Student written summary and
assignment; exam.
Written and graphical report;
homework assignment; exam.
Class discussion; written and
graphical report; homework
assignment; exam
Class discussion; design
problems and written
interpretation of results; exam;
written summary of visits.
Class discussion; design
ABET Self-Study Report for Civil Engineering Program at UPRM
(10 classes)
exercises; field visit to wastewater
treatment plant.
8. Air and noise pollution and control. (2 classes)
Lecture; in-class exercise; student-student
and student-instructor interaction
9. Solid and toxic waste management. (3 classes)
Lectures; in-class exercises; studentstudent and student-instructor interaction.
problems and written
interpretation of results; exam;
written summary of visits.
Class discussion and
interaction; homework
assignment; exam.
Class discussion and
interaction; homework
assignment; exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
(3) 45%
Home Works
Class Participation and
and Quizzes
Group Work
15%
15%
15%
Project
TOTAL
10%
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Two hours of lecture and three hours of computation per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
X
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
X
6
X
Person(s) who prepared this description and date of preparation: Dr. Ingrid Padilla, Associate Professor
April 11, 2008
Special projects:
•
•
1
Visiting water and wastewater treatment plants in the area.
Write a technical essay on a current environmental problem affecting the world or Puerto Rico, analyze and
describe its sources, its adverse effects to health and the welfare of the environment, and the possible
strategies that can be used to mitigate, diminish or eliminate the problem.
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4011 – Structural Steel Design
Required Course (4)
Elective Course ( )
Course catalog description: Basic methods of stress analysis and design of structural steel elements subjected to
elastic and non-elastic stresses due to axial, bending and shearing loads.
Prerequisites: INCI 4021
Textbook: Salmon, C.G., and Johnson, J.E., Steel Structures: Design and Behavior, Fourth Ed., Harper Collins, 1996.
AISC, Manual of Steel Construction: Load and Resistance Factor Design, Third Edition, 2001.
Course objectives and student learning outcomes: By the end of this course, students should be able to design basic
elements of steel frame structures such as beams, columns, bracing members, beam-columns and connections. Different grades
of steel, structural shapes, structural fasteners and welding are introduced. Manufacturing and fabrication techniques are
discussed. The course emphasizes the reading of design specifications and the steps involved in preliminary sizing of the
members.
Topics covered:
TOPIC
1. Introduction to Structural Steel Design. Material
Properties. Structural Shapes. Design Philosophies.
Organization of the AISC Manual and Load
Combinations. (5 lectures)
2. Limit States of Yielding, Fracture, and Block Shear
Rupture. Effective Net Area. Design of Tension
members. (6 lectures)
3. Elastic and Inelastic Buckling of Columns. Effective
Length Concept. Residual Stresses and SSRC Column
Curves. (3 lectures)
4. Column Design. Column Base Plates (4 lectures)
5. Classification of Sections. (3 lectures)
6. Stress-Strain Diagrams for Beams and Plastic Hinge
Concept. Local and Member Moment Capacities.
Beam Design. (6 lectures)
7. Shear Limit State and Serviceability Requirements.
(2 lectures)
8. Beam-Columns. (4 lectures)
9. Simple Shear Bolted and welded Connections.
(4 lectures)
10. Building Connections. (4 lectures)
TEACHING / LEARNING
STRATEGIES
Lecture. Questioning. Discussion.
Hands-on exercises.
ASSESSMENT TOOLS STRATEGY
Homework. Interactive discussion.
Analysis of cases.
(same)
(same), but Exam I
Lecture. Questioning. Discussion.
Case studies.
(same)
(same) + Hands-on exercises.
(same)
(same)
(same)
(same), but Exam II
(same)
(same)
(same), but Exam III
(same)
(same)
(same)
(same), but Exam IV
(same)
(same)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
60%
30%
5%
5%
NA
NA
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
163
ABET Self-Study Report for Civil Engineering Program at UPRM
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
X
d
X
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
3
4
X
5
X
6
X
Person(s) who prepared this description and date of preparation: Dr. Ali Saffar, Professor of Civil Engineering,
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4012 – Reinforced Concrete Design
Required Course (3)
Elective Course ( )
Course catalog description: Basic methods of stress analysis and design of reinforced concrete elements subjected to bending,
shear, combined bending and axial loads.
Prerequisites: INCI 4021 and INCI 4035
Textbook: C.K. Wang, C.G. Salmon & Pincheira, Reinforced Concrete Design, 7th Edition, Pearson..
Course objectives and student learning outcomes: By the end of this course, students will be able to design and analyze
simple and double reinforced concrete beams including transverse reinforce. Shall be able to design and analyze T and
L-beam reinforced concrete section, one way slabs, beam-columns, to establish the development length required for
the reinforcement, and to design RC joints and walls.
Topics covered:
TOPIC
1. Introduction. Mechanical properties of concrete and
reinforcing steel. ACI Building Code Design Methods.
(6 classes)
2. Flexural strength of beams and one way slabs.
(11 classes)
3. Shear strength. Beam design for shear. (5 classes)
TEACHING / LEARNING
STRATEGIES
Lecture, Audiovisuals, Slide show
Motivation, Questioning
ASSESSMENT TOOLS
STRATEGY
Partial exam I, Attendance, Optional
homeworks
Lecture, Audiovisuals, Examples,
Questioning
(same)
(same) plus final exam
4. Anchorage of reinforcing bars. (5 classes)
5. Combined axial load and flexure, columns.
(9 classes)
6. Joints design. (3 classes)
7. Reinforced concrete wall design (3 classes)
(same)
(same)
(same)
(same)
8. Tests (3 classes)
(same)
Partial exam II, Attendance, Optional
homeworks, final exam
(same)
Partial exam III, Attendance, Optional
homeworks, final exam
(same)
Attendance, Optional homeworks,
final exam
NA
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
Attendance
20%-33%
25%-50%
NA
±2%
NA
NA
±2%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
d
e
f
g
h
165
i
j
k
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
X
2
3
4
5
6
Person(s) who prepared this description and date of preparation: Dr. José A. Martínez Cruzado, Professor
May 2008
Special projects:
•
1
Individual assignments on design of elements.
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4019 – Civil Engineering Seminar
Required Course ( 4)
Elective Course ( )
Course catalog description: Presentation and discussion of topics on Civil Engineering by students, faculty members or guest
speakers.
Prerequisites: 5th year student
Textbook: Does not apply
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• Compose, develop and write proposals to study technical subjects related to civil engineering.
• Research a technical subject with little or no supervision.
• Compose, develop, write and perform computer assisted oral presentations and written engineering reports.
Topics covered:
TOPIC
Preparation and evaluation of technical proposals.
(1 period)
TEACHING / LEARNING STRATEGIES
Lecture and format of proposals.
Guides for making oral and written presentations.
(2 periods)
Lectures by invited speakers from the
English and Spanish departments on oral
and written technical communications.
Format guidelines for oral and written
presentations.
Student oral and written presentations.
(12 periods)
ASSESSMENT TOOLS STRATEGY
Written student assignment and
interactive evaluation of student
proposals.
Required student assistance to
lectures.
Evaluation of oral presentations and
written engineering reports.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Proposal
Oral
Written Final
Presentation
Report
Class Particip.
10%
42.5%
42.5%
5%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: One credit hour. One hour meeting per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
g
X
h
X
i
X
j
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
4
5
6
X
Person(s) who prepared this description and date of preparation: Prof. Hiram González, Associate Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
167
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4021 – Structural Analysis I
Required Course ( 4)
Elective Course ( )
Course catalog description: Concepts in statics and strength of materials, displacement computations and analysis of
statically indeterminate structures, using the methods of consistent deformations and minimum work. Influence lines.
Prerequisites: INGE 4012 and INCI 4095
Textbook: Russell C. Hibbeler, Structural Analysis, (Last Edition).
Course objectives and student learning outcomes: By the end of this course, students will be able to (a) categorize structures
according to stability and determinacy criteria; (b) Estimate forces acting on a structure due to gravity, wind, and earthquake using
elementary theories and design rules; (c) Calculate internal forces in members of statically determinate trusses, beams and frames;
(d) Evaluate displacements in trusses, beams and frames; (e) Calculate internal forces in members of simple statically indeterminate
trusses, beams and frames by the force method; (f) Carry out project work in teams.
Topics covered:
TOPIC
1.Types of structures and loads. Introduction to statically
determinate structures. (8 classes)
2. Analysis of statically determinate trusses. (7 classes)
3. Analysis of statically determinate beams and frames.
(7 classes)
4. Deflections in beams and frames. (3 classes)
5. Virtual work in trusses. (7 classes)
6. Virtual work in beams and frames (6 classes)
7. Analysis of statically indeterminate structures by the force
method. (7 classes)
TEACHING / LEARNING
STRATEGIES
Lectures, self study, Team work
ASSESSMENT TOOLS STRATEGY
Homework, Project # 1
Lectures
Lectures/ Team work
Homework, Partial exam # 1
Homework, Partial exam # 2,
Project # 2
Homework
Homework, Partial exam # 3
Homework, Partial exam # 4
Homework.
Lectures
Lectures, Class demonstrations
Lectures
Lectures
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
70
18
0
0
12
0
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
c
d
e
x
f
g
h
168
i
j
k
x
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
2
3
4
x
5
6
Person(s) who prepared this description and date of preparation: Dr. Luis A. Godoy, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
169
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4022 – Structural Analysis II
Required Course ( 4)
Elective Course ( )
Course catalog description: Analysis of statically indeterminate structures using prismatic and non-prismatic elements by the
methods of slope-deflection and moment distribution. Approximate analysis of multistory structures.
Prerequisites: INCI 4021
Textbook: Sennett, Robert E., Matrix Analysis of Structures, Waveland Press (2000).
Course objectives and student learning outcomes: By the end of this course, students will be able to calculate the deflections
and rotations, and internal forces and moments in statistically indeterminate structures using classical and modern methods.
The students will be introduced to the analysis of realistic civil structures using computer software but emphasizing the basic
principle of structural analysis.
Topics covered:
TOPIC
TEACHING / LEARNING
STRATEGIES
Lectures - Assignments
1.Displacement method of analysis: slope-deflection
equations. (9 classes)
2.Displacement method of analysis: moment
distribution. (8 classes)
3.Truss analysis using the stiffness method.
(8 classes)
4.Beam analysis using the stiffness method.
(6 classes)
5.Plane frame analysis using the stiffness method.
(9 classes).
6.Tests and reviews. (5 classes)
ASSESSMENT TOOLS STRATEGY
Lectures - Assignments
Homework, questions,
discussion – Exam #1
Same – Exam #2
Lectures - Assignments
Same
Lectures - Assignments
Same
Lectures - Assignments
Same – Exam #3
interactive
Lectures - Assignments
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
67.5%
22.5%
N/A
10%
N/A
N/A
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
g
X
h
i
j
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
4
5
6
Person(s) who prepared this description and date of preparation: Dr. Arsenio Cáceres, Associate Professor
Apr 11, 2008
170
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4026 – Highway Engineering
Required Course ( 4)
Elective Course ( )
Course catalog description: Classification, planning and administration of highway systems. Geometric design; traffic
engineering; subgrade structure; flexible and rigid pavement design.
Prerequisites: INCI 4137 and INCI 4007
Textbook: Garber, N. and Hoel L., Traffic and Highway Engineering , Thomson Learning, 3rd Edition.
Course objectives and student learning outcomes: By the end of this course, students will be able to design the major
elements that comprise a highway project, both new and rehabilitated, considering environmental, safety and ethical aspects in a
cost-effective manner.
Topics covered:
TOPIC
1.Highway functional classification and statistics
(2 classes)
2.Geometric design: horizontal, vertical, superelevation
(7 classes)
TEACHING / LEARNING
STRATEGIES
Motivation, Visualization, Cases,
Video, Slide Presentation
Lecture, Questioning, Discussion,
Hands-on Demos, Teamwork,
3.Geometric design: stopping and passing sight distance
(same)
Homework, Questions, Interactive
discussion, Analysis of cases
Homework, Written Report Evaluation
Form, Teamwork Evaluation, Exam
1
(same)
(same)
(same)
(same), Slide Presentation, Video
(same)
(same), Slide Presentation, Field
Evaluation Teamwork
(same)
(same)
(same)
(same) Exam II
(same), Computer Program
(same)
(same)
(same)Exam III
(same), Slide Presentation, Video
(same)
(2 classes)
4. Intersection and interchange design elements
(3 classes)
5.Highway safety and accidents (2 classes)
6. Subsurface drainage design (2 classes)
7.Pavement evaluation distress inventory, condition
survey (3 classes)
8.Soil classification and pavement design units
(2 classes)
9.Structural pavement design (8 classes)
10.Highway evaluation and engineering economy
(7 classes)
11. Work zone traffic control (2 classes)
12. Partial Exams (3 classes)
ASSESSMENT TOOLS STRATEGY
(same)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
60%
25%
5%
10%
Lab Works
Class Particip.
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
171
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
d
X
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Benjamín Colucci, Profesor
Apr 11, 2008
Special projects:
• A comprehensive design project to supplement the following topics: route location & geometric design, accident history,
pavement evaluation, distress survey, structural design of pavements, engineering economic evaluation, and work zone traffic
control. Videos and photographs of highways, pavements and roadside are taken by the students to complement the field activities.
Technical presentations of the students are recorded for future references. (6 weeks).
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
172
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4035 - Civil Engineering Materials
Required Course (4)
Elective Course ( )
Course catalog description: Engineering application of the physico-chemical properties of materials, aggregate fundamentals;
selection of materials, and their structural behavior; test principles and methods applied to concrete, steel, wood, aluminum,
asphaltic and other construction materials, failure analysis; specifications.
Prerequisites: INGE 4001
Textbook: Mamlouk & Zanieswski, Materials for Civil and Construction Engineers, Addison Wesley, Last Edition.
Course objectives and student learning outcomes: By the end of this course, students will be able to identify, classify,
describe, evaluate, and contrast the behavior and properties of Civil Engineering Materials, stressing the importance of Materials
Engineering in Civil Engineering projects. The students will be able to recommend materials to use in construction projects
based on the mechanical and physical characteristics. Students working in teams will be able to conduct hands-on experiments,
analyze the data, and effectively communicate their results and recommendations through written means.
Topics covered:
TOPIC
1. Introduction and Materials Engineering Concepts
(3 hours)
2. Aggregates: nature and properties (4 hours)
TEACHING / LEARNING
STRATEGIES
Motivation, Lesson
Lesson, Discussion, Lab Exercises,
Field Trip, Hands-on Demos
3. Portland Cement: nature and properties (3 hours)
Lesson, Lab Exercises, Field Trip,
Video
4. Portland Cement Concrete: properties and mix design
(5 hours)
5. Ferrous Metals: properties and uses (2 hours)
6. Non Ferrous Metals: properties and uses (1 hour)
Lesson, Discussion, Questioning,
Cases, Lab Exercises, Field Trip,
Video
Lesson, Discussion, Lab Exercises
Lesson, Discussion, Lab Exercises
7. Timber: nature and properties; classification and
allowable design properties (4 hours)
Lesson, Discussion, Lab Exercises,
Hands-on Demos
8. Asphalt and Asphalt Concrete: nature, properties, mix
design and uses (3 hours)
Lesson, Discussion, Lab Exercises,
Field Trip
9. Masonry (3 hours)
10. Composite Materials: properties and uses (2 hours)
Lesson, Field Trip
Lesson, Discussion, Hands-on
Demos
173
ASSESSMENT TOOLS STRATEGY
Questions, Quiz
Questions, Quiz, Exam 1, Lab Report,
Written Report Evaluation,
Teamwork Assessment
Questions, Quiz, Lab Report, Written
Report Evaluation, Teamwork
Assessment
Questions, Quiz, Exam 2, Lab Report,
Written Report Evaluation,
Teamwork Assessment
Questions, Quiz, Lab Report, Written
Report Evaluation, Teamwork
Assessment
Questions, Quiz, Lab Report, Written
Report Evaluation, Teamwork
Assessment
Questions, Quiz, Lab Report, Written
Report Evaluation, Teamwork
Assessment
Question, Quiz
Question, Peer Evaluation Form, Final
Exam
ABET Self-Study Report for Civil Engineering Program at UPRM
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
48%
27%
N/A
N/A
25%
N/A
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Two hours of lecture and one three-hour laboratory (*) per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
d
e
X
f
g
X
h
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
3
X
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Felipe J. Acosta, Associate Professor
Apr 11, 2008
(*) Laboratory projects:
o
o
o
o
o
o
o
1
Aggregates: Sieve analysis, specific gravity, density, absorption, and cleanliness. (3
sessions)
Cement: Specific gravity, normal consistency, time of setting. (2 sessions)
Mix design, slump test, density, compressive strength, flexural strength and splitting tensile
strength.
(4 sessions)
Steel: Tensile strength, modulus of elasticity, specifications for reinforcing bars. (1
session)
Aluminum: modulus of elasticity. (1 session)
Wood: Compressive strength, tensile strength, shear strength, creep. (2 sessions)
Asphalt: Marshall Method, density. (2 sessions)
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
174
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4049 – Foundations
Required Course (4)
Elective Course ( )
Course catalog description: Evaluation of subsoil conditions as they affect the behavior, proportions and choice of type
of foundations; relations between foundations and other structural problems; design problems.
Prerequisites: INCI 4139
Textbook: Foundation Design: Principles and Practices, Donald P. Coduto, 2 nd Ed., Prentice Hall, 2000.
Course objectives and student learning outcomes: By the end of this course, students will be able to identify and evaluate the
soil conditions at a site and to select an adequate type of foundation for the structure. They will be able to calculate the
dimensions of a footing that will comply with specific requirements of safety and deformation, and they will be able to perform
calculations to establish the required length of a pile. Students will learn about the different types of earth retaining structures
and will be able to determine the dimensions of gravity and cantilever retaining walls required for external stability of the system.
Topics covered:
TOPIC
1. Subsurface Exploration. (3 classes)
2. Bearing capacity of shallow foundations. (7 classes)
3. Stresses beneath shallow foundations. (2 classes)
4. Settlement of shallow foundations. (6 classes)
5. Types of deep foundations & load transfer concepts.
(1 class)
6. Axial capacity of deep found. (6 classes)
7. Groups of piles. (1 class)
8. Foundations on weak & compressible soils. (3 classes)
9. Earth Pressure Theories. (4 classes)
10.Analysis & design of gravity and cantilever retaining walls,
gabions. (8 classes)
11. Reinforced Earth Structures. (1 class)
TEACHING / LEARNING
STRATEGIES
Lecture, Visuals
Lecture/Visuals/Problem Solving
Lecture, Problem Solving
Lecture, Problem Solving
Lecture
Lectures/Visuals/Problem Solving
Lecture/Visit to project
Lecture/Visuals/Cases/Discussion
Lecture
Lecture/Visuals/Cases/Discussion
Lecture/Visuals
ASSESSMENT TOOLS
STRATEGY
Quizz
Exam I/Special Problem
Exam II
Exam III/Special Problem
Final Exam Course Skills
Assessment Form & Student
Evaluation of Teaching
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
70%
20%
5%
5%
N/A
N/A
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
X
g
h
175
i
X
j
k
X
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
2
X
3
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Juan B. Bernal, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
176
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4055 - Introduction to Construction Management
Required Course (4)
Elective Course ( )
Course catalog description: Introduction to construction management: government regulations, construction process, the
construction company, financial aspects, bonds, estimates, costs control, bids contracts, project planning and scheduling,
finances, equipment, materials, labor and safety.
Prerequisites: Fourth year standing
Textbook: Lluch, José F., Gerencia e Ingeniería de Construcción, Editorial de la Universidad de Puerto Rico, 2005.
Course objectives and student learning outcomes: By the end of this course, students will be able to identify and describe
basic construction management procedures and techniques from project inception to project completion.
Topics covered:
TOPIC
1. Introduction, General aspects of the Construction Industry
2. The Traditional Construction Process
3. Construction Contracts; General and Supplementary
Conditions
4. Contract Clauses
5. Non-traditional contracts
6. Government regulations
7. The Construction Company - Legal Structure
8. The Construction Company - Organizational Structure
9. Construction Cost Estimates
10. Quality Control
11. Planning and Scheduling
12. Cost Control
13. Insurance and Bonds
14. Labor Regulations
15. Safety
TEACHING / LEARNING
STRATEGIES
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
Lectures, questions, illustrations,
class discussions
177
ASSESSMENT TOOLS STRATEGY
Homework, questions, discussions,
Quiz 1, final exam
Homework, questions, discussions,
Quiz 1, final exam
Homework, questions, discussions,
Quiz 2, final exam
Homework, questions, discussions,
Quiz 2, final exam
Homework, questions, discussions,
Quiz 2, final exam
Homework, questions, discussions,
Quiz 3, final exam
Homework, questions, discussions,
Quiz 3, final exam
Homework, questions, discussions,
Quiz 4, final exam
Homework, questions, discussions,
Quiz 4, final exam
Homework, questions, discussions,
Quiz 4, final exam
Homework, questions, discussions,
Quiz 5, final exam
Homework, questions, discussions,
Quiz 5, final exam
Homework, questions, discussions,
Quiz 6, final exam
Homework, questions, discussions,
Quiz 6, final exam
Homework, questions, discussions,
Quiz 6, final exam
ABET Self-Study Report for Civil Engineering Program at UPRM
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
Term Project
50%
33%
17%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
TOTAL
100%
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
b
c
d
e
f
x
g
h
i
j
x
k
Relationship of course to Program Educational Objectives:
1
x
2
3
4
x
5
6
Person(s) who prepared this description and date of preparation: Dr. José F. Lluch, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
178
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4095 - Mathematical Methods in Civil Engineering
Required Course (4)
Elective Course (
)
Course catalog description: Numerical methods applied to Civil Engineering with computer use.
Prerequisites: INGE 3016 and (MATE 3063 or MATE 3185)
Textbook: Chapra, Steven and R.P. Canale, Numerical Methods for Engineers, Fifth Edition, McGraw Hill.
Course objectives and student learning outcomes: By the end of this course, students will be able to understand select and
apply commonly used numerical methods to solve civil engineering problems. The students will be able to apply techniques
such as modeling and problems solving, use of computer programming and/or software to solve common problems in
engineering practice such as: approximations and error determination, roof of equations, matrix algebra, solution of system of
linear equations and curve fitting.
Topics covered:
TOPIC
1. Modeling, problem solving, computer programming and
software. (2 classes)
TEACHING / LEARNING
STRATEGIES
Group discussion, demonstration,
hands on practice
ASSESSMENT TOOLS STRATEGY
2. Approximation and error (2 classes)
Discussion
Homework, test
3. Otos of equations. (6 classes)
Discussion, hands on practice
Homework report, Quizzes
4. Introduction to matrix algebra. (2 classes)
Discussion
5. Solution of systems of linear equations. (7 classes)
Hands on practice, special
problems
Group report, Quiz, Test
6. Interpolation methods. (4 classes)
Discussion, demonstration,
Homework
Report on application, Test
7. Numerical integration. (3 classes)
Hands on practice, discussion
Report on application, Test
Diagnostic test
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
60
20
10
10
Lab Works
Class Particip.
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Two credit hours. Two one-hour lectures per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
d
e
X
f
g
X
TOTAL
h
i
179
j
k
X
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
2
X
3
4
5
6
X
Person(s) who prepared this description and date of preparation: Prof. Ismael Pagán Trinidad, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
180
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4136 - Applied Statistics for Civil Engineering
Required Course (4)
Elective Course (
)
Course catalog description: Application of probability and statistical theory in Civil Engineering. Probability fundamentals;
continuous and discrete distributions; point and interval estimation; tests of hypothesis; multiple regression.
Prerequisites: MATWE 3063 or mate 3185
Textbook: Ang & Tang, Probability Concepts in Engineering, John Wiley and Sons, Second Edition.
Course objectives and student learning outcomes: By the end of this course, students will be able to provide an appropriate
background in probability and statistics. The course will provide examples of statistical problems in Civil Engineering.
Topics covered:
TOPIC
1.
2.
3.
4.
5.
6.
7.
8.
TEACHING / LEARNING
STRATEGIES
ASSESSMENT TOOLS STRATEGY
Probability fundamentals.
Random variables, discrete and continuous.
Discrete distributions.
Continuous distributions.
Point and interval estimators.
Point and interval estimators.
Tests of hypothesis.
Regression analysis.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Two credit hours. Two hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
c
d
e
x
f
g
h
i
j
k
x
Relationship of course to Program Educational Objectives:
1
2
x
3
4
5
6
x
Person(s) who prepared this description and date of preparation:
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
181
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4137 - Introduction to Transportation Engineering
Required Course (4)
Elective Course ( )
Course catalog description: Basic concepts in transportation: demand, service and equilibrium; transportation planning
process and economics; components, operation and design of transportation systems.
Prerequisites: INCI 4136
Textbook: Garber, Nicholas & Hoel, Lester, Traffic and Highway Engineering, Thomson Learning, Third Edition.
Course objectives and student learning outcomes: By the end of this course, students will be able to understand and apply
basic concepts related to the analysis, planning and design of transportation systems to evaluate real life situations and study
different alternatives which provide optimal and practical solutions.
Topics covered:
TOPIC
1. Introduction to transportation systems analysis.
2. Introduction to traffic flow theory and highway
capacity.
3. Traffic flow on interrupted facilities.
4. Capacity of freeway segments.
5. Interrupted flow theory and studies.
6. Traffic control and signals.
7. Introduction to urban transportation planning.
8. The four step Travel Estimation Procedure.
9. Mass transportation systems.
TEACHING / LEARNING STRATEGIES
Motivation, conference, discussion,
examples, assignments.
Conference, Audiovisuals, examples.
ASSESSMENT TOOLS STRATEGY
Questions, interactive discussion.
Assignments.
Homework.
Conference, audiovisuals, problem
solving.
Conference, Audiovisual, Problem
solving. Presentation of the different
computers programs.
Conference, Visual Aids, Examples.
Conference, Visual Aids. Presentation of
the different computers programs. Field
work.
Conference, Visual Aids, problem
solving.
Conference, Visual Aids, Problem
solving.
Conference, Visual Aids.
Quiz, Assignments.
Assignment. Partial Exam I.
Assignment, Quiz. Partial Exam II.
Teamwork, special assignment, Quiz.
Partial Exam III.
Questions, Discussion.
Assignment, Quiz.
Assignment. Peer evaluation form and
Course/Project Skills. Final Exam.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
60
20
10
10
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
X
d
X
e
X
f
g
h
X
i
X
182
j
X
k
X
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
X
2
X
3
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Benjamin Colucci, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
183
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4138 - Water Resources Engineering
Required Course (4)
Elective Course ( )
Course catalog description: Hydrologic measurements; hydrographs; probability theory applied to hydrologic computations;
well hydraulics; capacity of reservoirs and stability of dams; hydraulic of open channels and of pressure conduits; flood control;
legal and economic aspects of water resources.
Prerequisites: INGE 4015 or INQU 4010
Textbook: Mays, Larry W., Water Resources Engineering, John Wiley and Sons, (2005).
Course objectives and student learning outcomes: By the end of this course, students will be able to…
Topics covered:
TOPIC
TEACHING / LEARNING
STRATEGIES
ASSESSMENT TOOLS STRATEGY
1. The hydrologic cycle. (10 classes)
2. Hydrograph analysis. (6 classes)
3. Probability applications and frequency analysis.
(6 classes)
4. Storage analysis and sedimentation. (2 classes)
5. Open channel flow and channel design. (8 classes)
6. Principles of groundwater hydrology. (3 classes)
7. Steady well flow. (4 classes)
8. Well design criteria and saline intrusion. (3 classes)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
x
c
x
d
e
x
f
g
h
x
i
j
k
x
Relationship of course to Program Educational Objectives:
1
x
2
x
3
4
x
5
6
x
Person(s) who prepared this description and date of preparation:
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
184
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4139 - Introduction to Geotechnical Engineering
Required Course (4)
Elective Course ( )
Course catalog description: Sampling, identification and description of soils; index and hydraulic properties; interaction
between mineral particles and water; permeability and seepage; stress-strain and consolidation characteristics of soils; shear
strength determinations. Stress distribution and soil improvement.
Prerequisites: INGE 4011 and (INGE 4015 or INQU 4010)
Corequisite: GEOL 4015.
Textbook: Principles of Geotechnical Engineering, Braja M. Das, 6th Edition, (2005), PWS - Publishing Co., Boston.
Course objectives and student learning outcomes: By the end of this course, students will be able to identify, understand,
describe, and discuss the behavior and properties of natural soil deposits, as described in the Course Description, stressing the
importance of Geotechnical Engineering in Civil Engineering projects. Students should be able to apply the basic concepts of soil
mechanics in the analysis and solution of practical problems in a global perspective and societal context. Participants will
identify, comprehend, analyze, predict, imagine, discuss, and evaluate the ethical implications related to the practice of the
profession as it pertains to this area. Students working in teams will be able to conduct hands-on experiments and exercises,
analyze the data, and effectively communicate their results and recommendations through oral and written means. Cooperative
learning will be emphasized to develop teamwork skills.
Topics covered:
TOPIC
1. Introduction to Soil Mechanics. Soil problems in Civil
Engineering. (2 classes)
2. Index Properties of Soils. Grain size distribution.
Mineralogical Composition. Weight-Volume Relationships.
(4 classes)
3. Atterberg Limits. Classification Systems. (4 classes)
4. Hydraulic Properties of Soils. Permeability. Effective and
Pore water Pressures. Seepage and Flow Nets. (9 classes)
5. Soil Compaction. (3 classes)
6. Stresses in a soil mass. (2 classes)
7. Consolidation Characteristics of Soils. (9 classes)
8. Shear Strength Characteristics of Soils. (8 classes)
TEACHING / LEARNING
STRATEGIES
Motivation, Visualization, Cases
Lecture, Questioning, Discussion,
Hands-on Demos, Lab Exercises,
Teamwork
(same)
(same)
(same) + Field Work
(same)
(same)
(same)
ASSESSMENT TOOLS STRATEGY
Homework, Questions, Interactive
discussion, Analysis of cases
Homework, Lab Report, Written
Report Evaluation Form, Teamwork
Evaluation, Exam I
(same)
(same), but Exam II
(same)
(same), but Exam III
(same)
(same)+ Peer Evaluation Form,
Course/Project Skills & Ethics
Integration Assessments & Fin Exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
45%
25%
10%
5%
15%
NA
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Four credit hours. Three hours of lecture and one three-hour laboratory (*) per week.
185
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
d
X
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Prof. Hiram Gonzalez, Associate Professor
Apr 11, 2008
(*) Laboratory projects:
• Identification and Description of Soils.
Water Content Determination.
• Grain-Size Analysis.
• Liquid and Plastic Atterberg Limits.
• Permeability Tests and Flow Nets.
• Compaction Test
• Field Density Determination.
• Consolidation Test. (2 weeks)
• Unconfined Compression Test.
• Triaxial Tests
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
186
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4145 - Waterworks and Sewerage Design
Required Course (4)
Elective Course ( )
Course catalog description: Design of water transmission, distribution, and collections systems. Analysis of flow in pipe
networks, head losses, pressure distribution, system configuration; sewer hydraulics; quantities of water, sewage, and storm flows
used in design; design of water supply systems; sanitary and storm sewers; and pumping stations.
Prerequisites: INCI 4138
Textbook: Mays, Larry W., Water Resources Engineering, John Wiley and Sons, (2005).
Computer Applications in Hydraulic Engineering, 3rd Ed., Haestad Methods Inc., 1999.
Course objectives and student learning outcomes: By the end of this course, students will be able to design moderately sized water distribution systems and full-sized sanitary and storm sewers, including the location of appurtenances and special
structures. They will also be able to draft construction drawings and appurtenance detail sheets using local design guidelines
and specifications. They will gain proficiency in the use of aqueduct and sewer design software.
Topics covered:
TOPIC
1. Water demand estimation. (3 classes)
2. Pipe network analysis and design. (8 classes)
3. Analysis of pump systems. (7 classes)
4. Review of open channel flow principles. (2 classes)
5. Estimation of wastewater flows and sanitary sewer design.
(7 classes)
6. Forces on buried pipes; pipe beddings, pipe materials
and structural requirements. (2 classes)
7. Estimation of storm flows and storm sewer design.
(6 classes)
8. Design of roadway drainage. (2 classes)
9. Culvert flow analysis and design. (2 classes)
10. Sewer construction details, specifications, and contract
documents. (2 classes)
11. Course review and closure. (1 class)
12. Tests. (3 classes)
TEACHING / LEARNING
STRATEGIES
Lectures, discussion
Lectures, discussion
Lectures, discussion
Lectures, discussion
Lectures, discussion
Lectures, discussion
ASSESSMENT TOOLS STRATEGY
Homework, discussion
Homework, discussion, design project
Homework, discussion
Homework, discussion
Homework, discussion, design project
Lectures, discussion
Homework, discussion, special
problems
Homework, discussion, design project
Lectures, discussion
Lectures, discussion
Lectures, discussion
Homework, discussion
Homework, discussion
Homework, discussion
Lectures, discussion
Homework, discussion
Grading Plan (course evaluation metrics):
Partial
Exams
45
Final Exam
Quizzes
Home Works
Lab Works
25
0
0
0
Class
Particip.
5
Design
projects
25
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
187
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
X
g
X
h
X
i
j
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
4
X
5
X
6
Person(s) who prepared this description and date of preparation: Dr. Rafael I. Segarra, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
188
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4950 – Integrated Civil Engineering Project
Required Course (4)
Elective Course ( )
Course catalog description: Design of a Civil Engineering Project, integrating sub disciplines of the profession. Development
of a project from its inception, and a conceptual and preliminary design, to its final design. Development of design alternatives,
including computational methodology, plans, cost estimates, and specifications.
Prerequisites: Consent of the Director of the Department
Textbook: None
Course objectives and student learning outcomes: By the end of this course, students will be able to know, comprehend, and
apply the criteria of the design of the different components of a structure in order to perform a complete design of a particular
project. The students will apply several areas he/she has learned including courses of analysis, design, use of current codes,
preparation of drawings and specifications. He/she has the opportunity of sharing the ideas during the development of the work
with other students through reports and presentations which are integrated into the design experience. Projects will be
performed by students working in design teams. The professor will provide guidance in different stages of the development of
the project and he will share his/her experience. Professional and ethical considerations will be discussed and interpreted by the
students.
Topics covered:
TOPIC
1. Conceptual Design and Interaction with
different disciplines, permit processing.
2. Development of the structural model, loads,
loading combinations.
3. Structural Analysis.
4. Design and preparation of construction
drawings.
5. Preparation of technical specifications and
cost estimates.
6. Technical writing report and oral presentation.
TEACHING / LEARNING STRATEGIES
Discussion of all the phases involved in the
design process, evaluation of different
alternatives of solution and its feasibility.
Evaluation of the impact of the permitting
process and the interaction with different
disciplines.
Each group will select a different structural
system and configuration. Lectures on
wind and earthquake load calculation will
be given.
Project examples will be
presented.
Lectures and Demos with lab exercises will be
given using a computer software.
Interpretation of results and simple ways to
verify will be emphasized.
Propose a typical example where all design
calculations will be performed. Computer
tools will be used. Ethics and examples.
Lecture, discussion, Hands-on Demos,
Teamwork.
Demonstrate all the process involved and
steps to complete the design process.
189
ASSESSMENT TOOLS STRATEGY
Team work, interactive discussion,
analysis of cases, preparation of
schemes and conceptual drawings.
Team work and written report.
Team work and written report, project
skills and ethics.
Team work and written report, project
skills and ethics.
Team work and written report.
Team work, individual oral
presentation, interactive discussion.
ABET Self-Study Report for Civil Engineering Program at UPRM
Grading Plan (course evaluation metrics):
Conceptual
Development of
Structural
Design and
Technical
Technical writing
Design
structural model,
Analysis
preparation of
Specifications and
report and oral
drawings
Cost Estimates
presentation
30%
10%
20%
loads
10%
20%
10%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. One hour of lecture and four hours of practice per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
X
d
X
e
X
f
X
g
X
h
X
i
X
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
X
6
X
Person(s) who prepared this description and date of preparation: Dr. José Guevara, Associate Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
190
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Syllabi
Department’s ELECTIVE Courses
191
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4000 - Introduction to Architecture
Required Course ( )
Elective Course (3)
Course catalog description: The significance of architecture in relation to culture, the development of construction technology,
and to the sociopolitical structure of the times. Relationship between the architect and the civil engineer in modern society.
Elements of architectural design. Architectural analysis of different types of buildings. Anatomy of the building.
Prerequisites: Fifth year student or consent of the Director of the Department
Textbook: Class notes
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• Know and comprehend the difference between architecture and engineering.
• Know, comprehend, and evaluate the relationship between architecture, culture, building technology, and the sociopolitical
structure of the times.
• Know, comprehend and evaluate the relationship between the architect and the engineer.
• Comprehend and analyze architectural design.
• Know, comprehend, and analyze the role of space functions, the role of efficient space use on its internal distribution and
structure, relationship between spaces, connections between interior spaces and exterior of the building.
• Analyze and design buildings from an architectural viewpoint.
• Improve oral and written communication skills through oral presentations and written design project reports.
Topics covered:
TOPIC
TEACHING / LEARNING STRATEGIES
1. Definition of architecture and culture. (1 class)
Student-instructor interaction and lecture.
2. Relationship between architecture, culture, symbolism,
the development of building technology, and the
sociopolitical structure of the times. (3 classes)
3. Philosophy of architecture through time - historical
perspective. (8 classes)
Lecture, student-instructor interactions.
4. Development of Civil Engineering-historical perspective.
(3 classes)
5. Form and structure vs. function and aesthetics.
(4 classes)
6. Elements of architectural design. Architectural design of a
building. (15 classes)
7. Analysis of function use, size and distribution of spaces.
Relation between space requirements and structural system
required. (5 classes)
Lecture, student-instructor interactions,
world wide web searches for historical
buildings across the ages.
Lecture, student-instructor interactions,
world wide web searches for historical
buildings across the ages.
Lecture, student-instructor interactions, inclass supervised design exercises.
Lecture, student-instructor interactions, inclass supervised design exercises.
Class project.
Lecture, student-instructor interactions, inclass supervised design exercises.
Class project.
192
ASSESSMENT TOOLS
STRATEGY
Written summary of studentinstructor interaction by
students. Written test.
Written summary of studentinstructor interaction by
students. Written test.
Written student assignments.
Written test.
Written student assignments.
Written test.
Written and drawn design
exercises.
Written and drawn design
exercises. Oral, drawn, and
written presentation of class
project.
Written and drawn design
exercises.
Oral, drawn, and written
presentation of class
project.
ABET Self-Study Report for Civil Engineering Program at UPRM
Cont. Topics covered:
8. Integration of architectural and building technologies.
(2 classes)
TEACHING / LEARNING
STRATEGIES
Lecture, student-instructor
interactions.
9. Interaction between the architect and the civil
engineer. (1 class)
Lecture, student-instructor
interactions.
10. Student design project presentations
Student presentations.
TOPIC
ASSESSMENT TOOLS
STRATEGY
Written summary of student-instructor
interaction by students.
Written test.
Written summary of student-instructor
interaction by students. Written
test.
Evaluation form for oral and written
presentation.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Homework
Lab Exercises
Group Work
Class Particip.
Class Project
TOTAL
3 for 39%
1 for 13%
12%
13%
5%
5%
13%
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Roque A. Román Seda, Professor
August 25, 2003
Special projects:
• Analysis of different building technologies
used through time.
• Spatial analysis, sizing and distribution of spaces.
• Analysis and design of simple through more complex spaces and building.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
193
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4006 - Surveying Practice.
Required Course ( )
Elective Course (2)
Course catalog description: Execution of field work, computation and drawing in relation to land surveying and subdivision,
topographical maps, leveling, route surveys, triangulation, and determination of true meridian.
Prerequisites: INCI 4002
Textbook: None
Course objectives and student learning outcomes: By the end of this course, students will be able to perform the most
common surveying jobs as one whole project and not as individual and separate tasks.
Topics covered:
TOPIC
TEACHING / LEARNING STRATEGIES
1. Adjustment of Instruments (6 hours)
2. Solar and star observation (4 hours)
3. Land measurement (44 hours)
Review Lecture
Review Lecture, Field demonstrations
Review Lecture
4. Leveling (8 hours)
5. Topographic surveys and drawing (44 hours)
6. Land subdivision (6 hours)
7. Profile leveling (8 hours)
Review Lecture
Review Lecture
Review Lecture
Review Lecture
ASSESSMENT TOOLS
STRATEGY
Written Report
Written Report
Written Report, lot plat; accuracy
obtained
Written Report, accuracy obtained
Written Report, topo map
Written Report, Field check
Written Report, Profile
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
0
30%
0
0
70%
0
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Two credit hours. One session of fifteen working days of field work.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
x
c
d
x
e
x
f
x
g
x
h
x
i
j
x
k
x
Relationship of course to Program Educational Objectives:
1
x
2
x
3
x
4
x
5
x
6
x
Person(s) who prepared this description and date of preparation: Prof. Julio Ríos, Professor of Civil Engineering
Apr 11, 2008
194
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Special projects:
•
•
•
•
A complete land survey and subdivision (parting-off) map.
A complete topographic map.
Profile leveling.
Subdivision stake-out
- - -This course is no longer offered in the Department, due to changes in the laws governing surveying practice in PR. - - -
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
195
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4013 - Structural Design
Required Course (
)
Elective Course (3)
Course catalog description: Types of buildings, bridges, floor and roof systems. Design for torsion. Structural design
problems. Complete design of a simple structure by the students.
Prerequisites: INCI 4012 and INCI 4022
Textbooks: C.K. Wang and C.G. Salmon, Reinforced Concrete Design, Sixth Edition, Addison Wesley, 1998. American Concrete
Institute - 318-99, Building Code Requirements for Structural Concrete, 1999.
Course objectives and student learning outcomes: By the end of this course, students will be able to design reinforced
concrete frame structures, including the foundation, for gravity and earthquake loads, analyze and design two-way floor systems,
analyze and design retaining walls.
Topics covered:
TOPIC
1.General review of design of beams and columns
(4 hours)
2. Two-way slab systems (10 hours)
TEACHING / LEARNING
STRATEGIES
Lecture, discussion
ASSESSMENT TOOLS STRATEGY
Exam
Lecture, discussion, project
Homework, Exam
3. Seismic design of frames (12 hours)
Lecture, discussion, project
Homework, Exam
4. Retaining walls (6 hours)
Lecture, discussion, project
Homework, Exam
5. Footings (8 hours)
Lecture, discussion, project
Homework, Exam
6. Torsion (5 hours)
Lecture, discussion
Final exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
50%
25%
25%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Two hours of lecture and one hour computation per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
c
x
d
e
x
f
g
h
i
Relationship of course to Program Educational Objectives:
1
x
2
3
x
4
x
5
6
196
j
k
x
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Person(s) who prepared this description and date of preparation: Dr. Ricardo R. López, Professor
Apr 11, 2008
Special projects:
• Design of a typical multistory frame structure including preliminary analysis sizing of members, final analysis and
design. (4 weeks)
• Design of a two way floor system. (3 weeks)
• Design of a retaining wall. (1 week)
• Footing designs. (2 weeks)
• Development of computer programs for the practical application of the above procedures. (4 weeks) (Optional
depending on student particular interest).
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of
interest to students and professors is available for inspection at the Department of Civil Engineering.
197
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4028 - Geometric Design of Highways
Required Course (
)
Elective Course ( 3)
Course catalog description: Traffic characteristics and highway capacity; elements, criteria, controls and guide
values for geometric design; cross section elements; highway types and access controls; intersection design elements
and procedures; grade separation and traffic interchanges.
Prerequisites: INCI 4007
Textbook: AASHTO, A Policy on Geometric Design of Highways and Streets, 1994.
Course objectives and student learning outcomes: By the end of this course, students will be able to understand the
primary elements associated with the geometric design of highways for different types of roads, its functional
classification; design controls and criteria; cross section elements for both ; at-grade intersections and grade
separations-interchanges.
Topics covered:
TOPIC
1. Introduction to Location Design: (1 class)
2. Design controls and criteria: design vehicle, driver
performance, traffic characteristics, design designation
and functional classification (6 classes)
3.Elements of design: stopping, decision and passing
sight distance, horizontal and vertical alignment
(6 classes)
4. Cross-section elements: pavement characteristics
lane shoulder, curbs, drainage, medians, bike paths,
right of way. (3 classes)
5. Highway types: (6 classes)
6. Intersection design elements: (6 classes)
7. At grade intersections: intersection capacity, sight
distance, channelization (6 classes)
8. Grade separation and interchanges: types, warrants
for construction, ramps (3 classes)
9.Intersection design procedures: maneuver elements,
separation of conflict points (6 classes)
10.Exams: (3 classes)
TEACHING / LEARNING
STRATEGIES
Motivation, Visualization, Cases,
Video, Slide Presentation
Lecture, Questioning, Discussion,
Hands-on Demos, Teamwork
ASSESSMENT TOOLS STRATEGY
(same), Video, Slide Presentation
Homework, Questions, Interactive
discussion, Analysis of cases
Homework, Written Report Evaluation
Form, Teamwork Evaluation, Exam
1
(same)
(same), Slide Presentation
(same)
(same), Slide Presentation
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
60%
25%
5%
10%
Important Note: A final grade of at least “C” (≥70%) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
198
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
d
X
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Benjamín Colucci, Professor
Apr 11, 2008
Special projects:
• Application of highway geometric design criteria in a comprehensive design project.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of
interest to students and professors is available for inspection at the Department of Civil Engineering.
199
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4032 - Soil Mechanics II
Required Course ( )
Elective Course ( 3)
Course catalog description: The theory of consolidation; settlements and contact pressure; stress analysis; stability
of slopes; soil compaction and stabilization.
Prerequisites: INCI 4139
Textbook: A. Rico Rodríguez, H. del Castillo and G.F. Sowers, Soil Mechanics in Highway Engineering.
Course objectives and student learning outcomes: By the end of this course, students will be able to…
Topics covered:
TEACHING / LEARNING
STRATEGIES
TOPIC
ASSESSMENT TOOLS STRATEGY
1. Classification of soils (1 class)
2. Laboratory and field testing (5 classes)
3. Soil Compaction (5 classes)
4. Soil Stabilization (5 classes)
5. Drainage (4 classes)
6. Compressibility and Consolidation (2 classes)
7. Slope Stability (5 classes)
8. Landslides (1 class)
9. Use of geotextiles (4 classes)
10. Field instrumentation (5 classes)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” (≥ 70%) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
c
x
d
e
x
f
g
h
x
i
j
k
x
Relationship of course to Program Educational Objectives:
1
x
2
x
3
4
5
6
x
Person(s) who prepared this description and date of preparation:
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of
interest to students and professors is available for inspection at the Department of Civil Engineering.
200
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4056 - Construction Methods and Equipment
Required Course ( )
Elective Course (3)
Course catalog description: Selection, layout and organization of installation, equipment and resources for Civil
Engineering construction projects, cost studies, operation and productivity of equipment, construction methods in
engineering.
Prerequisites: INCI 4055, Introduction to Construction Management
Textbook: Lluch, J., Gerencia e Ingeniería de Construcción, Editorial de la Universidad de Puerto Rico (2005).
Course objectives and student learning outcomes: By the end of this course, students will be familiarized with the
principal physical characteristics, capacity considerations, and economic aspects of heavy construction equipment. In
addition, students should be familiarized with basic construction methods involving heavy equipment, and with the
main variables in equipment selection and design of construction operations.
Topics covered:
TOPIC
1.Introduction to construction equipment
and methods.
1. Heavy equipment economics.
2. Earthwork fundamentals.
3. Bulldozer and ripper operations.
4. Scraper operations.
5. Backhoe, backhoe-dozer combination,
power shovel
6. Hauling equipment.
7. Grading and compaction operations.
8. Dragline and pile driving.
9. Cranes
10. Pumps and air compressors.
11. Simulation of Construction
Operations, productivity improvement
TEACHING / LEARNING
STRATEGIES
Motivation, illustrations
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, presentation
models, illustrations, field-trips
Lectures, questions, illustrations,
field-trips
Lecture2, hands-on simulation on
computer
ASSESSMENT TOOLS STRATEGY
Questions, discussions
of
of
of
of
of
of
of
of
of
Homework, questions, discussions, exam
1, final exam
Homework, questions, discussions, exam
1, final exam
Homework, questions, discussions, exam
1, final exam
Homework, questions, discussions, exam
2, final exam
Homework, questions, discussions, exam
2, final exam
Homework, questions, discussions, exam
2, final exam
Homework, questions, discussions, exam
2, final exam
Homework, questions, discussions, exam
3, final exam
Homework, questions, discussions, exam
3, final exam
Homework, questions, discussions, exam
3, final exam
Simulation report, exam 3, final exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
50%
33%
N/A
17%
N/A
N/A
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
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ABET Self-Study Report for Civil Engineering Program at UPRM
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
b
c
x
d
e
x
f
g
h
i
j
x
k
Relationship of course to Program Educational Objectives:
1
x
2
3
4
5
6
Person(s) who prepared this description and date of preparation: Dr. José F. Lluch, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of
interest to students and professors is available for inspection at the Department of Civil Engineering.
