Program Educational Objectives

Our alumni will show evidence of integrating a Christian worldview into their life and vocation by following the example of Christ in being an articulate, ethical and empowered servant leader (worldview integration). This implies being aware of and meeting the needs of humanity by doing most if not all of the following:

  • serving community and faith-based organizations,
  • serving professional societies, and
  • serving employers by being a steward of time, competencies and resources.

Our alumni will show evidence of being competent in core disciplines of engineering by active participation in professional engineering activities (competence). These activities will involve some of the following: creating, researching, innovating, designing, building, testing, inspecting, evaluating, estimating, planning, allocating, forecasting, selling, educating, communicating and collaborating.

Our alumni will show evidence of recognizing the importance of lifelong learning through involvement in post graduate learning activities (development). These activities would include participating in training or continued education, receiving a post graduate degree, attending and or delivering presentations, papers or posters at professional conferences, taking and passing the FE and PE exams, and/or attending or delivering presentations at professional society meetings or in academic and educational settings.

Our alumni will show evidence of success in at least one of a variety of postgraduate experiences (success). These experiences include but are not limited to employment in industry, public service, education, missions/NGOs, and/or participation in graduate school.

Student Learning Outcomes

CBU civil engineering graduates are expected to gain:

EGR 1. an ability to apply knowledge of mathematics, science, and engineering (a)

EGR 2. an ability to design and conduct experiments, as well as to analyze and interpret data (b)

EGR 3. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (c)

EGR 4. an ability to function on multidisciplinary teams (d)

EGR 5. an ability to identify, formulate, and solve engineering problems (e)

EGR 6. an understanding of professional and ethical responsibility (f)

EGR 7. an ability to communicate effectively (g)

EGR 8. the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (h)

EGR 9. a recognition of the need for, and an ability to engage in life-long learning (i)

EGR 10. a knowledge of contemporary issues (j)

EGR 11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (k)

EGR 12. an ability to articulate a Christian worldview on personal, professional, technical, and societal issues

EGR 13. an understanding of the basic concepts in leadership.