EIT

2016-17

Continuous Improvement

Report

for the

B.S. in Architectural and Construction

Engineering Program

at the

University of Arkansas at Little Rock (UALR)

Little Rock, Arkansas

May 2017

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Table of Contents

PROGRAM EDUCATIONAL OBJECTIVES.............................................................. 3

STUDENT OUTCOMES ............................................................................................ 13

CONTINUOUS IMPROVEMENT ............................................................................. 15

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PROGRAM EDUCATIONAL OBJECTIVES

A. Mission Statement Provide the institutional mission statement.

University of Arkansas System and UALR institutional mission, objectives, and role and

scope statements are published in the 2016-17 Undergraduate Catalog. The institutional

mission statement is:

“UALR Mission

The mission of the University of Arkansas at Little Rock is to develop the

intellect of students; to discover and disseminate knowledge; to serve and

strengthen society by enhancing awareness in scientific, technical, and cultural

arenas; and to promote humane sensitivities and understanding of

interdependence. Within this broad mission are the responsibilities to use quality

instruction to instill in students a lifelong desire to learn; to use knowledge in

ways that will contribute to society; and to apply the resources and research skills

of the University community to the service of the city, the state, the nation, and

the world in ways that will benefit humanity. (Adopted by the UALR Faculty

Senate, 1988)”

B. Program Educational Objectives List the program educational objectives and state where these can be found by the general public.

The goals of the architectural and construction engineering program are to:

Prepare students for successful engineering or management careers in the

architecture, engineering, and construction (AEC) industry or related fields.

Provide employers with a well-educated workforce that is ready and able to

perform valuable architectural and construction engineering and managerial

services immediately after graduation.

Encourage the growth of knowledge-based industry and stimulate economic

growth in Arkansas.

Program educational objectives are broad statements that describe what graduates are

expected to attain within a few years after graduation. Program educational objectives are

based on the needs of the program’s constituencies. The educational objectives of the

architectural and construction engineering program are to produce graduates who:

1. [PEO 1] Rapidly become certified Engineer Interns (EI) and Associate

Constructors (AC) employed in architecture, engineering, construction, or related

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fields or pursuing graduate or professional education in engineering, business,

law, architecture, etc.

2. [PEO 2] Become licensed Professional Engineers (PE) and/or Certified

Professional Constructors (CPC) after gaining the required professional

experience and the requisite knowledge to pass the licensing and/or certification

exams.

3. [PEO 3] Engage in lifelong learning, through on-the-job training, participation in

professional societies, additional formal education, continuing education and

professional development, research, and self-study, in order to use state-of-the-art

knowledge to design and build safe and effective buildings and/or provide high

quality service to the general public, employers, clients, and other professionals.

The program educational objectives are published in the 2016-17 Undergraduate Catalog.

The program educational objectives are also available via a link on the architectural and

construction engineering program website:

http://ualr.edu/constructionmanagement/degrees/bachelor-of-science-in-architectural-

and-construction-engineering/

The direct link to the program educational objectives is:

http://ualr.edu/constructionmanagement/files/2013/03/ARCE-Goals-PEOs-and-SOs.pdf

C. Consistency of the Program Educational Objectives with the Mission of the Institution

Describe how the program educational objectives are consistent with the mission of the

institution.

The mission of the University of Arkansas at Little Rock is to develop the intellect of

students; to discover and disseminate knowledge; to serve and strengthen society by

enhancing awareness in scientific, technical, and cultural arenas; and to promote humane

sensitivities and understanding of interdependence. Within this broad mission are the

responsibilities to use quality instruction to instill in students a lifelong desire to learn; to

use knowledge in ways that will contribute to society; and to apply the resources and

research skills of the University community to the service of the city, the state, the nation,

and the world in ways that will benefit humanity.

The architectural and construction engineering program develops the intellect of

students by exposing them to a broad set of academic disciplines, including not only

science, technology, engineering, and mathematics (STEM) but also business, fine arts,

humanities, and social sciences. Few other majors at the university require such breadth

of study.

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The architectural and construction engineering program discovers and disseminates

knowledge and enhances awareness in scientific and technical arenas by teaching

courses in all of the major areas of architectural engineering (building structural,

mechanical, and electrical systems) and construction engineering and by conducting

architectural engineering research.

The general education component of the architectural and construction engineering

program enhances awareness in cultural arenas and promotes humane sensitivities

and understanding of interdependence. For example, architectural and construction

engineering students study fine arts, humanities, social science, and writing, and speech

communication courses.

The architectural and construction engineering program instills a lifelong desire to

learn. Requiring students to pass two national examinations, the Fundamentals of

Engineering examination and the Construction Fundamentals examination, forces them to

learn enough to be competitive with engineering graduates from elsewhere in the country.

This sets them up for success in rapidly becoming licensed Engineer Interns and certified

Associate Constructors after graduation, which is the first program educational objective.