202
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4057 - Civil Engineering Practice
Required Course (
)
Elective Course (3)
Course catalog description: A course organized in cooperation with private industry or government to provide the student with
practical experience in Civil Engineering. The work performed by the student will be jointly supervised by the Academic Department
and an appropriate official from the cooperating organization. An oral and written report will be required from the student upon
completion of the project.
Prerequisites: Consent of the Director of the Department
Textbook: None
Course objectives and student learning outcomes: By the end of this course, students will be able to enrich their curriculum
and learning with practical experience in the private and/or public service through actual exposure to diverse job opportunities
that are directly related to their educational program and career goals. Students should be able to apply the basic concepts of
civil engineering in the analysis and solution of practical problems in a global perspective and societal context. Participants will
identify, comprehend, analyze, predict, imagine, discuss, and evaluate the ethical implications related to the practice of the
profession. Students, at times working in multidisciplinary teams, will be able to conduct hands-on experiments and exercises,
analyze the data, and effectively communicate their results and recommendations through oral and written means. Cooperative
learning will be emphasized to develop teamwork skills.
Topics covered:
TEACHING / LEARNING
STRATEGIES
Motivation, Visualization, Cases,
Seminar Lectures, Questioning,
Discussion, Hands-on, Demos, Lab
Exercises, Teamwork, etc.
TOPIC
Multiple and varied topics in Civil Engineering,
depending on needs and agreement with Cooperating
Organization
ASSESSMENT TOOLS STRATEGY
Questions, Interactive discussion,
Analysis of cases, Monthly and
Final Reports, Written Report
Evaluations, Teamwork Evaluation,
Course/Project Skills & Ethics
Integration Assessments.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
75%
Superv. Eval
TOTAL
25%
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Thirty-five hours per week for seven (7) or more weeks during the summer or its
equivalent during the semester.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
X
d
X
e
X
f
X
g
X
h
X
i
X
203
j
X
k
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
X
6
X
Person(s) who prepared this description and date of preparation: Prof. Hiram González, Associate Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4061 – Legal Aspects I
Required Course (
)
Elective Course (3)
Course catalog description: Laws of the Institute of Engineers and Surveyors of Puerto Rico and its Board of Examiners;
Property Registry Law; regulations of the Planning Board and the Administration of Regulations and Permits.
Prerequisites:
Co-requisites: INCI 4001
Textbook: Extracts of the Civil Code of Puerto Rico and related jurisprudence.
Course objectives and student learning outcomes: By the end of this course, students will be familiar with the organisms that
govern the profession: College of Engineers and Surveyors of P.R., and the Board of Examiners of Engineers, Architects and
Surveyors. Also, the student will be familiar with the operations and procedures of those government organism and agencies
most related to the professions and with the land registry system, and how to use it.
Topics covered:
TEACHING / LEARNING
STRATEGIES
TOPIC
ASSESSMENT TOOLS STRATEGY
1. Laws of the Board of Examiners of Engineers,
Architects and Surveyors: Law #31, April 26, 1927; Law
#399, May 10, 1951 (7 classes), as amended.
2. Laws of the Institute of Engineers and Surveyors:
Law #319, May 15, 1938; Law #27, 1954; Law #12,
September 29, 1980 (7 classes), as amended.
3. Laws of the Planning Board of Puerto Rico: Law
#213, May 12, 1942; Law #75, June 24, 1975 (8
classes).
4. Regulations and Permits Organic Act (#76), June 24,
1975 (8 classes), as amended.
5. Law #135, June 15, 1967, (Certification of Plans) (3
classes).
6. Regulations (3 classes), as amended.
7. Law of the Property Registry and Regulation: Law
#198, August 8, 1979; Law #143, June 14, 1980 (4
classes).
8. Tests (3 partial test and a final test during the course).
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
67%
33%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
205
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
b
c
d
e
f
x
g
x
h
x
i
x
j
k
Relationship of course to Program Educational Objectives:
1
x
2
3
4
x
5
6
Person(s) who prepared this description and date of preparation: Prof. Vidal Rodríguez-Amaro, Instructor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
206
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4062 – Legal Aspects II
Required Course (
)
Elective Course (3)
Course catalog description: A study of those laws of Puerto Rico which rule land ownership, land transfer, and land use.
Prerequisites:
Corequisite: INCI 4002
Textbook: Extracts of the Civil Code of Puerto Rico
Course objectives and student learning outcomes: By the end of this course, students will be able to…
Topics covered:
TEACHING / LEARNING
STRATEGIES
TOPIC
ASSESSMENT TOOLS STRATEGY
1. Notions of property law in relation to surveying
(10 classes)
2. Concepts of the Law of Waters and riparian rights
(8 classes)
3. Notions of the Civil Code of Puerto Rico (10 classes)
4. Notions of the Law of Mines (6 classes)
5. Concepts of Obligations and Contracts; legal
responsibility of the land surveyor (8 classes)
6. Test (3 classes)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” ( ≥ 70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
b
c
d
e
f
x
g
x
h
x
i
x
j
k
Relationship of course to Program Educational Objectives:
1
x
2
3
4
x
5
6
Person(s) who prepared this description and date of preparation: Prof. Vidal Rodríguez-Amaro, Instructor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
207
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4995 – Engineering Practice for Co-op Students
Required Course ( )
Elective Course (0 to 6)
Course catalog description: Practical experience in civil engineering in cooperation with private industry or government to be
jointly supervised by the Academic Department, the Co-op Program Coordinator, and an official from the cooperating
organization. A written report will be required upon completion of each period of work.
Prerequisites: Consent of the Director of the Department.
Textbook: None
Course objectives and student learning outcomes: By the end of this course, students will be able to enrich their curriculum
and learning with practical experience in the private and/or public service through actual exposure to diverse job opportunities
that are directly related to their educational program and career goals. Students should be able to apply the basic concepts of
civil engineering in the analysis and solution of practical problems in a global perspective and societal context. Participants will
identify, comprehend, analyze, predict, imagine, discuss, and evaluate the ethical implications related to the practice of the
profession. Students, at times working in multidisciplinary teams, will be able to conduct hands-on experiments and exercises,
analyze the data, and effectively communicate their results and recommendations through oral and written means. Cooperative
learning will be emphasized to develop teamwork skills.
Topics covered:
TOPIC
Multiple and varied topics in Civil Engineering,
depending on needs and agreement with
Cooperating Organization.
TEACHING / LEARNING STRATEGIES
ASSESSMENT TOOLS STRATEGY
Motivation, Visualization, Cases, Seminar
Lectures, Questioning, Discussion,
Hands-on Demos, Lab Exercises,
Teamwork, etc.
Questions, Interactive discussion,
Analysis of cases, Monthly and
Final Reports, Written Report
Evaluations, Teamwork Evaluation,
Course/Project Skills & Ethics
Integration Assessments
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
Supervisor Eval.
75%
25%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
TOTAL
100%
Class/laboratory schedule: Zero to six credit hours. A minimum of two work periods are required for the accreditation of the
course one of which must be a semester.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
X
d
X
e
X
f
X
g
X
h
X
i
X
208
j
X
k
X
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
X
6
X
Person(s) who prepared this description and date of preparation: Prof. Hiram González, Associate Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
209
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 4998 – Undergraduate Research
Required Course ( )
Elective Course (1 to 6)
Course catalog description: Participation, under the supervision of a faculty member acting as an investigator, in a research
project.
Prerequisites: Fourth or fifth year student and consent of the Director of the Department
Textbook: None
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• learn and apply the scientific method to investigate a particular civil engineering topic;
• use one or more research tool like: literature survey, laboratory work, computer modeling, physical modeling;
• present the research results.
Topics covered:
TEACHING / LEARNING
STRATEGIES
as selected by the faculty
TOPIC
various by topic
ASSESSMENT TOOLS STRATEGY
as selected by the faculty
Grading Plan (course evaluation metrics): Individually selected for each topic.
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: One to six credit hours. Three to twenty-four hours of laboratory per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes): One or more depending on the research topic.
a
x
b
x
c
x
d
x
e
x
f
x
g
x
h
x
i
x
j
x
k
x
Relationship of course to Program Educational Objectives: One or more depending on the research topic.
1
x
2
x
3
x
4
x
5
x
6
x
Person(s) who prepared this description and date of preparation: Prof. Ismael Pagán Trinidad, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5005 – Construction Cost Estimates
Required Course ( )
Elective Course (3)
Course catalog description: Conceptual and preliminary cost estimates: cost index, square feet method, unit of service method,
parametric estimates and other methods. Source of data for preparing cost estimates. Detailed cost estimates: unit price
estimates, lump sum estimates, instruction to bidders, process for preparing detailed estimate, materials, labor, equipment, project
indirect cost, recapitulation, company indirect cost, profit and contingency. Construction cost estimates of building and engineering
projects. Use of the computer for cost estimating.
Prerequisites: INCI 4055
Textbook: Estimating Construction Costs, R. L. Peurifoy, Garold D. Oberlender, McGraw Hill, 1989.
Course objectives and student learning outcomes: By the end of this course, students will be able to identify and understand
construction cost-estimating techniques used in the preparation of construction cost estimates during the different phases of the
construction process.
Topics covered:
TOPIC
TEACHING / LEARNING STRATEGIES
1.Introduction to Construction Cost Estimates
2. Conceptual and preliminary cost estimating
methods.
2.Concepts and Fundamentals of Detailed
Cost Estimates
3.Earthwork Fundamentals, Estimating
Excavation: Quantity, Productivity, and Cost
4.Estimating Concrete: Quantity, Productivity,
and Cost
5.Estimating Concrete Masonry: Quantity,
Productivity, and Cost
6.Estimating Plumbing: System Description,
Quantity, Productivity, and Cost.
7.Estimating Electricity: System Description,
Quantity, Productivity, and Cost
8.Estimating Doors and Windows: Description,
Quantity, Productivity, and Cost
9.Estimating Finishings: Quantity, Productivity,
and Cost
10. Using the Computer for Cost Estimating
Motivation, illustrations
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
Lectures, discussions, illustrations, hands-on
demonstration using cost data manual, field trip
11. Assemblies and for cost estimating.
ASSESSMENT TOOLS STRATEGY
Questions, discussions
Homework, questions, discussions,
exam 1, final exam
Homework, questions, discussions,
exam 1, final exam
Homework, questions, discussions,
exam 1, final exam
Homework, questions, discussions,
exam 1, final exam
Homework, questions, discussions,
exam 2, final exam
Homework, questions, discussions,
exam 2, final exam
Homework, questions, discussions,
exam 2, final exam
Homework, questions, discussions,
exam 2, final exam
Homework, questions, discussions,
exam 3, final exam
Homework, questions, discussions,
exam 3, final exam
Homework, questions, discussions,
exam 3, final exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
50%
33%
17%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
211
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
c
d
e
f
g
h
i
j
x
k
k
Relationship of course to Program Educational Objectives:
1
x
2
3
4
5
6
Person(s) who prepared this description and date of preparation: Dr. José F. Lluch, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
212
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5006 – Applied Hydraulics
Required Course ( )
Elective Course (3)
Course catalog description:
Dimensional analysis and modeling; hydraulic machinery and structures; steady conduit and
open channel flow; pipe network system.
Prerequisites: INCI 4138
Textbook: Notes and references
Course objectives and student learning outcomes: By the end of this course, students will be able to:
1. Apply the principles of momentum and energy to solve open channel and pipe flow steady state problems.
2. Perform uniform and gradually varied flow computations
3. Design rigid and erodible channels
4. Perform analyses of simple pipe networks
5. Use computer programs to solve open channel and pipe networks problems
Topics covered:
1. Concepts of fluid flow (3 lectures)
TEACHING / LEARNING
STRATEGIES
Lecture, Questioning, Discussion
2. Energy principles (4 lectures)
Lecture, Questioning, Discussion
3. Momentum principle (4 lectures)
Lecture, Questioning, Discussion
4. Applications (3 lectures)
5. Uniform flor (3 lectures)
Problem solving
Lecture, Questioning, Discussion
6. Gradually varied flow (5 lectures)
Lecture, Questioning, Discussion
7. Design of open channels (3 lectures)
8. Computer program for open channels (4 lectures)
9. Rapidly varied flow (3 lectures)
Lecture, Problem solving, Discussion
Computer Hands on experience
Lecture, Questioning, Discussion
10. Laboratory demonstrations (2 lectures)
10. Pipe networks (5 lectures)
Laboratory Demonstration
Lecture, Questioning, Discussion
11. Computer program for pipe networks (4 lectures)
12. Exams (3 lectures)
Computer Hands on experience
TOPIC
ASSESSMENT TOOLS STRATEGY
Homework, questions, interactive
discussion, exam
Homework, questions, interactive
discussion, exam
Homework, questions, interactive
discussion, exam
Homework, questions, exam
Homework, questions, Interactive
discussion, exam
Homework, questions, computer
project, exam
Homework, design project, exam
Computer project
Homework, questions, Interactive
discussion, exam
Teamwork evaluation, written report
Homework, questions, Interactive
discussion, exam
Computer project
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Projects
Home Works
Lab Works
Class Particip.
60%
20%
10%
8%
0%
2%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
213
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
g
X
h
i
j
k
X
Relationship of course to Program Educational Objectives:
1
X
2
3
4
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Walter F. Silva, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
214
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5007 – Solid Waste Management
Required Course ( )
Elective Course (3)
Course catalog description: The solid waste problem; volume reduction and storage of solid wastes; design and optimization of
collection systems; recycling; integrated treatment and disposal systems.
Prerequisites: INCI 4008
Textbook: Tchobanoglous, Theissen, and Eliasen, Solid Wastes: Engineering Principles and Management Issues, McGraw-Hill
Book Co., latest edition. Reference: Oweis and Khera, Geotechnology of Waste Management, PWS Publishing Co., 2nd Edition,
1998.
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• Know, understand, analyze, and qualitatively and quantitatively evaluate the problem of solid wastes at a local, national, and
world level.
• Know, understand, analyze, and evaluate the problem of management and disposal of solid wastes.
• Know, understand, analyze, evaluate, and design a modern sanitary landfill with an appropriate useful life, and appropriate
support systems that will protect groundwater and the environment.
• Evaluate the site, operation, design, and existing infrastructure of an existing landfill.
• Locate and design a new sanitary landfill that will have an appropriately long useful life, and that will possess all of the
support systems necessary to protect the groundwater and the environment..
• Know, understand, and analyze various management and disposal alternative technologies for the problem of solid wastes.
• Develop his computer skills, and oral and written communication skills.
Topics covered:
TOPIC
1. Introduction to the problem of solids wastes.
Generation of solid wastes, quantity, volume, and area
calculations. Prediction of the generation of solid wastes,
volumen and area. Population prediction models.
(4 periods)
2. Classification of solid wastes, reuse potential.
(1 period)
3. Federal and state laws and regulations regarding solid
waste management and disposal. (2 period)
4. Solid wastes collection methods, estimates,
equipment, and problems. (1 period)
5. Transportation of solid wastes. Time analysis,
equipment, collection routes, transfer stations.
(1 period)
6. Solid Wastes Disposal Methods - Reduction at the
source. Reuse and reduction strategies. Recycling.
Volume reduction, separation methods. Production
(2 periods)
TEACHING / LEARNING
STRATEGIES
In-class computer assisted analysis of
solid waste generation data by
students.
ASSESSMENT TOOLS STRATEGY
Written assignments presenting and
interpreting results of classroom
exercises. Written test.
Class project 1.
In-class computer assisted analysis of
solid waste generation data by
students.
Lecture. Reading assignment. Web
search.
Lecture. Web search.
Written assignments presenting and
interpreting results of classroom
exercises. Written test.
Written assignment report. Written
test.
Written assignment. Written test.
Lecture. Web search.
Written assignment. Written test.
Lecture. Web search.
Written assignment. Written test.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Cont. topics covered:
TEACHING / LEARNING
STRATEGIES
Lecture. Guided in-class design
supervised exercises and
examples.
Field trips to existing landfills, and
interviews with landfill personnel.
TOPIC
7. Solid Wastes Disposal Methods – Sanitary Landfills.
Environmental impacts of open dumps. Siting criteria
and evaluation Purpose, operation, problems, limitations,
análisis and design. Useful life and volumen
calculations. Analysis and design of infrastructure
support systems. Closure plan and closure issues
(27 periods)
8. Solid Wastes Disposal Methods - Composting.
Lecture. Guided in-class design
Principles, operating variables, analysis and design.
exercise.
(1 period)
9. Solid Waste Disposal Methods - Waste-to-Energy
Lecture.
Conversion. Thermodynamic principles and energy
balances. Incinerators, structure, operation, analysis
and design. Air pollution problems - toxics and dioxins.
Waste-to-energy alternatives - destructive disillation,
pyrolisis. (2 periods)
10. Hazardous wastes - definition, characteristics,
Lecture.
regulations, handling and disposal. (1 period)
3 partial exams, 1 final exam, 3 class projects, homework, 3 field trips
ASSESSMENT TOOLS STRATEGY
Written assignment. Class project 2
Evaluation of an existing landfill,
including location, oral and written
report. Written test.
Class project 3 – Design of a modern
sanitary landfill; usefuel life,
infrastructure support systems, final
cover.
Written assignment. Written test.
Written assignment. Written test.
Written test.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Projects
HomeWork
Field Trips
Class Particip.
3 @ 33.75% 1 @ 11.25% 3 @ 33.25%
`11.25%
5%
5%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
3
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Roque A. Román Seda, Professor
Aug 25, 2001
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
216
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5008 – Introduction to Hydrology
Required Course (
)
Elective Course (3)
Course catalog description: The elements of the hydrologic cycle; probability theory and commonly used probability distributions
in hydrology: hydrologic and hydraulic flood routing analysis; use of hydrologic concepts in design.
Prerequisites: INCI 4138
Textbook: Introduction to Hydrology, 4th ed., Viessman W., Lewis G., and Knapp J., Harper & Row, 1996.
Course objectives and student learning outcomes: By the end of this course, students will be able to describe and evaluate
the elements of the hydrologic cycle; describe and evaluate basin characteristics; analyze storm inputs and design synthetics
storms; estimate rainfall abstractions; estimate and analyze runoff hydrographs; apply unit hydrograph theory; apply synthetic
hydrographs for hydrologic design; perform flood routing; evaluate the effect of storage element and analyze basic groundwater
hydraulics.
Topics covered:
TEACHING / LEARNING STRATEGIES
TOPIC
1. The hydrologic cycle and its elements
(6 classes)
2. Run-off analysis (3 classes)
ASSESSMENT TOOLS STRATEGY
Lecture, Motivation, Visualization Reading
Homeworks
3. Synthetic hydrographs (3 classes)
Lecture, discussion, exercises,
visualization
same
Homework, design project, special problem
report
Design project, homeworks, written reports
4. Flood Routing (3 classes)
same
Homeworks, design reports
5. Hydrologic design- peak flow (2 classes)
Same + field visit
Homeworks, reports on case study
6. Hydrologic design Hydrographs
(5 classes)
7. Groundwater Hydrology (4 classes)
Same + case studies analysis
Homework, Special Problem, Field Evaluation,
Team work assessment form
Homework
same
8. Examinations (4 classes)
Written Exams (problem solving)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
Design Project
TOTAL
43%
14%
0
14%
0
0
29%
100%
Important Note: A “C” is required to pass the course. Grading will be based on a normalized curve of the class.
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
X
g
h
X
i
217
j
k
X
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
X
2
3
4
X
5
X
6
Person(s) who prepared this description and date of preparation: Prof. Ismael Pagán Trinidad, Professor
Apr 11, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
218
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE (ABET)
Course number & title: INCI 5009 – Fundamentals of Air Pollution
Required Course ( )
Elective Course (3)
Course catalog description: Classification and extent of air pollution problems, its effect on plants, animals, visibility, and its
socio-economic impact; dispersion of effluents; analytical and experimental sampling methods.
Prerequisites: INCI 4008
Textbook: Noel De Nevers, Air Pollution Control Engineering, McGraw-Hill, 1995.
Course objectives and student learning outcomes: By the end of this course, students will be able to…
Topics covered:
TEACHING / LEARNING
STRATEGIES
TOPIC
ASSESSMENT TOOLS STRATEGY
1. The technological, economic, social, and political
consequences of the Air Pollution problem. (2 classes)
2. Health effects of air pollution on human beings, plants,
and animals. (1 class)
3. Generation of air pollutants through combustion
processes. (3 classes)
4. Identification of air pollutants. (1 class)
5. Laws and regulations. (3 classes)
6. Stack sampling and Monitoring networks.
(2 classes)
7. Measuring techniques for air pollutants. (2 classes)
8. Meteorological effects affecting air pollutant transport
and dispersion. (7 classes)
9. Dynamics and modeling discrete emission sources.
(8 classes)
10. Non-discrete emission sources. (1 class)
11. Air pollution control technology and design
procedures. (15 classes)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lectures per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
x
c
d
e
x
f
x
g
h
x
i
219
j
x
k
x
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
x
2
x
3
4
x
5
6
x
Person(s) who prepared this description and date of preparation:
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
220
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5012 – Applied Sanitary Engineering Chemistry
Required Course ( )
Elective Course (4)
Course catalog description: The application of chemical principles to the sanitary engineering field. Physical, chemical and
biochemical analysis of water and wastewater. Interpretation of analytical data. Integration of experimental data into the design
process. The preparation of laboratory reports in the form of engineering reports is emphasized.
Prerequisites: INCI 4008
Textbook: Sawyer, McCarty, and Parkin, Chemistry for Environmental Engineering, Fourth Edition, McGraw-Hill, 1994.
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• Know, comprehend, apply and analyze fundamental concepts in environmental and sanitary
• Apply experimental and laboratory techniques in analysis of water and wastewater
• Develop specialized instrumental laboratory applications in physical, chemical, biological, and radioactive water and wastewater
• Plan, design, and conduct laboratory procedures for standard water sample tests
• Conduct sampling and testing of water and wastewater
• Analyze and interpret data on water and wastewater physicochemical and biochemical characteristics
• Report water and wastewater laboratory analysis and results
Topics covered:
TOPIC
1. Basic chemical concepts (4 classes)
2. Law of mass action. Le Chatelier principle
(3 classes)
3. Solutions (3 classes)
TEACHING / LEARNING STRATEGIES
Lecture. Reading. Student-instructor in-class
interaction.
Lecture. In-class exercises and examples.
Lecture. Instructor notes. Laboratory work.
4. Acidimetry and alkalinimetry (4 classes)
Lecture. Instructor notes. Laboratory work. Inclass exercises and examples.
5. Physical and chemical characteristics of waters
and wastewaters; chemical content; BOD,
COD, Hardness, etc. (6 classes)
Lecture. Instructor notes. Student-instructor inclass interaction. Group Laboratory work.
Laboratory work.
6. Characteristics of the carbon atom and of the
organic compound (3 classes)
7. Aliphatic compounds (6 classes)
Lectures. Reading. Student-instructor in-class
interaction.
Lectures. Reading. Student-instructor in-class
interaction.
Lectures. Reading. Student-instructor in-class
interaction.
Lectures. Reading. Student-instructor in-class
interaction.
Lectures. Reading. Student-instructor in-class
interaction. Laboratory Demo.
Lectures. Reading. Student-instructor in-class
interaction.
8. Aromatic and heterocyclic compounds
(3 classes)
9. Foods: chemistry and biochemistry
(3 classes)
10. Detergents, pesticides and trace organics
(3 classes)
11. Principles of biochemistry; enzyme action
(4 classes)
221
ASSESSMENT TOOLS
STRATEGY
Qualitative and Quantitative
assignment. Written test.
Written quantitative assignments.
Written test.
Quantitative analysis and report of
laboratory data. Written Test.
Written quantitative assignments.
Quantitative analysis and report
of laboratory data. Written Test.
Written quantitative assignments.
Quantitative analysis and reports
of laboratory data. Team work
evaluation. Written Test.
Written assignments. Written test.
Written assignments. Written test.
Written assignments. Written test.
Written assignments. Written test.
Written assignments. Written test.
Written assignments. Written test.
ABET Self-Study Report for Civil Engineering Program at UPRM
12. Biochemical degradation of organic wastes
(3 classes)
Lectures. Reading. Student-instructor in-class
interaction. In-class computer-based
exercise.
Computer assignment and written
report. Written Test.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Assignments &
Laboratory Work
Class
Quizzes
and Report
Participation
TOTAL
40 %
15%
15 %
25%
5%
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Four credit hours. Three hours of lecture and one three hour laboratory per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
x
c
d
x
e
f
g
x
h
i
j
k
x
Relationship of course to Program Educational Objectives:
1
x
2
3
x
4
x
5
x
6
x
Person(s) who prepared this description and date of preparation: Dr. Ingrid Padilla, Associate Professor
Apr 11, 2008
Laboratory Projects:
•Laboratory experiments are conducted in the course. Laboratory equipment in the water chemistry laboratory is used.
Students need to turn in a laboratory report after finishing each experiment.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
222
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5015 – Water Treatment and Pollution Control
Required Course ( )
Elective Course (3)
Course catalog description: Study of water and wastewater treatment processes in terms of the underlying physical, chemical,
and biological principles; the application of the principles to the study of unit treatment processes and to the design, operation, and
analysis of performance of integrated treatment plants; the influence of self-purification of natural bodies of water and of the planned
use of the resources on the type and degree of treatment of waste and its disposal; wastewater reclamation.
Prerequisites: INCI 4008
Textbook: Reynolds and Richards. Unit Operations and Processes in Environmental Engineering. Latest Edition. PWS Publishing
Company. Recommended references: Kawamura, S. Integrated Design of Water Treatment Facilities. John Wiley & Sons, Inc.,
1991. Viessman and Hammer. Water Supply and Pollution Control. Addison Wesley Longman, Inc. Sixth Edition, 1998. Mecalf &
Eddy, Inc. Wastewater Engineering – Treatment, Disposal and Reuse. McGraw-Hill. Latest Edition. Instructor’s notes.
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• Know, comprehend, and describe the role and function of water and wastewater treatment processes, the sludge handling
and disposal processes, their active mechanisms, and the geometry and physical configuration of these, as well as be able
to design the processes.
• Quantify the design flows for water and wastewater treatment plants.
• Identify the design criteria that exist for each treatment process in water and wastewater treatment plants, and be able to
incorporate and integrate the same into the design process.
• Reproduce the logical analytical and design procedures for the design of treatment processes.
• Produce the preliminary design and plans for a water and wastewater treatment plant. Present the results through an oral
and written/graphical presentation.
Topics covered:
TOPIC
1. Conventional municipal water and wastewater treatment
plant trains. Sludge handling and disposal treatment trains.
Advanced water and wastewater treatment. (3 periods)
2. Water pollution laws and regulations (1 period)
3. Design flow for water and wastewater treatment plants.
Population growth models. Statistical analysis of flow
frequency. (3 periods)
4. Hydraulic analysis of water and wastewater treatment
plants. (1 period)
5. Water treatment unit processes (15 classes)
TEACHING / LEARNING
STRATEGIES
Student-instructor in-class
interaction.
ASSESSMENT TOOLS STRATEGY
Written summary and assignment of
results of interaction. Written test.
Lecture. Instructor’s notes.
Lecture. Instructor notes. Guided
supervised in-class exercises
and examples.
Reading assignment. Written test.
Written quantitative group
assignments.
Lectures. Instructor notes.
Guided supervised in-class
exercises and examples.
Written quantitative group
assignments. Written test. Class
project 1 – Evaluation of the
operation of a water treatment plant.
Written quantitative group
assignments. Written test. Design
and preliminary plans of a water or
wastewater treatment plant.
Written student summary of field trips.
Written test.
Written quantitative group
6. Wastewater treatment unit processes: physical, chemical,
biological, and advanced processes (14 classes)
Lectures. Instructor notes.
Guided supervised in-class
exercises and examples.
7. Field trips to a water and wastewater treatment plant.
(2 periods)
8. Sludge handling and disposal (3 classes)
Field trip.
Lectures. Instructor notes.
223
ABET Self-Study Report for Civil Engineering Program at UPRM
Guided supervised in-class
exercises and examples.
assignments. Written test.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Class projects
Homework
Group Work
Class Particip.
TOTAL
3 @ 39%
1 @ 13%
2 @ 26%
12%
5%
5%
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Two lectures and one three-hour laboratory per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
3
X
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Roque A. Román Seda, Professorl
Aug 25, 2003
Class Group Projects:
1
•
Evaluation of the treatment, operation, and design of an existing water or wastewater treatment plant.
•
Design of a water or wastewater treatment plant with plans, design calculations and design
summary. Requires an oral and written report.
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
224
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5017– Prestressed Concrete Structures
Required Course ( )
Elective Course (3)
Course catalog description: Prestressing systems and materials; stress losses; design of beams of flexure, bond, shear and
bearing; specifications and economics of design.
Prerequisites: INCI 4012
Co-requisite: INCI 4022
Textbook: Notes and References
Course objectives and student learning outcomes: Design and Investigation of Prestressed Concrete members subjected to
Bending, Shear and Axial Load in any combination. Determination of deflections, cambers and cable layouts for continuous
beams. At the end of this course the student will be capable to understand the behavior and design of prestressed concrete
members. Have knowledge of the A. C. I. and A. A. S. H. T. O. provisions for prestressed concrete members.
Topics covered:
TOPIC
TEACHING / LEARNING
STRATEGIES
ASSESSMENT TOOLS STRATEGY
1 Introduction and General (1 class)
Motivation, Visualization, Examples
2. Types and Stages of Prestressing ( 2 classes)
Lecture, Questioning, Discussion,
Visual Demonstration
Homeworks, Questions, Interactive
Discussion, Analysis of Cases
Homeworks, Questions, Interactive
Discussion, Analysis of Cases
3. Materials and Mechanical Properties (3 classes)
Lecture, Questioning, Discussion,
Visual Demonstration
Homeworks, Questions, Interactive
Discussion
4. Partial loss of prestressed Force (1 class)
Lecture, Questioning, Discussion,
5. Losses due to friction, on anchorage, Elastic
Shortening, creep, relaxation (2 classes)
6.Analysis and Behavior in Flexure (3 classes)
Lecture, Questioning, Discussion,
Homeworks, Questions, Interactive
Discussion
Homeworks, Questions, Interactive
Discussion
Homeworks, Questions, Interactive
Discussion-Exam #1
Homeworks, Questions, Interactive
Discussion, Analysis of Cases
7. Design of fully prestressed sections. (5 classes)
8. Design of partially prestressed sections, crack
control, transfer and development length (1 classes)
Lecture, Questioning, Discussion,
Lecture, Questioning, Discussion,
Visual Demonstration, Cases
Studied
Lecture, Questioning, Discussion,
9. Ultimate Design (2 classes)
Lecture, Questioning, Discussion,
10. Design for Shear General Principles (1 classes)
Lecture, Questioning, Discussion,
11. Shear Design Criteria, ACI and AASHTO Codes (3
classes)
Lecture, Questioning, Discussion,
Cases Studied
12. Bearing at Anchorage, end Block Design (2 class)
Lecture, Questioning, Discussion,
13.Determination of Camber & Deflections (2 classes)
Lecture, Questioning, Discussion,
14.Composite beams (2 class)
Lecture, Questioning, Discussion,
Visual Demonstration, Cases
Studied
225
Homeworks, Questions, Interactive
Discussion
Homeworks, Questions, Interactive
Discussion, Team Work
Homeworks, Questions, Interactive
Discussion-Exam #2
Homeworks, Questions, Interactive
Discussion, Analysis of Cases
Homeworks, Questions, Interactive
Discussion
Homeworks, Questions, Interactive
Discussion
Homeworks, Questions, Interactive
Discussion, Analysis of Cases, Team
Work
ABET Self-Study Report for Civil Engineering Program at UPRM
15. Flexural and shear strength (4 classes)
Lecture, Questioning, Discussion,
Homeworks, Questions, Interactive
Discussion – Exam #3
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
45%
25%
30%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
X
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
6
Person(s) who prepared this description and date of preparation: Dr. Daniel A. Wendichansky, Professor
Apr 11, 2008
Laboratory Projects:
• Field trip to prestressed concrete bridge
under construction.
• Field trip to prestressed concrete plant.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
226
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5018 – Matrix Analysis of Structures I
Required Course (
)
Elective Course ( 3)
Course catalog description: Use of matrix methods in the analysis of structures; flexibility and stiffness methods.
Prerequisites: INCI 4022 and Consent of the Director of the Department
Textbook: Sennett, Robert E., Matrix Analysis of Structures, Waveland Press, 2000
Course objectives and student learning outcomes: By the end of this course, students will be able to model and analyze two
and three-dimensional framed structures applying the stiffness and flexibility methods. The participants will be involved in a
hands-on practice activity programming the theories discussed in the course by creating their own structural analysis program.
They will be able to face a real structure, separate it into joints and members, define loading locations and forms, and decide the
most appropriate assumptions allowing the most accurate analytical model of the structure.
Topics covered:
TEACHING / LEARNING
STRATEGIES
Motivation, Visualization, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
Lecture, Examples, Discussion
TOPIC
1. General concepts. (3 classes)
2. Energy review. (1 class)
3. Flexibility method. (5 classes)
4. Introduction to stiffness method. (4 classes)
5. Formalization of the stiffness method. (5 classes)
6. Application to beams. (2 classes)
7. Rotation of axes. (2 classes)
8. Application to plane trusses and frames. (4 classes)
9. Application to grid. (1 class)
10. Application to space trusses and frames. (2 classes)
11. Special topics: rectangular framing, symmetric loads,
oblique and elastic support, non-prismatic and curved
members, etc. (11 classes)
12. Introduction to finite elements. (2 classes)
Lecture, Examples, Discussion
ASSESSMENT TOOLS STRATEGY
Questions
Questions, Quiz, Homework
Questions, Quiz, Homework, Exam
Questions, Quiz, Homework
Questions, Quiz, Homework, Exam
Questions, Quiz, Homework
Questions, Quiz, Homework
Questions, Quiz, Homework, Exam
Questions, Quiz, Homework
Questions, Quiz, Homework
Questions, Quiz, Homework
Questions, Quiz, Homework, Project
Report, Final Exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Projects
Class Particip.
54%
18%
5%
5%
18%
NA
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
d
e
X
f
g
X
h
i
X
227
j
k
X
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
X
2
X
3
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Felipe J. Acosta, Associate Professor
Apr 11, 2008
Special Projects:
• To develop a computer program for the analysis of a general frame using the stiffness method. (Term)
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
228
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5026 – Bridge Design
Required Course ( )
Elective Course (3)
Course catalog description: Bridge analysis and design; bridge types, characteristics; design problems.
Prerequisites: INCI 4012 and INCI 4022
Textbook: Bridge Engineering. Demetrio Tonias Mc Graw Hill 1995.
Seismic Bridge Design Application FHWA-SA-97
Standard Specifications for Highway Bridges, AASHTO, 1996 or latest.
Course objectives and student learning outcomes: To introduce the undergraduate students to the basic concepts used to
design and construct bridges. The students will learn how to design the super-structures elements and some basic knowledge of
earthquake design. At the end of this course, the students will be able to design members subjected to Bending, Shear and
Axial Load in any combination. At the end of this course the student also will have knowledge of the A. A. S. H. T. O. provisions
for bridge design.
Topics covered:
TOPIC
Introduction
Types of Bridges, AASHTO Specifications for Design of Highway
Bridges, Design Philosophy-(3 classes)
Materials of Bridge Construction
Steel, Concrete, Reinforcing Steel and Bars, Composite Materials (3 classes)
Loads on Bridges
Introduction, Loads on Bridge Superstructures. Impact, Longitudinal
Forces, Centrifugal Force, Curb Loading, Railing Loading, Wind Loads,
Temperature-Induced Forces, Earth Pressure, Seismic Loads
Combination of Loads for Design (4 classes)
The Load Path and Load Distribution in Bridge Superstructures
Introduction, Bridge Geometry, Diaphragms, Basic Concepts
Structural Forms and Behavioral Characteristics, Methods of Analysis
AASHTO Method of Live-Load Distribution—Slabs and Beams
(3
classes)
Design of Reinforced Concrete Bridges
Introduction, Materials of Construction
Design Methods, Design of Slab Bridges
Design of T-Beam Bridges (5 classes)
Prestressed Concrete Bridges
Introduction, Terminology
Materials of Construction
Advantages and Disadvantages of Prestressed Concrete, Types of
Prestressed Concrete Bridges
Post-Tensioned Prestressed Concrete Bridges
Principles of Prestressed Concrete Design, Allowable Stresses
(5 classes)
Prestressing Losses
Some Trial Design Parameters
229
TEACHING / LEARNING
STRATEGIES
Motivation, Visualization,
Examples
Lecture, Questioning,
Discussion,
Visual Demonstration
ASSESSMENT TOOLS
STRATEGY
Homework, Questions,
Interactive
Discussion, Analysis of Cases
Homework, Questions,
Interactive
Discussion, Analysis of Cases
Homework, Questions,
Interactive
Discussion
Lecture, Questioning,
Discussion, Visual
Demonstration
Homework, Questions,
Interactive
Discussion
Lecture, Questioning,
Discussion,
Visual Demonstration,
Case Studied
Lecture, Questioning,
Discussion,
Visual Demonstration,
Case Studied
Homework, Questions,
Interactive
Discussion, Analysis of CasesExam#1
Homework, Questions,
Interactive
Analysis of Cases, Team WorkExam#2
Lecture, Questioning,
Discussion,
ABET Self-Study Report for Civil Engineering Program at UPRM
Modeling and Analysis
Seismic Bridge Assessment and Design Tools
Modeling and Analysis Objectives
Fundamentals of Seismic Bridge Behavior: Structural Dynamics,
Response Characteristics
General Modeling Issues, Structural Systems
Modeling of Bridge Components (5 classes)
Earthquake Bridge Analysis and Design
Seismic Design, Bent Design, Configurations, Single-Column Bents,
Multicolumn Bents
Column-Pier Section Alternatives
Circular Sections, Rectangular Columns
Rectangular Piers, Bent-Foundation Connection
(5 classes)
Lecture, Questioning,
Discussion, Visual
Demonstration, Cases
Studied
Homework’s, Questions,
Interactive
Discussion, Analysis of Cases
Lecture, Questioning,
Discussion,
Visual Demonstration,
Cases Studied
Homework, Questions,
Interactive
Discussion, Analysis of Cases,
Team Work – Exam#3
Grading Plan (course evaluation metrics):
Partial
Final Exam
Quizzes
Home Works
Lab Works
Class
TOTAL
Exams
Particip.
45
25
30
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
X
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
6
Person(s) who prepared this description and date of preparation: Dr. Daniel A. Wendichansky, Professor
Apr 11, 2008
Laboratory Projects:
• Design of a reinforced concrete bridge
• Design of a prestressed concrete
• Planning and design of bridge structure under actual conditions.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
230
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5027– Model Analysis of Structure
Required Course ( )
Elective Course (3)
Course catalog description: Model analysis in structural engineering; similarity of structures; theory of models of trussed and
framed structures and shells; direct and indirect model analysis of structures.
Prerequisites: INCI 4022
Textbook: Gajanan M. Sabnis, Harry G. Harris, Richard N. White, and M. Saeed Mirza, Structural Modeling and Experimental
Techniques, 3th Edition, Prentice Hall, INC, 1998.
Course objectives and student learning outcomes: By the end of this course, students will be able to know, comprehend, and
apply the criteria of the structural modeling process and general principles to develop scale models. The students should be
able to apply the modeling principles in their research or design process. He/she has the opportunity of sharing the ideas during
the development of the work with other students through reports and presentations which are integrated into the design
experience. Projects will be performed by students working in design teams. Professional and ethical considerations will be
discussed and interpreted by the students.
Topics covered:
TEACHING / LEARNING
STRATEGIES
Lecture, Questioning, Discussion,
Visualization, Cases.
Lecture, Discussion, Cases.
Lectures and Demos with lab
exercises will be given.
Lectures, Questioning, discussion and
practical examples.
Lecture, Questioning, discussion and
practical examples.
Lecture, Questioning, discussion and
practical examples.
Lecture, Questioning, discussion and
practical examples.
TOPIC
1. Introduction to Physical Modeling in Structural
Engineering.
2. The Theory of Structural Models
3. Elastic Models, Materials and Techniques
4. Inelastic Models Concrete
5. Inelastic Models: Structural Steel and Reinforcing
Bars
6. Size Effects in Material Systems and Models
7. Practical Applications
ASSESSMENT TOOLS STRATEGY
Individual work, homework.
Individual work, homework.
Team work, lab work and written
report.
Team work, lab work and written
report.
Team work, lab work and written
report.
Team work, lab work and written
report.
Team work, lab work and written
report.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
50%
20%
10%
20%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Two hours of lecture and one three hour laboratory per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
X
d
e
X
f
X
g
X
h
X
i
X
231
j
X
k
X
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
X
6
X
Person(s) who prepared this description and date of preparation: Dr. José O. Guevara, Associate Professor
Apr 11, 2008.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
232
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5029 – Principles of City Planning
Required Course ( )
Elective Course (3)
Course catalog description: The scope of planning; legal bases for planning; transportation planning process; public spaces and
recreation; land use; zoning; land subdivision. Economic and social aspects of planning. Planning at the local, regional and national
levels.
Prerequisites: Consent of the Director of the Department
Textbook: Publications of P.R. Planning Board in Zoning, Land Subdivision and Project Certification.
Course objectives and student learning outcomes: By the end of this course, students will be able to understand, describe
and discuss the main aspects involved in city planning, as described in the Course Description. Special interest is placed
in urban growth, the transportation issues related to city planning, the existing rules and regulations and their implications and
the procedures followed for land subdivision. Students working in teams will be able to conduct a land subdivision project
applying the knowledge obtain in this class. Students will analyze the data and effectively communicate their results and
recommendations through oral and written means. Cooperative learning will be emphasized to develop teamwork skills.
Topics covered:
1. The context of planning. (7 classes)
TEACHING / LEARNING
STRATEGIES
Lecture, Questioning, Discussion
2. Basic studies for urban planning. (4 classes)
3. Urban growth process. (1 class)
4. Transportation and parking. (3 classes)
5. Land use studies. (2 classes)
6. Open space recreation and conservation. (2 classes)
7. Government and community facilities. (2 classes)
8. City design and appearance. (2 classes)
9. The comprehensive plan. (1 class)
10. Required areas for urban growth. (2 classes)
11. Zoning. (2 classes)
12. Neighborhood facilities. (2 classes)
13. Land subdivision. (2 classes)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same) + field work
(same)
(same) + field work
14. Exams (3 classes)
Exam
TOPIC
ASSESSMENT TOOLS STRATEGY
Homework, Questions, Interactive
discussion
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same)
(same) + Written report + Oral
presentation
Exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
50%
30%
15%
5%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
233
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
X
g
X
h
X
i
X
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Didier M. Valdés Díaz, Associate Professor
May 9, 2008.
Laboratory Projects:
• Project on land subdivision including cost estimates. (9 classes)
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of
interest to students and professors is available for inspection at the Department of Civil Engineering.
234
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5049 – Geosynthetics in Civil Engineering
Required Course (
)
Elective Course ( 3)
Course catalog description: Manufacture, properties and test methods of the different products which comprise the
geosynthetics. Applications in: drainage and filtration, design of pavements, earth retaining structures, systems of
pollution control, sanitary landfills and other environmental projects.
Prerequisites: INCI 4139
Textbook: Designing with Geosynthetics, Fourth Edition, 1998, Robert M. Koerner, Prentice Hall, Englewood Cliffs, and
N.J.
Course objectives and student learning outcomes: In this course, students will be familiarizing with a series of
products made from plastics which are being increasingly used in civil engineering projects. They will be able to identify
the different types of geosynthetics and to correlate them with specific engineering functions that are intended to
perform. They will learn about their characteristics and their engineering properties. Students will be able to design
some systems or parts of a system which incorporate the use of geosynthetics.
Topics covered:
TEACHING / LEARNING
STRATEGIES
Lecture
ASSESSMENT TOOLS STRATEGY
2. Materials to produce geosynthetics. Properties and test
methods. (4 classes)
Lectures/Problems
Quiz
3. Designing for separation. (2 classes)
Lecture
4. Designing for filtration and drainage. (7 classes)
Lectures/Lab demos/Problem solving
Exam I
5. Reinforcement; geogrids and geotextiles. Design of
retaining wall systems. (13 classes)
Lectures/Visuals/Field visits to
projects/Problem solving/Reading
assignment
Quiz/Exam II
6. Environmental applications of geosynthetics. Overview
for regulations. Landfill liners, caps and closures.
(12 classes)
Lectures/Reading assignment
Quiz
TOPIC
1. Introduction to geosynthetics. Functions and
mechanisms. (1 classes).
7. Other applications for geomembranes. Underground
storage tank, uses in dams, etc. (3 classes)
8. Other applications
Lectures
Exam III
Presentations by students
Presentation and report evaluation
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Project/Paper
TOTAL
60%
NA
10%
10%
NA
NA
20%
Important Note: A final grade of at least “C” ( 70% ) is required in order to pass the course (move to next level).
100%
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
235
Class Particip.
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
x
d
e
x
f
g
x
h
x
i
x
j
k
X
Relationship of course to Program Educational Objectives:
1
2
x
3
4
x
5
6
x
Person(s) who prepared this description and date of preparation: Dr. Juan Bernal, Professor
May 9, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of
interest to students and professors is available for inspection at the Department of Civil Engineering.
236
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5055 - Design of Timber Structures
Required Course ( )
Elective Course (3)
Course catalog description: Physical and mechanical properties of solid and laminated wood; design and behavior
of flexural, tension and compression members; design of timber connections and mechanical fasteners; special
problems in the design of wood trusses, shear walls, diaphragms, and plywood composite beams.
Prerequisites: INCI 4021
Textbook: Notes and References
Course objectives and student learning outcomes: By the end of this course, students should be able to identify
Physical and mechanical properties of wood, to distinguish between various manufacturing processes and engineered
wood products, and to design basic elements of wood frame structures such as beams, columns, tension members,
connections, horizontal diaphragms, and shear walls. The extensive design topics covered include classification of
columns, rectangular sawn lumber and glulam columns, built-up columns, round columns, shear and flexural capacities
of sawn lumber and glulam beams, limits on deflection, round and diamond shape beams, cantilever roof systems,
beam-columns, plywood sheathing and diaphragm action, yield limit theory of connections, and connection design.
Topics covered:
TOPIC
1. Introduction to Structural Wood Products. Structure
and Properties of Wood. (6 lectures)
2. Tension Members. (2 lectures)
3. Rectangular Sawn Lumber and Glulam Columns. Stud
Wall Columns. Round and Tapered Columns.
(5 lectures)
4. Built-Up and Spaced Columns. (3 lectures)
5. Local Moments and Shear Capacities. Rectangular
Sawn Lumber and Glulam Beams (5 lectures)
6. Flexural and Shear Deflections. Ponding.
(2 lectures)
7. Round and Diamond Shape Beams. Built-Up Beams.
Cantilever Beam Systems. (5 lectures)
8. Combined Stresses. (3 lectures)
9. Yield Limit Theory of Dowel Type Fasteners.
Withdrawal Capacity. Building Connections.
(6 lectures)
10. Calculating Lateral Loads for Box Systems. Plywood
Sheathing and Diaphragm Action. (6 lectures)
TEACHING / LEARNING
STRATEGIES
Lecture. Questioning. Discussion.
Case studies. Sampling the
Products.
Lecture. Questioning. Discussion.
Hands-on exercises.
(same) + Case Studies
ASSESSMENT TOOLS STRATEGY
(same)
(same)
(same)
(same), but Exam I
(same)
(same)
(same)
(same)
(same), but Exam II
(same)
(same) + Computer Modeling
(same)
(same), but Take Home Exam III
(same)
(same)
Homework. Interactive discussion.
Analysis of cases.
(same)
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
60%
30%
NA
5%
NA
5%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
237
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
X
d
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
3
4
X
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Ali Saffar, Professor
May 9, 2008.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of
interest to students and professors is available for inspection at the Department of Civil Engineering.
