Civil and Environmental Engineering, B.S.

ET 108, A.P. Torrence Hall
(615) 963-5421

General Statement

The Civil Engineering program systematically builds upon the knowledge acquired in the study of the physical sciences, mathematics, and engineering sciences to provide students with a broad base knowledge in the various areas of civil engineering and environmental engineering. The program prepares the students for careers in the private and public sectors and/or to pursue graduate study.

The purpose of the civil engineering program is to provide state of the art civil engineering education, hands-on instruction and problem solving that are critical to the quality of life.

The educational objectives for the Department of Civil and Environmental Engineering are as follows:

1. Knowledge of physical sciences, mathematics, and engineering science to delineate and solve civil engineering problems using a systematic scientific approach.
2. Ability to pursue graduate education in civil engineering and related fields.
3. Ability to function as members of multidisciplinary and multicultural teams, and to communicate effectively using available modern tools.

Civil engineers are concerned with buildings, dams, railroads, pipelines, bridges, canals, highways, etc. Some branches of civil engineering are construction Engineering, Environmental Engineering, Geotechnical engineering, structural engineering, transportation engineering, and water resource engineering.

The outcomes of the program require that the graduating student demonstrate the following:

1. Ability to apply knowledge of mathematics, science, and engineering;
2. Ability to design and conduct experiments, as well as, to analyze and interpret data;
3. Ability to design a system, component, or process to meet needs;
4. Ability to function on multidisciplinary teams;
5. Ability to identify, formulate, and solve engineering problems;
6. Understanding of professional and ethical responsibility;
7. Ability to communicate effectively;
8. The broad education necessary to understand the impact of engineering solutions in a global and societal context;
9. Recognition of the need of an ability to engage in life-long learning;
10. Knowledge of contemporary issues;
11. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice;
12. An ability to apply knowledge in environmental engineering, structural engineering, transportation engineering, and water resource management.
13. An ability to explain basic concepts in management, business, public policy, and leadership.

Engineering Design Experience

The engineering design experience is stressed throughout the entire curriculum formally and informally. Open-ended problems are assigned to the students in various courses in order to develop their creativity. Specifically, in ENGR 3200 - Introduction to Design 3(3,0) , a design project problem is assigned which requires formulation, specifications, and considerations of alternative solutions by each individual student. An Introduction to Design, the student is introduced to economic analysis and statistical analysis in the context of engineering design. Design problems become more complex as the Civil Engineering student advances through the curriculum and takes the following design courses: CVEN 3200 - Transportation Engineering (3) , CVEN 3250 - Hydraulic Engineering (3) , CVEN 3350 - Hydrology (3) , CVEN 3420 - Reinforced Concrete Design (3) , CVEN 4250 - Water and Wastewater Engineering (3) , CVEN 4320 - Highway Engineering (3) , and one design elective course.

The student applies the above knowledge in a capstone design of a complete system. The Capstone Design, which consists of a two-semester sequence of ENGR 4500  and ENGR 4510 , is done under the guidance of a faculty advisor or an industrialist and faculty advisor. The student must first present his/her design proposal for acceptance by the advisor and the department chair. Every student is required to make an oral presentation on his/her project to students, faculty, and/or jury of practitioners in a formal setting.