The next program educational objective is for the graduates to pursue their professional

development and become either licensed professional engineers or certified professional

constructors or both. These objectives require at least four years of work experience in

engineering or construction, as well as passing more national examinations. Once

licensed, professional engineers must also engage in continuing education to remain

licensed, a process which will continue throughout a professional career. The third

program educational objective is “to engage in lifelong learning,” which is explicitly

consistent with the institutional mission.

Finally, the third program educational objective is “to use state-of-the-art knowledge to

design and build safe and effective buildings and/or provide high quality service to the

general public, employers, clients, and other professionals.” This is consistent with using

knowledge that will contribute to society and to the service of the city, the state, the

nation, and the world in ways that will benefit humanity.

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D. Program Constituencies List the program constituencies. Describe how the program educational objectives meet the

needs of these constituencies.

The constituencies of the architectural and construction engineering program include:

Potential employers

o Engineering design firms

o Construction companies

o Government agencies

Faculty members

o Civil and Construction Engineering

o Architectural and Construction Engineering

o Environmental Engineering

o Construction management

Professional societies

o Arkansas Section of American Society of Civil Engineers (ASCE)

o Arkansas Society of Professional Engineers (ASPE)

o Structural Engineering Association of Arkansas (SEAoAR)

Alumni

The program educational objectives encourage the creation of an educated workforce

with the knowledge, skills, and abilities to contribute to the economic growth and quality

of life in central Arkansas. The program educational objectives encourage students and

graduates to pursue licensure, certification, lifelong learning, and continued involvement

with the professions of architectural and construction engineering.

Representatives of these constituencies formally approved the program education

objectives for the architectural and construction engineering program on April 12, 2017,

at the annual meeting of the Advisory Board (see letter dated April 18, 2017 below).

It is noted that the program educational objectives of the architectural and construction

engineering program are also consistent with the stated goals of the National Society of

Professional Engineers (NSPE) and the American Society of Civil Engineers (ASCE).

NSPE Position Statement No. 1737 states that “NSPE encourages all eligible students to

take and pass the NCEES Fundamentals of Engineering examination prior to graduation”

and “To more adequately reflect the educational achievement of candidates for licensure

and their progression toward professional engineer status, NSPE supports the use of the

title engineer intern (EI).” The architectural and construction engineering graduation

requirement to pass the FE exam and PEO 1, which encourages graduates of the program

to “rapidly become certified Engineer Interns (EI)” are consistent with this NSPE

position statement.

NSPE Position Statement 1737 also states that “State licensure laws for design

professionals are predicated upon and justified only as a means to protect the public

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health, safety, and welfare. The public interest is best served by the licensure of all

qualified individuals within the engineering profession.” PEO 2, which encourages

graduates of the program to “become licensed Professional Engineers (PE)” is consistent

with this NSPE position statement.

NSPE Position Statement 1737 is available at:

http://www.nspe.org/resources/issues-and-advocacy/take-action/position-

statements/licensure-and-qualifications-practice

The NSPE Engineering Body of Knowledge (EBOK) “describes 30 capabilities that are

necessary at a point in an engineer’s career when he or she first begins to assume

responsible charge of engineering activities that potentially impact public health, safety,

and welfare.” One of these capabilities is lifelong learning, which is “necessary in order

to remain current in the midst of changes in knowledge, technology, and tools.” Thus,

PEO 3, which encourages graduates of the program to “engage in lifelong learning” is

consistent with the NSPE EBOK.

The NSPE EBOK is available at:

http://www.nspe.org/resources/blogs/pe-licensing-blog/lifelong-learning-implications-

engineering-body-knowledge

ASCE Policy Statement 130 states that “The American Society of Civil Engineers

(ASCE) endorses, supports and promotes the professional licensure of engineers with

appropriate standards for education, experience, examination, continuing professional

development and professional conduct to protect and enhance the health, safety and

welfare of the public.” Thus, PEO 1, which encourages graduates of the program to

“rapidly become certified Engineer Interns (EI)” and PEO 2, which encourages graduates

of the program to “become licensed Professional Engineers” is consistent with this ASCE

policy statement.

ASCE Policy Statement 130 is available at:

http://cms.asce.org/Public-Policies-and-Priorities/Public-Policy-Statements/Policy-

Statement-130----Professional-Licensure-of-Engineers/

ASCE Policy Statement 140 states that “Lifelong learning by practicing civil engineers is

a hallmark of our profession. Employers and other practitioners should engage university

educators through all appropriate means in continuing education endeavors. Educators

should continue to serve civil engineering and civil engineering technology practice by

bringing timely knowledge and applications of new technologies to the practice

community. ASCE leaders at all levels should advocate and support continued career

development of civil engineers and civil engineering technologists through educator-

practitioner partnering.” This policy also charges ASCE with:

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“Providing a full range of education and training to develop and keep current

the knowledge, capabilities and skills of all individuals in the civil engineering

community;

Motivating and providing opportunities for the civil engineering community to

continue professional development to ensure the profession is responsive to

changing technology and social needs;”

The ASCE Civil Engineering Body of Knowledge for the 21st Century (BOK2), like the

NSPE EBOK, also includes lifelong learning as an essential behavior. BOK2 (p. 149)

states that

“Given the ever-increasing quantity of technical and nontechnical knowledge

required of practicing civil engineers, the ability to engage in lifelong learning is

essential. Lifelong learning is defined as the ability to acquire knowledge,

understanding, or skill throughout one’s life. Knowledge, skills, and experience

acquired in undergraduate programs are not sufficient for a career spanning

several decades. Civil engineers should engage in lifelong learning through

additional formal education; continuing education; professional practice

experience; and active involvement in professional societies, community service,

coaching, mentoring, and other learning and growth activities.”