238
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5056 - Structural Analysis III
Required Course ( )
Elective Course (3)
Course catalog description: Application of methods for analysis of statically indeterminate structures. Moment distribution.
Slope deflection and energy theorems.
Prerequisites: INCI 4022
Textbook: Leandro Rodríguez, “Análisis Estructural con Ejemplos de Programación I y II”, Universidad de Puerto Rico, RUM,
1980. Professor Notes.
Course objectives and student learning outcomes: By the end of this course, students will be able to evaluate and compare
different alternatives of lateral load resisting systems as applied to different buildings. Should be able to recognize the load path
inside a structure and design accordingly, including the foundations.
Topics covered:
TOPIC
1. Lateral load on structures. (4 classes)
TEACHING / LEARNING
STRATEGIES
Lecture, discussion, examples.
ASSESSMENT TOOLS STRATEGY
Homeworks.
2. Lateral Flexibility and Rigidity
Lecture, discussion, examples.
Homeworks, project, exam
3. Frame, Braced Frame, Shear walls, coupled shear
wall (9 classes)
Lecture, discussion, examples,
assigned project.
Homeworks, project, exam
4. Lateral Load Distribution. (5 classes)
Lecture, discussion, examples,
project.
Homeworks, project.
5. Braced frames. (3 classes)
Lecture, discussion, examples
Homeworks, project.
6. Vertical and lateral load analysis (7 classes)
Homeworks, project.
7. Foundations Individual, Combined mats (8 classes)
Lecture, discussion, examples,
project.
Lecture, discussion, examples
Homeworks, project.
8. Wind effect (4 classes)
Lecture, discussion, examples
Homeworks.
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
60%
20%
20%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
X
d
X
e
X
f
X
g
X
h
i
X
239
j
k
X
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
5
X
6
X
Person(s) who prepared this description and date of preparation: Dr. Ricardo López, Professor
May 9, 2008.
________________________________________________________________________________________________________
Special projects:
• Analysis of multistory building.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
240
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5065 - Introduction to Bituminous Materials and Mixes
Required Course ( )
Elective Course (3)
Course catalog description: Production, blending, tests and specifications of bituminous materials. Design of bituminous
mixtures. Superpave system, SHRP testing methods. Different paving methods applicable such as cold mix, hot mix, seal coats,
and surface treatments. Quality control in the blending, laying, and compaction of bituminous mixtures.
Prerequisites: INCI 4035
Textbook: Roberts, Freddy L, et al, Hot Mix Asphalt Materials, Mixture Design, and Construction, first edition, NAPA
Education Foundation, 1991
Course objectives and student learning outcomes: By the end of this course, students will be able to…
Topics covered:
TOPIC
TEACHING / LEARNING
STRATEGIES
ASSESSMENT TOOLS STRATEGY
1. Origin and use of bituminous materials (1 class).
2. Manufacture of asphalt (1 class).
3. Asphalt cements-standard test methods (3 classes).
4. Cut back asphalts-standard test methods (1 class).
5.Emulsified asphalts-standard test methods
(3 classes).
6. Road tars (1 class).
7. Aggregates for bituminous mixtures (2 classes).
8. Design of bituminous mixtures-Marshall Stability &
Flow (4 classes).
9. Computer Analysis of Compacted Asphalt Paving
Mixtures (2 classes).
10. Placing and compaction of bituminous mixtures
(2 classes).
11. Thickness design of asphalt pavement structures
(2 classes).
12. Asphalt plant principles and practice (2 classes).
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Two hours of lecture and one three hour laboratory (*) session per week.
241
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
X
c
d
X
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
4
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Benjamín Colucci, Professor
May 9, 2008.
(*)Laboratory projects:
• Penetration test for asphalt cement.
• Softening point (Ring & Ball)
• Test for absolute viscosity.
•
Flash and fire point (Cleveland Open Cup).
• Float test for bituminous materials.
• Ductility of bituminous materials.
• Kinematic viscosity of asphalts.
• Brookfield viscosity.
• Resistance to plastic flow of bituminous mixtures using Marshall apparatus.
• Specific gravity of semi-solid bituminous materials.
• Maximum specific gravity of bituminous paving mixtures (Rice Method).
• Quantitative extraction of bitumen.
• Accelerated polishing of aggregates using the british wheel.
• Several test on classification of emulsified asphalts.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
242
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5075 - Planning and Scheduling of Construction Projects
Required Course ( )
Elective Course (3)
Course catalog description: Introduction to planning and scheduling of construction projects. Presentation of basic concepts of
planning and scheduling: division of the project into tasks or activities and estimation of the duration of each task; bar charts,
development of networks of the two classical types; critical path method and precedence. Presentation of random networks using
PERT and simulation languages for construction projects. Presentation of resources leveling and project control concepts.
Utilizations of computer programs to accomplish the analysis of the methods previously described.
Prerequisite: INCI 4055
Textbook: Stella, Paul & Glavinich, Thomas E. (1994). Construction Planning and Scheduling. AGC of America, Washington,
D.C.
Course objectives and student learning outcomes: At the end of this course the student should know how to plan the
execution of a construction project and to develop the schedule of a construction project, incorporating the logical relationships
between activities, costs and resources. They should be able to analyze a network using three different methods (CPM,
Precedence Method and PERT) and will be able to obtain and use the schedule of a construction project using a commercial
computer program. Finally, the students will be capable of using the project schedule for project control.
Topics covered:
TOPIC
1. Introduction to Scheduling. (1 class)
2. Project activities.
activities.
(1 class)
Classification of project
TEACHING / LEARNING STRATEGIES
Motivation, questioning, lecture,
illustrations, class discussions, case
study
Lecture, questioning, illustrations, class
discussions, hands on demonstration,
computer software demonstration,
team work
ASSESSMENT TOOLS STRATEGY
Questions, exam I, final exam
Same as above.
Questions, homework, computer
homework, written report evaluation,
oral presentation assessment,
undergrad research experience
assessment, course/project skills
assessment, exam I, final exam
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above + Computer
homework
Same as above.
Same as above + exam II
Same as above + exam III
Same as above.
Same as above.
Same as above.
Same as above + Written report
evaluation, oral presentation
assessment, course/project skills
assessment, video of presentation,
3. Cost and duration estimate of an activity.
(1 class)
4. Bar charts (Gantt Charts). Progress S-curve.
(1 class)
5. Project networks. Types of logical relations. AOA
or AON. (1 class)
6. Critical Path Method (4 classes)
7. Use of computer program. (1 class)
8. Precedence Method (5 classes)
9. Use of computer program. (1 class)
10. PERT (3 classes)
11. Resource constrained scheduling (2 classes)
12. Leveling Resources (1 class)
13. Use of computer program. (1 class)
14. Use of schedule for time control. (1 class)
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
243
ABET Self-Study Report for Civil Engineering Program at UPRM
TOPIC
15. Schedule compression and decompression
(2 classes)
TEACHING / LEARNING STRATEGIES
Lecture, questioning, illustrations and
class discussions
16. Use of computer software. (1 class)
Illustrations, class discussions, hands on
demonstration, computer software
demonstration
ASSESSMENT TOOLS STRATEGY
Oral presentation assessment,
course/project skills assessment,
final exam
Special homework, computer
homework, written report evaluation,
oral presentation assessment,
course/project skills assessment,
video of presentation, final exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
54%
Quizzes
Home Works
26%
Lab Works
10%
Class
Special
Participation
Assignments
10%
Important Note: A final grade of at least “C” (70%) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
X
b
c
X
d
e
X
f
X
g
X
h
X
i
j
X
k
X
Relationship of course to Program Educational Objectives:
1
X
2
X
3
4
5
6
X
Person(s) who prepared this description and date of preparation: Dr. Antonio A. González-Quevedo, Professor
May 9, 2008.
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering & Surveying.
244
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5146 - Introduction to Traffic Engineering
Required Course ( )
Elective Course (3)
Course catalog description: Operation and geometric analysis and design of intersections. Interrupted traffic flow theory,
queuing theory, capacity and level of service, traffic studies, service models for signalized intersections and traffic simulation models.
Prerequisites: INCI 4137
Textbook: Traffic Engineering, Roger P. Roess, William R. McShane, Elena S. Prassas, 2nd Ed., 1998.
Course objectives and student learning outcomes: By the end of this course, students will be able to understand, describe
and discuss the main variables of traffic flow and their relationships, as described in the Course Description. Special interest is
placed in both uninterrupted and interrupted traffic flow theory, the studies needed to obtain data related to these phenomena
and the procedures followed to analyze several traffic flow situations. Students working in teams will be able to conduct traffic
studies and exercises, analyze the data and effectively communicate their results and recommendations through oral and written
means. Cooperative learning will be emphasized to develop teamwork skills.
Topics covered:
TOPIC
1. Introduction (2 classes)
2. Traffic flow characteristics. (3 classes)
3. Development and calibration of a traffic flow model.
(2 classes)
4. Traffic studies and data collection. (3 classes)
5. Interrupted flow theory. (5 classes)
6. Queuing theory and models. (5 classes)
7. Capacity of unsignalized intersections. (2 classes)
8. Capacity of signalized intersections. (3 classes)
9. Measuring vehicle delay. (2 classes)
10. Traffic control of signalized intersections.
(3 classes)
11. Computer models of isolated intersections.
(5 classes)
12. Introduction to arterial and network models.
(2 classes)
13. Parking characteristics and studies. (3 classes)
14. Analysis of traffic accident data. (2 classes)
TEACHING / LEARNING
STRATEGIES
Motivation
Lecture, Questioning, Discussion,
Hands-on problems, teamwork
(same)
ASSESSMENT TOOLS STRATEGY
Homework
Homework, Questions, Interactive
discussion
(same)
(same)
(same) + field work
(same)
(same)
(same)
(same)
(same) + field work
(same)
(same) + Written report
(same)
(same)
(same) + Exam
(same)
(same) + field work
(same)
(same) + Written report + Oral
presentation
(same)
(same)
(same)
(same)
(same)+Exam
Grading Plan (course evaluation metrics):
Partial Exams
Final Exam
Quizzes
Home Works
Group Projects
Class Particip.
40%
40%
5%
15%
N/A
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: Three credit hours. Three hours of lecture per week.
245
TOTAL
100%
ABET Self-Study Report for Civil Engineering Program at UPRM
Relationship of course to ABET Criterion 3 (a-k Outcomes):
a
x
b
x
c
x
d
e
x
f
x
g
x
h
x
i
x
j
x
k
x
Relationship of course to Program Educational Objectives:
1
X
2
X
3
X
4
X
5
6
X
Person(s) who prepared this description and date of preparation:
Dr. Didier M. Valdés Díaz, Associate Professor
May 9, 2008.
Special projects:
•Application of highway capacity, geometric design and traffic control to the design of isolated intersections using
computer models to simulate traffic operations. (6 week)
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
246
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5995 – Special Topics
Required Course ( )
Elective Course (1 to 6 )
Course catalog description: Topics to be presented mainly by visiting professors and members of the department who are
specialists in the field to be covered. Description and number of credits to be submitted prior to the offering of the course. Selection
and emphasis of the topics may be made to conform the interests and needs of the students.
Prerequisites: Consent of the Director of the Department
Textbook: Depending on topic
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• learn theoretical aspects of an engineering topic not covered in the curriculum;
• be able to master engineering analysis and design aspects of the topic.
Topics covered: Individually selected for each case.
TOPIC
TEACHING / LEARNING
STRATEGIES
as selected by the faculty
various by topic
ASSESSMENT TOOLS STRATEGY
as selected by the faculty
Grading Plan (course evaluation metrics): Individually selected for each topic.
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: One to three credit hours. One to three meetings per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes): One or more depending on the topic.
a
x
b
x
c
x
d
x
e
x
f
x
g
x
h
x
i
x
j
x
k
x
Relationship of course to Program Educational Objectives: One or more depending on the topic.
1
x
2
x
3
x
4
x
5
x
6
x
Person(s) who prepared this description and date of preparation:
1
Prof. Ismael Pagán Trinidad, Professor
May 9, 2008
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
247
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1 (ABET)
Course number & title: INCI 5996 – Special Problems
Required Course ( )
Elective Course (1 to 6)
Course catalog description: Investigations and special problems in Civil Engineering or related fields. Open to outstanding
students in the field of Civil Engineering.
Prerequisites: Consent of the Director of the Department
Textbook: Does not apply
Course objectives and student learning outcomes: By the end of this course, students will be able to:
• investigate the theoretical and practical aspects of an engineering practical problem;
• master different engineering aspects of the problem as analytical and design tools, cost evaluation,
operation, maintenance, rehabilitation and others;
• present the investigation result either written, oral or both.
Topics covered: Individually selected for each case.
TOPIC
TEACHING / LEARNING
STRATEGIES
as selected by the faculty.
various by topic.
ASSESSMENT TOOLS STRATEGY
as selected by the faculty.
Grading Plan (course evaluation metrics): Individually selected for each problem.
Partial Exams
Final Exam
Quizzes
Home Works
Lab Works
Class Particip.
TOTAL
100%
Important Note: A final grade of at least “C” (70% ) is required in order to pass the course (move to next level).
Class/laboratory schedule: One to three credit hours. One to three laboratory periods per week.
Relationship of course to ABET Criterion 3 (a-k Outcomes): One or more depending on the topic.
a
x
b
x
c
x
d
x
e
x
f
x
g
x
h
x
i
x
j
x
k
x
Relationship of course to Program Educational Objectives: One or more depending on the topic.
1
x
2
x
3
x
4
x
5
x
6
x
Person(s) who prepared this description and date of preparation: Prof. Ismael Pagán Trinidad, Professor
May 9, 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
248
ABET Self-Study Report for Civil Engineering Program at UPRM
Syllabi
Other SUPPORTING Courses
249
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: ECON 3021, Principles of Economics Microeconomics
Three credit hours, Required course
2. Catalog description: Introduction to microeconomics emphasizing supply and demand, costs of production, and price and
output determination under different market structures.
3. Prerequisites: None
4. Textbook(s) and/or Other Required Material: Campbell McConnell & Stanley Brue, Economics, Seventeenth Edition (2006),
McGraw-Hill.
5. Course Learning Outcomes: After completing the course, the student should be able to understand: how individual markets
work, how firms make price and output decisions under different market conditions, the social and economic context of the
national and global economy, how economics principles apply to everyday and business situations, how to employ economic
principles to enhance critical-thinking skills, the ethics of academic research and policy recommendations, and should develop
an interest in current economic affairs.
6. Topics Covered: The nature and method of economics, the economizing problem, supply and demand, the market system
and the national and international economy, theory of production and costs, industrial organization, and equilibrium of the firm
under different market structures.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
x
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
x
e
f
x
g
x
h
x
i
x
j
x
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
250
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: ESPA 3101, Basic Course in Spanish I
Three credit hours, Required course
2. Catalog description: Practice in the critical reading of literary texts, the writing and editing of narrative texts; effective oral
communication in Spanish.
3. Prerequisites: None
4. Textbook(s) and/or Other Required Material: Textbooks are at the option of each professor.
5. Course Learning Outcomes: After completing the course, the students will be able to identify, understand, and analyze the
diverse literary genres; the basic concepts of textual and discourse structures of the literary and nonliterary texts; produce their
own texts considering their communication objectives, and the readers to whom they would be directed. They will also practice
strategies that will contribute towards effective communication; and also practice the interchange of ideas with a criticconstructive attitude, which will improve their use of the verbal and written Spanish.
6. Topics Covered: Course Instruction. Theory. Study of Essays of linguistic theme. Introduction to study of the narrative as
discourse modality and literary genre. Theory and analysis of lectures. Study of the novel genre.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
x
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
b
c
d
x
e
f
g
x
h
x
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
251
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: ESPA 3102, Basic Course in Spanish II
Three credit hours, Required course
2. Catalog description: Practice in the critical reading of essays, poetry, and drama; the writing and editing of expository texts;
effective oral communication in Spanish
3. Prerequisites: ESPA 3101
4. Textbook(s) and/or Other Required Material: Textbooks are at the option of each professor.
5. Course Learning Outcomes: After completing the course, the students will be able to identify, understand, and analyze the
diverse literary genres; the basic concepts of textual and discourse structures of the literary and nonliterary; the writing
processes in the processing of literary and nonliterary text; and be able to produce their own texts.
6. Topics Covered: The exposition, essay analysis and discursive modality; the argumentation.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
x
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
b
c
d
x
e
f
g
x
h
x
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
252
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: FISI 3171, Physics I
Four credit hours, Required course
2. Catalog description: Principles of mechanics, waves, and thermodynamics for engineering and physical sciences
3. Prerequisites: MATE 3031 or MATE 3183 or MATE 3144
4. Textbook(s) and/or Other Required Material: Douglas C. Giancoli, Physics for Scientists & Engineers, Fourth Edition
(2008), Addison-Wesley
5. Course Learning Outcomes: After completing the course, the student should be familiarized with the fundamental principles
of mechanics of particles and rigid bodies, oscillatory and wave motion, and the principles of heat transfer and thermodynamics.
The student should be able to apply these principles in solving problems at a level defined by the text selected for the course.
6. Topics Covered: Systems of measurement, Kinematics in one dimension, Kinematics in two and three dimensions, Vector
algebra, Newton’s laws of motion, Gravitational force, Friction and drag forces, Work and energy, Conservation of mechanical
energy in frictionless systems, Work-energy theorem, Conservation of momentum, Collisions of particles in one, two, and three
dimensions, Rotational dynamics of rigid bodies, Equilibrium of rigid bodies, Stress and strain in solids, Fluid mechanics, Simple
harmonic motion, Wave motion in strings, Sound waves, Measurement of temperature, Thermal expansion of materials, Heat
transfer by conduction, convection, and radiation, and First and second laws of Thermodynamics.
7. Class/Laboratory Schedule: Four hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
x
c
d
e
x
f
g
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
253
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: FISI 3172, Physics II.
Four credit hours, Required course
2. Catalog description: Principles of electricity, magnetism, optics, and modern physics for engineering and the physical
sciences.
3. Prerequisites: FISI 3171 or FISI 3161
4. Textbook(s) and/or Other Required Material: Douglas C. Giancoli, Physics for Scientists & Engineers, Fourth Edition
(2008), Addison-Wesley
5. Course Learning Outcomes: After completing the course, the student should be familiarized with the fundamental principles
of electricity and magnetism, basic direct-current circuits, optics, and modern Physics. The student should be able to apply these
principles in solving problems at a level defined by the text selected for the course.
6. Topics Covered: Electric field for point charges, Electric field for continuous charge distributions, Electric potential and
potential difference, Capacitance and dielectrics, Electrostatic energy, Electrical conduction and resistance, Ohm’s law,
Kirchhoff’s theorems for electric circuits, Direct current circuits, Energy and power in electric circuits, Force and torque on
currents in magnetic fields, Sources of magnetic fields, Biot-Savart law, Magnetic induction. Faraday’s law, Lenz’s law, and
Generators and motors.
7. Class/Laboratory Schedule: Four hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
x
c
d
e
x
f
g
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
254
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: FISI 3173, Physics Laboratory I
One credit hour, Required course
2. Catalog description: Experiments in mechanics, waves, and optics to complement the Physics I course
3. Prerequisites: FISI 3171 or FISI 3161
4. Textbook(s) and/or Other Required Material: López, Marrero y Roura, Manual de Experimentos de Física I, Primera Edición
(2008), John Wiley & Sons
5. Course Learning Outcomes: The basic aims of the Laboratory are to have the student gain familiarity with a variety of
instrument and to learn to make reliable measurements, represent data in useful graphic form and infer meaning from graphed
data. The student should be able to make measurements of length, mass, temperature and angles using different instruments.
After completing the experiments, the students should have gained a better understanding of some basic physical concepts and
theories.
6. Topics Covered: Mass, Volume, and Density, Uniformly Accelerated Motion, The Addition and Resolution of Vectors: The
Force Table, Centripetal Force, Newton’s Second Law: The Atwood Machine, Friction, Conservation of Linear Momentum,
Projectile Motion: The Ballistic Pendulum, Hooke’s Law and Simple Harmonic Motion, Rotational Motion and Moment of Inertia,
Archimedes’ Principle: Buoyancy and Specific Gravity, and Standing Waves in a String.
7. Class/Laboratory Schedule: A two-hour laboratory per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
x
c
d
x
e
x
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
255
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: FISI 3174, Physics Laboratory II
One credit hour, Required course
2. Catalog description: Experiments in electricity, magnetism, and modern physics to complement the Physics II course
3. Prerequisites: FISI 3173 or FISI 3163. Corequisite: FISI 3172 or FISI 3162
4. Textbook(s) and/or Other Required Material: López, Marrero y Roura, Manual de Experimentos de Física I, Primera Edición
(2008), John Wiley & Sons
5. Course Learning Outcomes: The basic aims of the Laboratory are to have the student gain familiarity with a variety of
instrument and to learn to make reliable measurements. The students will be introduced to the oscilloscope, measured the rise
time, amplitude and width of voltage pulses, AC and DC voltage. They will also have measured the resistance of a resistor and
diode. After finished all the experiments the students will have a better understanding of the behavior of resistors, capacitors,
inductors and basic electric circuits. In this laboratory the students will also investigate some wave phenomena such as
reflection, refraction, diffraction and polarization.
6. Topics Covered: Field and Equipotentials, Ohm’s Law, Resistances in Series and Parallel, Multiloop Circuits: Kirchhoff’s
Rules, Introduction to the Oscilloscope Study, The RC circuit, The RLC circuit, Electromagnetic Induction, Reflection and
Refraction, Spherical Mirror and Lenses, and Polarized Light and Line Spectra.
7. Class/Laboratory Schedule: A two-hour laboratory per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
x
c
d
x
e
x
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
256
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: GEOL 4015, Geology for Engineers
Three credit hours, Required course
2. Catalog description: General principles of geology, with special emphasis on those aspects pertaining to engineering
problems; study of common minerals and rocks; structural geology and geomorphology.
3. Prerequisites: QUIM 3001
4. Textbook(s) and/or Other Required Material: Edward J. Tarbuck, Frederick K. Lutgens, Earth Science, Eleventh Edition
(2006), Prentice Hall
5. Course Learning Outcomes: The purpose of the course is to give civil engineering students a strong background in geology
especially that which relates to civil engineering and social problems. The course seeks to provide skills in recognition of common
earth materials and their engineering properties and insights into how the physical and chemical processes of the earth affect man
and his civil infrastructure. By the end of this course, students will be able to recognize the geological conditions involved in civil
engineering projects and the potential for these conditions to have adverse impact on the project. This will enable the student to
choose the most applicable geotechnical solutions.
6. Topics Covered: Classification, formation and properties of earth materials (minerals, rocks, soil, water and air), Internal and
external processes of the earth (tectonics and volcanism, weathering and erosion, rivers, oceans and glaciers), Geologic hazards
(earthquakes, mass movements, floods, tsunamis and volcanoes)
7. Class/Laboratory Schedule: Two hours of lecture and one two-hour laboratory per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
x
c
d
x
e
f
g
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
257
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 3011, Engineering Graphics I
Two credit hours, Required course
2. Catalog description: Principles of graphic language: Fundamentals of delineation, analysis and solution of space problems,
symbols and standards as applied in engineering. Freehand drawing as a tool for visualization. Principles of orthographic
projection, sections, auxiliary views and conventional practices. Pictorial drawings: axonometric, oblique and perspective.
Introduction to descriptive geometry. Hand and computer-aided drawing.
3. Prerequisites: None
4. Textbook(s) and/or Other Required Material: James Earle, Graphics Technology, Second Edition (2005), Addison-Wesley;
James Earle, Graphics & Geometry 3, Creative Publishing. Supplies and material: Mechanical pencil .5mm, Erasers, Irregular
curves, Compass, 45 and 30/60 degree Triangles, Protractors, Architect’s Scale, Civil Engineer’s Scale and Metric Scale.
5. Course Learning Outcomes: After completing the course, the student should be able to: Make sketches of conceptual
products, Develop graphics solution to common geometrical problems, Make 2-D and 3-D Pictorial drawing whit a computer,
Understand engineering drawings, Understand the engineering design process, Apply notes and dimensions, Communication of
ideas,
6. Topics Covered:
Engineering Design Process, Traditional tools, Freehand sketching and Techniques, Geometric Construction, Multi-view
Projection, Primary Auxiliary Views, Sectioning Basic, Pictorial Drawing, Isometric Projection, Oblique Drawing, Design
Documentation and Dimensioning, CADD
7. Class/Laboratory Schedule: One hour of lecture and two one-and one-half-hour laboratories per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
b
c
d
x
e
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
258
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 3012, Engineering Graphics II
Two credit hours, Required course
2. Catalog description: Underlying principles of the graphic language: fundamentals of delineation, analysis and solution of
space problems, symbols and standards as applied to engineering, spatial geometry: distances between planes and lines,
angles between lines and planes, rotation problems. Introduction to graphical mathematics and nomography.
3. Prerequisites: INGE 3011
4. Textbook(s) and/or Other Required Material: James Earle, Graphics Technology, Second Edition (2005), Addison-Wesley;
James Earle, Graphics & Geometry 3, Creative Publishing. Supplies and material: Mechanical pencil .5mm, Erasers, Irregular
curves, Compass, 45 and 30/60 degree Triangles, Protractors, Architect’s Scale, Civil Engineer’s Scale and Metric Scale.
5. Course Learning Outcomes: After completing the course the student should be able to apply the descriptive geometry
basics on creative problem solution.
6. Topics Covered: Lines, Point and Planes, Primary Auxiliary Views, Angle Between a Line and Principal Plane, Angle
Between Planes, Intersection, Successive Auxiliary Views, Compass Bearing, Vertical Section and Plan Profiles, Slope and
Slope Direction of a Plane, Strike and Dip, Outcrop, Distance between Lines, Distance between Line and Plane, Revolution,
Vector Graphics, Graphs.
7. Class/Laboratory Schedule: Two two-hours of lecture drawing periods per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
b
c
d
x
e
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
259
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 3016, Algorithms and Computer Programming
Three credit hours, Required course
2. Catalog description: Development of algorithms and their implementation in a structured high level language. Programming
techniques applied to the solution of engineering and mathematical problems.
3. Prerequisites: MATE3031 or MATE 3144 or MATE 3183
4. Textbook(s) and/or Other Required Material: H.M. Deitel, P.J. Deitel, C How to Program, Fifth Edition (2007), Prentice Hall;
Stephen J. Chapman, Essentials of MATLAB Programming, (2006) Thomson; S. Christian Albright, Developing for Modelers:
Developing Decision Support Systems with Microsoft Excel, Second Edition, Duxbury, Thomson Learning.
5. Course Learning Outcomes: After completing the course, the student should be able to apply acquired computer
programming skills to the solution of engineering problems. The student will be able to: Demonstrate ability to edit, compile, and
run a simple computer program in C/Matlab/Visual Basic; Demonstrate ability to write a bugs-free computer program.
6. Topics Covered: Introduction to Computer Systems, Problem Analysis and Design of Algorithms, Fundamentals of a High
Level Language, Control Structures, Functions, Formatted Input/Output, Arrays (One and Two Dimensional), File Processing.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
260
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 3031, Engineering Mechanics Statics
Three credit hours, Required course
2. Catalog description: Analysis of force systems; the laws of equilibrium; analysis of simple structures; distributed loads;
friction; centroids and moments of inertia.
3. Prerequisites: MATE 3031 or MATE 3144 or MATE 3183
4. Textbook(s) and/or Other Required Material: F. P. Beer and E.R. Johnston, Vector Mechanics for Engineers, Eighth Edition
(2007), McGraw-Hill.
5. Course Learning Outcomes: Upon successful completion of this course the student shall be able to: Describe position,
forces, and moments in terms of vector forms in two and three dimensions. Determine rectangular and nonrectangular
components of a force. Determine the resultant of a system of forces. Simplify systems of forces and moments to equivalent
systems. Draw complete free-body diagrams and write appropriate equilibrium equations from the free-body diagram, including
the support reactions on a structure. Apply the concepts of equilibrium to evaluate forces in trusses, frames, machines, and
cables. Determine the internal forces in a structure. Analyze systems that include frictional forces. Calculate centers of gravity
and centroids, and moments of inertia by integration and the use of parallel axis theorem.
6. Topics Covered: Review of Vector Calculus, Force Systems, Resolution of forces into components, Static Equilibrium of
Particles, Moments and couples, Equivalent Force Systems, Rigid Body Equilibrium in 2D and 3D, Free Body Diagram in 2D and
3D, Center of Mass, Center of Gravity and Centroids, Distributed Load Systems, Analysis of Plane Trusses, Frames, and
Machines, Internal Forces, Moment of Inertia, Friction
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
261
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 4001, Engineering Materials
Three credit hours, Required course
2. Catalog description: A study of the basic principles that govern the properties and behavior of engineering materials; atomic
structures, interatomic forces, amorphous and crystalline structures; phase transformations; mechanical properties; the study of
the capabilities and limitations of different materials; metals, polymers, ceramics and composites; introduction to corrosion.
3. Prerequisites: (QUIM 3002 or QUIM 3042) and (FISI 3161 or FISI 3171)
4. Textbook(s) and/or Other Required Material: Donald R. Askeland, Pradeep Phule, The Science and Engineering of
Materials, Fifth Edition, Thomson Books
5. Course Learning Outcomes: After completing the course, the student should be able to: characterize structure-propertyperformance relationship, distinguish the structure of different types of materials, specify microstructure of an alloy from phase
diagrams, select materials for various engineering applications, establish how failures occur in materials and how to prevent
them, describe corrosion of materials and how to prevent it.
6. Topics Covered: Introduction, Classification of Engineering Materials, Structure. Property - Performance relationship. Atomic
Structure, Interatomic Bonds and their Effect on Properties. Crystal Structure, X-ray Diffraction. Imperfections in Crystals, Grain
Structure, Microstructure Atomic Diffusion, Fick's Laws - Industrial Applications. Strengthening Mechanisms, Strain-hardening,
Solid Solution Strengthening, Dispersion Strengthening and Precipitation Hardening. Heat treatments. Mechanical and Physical
Properties, Testing, Fatigue & Fracture Phase Diagrams, Phase Rule, Lever Rule and Micro-structures of Alloys. Specific
Engineering Materials: Ferrous and Non-ferrous Alloys. Polymers. Ceramics. Composites.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
262
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 4011, Mechanics of Materials I
Three credit hours, Required course
2. Catalog description: Stresses and strains due to axial, torsional, and bending loads; shear and moment diagrams.
3. Prerequisites: INGE 3031 and (MATE 3032 or MATE 3184)
4. Textbook(s) and/or Other Required Material: R.C. Hibbeler, Mechanics of Materials, Seventh Edition (2008), Pearson
Prentice Hall
5. Course Learning Outcomes: Upon completion of this course, the student shall be able to: Define the concepts of stress,
strain due to elastic and plastic deformations. Identify the mechanical properties of Materials. Apply Hooke’s law and know its
limitations. Calculate stress (normal and shear) in a structure component loaded in various ways. Analyze axially loaded
members. Use stress concentration factors to find stresses in axially loaded members. Analyze deformations in structures due to
thermal effects. Determine stresses and/or strains in torsional member. Write equations of shear and bending moment in terms
of position and draw the corresponding diagrams for beams subjected to some combination of concentrated loads, distributed
loads, and moments. Calculate normal and shearing stresses in beams. Design members using strength criteria.
6. Topics Covered: Concepts of stress and strain, Mechanical Properties of Materials, Linear Elasticity and Hooke's Law, Axially
Loaded Members, Statically Indeterminate Members, Temperature Effects, Torsion of Circular Bars, Power Transmission,
Statically Indeterminate Torsional Members, Shear Forces and Bending Moments Equations in Beams, Shear Force and
Bending Moment Diagrams, Normal Strains and Stresses in Beam, Design of Beams for Bending Stresses, Shear Stresses in
Beam.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
x
b
c
x
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
263
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 4012, Mechanics of Materials II
Three credit hours. Required course
2. Catalog description: Analysis of statically determinate and indeterminate beams; stresses due to combined loads; stress and
strain transformation; column theory.
3. Prerequisites: INGE 4011 and (MATE 3063 or MATE 3185)
4. Textbook(s) and/or Other Required Material: R.C. Hibbeler, Mechanics of Materials, Seventh Edition (2008), Pearson
Prentice Hall
5. Course Learning Outcomes:
Upon completion of this course, the student shall be able to: Calculate the principal stress and strains in a structure loaded in
various ways. Solve problems using stress transformation and Mohr’s circle. Apply Hooke’s law for plane stress and plane strain.
Calculate stresses in thin-walled spherical or cylindrical pressure vessels. Calculate the stresses produced by combined axial,
bending and torsional loads. Calculate the deflections of statically determinate beams, using the elementary differential
equations of the deflection curve, superposition, moment-area method, energy methods, and Castigliano’s theorem. Calculate
the reactions and deflections of statically indeterminate beams, using the solution of the elementary differential equation of the
deflection curve, and superposition. Apply Euler’s equation to solve buckling and stability problems for various end conditions.
Analyze columns subjected to eccentric axial loads.
6. Topics Covered: Stress and Strain Transformations, Plane Stress and Plane Strain, Principal Stresses, Mohr's Circle for
Plane Stress, Hooke's Law for Plane Stress, Pressure Vessels, Combined Loadings, Deflections of Elastic Beams, Superposition
Method, Energy Methods: Castigliano's Theorem, Statically Indeterminate Beams, Buckling and Stability, Columns.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
x
b
c
x
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
264
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 4015, Fluid Mechanics
Three credit hours, Required course
2. Catalog description: Elements of mechanics of fluids and fluid statics. Development of the fundamental equations of fluid
mechanics and its applications. Introduction to dimensional analysis and similitude. Motion of ideal and real fluids including
internal and external viscous flows. Introduction to the use of hydraulic machinery.
3. Prerequisites: INGE 3032 and (MATE 3063 or MATE 3185)
4. Textbook(s) and/or Other Required Material: Munson, B, R.,Young, D. F. and Okiishi, T. H., Fundamentals of Fluid
Mechanics, Fifth Edition (2006), John Wiley & Sons Inc.
5. Course Learning Outcomes: The Fluid Mechanics course aims at the following educational objectives: Knowledge and
understanding of the definitions of the most important fluid properties in engineering applications. Develop understanding and
providing analytical tools to solve problems of forces on submerged surfaces. Develop basic understanding of the fundamental
equations of fluid mechanics. Apply the fundamental equations of fluid mechanics to solve fluid flow problems including: Analysis
and design of simple pipe systems; Analysis of hydrodynamic forces in submerged objects; Introduction of turbomachinery in
fluid systems.
6. Topics Covered: Basic Definitions and Fluid Properties; Fluid Statics; Hydrostatic Forces on Submerged Surfaces; Fluids in
Motion: Dynamics of Fluid Particles, Bernoulli’s Equation; Fundamental Equations: System and Control Volume Definitions,
Reynolds Transport Theorem, Mass Conservation, The Energy Equation, Linear Momentum Equation, Angular Momentum
Equation; Dimensional Analysis and Similitude; Internal Flows: Developed Flow, Laminar Flow in Pipes, Turbulent Flow in Pipes,
Energy Losses in Pipes, Pipe Systems with Pumps and Turbines, Uniform Turbulent Flow in Open Channels; External Flows:
Drag and Lift Forces, Flow Separation, Laminar Boundary Layer Flow, Turbulent Boundary Layer Flow, Von Karman Solution of
Boundary Layer Flows; Compressible Flow: Isentropic Flow.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
x
b
c
x
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
265
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGE 4016, Fluid Mechanics Laboratory
One credit hour, Required course
2. Catalog description: Laboratory work supplementing classroom instruction in mechanics of fluid phenomena, measuring
devices and techniques, and the testing of fluid machinery.
3. Prerequisites: None,
Corequisite: INGE 4015
4. Textbook(s) and/or Other Required Material: Walter Silva, Fluid Mechanics Laboratory Manual
5. Course Learning Outcomes: Experimentation, observation, and analysis of physical phenomena in Fluid Mechanics.
Training students in measurement of the physical properties of fluids. Provide experience in collection, analysis, interpretation,
and presentation of experimental data. Precision analysis and equipment limitations.
6. Topics Covered: Hydrostatic forces on submerged surfaces, Error analysis and uncertainty in experimental measurements,
Discharge and flow velocity measurements, Friction losses in closed conducts, Boundary layer flow, Drag forces in submerged
bodies, Hydraulic turbo machinery (pumps/turbines), Sharp crested weirs, Isentropic flow in nozzles, Hydraulic jump.
7. Class/Laboratory Schedule: One three-hour laboratory period per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
Engineering Topic
x
9. Relationship of Course to Program Outcomes:
a
x
b
x
c
d
x
e
x
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
266
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGL 3101-3102, Basic Course in English
Three credit hours per semester, Required course
2. Catalog description: This course is designed to meet the student's immediate needs, and to give him or her a command of
the fundamental structure of the English language. The oral approach is used. Skills in reading and writing are developed.
Students will be grouped according to their ability to use the language, and arrangements will be made to give additional help to
those students who show poor preparation in English.
3. Prerequisites: Placement by examination or INGL 0066
4. Textbook(s) and/or Other Required Material: Hartmann, P., Quest 2, Reading and Writing, Second Edition (2007), McGrawHill; Azar, B.S. & Hagen, S., Fundamentals of English Grammar, Third Edition (2003); White, E. B. Charlotte’s Web; A
monolingual dictionary; Spinelli, Jerry, Maniac Magee.
5. Course Learning Outcomes: By the end of these courses, students will be able to overcome their affective barriers to
successful language learning and increase their motivation to acquire English and take more responsibility for their own success
in a more student-centered classroom, increase English proficiency in all language areas: listening, reading, speaking and
writing; increase their awareness of and sensitivity to social and cultural information conveyed in the texts they hear or read.
6. Topics Covered: Readings. Verb Grammar – Affirmative, negative, interrogative sentences for: Simple Present, Present
Continuous, Simple Past, Past Continuous and Future with be going to and will. Modals/Modal-like forms – Affirmative, negative,
interrogative sentences for: have to (present, past, future), used to, present (modal + base) – may, can, could, would, should,
must, and will. Conditional sentences – real condition with future result: If + past, (then) future and present imaginary condition
(hypothetical or contrary to fact). Passive sentences, Modals and Adjective clauses.
7. Class/Laboratory Schedule: Three hours of lecture per week, supplemented by work in the language laboratory, each
semester.
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
x
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
b
c
d
x
e
f
g
x
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
267
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGL 3103, Intermediate English I
Three credit hours, Required course
2. Catalog description: Analysis of selected readings, such as essays, fiction, poetry or drama, and practice in writing
compositions with attention given as needed to grammar and idiomatic expressions.
3. Prerequisites: Placement by examination
4. Textbook(s) and/or Other Required Material: Aaron, J.E. (2005). 40 Model Essays: A Portable Anthology, Bedfords/St.
Martin’s; Raimes, A., Keys for Writers, Fourth Edition (2005), Houghton Mifflin, Co.; Handouts (given by the Instructor); English
and/or Bilingual (English/Spanish) Dictionary.
5. Course Learning Outcomes: At the end of class discussions and the completion of various writing assignments with the
effective application of the writing process, students will demonstrate that they are: Critical thinkers, Active readers, Competent
writers, Effective communicators.
6. Topics Covered: Steps of the writing process, Methods of development, Research, Language use (grammar), Literary
analysis.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
x
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
b
c
d
x
e
f
g
x
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
268
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGL 3104, Intermediate English II
Three credit hours, Required course
2. Catalog description: Analysis of selected readings, such as essays, fiction, poetry or drama, and practice in writing
compositions with attention given as needed to grammar and idiomatic expression.
3. Prerequisites: INGL 3103
4. Textbook(s) and/or Other Required Material: Meyer, Michael. The Compact Bedford Introduction to Literature, Seventh
Edition (2006), Bedford/St. Martin’s; Raimes, Ann, Keys for Writers, Fourth Edition (2005), Houghton Mifflin.
5. Course Learning Outcomes: After completing the course, the student should be able to: Apply the various stages of the
writing process to his or her written work, including pre-writing, drafting, proofreading, peer editing, and publishing. Recognize
distinct genres of literature, including short stories, poetry, and plays, as well as elements that distinguish each genre or are
common across them. Analyze and interpret reading selections critically for understanding and as a basis for discussion in their
own writing. Narrow a topic and compose an effective thesis statement. Write effective and engaging introductory, transitional,
and concluding paragraphs. Demonstrate correct usage of MLA documentation with general formatting, in-text citations, and the
Works Cited page. Conduct on-line and library-based research to support their course-based writing. Produce one multimodal
text drawing on Web-based and other digital technologies.
6. Topics Covered: Steps of the writing process, Methods of development, Research, Language use (grammar), Literary
analysis.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
x
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
b
c
d
x
e
f
g
x
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
269
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: INGL 3201-3202, English Composition and Reading
Three credit hours per semester, Required course
2. Catalog description: Practice in writing compositions and making oral reports upon selected readings, including essays,
short stories, poems, dramas and novels. Attention will be given as needed to grammar and idiomatic expressions. This course
or its equivalent is a requisite for graduation.
3. Prerequisites: INGL 3102 or placement by examination
4. Textbook(s) and/or Other Required Material: Barbara Fine Clouse, A Troubleshooting Guide for Writers; Betty Azar,
Fundamentals of English Grammar; Holder et al. Inside Out, Outside In: Exploring American Literature, Houghton Mifflin, 2001.
5. Course Learning Outcomes: By the end of this course sequence, students will be able to do the following composition skills:
utilize one or more prewriting techniques, narrow a topic, state an author’s intended meaning and purpose; write and effective
thesis statement and recognize such statements when they are present in texts they encounter; provide relevant and supporting
details for all general statements in their essays; effectively organize the content of their own essays and recognize the
organizational structure of essays assigned for reading (outlining and summarizing are recommended as two useful techniques
for developing organizational skills); write effective introductory, developmental, and concluding paragraphs in their essays; carry
out elementary tasks involving the use of the library and the internet; summarizing, paraphrasing; use of quotations, and use of
the Internet.
6. Topics Covered: The writing process, Prewriting skills, Writing essays, Revision - peer response groups, Short readings,
Poetry, Drama, Novels.
7. Class/Laboratory Schedule: Three hours of lecture per week each semester
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
General
x
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
b
c
d
x
e
f
g
x
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
270
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: MATE 3005, Pre-Calculus
Five credit hours, Required course
2. Catalog description: A preparatory course for calculus including topics in relations, functions, complex numbers, linear
algebra, trigonometry and analytic geometry.
3. Prerequisites: None
4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin
5. Course Learning Outcomes: After completing this course, the student should be able to domain algebraic procedures like
exponential rules, simplification of algebraic and rational expressions; evaluate a function and obtain inverse values; identify the
domain and values campus of a function; construct and interpret lineal graphics and function tables; potentials, polynomials,
exponentials, logarithmic, and trigonometric; identify characteristics of graphs, such as intercepts, maxima and minima, continuity
and symmetry; identify the characteristics of the matrices and determinants, and use them to resolve system of equations;
recognize arithmetic and geometric series; resolve logarithmic and trigonometric equations; write correctly the trigonometric form
of a complex number; use the De Moivre Theorem to find the roots of a complex number; use the Binomial Theorem.
6. Topics Covered: Real numbers, exponentials and radicals, algebraic expressions, equations, complex numbers, inequalities,
rectangular coordinates (distance, mean point, graphics and symmetry); function definition, graphic functions, quadratic
functions, operations with functions, inverse functions, polynomial function, graphics of degree 2 or greater, polynomial division,
zeros of a polynomial, real and complex zeros, rational functions, exponential functions, natural exponential functions,
logarithmic functions, properties of a logarithm, exponential and logarithmic equations, angles, trigonometric functions and
graphics of trigonometric equations, triangle rectangle applications, trigonometric identities, sum and difference formulas,
formulas for double and half triangle, inverse trigonometric functions, Sine Law, Cosine Law, trigonometric form of complex
numbers, De Moivre Theorem, roots of complex numbers, system of equations with two and more variables, partial fractions,
determinants, infinite series, summatory notation, arithmetic and geometric series , Binomial Theorem, parabola, ellipse and
hyperbola in the origin.
7. Class/Laboratory Schedule: Five hours of lecture per week.
8. Contribution of Course to Meeting the Requirements of Criterion 5
Math
x
Basic Science
General
Engineering Topic
9. Relationship of Course to Program Outcomes
a
x
b
c
d
e
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
271
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: MATE 3031. Calculus I
Four credit hours, Required course
2. Catalog description: Elementary differential and integral calculus of one real variable with applications
3. Prerequisites: MATE 3005 or MATE 3143 or MATE 3172 or MATE 3174
4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008),
Thompson Educational
5. Course Learning Outcomes: After completing the course, the student should be able to: Understand the concept of limit of a
function. Understand the concept of continuity of a function. Understand the definition of derivative, rules of derivation and
applications. Analyze and describe the properties and behavior of functions. Understand the definition of integral, and its
relationship to derivative through the Fundamental Theorem of Calculus. Use various methods of integration.
6. Topics Covered: Limits, continuity and derivatives of functions of one variable. Integration of functions of one variable and
applications.
7. Class/Laboratory Schedule: Four hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
x
Basic Science
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
272
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: MATE 3032. Calculus II
Four credit hours, Required course
2. Catalog description: Integration techniques, infinite series, vectors, polar coordinates, vector functions, and quadric surfaces;
applications
3. Prerequisites: MATE 3031 or MATE 3183 or MATE 3144
4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008),
Thompson Educational
5. Course Learning Outcomes: After completing the course, the student should be able to: Apply the idea of integration in the
solution of different problems. Recognize and solve separable differential equations and applications. Determine convergence of
sequences and infinite series. Master the idea of vectors and their properties. Graph functions of two variables and quadratic
equations. Understand vector functions, their derivatives and integrals.
6. Topics Covered: Integration techniques and applications of integration. Differential equations. Infinite series. Vectors and
vector functions. Polar coordinates. Quadratic surfaces.
7. Class/Laboratory Schedule: Four hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
x
Basic Science
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
273
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: MATE 3063. Calculus III
Three credit hours, Required course
2. Catalog description: Differential and integral calculus of several variables, and an introduction to differential equations with
applications
3. Prerequisites: MATE 3032 or MATE 3184
4. Textbook(s) and/or Other Required Material: James Stewart, Calculus: Early Transcendentals, Sixth Edition (2008),
Thompson Educational
5. Course Learning Outcomes: After completing the course, the student should be able to work with integral calculus for
functions of multiple variables.
6. Topics Covered: Functions of several variables, their graphs, level sets. Differential calculus of functions of several variables.
Optimization with and without restrictions: Lagrange multipliers. Integral calculus of functions of several variables. Line and
surface integrals. Green, Stokes and Divergence theorems.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
x
Basic Science
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
274
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: MATE 3171, Precalculus I
Three credit hours, Required course
2. Catalog description: Properties and operations of real numbers; equations and inequalities; Cartesian coordinates and
graphs; algebraic, exponential, and logarithmic functions and their graphs; trigonometry of right triangles.
3. Prerequisites: Placement by examination
4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin
5. Course Learning Outcomes: After completing the course, the student should be able to: Perform algebraic procedures that
require manipulation of algebraic and rational expressions, as well as expressions which involve exponential and logarithmic
functions. Identify the domain and range of a function. Evaluate a function and given a value in the range, obtain its pre-image.
Recognize algebraically and graphically when a function is invertible, and find the inverse and its graph. Construct and interpret
graphs of important functions such as: linear, quadratic, polynomial, exponential, logarithmic, etc. Identify characteristics of the
graphs of functions: Intercepts maxima and minima, symmetry, asymptotes. Interchange different representational forms of
functions. Know attributes of different families of functions: Shape of graph, characteristic properties, common applications.
Apply transformations to the graph of a function: Horizontal and vertical translations, reflections with respect to the axis and the
origin. Perform arithmetic manipulations that require the concept of function. Compute and recognize the composition of
functions.
6. Topics Covered: Properties of real numbers, negative numbers, fractions; sets; intervals; absolute value; distance in the
numerical line. Exponents; radicals; scientific notation. Arithmetic operations with algebraic expressions; special products;
factorization. Rational expressions, cancellation, arithmetic operations, rationalization. Equations, inequalities. Coordinate
geometry; distance formula; mid-point; graphs; circles; symmetries. Lines, functions, graphic representation of functions.
Applications of functions, transformations. Combining functions.
7. Class/Laboratory Schedule: Three hours of lecture per week.
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
x
Basic Science
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
275
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: MATE 3172. Precalculus II
Three credit hours, Required course
2. Catalog description: Analytic trigonometry; complex numbers; the fundamental theorem of algebra; conic sections; systems
of equations; matrices operations; sequences; and mathematical induction.
3. Prerequisites: MATE 3171 or MATE 3173
4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin
5. Course Learning Outcomes: After completing the course, the student should be able to: Use trigonometric functions to:
solve triangles, prove identities, solve equations and to represent complex numbers. Sketch and recognize the graphs of
trigonometric functions. Sketch and recognize the graphs of conic sections. Solve systems of linear equations and represent
them using matrices. Use sequences and series.
6. Topics Covered: Analytic Geometry; Complex number; Fundamental Theorem of Algebra; Conic sections; Systems of
equations, sequences and mathematical induction.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
x
Basic Science
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
276
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: MATE 3172. Precalculus II
Three credit hours, Required course
2. Catalog description: Analytic trigonometry; complex numbers; the fundamental theorem of algebra; conic sections; systems
of equations; matrices operations; sequences; and mathematical induction.
3. Prerequisites: MATE 3171 or MATE 3173
4. Textbook(s) and/or Other Required Material: Larson and Hostetler, Precalculus, Houghton Mifflin
5. Course Learning Outcomes: After completing the course, the student should be able to: Use trigonometric functions to:
solve triangles, prove identities, solve equations and to represent complex numbers. Sketch and recognize the graphs of
trigonometric functions. Sketch and recognize the graphs of conic sections. Solve systems of linear equations and represent
them using matrices. Use sequences and series.
6. Topics Covered: Analytic Geometry; Complex number; Fundamental Theorem of Algebra; Conic sections; Systems of
equations, sequences and mathematical induction.
7. Class/Laboratory Schedule: Three hours of lecture per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
x
Basic Science
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
e
x
f
g
h
i
j
k
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
277
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: QUIM 3001, General Chemistry I
Four credit hours, Required course
2. Catalog description: Basic principles of chemistry: composition, properties, and changes of mater. Topics include: atomic
structure, chemical reactions, and periodic properties of the elements, stolchiometry chemical bonding, and thermo chemistry.
3. Prerequisites: None
4. Textbook(s) and/or Other Required Material: Chang, Raymond, Chemistry, Eighth Edition (2005), McGraw- Hill
5. Course Learning Outcomes: After completing the course, the student should able to demonstrate an understanding of the
following: The scientific method, the properties of matter, the unit systems associated with scientific measurements, the
uncertainty associated with measurements. Describe the atoms, electrons, protons, neutrons, isotopes and ions. Basic concepts
related to stoiciometry and chemical equations. Basic concepts related to modern theory of atomic structure.
6. Topics Covered: Introduction to Chemistry; atoms, molecules, and ions; Stoichiometry I: Equations, the mole, and chemical
formulas; Stoichiometry II: Chemical Reactions in Solution; Electronics in the Atom; Periodic Trends of the Elements; The
Chemical Bond; Molecular Geometry and Theories of Bonding.
7. Class/Laboratory Schedule: Three hours of lecture and one three hour laboratory per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
x
c
d
x
e
x
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
278
ABET Self-Study Report for Civil Engineering Program at UPRM
SYLLABUS OUTLINE1
1. Course Number and Title: QUIM 3002, General Chemistry II
Four credit hours, Required course
2. Catalog description: Basic principles of chemistry: composition, properties, and changes of mater. Topics include: the states
of matter, solutions, acid and bases, kinetics, chemical equilibrium, and electrochemistry.
3. Prerequisites: QUIM 3001
4. Textbook(s) and/or Other Required Material: Chang, Raymond, Chemistry, Eighth Edition (2005), McGraw- Hill
5. Course Learning Outcomes: After completing the course, the student should be able to: describe the behavior of gases,
identify the different intermolecular forces, and describes the properties of liquids and their relations with the intermolecular
forces.
6. Topics Covered: Gases, liquids and solids, acids, bases, salts and buffers, solutions, chemical kinetics, chemical equilibrium,
and electrochemistry.
7. Class/Laboratory Schedule: Three hours of lecture and one three hour laboratory per week
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
x
c
d
x
e
x
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
279
ABET Self-Study Report for Civil Engineering Program at UPRM
COURSE SYLLABUS
1. Course Number and Title: QUIM 3131 & 3133, General Chemistry I.
Four credit hours, Required course
2. Catalog description: Introduction of the fundamental principles of chemistry. Liquids, solids and properties of gases; changes
of matter states. Stoichiometry, atomic theory, molecular structure and chemical properties. Periodic classification and the
electronic theory of the ionic and covalent bonds.
3. Prerequisites: None. Corequisites: QUIM 3133 and (MATE 3171 or MATE 3005 or MATE 3143).
4. Textbook(s) and/or Other Required Material: Kotz, J.C., Treichel, P.M., Weaver, G.R., Chemistry and Chemical Reactivity,
Sixth Edition (2006), Thomson Learning
5. Course Learning Outcomes: After completing the course, the student should able to demonstrate an understanding of the
following: The scientific method, the properties of matter, the unit systems associated with scientific measurements, the
uncertainty associated with measurements. Describe the atoms, electrons, protons, neutrons, isotopes and ions. Basic concepts
related to stoiciometry and chemical equations. Basic concepts related to modern theory of atomic structure.
6. Topics Covered: Introduction to Chemistry; atoms, molecules, and ions; Stoichiometry I: Equations, the mole, and chemical
formulas; Stoichiometry II: Chemical Reactions in Solution; Electronics in the Atom; Periodic Trends of the Elements; The
Chemical Bond; Molecular Geometry and Theories of Bonding.
7. Class/Laboratory Schedule: Three hours (three credits) of lecture and three hours (one credit) of lab per week.
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
x
e
x
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
280
ABET Self-Study Report for Civil Engineering Program at UPRM
COURSE SYLLABUS
1. Course Number and Title: QUIM 3132 & 3134, General Chemistry II.
Three credit hours, Required course
2. Catalog description: Introduction to thermodynamics, solutions, kinetics, chemical equilibrium, oxidation-reduction.
Electrochemistry.
3. Prerequisites: QUIM 3001 or (QUIM 3131 and QUIM 3133). Corequisite: QUIM 3134
4. Textbook(s) and/or Other Required Material: Kotz, J.C., Treichel, P.M., Weaver, G.R., Chemistry and Chemical Reactivity,
Sixth Edition (2006), Thomson Learning
5. Course Learning Outcomes: After completing the course, the student should be able to: describe the behavior of gases,
identify the different intermolecular forces, describes the properties of liquids and their relations with the intermolecular forces.
6. Topics Covered: Gases, liquids and solids, acids, bases, salts and buffers, solutions, chemical kinetics, chemical equilibrium,
and electrochemistry.
7. Class/Laboratory Schedule: Three hours (three credits) of lecture and three hours (one credit) of lab per week.
8. Contribution of Course to Meeting the Requirements of Criterion 5:
Math
Basic Science
x
General
Engineering Topic
9. Relationship of Course to Program Outcomes:
a
x
b
c
d
x
e
x
f
g
x
h
i
j
k
x
10. Person(s) who prepared this description and date of preparation: Dept. Academic Affairs Committee, May 2008
1
This is only an ABET Outline. A full/complete/detailed Syllabus, with other accreditation agencies’ requirements and additional information of interest to
students and professors is available for inspection at the Department of Civil Engineering.
281
ABET Self-Study Report for Civil Engineering Program at UPRM
APPENDIX B – FACULTY RESUMES
(Limit 2 pages each)
Summary Curriculum Vitas
(ABET Format)
282
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution, and
grade):
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Acosta Costa, Felipe J., PhD, PE
Associate Professor
Ph.D., Georgia Institute of Technology, December 1999
M.S., Georgia Institute of Technology, December 1994
B.S. University of Puerto Rico, June 1993
Associate Professor, July 1, 2003 to present
Assistant Professor, January 1, 2000 to June 31, 2003
NASA Summer Faculty Fellowship Program, Marshall Space Flight Center, AL
Invited Lecturer, Technology Transfer Center, University of Puerto Rico, Mayagüez
Engineer in Training, National Institute of Standards and Technology (NIST)
CONSULTING:
STATE(S) IN WHICH REGISTERED:
Puerto Rico: PE # 19416
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Acosta, Felipe J., Silva, Walter, and González, Hiram. (2008) “Construction of
Concrete Canoe: A Multidisciplinary Learning Project in Civil Engineering,”
Dimensión Ingeniería y Agrimensura, CIAPR.
Acosta, Felipe J., Santos, Jeannette, Suarez, O. Marcelo, and Pando, Miguel A.
(2007) “Raising Awareness on Materials Recycling using Undergraduate Eng’g
Research,” International Journal of Environment and Pollution, Vol. 31, No. ¾.
V.A. Lammoglia, F.J. Acosta, M.A. Pando, J. Cain, J. Lesko, and S. Case (2006)
“Durability Considerations of Concrete-filled Fiber-Reinforced Polymer (CFFRP)
Tubes Subjected to Prolonged Hygrothermal Conditions,” Durability of Composite
System 2006 (Duracosys), Virginia Tech, September, 2006.
Acosta, F. (2006) “Learning Civil Engineering by the Construction of Concrete
Canoes”, Fourth LACCEI International Latin American and Caribbean Conference
for Engineering and Technology (LACCEI’2006), June 2006, Mayagüez, PR.
Wendichansky, D., Velez, E.M., and Acosta, F.J. (2006) “Experimental Cyclic
Behavior of Concrete Wall Houses Loaded in their Weak Direction”, Development
in Theoretical and Applied Mechanics, M. Pando, F. Acosta, L. Suarez, eds., V23.
Davila, J., Lammoglia, V., Acosta, F., and Pando, M. (2006) “COMPRESSIVE
STRESS-STRAIN BEHAVIOR OF CONCRETE WITH VARIABLE
CONFINEMENT”, Development in Theoretical and Applied Mechanics, M. Pando,
F. Acosta, L. Suarez, eds., V23.
Cain, J., Santiago, K., Case, S., Lesko, J., Pando, M., Acosta, F. (2006) “The Effect
of Hygrothermal Aging on Cylindrical E-glass/Epoxy Composites”, Development
in Theoretical and Applied Mechanics, M. Pando, F. Acosta, L. Suarez, eds., V23.
Ruiz, M. E., Pando, M. A. y Acosta, F. J. (2005). “Non-Linear Finite Element
Analysis of Concrete-Filled FRP Composite Piles” (In Spanish), Revista
Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, ISBN:
1535-0088, 5(2), pp. 163-176.
López, R., Godoy, L., Acosta, F. J., Guevara, J., Lluch, J. F., Martinez Cruzado, J.
A., Pagan Trinidad, I., Pando, M., Saffar, A., and Wendishansky (2005)
“Estimating Damage Caused by Natural Hazards for the Insurance Industry in
Puerto Rico,”Dimensión Ingeniería y Agrimensura CIAPR, Año 19, vol. 3.
Ruiz, M., Pando, M., and Acosta, F. J. (2004). “Non-Linear Finite Element Analysis
of Concrete-Filled FRP Composite Piles,” Developments in Theoretical and
Applied Mechanics, Mafuz, H. and Hosur, M., eds., Publisher, Tuskegee, AL, Vol.
22, pp. 352-361.
Acosta, F. J. and Roman Pagan, Juan A. (2004). “Probabilistic Assessment of the
Mechanical Properties of a 3D-Braided Pultruded Fiber-Reinforced Polymer,”
283
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
Second LACCEI International Latin American and Caribbean Conference for
Engineering and Technology “Challenges and Opportunities for Engineering
Education, Research and Development”, 2-4 June 2004, Miami, Florida, USA
Acosta, F. J. and Santos, Jeannette (2004). “Research Experience for
Undergraduate Students and the use of Recycled Polymers and Rubbers in
Concrete,” Second LACCEI International Latin American and Caribbean
Conference for Engineering and Technology, June 2004, Miami, Florida, USA
ASCE (American Society of Civil Engineers), 1994-present
ACI (American Concrete Institute), 1998-present
ASTM (American Society for Testing and Materials), D30 Committee, 2000-present
SEM (Society of Experimental Measurements), 1999-2002
CIAPR (Colegio de Ingenieros y Agrimensores de Puerto Rico)
SAMPE (Society for Advancement of Material & Process Engineering), 2004 - 2006
TRB (Transportation Research Board), 2005 – 2006.
Honor Student, Civil Engineering Department, University of Puerto Rico at
Mayagüez (Second of the class, 1993)
National Consortium for Graduate Degrees for Minorities in Engineering and
Sciences (GEM) Fellowship, M.S. and Ph.D. (1993-1995)
Member of the Departmental Graduate and Research Committee
Member of the Faculty Graduate and Research Committee
Member of the Faculty Graduate Studies Board
Best Practices on Teaching and Learning: ”Applying Systems Dynamics Modeling to
Education”. PR-LSAMP, Ponce Hilton, October 31, 2003
“Workshop: Model Construction of Dynamic Systems Oriented to Education” (In
Spanish), PR-LSAMP, Instructor: Prof: Joaquín Medina Molina, Diciember 5, 2003.
SAMPE 2004 Conference, Long Beach Convention Center, CA, May, 2004
Best Practices on Teaching and Learning: ” PR-LSAMP, Ponce, October 31, 2004
“2do Congreso de Diseño y Construcción de Carreteras y Puentes,” Autoridad de
Carreteras y Transportación, Wyndham El San Juan Hotel, September 3, 2004.
SAMPE Conventions (2004, 2005), Long Beach, CA, May, 2005
Best Practices on Teaching and Learning: “Einstein’s Work Transcending Physics”.
PR-LSAMP, Ponce Hilton, October 21, 2005
American Concrete Institute Fall Convention, Kansas City, MO, November, 2005
HBCU/MI Regional Training Conference “Developing Winning Proposals” Workshop,
Hotel Marriott San Juan, Sponsored by the DOD, March 1, 2006
“Fiber Reinforced Polymer Applications at the Virginia Fiber Reinforced Polymer
Composites Seminar,” September 20-21, 2006, Bristol, Virginia.
PRLSAMP First System Dynamic Congress, December 8, 2006, Mayaguez Resort
and Casino, Mayagüez, PR.
PRLSAMP Best Practices Conference on Teaching and Learning, October 20, 2006,
Embassy Suites Hotel, Dorado, PR.
American Concrete Institute Spring Convention, Atlanta, GA, April 22 to 26, 2007
American Concrete Institute Fall Convention, Atlanta, GA, October 14 to 17, 2007
ACMA “Breaking New Ground: Structural Composites Applications in Defense,
Infrastructure, Transportation and Corrosion-Prevention March , 2008, University of
Alabama at Birmingham, Birmingham, Alabama.
62%
38%
284
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Aponte-Bermúdez, Luis, D., PhD, PE
Assistant Professor
DEGREES (with fields, institution, and
date):
PhD, in Civil Engineering, University of Florida, Gainesville, Florida, August 2006.
ME, in Civil Engineering, University of Florida, Gainesville, FL, May 2004.
BSCE, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico, May 2000.
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Assistant Professor in the University of Puerto Rico at Mayagüez Engineering
Program, Civil and Surveying Department August 2006 - Present
June 2002 – August 2006. University of Florida. Research Assistant, Department of
Coastal and Civil Engineering. Gainesville, FL.
October 2000 – August 2001. Delon Hampton and Associates, Chartered. Civil and
Bridge Engineer. Silver Spring. MD
CONSULTING:
STATE(S) IN WHICH REGISTERED:
Puerto Rico
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Aponte, L., Gurley K., Prevatt, D. & Reinhold, T. (2007). “Uncertainties in the
measurement and analysis of full-scale hurricane wind pressures on low-rise
structures,” Conference Proceedings from the Twelfth International Conference on
Wind Engineering: Cairns, Australia.
Aponte, L. (2006). “Measured hurricane wind pressure on full-scale residential
structures: analysis and comparison to wind tunnel studies and ASCE-7,” PhD
Dissertation, University of Florida, Gainesville, FL. Department of Civil and Coastal
Engineering.
Aponte, L., Gurley, K. & Reinhold, T., (2006). “Hurricane wind loads on residential
structures: full-scale measurements and analysis from 2004 and 2005,”
Conference Proceedings from the Fourth LACCEI International Latin American and
Caribbean Conference for Engineering and Technology: Mayaguez, PR.
Aponte, L. & Gurley, K (2005). “Lateral Length Scales Measured in Landfalling
Tropical Cyclones,” Conference Proceedings from the 10th Americas Conference
on Wind Engineering, Baton Rouge, LA.
Masters, F. & Aponte, L. & Gurley, K. & Reinhold, T. (2004). “Gust factors
observed in tropical cyclones Isabel, Dennis, Isidore Gabrielle and Irene during
the 1999-2003 Atlantic hurricane seasons,” Conference Proceedings from the 9th
Annual ASCE Joint Specialty Conference on Probabilistic Mechanics and Structural
Reliability, Albuquerque, NM.
Aponte, L., (2004). “Measurement, validation and dissemination of hurricane
wind data,” Master’s report, University of Florida, Gainesville, FL. Department of
Civil and Coastal Engineering.
285
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
American Association for Wind Engineering
American Society of Civil Engineers
Chi Epsilon Honor Society
Colegio de Ingenieros y Agrimensores de Puerto Rico
HONORS AND AWARDS:
Emergent Leader Award in Civil Engineering under 40, May 2007 in the Puerto Rico
Convention Center by the Puerto Rico College of Engineers and Surveyors.
2003, Fellowship from the University of Puerto Rico at Mayagüez to continue
graduate studies at the University of Florida.
2000, Fourth place on the American Society of Civil Engineers Steel Bridge
Competition. Regional Competition Celebrated on Cookeville, TN.
1996-2000, Member of the Dean’s List of the Department of Civil Engineering and
Surveying, University of Puerto Rico at Mayagüez.
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
August 2007. Academia for Professional Development of New Professor in the
RUM. 2½-day Workshop.
February 2007. Career Development for New Engineering Faculty Workshop. 1day Workshop.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
October 2006. Proposal Preparation. 1.5 hrs contact for faculty professional
development.
52%
48%
286
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Arroyo-Mora, Ernesto, MSCE, PLS
Instructor
DEGREES (with fields, institution, and
grade):
MSCE – University of Puerto Rico at Mayagüez, May 1994
BS in Surveying and Topography, May 1983
Associate Degree in Highway Construction Technology and Surveying, May 1977
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
University of Puerto Rico 27 years, since January 1983
1983-Present, Instructor of the Civil Engineering Department- University of Puerto
Rico at Mayagüez
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
1979-81 Teacher of Mathematics in High School for the Education Department.
CONSULTING:
Consultant for various surveying projects in Puerto Rico since 1998 present..
1975-78 Supervisor of the Bumble Bee International.
PR-100 Highway Construction Project Manager 1998.
STATE(S) IN WHICH REGISTERED:
Puerto Rico
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
“Metodología Simplificada para Estimar los Costos e Ingresos del Sistema de Carros
Públicos de Puerto Rico”, Thesis
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
First Vice-President of the Surveyors Association “Colegio de Ingenieros y
Agrimensores de Puerto Rico”.
Delegate to the Governing Board of the Mayagüez Chapter; CIAPR.
Managing of Mayagüez Chapter; Director of the Managing of the Surveyors Institute,
CIAPR.
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
100%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0%
287
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Bernal, Juan B., PhD, PE
Professor
DEGREES (with fields, institution, and
grade):
Ph.D., Geotechnical Eng, University of Texas at Austin, 1984
MSCE, University of Illinois at Urbana – Champaign, 1977
BSCE, Magna Cum Laude, University of Puerto Rico at Mayagüez, 1976
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
CONSULTING:
Consultant to the Puerto Rico Highway Authority since 1999
STATE(S) IN WHICH REGISTERED:
Puerto Rico
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Bernal, Juan and I. Carlo Serna. (1999). “Strength and Compressibility
Characteristics of Soils A-2-4 and A-2-5 as AASHTO”. Research Report submitted
July 1999
Bernal, Juan, and R. Romero. (1998). “Strength and Compressibility Characteristics
of Limestone Soils in Puerto Rico.” Research Report submitted to the Department of
Transportation and Public Works through the Civil Infrastructure Research Center,
January.
Bernal, Juan, E. Ortiz, and L.F. Ortiz. (1997). “Use of Expanded Polystrene Blocks
(EPS) in the Installation of a Reinforced Concrete Pipe, “ Dimension, Colegio de
Ingenieros y Agrimensores de Puerto Rico, Año 11, Vol. 1, pp. 25-28
Bernal, Juan y Crumley, Alan R., “Retos de construcción de un puente en un entorno
urbano denso usando técnicas de mejoramiento de suelos”, Revista Internacional de
Desastres Naturales, Accidentes e Infraestructura Civil, Departamento de Ingeniería
Civil, Recinto Universitario de Mayagüez, Vol. 5 No. 2, Diciembre 2005.
Bernal, Juan, “Instalación de Tuberías Rígidas por el Método de Trincheras
Inducidas Usando Materiales Sintéticos Comprensibles”, 2do Congreso de Diseño y
Construcción de Carreteras y Puentes, Autoridad de Carreteras y Transportación de
Puerto Rico, 3 de septiembre de 2004.
Bernal, Juan y Whittle, Andrew J., “Stack Drift Construction of a Large Cavern in
Weathered Alluvium”, Proceedings 12th Pan-American Conference on Soil
Mechanics and Geotechnical Engineering, Cambridge, MA 2003.
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
ASCE, CIAPR
288
ABET Self-Study Report for Civil Engineering Program at UPRM
HONORS AND AWARDS:
Ettiene Totti Award
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Attended the ADSC’S Civil Engineering Faculty Workshop 2000,
July 9-14, 2000
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
0%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
100%
289
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Cáceres-Fernández, Arsenio, PhD, PE
Associate Professor
DEGREES (with fields, institution, and
date):
PhD, Mechanical and Aerospace Engineering, West Virginia University, 1998
MSCE, University of Puerto Rico, 1991
BSCE, National University of Asuncion, Paraguay, 1988
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
1999 – Assistant Professor
2004 – Associate Professor
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
1994 - Instructor - Mechanical Engineering. University of Turabo at Gurabo, Puerto
Rico.
1990 – Teaching Assistant - General Engineering. University of Puerto Rico at
Mayaguez, Puerto Rico.
1991 - Teaching Assistant - Civil Engineering. University of Puerto Rico at Mayaguez,
Puerto Rico.
1984-1988 - Professor - Civil Engineering. Catholic University at Asuncion, Paraguay.
1979-1988 - Teaching Assistant - Civil Engineering. National University at Asuncion,
Paraguay.
1980-1981 - Professor - San Jose High School. Asuncion, Paraguay.
1994-1995 - Rivera & Alejandro, Architects and Engineers - Structural designer.
1992-1994 - Iglesias, Vazquez & Associates, Engineers, Architects and Planners Structural Designer.
1986-1988 - Acepar S.A. (Aceros del Paraguay) (Paraguay Steel, INC). Project
engineer, production programming and control, process control engineer.
1981-1982 - Banco Exterior de España S.A. (Spain Overseas Bank, Inc) - Project
Engineer.
CONSULTING:
STATE(S) IN WHICH REGISTERED:
Puerto Rico.
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
1. Botero, J.H., Valentin, M.O., Suarez, O. M., Santos, J., Acosta, F.J., Caceres, A.,
Pando, M.A., Gomas Trituradas: Estado del Arte, Situacion Actual y Posibles Usos
como Materia Prima en Puerto Rico, Revista Internacional de Desastres Naturales,
Accidentes, e Infraestructura Civil, Vol. 5 (1), pp. 69-86, Mayo 2005, ISSN 15350088.
2. Barbero, E. J. , Abdelal, G. F., Caceres, A., A Micromechanics Approach for
Damage Modeling of Polymer Matrix Composites, Composite Structures, Volume 67,
Issue 4, March 2005, Pages 427-436.
3. Caceres, A., Jamond, R.M., Hoffard, T.A., Malvar, L.J. Utilización de Materiales
Compuestos para la Reparación de la Infraestructura Marina, Revista Internacional
de Desastres Naturales, Accidentes e Infraestructura Civil, Vol. 3 (2), pp. 109-118,
Diciembre 2003, ISSN 1535-0088.
4. Caceres, A., Matos, J. A damage model for concrete under expansive processes,
LACCEI 2006 Conference, Mayaguez, Puerto Rico, June 22-25, 2006.
5. Caceres, A., Matos, J. Continuum Damage Mechanics for concrete under DEF
process, SECTAM XXIII Conference, Mayaguez, Puerto Rico, May 23-26, 2006.
290
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
6. Lopez, H.D., Godoy, L.A., Zapata, R., Caceres, A. Damage Prediction Model Due
to Hurricane Winds on Buildings in Puerto Rico, LACCEI 2004 Conference, Miami,
Florida, June 2-4, 2004.
7. Caceres, A., Jamond, R.M., Hoffard, T.A., Malvar, L.J. Salt-Fog Accelerated
Testing of Glass Fiber Reinforced Polymer Composites, SAMPE 2004 Conference,
Long Beach, California, May 16-20, 2004.
1. American Society for Engineering Education (ASEE)
2. American Concrete Institute (ACI), member Teaching Methods and Educational
Materials Committe.
3. American Society of Civil Engineers (ASCE), member Concrete and Cementitious
Materials Committee (Construction Directorate).
4. Society for the Advancement of Material and Process Engineering (SAMPE).
5. Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) (Puerto Rican
Society of Engineers and Surveyors).
HONORS AND AWARDS:
1. Summer 2000, 2001, 2002, 2004, and 2007. US Navy-American Society of
Engineering Education Summer Faculty Research Program.
2. 1997-1998: Recipient of a Dissertation Scholarship from Southern Regional
Educational Board.
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
1. Advisor American Concrete Institute Student Chapter in Mayaguez.
2. Department Information Techonoloy in Education Committee.
3. College of Engineering Teaching Committee.
1. Organizing Committee: Annual Meeting of the Seismological Society of America.
San Juan, Puerto Rico, Apr. 25th-May 2, 2003.
2. February 2002: Appointed Webmaster of the Department of Civil Engineering and
Surveying.
3. February 2001: Appointed Director of the Civil Engineering Materials Laboratory,
RUM.
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
1. Participant EXCEED Excellence in Civil Engineering Education Wokshop,
Fayeteville, Arkansas, June 2003.
2. Several workshops conducted by the Professional Development Center at RUM.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
19%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
81%
291
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Camacho-Padrón, Beatriz I., PhD
Assistant Professor
DEGREES (with fields, institution, and
date):
PhD in Civil Engineering, University of Texas, Austin, Texas, August 2006.
MSCE, University of Florida, Gainesville, Florida, January, 1998.
BSCE, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico, May 1996.
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Assistant Professor in Geotechnical Engineering, Civil Engineering Department,
August 2006-present
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
1999-2006, UNIVERSITY OF TEXAS AT AUSTIN, Austin, Texas, Teaching and
Research Assistant, Geotechnical Engineering Area, Work from August 1999 to August
2000 as teaching assistant for Dr. Kenneth Stokoe II and Dr. Ellen Rathje teaching the
undergraduate Geotechnical Engineering Laboratory (CE 357), Work as research
assistant from August 2000 until August 2006 in the Rock and Soil Testing laboratory in
the Department of Petroleum and Geosystems Engineering and in the Soil Dynamics
Laboratory in the Department of Civil, Architectural and Environmental Engineering.
1996-1999, UNIVERSITY OF FLORIDA Gainesville, Florida, Teaching Assistant,
Geotechnical Engineering area, Worked for Dr. John Davidson as a laboratory
assistant and grader for the undergraduate geotechnical engineering laboratory. and as
teaching assistant and grader for the undergraduate Geotechnical Engineering course
(CEG 4012)
Summer 1996, WATERWAY EXPERIMENT STATION (CORP OF ENGINEERS)
Vicksburg, MS, Research Assistant, Environmental Laboratory, I was involved in the
“Evaluation of the Potential Effect of Chloride Reduction on Turbidity in Lake Texoma
for the Red River Chloride Control Project” from the Tulsa District,. Oklahoma under the
supervision of Paul Shroulder and Evelyn Toro.
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
1- Camacho, B. I., Stokoe, K.H., Holder, J. T “Stiffness Measurement of Artificially
Cemented Uniform Sand as Measured with Stress Wave Velocities” (In progress)
2- Rauch, A. F., Olson, J. E., Holder, J. T., Camacho, B. I., and Narayanasamy, R.,
“Effect of Particle Cementation on the Mechanical Properties of Granular Material: A
Fundamental Study,” NSF Report Grant Number CMS-9978662, May 2004
3-Valle, C., Camacho, B. I., Stokoe, K.H., and Rauch, A. F. “Comparison of the
Dynamic Properties and Undrained Shear Strength of Offshore Calcareous Sand
and Artificially Cemented Sand”, Proceedings of OMAE03 22nd International
292
ABET Self-Study Report for Civil Engineering Program at UPRM
Conference on Offshore Mechanics and Artic Engineering,” (2003), OMAE 200337091.
4-Olson, J. E., Narayanasamy, R., Holder, J., Rauch, A., and Camacho, B., "DEM
Study Of Wave Propagation In Weak Sandstone," Third International Conference on
Discrete Element Methods, Santa Fe, NM, September (2002), p.22-25
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
American Society of Civil Engineers
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
During the past five years I have attended to several conferences that help me grow as
a professional. Some of these conferences are:
1-The First Pan-American Geosynthetics Conference and Exhibition GEOAMERICAS
(2008), held in Cancun, Mexico March 2008
2-Preliminary Maps for High Flooding Risk Areas in Puerto Rico, held in Mayaguez, PR
September 2007
3-Ethics in Engineering, held in Mayaguez, PR, March 2007
4-Use of Sure Track Program for Civil Engineering Projects, 2 day Seminar, held on
San Juan, PR, September 2006
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
62%
PERENTAGE OF TIME COMMITTED TO
THE PROGRAM
38%
293
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Cole, George M., PhD, PE, PLS
Visiting Professor of Surveying
DEGREES (with fields, institution, and
date):
Ph.D.– Geography – Florida State University (2007)
M.S. – Geography – Florida State University (1996)
B.S. – Mathematics – Tulane University (1961)
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
August 2007 – August 2008
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
1961 – 1968: Commissioned Officer (final rank:
Lt. Cdr.), U.S. Coast & Geodetic Survey (NOAA), Direction of geodetic &
hydrographic surveys worldwide
1975 – 1981 State Cadastral Surveyor for Florida, Coordination of various surveying
and mapping programs dealing with the state’s boundaries and the management of
the public lands of the state
1981 – 2002: President of Florida Engineering Services Corporation, a civil
engineering, a surveying & photogrammetric mapping firm based in Tallahassee,
Florida
1994 – 2002: Engineer of Professional Services, Florida Department of
Transportation, Coordination of the contracting of surveying and engineering
services
2002 – 2007: Vice President for Surveying & Mapping of Cognocarta GIS, Direction
of international mapping projects
CONSULTING:
STATE(S) IN WHICH REGISTERED:
Professional Engineer – Florida, Georgia, Texas
Professional Surveyor – Florida, Georgia,
Mississippi, and Alabama
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
HYDROLOGY-BASED WETLAND DELINEATION, Doctorial Dissertation, Florida
State University, 2007
LAND SURVEYOR REFERENCE MANUAL, 4th Edition, (with Andrew L. Harbin,
Professional Publications, 2006
PRINCIPLES AND PRACTICE OF LAND SURVEYING – Sample Examination, 2nd
Edition , Professional Publications, 2006
FUNDAMENTALS OF SURVEYING – Sample Examination, 3rd Edition,
Professional Publications, 2006
Tidal Data to be Adjusted for Sea Level Change, THE FLORIDA SURVEYOR,
Florida Surveying and Mapping Society, February, 2003
294
ABET Self-Study Report for Civil Engineering Program at UPRM
Evidence of Water Boundaries, Chapter in EVIDENCE AND PROCEDURES FOR
BOUNDARY LOCATION, 4th Edition by Brown, Robillard and Wilson, John Wiley &
Sons, 2001
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Service on the Jefferson County (Florida) Planning Commission
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Attendance and presentation of a paper at the conference of the International
Institute of Surveyors
Appointment by the Governor to the Managing Board of the Suwannee River Water
Management District (Florida)
Completion of a doctoral program in geography at Florida State University
Numerous continuing education courses in various aspects of surveying and
engineering with emphasis on legal requirements
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
100%
0%
295
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution, and
date):
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Colucci-Ríos, Benjamín, PhD, PE
Professor
PhD, Purdue University, August 1984
MSCE, Purdue University, May 1980
BSCE, University of Puerto Rico at Mayagüez, May 1978
23 years
CONSULTING:
Director, Transportation Technology Transfer Center, April 1986 to present
Associate Director of Civil Engineering Department, January 1990 to December 1992
Director, Bituminous Materials and Mixtures Laboratory (1984-1995).
PRHTA: Over sixty-projects related to the planning, design, construction,
maintenance and management of highway transportation infrastructure (April 1986 to
2005); Expert witness at the state and federal court in highway safety, pavement
surface characteristics, work zone traffic control, and non-destructive testing.
STATE(S) IN WHICH REGISTERED:
Puerto Rico (9482 PE) and Indiana (ENE 860 4054 PE)
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
•With Alberto M. Figueroa, “El Estado de la Infraestructura Vial y la Seguridad en
Puerto Rico”, Dimensión-College of Engineers and Surveyors of Puerto Rico, Year
21, Vol. 1, pp.7-11.
Peer Review Proceeding/Conferences (Papers):
•With Felipe Luyanda and Alberto M. Figueroa, “Un Nuevo Enfoque en el Desarrollo
de Líderes y Profesionales para el Transporte Público y Urbano”, XIV CLATPU, Río
de Janeiro, Brasil, November 18-23, 2007.
•With Felipe Luyanda, Didier Valdés, Jaime Gutiérrez, Alberto M. Figueroa and
Daniel González, “Evolución de la Percepción del Público Antes y Después de la
Inauguración del Tren Urbano de San Juan, Puerto Rico”, XIV CLATPU, Río de
Janeiro, Brasil, November 18-23, 2007.
•With Felipe Luyanda and Alberto M. Figueroa, The First 20 Years of the Puerto
Rico Transportation Technology Transfer Center in the Training of Engineers and
Transportation Officials, 2007 ICEE, Coimbra, Portugal, September 2-7, 2007.
• With Luisa Seijo and Francisco Maldonado, The Application of Interdisciplinary
Engineering Education in Community Service, 2006 ICEE, San Juan, Puerto Rico,
July 27, 2006.
•Transportation Technolgy Transfer Center: 20 Years of Excellence on Training
Municipal and State Transportation Officials, LACCEI, Mayagüez, Puerto Rico, June
21 – 23, 2006.
•With Didier Valdés, Sonia Bartolomei and Francisco Martínez, Rail Transit
Recovery from Major Service Disruptions, TRB 85th Annual Meeting, Washington,
DC, January 22-26, 2006.
•A New Approach for Transportation Technology Transfer and Professional
Development, WFEO, San Juan, Puerto Rico, October 16 – 21, 2005.
•A New Model for Development Leaders and Professionals,2005 6th International
Conference on Information Technology Based Higher Education and Training, Juan
Dolío, Dominican Republic, July 6-9, 2005, Pp. T2A-17-27.
•With Felipe Luyanda, Didier Valdés and Juan C. Rivera Ortiz, “Auditorías de
Seguridad en las Carreteras y su Aplicación al Sistema de Red de Carreteras del
Caribe y América Latina”, Third LACCEI, LACCET’ 2005, Cartagena de Indias,
Colombia, June 2005.
•With Julio C. Quintana, Didier Valdés and Susana Rodríguez del Río, “Guías
Prácticas para Calibrar Básculas de Pesaje de Camiones”, Third LACCEI, LACCET’
2005, Cartagena de Indias, Colombia, June 2005.
296
ABET Self-Study Report for Civil Engineering Program at UPRM
•With Julio C. Quintana, Didier Valdés and Dafne Valle Javier, “Análisis de Datos de
Pesaje de Vehículos Pesados en las Vías Públicas de Puerto Rico”, Third LACCEI,
LACCET’ 2005, Cartagena de Indias, Colombia, June 2005.
•With Kathleen Díaz, Evaluation of Safety Aspects of Signalized Intersections and
Development of Guidelines to Identify Hazardous Locations in Puerto Rico, XIII PanAmerican Conference, Albany, NY September 26-29, 2004.
•With Juan Carlos Rivera, “Aspectos Prácticos de Seguridad en las Vías Públicas
de Puerto Rico”, Segundo Congreso de Carreteras y Puentes, Hotel Wyndham, San
Juan, Puerto Rico, September 3, 2004.
•With Felipe Luyanda, An Overview of the Puerto Rico Technology Transfer Center:
A Local Technical Assistance Program (LTAP) Component of the Federal Highway
Administration (FHWA), LACCEI, Miami, Florida, June 3, 2004.
• Analysis and Evaluation of Pedestrian Crashes in Urban Highways of Puerto Rico,
LACCEI, Miami, Florida, June 2-4, 2004.
• Evaluation of Safety Aspects of Signalized Intersections and Development of
Guidelines to Identify Hazardous Locations in Puerto Rico, LACCEI, Miami, Florida,
June 2-4, 2004.
•“Análisis y Evaluación de los Aspectos de Seguridad y Estudio de la Problemática
de Peatones en las Vías Públicas de Puerto Rico”, Final Report submitted to the PR
Highway and Transportation Authority, 2003.
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
American Concrete Institute (ACI), American Society of Civil Engineers (ASCE),
American Society for Testing and Materials (ASTM), Association of Asphalt
Pavement Technologists (AAPT), Association of Puerto Rican Transportation
Professionals (APPTRA), American Road & Transportation Builders Association
(ARTBA), Institute of Transportation Engineers (ITE), Transportation Research
Board (TRB),Tau Beta Pi, Chi Epsilon, Sigma Xi and College of Engineers and
Surveyors of Puerto Rico (CIAPR)
Faculty of Engineering Productivity Award, UPR-Mayagüez, 1997; Distinguished
Engineering Professor-College of Engineering and Land Surveyors, Puerto Rico,
1998; Distinguished Professor, Civil Engineering Department, UPR-Mayagüez, 1999;
Distinguished UPR Researcher, 2000; The 2008 Distinguish College of Engineer and
Surveyors of Puerto Rico (CIAPR, Mayagüez Chapter)
Founder, Engineering Projects in Community Service (EPICS) program at UPRM;
Collaboration with “Instituto para el Desarrollo de las Comunidades Especiales” at
UPRM; President, CIAPR “Dimensión” Journal Edition Board (2007); President,
“Movimiento de Mayagüez Pro Desarrollo del Oeste” (2007); Editor: “Revista
Internacional de Desastres Naturales, Accidentes e Infraestructura Civil”
Presentations/Seminars: Over 150 seminars, workshops and lectures for the public
and private sectors in the transportation engineering, highway safety, pavement
design and related areas. Thesis Supervised: Thirteen Graduate Students (MSCETransportation)
Transportation Research Board (TRB) Annual Meeting (2003-2007), Washington,
DC; National LTAP Association Annual Meeting (2003-2007); NLTAP- Region 4
Annual Meeting (2003-2007); Southeastern Local Roads Conference (SELRC)
(2003-2007); Encounter Conference (2004-2007), Professional Development
Program UPR/PUPR/ATI, San Juan, PR
65%
35%
297
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Cruzado, Ivette, MSCE, PE
Instructor (On Study Leave)
DEGREES (with fields, institution, and
grade):
PhD Candidate (Expected Graduation Dec. 2008)
MSCE, Transportation – Michigan State University
BSCE – UPR, Mayagüez
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
CONSULTING:
Instructor Since July 7, 2001 (Now on Study Leave)
Instructor at the Polytechnic University of Puerto Rico, Summer 2001.
HNTB Consultant Company
Dr. Richard Lyles, Consultant
STATE(S) IN WHICH REGISTERED:
Puerto Rico
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
“Parking on the State Trunkline System” - MDOT
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Institute of Transportation Engineers (ITE)
Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR)
HONORS AND AWARDS:
Dean’s Honor List
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Teaching and Research Assistant, MSU
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
ITE’S Pedestrian Safety Seminar
Micro Station Seminar
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
0% (On Study Leave)
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0% (On Study Leave)
298
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
De La Rosa Ricciardi, Evi , MSCE, PLS
Assistant Professor (On Study Leave)
DEGREES
PhD (Expected Graduation: Spring 2009), University of Florida, Gainesville, FL
MS in Civil Engineering, December 1995, Purdue University, IN
BS in Surveying and Topography, December 1994, UPRM, Mayagüez, PR
SERVICE ON FACULTY
11 years at the Department of Civil Engineering and Surveying Department,
University of Puerto Rico at Mayagüez Campus
OTHER RELATED EXPERIENCE
Professor of University of Puerto Rico at Mayagüez, January 1996 to Present
Research Assistant, University of Florida, January 2000 to June 2000
Graduate Teaching Assistant, Purdue University, January 1995 to June 1995
Research Assistant, University of Puerto Rico, August 1993 to December 1994
Teaching Assistant, University of Puerto Rico, August 1988 to May 1990
CONSULTING
Land Surveyor Consultant AD HONOREM - July 2007 to present: Asociación
Mayagüezana de Personas con Impedimento, Inc.
Contributor EPA Watershed Plan for the UPRM.
Special Surveys for the U.S. Department of Housing and Urban Development for the
Office of Housing.
PR108 Traffic Study based on the impact of the new schools.
Topographic Surveys for Special Communities of Moca, P.R.
Planimetric Surveys for the Historic Quadrangle of UPRM.
Facility Mapping of Ramey Air Force Base at Aguadilla, Puerto Rico.
Land Administration Design Project for a Developing Country (Belize).
Considerations of the Mass Transportation in the Mayagüez Campus, UPR.
Development of the historic- pictorial documentation of the PR lighthouses.
Development of the Integration of the Control Points to the Geodesy Network of
LIMS developed by the CRIM, PR
STATE REGISTERED:
Puerto Rico
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
“Dynamic Education Enhancers for Human Resources of Land Administration
Systems in Developing Countries of Latin America and Caribbean Region”, Paper
accepted for the 6th FIG Regional Conference, October 2007, Costa Rica
“Informe de Escorrentías” , LA GACETA COLEGIAL, Aug. 2007.
“Levantamiento Digital de un Patrimonio Maricaeño”,VIII Encuentro Iberoamericano
de Muejres Ingenieras, Arquitectas y Agrimensoras, Junio 2007, Cuba.
“The impact of the women in Land Surveying”, COINAR 2007, Bayamón, P.R.
“History of the Land Surveying Program at the Mayagüez Campus”, COINAR 2007,
Bayamón,
“Topographic Surveys for Special Communities of Moca, P.R.”, COINAR 2007,
Bayamón, P.R
“La presencia del CEIA en la 2007 ACSM-IPLSA-MSPS Conferencia Annual”,
Tecnomundo, Vol.5 Núm. 53 / Año 2007.
“Proyecto de Agrimensura” (Planimetric Surveys for the Historic UPRM Quad), LA
GACETA COLEGIAL, Oct.-Nov. 2006.
“Creación de Base de Datos Digital del Cementerio de Maricao”, The Fourth Latin
American and Caribbean Conference for Engineering and Technology, June 2006,
LACCEI, P.R.
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SCIENTIFIC AND PROFESSIONAL
ACTIVITIES:
President of the Organizational Committee of the “Primer Encuentro entre UPR y
CIAPR”.
Mentor of the Student Chapter of the Land Surveying Institute.
President of Student Affairs Committee of the Professional Society of Engineers and
Surveyors of Puerto Rico, Mayaguez.
Director of Board of Directors of the Professional Society of Engineers and
Surveyors of Puerto Rico (Member of Continuing Education and “Activa tu Ingenio”
Committees).
Moderator for the Initiation 2006-2007 Acts for the Civil Engineering and Surveying
Associations.
Member of the Information Technology Committee of the Civil Engineering &
Surveying Department, 2006-2008 (Surveying Program Representative).
Auditor of the Society of Professional Surveyors of Puerto Rico. (2006-2007).
Member of the Faculty Informational Technology Committee of the School of
Engineering, 2006-2007)
Graduate Studies Representative in MORAIMA VALLE BUTLER thesis exam;
“Optimization of a Forecasting System”, July 2006.
Member of the Information Technology Committee of the Civil Engineering &
Surveying Department, 2004-2006.
Curriculum revision plan according to ABET 2006.Member Departmental Academic
Affairs Committee.
Member of the Faculty Student Affairs Committee of the School of Engineering,
2004.
Selected Member for a Middle States Coordination Meeting, April 2003.
Secretary of the Academic Affairs Committee of the Civil Engineering & Surveying
Department, 2003.
Representative of the Surveying and Topography Program in the CIAPR – CRIM
Committee towards the LIMS Project.
HONORS AND AWARDS:
Nominee for Society of Honorary Women Educators 2007 (by invitation).
Grant from the CIAPR- Institute of Civil Engineers-Puerto Rico 2007.
Scholarship from the University of Puerto Rico 2006-2007.
Recognition as a College Educator Professional Land Surveyor in Puerto
Rico, Sept. 2005.
Professional Land Surveyor License, February 2005.
Recognition as a Women Land Surveyor in Puerto Rico, May 2003 (1 of 5).
Scholarship from the University of Puerto Rico 1999-2000.
Order of the Engineer, November 1995.
Scholarship from the University of Puerto Rico 1995 and 1994.
Grant from the CIAPR- Institute of Surveyors Puerto Rico 1994.
EXTRACURRICULAR ACTIVITIES
Mentor of Happiness of the San Antonio Hospital, Mayaguez, Puerto Rico.
American Cancer Society Volunteer and Contributor. (Relief for Life)
Contributor with the Mayaguez Society pro Persons with Disabilities
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
0% (On Study Leave)
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0% (On Study Leave)
300
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Deng, Yang, PhD, EIT
Assistant Professor
DEGREES (with fields, institution, and
date):
Ph.D., Civil Engineering (Environmental Discipline), 2006
University of Miami, Coral Gables, FL
M.Eng., Civil Engineering, 2001
Tongji University, Shanghai, China
B.Eng., Civil Engineering (Water and Wastewater Engineering) (Major), 1998
Computer Science (Minor)
Tongji University, Shanghai, China
SERVICE ON FACULTY (including date
of original appointment and dates of
advancement in rank):
Assistant Professor, Civil Engineering and Surveying, University of Puerto Rico at
Mayaguez, 2008-present
Instructor, Civil Engineering, Georgia Southern University, GA,2007
OTHER RELATED EXPERIENCE
(teaching, industrial, etc.):
Postdoctoral Associate, Environmental Engineering, University of Miami, FL, 20062007
Instructor (Part-time Faculty), Environmental Engineering, University of Miami, FL,
2006
Water Engineer Southwestern Architectural & Survey Institute of China, China, 20012002
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
EIT in Florida
Deng, Yang (invited) (in press) "Advanced Oxidation Processes (AOPs) for
Reduction of Organics in Mature Landfill Leachates," International Journal of
Environment and Waste Management, Special Issue on Landfill Leachate
Management and Control, Inderscience Publishers.
Deng, Yang, and J. Englehardt (in press) "Hydrogen Peroxide-Enhanced IronMediated Aeration for the Treatment of Mature Landfill Leachate," Journal of
Hazardous Materials, doi:10.1016/j.jhazmat.2007.08.049.
Deng, Yang (invited) (2007) Book Chapter: Physicochemical Removal of Organic
Contaminants in Municipal Landfill Leachate, in Landfill Research Focus, Nova
Science Publishers, Inc.
Deng, Yang (2007) "Physical and Oxidative Removal of Organics during Fenton
Treatment of Mature Municipal Landfill Leachate," Journal of Hazardous Materials,
146, pp. 334-340.
Englehardt, J., D. Meeroff, L. Echegoyen, Yang Deng, F. Raymo, and T. Shibata
(2007)"Oxidation of Aqueous EDTA and Associated Organics and Coprecipitation
of Inorganics by Ambient Iron-Mediated Aeration," Environmental Science &
Technology, 41(1), pp. 270-276.
Deng, Yang, and J. Englehardt (2007) "Electrochemical Oxidation for Landfill
Leachate Treatment," Waste Management, 27(3), pp. 380-388.
Deng, Yang, and J. Englehardt (2006) "Treatment of Landfill Leachate by Fenton
Process," Water Research, 40, pp.3683-3694.