Thus, PEO 3, which encourages graduates of the program to “engage in lifelong learning,

through on-the-job training, participation in professional societies, additional formal

education, continuing education and professional development, research, and self-study,

in order to use state-of-the-art knowledge to design and build safe and effective buildings

and/or provide high quality service to the general public, employers, clients, and other

professionals” is consistent with ASCE Policy Statement 140 and the ASCE BOK2.

ASCE Policy Statement 140 is available at:

http://cms.asce.org/Public-Policies-and-Priorities/Public-Policy-Statements/Policy-

Statement-140---Civil-Engineering-Education/

ASCE BOK2 is available at:

http://www.asce.org/uploadedFiles/Education_and_Careers/Body_of_Knowledge/Conten

t_Pieces/body-of-knowledge.pdf

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E. Process for Review of the Program Educational Objectives Describe the process that periodically reviews the program educational objectives including how

the program’s various constituencies are involved in this process. Describe how this process is

systematically utilized to ensure that the program’s educational objectives remain consistent with

the institutional mission, the program constituents’ needs and these criteria.

The Advisory Board comprises representatives from the various constituencies listed

above. The Advisory Board meets annually, typically in April, to discuss all three of the

construction-related programs offered at UALR: the construction management program,

the civil and construction engineering program, and the architectural and construction

engineering program.

At the April 2017 meeting, the program educational objectives for the architectural and

construction engineering program were distributed and discussed. Members of the

Advisory Board were then given the opportunity to provide feedback and to propose

changes to the chairs of the architectural and construction engineering advisory board,

Mike Callahan, PE, SECB, of Cromwell Architects Engineers in Little Rock.

The Advisory Board “endorsed the program educational objectives for the Architectural

and Construction Engineering Program” and “voted unanimously in affirmation that these

objectives are consistent with the mission of UA Little Rock, the needs of the program’s

constituencies, and the ABET accreditation criteria.” Please refer to the letter dated April

18, 2017, from Mike Callahan, PE, below.

At annual meetings of the Advisory Board, the results of program assessment will be

presented, and any changes to institutional mission and ABET criteria will be noted. The

members of the Advisory Board will then be invited to share any changes in their needs

and to propose changes to the program educational objectives. The program educational

objectives will be reviewed formally every three years, at an annual meeting of the

Advisory Board. The next formal review is due in 2020.

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STUDENT OUTCOMES

A. Student Outcomes List the student outcomes for the program and indicate where the student outcomes are

documented. If the student outcomes are stated differently than those listed in Criterion 3,

provide a mapping to the (a) through (k) Student Outcomes.

The architectural and construction engineering program will produce graduates who

have:

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.

These outcomes are identical to ABET Criterion 3 (a)-(k).

The student outcomes are published in the 2016-17 Undergraduate Catalog. The student

outcomes are also available via a link on the architectural and construction engineering

program website:

http://ualr.edu/constructionmanagement/degrees/bachelor-of-science-in-architectural-

and-construction-engineering/

The direct link to the student outcomes is:

http://ualr.edu/constructionmanagement/files/2013/03/ARCE-Goals-PEOs-and-SOs.pdf

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B. Relationship of Student Outcomes to Program Educational Objectives Describe how the student outcomes prepare graduates to attain the program educational

objectives.

The matrix below shows how the attainment of the student outcomes contributes to the

attainment of program educational objectives. The ability to work on multidisciplinary

teams (student outcome d), recognition of the need for lifelong learning (student outcome

i), and knowledge of contemporary issues (student outcome j) are not directly tested on

either the Fundamentals of Engineering examination or the Construction Fundamentals

examination. Passing those exams and completing the baccalaureate degree are the major

steps to attaining the first program educational objective, which is to become both a

licensed Engineer Intern and a certified Associate Constructor. All of the student

outcomes contribute to attainment of the second and third program educational

objectives.

Student Outcomes

a b c d e f g h i j k

PEO 1 x x x x x x x x

PEO 2 x x x x x x x x x x x

PEO 3 x x x x x x x x x x x

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CONTINUOUS IMPROVEMENT

This section is a work in progress. The complete self-study report for the initial accreditation

review of the architectural and construction program, including a section about continuous

improvement, is due to ABET by July 1, 2017.