Bloetscher, F., D. E. Meeroff, M. E. Wright, Yang Deng, R. Rojas, J. Polar, M. Laas,
B. Bieler, D. Sakura-Lemessy, S. A. Aziz, and C. Fiekle (2006) "Defining the
Concentrate Disposal Problem & Identifying Potential Solutions," Florida Water
Resources Journal, March, pp. 25-30.
301
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Association of Environmental Engineering and Science Professors (AEESP)
American Chemical Society (ACS) (Environmental Chemistry Division)
Water Environment Federation (WEF)
American Water Works Association (AWWA)
HONORS AND AWARDS:
1st Place, Citizens Board Research & Creativity Forum 2005
Teaching Assistant Scholarship
University Fellowship
Goldengate Scholarship
Guanghua Scholarship
First-Class Scholarship
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Member in Student Scholarships Committee, Class Schedule Committee, and New
Department Building Design Committee, Georgia Southern University, GA, 2007
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
50%
50%
302
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution, and
date):
SERVICE ON FACULTY (including date
of original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE
(teaching, industrial, etc.):
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Figueroa Medina, Alberto M., PhD, PE
Assistant Professor
PhD in Civil Engineering, Purdue University, West Lafayette, Indiana, August 2005.
MSCE, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico, June 1999.
BSCE, University of Puerto Rico at Mayagüez, Mayagüez, Puerto Rico, June 1997.
Assistant Professor, UPRM, 2005–present.
Instructor, UPRM, August 1999 – May 2001.
Deputy Director, Puerto Rico Transportation Technology Transfer Center, FHWA
Local Technical Assistance Program, University of Puerto Rico at Mayagüez,
August 2007 - present.
Faculty Research Support, UPR / PUPR / ATI Professional Development Program,
Puerto Rico Transportation Technology Transfer Center, August 2005 – present.
Seminar Instructor, Puerto Rico Transportation Technology Transfer Center, August
2000 – May 2001, August 2005 - present.
Research Assistant, School of Civil Engineering, Purdue University, 2001– 2003.
Teaching Assistant, School of Civil Engineering, Purdue University, January - May
2003, January - May 2004, August - December 2004, January - May 2005.
Garrett A. Morgan Transportation Internship Coordinator, Entrepreneurial Training
and Technical Assistance Program, Puerto Rico Transportation Technology
Transfer Center, September 2000 – May 2001.
Faculty Research Support, Tren Urbano / UPR / MIT Professional Development
Program, Puerto Rico Transportation Technology Transfer Center, August 1999 –
May 2001.
Review of Design Regulations, Selection Criteria and Inspection Procedures for Bridge
Railings, Engineering Research and Development Center, ARMY, August 2007 –
present.
Analysis of Motorcycle Crashes in Puerto Rico, Puerto Rico Traffic Safety Commission,
July 2006 – February 2008.
Satellite Parking Engineering Site Selection and Traffic Study of the Sport Complex for
the 2010 Central American and Caribbean Games, Caribbean Project Management
and Puerto Rico Authority for the Financing of the Infrastructure (AFI), February –
July 2007.
Puerto Rico Professional Engineer - License 16646
Santiago, K., Colucci, B. and A. Figueroa. 2008. Implementation of an Automated
Macroscopic GPS-Based Tool to Conduct Road Inventory and Safety Audits,
10th International Conference on Applications of Advanced Technologies in
Transportation, Athens, Greece.
Figueroa, A., Colucci, B., Cardona, J., Torrens, J, and A. Alamo. 2007. Roadway
and human factors of motorcycle crashes in Puerto Rico, Proceedings of the
Fifth LACCEI International Latin American and Caribbean Conference for
Engineering and Technology, Tampico, Mexico.
Figueroa, A. and A. Tarko. 2007. Speed changes in the vicinity of horizontal
curves on two-lane rural roads. Journal of Transportation Engineering, American
Society of Civil Engineers, Vol. 133 No. 4, pp. 215-222.
Colucci, B. and A. Figueroa. 2006. El estado de la infraestructura vial y la
seguridad en Puerto Rico. Dimension, Journal of the Colegio de Ingenieros y
Agrimensores de Puerto Rico, Vol. 21, No. 1, pp. 7-11.
Colucci, B., Luyanda, F., Gonzalez, G., and A. Figueroa, 2006. 20th Anniversary of
the Transportation Technology Transfer Center: Excellence in training and
innovative programs in professional development in Engineering and
Transportation. Dimension, Journal of the Colegio de Ingenieros y Agrimensores
303
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
de Puerto Rico, Vol. 21, No. 1, pp. 29-33.
Figueroa, A., Colucci, B., and W. Arias, 2006. Sistema de gerencia en seguridad
vial: Integrando la planificación, el diseño geométrico y la auditoría de las
carreteras. Proceedings of the First Puerto Rican Summit in Traffic Safety,
Carolina, Puerto Rico.
Figueroa, A. and A. Tarko. 2006. Relationships between road design, driver
characteristics and behavior, and safety in four-lane highways, Proceedings
of the Fourth LACCEI International Latin American and Caribbean Conference for
Engineering and Technology, Mayagüez, Puerto Rico.
Figueroa, A., Kong, S., and A. Tarko. 2005. Roadway and driver factors of risk
perception on four-lane highways. Proceedings of the 13th International
Conference of Road Safety on Four Continents, Warsaw, Poland.
Figueroa, A. and A. Tarko. 2005. Speed factors on two-lane rural highways in
free-flow conditions, Transportation Research Record 1912: Journal of the
Transportation Research Board, Washington, D.C., pp. 39-46.
Figueroa, A. and A. Tarko. 2004. Advanced modeling of percentile free-flow
speeds. Proceedings of the 83rd TRB Annual Meeting, Washington, D.C.
Member of the Institute of Transportation Engineers (ITE)
Member of the College of Engineers and Land Surveyors of Puerto Rico
(CIAPR)
UPR Presidential Fellowship, University of Puerto Rico, August 2001-May 2005.
Olson Transportation Fellowship, School of Civil Engineering, Purdue University,
2001.
1997 Advanced Institute for Transportation Education Graduate Scholarship,
University Transportation Research Center, Region II, January 1997.
1996-1997 AMP Academic Excellence Award, Puerto Rico Resource Center for
Science and Engineering, University of Puerto Rico at Mayagüez, January 1997.
President of the Infrastructure Committee of the Movimiento de Mayagüez ProDesarrollo del Oeste, July 2007 – present.
President of Student Affairs Committee of the UPRM School of Engineering, Oct.
06–present.
Street design revision and parking lot expansion of the UPRM Engineering Complex,
Dec. 05.
87th Transportation Research Board Annual Meeting, Washington, D.C., Jan. 2008,
5-day conference.
FHWA-LTAP Southeast Local Roads Conference, Orange Beach, AL, May 2007.
Portland Tri-Met Transit System Visit, UPR / PUPR / ATI Prof. Dev. Program,
Portland, Oregon, April 2007.
1st Puerto Rican Summit in Traffic Safety, Carolina, Puerto Rico, Nov. 2006.
NSF Minority Faculty Development Workshop, NSF Headquarters, Arlington,
Virginia, July 2006.
4th Latin American and Caribbean Conference, Latin American and Caribbean
Consortium of Engineering Institution (LACCEI), Mayagüez, Puerto Rico, June
2006.
85th Transportation Research Board Annual Meeting, Washington, D.C., Jan. 2006.
84th Transportation Research Board Annual Meeting, Washington, D.C., Jan. 2005.
83rd Transportation Research Board Annual Meeting, Washington, D.C., Jan. 2004.
64%
36%
304
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Flores Malavé, José L., MS, PLS
Associate Professor
DEGREES (with fields, institution, and
date):
PhD Candidate in Geomatics Engineering, Purdue University – West Lafayette
(2003- present )
MS in Photogrammetry and GI, Purdue University – West Lafayette (1994).
BS in Surveying and Topography, University of Puerto Rico – Mayagüez (1992).
SERVICE ON FACULTY (including date
of original appointment and dates of
advancement in rank):
Began service on faculty in 1994 as an Instructor. In 2003 received advancement in
rank to Associate Professor. Was on leave of absence, from 2003 until 2007, to
pursue a doctoral degree in surveying. Returned to faculty in fall of 2007.
OTHER RELATED EXPERIENCE
(teaching, industrial, etc.):
CONSULTING:
STATE(S) IN WHICH REGISTERED:
Puerto Rico.
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
The ASPRS (American Society of Photogrammetry and Remote Sensing) accepted
my abstract of my titled work: To Study on Automated Registration of Road
Networks with Imagery. It shows how to register and to update road networks in
an automatic form, by locating intersections in recent aerial images like datum
points for subsequent transformations in the road network, therefore avoiding the
tedious task of locating the points in images manually. It was presented in the
conference of the mentioned association in the month of May 2007 in Tampa,
Florida.
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
College of Engineers and Surveyors of Puerto Rico and Surveyors’ of Puerto Rico
(CIAPR)
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Participated in many review seminars for NCEES examination exam in Puerto Rico.
Offered many seminars in topics related to Land Surveying, Global Positioning
System and Geographic Information Systems.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
100%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0%
305
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Galloza Carrero, Magda S., MSCE
Instructor (On Study Leave)
DEGREES (with fields, institution, and
date):
PhD Candidate, Purdue University, West Lafayette, (Aug 2008-Present)
MSCE, Purdue University, West Lafayette (2003-2004)
BSCE, University of Puerto Rico-Mayagüez (2003)
BS in Topography and Surveying, University of Puerto Rico-Mayaguez (2003)
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Instructor, Univ. of Puerto Rico-Mayaguez, August 2003 - Present
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Member of the American Society of Civil Engineers (ASCE)
Member of the Society for Women Engineer (SWE)
HONORS AND AWARDS:
Dean List Student, Purdue University (2003- 2004)
UPRM Engineering Honor Roll, 1996- 2003
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
(2003) Worked as a Master student in the Department of Transportation in New
York City, in the Traffic and Safety Area, providing solutions to minimize the percent
of accidents in intersections with a high incidence of accidents.
(1998-2000) Worked as a Manager at Computer Dreams and Signs, Aguada,
Puerto Rico, developing and coordinating computer courses, and supervising.
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
(2007-2008) Coordinator of the National Society of Professional Surveyors (NSPS)
Team. Consist of the development of a paper about the Arecibo Observatory, a
poster presentation and a field work problem. The project involved teamwork and
innovative techniques to solve the field problem in the site.
(2007-2008) Advisor of the Enviro-surveying team. Consist of advising students in
developing a pump and its pipe for three different sites. Also the student needed to
learn how stake out the path for the pipe. Our team achieved the Third Place.
(2007-2008) Creator and Coordinator of the Goofy Games “Colegiales”.
Development of different activities for the campus students. Approximated 1,000
people participated in the event.
(2006-2007) Coordinator of the National Society of Professional Surveyors (NSPS)
Team. Consist of the development of a paper about Highway Design and the
preparation of students for a curve problem design and the stake out of its design
in the field. Third Place Award
306
ABET Self-Study Report for Civil Engineering Program at UPRM
(2006-2007) Advisor of the Surveying team. Consist of training students to be able
to resolve a leveling problem and the determination of the height for three different
sites in the field. Also the students needed to calculate the coordinates of the three
sites based on an established coordinate system.
(2005-2006) Coordinator of the National Society of Professional Surveyors (NSPS)
Team. Consist of writing a paper about Solar Observation and the preparation of
students to be able to resolve an astronomic problem that consisted of the
determination of the direction of a line based on astronomic observations. Third
Place Award
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
100%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0%
307
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution, and
grade):
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Godoy, Luis A., PhD
Professor
PhD, Civil Engineering, University College, University of London, England, 1979.
BSCE, Universidad Nacional de Cordoba, Argentina, March 1975.
Professor, Department of Civil Engineering and Surveying, UPRM, since Jan 1994.
Associate Chairman for Research, Department of CE & Surveying, UPRM, 2004.
Director, Civil Infrastructure Research Center, UPRM, since March 2004.
Structures Program Coordinator, Civil Engineering Dept., UPRM, 1995-1996.
Visiting Professor, West Virginia University, 1992-1993.
Associate Dean for Res. & Graduate Studies, CoE, Nat’l Univ of Cordoba, 1986-88.
Professor, Structures Dept., National University of Cordoba, Argentina, 1980-1994.
Member of the Scientific Staff, The Nat’l Research Council of Argentina, 1981-1994.
co-PI, Puerto Rico Insurance Commissionaire: “Risk assessment due to natural
hazards on constructions in Puerto Rico”, 2002-2007.
co-PI, US DOD, “Environmental Effects on Deformation, Strength, and Degradation
of Glass Fiber Reinforced Polymers: A Micromechanics-Based Study”, 2006-2008.
PI, US National Science Foundation, “Identification of structural damage in tanks and
industrial facilities due to hurricane Katrina”, 2005-2006.
PI, “Damage in steel tanks due to hurricanes”, NSF, 2000-2003.
Co-PI, “New guidelines for evaluation and mitigation of damage caused by natural
hazards on constructed facilities”, FEMA, 2000-2002.
PI, “Damage mitigation of aboveground steel tanks due to hurricanes”, FEMA 20002002.
co-PI, US National Science Fundation, “Advanced composite materials in
Civil/Mechanical Engineering Curricula: Combined analytical, experimental and
computer-aided approach to active learning”, 1997-2000.
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Teaching Arches in Structural Analysis Courses, Luis A. Godoy, Latin American and
Caribbean Journal of Engineering Education, vol. 1 (2), 2007, pp. 69-74.
Performance of Storage Tanks in Oil Facilities Following Hurricanes Katrina and
Rita, Luis A. Godoy, ASCE Journal Performance of Constructed Facilities, 2007.
Understanding Environmental Pollution Concepts: A Case Study using School
Students in Argentina and Puerto Rico, N. Valeiras & L. A. Godoy, International
Journal of Environment and Pollution, 31 (3/4), pp. 342-358, 2007.
Simulación Computacional para el Aprendizaje de la Gestión de Residuos Sólidos
Urbanos, N. Valeiras & L. A. Godoy, Latin American and Caribbean Journal of
Engineering Education, vol. 1 (1), 2007, pp. 35-40.
Wind pressures and buckling in grouped steel tanks, G. Portela & L. A. Godoy, Wind
and Structures: An International Journal, vol. 10 (1), pp. 1-22, 2007
Computation of lower bound buckling loads using general purpose finite element
codes, E. M. Sosa, L. A. Godoy & J. G. A. Croll, Computers and Structures, 2006.
Fundamental modes of tank-liquid systems under horizontal motions, J. C. Virella, L.
A. Godoy & L. E. Suárez, Engineering Structures, vol. 28(10), 2006.
Dynamic buckling of anchored steel tanks subjected to horizontal earthquake
excitation, J. C. Virella, L. A. Godoy, L. E. Suárez, Journal of Const Steel Res, 2006.
Differences between experts and novices in the review of engineering journal
papers, L. A. Godoy, ASCE J. Professional Issues in Eng’g Educ & Practice, 2006
Daños en tanques de almacenamiento de combustible debidos al Huracán Rita, L.
A. Godoy, Revista Internacional de Desastres Naturales, Accidentes e
Infraestructura Civil, vol. 6(1), pp. 27-36, 2006.
308
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
Daños en tanques de almacenamiento de combustible debidos al Huracán Katrina,
L. A. Godoy, G. Portela & A. Saffar, Revista Internacional de Desastres Naturales,
Accidentes e Infraestructura Civil, vol. 6(1), 2006.
Metodología para la estimación de daños estructurales ocasionados por vientos
huracanados en edificaciones industriales, H. D. López & L. A. Godoy, Revista
Internacional de Desastres Naturales, Accidentes e Infraestructura Civil, 2005.
Impulsive modes of vibration of cylindrical tank-liquid systems under horizontal
motion: Effect of pre-stress states, J. C. Virella, L. E. Suárez & L. A. Godoy,
Journal of Vibration and Control, vol. 11(9), pp.1195–1220, 2005.
Estimating Damage Caused by Natural Hazards for the Insurance Industry in Puerto
Rico, R. R. López, L. A. Godoy, F. J. Acosta, J. O. Guevara, J. F. Lluch, J. A.
Martínez-Cruzado, I. Pagán-Trinidad, M. Pando, A. Saffar, D. Wendichansky, 2005.
Shielding effects and buckling of steel tanks in tandem arrays under wind pressures,
G. Portela and L. A. Godoy, Wind and Structures: An International Journal, 2005.
Wind pressures and buckling of aboveground steel tanks with a dome roof, G.
Portela & L. A. Godoy, Journal of Constructional Steel Research, vol. 61(6 2005.
Wind pressures and buckling of aboveground steel tanks with a conical roof, G.
Portela & L. A. Godoy, Journal of Constructional Steel Research, vol. 61(6), 2005.
Non-linear dynamics of above-ground thin-walled tanks under fluctuating pressures,
E. M. Sosa & L. A. Godoy, Journal of Sound & Vibration, vol. 283(1-2), 2005.
Localized support settlements of thin-walled storage tanks, L. A. Godoy & E. M.
Sosa, Thin-Walled Structures, vol. 41(10), pp. 941-955, 2003.
Influence of the roof on the natural periods of steel tanks, J. C. Virella, L. A. Godoy &
L. E. Suarez, Engineering Structures, vol. 25, 2003.
Colapso de un tanque metálico en construcción bajo la acción del viento, R. Jaca &
L. A. Godoy, Revista Internacional de Desastres Naturales, Accidentes e
Infraestructura Civil, vol. 3(1), 2003, pp. 73-83. ISSN 1535-0088
Wind tunnel simulation of group effects in tank farms, G. Portela, L. A. Godoy & R. E.
Zapata, Dimension, vol. 17(2), pp. 25-30, 2003.
Member of the American Association of Engineering Education, Member of the
American Society of Civil Engineers, ASCE; Member of the American Academy of
Mechanics, AAM; Member of the New York Academy of Sciences; Member of
Sigma Xi, the Scientific Research Society; Corresponding member of the Mexican
Academy of Engineering; Member, Past Vice-President, Latin American Society
for Computational Methods in Engineering, Member AMCA
Scholarly Productivity Award, EPSCOR-Puerto Rico, 1998.
Scholarly Productivity Award, EPSCOR-Puerto Rico, 1997.
Distinguished Professor, Department of Civil Engineering, UPRM, 1996.
DOCTORAL STUDENTS: Fernando F. Flores (1990), Mario A. Diez (1990), Anibal
E. Mirasso (1992), Alejandro T. Brewer (1993), Ioannis G. Raftoyiannis (cochairman) (1993), Juan A. Ronda (co-chairman) (1994), Leonel I. Almanzar
(1998), Sergio A. Elaskar (1998), Enrique G. Banchio (1998), JC Virella (2004), G.
Portela (2004), Patricia Dardati (2005), Eduardo M. Sosa (2005), John Vera
(2007), Rossana Jaca (2008).
MASTERS STUDENTS: J. Mendez-Degro (2001), S. Lopez-Bobonis (2001), Hector
D. Lopez-Rojas (2004), Victoria Mondragon (2008), Antonio J. Garcia Palencia
(2008).
100%
0%
309
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
González Hernández, Hiram, MSCE, PE
Colonel (Retired), U.S. Army Corps of Engineers
Associate Professor
DEGREES (with fields, institution, and
date):
MSCE, Univ. of Puerto Rico – Mayagüez, 1984
BSCE, Univ. of Puerto Rico – Mayagüez, 1976
Diploma, Command & General Staff College, US Army - Ft.Leavenworth, KS, 1991
Diploma, Engineer Officer Advanced Course, US Army – Ft. Belvoir, VA, 1981
Diploma, Engineer Officer Basic Course, US Army – Ft. Belvoir, VA, 1976
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Associate Professor, Tenured, July 2002 - Present
Assistant Professor, Tenure-Track (Probation), Jul 2000 – June 2002
Assistant Professor, Temporary Contract, Aug 1996 – Jun 2000
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
6 Years, Educational & Strategic Planning Committees, Board of Directors,
Southwestern Educational Society (SESO), Mayaguez, Puerto Rico
4 Years, Professor/Director, Military Science Dept., UPR-Mayaguez
21 Years, Engineer Officer, U.S. Army Corps of Engineers (abroad)
Numerous local geotechnical consulting jobs, mostly on landslides, ground
settlements, drainage, and slope stability
Department of State, Puerto Rico, on Status of San Rafael Hospital, Santa Tecla, El
Salvador (after Earthquake Jan 2001)
Engineer Advisor/Consultant to the U.S. Ambassador in Peru, SA. and to the
Peruvian Armed Forces (1988-1990)
CONSULTING:
STATE(S) IN WHICH REGISTERED:
Puerto Rico, PE Lic. No. 9805
Mississippi, PE Lic. No. 10192
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
21 Publications Total; 9 on the last 5 Years (+) 37 Misc. Tech Reports/Articles
González, H. Acosta, F. & Silva, W. (2008), “Construction of Concrete Canoes;
A Multidisciplinary Learning Project in Civil Engineering”, Revista Dimensión,
Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR).
González, H. (2007), “ABET Self-Study Report for Civil EngineeringProgram at
UPR-Mayagüez”, Department of Civil Engineering & Surveying, UPRM.
González, H. & Sharma A. et al. (2006), Office of Continuous Improvement and
Assessment (OMCA) Annual Report 2005-2006 “Performance Excellence;
Quality in Education, UPRM.
González, H. (2004), “Estudiantes de Ingeniería Civil Ganan Pase a
Competencia Nacional por Primera Vez”, Press Office, UPRM.
González, H. (2003), “Institutional Plan for the Assessment of Student
Learning”, Continuous Improvement Educational Initiative (CIEI), UPRM.
González, H. (2003), “Historial de Documentos que Afectan los Programas
ROTC y a las Universidades de Puerto Rico y Estados Unidos”, Harvard
University Web Page.
González, H. (2003), “Departmental Plan for the Assessment of Student
Learning”, Office for System for the Evaluation of Education (SEED), UPRM.
González, H. (2002), “ABET Self-Study Report for Civil EngineeringProgram at
UPR-Mayagüez”, Department of Civil Engineering & Surveying, UPRM.
310
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
American Society of Civil Engineers (ASCE) - Member, Faculty Advisor
Geo-Institute, American Society of Civil Engineers - Member
Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) - Member
Institute of Civil Engineers of Puerto Rico (IIC-PR), CIAPR - Member
Mississippi State Board of Registration for Professional Engineers and Land
Surveyors - Member/Registered Professional Engineer
American Rock Mechanics Association (ARMA) - Member
Southwestern Educational Society (SESO) - Member, Board of Directors, Chairman
Strategic Planning & Facilities/Engineering Construction Committees
Society of American Military Engineers (SAME) - Member; Past Vice-Pres Central
Texas Chapter
Army Engineer Association (AEA) - Life Member
Engineer Regimental Association (ERA) - Life Member
Association of the United States Army (AUSA) - Member
C.I. Ranger Alumni Association (CIRAA) - Member; Director; Past Pres & Past
Chairman of the Board of Directors
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY ACTIVITIES
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
Distinguished Professor, Civil Engineering Department, Acad. Year 2001-2002
Distinguished Professor Nominations, every year 1998-2008
Numerous Recognitions from Students (5 “Stake Awards”, plaques, etc.)
Numerous Letters of Appreciation/Recognition (55+) from Institutional Authorities
1st Place Overall (Champions) ASCE-2003 Regional Competition (out of 30 univ)
60(+) Individual Event Trophies (1st thru 5th Place), ASCE 2000-2008
Numerous Military Awards & Decorations
Associate Professor, Undergrad & Grad Courses, Civil Engineering Dept., UPRM
Institutional Steering Committee for Middle States Accreditation
Leader/Coord. Task Force 11 (Std. 14–Stud Learning), Institutional Accreditation
Institutional “Continuous Improvement Educational Initiative” (CIEI)
Founder, Institutional Office for Assessment & Continuous Improvement (OMCA)
Department’s Academic Affairs Committee (Secretary)
Department’s Accreditation Coordinator (ABET/Middle States/Council Higher Educ.)
Department’s COOP Program Coordinator
College of Engineering’s & Department’s Library Committees
College of Engineering’s Accreditation & Continuous Improvement
Committee
College of Engineering’s Strategic Planning Committee
Faculty Advisor for the ASCE Student Chapter
General Coordinator for ASCE’s Annual Regional Competition in the USA
Department’s Graduate Committees, 5 Masters Students
Coordinator/Supervisor of Geotechnical Lab Instructors
Evaluator, “Ethics Bowl Competition”, College of Arts y Sciences, UPRM
ASCE Southeast Annual Regional Conferences and Competitions, every year
2002-2008, at rotated schools/locations in Southeast Region, USA
Numerous (50+) Professional Development Courses, Seminars, Workshops from
Institutional Authorities, Professional Societies, & others, 2002-2008
50%
50%
311
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution,
and date):
SERVICE ON FACULTY (including
date of original appointment and
dates of advancement in rank):
OTHER RELATED EXPERIENCE
(teaching, industrial, etc.):
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
González Quevedo, Antonio A., PhD, PE
Professor & Director of the UPRM Office of Institutional Research and Planning
PhD, Construction Engineering and Management, Purdue University, 1991.
MSCE, Massachusetts Institute of Technology, Cambridge, Massachusetts, 1977.
BSCE., Civil Engineering, Magna cum Laude, Univ. of Puerto Rico Mayagüez, 1976.
Academic Senator for the College of Engineering, UPRM (2000-2002 & 1994-1999)
Director, Civil Infrastructure Research Center, Univ of Puerto Rico (1994–2004)
Acting Director, Civil Infrastructure Research Center, Univ of Puerto Rico(1993-1994)
Professor, Civil Engineering Dept, Univ of Puerto Rico (July 1997-present)
Associate Professor, Civil Engineering Dept, Univ of Puerto Rico (1992-1997)
Assistant Professor, General Engineering Dept, Univ of Puerto Rico (1991-1992)
Instructor, Civil Engineering Dept, Purdue University, IN (1990-1991)
Assistant Professor, General Engineering Dept, Univ of Puerto Rico (1986-1988)
Lecturer, General Engineering Deptt, Univ of Puerto Rico (1983-1986)
Vice Pres, Tech Committee for Infrastructure for the XI Pan-Am Congress of Traffic and
Transportation Engineering, Brazil, 2000
Reviewer, Automation in Construction, Elsevier Sciences B.V.
Reviewer, Frontiers in Education Conference, 1999 and 2000
Reviewer, Journal of Infrastructure Systems, ASCE
General education, institutional assessment, accreditation, institutional research.
Puerto Rico
Valdés-Díaz, D.M., Hill, C.W., González-Quevedo, A.A., Sabb, V.J., and Toledo-Feria,
F.M. (2003). “The Summer Transportation Institute (NSTI): 10 years motivating minority
students toward professions in the transportation industry.” Proceedings of the 2003
ASEE Annual Conference and Exposition.
González-Barreto, D. and González-Quevedo, A.A. (2004). “Effective Graphical
Representation of Institutional Research Data.” Research presentation at the 44th
Annual Association for Institutional Research (AIR) Forum. Boston, MA.
Maldonado-Fortunet, Francisco and González-Quevedo, Antonio. (2004). “Criterios de
Desarrollo Sustentable para Evaluar Proyectos de Transporte.” VI Congreso de
Ingeniería de Transporte. Zaragoza, España, June 23-25, 2004.
Maldonado-Fortunet, Francisco and González-Quevedo, Antonio. (2005). “Research
Methodology to Define Sustainability Criteria for Civil Infrastructure Systems.” Third
Latin American and Caribbean Conference for Engineering and Technology. June 8-10,
Cartagena de Indias, Colombia.
Maldonado-Fortunet, F., Beauchamp-Báez, G., and Gonzalez-Quevedo, A., (2005).
“Interdisciplinary Engineering Education in the Design and Construction of Sustainable
Solar Housing Suitable for Tropical Islands.” Technical Congress of the World
Federation of Engineering Organizations (WFEO., San Juan, PR.
González-Barreto, D. and González-Quevedo, A.A. (2005). “Effective Graphical
Representation of Institutional Research Data.” Research presentation at the 45th
Annual Association for Institutional Research (AIR) Forum. San Diego, CA.
González-Barreto, D. and González-Quevedo, A.A. (2005). “Student profile of the
Incoming first Year Class of the College of Engineering at UPRM and their Academic
Performance after their First Year.” Proceedings of the 2005 ASEE Annual Conference
and Exposition. June 12-15, 2005. Portland, OR.
González-Barreto, D. and González-Quevedo, A.A. (2006). “Applicant’s Profile Study for
Improving Undergraduate Enrollment in the Engineering School of the UPRM.”
Proceedings of the 2006 ASEE Annual Conference and Exposition.
González-Barreto, D. and González-Quevedo, A.A. (2006). “Attracting a More Diverse
Student Population to the School of Engineering of the UPRM.” Proc. of the 9th
International Conference on Engineering Education, San Juan, PR,
Bartolomei-Suárez, Sonia M., González-Barreto, D. and González-Quevedo, A.A. (2007).
312
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE
YEARS:
PERCENTAGE OF TIME AVAILABLE
FOR RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED
TO THE PROGRAM
“Using an Expected Loss Function to Identify Best High Schools for Recruitment.”
Proceedings of the 10th International Conference on Engineering Education,Portugal.
González-Barreto, D., González-Quevedo, A.A., and Bartolomei-Suárez, Sonia M. (2008).
“Feedback through critical indicators of student performance: contributing to the
assessment of high school education.” Proceedings of the 2008 ASEE Annual
Conference and Exposition. Pittsburgh, PA.
González-Barreto, D., Bartolomei-Suárez, Sonia M., and González-Quevedo, A.A. (2008).
“Assessing performance of students in high school as a function of their success at the
university.” Proceedings of the 11th International Conference on Engineering Education.
Pécs-Budapest, Hungary.
Member, American Society of Civil Engineers (ASCE)
Member, Association of Institutional Research Society for College and Univ Planning
Member, Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR)
Member, Tau Beta Pi & Sigma Xi Honor Societies, UPR-Mayagüez Chapters
Member Foundation of Friends of UPRM (FARUM)
Life Member of the Purdue Alumni Association
Member of the MIT Alumni Association
Member Construction Eng’g & Arch Eng’g Institutes of ASCE
Member, Society of Research Administrators of Puerto Rico
Licensed Engineer, Commonwealth of Puerto Rico
Licensed Surveyor, Commonwealth of Puerto Rico
American Society of Engineering Educators (ASEE)
Construction Research Council
Faculty Advisor, Student Chapter of AGC
Appeared in International Who’s Who of Professionals (May 2001)
Distinguished accomplishment in Res/Science/Tech, President UPR (2000)
Appreciation Plaque, Hon. Secretary of DTOP-PR, Dr. Carlos Pesquera (1999)
Appreciation Plaques from students in the UPR-MIT-Urban Train Prof Dev Prog (1994-99)
Appeared in Who’s Who in Science and Engineering, Third Edition (1996-97)
Certificate of Appreciation from PR Center for Transportation Tech Transfer, 1996
EPSCoR Scholarly Productivity Award, August 30, 1996
UPR-RUM Bonus for Academic Excellence and Productivity, October 15, 1996
Omega Rho, Opns. Research & Management Science International Honor Society
David Ross Summer Grant (Summer of 1990)
Magoon Teaching Asst Award for the Div of Const Eng’g & Management (1991)
Sigma Xi, Scientific Honor Society (April 1992)
President of the 100th Anniversary Celebration Committee of UPRM (2006 – present)
Member of organizing committee for Rethinking University General Education at UPRM.
Advisor & Founding Member, UPRM Office of Cont Improvement & Assessment
Member, Board of Directors, Art Museum of the UPRM (2004 - present)
Advisor to the Institutional Steering Group for the MSCHE Self Study (2004 – 2005)
Director, Office of Institutional Research and Planning, UPRM (2002 - present)
Faculty Rep to the UPRM Administrative Board (Oct. 2000-August 2002)
Faculty Rep to the UPR System at the Board of Trustees (July 1999-June 2000)
President of the Academic Affairs Committee of the Academic Senate (1997-1999)
Faculty Rep to UPRM’s University Board (August 1998-June 1999)
Conferences on Engg Educ(ASEE), Institutional Res (AIR) & Planning and Assessment
Seminars and workshops on academic administration
Summer academies on student engagement and success
100%
0%
313
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution, and
grade):
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
González-Quevedo, Sergio L., PhD, PE
Professor
PhD, Civil Engineering Systems, Massachusetts Institute of Technology, June 1985
MSCE, Transportation, Massachusetts Institute of Technology, February 1980
BSCE, University of Puerto Rico - Mayagüez, Magna Cum Laude, June 1977
Professor, July 2003 to present
Associate Professor, January 1st , 1989 to July 2003
Director of Civil Engineering Department and Associate Professor, July to
December, 1988
Director of Civil Engineering Department and Assistant Professor,
January 15, 1987 to June 1988
Assistant Professor and Assistant Dean of Engineering, 1986 - 1987
Assistant Professor, July 1985 to August 1986
Instructor, August 1982 to July 1985
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Executive Director, Puerto Rico Highway and Transportation Authority,
January 1993 to 2000.
Visiting Professor, “Instituto de Posgrado en vías e Ingeniería Civil, Universidad del
Cauca, Popayán”, Colombia, July-September, 1989.
Research Assistant, July 1978 to July 1982, Department of Civil Engineering,
Massachusetts Institute of Technology, Cambridge, MA.
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Office of the Government of Puerto Rico, Advisor Public Transportation, 1987-1992
Puerto Rico
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERENTAGE OF TIME COMMITTED TO
THE PROGRAM
Colegio de Ingenieros de Puerto Rico (Licencia Núm. 8995)
American Association of States Highway and Ortation Official (AASHTO), 1993
Transportation Research Board, 1980
Institute of Transportation Engineers (ITE), 1993
Operation Research Society of America, 1988
American Public Work Association (APWA), 1993
Sociedad de Ingenieros de Puerto Rico
Puerto Rican Association of Transportation Professionals (APPTRA), (Founding
Member), 1991
IBITA Interrition Bridges Tonneland Town Pike Associative, 1993
Latinoamerican Society of Transportation Engineers, (Founding Member), 1990
Sigma Xi, 1981
Tau Beta Pi, 1976
Oustanding Young Man of America, 1987
Graduated Magna Cum Laude, BSCE, University of Puerto Rico, 1977
7%
93%
314
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution, and
date):
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Guevara Guillén, José Oswaldo, PhD, PE
Associate Professor
PhD, University of Florida, Gainesville, Florida - 1990
MSCE, Structural Eng’g, University of Puerto Rico-Mayagüez - 1986
BSCE, Structural Eng’g, Universidad Nacional de Ingeniería, Lima Perú- 1982
Associate Professor, August 2000
Experimental research with half scale concrete bridges subjected to both static and
dynamic loads
Non-linear analysis using perform based design
Training in rehabilitation of historic buildings and bridges in Canada
Expert witness on the following projects
Seismic Evaluation of Pipe joint at Super aqueduct
Mayaguez Dolphin Evaluation and Assessment of damages due to ship collision
Caguas Industrial Building Evaluation of Construction Deficiencies
La Plata Dam Evaluation of Construction Deficiencies in the Bascule Gates
Evaluation of Mayaguez Composting Collapse
Evaluation of San Juan Natatorium Failure
Evaluation of Damages at the Refinery Pier due to Ship Impact
Evaluation of Damages due to Blasting Loads
Evaluation of Damages to Carraizo Dam
Design of a 20th Story Concrete Building (San Mateo)
Design of a 14th Story Concrete and Steel Building (Estrella at San Juan)
Rehabilitation of Historic Bridge at Trujillo Alto
Design of a breakwater at Isla de Cabras
Rehabilitation of Minillas Tunnel
Seismic Retrofitting of Thirteen Public Schools
Rehabilitation of Cargo Pier C and D in San Juan
Design of a Material Recovery Facilities at Guayanilla
Design of a Material Recovery Facilities at Juana Diaz
Design of the expansion of Damas Hospital
Rehabilitation of Catholic University Ferre and Spellman Buildings
Design of the renovation of a Historic Church at Peñuelas
Design of the Banco Popular at San Germán
Structural Rehabilitation of Refinery and Petrochemical Piers at CORCO
Puerto Rico
Perú
A comprehensive Design Experience in the Integrated Engineering Project Design
Model, ASEE Chicago 06/19/2006
Partnership Between the University and the Municipality of Mayagüez for the
Development of the Required Facilities for the 2010 Central American Caribbean
Games LACCEI 06/21/2006
Elastic Analysis of Schools subjected to Lateral Loads LACCEI 06/21/2006
Behavior of Column Footing at the Interface of the Column and Footing on Typical
School Buildings LACCEI 05/10/05
Planos Modelo deMuros de Contención DTOP 04/10/2005
Rehabilitación de Estructuras de Hormigón Armado Book 01/05/2005
Diseño de Estructuras de Acero Book 01/05/2005
315
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
Colegio de Ingenieros y Agrimensores de Puerto Rico
Colegio de Ingenieros del Perú
American Concrete Institute
American Society of Civil Engineers
Member of the Tau Beta PI
Nominated to an award for the Project Historic Bridge at Trujillo Alto
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Mentor Capitulo Estudiantil del CIAPR
Consultant of Movimiento Pro Desarrollo de Mayagüez
Mentor of the Solar Decathlon Competition
Mentor of the ASCE Steel Bridge Competition
Member of the Comité de Asunto Académicos
President of the Capstone Committee
Evaluation of the Engineering Program of Caribbean University at Bayamon, Ponce
and Carolina
Evaluation of the Institute of Technology of Guayama
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Participation of the ACI Conferences in Texas. San Francisco and Puerto Rico
Participation in the Conferences for the Revision of the new Code for Puerto Rico
Training in Canada for Historic Bridge Rehabilitation
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
32%
PERENTAGE OF TIME COMMITTED TO
THE PROGRAM
68%
316
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Hwang, Sangchul, PhD
Assistant Professor
DEGREES (with fields, institution, and
date):
PhD, Environmental Engineering, University of Akron, Akron, OH - May 2002
MSCE, Kyungpook National University, Taegu, Korea, 1994
BSCE, Kyungpook National University, Taegu, Korea, 1990
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Assistant Professor, Dept of Civil Eng’g & Surveying, UPRM, Jan. 2005-present
CONSULTING:
National Research Council (NRC) Postdoctoral Research Associate, 2003– 2004.
Post-Doctoral Research Fellow, Johns Hopkins University, MD, assigned to work at
Environmental Laboratory, US Army Engineer Research and Development Center
(ERDC), Vicksburg, MS, Feb 2002–Sep 2003.
Evaluation of Water Disinfection by Sodium Hypochlorite Generator (under
Construction Specifications and Cost Estimating for PRASA Projects by Dr. Lluch),
March 31 - April 3, 2005.
Identificación de posibles iniciativas a corto y largo plazo para innovar y comercializar
agregado manufacturado, July 1 - July 29, 2006.
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Hwang S., Felt D.R., Bouwer E.J., Brooks M.C., Larson S.L., Davis J.L. (2006)
Remediation of RDX-contaminated water using alkaline hydrolysis. Journal of
Environmental Engineering, 132(2): 256-262
Hwang S., Ruff T.J., Bouwer E.J., Larson S.L., Davis J.L. (2005) Applicability of
alkaline hydrolysis for remediation of TNT-contaminated water. Water Research,
39: 4503 -4511
Hwang S., Batchelor C.J., Davis J.L., MacMillan D.K. (2005) Sorption of 2,4,6trinitrotoluene to natural soils before and after hydrogen peroxide application.
Journal of Environmental Science and Health, Part A-Toxic/Hazardous
Substances & Environmental Engineering, 40(3): 581-592.
Hwang S., Bouwer E.J., Larson S.L., Davis J.L. (2004) Decolorization of alkaline
TNT hydrolysis effluents using UV/H2O2. Journal of Hazardous Materials, 108(12): 61-67.
Hwang S., Cutright T.J. (2004) Evidence of underestimation in PAH
sorption/desorption due to system non-equilibrium and interaction mechanisms.
Journal of Environmental Science and Health, Part A-Toxic/Hazardous
Substances & Environmental Engineering, 39(5): 1147-1162.
Hwang S., Min K.-S., Cutright T.J. (2004) PAH biodegradation in soil-water
suspensions contaminated with waste oil. Environmental Engineering Research
(Korean Society of Environmental Engineers), 9(1): 1-12.
Hwang S., Min K.-S., Davis J.L. (2004) Comparative assessment of nucleophilic
alkaline hydrolysis for remediation of high explosives-contaminated groundwater.
Environmental Engineering Research (Korean Society of Environmental
Engineers), 9(1): 13-22.
Hwang S., Cutright T.J. (2004) Preliminary evaluation of PAH sorptive changes in
soil by Soxhlet extraction. Environment International, 30(2): 151-158.
Rodriguez, S., Padilla, I., Hwang, S. (2007). “Development of a multi-scale parking
methodology for evaluating fate and transport processes of explosives-related
chemicals in clayey soils”, Proceedings of SPIE on Detection and Remediation
Technologies for Mines and Minelike Targets, XII SPIE Defense and Security
Symposium, Orlando, FL, Vol. 6553, 2007.
Torres, A., Padilla, I., Hwang, S. (2007). “Physical Modeling of 2,4-DNT Gaseous
317
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
Diffusion Through Unsaturated Soil”, Proceedings of SPIE on Detection and
Remediation Technologies for Mines and Minelike Targets, XII SPIE Defense and
Security Symposium, Orlando, FL, Vol. 6553, 2007.
Anaya, A., Padilla, I., Hwang, S. (2007). “Influence of Environmental Conditions on
the Fate and Transport of ERCs in a Physical 3D Model: Spatial and Temporal
Assessment Effects in a Sandy Soil”, Proceedings of SPIE on Detection and
Remediation Technologies for Mines and Minelike Targets, XII SPIE Defense and
Security Symposium, Orlando, FL, Vol. 6553, 2007.
Bailey, S. E., S. Hwang, M. C. Brooks, and P. R. Schroeder (2006). Evaluation of
chemical clarification polymers and methods for removal of dissolved metals from
CDF effluent. DOER Technical Notes (ERDC TN-DOER-R10), U.S. Army
Engineer Research and Development Center, Vicksburg, MS
Pando M., Hwang S. (2006) “Possible Applications for Circulating Fluidized Bed
Coal Combustion By-products from the Guayama AES Power Plant”. Technical
Report. Civil Infrastructure Research Center, University of Puerto Rico at
Mayagüez, PR
Cutright T.J., Hwang S. (2006) “Polycyclic Aromatic Hydrocarbons (PAHs).” Pp.
2291-2299. In: Encyclopedia of Chemical Processing (Lee, S. Ed.). Marcel
Dekker, Inc. New York, NY.
Hwang S. (2006) “Advanced Oxidation.” Pp. 41-49. In: Encyclopedia of Chemical
Processing (Lee, S. Ed.). Marcel Dekker, Inc. New York, NY.
American Water Works Association (AWWA), American Society of Civil Engineers
(ASCE), American Chemical Society (ACS), Tau Beta Pi (TBP)
Outstanding Professor of Civil Engineering, 2005-2006: College of Engineering,
University of Puerto Rico, Mayagüez, Apr. 2007
Coal Combustion Products Partnership (C2P2) Award, US EPA, Oct. 2006
Marquis Who’s Who in Science and Technology, May 2006
Research Associateship Award, National Research Council, USA, Oct. 2003
Tau Beta Pi, The Engineering Honor Society, Dec. 2001
40-hr Hazard. Materials Incident Response Operations, U.S. EPA May 14-18, 2001,
Scholarship for academic excellence, NAFSA, Sep. 2000
Technical Chair, First Rural Community Water Supply and Sanitation Workshop, Feb
2008
Session Convener, 2007 AGU Conference, Dec 2005 ~ May 2007
Technical Program Chair, 7th Caribbean Water Congress, Jan 2007 ~ present
PR Higher Education Council, Sep 2006 ~ present
PT Transportation Technology Transfer Center Lecturer, May 2006 ~present
Ad-Hoc Bioengineering Committee, June 2005 ~ present
Advisor for a Student Association (PR W&EA), Aug 2005 ~present
Short course Instructor for the Seminar on Sampling and Testing for Indicator
Organisms, US EPA, Dec. 4 – 7, 2007.
Fenton Oxidation Collaboration, US EPA/NRMRL/GWERD, 2005 ~ present.
Bioenergy Initiative, DOE with Jose Colucci, Aug. 2006 ~ present.
Minority Faculty Development Forum, NSF, July 30 – Aug. 2, 2006.
IGERT with University of Pittsburgh, Dec. 2005 ~ present.
Faculty Early Career Development (CAREER) Workshop, NSF, Feb 10-11, 2006,
80%
20%
318
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Irizarry Gutiérrez, Nelson, PhD, PE
Assistant Professor (On Military License/Duty)
DEGREES (with fields, institution, and
grade):
PhD Civil Engineering – Texas A&M University
Engineering – Texas A&M University
BS Civil Engineering – University of Puerto Rico
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Assistant Professor, Civil Engineering Department, University of Puerto Rico at
Mayagüez
MS Civil
Member, Academic Affairs Committee
CONSULTING:
Municipality of Cabo Rojo – Traffic Impact Study
STATE(S) IN WHICH REGISTERED:
Puerto Rico PE License #13021
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Irizarry Gutiérrez, N. & De Jesús González, Billy A. (2000). Facilidades para
Transporte Colectivo en Zonas Rurales. Calidad e Innovación en los
Transportes 2000: Actas del IV Congreso de Ingeniería del Transporte, 7 al 9 de
junio de 2000. Ministerio de Fomento, España.
Rivera Reyes, Angel M., Baigés Valentín, Iván J., & Irizarry Gutiérrez, N. (2000).
Costos Asociados a Emisiones de Transporte en el Area Metropolitana de San
Juan. Calidad e Innovación en los Transportes 2000: Actas del IV Congreso de
Ingeniería del Transporte, 7 al 9 de junio de 2000. Ministerio de Fomento,
España.
Irizarry, N. (2000). Puerto Rico’s Military Road: Design and Construction.
Conference Proceedings: Preserving the Historic Road in America, Morristown,
New Jersey, April 6-9, 2000. National Trust for Historic Preservation & Historic
American Engineering Record, United States.
Irizarry Gutiérrez, N. & Krammes, R. (1998). Linear Regression Models for
Estimating Operating Speeds of Passenger Vehicles on Rural Two-Lane
Highways. Ingeniería de Tránsito y Transporte: Actas del X Congreso
Panamericano, Santander, 21 al 24 de septiembre de 1998. Ministerio de
Fomento, España.
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
College of Engineers and Surveyors of Puerto Rico (CIAPR)
Institute of Transportation Engineers (ITE)
American Society of Civil Engineers (ASCE)
HONORS AND AWARDS:
BSCE Cum Laude
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Development of Guidelines for Transit Facilities in PR, Puerto Rico Highway and
Transportation Authority,Aug 1999 to Aug 2000.
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
IV Congress of Engineering Transportation, “Universidad Politécnica de Valencia” (7-9
June 2000)
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
0% (On Military License)
PERENTAGE OF TIME COMMITTED TO
THE PROGRAM
0% (On Military License)
319
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Lluch, José F., PhD, PE
Professor
DEGREES (with fields, institution, and
grade):
PhD & MSCE, Civil Engineering (Construction Management, Georgia Institute of
Technology), 1981.
BSCE, Civil Engineering, UPR-RUM, 1976
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Professor, 1989 to present, Associate Professor 1984-1989,
Assistant Professor 1981-1984, Instructor 1976-1981
Dean of Engineering, RUM, 1988-1994,
Assistant Dean of Engineering, RUM, 1986-1988,
Associate Dean of Academic Affairs and Director of Graduate Studies, 1985-1986,
Assistant Head of the Civil Engineering Department, 1983-1985
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Coordinator and professor of multiple continuing education courses in Construction
Engineering and Management, 2001-today
Executive Director Puerto Rico Highway Authority, February-July, 2001
President College of Engineers and Surveyors, Mayaguez Chapter, 1997-98, Member
of Governing Board Mayagüez Chapter: Director 1993-94, Delegate 1995-97, Past
President 1998-99
Research: Construction Specifications and Cost Estimates, Puerto Rico Aqueducts
and Sewer Authority, 1998-2000, Director
Research: Project Tracking and Scheduling System, Naval Surface Warfare Center,
Virginia, 1989, Director.
Research: A Feasibility Study on Structural Guidelines for Secondary Memory Data
Files in Structural Engineering, National Science Foundation 1987, Co-Director
Research: Earthwork Analysis Using Microcomputers, National Science Foundation
1985-86, Director
Consultant on construction management in judicial/arbitration proceedings, 2002 pres
Puerto Rico Controller Office, Preparation of Manual titled “Contracting and
Development of Permanent Works in the Government”, 41 pages, January 2001.
Program Management of Water Resource Projects in Puerto Rico, Water Resources
Associates, 1999-2000.
Planning and Scheduling Construction Projects using CPM, 1981-pres.
Construction Project Evaluation, Aqua Resources Caribe, 2000. J. J. Jiménez and
Associates on residential project development, 1997.
Evaluation of construction schedules for legal considerations, Fiddler González y
Rodríguez, 1994-95
Professional Engineer, Puerto Rico, Lic. 7925,
Real State Appraiser, Puerto Rico, Lic. 583,
Federal License No. 106,
Surveyor in Puerto Rico Lic 7925
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
“Enfoques para estimar costos de construcción utilizando Excel”, Proceedings
LACCEI 2006, J.F. Lluch and J.C. Torrens, June 21-23, 2006.
“Estimados del Costo de Reconstrucción de Edificios en Puerto Rico”, José H.
Botero y José F. Lluch, Revista Internacional de Desastres Naturales, Accidentes
e Infraestructura Civil, Vol 5, No 1, 2005.
“Estimados del Costo de Reconstrucción de Estructuras Asegurables en Puerto
Rico”, Memorias de conferencia LACCEI, 2005, Cartagena, Colombia.
“Estimating Damage Caused by Natural Hazards for the Insurance Industry in
Puerto Rico”, Ricardo R. López, José F. Lluch et al, Dimensión, CIAPR, 2005.
Elastic Design of School Buildings, Proceedings LACCEI 2006, J.O. Guevara, J.F.
Lluch and J. Hernandez, and M. Pando, June 21-23, 2006.
320
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“Introducción a la Gerencia de Construcción”, Editorial de la Universidad de Puerto
Rico, 1998, 625 pages. Book was revised in 2000. Used in universities in PR.
“Gerencia e Ingeniería de Construcción”, Editorial de la Universidad de Puerto
Rico, 2005, 605 pages. Major revision of “Introducción a la Gerencia de
Construcción”. Text used in universities in Puerto Rico and other countries.
Weekly columnist, “Hogar y Construcción”, Primera Hora Newspaper, 2005
“Pasos y permisos para construir”, Diálogo, marzo 2003
Editorial: “Sobre problemas encontrados con las especificaciones de proyectos de
infraestructura”, Revista Internacional de Desastres Naturales, Vol 2, Número 2,
Diciembre 2002.
“El Diseño-Construcción”, Tecnomundo, Colegio de Ingenieros y Agrimensores de
Puerto Rico, March, 2000.
Revised the Civil Eng’g Materials Laboratory Manual, by Roberto Huyke, 1999.
“Acreditación ABET en Puerto Rico”, Asociación Nacional de Universidades e
Instituciones de Educación Superior, México, 1995
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Colegio de Ingenieros y Agrimensores de Puerto Rico”, Presidente del Capítulo de
Mayagüez, 1997.
Instituto de Evaluadores de Puerto Rico
American Society of Civil Engineering
Civil Engineering Honor Society Chi Epsilon
Phi Eta Mu fraternity
HONORS AND AWARDS:
Distinguished Engineer, Mayaguez Chapter of CIAPR, 2003.
Outstanding Member of Franternity Fraternidad Phi Eta Mu, 27 de mayo de 2000.
Founders Banquet Círculo de Recreo de San Germán, diciembre de 1996.
Inducted into Georgia Tech Council of Outsanding Young Engineering Alumni.
Membresía en este concilio está reservada para exalumnos del Colegio de
Ingeniería de Georgia Tech que se han distinguido en la práctica profesional, o
servicio a la Institución, la profesión o a la sociedad. Marzo 3, 1995
American Society for Engineering Education Centennial Medallion, por
“extraordinary leadership and service in engineering education”, junio 1993
Distinguished Engineer, Civil Engineering Institute of the P.R. CIAPR, 2003.
Member of Phi Kappa Phi since 1992
Distinguished Investigator, Engineering Faculty, UPRM, 1983
Member Honor Society Civil, Chi Epsilon
Member Phi Kappa Phi
Ford Foundation Scholarship
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Senator for the Engineering Faculty in the Academic Senate
Member of Personnel Committee
Others
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
More than 150 continued education hours in Civil Engineering and related fields.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
75%
PERENTAGE OF TIME COMMITTED TO
THE PROGRAM
25%
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SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution, and
date):
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
López- Rodríguez, Ricardo R., PhD, PE
Professor
PhD, Civil Engineering (Structures) , University of Illinois-Urbana Champaign,1988
ME, Civil Engineering, University of Puerto Rico,1982
BSCE, University of Puerto Rico-Mayaguez, 1980
20 years of service. Started January 1988
Professor, Civil Engineering Department, UPR (July 1996 to Present)
Associate Professor, Civil Engineering Department, UPRM (1991 to 1996)
Assistant Professor, Civil Engineering Department, UPRM (1988 to 1991)
Visiting Professor, Instituto Tecnológico de Santo Domingo, Dom. Rep.
Consulting, patents, etc.
Several structural design projects
Several laboratory testing projects
Expert witness and court appointed commissioner in court cases
Puerto Rico
Catherine French, Beth Brueggen, Benton Johnson, Sri Sritharan, Jon Waugh,
Sriram Aaleti, Ricardo R. Lopez, Suzanne Nakaki-Dow, "Collaborative Research:
Testing and Analyses of Nonrectangular Walls under Multi-Directional Loads”,
Proceedings of the 2008 NSF Engineering Research and Innovation Conference,
January 2008
Mieses, Lourdes A., López, Ricardo R. y Saffar, Ali, “Development of Fragility
Curves for Medium Rise Reinforced Concrete Shear Wall Residential Buildings in
Puerto Rico”, ENIEF 2007, Accepted for publication in Proceedings of Simposio
Homenaje al Dr. Carlos Prato, Argentina AMCA - AR_SIAM October 2 - 5, 2007.
E. Vélez, D. Wendichansky and R. López, “Behavior of Concrete Wall Houses
Loaded in their Weak Direction”, Proceedings, The Second NEES-EDEFENSE
Workshop on Collapse Simulation of Reinforced Concrete Building Structures, EDefense, Kobe, Japan October 30 – November 1, 2006
NIST, Performance of Physical Structures in Hurricane Katrina and Hurricane Rita:
A Reconnaissance Report”, Team member, NIST Technical Note 1476, June
2006
López R. R., Godoy L. A., Acosta F. J., Guevara J. O., Lluch J. F., MartínezCruzado J. A., Pagán-Trinidad I., Pando M., Saffar A., Wendichansky D.,
“Estimating Damage Caused by Natural Hazards for the Insurance Industry in
Puerto Rico”, Dimension, 19(3), 2005, pp. 17-26
Drianfel E. Vázquez-Torres, Luis E. Suárez y Ricardo R. López, “Identificación de
daños en vigas de hormigón experimentales y analíticas usando metodologías
modales”, Revista Internacional de Desastres Naturales, Accidentes e
Infraestructura Civil, Vol. 4, No. 2, diciembre, 2004
López, Ricardo R. y Martínez-Cruzado, José A., “Daños observados en Puerto
Plata, República Dominicana, causados por el terremoto del 22 de septiembre de
2003”, Revista Internacional de Desastres Naturales, Accidentes e
Infraestructura Civil, Vol. 3, No. 2, diciembre, 2003.
Coll, Manuel, López, Ricardo R. y Saiidi, M., “Patrones de articulaciones plásticas
en pórticos de hormigón reforzado de mediana altura sujetos a terremotos”,
Revista Internacional de Desastres Naturales, Accidentes e Infraestructura Civil,
Vol. 3, No. 1, mayo, 2003.
Vázquez, Drianfel E., López, Ricardo R. y Suárez, Luis E., “Comportamiento
sísmico y rehabilitación de residencias soportadas en columnas y localizadas en
terrenos escarpados”, Revista Internacional de Desastres Naturales, Accidentes
e Infraestructura Civil, Vol. 2, No. 2, diciembre, 2002.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
NEES, ACI, ASCE, EERI, CIAPR, PR Earthquake Safety Commission
HONORS AND AWARDS:
Selected Distinguished Engineering Professor of the Year 1993, PR Engineers
Association, Mayagüez Chapter; Selected Outstanding Professor by the
Department of Civil Engineering, UPRM, 1995-96
Selected to receive Bonus of Productivity Award, UPRM, 1996
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Member, MAE Center Leadership Committee (2002-present)
Associate Director for Graduate studies, 2005-present
President, Graduate Committee, department 2002-present
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
NSF reviewer
Reviewer for ACI Structural Journal, ASCE Structural Engineering Journal,
Engineering Structures, Journal of Earthquake Engineering
Associate Editor for Revista Internacional de Desastres Naturales, Accidentes e
Infraestructura Civil
Member of Steering Committee for Americas Conference on Wind Engineering
2001, SSA 98th Annual Meeting 2003, XXIII Southeastern Conference on
Theoretical and Applied Mechanics 2006, LACCEI Annual Conference 2006.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY WORK
93%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
7%
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ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Maldonado Fortunet, Francisco, PhD
Associate Professor
DEGREES (with fields, institution, and
grade):
PhD, Construction Management Program, School of Civil and Environmental
Engineering, Georgia Institute of Technology, Atlanta, Georgia, August 2002.
MSCE, Construction Management Program, School of Civil and Environmental
Engineering, Georgia Institute of Technology, Atlanta, Georgia, June 1994.
BSCE, University of Puerto Rico, Mayagüez Campus, Mayagüez, PR, May 1993.
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Associate Professor, Department of Civil Engineering and Surveying, University of
Puerto Rico, Mayagüez Campus, January 2006.
Assistant Professor, Department of Civil Engineering and Surveying, University of
Puerto Rico, Mayagüez Campus, August 2002 to December 2005.
Instructor, Department of Civil Engineering and Surveying, University of Puerto
Rico, Mayagüez Campus from August 1999 to July 2002.
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Seminar Lecturer. Seminar in Construction Management for the Center of
Technology Transfer in Transportation, March 2000 to present.
Seminar Lecturer. Seminar in Construction Engineering and Management for the
Appraisals Institute of PR, February 2001.
Seminar Lecturer. Seminar in Construction Contracting for the Real State Education
Center, Inc. September 2000.
Graduate Research Assistant and Graduate Teaching Assistant, Georgia Institute of
Technology, Atlanta, GA, September 1993 to June 1999.
Project Manager, Banco Popular of Puerto Rico, San Juan, PR, from January 1993 to
July 1993.
Site Superintendent and Inspector, Star Kist Caribe in Mayagüez, PR, December
1991 and Summer 1992.
CONSULTING:
Renewable Energy Consultant - Nature’s Power Tech, Corp., PR, May 2006 to
present.
Consultant of the Institute of Civil Engineers, College of Engineers and Surveyors of
Puerto Rico in the development of a Project Management Program for continuing
education.
Legal Expert, October 1999 to March 2000 and May to July 2001.
Professional Consultant, PR Infrastructure Financing Authority, October to December
2000.
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Project Management Institute, since 2006.
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ABET Self-Study Report for Civil Engineering Program at UPRM
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Assistant of the Dean of Engineering in Community Affairs, University of Puerto Rico,
Mayagüez Campus from October 2006 to present.
Advisor of the Director of the Planning and Institutional Research Office in
Construction Engineering and Management, University of Puerto Rico, Mayagüez
Campus from August 2005 to present.
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
64%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
36%
325
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Martínez-Cruzado, José A., PhD, PE
Professor
DEGREES (with fields, institution, and
date):
PhD, Civil Engineering, University of California at Berkeley, 1993
MEng, Civil Engineering, University of California at Berkeley, 1989
MSCE, University of Puerto Rico at Mayagüez, 1987
BSCE, University of Puerto Rico at Mayagüez, 1984
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Professor. July, 2002 – present (5 years, 8 months)
Associate Director: May 2002 – August, 2002 (3 months)
Associate Professor: July, 1997 – June, 2002 (5 years)
Director of the Puerto Rico Strong Motion Program, 1995 – present (14 years)
Assistant Professor: January, 1994 – June, 1997 (3.5 years)
Instructor: January, 1992 – December, 1993 (2.00 years)
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Director of the PR Strong Motion Program, Civil Engineering Dept., UPRM July, 1994
– present.
Teaching Assistant at UC Berkeley. EQ-Resistant Design Jan, 1992 – May, 1992.
Teaching Assistant at UC Berkeley. RC Design, Aug., 1989 – Dec., 1989.
Research Assistant at the University of California at Berkeley, Feb. 1989 – Dec., 1993.
Structural Engineer at Capacete, Martín & Associates, Jan., 1987 – Jun., 1987.
Teaching Assistant at the UPRM. Elements of Material Science, Aug., 1985 – May,
1986.
CONSULTING:
Residential Structural Damage due to:
1) Explosions
2) Settlements
3) Construction Vibration
STATE(S) IN WHICH REGISTERED:
Puerto Rico, PE Lic. # 9689
California, EIT Lic. # XE071705
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Clinton, J. F., Cua, G., Huérfano, V., von Hillebrandt-Andrade, C. G., and MartínezCruzado, J. A. (2006). The Current State of Seismic Monitoring in Puerto Rico,
Seismological Research Letters, 77 (5), 532- 543.
López R. R., Godoy L. A., Acosta F. J., Guevara J. O., Lluch J. F., MartínezCruzado J. A., Pagán-Trinidad I., Pando M., Saffar A., Wendichansky D. (2005).
Estimating Damage Caused by Natural Hazards for the Insurance Industry in
Puerto Rico, Dimension, CIAPR, 19(3), 17-26.
Consuegra-Gómez, F. A, and Martínez-Cruzado, J. A. (2004), 3-D Seismic Analysis
and Instrumentation for La Plata, Puerto Rico (in Spanish), Revista Internacional
de Desastres Naturales, Accidentes e Infraestructura Civil, 4(2), 167-182.
López-Rodríguez, R., and Martínez Cruzado, J. A (2003). Observed Damages in
Puerto Plata, Dominican Republic due to the September 22, 2003 Earthquake (in
Spanish), Revista Internacional de Desastres Naturales, Accidentes e
Infraestructura Civil, 3(2), 189-204.
Martínez-Cruzado, J. A., Irizarry-Padilla, J., and Portela-Gautier, G. (2001), Design
Spectra for the Main Cities of Puerto Rico Based on World Acceleration Records
(in Spanish). Revista Internacional de Desastres Naturales, Accidentes e
Infraestructura Civil, 1(1), 21-32.
326
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Colegio de Ingenieros y Agrimensores de PR (CIAPR), June 1986 – present.
American Concrete Institute (ACI), April, 1988 – present.
Earthquake Engineering Research Institute (EERI), 1989 – present.
Seismological Society of America (SSA). November, 1991 – present.
Consortium of Organizations for Strong-Motion Observation Systems (COSMOS),
June 2000 – present.
HONORS AND AWARDS:
Distinguish Professor, Civil Engineering Department, UPRM, Acad Year 1998-99
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Strong Motion Instrumentation of Puerto Rico, US Virgin Islands, British Virgin Islands,
and east side of Dominican Republic.
Strong Motion Instrumentation of 1 Bridge, 1 Control Tower, and 4 Dams.
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Co-chair of the 2003 Annual Meeting of the Seismological Society of America, San
Juan, PR.
Annual Meeting of the Seismological Society of America, (2005, 2007)
COSMOS Annual Meeting (2003, 200x)
Member of the Puerto Rico Earthquake Commission
Earthquake Site Visits: Puerto Plata, Dominican Republic (2003). Pisco, Perú
(2007)
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY WORK
86%
PERENTAGE OF TIME COMMITTED TO
THE PROGRAM
14%
327
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Molina Bas, Omar I. , MSCE, PE
Instructor (On Study Leave)
DEGREES (with fields, institution, and
date):
PhD Candidate, Construction Engineering & Management, University of Alberta
MSCE, Construction Engineering & Management, University of Alberta, 2000
BSCE, Magna Cum Laude, University of Puerto Rico-Mayagüez, 1998
Course on Public Transportation, MIT, 1997
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
Puerto Rico
Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR)
American Society of Civil Engineers (ASCE)
Project Management Institute
2004 Bi-Annual Symposium of Construction Bonds & Insurances; CIAPR San Juan
Puerto Rico
2003 OSHA 10 Hours Certification, Association of General Contractors Ponce,
Puerto Rico
2002 Quality Assurance for Contractors Seminar; US Army Corps of Engineers San
Juan, Puerto Rico
2001 The New Urbanism and Regional Development, Urban Planning Seminar
Mayagüez, Puerto Rico
Construction Permits Seminar San Juan, Puerto Rico
1998 Tau Beta Pi, The National Engineering Honor Society, (Member)UPR –
Mayagüez
Golden Key, National Honor Society, (Member) UPR - Mayagüez
Academic Senate, College of Engineering Student Representative (Elected
Senator) and
Research Committee for the 9th Campus Chancellor Selection (Elected Member)
Student Council, (Member) UPR – Mayagüez
Epscor 10 Annual Scientific Meeting (Poster)
Westin Río Mar Hotel, Rio Grande, Puerto Rico
TRISTAN III Tri-Annual Transportation Analysis Convention (Student) The Ritz
Carlton Hotel, San Juan, Puerto Rico
3rd Sigma Xi Scientific Research Society and 1st Forum for the Promotion of
Engineering Research, (Poster) University of Puerto Rico, Mayagüez
18th Puerto Rico Interdisciplinary Scientific Meeting and 33rd ACS Junior
Technical Meeting, (Presentation) Inter-American University of Puerto Rico
UPR-MIT-Tren Urbano Winter Meeting IV Encuentro (Presentation)
University of Puerto Rico - Mayagüez and Rio Piedras Campuses
Heavy Rail Transit System, Operation & Maintenance Seminar
Medellín Metro, Medellín, Colombia (April 2 – 5)
328
ABET Self-Study Report for Civil Engineering Program at UPRM
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
0% (On Study Leave)
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0% (On Study Leave)
329
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Padilla, Ingrid Y., PhD, PH
Assistant Professor
DEGREES (with fields, institution, and
grade):
PhD, Hydrology, University of Arizona, Tucson, 1998.
MS, Water Resources Science, Department of Environmental and Water
Resources Engineering, College of Engineering, University of Michigan, Ann
Arbor, MI, 1988.
BS, Natural Resources Science and Management, University of Maryland, 1986.
Associate Professor, July, 2004-present
Assistant Professor, February, 2001-2004
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
CONSULTING:
Ground Water Hydrologist, June, 1999-February, 2001: Gregory L. Morris &
Associates, San Juan, PR.
Postdoctoral Research Associate, January-May, 1999: Department of Hydrology
and Water Resources, The University of Arizona, Tucson, AZ.
Research Assistant, 1992-1998: Department of Hydrology and Water Resources,
The University of Arizona, Tucson, AZ.
Hydrologist, 1988-1993: U.S. Geological Survey, Water Resources Division,
Caribbean District, San Juan, PR.
Research Assistant, 1987-1988: Department of Environmental Engineering and
Water Resources Science, University of Michigan, Ann Arbor, MI.
Preliminary Hydrologic Investigation of the Baños de Coamo Thermal Springs, PR .
Consulting Project for Caribe Environmnetal Services, 2005.
Evaluation of “Geomorphologic study to Determine the Potential to Collect Storm
Runoff of in Sinkholes Near Ciudad Real in Vega Baja, PR. Consulting Project for
Rafael Segarra García, 2003.
Potential Hydraulic Relationship Between the Majagual Canal and an Adjacent
Wetland in Mayagüez, PR. Consulting Project for Rafael Segarra García, 2002.
REGISTRATION:
Professional Hydrologist: American Institute of Hydrology Lic. 99 - HGW – 1515
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Acevedo, Damarys, Ingrid Padilla, Perla M. Torres, Alexander Torres, and Angel A.
Anaya, Vapor Sampling of ERCs for Environmental Assessment in Atmospheric
and Soil Settings , Proc. of SPIE, 2007.
Anaya, Angel A. Ingrid Padilla, and Sangchul Hwang, Influence of Environmental
Conditions in Fate and Transport of ERCs in a 3D SoilBed Model: Spatial and
Temporal Assessment in a Sandy Soil, Proc. of SPIE, 2007.
Rodríguez, Sylvia, Ingrid Padilla, and Sangchul Hwang, Development of a multiscale packing methodology for evaluating fate and transport processes of
explosive-related chemicals in clayey soils Proc. of SPIE, 2007.
Serrano-Guzmán , Maria F., Ingrid Padilla, and Rafael Rodriguez, Bimodal
detection of underground contamination in two dimensional systems, Proc. of
SPIE, 2007.
Torres, Alexander, Ingrid Padilla and Sangchul Hwang, Physical modeling of 2,4dnt gaseous diffusion trough unsaturated soil Proc. of SPIE, 2007.
Hernández, Miguel D., Ivonne Santiago, and Ingrid Padilla, Macro-Sorption of 2,4Dinitrotoluene onto Sandy and Clayey Soils, Paper Number: 6217-132, Proc. of
SPIE, 2006.
Padilla, Amira, Ingrid Padilla, and Ivonne Santiago, Multiphase Extraction Sampling
of Explosives in Unsaturated Soils, Paper Number: 6217-139, Proc. of SPIE,
2006.
Anaya, Angel and Ingrid Padilla, 3D Laboratory-Scale SoilBed for Assessment of
Fate and Transport of Explosive-Related Compounds in Soils Under Variable
330
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Environmental Conditions, Paper Number: 6217-135, Proc. of SPIE, 2006.
Molina, Gloria M., Ingrid Padilla, Miguel Pando, and Diego Perez, Field Lysimeters
for the Study of Fate and Transport of Explosive Chemical in Soils Under Variable
Environmental Conditions, Paper Number: 6217-137, Proc. of SPIE, 2006.
Rodríguez, Sylvia, Ingrid Padilla, and Ivonne Santiago, Development of a MultiScale Packing Methodology for Evaluating Fate and Transport Processes of
Explosive-Related Chemicals in Soil Physical Models, Paper Number: 6217-77,
Proc. of SPIE, 2006.
Serrano-Guzmán, Maria Fernanda, Ingrid Padilla, and Rafael Rodriguez Solis, TwoDimensional detection of underground contamination and buried objects using
cross-well radar, Paper No. 6210-27, Proc. of SPIE, 2006.
American Geophysical Union; American Institute of Hydrology;I The Association of
Ground-Water Scientists and Engineers; American Chemical Soceity; Soil
Science Soceity of America.
HONORS AND AWARDS:
Outstanding Professor in Civil Engineering, 2003-2004: UPRM
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Director of UPRM’s Environmental Engineering Laboratory, 2001-present.
Graduate Studies and Research Committee, 2003Steering Committee for Civil Infrastructure Research Center, 2005-present
Planning Committee and Program Coordinator for a Multidisciplinary Certificate in
Environmental Science, 2002-2003. University of Puerto Rico, Mayagüez.
Regional Liaison, Planning Committee Member, and Conference Co-Chair, 19992007: Ford Foundation Fellowship Office, National Academies of Science.
Doctoral Program Review Committee, 2002.
Graduate School Representative, 2004-2007, University of Puerto Rico,
Mayagüez.
Chair Session on Contaminant Transport, Remediation, and Detection in
Subsurface Environments, at the American Geophysical Union 2007 Joint
Assembly, Acapulco, Mexico, May 22-25, 2007.
Chair Session on Explosive Detection I: Environmental with Mr. Aaron La
Pointe (US Army NVESD) at the Detection and Remediation Technologies
for Mines and Minelike Targets XII, SPIE Defense and Security
Symposium, Orlando, FL, April 9-12, 2007.
Chair Hydrology Session at the INRA Subsurface Science Symposium in
Salt Lake City, Utah, October 4-8, 2003.
Organized HYDRUS short course (Organizer), Mayaguez, PR October 31November 3, 2006.
Organized Introduction to Basic Geoscience and Subsurface Sensing and
Imaging Workshop (Organizer):, CenSSIS Research and Industrial
Collaboration Conference, Northeastern University, Boston, Mass,
November 19, 2003.
Environmental Safety, Salon Capitular, Colegio de Ingenieros- Mayaguez,
PR, November 14, 2005.
HYDRUS Workshop, Honolulu, Hawai , June 28-July 2, 2005.
GIS Workshop, Dept. Civil Engineering and Surveying, University of Puerto
Rico, Mayaguez, March 6 & 11, 2003.
Fisrt Nacional Meeting on Remore Sensing and GIS in PR, University of
Puerto Rico, Mayagüez, May 27, 2003.
94%
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
6%
331
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Pagán-Trinidad, Ismael, MSCE, EIT
Professor
Department Chairman
DEGREES (with fields, institution, and
grade):
Ph D Cand (all but dissertation), University of Illinois, Urbana Champaign, 1978-82
MSCE, University of Puerto Rico-Mayagüez, 1977.
BSCE, University of Puerto Rico-Mayagüez, 1975
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Professor, Civil Engineering Department, University of Puerto Rico, Mayagüez,
since 2001. Associate Professor (1992-2001). Assistant Professor (1988-1992).
Tenure obtained in 1992.
Director, Civil Engineering Department, University of Puerto Rico at Mayagüez,
1994-2007.
Member, Board of Directors, Material Characterization Center, UPR, 1997-date.
Member, Board of Directors, Puerto Rico Construction Cluster, 2003-date.
Academic Senator, University of Puerto Rico at Mayagüez, 1990-1997.
Member, Administrative Board, University of Puerto Rico at Mayagüez, 1996.
Member, Board of Trustees, University of Puerto Rico, 1994.
Member, University Board, 1993.
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Collaborators and co-editors: Carlos Ruiz (ERDC, U.S. Corp of Engineers),
Gustavo Roig (Florida International University), Maria Petrie ( Florida Atlantic
University), Luis A. Godoy (University of Puerto Rico at Mayagüez), Ricardo
López (University of Puerto Rico- Mayagüez).
Graduate Advisors: Dr. Rafael Rios Davila (UPRM), Dr. Ben C. Yen-RIP (University
of Illinois at Urbana-Champaign).
CONSULTING:
None
STATE(S) IN WHICH REGISTERED:
Puerto Rico EIT# 16968
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Ruiz, C.; Nestler, J.; Pagan-Trinidad, I.; Rodríguez, D.; (2007) The Tropical
Environmental Observatory Network (TEON): Collaborative Science and
Technology Resource for Inter-hemispheric Sustainable Development; Fifth
LACCEI International Latin American and Caribbean Conference for Engineering
and Technology (LACCEI’2007), México, 2007. (Accepted for publication).
Guevara, J., Pagán-Trinidad, I., Maldonado, F., Valdés, D., Pesantes, E., (2005),
Incorporation of a Sustainable Design in the Integrated Engineering Project
Design Model: The Capstone Course at UPRM, Third LACCEI International
Conference for Engineering and Technology, Cartagena, Colombia, 2005.
Caraballo, N., Zapata, R., Pagán-Trinidad, I., Building Damage Estimation due to
Riverine Floods, Storm Surges, and Tsunamis: A Proposed Methodology,
Fourth LACCEI International (LACCEI 2006), Mayagüez, Puerto Rico, 2006.
Ismael Pagán Trinidad, Raúl Zapata López, Marcelo García, Arthur R. Schmidt,
Víctor González Nieves, Norberto Caraballo Nadal, Drainage Guidelines: An
Electronic Library, Second LACCEI International Conference for Engineering
and Technology (LACCEI 2004), Miami, Florida, USA, 2004.
I Pagan, R Zapata, V Gonzalez & N Caraballo (2003), Mitigation Flood Analysis:
Electronic Drainage Library, Report to FEMA 1247-DR-PR.
RA Román-Seda, MI Ortiz-Soto, J Cardona & I Pagan-Trinidad (2001),
Caracterización de un filtro lento de arena con un prefiltro de flujo horizontal de
grava, International Journal on Natural Disasters, Accidents and Civil
Infrastructure, vol. 1(1), pp. 87-97.
332
ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Member: Puerto Rico College of Engineering and Surveyors
Member: Puerto Rico Parliamentary Procedure Lyceum
Participation in the International Water Resources Association; American
Geophysical Union; ASCE; Water Pollution Control Federation, (P.R. & Illinois
Chapters), American Water Works Association, (Puerto Rico and Illinois
Chapters); Puerto Rico Water Resources Association.
HONORS AND AWARDS:
Engineering Faculty Productivity Award – 1996.
General Coord., NORCECA 98, an international women volleyball championship
Recognition Plaque for the Cooperation and Technical Assistance to the Ponce
Chapter of the CIAPR in the 1989 and 1992 Annual Assemblies
Elected Academic Senator, 1990; Re-Elected in 1991 and in 1994.
Elected Senate Representative to the University Board - 1993
Elected University Representative to the University Board of Trustees - 1994.
Elected Senate Representative to the Campus Administrative Board, 1996.
Recondo Patch, US ARMY-ROTC, Summer Camp in Fort Bragg, Virginia - 1994.
The Letter C "Insignia" - the unique acknowledgement for a distinguished member
of the University Community at the University Sport Program - 1995.
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Member of the Editorial Board, “International Journal for Natural Disasters,
Accidents and Civil Infrastructure”, 2001 to date.
Vice-president 2003-present, Annual Conference Director (2006), Annual
Conference Technical Director 2005 and 2004, Latin-American and Caribbean
Consortium of Engineering Institutions (LACCEI), 2000-date.
University Liaison, Engineering Research and Development Center of the U.S.
Corps of Engineers, 1999-date.
Member, Advisory Board on the University Intramural Professional Practice, 19962002, 2005-date.
Member, Board of Directors, Materials Characterization Center, UPR, 1998-date.
Member, Board of Directors, Puerto Rico Construction Cluster, 2004-date. Liaison,
UPRM-ERDC MOU, 1999-date.
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Numerous Seminars and Continued Education Conferences & Workshops.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
89%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
11%
333
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Pando, Miguel A., PhD, PE
Associate Professor
DEGREES (with fields, institution, and
date):
PhD, in Geotechnical Engineering, Virginia Tech, Blacksburg, VA, February 2003
MSCE, University of Alberta, Edmonton, Alberta, Canada, April 1995
BSCE, Javeriana University, Bogota, Colombia, October 1991
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Associate Professor, UPRM, July 2006 – present
Assistant Professor, UPRM, February 2003 – July 2006
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Director Geotechnical Laboratory, Civil Engineering Department, UPRM, 2004–pres.
Teaching & Research Assistant, CEE Dept, Virginia Tech, 1998–2002.
Project Engineer, Thurber Engineering, Toronto, Canada, May 1997 – July 1998.
Geotechnical Engineer, AMEC Earth & Environmental, Alberta, Canada, 1994–1997.
Teaching & Research Assistant, CEE Dept, University of Alberta, Alberta, Canada,
January 1993 – September 1994.
Civil Engineer in Training, Gonzalez & Associates, Bogota, Colombia, 1991–1993.
CONSULTING:
Project Engineer, Thurber Engineering, Toronto, Canada, May 1997 – July 1998.
Geotechnical Engineer, AMEC Earth & Environmental, Edmonton, Alberta, Canada,
September 1994 – May 1997.
Civil Engineer in Training, Gonzalez & Associates, Bogota, Colombia, July 1991 –
May 1993.
Ontario, Canada, Professional Engineer (P.Eng.) License (August 1997 – present).
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
Acosta, F.J., Santos, J., Suárez, O.M., and Pando, M.A. (In Press 2007). “Raising
awareness on materials recycling using undergraduate engineering research,”
International Journal of Environment and Pollution, In press.
Pando, M.A., Ruiz, M.E., and Larsen, M.C., (2005). “Rainfall-Induced Landslides in
Puerto Rico: An Overview”, In proceedings 2005 ASCE GeoFrontiers, January
24-26, Austin, TX, 15 p.
Pando, M.A. , Brown, D., and Filz, G.M. (2004) “Performance of a Laterally Loaded
Composite Pile at the Nottoway River Bridge”, In Proceedings ASCE Geo-Trans
2004, Los Angeles, CA, July, 15 p.
Pando, M.A., Filz, G., Ealy, C., Hoppe, E., (2003), “Axial and Lateral Load
Performance of Two Composite Piles and One Prestressed Concrete Pile”,
Transportation Research Record, Journal of the Transportation Research Board,
TRR No. 1849, November, 15 p.
Fam, A., Pando, M.A., Filz, G., and Rizkalla, S. (2003), “Precast Piles for Route 40
Bridge in Virginia Using Concrete Filled FRP Tubes”, PCI Journal,
Precast/Prestressed Concrete Institute, Vol. 48, No. 3, May-June 2003, pp. 3245.
American Society of Civil Engineering (ASCE), Earthquake Engineering Research
Institute (EERI), Seismological Society of America (SSA), Transportation
Research Board (TRB), Canadian Geotechnical Society (CGS), Deep Foundation
Institute (DFI), ASTM, ASCE Geo-Institute, Phi Kappa Phi and Chi Epsilon
Academic Honor Societies.
EPA C2P2 Research Award (Coal Combustion Products Partnership), October
2006
Distinguished Faculty Award, Department of Civil Engineering, UPRM, 2005
Natural Sciences & Engineering Research Council of Canada, Doctoral Fellowship,
1998
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ABET Self-Study Report for Civil Engineering Program at UPRM
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
Colfuturo (Colombian Government) Postgraduate Scholarship, 1992-1994
Award for Highest Overall GPA – Class of 1991, CE Department, Javeriana
University, Bogota, Colombia
Award for Best Undergraduate Thesis – Class of 1991, CE Department, Javeriana
University, Bogota, Colombia
August 2003 – present . Member Departmental Graduate Committee, CE
Department, UPRM.
August 2006 – present. Member Graduate Committee, College of Engineering,
UPRM.
February 2003 – May 2006. Member Technology and Computer Departmental
Committee, CE Dept., UPRM.
August 2003 – June 2006. Member Research Committee, College of Engineering,
UPRM.
July 2004 – present. Director Geotechnical Laboratory, Civil Engineering Department,
University of Puerto Rico – Mayaguez.
February 2006 – present, Member TRB Committee on Soil and Rock Properties.
April 2005 - present, Member Deep Foundation Institute (DFI) Committee on Seismic
and Lateral Loads.
June 2006 – present, Member ASCE Geo-Institute Committee on Shallow
Foundations.
May 2006. Editor SECTAM XXIII, in Mayaguez, PR.
May 2003 – present. Reviewer for the ASCE Journal of Geotechnical and
Geoenvironmental Engineering, Canadian Geotechnical Journal, International
Journal for Natural Disasters, Accidents and Civil Infrastructure, Geological and
Geotechnical Engineering, International Journal of Computer- Aided Civil and
Infrastructure Engineering, ASCE Specialty Conference “Foundation and Ground
Improvement”, June 9-13, 2001, ASCE GeoDenver 2007.
January 2003 – present. Research Mentor, several undergraduate students for the
Puerto Rico Louis Stokes Alliance for Minority Participation (PRLSAMP).
June 2006 – present. faculty co-Advisor EERI UPRM Student Chapter.
June 2003. Faculty Shortcourse on Driven Piles, Week long workshop for faculty,
Logan, Utah.
September 2004. International Conference on Geotechnical Site Characterization, 3
day conference, Porto, Portugal.
November 2004, Quality Education for Minorities (QEM) Faculty Early Career
Development (CAREER) Program, 2 day workshop, Las Vegas, NV.
January 2005. Transportation Research Board, 5 day conference, Washington DC.
May 2005. SECTAM XXIII, 3 day conference, Mayaguez, PR.
January 2006. Transportation Research Board, 5 day conference, Washington DC.
July/August 2006. NSF Minority Faculty Development Forum, 4 day workshop,
Washington, DC.
September 2006. NEES Large Scale Hybrid Testing, 2 day workshop, U of Buffalo.
February 2007. GeoDenver ASCE Conference, 4 day conference, Denver, CO.
June 2007, First North American Landslide Conference, 5 day conference, Vail, CO.
89%
11%
335
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Perdomo, José L., PhD, PE
Assistant Professor
DEGREES (with fields, institution, and
date):
PhD, Virginia Tech- Environmental Design & Planning, 2004
MSCE, Virginia Tech- Civil Engineering, 2001
BSCE, University of Puerto Rico- Civil Engineering, 1997
Assoc. Deg., University of Puerto Rico- Civil Engineering Technology, 1993
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Assistant Professor, Department of Civil Engineering, UPRM, Jan 2005- Present.
Instructor on study leave, Department of Civil Engineering, UPRM, 2002-2004.
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Graduate Research and Teaching Assistant, Virginia Tech, 1998 - 2004
Project Superintendent and Field Engineer, Jusor Corporation, Mayagüez, PR, 1997 1998
CONSULTING:
Planning and Scheduling of Construction Projects
STATE(S) IN WHICH REGISTERED:
Puerto Rico
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Perdomo, J., Thabet, W., (2006), Automating the Field Material Procurement
Process, Proceedings of the 2006 Latin American and Caribbean Consortium of
Engineering Institutions Conference, Mayagüez, Puerto Rico
Perdomo, J., Shiratuddin, M, Thabet, W., Ananth, A., (2005), Interactive 3D
Visualization As A Tool For Construction Education, Proceedings of the 2005
Information Technology Based Education and Training Conference, Juan Dolio,
Dominican Republic
Perdomo, J., Thabet, W., Badinelli, R., (2005), A Decision Support Model for Supply
Chain Management for the Construction Industry, Journal Paper, Submitted to
ASCE Journal of Construction Engineering and Management, Under Review
Perdomo, J., Martinez, J., (2005), “Modelo para estimar la productividad de
camiones usados para movimiento de tierra en obras de infraestructura”, Revista
Internacional de Desastres Naturales, Accidentes e Infraestructura Civil
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Perdomo, J., Thabet. W., Badinelli, R. (2004), A Decision Support Model for
Material Supply Management for the Electrical Construction Industry, 2004
European Conferences on Product and Process Modelling (ECPPM), Istanbul,
Turkey
N/A
HONORS AND AWARDS:
Nominated for the 2007 Faculty of the Year Award
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Departmental Academic Affairs Committee- Member
Faculty Entrepreneurial Committee- Member
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ABET Self-Study Report for Civil Engineering Program at UPRM
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
WebCT Training Workshop, UPRM, IDEAL
New Professors Workshop, UPRM, CEP
ABET Accreditation workshop, UPRM, College of Engineering
NSF Workshop, QEM Network
NEAGEP Science Day, UPRM, AGEP
NSF Career Workshop, Memphis TN
NSF Minority Faculty Workshop, Washington DC
HUD Seminar, Río Piedras, Puerto Rico
Project Management: A Valuable Professional Option in Construction
Effective College Teaching Workshop, held at Virginia Tech
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
84%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
16%
337
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Pesantes Tavares, Eileen R., MSCE, PE
Instructor (On Study Leave)
DEGREES (with fields, institution, and
date):
PhD Candidate, Univ. of Florida-Gainesville, Aug 2008-Present
MSCE, Stanford University, 1998
MSCE, University of California at Berkeley, 1995.
BSCE, University of Puerto Rico at Mayagüez, 1994.
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Part time and full time teaching from August 2002 to May 2008.
OTHER RELATED EXPERIENCE
(teaching, industrial, etc.):
Work as cost engineer in XL Construction, a high tech construction company in the
San Francisco Bay Area, 2001-2002.
Work as project engineer in XL Construction1999-2001.
Work as a project engineer in Rudolph and Sletten, a large construction company
in the San Francisco Bay Area, 1998-2001.
CONSULTING:
Consulting work as Construction Engineer
STATE(S) IN WHICH REGISTERED:
Puerto Rico PE# 14072
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR)
HONORS AND AWARDS:
University of Florida Department of Civil Engineering Alumni award to continue
studies towards a PhD degree.
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Construction Management refresher course. Arbitration and mediation seminar.
Green Building Conference.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
35%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
65%
338
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Ramos Cabeza, Ricardo, PhD, PE
Assistant Profesor
DEGREES (with fields, institution, and
date):
PhD, Rensselaer Polytechnic Institute – Troy N.Y., 1999
MSCE, Univ. of Puerto Rico – Mayagüez, 1996
BSCE, Univ. of Puerto Rico – Mayagüez, 1992
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Associate Professor, 2003-Pres.
Assistant Professor, Tenure-Track (Probation), 1999 - 2003
Teaching assistant, Rensselaer Polytechnic Institute – Troy N.Y., 1997Teaching assistant, Univ. of Puerto Rico – Mayagüez, 1996
1999
CONSULTING:
Numerous local geotechnical and structural consulting jobs
Department of State, Puerto Rico, on Status of San Rafael Hospital, Santa Tecla, El
Salvador (after Earthquake Jan 2001)
STATE(S) IN WHICH REGISTERED:
Puerto Rico, PE Lic. No. 13235
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Ramos, R. (1999), “Centrifuge Study of Bending Response of Pile Foundation to a
Lateral Spread Including Restraining Effect of Superstructure,” Ph.D. Thesis,
Dept. of Civil Engineering, Rensselaer Polytechnic Institute, Troy, NY.
Ramos, R., Abdoun, T. and Dobry R., “Centrifuge Modeling of Effect of
Superstructure Stiffness on Pile Bending Moments Due to Lateral Spreading,” 7th
U.S. Japan Workshop on Earthquake Resistant Design of Lifeline Facilities and
Countermeasures Against Liquefaction, Seattle, WA, August 15-17, 1999.
Ramos, R., Abdoun, T. and Dobry, R., “Effect of Lateral Stiffness of superstructure
on Bending Moments of Pile Foundation Due to Liquefaction-induced Lateral
Spreading,” presented in the12th World Conference on Earthquake Engineering,
Auckland, New Zealand, January 30-February 4, 2000.
Ramos Cabeza, R., González Hernández, H. and Padovani, A., “Observaciones
Post-Terremoto del 13 de enero de 2001 en El Salvador”, Revista Internacional
de Desastres Naturales, Accidentes e Infraestructura Civil, Volumen 1, Número
2, Diciembre 2001.
Ramos Cabeza, R., Saffar, A., Aviles, D., García, R., “Resistencia a Fatiga de
Techos de Madera y Zinc bajo Vientos de Huracanes”, Revista Internacional de
Desastres Naturales, Accidentes e Infraestructura Civil, Volumen 7, Número 1,
Mayo 2007.
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) - Member
HONORS AND AWARDS:
Cum laude - BSCE, Univ. of Puerto Rico – Mayagüez, 1992
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Department’s Academic Affairs Committee
Department’s Student Affairs Committee
Geotechnical Area Coordinator
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
78%
22%
339
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Ríos Morales, Julio C., MS, PLS
Professor (Ret.)
DEGREES (with fields, institution, and
date):
MS Geodetic Sciences, 1961 (The Ohio State University)
BS Geodetic Sciences, 1960 (The Ohio State University)
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
From July 1, 1960 to Dec 31, 1992 – Full Time
Jan 1993 – June 1997 – Part Time
July 1998 – present – Part Time
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
P.T. at Polytechnic University, Continuing Education Courses and Seminars.
CONSULTING:
Consultant in Land Surveying, Geodesy & Photogrammetry
STATE(S) IN WHICH REGISTERED:
Puerto Rico P.L.S. License #4510,
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
CIAPR (Surveyors Institute), ASPRS
National Geographic Society
HONORS AND AWARDS:
Distinguished Professor at Department and Faculty Levels
Distinguished Surveyors (CIAPR) 1996
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Part Time instructor and assistant to the Chairman in the Surveying Area
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
GPS (Trimble) Seminar in Miami – 1999
Review of Technical Publications
Of the “Bayerischen Akademie Der Wissenschaften”
(Quarterly)
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY ACTIVITIES
100% (Part-Time)
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0%
340
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Rivera Santos, Jorge, PhD, PE
Professor
DEGREES (with fields, institution, and
grade):
PhD Civil Engineering (Water Resources), University of Colorado, 1988
MSCE (Sanitary Engineering), UPRM, 1982
BSCE, UPRM, 1979
Associate Degree in Sciences, UPR-Bayamón, 1975
July 2000 to present, Professor, UPRM, Civil Engineering Dept.
July 1992 to June 2000, Associate Professor, UPRM, Civil Eng. Dept.
Jan. 1989 to June 1992, Assistant Professor, UPRM, Civil Eng. Dept.
Aug. 1983 to Dec. 1988, Leave of Absence from the UPR
July 1982 to July 1983, Instructor, UPRM
Aug. 1981 to June 1982, Lecturer, UPRM
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Coordination of Seventh Caribbean Islands Water Resources Congress;
Evaluation of Bridges Subjected to Military Loadings and Dynamic Hydraulic
Effects;
Development of TMDL’s in the Río Grande de Añasco Watershed: Phase I –
Problem Identification;
Development of TMDL’s in the Río Yagüez and Río Guanajibo: Phase I – Problem
Identification;
Land Use Classification of Mayagüez Bay Watershed;
Safe Yield Determination for the Southwestern Irrigation System;
Innovative Onsite Wastewater Disposal Systems Outreach and Demonstration
Project;
Inventory of Water Wells and Springs of Puerto Rico;
Agricultural Water Use Studies in Puerto Rico;
Development of a Hydraulic Model for the Water Distribution System of Mayagüez;
Development and Partial Implementation of an Education and Awareness Program
for the Mayagüez Bay Comprehensive Integrated Management Plan Project;
Hydrologic/Hydraulics Study Evaluations for the D.E.N.R.
CONSULTING:
Principal of Hydrologic, Hydraulics, and Environmental Systems: Flood Studies, EIS,
Solid Waste Management, and Pollution Control
STATE(S) IN WHICH REGISTERED:
Puerto Rico
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Final completion reports for:
Seventh Caribbean Islands Water Resources Congress.
Development of TMDL’s in the Río Grande de Añasco Watershed: Phase I –
Problem Identification.
Development of TMDL’s in the Río Yagüez and Río Guanajibo: Phase I – Problem
Identification.
Land Use Classification of Mayagüez Bay Watershed.
Inventory of Water Wells and Springs of Puerto Rico.
Agricultural Water Use Studies in Puerto Rico.
Development of a Hydraulic Model for the Water Distribution System of Mayagüez.
Development and Partial Implementation of an Education and Awareness Program
for the Mayagüez Bay Comprehensive Integrated Management Plan Project.
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
University Council on Water Resources (UCOWR), Delegate
International Water Resources Association (IWRA)
National Water Resources Institutes (NWRI)
American Water Works Association (AWWA)
College of Engineers and Land Surveyors of PR (CIAPR)
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ABET Self-Study Report for Civil Engineering Program at UPRM
HONORS AND AWARDS:
Recipient of George Warren Fuller Award, AWWA, June, 2007
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Jan. 1995 to present: Director of the Puerto Rico Water and Environmental
Resources Research Institute
August 2000 to March 2001: Dean of Academic Affairs, UPRM
July 1999 to February 2000: Acting Dean of Engineering, College of Engineering,
UPRM
August 1998 to June 1999: Assistant Dean for Research, College of Engineering,
UPRM
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Seventh Caribbean Islands Water Resources Congress, Oct 2007
AWWA Annual Conference, June 2007
Comprehensive PCSWMM & SWMM Workshop, Oct 2005
University Council on Water Resources Annual Conference, Jul 2005
Watershed Management and Restoration Conference, Jan 2005
Centrifugal Pump Workshop, Jun 2004
Water Quality Laboratory Audit Certification, Mar 2004
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
86%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
14%
342
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Rodríguez Amaro, Vidal, Esq. (Licensed Lawyer)
Instructor
DEGREES (with fields, institution, and
grade):
Juris Doctor Degree, Catholic University, Ponce, PR –1975
Master Degree in Business Administration with Major Concentration in Industrial
and Personnel Management – Inter American University, PR.
Bachelor Degree in General Education with Major Concentration in Political
Science, Omaha University, Nebraska, USA
Attended the College of Natural Sciences, UPR, Río Piedras, PR Chemistry &
Biology Studies.
International Affairs and Language courses, Maryland University, Europe.
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Since 1990.
Professor of Military Sciences for Four (4) years, University of Puerto Rico at
Mayagüez.
Military Instructor, US Army for many years.
CONSULTING:
Private Law practice with particular emphasis in Civil, Administrative, Corporate,
Immigration and Federal Laws, Criminal Law, etc.
STATE(S) IN WHICH REGISTERED:
Puerto Rico and the Federal Courts.
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
None
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
“Asociación de Abogados”, “Asociación de Notarios”, National Senatorial
Committee, Rep. Presidential Task Force, State Defense Forces Association,
Puerto Rico State Guard, Trial Lawyers Association, The Retired Officers
Association.
HONORS AND AWARDS:
Retired as Col. US Army; Awarded the Distinguished Service Cross
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY ACTIVITIES
100% (Part-Time)
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0%
343
ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
DEGREES (with fields, institution, and
grade):
Saffar, Ali, PhD
Professor
PhD Civil Engineering, Worcester Polytechnic Institute, 1981-1986
MS Fire Protection Engineering, Worcester Polytechnic Institute, 1981-1986
MSCE, Worcester Polytechnic Institute, Worcester, MA; 1979-1981
BSCE, Worcester Polytechnic Institute, Worcester, MA; 1976-1979
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Professor, July 2000
Associate Professor, 1994-2000
Assistant Professor, 1990-1994
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Adjunct Professor, Civil and Mechanical Engineering Department at
Worcester Polytechnic Institute; 1986-1989
Research Assistant, Mathematical and Experimental Evaluation of Bracing
Systems; 1983-1986
Research projects:
Cost-performance criteria for Seismic Retrofitting, NSF, 1998
Seismic Retrofitting Performance and Cost-Effectiveness of Steel Bracing System,
NSF, 1998
Seismic Response of R/C Frames with Friction Composite Moment Connections,
NSF, 1999
Effects of a Future Earthquake on the Operation of UPR-Mayagüez Campus, October
1999
Adoptive Feed – Forward Control of Structures
Performance of Steel Roof Decks under Cyclic Uplift Loading, Fomento Industrial,
MATCOR, American Agency, 1996
Modeling Design Wind Load for Puerto Rico
Application of Shape Memory Alloys in Vibration Control, United Technology
Development of Interactive Steel and Wood Design Course Modules, AMP
NAME & ACADEMIC RANK:
CONSULTING:
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Design of an Intelligent Structure, Engineering Mechanics: A force for the 21st
Century, Proceedings of the 12th Engineering Mechanics Conference, 1998.
Performance of Steel Roof Decks subjected to Repeated Wind Loading,
Proceedings of the Fifth Pan American Congress of Applied Mechanics, 1997.
Stochastic Structural Dynamics: Proceedings ot the Third International Conference,
Editor, January 1997.
Elements of Wood Frame Structures, Printed for class use since 1994. Last
revision: 1998.
Wind-induced failure of steel roof decks, Proceedings of the 7th Specialty Conf. On
Probabilistic Mechanics and Structural Reliability, ASCE, 1996, pp. 894-897.
Seismic-Response of R/C Frames with Friction Composite Moment Connections,
Proceedings of the 7th Specialty Conf. On Probabilistic Mechanics and Structural
Reliability, ASCE, 1996.
Cost-Performance Criteria for Seismic Retrofitting, Proceedings of the 7th Specialty
Conf. On Probabilistic Mechanics and Structural Reliability, ASCE, 1996.
344
ABET Self-Study Report for Civil Engineering Program at UPRM
Column Design in Fire Exposed Steel Frames, Proceedings of the 7th Specialty
Conf. On Probabilistic Mechanics and Structural Reliability, ASCE, 1996, pp. 906909.
“Criterio Costo-Rendimiento para Retroalimentación Sísmica” (In Spanish),
Proceedings of the 9th Latin American Conference on Seismic Engineering, Santo
Domingo, Dominican Republic, 1996.
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
National Civil Engineering Honor Society
Chi Epsilon (from 1983)
ASCE
HONORS AND AWARDS:
Tau Beta Pi
Distinguished Engineering Professor Award, November/1995
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Co-director WPI-UPRM Project Center; Advisor, UPRM AISC Steel Bridge Design
Team (1994-1998); Member Computer Aided Instruction Delivery Laboratory
(CAIDEL) Group, 1993-1998; Organizer and Technical Editor, The Third
International Conference on Stochastic Structural Dynamics, 1994-1997; Co-chair,
Hazard Mitigation Group (working on the FEMA proposals), 1996; Member
Department Team working on the Arecibo Observatory proposal; Member Civil
Infrastructure Research Center (CIRC).
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
International Building Code 2000, March 1998
Seminars on Competitive Research and Poster Session, May 1997
“Estilos de Aprendizaje”, September 1996
Development of Computer Assisted Multimedia Educational Modules, November
1995
Authorware Professional, January 1994
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
81%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
19%
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ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Segarra-García, Rafael, PhD, PE
Professor
DEGREES (with fields, institution, and
date):
PhD, Water Resources Engineering, Virginia Polytechnic Institute & State
University, Blacksburg, VA, 1988
CE, Water Resources Engineering, Massachusetts Institute of Technology,
Cambridge, MA, 1983
MSCE, Civil Engineering, University of Puerto Rico, Mayagüez, PR, 1977
BSCE, Civil Engineering, University of Puerto Rico, Mayagüez, PR, 1975
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Professor, July 1998 – Present
Associate Professor, July 1991 – June 1998
Assistant Professor, July 1988 – June 1991
Instructor, Aug. 1977 – June 1988
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Short courses on stochastic hydrology in the Dominican Republic and a local
consulting firm
CONSULTING:
Expert Witness in over 15 court cases
Consultant in bridge hydraulics to PR Highway Authority
Private consultation in bridge design studies
Private consultation in flood map revision studies
Private consultation in hydrologic-hydraulic studies
STATE(S) IN WHICH REGISTERED:
Puerto Rico, PE Lic. # 8320
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
College of Engineers and Surveyors of Puerto Rico (CIAPR)
American Society of Civil Engineers (ASCE)
American Geophysical Union
HONORS AND AWARDS:
Distinguished Engineer – 2007, Aguadilla chapter of the College of Engineers and
Surveyors of Puerto Rico (CIAPR)
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Departmental Graduate Committee member
Member of faculty Teaching Methods committee
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Participation in annual seminars offered by the College of Engineers and Surveyors of
Puerto Rico
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY ACTIVITIES
0%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
100%
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ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Suárez, Luis E., PhD
Professor
DEGREES (with fields, institution, and
date):
PhD, Engineering Mechanics, Virginia Tech (VPI).
MSc, Engineering Mechanics, Virginia Tech (VPI).
BSc, Mechanical and Electrical Engineering, National University of
Córdoba, Argentina.
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Professor, Department of Civil Engineering, UPRM, July1996-present.
Associate Professor, Department of General Engineering, UPRM,
July1991-July 1996
Assistant Professor, Department of General Engineering, UPRM, August
1989-July 1991.
Assistant Professor, Department of Structures, University of Cordoba,
Argentina, October1987-July 1989.
Assistant Professor, Engineering Science & Mechanics Dept., Virginia Tech
September 1986-August 1987.
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Visiting Professor, Engineering Science & Mechanics Dept., Virginia Tech,
Blacksburg, VA., Summers of 1990, 91, 92, 93, 94, 95, 96, 97, 98, 99, 2000.
CONSULTING:
Structural Engineer, Structural Mechanics Group joint program of the Atomic
Energy Commission of Argentina and the University of Córdoba, Argentina.
Occasional diverse consulting during tenure UPRM, 1981-1982.
STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Suarez, L.E. and Montejo, L.A., "Applications of the Wavelet Transform in the
Generation and Analysis of Artificial Accelerograms," Structural Engineering and
Mechanics Journal, Vol. 27, No. 2, 2007, pp. 173-197.
Virella, J.C, Suarez, L.E. and Godoy, L.A., "A Modified Capacity Spectrum
Procedure for the Evaluation of the Elastic Buckling of Anchored Steel Tanks due
to Earthquakes," Journal of Earthquake Engineering, (in press), scheduled for
publication on 2008.
Cundumi, O. and Suarez, L.E., “A New Variable Damping Semi-Active (VDSA)
Device for Seismic Response Reduction of Civil Structures,” Journal of
Mechanics of Materials and Structures, Vol. 2, No. 8, 2007, pp. 1639-1659.
Cundumi, O. and Suarez, L.E., “Numerical Investigation of a Variable Damping
Semi Active Device for the Mitigation of the Seismic Response of Adjacent
Structures,” Journal of Computer-Aided Civil and Infrastructure Engineering, Vol.
23, 2008, pp. 291-308.
Stuardi, J.E. and Suarez, L.E., “Seismic Performance Comparison of Two Similar
Buildings with a Rigid Foundation and a Base Control System Using Measured
and Predicted Responses,” submitted for publication to the Journal of Earthquake
Engineering, in January 2008.
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
ASME, ASCE, AIAA, American Academy of Mechanics, ASEE, SEM, EERI, SSA,
Sigma Xi, NEES.
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HONORS AND AWARDS:
Gold Medal to Best Graduate of School of Mechanical Engineering (University of
Córdoba, 1981)
Cunningham Fellowship (VPI, 1986)
Ph.D. Research Award (VPI Chapter of Sigma Xi, 1987)
Tau Beta Pi Award for Excellence in Undergraduate Teaching (1994, 1995)
Puerto Rico-EPSCoR Scholarly Productivity Award (1993,1994)
Who’s Who in Science and Engineering (1994,1995)
Who’s Who Among Hispanic Americans (1994,1995)
Who’s Who in American Education (1995)
Who’s Who Among America’s Teachers (1996)
Who’s Who in the South and Southwest (1997)
Distinguished Professor, General Engineering Dept., UPR-M (1996)
Distinguished Scientist of Puerto Rico, Interamerican University (1995)
Distinguished Professor Award, Civil Engineering Dept., UPR-M (1997)
Distinguished Professor Award, Civil Engineering Dept., UPR-M (2000)
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
General Vice-Chairman of the 5th Pan American Congress of Applied
Mechanics in San Juan, Puerto Rico, January 2-4, 1997.
Technical Chairman of the 23 rd Southeastern Conference on Theoretical
and Applied Mechanics in Mayagüez, PR on May 21-23, 2006.
Member of the board appointed by the Council of Higher Education of
Puerto Rico to evaluate the license renewal of the engineering
programs of Caribbean University, 1996.
Member of the Technical Committee on Probabilistic Methods of the
American Society of Civil Engineers (ASCE), elected for the term 19951998.
Member of the Editorial Board of the Journal of Engineering Structures,
Elsevier Science, July 1999 to present.
Member of the Editorial Board of the Journal of Vibration and Control, 2004 to
present.
Member of the Editorial Board of the Revista Internacional de Ingeniería de
Estructuras.
Member of the board appointed by the Council of Higher Education of
Puerto Rico to evaluate the license renewal of the graduate program in
Civil Engineering of the Polytechnic University of Puerto Rico, 2000.
Co-editor of the international journal Revista Internacional de Desastres
Naturales, Accidentes e Infraestructura Civil, published since May
2001.
Member of the Personnel Committee of the Civil Engineering Department of UPRM, July 1997 to present.
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
"Potential Disaster Assessment 101" by several instructors, seminar, 2nd
International Forensic Engineering Congresss organized by the
American Society of Civil Engineers, San Juan, Puerto Rico, May 2000.
"Dam Safety Training Workshop" by instructors of the Bureau of Reclamation,
seminar organized by the Puerto Rico Electric Power Authority, Aguadilla, Puerto
Rico, December 4-8, 2000.
67%
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY ACTIVITIES
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
33%
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ABET Self-Study Report for Civil Engineering Program at UPRM
SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Valdés Díaz, Didier M., PhD, PE
Associate Professor
DEGREES (with fields, institution, and
grade):
PhD, Civil Eng. (Transportation), The University of Texas at Austin
MSCE, Traffic and Transportation Eng., El Cauca University
BSCE, La Gran Colombia University.
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Associate Professor, UPRM, 2004-Present
Assistant Professor, UPRM, 1999-2004
Research Assistant &Project Coordinator, UT- Austin, 1995-1998
Visiting Professor, UPRM, 1991-1994
Instructor, La Gran Colombia University, 1990
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
"Introduction to the Conceptual Design of Highways and Streets." One-day seminar
for the Technology Transfer Center. Oct. 2000
"Introduction to the Research Methodology" four weeks seminar for graduate
students at the Civil Engineering Department. June 2000
CONSULTING:
09/90-02/91 Specialized Engineer, Public Works and Transportation Ministry.
Specialized engineer in the transportation area, working with the planning office
on transportation infrastructure issues.
01/90-09/90 Civil Engineer, Independent. Engineering consulting for several
companies on transportation and project control.
03/87-07/88 Project Engineer, R.F. S.A. Engineer in charge of planning,
construction and control of residential building projects.
08/85-02/87 Project Engineer, INCIVIAL LTDA. Engineer in charge of construction
at the Bogota-Villavicencio highway KM 8.
STATE(S) IN WHICH REGISTERED:
Professional License # 25202-23893 issued by the Professional Board of Engineering
and Architecture in Bogotá, Colombia.
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
With Fisher D. And Baucage Y. “Evaluation of Location Marker Signs for Incident
Management” Proceedings of the ITE Annual Meeting 2001, Chicago, August
2001.
With Paz A. and Silva B. “Implementation of ITS Strategies to Manage Special
Events in the San Juan Metropolitan Area” Proceedings of the ITE Spring
Conference 2001, Monterrey, CA, March 2001.
With Mahmassani H. S. and Chiu Y. C. "Optimal Time-Dependent Varible Message
Sign Diversion Strategy" Submitted for publication in Transportation Research
Record. Proceedings of the 79th Annual Meeting of the Transportation Research
Board, January 2000, Washington D.C.
With Mahmassani H. S., Abdelghany K. F. and Abdelfatah A. S. "Real-Time
Dynamic Traffic Assignment and Path-Based Signal Coordination: Application to
Network Traffic Management" Accepted for publication in Transportation
Research Record. Presented at the 78th Annual Meeting of the Transportation
Research Board, January 1999, Washington D.C.
"Integrated Arterial and Freeway Operation Control Strategies for ITS Advanced
Traffic Management Systems.", Nov. 1997.
Contribution to the report: "DYNASMART-X Real-Time Dynamic Traffic Assignment
System Volume IV: Off-line Testing." Technical Report ST067-85-VOLUME IV.,
Sep. 1998.
Contribution to the report: "Off-line Laboratory Test Results for the DYNASMART-X
Real-Time Dynamic Traffic Assignment System." Technical Report ST06785TASK G., Sep. 1998.
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SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Institute of Transportation Engineers (ITE)
Transportation Research Board (TRB)
American Society of Civil Engineers (ASCE)
HONORS AND AWARDS:
1997-98 "Mary Kate Collins Memorial Endowed Presidential Scholarship in Civil
Engineering" Nominated by Civil Eng. Faculty at UT Austin
1994 Distinguished Professor of the Civil Engineering Department. Nominated by
Tau Beta Pi Engineering honor society, UPR – Mayaguez
1988-89 Fellowship for graduate studies, El Cauca University.
1985 Distinguished Graduating Student. La Gran Colombia University.
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Thesis Director:
1. Thesis Director
Paz Alexander (1999-Present), Baucage Yilia (2000_Present), Torres Cristina
(2000-Present), Martínez Francisco (2001-Present), Buitrago Fabiola (19921994)
2. Participation in Graduate Committees
Juarbe Daysi (2000-Present), Juan Carlos Virella (2000-Present) .Rodriguez
Edilberto (1995), Contreras Carlos (1993), Molina Carlos (1993), Marcial Sandra
(1993)
3. Research Projects with Undergraduate Students
1999-Present Several undergraduated students advised under independent
research, the UPR/MIT/TU Professional Development Program and SLOAN
Undergraduate Research in Civil Eng.
Service:
1. At The UPR — Mayaguez Campus
2000-01 President of Departmental Committee of Graduate Studies
2000-01 President of Mayaguez Campus Traffic Committee
2. At The University of Texas at Austin
1997-98 President of ITS America Student Chapter
1997-99 Associate Member of the Institute of Transportation Engineers
1995-98 Member of the Student Chapter of the Institute of Transportation
Engineers
1995-98 Reviewer for papers submitted to journals and conferences including
TRB committee on Traffic Flow Theory, Conference of the International
association for Travel Behavior Research, and Triennial Symposium on
Transportation
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Seminars
1999-01 More than 40 hours completed through the Center for Professional
Enhancement (CEP) at UPR-Mayaguez on several topics including the required 3days seminar for new faculty, 4-days seminar on writing technical papers, and
various seminars on topics ranging from ethics to mentoring students.
70%
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
30%
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SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Vélez Rodríguez, Linda L., MS, PE, PLS
Professor
DEGREES (with fields, institution, and
grade):
MS in Geodetic Science, Ohio State University, Sept. 1981
BSCE, University of Puerto Rico - Mayagüez, May 1975
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Professor, 2001
Associate Professor, 1994
Assistant Professor, 1989
OTHER RELATED EXPERIENCE (teaching,
industrial, new technology):
Professor at the Polytechnic Univ. of Puerto Rico Land Surveying Program, Period
1982 to 1985
Ad Honorem Professor at the University of Puerto Rico-Rio Piedras Campus at the
Geography Department, Period 1983
Professor and Program Coordinator at the Turabo University of Puerto Rico, Land
Surveying Program at the Mathematics Department - Gurabo, PR; Period 1978 to
1979
Undersecretary of the Department of Transportation and Public Works, San Juan,
Puerto Rico. Acting Secretary during January 1, 1989 to March 3, 1989. Period
April 1986 to March 1989.
Partner of Antonio Hernández Virella & Associates; Period 1983 to 1986
Civil Engineer at the Puerto Rico Aqueduct And Sewer Authority, San Juan, PR;
Period 1978-1983
Civil Engineer at the Department of Transportation & Public Works, San Juan,
Puerto Rico; Flood Control Area; Period 1975-1978
The use of Global Positioning Systems technology in several courses and conducts
research using GPS as data gathering tool. The use of several TRIMBLE
receivers such as: the Pathfinder Basic Plus, GeoExplorer II, 4600LS and 4700.
DGPS and STATIC observation methods.
The use of Real Time KinematicGlobal Positioning Systems technology using
TOPCON Hiper Lite +
The use of Remote Sensing and Geographic Information Systems technology in
several courses and conducts research using these new technologies with
several agencies like: USDA Forest Services, NOAA, Fish and Wild Life Service,
NASA, FEMA, Instituto de Cultura Puertorriqueña, Puerto Rico Justice
Department and the Puerto Rico Environmental and Natural Resources
Department.
CONSULTING:
STATE(S) IN WHICH REGISTERED:
Expert Witness in Land Surveying
Professional Engineer, Puerto Rico, License No. 7731
Professional Land Surveyor, Puerto Rico, License No. 8791
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
Sistema Espacial del Valle del Río Grande de Añasco, Tecnomundo, publicación
del Colegio de Ingenieros y Agrimensores de Puerto Rico, Edición EneroFebrero/2004, página 13.
Buscando Puntos de Control en el WEB, Tecnomundo, publicación del Colegio de
Ingenieros y Agrimensores de Puerto Rico, Edición Febrero 2005, página 14.
Land Surveying Bachelor Program at the University of Puerto Rico: A Vision for
Success
XXIII International FIG Congress
8-13 October 2006 Munich, Germany
Tidal Station and Bench Marks: Tools for Spatial Information Management
6th FIG Regional Conference
Coastal Areas and Land Administration –Building the Capacity12-15 Novembre 2007 San Jose, Costa Rica
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ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
Society of Women Engineers (SWE); American Society of Civil Engineers (ASCE);
American Congress on Surveying and Mapping (ACSM); Sociedad de Ingenieros
de Puerto Rico; Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR)
to which all Registered Engineers and Land Surveyors must belong by Law;
National Geographic Society And Sororidad Honoraria de Educadoras ADKCapítulo Delta
HONORS AND AWARDS:
1997 Distinguished Collegiate by the Mayagüez Chapter of the “Colegio de
Ingenieros y Agrimensores de Puerto Rico”
Illustrios Women Room of the Puerto Rico Senate, Tally with the name of Linda L.
Vélez in the Engineering Field
1996 Fellow of the Society of Women Engineers
1996 Distinguished Work in Land Surveying Six Land Use and Land Cover of
Guánica Dry Forest by the “Colegio de Ingenieros y Agrimensores de Puerto
Rico”
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
2006-2007 and 2005-2006 President of the Professional Surveyor Institute of the
“Colegio de Ingenieros y Agrimensores de Puerto Rico”
Department’s Personnel Committees
Professional Land Surveying Committee
Faculty Advisor for the SWE Student Chapter
Member of the Editorial Advisory Board of the Journal Surveying and Land
Information Systems, published by the American Congress on Surveying and
Mapping until 2007
“Geodetic Liaison” for the National Geodetic Survey since 1999, as part of the MOU
between NOAA and UPR-RUM
Research in Remote Sensing , Geographic Information Systems(GIS) and Global
Positioning Systems (GPS) with several federal and local agencies like: USDA
Forest Services, NOAA, Fish and Wild Life Services, NASA, Instituto de Cultura
Puertorriqueña, Puerto Rico Justice Department and the PR Environmental and
Natural Resources
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Conferencia titulado “Acceso al Fortín de San Jeronimo” auspiciado por el Colegio
de Ingenieros y Agrimensores de Puerto Rico, el 27 de septimebre de 2007.
Conferencia titulado “Sistema de Alerta de Tsunamil” auspiciado por el Colegio de
Ingenieros y Agrimensores de Puerto Rico-Instituto de Agrimensores, el 15 de
febrero de 2008.
Conferencia titulado “Metamorfosis Geoespacial” auspiciado por el Colegio de
Ingenieros y Agrimensores de Puerto Rico, el 14 de mayo de 2008.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY
100%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
0%
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SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
Wendichansky Bard, Daniel A., PhD, PE
Professor
DEGREES (with fields, institution, and
date):
PhD, Civil Engineering, State University of New York at Buffalo (SUNY), 1996
MSCE, University of Puerto Rico-Mayaguez, 1986
BSCE, National University of Córdoba, Argentina, 1980
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
Instructor, Civil Engineering and General Engineering Department University of
Puerto Rico, August 1986 - August 1992
Assistant Professor, Civil Engineering and General Engineering Department
University of Puerto Rico, August 1992 – 1997
Associate Professor, Civil Engineering Department -University of Puerto
Rico,August1997–2003
Professor, Civil Engineering Department -University of Puerto Rico, Since 2003
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
Teaching Assistant, Mechanics of Material National University of Córdoba, 19771980
Lecturer, Civil Engineering Department Catholic University of Córdoba, 1981-1984
Province Highway Authority (DPV) Córdoba, Argentina, 1981 Construction
Supervisor of Highway and Bridges Córdoba’s Province Authority of Energy
(EPEC)
Córdoba, Argentina, 1981-1984 Construction Supervisor of Building and Civil
Facilities
CONSULTING:
Walter Ruiz & Associates, Inc.Structural Consultant - Puerto Rico 1988-1991, in
charge of the following duties: Design new structures as schools and buildings,
retrofitting design for tuna industries
Rodríguez-Vera & Associates Structural Consultant - Puerto Rico-1989 – Present,
in charge of the following duties: laboratory tests, structural building evaluations
and retrofitting design alternatives.
Bridge Design over Route #2, Toa Baja, PR for Highway and Transportation
Authority 1998
Bridge over Route #2, Toa Baja, PR for Highway and Transportation Authority 1999
Bridge Design on Route #187, Bridge 452 Río Grande for Highway and
Transportation Authority1999
Design of Bridge over Río Guayabo, Route #115, Aguada, PR for Highway and
Transportation Authority 2000
Structural Design of Parking Building for Department of Housing 2000
Structural Design of Roof for Municipal Coliseum of San Sebastián. 2002 Structural
Design of Coliseum at Hormigueros. 2003
Structural Design of two 9 Story RC building Design 2004
Structural Design of 8 Story Steel Parking at Mayaguez 2006
STATE(S) IN WHICH REGISTERED:
Puerto Rico, PE
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
E. Velez, D. Wendichansky and R. Lopez, “Lateral load tests of RC older homes
loaded in their weak Direction”Second NEES-EDEFENSE Workshop on Collapse
simulation of Reinforced Concrete Building Structures, Oct. 30 – Nov. 1, 2006, EDefense, Kobe, Japan.
D. Wendichansky, J. L. Ayala, Y. Seda Sanabria;“Assessing Bridge Conditions by
Performing Static Load Tests”; Proc. IV LACCEI Conference, Mayagüez, PR,
June 21-23, 2006.
D. A. Wendichansky, E. Vélez, S. S. Chen, J. B. Mander; “Simplified vs. Detailed
Bridge Models: A Time and Costs Decision”;Proc. IV LACCEI Conference,
Mayagüez, PR, June 21-23, 2006.
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ABET Self-Study Report for Civil Engineering Program at UPRM
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
D. Wendichansky, Y. Seda and J. Ayala; “ Experimental Determination of the Load
Distribution Factor for Bridges”; Proc. XXIII South Eastern Conference on
Theoretical and Applied Mechanics, Puerto Rico, May 21-23, 2006.
D. Wendichansky, E. M. Vélez and F. J. Acosta; “Experimental Cyclic Behavior of
Concrete Wall Houses Loaded in their Weak Direction”; Proc. XXIII South
Eastern Conference on Theoretical and Applied Mechanics, Puerto Rico, May 2123, 2006.
R. R. López, L. A. Godoy, D. Wendichansky, Estimating Natural Hazards Damage
for the Insurance Industry in Puerto Rico, Proc. Third LACCEI Internacional
Conference, Cartagena de Indias, Colombia, 8-10 June 2005.
Wendichansky D. “Simple Earthquake Construction Details That Make Big
Differences” Earthquake Conference, Puerto Rico Civil Engineering Society,
February 2005
Rodriguez L. and Wendichansky D. A., “Optimal Design of Battered Piles”,
Proceedings 2 Conference on Bridge and Highway Design. San Juan, Puerto
Rico September 2004.
Wendichansky D. and Centeno C., “Mitigating the Vulnerability of Existing
Electrical Steel Towers” Special Publication 65-a FEMA 2003
Wendichansky D. A., Martinez J. ,Cortez M,. Velez E., and Burgos I., “Earthquake
Instrumentation of Puerto Rico Bridges”, Proceeding Annual Meeting
Seismological Society of America April 2003
Colegio de Ingenieros y Agrimensores de Puerto Rico (CIAPR) - Member
HONORS AND AWARDS:
NIME Committee, Concrete Construction, 1983 Argentina
Ramos Foundation, Outstanding Graduate Student Award, 1985
Mayagüez Campus, University of Puerto Rico
Merit Award, General Engineering Department
Outstanding Professor of the Year 1990 Mayagüez Campus, University of Puerto
Rico - Puerto Rico
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
Structural Lab Director, Civil Engineering, 1997 - Present
In charge of design and construction of a one degree of freedom shaking table,
located at the University of Puerto Rico Structural Lab.
In charge of implementing the use of experimental techniques in undergraduate
courses.
Director of the bridge instrumentation program, supported by the Puerto Rico
Strong Motion Program and FEMA.
MCEER Engineer consultant during the full scale testing of two slab on girder
bridges.
NSF Panel Reviewer, Journal Reviewer (different publications)
PROFESSIONAL DEVELOPMENT
ACTIVITIES IN THE LAST FIVE YEARS:
Industry consultant during the development of new commercial products.
Structural Consultant for the Department of Transportation and Public Work, Port
Authority and for the Electric Power Company.
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY ACTIVITIES
71%
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
29%
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SUMMARY CURRICULUM VITAE (ABET)
NAME & ACADEMIC RANK:
DEGREES (with fields, institution, and
grade):
SERVICE ON FACULTY (including date of
original appointment and dates of
advancement in rank):
OTHER RELATED EXPERIENCE (teaching,
industrial, etc.):
CONSULTING:
Zapata-López, Raúl E., PhD, PE
Professor
Assistant Dean of Academic Affairs, UPRM
PhD, Civil Engineering, University of Florida, Gainesville, Fl., 1987.
MSCE, UPR-Mayagüez, P.R., 1982.
BSCE, UPR-Mayagüez, P.R., 1979
Professor, Civil Engineering Dept., UPR-Mayagüez. (1996 - present).
Associate Professor, Civil Engineering Dept., UPR-Mayagüez. (1991- 997).
Assistant Professor, General Engineering Dept., UPR-Mayagüez. (1988-1991).
Lecturer, General Engineering Dept., UPR-Mayagüez. (1981-1983).
Tenure Status (July 1993). Transferred from General Engineering to CE in April 1994.
Co-Pi. “Vulnerability of Structures due to Natural Disasters: Floods” FEMA, 2004-07.
Co-Pi. “Vulnerability of Structures due to Natural Disasters: Hurricane Winds”
FEMA (2003-2006).
Co-PI. “Flood Hazard Mitigation Through Revised Drainage Policies and Criteria
for PR: A Guidelines Manual” FEMA (2000 - 2004).
Co-PI. “Damage Mitigation of Above Ground Steel Tanks due to Hurricanes” FEMA
( 2000 - 2003).
PI. “Engineering Excellence Awards for Low Income Minority Students” NSF (Feb.
2001 to 2005), Co-PI (2000 - 2001).
Co-PI. “Hydrologic-Hydraulic study to determine possible bridge scour conditions of
5 bridges in P.R.,” (1999 to date).
Co-PI. “Collection of Basic Weather and Earthquake Data for Improvement of
Building Codes in PR: Wind and Weather Component” FEMA & PR State Civil
Defense (1997 - 2000).
PI. “Developing Guidelines for Testing & Approval of Strom Shutters and Panels”
FEMA & PR State Civil Defense (1996 -1999).
Co-PI. “Development of a Decision Support Systems for Urban Watershed
Management in PR” NSF-UPR Civil Infrastructure Center - EPSCOR (1995 - 1998)
Study of required wind forces & instantaneous impulse on large floating barge to
generate drifting (2008 to date)
Evaluation of Hydrologic-Hydraulic Study of “Valle Verde” Residential Development,
Aguada, PR. (March-July2001).
Stormwater drainage system improvement & erosion control on steep slope (2001).
Interagency member Hazard Mitigation Team for May 6, 2001 Flood damages in
PR, FEMA-1372-DR-PR (May to June 2001).
Task Force: Evaluate the Hydrologic-Hydraulic component of Environmental Impact
Statement – Final of Neptune Ocean Harvest Inc. to UPRM Chancellors Office
(Nov. 1999 to March 2000).
Interagency & commission member Hazard Mitigation Team for Hurricane Georges
damages in PR, FEMA-1247-DR-PR, (Sept. 1998 to March 1999).
Expert Witness and deposition on "Sediment transport and geomorphologic effects
of gravel mining at Rio Grande de Añasco" Dept. of Natural Resources and
Environment of PR, (Sept. 1997-April 1998).
Commission member to study Hurricane Hortense damages in PR by FEMA and
Civil Defense Commission, FEMA-1078-DR-PR Report (Sept. 1996 to 1998).
Commission member to study Hurricane Marilyn's damages in the islands of
Culebra, P.R. and St. Thomas, U.S. Virgin Islands by FEMA and Civil Defense
Commission, FEMA-1068-DR-PR Report (Sept. 1995 to 1997).
Evaluation for Improvements of the Hydrologic-Hydraulic Study and Stormwater
drainage system for “Valle Monte Grande” Residential Development at Cabo
Rojo, PR (November 2001 to February 2002)
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STATE(S) IN WHICH REGISTERED:
PRINCIPAL PUBLICATIONS OF LAST
FIVE YEARS:
SCIENTIFIC AND PROFESSIONAL
SOCIETIES OF WHICH A MEMBER:
HONORS AND AWARDS:
INSTITUTIONAL AND PROFESSIONAL
SERVICE IN THE LAST FIVE YEARS:
PROFESSIONAL DEVELOPMENT ACTIVITIES IN
THE LAST FIVE YEARS:
PERCENTAGE OF TIME AVAILABLE FOR
RESEARCH AND SCHOLARLY ACTIVITIES
PERCENTAGE OF TIME COMMITTED TO
THE PROGRAM
Puerto Rico PE/PLS # 8447.
“Flood Damages due to rivers, store surges and tsunamis: A proposed
methodology” in Proceedings LACCEI-2006, Mayaguez, P.R. June 21-23, 2006.
By N. Caraballo, R. Zapata-López & I. Pagán-Trinidad.
“Impact of windborne debris on storm shutters” in Proceedings of LACCEI-2006,
Mayaguez, P.R. June 21-23, 2006. By A. Borges R. López & R. Zapata-López.
“Mitigation of Flood Hazards” Proceeding of Conference LACCEI 2004 Miami,FL 24 Junio,2004. By I.Pagan-Trinidad, R Zapata-Lopez, N. Caraballo, y V. Gonzalez
“Distribución de presiones de vientos huracanados sobre tanques cortos mediante
estudio del túnel de viento” in Revista Internacional de Desastres Naturales,
accidentes e infraestructura civil Vol.2 #2, Diciembre 2002 by G. Portela-Gautier,
L. Godoy y R. Zapata-López.
College of Engineers and Surveyors of Puerto Rico, CIAPR
Association of Groundwater Scientist and Engineers, NWWA
American Water Works Association, AWWA
American Water Resources Association, AWRA
American Wind Engineering Association, AWEA
Distinguished Professor 2000-01, Civil Engineering Dept. UPR-Mayagüez (May 2002)
Acknowledgement, 1994-95 Academic Excellence & Productivity Award (Oct. 1996).
Certificate & Dedicatory 1996 Initiation Activity Civil Engineering Student Associations
UPR-Mayagüez (Oct. 1996).
Certificate, Distinguished Work as Director Fluid Mechanics Lab., GE Dept. UPRM
(July 1994).
Member of Honor societies: SIGMA XI, Phi Kappa Phi & Tau Beta Pi .
Distinguished Professor, 1992. CIAPR, Mayagüez Chapter. (May 1992).
National Hispanic Scholastic Fund in 1985, 1986 and 1987.
Honor Certificates from UPR, School of Engineering in 1976, 1977 and 1979.
Assistant Dean of Academic Affairs, UPR-Mayagüez (2001 to date).
Director, Wind Tunnel Laboratory, Dept. of Civil Eng., UPR-Mayagüez (1994 to date).
Dept. Committees: Academic Affairs (1996 to date)
Institutional Committees: Registration Committee (2001 to date), Task Force on the
Review of the Class Schedule and time to move between classes ( 2006 - 2007).
“Civil Engineering Professional Exam Review: Water Resources, Hydraulics and
Sewer Design”, Department of Civil Engineering, University of Puerto Rico,
Mayagüez (March, 2003) 6 contact hours.
“Civil Engineering Professional Exam Review: Hydrology”, Department of Civil
Engineering, University of Puerto Rico, Mayagüez (March 6, 2002) 3 contact hours.
Sea Level Measurements” ” by P.R. Transportation Technology Transfer
Center, Univ. of Puerto Rico at Mayaguez, April 30, 2008.
“Practical Guidelines for Solid Waste Disposal” by P.R. Transportation
Technology Transfer Center, Univ. of Puerto Rico at Mayaguez, April 1011, 2008.
“Historia de los datums horizontales y verticales” CIAPR, Programa de
Desarrollo Profesional y Educación Continua (7.5 hrs), April 5, 2008.
Fourth LACCEI-2006, Mayaguez, P.R. June 21-23, 2006.
CONFERENCIA SOBRE INUNDACIONES 2005: Modernización de Mapas
sobre Tasas del Seguro de Inundación. 26 de agosto de 2005 en San
Juan P.R.
90%
10%
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APPENDIX C – LABORATORY EQUIPMENT
Environmental Engineering Laboratory: The Environmental Engineering Laboratory
(EEL) facilities are equipped with conventional, advanced, and state of the art indoor and field
instrumentations. Major equipment and instrumentation in the Environmental Engineering
Laboratory include:
•
Pressure sensors
•
Water purification systems
• Water quality meters (e.g.; pH, DO, Ion specific electrodes, turbidimeters,
conductivity, temperature)
•
Precision and top loading analytical balances
•
Incubators
•
Refrigerators
•
Water baths
•
Liquid and vacuum pumps
•
High Pressure Liquid Chromatography systems with an absorbance detector
• Gas chomatographs equipped with FID and TCD (Thermal Conductivity Detector),
Electron Capture Detector (ECD) and, Nitrogen-Phosphorus Detector (NPD)
•
Ion Chromatograph
•
UV/Vis spectrophotometers
•
Total and organic carbon analyzer
•
Atomic Absorption Spectrometer
•
Particle Counter
•
Analytical conductivity detectors
•
Environmental Chambers
•
Advance Oxidation Processes Package Plant
•
Computational and data acquisition systems
Field equipment at EEL includes:
•
Groundwater level meters
•
Oil/water interface meters
•
Tensiometers
•
Infiltrometers
•
Submersible pumps
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•
Field sampling pumps
•
Surface water flow meters and stage sensors
•
Portable and permanent weather stations
•
GPS
• Field water quality meters (pH, turbidity, salinity, specific ion electrodes, dissolved
oxygen, temperature)
•
Bailers
•
Fully-integrated digital acquisition systems
•
Two groundwater wells
EnviroBeds Facilities at EEL:
The EnviroBeds Facilities consist of several subsurface and engineered-environmentalsystems physical models. The TierraBed is comprised of several multi-dimensional physical
models used to simulate underground and soil-atmospheric environmental processes. These
models are well equipped with advance instrumentation and include:
• Two large-scale (1 m) 1-D flow/2-D transport soil columns. These columns have
been designed to study fate and transport processes subjected to variable advection, temperature
and surface-wind conditions. The columns incorporate air-sweeping chambers at the top of the
column to simulate wind conditions at the soil-atmospheric surface.
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• Small-scale (36 cm) transport/vegetation columns (4). These columns have been
developed to assess vegetation uptake of contaminants and the effect of surface vegetation on the
fate and transport processes. The columns are located in the field and are opened to the
atmosphere on the top, and have drainage outlets at the bottom. Vegetative cover sits on the soil
surface.
(b)
• 3-D laboratory-scale soil tanks (2) enclosed in environmental chambers and
instrumented with gas and liquid samplers and chemical, fluid, and thermal probes. These soil
tanks are designed to study the effect of variable, but controllable environmental conditions
(precipitation, solar radiation, atmospheric pressure, temperature) on fate and transport of
contaminants in soils and near soil surfaces.
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• A 2-D flow and electromagnetic soil tank instrumented with radar antennas, chemical
detection probes, mass measuring devices, and an image acquisition system. The image
acquisition and analysis system integrates the Soilbed and a digital camera interfaced to a
computer, enclosed in a studio-like room set with proper lighting.
• Two AquiferBeds are used to study hydraulic and transport processes in saturated
confined, unconfined, and heterogeneous aquifers.
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• 3-D field lysimeters (2) comprised of soil tanks instrumented with gas and liquid
samplers and chemical, fluid, and thermal probes. These lysimeters have been designed to study
fate and transport processes in the field. The tanks are partially buried into the ground, and the
top end of the lysimeters are opened the atmosphere. One of the soil tanks is filled with tropical
sandy soil and the other with a clayey soil.
Well
Weather
Station
Clay
lysimeter
Sand
lysimeter
DataAcquisition
system
Tensiometer
Vegetation
UptakeModel
• Another small-scale physical model exists for probing soil physical properties, fate
and transport processes, and exploiting sensing capabilities. One-dimensional columns have been
built to determine soil hydraulic properties, dynamic contaminant dissolution rates, packing and
sampling methodologies, and vapor-phase transport in soils.
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Civil Engineering Materials Laboratory: Major equipment and instrumentation in the
Materials Laboratory include:
•
Forney LT-1000-3 Universal Testing Machine (600,000 lbs. capacity)
•
Tinius Olsen Universal Testing Machine (300,000 lbs. capacity)
•
Riehle Universal Testing Machine (400,000 lb. capacity)
•
Riehle Screw-Gear Universal Testing Machine (100,000 lbs. capacity)
•
Charpy Pendulum Hammer Impact Test Machine (Galdabini 300)
•
TecQuipment SM 21 Torsion Testing Machine
• National Instrument SCXI data acquisition chassis with two SCXI-1520 strain gauge
cards of 8 channels each and a SCXI-1112 8 channel thermocouple reader
•
Three coarse aggregate sieving machines
•
Two fine aggregate sieving machines
Geotechnical Laboratory: Major equipment and instrumentation in the Geotechnical
Laboratory include:
•
One Wikenham Farrance hydraulic 50 kN triaxial compression machine
•
Two Pneumatic consolidation load frames, ELE Model 1032, Capacity 32 tsf
•
Six Wikenham Farrance Consolidation load frames
•
Eleven Permeameters
•
Five Volumeation insitu density testing devices
•
Five Sand cone insitu density testing devices
•
Six Unconfined compression testing devices
•
One Wikenham Farrance direct shear apparatus (4 in x 4 in shear box)
• One fully automated triaxial GeoComp equipment (1 LoadTrac II, 2 Flow Trac, 1
cyclic actuator)
•
One SBEL Resonant Column Apparatus – Stokeo Type with 150 psi capacity
•
Three Tempe Cell Arrangements for Unsaturated Soil Mechanics
•
One Rock mechanics Hoek Triaxial Testing Device
•
One ELE Data acquisition system
•
One SASW field testing cart (financed by the Strong Motion Network Center)
• One Direct Shear Apparatus (fairly old, but still usable for undergraduate
demonstrations); in need of repair.
On approved requisition, fully funded, purchased, and awaiting delivery:
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•
Point load apparatus for rock mechanics
•
Rock slake durability testing device
•
Rock shear box apparatus
•
Data acquisition system
•
One fully automated triaxial system
•
One dynamic signal analyzer
Computer Aided Instruction and Research Laboratory ( CAIREL): Major equipment
and instrumentation in CAIReL include:
•
Twenty seven (27) PC’s, all connected to main Server (CEFILE Server) in Widows
•
One server with one network printer
•
One HP Laser Jet 9050 dn
•
One plotter
•
Two HP Design Jet 500 printers
•
One HP Design Jet 800 printer
•
One HP Scan Jet 4570c
•
All computers have access by wired internet at 100Mbs.
•
Wireless internet communication is available.
2003
Computer Centers: Major equipment and instrumentation in the various Computer
Centers include:
Undergraduate Computer Center (Room CI-108):
•
Thirty five (35) PC’s all connected to main Server (CEFILE Server) in Widows 2003
•
One network printer
•
One HP Laser Jet 9050 dn
•
Three plotters
•
Two HP Design Jet 500
•
One HP Design Jet 800
•
One HP Scan Jet 4570c
•
All computers have access by wired internet at 100Mbs.
•
Wireless internet communication is available.
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Civil Infrastructure Research Center (Room CI-104-C):
•
Thirteen (13) PC’s all connected to main Server (CEFILE Server) in Widows 2003
•
One network printer
•
One HP Laser Jet 9050 dn
•
One Touch Scan Jet 8920
•
All computers have access by wired internet at 100Mbs.
•
Wireless internet communication is available.
Computer Labs (other than CAIReL, which was listed previously):
includes:
Equipment
PASCOR Computer Center (Room CI-09B):
•
Eight (8) PC’s all connected to main Server (Nemesis Server) in Widows 2003
•
One network printer
•
One HP Inkjet 2500C
•
All computers have access by wired internet at 100Mbs.
•
Wireless internet communication is available.
Transportation Technology Transfer Center: The Transportation Technology Transfer
Center is not a laboratory. It is an outreach program that transfers technology through seminars,
conferences, workshops, and other activities. Some of the significant equipment used in the
performance of those functions include:
•
•
•
•
•
•
•
•
Data display projectors (data shows)
Portable computers with DVD capability
Booths Stands
Portable screens
Laser pointers
Portable board for color markers
VCR Sets
TV Sets
Structural Engineering and Structural Models Laboratory: Major significant
equipment for this laboratory is included within the text description in Criterion7 of this report.
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Traffic Engineering Laboratory: Major significant equipment for this laboratory is
included within the text description in Criterion7 of this report.
Major significant equipment for this
Surveying and Topography Laboratory:
laboratory is included within the text description in Criterion7 of this report.
Wind Tunnel Laboratory: Major significant equipment for this laboratory is included
within the text description in Criterion7 of this report.
Civil Infrastructure Research Center (CIRC): Major significant equipment for this
center is included within the text description in Criterion7 of this report.
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APPENDIX D – INSTITUTIONAL SUMMARY
The Institution
University of Puerto Rico, Mayaguez Campus
Dr. Jorge Velez Arocho, Chancellor
Type of Control
Land-grant institution under state control.
History of Institution
The University of Puerto Rico was created by an act of the Legislative Assembly on
March 12, 1903 emerging as an outgrowth of the Normal School, which had been established
three years earlier to train teachers for the Puerto Rican school system. In 1908, the benefits of
the Morill-Nelson declared applicable to the island, fostered the rapid growth of the University.
Eloquent evidence of that growth was the establishment of the College of Liberal Arts at Río
Piedras in 1910 and the College of Agriculture at Mayagüez in 1911.
It was in the College of Agriculture where the Mayagüez Campus as we know it today
had its origin. Credit for the establishment of the College is given to the joint effort of D. W.
May (Director of the Federal Experiment Station), José de Diego, and Carmelo Alemar. A year
later, the school received the name that it bore for 50 years: the College of Agriculture and
Mechanic Arts (CAAM). The strengthening and diversification of the academic programs at
Mayagüez were recognized years later when, in 1942, as a result of university reform, the
campus was organized with a considerable degree of autonomy into the Colleges of Agriculture,
Engineering, and Science under the direction of a vice-chancellor. The expansion continued
through the 1950s when many programs flourished in the University. The College of Arts and
Sciences and the Nuclear Center were established in Mayagüez. The Colleges of Humanities,
Natural Sciences, Social Sciences, and Business Administration emerged in Río Piedras. The
Schools of Medicine, Odontology, and Tropical Medicine were established in San Juan.
In 1966, the Legislative Assembly reorganized the University of Puerto Rico as a system
of autonomous campuses, each under the direction of a chancellor. The College of Agriculture
and Mechanic Arts became the University of Puerto Rico, Mayagüez Campus (RUM).
Today, the Mayagüez Campus of the University of Puerto Rico continues its
development in the best tradition of a Land Grant institution. It is a co-educational, bilingual, and
non-sectarian school comprising the Colleges of Agricultural Sciences, Arts and Sciences,
Business Administration, Engineering, and the Division of Continuing Education and
Professional Studies. At present, the campus population is composed of 12,108 students, 1,924
regular staff members and 1,037 members of the educational staff.
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Student Body
The University of Puerto Rico has 11 campuses. The campus of Mayagüez is the only
one in the public university system where Bachelor of Science degrees in engineering are
offered. Each year, the College of Engineering receives applications from an average of 1800 of
Puerto Rico’s best high school students.
Of all the applicants to engineering (as their first, second or third choice) 35.8% were
admitted and registered, 58.7% were not admitted, and 5.5% were admitted but declined
registration at our programs. In general terms around 4 of 10 applicants are admitted and
registers in our engineering programs.
Based on type of high school (public or private) the applicants come from: 39.1% from
private schools are admitted and register, but lower percentages, 30.1% from public schools do.
Four out of ten students from private schools are accepted and register, while only 3 out of 10
students from public schools do.
The distribution of applicants admitted and registered was the same for the eight
senatorial districts comprising Puerto Rico. The rejection rate and the number of applicants are
larger for the Mayagüez district.
The number of students, stratified by gender, represents approximately 65% and 35%
percentages for males and females respectively. The general population of Puerto Rico shows
almost a 50%-50% split between males and females.
Our engineering undergraduate enrollment, 5,099, places our college in the 10th position
of United States Engineering Schools. Georgia Institute of Technology ranked number one with
7,341 students. Our engineering college granted 590 bachelor’s degrees in 2006-2007, ranking
number one in the degrees granted to Hispanics and 23rd in the US. From which, 35.4% are
granted to women, ranking 6th.
Regional or Institutional Accreditation
The Middle States Association of Colleges and Secondary Schools (MSA)
Initial accreditation - 1946
Last accreditation - 2005
The Council of Higher Education (CES)
Last accreditation - 2005
Personnel and Policies
Promotion
Upon the respective recommendations of the Personnel Committee of the Department,
the Department Director, the Personnel Committee of the Faculty and the Dean of the Faculty;
action is then taken by the Administrative Board toward the promotion of the candidate. The
minimum service requirements for promotion and the salary adjustments that go with them, as
per the 2007-2008 salary scale for engineers and architects, are presently as follows:
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Ph.D’s
Service
Requirement
Monthly
Increase
Instructor to Assistant Professor
4 years
$598
Assistant Professor to Associate Professor
6 years
$650
Associate Professor to Professor
8 years
$942
Instructor to Assistant Professor
1 years
$598
Assistant Professor to Associate Professor
3 years
$650
Associate Professor to Professor
5 years
$942
Upon special recommendation (discretional):
Master’s
Service
Requirement
Monthly
Increase
Instructor to Assistant Professor
6 years
$335
Assistant Professor to Associate Professor
8 years
$655
Associate Professor to Professor (Promotion not contemplated)
Upon special recommendation: (discretional):
Instructor to Assistant Professor
4 years
$335
Assistant Professor to Associate Professor
5 years
$655
Associate Professor to Professor
6 years
$787
Tenure
After a minimum of five years of service, and upon recommendation from the Personnel
Committee of the Department, the Department Director, the Personnel Committee of the Faculty,
and the Dean of the College, the Administrative Board will extend or deny tenure. Tenure by
itself does not convey a salary adjustment.
Faculty salaries
Faculty salaries, throughout the University of Puerto Rico system, are established by the
Board of Trustees. The salary scales are uniform, and depend on the rank of the professor,
his/her academic degree, and the number of years of service with the institution. Revisions in
salary scales occur at the discretion of the Board of Trustees.
The Board’s policy is to maintain uniform salary scales throughout the University
System. Exceptions to this rule are those professional fields in which faculty recruiting is
difficult: medical health sciences, engineering, architecture, law, and planning. As a result,
faculty salaries in the Mayagüez Campus are higher in the College of Engineering than in the
Colleges of Arts and Sciences, Business Administration, and Agricultural Sciences.
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The total income that a faculty member receives from the University can be substantially
higher than the salary specified in the scale for his/her rank, academic preparation, and years of
service. This is so because extra compensations are paid for administrative work, for teaching in
excess of the 12 credit hours regular teaching load, for research in sponsored projects if the
faculty member carries a full teaching load, and for teaching or research during summers. In
summary, this demonstrates that there are mechanism in place to reward productivity and hard
work, and that faculty income can reach levels competitive enough to assure an adequate
stability of the teaching body.
Retirement Program
The regulations of the Retirement System of the University of Puerto Rico state that all
University employees are required to participate in the pension plan, except:
• Compensated on an hourly basis
• Employed in a temporary position for less than nine (9) months
• Regularly employed for less than 18 hours per week
• Employed in a substitute position
• Employed as a visiting professor
• Providing services under contract, except if the contract agreement requires full- or
part-time employment and they have similar benefits and obligations to those of a regular
employee participating in the pension plan
• Persons receiving a pension from another government retirement system, unless this
pension is suspended during the time of employment at the University
• Persons who receive credit for their services at the University in a pension plan from
any other federal government retirement system
In order to be able to begin receiving the pension, the person should meet two basic
requirements: age and years of service. Once these have been met, the pension to be received
upon retirement will be equal to a percent of the average of the 36 months of highest salary
received during the individual’s/employee’s participation in the plan.
% x Average Compensation x Years of Service = Annuity
The percentage used is determined by the years of service credited by the Retirement
System at the date of termination of service. In order to be eligible for a pension by age and/or
years of service, the person must have between 10 and 30 credited years. The percentage rate
starts at 1.5% per year, and can be as much as 75%. The average compensation will depend on
the maximum salaries (cap) upon which the person chooses to base his/her contributions. The
higher the factors in the equation, the higher the pension will be. We indicate how to achieve the
highest possible factors below.
The maximum salary for contribution—or cap, as it is commonly called—is the highest
salary on which the person can base his/her contributions to the pension fund. This is the amount
that will determine how high the average compensation will be when calculating the pension
benefit.
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Through June 30, 1998, the maximum salary for contributions of $35,000 was applicable
to all pension plan participants, except those with 20 credited years of service on June 30, 1979,
who had no cap or maximum salary.
At present, participants contribute at different percentage rates depending on the
regulations that cover them, in some cases, by choice. Currently, there are three types of
maximum salary for contribution:
Cap
Adjustment
For Social
Security
Contribution Paid
Maximum
Pension
5% and 4/6.5% coordinated
$35,000
$50,000
$60,000
7% and 8% supplemented
9% coordinated
(previously 9% paid 5% or
4/6.5%)
9% supplemented
(previously paid 7% or 8%)
11% coordinated
(previously 9% paid 5%,
4/6.5%, or 9%)
$437.50
$2,187.50
$625.00
$3,125.00
$750.00
$3,750.00
To Whom This Applies
Participants who entered
the system before July
1998 and have not elected
to change caps.
Participants who entered
the system after July 1,
1998 and those who
entered earlier, but have
voluntarily elected to
change to this cap.
Participants who have
voluntarily elected to
change to this cap.
7%, 8%, or 9% supplemented
Participants in the $50,000 cap can change to the $60,000 cap at any time. Those in the
$35,000 cap can change to the $50,000 or $60,000 caps. The regulations established for this say
that 9% or 11%, respectively, will be retroactively effective through July 1, 1998. These
regulations also establish that differences in contributions will be charged at the rate in effect at
the time for the years prior to July 1998, during which time the caps exceeded those currently in
place. The payment includes interest, at the rate of 8% from the point that the differences begin
through the final date of payment.
Participants who made mandatory contributions to the pension fund beginning on or after
July 1, 1998 contribute 9%, up to maximum salary of $50,000. However, those participants who
began contributing to the fund on or after July 1, 2002 may opt for the $50,000 cap (9%) or the
$60,000 cap (11%).
The University contributes 15 % of the employee’s salary to the cost of the program.
Health insurance:
The University contributes $509.48 a month to the cost of the health insurance program
of each of its employees.
Social Security:
The University contributes 6.2 percent of the salaries of its employees to the Social
Security System and 1.45 percent to Medicare, to the salary ceiling fixed every year by the
Federal Government.
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Other benefits:
All University employees are entitled to free tuition for their children and spouses
enrolled in the institution. They also receive a 10 percent discount on all purchases at the
Campus bookstore, and a Christmas bonus, which varies every year. For this past Christmas the
bonus was $1025.00.
Educational Unit
The organization chart of the Mayagüez Campus is shown in Table D-7 (A), as
suggested, towards the end. As illustrated, there is an Administrative Board at a hierarchical
level immediately below that of the Chancellor. As per the University Law, the Board serves as
an advisory body to the Chancellor on the general operation of the Campus.
The College of Engineering is organized into six academic departments: Chemical
Engineering, Civil Engineering and Surveying, Electrical & Computer Engineering, Industrial
Engineering, Mechanical Engineering, and Engineering Science and Materials. Of these,
Engineering Science and Materials is a non-degree granting department, which offers the core
courses common to all programs. The Department of Electrical and Computer Engineering
offers two separate programs in Electrical Engineering and Computer Engineering. The
Department of Civil Engineering and Surveying also offers two separate programs in Civil
Engineering and Surveying. The Surveying program is a four-year non-accredited program. A
Research & Development Center and the Cooperative Education Program also form part of the
College of Engineering.
The following constitute the administrative corps of the College of Engineering:
Dr. Ramón E. Vasquez Espinosa
Vacant
Dr. José Colucci Rios
Prof. Waldemar Ramirez
Dr. Mario Rivera Borrero
Dr. David Suleiman
Prof. Ismael Pagán Trinidad
Dr. Ricardo López
Dr. Luis Godoy
Dr. Isidoro Couvertier
Dr. Walter Silva Araya
Prof. Christine Johnson
Dr. Paul Sundaram
Dr. Agustín Rullán
Dean
Associate Dean (Academic Affairs)
Associate Dean (Research)
Associate Dean (Administrative Affairs)
SEED Office Coordinator
Director, Dept. of Chemical Engineering
Director, Dept. of Civil Engineering & Surveying
Associate Director, Dept. of Civil Engineering &
Surveying
Associate Director, Dept. of Civil Engineering &
Surveying
Director, Dept. of Electrical & Computer
Engineering
Director, Dept. of Engineering Science and
Materials
Associate Director, Dept. of Engineering Science
and Materials
Director, Dept. of Mechanical Engineering
Director, Dept. of Industrial Engineering
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The following mission statements of the College of Engineering were approved by the
faculty in its general meeting held on May 8, 2001.
Provide Puerto Rico, our neighbors, and the rest of the world with professionals having a strong
education in engineering and related areas, with rich environmental, ethical, cultural, and social
sensitivities; with capacity for critical thinking and for becoming leaders in their fields.
It is also our mission to conduct research, expand and disseminate knowledge, promote an
entrepreneurial spirit, provide service to the community, and pursue the innovation and
application of technology for the benefit of our global society, with particular emphasis on
Puerto Rico.
Credit Unit
The University of Puerto Rico’s definition of a semester credit for courses falls within the
context of EAC’s assumption that one semester credit hour represents one class hour or three
laboratory hours per week, and that one academic year normally represents at least 28 weeks of
classes, exclusive of final examinations. At the University of Puerto Rico in Mayaguez, each of
the two semesters comprises 15 weeks of classes.
Instructional Modes
Traditional on-campus instruction is employed in all programs.
Grade-Point Average
The grade point average required for graduation is 2.00. In addition, engineering
graduates must have earned a grade point average of 2.00 in the courses taken within their major
fields as per the stipulations of the College of Engineering. However, no such conditions exist at
the institutional level.
Academic Supporting Units
A. Department of Chemistry
Dr. Francis Patrón, Director
http://www.uprm.edu/wquim/
The Department of Chemistry was founded in 1948 and offers a Bachelor of Science
degree in Chemistry, which has been fully approved by the American Chemical Society since
1978. The department also offers a graduate program leading to a Doctor of Philosophy degree in
Applied Chemistry and a Master of Science degree in Chemistry, the latter since 1959. The
Chemistry Department collaborates with the interdisciplinary Master of Science in Food
Technology and the Bachelor of Science in Biotechnology programs together with the
departments of Chemical Engineering and Biology and the School of Agriculture. The Chemistry
Department is the largest service department offering laboratory courses within the University of
Puerto Rico system.
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The mission of the department is to offer students a program of excellence in chemistry
by means of a formal education, research and community service, to enable them to develop as
professionals in the various fields of chemistry. Students completing the program are made
aware of the problems that affect the Puerto Rican and international communities and of their
responsibilities and opportunities as citizens and scientists in areas such as education, industry,
government, and scientific research. The Chemistry Department’s Student Affiliate Chapter has
been selected by the American Chemical Society’s Department of Educational Activities as
outstanding on numerous occasions.
The department hosts several research groups and two research centers: the Center for
Protein Characterization and Function, and the Center for Development of Chemical Sensors. An
outreach program, Science on Wheels, is also housed within the departmental facilities.
B. Department of Economics
Dr. Wilfredo Ruiz Oliveras, Director
http://econ.uprm.edu/
The Department of Economics is engaged in the dual function of providing professional
training to students majoring in Economics and rendering teaching services to students of other
departments on the Mayagüez Campus of the University of Puerto Rico. Student professional
training is offered through an academic program which emphasizes the development of
quantitative methods and techniques necessary for economic analysis. The program requires a
three semester sequence in mathematics, one year of mathematical statistics and one semester
course in econometrics, as well as one year seminar course in research methodology. Upon
successful completion of this program, students are awarded a Bachelor of Arts degree with a
concentration in Economics. Teaching services, on the other hand, are designed for students who
take introductory and intermediate economics courses as requirements and/or electives within
their major field of study.
The common purpose of both functions is to develop students' ability to think clearly and
objectively in dealing with economic decisions and problems. Students are trained specifically to
replace value judgments and prejudices with sound economic reasoning based on an objective
and rational analysis. Besides these two functions, economic research and the promotion of
economic education are two integral elements within the Department.
C. Department of English
Dr. Betsy Morales, Director
http://www.uprm.edu/english/
The Department of English provides various courses of instruction for all students
attending the Mayagüez Campus.
With regards to the general requirement in English, three separate 12 credit-hour
sequences exist within the Department of English.
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A. The Basic Sequence: INGL 3101, 3102, 3201, 3202.
B. The Intermediate Sequence: INGL 3103, 3104 and six additional credit-hours in
English Department courses to be chosen from an approved list of courses provided by the
English Department.
C. The Honors Sequence: Six credit-hours are granted to students by means of Advanced
Placement. Students must then take INGL 3211 and 3212 to complete their requirement. Note
that although these two courses carry 3000-level numbers, they are actually second year courses.
Academic Senate Certification 88-24 stipulates that ONLY a score of 4 or 5 on the
Advanced Level Test of the College Board may be used to place entering first year students
directly into second year courses by granting them six credit hours of advanced placement.
Note that students who start in one sequence cannot take courses in one of the other
sequences to satisfy the university's English requirement. For example, students in the
"Intermediate Sequence" may not take either INGL 3201-3202 or INGL 3211-3212 to satisfy
their second year requirement.
Students who score below 570** on the ESLAT (English as a Second Language
Achievement Test) will be placed in the basic sequence of courses: INGL 3101, INGL 3102,
INGL 3201, INGL 3202.
The intermediate sequence of courses, starting with INGL 3103 and INGL 3104, is for
entering students at UPR/Mayagüez who have scored above 570** on the ESLAT (English as a
Second Language Achievement Test), but who have either not taken the Advanced Level Test in
English or not qualified for advanced placement in the Honors Program of the English
Department by obtaining a score of 4 or 5 on that test. Students with a score of 3 on the
Advanced Level Test will be placed in INGL 3103.
Students who successfully pass INGL 3103 and INGL 3104 must take six more credithours in English Department courses in order to satisfy the university requirement in English.
The English Department also offers additional course work in the areas of conversational
English, public speaking, advanced composition, creative writing, technical writing, literature,
and linguistics. All students have an opportunity to take such additional courses in English to
meet their particular needs.
For those students who desire to major in English, the department offers a two-track
program leading to the degree of Bachelor of Arts in English. All students are required to take a
common core of courses which includes: "Introduction to Linguistics," "Phonetics," "Survey of
English Literature" (two semesters), "Survey of American Literature" (two semesters), and
"English Expository Writing." Beyond these required core courses, students choose to emphasize
coursework in the area of literature or linguistics.
The department also administers an English course for international graduate students
who have only minimal competence in English. The English Department also works with other
Departments of the University to offer students an opportunity to receive certificates in
Education, Film, and Office Management.
The English Department offers a graduate program leading to the degree of Master of
Arts in English Education (M.A.E.E.). This program is grounded in the areas of linguistics,
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literature, and pedagogy. Although students may ultimately concentrate in one of these areas,
they are required to take designated courses from each area. The program is designed for
classroom teachers at all levels of instruction.
D. Department of Geology
Dr. Johannes Skellekens, Director
http://geology.uprm.edu/
The Department of Geology offers a program leading to a Bachelor of Science degree in
Geology. As part of degree requirements, majors have to conduct a supervised research project in
their final year. The Department also offers advanced undergraduate courses for qualified
students in the graduate programs in Biology, Physics, Marine Sciences and Civil Engineering.
The principal objective of the Geology Program is to prepare students for professional positions
in industry and government, and for careers in academic research and teaching.
The Department operates a microseismic network, laboratories with analytical
instruments including an electron microprobe, x-ray fluorescence and x-ray diffraction
spectrometers, and a mass spectrometer, as well as geochemical, remote sensing and geophysical
laboratories.
The Department hosts the Puerto Rico Seismic Network (Red Sísmica), which operates
and maintains the most extensive array of seismological instrumentation in the northern
Caribbean from a separate building adjacent to the department. The popular Geology Museum
and departmental collections are currently being updated in new facilities within a two-minute
walk from the Physics building.
E. Department of Hispanic Studies
Dr. Jaime Martell Morales, Director
http://www.uprm.edu/hispanicos/
The Department of Hispanics Studies, established in 1956 as the Spanish Department,
offers a Bachelor of Arts in Hispanic Studies. It provides courses of instruction for all students
on campus, as well as courses which are required by other academic programs.
The Department of Hispanic Studies offers a program which emphasizes the dual aspects
of language and literature. It offers specialized courses in Spanish Language, Hispanic Philology,
as well as Spanish, Latin-American, and Puerto Rican literatures. The Department also offers a
graduate program leading to the degree of Master of Arts in Hispanic Studies.
F. Department of Humanities
Dr. Dana Collins, Director
http://www.uprm.edu/humanidades/
The Department of Humanities became a separate department in 1968 upon the division
of the former Department of English and Humanities. The first degree offered by the Department
was the Bachelor of Arts in Comparative Literature. Since 1971, it has also offered degrees in the
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areas of: Plastic Arts, Theory of Art, Philosophy, and French Language and Literature. In
addition to courses related to these areas, the Department regularly offers courses in: Asian
culture, biblical studies, classical languages and literatures, German, Italian, Latin-American
culture, music, and theatre, as well as a two-semester survey course in humanities, which is a
requirement for many students at UPRM.
Department facilities include an art gallery, a specialized library and study room for our
majors, two computer centers, one which includes an Interactive Francophone Laboratory, a
theatre workshop and an interdisciplinary research center for practical and professional ethics
and the philosophy of science and technology. The Department hopes to expand its art facilities
in the near future.
The mission of the Humanities Department must be understood in the context of the
overall mission of the University of Puerto Rico at Mayagüez. The Department teaches our
students to appreciate human culture, diversity and to value knowledge. The Department of
Humanities promotes research among its faculty, and it is a key instrument in the development of
educational offerings and cultural activities conducive to the intellectual, aesthetic and moral
formation of well-rounded human beings.
The Department is especially interested in advancing studies in the fields of philosophy,
the fine arts, literature and languages. This Department understands that knowledge and
awareness brought by the study and appreciation of the liberal arts can only provide a better
understanding and appreciation of ourselves and our society. It pays special attention to the
formation of its cadre of majors: future artists, intellectuals, creative leaders in various
professions, teachers, professors, researchers, but it also looks upon itself as responsible for
providing the higher education offerings and services by which our citizenry in general may avail
itself of what is most important and enriching in our cultural heritage. The Department also
promotes the exploration of other cultures and societies in order to inspire in our students a
global understanding of culture and the development of humanity.
G. Department of Mathematics
Dr. Julio C. Quintana, Director
http://math.uprm.edu/
The Department of Mathematics offers three programs leading to the Bachelor of Science
degree: Pure Mathematics, Computer Science, and Mathematics Education. The Bachelor of
Science degree in Mathematics provides a solid preparation for students, enabling them to follow
careers in industry, in government, in the field of education or to pursue graduate studies.
Courses in Computer Science are frequently updated to keep pace with this rapidly
changing field. Statistics is emerging as an important component of the Department and a
growing number of courses in this field are also available. The Department of Mathematics also
offers two programs leading to a Master of Science degree.
One program is in Scientific Computing and the other is in Mathematics which includes
specializations in Pure Mathematics, Applied Mathematics and Statistics. The Department of
Mathematics participates in an Interdisciplinary Program leading to a Ph.D. degree in Computing
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and Information Sciences and Engineering, with the Department of Electrical and Computer
Engineering.
Advanced placement tests may be used to obtain credit for one or more of the following
courses: MATE 3005, MATE 3086, MATE 3171, MATE 3172, and MATE 3031. The
Department of Mathematics requires a minimum of C in all courses which are part of the
student’s major field of study.
H. Department of Physical Education
Dr. Ana Elena Muñiz Olivari, Director
http://www.uprm.edu/edfi/
Mission
To serve our society developing educators, creating, and investigating in the areas of
physical education, sports and recreation with the purpose of promoting healthy life styles.
Vision
Responding to societal dynamics, the Department of Physical Education strives to
become the finest educational, creative, and scientific development center in physical education,
sports, and recreation. As the north of our aspirations, we establish the constant search for
knowledge and its dissemination.
Values
Being aware of the respect for individual differences, we promote professional, social,
and ethical responsibility.
Program Educational Objectives
Our department graduates will be able to:
1. Address the challenges that they will face in their careers.
2. Pursue life-long learning.
3. Engage in physical activities.
4. Continue to develop problem-solving skills.
5. Exhibit leadership and team building skills.
6. Provide service to the profession, to our government, and our society.
7. Function as effective members of interdisciplinary teams.
8. Apply current technologies in physical education, sports, fitness, and recreation.
Program Outcomes
The students from our department will demonstrate:
1. Ability to understand and apply fundamental knowledge of physical education, sports,
fitness, and recreation.
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2. Proficiency in a minimum of four (4) recognized mayor physical education areas, such
as: (1) teaching, (2) sciences applied to physical education and sports, (3) strength and fitness,
(4) sports skills, (5) physical education and sport management, (6) recreation, and (7) coaching.
3. Ability to conduct research and to critically analyze and interpret data in at least one of
the mayor areas of study.
4. Ability to identify, formulate, and solve problems in physical education, sports, fitness,
and recreation using modern tools, techniques, and skills.
5. Play an effective role in multidisciplinary professional work groups, solving problems
in physical education, sports, fitness, and recreation.
6. Ability to communicate effectively.
7. Understand the importance of compliance with professional practice and legal issues
such as: certification standards, medical issues in sports, and safety among others.
8. Broad education necessary to understand the impact of physical education on health,
general welfare, sport activities safety, and teaching in a global context.
9. Commitment to engage in lifelong learning and physical activity.
10. Awareness of contemporary social, cultural, economic, artistic, aesthetic,
environmental, and physical education issues.
I. Department of Physics
Dr. Héctor J. Jiménez González, Director
http://www.uprm.edu/fisica/
The Department of Physics offers Bachelor of Science degree programs in Physics and in
Physical Sciences, and a Master of Science program in Physics. The Bachelor of Science
program in Physics is the traditional program designed for students who wish to obtain a solid
background in the field. It prepares students to work in government and private laboratories, to
pursue graduate work in physics or to teach physics at the secondary level if additional courses in
education are taken to obtain the teacher's license required by the Department of Education. This
program is recommended to students who would like to pursue a career in Physics.
The Bachelor of Science Program in Physical Sciences is directed specifically to the
preparation of secondary school teachers in the physical sciences. The program includes most of
the courses in education required for certification by the Department of Education. However, it
can also be used by students who do not want to make a commitment to any of the traditional
fields of study in the physical sciences and require a broader preparation in general science.
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J. Department of Social Sciences
Dr. Douglas Santos, Director
http://www.uprm.edu/socialsciences/
The Department of Social Sciences was established in 1960 as a result of the merging of
the School of Sciences and the Division of General Studies into the College of Arts and
Sciences.
As a unit within the College of Arts and Sciences, the Department collaborates in the
academic preparation of individuals in making independent choices and participating effectively
in public decisions which affect the community and society as a whole.
In order to achieve these goals, the Department provides programs leading to a Bachelor
of Arts degree in several areas in the social sciences for individuals who will enter public service
or will pursue graduate studies. It also offers courses which are required by the curricula of other
academic programs on campus.
This dual goal is accomplished through the common objectives of its academic program
in General Social Sciences, History, Political Science, Psychology and Sociology and through
the specific objectives of each of these academic disciplines.
K. Department of Engineering Science and Material
Dr. Walter Silva, Director
http://www.uprm.edu/ciym/
The Engineering Science and Materials Department integrates an interdisciplinary faculty
who are responsible for teaching basic introductory engineering courses. This centralized
department offers common and fundamental engineering courses under one administration;
providing an efficient platform outside of the specialized department.
Those courses related to basic Engineering Science are as follows: Engineering Graphics,
Computer Programming, Numerical Methods, Applied Mechanics, Fluid Mechanics, and
Engineering Materials. A broad, yet in-depth, knowledge of all of these areas is indispensable in
every field of engineering, not only for further studies, but also for the successful practice of the
engineering profession. The Department of Engineering Science and Materials also offers
interdisciplinary elective courses which are well within the competence of its faculty.
Research in Engineering Science and Engineering Education is an integral part of each
professor’s involvement in this Department. In particular, the department is experiencing
considerable growth in research on Materials Science and Engineering. This is an
interdisciplinary field concerning properties of matter and its applications to engineering and
science, including nanotechnology and nanoscience. Elements of applied physics, chemistry,
chemical, mechanical, civil and electrical engineering are integrated in this developing field. As
a result of their inherent interdisciplinary backgrounds, our faculty members have been
instrumental in developing cross-cutting collaborations with other science and engineering
departments.
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Non-Academic Supporting Units
A. Campus Computer Center
Eng. Victor Díaz, Director ([email protected])
http://www.uprm.edu/cti/
The main Computer Center, or the Center of Information Technology of the University of
Puerto Rico Mayagüez Campus is responsible of the administrative information system
(Financial, HR and Student System) and some centralized academic services. The Center is also
responsible for the campus data communication backbone and Internet/ Internet 2 access.
The Campus has a strong fiber optic communication infrastructure, which connects all
buildings throughout the campus with a central system located in the institution’s telephone
office building. This infrastructure has been extremely important for improvement, development,
and modernization of the communication system within the Mayagüez Campus.
We should also note that the Agricultural Experiment Stations and the Agricultural
Extension Service Offices through the Island of Puerto Rico have a robust dedicated Internet
access that allows them to communicate with the University of Puerto Rico, Mayaguez Campus.
Internet communication at Mayagüez Campus has increased exponentially. Actually, as
an Internet 2 institution, the communication with the outside world is done through an OC3 line
(155Mbps).
The Main Computer Center supports the institution’s academic and administrative
functions. The main administrative information system is supported by HP Alpha System and is
being replaced by new Ithanium based servers. A farm of more than 15 Linux based servers
complement the administrative services, including the main web based local portal for self-serve
services, messaging and general information access. This Portal is called “Mi Portal Colegial”,
and it is the institutional adopted platform to develop and implement the electronic services to
the whole university community.
For more than eight years, WebCT has been used as the Academic Course Management
System for online distance learning. There are also a large number of videoconference systems,
including dedicated rooms, for real time distance learning and meetings. The academic colleges
and departments have been expanding their computing and technological equipment to allow
them to better prepare their students in these areas, and to allow a greater internet access and
online services to faculty, students, and employees.
One of the main and most used services developed and maintained by the Main Computer
Center for the whole university community is the wireless network. The wireless network allows
all university community members to access the Internet and all local online services. More than
120 access points are deployed around the Campus.
B. Library Facilities
Prof. Jeannette Valentín Marty, Acting Director ([email protected])
http://www.uprm.edu/library/
Library acquisitions and resources are shown in Table D-8A
Library expenditures for the past three years are shown in Table D-8B
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There is no separate Engineering Collection in this library. Resources on engineering and
related sources are integrated with other materials. Books are housed on the third floor, whereas,
magazines and journals are housed on the first and second floors. Government documents are
located on the fourth floor. Databases on CD-ROM are kept in the Serials and Electronic
Resources Collection. Videotapes and films are located at the Film Collection on the second
floor of Sánchez Hidalgo Building. All resources are catalogued and classified using the LC and
SuDocs classifications, and can be accessed through the online public catalog.
Reference services are offered by eleven (11) professional librarians who are assigned to
the following collections: one (1) to Marine Sciences; four (4) to Reference, three (3) to Serials
and Electronic Resources, and three (3) to Puerto Rican Collection. Reference services are also
offered at the Film/Video, Alvarez Nazario and Music and Oral History Collection.
Interlibrary loan services are offered to the academic community Monday through Friday
from 7:30 am to 4:30 pm. The Online Computer Library Center (OCLC) system is used for the
transmittal of the loan requests. The ARIEL system was acquired for the electronic delivery of
documents. FAX transmission service is also available. Interlibrary loans are offered as free
services. Unless a reciprocal agreement has been established with the Institution, some charges
will apply.
Professional librarians assist students and faculty in their study and research endeavors.
A program of bibliographic instruction has been in operation for the benefit of students and
faculty. Bibliographic guides are prepared and distributed among the attendees. Orientation on
the use of library resources is offered to freshmen and graduate students, high school students,
and anyone requesting such service. Library offers an interdisciplinary course, INTD 3355
(Research Methods in Libraries) as an elective course, which appears under the Office of the
Dean of Academic Affairs. The library staff also teaches the following formal courses: AGRO
4019 (Agronomy and Soils Department), CISO 3145 (Social Science Department), and Biol
3055 (Department of Biology). The library is also a Coordinating Agency of the Puerto Rico
Census Data Center. It is a depository of all census publications with access to the academic
community and the general public.
The Serials and Electronic Resources Collection (CRRE) is made up of online databases
and paper format. The following databases provide not only bibliographic information, but full
text and graphics as well: Academic Search Premier, Business Source Premier, ABI/Inform,
Social Sciences Full Text, General Science Full Text, Proquest Agricultural Journals, Proquest
Biology Journals, Applied Science and Technology Index, Engineering Village2, CRCNetbase
and IEEE Xplore, among others.
The Library is a selective depository of the Federal Depository Library Program of the
Government Printing Office. As part of the depository program, many resources are received in
paper, online and CD-ROM format, among them USA Pat, Tiger/Line (the Coast to Coast
Digital Map Database), several census databases, as well as various databases from the U.S.
Geological Survey, the National Oceanic and Atmospheric Administration and others. The
library is registered for Government Printing Office (GPO) access online service. The databases
available through this service are: Federal Register, Congressional Record, Congressional Bills,
United States Code, Public Laws, and General Accounting Office (GAO) Reports. Many other
databases will be available since these will be either online or in CD-rom format.
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The library was designated on March 10, 1995 as a United States Patent and Trademark
Depository Library. It has a collection of over 3,248,766 million U.S. Trademarks and
7,203,969 Patents. In addition it receives patent abstracts from the Patent Office of Japan and
the European Union, as well as publications from the World Intellectual Property Organization.
Library services are fully automated. The online catalogue may be accessed from
computers in the Library, or anywhere on and outside the Campus through the Internet. The
library is intended to expand the services available to off-site users. In this context, off-site is
defined as beyond campus or institutional boundaries, not simply outside the library’s walls.
This allows remote users not permanently linked to the library’s server to have access, whereas a
server provides access to those workstations on the server’s network.
The College of Engineering counts on the recommendations of a library committee,
which is made up of individual departmental representatives. A similar procedure exists in the
College of Arts and Sciences, where such committees exist in the Biology, Chemistry, Geology
and Physics departments.
The library maintains the following daily service:
Monday – Thursday
7:00 am – 10:00 pm
Monday – Wednesday
7:00 am – 12:00mn (CRRE only)
Friday
7:00 am – 4:30 pm
Saturday
12:00 pm – 5:00 pm
Sunday
2:00 pm – 10:00 pm
Holidays
3:00 pm – 8:00 pm
During the period of final exams, services are extended until midnight in the Circulation
area.
The reference services are available during the same hours the library is open. The stacks
are open, except for the Puerto Rican and the Music Collections. The following collections are
open as indicated:
Film/Video Collection
7:30 am – 6:00 pm
Music and Oral History Collection
7:30 am – 11:30 am and
from 12:30 pm – 4:30 pm
Alvarez Nazario Collection
7:30 am – 6:00 pm
The library staff consists of 24 faculty members, 49 non-professional support librarians
and 10 technicians, all committed to help the users in their information and research needs. The
library services – circulation, reference/documents, Puerto Rican Collection and Puerto Rico
Census Data Center, periodicals and journals, computer search services, interlibrary loans,
research and bibliographic information and audiovisual services are integrated to serve the entire
Mayagüez Campus community.
The seating capacity of the library as of June, 2007 was as follows:
Main Library
960 seats
Marine Science Collection
26 seats
AV Projection Classrooms
147 seats
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There are two map-collections: one located at the Reference/Documents Collection, and
another at the Puerto Rican Collection. Facilities for transmission of closed circuit TV and
satellite are also available. Interactive teleconferences are offered for faculty and students. A
program for distance learning was begun on the Campus. The library is an active collaborator in
providing both physical (projection rooms) and human resources. Microforms are kept at the
following collections: Reference/Documents, Serials and Electronic Resources, and in the
Puerto Rican Collection. Phonographic records and audio resources are located at the Music and
Oral History Collection.
Physical facilities in this library provide for: Ten (10) closed study carrels for graduate
students and professors; Six (8) study rooms for group discussion; Two (2) library instruction
rooms; One micro-format room in the Serials and Electronic Resources Collection.
All library functions are automated. A total of 240 computers are distributed throughout
the library. In addition, there are four CD-ROM units of the online catalog. The library actually
has three local databases: SAMDB (provides access to local newspapers); INDEREF (provides
access to biographies); and MARINE (provides access to reprints).
Eleven (11) photocopying machines are centralized on the second floor of the library.
Additional machines are located at Puerto Rican Collection, Alvarez Nazario Collection,
Reference/Documents Collection, Serials and Electronic Resources Collection and at the
Administrative Office.
C. Placement Office
Sra. Nancy Nieves Arán, Director
http://www.uprm.edu/placement/
Vision
Serve as liaison between students and businesses while providing the best and most
effective service to all.
Mission
Provide students the necessary tools that will help achieve an effective job search, while
maintaining lines of communication with businesses and the College community.
Services
•
Register students and alumni, creating records for our files.
•
Assist students and alumni explore the job market.
•
Help with the correction of resumes.
•
Offer talks to groups of students on resume writing, interviews, job search, etc.
•
Coordinate on campus interviews.
•
Refer resumes to companies and or agencies.
•
Announce job opportunities (part-time, summer and permanent).
•
Keep a list of companies and agencies with their addresses.
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•
Coordinate meetings between student organizations and companies.
•
Prepare salary statistics.
•
Prepare annual employment statistics.
•
Organize Annual Job Fair.
•
Work with student organizations.
Policies
All students, seniors, graduate, and alumni that request our services must:
•
Register at the Placement Office with any member of the staff.
• Clear through any staff member, if they miss an interview. Any student who fails in
this aspect for a second time will not be allowed future interviews.
• Sign up for interviews on their spare time. The Placement Office will not provide
excuse letters for missing classes on account of an interview.
• There is no limit to the number of interviews a student can have. However, once a
student has accepted a job offer, he or she must stop interviewing.
•
Students that accept a job offer should notify the Placement Office.
Requirements
The following apply to all students, seniors, graduate and alumni that request our
services:
•
Five or more copies of your resume (preferably in English).
•
Copy of your course program.
•
Transcript (preferably in English).
•
Fill out form 511
•
Fill out student evaluation form
•
2x2 photograph (optional).
Every student is responsible for maintaining his/her file updated and with enough copies
at the Placement Office.
Faculty Workload
The formal teaching load of a faculty member is twelve academic credit hours.
Depending on the interest of the particular faculty member and the needs of the school, this load
may consist of a combination of teaching, research, and administrative duties. The teaching load
is computed according to the Table of Equivalent Credit Hours for academic activities shown
below.
Any teaching, research or administrative duty assigned above the normal twelve credit
hours entails extra compensation.
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EQUIVALENT CREDIT HOURS FOR ACADEMIC ACTIVITIES
Activity
Contact Hours
per week
Equivalents
Credit Hours
Coursework: Conference or Discussion
1
1
Coursework: Laboratory
1
1
Coursework: Computation
2
1
Coursework: Seminar
1
1
Supervised Research
3
1
Tutoring – Special Problems
3
1
Thesis or Project Direction
1
1/sem
Research Work, Divulgation,
Administrative Tasks and Services
3
1
Workshops
15 sem hrs
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Table D-1. Programs Offered by the College of Engineering
Chemical Engineering
X
Not Now
Accredited
Chemical Eng. Dept.
Offered, Not
Submitted
for
Evaluation4
Now
Accredited
Dr. David Suleiman
Not Now
Accredited
Administrative
Head
Administrative
Unit or Units
(e.g. Dept.)
Exercising
Budgetary
Control
Now
Accredited.
Nominal
Years to
Complete
Alternate
Mode
Off
Campus
Cooperative
Education
Program Title1
Day
Modes Offered2
Submitted
for
Evaluation3
BS
5
MS, ME
2
X
PhD
5
X
Civil Engineering
X
X
Prof. Ismael Pagán
Civil Eng. & Surveying Dept.
BS
5
MS, ME
2
X
PhD
5
X
Computer Engineering
X
Dr. Isidoro Couvertier
BS
5
MS, ME
2
Electrical Engineering
X
5
MS, ME
2
X
X
5
MS, ME
2
Electrical and Computer Eng. Dept.
X
X
Dr. Agustín Rullán
BS
Electrical and Computer Eng. Dept.
X
Dr. Isidoro Couvertier
BS
Industrial Engineering
X
Industrial Eng. Dept.
X
X
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ABET Self-Study Report for Civil Engineering Program at UPRM
Mechanical Engineering
X
Dr. Paul Sundaram
BS
5
MS, ME
2
Computing and
Information Sciences
and Engineering, PhD
Multidisciplinary
Surveying and
Topography, BS
X
5
X
4
Mechanical Eng. Dept.
X
X
Dr. Nestor Rodríguez, Electrical and Computer Eng. Dept.
Coordinator
Prof. Ismael Pagán
Civil Eng. & Surveying Dept.
List the titles of all degrees offered by the educational unit responsible for the programs being evaluated, undergraduate and graduate,
granted by the institution. If there are differences in the degrees awarded for completion of cooperative education programs, these should be
clearly indicated.
1
2
3
4
Give program title as shown on a graduate’s transcript
Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line.
Describe “Other” by footnote.
Only those programs being submitted at this time for reaccredidation (now accredited) or initial accreditation (not now accredited) should be
checked in this column.
Programs not submitted for evaluation at this time should be checked in this column.
387
X
X
ABET Self-Study Report for Civil Engineering Program at UPRM
Table D-2. Degrees Awarded and Transcript Designations by the College of Engineering
Modes Offered2
Program Title1
Day
Chemical Engineering
X
Civil Engineering
X
Computer Engineering
X
Electrical Engineering
X
Industrial Engineering
X
Mechanical Engineering
X
Surveying and Topography
X
Co-op
Off Campus
Alternative
Mode
Name of Degree Awarded3
Bachelor of Science in
Chemical Engineering.
Bachelor of Science in
Civil Engineering.
Bachelor of Science in
Computer Engineering.
Bachelor of Science in
Electrical Engineering.
Bachelor of Science in
Industrial Engineering.
Bachelor of Science in
Mechanical Engineering.
Bachelor of Science in
Surveying and Topography.
Designation on Transcript4
B. S. in Chemical Engineering
B. S. in Civil Engineering
B. S. in Computer Engineering
B. S. in Electrical Engineering
B. S. in Industrial Engineering
B. S. in Mechanical Engineering
B. S. in Surveying and Topography
Complete the table for all programs, as follows:
1
Give the program title as officially published in catalog.
2
Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line.
Describe “Other” by footnote.
3
List degree awarded for each mode offered. If different degrees are awarded, list on separate lines.
4
Indicate how the program is listed on transcript for each mode offered. If different designations are used, list on separate lines.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table D-3. Support Expenditures
Civil Engineering
Fiscal Year
Expenditure Category
Operations (not including staff)4
Travel5
Equipment6
(a) Institutional Funds
(b) Grants and Gifts7
Graduate Teaching Assistants
Part-time Assistance8
(other than teaching)
2006-20071
2007-20082
$71,971
$6,606
$30,185
$5,559
$48,236
$291,609
$120,062
0
$172,392
0
2008-20093
Faculty Salaries
$2,519,356
$2,420,583
Report Department Level and Program Level data for each program being evaluated. Updated
tables are to be provided at the time of the visit.
1
2
3
4
5
6
7
8
Provide the statistics from the audited account for the fiscal year completed year prior to the
current fiscal year.
This is your current fiscal year (when you will be preparing these statistics). Provide your
preliminary estimate of annual expenditures, since your current fiscal year presumably is not
over at this point.
Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET
team will arrive on campus.
Categories of general operating expenses to be included here.
Institutionally sponsored, excluding special program grants.
Major equipment, excluding equipment primarily used for research. Note that the
expenditures (a) and (b) under “Equipment” should total the expenditures for Equipment. If
they don’t, please explain.
Including special (not part of institution’s annual appropriation) non-recurring equipment
purchase programs.
Do not include graduate teaching and research assistant or permanent part-time personnel.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table D-3. Support Expenditures
College of Engineering
Fiscal Year
2006-20071
2007-20082
2008-20093
Expenditure Category
Operations (not including staff)4
$705,831
$632,552
Travel5
$69,440
$51,931
Equipment6
(a) Institutional Funds
$223,539
$2,846,323
(b) Grants and Gifts7
Graduate Teaching Assistants
$761,349
$873,884
Part-time Assistance8
0
0
(other than teaching)
Faculty Salaries
$13,358,428
$14,623,228
Report Department Level and Program Level data for each program being evaluated. Updated
tables are to be provided at the time of the visit.
1
2
3
4
5
6
7
8
Provide the statistics from the audited account for the fiscal year completed year prior to the
current fiscal year.
This is your current fiscal year (when you will be preparing these statistics). Provide your
preliminary estimate of annual expenditures, since your current fiscal year presumably is not
over at this point.
Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET
team will arrive on campus.
Categories of general operating expenses to be included here.
Institutionally sponsored, excluding special program grants.
Major equipment, excluding equipment primarily used for research. Note that the
expenditures (a) and (b) under “Equipment” should total the expenditures for Equipment. If
they don’t, please explain.
Including special (not part of institution’s annual appropriation) non-recurring equipment
purchase programs.
Do not include graduate teaching and research assistant or permanent part-time personnel.
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table D-4. Personnel and Students
Civil Engineering
Year1: 2007-2008
HEAD COUNT
FTE2
RATIO TO
FACULTY3
FT
PT
Administrative4
1
5
4
Faculty (tenure-track)
37
39.5
Other Faculty (excluding student Assistants)
4
3
3.5
Student Teaching Assistants
23
5
25.5
.59
Student Research Assistants
34
26
47
1.09
Technicians/Specialists
9
9
.21
Office/Clerical Employees
12
12
.28
Others5
1
1
.02
Undergraduate Student enrollment6
1414
Graduate Student enrollment
122
Report data for the program unit(s) and for each program being evaluated.
1
Data on this table should be for the fall term immediately preceding the visit. Updated tables for the
fall term when the ABET team is visiting are to be prepared and presented to the team when they
arrive.
2
For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For
undergraduate and graduate students, 1 FTE equals 15 semester credit-hours (or 24 quarter credithours) per term of institutional course work, meaning all courses — science, humanities and social
sciences, etc. For faculty members, 1 FTE equals what your institution defines as a full-time load.
3
Divide FTE in each category by total FTE Faculty. Do not include administrative FTE.
4
Persons holding joint administrative/faculty positions or other combined assignments should be
allocated to each category according to the fraction of the appointment assigned to that category.
5
Specify any other category considered appropriate, or leave blank.
6
Specify whether this includes freshman and/or sophomores.
Ad-Honorem = 7 FTE not included
391
ABET Self-Study Report for Civil Engineering Program at UPRM
Table D-5. Program Enrollment and Degree Data
Total
Grad
Total
Undergrad
Civil Engineering
Academic
Enrollment Year
Degrees Conferred
Year
1st
2nd
3rd
4th
5th
Bachelor
Master
Doctor
Other
152
126
144
135
281
838
92
123
17
6
CURRENT
FT
5
1
1
4
22
33
31
2007 – 2008
PT
126
146
145
132
270
819
106
116
21
5
1 2006 – 2007
FT
4
0
2
1
27
34
11
PT
147
127
135
132
253
794
97
97
21
5
2 2005 – 2006
FT
5
2
1
0
25
33
14
PT
130
137
147
129
247
790
92
11
24
0
3 2004 – 2005
FT
3
1
2
2
25
33
12
PT
153
150
133
111
232
779
91
104
16
2
4 2003 – 2004
FT
1
1
2
3
17
24
13
PT
149
140
121
130
244
784
89
135
13
1
5 2002 – 2003
FT
6
3
0
2
13
24
12
PT
Give official fall term enrollment figures (head count) for the current and preceding five academic years and undergraduate and graduate degrees
conferred during each of those years. The "current" year means the academic year preceding the fall visit.
FT--full time
PT--part time
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ABET Self-Study Report for Civil Engineering Program at UPRM
Table D-5. Program Enrollment and Degree Data
Total
Grad
Total
Undergrad
College of Engineering
Academic
Enrollment Year
Degrees Conferred
Year
1st
2nd
3rd
4th
5th
Bachelor
Master
Doctor
Other
786
694
743
761
1399
4383
326
CURRENT
FT
10
7
7
19
167
210
71
2007 – 2008
PT
718
728
716
785
1336
4283
331
590
70
8
FT
1 2006 – 2007
15
4
9
21
160
209
37
PT
765
672
778
752
1293
4260
342
606
87
8
FT
2 2005 – 2006
18
9
11
24
188
226
36
PT
720
759
759
721
1258
4217
344
546
72
3
FT
3 2004 – 2005
20
10
7
13
158
208
35
PT
816
765
734
692
1260
4297
336
622
91
4
FT
4 2003 – 2004
13
7
17
13
145
195
55
PT
767
753
692
692
1315
4219
306
710
77
3
FT
5 2002 – 2003
27
15
7
14
163
226
38
PT
Give official fall term enrollment figures (head count) for the current and preceding five academic years and undergraduate and graduate degrees
conferred during each of those years. The "current" year means the academic year preceding the fall visit.
FT--full time
PT--part time
393
ABET Self-Study Report for Civil Engineering Program at UPRM
Table D-6. Faculty Salary Data1
College of Engineering
Academic Year 2007 - 2008
1
Professor
Associate Professor
Assistant Professor
96
34
34
Number
$180,644.40
$134,764.00
$109,784.10
High
$103,271.80
$83,767.37
$72,448.72
Mean
$73,188.00
$58,932.00
$52,188.00
Low
If the program considers this information to be confidential, it can be provided only to the Team Chair.
Instructor
7
$69,049.00
$52,531.99
$47,052.00
Civil Engineering
Academic Year 2007 - 2008
1
Professor
Associate Professor
Assistant Professor
15
10
7
Number
$173,986.80
$105,341.00
$109,784.10
High
$106,377.90
$80,114.88
$75,921.73
Mean
$81,146.00
$64,516.00
$52,188.00
Low
If the program considers this information to be confidential, it can be provided only to the Team Chair.
394
Instructor
1
$47,623.00
$47,623.00
$47,623.00
ABET Self-Study Report for Civil Engineering Program at UPRM
TABLE D-7(A) ORGANIZATION CHART OF THE UNIVERSITY OF PUERTO RICO MAYAGUEZ CAMPUS
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ABET Self-Study Report for Civil Engineering Program at UPRM
TABLE D-7(B) ORGANIZATION CHART OF THE COLLEGE OF ENGINEERING
Dean of Engineering
Dr. Ramón Vásquez
SEED Office
Faculty ABET Coordinator
Dr. Mario Rivera Borrero
Industrial Advisory Board
Associate Dean
(Administrative)
Prof. Waldemar Ramirez
Associate Dean
(Research)
Dr. José Colucci Rios
Associate Dean
(Academic)
Vacant
Chemical Engineering
Dr. David Suleiman
Civil Engineering and
Surveying
Prof. Ismael Pagán Trinidad
Cooperative Education
Program
Mrs. Ellen Acarón
Electrical and Computer
Engineering
Dr. Isidoro Couvertier
Engineering Science and
Materials
Dr. Walter Silva Araya
Industrial Engineering
Dr. Agustín Rullán
Mechanical Engineering
Dr. Paul Sundaram
396
ABET Self-Study Report for Civil Engineering Program at UPRM
TABLE D-8. Library Acquisitions, Resources, and Expenditures
1.
ACQUISITIONS AND RESOURCES
ACQUISITIONS DURING THE
LAST THREE (3) YEARS
Books
Periodicals
3,095v.
0
Entire Institutional Library
In the following fields
(included
above)
378 v.
0
Engineering
Chemistry
90 v.
0
Mathematics
96 v.
0
Physics
92 v.
0
Other
Specialty
Area
48 v.
0
(Specify)-(GEOLOGY)
All of the above specialty AV Material (videos, films, etc.)
areas (last three years)
2.
CURRENT COLLECTION
RESOURCES
Books
Periodicals
215,349 v.*
5,259 t **
26,801 v.***
811 t **
5,287v. ***
15,144 v. ***
8,372v. ***
189 t **
228 t **
161 t **
5,349 v. ***
47 t **
LIBRARY EXPENDITURES
2004-2005
Total Library Current Funds
$5,734,889.00
Expenditures for the Engineering Unit
(Total)
$20,000.00
Books
$100,000.00
Periodicals
$1,430,000.00
Other Engineering-related Services
****
$14,450.00
2005-2006
$5,639,956.00
2006-2007
$6,144,496.00
$20,000.00
$100,000.00
$1,460,000.00
$20,000.00
$100,000.00
$1,530,000.00
$11,050.00
$10,608.00
Note: Sub-categories should add to total for the engineering unit.
* Figures as of May 30, 2008
** Figures as of May 2008
*** Estimated
**** Includes chemistry, mathematics, physics and geology books; periodicals and audio-visual
materials. Does not include expenditures in the acquisition of reference books.
397
ABET Self-Study Report for Civil Engineering Program at UPRM
- The End -
This Self-Study was produced with the full
collaboration and participation (in many
ways) of all Faculty, Administration, and
Students of the Civil Engineering Program
at UPRM; Our heartfelt appreciation and
credit to all.
398